Brevard County Public SchoolsSchool Improvement Plan

2013-2014

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

Unity in opening minds and touching hearts. Developing knowledge and skills of life, for life, for a better tomorrow.

Vision Statement:

Longleaf is a community of learners committed to providing an academically rich, safe and creative environment. Empowering members to attain their personal best while demonstrating Lifeskills. Longleaf is guiding today’s

students to become tomorrow’s leaders.

Longleaf Elementary Central Area

Marilyn Sylvester Jane Cline

Deborah Carlson

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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?)

Areas of Success:

Longleaf was an “A” school for the 2012-13 school year, this is the fourteenth consecutive year Longleaf has been recognized as an A school.

The Longleaf Elementary 2012-13 School Improvement Plan (SIP) objective was that all Longleaf teachers would utilize research-based strategies to instruct their students to read and comprehend complex literary and informational texts independently and proficiently.

100% of Longleaf teachers incorporated increased use of informational text in their Professional Growth Plans (PGP) in 2012-13. Professional Learning Community (PLC) agendas showed a common focus on instructing with informative text and finding quality examples of informative text, as required by Common Core State Standards (CCSS). School based professional development also supported teachers in expanding their use of informational text.

A School Advisory Council (SAC) survey done in April 2013 shows that 88% of teachers felt they had met this goal to a high extent, while the other 12% felt they had met it to some extent. Classroom walkthroughs support that there was a definite increase in the use of and quality of instruction with informational texts. Classroom walkthroughs also showed that teachers are posting essential questions and many have posted CCSS or Next Generation Sunshine State Standards (NGSS) in student friendly language. Lesson plans reflect CCSS and NGSS standards as appropriate.

Despite a change in Florida Comprehensive Assessment Test (FCAT) Cut Scores, Longleaf’s overall scores did not decrease from 2011-12, with the exception of writing:

FCAT % Meeting High Standards 3 and above

FCAT 2.0

2011 2012 2013

Reading 85 84 84Math 88 83 83Science 87 79 84Writing 99 94 68

The percentage of students in our lowest 25% making learning gains rose in both Reading and Math. This tells us that our collaborative focus on students in the bottom quartile is making a difference.

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Lowest 25% 2012 2013Reading 74 77Math 62 66

Parent Survey Data:

Parent survey data on classroom instruction shows that overall parents are happy with instruction:

Question: Rate how well your child is learning:Subject Area Excellent GoodReading/Language Arts 57.6% 34.3%Mathematics 50% 36%Science 47.3% 43.2%Social Studies 45.3% 44.1%Electives/Specials/Activities 47.2% 40.3%

Areas of Concern:

A look at our demographic data shows that our sub groups are not all performing as well as the total school population:

Reading 2011 2012 2013Overall 85 84 84White 88 87 88Black 53 69 61Hispanic 78 79 77ED 60 76 67ELL NA NA NASWD 56 43 40

ED – Economically DisadvantagedELL – English Language LearnersSWD – Students With Disabilities

Longleaf Annual Learning Gains 2012 2013Reading 75% 75%Math 76% 69%

Level 4 & 5 2012 2013Reading 57% 50%Math 54% 48%

When looking at spring 2013 FCAT 2.0 annual learning gains data, there are a few concerns. First is that annual learning gains for our overall population are below 80%, reading gains stayed stable while math gains dropped from 76% to 69%. The gap between Longleaf’s average scores

Math 2011 2012 2013Overall 88 83 83White 92 85 85Black 53 75 78Hispanic 82 73 80ED 63 68 69ELL NA NA NASWD 68 52 50

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and subgroup scores increased. Matched with the concern that the percentage of students scoring at level 4 or 5 on FCAT 2.0 dropped in both reading and math this year, it is increasingly clear that our school needs to focus on making sure that we are challenging all learners, not just the bottom quartile.

The April 2013 SAC survey showed that only 50% of Longleaf teachers felt they met the goal of increasing higher level reasoning and critical thinking in the classroom. 71% felt they needed additional staff development in this area. Classroom walkthroughs show that many teachers are relying on essential questions listed in text books, which aren’t always as meaningful and don’t always lead to quality discussion and critical thinking.

Parent Survey Data:

Parents feel that their children are learning the 21st Century Skills; however survey results show that there is room for improvement.

21st Century Skill Excellent GoodTeamwork 45.8% 47.6%Effective Communication 50.9% 43.2%Meaningful Projects 45.6% 43.8%Practical Use of Technology 32.9% 41.8%Real-World Issues 33.3% 45.1%How to do Research 34% 43.1%Organizational Skills 33.8% 45.1%Personal Character 45.3% 47.8%

In the spring 2013 student survey, more than half of students said they were most interested in learning when they had a choice about assignments. Close to half wanted to use materials other than text books and to participate in class discussions. Furthermore, only 41% of our students felt they were learning to work in teams in school. Only 38% said they learned through meaningful projects. Parents at an April SAC meeting also stated that they would like to see assignments that provided the opportunity for collaboration, choice, and creativity. They valued project based learning and having rubrics to guide students in their learning.

Teacher Planning:

Teachers are planning lessons based on the Common Core State Standards and NGSS as appropriate. They are using the Brevard Effective Strategies for Teaching Model (BEST) as the instructional model for their lessons. Teachers meet weekly in grade level PLC teams to collaboratively plan their instruction. PLC Team agendas reflect work on the CCSS and Informational text. Monthly grade level data team meetings are held to review student data and to provide teachers direction for developing lessons for specific student needs. Teachers are following the new ELA Frameworks provided in the GPS Journeys Implementation Guide for Reading and the Getting to the Core of Common Core Math Implementation Guide to ensure CCSS are met. The Reading Coach is supporting teachers through collaborative planning, modeling and observing ELA lessons.

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Monitoring Implementation

Successful implementation of Differentiated Instruction throughout the school will be evident in weekly lesson plans, student work samples, Classroom Walkthroughs and PLC meeting agendas. Student data will be monitored through monthly data team meetings and reviews of trends in district assessment through student data analysis.

Focus 2013-14

To meet the diverse needs of our student population our School Improvement Plan will focus on differentiated instruction. We will monitor the use of differentiated instruction through classroom walk-through, use of B.E.S.T. Module V, professional Growth Plan development and implementation, the Instructional Personal Performance Appraisal System (IPPAS) rubrics, and 2014 FCAT 2.0 learning gain results.

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

1. Longleaf uses Multi-Tiered Instructional Support (MTSS) to provide all students with the intervention strategies they need to be successful. In addition the plan focused on increased parent knowledge of the school improvement process. The MTSS process at Longleaf is described later in this plan.

2. Parent awareness of our school improvement process has been increasing each year based on the procedures we implemented in 2011-12 to inform parents of our on-going school improvement process.

3. Critical thinking skills were addressed in our 2011-12 S.I.P. plan and expanded on in our 2012-13 plan through professional development and the increased use of higher order questioning. Brevard’s Effective Strategies for Teaching (B.E.S.T.) brought a new attention to the importance of instruction in critical thinking skills. Critical thinking skills are now being embedded in all aspects of our teacher’s classroom instruction, and we will continue to train, model and monitor the use of Best Practices related to critical thinking in all of our instruction.

4. Longleaf has been an established Professional Learning Community for the past seven years and was recognized again in 2013 as PLC National Model School by “All Things PLC.” Teachers work in their collaborative teams on a weekly basis to improve planning and instruction for all students. There is a pervasive feeling throughout the school and collaborative teams that students belong to everyone and we will all work together to help every child succeed.

5. Each grade level meets monthly with the members of our Individual Problem Solving Team as a Data Team to review and discuss student progress, MTSS, and other necessary areas to support student progress.

6. All teachers serve as teacher leaders on various school-based committees based on their leadership strengths. Committees have been created to support instruction and student achievement. Each of the committees works collaboratively to expand their focus area throughout the school community.

7. Peer observation began in earnest two years ago with the introduction of the IPPAS evaluation process. Most teachers have embraced the idea of having peers observe them in their classrooms and vice versa. Feedback forms are completed and shared between teachers. The majority of our teachers have had no less than three

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teachers observe their rooms, and have visited three on their own. This past year peer observations moved to the next level with the implementation of our peer coaching team. They have worked closely with teachers observing their classrooms and providing valuable feedback to the teachers to improve instruction.

8. Last year we recognized that teachers were relying on the adopted core curriculum materials; teachers were spending a majority of their instructional time using fictional text.  Formative and summative assessments for reading were mostly made up of tests from “Treasures” reading series, which was comprised of 60% fiction and 40% non-fiction text.  Integration of reading instruction within the content areas was not occurring as a daily practice across all grade levels. Our 2012-13 S.I.P. objectives were to increase the use of informational text across all grade levels. Our 2012-13 Florida Assessments for Instruction & Reading (FAIR) and FCAT data both show that increased professional development and instruction using informational text maintained and improved student scores.

9. 100% of Longleaf Elementary teachers had increased instruction using informational text as part of their Professional Growth Plans for 2012-13.

10. Training for all on implementing the Common Core State Standards will continue.11. Teachers will continue to use the strategies from the book Make it Real Strategies

for Success with Informational Texts by: Linda Hoyt.12. Teachers have implemented and are using Common Core support materials

purchased from Curriculum Associates.13. Teachers have had training and are implementing close reading and are using the

Quality Questioning handbooks provide by BPS.14. In 2013 84% of the students in grades 3-6 scored at level 3 or above on Reading

FCAT 2.0. Examining the key elements of differentiated instruction, meaning using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students, we will increase the number of students scoring at or above grade level. Addressing these key elements, professional development will target strengthening purposeful planning for differentiation, and increasing the percentage of differentiation in content, process and product in the classroom.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)Vicki Gibson and Jan Hasbrouck say that one trait of highly successful schools is that they know how to “positively affect student achievement by providing differentiated instruction tailored to students’ specific needs.” (Differentiated Instruction: Grouping for Success, McGraw-Hill, 2008.) Professional development and classroom practice needs to focus on understanding and implementing quality differentiated instruction. Differentiated Instruction should support teachers as they move towards making their classrooms into places that value the learning desires of students and parents. As we move to full implementation of CCSS, differentiated instruction is invaluable. The standards in speaking, listening and research require our students to work together and to learn through projects on a regular basis. “Differentiated instruction puts students at the center of teaching and learning. It lets their learning needs direct instructional planning.” Differentiating Instruction in the Regular Classroom, Diane Heacox, Ed.D, Free Spirit Publishing, 2002. Research says we should teach with diverse materials. Avoid using one text for the entire class. Instead, use multiple texts at diverse reading

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levels for your units of study. This will enable every student to gather information from books and magazines they can truly read (Robb, 2003; Worthy et al., 1999).

In their book Essential Questions-Opening Doors to Student Understanding, Jay McTighe and Grant Wiggins stress the importance of forming essential questions that set up long-term inquiry that can be visited and re-visited over a period of time. There is a need to provide additional professional development so teachers can become more adept at creating essential questions that support differentiated instruction and building critical thinking skills.

Tieso (2005) studied 31 math teachers and 645 students and found that differentiated instruction was effective for keeping high-ability students challenged in heterogeneous classrooms. Those students who were taught using a differentiated curriculum that supplemented the textbook curriculum and were placed in various groups according to their performance level demonstrated significantly higher achievement on the post-test than did high-performing students who were taught using the textbook curriculum and whole-class instruction. She concluded that revising and differentiating the curriculum, along with creating purposeful flexible grouping, may significantly improve students' mathematics achievement, especially for gifted students. Lawrence-Brown (2004) confirms that differentiated instruction can enable students with a wide range of abilities—from gifted students to those with mild or even severe disabilities - to receive an appropriate education in inclusive classrooms.

Baumgartner, Lipowski, and Rush (2003) studied a program to improve reading achievement among elementary and middle school students using differentiated instructional strategies, including flexible grouping, student choice of learning tasks, self-selected reading time, and access to a variety of texts. In all three of the classrooms in the study, the targeted students improved their decoding, phonemic, and comprehension skills. Student attitudes about reading and their own abilities also improved

Across the literature, experts (Anderson, 2007; Rock, Gregg, Ellis, & Gable, 2008; Tomlinson, 2000) suggest these guiding principles to support differentiated classroom practices:

▪Focus on the essential ideas and skills of the content area, eliminating ancillary tasks and activities.

▪Respond to individual student differences (such as learning style, prior knowledge,

interests, and level of engagement). ▪Group students flexibly by shared interest, topic, or ability. ▪Integrate ongoing and meaningful assessments with instruction. ▪Continually assess; reflect; and adjust content, process, and product to meet student

needs.

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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?)

Site based teacher planning will include developing lessons with planned and purposeful differentiation, using a variety of instructional approaches to modify content, process, and/or products. The need for differentiated instruction will be determined through formative assessment, developing pre-assessments to determine skills and knowledge that match the learners with appropriate activities, and developing activities where students are engaged in different activities to help them think about and make sense of the key principles and information of the content they are learning.

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

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

Misconceptions about differentiated instruction.

Provide each teacher with the book Leading and Managing a Differentiated Classroom by Tomlinson and Imbeau

Administration Summer 2013

Purchase OrderCheck-out LogYear End Faculty Agenda

Misconceptions about differentiated instruction.

Conduct a book study of the Tomlinson book

Administration Pre-planning 2013

PDD LogsAgendasNotes

Management of learning environment to make Differentiated Instruction possible

PLC teams and PD focus on differentiated instruction strategies

AdministrationReading CoachTeacher Leaders

August –May2013-14

CWT notesPeer teacher & Peer Coach Observation notes

Knowledge of creating quality essential questions

Share and ModelQuality Essential Questions using Essential Questions - Opening Doors to

AdministrationReading CoachTeacher Leaders

September – May 2013-14

AgendasCWT Notes

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Student Understanding by McTighe & Wiggins

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.

A school based survey was created to measure how comfortable Longleaf teachers are with the various components of differentiation. They gauged themselves from “not comfortable, somewhat comfortable, comfortable, to very comfortable”. 52% of teachers felt somewhat comfortable with proactively planning instruction to address student’s differences in readiness. 45% felt comfortable with proactively planning instruction to address student’s differences in interest. 66% felt somewhat comfortable with proactively planning instruction to address student’s differences in learning style. 55% felt somewhat comfortable with differentiating the content. 52% felt somewhat comfortable with differentiating the process. 48% felt somewhat comfortable with differentiating the product.

By the end of the 2013-14 school year, 100% of Longleaf teachers will have used high quality differentiated instruction practices in their classrooms. Evidence of this will be teacher survey data, CWT notes, peer observation notes and weekly lesson plans. Student survey results will also show an increase in the number of students who feel excellent about the learning opportunities they have through teamwork and meaningful projects.When teachers change their instruction to include more high quality differentiated instruction, student achievement will show gains in all areas. Data team meetings will focus on district & common formative assessments in all subjects to monitor progress for student groups as well as individual students. Longleaf’s Annual Learning Gains will increase in reading from 75% in 2013 to 76% in 2014 and in math from 69% in 2013 to 70% in 2014.

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?

At the end of the year, FCAT 2.0 performance in reading and math should show at least a

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3% gain. In Reading, at least 87% of students should score 3 and above, 86% in Math. In addition, the gap in performance between our subgroups should decrease, to at least 2012 levels.

Annual learning gains on FCAT 2.0 should show at least a 3% gain in both Reading and Math. For the overall population, ALG in Reading should be at or above 78% and Math should be at or above 72%. At least 80% of students in the bottom quartile should show ALG in Reading, 69% in Math.

Our qualitative date in the student survey data will reflect an increase in the percentages for each of the areas referenced by the question I have completed an assignment/project this year that requires me to use one or more of the following?

Current percentages:

Group Projects………………………57.84%Oral Presentations…………………. 2.16%PowerPoint Presentations…………29.56%Wimba/Edline/Blackboard………12.08%Streaming Media…………………… 8.23% iMovie………………………………… 5.91%Podcasts……………………………… 3.08%Word Processing……………………. 13.62%

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.

All teachers set aside 30 minute blocks for MTSS daily.  As a grade level they address the needs of the students performing in their bottom quartile.  During IPST meetings we ALL discuss the student’s needs, possible interventions, etc. The schools Reading Coach is available for support in analyzing data, planning and intervention.  Each month data is monitored to determine if the intervention is effective and should be continued or if another strategy is needed.  At the point where the child is not making progress and multiple interventions have been in place over several weeks time, the IPST moves forward to consider further support through exceptional education programs/placement.b) What is the function and responsibility of each school-based leadership team member as related to the school’s MTSS and the SIP?

Reading Coach- input on decision trees, interventions, grouping, strategies, best

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practicesSpeech/Language Pathologist-LEA- team memberAdministration- facilitate child talk meetings, record data for future reference, document interventions in AS400Guidance- Monitor MTSS process, forms, and accurate and complete documentation of intervention data. Communicate with Staffing SpecialistSchool psychologists- can evaluate students’ relevant academic, behavioral, and mental health functioning and consult with teachers/parents regarding appropriate intervention strategies and progress monitoring techniques.Staffing Specialist- Participates in discussions offers input, and proceeds as needed with necessary paperwork connect to any MTSS case needing further evaluation.Teachers- input on strategies, interventions, best practices, walk-to plans, etc.

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

Monthly meetings are held with all members of the leadership team to monitor student progress and intervention strategies as it relates to grade level expectations and SIP goals.

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).

Administration created a spreadsheet in Google Docs to maintain record of all students/all subjects being monitored via MTSS and the leadership team.  All supplemental and supports are documented in this system. A3 is used for comparison of data.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 covered during pre-planning with all teachers and is continually reviewed (on-going).  During teacher/parent conferences the process is explained.  General MTSS definitions and processes are shared via the school newsletter.

PARENT 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 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).

Longleaf Elementary has a history of outstanding parent support and involvement. All of our events are well attended as can be seen from sign-in logs. Daily parent volunteer support on campus averages 20 volunteers at any one time. We had 183 families

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responded to our 2012-13 Parent Survey.

Best way to communicate information to them?Email 94.0%Edline 60.4%Notes from Teacher 54.9%Newsletter 51.6%Have you attended information meetings or academic events?Yes 83.7%No 16.3%Did the event provide you with useful information?Information was useful 92.2%

Why were you unable to attend some or any meetings or events?Information not relevant to me/my child 58.7%Meetings/events not at convenient times 40.4%Not interested in topics presented 26.0%

What days and times are best to attend school events?Thursday evening had the highest percent 75.5%Saturday afternoon had the second highest percent 52.5%Saturday evening had the lowest percent 17.7%

What topics would you like presented?Anti-bullying 50.3%Study Skills 47.0%School clubs/activities 43.7% Homework Help 37.7%Internet Safety 33.8%

Level of participation in school decision making?I feel well informed and satisfied 49.7%I participate and feel valued 24.0%I don’t feel encouraged to participate 18.6%I don’t have time to participate 13.2%

Satisfaction with classroom instruction.Excellent 65.6%Good 28.8%Fair 4.1%Poor 1.8%

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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 time:Longleaf had an overall attendance rate of 96.18% for the past year. Longleaf had less than 5% of its students miss more than 10% of their instructional time.

b. Students retained, pursuant to s. 1008.25(4)(c), F.S. 1% of our total student population were retained / 9 students

c. Students who are not proficient in reading by third grade The following data is the percent of Third Grade students scoring Level 3 and above:

2011 2012 201384 77 79

d. Students who receive two or more behavior referralsFourteen students received referrals during the 2012-13 school year.

e. Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.Four students received behavior referrals leading to suspension in 2012-13.

2. Middle School Indicators

The following data shall be considered by middle schools.a) Students who miss 10 percent or more of available instructional timeb) Students who fail a mathematics coursec) Students who fail an English Language Arts coursed) Students who fail two or more courses in any subjecte) Students who receive two or more behavior referralsf) Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.

3. High School Indicators

The following data shall be considered by high schools.a) Students who miss 10 percent or more of available instructional timeb) Students in ninth grade with one or more absences within the first 20 daysc) Students in ninth grade who fail two or more courses in any subjectd) Students with grade point average less than 2.0e) Students who fail to progress on-time to tenth gradef) Students who receive two or more behavior referralsg) Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.

CTE/STEM:1. All Levels

a) # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs) Annual School Science Fair Southern Division Science Fair Tivitz Math Club Math Team Math Superstars Lego League Third Grade Embark Field Trip

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Sixth Grade Science Week (Kennedy Space Center Field Trip) Fourth Grade Lagoon Quest Field Trip Fifth Grade Sea World Field Trip Third Grade Math Club Science Project Family Night

b) Participation in STEM-related experiences provided for students Annual School Science Fair – All 3rd – 6th grade students participate Southern Division Science Fair – 12 School Representatives Tivitz Math Club – 50 students Math Team – all 5th & 6th are eligible to try out, 5 member team Math Superstars – Open to all students Lego League – 10 students Third Grade Embark Field Trip – All 3rd Sixth Grade Science Week (Kennedy Space Center Field Trip) – All 6th Fourth Grade Lagoon Quest Field Trip – All 4th Fifth Grade Sea World Field Trip – All 5th

Third Grade Math Club – 30 students Science Project Family Night – 20 families participated

The following data may be considered by high schools.a) Students enrolling in one or more accelerated STEM-related courses b) Completion rate (%) for students enrolled in accelerated STEM-related courses c) Students taking one or more advanced placement exams for STEM-related coursesd) Passing rate (%) for students who take advanced placement exams for STEM-related coursese) CTE-STEM program concentratorsf) Students taking CTE-STEM industry certification exams g) Passing rate (%) for students who take CTE-STEM industry certification exams

The following data may be considered by middle and high schools. a) Students enrolling in one or more CTE courses b) Students who have completed one or more CTE courses who enroll in one or more accelerated courses c) Completion rate (%) for CTE students enrolled in accelerated courses d) Students taking CTE industry certification exams e) Passing rate (%) for students who take CTE industry certification exams f) CTE program concentrators g) CTE teachers holding appropriate industry certifications

STUDENT SURVEY RESULTS:Our 2012-13 student survey results showed that students are interested in learning in a variety of different ways. Student responses varied on the ways that they learn best and what engages them the most in learning. Based on the data shown students are interested in using a greater variety of the 21st Century Skills and technology based resource in their classrooms.

Which of the following helps you Learn? (students were to check all that apply)The highest rated responses were:Internet 80.46%Google Apps 35.48%Texting/Blogging 23.91%Skype/Video Conf. 23.39%

I am most interested in learning when I do the following. (students were to check all that apply)

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The highest rated responses were:

Choose the way I do an assignment. 53.47%Use other books and materials besides the school text book. 48.07%Participate in class discussions with the teacher and my classmates. 46.27%Study and explore ideas rather than memorize facts. 46.02%Teach others about what I know and what I have learned. 44.22%

I have completed an assignment/project this year that requires me to use one or more of the following.Group Projects 57.84%Oral Presentations 42.16%PowerPoint Presentations 29.56%Wimba/Edline/Blackboard 12.08%Streaming Media 8.23% iMovie 5.91%Podcasts 3.08%Word Processing 13.62% What web tools do you use outside of the classroom to help you gather information?Wikis 18.51%Blogs 7.46%Social Networks 13.62%Google Docs 32.13%YouTube 39.85%Search Engine such and Google/Bing 62.21%

How well are you learning the following 21st Century skills at school?Teamwork 40.87%Effective Communication 36.50%Meaningful Projects 38.30%Practical use of Technology 31.11%Real-World Issues 29.31%How to Research 37.79%Organizational Skills 27.51%Personal Character 37.53%

(TITLE 1 SCHOOLS ONLY)

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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

1.2.3.

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 effective

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