Brevard County Public Schools
School Improvement Plan
2014-15
Name of School: Area:
Principal: Area Superintendent:
SAC Chairperson:
Superintendent: Dr. Brian Binggeli
Mission Statement:
To educate all students with excellence as the standard, working together in a safe professional learning community.Vision Statement:
To inspire all children to learn at their highest potential, preparing them for tomorrow’s global expectations.Communication of School Improvement Plan:
Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders.
Our Mission and Vision Statements, and School Improvement Plan are communicated to our teachers, parents, students, and community through the Edline School Homepage, school newsletters, curriculum nights, School Advisory Council, and the high expectations of the administration and every instructor within our school. During faculty meetings, teachers will have opportunities to provide feedback and input in reference to our goals and School Improvement Plan development and implementation. Stakeholders will be involved in on-going quality relationship building, to support high academic expectations and help foster increased student achievement. Teachers will participate in school based management cadres SWIM (School Wide Integrated Management), to effectively communicate best practices among faculty and staff in each of the subject areas.Brevard County Public Schools
School 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?)
Student Achievement Data-- based on the Florida Comprehensive Assessment Test (FCAT 2.0)The FCAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Florida. In the 2013-2014 school year, Apollo experience a dramatic change in demographics with school closures and boundary changes, and blended curriculum. Through all barriers, Apollo maintained its “A” status. This was mainly due to our learning gains in Math, and an increase in Writing scores. The table below compares 3-years of achievement data showing School and State-average scores for the FCAT for level 3 (percent in achievement) and higher.
Table 1 3-year FCAT Comparison in Grades 3-5
Grade 3 / 2012 State / 2013 State / 2014 State
Reading / 72 (56) / 72 (57) / 59 (57)
Math / 72 (58) / 56 (58) / 54 (58)
Grade 4 / 2012 / 2013 / 2014
Reading / 76 (62) / 62 (60) / 63 (61)
Math / 72 (60) / 49 (61) / 68 (63)
Writing / 83 (60) / 68 (83) / 82 (53)
** 2014 Writing is compared to 3.0 and above as in previous years
Grade 5 / 2012 / 2013 / 2014
Reading / 78 (61) / 72 (60) / 57 (61)
Science / 73 (51) / 65 (53) / 64 (54)
Math / 78 (57) / 59 (55) / 48 (56)
Grade 6 / 2012 / 2013 / 2014
Reading / 72 (67) / 70 (59) / 68 (60)
Math / 80 (53) / 76 (52) / 70 (53)
The data indicates a decline in Reading and Math proficiency scores. In contrast, Apollo’s scores for learning gains meets or exceeds the district levels.
Apollo’s scores are above state averages (shown in parenthesis) in most grade levels. To further explain, in third-grade Reading, Apollo was 2 points above than the state average. In fifth-grade Reading, the scores were 4 points lower than the state average. Also in fifth grade, there was a significant decrease in fifth-grade Math proficiency, from 59% to 48%. In 6th grade, the scores are consistently above the state average by 18 points or more over the last three years. The trend for continuous improvement in the lowest 25% is clear in Math.
Reading - 64% of Apollo students in Grades 3-6 were proficient on the 2014 FCAT 2.0 Reading assessment. This is a 7% decrease from the previous year. Although percentages of students at Level 3 or above decreased, there was also decrease in the percentages of students making learning gains in Reading by 2%. In 2013, 72% of students made learning gains in Reading and in 2013, compared to 70% in 2014. Over the past 3 years, Reading scores have decreased. The data revealed a 7% decrease in students scoring Level 3 or above, which is now below the State and District averages in some grade levels. After desegregating the FAIR data for Kindergarten through 2nd grade, it is evident that the reading success probability is well below the 50% range. We firmly believe that if our Kindergarten- 2nd grade teachers lay a strong foundation, implementing Florida State Standards, student achievement will increase. In addition, teachers should be successful in closing the achievement gap in all student subgroups.
Writing – Results of 2014 FCAT Writes indicate 78% of Apollo’s 4th- grade students met high standards in Writing, scoring 3.5 or higher. The data shows a 10% increase from the previous year in writing. The 2014 FCAT 2.0 Writing had increased the rigor with mechanics and spelling conventions which increased testing difficulty. As a result, Apollo students met the challenge and exceeded the District and State averages. Professional Learning Communities (PLC) will continue to address our Writing expectations of scoring at proficiency or higher to meet high standards. Regularly, administration reviewed Writing samples for all students. This provided positive feedback to students. As administration observed students in the classroom, students were excited to share their stories. In addition, Professional Development Opportunities were provided to teachers.
Math – Results of 2014 FCAT 2.0, indicate 62% of students scored at grade level or higher, which is an 1% decrease from the previous year. The data also illustrates that Math scores are lower than the previous 3 years. In 2014, 82% of students in Grades 3-6 made learning gains in Math. This was a 17% increase from the previous year. In 2013, 63% of students in Grades 3-6 were proficient in Math. In addition, data shows a 12% increase in learning gains for students in the lowest 25% from the previous year. 6th grade had the largest percentage (70%) of students scoring at level 3 or above. However, 6th grade students also decreased, indicating a consistent state-wide pattern in this area. As a school, student - District Math Assessments are showing growth and meeting the proficiency level across the grade levels. However, we are seeing a “disconnect” between the district assessments and FCAT scores. Teacher surveys reveal teachers are implementing Differentiation and B.E.S.T. strategies, but need to implement Differentiation with fidelity. Our Professional Learning Communities will maintain a focus on this particular areas of concern.
Table 2
Comparison 2013-2014 FCAT Scores
Year / Rding / Math / Writing / Science / % Rding Gains / % Math Gains / Rding Gains
25% / Math Gains %25 / Total Points
2014 / 64 / 62 / 78 / 65 / 70 / 82 / 74 / 75 / 572
2013 / 71 / 63 / 68 / 65 / 72 / 65 / 80 / 63 / 549
Dif. / -7 / -1 / +10 / 0 / -2 / +17 / -6 / +12 / +23
When assessing the measurement of the success of the 2013-14 School Improvement Plan, (Differentiation in Math, Primarily), an observation of the 2 year comparison of FCAT proficiency scores and gains, is necessary. Typically Math scores fall far below Reading. However in 2014, Math proficiency scores fell only 1%. When you observe Math gains, the data reveals significant improvement in Math.
Science – The 2013 FCAT 2.0 Science scores indicate 65% of the 5th- grade students met high standards in Science. We will continue to adapt and focus on ensuring students continue to meet high standards at level 3 or higher. Higher-order Questioning is utilized in classrooms as evidenced through students’ Science journals. Teachers engage students in scientific inquiry, experiments, and discussions. We have implemented the use of Science notebooks/journals to self-progress monitor. The practice of keeping Science notebooks/journals will continue.
Table 3 Percentage Annual Learning Gains
Grades 4 through 6
Year / Reading
Gains / Math
Gains / Reading Gains Lowest 25% / Math Gains
Lowest 25%
2012 / 80 / 88 / 79 / 73
2013 / 72 / 65 / 80 / 63
2014 / 70 / 82 / 74 / 75
The table above indicates percentages of Annual Learning Gains from 2012-2014 FCAT. Data indicates a decrease in Annual Learning Gains in Reading and an increase in Math, in the Lowest 25%.
Analysis of Current Practice: (How do we currently conduct business?)
Current practices in Reading, Writing, Math and Science for Apollo Elementary:Reading:
The Houghton Mifflin Harcourt Florida Journeys Program is the District adopted Reading program. To meet the students’ needs, the District has recommended 150 minute Reading/Language Arts block of time. The 90- minute uninterrupted Reading block is scheduled daily. The 30-minute iii (Triple I Remediation) is set aside, daily, outside of the 90- minute uninterrupted Reading block. Differentiated instruction in small groups has been a focus in grades K-6, honing in on comprehension, fluency, and vocabulary skills. Progress Monitoring Plans are created and implemented for all below-grade level (BGL) students to address deficient areas. Additionally, 3rd-6th grade Level-1 students will be recommended for ASP (Academic Support Program) classes, as well as any Level-1 student in 3-6 grades. The goal of Academic Support Program (ASP) is to provide instructional support to below-grade level and level 1 students in Reading and Math. These services will occur after school to eligible students to provide support/remediation. The criteria for students to participate are as follows: Grade 3 students at Level 1 Reading FCAT 2.0 score (3rd grade students are a priority); Lowest 25% in Reading (3rd Grade); Grades 4-6 lowest 25% in reading and mathematics; Students in grades 3-6 who display deficiencies in science (Note: Students grades 3-6 struggling in science should be encouraged to be invited to participate in Science ASP). Voyager Reading Program will be used with second and third-grade students working BGL to differentiate instruction for areas in need of improvement. Diagnostic testing and a PASI/PSI are administered to the lowest 25% of students in Reading, inclusive of all third-grade students working BGL in Reading, with emphasis on Level-1 students. Flexible small group settings and iii, Tier 2, will be in place for the lowest 25% of students in Reading. Progress monitoring will take place for the lowest 25% of students, inclusive of all 3rd -grade students and Level-1 students in Reading.
The Writing programs currently used for Writing in K-6 grades, consists of the Piece By Piece pacing guide, Developing Artistic Writing Conventions and Writing Skills in place. Apollo Elementary has provided professional development in Writing instruction for the past several years. Two years ago, a school-wide Writing cadre was established composed of the Writing Point of Contact (POC), and a member of each grade level from K-6 grades. The Writing POC will relay communications from District meetings to the Writing cadre. A 30- minute time frame is scheduled each day, allowing for student Writing instruction. The District’s English Language Assessment, has been integrated where Writing is analyzed into the BELAA, quarterly. The cadre collaborates with teachers on ways to improve Writing instruction.
Math:
Currently, Scott Foresman EnVision (K-5 grades) and the Macmillan/McGraw-Hill Glencoe (6th- grade) Math programs are implemented for Mathematics instruction for at least 60 minutes, daily. Formative Assessments and progress-monitoring data drive Math instruction. Third-grade classes will be conducting timed skill tests to improve student achievement in Math and focusing on multi-step word problems. Teachers and Title I instructors incorporate differentiated instruction for students working BGL in Math, inclusive of the lowest 25% of students in all subgroups. Teachers will incorporate the following B.E.S.T. instructional strategies for Reading and Math. Teachers work with BGL (below grade level) students using the following scientifically researched-based programs: Math Solutions, Engage New York, and Brain Pop. In Reading, Fountas and Pinnell Intervention Program, Brain Pop, and Lexia Core 5. The fifth and sixth- grade teachers will be using SuccessMaker to help drive small-group instruction in reading and math skills. Progress monitoring and/or formative assessments takes place through the use of FAIR, SRI (Scholastic Reading Inventory), running records, district benchmark, DBQ’s (Document Based Questioning) and inventory testing to determine student academic progress in Reading and Math. The Language Arts Florida Standards strands which need additional emphasis are: Reading Applications, Informational Text, and Literary Analysis.
The Science curriculum, National Geographic, is currently in place for grades K-5. The 6th-grade curriculum is Discovery Education. Science instruction is aligned with the Next Generation of Florida Sunshine State Standards (NGSSS). Science skills are developed by actively involving students in investigations, teaching content area as well as the essential process skills with real-world connections. Strands needing emphasis are Physical Science and Life Science. Increased attendance in Science ASP (Academic Support Program) classes is desired, as attendance has been low.
The data reflects increased student achievement with the current instructional strategies we are utilizing in the classroom, along with the proper implementation in core subjects. Currently, instructional strategies include an emphasis on differentiated instruction, Graphic Organizers and Higher-order thinking skills. Action plans were developed and implemented through the 2013-2014 School Improvement Plan and will continue through the 2014-2015 SIP. Teachers’ PGP’s coincide with the SIP objectives. Research indicates that we need a continued focus on differentiation so student achievement can increase in all subject areas. A Needs assessment survey supported our focus on Differentiation. As a result of analyzing the survey, a PLC was developed and materials purchased to assist with implementation of differentiation within the school. Apollo Elementary PLC provides for strong grade-level teams, meeting regularly to share data progress monitoring, strategies, and ideas to help increase student achievement. Teachers share the responsibility of disaggregating the data, collaborating to identify strengths and weaknesses to positively impact student learning.
Teachers are provided a common planning time, meeting at least weekly with administrators and other supportive services. Additional time is given to teachers for peer observations, inputting data, professional development and team meetings. Teachers visit each other’s classrooms, helping one another to hone in on specific instructional strategies, or for sharpening their own lesson design. Productive feedback is given to teachers through informal meetings and observations. This was a big step for teachers to take, however, realizing the benefit, this practice permeated throughout the school, strengthening the school culture. During meetings, student progress indicators are discussed, along with visual explanations (charts, etc.). We look for areas of needed improvement, brainstorming ways in which to help one another. Teachers were surveyed for input for School Improvement Plan. They were asked, “What should the educational plan emphasize this year?” The teachers responded the need for differentiation in all content areas. In addition, realizing the changes in the Florida Standards, vocabulary instruction was included. Higher-Order Questioning will continue to be emphasized throughout instruction. Through intense professional development, teachers understand the scaffolding techniques in HOQ that foster the conditions for increased critical thinking needs to be utilized within small group instruction. They also understand that the critical thinking is embedded throughout the Florida State Standards. We need to insure that all teachers have opportunities to collaborate and are provided consistent professional development; this fosters supportive conditions for a more cohesive PLC. Thus, we believe that the continuation of Higher-Order Questioning within the differentiation will enable us to further close the achievement gap across in all subgroups. Increasing Level 4 and 5 students in all subjects will also be an area of focus. The Reading Leadership Team along with the Data Teams give input for quantitative and qualitative data to progress monitor students at all grade levels, K-6 grades.
Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)