1 | Page Brevard Public Schools School Improvement Plan 2017-2018 Superintendent: Asst. Supt. of Leading and Learning: Principal Supervisor: Name of School: Principal: SAC Chairperson: School Grade History 2016-17: C 2015-16: C 2014-15: B Mission Statement: To create a positive, caring environment where all students are inspired to succeed and remain on a path of lifelong learning. Vision Statement: To serve every student with excellence as the standard. Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. Port Malabar’s School Improvement Plan is developed every year after data analysis and discussions are held with stakeholders , staff, and community partners over the summer and during preplanning. Vertical and horizontal teams meet with instructional coaches and administrators to disaggregate and analyze data, and to look for trends in student progression. Teachers are surveyed to determine what they felt worked well from the previous SIP, and also to determine Professional Development needs for the current school year. Teachers, coaches, and staff members then meet to formulate the School Based Goal. The School Improvement Plan draft is shared with members of the School Advisory Council, who are given the opportunity to provide feedback. The finished School Improvement Plan is shared with our families and community members through the school website and our monthly School Advisory Council meetings. Teresa Wright Cindy Whalin Port Malabar Elementary Heather Haman Connections to District Strategic Plan Obj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps Obj.L4: Provide equitable support for every student’s social-emotional development Obj.L6. Build principal capacity to develop and spread highly effective instructional practices Obj.R3 Increase system-wide proactive communications Desmond K. Blackburn, Ph.D. K. Jane Cline
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Brevard Public Schools
School Improvement Plan
2017-2018
Superintendent: Asst. Supt. of Leading and Learning:
Principal Supervisor: Name of School:
Principal: SAC Chairperson:
School Grade
History 2016-17: C 2015-16: C 2014-15: B
Mission Statement:
To create a positive, caring environment where all students are inspired to succeed and remain on a path of lifelong learning.
Vision Statement:
To serve every student with excellence as the standard.
Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.
Port Malabar’s School Improvement Plan is developed every year after data analysis and discussions are held with stakeholders,
staff, and community partners over the summer and during preplanning. Vertical and horizontal teams meet with instructional
coaches and administrators to disaggregate and analyze data, and to look for trends in student progression. Teachers are surveyed to
determine what they felt worked well from the previous SIP, and also to determine Professional Development needs for the current
school year. Teachers, coaches, and staff members then meet to formulate the School Based Goal. The School Improvement Plan
draft is shared with members of the School Advisory Council, who are given the opportunity to provide feedback. The finished
School Improvement Plan is shared with our families and community members through the school website and our monthly School
Advisory Council meetings.
Teresa Wright
Cindy Whalin
Port Malabar Elementary
Heather Haman
Connections to District Strategic Plan Obj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps Obj.L4: Provide equitable support for every student’s social-emotional development Obj.L6. Build principal capacity to develop and spread highly effective instructional practices Obj.R3 Increase system-wide proactive communications
Desmond K. Blackburn, Ph.D. K. Jane Cline
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Brevard Public Schools
School Improvement Plan
2017-2018
Part 1: Planning for Student Achievement
RATIONALE – Continuous Improvement Cycle Process
Data Analysis from multiple data sources: Please consider the priority indicators selected from your school
BPIE and EDI Insight Survey results within the rationale of your SIP.
What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with
professional practices and what data shows evidence of opportunities for growth?
Successful Professional Practices:
Administration has noticed common positive trends during Formal and Informal classroom observations: Essential questions are
posted in all classrooms. Teachers are planning for higher order thinking opportunities and evidence can be seen documented in
teacher lesson plans. Differentiation is occurring in the majority of classrooms, as evidenced during walk-throughs and in teacher
lessons plans. Standards have been prioritized by grade level and subject, and teachers are using prioritized standards to help focus
instruction. Student progress is closely monitored and instruction is adapted after data analysis. Technology is being utilized in all
classrooms, appropriate according to grade level and based on parent permissions.
According to the Fall 2016 EDI Insight Survey, Port Malabar was 1 of the 17 elementary schools in the Top Quartile. Our highest
scoring domains for the Fall 2016 survey were similar to Fall 2015 results, with several slight changes as noted in the table below.
D3:E3- Applies varied instructional strategies and resources,
including technology as appropriate, to support student learning
0%
(2%)
71%
(75%)
29%
(23%)
D3:E4- Delivers engaging, challenging and relevant lessons 2%
(4%)
65%
(75%)
33%
(21%)
Our EDI Insight Survey results indicated that teachers felt their two biggest areas of concern are with regards to their workload and
career progression opportunities.
EDI Insight Domain
Port Malabar
Score
Fall 2015
Port Malabar
Score
Fall 2016
Brevard
Average
Fall 2016
Workload 7.3 7.5 6.0
Career Progression 7.8 7.9 6.6
Since our BPIE survey is only completed every 3 years, we will continue with last year’s plan. The following 4 Priority Indicators
continue to be our areas of focus for the 2017-2018 school year:
#2- Short and long term improvement efforts are included in the SIP.
#14- Administrators analyze data to identity staff professional development and technical assistance needs related to inclusion.
#15- Administrators facilitate job-embedded professional development on inclusive practices for all school personnel.
#32- Reports of progress toward implementing inclusion are disseminated to families, district personnel, and community
members annually.
With the BPIE survey results in mind, planning for the 2016-2017 school year began at the end of the previous school year, in May of
2016. Our ESE Teachers met with our scheduling coordinator to ensure that student schedules for our Exceptional Education students
(group sizes, placements, resources available, etc.) were planned first, as these students often have very few minutes in their day for
flexibility when they may often need to see many different teachers in the course of one school day (Speech, Language, OT, PT, an ESE
teacher for academic support, etc.). Lunch duty supervision schedules, activity schedules, and classroom schedules were built around
servicing our ESE students and making sure their instructional time is maximized. This same plan was followed when scheduling for the
2017-2018 school year.
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What are the areas of successful student achievement and what data shows evidence of improvements?
What are the concerns with student achievement? Provide data to support concerns.
Successful Student Achievement
When sharing this data with our staff and our SAC, we’ve asked stakeholders to look at the data in several different ways. First, at the
data horizontally (identifying possible instructional trends, but with different groups of students). We have gone deeply with teachers
to disaggregate data at the item level, determining the need for continued instructional improvements in selected areas. Then, we’ve
asked stakeholders to look at the data diagonally (the color-coded boxes from 2015-2016 that match the color-coded boxes from 2016-
2017) which show student progression from one grade level to the next. For example, 53% of 3rd Graders were proficient in ELA in
2015-2016, but now 61% of 4th Graders were proficient in ELA in 2016-2017, which shows an increase of 8%.
We are very proud of our 3rd Grade ELA and Math scores from 2016-2017. Our 3rd Grade students scored higher than their peers in
both the district and the state. The same is true for our 4th Graders in ELA. Our 5th Grade Science scores were just above the state, but
below the district. In 6th Grade, although only 46% of students were proficient on the 2016-2017 ELA FSA test, most of our students
showed a learning gain from the previous year where only 41% of 5th Graders were proficient in ELA. The same is true for our 6th
Graders in Math. Although we were below the district average, 53% of our 6th Graders were proficient on the FSA Math assessment,
an increase from the 2015-2016 school year where only 49% were proficient. We are aware that our 5th and 6th Graders were the
groups of students who were first exposed to the changes in new standards when our state adopted LAFS and MAFS replacing the
NGSSS for ELA and Math. We are hopeful that our 3rd and 4th grade scores will be the trend, now that teachers and students are more
comfortable with the rigorous expectations of the new standards.
Concerns with Student Achievement
Our 5th grade ELA and Math scores have been a concern for the past few years. We made several changes between the 2015-2016 and
2016-2017 school years, but the results continue to remain below our expectations. After discussions between administration,
instructional coaches, and teachers, the decision was made to no longer departmentalize for instruction during 2017-2018. The
intention is that students will develop the social/emotional connection with their homeroom teacher and that through purposeful
planning and instructional coaching student scores will improve. When looking at our 5th grade data horizontally, we see that the
percentage of students proficient improved from 41% on the 5th grade ELA in 2015-2016 to 51% proficient in 2016-2017. This
number shows positive growth. However, we are concerned that the prior year (diagonal green boxes) 53% of 4th graders were
proficient in ELA on the 2015-2016 test, and dropped to 51% on the 2016-2017 test. The decline in proficiency is also evident when
looking at our 5th grade Math scores. Both horizontal and diagonal analysis show a decline in student proficiency. Reflection of 5th
grade instructional practices during the 2016-2017 school year revealed that although teachers were using ELA and Math curriculum
purchased by the district, teachers were not teaching to the rigor and expectations of the LAFS and MAFS.
ELA 2016-17 2015-16
# of Students
Score %
Passed
# of Students
Score %
Passed
PME Grade 3 119 309 72 107 301 53
BREVARD SCHOOL DISTRICT 5,608 306 65 5,598 304 60
Statewide 228,104 303 58 220,663 301 54
PME Grade 4 113 312 61 85 311 53
BREVARD SCHOOL DISTRICT 5,428 313 58 5,033 312 57
Statewide 207,646 312 56 209,261 310 52
PME Grade 5 85 317 51 88 319 41
BREVARD SCHOOL DISTRICT 5,123 324 60 5,129 322 56
Statewide 211,492 321 53 200,629 320 52
PME Grade 6 93 324 46 86 328 56
BREVARD SCHOOL DISTRICT 5,202 331 64 5,166 331 63
Statewide 200,787 325 52 197,152 326 52
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MATH 2016-17 2015-16
# of Students
Score %
Passed
# of Students
Score %
Passed
PME Grade 3 119 305 70 108 295 53
BREVARD SCHOOL DISTRICT 5,639 302 63 5,597 301 60
Statewide 228,683 302 62 220,771 301 61
PME Grade 4 118 309 50 87 309 54
BREVARD SCHOOL DISTRICT 5,501 314 61 5,119 314 60
Statewide 210,058 316 64 212,169 314 59
PME Grade 5 91 307 30 93 318 49
BREVARD SCHOOL DISTRICT 5,207 322 58 5,190 323 57
Statewide 213,943 323 57 202,701 322 55
PME Grade 6 94 323 53 86 321 49
BREVARD SCHOOL DISTRICT 5,279 333 68 5,217 333 68
Statewide 196,625 323 51 194,185 324 50
SCIENCE 2016-17 2015-16
# of Students
Score %
Passed
# of Students
Score %
Passed
PME Grade 5 90 199 52 94 200 54
BREVARD SCHOOL DISTRICT 5,171 202 56 5,172 202 58
Statewide 212,952 200 51 202,655 200 51
Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps.
Port Malabar teachers and students work hard each and every day, although our test scores might not always reflect our efforts. We are
not happy that we are a “C” school, and we are willing to reflect and make changes where needed. We will continue to work hard to
build relationships with our students while preparing them with the skills needed to be College and Career Ready citizens.
Describe how your school ensures standards-aligned instruction is occurring in ELA, math and content areas. Describe the processes
in place to progress monitor instruction to ensure it is systematic, explicit and based on data. (Please limit to 250 words.)
Teachers and Coaches begin planning instruction with the standards and district pacing guides. Administrative walk-throughs ensure
that standards are documented in lesson plans and the instructional delivery of rigorous lessons occurs throughout the building.
Teachers use various district assessments and progress monitoring tools to track and monitor student progress. Data chats are held bi-
monthly to discuss grade level trends and individual concerns, using item analysis reports aligned to the standards. If concerns are
across all classes in the grade level, instructional coaches meet with the grade level team to help plan additional lessons and discuss
strategies for reteaching. If the data analysis reveals individual student concerns, strategies/tiered interventions may be suggested for
struggling students. Interventions are monitored and tweaked, based on student performance and recommendations by our MTSS team
(School Counselor, Title 1 Coordinator, Literacy Coach, School Psychologist, ESE Support Specialist, and Administration).
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School-Based Goal: What can be done to improve instructional effectiveness?
Port Malabar Elementary will improve student learning and increase student
achievement in all grade levels by implementing research-based instructional
practices and increasing student engagement.
Strategies: Small number of action oriented staff performance objectives.
Barrier Action Steps to Overcome Barrier
Person Responsible
Timetable In-Process Measure
1. New Staff (new to Port Malabar)
1. Mentors and Instructional Coaches will provide Professional Development for previous SIP goals as needed. 2. New teachers will work with mentor teachers to implement strategies, reflect, and adjust instruction as needed.
1. Teacher feedback from surveys 2. Teacher lesson plans
2. Lack of full implementation of standards based lesson plans.
1. Mentoring/ Coaching/ Modeling to ensure implementation of standards-based lesson plans. 2. Teachers and Coaches will collaborate when planning lessons. 3. Teachers will receive feedback and adjust instruction as needed.
1. Classroom/ School wide observation data 2. Character Education Lesson Plans
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3. Teacher/Student relationships (continued)
2. School Counselor will provide Character Education lessons and classroom teachers will implement follow-up lessons.
4. Classroom Teachers 5. School Counselor
4. District-Aligned School-wide Emergency Plan
1. Emergency Planning Team wil develop school-wide plan. 2. Plan will be submitted to District for approval. 3. Emergency “Go Bags” will be developed and distributed to teachers, office staff, and first responders. 4. Staff will be trained on emergency procedures.
1. Emergency Planning Team
August 2017 – November 2017
1. Approved School-wide Emergency Plan 2. Visible use of Emergency “Go Bags” during all drills and emergency situations.
5. Student Engagement
1. Provide research based resources to engage all learning styles (i.e. Flocabulary, 4Mat system planning, Istation, hands on materials). 2. Teachers will utilize newly learned strategies to increase student engagement. 3. Teachers will continue using “Look-For” checklist created during 2016-2017 school year (see attachment). 4. Use the checklist to observe one another, provide
1. Administration 2. Instructional Coaches 3. Title 1 Teachers 4. Classroom and ESE Teachers
August 2017- May 2018
1. Evidence of resources utilized in teacher lesson plans 2. Classroom walk-throughs 3. Formal/Informal observation notes (See “Look-Fors” attachment)
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feedback, and change instruction as needed.
6. Time in the school day
1. Teachers will encourage students to use supplemental instructional programs from home. (Istation, myOn, etc.) 2. Instructional Coaches will monitor home usage of supplemental programs and share information with administration and teachers. 3. Activity teachers, ESE teachers, and Title 1 teachers will support classroom instruction. 4. Computer Teacher will offer informational sessions for families who might need assistance with supplemental technology programs.
1. Classroom Teachers 2. Instructional Coaches 3. Administration 4. Title 1 Teachers 5. Activity Teachers 6. ESE Teachers
October 2017 - May 2018
1. K-6 Content Document 2. Teacher lesson plans 3. Walk-through data 4. Parent Involvement Sign-In sheets 5. Home Usage reports
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.
Qualitative outcomes of professional practice will come from classroom observation data and teacher surveys. Administrators will
perform classroom walkthroughs on a regular basis, looking for evidence that professional development has impacted instructional
delivery, and student engagement. Administrators will see that 90% of all teacher lesson plans reflect research based practices that
support standards based instruction and student engagement.
Teachers will also be asked to complete the school-based survey again at the end of the year. Currently, 67% of teachers feel that their
students are engaged during whole group lessons and 78% of teachers feel that their students are engaged during small group lessons.
May 2018 Teacher Survey results will show that 85% of all teachers feel that their students are engaged during whole group and small
group lessons.
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Quantitative outcomes of professional practice: Administrative walk through data in September of 2017 revealed that 78% of
students were engaged while participating in a lesson, monitored in a random, 2-minute time period in classrooms throughout the
building. After professional development and the implementation of engagement strategies, Administrative walk through data in May
of 2018 will show that 90% of students are engaged while participating in a lesson, monitored in a random, 2-minute time period in
classrooms throughout the building. (We will monitor engagement levels monthly throughout the year and share results with teachers.)
When analyzing Administrative IPPAS data in May of 2018, particularly looking at the instructional delivery of research-based
practices and student engagement, data collection will show a 5% increase in the percentage of Distinguished Teachers. Our expected