accountabilityandtesting.brevardschools.orgaccountabilityandtesting.brevardschools.org/school... ·...

Brevard County Public SchoolsSchool Improvement Plan

2013-2014

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

The Oak Park Elementary School community will work as a team to nurture its students to attain theirhighest potential. Success will be achieved through an enriched curriculum, a commitment to character education, and by fostering a culture of collaboration in a safe, risk-free environment.

Vision Statement:

Oak Park Elementary School will work as a team to provide a safe and caring environment where all students can reach their full academic potential.

Oak Park Elementary North – Area 4

Ron Dedmon Dr. Rhinehart

Kathryn Rogers-Yocom

Brevard County Public SchoolsSchool Improvement Plan

2013-2014RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?)

Considerations/Examples: What are the areas of success? Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation?

Quantitative

During the 2012-2013 school year, Oak Park earned 501 points, which was an 11 point decrease from the previous year. Based on this information, we received a ‘B’ as a school grade. The safety net was not needed as we met the lowest 25% criteria. This is the 2nd year in 9 years that we have received a ‘B’.

A four year data trend for the African American population in reading is as follows: 2010 - 47% below grade level in reading2011 - 51% below grade level in reading2012 - 65% below grade level in reading 2013- 57% below grade level in reading (an improvement of 8%)

A four year data trend for the African American population in math is as follows: 2010 - 56% below grade level in math2011 - 43% below grade level in math2012 - 65% below grade level in math2013 - 59% below grade level in math (an improvement of 6%)

A four year data trend for Students with Disabilities population in reading is as follows: 2010 - 62% below grade level in reading 2011 - 62% below grade level in reading 2012 - 68% below grade level in reading

2013 - 68% below grade level in reading (stayed the same)

A four year data trend for the Students with Disabilities population in math is as follows:2010 - 62% below grade level in math 2011 - 55% below grade level in math 2012 - 79% below grade level in math2013 - 60% below grade level in math (an improvement of 19%)

A four year data trend for the Economically Disadvantaged population in reading is as follows: 2010 - 31% below grade level in reading 2011 - 32% below grade level in reading 2012 - 46% below grade level in reading 2013 - 43% below grade level in reading (an improvement of 3%))

A four year data trend for the Economically Disadvantaged population in math is as follows: 2010 - 37% below grade level in math2011 - 28% below grade level in math2012 - 46% below grade level in math 2013 - 48% below grade level in math (achievement performance declined by 2%)

Grade Levels Third grade reading proficiency increased from 65% to 68%.Third grade math proficiency increased from 51 to 59%.

Fourth grade reading proficiency decreased from 71% to 60%.Fourth grade math proficiency increased from 54% to 57%.Fourth grade writing mean essay score increased from

3.0 to 3.1.

Fifth grade reading proficiency decreased from 60% to 57%.Fifth grade math proficiency increased from 45% to 48%.Fifth grade science proficiency increased from 53% to 56%.

Sixth grade reading proficiency increased from 60% to 66%.Sixth grade math proficiency decreased from 80% to 69%.

Lowest 25% Our lowest 25% scored well above the 50% threshold levelLowest 25% in reading (64%)Lowest 25% in math (78%)

Over the past few years the trend of test scores has been up and down and this is due to a number of reasons (closing of two schools resulting in a more diverse population), change from FCAT to FCAT 2.0 which is more rigorous, calculating the lowest 25% in two areas of FCAT instead of in one area, and changing/raising the grading criteria. Research shows that it is clearly difficult to establish positive trends in student achievement due to excessive changes. An additional change next year that will have a huge impact on achievement levels will be the conversion of FCAT to PARCC.Qualitative Classroom walkthroughs indicate a need for higher levels of student engagement including small group activities, hands on learning, and the integration of 21st Century Skills.

Other areas for improvement include:writing across the curriculumdistributive summarizingthe use of essential questions

higher order questioningdisplay of current student workexplicit vocabulary instructiongreater levels of student engagement

The areas of success include the performance of our lowest 25% in both reading and math, the greatest improvement in reading of our subgroups occurred with our Spanish population increasing by 9% and our black population improving by 8%. Our students with disabilities had the greatest improvement of 19% in math. Teachers are taking additional leadership roles by conducting professional development presentations based upon school needs. Teachers are more in tune with sharing and collaborating. In addition, they are more proficient in working with multiple data sources to better improve instruction.

A major area of concern is the redistricting and the closing of South Lake Elementary School as our population increased by more than 125 students. Research indicates that mobility can have a significant impact on student achievement. Some of our new students are at their third school in three years. We have also had an increase in higher poverty levels resulting in our school receiving Title 1 status. We have carefully analyzed FCAT data, FAIR results, running records, DORF, DRLA, attendance and discipline. A number of our sub populations made gains as well as some of our grade levels. Even though our writing scores improved from the previous year, the scores did not meet the newly established grading criteria from at 3.0 to 3.5. The focus will continue to be on academic achievement with the expectation of making improvements for all sub group categories as well as with all grade levels in every subject tested in FCAT.

In grades K-2, teachers are team planning and working on creating standards driven lessons. In addition, grades 3-6 th, are collaborating with other grade levels during planning. As a school we are working on creating essential questions that are meaningful and thought provoking. Professional development will be provided during faculty meetings and PLC meetings.

Teachers are utilizing data notebooks as a way for students to chart and monitor their own progress. PLC surveys and individual teacher discussions indicate a need for additional professional development in the areas of understanding and implementing the Common Core Standards. There is also a need for more cross curricular planning using high yield strategies. Teachers are working on better understanding the new Reading and Math textbooks that are standards driven.

Based upon our achievement results, we believe we are on the right track; however, we need to further hone our teaching skills in the following areas: student centered classrooms, differentiated instruction, MTSS, and high yield teaching strategies. The administration will continue to increase our informal observations and provide timely feedback. In addition, a network of teachers will become involved in the instructional rounds process on a monthly basis. The first step will be to identify a school wide problem, observe, debrief, and the fourth step will be to explore and implement strategies to remedy the problem. This initiative will provide the network of approximately ten teachers with an opportunity to observe, learn how others teach, and to provide feedback.

School Improvement Surveys indicate a need for additional support in the following areas: MTSS and Ongoing Progress Monitoring, Common Core math and reading and cooperative learning. Professional development will continue in these areas throughout the school year during faculty meetings, PLCs, grade level meetings and in-service professional development days.

Analysis of Current Practice: (How do we currently conduct business?)

Move any Action Steps that have become standard practice to this section.

K – 2 is fully immersed in Common Core while third through sixth grade teachers are teaching a blended curriculum of Common Core and Sunshine State Standards. Teachers continue to attend training to

become more proficient and learn best practices and secure additional resources. Our primary focus has been on student achievement with a direct emphasis on both reading and math. Additional support in these subjects has been provided through vertical articulation, ASP program, “Walk to Intervention”, as well as MTSS. In addition, some teachers offer tutoring after school to augment the instructional program.

The teaching of writing is now more pronounced in all grade levels as research has shown that writing what is being learned can help reinforce the concepts. Summarizing through writing has been a new strategy for many of our teachers. This high impact strategy will continue to be part of our overall school improvement plan for this school year.

High impact strategies including explicit vocabulary instruction, cooperative pairs, graphic organizers and Thinking Maps are routinely observed in classrooms. As a result, increased levels of learning and student engagement are occurring.

MTSS has played a critical role in assisting those students who need additional support. Our IPST has been instrumental in assisting teachers with Tier 2 and Tier 3 teaching strategies. Teachers document strategies taught along with dates and duration of small group minutes on a document known as an OPM (ongoing progress monitoring ). As a result of MTSS, we feel that many students are able to have greater success with their academics. Some students are able to catch up after a while when small group instruction has been employed. However, other students who may not succeed at Tier 2 or Tier 3 instruction may be candidates for ESE services.

Professional learning communities have played a significant role in improving our teaching craft as all teachers are assigned to a PLC and meet on average of two times per month. During meetings teachers may analyze data, establish goals, share best practices and attend professional development presentations. Presentations on the following topics occurred during the previous school year: BEST practices, 21st

Century Skills, Cooperative pairs, summarizing strategies, and explicit vocabulary instruction. Our reading coach also presented topics on “decision trees,” DORF, FAIR, and Running Records.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)What does the research say about your findings? Evidenced based? What practices can you put into place to work on what the data says is impeding student achievement?Based on what you are seeing; what teachers are doing well; what you need to change and improve…RESEARCH SAYS YOU SHOULD…In A Handbook for the Art & Science of Teaching by Dr. Robert Marzano, and The Learning Focus Model by Dr. Max Thompson there are instructional strategies that research has shown over time to have a high probability of enhancing student achievement. High yield strategies corresponding to Marzano and Thompson’s research will continue to be used by all teachers in all subject areas to impact all of our areas of need. In Marzano’s Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, one effective strategy is the use of Non-Linguistic Representations in which students create graphic representations, models, mental pictures, draw pictographs, and

participate in hands-on activities to assimilate knowledge. Another of Marzano’s instructional strategies is Cooperative Learning in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. In Thompson’s Moving School : Lessons from Exemplary Leaders, achievement practices are identified as “high impact, rapid response practices” for balanced achievement. In High Impact Practice # 1: Vocabulary, teachers preview, emphasize, and summarize key vocabulary throughout lessons. K-2 teachers use vocabulary from the curriculum utilizing organized word walls instead of frequent-in-print words. In High Impact Practice # 2: Student Summarizing is distributed across the lesson as they learn to ask and answer Essential Questions. Another achievement practice that will be used is High Impact Practice #4: Writing to Raise Achievement. This practice includes Summary Point Writing, Writing to Inform, and writing assignments in all content areas. Based on classroom walk-throughs, teacher professional growth plans, and PLC portfolios, Oak Park Elementary teachers are implementing high yield strategies in the classroom. In the second year of implementation of our SBO, focus will be on deepening implementation of high-yield strategies by learning more from each other, sharing our strengths, and engaging in a culture of collaboration in a safe, risk-free environment.

As a way to improve practice, monthly “Instructional Rounds” will occur involving a network of teachers. This network will focus on a school wide concern. Instructional rounds are a disciplined way for educators to work together to improve instruction (City, Elmore, Fiarman, and Teitel, 2009). Those who learn from the “rounds” are the teachers who are observing. All teachers will be observed and they will too learn based upon feedback. Robert Marzano (2011), “Instructional rounds are one of the most valuable tools that a school or district can use to enhance teachers’ pedagogical skills and develop a culture of collaborations.”There is a four step process which begins with identifying a school wide concern, the second step is to observe, debriefing then occurs, and it is followed up with identifying the next level of work. In order for instructional rounds to be successful, they must be done consistently throughout the year. Our goal is to actively stay involved in the process on a monthly basis.

CONTENT AREA: Reading Math Writing Science Parental

InvolvementDrop-out Prevention

ProgramsLanguage

ArtsSocial

StudiesArts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)Oak Park teachers will continue to engage in PLC’s focusing on evidence based high yield strategies including (Nonlinguistic Representations, Cooperative Learning, Explicit Vocabulary Instruction, Student Summarizing, Essential Questioning, and Writing Across the Curriculum) to improve instructional effectiveness across all academic areas. As a new initiative, a network of teachers will participate in monthly instructional rounds to work together to understand what is occurring in classrooms and improve instruction.

Strategies: (Small number of action oriented staff performance objectives)

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1.A more balanced approach is needed to reach the lowest 25% as well as all students

1. Focus on Tier one instruction through better planning and preparation of lessons to include exemplary strategies in the areas of nonlinguistic representations, cooperative learning, explicit vocabulary instruction, student, summarizing, essential questioning, and writing across the curriculum.

District PersonnelTeachersReading CoachAdministration

2013-2014 $500 Classroom Walkthroughs, Formal Observations,Peer Observation Information Sheets, PLC Exit Slips, Professional Development Notes, Faculty Meeting Agendas,Handouts

2.Insufficient Training of new staff members

2. Provide training to new teachers by staff members

Reading Coach, Faculty Leaders, Principal and Assistant

2013-2014 NA PLC and Faculty Meeting Agendas, Personal Notes,

who are proficient in high yield teaching strategies. Provide resources through our professional teaching library.

Principal New Teacher Meeting Notes

3.Lack of Time

3. Provide sharing sessions during PLC days to collaborate best practices in utilizing time wisely

Teacher Leaders, Reading Coach

2013-2014 NA PLC agendas, Notes and Exit Slips

4.Tier 2/3 instruction

4. Provide additional training by district personnel, discuss procedures at grade level meetings, implement Tier 2/3 instruction for students showing deficiencies.

MTSS TrainersSchool PsychologistPrincipalReading Coach

2013-2014 1000 Calendar Dates, Agendas, Notes, MTSS handouts,Conference Notes, IPST Meeting notes

5.Increased Levels of Behavioral Issues

5. Implement positive behavioral supports, develop additional behavior plans, initiating essential agreements instead of traditional posted rules in classrooms, monthly grade level celebrations for fewest discipline referrals and best cafeteria behavior

AdministrationTeachersCounselorsPTOCafeteria Manager

2013-2014 2500 Monthly Celebrations, Newsletter information, Faculty meeting notes

6. 6.7. 7.8. 8.

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

Every classroom is unique; however, there are quality practices that should occur in every classroom including the following; starting on time, orderliness, smooth transitions, efficient use of time, student centered, quality student engagement, research based teaching strategies, etc. The learning requirements are becoming more rigorous and expected achievement levels have been raised. The grading criteria has been changed so that it is becoming increasingly difficult for challenging schools like Oak Park to secure an “A.” As a result, we have to be better at what we do. Our goal is to have quality instruction occurring in all classrooms where students are excited about the learning process and work to their potential.

The following tools will be used to measure the implementation of our strategies: classroom walkthroughs, school wide observations completed by a network of teachers on a monthly basis (instructional rounds), vertical grade level meetings, feedback, professional development, etc.

The change in adult behavior will be reflected in how teachers refine their instructional practice. Classroom walkthroughs as well as formal observation feedback will be directly tied to the accomplished practices rubrics. These rubrics will serve as our blueprint for providing helpful dialogue that will ultimately lead to higher levels of student achievement. This is the most important tool that we can use to ensure that quality instruction is occurring.

Throughout the year progress will be measured based upon the number of teachers utilizing high impact strategies on a consistent basis. In addition checklists will be used as well as anecdotal records and conference notes consisting of feedback information. Standards driven instruction will be the norm as indicated through lesson plans and implementation of standards, Improved assessment results will occur in the areas of running records, FAIR, district assessments, and FCAT. Lesson plans will be monitored consistently to ensure that standards have been documented and that teaching is in alignment with pacing guides. A school wide survey will be completed second semester to gain valuable input regarding PLCs, instructional rounds, high impact teaching strategies, etc. Base Line Data – Currently, approximately 80% of all teachers are using high impact strategies including cooperative learning, thinking maps/graphic organizers and essential questions.

By the end of the school year, 100% of all teachers will implement at least three research based high yield strategies at least 70% of the time. These strategies may include cooperative groups, explicit vocabulary instruction, essential questions, Thinking Maps, graphic organizers, writing across the curriculum, distributive summarizing, etc. Verification will exist through classroom walkthroughs, both formal and informal.

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 2013-14? What tool will be used to measure progress throughout the year?

Children will monitor their progress in math and/or reading through data notebooks. This activity creates responsibility and ownership for one’s progress. Better teaching practices will result in higher levels of quality student engagement which will result in greater levels of achievement.

At least 50% of our lowest 25% of children will continue to meet the state threshold of 50%.

Every area of FCAT will improve by at least 3 percentage points.

For the following areas, please write a brief narrative that includes the data for the year 2012-13 and a description of changes you intend to incorporate to improve the data for the year 2013-14. Instructions and support are provided in each section to assist with what data you may include. The instructions are intended to be a guide and may be deleted from each cell to allow for appropriate typing space.

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).

a) Describe your school’s data-based problem-solving processes for the implementation and monitoring of your MTSS and SIP structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs.

The MTSS Leadership Team will meet every Tuesday. All faculty members have the opportunity to meet with the Leadership Team to discuss and develop action plans to assist their students with academic and/or behavioral concerns. Before meeting with the Team, teachers complete Individual Problem Solving Team (IPST) paperwork and are required to have data demonstrating that Tier 2 and/or Tier 3 instruction has occurred for a minimum of 6 weeks with fidelity. The Leadership Team provides valuable input after reviewing IPST paperwork, conversing with the teacher, and reviewing the data collected to determine if new strategies should be applied, if more time is needed, and/or if different interventions should be implemented.

Progress on the school improvement plan will be discussed monthly at every SAC meeting. In addition, the every staff member will have a hard copy of the final plan and will participate in a school improvement activity in which they will refer to the plan. Teachers will also be updated throughout the year regarding the implementation and how we are progressing with the plan.

b) What is the function and responsibility of each school-based leadership team member as related to the school’s MTSS and the SIP?

At Oak Park Elementary School, the MTSS Leadership Team is comprised of administrators, the reading coach, guidance counselors, and Area IV personnel:

Ron Dedmon, PrincipalElizabeth Hill-Brodigan, Assistant PrincipalLisa Freeman, Reading CoachQuinecia Bivens, Guidance CounselorKathryn Rogers-Yocom, Guidance Counselor Judi Schindler, Guidance Counselor (Part Time)Brenda Hostetler, Area IV Staffing SpecialistGriselle Zeno, Area IV School Psychologist

The function and responsibility of the team is to provide support to teachers who have students struggling with Tier 1 instruction. It is the principal’s responsibility to ensure that additional instruction at levels 2/3 are being implemented by classroom teachers. This can be validated by reviewing OPM paperwork for students who are having difficulties as well as having conversations with teacher regarding these students.

c) Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS and SIP.

The best way to monitor fidelity is to actively sit and participate in the MTSS meetings and to “step” up classroom walkthroughs to observe the MTSS model in practice. In addition when the leadership team discusses students at IPST, conference notes are taken and follow up meetings are always scheduled so the team can continue to track these students.

The Leadership Team's focus is tied to the School Improvement Plan (SIP) through student achievement. The importance of utilizing Professional Learning Communities (PLCs), B.E.S.T. Practices, Walk-to-Intervention, sustained professional development and consistency with the implementation of the MTSS process is key to its success. The over-riding goal is to assist/support teachers with quality interventions to increase student achievement.

d) Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance).

Data source information will be derived from the following assessments: FAIR, FCAT, District Assessments, PASI, PSI, Benchmark Assessments, running records, DORF and sight word inventories. In addition, regular classroom assessments (formative and summative) and various assessments to determine specific skill deficiencies will be used for Walk-to-Intervention among some of the grade levels. Data is collected and graphed for those students showing difficulty and are not making improvements with Tier 2 and/or Tier 3 interventions. Ongoing progress monitoring sheets are used to manage the results of student progress.

e) Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.

The MTSS process was shared with faculty members during pre-planning. Janet Stephenson, the District's RtI Coach, will work with teachers throughout the year to assist them with the school's database management system (A3). In addition, Mrs. Stephenson met with the leadership team to provide additional information and to clarify issues. MTSS topics have been on the agenda at faculty meetings and will continue to be a topic at subsequent faculty meetings. In addition, small grade level meetings were held with the school psychologist to further elaborate on the MTSS process and provide a better understanding to teachers of how the process should work in order to get the best results. The learning process regarding MTSS is ongoing and what works for one child may not work for the next.

PARENT INVOLVEMENT: (Parent Survey Data must be referenced) In the 2012-2013 Parent Survey, 94% felt that the best form of communication was through e-mail. Seventy nine percent felt informed and satisfied about their level of participation in school decision making. The quality of homework being excellent or good received an 87% rating. Eighty one percent reflected that they were satisfied with classroom instruction. Seventy nine percent were satisfied with a safe school environment. Ninety percent of our parents who responded to the survey were very satisfied with the overall quality of the Oak Park. We will continue to have Parent Informational Nights to keep our parents informed about our initiatives including Common Core, Positive Behavioral Support, and MTSS.

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 parental involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).

OAK PARK ELEMENTARY SCHOOL Title I, Part A Parental Involvement PlanI, Ron Dedmon , do hereby certify that all facts, figures, and representations made in this application are true, correct, and consistent with the statement of assurances for these waivers. Furthermore, all applicable statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements will be available for review by appropriate state and federal staff. I further certify that all expenditures will be obligated on or after the effective date and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be used for matching funds on this or any special project, where prohibited.

Assurances

The school will be governed by the statutory definition of parental involvement, and will carry out programs, activities, and procedures in accordance with the definition outlined in Section 9101(32), ESEA;

Involve the parents of children served in Title I, Part A in decisions about how Title I, Part A funds reserved for parental involvement are spent [Section 1118(b)(1) and (c)(3)];

Jointly develop/revise with parents the school parental involvement policy and distribute it to parents of participating children and make available the parental involvement plan to the local community [Section 1118 (b)(1)];

Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan under section 1114(b)(2) [Section 1118(c)(3)];

Use the findings of the parental involvement policy review to design strategies for more effective parental involvement, and to revise, if necessary, the school’s parental involvement policy [Section 1118(a)(E)];

If the plan for Title I, Part A, developed under Section 1112, is not satisfactory to the parents of participating children, the school will submit parent comments with the plan when the school submits the plan to the local educational agency [Section 1118(b)(4)];

Provide to each parent an individual student report about the performance of their child on the state assessment in at least mathematics, language arts, and reading [Section 1111(h)(6)(B)(i)];

Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in 34 CFR Section 200.56 [Section 1111(h)(6)(B)(ii)]; and

Provide each parent timely notice information regarding their right to request information on the professional qualifications of the student's classroom teachers and paraprofessionals [Section (h)(6)(A)].

https://www.fldoe.org/flbpso/pi/pipp.asp

Mission Statement

Parental Involvement Mission Statement (Optional) Response: The Oak Park Elementary School community will work as a team to nurture its students to attain their highest potential. Success will be achieved through an enriched curriculum, a commitment to character education, and by fostering a culture of collaboration in a safe, risk-free environment.

Involvement of Parents

Describe how the school will involve parents in an organized, ongoing, and timely manner, in the planning, review, and improvement of Title I programs including involvement in the decisions regarding how funds for parental involvement will be used [Sections1118(c)(3), 1114(b)(2), and 1118(a)(2)(B)]. Response: Oak Park values the participation of parents at school and encourages our parents to become involved in planning, reviewing, and improving our programs. Parent participation in our School Advisory Council (SAC) and Parent Teacher Organization (PTO) are essential to our continued improvement and success. All families are asked to participate in school activities and volunteer in some capacity (i.e. iMom/All Pro Dad breakfasts, PTO, SAC, field trips, classroom volunteer, hearing/vision screenings, book fairs, etc). Parents will be asked to evaluate and provide feedback about Oak Park's policies, procedures and programs through an Annual Needs Assessment during the fourth quarter of each school year. The feedback provided through this survey will be used by SAC for future planning.

Coordination and Integration

Describe how the school will coordinate and integrate parental involvement programs and activities that teach parents how to help their children at home, to the extent feasible and appropriate, including but not limited to, other federal programs such as: Head Start, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, public preschool, Title I, Part C, Title II, Title III, Title IV, and Title VI [Section 1118(e)(4)]. coun

t Program Coordination

1Voluntary Pre-Kindergarten (VPK)

VPK teachers will coordinate meetings with parents to discuss transition into Kindergarten. VPK teachers will also coordinate meetings with Kindergarten teachers to discuss specific learning needs of students.

2 Title I Oak Park is a school-wide Title I school with all students receiving benefits of the Title I program.

3iMom/All Pro Dad breakfasts

All Pro Dad/iMom meetings are a one-hour monthly breakfast held before school where mothers/fathers and their children meet with other moms/dads and kids in the school media center. During this time, they discuss a wide range of family topics, spend time together, create fun memories, and are equipped with resources to strengthen their relationship.

4Parent Resource Room

Oak Park's Parent Resource Room is available to help support parent's involvement in their child's education. A variety of materials are accessible for parent check-out, and can be used by students and their families.

Annual Parent Meeting

Describe the specific steps the school will take to conduct an annual meeting designed to inform parents of participating children about the school’s Title I program, the nature of the Title I program (schoolwide or targeted assistance), Adequately Yearly Progress, school choice, supplemental educational services, and the rights of parents. Include timeline, persons responsible, and evidence the school will use to demonstrate the effectiveness of the activity [Section 1118(c)(1)]. coun

t Activity/Tasks Person Responsible Timeline Evidence of Effectiveness

1Advertise Title I Annual Meeting in newsletter

Title I CoordinatorOne week prior to the meeting

Copy of newsletter

2 Create meeting agenda Title I CoordinatorOne week prior to meeting

Copy of agenda

3 Hold Annual Meeting Title I Coordinator September 2013Attendance records from meeting and minutes

Flexible Parent Meetings

Describe how the school will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide with Title I funds, transportation, child care, or home visits, as such services related to parental involvement [Section 1118(c)(2)]. Response: Oak Park will offer a variety of meeting and programs for parents to attend throughout the school year. The results of our annual Client Survey will be used to: plan meetings and programs that are of interest to parents, schedule events on days/times that are convenient, and to address specific needs/requests of parents. Meetings may be held during or after school. Parents will be asked to provide feedback after each meeting.

Building Capacity

Describe how the school will implement activities that will build the capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement [Section 1118(e)]. Describe the actions the school will take to provide materials and training to help parents work with their child to improve their child’s academic achievement [Section 1118(e)(2)].Include information on how the school will provide other reasonable support for parental involvement activities under Section 1118 as parents may request [Section 1118(e)(14)]. coun

t Content and Type of Activity Person Responsible

Anticipated Impact on Student Achievement Timeline Evidence of

Effectiveness

1 Communication/EdlineClassroom teachers

Parents will be kept informed of ways to stay involved and assist their children in increasing their academic achievement.

ongoingsurveys, parent feedback

2Communication/School newsletter

Media specialist/Title I Coordinator

Parents receive information on upcoming events.


3 Communication/SynervoiceAssistant Principal

Parents will be kept informed of upcoming events that will help with their child's success in school.

ongoing parent feedback

4 Parenting and Community/Parenting in

District Resource

Parents receive information and strategies to assist them in improving

annually conference evaluations,

Today's World Teachersthe academic achievement of their children and improving their parenting skills from various experts.

parent feedback

5 iMom/All Pro Dad breakfastsPTO President/VP

Discussion on a wide range of family topics, spend time together, create fun memories, and become equipped with resources to strengthen their relationship.


6 Parent Teacher OrganizationPTO President/VP

Parents are encouraged to volunteer at school. Information on the various opportunities is available through the PTO newsletter and the PTO website.

ongoing parent feedback

7Parent Teacher Conference Nights

Principal and Classroom teachers

Teachers will discuss student's academic progress with parents. Teachers and parents will discuss ways to support their child at home and at school.

two times a year

sign in sheets, conference reports

8 Volunteer breakfastAssistant Principal

Parents will receive information on the importance of parent involvement, learn of various opportunities available to be involved, receive appreciation, and fellowship with other parents.

annuallysign in sheets, parent feedback

Staff Training

Describe the professional development activities the school will provide to educate the teachers, pupil services personnel, principals, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and schools [Section 1118(e)(3)]. coun

tContent and

Type of Activity Person Responsible Anticipated Impact on Student Achievement Timeline Evidence of Effectiveness

1 Faculty meetingsPrincipal/Assistant Principal

Teachers will learn strategies to communicate effectively with parents as partners and how to build a meaningful relationships with the students and their families.

ongoing student data

2School Improvement Plan training

SAC Chair/PrincipalThe SIP focuses on student needs and provides research based strategies to increase student achievement.

annually student data

3Professional Learning Communities

Principal/Classroom teachers

Teachers will collaborate to identify student needs and strategies to address the identified needs. Teachers can share the information with parents to receive support from home.

ongoing student data

4 Title I Contact Title I District staff Participants will learn ways to build the annually school feedback

meetingscapacity of their school and increase student achievement.

Other Activities

Describe the other activities, such as parent resource centers, the school will conduct to encourage and support parents in more fully participating in the education of their children [Section 1118 (e)(4)]. Response: Oak Park provides many more opportunities for parents to participate in their child's education. We host such events as: family movie night, book fairs, a talent show, musical productions, character award ceremonies, and honor roll celebrations. Oak Park also provides a Parent Resource Room for parents. It is available to help support parent involvement in their child's education. A variety of materials are accessible for parent check-out, to be used by students and their families. Materials include books on a variety of parenting topics, games/activities to support and/or improve academic achievement, and games to encourage spending time with the family.

Communication

Describe how the school will provide parents of participating children the following [Section 1118(c)(4)]:

Timely information about the Title I programs [Section 1118(c)(4)(A)]; Description and explanation of the curriculum at the school, the forms of academic assessment used to measure

student progress, and the proficiency levels students are expected to meet [Section 1118(c)(4)(B)]; If requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as

appropriate, in decisions relating to the education of their children[Section 1118(c)(4)(C)]; and If the school wide program plan under Section 1114 (b)(2) is not satisfactory to the parents of participating

children, the school will include submit the parents’ comments with the plan that will be made available to the local education agency [Section 1118(c)(5)].

Response: Oak Park will provide information about Title I, academic programs, Common Core State Standards (CCSS), grade level expectations (GLEs), and assessments used to measure student performance to parents. The information will be shared at Open House, parent/teacher conferences,on Edline, in the school newsletter, on the school website, and as requested by parents. Parents are encouraged to communicate with their child's teacher in order to make decisions relating to their child's education.

Accessibility

Describe how the school will provide full opportunities for participation in parental involvement activities for all parents (including parents with limited English proficiency, disabilities, and migratory children). Include how the school plans to share information related to school and parent programs, meetings, school reports, and other activities in an understandable and uniform format and to the extent practical, in a language parents can understand [Section 1118(e)(5) and 1118(f)]. Response: Oak Park will provide information, to the extent practicable, in a language parents can understand (i.e. native language translation) when feasible. We will provide special accommodations for parents or students with disabilities (i.e. wheelchair access, sign language interpreter, etc) as necessary or requested, to ensure the opportunity for full participation.

Discretionary Activities

Discretionary School Level Parental Involvement Policy Components Check if the school does not plan to implement discretionary parental involvement activities. Check all activities the school plans to implement: X Not Applicable

Early Warning Systems (Formerly Attendance, Suspension, and Graduation Rate)1. Elementary School Indicators

The following data shall be considered by elementary schools.

a. Students who miss 10 percent or more of available instructional timeb. Students retained, pursuant to s. 1008.25(4)(c), F.S. c. Students who are not proficient in reading by third graded. Students who receive two or more behavior referralse. Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.

Attendance: (current and expected attendance rates, excessive absences and tardies)Research reflects a strong correlation between student academic success and regular school attendance. Oak Park’s attendance rate for the year 2012-2013 was 94.65%. We had a total of 197 students who had excessive absences. Our goal at Oak Park Elementary School is to use various forms of Positive Behavioral Support in order to close the gap between student achievement and regular school attendance. We will increase school wide attendance this year to a minimum of 95% and use interventions such as visual and verbal feedback to students who attend school regularly, and arrive on time. This year, due to the increased numbers of students from the surrounding school closures, we will implement the following interventions:

Visual display reflecting individual grade level success (attendance, behavior, referrals) Target at-risk students through the use of focus groups Certificates will be issued by administration to reinforce successful accomplishments Grade level competition for appropriate lunchroom behavior Phone call or letter to parents who have children with attendance or behavioral concerns. Grade level celebrations for a “referral free” month

Retentions: Approximately fifty students were retained due to reading concerns with the majority of these children in the primary grades. Students who are in danger of failing receive extra support through more intensive interventions in a small group setting. In addition, after school tutoring is available through our ASP program. All third grade teachers are required to establish a third grade portfolio for their students. Students who do not complete the portfolio or achieve a level one on FCAT have the opportunity to attend our summer SOAR program. In addition, these students can have the opportunity to take the SAT 10.

Behavior Referrals:

SuspensionsOak Park had 116 suspensions occur during the 2012-2013 school year. Our goal is to reduce this number by 5%. We believe this goal can be accomplished by being proactive with increased parent communication at the start of inappropriate behaviors, and data accumulation that will contribute to the reflection of problem areas that need to be addressed.

CTE/STEM:1. All Levels

a) # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)b) Participation in STEM-related experiences provided for students

Lego Club and Odyssey of the Mind are two clubs available for students in grades 3-6 who show interest. In addition, children in k-2 are responsible for completing a class wide science fair project. At this level, the emphasis is to introduce students to the scientific method and to explore various science related topics to further generate interest in the various areas of science. Students in grades 3-6 are required to participate in the school science fair by completing individual projects. Those projects that are selected by a panel of judges are then entered into the district science fair.

STUDENT SURVEY RESULTS (Required): On the 2013 BPS Student Survey, 16% of Oak Park students indicated

that they do not feel safe at school. Of the students surveyed, 43% indicated that they had been involved in incidents

including being threatened by another student (19%), having rumors spread about them (24%) and fighting (13%).

Implementation of a continuum of behavior supports including primary intervention strategies such as positive

behavioral supports, secondary strategies to target students who are more at risk, and tertiary intervention strategies

for students who need more intensive intervention and supports (Sugai & Horner, 2002) will allow students to be more

consistently engaged in research based high-yield instructional strategies in their classrooms.

(TITLE 1 SCHOOLS ONLY)Highly Effective Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date

School-Wide Observations – The specific focus of this strategy will be for teachers to observe high performing teachers demonstrating successful reading groups, centers, classroom management, organization and specific strategy based instruction.

PrincipalAssistant Principal

Network of Teachers

Monthly

Continue to implement PLC’s (Professional Learning Communities) each month to allow for horizontal and vertical collaboration.


FacilitatorsTeachers

May 2014

Build Leadership ability by providing appropriate professional development and opportunities to fabricate skills, sustain steady motivation and to


District

Ongoing

promote high engagement and high achievement. Motivate staff with positive recognition and by providing a professional supportive work environment.


FacilitatorsTeachers

Ongoing

Continue to partner new teachers (new to teaching as well as new to a particular grade level/subject) with veteran teachers of the same grade level/subject. Provide mentoring assistance from school based teachers as well as district personnel. Create an open door policy to encourage new staff members to voice concerns and ask for assistance.


Ongoing

Non-Highly Effective Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly effective. *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 effective

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

becoming highly effectiveEleash O’Leary Peacock-ESOLRebecca Witte-ESOL

Observation feedback is ongoing. Teachers are encouraged to use the accomplished practice rubrics as a guideline for delivering instruction. Teachers complete surveys to share concerns, strengths and areas for support. Professional development is ongoing at the school and district level. Teachers have been provided a checklist of ESOL strategies and professional development opportunities. We have also requested itinerant teachers to work with our non-English speaking students.

accountabilityandtesting.brevardschools.orgaccountabilityandtesting.brevardschools.org/school... ·...

Documents