Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement:

To educate today’s students utilizing scientific discovery and the implementation of technology to meet the challenges of tomorrow’s world.

Vision Statement:

Our vision is to help each child develop their full potential while becoming creative producers and self- directed life-long learners. We will accomplish this through a commitment to excellence and collaboration between parents, staff, students, and community.

Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.

Stakeholders including teachers, parents, and community members will participate in two-way communication during multiple provided opportunities in order to develop, review, and discuss the SIP. The mission and vision is also posted throughout the school and in the monthly newsletter. Additionally, the mission and vision are referred to in SAC meetings, staff meetings, and parent meetings. The school improvement plan is available in the front office and is accessible to all on the school’s website. The plan is reviewed and monitored during School Advisory Council meetings, grade level meetings, professional development, and faculty meetings.

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West Melbourne Elementary School of Science

South Area

Dr. Neleffra A. Marshall Dr. Mark Mullins

Christina Uttlinger

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: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 practices at WMSS have been in incorporating effective reading strategies with informational text. All teachers have been trained and utilize the CLOSE reading strategy and emphasize text features consistently. The focus on implementing more informational text in daily instruction is being seen in all classrooms. Therefore, effective implementation of informational text and how to read and comprehend the text is a successful practice at WMSS.

However, during 2014-2015, data was collected through numerous formative observations and shared with the entire faculty. The data consisted of the following indicators observed: Webb’s Depth of Knowledge being utilized, higher order questioning, use of Thinking Maps, teacher led versus student led, utilization of essential questions, and technology used by teacher and by student. The data showed that lower level questions were observed 95% of the time in classrooms. This data was shared and teachers began to use Webb’s Depth of Knowledge to create higher order questions for their students to improve the level of understanding. As we moved throughout the school year and focused on the aforementioned indicators, we saw a 50% increase in the level of higher order questioning taking place in all grade levels. We also saw an increase in the use of Thinking Maps, essential questions and technology.

However, we are frequently observing that teachers are not clear on the prioritization of the new Florida Standards and are not differentiating between standards that should require more time for instruction. Instead, teachers are treating all standards equally; and thus, students are not receiving the depth of instruction in highly important standards. As some standards are more of a support to others, teachers need to identify and evaluate the priority standards within their grade level in order to devote the necessary time to their instruction in order to teach the standards to the rigor intended. Therefore, prioritizing the Florida Standards is an area of concern at WMSS.

What are the areas of successful student achievements and what data shows evidence of improvements?What are the concerns with student achievements and how are they revealed to the data?The results of the 2015 Florida State Assessment show that all grades (3-6) at WMSS received a mean t-score substantially higher than the district and state mean score. However, the greatest increase was seen in the area of text-based writing. WMSS has been implementing Literacy Design Collaborative and attributes to the improved writing scores. In 4th grade, 73/88 (83%) of the students scored at least 6 out of 10 points on the text-based writing section of the test. In 5th grade, 85/86 (99%) scored at least 6 out of 10 points, and in 6th grade, 79/80 (99%) scored 6 out of 10 points.

However, when analyzing the students falling below the 50th percentile on the ELA test, a few areas of concerns came to light. When looking at the subgroups, we found that 29% of the students falling in the “below 50th percentile” were free/reduced students, and 33% were Gifted, ESE or 504 students. This continues to be an area of concern for WMSS. Our gifted, ESE and free/reduced students seem to perform lower than our other students every year. This needs to be a focus for the school during 2015-2016.

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Overall, only 14% of the students in grades 3-6, performed below the 50th percentile on the 2015 FSA ELA assessment. Specifically, 11% fell below the 50th percentile in 3rd grade, 16% in 4th grade, 15% in 5th grade, and 13% in 6th grade.

When looking at our formative assessments, we found the following. On the first FAIR assessment of 2015-2016, many students in grades 3-6 were able to demonstrate a probability of literacy success, which indicates a passing score, 85% or higher. In grade 3: 53% of students, grade 4: 63% of students, grade 5: 54% of students, and grade 6: 66% of students scored at the level deemed equivalent to literacy success.

Further investigation also shows that students in grades 3 and 4 need to focus on reading comprehension (showing only a 54th median percentile rank and 74th median percentile rank respectively), while in 5th grade the area of focus is vocabulary (showing only a 59th median percentile rank). In 6th grade, we see a different focus area in that of word recognition where the median was in the 74% percentile.

On the 2015 FSA Math Assessment, 20% of the students in grades 3-6 fell below the 50th percentile. In 3rd grade, 24% fell into that category, in 4th grade 26%, in 5th grade, 25% and in 6th grade 2% scored below the 50th percentile.

When analyzing the math district inventory test for 2015-2016, we found that 44/72 (61%) did not pass the Grade 3 inventory. It is evident that math instruction needs to be a focus at WMSS for the 2015-2016 school year. This inventory reflects 2nd grade math standards that are needed to progress in mathematics at grade 3. The data from the inventory highlights a lack of mastery with number sense and operations. Third grade will need to remediate these two skill areas. Furthermore, 2nd grade will need to ensure mastery with number sense and operations with their students prior to the end of 2015-2016 in order to alleviate this deficiency next year.

In 4th grade, 42/87 (48%) did not pass the 4th grade math inventory, which measured mastery of 3rd grade math standards. The data revealed areas of focus to be in fractions and area/perimeter. While 4th grade math teachers work with students to master the lacking skill sets, 3rd grade teachers will emphasize fractions and area/perimeter with the current 3rd graders.

In 5th grade, 39/88 (44%) did not pass the 5th grade math inventory. This inventory measured student mastery of 4th grade math standards. Remedial areas in 5th grade will be in investigating factors and multiples, solving area and perimeter using formulas, equivalent fractions, multiplying up to four-digit numbers by up to two-digit numbers, and using line plots to display data. This highlights a critical need for 4th grade to concentrate on skill mastery in these areas before the end of this school year.

In 6th grade, 48/88 (55%) did not pass the 6th grade math inventory. Areas of remediation in 6th grade will be in finding whole number quotients of whole numbers with up to four-digit dividends and two-digit divisors using strategies based on place value, properties of operations, and/or relationships between multiplication and division; read, write, and compare decimals to thousandths; real-world problems involving multiplication of fractions and mixed numbers using visual fraction models or equations to represent problems; and identifying a point on a coordinate plane using ordered pairs. Because more the half the current 6th grade did not master these 5th grade skills, the 5th grade math teacher will need to focus more heavily in these areas.

Based upon the math data, it is imperative that WMSS focus on math instruction for the 2015-2016 school year.

What other areas of strength or opportunity are revealed in data from leading indicators?

Parental involvement is an area of strength for WMSS. The data for volunteer hours was in excess of 18,000 hours for 2014-2015. This area of strength needs to be utilized to assist with improving student performance.

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English Language Learners was another area of opportunity that was found when analyzing the data available. To determine the proficiency of the English Language Learners, the 2015 CELLA was used. When reviewing the CELLA results, the following percentage of proficiency for ELL students by grade level and test category was found:

Listening/SpeakingKindergarten – 3/6 (50% proficiency)1st Grade – 6/6 (100% proficiency)2nd Grade – 4/4 (100% proficiency)3rd Grade – 0/1 (0% proficiency)4th Grade - no ELL students5th Grade – no ELL students6th Grade – no ELL students

ReadingKindergarten – 0/6 (0% proficiency)1st Grade – 4/6 (67% proficiency)2nd Grade – 4/4 (100% proficiency)3rd Grade – 0/1 (0% proficiency)4th Grade – no ELL students5th Grade – no ELL students6th Grade – no ELL students

WritingKindergarten – 1/6 (17% proficiency)1st Grade – 6/6 (100% proficiency)2nd Grade – 4/4 (100% proficiency)3rd Grade –0/1 (0% proficiency)4th Grade – no ELL students5th Grade – no ELL students6th Grade – no ELL students

This data indicates that we are doing better with our ELL students than with other subgroups.

Analysis of Current Practices:

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Describe action steps that have become non-negotiable, things that you will continue doing.Teachers analyze formative classroom data and summative data to help plan instruction on a consistent basis. Teachers will continue to use Literacy Design Collaborative (LDC) to create modules that build literacy-saturated curricula within their content area. These LDC modules include differentiated mini lessons that are focused on the standards and use higher order questioning. They also have proven to increase student engagement, student achievement, and help increase learning gains. There will be continued use of Professional Learning Communities where collaborative teams will meet weekly to analyze student data and discuss research-based strategies to utilize with students. The teams are grouped by grade level and activity teachers are assigned to their own team. Research stresses that teachers need to collaborate with a collective focus. DuFour, DuFour, Eaker, and Many (2006) stated that before student achievement can improve, teachers need to work together, interdependently, to analyze and impact their professional practice (p. 120). During this time teachers will discuss student data and best practices. The software, Performance Matters, is utilized to disaggregate the data. The collaborative team will develop learning scales to align with the standards. They will also prioritize and identify the KUD of the standards. The tracking of student progress is done on intervention monitoring forms and through student data monitoring through Performance Matters.

Teachers continued working last year to create essential questions aligned with their lessons and continue to do this.

Teachers will be provided an additional 40 minutes of planning time once per month in order to plan collaboratively with their grade level team. Teachers will also receive 75 minutes of additional planning time every Wednesday as afforded by the district, as well as, one half to full day per semester to plan collaboratively. Administrators will acquire a substitute for teachers to accomplish this as long as the substitute budget allows.

In the classroom, teachers will continue to focus on using informational text, Thinking Maps, and tiered lessons to help students understand concepts in all subject areas. The use of small group instruction is being implemented during reading to help remediate students that need to improve reading and increase the level of students already on or above grade level. Success Zone is also utilized daily with targeted interventions assigned to specific students. In addition to holding high expectations for student success, it is important to provide extra support to students (Williamson & Blackburn, 2010). Therefore, we implement a “success zone” for all students to satisfy the needs of the Multi-Tiered System of Support (MTSS). The students in Kindergarten, and 1st grade have 30 minutes daily while 2nd and 3rd grade share the same “success zone” so this can be accomplished. Fourth, 5th and 6th grade receives 30 minutes daily. These times are scheduled within the school day and occur daily. “Success Zone” is built into the master schedule to prescribe necessary interventions at the critical elementary level. Teachers monitor the success rate of students during success zone weekly by analyzing formative and summative data.

Students are encouraged to read fiction and nonfiction books through a reading incentive program implemented by our media specialist. This program implements differentiated choices that students may pick off of a “choice menu” in order to demonstrate knowledge of their reading. These choices consist of several higher-level activities aligned with the K-6 LAFS. With specific grade level deficits identified through the FAIR and BELAA administrations, these activities provide the students with higher level and more authentic choices for showing evidence of their reading. This program is more aligned with the Florida Standards than “Accelerated Reader” which only required the students to answer a few lower level questions about a book that was read. This program is favorable to students and teachers and has resulted in increasing the rigor associated with providing evidence of reading comprehension of library books.

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Research based practices such as Kagan Cooperative Learning, Daily 5 Café, and Informational Text strategies are also being implemented throughout the school. Kagan, Daily 5 Café, and Informational Text reading strategies are implemented at WMSS to help students become self-sufficient. Teachers in primary and intermediate classrooms are utilizing these strategies with small teams of students with different ability levels. The teachers use multiple cooperative learning activities derived from Kagan to develop a keener understanding of a skill or concept. The student teams are required to help each other learn these concepts until all members have successfully conquered an adequate level of understanding (Kagan, 2012). Kagan strategies are used across the curriculum to engage students in cooperative learning opportunities. The Daily 5 Café fosters independence for students in literacy. Daily 5 uses explicit and structured methods for teachers and students during the 90 minute reading block. Daily 5 Cafe consists of components called read to self, read to someone, listen to reading, work on writing and word work. These components help instill self-motivation in students and allow them to work independently during the reading block (Boushey & Moser, 2006). Teachers use at least one of these strategies weekly in their classrooms.

The use of technology such as Nook e-readers, Nook HD tablets, laptop computers, E-Beam interactive boards, Education City software, NearPod application, Discovery Education streaming, Glogster interactive posters, Google Docs, Animationish, Moby Max, Lexia Suite, coding.org, and Brain Pop are used to supplement the learning of all students in all subject areas. Some teachers use NearPod to conduct formative assessments and some grade levels developed common assessments using this software. Many teachers also utilize Pdf Viewer for computerized test taking or homework assignments. This year, all third grade students will continue to utilize a Nook HD tablet in every class.

At WMSS, we feel that homework is an important activity for practicing a skill or concept. Homework is not treated as “busy work,” so only relevant and meaningful work is assigned for practice at home. Homework is a significant tool for formative assessment of content mastery. Therefore, it is of utmost importance that homework be completed. Research shows that a homework grade should reflect mastery of concepts of skills and not traits such as responsibility (Friedman, 1998). According to the literature, grades should reflect the level of the students’ knowledge and progress. The grade should also provide feedback to the students, parents, and teacher about what has been learned and what students are able to do with that knowledge (Walker, 2006). With this being the case, what role does a zero play in assessment of knowledge? According to several authors, giving students a zero lets them off the hook, seldom serves as a motivator for them to do better and is not an accurate reflection of what has been learned. While students do need to be responsible and accountable for their work, assigning a zero skews the grade and tends to be an inaccurate assessment of what the student knows. At WMSS, we want to accurately assess student knowledge and mastery of concepts or skills. We feel the need to emphasize a “no zero” attitude among the students and parents and provide an opportunity to hold the student accountable for missing work. This allows us to properly assess if a student has mastered the content being taught. Not only does this give the teacher an accurate picture of learning mastery but also can helps identify learning deficits and thus, alleviate splinter skills that affect student achievement. The current use of “Success Zone” at WMSS allows us to ensure our “no zero” policy and accurately assess student mastery of skills.

In math, the use of manipulatives is allowing students a hands-on addition to math. Also, addition and subtraction strategies and composing and decomposing numbers are being used to foster a deeper understanding of number concepts. Problem solving strategies such as drawing a picture, guess and check, math binders with learning scales, and highlighting important information is being used to reach all students. Additionally, the use of real-world problems for problem solving is giving the students the

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opportunity to make math relevant to the students’ lives. The use of small group instruction is being implemented during math to help students that need remediation and increase the level of students already on or above grade level. Teachers have been trained and are utilizing more interactive technology with the students. Marzano, Pickering and Pollock (2001) stressed the importance of increasing critical thinking in mathematics, so teachers use Envision on-line with the students while continuing to utilize hands-on manipulatives and higher-level critical thinking and problem solving activities.

Since WMSS is a school for science, it is important that we focus on incorporating research-based strategies in order to increase our students’ science knowledge. Researchers warned that inquiry learning could only be effective if the teacher lays a foundation where the student begins to take more responsibility for their own learning (National Science Foundation, 1999). The National Science Foundation (2009) also urges teachers to focus less on what students know or are supposed to know and more on what the students do not know. Otherwise, students will be unprepared to deal with learning in all subject areas, not just in the area of science. Students in Kindergarten through second grade receive 40-45 minutes of science instruction in the classroom daily with their teacher and an additional 40 minutes weekly of hands-on instruction in the science lab with the science coordinator monthly. Third grade receives 60 minutes of science instruction daily with a specialized science teacher and an additional 40 minutes per week of hands-on supplemental science in the outside classroom and garden. Fourth through sixth grade students receive 60 minutes of science daily with a specialized science teacher and also receive 45-60 minutes of supplemental hands-on instruction in the outdoor classroom and garden. A science coordinator is also available for consultation with science teachers. Acting upon the research from the National Science Association (1999), teachers are also helping students develop responsibility for their own learning through inquiry based labs and interactive science journals (IANs). Last school year WMSS implemented a gardening/nutrition class that is part of the activity schedule. This class allows students to interact with our school garden and learn about the health and nutrition that goes along with growing their own food. The gardening/nutrition class has been very successful and will continue this school year as a choice activity for 4th, 5th and 6th graders. It will be a required activity on the wheel for Kindergarten through 6th grade during 2015-2016.

In writing, teachers are collaborating to identify grade level expectations for writing. While all teachers are teaching writing, they were not all teaching students to plan, organize, edit and present written communication (Irvine, et al., 2007). Therefore, we will continue professional development during faculty meetings and professional development days with our writing contact teacher that will continue our focus on using the TEA (Topic, Evidence, Analyze) writing format. Teachers will continue teaching students how to make a plan before writing through the use of Thinking Maps and utilize the components of the 6-traits in their writing to elaborate on their ideas. Additionally, 4th grade teachers are utilizing a growth mindset writing journal with their students.

Several primary teachers are implementing the EET writing strategy with their students. To build upon the common language of the TEA paragraph and 6-Traits across the grade levels in writing, the Expanding Expression Tool (EET) is being utilized as the foundation for primary students. The EET provides language-enriched experiences that facilitate improved descriptions, definitions, comprehension of curriculum items, ability to organize information, and provide more details. Research has shown that multi-sensory learning situations enable teachers to reach more students effectively (Robles et al, 2003). The EET uses auditory, visual, and tactile strategies to help students organize information for speaking and writing. Robles research also states that “More important than any curriculum content is that which teaches learning strategies.” EET uses graphic organizers, multisensory cues, and physical models to generate mental pictures, which enable students to retain and retrieve information. According to Robert Marzano (2001) these kinds of strategies allow students to elaborate or add to their knowledge. “When students elaborate on knowledge, they not only understand it in great depth, but they can recall it much more easily (Pressley, Symons, McDaniel, Snyder & Turnure, 1998; Woloshyn, Willoughby, Wood, & Pressley, 1990). The EET begins with oral language and can be incorporated into written expression. The American Speech-

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Language-Hearing Association, 2001, states “Spoken language provides the foundation for the development of reading and writing.” Oral language helps organize thinking and focus ideas, and is a precursor for writing. The EET is quick and can be incorporated into what teachers and speech therapists are already doing in the classroom. This supports the research by Sousa (2006), who concluded that short lesson segments have less downtime and are more productive. The EET was designed to provide structure for the struggling student and enhance the skills of those students who are academically sound. Furthermore, the fact that the program teaches an organizational strategy for writing makes this program something all students can use across the curriculum in assignments, tests, and reports, throughout their academic career.

Cluster grouping is a service model for gifted students that is growing in popularity (Schuler, 1997). The clustering model places a small group of five to seven gifted students in a classroom with non- gifted students (Clark, 2008). Strategies utilized in this model include differentiation, flexible grouping, content enrichment, higher order thinking skills and intellectual peer interaction (Clark, 2008). We feel it is very important to help the gifted develop their talents by supporting and enhancing their education because we want them to reach their highest potential possible. Research shows that planning for the gifted student should include challenge, choice, interest, enjoyment, and personal meaning for students (Davis, Rimm & Siegle, 2011). There are currently 13 teachers and one administrator that have obtained the gifted endorsement. There are 15 teachers currently somewhere in the midst of completing the five required courses for endorsement. This represents 73% of our teachers working on the gifted endorsement. There are 5 new teachers to WMSS this year that started to pursue the gifted endorsement. One has already completed the endorsement requirements. That will increase the percentage of WMSS teachers seeking knowledge in gifted strategies to 68%, which is a 10% increase from last year. Currently, the gifted students at WMSS receive pull- out services once per week for 1-3 hours. Research showed the pullout model to be less effective than other models (Schuler, 1997). Therefore, this year at WMSS, the gifted students were clustered into groups of 5-10 and placed into regular classrooms with a gifted endorsed teacher or a teacher working on the gifted endorsement. This allows the students to receive strategies and differentiation found effective with gifted students throughout their school day. Additionally, these students will receive enrichment pullout with a gifted teacher one to three hours weekly. This combination allows the gifted students to receive more differentiation than the previous model implemented at WMSS. In order to meet the need of our younger gifted students, we have also added a teacher to work with our gifted K-3 students.

The National Technology Standards provide benchmarks to help teachers be more effective and grow professionally in our fast changing world of technology (National Technology Standards, n.d.). We utilize technology consistently at WMSS. Not only do students have a 1:1 ratio of computers in science classrooms but also in some math classrooms. Much interactive software is utilized throughout the grade levels and every student participates in a video-conference at least one time per year. Responder systems, Nook e-readers, interactive notepads, IPads, IPods, Yoga computer/tablet combo, and Nook HD tablets are used with students from Kindergarten through 6th grade. We are continuing a 1:1 ratio of Nook HD tablets with all 3rd graders for utilization in every classroom. After reviewing the research, we feel incorporating technology on a consistent basis and with a deliberate purpose will not only increase our students’ acquisition of 21st century skills but will also improve student achievement by making learning relevant, meaningful and active.

American Speech Language Hearing Association. (2001). Roles and responsibilities of the speech language pathologists with respect to reading and writing in children and adolescents (guidelines). Rockville, MD: Author.

Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.

Boushey, G., & Moser, J. (2006) The Daily 5; Fostering Literacy independence in the Elementary Grades. 8 | P a g e

Portland, MA: Stenhouse Publishers.

Clark, B. (2008). Growing up gifted. Upper Saddle River, New Jersey: Pearson, Merrill, Prentice Hall. Davis, G.A., Rimm, S.B., & Siegle, D. (2011). Education of the gifted and talented. Upper Saddle

River, New Jersey: Pearson.DuFour, R., DuFour, R., Eaker, R. & Many, T. (2006). Learning by doing. Bloomington, IN: Solution

Tree Press.Friedman, S. J. (1998). Grading teachers' grading policies. NASSP, 82(597), 77-83. Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing, 2012.

www.KaganOnline.com.

Hoyt. L. (2002). Make it real: Strategies for success with informational texts.Portsmouth, NH: Heinemann.

Irvine, J., Meltzer, J. & Dukes, M. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, VA: Association for Supervision and Curriculum Development, 51-74.

National Science Foundation. (1999). Inquiry: Thoughts, views, and strategies for the K-5 classroom: Foundations (Vol. 2). Arlington, VA: Division of Elementary, Secondary, and information Education, National Science Foundation.

National Technology Standards. (n.d.) Retrieved on September 27, 2011 from http://www.iste.org/standards.aspx

Pressley, M. (1990). Elaborative interrogation facilitates adult learning of factual paragraphs. Journal of Educational Psychology, 82, 513- 524.York-Barr, J., Sommers, W.A., Ghere, G.S & Montie, J. (2001). Reflective practice to improve schools. Thousand; Oaks, CA: Corwin Press.

Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003 Multisensory Instruction in Foreign Language Education.Rotherham, A. & Willingham, D. (2009). 21st century skills: The challenges ahead.

Schuler, P.A. (1997, Winter). Cluster grouping coast to coast. The National Research Center on the Gifted and Talented Newsletter , 11-15.

Walker, K. (2006). Role of zero in grading. Retrieved on December 7, 2007 from http://www.principalspartnership.com/

Williamson, R. & Blackburn, B. (2010). Supporting Student Learning. Principal Leadership, 10(8), 65-70.

Best Practice:

Based on research, as it relates to the data analysis above, what should be best practices in the classroom?It is imperative, with the lack of resources, money, and time, that teachers are trained and able to implement research proven strategies and methods to increase students' cognitive engagement so as to

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raise and sustain academic achievement. These research based strategies need to be consistently implemented throughout the various disciplines to provide an adequate education for all learners. In order for the youth of today to adequately compete in the workforce of tomorrow, teachers need to address reading instruction with a different focus (Carbo, 2008). Through instruction of relationships, richness, structure, style and purpose, students can increase higher order thinking and comprehension skills (Irvine, Meltzer & Dukes, 2007). In math, teachers need to incorporate the standards for mathematical practice when teaching students problem solving techniques. They should facilitate student learning to include comparing and contrasting the various solution strategies, explaining the connections among the strategies, and explaining why each strategy works (Oakes, 2009). In science, the teacher needs to become less involved in direct instruction and more involved in facilitating learning through modeling, guiding and using assessment to adjust instruction (National Science Foundation, 1999). Writing is the vehicle by which students can communicate learning and ideas. Therefore, students also need to learn to organize, revise, edit and present written communication (Irvine et. al). Based upon the research reviewed, WMSS will work to develop more critical thinking skills and independent learners in all subject areas. We will utilize TEA, EET, Document Based Questioning (DBQ’s) and Literacy Design Collaborative (LDC) to improve student writing.

Higher order thinking skills are critical for enabling students to perform above grade level in all content areas. According to York-Barr and et. al (2001), the ultimate goal of school-wide reflective practice is continuous improvement of practice in order to increase student learning (p. 123). Critical thinking and problem solving skills are also part of the 21st century skills needed by students for success in our ever-changing world. Researchers remind us that skills and knowledge are not separate, however, but intertwined (Rotherham & Willingham, 2009). Knowing how to think critically, analytically, and creatively are not skills specific or unique to the 21st century; however, researchers stressed that while 21st-century skills are not new, they are newly important (Silva, 2009). Researchers also reported that writing promotes critical-thinking skills (Baker, Barstack, Clark, Hull, Goodman, Kook, Kraft, Ramakrishna, Roberts, Shaw, Weaver & Lang, 2008). Therefore, writing across the curriculum will also help achieve the higher order thinking skills that our students need.One area of emphasis at WMSS pertains to creating not only life-long learners, but independent learners. This can be accomplished through the use of technology to engage students in active learning and supply the tools needed to succeed in the 21st century. The National Technology Standards identify the following as skills: 1) creativity and innovation; 2) communication and collaboration; 3) research and information fluency; 4) critical thinking, problem solving and decision making; 5) digital citizenship; and 6) technology operations and concepts (Smith & Throne, 2007).

In order to accomplish adequately address the deficits at WMSS, standards based instruction must be the primary focus. While teachers teach the Florida Standards, they do not necessarily do so at the rigor intended. Teachers also have not prioritized their standards to ensure the proper depth of instruction for particular standards. According to Professional Learning Board, “Standards based instruction helps guide the planning, implementation, and assessment of student learning.” By streamlining standards instruction, teachers will ensure that teaching is deliberately focusing on agreed upon learning targets. Teachers can follow standards based instruction to ensure that their students meet the learning targets. Cunningham (2009) stressed that students learn in different ways and a teacher needs multiple strategies and activities to reach all of them. Additionally, Cunningham stated that true engagement occurred when every student was on task and learning. Therefore, it was important to make all assignments valuable, enriching and purposeful. Marzano and Brown (2009) emphasized, “a key component to promote high levels of achievement is ensuring that all students are intellectually, emotionally, and socially engaged with the content they are learning and the tasks they are assigned. Following a standards-based model focuses instruction to meet the specific needs of students (Professional Learning Board).

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It is evident through classroom observations, lesson plans and PLC discussions that teachers have not prioritized standards and do not necessarily interpret the standards in the same manner. Therefore, prioritizing the standards, understanding the standards, and developing learning scales need to occur before true standards based instruction can begin.

Baker, W., Barstack, R., Clark, D., Hull, E., Goodman, B., Kook, J., Draft, K., Ranakrishna, P., Roberts, E., Shaw, J., Weaver, D. & Lang, M. (2008). Writing to learn in the inquiry-science classroom: Effective strategies from middle school science and writing teachers. The Clearing House, 81(3). Carbo, M. (2008). Educating everybody’s children: Diverse teaching strategies for diverse learners. (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development. Cunningham, G. The new teacher’s companion: Practical wisdom for succeeding in the classroom. ASCD, 142-156. Dukes, M. (2007). Taking action on adolescent literacy: Animplementation guide for school leaders. Alexandria, VA: Association for Supervision and Curriculum Development, 51-74.Marzano, R. & Brown, J. (2009). Using games and inconsequential competition to promote studentengagement. ASCD, 157 – 165.Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works. Alexandria, VA: ASCD.Oakes, A. (2009). Qualitatively different: Mathenatics education for teachers. Retrieved on May 5, 2009 from www.centerforcrsi.orgPressley, M., Symons, S., McDaniel, M.A., Snyder, B.L., & Turnure, J.E. (1988). Elaborative interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology, 80, 268-278.Professional Learning Board. Importance of standards based instruction. Accessed September 1, 2014 fromhttps://k12teacherstaffdevelopment.com/tlb/importance-of-a-standards-based- instruction.

Educational Leadership, 67(1), 16-21.Silva, E. (2009). Measuring skills for 21st century learning. Phi Delta Kappan, 90(9), 630-634. Smith, G. & Throne, S. (2007). Differentiating technology with K-5 classrooms. Washington, D.C.: International Society for Technology in Education. 241-244.Sousa, D. (2006). How the brain learns (3rd ed.). Thousand Oaks, CA: Corwin Press. Woloshyn, V.E., Willoughby, T., Wood, E., &

School-Based Goal: What can be done to improve instructional effectiveness?

Teachers will implement standards-based instruction to increase rigor, student engagement; and thus, student achievement.

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Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1. Time to plan and collaborate

1a. Teachers will receive an additional 40-minute planning period per month in order to collaborate on LDC (Literacy Design Collaborative) modules, prioritize standards, and develop learning scales.

1b. Teachers will receive a half-day or full day to collaboratively plan and be provided a substitute as long as the substitute budget allows.

All teachers; Administration

Teachers; Administration

Once per month

Once per semester

$0

$1800 school budget

$1500 SAC budget

Lesson plans; classroom observations; calendar

Calendar; lesson plans

2. Training 2a. Teachers not previously trained on the LDC module format will receive training to utilize in lesson planning.

2b. In order to increase student achievement, teachers will have the opportunity to participate in a book study

Administration; LDC Training Professionals and Teacher Leaders

Uttlinger and Simmons

By November 2015

By end of first semester

$2,500

$700

Faculty and PLC Meeting Agenda; Certificate of Completion

Book study sign-in sheet

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involving growth mindset.

2c. Teachers will receive training on how to prioritize standards and will work on prioritizing standards

2d. Teachers will develop learning scales that align with standards

2e. Teachers will continue to seek gifted endorsement to address the lack of learning gains for the gifted.

Administration; teachers

Teachers

Teachers not currently Gifted Endorsed

During first semester

By May 2016

By May 2016

$0

$0

$200 per person for course endorsement class

Classroom observations; PLC Agenda; Lesson plans; Prioritized Standards List

Learning Scales; Lesson Plans

ProGoe transcript records

3. Lack of Resources

3a. This year, grades 3-5 teachers will be incorporating math journals with their students. These math journals will promote student ownership and demonstrate mastery of the standards.

3b. Fundraising priority will be placed on acquiring new technology in the classrooms that students can utilize in in learning

Math teachers for grades 3-5

Administration

Ongoing throughout school year

Each time a designated fundraiser is conducted

$1,791

At least 80% of profits collected from designated fundraisers

Classroom observations

Fundraiser profits

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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.

Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

1. 100% of classroom teachers will identify priority standards and create learning scales as evidenced by a list per grade level.

2. At least 80% of classroom teachers will design and implement two lessons using LDC model as evidenced by lesson plans and classroom observations.

3. 100% of all teachers will use technology for student instruction and for student use during lessons, practice of skills, assessment and creation of products at least once per month by May 15, 2016 as evidenced by lesson plans and classroom observations.

4. At least 80% of designated school fundraiser profits earned by the school (not the grade level) will be used for student technology by the end of the school year as evidenced by amount of technology purchased and total money taken in.

5. 100% of Kindergarten – 5th grade math teachers will utilize interactive math binders with their students to demonstrate an understanding and ownership of standards.

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16?What tools will be used to measure progress throughout the year?

1. Student FAIR scores falling into the green category will increase with each FAIR administration and resulting in at least 85% of each grade level (3rd through 6th) falling into the probability of literacy success category (85%+) by the last administration.

2. In Kindergarten through 6th grade, students will increase their score on each administration of the district math assessment resulting in at least 85% of students in each grade level scoring 80% or higher on the final administration of the assessment at the end of the school year.

3. In Kindergarten through 6th grade, students will increase their score on each administration of the

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district ELA assessment resulting in at least 85% of students in each grade level scoring 80% or higher on the last administration of the assessment.

1. In grades 3-5, 100% of students in math will demonstrate an understanding and ownership of standards through the use of interactive math binders.

4. Student writing will improve at each grade level and meet the grade level requirements as evidenced by student samples in the weekly collaborative team meetings.

5.At least 86% of students in grades 4-6 will score above the 50th percentile on text based writing on the 2016 FSA.

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 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016.

MULTI-TIERED SYSTEM OF SUPPORTS MTSS/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.

The MTSS team consists of Administration, Guidance Counselor, School Psychologist, School Staffing Specialist, VE teacher, Speech/Language pathologist, part-time literacy coach, and Teacher Collaborative Teams. The team is in involved with various aspects of developing the School Improvement Plan. The Guidance Counselor is responsible for coordinating and scheduling our weekly IPST meetings, which occur on Wednesdays. The Speech/Language Pathologist and the VE teacher are responsible for collaborating with classroom teachers to help identify students for MTSS as well as helping teachers to implement proper Tier II and Tier III interventions. The Literacy coach is responsible for meeting weekly with teachers to provide strategies and suggestions for professional development to address intervention needs. The MTSS team and teacher collaborative teams, are involved with disaggregating, reviewing, reflecting, and modifying instruction based on current student data. The collaborative teacher teams are tasked with identifying the lowest 25% of students in ELA and math and then set instructional goals for these groups of students. Administration provides support to teachers by meeting monthly in professional learning communities to analyze and review data. Administration also provides continued professional development for teachers working with students identified through MTSS and monitors the data of these targeted students.Performance Matters, A3, Enrich, and the Student Desktop data system are all used to upload, track, and monitor student data. The data consists of: all state and district required assessments, on-going progress monitoring, Individual Education Plans, Progress Monitoring Plans, conference notes, MTSS intervention documentation, Behavior Intervention Plans, and any other pertinent student information. Interventions and data points are documented by classroom teachers and are utilized during MTSS/IPST meetings. Each week, the guidance counselor provides an agenda to the team and sends personal invites to parents about meeting dates and times. The guidance counselor also provides meeting minutes to administration and classroom teachers as further documentation.

Administration changed the master schedule to allow an extended intervention block referred to as “Success Zone” and all students participate whether they are receiving remediation or enrichment. Teachers also have access to a reading intervention library on campus that provides multiple resources aligned to specific skill deficits by grade level.

Our Guidance counselor continues to be our MTSS facilitator. We communicate MTSS information to parents through parent-teacher conferences as well as meetings scheduled with our IPST team. In these

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meetings, the team explains the process to parents to help understand how we are able to support their child. We strive to ensure that all staff, parents, and students have a full understanding of the MTSS process.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

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?

West Melbourne Elementary School for Science strives to meet the diverse needs of our parents. We have a very high level of parent involvement at our school, each family is required to complete 20 hours of volunteer service and each year we exceed this expectation. Last year, from July to April, we had close to 17,500 combined volunteer hours from our families. We offer a variety of parent engagement opportunities that include: science fair make and take nights, academic award ceremonies, garden day, principal round-table discussions, writing night, math night, gifted parent info night, Fall Fest, spring into the arts, winter music festival, and many others.

On the 2015 parent survey, we had a total of 249 responses from parents. 87% of parents responded that they had attended informational meetings or academic events at our school and 95% reported the information they received was useful. We did have 34% of parents say they did not attend some of our events because the information was not relevant to their child and 58% reported that the meetings were not at convenient times. We work very hard to have our events and meetings on the days and times reported as most convenient by the previous years' parent survey. This year, we will work to have Tuesday evening events as 76% of parents answered that this was the best time for them to attend. We will also continue to hold meetings on Friday mornings as half of the parents reported this was a good time. Our events are well represented by parents of all subgroups including parents that have children who fall into our lowest performing quartiles.

WMSS will continue to communicate with parents through Edline, email, monthly newsletters, the school website, synervoice, marquee, and parents conferences.  On the parent survey, these areas had the highest responses from parents on the best ways to keep them well informed.  We will also post a hardcopy of the Monday report and School Advisory council agenda in the front office bulletin.

We are committed to providing a standard of excellence for our students and their families. Overall, 95 % of parents responded good or excellent when asked to rate the overall quality their child’s school.

WMSS will continue to offer parent informational meetings pertaining to writing and science fair. Science Fair make and Take nights will also continue to be offered. In an effort to assist parents with events that they feel are relevant to their child, WMSS will offer the following events during the 2015-2016 school year: “Cyber-Bullying – What Parents Need to Know;” “Math Night for 3rd grade – 6th grade parents;” and “What are the Florida Standards and How Can You Help Your Child Master Them.”

STUDENT SURVEY RESULTS (Required):

Address Elements of Student Survey Results found in the District Strategic Plan and describe how you will improve student perceptions of these indicators.

Strategic Plan Indicators: Promotes 21st Century Skills 1.4.2, 1.4.3, 1.4.4, 1.4.5

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Safe Learning Environment 2.2.3, 2.2.4, 2.2.5

The data for the Strategic Plan Indicators can be located on the following survey pages.Elementary Student Survey:

21st Century Skills – Refer results pages 3 – 4 Online Safety – Refer results pages 4 – 6 School Safety – Refer results pages 6 – 7

Secondary Student Survey: 21st Century Skills – Refer results pages 4 – 6 Online Safety – Refer results pages 6 – 7 School Safety – Refer results pages 7 – 8

In the 2014-2015 student survey, students reported they “often" learn 21st century skills while here at school in the following ways: 82% are able to use these skills while working in groups (up 2% from last year), 73% feel they can communicate effectively (down 6% from last year), 76% use these skills in meaningful projects (up 2% from last year), 77% through the use of technology (up 4% from last year), and 73% when conducting research (down 7% from last year). Students reported that only 56% “often” learn 21st century skill when dealing with organizational manners such as planning, prioritizing, and budgeting. To increase student access to all 21st century skills, we are offering a computer science elective course involving grades 4-6 that teaches basic coding and programming skills. In addition to this class, we also will continue the program in 3rd grade where we have a 1:1 ratio of students to Nook Tablets. Students are able to take the Nook tablets from class to class and home with them.

Concerning online safety, 94% of our students reported they have learned about cyber safety during the school day, which is an increase of 8% from last school year. We will work to maintain and increase the 94% by having our computer teacher and media specialist ensure they address online safety with all students within the first nine weeks of school. Each student is involved in cyber safety and cyber bullying lessons conducted in the media center during their activity time. This is done through interactive videos and games that prompt students to consider the best way to respond in a number of different situations. Our guidance counselor and all classroom teachers will also address individual classes throughout the year to address bullying and cyber safety. There is a “bully box” in the media center to encourage anonymous reports of bullying.

Concerning overall safety at school, 81% of students reported they feel safe while here at school. Of the 12% who responded that they did not feel safe, the majority of them answered they don’t feel safe when in the hallways and the restrooms. This is being addressed by limiting the number of times students are called out of class for various reasons. During arrival and dismissal, we have assigned teacher monitors and safety patrols in the hallways. We have also encouraged students to utilize the bully box to report any hallway or bathroom incidents even if it is not a bullying situation. Students must also always travel with at least two other students when in the hallways or using the restrooms.

Safety is of utmost importance to us at WMSS and we ensure all safety initiatives set forth by Brevard Public School are implemented with fidelity.

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EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 31. List any additional early warning system indicators and describe the school’s early warning system.

ELEMENTARY Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-

school suspension One or more suspensions, whether in school or out of school Level 1 score on the statewide, standardized assessments in English Language Arts or

mathematics Other

SECONDARY Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-

school suspension One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or

mathematics Other

Add any additional EWS indicators here.

Description of early warning system.

2. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 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 2015-16.:

The number of students by grade level that exhibit each early warning indicator listed above.

Fill in BLANKS with data from 2014-15 School Year - Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Tota

lAttendance <90

0 0 0 0 0 0 0

1 or more ISS or OSS

1 3 4 0 2 5 4

Level 1 in ELA or MathCourse Failure in ELA or MathStudents exhibiting 2 or more indicators

3. Describe all intervention strategies employed by the school to improve the academic performance of

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students identified by the early warning system (i.e., those exhibiting two or more early warning indicators).   Intervention strategies we use to communicate these concerns include: team meetings, IPST meetings, and parent conferences with administration, teachers, and the school counselor.  We send home attendance letters when a student reaches a certain number of unexcused absences, tardies, or has too many early checkouts.  If a student continues to have attendance problems, a meeting is scheduled with the school counselor to address the attendance concerns with parents. Students with multiple suspensions are discussed at MTSS meetings and behavior intervention plans are developed in some cases.  For students who are in danger of failing a subject area, teachers are required to make parent contact anytime a students average drops to an F.  These students are also discussed at IPST meetings and appropriate interventions are put in place.

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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. Incoming Kindergarten Information Night for Parents, Middle School Information Night with all middle school invited to present their programs, and sending Edline messages and posting messages in the newsletter information about middle school information nights at all middle schools in the county.

WMSS conducts an informational night for incoming Kindergarten students and holds early registration for them once they are selected in the lottery. Edline messages and information is also included in the school newsletter.

WMSS hosts a middle school informational night each year for outgoing 6th grade students and parents. Since WMSS is not a home school for any student, all Brevard middle schools are invited to present their programs at this event, and information packets are also distributed to parents.

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.

Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs.

Describe efforts the school has taken to integrate career and technical education with academic courses (e.g. industrial biotechnology) to support student achievement.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( http://data.fldoe.org/readiness/). As required by section 1008.37(4), FL Statutes.

(TITLE 1 SCHOOLS ONLY)

Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date

1.

2.

3.

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly qualified. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).

Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly

qualified

Provide the strategies that are being implemented to support the staff in becoming

highly qualified

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