Brevard Public Schools School Improvement Plan Asst. Supt. of Leading and Learning: Dr. Stephanie Soliven

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1 Superintendent: Desmond K. Blackburn, Ph.D. Brevard Public Schools School Improvement Plan Asst. Supt. of Leading and Learning: Dr. Stephanie Soliven Principal Supervisor: Dr. Beth Thedy Principal: Melissa Catechis Name of School: Pathways at Pine Grove (South Alternative Learning Center) SAC Chairperson: Sonia Guerao School Grade History : N/A : N/A : N/A Mission Statement: Connections to District Strategic Plan Obj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps Obj.L4: Provide equitable support for every student s social-emotional development Obj.L6. Build principal capacity to develop and spread highly effective instructional practices Obj.R3 Increase system-wide proactive communications Pathways at Pine Grove will maintain a learning community that facilitates a positive and safe environment to promote students self-reflection and personal improvement, teamwork, measurable and attainable academic goal-setting, studentcentered learning and collaboration. Vision Statement: The students at Pathways at Pine Grove will return to their home schools to graduate with the skills and intellectual curiosity necessary for success, career readiness, character development, responsible citizenship and a lifelong learning perspective. 1 P a g e

2 Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. Stakeholders involved in the early development of our School Improvement Process are the administrator, school counselor, and teachers/staff which, during pre-planning week we share data and other pertinent information from the previous school year. The students are provided with a survey with questions on socio-emotional concerns along with academic strengths and weaknesses. Pathways at Pinegrove s (PAP) administrator and counselor meet regularly with faculty to share areas of needs according to students survey results and PAP s mission statement. Each team member is asked to contribute to the school improvement plan process through regular meetings and brainstorming sessions to allow for sharing perspectives, concerns and effective strategies for working with our at-risk population. PAP s maintains communication with parents through individual meetings during intakes, telephone calls, electronic communication, and continual progress reports. Brevard Public Schools School Improvement Plan Part 1: Planning for Student Achievement RATIONALE Continuous Improvement Cycle Process Data Analysis from multiple data sources: Please consider the priority indicators selected from your school BPIE and EDI Insight Survey results within the rationale of your SIP. What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with professional practices and what data shows evidence of opportunities for growth? Strengths per the Instructional Culture Insight survey, in fall of 2016, 100% of the teachers at Pathways of Pine Grove (PAP) felt the professional development opportunities at the school are well planned and facilitated. Another strength we found was that 100% of the teachers at the school track the performance of their students toward measurable academic goals. One more strength was that 88% of the teachers stated they collaborate weekly with teachers and leaders at the school to improve their instructional plans based on student responses to tasks. Areas of Focus per the Instructional Culture Insight Survey, with regards to the an instructional leader at the school regularly reviews student work from their classes, this is an area we would like to focus on for this school year and improving that percentage from 63% (fall of 2016) to 100% for this school year. Another area we would like to focus on is where it addresses all teachers at my school take responsibility for developing students literacy skills, which only 75% (fall of 2016) of teachers felt this practice was taking place in 2016, we would like to improve this to 100%. 2 P a g e

3 What are the areas of successful student achievement and what data shows evidence of improvements? What are the concerns with student achievement? Provide data to support concerns. Pathways at Pine Grove is using this Reading Plus Program to keep track of students reading improvement. Students are given an entry test and an exit test at the end of the grading period and/ or exit exam at the end of each grading period. During the first grading period of this year , 80% of students demonstrated improvement in the reading comprehension and vocabulary. Students improvement on main subjects will be compared by using entry grades and grades obtained at their exit. Students that are required to attend Pathways at Pine Grove for a full school year, academic improvement will also include their academic level on FSA and EOC testing. Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps. Home schools send students to Pathways at Pine Grove for a variety of infractions, ranging from fights to drugs to serious felony charges. They struggle due to the lack of appropriate social/emotional and academic skills, learning disabilities and poor attendance. The teachers and staff at Pathways at Pine Grove work to instill students with a sense of ownership about their academic success with positive behavior strategies to promote the improvement of their social/ emotional development and academic success. Describe how your school ensures standards-aligned instruction is occurring in ELA, math and content areas. Describe the processes in place to progress monitor instruction to ensure it is systematic, explicit and based on data. (Please limit to 250 words.) Beginning this year, Pathways at Pine Grove has implemented a district approved computer based instruction model for our students. Using the Odysseyware program to deliver instruction, the school will ensure that the content is aligned with state standards, and provide the rigor needed for students to reach their fullest potential, and work at their highest level. This will also prepare the students as they transition back to their home schools. We will also be focusing on our students reading levels and achievement. Through our Reading Plus program, we can assess every student when they enroll at PAPs, getting a baseline score for their reading level. When they exit our program, we will give them an exit assessment to monitor their reading level, and our goal is to see improvement. This data can be used to track our students during their enrollment with us, as well as when they transition out of our program. I will disseminate this data to the staff of the home schools during transition meetings to address certain academic needs/supports the students may need to be successful and carry over into their regular school. School-Based Goal: What can be done to improve instructional effectiveness? In an effort to improve student s knowledge and understanding of the depth and rigor of Florida Standards, reduce student suspensions and expulsions at Pathways at Pine Grove, we will continue to implement restorative practices, including our Positive Behavior Intervention Support. Pathways at Pine Grove knows that struggling readers, or at-risk students, need additional support from both their teachers as well as their parents. Therefore teachers will continue using B.E.S.T. strategies aligned with the UbD Approach and sharing data collection with parents using different communication systems as Class Dojo, parent teacher conference. 3 P a g e

4 Strategies: Small number of action oriented staff performance objectives. Barrier Principal, school counselor and teachers encounter students and families with major obstacles which obstruct the student s academic goals and appropriate social and emotional development and have lost trust in the school system. Action Steps to Overcome Barrier 1. Individualized orientation/ intake process with student and family consultation, and schedule bi-weekly conferences to discuss engagement, behavior, and academic progress. 2. Increased communication between school and home to create positive relationship and encourage parents to become more involve with their children educational process. 3. School counselor will meet with students and parents to review their individual plan of study (IPS), review students transcripts and to help them navigate through credit retrieval barriers (online classes, adult education) to reduce dropouts. Person Responsible Timetable In-Process Measure Mr. Rubick, AP, August 2017-May Intake documentation, Mrs. Guerao, school 2018 (ongoing) conferencing, counselor, Assessments, Teachers and Staff at Credit accrual. Pathways at Pine Grades Grove Teachers strengthening students skills and competencies so they can be prepare for not just greater academic achievement, but also greater life accomplishments Pathways at Pine Grove teachers will engage in professional learning and collaborative planning during Early Release. Mr. Rubick, AP, Mrs. Guerao, school counselor, Teachers and Staff at Pathways at Pine Grove August 2017-May 2018 (ongoing) Professional Development on UbD and PBIS and Restorative Practices Comparing present to past data including: PBIS, expulsion rates, suspension rates and academic progress. 4 P a g e

5 2. 2. Continue professional development by USF on Restorative Practices exploring techniques to identify and work on desired learning results and actual performances by students on measures that matter Pathways at Pine Grove administratio n, teachers, staff and community resource partners will maintain a culture of professional learning through the school to reinforce USF Restorative Practices workshops. 5 P a g e

6 EVALUATION Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school. Professional development will help teachers incorporate Restorative Practices to promote positive discipline in the classroom. We want teachers to continue adapting more student-centered learning. We want teachers to continue efforts to increase non-fiction reading for understanding to 70% as indicated on a beginning and an end of year teacher survey. We want teachers to model B.E.S.T. practices in instruction as measured by results of a beginning and an end of year teacher survey. We want to increase teacher participation in Positive Behavior Intervention Support as indicated by results of a beginning and an end of year teacher survey. Teacher data of this process also will be collected through walk-throughs and evaluations scores. Qualitative and Quantitative Student Achievement Outcomes: Students should be engaged and encouraged to improve attendance, as measured by the daily attendance. Students will use restorative practices to improve relationships between students and also teachers Students will participate in more student-centered learning for more academic success. Student achievement will be determined over the course of the entire school year through feedback (both formal and informal) provided by the students. Administrators and teachers will elicit comments and observations from the students. Content area teachers will gather additional measures of student achievement through the assessment of results on DBQ lessons. 6 P a g e

7 Progress will be measured with daily attendance, biweekly comparison of the number of disciplinary actions to positive behavior interventions and annual expulsion figures. Progress in academic success will be measured by comparing quarterly data in computerized reading program and math. Parents will be provided with information and educational hand-outs for home conditions that support learning. Part 2: Support Systems for Student Achievement (Federal, State, and District Mandates) For the following areas, please write a brief narrative that includes the data from the year and a description of changes you intend to incorporate to improve the data for the year P a g e

8 MTSS & EARLY WARNING SYSTEMS Please complete Describe your school s data-based problem-solving process and school-based structures in place to address MTSS implementation. Pathways at Pine Grove student population consists of students who have a variety of infractions, ranging from fights to drugs to more serious felony charges (Homeschools tier three (higher risk) students in the PBS system). They struggle due to the lack of appropriate social/emotional and academic skills, learning disabilities and poor attendance. Pathways at Pine Grove school administrator, school counselor, ESE Support Specialist, reading coach, and ESE coordinator work on collaboration with home schools psychologist, social workers and ESE specialist as the school s MTSS Team. The process involves a systematic use of multi-source assessment data to ensure the identification of students instructional needs and appropriate interventions. Our focus on Restorative Practice, including the school s Positive Behavior Support strategies is characterized by a continuum of integrated academic, behavior and socio-emotional supports reflecting the need for students to have fluid access to instruction and supports of varying intensity levels. Due to our at-risk students status, the instruction and interventions provided across school according to tier 2-Targeted Supplemental Interventions and Supports and Tier 3-Intensive Individualized Interventions and Supports of MTSS. 2. List below who monitors the Early Warning System and how often. Early Warning System is monitor by the school counselor and administrator every month and at grading period. The information is shared during staff meetings with staff. 3. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the school year. These data should be used as part of the needs assessment to identify potential problem areas and inform the school s planning and problem solving for : Fill in BLANKS with data from School Year - Number of Students Grade Level Total Attendance <90 7 of f 13 8 of 11 9 of 9 5 of 5 3 of 3 40 of 51 1 or more ISS or OSS 10 of of of 11 9 of 9 5 of 5 3 of 3 51 of 51 Level 1 in ELA OR Math 5 of 10 6 of 13 4 of 11 5 of 9 1 of 5 1 of 3 22 of 51 Course Failure in ELA OR Math 2 of of 13 4 of 11 7 of 9 2 of 5 2 of 3 27 of 51 Students exhibiting 2 or more indicators of Describe all intervention strategies employed by the school to improve the academic performance of students identified by the Early Warning System (i.e., those exhibiting two or more early warning indicators). At Pathways at Pine Grove, we implement our Positive Behavior Support System as part of our restorative practices to motivate our students to improve their behavior and reduce the number of suspensions. The designed interventions promote engaging behaviors that replaced faulty habits of students at risk. Research shows that missing 10 percent of the school, or about 18 days in most school districts, negatively affects a student s academic performance. That s just two days a month and that s known as chronic absence 8 P a g e

9 Another tool used to reduce attendance problems is a Drop Prevention Agreement. Absent students are required to bring a doctor s note, court papers as an excuse or a parent is required to bring the student and sign him/ her in. When students attendance is a concern due to numerous days missing, school s staff contacts the parent and have a conference stressing the importance of daily attendance in order to obtain the instruction needed to achieve their academic goal. 9 P a g e

10 PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of this section. Consider the level of family and community involvement at your school and 2017 parent survey data collected. Respond to the following questions. What are strengths and how will they be sustained? What are areas of weaknesses and how will they be addressed? Pathways at Pine Grove involves parents in their students' academic achievement by meeting with every parent individually during the initial intake. Parents and students meet with the principal and/ or guidance counselor. Parents are given information about the school expectations in regard academic involvement, policies and procedure, and Positive Behavior Intervention Support P.R.A.I.S.E. They also receive appropriate information in how to contact the teachers via , or telephone contact. The parents' intake packet includes handouts with information about community resources, parenting skills educational handouts, district parental workshops, and students' graduation requirements. In addition, parents are recommended to sign up with 2 of the online programs used by our teachers, Class Dojo and Odysseyware to follow up with the students level of academic and/ or behavior progress. School counselor holds Individual Plan of Studies meetings with parent/student throughout the year according to student enrollment to discuss student's academic progression plan, promotion and graduation requirements. Student academic reports are sent home every 4 ½ weeks (Interim reports and students' report card) to help keep parents informed of students academic progress. Professional Development - staff work collaboratively to provide school staff with professional development in working effectively with parents, including a parent involvement component in one of the modules of B.E.S.T., our district wide training initiative. STUDENT TRANSITION AND READINESS 1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g). Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another. (Example: 6 th to 7 th grade; 8 th to 9 th grade) Individual Plan of Studies IPS meetings 2. COLLEGE AND CAREER READINESS This section is required for schools with 9, 10, 11 or 12. This section meets the requirements of Sections 20 U.S.C. 6314(b). Describe the strategies the school uses to support college and career awareness, which may include establishing partnerships with business, industry or community organizations. Individual Plan of Studies (IPS) meetings with students/ parents throughout the year Career Day Monthly Presentation to students by professional in different fields. Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs. Pathways at Pine Grove offers a Career and Technical Education class to all students to provide academic and technical skills, knowledge and training necessary to succeed in future careers and to become lifelong learners. 10 P a g e

11 Describe efforts the school has taken to integrate career and technical education with academic courses (e.g. industrial biotechnology) to support student achievement. N/A Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( As required by section (4), FL Statutes. N/A 11 P a g e