Brevard Public Schools s1

Brevard Public Schools School Improvement Plan 2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement: Discovery’s learning community champions the continuous improvement process, with the goal of each learner realizing his or her fullest potential.

Vision Statement: A community of life-long learners equipped with 21st Century skills

Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. Stakeholders provide input and feedback through a variety of surveys we administer throughout the school year. From these surveys, we receive instructive information to guide our development of our School Improvement Plan. We administer annual surveys to parents, students, teachers, and the local community. Some surveys are formal, while others are more informal in nature. Stakeholders are invited to help us develop and review the SIP throughout the year at School Advisory Council meetings, as well as other events we hold throughout the year.

Discovery’s SLT (Shared Leadership Team) met this summer during a two-week period. During that time, we analyzed the AdvancED Workbook for our school and completed our own self-assessment. We also took into account the feedback we had received from parents and support staff, when coming to consensus on our ratings for each indicator. Through this work, we were able to identify our strengths and weaknesses, and define processes designed for directing our plans for improvement. The SIP goals identified in our plan are regularly communicated to all stakeholders, and we regularly revisit our plan to check up on our progress toward our goals. It is also important to us to implement our plan with fidelity, and we hold ourselves accountable for doing what we said we were going to do.

1 | P a g e Brevard Public Schools School Improvement Plan 2015-2016

Part 1: Planning for Student Achievement RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with professional practices and how are they revealed with data?

In the last two years, our instructional staff has made the shift from lesson planning and problem-solving in isolation to a more collaborative approach to lesson planning and problem-solving. Each week, grade level teams can be found collaboratively designing standards-based lessons. Discussions revolve around ways teachers can increase the rigor and engagement of each lesson. Teams can be heard discussing the most appropriate Kagan Structures to increase student engagement, as well as designing common formative assessments. Our teams also come together monthly to analyze grade level student performance data, plan “next steps” for instructional delivery, and determine appropriate interventions for students on a group or individual basis. One of our greatest strengths lies in the TEAM culture we have been building for the last two years. Teachers have become more willing to provide in-house professional development for one another, and we are continuing to build capacity among our teachers. We have even had several teachers become certified Kagan Coaches, in order to provide “in the moment” support for classroom teachers wishing to increase the level of student engagement during lessons.

In the first semester of the 2014-2015 school year, classroom walkthrough data revealed 76% of lessons delivered were delivered through the traditional “sit and get” method, meaning teachers were delivering direct instruction to the whole group in at least three out of four lessons. This “one size fits all” approach to delivering instruction suggests no differentiation is occurring for the majority of lessons taught. Furthermore, there is no way to ensure any level of student engagement with the practice of instructional delivery.

By the end of the second semester of the 2014-2015 school year, classroom walkthrough data revealed more teachers had embraced the Kagan Cooperative Learning Structures and were regularly implementing them within their lessons. We experienced a 30% reduction in the number of lessons delivered solely whole group, with the “one size fits all” approach. Classroom observation feedback data revealed 56% of teachers felt “learning was best” when students were engaged with one another in a cooperative learning structure.

The concerns we have with professional practices we have relate to the alignment of the learning goals at each grade level. While teachers have embraced the collaborative planning practices, with the backward design model as their framework, the quality of assignment and rigor of formative assessments are frequently not aligned to the learning goals. Additionally, we have discovered our “Essential Questions” have not exactly been true EQs. Teachers have been just restating the standard in the form of a question, and calling that an EQ. Classroom walkthrough data indicated 100% of the “Essential Questions” posted in classrooms were simply the standard posed as a question, and these did not really serve the purpose of an EQ, which is to prompt and direct discussion, resulting in higher order thinking among the students. We clearly have more

2 | P a g e work to do in this area, and we plan to improve EQs through our collaborative planning process.

In 2014-2015, Classroom Walkthrough data indicate less than 10% of tasks assigned to students required students to engage in strategic and/or extended thinking. Most of the tasks assigned are still at the recall and/or skill/concept levels. The students are acquiring and using knowledge, but not extending their knowledge to the depth of rigor we need them to be. Very little critical writing across the content areas is visible. In 2014-2015, Classroom Walkthrough data reveal the sporadic use (in only 18% of classrooms) of any kind of student performance tracking system for students to track their own progress toward mastery of their grade level standards. Assessment data reveal teachers are the sole keepers and users of rubrics for measuring performance, and 0% of our students have engaged in the use of learning scales to self-assess and self-report their own performance. Our district required assessments have performance tasks embedded. Student performance data on these performance tasks indicate this is a considerable area of weakness; yet, few of the daily tasks students are assigned involve performance tasks with related rubrics/learning scales.

What are the areas of successful student achievements and what data shows evidence of improvements? What are the concerns with student achievements and how are they revealed to the data?

Areas of successful student achievements:  Fifth Grade FCAT Science scores revealed a 9% increase (second highest rate of improvement district wide) in the number of students meeting high standards  Spring 2015 STAR Data revealed 74% of students scored “Above” or “Well Above” the 50th percentile in Reading Comprehension.

Areas of concerns with student achievements:  In 2014-2015, only 25% of our kindergarten students scored “Proficient” on the FLKRS, indicating they were “ready to learn”.  In 2014-2015, 24% of our third graders scored Level 1 on the FSA.

BELAA B scores for 2014-2015:

With our STAR data revealing a high percentage of our students were above or well above the 50th percentile, we had to ask why they were not performing as well on the district required benchmarks. After further examination of the data, it became clear there is a weakness in how our students perform on the “Performance Task” portions of the DRLAs (BELAAs). With a third of those assessments measuring higher order thinking and writing to a prompt, it is no wonder their overall scores are lower on these assessments. Furthermore, while our students are improving Reading Comprehension with 5-10 question quizzes on Accelerated Reader (STAR) tests, the level of rigor and reading stamina required for success on the DRLAs (BELAAs) is far greater.

End-of-Year Assessments in Mathematics for 2014-2015:

3 | P a g e Second grade teachers were asked, “What did you do differently from other grade levels to prepare your students for the rigor of the Math EOY Assessment?” They responded with two key indicators:  “We design our math plans around the Standards for Mathematical Practice.” The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). –Common Core State Standards Initiative  “If we could not adopt formative assessments rigorous enough to match the standard, we designed them ourselves.”

Needless to say, this team of teachers will be called upon this year to provide professional development in this core subject area. They will model their lesson design and planning process, as well as their instructional delivery and assessment practices, for their colleagues. We will provide videotaped clips of this team engaging in CPT, as well as sample lesson plans and student work samples.

What other areas of strength or opportunity are revealed in data from leading indicators?

While our truancy rate continues to be problematic for us, here are some steps we have taken to address the issue:

- Analyzed the attendance data from 2013-2014 and we selected 4th grade as our target group to increase attendance by utilizing incentives. - Met with targeted students to discuss importance of attendance and discuss barriers - Utilized attendance cards to track attendance and provided rewards for improvements - Sent congratulatory letters to all 4th grade students with 95% - 100% attendance thanking the parents/guardians for supporting their child’s education - Went to each 4th grade class to recognize these students quarterly with a certificate, pencil and Chik- Fil-A coupons - 2013-2014 attendance = 37% missed 10 or more days of school - 2014-2015 attendance = 34% missed 10 or more days of school

We analyzed the end of year attendance report and found an increase of 3% attendance overall. Our goal was to see a 10% increase in attendance.

4 | P a g e Analysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing.

Professional Practices that have become non-negotiable and we will continue doing:  Championing the Continuous Improvement Process through a spirit of collaboration and the dogged pursuit of excellence in our systems and processes, such as MTSS/IPST and progress monitoring of student performance data  Planning with “the end in mind” (SBI with Learning-Focused Acquisition Lesson Planning)  Working to increase rigor and engagement in all lessons  Promoting and modeling Growth Mindset

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

According to Rick and Becky Dufour (2010), if we believe all kids can learn, we should be asking these four Critical Corollary Questions: 1. What is it we expect them to learn? 2. How will we know when they have learned it? 3. How will we respond when they don’t learn? 4. How will we respond when they already know it?

The DuFours go on to say teachers must make decisions regarding what is essential. Teachers must study standards, discuss in teams, and commit to the standards and what is essential. In order to improve student achievement, teachers must clarify what each student is expected to learn, and monitor each student’s learning on a timely basis. This research makes a compelling argument for Standards Based Instruction (SBI) in our school. It also makes the compelling argument for us to have the most efficient and effective problem-solving process we can (through MTSS and IPST), in order to address the questions pertaining to putting interventions in place when students don’t learn or already have mastered grade level content/skills.

Regarding Classroom Instruction That Works (Marzano, Pickering, and Pollack 2001), Dr. Robert Marzano listed nine categories of instructional strategies that have “a high probability of enhancing student achievement”. Dr. Marzano cautions us, however, against focusing on a narrow range of strategies. He presents a broader set of strategies related to instruction, management, and assessment and demonstrates how those can be used to broaden and deepen instruction that leads to improved student learning. Marzano further states, “This is just a beginning. The common language of instruction should become part of discussion and feedback with teachers. Both discussion and feedback are critical to developing expertise.”

Dr. Max Thompson (2009) supports Marzano’s research and developed the LEARNING-FOCUSED Strategies Model as a continuous improvement model designed to assist teachers in using research-based exemplary practices to increase learning and achievement. Thompson states, “Research and evidence shows that in order to be most effective, schools should implement 2-4 exemplary strategies consistently and pervasively. This means every teacher is using the chosen strategies in almost every lesson. The LEARNING-FOCUSED Acquisition Lesson Plan is one such exemplary strategy. Used as a common lesson planning tool, it connects 5 | P a g e three of the top learning strategies in every acquisition lesson (students summarize, learn vocabulary in context, and use non-verbal representations to store and organize information). The L-F framework will help teachers choose additional strategies that fit the purpose of what you want students to learn.” This aligns with Marzano’s recommendations concerning the range of strategies teachers use in their instruction, as well as the DuFour’s research that strongly encourages the collaboration of teachers in the lesson design and planning of their instruction. Lastly, the Brevard Public Schools Instructional Personnel Performance Appraisal System (IPPAS), which is aligned with Brevard’s Effective Strategies for Teaching (B.E.S.T.), places Lesson Design and Planning as the first dimension in the evaluation rubric. Since a teacher’s lesson plan is the vehicle for addressing all the components of the Balanced Achievement Model, it seems appropriate that we should begin there. Thompson’s research also reveals a common pattern among high-performing schools, related to the types of tasks students are made to perform. He says, “…the structure of assignments (in high-performing schools) reflected the state’s assessment structure in that assignments were standards-based and aligned to state standards with backward planning by teachers.” As the rigor of our state standards has increased, the rigor of our planned assignments has not “stepped up” to the same level of rigor. Planning activities requiring students to perform at lower levels, such as recall, is no longer appropriate for helping them meet the expectations of the new generation of standards and assessments.

Barbara Blackburn, author of Rigor Is NOT A Four-Letter Word (2008). She defined rigor as creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at high levels. Furthermore, real rigor is the result of weaving together all elements of schooling to improve the achievement and learning of every student. We will be collaborating this year on ways to ensure the lessons we plan and deliver are rigorous enough that our students are set up for success.

Dr. Spencer Kagan began a research program in 1968, where he discovered that, worldwide, children of all ages responded with enhanced cooperativeness when placed in certain types of situations. Dr. Kagan began a research program to apply those findings to classrooms, creating simple ways teachers could structure the interaction of students. Dr. Kagan’s structures not only led to greater cooperativeness, but also led to greater academic achievement, improved ethnic relations, enhanced self-esteem, harmonious classroom climate, and a range of social skills. Thus, Dr. Kagan fathered the structural approach to cooperative learning which is now used in classrooms at all grade levels, worldwide, to produce positive results. Many of our instructional staff have already been trained in the use of Kagan’s structures, and these structures are being implemented daily in the classroom, in order to improve student performance. The nature of these cooperative learning activities also helps meet the need we have at Discovery to provide students with more positive life skills.

Dr. Carol Dweck wrote Mindset: The New Psychology of Success. In her book, she explains individuals can be placed on a continuum according to their implicit views of where their ability comes from. Some individuals believe their success is based on innate ability. Dr. Dweck says these individuals have a “fixed” mindset, or theory of intelligence. Others, who believe their success is based on hard work, effort, learning/training, and determination are said to have a “growth” mindset or an “incremental” theory of intelligence. Individuals may not consciously be aware of their own mindset, but their mindset can still be recognized based on their behavior, particularly when in their reaction to failure. Fixed mindset individuals fear failure because they believe it is a negative reflection of their basic abilities. Growth mindset individuals do not fear failure as much because they realize their performance can be improved, and learning comes from failure. For our students at Discovery Elementary School, the awareness of mindsets may play an important role in their lives and how successful they are…in school and in life. Our goal is to help students have an awareness of their own mindset, and to give them the tools for developing more personal “grit” in the face of their challenges. By helping our 6 | P a g e students develop more of a growth mindset, we will see the academic and personal achievement we want to see. We see this research as not just another initiative we have to put into practice, but an important concept on which to build year-after-year. It is also important to note that Growth Mindset relates nicely with our goals toward success within our school wide discipline model (PBS). We will make it a priority to celebrate students’ efforts and perseverance, as they engage in the process of pursuing higher achievement.

According to John Hattie and Helen Timperley, effective teaching not only involves imparting information and understandings to students, but also involves assessing and evaluating students’ understanding of this information, so that the next teaching act can be matched to the present understanding of the students. This “second part: is the feedback part, and it relates to the three major questions: Where am I going? How am I going? and Where to next? These three questions address the dimensions of feed up, feed back, and feed forward. An ideal learning environment or experience occurs when BOTH teachers and students see answers to each of these questions. To that end, students in grades 3-6 will be maintaining Student Data Binders to be filled throughout the year with evidence of their learning. These binders will hold pieces of evidence for priority standards, along with the related learning scales. Teachers will regularly conference with their students, engaging students in the practice of “self-reporting” their own progress toward their learning goals. In this way, students will be taking an active role in goal setting and self-tracking their own progress. Self- reported grades yields an effect size of a whopping 1.44 on Hattie’s ranking of meta-analysis activities, making this practice a priority for overall improvement of our professional practices at Discovery.

In his book Results Now (2006), Mike Schmoker documents that based on a study of 1,500 classroom observations, the number of classrooms in which students were either writing or using rubrics/scales, was zero percent. Reading about this study gave me pause, and I reflected on my own classroom walkthrough experiences in my school. Classroom observations yield similar results. When it comes to writing critically in the classroom, teachers do not have students doing enough of it. This year, Discovery’s instructional staff will increase rigor by improving the quality of the assignments they design for their students, which will include “Critical Writing”. Critical Writing, defined as writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting, and/or expanding on ideas or concepts, is currently the least frequently used critical practice of the five practices identified to be fundamental to effective instruction (as identified by Sean Cain and Mike Laird in their book entitled The Fundamental 5).

School-Based Goal: What can be done to improve instructional effectiveness? The instructional staff at Discovery Elementary School will craft high quality assignments designed to align the learning goals with the content complexity of the state standards.

Strategies: Small number of action oriented staff performance objectives. Barrier Action Steps Person Timetabl Budget In-Process Responsible e Measure

7 | P a g e 1. Teachers report 1. Within the Collaborative Administrators 2nd, 3rd, $242.50 CPT Agendas a small Planning Time, teachers will and 4th percentage of critically evaluate samples of Instructional grading Student Work formative graded assignments and Coaches periods Samples assessments formative assessments for designed or quality/rigor and alignment to Collaborative Lesson Plans adopted are learning goals. Teams of aligned with Teachers Learning Scales Common Core. 2. Teachers will prioritize their grade level standards, in October Student Data order to set priorities and plan PDD Binders for instruction. Data Walls for 3. Teachers will “begin with PM of students the end in mind” when planning, as they continue to Standards hone their skills related to Focus Charts lesson design and planning identifying process. Learning-Focused priority or Acquisition Lesson Plan “Power” and/or UbD will be the standards per framework for our planning grade level practices.

4. Teachers will develop learning scales, in order to ensure alignment of the learning goals, and provide students a framework for self- reporting their progress toward mastery of their grade level standards.

2. A small 1. Teachers will be provided Peer Coaches 2nd and $0 Administrative percentage of opportunities to engage in the 3rd Calendar teachers report VORPing process, in order to Mentors/ grading they feel the improve their instructional Mentees periods Peer Coaches’ training they have practices. Notes received on the Common Core 2. District Resource Teachers Administration will help them will be invited to provide PD Agendas improve their content area PD related to the practice. Common Core in ELA and Teachers Implementation Mathematics. Plans A small percentage of 3. Teachers will regularly teachers report engage with Peer Coaches they feel they and Administrators in receive enough observations and feedback Classroom effective meetings, in order to improve Walkthrough

8 | P a g e feedback on their their instructional practices. Forms instructional plans and/or Classroom receive enough Observation support to Instruments implement recommended Feedback changes. Forms

3. A small 1. Assignments will be Instructional 2nd, 3rd, $350.00 Lesson Plans percentage of designed using verbs from Coaches and 4th assignments higher levels of Webb’s DOK grading Student Work require students that align with the learning Teachers periods Samples to write in goals. various styles Student Data across all subject 2. Lesson plans will be Binders areas. The designed to include daily “evidence” performance tasks. Data Walls for students are PM of students producing often 3. Students will use falls short of the rubrics/learning scales to self- learning goal. evaluate and self-report on their proficiency of the standard being measured, through the use of Student Data Binders. (grades 3-6)

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

Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school. Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

In 2015, Discovery teachers reported:

 56% of teachers reported, “My school has created or adopted formative assessments which are aligned to the Common Core.”  50% of teachers reported, “The training I have received on the Common Core will help me improve my practice.”  66% of teachers reported, “Students at my school are frequently asked to write in various styles across all subject areas.”  46% of teachers reported, “I regularly discuss instructional plans and get feedback from the person who

9 | P a g e evaluates me.”  48% of teachers reported, “When I get feedback after an observation, I receive support to implement those changes.  39% of teachers reported, “My observer consistently follows up to see how successfully I am implementing feedback from our last observation.”

In 2016, Discovery teachers will report:

 70% of teachers will report, “My school has created or adopted formative assessments which are aligned to the Common Core.”  70% of teachers will report, “The training I have received on the Common Core will help me improve my practice.”  70% of teachers will report, “Students at my school are frequently asked to write in various styles across all subject areas.”  70% of teachers will report, “I regularly discuss instructional plans and get feedback from the person who evaluates me.”  70% of teachers will report, “When I get feedback after an observation, I receive support to implement those changes.  70% of teachers reported, “My observer consistently follows up to see how successfully I am implementing feedback from our last observation.”

In order to accomplish these outcomes, members of the Shared Leadership Team (consisting of Administration, Peer Coaches, and Teacher On Assignment) will implement a Daily Walkthrough Schedule. Walkthrough data will be documented through the use of an instrument designed to measure learning goal alignment, specifically the tasks and/or formative and summative assessments on which students are working. In addition, the instrument will measure whether or not students can express what they are doing and how it is relevant to the posted learning goals. Baseline data will be collected in September and October, using a Classroom Walkthrough Instrument designed to measure these indicators. Baseline data, mid-year data, and end-of-year outcomes will shared with teachers at grade level meetings.

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement. Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16? What tools will be used to measure progress throughout the year?

By May 2016, BELAA B scores will be:  50% of third grade students met the benchmark of 70% or better.  50% of fourth grade students met the benchmark of 70% or better.  50% of fifth grade students met the benchmark of 70% or better.  50% of sixth grade students met the benchmark of 70% or better.

When given an informal survey related to how confident students feel about writing in response to text, 30% more of students will feel more comfortable with performance tasks in May of 2016. Baseline data will be gathered within first nine weeks of school. This is an important skill to work on with our students, as success with performance tasks is critical to success with state and local assessments.

10 | P a g e In 2016, Student Achievement Scores at Discovery Elementary School will have a percentile ranking in ELA and Mathematics at or above the 50th percentile, on the Florida Standards Assessment. In 2016, Student Achievement Scores at Discovery Elementary School will increase 10% on the Fifth Grade Science FCAT 2.0.

Part 2: Support Systems for Student Achievement (Federal, State, and District Mandates) For the following areas, please write a brief narrative that includes the data from the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016.

MULTI-TIERED SYSTEM OF SUPPORTS MTSS/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850. 1. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.

Discovery conducts weekly MTSS/RtI meetings in which attendees include Principal, Assistant Principal, Literacy Coach, Guidance Counselor, School Psychologist, Staffing Specialist, Grade Level Instructional Coaches, and classroom teachers. Agendas are created prior to meetings, and these agendas identify specific students being brought to the team for the problem-solving process. Teams discuss intervention and progression of students specific to each grade level. Performance Matters and Decision Trees are used to track data and determine students' placement in tiered learning groups. The Literacy Coach will be available to administer further diagnostics as needed. The guidance team and educational psychologist will be available to complete academic testing and interventions as needed. As a result of each meeting, an action plan for each accountable party is designed with input from the team. A timeline for each action plan is determined, in order to keep our monitoring process in place and hold all accountable for the implementation of the plan. Title 1 Funds are vital to carrying out our mission. We give priority to programs and services that support our School Improvement Plan goals. Additionally, consideration is given to our efforts to increase parent and community engagement.

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

The Discovery TEAM champions the Continuous Improvement Process, which requires we analyze and progress monitor student performance data, in order to inform instructional delivery in the classroom. We examine and monitor a variety of data including, but not limited to: FAIR 11 | P a g e FLKRS/KLS STAR/AR Running Records DAR Ten Marks FCAT Focus (Science) District Required Assessments in ELA, Mathematics, Science, and Social Studies Common Formative and Summative Assessments iStation

Within intervention groups, other supplemental resources are utilized to provide intensive instruction for students, such as:

REWARDS iStation 95% Group Journeys Comprehension ToolKit

Our Master Schedule is designed to ensure every student receives Tier 1 (Core), and Tier 2 (Intervention) instruction for every student, every day. Many grade level teams choose the “Walk To” method of providing interventions for students, utilizing the additional support of Instructional Coaches and ESE Resource Teachers. Data is gathered, as students are assessed on their progress a minimum of every two weeks. Grade level data, as well as individual data, are examined for trends immediately following each assessment window.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). Consider the level of family and community involvement at your school and parent survey data collected. Respond to the following questions. What are best practices that are strengths and how will they be sustained? What are areas of weaknesses and how are they being addressed?

Discovery presented 20+ opportunities for parent participation in the 2014 – 2015 school year. This included PTO/SAC meetings, musical performances, fun family activities, parent/teacher conferences, parent training, and holiday events. We observed that parent participation was higher for those events that were more entertaining and less academic based. Events related to parent training and content-related information received less than 25% of parent participation.

To glean some understanding as to what we can do to increase the amount of parent engagement at Discovery, the administration and Title 1 team analyzed the 2014-15 Parent Survey , where 175 of our parents responded. We specifically took notice of question 8 concerning parent participation. Question 8 asks, “If you rarely attend informational meetings or academic events, please share why.” To this question, 51% of parents responded “events not at convenient times” and 21% responded “not enough prior notice.” We also took notice of question 3 regarding parent communication: “What are the best ways to communicate with you and keep you well informed?” To this question, 80% of the 175 responders shared that “E-mail” was their preference, followed by “Notes from a Teacher,” which was also the choice of 63% of responders. Discovery recognizes through the lack of parent participation and through analysis of the Parent Survey that we need to

12 | P a g e improve our efforts for both sharing our events using a more prompt and effective means of communication. We also recognize that we may not be utilizing our Edline and E-mail capabilities to their fullest intent, and that perhaps our families should be coached in setting up their Edline account, model for them how to navigate in our own computer labs. Our plan is to execute this plan at our first Parent Academy night of the school year in September. In addition, we also plan to teach our students how to both prepare for, and execute, student-led conferences with their parents, which we believe will spark an interest for engaging in academic dialogue between Discovery and our families.

In order to address the parent participation of those students who are performing in the lowest quartile or subgroup, and/or not meeting AMO’s, we will have classroom teachers and/or instructional coaches make phone calls to inform and personally invite parents of upcoming meetings and events. These phone calls we be made in addition to the family annual calendars that are provided at registration, as well as printed reminders that go home with students prior to our school-wide events.

To aid our youngest students in their transition to a formalized academic setting, we hold will continue to hold annual meetings for parents in the form of Kindergarten Round-Up and Pre-K Open House. Pre-school teachers will also engage in home visits with the families of our Pre-K students, in order to ensure an optimal transitional experience for these families.

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 2.2.3, 2.2.4, 2.2.5

The data for the Strategic Plan Indicators can be located on the following survey pages. 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

The 2015 BPS Student Survey indicated:

 61% of Discovery’s students surveyed believe that they are challenged to do their best at school by participating in the teaching and learning process, and 44% of responders sharing that they demonstrated their learning through projects, discussions, or demonstrations. The implementation of our school based objective through the alignment of learning goals to the content complexity of the standard will increase the amount of performance-based tasks/assignments that will be required of students to demonstrate their learning.

 In their acquisition of 21st Century Skills, 44% of Discovery’s students surveyed shared that they are learning how to effectively communicate through speaking, writing, and listening. Effective communication among students will be increased through the continued use of Kagan Cooperative Learning structures, where the primary goal is to model and apply pro-social interactions in the 13 | P a g e classroom, where every student is held accountable for their learning.

 When students were asked if they felt safe at school in 2015, 80% responded “yes.” Of the 16% that responded “no” most shared that they felt unsafe in the hallways and while riding their bike. Increased adult supervision on-campus at arrival and dismissal times and procedures for how students travel around campus, including a buddy system, have been implemented based on this data.

EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 3 1. List any additional early warning system indicators and describe the school’s early warning system. ELEMENTARY  Attendance below 90 percent, regardless of whether absence is excused or a result of out-of- school suspension  One or more suspensions, whether in school or out of school  Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics  Other Who will monitor and how often?

Our Attendance committee, consisting of our Assistant Principal, Office Clerk, and Teacher on Assignment will monitor the Early Warning Systems through Baseball Card in Performance Matters on a monthly basis.

SECONDARY  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  Other Add any additional EWS indicators here.

Description of early warning system.

2. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 school year. These data should be used as part of the needs assessment to identify potential problem areas and inform the school’s planning and problem solving for 2015-16.:  The number of students by grade level that exhibit each early warning indicator listed above. Fill in BLANKS with data from 2014-15 School Year - Number of Students Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total Attendance <90 8 37 38 34 26 21 19 183

14 | P a g e 1 or more ISS or 4 4 5 19 21 11 11 75 OSS Level 1 in ELA 25 25 or Math Course Failure in ELA or Math Students exhibiting 2 or more indicators

3. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system (i.e., those exhibiting two or more early warning indicators).

In 2014-2015, Discovery Elementary entered in to year 3 of the Positive Behavior Support (PBS) implementation process. This program encourages teachers to reward students for making positive choices instead of focusing only on correcting negative behavior. PBS emphasizes data based decision making, measurable outcomes, evidence based practice, and a school specific system that supports the application of these practices. Over the summer, a team from Discovery attended Tier 2 training in order to address the needs of students who require more intensive monitoring than is provided in Tier 1. That team is now responsible for attending IPST meetings to assist teachers in implementing strategies to support those students.

STUDENT TRANSITION AND READINESS

1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).

15 | P a g e Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another.

6th grade transition – 6th grade teachers coordinated with Central Middle and Stone Middle to speak with our 6th graders about the middle school experience, schedules, dress code, programs, etc. The 6th grade team lead attended a meeting at Central Middle regarding 7th grade math placement then 6th grade math teachers administered the assessment to assist with class placement in 7th grade. In addition, the 6th grade team lead picked up registration packets from Central and with the help of the 6th grade teachers, collected them and returned to Central to help with the class registration process. 6th grade teachers encouraged students and families to attend an informational meeting at Central Middle and Stone Middle in the spring. 6th grade teachers also assisted with the “Eagle Program” registration process to ensure our high achieving students were placed in advanced course work.

Kindergarten transition – K teachers planned a “Kindergarten Round up” to prepare incoming K students and families for school. Students received a “grap bag” with books, math manipulatives, a Kindergarten readiness workbook, crayons, scissors, and other materials families could use together to prepare of the upcoming school year. Parents and students were invited to tour the classrooms as well. Information regarding this event was shared with our HeadStart, EELP, and daycares in our community.

2. COLLEGE AND CAREER READINESS This section is required for schools with 9, 10, 11 or 12. This section meets the requirements of Sections 20 U.S.C. § 6314(b).

16 | P a g e Describe the strategies the school uses to support college and career awareness, which may include establishing partnerships with business, industry or community organizations.

Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs.

Describe efforts the school has taken to integrate career and technical education with academic courses (e.g. industrial biotechnology) to support student achievement.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( http://data.fldoe.org/readiness/). As required by section 1008.37(4), FL Statutes.

(TITLE 1 SCHOOLS ONLY)

17 | P a g e Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date 1.

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

Number of staff and paraprofessionals that are teaching out- Provide the strategies that are being implemented to support of-field/and who are not highly qualified the staff in becoming highly qualified

18 | P a g e