Brevard County Public Schools

School Improvement Plan

2013-2014

Name of School: Area:

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Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

We work together to meet the needs of every student with excellence as the standard.

Vision Statement:

MILA’s community fosters motivated, independent, lifelong achievers who work together as contributing members of society.
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Brevard County Public Schools

School Improvement Plan

2013-2014

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?
FCAT Results (2011-2013)
Year / Reading (3+) / Math (3+) / Writing / Science (3+) / Lowest 25% Reading (ALG) / Lowest 25% Math (ALG)
2012-2013 / 59% / 48% / 22% / 57% / 73% / 62%
2011-2012 / 61% / 53% / 68% / 40% / 70% / 54%
2010-2011 / 81% / 85% / 75% / 75% / 59% / 58%
Utilizing 2013 School Grade and FCAT 2.0 data MILA students and teachers demonstrated the most success on the science proficiency rate (+17%) and percentage of lowest 25% making learning gains in math (+8%). The learning gains for the lowest 25% in reading and math have continued to increase in reading over the past three years. The school decreased the overall grade points from 479 points to 452, a decrease of 27 points. Reading proficiency declined 2%, and math proficiency declined 5%. Writing proficiency showed the greatest decrease, declining 46%. It should be noted that the required score for proficiency target on FCAT 2013 increased from 3.0 to 3.5. Had the required score remained the same, our students would have scored similarly to the previous year and MILA would have earned the school grade of a B.
During preplanning, our teachers examined 2013 FCAT 2.0 scores by school, grade level and class. The instructional analysis worksheet was completed using three years of FCAT data for each grade level. Below is a snapshot utilizing the Instructional Analysis tool for 2013 reading and math scores, it was determined that the majority of our student proficiency levels fall within the following:
Students Meeting Standard / 2013 SY
Reading
Grade 3
Level 3 or Above / 2013 SY
Reading
Grade 4
Level 3 or Above / 2013 SY
Reading
Grade 5
Level 3 or Above / 2013 SY
Reading
Grade 6
Level 3 or Above / 2013 SY
Math
Grade 3
Level 3 or Above / 2013 SY
Math
Grade 4
Level 3 or Above / 2013 SY
Math
Grade 5
Level 3 or Above / 2013 SY
Math
Grade 6
Level 3 or Above
85-100%
70-84%
50-69% / X (60) / X(55) / X(62) / X (67) / X(69)
35-49% / X (40) / X(38) / X(48)
0-34%
From the chart above, in reading all grade levels fall within 50-69% of the students meeting standards. The analysis sheet references that we have an instructional issue. It is imperative that we implement high probability instructional strategies in 75% of the lessons in classrooms. The description also indicates there is probably a lot of lecture, whole group and direct teaching. In math, grades 3-5 students fall within the 35-49% range and indicate a curriculum issue. It is imperative to coordinate curriculum objectives across grade levels and subject areas making sure all objectives are taught with horizontal and vertical alignment of standards needing to occur. Sixth grade is the exception in math with 69%, therefore referencing an instructional issue.
In looking at our students who participated in the Florida Alternate Reading Assessment, six students scored a performance level of 2, three scored a level of 3, two scored a level of 4, one scored a level of 5, two scored a level of 6 and one scored a level 9. This indicates that 40% of our FAA students scored proficiency in reading. In math, our students scored the following: four students scored a level 2, six students scored a level 3, four students scored a level 4 and one student scored a level 9. This indicates 33% of our FAA students scored proficiency in math.
Through informal conversations with teacher leaders and Professional Learning Teams, teachers indicate that more vertical articulation needs to occur specifically in the area of mathematics. Through horizontal Professional Learning Teams, members need to examine standards, plan lessons, align assignments and assessments. Classroom walkthroughs reveal assignments/tasks given are lacking in standards-based alignment.

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

Move any Action Steps that have become standard practice to this section.
MILA promotes a collaborative and cohesive learning environment for our teachers. MILA's teachers have met in PLTs vertically, horizontally, and as a whole staff for the last four years. Each year, new norms and expectations are set in an effort to promote open communication and collaborative problem solving as it relates to the four questions under the umbrella of becoming a Professional Learning Community. Although vertical articulation has occurred, a need for discussion among teachers will help bridge areas of concern. Teachers gather data from multiple sources (e.g. PASI, PSI, FAIR, DIBELS Next and district and state assessments) to progress monitor students and provide flexible grouping to meet students’ academic needs. It is evident that some grade level teams are in different places and work differently as a team. Last year, over 25 of MILA's teachers participated in an 8-week Differentiated Instruction Workshop offered through the Office of Title I. This professional development happened second semester beginning in January and ending in March. Teachers didn't have enough time to fully implement the concepts/strategies/activities gleaned from the professional development in the classroom based on student data.
In math, teachers continue to focus on meeting individual needs through small group instruction, specifically students struggling with concepts. Thirty minutes has been added to grade level schedules to allow time for common-needs grouping and to strengthen areas of concern and support enrichment. Hands-on application and discussion should be imbedded in math instruction. Classroom walkthroughs indicate that the Standards-Based Instruction needs to be done with fidelity and continue the use of high order questions to promote a deeper understanding.
Writing has been a downward spiral for MILA for several years. Despite the strategies put in place, student scores continue to decrease in meeting proficiency. Depending on the grade level, teachers have a set time for teaching the Common Core State Standards/Next Generation State Standards and skills. They follow the district developed curriculum guides such as Piece by Piece, Developing the Craft, Developing Ideas, and Developing Sentence Imitation as well as Journeys resources such as the Common Core Writing Handbook and the Literacy and Language Guide. All teachers will follow the Journeys ELA Instructional Framework Writing to Texts and the Brevard English Language Arts Assessments (BELAA) scoring rubrics. All grades will write daily and integrate writing in the 90 minute reading block through routine writing which responds to text and text dependent questions. Analytic writing using evidence and crafting works that display a degree of logical integration and coherence. Narrative writing offers students opportunities to express personal ideas and experiences and research related writing to address a significant topic, problem, or issue. However, it should be noted that due to teacher turn-over, it is necessary to revisit the standards/expectations in writing. Members of MILA’s Title I team “push-in” to offer additional instruction in this area for students in fourth grade.
MILA's biggest success was with the 17 point increase in fifth grade Science. Teachers will continue to focus on hands-on science activities in cooperative learning groups. Science journals will be utilized for vocabulary concepts and summary of key points learned.
We will continue to implement the following action steps from last year’s School Improvement Plan:
·  Continue the use of higher order questioning throughout the content areas using Quality and Text Dependent Questions.
·  Utilize differentiated instruction techniques to meet the needs of all students.
·  Provide a Walk to Intervention model at each grade level to ensure that time is allocated for struggling students outside the mandated 90 minute reading block.
·  Provide small group, needs based, math instruction while utilizing math centers to reinforce skill acquisition.
·  Continue to implement the FOCUS calendar to incorporate Professional Learning Team meetings, both vertical and horizontal, to facilitate data talks, curriculum content, and ongoing progress monitoring.
·  Provide, inspect, and give feedback to students using progress monitoring/goal setting tools; including data notebooks.
As we move into this year with a plan of action, MILA's non-negotiables for our staff will be to implement consistently and pervasively:
·  Engage students in writing by offering and supporting opinions and demonstrating understanding of all content areas. Develop the capacity to build knowledge on a subject through research projects and respond analytically to literary and informational sources.
·  Post essential questions and expect students to answer essential questions verbally and/or written. Summarizing strategies should be utilized throughout the lesson (referring back to the essential question.)
·  Through Professional Learning Teams, teachers will work collaboratively to ensure assignments and assessments align with standards.
As we move forward, we realize that we must fully embrace the Common Core State Standards. Effective standards based instruction is not about whether we taught it. It's about whether the students learned it. It is about understanding and knowing what our kids should be able to do and what evidence should our students be able to produce to show mastery. As a school, we understand the assessment is a roadmap.

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…
MILA has made great strides in developing and implementing Professional Learning Teams (both vertical and horizontal). Vertical PLTs created collective commitments to follow a shared vision and mission for their students:
·  MILA’s Mission: We work together to meet the needs of every student with excellence as the standard.
·  MILA’s Vision: MILA’s community fosters motivated, independent, lifelong achievers who work together as contributing members of society.
·  MILA’s Collective Commitments:
1.  We believe all students can learn when instruction is presented using research-based strategies that meet their individual needs.
2.  We believe setting goals will create accountability for everyone.
3.  We believe an optimal learning environment takes place when all feel safe, nurtured and valued.
4.  We believe children have the right to be educated in an environment that promotes REACH expectations (Respect for people and property, Exhibit safe behavior, Active listener, Courteous language, Hold yourself responsible).
5.  We believe in establishing relationships in order for collaboration to occur (student-student; student-teacher; teacher-parent; teacher-teammates).
6.  We believe all shareholders should work towards their personal best at all times.
Horizontal Professional Learning Teams (PLTs) created team norms. Administrators and teachers analyzed strand scores in reading, math, science and writing to determine the specific instructional focus needed along with corresponding professional development. We agreed that a focus on data, standards, and common assessments to improve achievement in all subject areas through utilization of Professional Learning Teams must continue in order to improve our school’s overall success with student achievement.
As we continue to work in Professional Learning Teams (PLTs), we are committed to improving our teaching and learning for all students by answering the critical corollary questions: What is it we expect them to learn? How will we know when they have learned it? How we will respond when they don’t learn? How will we respond when they already know it? Horizontal Professional Learning Teams will focus on grade-level specific standards, develop SMART goals based on data, and align assignments/assessments based on that goal. Emphasis should be placed on building relationships among new team members, holding teams and their members accountable, reflecting on practices (reflection summaries) and developing common formative assessments.
“The standards come alive when teachers study student work, collaborate with other teachers to improve their understanding of subjects and students’ thinking, and develop new approaches to teaching that are relevant and useful for them and their students” ‐Linda Darling‐Hammond, 1997
Florida’s Next Generation Sunshine State Standards and Common Core State Standards define content, knowledge, and abilities; provide grade‐level or course expectations for students; provide clear guidance to teachers for Depth of Knowledge and instructional goals; provide framework for state adopted instructional materials, and assessments; and serve as a guide to improve student learning. The 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 clarity in collaborations, help ensure equal educational opportunities and assist in identifying struggling students. These standards provide the foundation for standards‐based instruction in Florida’s public schools.
According to the Florida Department of Education, standards-based instruction is a process for planning, delivering, monitoring and improving academic programs in which clearly defined academic content standards provide the basis for content in instruction and assessment. Student learning is the focus. In Florida, setting standards for academic proficiency is a state level task. Districts develop local curriculum to provide students access to the state approved standards in appropriate contexts. School site educators engage students in meeting the standards through standards-based instruction.
The first step toward improving achievement and eliminating achievement gaps is the development of explicit, clear curriculum standards. Teachers have to know what standards students are expected to learn. The shift has promoted standards-based instruction and assessments, and a need for teachers to be more specific and focused when developing their lessons and units. According to Marzano"...curriculum is the single most important school initiative a school or district can engage to raise student achievement."
Research from Dr. Max Thompson’s booklet titled Moving Schools: Lessons from Exemplary Leaders, mirrors Dr. Robert Marzano’s research in his book Classroom Instruction that Works. Thompson suggests the following five research-based strategies produce the highest effect size and percentile gain:
1. Extending Thinking Strategies (1.61 or 45th percentile gain)
2. Summarizing (1.0 or 34th percentile gain)
3. Vocabulary in Context (.85 or 33rd percentile gain)
4. Advanced Organizers (.73 or 28th percentile gain)
5. Non-Verbal Representation (.65 or 25th percentile gain)
Dr. Thompson’s research also reveals a discord between alignment of standards and assignments, with a sharp decline beginning in third grade. One common pattern he has seen among high performing schools is “the structure of assignments reflected the state’s assessment structure in that assignments were standards-based and aligned to state standards with backward planning by teachers.” With the current implementation of Common Core State Standards in K-2 and bridging Next Generation Sunshine State Standards to Common Core this year in grades 3-6, greater emphasis must be placed on assignments matching the standards. This comes from a deeper understanding of the focus standards by “unpacking” them. According to Brevard Public Schools’ performance appraisal system, under Dimension Three: Instructional Delivery and Facilitation, “differentiated instruction is by content, process, and product.” In our BEST modules, beginning with the end in mind will help plan assignments and assessments that align with the standards and meet the needs of our students. Eleanor Dougherty, author of Assignments Matter: Making the Connections that Help Students Meet Standards, states, “Schools and districts that teach together, collaborating on one or more common assignments, build consensus and collaborate in ways that self-contained teaching cannot.”
As we focus on a standards-based planning approach, key elements to be considered are: essential questions, appropriate and meaningful activities aligned with the standards that promote higher order thinking skills and multiple sources of data to guide instructional decisions.
Due to the increased rigor of Common Core State Standards, which requires students to have a deeper understanding of concepts and be able to communicate their thoughts clearly through discussions and summarizing, we see a need at MILA to focus on summarizing across all content areas. According to Schwartz, Klein & Shook in Interactive Writing and Interactive Editing, 2001, research consistently supports reciprocal development of reading comprehension and writing proficiency. Writing to summarize, clarify, explain, give examples or explanations, in all content areas, increases comprehension of concepts and ideas which leads to higher achievement across content areas. The National Commission on Writing (2003) emphasized the importance of devoting more time to writing instruction and that writing should be assigned across the curriculum.

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