1 | P a g e

Brevard Public Schools

School Improvement Plan

2018 -2019 Superintendent: Asst. Supt. of Leading and Learning:

Principal Supervisor: Name of School:

Principal: SAC Chairperson:

School Grade History 2017-18: A 2016-17 A 2015-16: A

Mission Statement:

Surfside Elementary School provides a safe and positive environment where high quality education occurs for all

students.

Vision Statement:

Surfside Elementary will create a challenging, positive learning environment that promotes excellence and group

achievement. Staff, students, and parents will work together to encourage children to realize their maximum

potential for learning, problem solving, and responsible citizenship.

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

The school improvement planning process at Surfside includes all stakeholders: faculty, community members,

parents, and specifically our School Advisory Council. All groups are asked to supply input for targets on our

annual School Improvement Plan. After the collection and analysis of these suggestions, both quantitative and

qualitative data sources are reviewed and discussed and brainstorming begins to develop a list of potential

priority needs during the first few weeks of school. As we narrow in on a topic of most significance, more

strategic planning sessions then involve the creation of the ideas we’d like to implement as we create a long-term

plan for our annual calendar. We strategically organize our priorities, and develop detailed strategies, as well as

focus on a means to break down any barriers that may exist.

Debra Crannell

Lori Chaplin Masterson

Surfside Elementary School

Jodi Rozycki

Connections to District Strategic Plan Obj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps Obj.L4: Provide equitable support for every student’s social-emotional development Obj.L6. Build principal capacity to develop and spread highly effective instructional practices Obj.R3 Increase system-wide proactive communications

Dr. Mark Mullins K. Jane Cline

2 | P a g e

After a draft of the annual plan is developed, it is presented to the staff and the School Advisory Council and is

edited or amended as recommended. The final draft is also shared with district staff and feedback is applied as

the final plan comes to fruition. The plan is kept on our school server for educators to visit readily and posted to

our school website for parents and community members knowledge as well. Our teachers then prioritize their

instructional focus for the year to match the needs and ideas implemented in our annual plan.

Brevard Public Schools

School Improvement Plan

2018-2019

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: Please consider the priority indicators selected from your school

BPIE and EDI Insight Survey results within the rationale of your SIP.

What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with

professional practices and what data shows evidence of opportunities for growth?

SUCCESSFUL PROFESSIONAL PRACTICES AND IMPROVEMENTS:

• Completed a professional development day, where the focus was the wellbeing of teachers which led to increased morale and

focus. • Guest speakers attended faculty meetings to assist teachers with programs and resources to be used in their classrooms

(priority areas focused on Social Emotional Wellness of our students and staff).

• Decreased student late arrivals by over 60% with our Prompt Arrival to School Action Plan which our entire staff participated in

the follow through with families.

CONCERNS WITH PROFESSIONAL PRACTICES AND OPPORTUNITIES FOR GROWTH:

• Limited instructor knowledge of how school grades are calculated and the understanding that learning gains are impacting us

numerical point value in several areas.

• Limited instructor knowledge levels of FSA sub-category test structure and content assessed.

• Limited data sources collected to analyze throughout the year to monitor student growth and/or needs for further instruction

What are the areas of successful student achievement and what data shows evidence of improvements?

What are the concerns with student achievement? Specify subgroups that represent concerns. Provide data to support concerns.

SUCCESSFUL STUDENT ACHIEVEMENT AND IMPROVEMENTS:

• FSA Results kept our school with an A grade and percentages of students scoring 3 and above in all subjects and grades ranked

us in the top 15 schools in Brevard County across the board.

• 80% of our students in all grades were on grade level earning a 3 or above for both reading and mathematics. • 4th, 5th, and 6th grade mathematics had Surfside ranked in the top 10 of all Brevard County schools. • 5th grade ELA FSA scores increased from students performing at a level 3 from 77.1% in 2016-2017 to 81.5% in 2017-2018. • 6th grade ELA FSA scores increased from students performing at a level 3 from 77.9% in 2016-2017 to 82.1% in 2017-2018.

3 | P a g e

CONCERNS WITH STUDENT ACHIEVEMENT:

Looking at the individual components of our school grade points in each category, Surfside has lower percentages of students

earning learning gains in each category from last year as follows:. ELA Learning Gains - Surfside earned 63 points (down 2 points from previous year)

ELA Learning Gains of the lowest 25% - Surfside earned 58 points (down 5 points from the previous year)

Mathematics Learning Gains - Surfside earned 72 points (down 8 points from the previous year)

Mathematics Learning Gains of the lowest 25% - Surfside earned 65 points - (down 16 points from the previous year)

A continued area in need of improvement is evident when reviewing the 2018 FSA results in the subcategory of Integration of

Knowledge and Ideas. When analyzing the percentage of students who answered 70% or more of the questions accurately in this area,

each grade level had less than 50% of their students in that range as noted below. Being this year is a similar pattern as last year, a two

- year history is noted below. Underneath each grade level shows whether that was an increase or decrease from the prior year results.

Two grade levels were able to raise their numbers statistically and two grade levels saw a decline.

Grade 3rd grade 4th grade 5th grade 6th grade

% answering 70% or more

of the questions in this

category accurately (2017-

2018)

20%

33%

29%

47%

Difference from 2016-2017 +6.2% -11.6% -3% -1%

% answering 70% or more

of the questions in this

category accurately (2018-

2019)

25%

29%

48%

22%

Difference from 2017 - 2018 +5% -4% +19% -25%

Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps.

Surfside Elementary’s overall school grade this year decreased by a total of 42 points; 31 of which can be accounted from the

learning gain data quoted above. We are fortunate to have average to high performing students here at Surfside, yet we need to be

cognitive that the challenge with these types of students is to keep them at their higher achievement levels to earn learning

gains. Rules for school grade calculations are constantly changing and achievement levels have been broken into ranges to

determine learning gains and we’d like to educate our staff on these processes and focus on setting personal goals for each child to

make a learning goal no matter where their achievement level fell last year.

With the changes made to the Florida Standards Assessment in ELA several years ago, there is a knowledge gap in our

instructional practices on how to instruct appropriately for our students to be successful in this section of the assessment. We have

begun to research and learn more about the subcategories and content assessed, however, there is limited amount of resources in

electronic format at our fingertips and therefore we have not gained as much success as desired in this area. This category has been

Surfside’s lowest scoring area for four years in a row now (Integration of Knowledge and Ideas), and therefore we are choosing to

invest finances, as well as time, in professional development to truly dedicate ourselves to acquisition of a deeper understanding of

the criteria used to measure student success in this area.

Seeing Surfside’s needs and past practices, it was decided that by investing our resources and time into pursuing that each child

make learning gains in all subjects tested, we would ultimately increase our overall school grade numbers by making that our

priority for the year. Documenting current student placement in learning chain charts for both ELA and Math and setting goals for

each individual child to acquire a learning gain is going to be our annual focus for 2017-2018.

4 | P a g e

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

Surfside teachers will use data to monitor and drive instruction for all students with a more intense focus on

learning gains for every student in both reading and mathematics. I-Ready Progress Monitoring of our lowest

25% will be a priority and regular assessment analysis after each round of testing will be conducted in grade

level meetings to develop intense remediation and enrichment through Walk To Intervention processes at

Surfside this year.

Professional Development priorities at Surfside will be centered around educating our staff on the state

guidelines for determining learning gains for students as well as for the lowest 25% of our population for

reading and mathematics. We will have teachers place each child enrolled in their class at Surfside on a data

chart showing their last year’s numerical score and placed in the proper column showing how many points

they need to earn next year in order to be eligible for the learning gain point in each subject assessed this way. We will continue to prioritize intentional instructional plans in the ELA content that is assessed in the FSA

subcategory of Integration of Knowledge & Ideas. All teachers at Surfside will ensure their lesson plans

target this content and will monitor student mastery of skills through completion of district, state, formal and

informal assessments.

Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

Limited staff

knowledge of state

calculation of

school grade

numbers in each

category.

Share formula with

all staff and provide

instruction on the

vocabulary utilized Provide data charts

for staff to place

their students’ prior

year scores into

Administrators and

Instructional Coach

Assistant Principal

First Quarter

First month

State website use

and documents that

will be shared with

staff

Completed data

charts

Describe how your school ensures standards-aligned instruction is occurring in ELA, math and content areas. Describe the processes

in place to progress monitor instruction to ensure it is systematic, explicit and based on data. (Please limit to 250 words.)

Surfside educators are highly successful with their students due to their dedication to monitoring each child’s progress and working

with individuals or groups of students according to personalized needs for both remediation and enrichment. Data is provided to

teachers at the start of each year from prior assessments both on state required assessments such as FSA and I-Ready (new assessment

to Surfside this year), as well as from personalized prior scores from things such as running records, Lexile levels, or any MTSS

collections of evidence to name a few. Formative assessments and selected sources of monitoring are regularly applied by individual

teachers and teams of teachers and professional collaboration occurs as our educators analyze, plan, and discuss possible

misunderstandings and barriers to learning as they move forward with short and long-term educational goals in their classrooms.

Standards provided to us from the state are followed and each teacher references these when creating lesson plans. Projects and daily

activities are created to incorporate several standards at a time to maximize learning. Technology is often utilized as students are

pushed to their potential and encouraged to surpass grade level standards when possible. Surfside teachers are comfortable with

administrators and resource staff such as our Reading/Instructional Coach visiting their classrooms and conversing about how

instruction aligns to the state standards. Teachers are also used to discussing grade level results of assessments as a team, having

conversations about where any misconceptions may be, and sharing best practices with one another to offer support to teammates

whose results may vary from the group. Grade levels plan together and are following district provided pacing guides to ensure

quarterly instruction is similar with one another and state and district expectations.

5 | P a g e

Limited teacher knowledge about the subcategory Integration of Knowledge & Ideas and how it is assessed on the Florida Standards Assessment

appropriate column

showing them

exactly how many

points each child

needs to earn next

year 1. Utilize

professional

development

faculty meetings

and grade level

meetings each

quarter to target

professional

development in this

one particular

category 2. Utilize Instructional Coach to work with a select ELA Cohort to plan for these training sessions and gather the resources to share 3. Allow teachers to visit other successful teachers who have more knowledge of this area and are willing to host our visitations and converse with us about their strategies

• All instructional staff from administrators, resource teachers, classroom educators, and instructional assistants • Instructional Coach • ELA Cohort Members • Teacher volunteers • Administration • Cooperative peers across the district Each grade level

will be responsible

for turning in a

meeting notice

sheet.

• Each quarter one

PDD faculty

meeting or grade

level meeting will

be saved in our

calendar for these

training sessions • Quarterly

planning sessions

of team members • All year long

• Quarterly

planning sessions

of team members

• All year long

• Professional Development Calendars, attendance records, and participation/engagement levels of attendees • Classroom coverage as necessary or creative measures to ensure cadre has the time necessary to gather for planning purposes • Logs of internet searches (including videos) and utilization of those resources • Substitute expenditures or classroom coverage schedules

6 | P a g e

4. Grade levels will

collaborate at least

once a month on

ways to increase

skills and

knowledge in the

Integration of

Knowledge and

Ideas.

• Observation and feedback notes of dialogues

Limited resources readily available for immediate teacher use for activities and lessons on skills assessed in the category of Integration of Knowledge & Ideas

1. Create binders for all staff members to hold state standards, and other useful resources for quick reference

2. Collaborate

with other schools and resource teachers to acquire proven successful resources and bring to Surfside

3. Purchase and

utilize I-Ready with all grade levels focusing on ELA measures and data analysis

• Assistant Principal, Reading Coach, Instructional Coach, and Cadre members • All personnel, specifically Instructional Coach, Cadre members, and Administrators

• Final versions of these binders should be completed within the first quarter of school, preferably the first month • Heavily during the first quarter by actively reaching out and continuously at all networking opportunities

• Purchase orders from materials collected to create binders • Documents collected and placed within these binders • Electronical mail communication, telephone conversation notes, networking communication documents

Limited assessments intentionally developed to assess criteria within this subcategory for teachers to progress monitor success or areas in need of continued remediation

1. Surfside will elect to utilize every district made ELA assessment for all grade levels whether or not they are required or optional by the district to analyze results and plan

• All Instructional Personnel at Surfside

• All year usage of district created assessment

• Print Shop orders or copy machine numbers for the copying expenses of these assessments • Performance Matters/Unify assessment results and analysis features

7 | P a g e

instruction accordingly

2. Surfside will purchase Test Ready materials for all grade levels and provide training to teachers on the organization of these resources and how to best select resources in these materials

4. Surfside will

regularly utilize I-Ready and learn to analyze the results thoroughly to plan remediation for areas found through these measures in need of more thorough instruction

5. Staff PD on I-

Ready reports,

I-ReadyTool

Kit, &

Performance

Matters.

• Reading and Instructional Coaches, Assistant Principal, Bookkeeper • All instructional staff, Instructional Coach, Administration • All instructional

staff, Instructional

Coach,

Administration

• Summer 2018-September, 2018 for purchasing of Test Ready Materials • All year long On going-

Preplanning,

October 3rd

(Performance

Matters PD- and I-

Ready PD)

• Purchase Orders • Training Agendas/Power Points/or Other Resources utilized • Network data showing usage of I-Ready program for all teachers at Surfside • Grade Level specific meeting schedules as teams analyze results and plan instruction • Lesson plans reflecting intentional organization for whole class lessons and small group work for intervention needs

Lack of scheduled time in school schedules for school-wide Walk to Intervention

1. Create schedule for each grade level to incorporate Walk to Intervention regularly with a focus on learning gains for all students at all current abilities

Leadership Team, Grade Level Chairs, Instructional Teachers

October 1 start date and continue three days per week throughout the entire academic year

Walk to Intervention Lessons, Grade level groupings of students, instructional staff usage for each grade level schedules, leadership team walk-throughs, student work samples

8 | P a g e

2. Academic Support Program will have a heavy focus on the mathematics piece focusing on children in need of a learning gain in the grade levels where we have the biggest room for growth.

Assistant Principal will schedule, Classroom Teachers will help group kids for classes, classroom teachers will be employed to instruct

Budget Summary developed in October, 2018; Class Invitations will go out upon approval of funds; classes to start in November 2018 and run through March scheduling kids in need and grade levels in need of the learning gains

Parent Invitation Letters, Class Rosters for Academic Support Program, Lesson Plans for ASP classes, Student work samples, formative and summative assessment results

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 as a result of school improvement planning.

Qualitative:

100% of Surfside teachers will not only be able to place their children’s scores into the Learning Gain charts,

but they will be able to understand the scoring method used by the state and how to determine if their students

have made a learning gain when reading next year’s FSA results.

Quantitative: Show baseline data and goals set for the end of the year.

Last year’s FSA results, combined with this year’s Beginning of the Year Assessment data collection

numbers, students will be grouped for Walk to Intervention and instruction will be ongoing three days a week

across the entire campus. Groups will be flexible and instruction will vary based on individual needs with the

focus being prioritized to help each child make a learning gain in both reading and mathematics this school

year.

It will be expected that teachers will use the I-Ready data to group students and create instructional plans

according to outlined needs of each small group. For our higher achieving students, it is expected that Walk

to Intervention time be devoted to targeting skills noted as needing improvement with them as well trying to

raise their achievements score one level if possible or to at least maintain the level earned in the prior year.

Monthly participation in Walk to Intervention schedules will be reviewed by the school leadership team, and

each member of this team will participate is assisting with a small group to support our staff. I-Ready data,

along with classwork samples and student participation levels, will be reviewed to change student groups as

needed.

Qualitative and Quantitative Student Achievement Outcomes:

Qualitative:

100% of Surfside students will be trained in how to self-assess and set goals for themselves utilizing the tools

in the I-Ready program. Teachers will be taught how to guide their classes through the process as the tools

are new to all of us this year.

9 | P a g e

Quantitative:

It is expected that 100% of Surfside students personal goal charts and score sheets will show that they are

increasing their personal goals each time and charting progress or areas of need to be able to work with their

teachers in order to reach or surpass the grade level range for scoring by the end of the year.

For 4th - 6th grade students, we are setting our school goal to increase our learning gain points in each area

by 5 points when reviewing our 2019 FSA results.

Part 2: Support Systems for Student Achievement

(Federal, State, and District Mandates) For the following areas, please write a brief narrative that includes the data from the year 2017-18 and a

description of changes you intend to incorporate to improve the data for the year 2018-19.

10 | P a g e

MTSS & EARLY WARNING SYSTEMS Please complete 1 – 4.

1. Describe your school’s data-based problem-solving process and school-based structures in place to address

MTSS implementation.

Teachers at Surfside meet monthly in grade levels with administrators, the school guidance counselor, and

the instructional coach to monitor and review the data on their students and to evaluate the effectiveness of

their Tier 1 and Tier 2 core instruction and social/emotional concerns. The counselor then schedules anyone

in need of Tier 2 instruction for the MTSS agendas whose active team members include the teacher, the

counselor, instructional coach, administrators, ESE Support Specialist as well as the following as needed if

needed: the speech/language pathologist, behavior analyst, and social worker. The team members work

together to develop interventions to address the student’s specific needs and interventions. The teacher then

implements the Response to Intervention (RTI), working with the students in need of small groups or

individual attention. Ongoing progress monitoring results are analyzed by the MTSS team members to

evaluate the effectiveness of the interventions and assist in developing Tier 3 interventions when necessary.

Since administrators are an integral part of the process, they are best able to determine and implement any

changes needed in resource allocation.

2. List below who monitors the Early Warning System and how often.

Topics identified in Brevard County’s Early Warning System are monitored regularly with a deep analysis

occurring at the beginning of each year and again quarterly by the assistant principal and guidance counselor

at Surfside.

3. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of

indicators during the 2017-18 school year. These data should be used as part of the needs assessment to

identify potential problem areas and inform the school’s planning and problem solving for 2018-19:

Fill in BLANKS with data from 2017-18 School Year - Number of Students

Grade Level K 1 2 3 4 5 6 Total

Attendance <90 14 11 13 14 14 10 11 87 1 or more ISS or OSS 1 0 1 2 0 0 3 7 Level 1 in ELA or

Math 9 5 9 3 26

Substantial Reading

Deficiency 5 6 3 14

2 or more indicators

0 0 1 3 1 4 0 9

4. 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).

During pre-planning, our faculty reviewed data provided by our assistant principal related to test scores,

attendance concerns, and behavior patterns of students. All staff members were provided lists to be kept

confidential of students falling in areas of concern in all of these categories. We pride ourselves at Surfside on

the relationships we build with our students and families. Children on these lists in all areas are treated with

care and dedication as we provide intensive support and encouragement all year long.

11 | P a g e

Some students on IEP’s or 504 plans were on the EWS list as substantially deficient in reading and we were

able to see if they had a second area of concern and talk about strategies we could employ to try to help them be

successful in other areas of their lives such as behaviors or attendance. If students on this list were not already

identified with a learning disability or medical concern, they were targeted to be monitored starting with day

one of school. Teachers were encouraged to pull them in small groups where they could provide one on one

attention in areas of most need. The support staff was encouraged to assist the teachers who had these children

in their classrooms with observations and relationship building early in the year to be ready to assist with the

MTSS process as needed to start them on Progress Monitoring Plans.

12 | P a g e

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools

may use the Parent and Family Engagement Plan to meet the requirements of this section.

Consider the level of family and community involvement at your school and parent survey data collected.

Respond to the following questions. What are best practices that are strengths and how will they be

sustained? What are areas of weaknesses and how are they being addressed?

Surfside is a true community school and as such, we experience an abundance of family involvement as well

as social opportunities. With so many people residing within such close proximity of our campus, we have a

significant number of walkers and bikers. The remainder of our students are driven to school by parents or

grandparents. Surfside’s teachers greet students at the door each morning, welcoming them to the start of a

new day. Parents are welcome to pick up their children at the classroom door as well. Our campus hosts

student patrols, a School Resource Officer, and support staff to ensure student safety. Each of these groups

also work diligently to build relationships with our students.

Surfside prides itself on building positive relationships with all of our families. While being a small

neighborhood school definitely has its advantages, one weakness we have discovered is that new families

sometimes have a difficult time feeling included in this tight knit community. To address this, Surfside hosts

“Meet the Teacher” day prior to school starting, a Boo Hoo Breakfast for Kindergarten parents, increased

communication from our PTO and SAC committees, a revamped Family Fun Night with a focus on physical

fitness, Bring Dad to School Day, Walk to School Day, Backyard BBQ, Thanksgiving feasts, and Mother/Son

and Father/Daughter events. New families also receive a personalized tour from one of the leadership team

members. We utilize the results of the annual parent survey to respond to the desires of our community. The

work our school has done hosting these events has shown a three point increase in parents responses when

asked about the school creating a welcoming environment.

Our implementation of our new newsletter format was pleasing to parents. 96.37% of parents feel that

Surfside keeps them informed of information in an easy to understand format. This is nearly a two-point

improvement over last year. Anecdotally, parents also commented positively on the use of Edline emails and

Blackboard Connect messages to provide more immediate information, such as rainy day dismissal and

emergency drills.

When asked how much parents felt their school valued input, ten percent responded with “not at all”. This is

an eighteen point improvement over last year.

Our biggest communication success was by far, the newly formatted newsletter. Qualitative feedback

indicates that parents enjoy seeing what students in other grade levels are doing and that families feel more

connected. As our implementation of these new ideas positively impacted the Parent Survey data, we will

continue that work in the 2018-19 school year.

STUDENT TRANSITION AND READINESS

PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).

Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition

from one school level to another. (e.g. incoming kindergartners, outgoing 6th graders)

Surfside Elementary works closely with the local pre-schools and supplies them with fliers to advertise

our Round Up nights where parents and future kindergartners have the opportunity to meet the teachers,

hear the principal address the group and take a tour of the school. Post-cards are also mailed to the

families over the summer to remind them of these dates, times, and locations. Annually we host a day

13 | P a g e

prior to school starting so all students and families may come to campus to put their supplies in their

classroom and get acclimated with their new surroundings. This year we staggered the start of the

kindergarten students instead of utilizing the three days scheduled by the district to assess students. Our

kindergarten teachers volunteered their time to come in over the summer to complete the assessments in

order to try this new strategy. We felt successful with this new effort of having only approximately 6

students a day, in each kindergarten classroom, allowing the teacher to get to know a small group well

and to teach and practice routines and procedures as well as tour these small groups across our campus to

help them feel ready for their year.

For our sixth graders leaving the elementary school and joining the ranks of middle school, we work

closely with the feeder school, DeLaura Middle, to advertise their parent welcome and orientation events,

to host their guidance department coming to address our students, and to allow their music programs to

perform and recruit at our building. We also provide important academic information to their staff to

appropriately plan for the enrollment of our Surfside Panthers into their programs. We do the same with

the other choice schools or any of our out of area students to assist them with their transition to their new

school home.