Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement: Our mission is to recognize student achievement and lay the foundation for life-long learning and productivity.

Vision Statement: Sabal Elementary is a partnership of students, parents, staff and community. Our warm and caring student-centered environment ensures each individual the opportunity to explore his/her potential and to be a lifelong learner.

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

The mission, vison and school improvement plan is communicated to all stakeholders in a variety of ways. Staff have the opportunity to review the mission and vision on a yearly basis during preplanning. In addition, the school improvement plan is reviewed by staff by analyzing current data to see if it meets the needs of the students. Feedback from annual parent surveys and student surveys and teacher feedback are used to identify goals and strategies. Goals and objectives are reviewed at least twice during the year to see if we agree that what we are doing is aligned to the school improvement plan. In addition, trends, feedback, ideas and further trainings are identified by staff for the following year to guide planning for the upcoming year. Teachers develop their PGP goals to align with the SIP goals to improve student achievement. Similarly, the School Advisory Council reviews the mission, vision and SIP at the beginning of the year, with opportunities throughout the year to discuss data that points to achievement of goals. All of this information is shared with our community in newsletters and on our website. At the beginning of the year, communication is focused on the mission and vision and essential strategies that staff are implementing school wide. Then, throughout the year, explanations are communicated about the SIP goals and strategies. Title I nights focus on helping parents understand and support their students with the new standards aligned to our school improvement plan.

Brevard Public SchoolsSchool Improvement Plan

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Sabal Elementary Central Area

Stephanie Hall Jane Cline

Monica Baloga

2015-2016Part 1: Planning for Student

AchievementRATIONALE – Continuous Improvement Cycle Process Data Analysis from multiple data sources:

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

What are the areas of successful professional practices and what data shows evidence of improvements? The areas of successful professional practice was in Dimension 2: Learning Environment to include: creates and maintains a safe and organized learning environment, promotes a flexible, inclusive, collaborative, and student-centered learning environment, allocates and manages time, space, resources, and manages student conduct. This is because Sabal has implemented and maintained Positive Behavior Support program school-wide and received the Gold Award for our work in all three tiers, which focuses on specifically creating a learning environment that supports students improving behavior based on teaching, re-teaching and positive reinforcement. This graph is our PBS data that shows the total number of positive referrals versus negative referrals during the school year. Sabal continues to reduce the number of referrals since the implementation of this program. Sabal is a PBS school that has expectations for behavior. Four grade levels are identified for having more negative referrals than positive referrals. This could indicate behavioral issues in the classroom that might negatively impact student engagement. Retraining annually for staff members at preplanning is the focus to develop a warm and caring classroom environment where students know how to behave successfully in all situations.

Month KK 1st 2nd 3rd 4th 5th 6th

- + - + - + - + - + - + - +Aug 0 0 2 0 4 2 0 1 2 1 3 1 0 1Sept 3 7 16 1 5 3 12 1 1 1 10 3 0 1Oct 5 3 11 4 2 0 9 3 6 3 11 3 7 2Nov 5 0 3 0 4 0 7 0 3 0 7 1 9 8Dec 3 7 0 11 5 1 4 3 3 4 5 0 3 1Jan 4 8 2 10 1 7 3 16 3 9 11 6 1 2Feb 4 0 1 10 6 2 7 3 3 0 4 1 12 0Mar 5 19 2 2 1 6 4 11 6 3 2 5 10 1Apr 11 1 4 7 9 0 9 9 5 18 6 0 10 0May 10 9 6 8 6 4 13 4 6 0 4 0 11 3

Total 50 54 47 53 43 25 68 51 38 39 63 20 63 19

Another area of successful professional practice was in Dimension 3: Instructional Delivery and Facilitation to include: utilizes knowledge of the subject to enrich students’ understanding, identifies gaps in students’ learning, and modifies instruction to respond to student misconceptions. Sabal implemented last year a Walk to Reading program that focused on support for tier 2 students. The FAIR data for the 2014-2015 revealed that there is a need to focus on Reading Comprehension. During the entire school year, we had 325 students (grades 1 – 6) participate in our Walk to Reading program.  Out of these students, we had 93 students from the beginning of the year until the end of the year

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who were constantly enrolled in our Walk to Reading program. Out of the 314 students in grades 3rd – 6th, who took the FAIR-FS assessment at the beginning of the year last year, their scores on Probability of Literacy Success and each of the subtests were as follows:   38% of the students were on grade level in Probability of Literacy Success, 56% were on grade level in Word Recognition, 59% were on grade level in Vocabulary Knowledge, 42% were on grade level in Reading Comprehension and 58% were on grade level in Syntactic Knowledge. On the end of the year FAIR-FS assessment, their scores on each of the tests was a follows: 51% were on grade level in Probability of Literacy Success, 71% were on grade level in Word Recognition, 72% were on grade level in Vocabulary Knowledge, 51% were on grade level in Reading Comprehension and 76% were on grade level in Syntactic Knowledge.  This data shows that there was an increase in the percentage of students performing on grade level in each area of the FAIR-FS. In addition, out of the 93 students who were continuous members of our Walk to Reading program, 72% made in increase in their PLS scores, 59% showed an increase in the Word Recognition score, 67% showed an increase in their Vocabulary Knowledge scores and 65% showed an increase in their Reading Comprehension scores. The largest increases in scores for the 2014-2015 school year were in the areas of Word Recognition, Vocabulary and Syntactic Knowledge.  These were the areas of greatest focus for our Walk to Reading groups last year.  The recommendation is to continue the Walk to Reading program again for the 2015-2016 school year and increasing our focus on Reading Comprehension. Another area of successful professional practice was in Dimension 3: Instructional Delivery and Facilitation, applies varied instructional strategies and resources and delivers engaging, challenging and relevant lessons. Walk-Through Data was collected each month school-wide that showed an increase in student engagement based on staff training in Kagan strategies. A group of teachers were sent during the summer (2014) to a week-long training, and then that group shared with other staff members on a monthly basis Kagan strategies. The data below shows that Kagan strategies helped increase student conversations, supported teacher in adjusting lessons, and establishing a classroom culture focused on learning.

The areas of professional practices that were collected 2014-2015 on a monthly basis are as follows: 3. The tasks are aligned to the full intent of the grade level content Standards. 7. The teacher orchestrates conversations and plans tasks that incorporate accountable talk to show, tell, explain, and prove reasoning regarding understanding of the targeted standard. 8. The teacher makes adjustment to instruction based on student involvement throughout the lesson. 9. The teacher establishes a classroom culture where students are actively invested participants in their own thinking and learning.Additionally, they were ranked 1=not implemented 1+somewhat implemented, 2=implemented but not imbedded, 3=fully implemented and embedded. District personnel and administration did walk throughs on a monthly basis and data was collected by what was observed during the walk through on that given day. The scores were discussed among observers so that there was reliability in scoring.

Instructional Delivery

September October November December January February March

3. Tasks are aligned to the full intent of standards

1 + 240%

1+42%

260%

170%

150%

7. Orchestrates conversations

1. 100%2.3.

1. 85%2. 15%3.

1. 51%2. 31%3. 13%

1. 58%2. 31%3. 9%

1. 40%2. 30%3. 20%

1. 85%2. 3.15%

1.2. 45%3. 55%

8. Makes adjustment to instruction

1. 95%2. 5%3.

1. 50%2. 50%3.

1. 52%2. 42%3. 5%

1. 55%2. 34%3. 8%

1. 40%2. 30%3. 30%

1. 85%2.3. 15%

1. 2. 33%3. 67%

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9. Establishes classroom culture

1. 100%2.3.

1. 85%2. 15%3.

1. 36%2. 42%3. 31%

1. 38%2. 39%3. 21%

1. 10%2. 60%3. 10%

1. 57%2. 15%3. 28%

1. 2. 18%3. 82%

Overall, January was the month that showed lesson plans (3) that reflected the strongest lessons. However, this data did not show a consistent increase over time. This data collection element was added during the school year based on our Walk-Through data in September and October. We realized that 7, 8, and 9 would not give teachers the focused feedback on their lessons if we didn’t look at this element. This is why we are continuing to focus on standards based instruction this year. Teachers showed an increase in lessons (7) that created opportunities for accountable talk. Professional development focused on Kagan Strategies to build accountable talk and this data provides evidence that teachers across grade levels implemented these Kagan structures, where 55% in March had these structures embedded in their daily lessons. This continues to be an area of professional development since all staff members are not trained. The CWT data also shows growth in #8. This supports what teachers have learned with Kagan structures but shows opportunities for additional professional development in formative assessments. There is also growth supported by the Kagan professional development with the classroom culture. Students are held accountable for their learning through data notebooks, which are reviewed with parents twice a year during the TPS (Teacher, Parent, Student) meetings. This is a continued focus for this year, helping students to be more accountable for their learning. Our new TPS nights will be called APTT. Additionally, Sabal has earned the ATTAIN award in 2014-2015 for our integration of technology in the classroom. Our teachers try to engage students utilizing our technology throughout the school in a variety of ways so that they can express and communicate in new and exciting ways.

What are the concerns with professional practices and how are they revealed with data? The FAIR data for the 2014-2015 revealed that there is a need to focus on Reading Comprehension. The data shared above regarding the Walk to Reading program identified that Reading Comprehension should be the focus for in our tier 1 and 2 instruction. SuccessMaker data shows that students are showing in at least two grade level in reading and three in math that we are making less than a year’s growth. This supports that the data may reveal where students are having a problem-when solving problems, they do not have the strategies to solve these types of problems. Our school focuses on tier 2 and 3, because there are many deficiencies in their learningWhat are the areas of successful student achievements and what data shows evidence of improvements? What are the concerns with student achievements and how are they revealed to the data? The areas of successful student achievement:SuccessMaker Growth Data-Reading and Math show that at some grade levels we are making more than a years worth of growth.

Grade level Reading Math3rd 1.35 .864th .86 .41

+5th 1.23 1.026th .92 .97

The concerns with student achievement data:FCAT 2.0 for Science

Level 1 Level 2 Level 3 Level 4 Level 5 Level 3+Spring 2014 25 24 28 16 8 51Spring 2015 27 34 23 11 5 39

Drop 12

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This data may reveal the connection with the FAIR Reading Comprehension data. Students are not able to understand what they read. Additionally, this is also supported by lessons not reflecting the full intent of the standards, possibly because teachers feel their students lack basic skills. Teachers understand that there are four embedded central strategies necessary in planning that increase student achievement related to students increasing reading comprehension: inquiry and problem solving, collaborative learning, continual assessment embedded in instruction, and higher-order questioning.What other areas of strength or opportunity are revealed in data from leading indicators?

This is graph of Sabal’s opportunity gap between schools with similar demographics.All areas are in the red or “high risk“high risk, except for % making learning gains in reading. This data may support the school-wide efforts we have focused on with our tier 2 students.Walk to Reading Program.

Sabal has is showing yellow or “moderate risk” in all areas: % of students meeting high standards in Reading-62%, % meeting high standards in math-58%, % meeting high standards in writing-46%, % meeting

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high standards in Science 51%, % making learning gains in Reading-72%, % making learning gains in math-69%, % bottom 25th Reading learning gains-67%, % bottom 25th Math learning gains-52%. This shows that math is lower than reading across the board, and may correlate with teachers understanding that there are four embedded central strategies necessary in planning: inquiry and problem solving, collaborative learning, continual assessment embedded in instruction, and higher-order questioning. Time to plan all content area lessons with these elements collaboratively is our focus for this year.

Analysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing. A master schedule is created to provide teachers time for training, data analysis, problem solving, and reflection throughout the year. This master schedule is reviewed every quarter by the school academic leadership team that is comprised of principal, assistant principal, literacy coach, title I teachers, ESE resource teachers, technology specialist, and key members of support staff. New teachers are assigned a mentor and time is set aside for the pair to collaborate, observe, and discuss effective strategies. Professional development needs are determined by student data and staff input and include all modules of Brevard Effective Strategies for Teaching (BEST) and other identified professional development related to our School Improvement Plan (Thinking Maps, SuccessMaker, Goquest, C-Palms, Kagan, Performance Matters, AR GradeQuick, Edline). All non-highly qualified teachers in the building are given updated ESOL classes that are offered throughout the year in the district. Structured into our master schedule is time for all teachers to collaborate, observe and discuss effective teaching strategies. Substitutes are used to provide coverage for teachers who want to be observed or go and observe another teacher’s classroom. Sabal is a four-time Gold School for implementation of Positive Behavior Support (PBS) program. The focus at preplanning is training of new staff and review for returning staff members in PBS. This provides a common language and expectations for students, staff and parents. Discipline data is inputted into the RtI data base in addition to AS400 to provide the PBS team with monthly data across grade levels, location, and category. The PBS team (which is made up of staff members and administration) meet monthly to review data (discipline, attendance, positive referrals), and provide suggestions or procedures for any identified problem areas (tier 2). Students who meet the SABAL expectations are rewarded in many ways that attributes to the positive school culture throughout the campus. There are quarterly Award ceremonies recognizing academic, perfect attendance, character, and “most improved” awards. Additionally, teachers have set goals with their students for reaching target goals in attendance, academic, and behavior. This data is collected in student data notebooks in grades K-6. Teachers plan using standards based instruction through collaboration with peers to plan for their Tier I instruction. Teachers understand that there are four embedded central strategies necessary in planning: inquiry and problem solving, collaborative learning, continual assessment embedded in instruction, and higher-order questioning. Teachers meet weekly with their grade levels to collaboratively address and plan for student needs and discuss strategies they are using in the classroom that are successful. Formative and summative assessments are teacher created to drive decision making in instructional practices. Teacher teams make collective commitments clarifying what each member will do to meet their goals, and they monitor progress at appropriate intervals. This guides the individual teacher creating a Professional Growth Plan based on their needs as an educator related to the mission of the school and the students’ needs they are servicing in their classroom. Additionally, teacher teams are developed to track the lowest 25% of students they share collectively. Teachers meet weekly to review data, discuss interventions and track identified tier 2 students with the school psychologist, communicate curriculum information, or plan formative and summative assessments. Each collaborative team develops SMART (Specific, Measurable, Attainable, Realistic and Timely) goals based on specific grade level data from Performance Matters, FAIR, or district assessments. Two years ago, we focused on writing across all content areas. Teachers were asked to incorporate Thinking

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Maps in their classroom instruction and have students write based on their maps. Thinking Maps provided eight specific visual patterns for students which are based on the 8 cognitive skills. Using Thinking Maps school wide provided familiar visual patterns for thinking and working with complex ideas and situations. Monthly writing is celebrated on the school writing wall “Picture Perfect” and used as a teaching tool for students. Class time was devoted to writing, producing numerous pieces over short and extended time frames throughout the year. Thinking maps refresher professional development is offered during the year for new or interested teachers. Sabal offers academic support for level 1 and 2 non ESE or ELL students in reading and science. This is provided for our lowest third and fifth grade students who are identified as deficient in reading and/or science. This program begins mid-October and lasts until March. A certified teacher delivers 30 minutes of intensive remediation to small groups Mondays, Tuesdays and Thursdays. Sabal offers academic support for all level 1 and 2 students in reading, math and science. This is provided for our lowest 25% in reading and K-6 students who are identified as deficient in reading and math. This program begins mid-October and lasts until March. All students in grades 2-6 are given additional time and interventions with our computer based Reading and Math program called SuccessMaker. This is our fourth year using a computer-based Reading and Math program called SuccessMaker. Teachers are trained on how to analyze their daily reports using the Last Session Report and Areas of Difficulty report to determine where teacher intervention is needed. Students in grades 2-6 spend 45 minutes daily in one of three computer labs on both reading and math. Class data is monitored in the data room in both reading and math. Targets are set by month and data is discussed with grade levels to identify strengths and weaknesses. Professional development is provided to teachers as needed and based on student data.

Best Practice:

Based on research, as it relates to the data analysis above, what should be best practices in the class room?

Our focus continues for the third year on developing teacher understanding of what standards based instruction looks like in their classroom K-6. In standards based classrooms, teachers identify and analyze concepts and skills to be learned based on the district’s curriculum framework and pre-assessments of student performance. Teachers first identify what students must learn and how they will demonstrate that learning at a mastery level and then plan instruction based on those learning targets. Teachers use a variety of assessments throughout the lesson to ensure students are learning. In standards-based instruction, standards delineate what matters, provide clarity and a fixed point of reference for students and teachers, guide instruction so that it is focused on student learning, provide a common language to have conversations, help ensure equal educational opportunities, assist struggling students, and meet federal guidelines. C-Palms supports teachers with the implementation of Standards-Driven Instruction by allowing teachers to create dynamic curriculum maps. There are vetted resources and lessons related to the standards chosen.   In a standards based classroom the focus of lessons is on what type of thinking and learning students will engage in. Teachers establish a culture where students are actively invested participants in their own thinking and learning. Teachers provide ongoing feedback to students regarding their learning and additional opportunities to learn, practice, and demonstrate their knowledge and skills. Teacher plans tasks that incorporate accountable talk to show, explain, prove reasoning and the teacher makes adjustments to instruction based on student involvement throughout the lesson. Barbara Blackburn defined rigor as creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn at high levels and each student demonstrates learning at high levels (Blackburn, 2008). Academic rigor is teaching and learning which leads a student to a deeper understanding of a topic, concept issue and/or a specific discipline. More complex content, more in-depth and quality products, more opportunities for individually challenging instruction, a greater focus on

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higher-level thinking and reasoning skills, and increased student responsibility will help achieve deeper understanding. Such teaching and learning must occur in a setting that is characterized by higher expectations, support and flexibility. One way to increase student achievement is to provide opportunities for students to demonstrate they have truly mastered that learning. One way is to increase student engagement. Kagan Publishing and Professional development is about increasing student engagement through different structures to use in the classroom. Kagan structures have proven themselves effective teaching and learning tools for cooperative learning, multiple intelligences, character education, language learning, and emotional intelligence. They are scientifically research based as well as backed by classroom evidence from districts, schools, and teachers experiencing success with Kagan. According to Kathy Lassister’s research in Visible Learning, you cannot run an effective school without all five of the following practices. She ranked leadership practices that impact to learning the greatest and their effect size  on student achievement: Participating in and leading teacher learning #1 (.84), tied for #2 at (.42 effect size) setting goals and expectations and ensuring quality teaching, #3 resourcing strategically (.31) #4 ensuring a safe and orderly environment (.27). Strategic planning for professional development is important to making school improvement in student achievement. Reeves, D.(2006).The learning leader: How to focus school improvement for better results. Alexandria,VA:Association for Supervision and Curriculum Development.Hess, K. (2004). “Applying Webb’s Depth-of-Knowledge (DOK) Levels in reading, writing, math, science, social studies, science” http://www.nciea.rg/publications/DOKreading_KH08.pdfThe Standards-Based Teaching/Learning Cycle (Colorado)http://www.cde.state.co.us/sittes/default/files/ti_a-ti_sstmembers_standardsbased.pdfRigor Made Easy. Eye on Education.Blackburn Consulting Group, 2013. www.eyeoneducation.com

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

Teachers at Sabal Elementary will collaboratively plan and deliver rigorous standards based lessons to increase student achievement.

Strategies: Small number of action oriented staff performance objectives.Barrier Action Steps Person

ResponsibleTimetable Budget In-Process

Measure1.Not a common language for developing lessons focused on standards among teachers2. Developing a PD schedule that meets the needs of all teachers3. Teachers’ willingness to be observed by peers. Planning scheduled opportunities throughout the year to observe one another. Developing a master walk-through schedule that

1. Provide professional development that supports teacher development in rigorous lessons focused on standards.2. Develop professional development schedule for the year that supports teacher needs based on student data3. Provide support to teachers through teacher observation, classroom walk-

1.UbD Team (Cwiklinski, Godfrey, Nave, and Hall)2. Literacy Coach (Boyle)3. Administration (Nave, Hall)4. Principal (Hall)

1. Preplanning and during PD days designated by district2. September 3. September and ongoing throughout the year4. Preplanning- and once a month planning time in lieu of faculty meeting

1. $80.003. $4,500.00

1. Teacher designed lessons focused on standards that include the three stages of planning.2. Attendance at monthly PD sessions offered3. ProGoe teacher feedback and schedule for observations4. Attendance at planning sessions

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supports all teachers on a monthly basis with walk-through data and reflective feedback.4. Lack of planning time. Too many meetings scheduled that the agenda is not focused on supporting collaborative planning

through feedback and quarterly surveys4. Provide teachers with time throughout the year to collaboratively plan with colleagues (vertically and grade level teams)

1. Teachers not having the skills to use technology to the fullest

1.Create monthly schedule for professional development utilizing district technology integrators to support Standards Based Lessons2.Coordinate with district staff to model and mentor teachers in class and provide time for teachers to observe one another for support.3.Maintain and update technology as needed throughout the campus4.Train staff and/or students on SuccessMaker, GoQuest, Performance Matters, Accelerated Reader and other common technology programs

1.Principal and Literacy Coach2.Principal 3.Technology Specialist, Media Specialist, Administration and Teachers

1. Ongoing on a monthly basis, review after 2.Ongoing on a monthly basis3.August-preplanning and ongoing throughout the year

1. $750.002. $2,000.003. $7,500.004. $28,000.00 for SuccessMaker, GoQuest, AR and other upgrades

1. Schedule for professional development2.Schedule of technology integrators training at Sabal3. PO’s for technology upgrades 4. Schedule of trainings for staff, and Title I teacher schedules for SuccessMaker lab support

EVALUATION – Outcome Measures and Reflection- begin with the end in mind .

Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school.

Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be

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used to measure progress throughout the year? Use real percentages and numbers.

50% of teacher lessons will be to the full intent of the standards. 80% of classroom observations will include teachers orchestrating conversations, making adjustments to instruction and establishing a classroom culture.

Instructional Delivery

September October November December January February March

3. Tasks are aligned to the full intent of standards

1. 57%2.28%3.14%

1. 2.3.

1. 2.3.

1. 2.3.

1. 2.3.

1. 2.3.

1.2.3. 50%

7. Orchestrates conversations

1. 50%2.33%3.16%

1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

1.2. 3. 80%

8. Makes adjustment to instruction

1. 33%2.66%3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2.3.

1. 2. 3. 80%

9. Establishes classroom culture

1. 33%2.66%3.

1. 2.3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2. 3. 80%

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement

Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16?What tools will be used to measure progress throughout the year?Students in K-6 will show a 10% growth on the KLS or FSA from their baseline in reading, and in Grades 3-6 students will be at least at 60% on grade level on the FSA. The initial math inventory is listed below.

Initial Score Last Year 14-15

KLS or BELAA A10% growth minimum from baseline

BELAA B BELAA C or FSA

Initial Math District Inventory last year 14-15

Math EOY Course, or FSA for Grades 3-6 60% on grade level

KK1st

2nd, 47, 67, 59, 19 14, 593rd, 56, 59, 47, 13, 74

59, 76, 71, 25

4th, 54, 42, 27, 29, 43, 305th, 24, 35, 35, 11, 11, 56th 14, 25, 19, 10 15, 6, 12, 19

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

Sabal Elementary teachers will implement APTT (Academic Parent Teacher Teams) to affect student achievement through student accountability and clear communication with parents on expectations related to student work.

Strategies: Small number of action oriented staff performance objectives.Barrier Action Steps aPerson Timetable Budget In-Process

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Responsible Measure1.New staff members unfamiliar with data notebooks2. Different expectations throughout the school3. New initiative and staff unfamiliar with expectations and agenda4. No master schedule for ongoing professional development

1.Provide teacher training on data notebooks for all staff members 2.Provide consistent school-wide templates supporting attendance, behavior, and academic data and goals3. Identify APTT team and send to training during year to include debrief sessions.4. Provide supported planning for teachers.

1. Literacy Coach or Teacher Leader (Roessler)2. Teacher Leader (Roessler)3. APTT Team-B. Stormer, Godfrey (School Champion), and Nave (Data Lead)4. APTT Team

1.Preplanning2.Preplanning3. September, December, and April4. September, December, and April

1.$50.00 for materials and supplies needed for training2.3. $750.00 for materials related to APTT meetings.

1.Preplanning Agenda2.Data notebook templates K-6 Student data notebooks3. APTT School Implementation Planning Form4. APTT School Implementation Planning Form

1.Parent lack of understanding of new initiative and their supporting role2.Staff buy in

1.Communicate APTT meetings to parents2.Provide master schedule to staff and SAC for review and approval

1. Administration and Title I Teachers2. APTT School Champion-(Godfrey)

1. Registration in August and Meet in Greet scheduled in August2.End of 2015 school year, and review at preplanning in August

1.$900.00 for materials to advertise APTT team meetings to parents

1. Edline-text, website, newsletters, student notes, flyers, t-shirts

EVALUATION – Outcome Measures and Reflection- begin with the end in mind .

Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school.

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

Teachers will be at 70% participation each APTT training. Teachers will provide some form of documentation for parent participation in activities that are targeted for the period of time. Any student who is marked below grade level on DIBELS or Running Records, teachers will make personal calls to invite parents to APTT nights.

APTT-1 Parent Particiapation APTT-2 APTT-3Grades VPK-2 63%Grades 3-6 59%School-wide 61%

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

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

DIBELS Next/Running RecordsInitial

End of the YearTarget is 75%

VPK/EELPKK Level 41 16 words per minute 60 words per minute2 18 words per minute 30 words per minute3 71 words per minute 83 words per minute4 94 words per minute 103 words per minute5 110 words per minute 119 words per minute6 127 words per minute 136 words per minute

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

Sabal Elementary teachers will increase tier 2+3 supports for students through a school-wide Walk to Reading program.

Strategies: Small number of action oriented staff performance objectives.Barrier Action Steps Person

ResponsibleTimetable Budget In-Process

Measure1.Consistency in implementation 2. Buy in for having a schoolwide program to address student concerns

1.Create master schedule for implementation2. Communicate with all staff schedule and implementation on a weekly basis.

Assistant PrincipalLiteracy Coach (Boyle)

August 2015 $100.00 Master calendar

1. Lack of knowledge from new staff and instructional assistants on different types of interventions and knowing what is a research based intervention

1.Provide training for staff (teachers and instructional assistants) on diagnostic assessments as needed2. Provide training/observation for staff on intervention materials as needed3. Review initial data and ongoing data with grade level teams on a monthly basis

Assistant PrincipalLiteracy Coach (Boyle)

September 2015

$2800.00 for substitutes as needed throughout the year to provide coverage for teachers needing training

Training master schedule and attendance

1.Consistent process on how to collect OPM’s2. Attendance of

1.Meet on a weekly basis with school leadership team to analyze school data

School Leadership TeamAssistant PrincipalLiteracy Coach

May 2015 this is ongoing throughout

$800.00 for substitutes as needed throughout the year to provide

Agenda

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students for morning walk to reading program versus being tardy. Students at risk tend to be tardy for school or absent.

and group students according to need2.Meet on a monthly basis with teachers to review student data and group students according to their needs

the year coverage for teachers needing training

EVALUATION – Outcome Measures and Reflection- begin with the end in mind .

Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school.

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

Increase in ability scores on FAIR percentile ranks by 10% on Word Recognition tasks and Syntactic Knowledge Tasks on FAIR FS

GR DIBELS 3-6 Aug/SeptA O B A O B A O B

3=69 26% (18) 26% (18) 48% (33)4=75 45% (34) 24% (18) 31% (23)5=66 47% (31) 12% (8) 41% (27)6=68 29% (20) 15% (10) 56% (38)

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

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

Increase in ability scores on FAIR percentile ranks by 10% on Word Recognition tasks and Syntactic Knowledge Tasks on FAIR FS

Word Recognition2015 data

Syntactic Knowledge Tasks2015 data

Word Recognition2016 data

Syntactic Knowledge Tasks2016 data

3 61st 94th

4 86th 99th

5 75th 78th

6 70th 81st

Part 2: Support Systems for Student Achievement(Federal, State, and District Mandates)

For the following areas, please write a brief narrative that includes the data from the year 2014-2015 and a

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

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

1. 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. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.

2. Describe your school’s data-based problem-solving process: including types of data used to monitor effectiveness of core, supplemental, and intensive instruction; and school based structures in place to address MTSS implementation.

1. Our school MTSS leadership team consists of our principal, assistant principal, literacy coach, guidance counselor, SLP, ESE Resource teachers, and teachers who specialize in content areas. Our school Psychologist starts the year with meeting with teachers on how to implement the response to intervention process, which includes small group research based differentiated instruction and data collection of tier II students. The leadership team observes and collaboratively works with teachers through day to day classroom instruction. The school psychologist and guidance counselor then meet throughout the year with grade levels to go over collected data and monitor students’ progress and recognize students who need to move forward to the individual problem solving team. Our individual problem solving team consists of the staffing specialist, school psychologist, behavior analyst, speech and language pathologist, parent(s) and leadership team. The goal of the problem solving team is to make informed decisions concerning school wide implementation and changes to instruction, curriculum, and environment based data. The principal, assistant principal, and literacy coach also hold meetings with grade levels to monitor classroom instruction by looking at number of students that are falling in tier I, tier II, and tier III and monitor their movement throughout the tiers. The MTSS team is involved with the school improvement plan in addressing the needs of our students who fall in the lowest 25% in reading and math. The goals of the school improvement plan deal directly with how our MTSS process works which is to look at data, assess our areas of need and determine ways to intervene and meet the needs of students.

2. The data is obtained by reviewing

Core: district required assessments on Performance Matters, FAIR data from the PMRN, SuccessMaker Reading and Math data for Grades 2-6.PASI and PSI data from K-2 and Success Maker data for grades 3-6. Supplemental: Tier II data is comprised of data collected by teachers using research based differentiated instruction in a small group setting. The instruction is monitored weekly or biweekly for progress. Some of the programs used are Triumphs, Voyager, Barton, Success Maker, etc. Intensive Instruction: Tier III data takes a closer look at students on an individual bases and looks to see if there is a need for more intense instruction to which may include the development of an individual education plan. The Individual Problem Solving Team looks at data collected, student scores on classwork, district, and state assessments and compares them to their peers at the class and grade level average.

The team meets regularly to discuss current trends seen among assessments given and then works with grade level teams monthly to review data and utilize the problem solving process to meet academic and behavioral needs of students. Progress of the students is based on assessments and their intervention data. Teachers are provided an overview of changes each year during preplanning relating to MTSS

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

Consider the level of family and community involvement at your school and parent survey data collected. Respond to the following questions.  What are best practices that are strengths and how will they be sustained?  What are areas of weaknesses and how are they being addressed? 

Parent Involvement Plan for Sabal addresses our need to build a meaningful partnership with families and the community. Our main focus this year is implementing Academic Parent Teacher Teams that supports the home with activities that are targeted specifically for their child in the area of fluency. Our PIP is submitted for review.

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: There are three strategic indicators (2.2.3, 2.2.4, 2.2.5) that relate to a safe learning environment. Each school year, teachers teach the SABAL (safety first, always respectful, be responsible, actively engaged, listen attentively) expectations to students the first two weeks of school (2.2.3) and as appropriate thereafter. At least two assemblies are held throughout the year to address bullying (2.2.5) and steps to deal with a bully. Information is shared about how to file a bully report to both parents and students (2.2.3). Monthly data on discipline is shared with staff, training is provided to all staff including bus drivers, cafeteria workers, custodial, and parents on Positive Behavior Support school-wide program.

Elementary Student Survey: 21st Century Skills – Refer results pages 3 – 4, Promotes 21st Century Skills 1.4.2

(collaborating with others-60.10% to 66.11%, demonstrating knowledge-60.46% to 65.30%, participating in teaching and learning-69.10% to 73.94%), 1.4.3 (school will help them later in life-82.76% to 83.59%), 1.4.4 (use of technology tools/reading-38.39% to 44.15%, math-32.37% to 37.55%, science-41.14% to 45.25%, social studies-29.02% to 33.66%), 1.4.5 (how well the following skills are being learned at school:teamwork-73.09% to 76.74%, effective communication-67.42% to 72.14%, meaningful projects-66.61% to 73.27%, practical use of technology-58.41 to 67.76%, real-world issues-57.275 to 63.00%, how to research-65.74% to 70.34%, organizational skills-52.93 to 58.75%, personal character-68.00% to 72.76%)

Online Safety – Refer results pages 4 – 6 ,Learning Environment 2.2.2, 2.2.3, 2.2.4, 2.2.5 (2.2.3 feeling safe at school-84.30% to 87.25%, 2.2.4 question relating to being threatened by another student 84.23% to 85.91%, and 2.2.5 being afraid to attend school because of bullying-92.94% to 93.87%).

There are four strategic plan indicators (1.4.2, 1.4.3, 1.4.4, and 1.4.5) that relate to promoting 21st Century skills.

1.4.2 The goal is for 90% of BPS students in grades 4+ will respond “often” to survey statements pertaining to individual and collaborative problem solving. In 2014-2015 61% met target in collaborating with others, 68% met target in demonstrating knowledge, and 59% met target in participating in teaching and learning.

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1.4.3 The goal is 90% of students in grade 4+ will respond “strongly agree or agree” to survey statements pertaining to: The expectations that school work will help them later in life. In 2014-2015 92% hit the target.

1.4.4 The goal is 90% in grades 4+ will respond “often” to survey statements pertaining to use of technology tools to create projects in Reading, LA, Math, Science and Social Studies. In 2014-2015 only 38% hit the target.

1.4.5 The goal is 90% of students in grades 4+ will respond “excellent” to survey statements pertaining to how well the following skills are being learned at school. In 2014-2015 72% hit target for teamwork, 66% hit target for effective communication, 65% hit target for meaningful projects, 58% hit target for practical use of technology, 56% hit target for real-world issues, 65% hit target for how to research, 51% hit target for organizational skills, 65% hit target for personal character

Sabal staff will increase student perceptions of these indicators. Providing teachers with Kagan strategies for increasing student engagement (1.4.2) in the classroom will support students in acquiring these 21st Century skills. The Kagan team will model and observe one another implement these strategies. Support will be provided to teachers implementing by allowing time for them to observe a structure by a Kagan trained teacher and discuss in grade level meetings. Having students set academic, behavior and personal goals in their data notebooks (1.4.3) will help them to see how school supports their goals for their future. Training provided for the media specialist in technology to help students to use technology strategically to support their learning (1.4.4) and purchasing additional technology for student use in the classroom. All teachers are provided laptops, and IPADs to use in the classroom with apps that support Bloom’s taxonomy. The technology team provides support through training on SuccessMaker, GoQuest, Performance Matters, Edline, Gradequick and other applications used at the school as needed throughout the year (1.4.5). Additionally, the technology integrators are modeling how to use technology tools in the classroom on a monthly basis. Time is set aside for technology training of staff as we receive input and feedback.

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

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension One or more suspensions, whether in school or out of school Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Other

Sabal Elementary has a school based leadership team that meets weekly to review on a regular basis the goals and data that is collected to show evidence of our school improvement efforts. All grade levels have a clear intervention time in the master schedule and all personnel are utilized to provide intervention during this time period. Performance Matters, RtI database and other assessments are used to pre-identify students. Monthly meetings with the school psychologist and grade level teams discuss student concerns and create a plan utilizing research based strategies to meet the needs of identified students. The teams are trained by the school psychologist on the 8 step problem solving process and discuss barriers and actions necessary to increasing student achievement. Staff members are provided ongoing data in the data room that tracks Success Maker data in both reading and math, monthly discipline data that includes both positive and negative referrals by grade level, and tier 2 and tier 3 reading intervention data based on PASI/PSI testing information. School improvement goals are determined through a collaborative process with the entire school staff. The structure of the school has established a three tiered systems of service delivery including tier 1 which is core instruction provided to all students, tier 2-supplemental instruction, and tier 3-intensive strategies. Standards based instruction is the focus for planning during all levels of instruction. Teachers utilize C-Palms curriculum mapping to provide lessons that meet the level of complexity for the standard being taught. A school wide calendar is set that outlines interventions at each grade level during our “Walk to Reading” timeframe. The Literacy Coach, Title I teachers, and ESE Resource teachers analyze student data and provide training for classroom teachers in this intensive instruction. Time throughout the year is set aside to ensure staff understand all the tiers. Training for support staff is provided as needed on diagnostic testing, program implementation and data collection. A master calendar with non-negotiable meeting days are provided to teachers to analyze data (tier 1-whole class or grade level data, tier 2/3-interventions and materials). A school resource inventory was collected and available for check out through the Literacy Coach and Media Center. All data meetings occur to analyze the tier 2 intervention data and document the assessments given with a member(s) of the school based leadership team. All teachers maintain data notebooks, and all students track their own data. Student data is collected to inform instruction and make decisions about tiered supports. A review of Brevard County decision trees with faculty are done at the beginning of the school year, and again at the beginning of the second semester. A walkthrough calendar is established for tier 1 instruction that aligns to the requirements for the teacher evaluations. A monthly focus by dimension is given to teachers in the form of feedback directly related to evaluation rubrics. Interventions are monitored for fidelity of implementation by Literacy Coach and administration and feedback is directly related to our School Improvement Plan throughout the entire process. Teachers are led in a reflective process throughout the year, looking at Tier 1, 2, and 3 instructional practices at monthly faculty meetings and grade level meetings.

2. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 school year. These data should be used as part of the needs assessment to identify potential problem areas and inform the school’s planning and problem solving for 2015-16.:

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

Fill in BLANKS with data from 2014-15 School Year - Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total Attendance <90 38 33 26 32 24 16 27

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1 or more ISS or OSS

5 2 3 7 5 6 5

Level 1 in ELA or Math

19

Course Failure in ELA or Math

1

Students exhibiting 2 or more indicators

62 61 67

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).

Guidance Counselor, Data Clerk and Assistant Principal will identify students <95% attendance each month and schedule parent conferences.Assistant Principal will hold monthly data meetings with teachers to discuss progress of identified at risk studentsAt risk students will be assigned mentors for echk in/check out to build positive relationshipsPositive Behavior Support (PBS) team will collect referral data and teacher concerns to problem solve alternative supports for at risk students monthly.

(TITLE 1 SCHOOLS ONLY)

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

Descriptions of Strategy Person Responsible Projected Completion Date1. Hire qualified applicants into vacant

positionsPrincipal and Assistant Principal

Yearly

2. Notify and support all non-highly qualified teachers of coursework available to become HQT

Assistant Principal and Secretary

Bi-Annually

3. Assign peer mentor with CET training to teachers with less than two years of

Administration August 2015

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STUDENT TRANSITION AND READINESS

1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another. Sabal Elementary provides a Kindergarten Night to all incoming students and parents that gives parents information about the school, curriculum and other pertinent information. Invitations are sent to all daycare centers in our immediate area that service our school, information is communicated on marquee, website and newsletters.

Additionally, information is shared with students who are leaving our school to attend middle school. If appropriate, transitional IEP meetings are scheduled.

experience4. Assign mentor council representative to

attend and disseminate information to mentors and mentees

Administration, mentor council representative

August 2015

5. Provide observation time for new teachers with a teacher who is highly effective

Administration, Literacy Coach December 2015

6. Provide updated staff handbook and entry checklist for all employees

Administration, Secretary August 2015

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

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

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

4/48 8% of staffTo be added: teachers who are teaching ESOL students without it on their certificates (Susan Bobbitt, Kristy Coons, Susan Furtado, Ronda Paulick)

Provide information to staff members about dates and times for certification and when courses are being offered. Teachers are notified at the beginning of the year of the ESOL students that are in their classroom. Information is sent to the school board for approval. ESOL classes and information are provided to staff and each teacher is required to take at least one class during the school year.

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