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

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1 Superintendent: Brevard Public Schools School Improvement Plan Asst. Supt. of Leading and Learning: Desmond K. Blackburn, Ph.D. Principal Supervisor: Dr. Carol Mela Principal: Sherie Troisi K. Jane Cline Name of School: Jupiter Elementary SAC Chairperson: Amanda Redmond School Grade History : C 48 points : C 45 points : C 42 points 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 Mission Statement: Jupiter Elementary is a collaborative and diverse community that focuses on engaging each child with a challenging and rigorous curriculum that fosters creativity, innovation, and literacy for the 21 st century. Vision Statement: Jupiter Elementary School will challenge our diverse community of learners, and establish a positive and productive school culture, set high expectations for achievement, and encourage independent, self-directed learning. Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. Jupiter Elementary s mission, vision, and school improvement plan are communicated through faculty meetings, newsletters, school website, school advisory committee, teacher, parent and student surveys and PTO meetings. A team of teacher leaders and administration met during June of 2017 to analyze FSA data, school data including teacher surveys and began writing the initial draft. The draft was then shared with grade level teams, parents and the School Advisory Committee to gain stakeholder input. Revisions and updates to the draft were made based on stakeholder input. Brevard Public Schools 1 P a g e

2 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 how are they revealed with data? Successful Professional Practice: 100% of teachers participated in the creation, use, and implementation of standards-based focus calendars each nine weeks that effectively integrated the priority standards. As a component of implementation, teachers turned their focus calendars into administration, posted them in their lesson plans and utilized them in team planning. 100% of teachers conducted morning meeting with a focus on character education to meet the social and emotional needs of students on a regular basis. This was evidenced by documentation in the teacher s lesson plans and walk-throughs by administration. 100% of teachers participated in a book study on Engaging Students with Poverty in Mind. Teachers were assigned chapters to read each quarter and participated in faculty meeting professional development as well as vertical team discussions. 100% of teachers attended professional development throughout the year that was focused around the learning environment as evidenced by grade levels selecting a Kagan structure to focus on each month and submitting that structure to team leaders. Concerns with Professional Practices include: Jupiter Elementary continued to implement Cooperative Learning Structures in the school year. According to the data obtained from classroom walkthroughs, 50% of teachers were utilizing a cooperative learning structure during the observation in September When data was collected again in January 47% of teachers were utilizing a cooperative learning structure. As a component of implementation, each grade level selected a cooperative learning structure to focus on each month and submit that structure to team leaders. As a result, Jupiter Elementary would like to continue implementing cooperative learning structures during the school year to increase student engagement. According to the results from the EDI Insight Survey, an area in need of improvement is academic expectations. We increased from 7.5 to 7.8 points during the school year, which is 1.1 points below top quartile schools in Brevard. The results from the EDI Insight Survey also shows the need for improvement in the area of learning environment. We increased from 7.0 to 8.0 points during the school year, which is.08 of a point below top quartile schools in Brevard. However, Jupiter Elementary needs to continue to increase the number of teachers creating an engaging learning environment in their classrooms so that students are engaged and achievement increases. These results indicate that there is a need to continue our focus on consistent academic expectations and creating an engaging learning environment. To make improvements in these areas, teachers will need additional training, resources and strategies. The Best Practices for Inclusive Education (BPIE) Survey indicates that a school priority should be that school leaders will communicate expectations for all personnel to share responsibility for all students in the building and consider all SWDs as general education students first. In order to promote a more inclusive environment at Jupiter, school leaders are critical in setting and maintaining a vision for inclusive education with all personnel and across all school classrooms and settings. Creating a climate of shared responsibility for all students in the school is a cornerstone of inclusive education. 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. Successful Student Achievement: As indicated by our three-year FSA (Florida Standards Assessment) data, Jupiter Elementary continues to make gains in ELA (English Language Arts). Since 2015, we have made steady progress toward ensuring our students are reading on grade level as evidenced by a level 3 on the statewide FSA assessment. From 2016 to 2017 we decreased the number of students scoring a level one by four percentage points. Our largest gains in student achievement comes from increasing the percentage of students making learning gains. Between 2016 and 2017 the overall number of Jupiter students making learning gains increased from 40% to 59%. At the same time, Jupiter students that are in the lowest 25% increased the learning gains they made from 38% to 48%. First and second grade Jupiter students also continue to improve academically in English Language Arts. District assessment data shows an increase in the percentage of students scoring a seventy percent or higher from the initial assessment to the end of the year. First grade students increased from 74% to76% of students scoring a seventy percent or higher and second grade students made increases from 27% to 47% of students scoring a seventy percent or higher. Concerns Student Achievement: Although Jupiter students are making gains, it is slow progress. The percentage of students scoring a level two has only increased by two percentage points and the number of students scoring a level three and above has only increased from 41% to 43%. Though this is a positive gain, we would like to see larger increases in the number of students scoring a level three and above and less students scoring a level one or two. FSA - ELA Data Total Population Level 3 & above 42% 41% 43% Level 2 32% 29% 31% Level 1 26% 30% 26% Learning Gains XXX 40% 59% Learning Gains Bottom Quartile XXX 38% 48% Caucasian 45% 44% 44% Black 24% 26% 26% Hispanic 20% 19% 18% Multi-Racial 10% 10% 10% ED 80% 76% 74% ELL 6% 6% 7% SWD 14% 14% 12% Jupiter Elementary also needs to monitor and increase the rigor for the students that are scoring a couple of points away from the next score category. The number of students that scored only 3 points away from the next score category included: Grade # of students < = 3 # of students < = 3 # of students < = 3 # of students < = 3 points to Level 2 points to Level 3 points to Level 4 points to Level 5 3 rd P a g e

4 Total # of Students 4 th th th District Required Assessments Percent of Students Scoring 70% or higher BELAA A BELAA End of Year 1 st Grade 74% 76% 2 nd Grade 27% 47% Jupiter Elementary first and second grade students have made increases in the percentage of students scoring seventy percent or higher on the Brevard English Language Arts Assessment. However, increases in the percentage of students scoring 70% or greater in first grade only increased by two percentage points and in second grade 53% of students are not considered on grade level as measured on the end of the year assessment. Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps. Upon the disaggregation of our ELA data it shows slow but steady growth toward the goal of having all students reading on grade level, a level 3 or above. Teachers will implement guided reading, so that students will learn skills and strategies that will allow them to read difficult texts independently. Describe how your school ensures standards-based instruction is occurring in ELA, math and content area. Describe the processes in place to ensure that all instruction is systematic, explicit and based on data. 100% of grade level teams participated in the creation, use, and implementation of standards-based focus calendars each nine weeks that effectively integrated the priority standards. Each team then turned in a copy of their calendar to administration. Collaborative lesson planning occurred throughout the school year to effectively plan standards based lessons based on a schoolwide meeting calendar. District assessments were discussed during grade level data chats with administration. The item analysis report was used to determine the standards that were mastered and/or identified the standards that students still struggled with. Professional Development was provided to teachers with a focus on the key instructional shifts of the standards. 100% of teachers had input to create a schoolwide non-negotiable, key instructional practices within the ELA block. School-Based Goal: What can be done to improve instructional effectiveness? If all teachers at Jupiter Elementary increase instructional rigor using guided reading, then students will learn skills and strategies that will allow them to read complex texts independently and student achievement will increase. 4 P a g e

5 Strategies: Small number of action oriented staff performance objectives. Barrier Implement schoolwide small group instruction Action Steps to Overcome Barrier 1. Implement the common vision of what effective literacy instruction looks like 2. Attend guided reading PD 3. Identify model classrooms 4. Attend PD in the areas of phonemic awareness and phonics Person Responsible 1. All faculty 2. Anne Skinner/district personnel, Literacy Coach 3. Literacy coach, ELA committee, administration 4. Literacy coach, teacher leaders, classroom teacher, district personnel Timetable Schoolyear 2. September 2017 January st 9 weeks 4. 1 st Semester In-Process Measure 1. Walk through tool 2. Exit slips/ Agenda 3. List of Model Classrooms 4. Exit slips/ Agenda 5. Istation Data & QLA results Focus on expectations within the Learning Environment 5. Conduct classroom observations and provide teachers with feedback. 1. Attend PD on strategies and activities to implement that focus on maintaining student engagement for students that are not at teacher table for guided reading. 5. Administration and Literacy Coach 1. Literacy coach, teacher leaders 2. Literacy coach, Jessica Marsden, teachers leaders 3. Classroom teachers 1. 1 st Semester 2. August Schoolyear 1. Exit slips/ Agenda 2. Survey 3. Walkthrough tool 2. Research and implement strategies to build stamina. 3. Increase student engagement 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. Baseline Data: 5 P a g e

6 100% of teacher trainings during the school year centered on: social and emotional needs of the students and Dimension II: Learning Environment. Informal administrative walk-throughs have shown that small group instruction during the reading block is inconsistent schoolwide. In the 2016 EDI survey 70% of teachers indicated that professional development opportunities at their school are well planned and facilitated. This is 7% below the district average. Initial walk-through data shows 35% of teachers are implementing small group instruction during the reading block. Progression of development using guided reading to increase student academic achievement: Quantitative: 100% of teachers will attend professional development on building stamina, phonemic awareness and phonics instruction, and student engagement 80% of teachers will incorporate guided reading into their reading block. 60% of teachers will attend the optional professional development on guided reading provided by district personnel (Anne Skinner). Qualitative: Measurement will be through attendance and documentation of implementation of Professional development training and classroom walk through data EDI survey will show that over 75% of teachers believe that professional development opportunities at their school are well planned and facilitated. Progression of creating consistent behavioral and academic expectations in the learning environment to increase student achievement: Quantitative: 100% of teachers will attend professional development on student engagement within the reading block. 100% of teachers will attend professional development on building stamina. At least 75% of classrooms will be actively engaged during the reading block as evidenced by administrative walk-throughs and data collection. Qualitative: Measurement will be through attendance at professional development trainings, improved teacher lesson plans, and walk-through tools. Qualitative and Quantitative Student Achievement Outcomes: Quantitative: Decrease the number of students scoring a level one in ELA by four percentage points. Increase the percentage of students scoring a level three and above from 43% to 48% Increase the overall number of Jupiter students making learning gains from 59% to 62% Increase the percentage of second grade students scoring a seventy percent or higher from 47% to 55% on the end of year district reading assessment. Qualitative: There will be an increase in the number of classrooms implementing small group instruction which will have a direct effect on the learning environment and academic achievement. Students will consistently work in guided reading groups where they will learn skills and strategies that allows them to read difficult texts independently. 6 P a g e

7 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.. Process: Data based problem-solving processes for implementation and monitoring of our MTSS and SIP are on-going team process. Some of the processes were school wide data collection and monitoring, individualized testing and evaluation, helping teachers with interventions and providing on-going professional development on the MTSS process. Weekly grade level meetings will be conducted to discuss Tier 1, 2 and 3 instructions and to monitor student progress. Structure: Weekly meetings are held to analyze data from grade levels during which student needs are identified. Teachers work collaboratively to design appropriate research based interventions. Student data is collected and monitored to ensure academic progress is being made. Team decisions are made based on the data collected for adjustments and/or the continuation of interventions. Title 1 staff assists grade levels where specific needs are indicated, enabling for smaller intervention groups and small group instruction to occur. 2. List below who monitors the Early Warning System and how often. Guidance counselors, Chrystal Daniels and Panya Mitchell; the principal, Sherie Troisi; the assistant principal, Amber Ouellette; classroom teachers and resource teachers monitor Early Warning Systems for students at team meetings on a monthly basis. 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 K Total Attendance < or more ISS or OSS Level 1 in ELA or Math Substantial Reading Deficiency 2 or more indicators 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). Classroom teachers and Guidance will monitor attendance and make parent contact after 3 unexcused absences. After 5 unexcused parents will be contacted to attend a parent meeting. Weekly and monthly incentives are given to classes and students with perfect attendance. Student suspensions are monitored through the Positive Behavioral Intervention Support team on a monthly basis. Tier 2 behavior interventions are implemented as needed by identified staff. Social, Emotional Needs are being met through social skill groups provided by guidance and Title I staff. Intervention strategies for students performing below grade level are monitored through weekly data team meeting and response to intervention groups by classroom and resource teachers, guidance and administration. 8 P a g e

9 Students currently in third and fifth grade, that are considered below grade level are identified to participate in the Academic Support Program. In 2017, only 47% of second grade students scored on grade level as indicated by Scoring 70% or higher on the end of the year Brevard English Language Arts Assessment. This indicates that 53% of current third grade students need the intensive intervention offered two times weekly during the Academic Support Program. Also in 2017, only 30% of 4 th graders scored a level 3 or higher on the Florida Standards Assessment. This is a decline from 42% of students in the same group scoring a level 3 or higher when they were in third grade. These are our current 5 th grade students that are in need of intensive intervention so that we can stop this decline and improve achievement. These students will also receive intensive intervention during the Academic Support Program. From 2016 to 2017 the percent of Jupiter students scoring a level 3 or above on the Florida Statewide Science Assessment declined from 47% to 38%. On the 2017 Florida Standards Assessment in English Language Arts there were approximately 20 students that missed moving into the next scoring category by three or less points. The Florida Statewide Science Assessment requires students to read and comprehend complex science texts. Jupiter Elementary will offer a Academic Support Program for Science that encompasses hands-on science strategies as well as intensive instruction in comprehension of non-fiction text. 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 parent survey data collected. Respond to the following questions. What are best practices that are strengths and how will they be sustained? What are areas of weaknesses and how are they being addressed? STUDENT TRANSITION AND READINESS 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. To assist our students with the transition from pre-school to kindergarten, Jupiter Elementary provides our parents with the opportunity to attend a kindergarten orientation in the spring of each year. This program is designed to inform parents about our school community and the expectations of the kindergarten curriculum. To assist 6 th grade students with the transition from 6 th grade to 7 th grade (middle school) respective middle schools visited students here at Jupiter. Each middle school sends a guidance counselor and teacher leaders to explain and help students with registering for classes. Parents are also invited to each middle school for an informational night. 9 P a g e