<p> Brevard County Public Schools School Improvement Plan 2013-2014</p><p>Name of School: Area:</p><p>Principal: Area Superintendent:</p><p>SAC Chairperson:</p><p>Superintendent: Dr. Brian Binggeli</p><p>Mission Statement: </p><p>To inspire and empower students through quality online learning.</p><p>Vision Statement: </p><p>A community of 21st century learners succeeding in a global environment.</p><p>Page 1 Brevard County Public Schools School Improvement Plan 2013-2014 RATIONALE – Continuous Improvement Cycle Process </p><p>Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?) Considerations/Examples: What are the areas of success? Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation?</p><p>Brevard Virtual is an enrollment option for all students in Brevard County who meet general eligibility requirements. Parents who enroll their children are often looking for a short-term enrollment solution. Students are enrolled for short periods of time, often for one year or less. Of the full-time students who were enrolled in the 12- 13 school year, 54% were new to our program, having enrolled in August 2012 or January 2013. Currently, 51% of the students enrolled in the fall of 2013 are new to Brevard Virtual. A second enrollment period in January will increase the number of new students. </p><p>Families choose Brevard Virtual for a variety of reasons. During the application period, data on why families are applying to Brevard Virtual is collected. Of the applications submitted during the two enrollment windows in the 2012-2013 school year, who reported a reason (did not select ‘prefer not to say’), 72% reported a reason that may have an impact on their child’s achievement (trouble attending school, pregnancy, a disability, the student’s health, belief their child would be more successful online, etc.) Other reasons that draw families to our program are a desire for flexibility, the need to travel with family and a desire for a non-traditional education. </p><p>What brings students to our program, the challenges they face while enrolled and the length of enrollment all present many challenges, but also contributes to our unique school culture.</p><p>FCAT/EOC data below is for students who were reported for testing with Brevard Virtual, regardless of membership in surveys 2 and 3. Since our population is very small and a school grade was not earned by any school, aggregate data is reported for all programs. Data below represents full-time students enrolled in schools 7001, 7004, and 7023.</p><p># 2013 Test Level 1 Level 2 Level 3 Level 4 Level 5 Tested 14 16 26 26 18 Reading 100 14% 16% 26% 26% 18% 25 20 18 9 6 Math 78 32% 25% 23% 12% 8% 0 0 4 1 1 Algebra 1 6 0% 0% 67% 16.5% 16.5% Geometry 7 0 2 1 3 1 0% 29% 14% 43% 14% 4 9 9 4 3 Science 29 14% 31% 31% 14% 10% 0 2 6 2 3 Biology 13 0% 15% 46% 15% 23%</p><p>2013 # Tested 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 1 0 4 2 8 1 2 0 0 0 0 Writing 18 6% 0% 22% 11% 44% 6% 11% 0% 0% 0% 0%</p><p>In the BPS annual parent survey, parents were asked to rate their satisfaction with instruction. A total of 53 surveys were submitted. Of the respondents, 66.7% rated instruction excellent and 25% rated instruction as good. When asked to rate how well their child was learning 21st century skills, 35.1% rated Effective Communication as excellent and 59.5% rated this category as good. In the area of Meaningful Projects (critical thinking, problem solving and creativity) 40.5% rated this as excellent and 56.8% rated it as good. </p><p>The students of Brevard Virtual enroll for many reasons, some impacting their academic successes. With an ever- changing student body, it is essential to treat every child as an individual and assist them in achieving success. Although parents who were surveyed expressed satisfaction with the instruction program and curriculum, it is imperative that our instructional practices consistently measure student mastery of standards. </p><p>Analysis of Current Practice: (How do we currently conduct business?) Brevard Virtual Instruction Programs consist of four different schools, three schools of membership and one school of instruction.</p><p> 7001 – Brevard Virtual Instruction Program (BVIP) is a contracted service program. Currently, no students are enrolled in this program.</p><p> 7023 – Brevard Virtual eSchool (BVES) is a K-8 school utilizing Calvert Curriculum. This is a school of membership that opened in August 2011, serving full-time students only. Due to its small size last year this school did not receive a school grade.</p><p> 7004 – Brevard Virtual Secondary School (BVSS) is a 6-12 school utilizing FLVS curriculum and teachers employed by BPS. This is a school of membership that opened in August 2011, serving full and part-time students. Due to its small size, this school did not receive a school grade.</p><p> 7006 – Brevard Virtual Course Option (BVCO) is a school of instruction, not membership. Due to state statute, courses that are not offered in one of the programs above will be offered through this school number. This school does not receive a school grade, as no students are in membership.</p><p>Students in Brevard Virtual may be part-time, receiving instruction from our school, or full-time, receiving instruction and other services from our school. Part-time students are in membership in other BPS schools, private schools or home education. Full-time students are in membership with Brevard Virtual. The 2013-2014 school year is the third year that Brevard Virtual has employed full-time teachers. In all previous years, we employed a contracted service. Through this contract, students were enrolled in a program operated by K12 Florida and EdOptions and served by teachers employed by the vendors. At the end of the 12-13 school year, the contract with these vendors was cancelled. This change is structure resulted in the expansion of BVES from the K-5 Brevard Virtual Elementary School, to the K-8 Brevard Virtual eSchool and the addition of two teachers (from only one in the previous years). </p><p>In a virtual program, the teacher and parent partner to provide the education program to the student. The curriculum is designed by the vendor and closely monitored and guided by the teacher. The lessons and activities have been designed by the curriculum provider. One of the roles of the teacher is to evaluate student’s mastery of concepts and then provide additional instruction when mastery is not achieved. Teachers do this through the use of high-quality feedback, online instruction, face-to-face meetings, and discussions over the phone. </p><p>As the Brevard Virtual Programs (BVES and BVSS) have expanded, infrastructure has been built to better serve our students. The following have become standard operating procedures:</p><p> Orientation: A live, face-to-face orientation session for all families. Students and their parents attend this 2-hour session where the school expectations and policies are reviewed, tips for success, and methods of support are discussed. Students and parents are also given the opportunity to meet their teachers. </p><p> Academic Advisement Programs Sessions (AAPs): Students meet online with their academic advisor on a monthly basis to work with other students and receive instruction in key areas, such as study skills</p><p> Instruction Days: Students are provided monthly opportunities to learn face-to-face with other students. Teachers host live instruction to address student needs and to provide students the ability to work together with other students. </p><p> Support Opportunity for Success (SOS) sessions: SOS is a monitored computer lab session where students work directly with their teachers. Students pace and grades are monitored on a weekly basis. Students who are behind pace or failing courses are required to report to an SOS session. During the session the student is provided with a “prescription” that schedules their daily activities so they are working on specific courses during the time when their teachers are in the lab. </p><p> Enrichment Opportunities: Teachers coordinate events for families to enjoy activities in the community; examples this year were the Brevard Zoo, Pine Island and Andretti. </p><p>Best Practice: (What does research tell us we should be doing as it relates to data analysis above?) What does the research say about your findings? Evidenced based? What practices can you put into place to work on what the data says is impeding student achievement? Based on what you are seeing; what teachers are doing well; what you need to change and improve…RESEARCH SAYS YOU SHOULD…</p><p>In order to positively impact achievement, students must know what they are expected to learn, how they are advancing to that goal, and what to do differently when not making progress toward the goal. “Students can meet goals only if they are actually working toward them, and they can’t work toward them until they understand what they are.” (Advancing Formative Assessment in Every Classroom. Moss and Brookhart, 2009.) The use of Essential Questions will provide the learning goal for students. “Essential questions provide the focus for student thinking and learning.” “The essential question can create a dynamic tension between the intended outcome and the process used to achieve student success.” (What Moves You: How to Get the Most From Essential Questions. Learning Focused, 2009)</p><p>In order for students to understand their progress in meeting their goal for learning, teachers must employ the use of formative assessment. “Formative assessment is an active and intentional learning process that partners the teacher and the students to continuously and systematically gather evidence of learning with the express goal of improving student achievement.” (Advancing Formative Assessment in Every Classroom. Moss and Brookhart, 2009.) In Visible Learning, John Hattie found that providing formative evaluation had an effect size of d=0.90, where typical teacher effects are in the range on d=0.25-0.40. “The formative evaluations were effective across student age, treatment duration, frequency of measurement, and special needs status.” (2009.)</p><p>In an environment where teachers and students are separated by distance and time, the use of effective feedback is essential. Teachers must evaluate their students’ success in achieving the learning goal continuously and provide students with feedback that will help the student to move closer to achieving the goal. Hattie found that, “feedback was among the most powerful influences on achievement” he found an effect size of d=0.73. Feedback “is closing the gap between where the student is and where they are aiming to be that leads to the power of feedback.” (Visible Learning, 2009). In Educational Leadership, vol. 70, No. 1 (Sept. 2012), the article “Keeping the Destination in Mind” identifies the seven practices for High Quality Feedback: 1. Connect to clear learning targets that teachers have shared with students. 2. Begin with the strengths in the student work under discussion. 3. Discuss questions or concerns about the work. 4. Provide direction on how to address these questions and concerns. 5. Be individualized to each student. 6. Be delivered in student-accessible language and forms 7. Arrive when learners can still use it. CONTENT AREA: Reading Math Writing Science Parental Drop-out Prevention Programs Involvement Language Social Arts/PE Other: Arts Studies</p><p>School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) To positively impact student achievement, Brevard Virtual will implement the use of Essential Questions as a means for establishing the learning goal for students. Teachers will utilize various methods of formative assessment to assess students’ progress for achieving that goal and will improve our use of quality feedback for providing students with the guidance toward achieving the learning goal. The newly established school leadership team will lead this effort.</p><p>Strategies: (Small number of action oriented staff performance objectives)</p><p>Barrier Action Steps Person Timetable Budget In-Process Responsible Measure 1. a. Establish a Assistant Principal Meet biweekly Meeting schedules school and agendas. leadership team (LT) consisting of team leaders, the mentor teacher, reading teacher and guidance counselor. b. Study the Assistant Principal September-October $100.00 Training materials effective use of (1st quarter) Essential Questions (EQ) as a LT. c. Implement the Leadership Team October-December Pace Charts, lesson use of EQ in Members (2nd quarter) plans and one prep by reflections. each LT member. d. Train full Leadership Team January-February $250.00 Training Materials faculty on the Members use of EQ. e. Implement the Assistant Principal February-May Pace Charts, lesson use of EQ in plans and one prep by reflections. every staff member. 2. a. Provide Assistant Principal September and On- Training materials training to and Leadership Going faculty on the Team value of formative assessment and strategies. b. Provide Assistant Principal September and On- Training materials training to and Leadership Going faculty on the Team format of Effective Feedback. c. Evaluate the Assistant Principal October and On- Pace Charts, lesson effectiveness of and Team Leaders Going plans and implementation reflections. through team meetings, faculty collaboration days, and staff meetings. </p><p>EVALUATION – Outcome Measures and Reflection- begin with the end in mind . </p><p>Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of professional practices throughout the school) Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? How will you measure the change in adult behavior? What tool will be used to measure progress throughout the year? Use real percentages and numbers.</p><p>During the 13-14 school year, all Brevard Virtual teachers will implement the use of Essential Questions in one prep as evidenced by Pace Charts and Discussion Based Assessment (DBA) assignments. Teachers will utilize formative assessment strategies in all live lessons and will utilize the data to drive instructional decisions, as evidenced through observation data and the use of pre-test data in courses. </p><p>Through a survey of teachers in August 2013, 7% strongly agreed with the statement “I have the training and expertise to effectively implement Essential Questions in my instruction.” In the same survey, 21% strongly agreed with the statement, “I have the training and expertise to effectively implement the use of Formative Assessment in my instruction.” A total of 57% of the staff agreed with the statement “I have the training and expertise to implement Effective Feedback in my instruction.” In May, a post survey will demonstrate that all teachers strongly agree with these statements. </p><p>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 2013-14? What tool will be used to measure progress throughout the year?</p><p>As a result of the use of essential questions, formative assessment and effective feedback, students demonstrate mastery of course standards and therefore be better prepared for standardized testing. The following results will be achieved on FCAT and EOC exams.  The percentage of students earning a level three or above on FCAT reading will increase from 70% to 80%.  The percentage of students earning a level three or above on FCAT Math, Algebra 1 and the Geometry EOC (combined) will increase from 48% to 65%.  The successful completion rate for students in Brevard Virtual Secondary School will increase from 85% in the 2012-2013 school year to 90% in the 2013-204 school year. </p><p>For the following areas, please write a brief narrative that includes the data for the year 2012-13 and a description of changes you intend to incorporate to improve the data for the year 2013-14. Instructions and support are provided in each section to assist with what data you may include. The instructions are intended to be a guide and may be deleted from each cell to allow for appropriate typing space. </p><p>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). The school Leadership Team consists of the following members: Assistant Principal, Guidance Counselor, three team leaders (eSchool, Middle School and High School), two school mentor teachers and the secondary reading teacher. The team will monitor the implementation of SIP goals on a bi-weekly basis through scheduled online and face-to-face meetings. In addition, the school guidance counselor will serve as the lead for the MTSS teams for both schools. Teachers will have a system in place to recommend students to the MTSS team for assistance. In addition, the school guidance counselor will monitor students’ progress and grades of students on a weekly basis as a tool for early identification.</p><p>PARENT 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 parental involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities). </p><p>Parents in a virtual school program are essential partners in the education of their children. In grades K-5, the parent is a highly involved learning coach. He/she leads students through academic activities under the direction of the teachers. In grades 6-12, their role is no less important. The parents of students in grades 6-12 provide daily supervision, structure and motivation to their student. Teachers work very closely with parents as partners. Features of our program:</p><p> At least monthly contact with each parent to provide an update on student performance.  Student/Parent orientation at the beginning of each semester for all students.  Learning management systems (not Edline) that provide parents with real-time data on student performance.</p><p>This year, additional structure will be implemented to further support parents and contribute to the success of their students:  PAL Session: Parent Assistance Lab (PAL) Sessions will be hosted by the school’s guidance counselor and administrator to provide parents in with training in basic computer functions and program specific tasks. Examples are how to submit an assignment, how to set up a personal email account, how to monitor my student’s progress, etc.  Parent Involvement Liaisons – two teachers have been designated as Parent Liaisons (on for BVES and one for BVSS). Their role will be to determine the needs of our parents and to implement programs to assist. Early Warning Systems (Formerly Attendance, Suspension, and Graduation Rate)</p><p>(Note - as students are working from home, behavior referrals and suspension rates do not apply.)</p><p>Brevard Virtual utilizes a number of systems to give early warnings for struggling students:</p><p> Attendance </p><p> o Parents are notified by phone or email for each student absence.</p><p>. On the fifth absence, the school administration is notified to conference with the student and parent. </p><p> Course participation</p><p> o The online learning systems are monitored each day for student performance.</p><p>. Teachers monitor progress in each course and conduct monthly contact with all parents, at minimum.</p><p>. The school guidance counselor runs reports each Monday to identify students behind pace in BVSS. Students who are behind in course pace or failing multiple courses are required to participate in an SOS (Support Opportunity for Success) session. This is a staffed lab where students receive a day of intense support with a “prescription” for required activities throughout the day.</p><p>CTE/STEM: </p><p>Brevard Virtual’s CTE and STEM offerings are limited. The CTE courses available are Computing for College and Careers and Personal Family Finance. Student may elect to enroll in Foundations of Web Design and User Interface Design, with FLVS, if interested in a CTE. We also encourage students to participate in Dual Enrollment, including AS programs, to expose them to more courses than we have available. </p><p>STUDENT SURVEY RESULTS (Required): Participation in the annual student survey has been and continues to be limited. Students must be on a networked computer to have access to the survey. Families are able to bring their student to our site to complete the survey, but they do not exercise this option. This year, the survey window corresponded with a day for FAIR testing; therefore some students were given the opportunity to complete the survey. A total of 34 students completed the survey (5 elementary and 29 secondary students).</p><p>Of the students surveyed, 53% reported participating in the teaching and learning process at a level of 4 or 5 (often). A total of 47% students reported “Demonstrating that I learned the information through projects, discussions or demonstrations at a level of 4 or 5. (TITLE 1 SCHOOLS ONLY)</p><p>Highly Effective Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.</p><p>Descriptions of Strategy Person Responsible Projected Completion Date 1. 2. 3.</p><p>Non-Highly Effective 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]).</p><p>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</p>