all levels - accountability, testing and...

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

Oak Park Elementary School will work as a collaborative team to provide a positive, safe, and nurturing environment where all students will be provided academic instruction with rigor and fidelity to reach their full academic potential.

Vision Statement:

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 differentiated instruction and implementation of the new Florida Standards based curriculum, a commitment to positive behavior education, and by fostering a culture of collaboration and communication in a safe, risk,-free environment.

Communication of School Improvement Plan: Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders.

All staff/school improvement members have received a copy of the plan and a digital copy is housed on a common teacher share drive. Following acceptance by the district, the SIP is made available to parents on the school’s webpage, a hard copy is kept in the front office for stakeholders to view, and the School Based Objective will be featured in our newsletter to parents. During pre-planning, the faculty was given the opportunity to reflect on outcomes from last year and provide input on our school-wide instructional

Final Version 8.12.14

Oak Park Elementary Area IV

Ron Dedmon Dr. Laura Rhinehart

Kathy Yocom

focus for this year’s plan. Each grade level completed a School Improvement Planning Sheet on which they wrote 1 School Based Objective including barriers, action steps and in process measures. This information was taken to the School Advisory Council and utilized in the drafting of this year’s plan. In addition, teachers completed a revision of our Vision and Mission Statements to align with the needs of our school. This “living document” will be referred to often throughout the school year at faculty/SIP meetings to ensure that we are using it to guide our instruction.

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – 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?

Analyzing data from our state assessment, benchmark assessments, school improvement survey, observations, and leadership meetings, etc., has made us realize that we must do things differently if we expect to get better results. The trend for the last two years has been down. There are many reasons for this; however, we are going to focus on those factors in which we have control.

This year a greater emphasis will be monitoring learning on a real time basis by reviewing bi-weekly data and then making important decisions to modify the way we teach and group students for interventions. Teachers plan cooperatively at a minimum of one day per week. This helps build consistency throughout each grade level. This year during pre-planning, our teacher leaders and the administrative team presented information on teaching standards with the end in mind. This has been a shift for our teachers; therefore plans and classroom instruction are standards driven.Essential questions are used daily and come directly from the standards. These are posted in classrooms and listed in plan books. Teachers are having students use “I can” statements so that students better understand the standards in student friendly language.

Schools with similar demographics are showing greater gains than us. This can be attributed to a variety of factors including: laser like focus on the standards, quality progress monitoring through formative assessments, higher levels of student engagement, differentiation, on-going quality feedback from class room walkthroughs etc.

The downward trend will continue unless modifications are made with our instructional practices. The highest quality instruction needs to occur at the core level. Our extensive research has shown that concentration on standards based


instruction is the key to returning Oak Park to previous high academic levels.

The monitoring of quality standards based instruction will be done consistently with our CWTs. Administrators will utilize the IPPAS rubrics when observing teachers with a concentration on one or two dimensions so that we are better focused. Teachers will receive immediate feedback on their observations. Follow up will occur within one week.Last year, Oak Park familiarized itself with Dr. Robert Marzano’s research from his book, Classroom Instruction that Works. Dr. Max Thompson, author of, Moving Schools: Lessons from Exemplary Leaders, also suggested the following five research-based strategies produce the highest effect size and percentile gain:

1.Extending Thinking Strategies (45th percentile gain)2. Summarizing (34th percentile gain)3. Vocabulary in Context ( 33rd percentile gain)4. Advanced Organizers (28th percentile gain)5. Non-Verbal Representation ( 25th percentile gain)We successfully discussed the above in our PLC’s, faculty meetings, and on professional learning days. Oak Park implemented the various research based strategies; however, we did not see the gains that we would have liked to see.

READING:

READING 2012 Reading 2013 Reading 2014

Change % 1Change % 3-5

DSS% Level

1% Level

3+ DSS% Level

1

% Level 3+ DSS % Level 1

% Level 3+

More level 1's

More level 3s

3rd Grade 205 15 65 204 14 68 197 20 52 plus 6

Minus 16

4th Grade 216 8 71 213 15 60 211 13 57

Minus 2

Minus 3

5th Grade 220 11 60 219 14 57 215 21 50 Plus 7

Minus 7

6th Grade 230 14 60 229 12 66 230 8 73

Minus 4 Plus 7

MATH

MATH 2012 MATH 2013 MATH 2014 Change % 1Change % 3-5

DSS

% Level

1

% Level

3+ DSS

% Level

1

% Level

3+ DSS% Level

1

% Level

3+ More level 1's More


level 3s

3rd Grade 201 15 51 199 13 59 192 30 35 plus 17

Minus 24

4th Grade 210 18 54 213 16 57 207 26 40 plus 10

Minus 17

5th Grade 215 30 45 218 19 48 217 26 52 plus 7 plus 4 6th Grade 239 10 80 234 12 69 236 7 77 Minus 5 Plus 8

WRITING:

WRITING 2012 WRITING 2013 WRITING 2014

Change %

Change %

% proficient

at 3.0 Mean Score

% proficient

at 3.5 Mean Score

% proficient

at 3.5 Mean Score

Less proficient

Higher Mean

4th Grade 80 3 41 3.1 28 2.9

Minus 13

Minus .2

SCIENCE:

SCIENCE 2012 SCIENCE 2013 SCIENCE 2014

DSS

% Level

1

% Level

3+ DSS

% Level

1

% Level

3+ DSS% Level

1

% Level

3+Change %

1Change % 3-5

More level 1more

level 3

5th Grade 330 16 53 201 17 56 198 25 49 PLUS 8

MINUS

7

In Thompson’s booklet titled, Moving Schools: Lessons from Exemplary Leaders, research also reveals a mismatch between alignment of standards and assignments, with a sharp decline beginning in third grade. One common pattern he has seen among high performing schools is “the structure of assignments reflected the state’s assessment structure in that assignments were standards-based and aligned to state standards with backward planning by teachers.” With the current implementation of Florida State Assessment, greater emphasis must be placed on assignments matching the standards. With changing standards, changing assessments, and new textbooks, teachers are somewhat confused and overwhelmed with where to begin. We are in a new age of teaching; teaching to the textbook page by page has gone away. Teachers must start with the end in mind and plan based on standards rather than textbooks.


Teachers need to focus on standards based instruction. Teachers need to utilize Journeys GPS Resource Guide, the Standards Focus Document, and other rich resources, such as: text sets, writing exemplars, FSA test item specifications, quality questioning, and strategy notebooks, to plan for their instruction.

How will we know what and how well students learn? Oak Park will be doing more formative assessments throughout the grading period rather waiting for the end of the 9-weeks assessments and district assessments. This year, we are placing greater emphasis on common formative and summative assessments. We will be providing opportunities for regularly scheduled PLC’s and 1 day per nine weeks to allow teachers time to create quarterly units centered on a different content area each nine weeks.

Another area of concern is the” one size fits all” approach to education. According to Brevard Public Schools’ performance appraisal system, Instructional Delivery and Facilitation, “differentiated instruction is by content, process, and product.” In our BEST modules, beginning with the end in mind will help plan assignments and assessments that align with the standards and meet the needs of our students. We need to focus on standards based instruction and differentiation. Differentiated assignments will be imbedded within these units to provide scaffolding needed based on data from on-going progress monitoring. Having teammates collaborate on common assignments, build consensus and collaboration.

Another key factor in student achievement is quality questioning. Thompson’s (2012) research found “65-80% of classroom assessments and school/district benchmark assessment were high order questions, thus matching or exceeding state assessment”. Students must be given opportunities to engage in higher-order thinking and have authentic discussion about the information they are learning. During classroom walkthroughs, teachers have been getting better about writing their essential questions; however, we were not seeing that higher level questioning techniques within the questions they routinely ask their students. Teachers need to shift from asking questions for a specific answer to asking questions that students are required to contemplate and actively process. During pre-planning, we went over quality questioning techniques and the importance and true meaning of rigor.

Teachers also have, Steps to Quality Questioning: A Standards-based Reference Guide for Teachers of Grades 3-5, that they can reference. During PLCs and other common planning times, teachers will collaborate and incorporate higher order thinking questions into assignments and assessments.

Teachers need to ask higher level questions, which are open ended and are at the higher level of Blooms Taxonomy (analysis and synthesis). It is also important to see how students respond to these questions. We can no longer accept low level answers. We need to focus on having rigorous classrooms where teachers push their students to higher levels. Teachers need to probe and guide students that either don’t have an answer or have the incorrect answer. Rather than skipping those students, we need to ask extending questions.

Analysis of Current Practice: (How do we currently conduct business?) The Florida Standards are being implemented this year. Training occurred over the summer for our FS team and a professional development day was scheduled on August 21 for teachers to learn more about the standards, state assessments, test format and to have time to plan. Professional development on the Florida Standards will continue throughout the school year.

Core Instruction is key. Teachers are becoming better in the planning process. They need to begin the process by starting with


the standard(s) to find out what students need to know, be able to understand and do. From there, assessments are decided (formative and summative), essential questions devised, teaching strategies and learning activities incorporated.

Teaching strategies are research based and all activities are tied specifically to the standards. Essential question are derived from the standards and are posted in classrooms. Students know the essential questions and are expected to be able to demonstrate understanding at the end of a lesson. Teachers consistently refer to the IPPAS rubrics to model their instruction. Administrators use the IPPAS rubrics when doing walkthroughs. Feedback is provided immediately to teachers and administrators follow up within one week to ensure that feedback suggestions have been initiated.

For consistency, grades K-5 have the same academic schedule so they can plan together. Therefore, grade level classes are always working on the same standard(s). During administrative observations, grade levels teachers are observed in succession for consistency.

Students take more responsibility for their learning as teachers utilize research based highly effective strategies to enhance learning including group work, think pair share, student centered activities, deeper levels of questioning, summarizing, extended vocabulary, graphic organizers, differentiated instruction, etc.

Common formative assessments are used to inform instruction. This may include observations, student discussions with teacher monitoring, exit slips, demonstrations, summary writing, quizzes, etc. Based upon the data, teachers make adjustments by presenting information differently, providing additional support or assisting students in small group instruction. The goal is to make changes with instruction in real time and not wait until a summative assessment is given.

A Walk to Intervention Model has been implemented daily to assist those students struggling in reading. Students below grade level are automatically involved in the process. Students who were involved with the IPST committee the previous year are also part of the WTI process. Students “walk” to an area and receive specific skill instruction in a small group setting. Teachers monitor progress on a daily basis and by also interpreting data from an assessment that is provided approximately every five days on the specific skill.

• Students who master the skill may be regrouped for another skill in which they have a deficit• Students who do not show adequate progress may receive additional intervention, as well as, be brought before the

IPST committee.Grade level data teams meet consistently throughout the year to discuss the standards, plan and create common formative assessments, analyze data, decide on research based strategies, and make adjustments to instruction through re-teaching concepts. In addition, work samples are reviewed periodically to determine student proficiency.

The Individual Problem Solving Team (IPST) meets every Thursday to discuss students who are having difficulty. Before students are brought to the team, teachers have discussed specific issues with their grade level team, counselor and/or administrator. Additional support has been provided and data has been collected. The IPST determines if more support is needed or if the intensity level of instruction should be increased. If students demonstrate the proper amount of growth based upon data, the tiers of instruction continue in the classroom. If the data shows otherwise, the student may be evaluated for possible learning issue. Some students will be involved in the Tier 2/3 process for the entire year and may come before the IPST numerous times.


This tracking process benefits both students and teachers.

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…

Based upon the data, an excessive number of students are falling behind in Core Instruction. These students need additional intensive support through Tier 2/3 instruction. Best classroom instruction (Tier1) is critical to improving student achievement. Standards based educational practices are needed in which planning is initiated by starting with the standard(s). This is a backwards design process in which the approach allows the teacher to carefully think about the end result first and then collaborate, plan assessments, activities, strategies, programs, materials, and research resources in order for students to know, understand and demonstrate mastery of the standard(s)

This format requires teachers to be committed to a continuous cycle of teaching and learning where students are highly engaged. All activities are specifically tied to the standards and instructional practices are research based in a rigorous environment where students are required to participate in deeper levels of thinking. During real time learning, formative assessments are given to students so that teachers can use the data to inform their instruction. Feedback is provided to students in a timely manner and instruction is modified to better meet the needs of students. This may include re-teaching concepts, providing additional support, using different resources, differentiation, implementing additional tiers of instruction, etc. Data is “key” and it will determine the path of instruction for the teacher. It is essential for students to learn specific standards before moving on to other topics.

Higher levels of student engagement are needed to improve learning. In an Education Week Teacher article, Larry Ferlazzo suggests several techniques that have a greater chance of getting almost all students involved:

All students writing down answers on a white board Partner sharing time when a thought provoking question has been asked Calling on students at random Using exit slips to respond to questions at the end of class

In “Teaching Students to Embrace Mistakes,” 2014, Hunter Maats and Katie O’Brien advise teachers to help children to develop a more constructive relationship when making and then correcting mistakes.Students must engage in deliberate practice to overcome their mistakes. Mistakes are one of the most important things that occur in the classroom and we need to spend time providing feedback to students to change their perspective. Several suggestions have been provided:

Teach students that mistakes are helpful guides and by spending time on correcting them, we learn not to repeat the same mistake

Encourage students to carefully review their mistakes by focusing on the specific concept(s)


Review with the class the most common mistakes on the quiz/test Require students to determine the cause of the error

Students Living in PovertyThe trend has shown that our school’s free/reduced students have increased for the last four years due to the economy and the closing of two sister schools. The statistics for children living in poverty are grim; however, there are ways to overcome these challenges so that students will be successful. Engagement shows up as a vital factor in most studies and can be determined as feedback, cooperative learning, project learning or interactive teaching (Hattie 2008). We have to make our classrooms relevant, engaging, and full of affirming relationships. Teaching matters more than any other factor in a student’s school year. (Hanushek, 2005) tells us that quality teaching can completely offset the devastating effect of poverty has on student’ academic performance. In addition to standards based instruction and research based teaching/learning strategies, we are going to focus on these factors as well:

Relationships Vocabulary

A concerted effort will be to develop strong teacher-student relationships. Students and teacher worked collaboratively at the beginning of the year to develop classroom rules and students were provided with time to learn and talk about school procedures. Reinforcement is emphasized throughout the school year. A PBS process has been established where we now focus on the positive aspect of good behavior. Positive behavioral referrals are given and students complete reflection activities to influence behavior. Students receive Oak Park Bucks for good conduct. On a monthly basis the grade level with the fewest referrals receives a planned activity. In addition, all students are treated to something special at least once a month in which they can redeem their Oak Park bucks.

It is up to teachers to build the vocabulary of our students who have poverty issues. Vocabulary building will be incorporated daily within all lessons through demonstrations and word walls. This vocabulary will also be used on formative and summative assessments. Student will use the vocabulary in their writing and speaking and demonstrate mastery of it.

Professional DevelopmentStudent engagement and differentiation are two areas that we felt could be strengthened. In “Engaging Students with Poverty in Mind,” 2013, Eric Jensen states that differentiating instructional and engagement strategies is crucial to success. Engagement strategies all have the same basic structure. Differentiation occurs when teachers learn the framework of each strategy and determine what to vary to meet the needs of every single learner. Jackie Frazier from Title I will be providing professional development in these two areas during the school year. Each teacher has been provided with this text and will participate in professional development activities. This knowledge will then be transferred to the classrooms as will be evident by our CWT notes.

During district in-service days, we will continue with Florida Standards’ activities and provide training in CPalms, Performance Matters, etc. Also, teachers will be provided with PD activities pertaining to SBI on early release days throughout the school year.


We have to believe that all students can learn at high levels and that it is our responsibility to provide the tools for this by continuing to develop/improve our school culture, increasing our level of cognitive demand, aligning instruction with standards, immerse children in new vocabulary, provide writing across the curriculum, initiate interactive activities, and plan quality lessons that include the essentials for reaching all students. An important factor will be sustainability.

ReflectionReflection on instructional practice can be extremely powerful. On-going conversations with administrators and teachers will center on these areas.

• Am I well planned?• Am I teaching to the full intentions of the standard(s)? What do I want my students to

know, understand and be able to demonstrate?• Am I enthusiastic about the lesson?• Am I using proven teaching strategies?• Am I using standards based student centered activities to keep them highly engaged?• Am I monitoring their progress?• Am I adjusting my instruction if high levels of learning are not occurring?

CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Prevention Programs

Language Arts

Social Studies

Arts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)Through collaborative planning, the quality of instruction will improve by implementing standards based instructional practices by designing lessons with the end in mind and analyzing data to inform instruction.

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

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1. Disruptive Students

1. Provide Tier 1 training for Positive Behavior Support Program(PBS)2.Implement PBS

Ron Dedmon, Principal and PBS team

June 2014

2014-15 School year

$2000 Reduction in # of monthly discipline referrals

Increase in Positive Referrals


3. Provide monthly incentives4. PBS team to meet monthly to review data

Weekly BulletinNewslettersPositive Shout Outs on Eagle TV

PBS AgendaPersonal NotesReferral Data

2. Standards Based Instruction – Learning New Knowledge/Teacher Buy In

1.Inservice training on PDD(SBI/Backwards planning process, rigor, CPalms, exemplar questioning techniques and test questions in alignment with FSA.Modeling1a. Transfer above PD to classroom by providing model classroom SBI instruction for peer observations and feedback.

2.Practice on the DOE website (FSA and CPALMS)3. Time for collaborative planning4. Exploration of resources5. Access district resource teachers to model, coach, and provide feedback to instruction6. Professional development with Title 1 resource

ElizabethHill-Brodigan, Assistant Principal

Reading Coach

Ron DedmonPrincipal

Jackie FrazierTitle 1 Resource Teacher

Elizabeth Brodigan – AP

Ron Dedmon

Pre-planning Week1st Semester of 2014-15 school year

First SemesterStudent Engagement

Second SemesterDifferentiation

N/A

N/A

$2800

Teacher-designed practice assess-ments

E-mail communicationFeedback conferences

Faculty Agendas

Faculty activities

Exit Slips

Teacher Sign inInservice pointsTeacher activiites


teacher (10 sessions student engagement and (10 sessions differentiation)

3. Time to work on common assessments and team planning

1.Agenda driven meetings for planning.2.Hire subs each 9-weeks in order for a grade level to plan together

Ron Dedmon, Principal

1 day each 9-week grading period

$20,000 Increase in the quality of lesson plans and instruction (determined by IPPAS), increase in rigor, quality of test questions

4. Progress Monitoring of real time learning

1.Plan and create formative assessments2. Implement3.Analyze data4.Adjust instruction5.Bring examples for review and discussion to GLM

Classroom Teachers

Principal/Ass’t Principal

Bi Weekly N/A GLM AgendasDataStudent Samples

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.

End of year CWT data resulted in few teachers teaching with the end in mind (backwards planning process). In addition there were not many instructors who developed their own assessments. During pre-planning, teachers received professional development on standards based instruction, backwards planning process, formative and summative assessments, higher level questioning, etc. Beginning of the years CWTs has resulted in a greater number of teacher utilizing the above best practices. CWT data from the middle of the year and end of year will be compared to beginning of the year to determine if instructional shifts are occurring.

Rather than waiting for the nine weeks to review grades, we need to be providing ongoing feedback to students


regarding their learning and give additional opportunities to learn, practice, and demonstrate their knowledge and skills. We need to get better at continually monitoring and adjusting our instructional practices to ensure students have learned the concepts before moving on to another topic. Instructional staff will complete BOY, MOY, and EOY surveys to determine their level of proficiency in knowledge and implementation of Florida Standards for Instruction and Differentiating Instruction. On the initial administration, 41.5% of instructional staff felt that they thoroughly understood the Florida Standards for Instruction and that they are embedded in their instructional practice, 41.5% understood the Standards, but had difficulty consistently implementing them in the classroom, and 12.2% indicated that they had been introduced to the Standards (4.8% indicated that The Florida Standards did not apply). A higher level of proficiency was indicated with regard to Differentiating Instruction with 65.8% indicating that they thoroughly understood Differentiating Instruction and it is embedded in their instructional practice, 29.2% indicating that they understood Differentiated Instruction but have difficulty using it effectively in their classroom, and 5% had been introduced to Differentiating Instruction. The results of these surveys and accompanying comments will be used to identify areas for further professional development. IPAAS rubrics will be used for all observations. We expect these changes to occur immediately as all staff realize that changes need to be made if we are going to improve our student achievement. Frequent CWTs with immediate feedback will occur daily.

CWT from the end of last year resulted in approximately 50% of teaches participated in standards based instruction. At the end of this year, 100% of all teachers will engage students with standards based instruction as evidenced by lesson plans, questioning techniques, rigor, authentic student engagement through classroom walk throughs/observations.

At the end of last year, less than 10% of our teachers planned cooperatively. For the 14-15 school year, 100% of classroom teachers will plan cooperatively at least once weekly and will develop common assessments to be used monthly in their math/reading lessons as evidenced by CWTs.

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 2014-15? What tool will be used to measure progress throughout the year?

With the new Florida Standards and Assessments, we need to give students multiple opportunities to write frequently about what they have learned, drawing from evidence from the text. Students should use graphic organizers to plan and organize reading, writing, and speaking opportunities. Teachers need to participate in Think aloud so students understand how to go through the process. Students need to have experience closely analyzing text in order to find evidence to support their answers in discussions and writing. Teachers need to select rich and rigorous texts to help students deepen their understanding of a topic.

Below is comparable data from 2011 to 2014. Beginning this school year, the Florida Standards Assessments (FSA) will replace the FCAT 2.0 and include English Language Arts in grades 3-6, as well as, mathematics in grades 3-6. The existing FCAT 2.0 science assessments in grade 5 will continue. The Computer-Based Test (CBT) transition is scheduled to gradually transition grades and subjects to the computer.

We plan on utilizing the test item specifications defining the content and format of the assessment and test items and the writing rubrics defining the scoring guidelines and criteria used to evaluate student responses. However, it is difficult to calculate the expected outcomes when there are so many new changes.


According to Senate Bill 1642, which provides a framework for the updated school accountability system, the school grading formula will focus on the student success measures: achievement and learning gains. We need to maintain focus on the Tier 2 and 3 students who need the most support. By the end of the 2014-15 school year, we expect learning gains which would mean that a student scoring below grade level to grow towards grade level performance. It also requires students that are already at grade level to make progress beyond grade level performance.

At the end of last year 53% of students were proficient in math. At the end of this year, our state percentile rank based upon proficiency will increase by 5 pts.

At the end of last year 60% of students were proficient in reading. At the end of this year, our state percentile rank based upon proficiency will increase by 4 pts.

Based upon an end of the year PBS survey will agree that overall classroom behavior has improved.

Part 2: Support Systems for Student Achievement (Federal, Final Version 8.12.14

State, District Mandates)

For the following areas, please write a brief narrative that includes the data for the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2014-2015. 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) and Senate Bill 850.a) Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel,

instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs.

b) 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, teacher support systems, and small group and individual student needs.

c) Provide the person(s) responsible, frequency of meetings, and any problem-solving activities used to determine how to apply resources for the highest impact

d) Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS.e) Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.

(See Accountability and Testing website/SIPTOOLS/MTSS for a checklist that may help you with this section.)

The MTSS Leadership Team will meet every Thursday. 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.

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 Linda Shelton, Area IV Staffing SpecialistTristan Bailey, 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.

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.

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 in grades K-5. 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.Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.In conjunction with the district, we will institute an MTSS Facilitator to assist the MTSS process at Oak Park. As the MTSS Facilitator, Lisa Freeman, will monitor and track data for analysis, help in collaborative planning and problem solving processes, seek out academic and behavioral resources to meet the needs of students, support leadership to implement and sustain a strong MTSS infrastructure, and provide continuous professional development. In addition to attending the facilitator meetings, Lisa will share the information with the faculty at Oak Park in either large or small group meetings.

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 (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).

Connecting with the district strategic plan goals to the 2013-2014 Parent Survey the findings are as follows: 80% of our parents were satisfied with our bus transportation. 80% felt our instructional materials were sufficient and 75% were satisfied with the classroom instruction. Our science instruction received 84% satisfaction while reading and math were both at 79%. The district set 80% as a target goal using the data from only good and excellent responses. Oak park employs highly qualified teachers implementing rigorous lessons motivating the students in higher level thinking, learning activities. Oak Park held 10 parent engagement opportunities in the 2013-2014 school year with 438 parents in attendance. We will continue to have parent information nights to keep our parents informed about initiatives including Florida State Standards, Positive Behavioral Support, and MTSS. Only 16% of our parents completed the 2013-14 parent survey. Oak Park will be implementing a second visitor badging station. This new station will also have a computer set up for parents to take the parent survey while visiting our school. 51% of our parents surveyed stated that reason for not


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

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

attending our informational or academic meetings was that the times were not convenient. Because of this, Oak Park has provided opportunities for parents to be involved during school hours or evenings as well. iMoms and All Pro Dad meetings are held before school and Title 1 Parent Nights are held after 5:00, four times a year.

The parents of pre school children are invited to “roll up” meetings in the spring to learn more about the kindergarten program and to assist with this transition. In addition, Oak Park sponsors a kindergarten “Round Up” for parents to become acquainted with kindergarten teachers and to learn about the curriculum.

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 Safe Learning Environment 2.2.2, 2.2.3, 2.2.4, 2.2.5

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

The District Strategic Plan (1.4.2) projects that by 2018, 90% of all BPS students in grades 4-12 will respond “often” (4 or 5) to survey statements pertaining to individual and collaborative problem solving, synthesis and application of content, and self- efficacy. In order to reach that goal, the district targets for 2014-15 are that:

71% of students to respond “often” when asked if they worked with others to solve problems. This is an increase of 12% from the response from Oak Park students on the 2013-14 survey (54%).

79% of students to respond “often” when asked if they are challenged to do their best by demonstrating knowledge through projects, discussions, demonstrations. This is an increase of 6% from the response from Oak Park students on the 2013-14 survey (59%).

68% of students to respond “often” when asked if they are challenged to do their best by participating in the teaching and learning process. This is an increase of 2% from the response from Oak Park students on the 2013-14 survey (66%).

The District Strategic Plan (1.4.3) projects that by 2018, 90% of all BPS students in grades 4-12 will respond “strongly agree or agree” to survey statements pertaining to the expectations that school work will help them later in life. In order to reach that goal, the district target for 2014-15 is for 85% to respond “strongly agree” or “agree on” items related to the expectations that school work will help them later in life. This is an increase of 8% from the response from Oak Park students on the 2013-14 survey (77%).The District Strategic Plan (1.4.4) projects that by 2018, 90% of all BPS students in grades 4-12 will respond “often” (4 or 5) to survey statements pertaining to use of technology tools to create projects in Reading/Language Arts/English, Math, Science, Social Studies. The District Targets for 2014-15 are 51% for Reading, 55% for Science, 47% for Math, and 42% for Social Studies. At Oak Park the highest percentages of students responding “often” were in Science and Reading (40%) and 37% for Social Studies. A significant area of need was found in Math with only 23% responding that they “often” have opportunities to use projects.The District Strategic Plan (1.4.5) projects that by 2018, 90% of all BPS students in grades 4-12 will respond “excellent” (4 or 5) to survey statements pertaining to how well the skills of Teamwork, Effective Communication, Meaningful Projects, Practical Use of Technology, Real World Issues, How to Research, Organizational Skills, and Personal Character are being learned at school. At Oak Park the highest percentages of students responding “often” was in Teamwork (65%), Effective Communication (61%), and Personal Character (60%). Conversely, more than 10% responded that they never have opportunities to learn the 21st Century skills of How to Research and Use of Organizational Skills. These specific skills will be addressed and


monitored in a collaborative effort between support personnel such as media, resource teachers ( GSP , counselors, school psychologist) parents and classroom teachers to develop Research and Organizational skills.

For these district and school goals to be met, professionals at the school level must have common practices, strategies, and language embedded in all learning opportunities throughout the day.

The District Strategic Plan (2.2.3) projects that by 2018, 100% of all BPS students in grades 4-12 will respond “yes” to “I feel safe at school.” In order to reach that goal, the District target for 2014-15 is for 100% to respond “yes”. This is an increase of 21% from the response from Oak Park students on the 2013-14 survey of 79%.The District Strategic Plan (2.2.4) projects that by 2018, 95% of all BPS students in grades 4-12 will respond “no” to student survey questions related to “I have been threatened by another student.” In order to reach that goal, the District target in 2014-15 is for 95% to respond “no”. This is an increase of 16% from the response from Oak Park students on the 2013-14 survey (21% yes/ 79% no).The District Strategic Plan (2.2.5) projects that by 2018, 95% of all BPS students in grades 4-12 will respond “no” to student survey questions related to “I have been afraid to attend school because of bullying.” In order to reach that goal, the District target in 2014-15 is for 95% to respond “no”. This is an increase of 4% from the response from Oak Park students on the 2013-14 survey (9% yes/ 91% no).

Supports including primary intervention strategies such as positive behavioral supports (PBS), secondary strategies to target students who are identified at risk, and tertiary intervention strategies for students who need more intensive intervention and supports (Sugai & Horner, 2002) will allow students to feel safe and be consistently engaged in rigorous standards based instruction. Our school-wide PBS program and Kindness and Compassion Club will foster an atmosphere of caring and all stakeholders looking out for each other.Areas to target for safety on the school campus this school year will be in the hallways and in the restrooms. Ten percent of students indicated that these are the areas where they don’t feel safe. Adjustments have been made to locking procedures in outside restrooms and all hallways will be monitored in the time before school takes in and after dismissal. A student advisory committee will also be established to bring student concerns to the attention of school leadership and a “Bullybox “will be utilized to allow for anonymous concerns to be addressed.


Early Warning Systems (SB 850)The Early Warning System (EWS), otherwise known as Florida Senate Bill 850, requires elementary schools that include grade 6 to implement a warning system to identify students who need additional support to improve academic performance and to stay engaged in school. When a 6th grade student exhibits two or more of the early warning indicators (listed below), Oak Park's Individual Problem Solving Team will convene to determine appropriate intervention strategies for the student. Oak Park's early warning indicators include:• Attendance below 90 percent, regardless of whether an absence is excused or a result of an out-of- school suspension,• One or more in-school or out-of-school suspensions,• Course failure in English Language Arts or Mathematics, and/or• A level 1 score on statewide, standardized tests in English Language Arts or Mathematics.

When a 6th grade student exhibits two or more of the early warning indicators, Oak Park's Individual Problem Solving Team will convene to determine appropriate intervention strategies for the student. Oak Park will provide at least 10 school days' written notice of the meeting to the student's parent/guardian. The notice will indicate the purpose, time, and location of the meeting.

2. • Provide the following data related to the school’s early warning system:• The number of students by grade level that exhibit each early warning indicator listed above• The number of students identified by the system as exhibiting two or more early warning indicators

Fill in BLANKS with Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Attendance <90

10 70 49 59 30 49 41 NA NA NA NA NA NA

1 or more ISS or OSS

1 10 10 9 9 6 16 NA NA NA NA NA NA

Level 1 in Reading or Math

NA NA NA 39 32 32 10 NA NA NA NA NA NA

Course Failure in ELA or Math

26-MNA-R

25-M30-R

57-M76-R

55-M58-R

63-M57-R

48-M68-R

44-M53-R

NA NA NA NA NA NA

Students exhibiting 2 or more indicators

21 115 97 103 106 100 108 NA NA NA NA NA NA

3. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system (i.e., those exhibiting two or more early warning indicators).

Oak Park will implement the following intervention strategies to improve the academic performance of its identified, at-risk students:


Walk-to-Intervention (WtI) A Walk to Intervention Model has been implemented at Oak Park daily to assist those students struggling in reading. Students below grade level are automatically involved in the process. Students who were involved with the IPST committee the previous year are also part of the WtI process. Students “walk” to an area and receive specific skill instruction in a small group setting. Teachers monitor progress on a daily basis and by also interpreting data from an assessment that is provided approximately every five days on the specific skill. Students who master the skill may be regrouped for another skill in which they have a deficit. Students who do not show adequate progress may receive additional intervention, as well as, be brought before the IPST committee.

Virtual School for Course Make-Up Florida Virtual School is the Nation's first and largest online public school. Sixth grade students at Oak Park who have failed one or more courses are able to apply to take online courses for credit make-up. Courses are free to Florida students. Students have completed course work at school, home, and/or at our neighboring middle school in the summer.

Collaboration and Mutual AccountabilityTeams of Oak Park teachers have analyzed the 2013-14 data to identify students performing at the lowest 25%.

Teachers continue to seek from and provide colleagues with input regarding specific instructional strategies and practices to use with these students. Oak Park teachers collaborate with colleagues in a positive manner to promote student learning and school wide success through team efforts, vertical and/or horizontal articulation and common ‐assessments. Teams will be working with a minimum of 12 students.

Multi-Tiered System of Support Oak Park has implemented a system of support to help struggling students. The MTSS Leadership Team will meet every Thursday. 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.

Positive Behavior Support (PBS) During the 2014-15 school year, Oak Park will implement a PBS Program. Incentives like, Eagle Bucks, will be awarded to students who display appropriate behavior, maintain good grades and attendance, and display random acts of kindness. Grade levels can set goals. Charts relative to progress toward goals will be displayed on bulletin boards that will be visible to all stakeholders. Incentives will be given to students and/or grade levels that meet goals each month.

MentorsVolunteers from 2 neighborhood churches will be sending volunteers to Oak Park. Mentors will provide their mentees with an experienced friend who is there to help in any number of situations. Mentors will work with students who need assistance with attendance, academics, and self-esteem, to name a few.

Tutors Students from our neighboring high school, Astronaut High School, have volunteered to work with students who are struggling in academic areas. These students help to provide interventions to small groups of students who are struggling in academic areas.


Grade Level MeetingsTeachers meet throughout the year for data team meetings with Administration and the school's Literacy Coach to analyze pre-assessment data and plan instruction based on the needs of students and their proficiency levels relative to the standard being assessed. Interventions leading to proficiency are put in place and monitored for each struggling student. Administration reviews progress reports and report cards throughout the school year to monitor progress.Attendance Truancy procedures have been put in place for students ages 6-16. When a student has 3 unexcused absences within a calendar month, the teacher will begin the documentation process. After 5 unexcused absences, an attendance meeting will be scheduled. If a student reaches 10 unexcused absences, communication will be made with the area’s Attendance Resource Teacher.

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

At Oak Park a variety of activities are employed to provide rigor and engage students in science, mathematics, and other extended learning activities. Students participate in Lego robotics, Future Problem Solvers, Math Club, & Canine Commandos. In 2013-14 Oak Park held a Science Investigation night and all students were provided with the materials and teacher support to enter our school-wide Science Fair. This year we will re-evaluate our resource allocations including levels of participation, timelines, and extended learning opportunities to maximize engagement and the quality of scientific inquiry at Oak Park. In 2014-15, OakPark will also be offering merit based grants to two fifth grade students in September, November and December to attend STEM Saturdays at the US Space Walk of Fame Museum. They will in turn share their experience with their peers and promote increased participation in this unique extended learning opportunity.

College and Career Readiness This section is required for secondary schools, per Sections 1003.413(2)(g),(h), and (j) and 1008.37(4), F.S. COLLEGE AND CAREER READINESS ( TO BE COMPLETED BY SECONDARY SCHOOLS) This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). 1. Describe the strategies the school uses to support college and career awareness. 2. Describe how the school integrates vocational and technical education programs. 3. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A-10.038, F.A.C. Incorporated by reference in Rule 6A-1.099811, F.A.C. (August 2013)

(TITLE 1 SCHOOLS ONLY)

Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, Final Version 8.12.14

highly effective teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date

1. 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

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

PrincipalAssistant PrincipalFacilitatorsTeachers

May 2014

3. Build Leadership ability by providing appropriate professional development and opportunities to fabricate skills, sustain steady motivation and to promote high engagement and high achievement.

4. Motivate staff with positive recognition and by providing a professional supportive work environment.

5. 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.

PrincipalAssistant PrincipalDistrict

PrincipalAssistant PrincipalFacilitatorsTeachers

PrincipalAssistant Principal

Ongoing

Ongoing

Ongoing

Non-Highly Qualified 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 effective

N/A


ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN

Required Elements of a Title I Schoolwide Plan (SWP) /School Improvement Plan (SIP)

(Section 1114 – Components of a School wide Program)

Check the area(s) where each element is addressed in the SIP.

Additional information and references from Title I of the Elementary and Secondary Education Act (ESEA):

1. Include data from comprehensive needs assessment of the school

_x_Rationale

Include academic achievement of students in relation to the state academic content and achievement standards. Be sure to include migrant, if applicable.

2. Provide opportunities for all children to meet state standards

_x_Analysis of Current

Practice

_x_Strategies

_x_MTSS

3. Utilize scientifically based strategies to strengthen the core academic program _x_ Analysis of Current

Strategies, materials and programs that are research based are a required element of any objective.


Practice

_x_Best Practice

_x_Strategies

4. Include additional strategies that increase the amount and quality of learning time _x_Strategies

_x_MTSS

_x_CTE/STEM

All schools are required to indicate what additional learning opportunities are made available during school, before and/or after school, and during summer, when applicable, and help provide enriched and accelerated curriculum.

5. Include strategies for meeting the educational needs of historically underserved subgroups, low-achieving, and at-risk students

_x_Strategies

_x_MTSS

_x_Early Warning

System

These may include counseling, pupil services, and mentoring services.

6. State the means of determining whether student needs in the above requirement (#5) are being met

_x_Strategies

_x_MTSS

_x_Early Warning

System

Address how the school will determine the educational needs of historically underserved subgroups, low-achieving, and at-risk students are being met

7. Incorporate instruction by highly qualified teachers

_x_Highly Qualified

Teachers

All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified.

8. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals

_x_Best Practice _x_Strategies

_x_MTSS

Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement.

9. Include strategies to attract high quality, highly qualified teachers

_x_Highly Qualified Schools must indicate how they mentor, attract and retain high-quality and highly qualified


Teachers teachers.

10. Include strategies to increase parent involvement

_x_Parental

Involvement

Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP.

11. Include strategies that assist preschool children in the transition from preschool to kindergarten

_x_Transition from

Preschool

Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school.

12. Include teachers in using student achievement data to plan the overall instructional program _x_ Analysis of Current

Practice

_x_Strategies

_x_MTSS

Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

13. Provide additional assistance for low-achieving students that shall include measures to ensure that students’ difficulties are identified in a timely manner

_x_MTSS

Every school is required to incorporate strategies on how they will address the needs of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)).

14. Specify coordination with other federal, state, and local programs

_x_ Analysis of Current

Practice

_x_Best Practice

_x_MTSS

Schools should include any alignment to other state, federal and local programs that support the educational programs of the school such as violence prevention, nutrition programs, Early Childhood, and Head Start.

_________________ _________________________ __________


School Name Principal’s Signature Date


all levels - accountability, testing and...

Documents