Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

Our mission is to work collaboratively to create an enriched environment where every child can strive for academic excellence to meet the rigor of the 21st Century.

Vision Statement:

Sea Park Elementary personnel are committed to providing quality education that will engage all students in taking ownership in using higher order skills in order to reach their full potential.

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

The mission, vision and School Improvement Plan is being communicated to all stakeholders by involving stakeholders in providing input in the creation of the SIP. School Advisory Council met during a summer workshop to review school data, review mission, vision, barriers and decide on school based objectives based on the data. Teachers met in grade level teams, at faculty meeting and early release days to outline, barriers, revisit mission, vision, as well as to assist in creating action steps for the School Improvement Plan.

All instructional personnel and administrators will use the School Improvement Plan as a reference in the development of their Professional Growth Plan and Deliberate Practice Plan. The SIP goal will be posted in each teacher’s classroom as a quick reference as well as affix to the header on all faculty meeting agenda.

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Sea Park Elementary Central

Ena Leiba Jane Cline

Catherine Bloom

All stakeholders will review the draft of the SIP and provide input before final copy is submitted. All stakeholders will be emailed a copy of the final SIP. A copy will also be posted on our school website.

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?)Considerations/Examples: What are the areas of success? Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation?

The shift in curriculum, standards and assessments is occurring across the nation. To succeed in the 21st century, all students must be able to perform to high standards and acquire mastery of rigorous core subject material. To be in alignment with the District Strategic Plan; Goal 1 Student Achievement on closing the achievement gap, we will be implementing the Florida State Standards across all grade levels. The Florida Standards demands higher order thinking, rigor at all levels, and focus on effective teaching and learning practices. This shift will require all instructional personnel to focus on lesson planning, reflections, and continuous improvement, what do students need to know and be able to do? How do we teach effectively to ensure student are successful in learning?

We have analyzed the past three year’s data trends at Sea Park. Our school has gone through several demographical changes. Sea Park has been an “A” rated school for the past 12 years. In 2013 Sea Park declined to a “C”, but due to the state decision to limit schools to a one-letter grade drop, we earned a “B”. Based on the 2014 FCAT data, we have earned an “A” rating again. The student population has been inconsistent each year. In 2012 we started school with 393 students, in 2013 we started with 315 students, and in 2014 we started with 347. Our free and reduce lunch rate is at 38%, SWD at 19% and minority rate 21%. There seems to be a constant reminder of school closure that is always a topic of discussion at parent/community meetings. As a school community, we felt that the uncertainty of possible school closure is greatly impacted our enrollment and creating a need for parents to request for Out-of-Area or selecting Charter or Private School as other options.

At the beginning of the 2014 school year, a survey was conducted with instructional staff. From those who responded, the survey revealed that 43 % of teachers have a thorough understanding

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of the LAFS and MAFS and the rigor involved in the standards, while 35% responded they had a through understating. Based on this data and from CWT more professional development in the use of Rigor in the classroom as well as more support in getting a deep understanding of the Florida Standards as it pertain to their particular grade level is needed. Classroom Walk Through data from the 2013-2014 also revealed the lack of consistent use of standard-based instruction across all content areas. The CWT data indicated that only 75% of teachers were using standard based essential questions and of that 75% only approximately 50% were using “Quality” essential questions with summarizing in their classroom. During data and grade level meetings, teachers expressed concerns about not having enough time to plan and collect valid data about students that are having difficulty and need to go through the MTSS process. CWT data and CMA meetings indicates that classroom teachers are collaborating more consistently as a grade level as well as CMA team member than in previous years. Our CWT and conversations with teachers also revealed that time for vertical planning is needed across grade levels. In 2014-2015 school year we will be piloting the I-Station intervention and enrichment software program to provide teachers with more accurate MTSS/RTI data to support students.

Administration will monitor implementation through informal observations, CWT with feedback provided to teachers, monitoring lesson plans and student work, as well as through conversations with teachers during various meetings.

Reading The three year FCAT data indicates an inconsistent trend in reading proficiency scores. (2012-75%; 2013-69%; 2014-73%). The AMO 2013-2014 data for our economically disadvantaged students, revealed an inconsistent trend in reading. (2012-64%; 2013-59 % and 2014-69%. AMO target was met based on Safe Harbor criteria. The students in the white subgroup have also demonstrated three years of inconsistent trend in reading. (2012-79%; 2013-72% and 2014-75%). AMO target was also met based on Safe Harbor criteria. We have however, demonstrated a steady growth in moving our lowest 25% subgroup in reading. (2012-66%; 2013-72%; 2014-88%). The percent of students making gains in reading went from 69% to 80%. Our teachers continue to express concerns with the MTSS/RtI process and the magnitude of work involve in this process We will be working to address this during the 2014-2015 school year by piloting I-station intervention/enrichment program in collaboration with UCF.

Math The three year FCAT data indicates a slight but steady increase in data trend in the percent of students at proficiency in math. (2012-64%; 2013-69%, 2014-70%). There was a 5% increase in proficiency scores between 2012 and 2013 and a 1% growth in 2014. We have demonstrated in the lowest 25% in math from 51% in 2013 to 63% in 2014. The percent of students making gains in math also increased from 64% to 75%.Students with disabilities subgroup continues to demonstrate a decline in math. (2012-29%; 2013-27% and 2014- 22%). The AMO target was not met for this subgroup in math. However, our economically disadvantaged students have demonstrated growth in math, (2013-56% and 2014-63%

Although some of our subgroups demonstrated growth in math in 2013, the data trend is showing a consistent decline in amount of students who scored level 4 and level 5 in math. 2012-39%; 2013-30% and in 2014-26%.We will continue to work to increase rigor in math instruction and teach the MAFS across all grade

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levels.

Science In science, the three year data trend has indicates a steady decline in the percent of students scoring at proficiency level. In (2012-65%; 2013-64%; 2014 -56%). Although the state’s new proficiency levels in science were added in 2013, we are still seeing a decrease in the percent of students that are demonstrating proficiency in science. The data also indicates that in 2012 and 2013, 35% of our 5th graders scored at level 1 and 2 and in 2014, 41% scored at level 1 and 2. Our focus will shift in 2014-15 to decrease the level 1 & 2 from 41% to at least 30% and increase the proficiency level form 56% to 60%. Students will be involved in hands on science experiences via the re-organized science lab as well as through STEM related activities and after school science program.

Writing Our writing scores on the FCAT Writing Assessment showed a significant decrease from prior years. (In 2012-65%-3.0 and above and only 33% at 3.5 above; in 2013-34% of our fourth graders scored 3.5 and above based on the new scoring criteria and in 2014 we declined again to only 21% scoring 3.5 and above.) Our focus will be digging deeper into the Florida Standards for ELA writing at all grade levels to get a better understanding of what is expected at each level. Teacher will engage students in text-based writing. Teachers will provide feedback to students about writing. Teachers will also collaborate, score and share anchor papers to improve writing.

Analysis of Current Practice: (How do we currently conduct business?) Move any Action Steps that have become standard practice to this section.For the past two years the teachers and administrators at Sea Park engaged in developing professional growth plans that are tied to the School Improvement Plan. According to classroom walkthrough data from last year, a limited amount of essential questions, standards based instruction was taking place in some classrooms. A need to incorporate instructional strategies to prepare students for college and career/21st

Century was also noted, generating the list of strategies for the teacher survey referred to below.

During the 2013-2014 school year, Sea Park Elementary expanded its implementation of Professional Learning Communities to include our focus Essential Questions with summarizing, extended thinking strategies and rigor. Teacher leaders and administration participated in training with Dr. Max Thompson’s group on EQ and extended Thinking, as well as review the book on EQ by McTighe. We increased intervention in both reading and math. As a result of this change, we made tremendous gains in both reading and math for our lowest performing students.

Currently at Sea Park Elementary, our data team meets bi-monthly during the teachers’ planning time. The time is usually used to discuss student data, share strategies, and monitor the lowest 25% student groups. We discuss best practices in all content areas, as well as look at student performance on assessments. Our subject-area contacts attended district-level meetings regarding curriculum. The strategies learned are shared with all teachers during PLC meetings and faculty meetings. We have also added a monthly data meeting with the IPST to provide additional support to teachers on

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interventions and progress monitoring.

During the 2013-2014 school year, our goal was to assist teachers in the full implementation of the Common Core State Standards by providing professional development in high-order questioning, differentiated instruction, setting objectives and providing feedback, , and incorporation of increased amounts of informational text. Teachers completed a survey to choose their top three strategies of interest. This data, along with classroom walkthrough data, will drive our School Improvement Plan barriers and action steps.

During the summer of 2013, administrators and teacher leaders attended Common Core State Standards training in addition to training on Creating a High Performance Learning Culture-Monitoring For Achievement with Dr. Max Thompson. During preplanning, a CCSS update was provided to the staff. Students in (K-2 will continue the implementation of ELA and Math CCSS, while students in grades 3-6 will implement a blended model. Common Core Launch Team members provided an in-depth review of the six shifts and teachers brainstormed ways to accomplish each shift within their classrooms. We will continue with Florida Standards professional development during our faculty meetings as well as on short day PD Wednesdays and other designated school-based in-service days. Teachers and administrators will provide input in the development of the SIP as well as monitor implantation and include SIP into their PGP and DP. Teacher will also participate in continue technology training to learn the new systems such as ProGoe, Performance Matters, C-Palms and integration of subject areas via technology during the 2014-2015 school year.

Our goal is to continue to implement strategies to increase rigor as we implement the Florida Standards in all grade levels. We also want to continue our focus on increasing our gifted population. Our gifted teacher will collaborate with classroom teachers to identify and screen students to see if they meet the criteria for the Gifted Enrichment Program. We will continue to invite high performing students who did not qualified for gifted to participate in the TAG program.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)What does the research say about your findings? Evidenced based? What practices can you put into place to work on what the data says is impeding student achievement?

Based on what you are seeing; what teachers are doing well; what you need to change and improve…RESEARCH SAYS YOU SHOULD…

Standards have remained fixed at the center of school reform during the past decade. It is defined as “what students should know and be able to do.” Standards provide a focus for curriculum, instruction, and assessment as well as professional development and collaboration.Dr. Emily Schell states that standards have provided support for existing state curriculum frameworks. She continues by stating that core curriculum guides serve to describe what teachers should teach, content standards serve to describe the knowledge and skills demanded of each student. Thus, shifting primary ownership for educational achievement form not only the teacher but to students to take accountability for their learning. This issue of accountability have raised the stakes for the entire educational community, both educators

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and students. In her research she also noted that in a standard-based system, a common set of content and performance standards provides for alignment between all classrooms. The content rigor and expectations for any course are not contingent upon the teacher, school site and students population.Teachers must work collaboratively to “unpack” the standards in efforts to design clear instruction and assessments. Professional development with focus on standards is a critical pieces to provide support to teachers for effective implementation of standards-based instruction for student achievement.

The work of Dr. Barbara Blackburn, 2008 defines rigor as creating an environment in which student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. Four tools to look for in recognizing rigor in the classroom are:

1. Questions and Responses- High order questions and responses by both teacher and student.

2. Scaffolding in Lessons- Asking guiding questions, chunking information, color-coding, use of study guides and graphic organizers. (Thinking Maps)

3. Student engagement opportunity for all students to demonstrate learning at high levels.4. Student engagement is the key aspect of rigor.

Recognizing rigor in the classroom is about recognizing good instruction. It is about recognizing high student expectations and providing support to achieve those high levels. Blackburn, B. (2008) Rigor is NOT a Four- Letter Word and Williamson, Eastern Michigan University- coauthors of : The Principal ship From A-Z and Rigorous Schools & Classrooms.

In the body of work known as Understanding by Design, (McTighe & Wiggins, 2004, 2005, 2007, 2011, 2012); it states that education should strive to develop and deepen students’ understanding of important ideas and processes so they can transfer their learning within and outside the school. They recommend unpacking content to identify long term transfer goals and desired understandings. Part of this unpacking involves the development of essential questions (EQ) to frame key learning goals. The research also noted that a question can be considered essential when it helps students makes sense of seemingly isolated skills and facts or important ideas and strategies.

According to Max Thompson, Essential Questions provide the focus for student thinking and learning. They can generate interest and connections to students’ prior knowledge. Essential Questions can create a dynamic tension between the intended outcome and the process used to achieve student success. Essential Questions are planned, thought provoking, and provide a clear focus for learning. Essential Questions have the ability to raise student interest, involvement, wonder, and ultimately learning. Dr. Max Thompson’s work on research-based Essential Questions, states that an Essential Question incorporates Summarizing, Vocabulary in Context, and Advance Organizers incorporated into one learning activity makes it an Exemplary Practice. He also states that in 97% of schools who began lessons with an essential question and had students respond to that question at the end of the lesson, had 90% or greater of students in all sub-groups meeting proficiency. (Moving Schools: Lesson from Exemplary Leaders, Learning Focused)

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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?)

All teachers at Sea Park Elementary will focus on consistent and pervasive standards based instruction, with emphasis on increased rigor, differentiated instruction, and continued use of standards based essential questions when designing engaging lesson plans.

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

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1. Evidence of standard-based instruction not consistent school-wide

1. Monitor use of Florida standards through classroom walk through visits and assessments.

2. Create lesson plans to indicate FL Standards are being taught.

3. Displayed student work will be posted with standard-based EQ.

Administration

Teachers

August 2014- May 2015

August 2014- May 2015

$0.00

$0.00

CWT feedback sheets

Sample of student assessments

Feedback sheets

Sample student work with standards posted

2. Declining proficiency scores on 2014 FCAT W/S

1. Create and utilize a STEM lab and purchase integrated kits for teachers and students to access for hands on science related activities2. Incorporate more hands on science lessons to engage

Teachers LeadersParent VolunteersAdministration

August 2014-May 2015

August 2014-May 2105

$841.00

$500.00

Lab Sign-up sheet

CWTw/feedbackInformal obs.

CWT w/feedbackInformal obs.

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students3. Offer after school support for science, math ELA, and writing

4. Work with teachers to look closely at the ELA Writing standards at their grade level to ensure instruction is focused on those standards for writing.

5. Invite district writing resource teacher to conduct writing workshops on implement ELA writing standards.

Teachers

AdministratorsTeacher leaders

District Writing Resource Teacher

Jan 2015-Mar 2015

Early Release Wednesday, Faculty mtg. PD

Dec 11, 2014

$3100.00Lesson Plans

Student attendanceProgress ReportCWT

CWT-Feedback & reflectionTeacher share student anchor papers

3. Evidence indicates there is a need for more teacher in-service in Florida Standards

1.Train teacher leaders to conduct teacher in-service on FL Standards

2. Invite C-Palms Representative to train teachers to access and use C-Palm site to access FL standard material and resources across all grade level.

3. Continue to offer and implement Kagan Structures to engage students.

4. Offer PD with focus on ELA Writing to increase focus on requirements for writing.

5. Provide PD in standards base instruction.

District personnelSchool-based Teacher LeadersAdministrators

AdministersC-Palms Rep

Teacher leaders

Reading CoachDistrict Personnel

Reading CoachTeacher leaders

July 18, 2014August 14, 2014Oct 2014-May 2015October 15, 2014October 17, 2014 PD

Faculty meetings

Sept 2014-April 2015

Oct 2014

$0.00

$0.00

$100.00

$0.00

CWT w/feedback exit slips, lesson plans

CWT w/feedback & reflection.

Use of lesson plans or template from C- Palms

CWT w/feedback

CWT w/feedback and reflection

4. Evidence indicate there is a need for more teacher in-service on how to increase rigor for student achievement

1. Offer training on strategies to increase rigor.2. Provide book: Rigor is Not a Four Letter Word to all teachers.

3. Conduct a book

Administration

Admin and teachers

Admin & teachers

August 2014-January 2015

October 2014

Nov 2014-March 2015

$300.00

CWT w/feedback and reflection

Purchase Order

CWT w/feedback and

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study on Rigor is Not a Four Letter Word.

4. Provide refresher training on Differentiated Instruction.

Teacher leaderAugust 14, 2014

reflectionAgenda and attendance sheet

CWT with feedback and reflection, exit slip

5. There is a need for shift in lesson planning to address deep conceptual understanding for students

1.Monitor lesson higher order questions and rigorous activities

2.Provide sample lesson plan template to teachers

AdminMentor teachers

Teacher leaders

Sept 2014-May 2015

August 2014

$0.00 CWT-EQ posted

CWT, monitor lesson plans and provide feedback

6. There continues to be a lack of parental engagement in curriculum based events.(Ex. STEM, FSA night, etc.)

1. Provide more academic based offerings to engage parents and that are beneficial to students.

2. Host STEM kickoff event, FSA Math & ELA Parent Night, Science Night and Technology night to educate parents about strategies to work with students in various content areas.

3. Create two OM teams to engage students and parents in creative problem solving and creative thinking

Teacher leaders

STEM CoordinatorAdminTeachersAdmin

Teacher Leaders

Sept 2014March 2015

Sept 2014March 2015

Sept 2014-April 2015

$0.00

$100.00

$250.00

Sign in sheetParent feedback

CWT w/feedback and reflection

Students, Parent feedback

7. There is a need to continue to conduct screening to increase gifted population

1. Identity students that may qualify for gifted.2. Utilize a gifted checklist to determine if the students qualified for screening.3. Utilize hands on resources to increase rigor and relevance in the gifted classroom.

TeachersGSP teacher

Sept 2014-May 2015

$0.00 Screening results

8. Due to several new software programs, there is

1. Offer technology overview of all new technology programs during preplanning week.

Tech SpecialistAdministersMedia SpecialistTech Integrators

August 2014 -May 2015

$ 0.00 CWT w/feedback and reflection

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evidence that indicates a need for in-service for teachers to effectively utilized new technology programs that will engage student and support teachers.

2. Conduct follow up training on ProGoe, FAIR-FSPerformance Matters,Launch Pad andI-Station onTech Tuesdays or faculty meeting PLC

Teachers leadersAdminReading Coach

Aug, 2014-May 2015

$0.00CWT with feedback and reflectionExit slips

9. Time involved in conducting and documenting RTI data, additional support is needed in data collection to support students.

1. Participate in piloting the software program I-station to better support student’s achievement.

2. Provide I-station training for all teachers.3. Involve teachers in analyzing data to inform instruction.

AdministrationReading CoachTech SpecialistTeachers

“

September 2014May 2015

September 16, 2014

Funded through UCF

I-station reportsCWT w/feedback and reflection

10. Teacher survey indicates a need to provide time and support for collaborative planning.

1. Provide additional time for teachers to plan in addition to the short day Wednesdays.

2. Provide time for teacher to observe each other and reflect on how to improve professional practice and planning, by securing substitutefunding

AdministrationTeachers

Admin

1st semester

1st semester

Cost for subs

Copy of planning summary

Feedback and reflection

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.During the 2014-2015 school year, Sea Park staff will focus their professional practice on Standard based instruction with increased rigor. 100% of teachers will display and use standards and displaying of essential questions that are standards based. 100% of teachers and administrators

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will include strategies from the School Improvement Plan into their Professional Growth Plan and Deliberate Practice. Classroom Walk Through and informal observations will be used to monitor and provide feedback to teachers.

This will be evidenced by classroom walkthrough data, lesson plans, display of student work, teacher portfolio documentation, PGP review and School Improvement Plan teacher survey results.During the 2014-2015 school year, 100% of teachers at Sea Park will participate in PGP writing utilizing ProGOE. Teacher PGP’s will be measured using the district created rubric for development, implementation, in-process measures and “Look Fors” and “Ask About” checklist created by administration. Teachers will also participate in in-services addressing the Florida Standards that are specific to their grade level. We will utilize the early release PD Wednesday to provide training and support for teachers. We will continue monitoring with CWT and provide feedback to teachers.

Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)Where do you want your students to be? What will student achievement look like at the end of the school year 2014-15? What tool will be used to measure progress throughout the year?

Students at Sea Park Elementary will receive standards based instruction and use research based strategies, essential questions, and higher order thinking strategies to improve their achievement level.Qualitative

Students will examine their own data, set learning goals, and keep track of their progress in data notebooks. Each teacher will share at least one exemplary lesson plan as evidence of planning for standard based instruction. Teachers will use formative assessments and exit slips to monitor student progress. Students will be asked during CWT if they have knowledge of the standard they working on. Classroom Walkthrough data will be used to monitor focus on standard based instruction, writing focus and increased in rigorous lessons. CWT data will be collected three times per year to monitor the pulse of instruction. (Begin for baseline, middle and in May to see progress.)

Quantitative Students in grades 3-6 will score above the 50th percentile on the Florida Standards Assessment in ELA and math and will maintain current performance ranking in both areas.

Students in grades 4-6 taking the Florida Standards Assessment in ELA-Writing component will score above the 50th percentile and increase performance ranking in writing. The writing component will be monitored bi-weekly in data meetings as well as through classroom walk through visits and student work.On the 2015 FCAT science, students will demonstrate proficiency by increasing from 56% to 60%.

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On-going progress monitoring will be done with the MTSS process, district assessments, FAIR data, I-Station data, PSI, PASI data, and teacher made assessments. Teachers will share data in their CMA groups as well as grade level data team meetings and IPST data meetings in order to plan and implement interventions with fidelity to meet students’ needs. These practices will result in an increased use of higher order questions and focus on the standards that will in turn improve student performance.

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

For the following areas, please write a brief narrative that includes the data for the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2014-2015. Instructions and support are provided in each section to assist with what data you may include. The instructions are intended to be a guide and may be deleted from each cell to allow for appropriate typing space.

MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.a) Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel,

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

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

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

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

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

Sea Park MTSS Leadership Team members are: Ena Leiba, PrincipalElaine Cajigas, Literacy CoachLinda Collins, ESE Teacher & MTSS School ContactKim Anders, Counselor

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Douglas Blount, Assistant PrincipalMichelle Talenda, School PsychologistMelissa Braun, Staffing SpecialistShelly Dickerson- Resource at the District level. (Called as needed)

The MTSS Team assists in the selection of research-based intervention strategies that are shared with teachers during Kid Talk and IPST/Data meetings. The team assists in monitoring and recommending strategies to ensure the success of students as we work through the MTSS process and during the implementation of the goals set forth in the School Improvement Plan. The Literacy Coach and administrators work together to review data and trends to determine predictors of success. The team provides valuable data and input to the SAC in the development of the School Improvement Plan.

The Sea Park MTSS Leadership team provides teachers with an updated overview of the MTSS process. The team meets on a monthly to discuss teachers' concerns about struggling students, both academic and/or behavioral. This is in addition to the bi-monthly Data meetings held by grade level teams. The team identifies the students' strengths, interests, and weaknesses. Baseline data that has been collected from the entire class/grade level is used to determine if a gap exists and the interventions that should be implemented. Once it is determined that students need interventions, then a Tier II plan using research-based intervention will be developed to include how long the intervention will be in place, and how the students’ progress will be measured.

After several weeks of interventions in Tier II, the students who do not adequately respond would be eligible for additional testing and Tier III individualized, intensive interventions targeted at skill deficits. All decisions related to the MTSS process are determined by the team. The MTSS Leadership Team continues to meet as needed to develop/modify materials and training to support teachers in the MTSS process. Based on our percent of students making gains during the 2013-14 school year in reading and math, we feltl that our focus on implementation of the intensive intervention strategies contributed to the gains through MTSS/RtI process.

The Performance Matters and A3 data bases will be used to monitor and input student data. During the 2015 school year, Sea Park will be piloting the I-Station online Researched -based intervention program for grade Pre-K-6 th grade. The I-station program will assess students and create individualized instruction based on student’s need. The program will also provide weekly reports for progress monitoring as well as monthly assessment data. From this data, students’ progress can be tracked, the results analyzed, and interventions and implementation documented on each tier level. A PMP will created and monitored for students performing below grade level or who have scored level 1 & level 2 on FCAT. Parent meetings and other pertinent student data will also be documented in A3. The new PMRN will also be utilized to access student FAIR-FS data.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Consider the level of family and community involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).

On the 2013-2014 Parent Survey, 87 of our parents participated in the survey. 51% of the parents who participated in the survey indicated that school-based meetings were not relevant to their child and 41.2 % responded that meetings/events not at convenient times were offered at times. 81% responded that Monday night worked best from them to offer evening events and 75% (48) of the parents indicated that Thursday evenings worked best to host after school events. The survey data also indicated that 48% of our parents would like to see more school clubs/activities offered for students. During the 2013-2014 school year our volunteers logged over 4920 volunteer hours.

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Sea Park Elementary provides a variety of opportunities to promote volunteerism in our school. Parents work to assist with classroom activities and with the beautification of school grounds in conjunction with Keep Brevard Beautiful projects. The School Advisory Council and PTO are active organizations that promote and facilitate school-wide events that offer various opportunities for parents to volunteer. Sea Park Elementary offers many opportunities to involve parents.

These events include:SAC, PTO, STEM Night events, Fall Festival, room parents, co-sponsoring Odyssey of the Mind teams, volunteering in classrooms, field trip opportunities (such as Lagoon Quest), Winter Dance, Volunteer Orientation, Volunteer Appreciation Dinner, Open House, volunteering in the Book Fair, Stem Lab, Fine Arts Night, Field Day event, assisting with picture day and vision and hearing, School Beautification Club, musical presentation, Jr. Apple Corp Volunteers, FSA Science Night, Florida Standards Assessment information night and school enrichment club activities such as Math Club, Book Bash, and Lego Robotics.

In addition, members of the Satellite Beach Women's Club and Trinity Presbyterian Church tutor students who are having difficulty in reading and math. This is the 10th year of this partnership with the SBWC. Parents and community members are also invited to participate in our Patriot's Day and Veterans’ Day observances. Parents are encouraged to sign up to volunteer for field trips, special events at the school, and to assist in the classroom. With 100% of our teachers trained to utilize Edline/Grade Quick to communicate with parents/guardians about their students’ progress, we are making every effort to ensure parents in grades K-6 have activated their accounts. This effort increases communication and involvement between parents and teachers as evidenced by Edline Parent Utilization Reports and comments on the parent survey. In the past, individual teachers and guidance counselors provide "homework help" and "study skills" information to students and parents. In 2013-2014 school year we had approximately 50% of our lowest quartile student families participating in one or more school events such as Open House, Science Fair Night, parent conferences, award program for academic growth, and Fall Festival activities.

Our goal is to continue to offer opportunities for parents and community leaders to volunteer and get involved in our school to maximize students' academic performance. This year we will continue to increase our efforts to offer more school-wide assistance in the areas of providing more after school clubs as well as monitor and increase efforts to at least 60% engaging of families of our lower quartile students.

STUDENT SURVEY RESULTS (Required):Address Elements of Student Survey Results found in the District Strategic Plan and describe how you will improve student perceptions of these indicators.

Strategic Plan Indicators: Promotes 21st Century Skills 1.4.2, 1.4.3, 1.4.4, 1.4.5 Safe Learning Environment 2.2.2, 2.2.3, 2.2.4, 2.2.5

Elementary Student Survey: 21st Century Skills – Refer results pages 3 – 4 Online Safety – Refer results pages 4 - 6 School Safety – Refer results pages 6 - 7

Secondary Student Survey: 21st Century Skills – Refer results pages 4 - 6 Online Safety – Refer results pages 6 - 7 School Safety – Refer results pages 7 - 8 Attendance

To be in alignment with the District Strategic plan. The following data was collected from the 2014 BPS Student Survey, in response to the question on 21 st Century Acquisition :

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Teamwork/collaboration SP 1.4.2-45% responded often as a responseReal world Issues SP 1.4.3 – 38.7% responded often as a responsePractical use of technology SP 1.4.4- 38.7% responded often as a responseOrganizational Skills SP 1.4.5- 35.4% responded often as a response

The following data was also collected from the 2014 BPS Student Survey, is in response to the question on, On-line Safety and School Safety: The District Strategic Plan goal of Maintaining a safe learning (SP 2.2.3, SP 2.2.4 and SP2.2.591.40% responded they felt safe at school92.47% of students who participated in the survey responded yes to learning about on-line safety at school13.98 % responded they have received hurtful text or email12.9% responded they have “Friended someone online they did not know.

18.98% stated they have felt unsafe while online76.34% responded they have been cyber-bullied49.46% responded they have a friend that have been or is being cyber-bullied

The student survey results indicated that 82% of our students have computers at home with internet access.Our guidance counselor and media specialist will work collaboratively to teach students about internet safety and dangers of cyber bullying. With the help of district personnel, and Brevard County Sheriff Office- Crime Prevention Unit, we will host student and parent information sessions to bring awareness about bullying. The school counselor will train and facilitate the work with Sea Park Youth Leadership Team to visit classrooms to talk about bullying. A “Bully Box” is in place in the office and in some classrooms for reporting bullying incidences.

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Early Warning Systems (SB 850)1. Describe the school’s early warning system and provide a list of the early warning indicators used in the system. This list must include the following:

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 Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Students who are not proficient in reading by third gradeSECONDARY

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 Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics

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

indicators3. 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).

A 2008 study conducted by the Rodel Community Scholars at Arizona State University indicated that attendance rate is important because students are more likely to succeed in academics when they attend school consistently. It is difficult for the teacher and the class to build their skills and progress if a large number of students are frequently absent. In addition to falling behind in academics, students who are not in school on a regular basis are more likely to get into trouble with the law and cause problems in their communities. (School Attendance Issues: Issues to Consider, www.greatschools.org

Sea Park EWS Number of StudentsGrade Level K 1 2 3 4 5 6 Total

Attendance <90

3 9 16 18 7 5 6 68

1 or more ISS or OSS

1 0 0 0 0 0 1 2

Level 1 in Reading or Math

N/A N/A N/A N/A 6 6 5 17

Retentions 3 3 6 0 0 1 0 13

Sea Park’s attendance average for 2011-2012 was 94.96% for 2012-2013 was 94.68% and 2013-2014 was 95.43%. The district average was 95.48%-2012; 95.18%-2013 and 95.20%. The data also revealed that Sea Park students had an average of 1.02% of excused absences and average of 4.02% unexcused absences in 2012. In 2013 the average excused absences was 1.01%; 4.02% unexcused absences and for 2013-2014 85% excused and 3.74% unexcused.This is in comparison to the district’s excused absence average of 1.61% and 2.90% unexcused absences in 2012 and 1.75% excused and 3.07% unexcused in 2012-2013 and 1.64% excused and 3.16% unexcused in 2013-2014.

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Retained students are monitored with the lowest 25% group of students, FCAT Level 1 students, and students with attendance below the 90%. We will also monitor students that are failing any subject areas and students with in or out of school suspensions. Meetings will be scheduled with parents of these students throughout the year via IPST meetings or parent conferences. Teachers will review data to diagnose areas of weakness. A PMP will be generated to assist in documenting progress. The MTSS process will be followed with progress monitoring data that supports interventions. Our retained students and FCAT level 1 students are offered additional support in intervention groups, as well as in our Academic Support Program. In addition, during the 2014-2015 school year, we will utilized I-station program to assists teachers in providing researched-based intervention strategies and collect progress monitoring data to effectively support students.

Our goal for the 2014 -2015 school year is to maintain above the 95% in attendance rate. Tardiness continues to be an area of concern at Sea Park. To address the excessive absences and tardy issues, we will continue our attendance incentive program to recognize the classes that have the lowest percent of absenteeism and tardiness each nine week period. We will also follow the district policy that states: After five unexcused absences within a 30 day period, the attendance clerk will report to the guidance counselor and an attendance meeting will be scheduled with the Individual Problem Solving Team (IPST) and parents/guardian. Special awards will be given to students at our semester award ceremony for excellent attendance. We will monitor attendance via Performance Matters Program.

Students who are frequent flyers in receiving discipline referrals are referred to our MTSS team to see if a behavior plan may be needed. Parents are invited in to conference about student behavior and intervention plans. If the interventions are not effective then we consult our Behavior Analyst for further assistance to support the student.Students who receive referrals that lead to a suspension are also referred to our MTSS team to see if a behavior plan may be needed. Parents are invited in to conference about student behavior and intervention plans. If the interventions are not effective then we consult our Behavior Analyst for further assistance to support the student. The district guidelines are followed for this process. We will monitor students discipline in Performance Matters.

CTE/STEM:1. All Levels

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

At Sea Park we implemented a STEM Academy during the 2013-2014 school year. Throughout the year we offered several STEM related activities that involved parents, students and teachers. We will be continuing to offer more STEM related events for students.

2013-2014 - 5 STEM related events were offered.STEM Kick off with NASA; Science Technology, Engineer Design Challenge, and Math Night events. We also had 2 LEGO Robotics teams who participated in various events.

2014-2015 – During year two of the Academy we have planned 5 more STEM related events. These are similar to the ones offered in previous year. In September 2014 a STEM lab was created that features various activities to support curriculum in the STEM areas. Parent volunteers have worked to assist in the creation of the lab. The STEM lab will be used to engage students in hands-on minds-on learning experiences that will increase student achievement.

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