Brevard County Public Schools s5

Brevard County Public Schools School Improvement Plan 2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

Bayside High School fosters within our students the academic passion, purpose, and perseverance (The Grit!) to be successful in the college and/or career of their choosing.

Vision Statement:

Bayside High School uses collaboration, reflection, and instructional technology as essential tools, preparing all students to excel in the workforce or post-secondary education. Moreover, faculty and staff stress the importance of integrity through modeling and reinforcing high character standards.

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

 School Advisory Council  Faculty Meetings  BHS Website  Blackboard Connect  BHS Newsletter

Final Version 8.12.14 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: Considerations/Examples: In the 2013-2014 school year, BHS experienced learning gains in bottom quartile reading (+7) and bottom quartile math (+11), and science proficiency scores (+15). As well, 10th grade reading scores declined (-2), placing BHS in the bottom 32% in comparison to other Brevard high schools. BHS, also, saw a decline in Writing (-13) and Math as calculated by the percent of eligible students who score satisfactory or higher on the Algebra I and Geometry EOCs and score at a performance level 4 or higher on the FAA (-2). Although there was an increase (+4) in US History EOC scores, BHS placed in the bottom 9% for Brevard high schools.

In addition to data from standardized testing, Bayside High School also reviewed the document “The Toolbox Revisited” put out by the Department of Education which addresses the research of the positive impact high school course offerings has on college completion. This includes earning six or more college credits prior to a high school diploma, taking two or more Advanced Placement course and taking math courses above Algebra II. Below is the 2013/14 data picture our school reviewed to drive 2014/2015 decision making. Teachers commented on the gap between majority and minority, as well as the gap in boys to girls in meeting the indicators for college completion. It was also noted the difference in the areas with strong school or district support versus areas where no support or plan exists.

In reviewing last year’s grade distribution data (with the standard that A’s, B’s and C’s denote mastery of the standards) it was noted that BHS had over 800 D’s and F’s 1st semester. This resulted in students being pulled off track for graduation, the complete antithesis of our mission as a school. Taking into consideration the need to improve student success across all content areas, there is a need for greater focus on individual student support. In order to address this particular issue, D and F/FA rates will be closely monitored and academic intervention plans will be implemented.

Analysis of Current Practice: (How do we currently conduct business?) It was noted at the end of the 2013/14 school year that although the concept of common assessments was accepted school- Final Version 8.12.14 wide, it never actual was put into school-wide practice. When reviewing semester exams, 2 out of 88 teachers had a common assessment. Although one of our focuses last year was planning standard-based lessons, we found that at least a quarter of our teachers were not using the most recent curriculum and pacing guides when one was available. There was no generalization of pacing between teachers of the same content area and no common planning, with the exception of isolated pockets of teacher teams formed on the basis of congeniality as opposed to collegiality. Developing the concept of a guaranteed curriculum at Bayside High School and then following through with a cohesive action plan is imperative.

Additionally, although the faculty read Classroom Instruction that Works by Marzano three years ago, classroom walk- throughs do not indicate that the use of high-yield strategies has become the norm in our instruction. Identifying key strategies and implementing them with fidelity will be the key to renewing the effort to improve instructional practice at Bayside.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?) Current research indicates:

When looking at school improvement, it is the change in adult behavior that is the leading indicator. …If by objective measure, for example data provided by Power Walks, adult practices are improving, one can be confident that improved student academic performance will follow.

~Fundamental Five (Cain and Laird, 2011)

The Fundamental Five: The Formula for Quality Instruction by Sean Cain and Mike Laird directly addresses the research by Mike Schmoker which concludes that “…the single greatest determinate of learning is not socio-economic factors or funding levels. It is instruction (2006,7).

“What we know about learning is that the learner stops expending effort if he/she believes there is little chance for success, … but students are willing to think, struggle, and fail if they have the space, the time, … and unfailing support from their teacher, “ according to Jackson and Zmuda in Marge Scherer’s “Getting Motivated…To Motivate” (Educational Leadership, 9/2014, 9).

Therefore, through providing a guaranteed curriculum (horizontal teaming), strengthening instructional strategies to support learning, offering individual student support (Power Hour),and committing collectively to common values, overall student achievement will improve. These four areas make up our Bayside Basics!

CONTENT AREA:

Reading Math Writing Science Parental Drop-out Prevention Programs Involvement Language Social Arts/PE Other: Arts Studies Final Version 8.12.14 School Based Objective: We will provide a guaranteed curriculum (horizontal teaming), strengthen our instructional strategies to support learning, offer individual student support (Power Hour),and commit collectively to common values. These four areas make up our Bayside Basics.

Strategies: Barrier Action Steps Person Timetable Budget In-Process Responsib Measure le 1. Developing the process and finding 1.Develop Power Hour Entire Faculty 8/18/14 - 6/1/15 Cost of Tracking student contact time to meet individual student Teacher Schedule power hour passes during Power Hour academic needs 2. Develop AI process and schedule 2. Need for professional development in 1.Develop PD Plan Evaluating 8/26/14 - 6/1/15 Additional copies Documentation of PD, developing a guaranteed curriculum in 2.Develop Action Calendar Admin of Learning by Horizontal Team agendas, order to meet all of the intended 3. Follow through with Doing Reflections from horizontal outcomes listed below. monitor and feedback team meetings 3. Need for professional development in 1.Develop PD Plan Evaluating 8/26/14 - 6/1/15 Additional copies Informal observations instructional strategies in order to meet 2.Develop Action Calendar Admin of Classroom the intended outcome below. 3. Follow through with Instruction that monitor and feedback Works.

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

Qualitative and Quantitative Professional Practice Outcomes: Bayside Basics Collective Commitments:  Collective commitments will be developed to support how we meet our goals as a team. Guaranteed Curriculum:  Power standards will be identified for all courses  Common course pacing will be aligned by content area team focusing on power standards and mastery  25% of every unit assessment will contain Depth of Knowledge Level 3 or high questions in each core content area. Individual Student Support:  Any student earning a D or F in any class will be offered individual teacher assistance through Power Hour and one-on-one academic intervention with a member of the BHS AI Team.  Any child failing 3 or more classes will be scheduled for a team meeting including all teachers, parents and guidance where an AI plan will be created and monitored. Instructional Strategies: All teachers will have two formal observations where they will demonstrate proficiency in two highest yield of Marzano’s High Yield Strategies: summarizing/notetaking and setting objectives/providing feedback.

Qualitative and Quantitative Student Achievement Expectations: BHS strives to have all students achieve academic success, defined as earning C’s or higher for each semester of the 2014-2015 school- year. Monitoring of student failure rates (quantitative) and academic intervention sheets (qualitative) will be used to measure progress. Bayside High School will post fewer than 400 D’s and F’s first semester a 50% improvement over last year’s grade distribution.

Final Version 8.12.14 Through focusing on guaranteed curriculum and individual student support, our areas of need, specifically, Geometry and American History EOC scores will improve to meet or exceed district average. Our writing scores, which experienced a plunge in 2013/14 will improve to meet or exceed the district average as well.

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

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. The BHS MTSS team is comprised of guidance counselors, reading coach, math interventionist, a member of school leadership, and school psychologists. The team meets bi-monthly focusing on academic, behavior and attendance concerns. Students in need of intervention are identified through Early Warning System indicators, teacher referral, guidance counselor referral, parent recommendation, attendance clerk, and newly implemented individual academic intervention plans. The team problem solves through data assessment, behavioral assessment, and attendance data. The Leadership team has at least one member present at all MTSS meetings. A binder is kept with all MTSS agendas, information/data brought to meetings, and decisions made for individual student support. Information concerning MTSS is provided to parents via phone contact and letters sent home. Staff members are consulted to provide information and data on individual students.

Bayside has added three new layers of support this year: Power Hour, IA assistance in core content areas for our ESE students and a math intervention teacher.

During Power Hour students are encouraged to make-up work, attend tutoring, work on small group projects, attend supplemental/accelerated class sessions, as well as get more involved with extra-curricular activities. Students will be given PH passes from their teachers inviting them if they are not using their time wisely. This is followed up by a student AI meeting with a member of the BHS leadership team to develop and follow up on an AI Plan and a call home to engage parents as a member of the team.

Three new instructional assistants were added to the one we currently have assigned to working with our mainstreamed ESE students. Each IA will become a content area expert and will work in conjunction with the learning strategies teacher to meet our ESE students’ needs in their content are classrooms as well as when they come to the learning strategies class.

A math intervention teacher was hired to work in our algebra I and geometry classrooms. He will monitor any student who is not demonstrating mastery of an algebraic or geometry standard and either push in or pull out for small group assistance depending on student needs. The math interventionist will also have the IA math content area expert to pull when necessary.

Most CMA groups will continue to focus on our bottom quartile reading and math students this year. However, with a change in policy teachers who do not directly teach bottom quartile students will identify an at-risk population to work with. Based on our 2013/14 data picture, several vertically teamed groups will be formed to focus on developing the support structure our minority Final Version 8.12.14 students need to be successful in accelerated classes.

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).  71 % of survey respondents indicated that they had attended informational meetings or academic events at BHS and of those 90.1% said that the information provided was useful.  76.6% relayed that Tuesday evening meetings would be most convenient for their schedules, and their greatest preference for workshops are in the realm of college entrance exams and college preparation/information.  ESOL parents rated services rendered 85.8% in good to excellent range.  Two areas of concern are that 24% of parents who responded claimed to not have time to participate, and 45.6% say most meetings/events are at inconvenient times. We hope by doing more academic intervention and reaching out to parents through the phone as a member of the AI team, parents will feel more involved in their child’s education. We start most of our events after 6:00 to reach our working parents. It continues to be a challenge to meet the varying time needs of our parents.

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.

Secondary Student Survey:

 21st Century Skills – Interestingly, both the student and parent surveys indicate that learning effective communication is a BHS strength. Two areas indicating the greatest need are real-world issues (21.76%), and a lack of learning organizational skills (20.36%).

 Online Safety –85.26% said they learned about online safety at school

 School Safety – 79.25% said they feel safe at school

As a means to improve student perceptions of the above indicators, BHS will:

1. Focus more on real-world connections/issues demonstrated through lesson plans (readings/discussions)

2. Focus on organizational skills as demonstrated through academic journals, student planners, note-taking skills, use of graphic organizers, and/or notebooks

3. Continue online safety lessons through ELA/Career Research/Ethics classes

4. Provide greater staff visibility, especially before/after school, during class changes and during Power hour

Final Version 8.12.14 Early Warning Systems (SB 850)

1. Describe the school’s early warning system and provide a list of the early warning indicators used in the system.

This list must include the following:

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

2. Provide the following data related to the school’s early warning system:

 The number of students by grade level that exhibit each early warning indicator listed above

 The number of students identified by the system as exhibiting two or more early warning indicators

Fill in BLANKS with Number of Students Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total Attendance 28 35 42 37 142 <90 1 or more ISS 225 277 148 149 799 or OSS Level 1 in 59 41 46 10 156 Reading or Math Course Failure 127 117 92 54 390 in ELA or Math 209 225 201 109 744 Students exhibiting 2 or more indicators

Final Version 8.12.14 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).

 Attendance procedures tracking absences at the 3, 5, and 10 day plus in 30 day periods including the attendance clerk, guidance counselors, deans, MTSS committee and MTSS parent/student intervention meetings

 New discipline ladder including suspension pending parent conferences at 2nd offense

 Power Hour – 30 minute periods provided in conjunction with lunch where teachers accommodate individual student learning needs (tutoring/additional instruction, make-up work, extended time for assignments)

 Academic Intervention Plans – Ds and Fs are pulled, teachers fill out interventions put in place to date, student/leadership team member conferences to devise academic intervention plan

 CMA teams focusing on working with our students in the bottom quartile to provide more academic support

CTE/STEM: Bayside High School offered 15 different industry certification tests in the 2014-2015 school year. Last year’s CTE data shows 79% of Bayside’s 524 CTE participants who took industry certification tests earned a passing rate. Our goal is to surpass last year’s pass rate in accordance with the District goals.

Additional to the CTE programs, Bayside offers numerous AP Math and Science courses which contribute to students earning an AP diploma. The 2013-2014 scores for Bayside showed 34.3% earning a 3 or higher on STEM-related AP exams. We aim to improve this to at least a 37%.

Other STEM opportunities include TSA, Robotics, Rocket, Science Fair, Culinary Club, CyBears Club, HOSA, Math Team, VICA, and High School High-Tech.

College and Career Readiness This section is required for secondary schools, per Sections 1003.413(2)(g),(h), and (j) and 1008.37(4), F.S. COLLEGE AND CAREER READINESS ( TO BE COMPLETED BY SECONDARY SCHOOLS) This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). 1. The strategies the school uses to support college and career awareness are:  College visits/informational presentations at BHS  Career/vocational school presentations at BHS  US Armed Forces school presentations  Bayside University (parent informational meetings)  Advanced Placement Course Offerings (12)  Dual Enrollment Opportunities

Final Version 8.12.14 2. The school integrates vocational and technical education programs by:  Having 8 vocational/technical education programs offering 15 industry certifications  BETA Academy  Offering the Ready To Work test to BETA and vocational/technical education seniors

3. The newly-adopted Florida State Standards’ added rigor, provision of a guaranteed curriculum and implementation of Power Hour (individual student support) are strategies for improving student readiness for the public post-secondary level, increasing the 67.2% rate of BHS graduates earning a 2.0 or higher in their first semester (as indicated in the High School Feedback Report, Fall of 2012). Additionally, when reviewing the data picture, including three indicators that contribute to college readiness, there are evident gaps between male/female and majority/minority categories. The data pictures provide an obvious focus need for select Collaborative Mutual Accountability groups throughout the year.

(TITLE 1 SCHOOLS ONLY)

Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date 1. 2. 3.

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

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

Final Version 8.12.14 ALIGNMENT OF SCHOOL IMPROVEMENT PLAN AND TITLE I SCHOOLWIDE PLAN

Required Elements of a Title I Check the area(s) where Additional information and references Schoolwide Plan (SWP) /School each element is from Title I of the Elementary and Improvement Plan (SIP) addressed in the SIP. Secondary Education Act (ESEA):

(Section 1114 – Components of a Schoolwide Program)

1. Include data from comprehensive Include academic achievement of students in needs assessment of the school relation to the state academic content and __Rationale achievement standards. Be sure to include migrant, if applicable.

2. Provide opportunities for all __Analysis of Current children to meet state standards Practice

__Strategies

__MTSS

3. Utilize scientifically based Strategies, materials and programs that are strategies to strengthen the core research based are a required element of any academic program __ Analysis of Current objective. Practice

__Best Practice

__Strategies

4. Include additional strategies that All schools are required to indicate what increase the amount and quality additional learning opportunities are made of learning time __Strategies available during school, before and/or after __MTSS school, and during summer, when applicable, and help provide enriched and accelerated __CTE/STEM curriculum.

5. Include strategies for meeting the These may include counseling, pupil services, educational needs of historically and mentoring services. underserved subgroups, low- __Strategies achieving, and at-risk students __MTSS

__Early Warning

Final Version 8.12.14 System

6. State the means of determining Address how the school will determine the whether student needs in the educational needs of historically underserved above requirement (#5) are being __Strategies subgroups, low-achieving, and at-risk students met __MTSS are being met

__Early Warning

System

7. Incorporate instruction by highly All instructors working in a Title I school are qualified teachers required to be Highly Qualified (Section 1119). __Highly Qualified If you have personnel that do not meet the Teachers requirements, list strategies to support staff to become highly qualified.

8. Include strategies that support __Best Practice Each school receiving Title I funds shall devote high quality and ongoing __Strategies sufficient resources to effectively carry out this professional development for requirement. teachers, principals, and __MTSS paraprofessionals 9. Include strategies to attract high __Highly Qualified Schools must indicate how they mentor, attract quality, highly qualified teachers and retain high-quality and highly qualified

Teachers teachers.

10. Include strategies to increase Each Title I school is required to complete a parent involvement Parent Involvement Plan (PIP) and that plan __Parental may be used to meet the requirements of this Involvement section in the SIP.

11. Include strategies that assist Elementary schools must identify how they will preschool children in the assist students in early childhood programs, transition from preschool to __Transition from such as Head Start and VPK, with the transition kindergarten Preschool into elementary school.

12. Include teachers in using student Described in Section 1111 (b) (3) in order to achievement data to plan the provide information on, and to improve, the overall instructional program __ Analysis of Current achievement of individual students and the Practice overall instructional program.

Final Version 8.12.14 __Strategies

__MTSS

13. Provide additional assistance for Every school is required to incorporate low-achieving students that shall strategies on how they will address the needs include measures to ensure that __MTSS of low performing students that experience students’ difficulties are identified difficulty mastering the proficient and in a timely manner advanced levels of academic achievement standards (Section 1111 (b)).

14. Specify coordination with other Schools should include any alignment to other federal, state, and local programs state, federal and local programs that support __ Analysis of Current the educational programs of the school such as Practice violence prevention, nutrition programs, Early Childhood, and Head Start. __Best Practice

__MTSS

______

School Name Principal’s Signature Date

Final Version 8.12.14