Emma Jewel Charter Academy

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1 Emma Jewel Charter Academy School Improvement Plan

2 Brevard SIP 705 BLAKE AVE, Cocoa, FL School Demographics School Type Title I Free/Reduced Price Lunch Combination Yes 93% Alternative/ESE Center Charter School Minority No Yes 88% School Grades History Year Grade F School Board Approval This plan is pending approval by the Brevard County School Board. SIP Authority and Template Section (18), Florida Statutes, requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district. The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds. This template is required by State Board of Education Rule 6A , Florida Administrative Code, for all noncharter schools with a current grade of D or F, or with a grade of F within the prior two years. For all other schools, the district may use a template of its choosing. All districts must submit annual assurances that their plans meet statutory requirements. This document was prepared by school and district leadership using the Florida Department of Education s school improvement planning web application located at Last Modified: 10/27/2015 Page 2

3 Brevard SIP Table of Contents Purpose and Outline of the SIP 4 Differentiated Accountability 5 Current School Status 8 8-Step Planning and Problem Solving Implementation Goals Summary Goals Detail Action Plan for Improvement Appendix 1: Implementation Timeline 27 Appendix 2: Professional Development and Technical Assistance Outlines Professional Development Opportunities Technical Assistance Items Appendix 3: Budget to Support Goals 0 Last Modified: 10/27/2015 Page 3

4 Purpose and Outline of the SIP The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a living document by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the Date Modified listed in the footer. Part I: Current School Status Part I organizes the current status of the school around five domains inspired by the 5Essentials framework: Supportive Environment, Family and Community Involvement, Effective Leadership, Public and Collaborative Teaching, and Ambitious Instruction and Learning. Questions regarding the school s Multi-Tiered System of Supports have been embedded throughout this part to demonstrate how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs. Part II: Needs Assessment Part II requires the school to review performance and early warning systems data in order to develop strategic goals and associated data targets (i.e., SMART goals ) for the coming school year in context of the school s greatest strengths and needs. An online tool was developed, which includes data visualizations and processing questions to support problem identification, problem analysis and strategic goal formulation. Part III: 8-Step Planning and Problem Solving for Implementation Part III enables the school to develop implementation plans for its highest-priority goals. With the overview of the current state of the school in mind and the strategic goals identified through the needs assessment, the planning team engages in a facilitated planning and problem-solving process, through which they Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1) Identify resources available to support the goals and barriers that could hinder achieving those goals (Step 2) Select high-priority barriers they want to address initially (Step 3) Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7) Determine how they will monitor progress toward each goal (Step 8) Appendices Brevard SIP The following appendices, automatically-generated from content entered in Part III, are included in this document: Appendix 1 is a timeline of all action steps and monitoring activities Appendix 2 is an outline of all professional development opportunities and technical assistance items Appendix 3 is a report of the budget needed to implement the strategies Last Modified: 10/27/2015 Page 4

5 Differentiated Accountability Florida s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated by need according to performance data, and provided to schools and districts in order to improve leadership capacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadership to design, implement and refine improvement plans, as well as provide instructional coaching, as needed. DA Regions Florida s DA network is divided into five geographical regions, each served by a field team led by a regional executive director (RED). DA Categories Traditional public schools are classified at the start of each school year, based upon the most recently released school grades (A-F), into one of the following categories: Not in DA currently A or B with no F in prior three years; charter schools; ungraded schools Monitoring Only currently A, B or C with at least one F in the prior three years Focus currently D Planning two consecutive grades of D (i.e., DD), or a grade of F immediately followed by a grade of D in the most recent grades release (i.e., FD) Implementing two consecutive grades of D in the most recent grades release preceded by a grade below C (i.e., FDD or DDD) Priority currently F Planning declined to a grade of F in the most recent grades release and have not received a planning year or implemented a turnaround option during the previous school year Implementing two consecutive grades of F (i.e., FF), or three consecutive grades below C with an F in the most recent grades release (i.e., FDF or DDF) DA Turnaround and Monitoring Statuses Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses: Former F currently A-C with at least one F in the prior three years; SIP is monitored by FDOE Planning Focus Planning and Priority Planning; district is planning for possible turnaround Implementing Focus Implementing and Priority Implementing; district is implementing the Turnaround Option Plan (TOP) DA Category and Statuses Brevard SIP DA Category Region RED Not In DA 3 Ella Thompson Former F Turnaround Status No Last Modified: 10/27/2015 Page 5

6 Brevard SIP Last Modified: 10/27/2015 Page 6

7 Brevard SIP Last Modified: 10/27/2015 Page 7

8 Supportive Environment School Mission and Vision Provide the school's mission statement Part I: Current School Status The Mission of the (EJCA) is to instill within each scholar a passion for learning, a strong desire to nurture their family members, friends and their community. We will empower each individual scholar to be lifelong learners, problem solvers and have a positive impact in their community Provide the school's vision statement Our vision: Our vision is that all scholars will demonstrate academic excellence once they are placed in a nurturing educational environment where they are valued and celebrated for their uniqueness. School Environment Brevard SIP Describe the process by which the school learns about students' cultures and builds relationships between teachers and students At we learn about our scholars culture and build relationships between teachers and scholars by being an active part of the community. Teachers spend time building relationships with scholars through trust building activities, scholar interest surveys and by celebrating their uniqueness. partners with parents in an effort to provide a high quality education to scholars in a small nurturing learning community. The instructional approach will be driven by the vision of wrapping the education around the scholar based on their individual learning styles. Describe how the school creates an environment where students feel safe and respected before, during and after school In an effort to holistically educate our children we will infuse health and nutrition, character education, and civic responsibility into our core curriculum. EJCA believes that positive character growth is just as important as academic growth. Not only do we want our scholars to be intelligent; but we also want them to be morally good people. We will provide a safe learning environment where scholars are free from bullying and feel empowered. In order to help our scholars demonstrate positive character growth and provide a safe learning environment, we will utilize a number of positive character initiatives based on input for our district authorizer, community leaders, school leaders, parents, scholar and teachers. The school will implement an effective bully reporting process in compliance with the Jeffery Johnson Stand up For All Act. Describe the schoolwide behavioral system in place that aids in minimizing distractions to keep students engaged during instructional time. This may include, but is not limited to, established protocols for disciplinary incidents, clear behavioral expectations, and training for school personnel to ensure the system is fairly and consistently enforced It is our philosophy that school should be: A safe atmosphere where there is respect for the dignity of everyone. A positive learning environment, where everyone is held responsible for his/her own behaviors and their consequence, in a consistent manner. A place where the entire school community participates in and supports the school s discipline policies. To support our beliefs, maintains a formal Behavior Last Modified: 10/27/2015 Page 8

9 Brevard SIP Management Plan. Teachers are trained during pre-service on the Behavior Management Plan followed up by the District Behavior Analyst. Teachers immediately address the student s misbehavior in their classrooms. If the targeted behavior is of a serious nature or if the behavior continues to escalate after teacher intervention, the student will be referred to Administration. Parents and students are aware of both the Code of Conduct for Brevard County Public Schools and the School. Failure to comply with the Code of Conduct may result in the following: After School Teacher Detention After School Administrative Detention Reflection Room(In- School Suspension) Out of School Suspension Expulsion/Dismissal Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and other pupil services As a school, the social-emotional needs of scholars are important and thus we have implemented several programs to address these needs. Our school refers scholars to Changes Youth and Family Services, which provides on-site counseling program to students, and their families. Changes Youth and Family Services also provides mentorship programs, social skills group counseling and mental health counseling. Additionally, we have a Girls on the Run club that focuses on build self esteem in students. For the school year Emma Jewel is participating in the district's School Safety Grant that provides a part-time school social worker. The social worker helps scholars and families adapt to issues such as bullying, poverty, health and nutrition and mental health. Early Warning Systems The school's response to this section may be used to satisfy the requirements of 20 U.S.C. 6314(b)(1)(B)(ii)(III), (b)(1)(b)(iii)(i), and (b)(1)(i). Describe the school's early warning system and provide a list of the early warning indicators used in the system EJCA identifies scholars who have attendance that is 90% or less through the district s Performance Matters data management system. Any scholar that accumulates a total of six (6) days of unexcused absences in a period of sixty (60) calendar days will be considered habitually truant. The scholar and his/her parent shall be informed of excessive absences. We want to encourage all students to attend school on a regular basis. Each day that a scholar attends school he/she has opportunities to develop personal, social and academic skills. In addition, requires a parent to phone the school on the day a scholar is absent and a written note (from parent or medical documentation) within one day of the absence. All absences, which have not been specifically identified as excused, are unexcused absences. Every 4 ½ weeks a letter will be sent home to parents of those students who have accrued (5) five or more unexcused absences. (6) Six or more unexcused absences are reported to the truancy office at Brevard County Public Schools. A conference may be called to meet with the student and the parent/ guardian to develop an attendance agreement. If the unexcused absences continue, the Attendance Point Person will meet to review possible additional interventions. If a scholar accrues (9) nine unexcused absences per semester (18 days maximum for school year) the scholar may be considered for retention. Kindergarten scholars must attend a minimum of 162 school days to be eligible for promotion to first grade. In the event an excess of nine (9) days per semester or eighteen (18) days per school year are accrued, an appeals packet must be submitted to the school by the parent/guardian no later than the last day of school. An attendance appeals packet includes academic progress and a statement from the parent/guardian. For scholars who are suspended for one or more days, a parent reinstatement conference is Last Modified: 10/27/2015 Page 9

10 Brevard SIP required. During this time a plan is put in place to ensure that the behavior is not repeated by the scholar and they placed in the best possible position for success. The monitoring of scholars academic success is very important to us as a school. Teachers are required to notify parents at the midpoint of the nine-week if the scholar is at risk of failing English or Mathematics. At the end of the quarter, if the scholar has failed English or Mathematics, the school highly encourages the scholar to attend after school tutoring and work with staff to revise their intervention schedule based on the specific needs of the child. Scholars who have T scores below 30 on the statewide, standardized assessments in English Language Arts or mathematics are place in intervention groups. They are also encouraged to attend after-school tutoring program as well. Scholars in grades 6-8 are also enrolled in an intensive reading class in addition to their English Language Arts Block. Provide the following data related to the school's early warning system The number of students by grade level that exhibit each early warning indicator: Indicator Grade Level K Attendance below 90 percent One or more suspensions Course failure in ELA or Math Level 1 on statewide assessment The number of students identified by the system as exhibiting two or more early warning indicators: Indicator Grade Level Students exhibiting two or more indicators Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system For scholars identified by the early warning systems, a Progress Monitoring Plan will be developed and a parent conference will be held. Additionally, these students will be encouraged to attending after school tutoring, they have additional reading intervention embedded within their schedule. As part of the UCF grant will we also provide intervention via the school social worker for any scholars that are identified by the early warning system. Total Total Family and Community Involvement The school's response to this section may be used to satisfy the requirements of 20 U.S.C. 6314(b)(1)(B)(iii)(I)(aa). Describe how the school works at building positive relationships with families to increase involvement, including efforts to communicate the school's mission and vision, and keep parents informed of their child's progress Title I schools use the Parent Involvement Plan (PIP) to meet the requirements of 20 U.S.C. 6314(b)(1)(F). Will the school use its PIP to satisfy this question? Yes PIP Link The school completes a Parental Involvement Plan (PIP), which is available at the school site. Last Modified: 10/27/2015 Page 10

11 Description Brevard SIP Describe the process by which the school builds and sustains partnerships with the local community for the purpose of securing and utilizing resources to support the school and student achievement EJCA is located in the heart of the community and has developed a great rapport with the community. The administration of the school continually works with community partners to bring programs into the school building that will aide in the development of the students and their family. The City of Cocoa and the Diamond Square Re-development Agency have been great resources for EJCA. Community programs such as Save Our Sons, Single Mothers Support programs, Grandparents Support Programs and The REAL Church have held programs on the school campus for the community. Additionally, the administration and staff is involved in community activities and attend local civic board meetings and programs to stay abreast of what is happening in the community Effective Leadership The school's response to this section may be used to satisfy the requirements of 20 U.S.C. 6314(b)(1)(H). School Leadership Team Membership: Name Cole, Thomas Principal Karnetsky, Mary Assistant Principal Jordan, Johnny Dean Gibbs, Jordan Teacher, K-12 Harrell-Cole, Kimberly Instructional Coach Martin, Ashmahalah Teacher, K-12 barcon, irma Teacher, K-12 Ingram, Melinda Instructional Coach Title Duties Describe the roles and responsibilities of the members, including how they serve as instructional leaders and practice shared decision making Thomas Cole, Principal Oversee school compliance and the overall welfare of the school, serves as community liaison, conducts teachers observation and evaluations, and serves as member of the leadership team Mary Karnestky, Assistant Principal Oversees school compliance, conducts teachers observation and evaluations, and serves as member of the leadership team Johnny Jordan, Dean of Students Oversee Behavior Management Plan, coordinator mentorship program, oversee facilities operations, and support teachers with classroom management and campus safety. Melinda Ingram, Reading Coach - Serve as a peer mentor, provide lesson plan support, conduct peer observation/coaching, monitor on-going progress monitoring, FAIR, testing facilitator, model instruction and serves as a member of the leadership team Jordan Gibbs, Middle School Community Leader - Serve as a peer mentor, provide lesson plan support, conduct peer observation/coaching and as a member of the leadership team Kimberly Harrell-Cole, Math and Science Coach - Serve as a peer mentor, provide lesson plan support, conduct peer observation/coaching, model instruction for teacher and coordinate science fair Last Modified: 10/27/2015 Page 11

12 and serve as a member of the leadership team Ashmahala Martin, Intermediate Community Leader - Serve as a peer mentor, provide lesson plan support, conduct peer observation/coaching and serve member of the leadership Irma Barcon, Primary Community Leader -Serve as a peer mentor, provide lesson plan support, conduct peer observation/coaching and a serve as a member of the leadership team Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs. Provide the person(s) responsible, frequency of meetings, how an inventory of resources is maintained and any problem-solving activities used to determine how to apply resources for the highest impact The school meets as a leadership team on a regular basis. During this time personnel, instructional and curricular needs are addressed. Many of our staff members are assigned duties beyond the classroom and work closely together to ensure that the needs of all scholars are met. Duties are assigned in a manner so that are correlated with each other and based on areas of expertise. For example, the Dean of students has a background in law enforcement and therefore campus safety and security is a duty that he has in order to make sure resources are allocated accordingly. We often hire staff members that have additional talents and skills which may be utilized in other areas of the campus. Additionally, a teacher hired with a social worker back ground, will also work with teachers and student family to ensure that services are being provided to the them through home visits and community outreach program. In order to ensure that all federal, state and local funds, services and programs are coordinated effectively, the principal leads this area and makes certain that resources are being used appropriately. School maintains inventories and all decisions are discussed and problem-solved with the leadership team to ensure that resources are being used for the highest impact School Advisory Council (SAC) Membership: Brevard SIP Jarvis Wash Thoms Cole Ross Whitley Phillip Holder Reggie Jones Erik Jones Richard Blake Alexis White Duties Name Stakeholder Group Business/Community Business/Community Business/Community Business/Community Business/Community Business/Community Business/Community Business/Community Provide a description of the SAC's involvement with the following activities, as required by section (2), Florida Statutes Evaluation of last year's school improvement plan The schools governing board members shall serve as the school advisory council for the school year. The governing board is comprised of members from the professional areas that included but are not limited to: finance, education, construction, business and accounting. Last Modified: 10/27/2015 Page 12

13 Development of this school improvement plan The school improvement plan will be discussed and voted upon by the schools governing board. Additionally, it should be understood that parents are also appointed to the schools governing board. This assures a wide variety of input on the school improvement plan. Preparation of the school's annual budget and plan Any funds received specifically for the school improvement plan will be voted upon as part of the schools operating budget. Te board will establish a sub-committee to review the specific use of school improvement funds within the budget. Describe the use of school improvement funds allocated last year, including the amount budgeted for each project Verify that the school is in compliance with section , Florida Statutes, regarding the establishment requirements and duties of the SAC Yes If the school is not in compliance, describe the measures being implemented to meet SAC requirements Literacy Leadership Team (LLT) Membership: Brevard SIP Cole, Thomas Karnetsky, Mary Willis, Donna Ingram, Melinda Duties Name Principal Assistant Principal Paraprofessional Instructional Coach Title Describe how the LLT promotes literacy within the school The team meets to determine literacy initiatives for the students and assessment that will be administered to monitor student growth. Programs that have been implemented include MyOn Reading Program, I-station for on-going progress monitoring, Scholastic book fairs, Book It, Think Stretch summer school program, and Summer Reading Challenge. Public and Collaborative Teaching The school's response to this section may be used to satisfy the requirements of 20 U.S.C. 6314(b)(1)(D). Describe the school's strategies to encourage positive working relationships between teachers, including collaborative planning and instruction Teacher at EJCA have common planning time. Regular Professional Development is offered at the school during early release days and Professional Development days. Teachers can also access training provided by the school district. Data chats are held to review and discuss data that teachers are collecting and learn strategies for re-teaching material. Lesson planning between grade levels is collaborative. For the school year we will work with an educational consultant to develop professional learning communities. Through our professional learning communities we will discuss classroom observations, review data, deconstruct standards, and develop curriculum maps. Last Modified: 10/27/2015 Page 13

14 Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field, effective teachers to the school The school currently advertise on Teachers-Teachers and the district website. Professional development is given to teachers to ensure they are trained in the strategies that they need to be successful. The district helps monitor certification to ensure that all teachers are highly qualified and certified in the area in which they teach. Describe the school's teacher mentoring program, including the rationale for pairings and planned mentoring activities The school has Community leaders for primary, intermediate and middle school areas that service as mentors for teachers in that grade level. The community leaders chosen are teachers who are experienced in their field of study and can provide mentoring to staff based on their needs. As a resource, district personnel are also utilized to assist teachers. Ambitious Instruction and Learning Instructional Programs and Strategies Instructional Programs Describe how the school ensures its core instructional programs and materials are aligned to Florida's standards The curriculum materials are aligned with those of the district to ensure that our students maintain the same instructional focus as required by Florida Standards. During professional learning communities teachers along with educational consultants deconstruct standards and develop curriculum maps to ensure instruction and materials are aligned to the Florida Standards. Instructional Strategies Brevard SIP Describe how the school uses data to provide and differentiate instruction to meet the diverse needs of students. Provide examples of how instruction is modified or supplemented to assist students having difficulty attaining the proficient or advanced level on state assessments Teacher maintain data notebooks for students. This data is used to implement various grouping forms within classroom such push in/pull out, intervention blocks are adjusted according to what data is telling us. All subject areas infused writing strategies within the content area. Provide the following information for each strategy the school uses to increase the amount and quality of learning time and help enrich and accelerate the curriculum: Last Modified: 10/27/2015 Page 14

15 Strategy: Extended School Day Minutes added to school year: 10,800 Embedded Intervention Classes within the school day Strategy Rationale To provide students additional instruction in areas of concern Strategy Purpose(s) Brevard SIP Core Academic Instruction Person(s) responsible for monitoring implementation of the strategy Cole, Thomas, thomas.cole@emmajewelcharter.com Data that is or will be collected and how it is analyzed to determine effectiveness of the strategy I-Station is used for collection of data Strategy: After School Program Minutes added to school year: 720 Warrior Saturday Skills Camp Strategy Rationale To provide additional assistance to students in area for the FSA Strategy Purpose(s) Core Academic Instruction Person(s) responsible for monitoring implementation of the strategy Karnetsky, Mary, mary.karnetsky@emmajewelcharter.com Data that is or will be collected and how it is analyzed to determine effectiveness of the strategy Practice Assessments Surveys Last Modified: 10/27/2015 Page 15

16 Strategy: After School Program Minutes added to school year: 2,160 Warrior Prep Academy Strategy Rationale To provide additional assistance to students in area for the FSA Strategy Purpose(s) Core Academic Instruction Person(s) responsible for monitoring implementation of the strategy Cole, Thomas, Data that is or will be collected and how it is analyzed to determine effectiveness of the strategy Practice Assessments Surveys Brevard SIP Strategy: After School Program Minutes added to school year: 2,160 Math and Science Tutoring Strategy Rationale To provide additional assistance to student in the areas of Math and Science (5-8) Strategy Purpose(s) "" Person(s) responsible for monitoring implementation of the strategy Cole, Thomas, thomas.cole@emmajewelcharter.com Data that is or will be collected and how it is analyzed to determine effectiveness of the strategy Teacher made assessment Surveys Student Transition and Readiness PreK-12 Transition The school's response to this question may be used to satisfy the 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 Due to lack of space Emma Jewel will no longer sponsor a VPK program. For the school year we will sponsor VPK days were local centers will be allowed to visit our program for a day. College and Career Readiness Last Modified: 10/27/2015 Page 16

17 Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizations Each year, students are exposed to a Career Fair to learn information about various careers. Our plan is to take scholars on local college tours so that they can experience what the expectation are for college. Additionally, we will work with business to give out scholars job shadowing experiences. Eighth grade scholars will be complete an E-PEP prior to entering high school. Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs N/A 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), Florida Statutes n/a Brevard SIP Needs Assessment Problem Identification Data to Support Problem Identification Portfolio Selection Portfolio selection is not required by the Florida Department of Education but is offered as a tool for needs assessment. Data Uploads Data uploads are not required by the Florida Department of Education but are offered as a tool for the needs assessment. In this section, the school may upload files of locally available data charts and graphs being used as evidence of need. The following documents were submitted as evidence for this section: Problem Identification Summary This section is not required by the Florida Department of Education but is provided as an opportunity for the school to summarize the points of strength and areas of need that have been identified in the data. Problem Analysis Summary This section is not required by the Florida Department of Education but is provided as an opportunity for the school to summarize the underlying why or root causes for the areas of need identified in the data, as determined by situational awareness of, and research conducted by, the stakeholders involved in the needs assessment. Last Modified: 10/27/2015 Page 17

18 Brevard SIP School Improvement Goals The following key is intended to help readers understand how the sections of this document correspond to the steps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The Quick Key numbers can help registered users go directly to the point of entry for any given goal, barrier and strategy within the online survey. Problem Solving Key G = Goal B = Barrier S = Strategy 1 = Problem Solving Step S = Quick Key Strategic Goals Summary G1. Implement the foundation that will serve as the basis for our Positive Behavior Support Model. G2. Utilizing on-going progress monitoring data that is aligned to the Florida Standards. G3. Culture of High Expectations that focuses on standards based instruction and active student engagement. Strategic Goals Detail For each strategic goal, this section lists the associated targets (i.e., SMART goals ), resources available to support movement toward the goal, barriers to achieving the goal, and the plan for monitoring progress toward the goal Last Modified: 10/27/2015 Page 18

19 Brevard SIP G1. Implement the foundation that will serve as the basis for our Positive Behavior Support Model. 1a Targets Supported 1b G Indicator Annual Target Resources Available to Support the Goal 2 Our primary resource is the staff that will implement the model effectively. Other resources would include Warrior Bucks and items that can be purchased with Warrior Bucks Targeted Barriers to Achieving the Goal 3 Time is always a hindrance to implementing the foundation to a PBS model Plan to Monitor Progress Toward G1. 8 Plan to Monitor Progress Toward G1. 8 Plan to Monitor Progress Toward G1. 8 We will collect data from our school social worker to determine if there are any changes in bullying reports. Johnny Jordan Weekly, from 9/14/2015 to 5/30/2016 We will review bulling reports provided by the school social worker to determine if there has been a decrease in bulling reports. We will also look at the severity of discipline referrals. Last Modified: 10/27/2015 Page 19

20 Plan to Monitor Progress Toward G1. 8 We will collect data from our school social worker to determine if there are any changes in bullying reports. Johnny Jordan Weekly, from 9/14/2015 to 5/30/2016 We will review bulling reports provided by the school social worker to determine if there has been a decrease in bulling reports. We will also look at the severity of discipline referrals. Plan to Monitor Progress Toward G1. 8 We will collect data from our school social worker to determine if there are any changes in bullying reports. Johnny Jordan Brevard SIP Weekly, from 9/14/2015 to 5/30/2016 We will review bulling reports provided by the school social worker to determine if there has been a decrease in bulling reports. We will also look at the severity of discipline referrals. Last Modified: 10/27/2015 Page 20

21 Brevard SIP G2. Utilizing on-going progress monitoring data that is aligned to the Florida Standards. 1a Targets Supported 1b G Indicator Annual Target Math Proficiency District Assessment 60.0 ELA Proficiency District Assessment 60.0 Math Lowest 25% Gains 60.0 ELA/Reading Lowest 25% Gains 60.0 FCAT 2.0 Science Proficiency 30.0 Resources Available to Support the Goal 2 IStation Study Island District Assessments Targeted Barriers to Achieving the Goal 3 Teacher Implementation Plan to Monitor Progress Toward G2. 8 Data reports from District Assessments, IStation and Study Island Mary Karnetsky Weekly, from 9/14/2015 to 5/30/2016 Number of teachers that participate in data chats with fidelity. Last Modified: 10/27/2015 Page 21

22 Brevard SIP G3. Culture of High Expectations that focuses on standards based instruction and active student engagement. 1a Targets Supported 1b G Indicator Annual Target Math Proficiency District Assessment 60.0 FCAT 2.0 Science Proficiency 30.0 ELA Proficiency District Assessment 60.0 Civics EOC Pass 70.0 ELA/Reading Gains District Assessment 70.0 ELA/Reading Gains District Assessment 70.0 Resources Available to Support the Goal 2 Classroom Walk-through observation tool. Professional development on understanding a framework for poverty. Review of teacher professional growth plans. Culture of high expectations rubric. Targeted Barriers to Achieving the Goal 3 Staffing limitations. Monetary resources Plan to Monitor Progress Toward G3. 8 Culture of High Expectations Rubric. Thomas Cole Daily, from 9/14/2015 to 5/30/2016 Data collected from Rubrics Last Modified: 10/27/2015 Page 22

23 Brevard SIP Action Plan for Improvement For each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists the rationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that have been identified as necessary to implementing the strategy, including details such as the point person, timing and duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring the implementation and effectiveness of the respective strategy. Problem Solving Key G = Goal B = Barrier S = Strategy 1 = Problem Solving Step S = Quick Key G1. Implement the foundation that will serve as the basis for our Positive Behavior Support Model. 1 G G1.B1 Time is always a hindrance to implementing the foundation to a PBS model 2 B G1.B1.S1 Provide flexible work hours so that staff will have time to implement the process. 4 Strategy Rationale S Sometimes staff members need to work outside the traditional hours in order to get tasks completed by deadlines. Action Step 1 5 Provide flexible schedules so that staff can complete PBS tasks outside the "traditional school day". Thomas Cole Weekly, from 9/14/2015 to 5/30/2016 There will be a decrease in scholar suspensions from school. Last Modified: 10/27/2015 Page 23

24 Brevard SIP Plan to Monitor Fidelity of Implementation of G1.B1.S1 6 Ensure staff is aware that they are allowed to work outside the traditional hours. Thomas Cole We will continue to review time sheets to ensure staff is utilizing time outside the traditional hours. Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7 We will monitor out-of-school suspensions to look for a decrease. Mary Karnetsky Weekly, from 9/14/2015 to 5/30/2016 Suspension data will be monitored as well as classroom discipline referrals. Last Modified: 10/27/2015 Page 24

25 Brevard SIP G2. Utilizing on-going progress monitoring data that is aligned to the Florida Standards. 1 G G2.B1 Teacher Implementation 2 B G2.B1.S1 Explicit Professional Development on programs offered at the school. 4 Strategy Rationale S To provide teachers with the tools and confidence to implement programs effectively. Action Step 1 5 Teachers will be training on how to use IStation and Study Island for monitoring of the standards Thomas Cole Weekly, from 9/14/2015 to 5/30/2016 Data reports Plan to Monitor Fidelity of Implementation of G2.B1.S1 6 Data Chats Thomas Cole Weekly, from 9/14/2015 to 5/30/2016 Meeting sign-in sheets and print outs. Last Modified: 10/27/2015 Page 25

26 Brevard SIP Plan to Monitor Effectiveness of Implementation of G2.B1.S1 7 Teacher surveys Mary Karnetsky Weekly, from 9/14/2015 to 5/30/2016 The survey results G3. Culture of High Expectations that focuses on standards based instruction and active student engagement. 1 G3.B1 Staffing limitations. 2 G3.B1.S1 Multiple duties will be assigned to various staff members. 4 G B Strategy Rationale S Our staff members have a wide range of skills and are willing to take on multiple roles and responsibilities. Action Step 1 5 Staff members will be asked to fulfill roles as community leadership roles for primary, intermediate, middle schools. Thomas Cole Annually, from 9/14/2015 to 5/30/2016 Coaching notes and minutes. Last Modified: 10/27/2015 Page 26

27 Brevard SIP Plan to Monitor Fidelity of Implementation of G3.B1.S1 6 Leadership Team Meetings Mary Karnetsky Biweekly, from 9/14/2015 to 5/30/2016 Agendas and meeting notes. Plan to Monitor Effectiveness of Implementation of G3.B1.S1 7 Classroom observations Thomas Cole Weekly, from 9/14/2015 to 5/30/2016 Appendix 1: Implementation Timeline Action steps and monitoring activities identified in the SIP as necessary to achieve the school s goals. Source G2.B1.S1.A1 G3.B1.S1.A1 G1.B1.S1.A1 Task, Action Step or Monitoring Activity Teachers will be training on how to use IStation and Study Island for monitoring of the standards Staff members will be asked to fulfill roles as community leadership roles for primary, intermediate, middle schools. Provide flexible schedules so that staff can complete PBS tasks outside the "traditional school day". Who Start Date (where applicable) Cole, Thomas 9/14/2015 Data reports Deliverable or Evidence of Completion Cole, Thomas 9/14/2015 Coaching notes and minutes. Cole, Thomas 9/14/2015 There will be a decrease in scholar suspensions from school. G1.MA1 [no content entered] one-time G1.MA1 [no content entered] one-time G1.MA1 We will collect data from our school social worker to determine if there are any changes in bullying reports. Jordan, Johnny 9/14/2015 We will review bulling reports provided by the school social worker to determine if there has been a decrease in bulling Due Date/ End Date 5/30/2016 weekly 5/30/2016 annually 5/30/2016 weekly 5/30/2016 weekly Last Modified: 10/27/2015 Page 27

28 Source G1.MA1 G1.MA1 G1.B1.S1.MA1 G1.B1.S1.MA1 G2.MA1 Brevard SIP Task, Action Step or Monitoring Activity We will collect data from our school social worker to determine if there are any changes in bullying reports. We will collect data from our school social worker to determine if there are any changes in bullying reports. We will monitor out-of-school suspensions to look for a decrease. Ensure staff is aware that they are allowed to work outside the traditional hours. Data reports from District Assessments, IStation and Study Island Who Start Date (where applicable) Jordan, Johnny 9/14/2015 Jordan, Johnny 9/14/2015 Karnetsky, Mary 9/14/2015 Cole, Thomas We will continue to review time sheets to ensure staff is utilizing time outside the traditional hours. Karnetsky, Mary 9/14/2015 G2.B1.S1.MA1 Teacher surveys Karnetsky, Mary 9/14/2015 The survey results Deliverable or Evidence of Completion reports. We will also look at the severity of discipline referrals. We will review bulling reports provided by the school social worker to determine if there has been a decrease in bulling reports. We will also look at the severity of discipline referrals. We will review bulling reports provided by the school social worker to determine if there has been a decrease in bulling reports. We will also look at the severity of discipline referrals. Suspension data will be monitored as well as classroom discipline referrals. one-time Number of teachers that participate in data chats with fidelity. G2.B1.S1.MA1 Data Chats Cole, Thomas 9/14/2015 Meeting sign-in sheets and print outs. G3.MA1 Culture of High Expectations Rubric. Cole, Thomas 9/14/2015 Data collected from Rubrics G3.B1.S1.MA1 Classroom observations Cole, Thomas 9/14/2015 G3.B1.S1.MA1 Leadership Team Meetings Karnetsky, Mary 9/14/2015 Agendas and meeting notes. Due Date/ End Date 5/30/2016 weekly 5/30/2016 weekly 5/30/2016 weekly 5/30/2016 weekly 5/30/2016 weekly 5/30/2016 weekly 5/30/2016 daily 5/30/2016 weekly 5/30/2016 biweekly Appendix 2: Professional Development and Technical Assistance Outlines Professional development opportunities and technical assistance items identified in the SIP as action steps to achieve the school's goals. Last Modified: 10/27/2015 Page 28

29 Professional Development Opportunities Professional development opportunities identified in the SIP as action steps to achieve the school's goals. G2. Utilizing on-going progress monitoring data that is aligned to the Florida Standards. G2.B1 Teacher Implementation G2.B1.S1 Explicit Professional Development on programs offered at the school. PD Opportunity 1 Teachers will be training on how to use IStation and Study Island for monitoring of the standards Facilitator Reading Coach and Company Representatives Participants All Teachers Brevard SIP Weekly, from 9/14/2015 to 5/30/2016 Last Modified: 10/27/2015 Page 29

30 Brevard SIP Technical Assistance Items Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals. Budget Budget Data 1 G1.B1.S1.A1 2 G2.B1.S1.A1 3 G3.B1.S1.A1 Provide flexible schedules so that staff can complete PBS tasks outside the "traditional school day". Teachers will be training on how to use IStation and Study Island for monitoring of the standards Staff members will be asked to fulfill roles as community leadership roles for primary, intermediate, middle schools. $0.00 $0.00 $0.00 Total: $0.00 Last Modified: 10/27/2015 Page 30

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