+ Seminole County Public Schools The mission of the Seminole County Public Schools is to ensure that all students acquire the knowledge, skills, and attitudes to be productive citizens. www.scps.k12.fl.us Eastbrook Elementary School School Improvement Plan 2017-2018 1
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. 1. Provide the school s mission statement Supportive Environment Our mission at Eastbrook Elementary is to encourage students to be safe, respectful, honest, and ready. This mission guides and supports all students to reach their highest potential and become lifelong learners contributing to society. In order to accomplish this, our school provides a staff that works cooperatively with students, parents and the community. Eastbrook Elementary is committed to finding success in each one, some way, every day. 2. Provide the school s vision statement Our school environment is one in which all learners grow and succeed. We value and celebrate diversity. We support our learners because they are capable, and we believe in them. Our teaching practices are both reflective of and responsive to the needs of our students. Families are recognized as instrumental partners in the learning process. We embrace communication between staff and the community as we work to create the best learning opportunities for all children. 2
3. 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. Eastbrook Elementary School recognizes the importance of building positive relationships on a daily basis, as well as realizing and appreciating cultural differences. This expectation in conveyed to teachers and monitored in accordance with the SCPS Instructional Model. Eastbrook Elementary School also welcomes parents to many events (academic and community building) in order to promote positive relationships in the community. All teachers are required to hold a parent/teacher conference within the first semester of the school year. Teachers and administrators use multiple strategies to contact families, including but not limited to, (1) contacting families prior to the start of school to welcome the students to the new school year, (2) inviting families to curriculum nights and open house meetings to meet teachers and school staff and to learn about the curriculum, (3) providing access to school grades, progress monitoring data and Seminole - 0531 - Eastbrook Elementary School - 2016-17 SIP Eastbrook Elementary School Last Modified: 10/26/2016 Page 7 https://www.floridacims.org other relevant achievement information through the SCPS Skyward Family Access Portal, (4) ensuring students show evidence of owning their data and scheduling student led conferences as applicable, (5) inviting families to participate in SAC and PTA Boards, (6) inviting families to attend PTA meetings and participate in school related events, (7) using multiple genres of social networking, as well as sending electronic/paper-based newsletters to families on a regular basis, (8) advertising events on school marquees, (9) and numerous other out-reach strategies developed by school staff. Teachers utilize a number of strategies to communicate on a daily basis, including writing in the planner as well as Class Dojo. 4. 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. The school encourages positive relationships between students and staff. Academic and behavioral expectations for students are firmly established at the beginning of the school year with additional guidance provided as the year progresses. We strive to ensure that students have access to needed counseling or mental health supports. The MTSS team meets weekly to discuss students with barriers to academic and social success. Mentors and Dividend volunteers are assigned to students with academic and social needs through our "Eagle Buddies" program. The MTSS team will incorporate a Check-in/Check-out method to assist with students in need of positive adult interactions and positive feedback throughout the school day. Instruction and various campus activities that address social/emotional needs of students are provided. The MTSS team, which includes our school counselor, provides a differentiated delivery of services based on student/school need. This includes classroom guidance, workshops, assemblies, solutionfocused small group counseling and intensive supports (individual counseling and referral to community resources) as needed. 3
Student Transition and Readiness College and Career Readiness 5. Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizations Eastbrook Elementary participates in an annual "Teach In" event through Seminole County Schools. We also welcome volunteers from Junior Achievement of Orlando who present "JA in a Day" to various classes. JA in a Day is a unique initiative that allows volunteers to teach all of the lessons of Junior Achievement's six elementary school programs in an intensive and effective one-day effort. During the course of JA in a Day, students will learn about various aspects of financial literacy, work readiness, and entrepreneurship. Teachers and administrators are continually involved in local events and often invited to participate in their community s celebrations. Administrators and teachers reach out to local businesses for participation in the school s business partners programs. As applicable, administrators serve on local rotary clubs, chambers, etc. In addition, faith-based leaders are invited to form relationships with local schools. 6. Identify the career and technical education programs available to students. Teachers at all grade levels at Eastbrook Elementary implement the SCPS CS2020 curriculum, which incorporates coding and other career and technical skills. Students who qualify for advanced opportunities are able to participate in STEM and Spanish classes, and clubs related to Art, Music, and Robotics are offered to older students before and after school. Students in grades 3 through 5 also utilize Typing Agent to improve keyboarding skills. 4
Essential Instructional Priority #1: Quality Instruction Elementary Essential Instructional Priorities A. Ensure Rigorous Instruction lessons aligned to Florida Standards; Webb s/marzano; (Ambitious Instruction) B. Monitor with Feedback ongoing feedback loop between teachers and students, focus on learning rather than teaching (Supportive Environment) C. Cultivate Purposeful PLC s (Collaborative Teachers) All SCPS schools serving K-8 students have an Early Warning system in place that is in compliance with s. 1001.42(18)(b), F.S.; SCPS academic intervention/support programs and/or dropout prevention programs reflected per s. 1003.53(2)(b), F.S. ELA Achievement 62.0 ELA Learning Gains 60.0 ELA Learning Gains of the Low 25% 57.0 Math Achievement 60.0 Math Learning Gains 71.0 Math Learning Gains of the Low 25% 55.0 Science 60.0 5E Ambitious Instruction 65.0 5E Collaborative Teachers 50.0 Action Plan Strategy/Action Items Person(s) Responsible Deliverable Due Date PD (Y/N) Status Update Date (baseline, mid-year, end of year, etc.) Deliverable or Evidence of Completion Student Owned Progress Monitoring Required for all levels Classroom Teachers ongoing N monthly Data Tracking Sheets, Data Notebook, Observation Data Monitoring of Lowest 30% - Required for all levels Leadership Team: Administrators/Coach ongoing N monthly Data Wall, Data Chats, MTSS Data/Rotation Schedule Advanced Opportunities Support and Monitoring Required for all levels Classroom Teachers Leadership Team ongoing N monthly Advanced Opportunities Checklist District Level Support for Grade Level Teams (ELA, Math, Social Studies, and Science) Leadership Team ongoing Y Mid-year, End of year Shared Resources, Sign-in Sheets iready Data Training Leadership Team 8/7/17 Y monthly Shared Resources, 10/4/17 Sign-in Sheets 1/31/17 5
Essential Instructional Priority #2: Conditions for Learning Build Positive Relationships and Culture (Supportive Environment) Elementary Essential Instructional Priorities 5E Supportive Environment 70.0 5E_SE_Safety 50.0 5E_SE_Academic Personalism 75.0 5E_SE_Student-Teacher Trust 65.0 Action Plan Strategy/Action Items Recognize staff members for going above and beyond in their role. Recognize students for following the four school-wide expectations. Recognize students for character traits (Keys to Character). Support struggling students with faculty and staff mentors. Connect students with intense need for support with community mentors. Person(s) Responsible Deliverable Due Date PD (Y/N) Status Update Date (baseline, mid-year, end of year, etc.) Leadership Team ongoing N Mid-Year Faculty and Staff ongoing N Mid-Year Classroom Teachers ongoing N Mid-Year Leadership Team Guidance Counselor ongoing N Mid-Year Behavior Teacher Guidance Counselor ongoing N Mid-Year Behavior Teacher Deliverable or Evidence of Completion Pat on the Back Award Eagle Excellence Award Key Kids Award Ceremony Eagle Buddy Mentor Program Connections Mentor Program 6
Elementary Essential Instructional Priorities Essential Instructional Priority #3: Skills for Future Ready Graduates Develop Growth Mindset Observation Data --Reflecting on Learning 75 to 100% --Tracking Progress 75 to 100% --Celebrating Success 75 to 100% Action Plan Strategy/Action Items Students set attainable goals and track their own progress. Students will have opportunities to become more comfortable solving cognitively complex problems with. The leadership team will meet with grade level teams on Reflecting on Learning (element #13) to share key criteria, strategies, and monitoring techniques, as well as how this element contributes to a growth mindset in the classroom. Recognize students who have made one year s growth in one year s time with a ceremony at the end of the year. Person(s) Responsible Deliverable Due Date PD (Y/N) Status Update Date (baseline, mid-year, end of year, etc.) Deliverable or Evidence of Completion Classroom Teachers ongoing N monthly Data Tracking Sheets, Data Notebook, Observation Data Classroom Teachers ongoing N Mid-Year Observation Data, Student Artifacts Leadership Team November Y Mid-Year Resource Sheets, Slideshow Leadership Team May N Ceremony Photos, Certificates 7
PROFESSIONAL DEVELOPMENT PLAN PD Activity Differentiating Instruction with Emphasis on Deepening/Rigor Learner-Centered Instruction (Three Sessions) SCPS Instructional Model & Proactive Behavioral Strategies District Level Math Support -- Grade Level Teams SIP Priorit y # Date or Schedule 1 8/1/17 1 9/20/17 12/6/17 4/4/18 1 9/27/17 1 10/25/17 Reflecting on Learning 3 November District Level ELA Support -- Grade Level Teams District Level Science Support -- Grade Level Teams 1 TBD 1 TBD Instructional/Other Needs Addressed Lack of understanding of SCPS Instructional Model as a tool for planning instruction Varying levels of understanding of Reflecting on Learning and what they might look like in the classroom PD Participants (e.g. PLC, subject, grade level, or school-wide) Summer PD that was offered to all teachers (attended by half the faculty) Classroom Teachers, ESE Teachers, Special Areas Teachers, ESOL Teachers Offered to New to District Teachers Person(s) Responsible Ricky Carver, Principal 8
District Level Science Support -- Grade Level Teams iready Training 1 TBD 1 8/7/17 10/4/17 1/31/17 Varying levels of expertise in the area of data analysis and utilizing that data to drive instruction Ricky Carver, Principal Peer Observations 1, 3 TBD Classroom Teachers Ricky Carver, Principal 9