Brevard Public Schools
School Improvement Plan
2015 – 2016
Name of School:
Area:
Roosevelt Elementary
North Area
Principal:
Area Superintendent:
Dorothy Richardson
Dr. Laura Rhinehart
SAC Chairperson:
Samantha Daniels
Superintendent: Dr. Desmond Blackburn
Mission Statement:
Our mission is to set high expectations and create a rigorous learning environment that cultivates
collaboration throughout our school community to help our students reach their full potential. Revised
8/12
Vision Statement:
Roosevelt is an enriching environment where our community encourages life-long learning to reach our full
potential. Reviewed 8/12
Stakeholder Involvement in School Improvement Planning:
Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.
During preplanning, teachers were asked to reflect on the 2014-2015 school year’s success and areas in need of
improvement. Administration shared with staff we saw everyone implemented last year’s writing initiative
according to guidelines given. Staff agreed that we need to work on writing across content areas and to start
use writing as formative assessments within the district initiative process, Understanding by Design planning.
After gaining input from teachers informally through discussion during professional development and grade
level meetings, teachers were given a copy of the SIP rough draft and asked to read and give input during an
after school professional development meeting. In order to give all stakeholders an opportunity to review the
SIP, stakeholders were made aware of the plan by putting a notice in the newsletter and on the website letting
stakeholders know where the SIP was posted. They were invited to review and give feedback at PTO/SAC
meetings. We advertise the meeting dates and times in the newsletter. As for community stakeholders,
business partners, emailed them our school’s website link and invited them to view the SIP there as well.
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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?
Our focus last year was writing across content areas. We implemented a school wide writing initiative which
required teachers to post student writing at least once a month, score papers using a predetermined rubric, post
the rubric and standards the writing was addressing. One hundred percent of our teachers did this and they
were provided with monthly feedback regarding their scoring of the paper and the standard that was posted and
whether the writing was meeting the full intent of the standard. Most writing was summative in nature and that
is one reason the full intent would be expected to be seen. We realized that even though teachers were
following all required components of the school wide writing plan, since their writing was summative in nature,
they hadn’t used writing as a formative means to see what needed to be taught before assessing for the full
intent of the standard. Our goal of making certain that students were writing across content areas was met. We
met partial success with the writing showing student understanding of the full intent of the standard. In
addition, on the EDI survey under instructional planning, only 33% of teachers were satisfied with the support
they received at their school for instructional planning compared to 74% of the Brevard Schools within the top
quintile. Only 54% felt they met with other teachers throughout their school or district who teach in the same
grade or subject area to plan and share resources compared to 75%. When we discussed this finding with our
teachers, they shared that they rated this low because of the “other schools” in the statement. With this
recognized new knowledge, we will provide professional development and support to help teachers use the
UBD design to preplan writing as formative assessment, use the results to drive instruction towards students’
understanding of the full intent of the standard and finally use writing as a summative tool to measure whether
the transfer statement is being met therefore the full intent of the standard.
In addition, teachers were given a survey with a rank of 1-5 to measure their knowledge and ability with
using writing across content areas consistently and with providing effective feedback to students
regarding their writing. Ranks 1-3 indicate that teachers may assign writing across content areas but are
not using best practices consistently and pervasively. Ranks 4-5 means they are assigning writing across
content areas, using rubrics to score and providing feedback to students with 4 being barely and 6
meaning they could teach others how to do it effectively.
Based on our pre and post qualitative survey, teachers showed growth in their understanding of using
writing across content areas, scoring it with a rubric and providing students feedback. However, we
weren’t as successful as we would have liked in developing teachers’ confidence with this. Continuing
to work on using writing as a formative means of assessment within UBD planning will help teachers to
continue to grow in this area.
Last year we administered a student survey regarding their writing knowledge. We can see from this student
data that students’ attitudes towards writing improved. This also proves that the focus and professional
development provided to teachers last year made a positive difference. It also indicates the need to continue
our focus on writing across content areas.
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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?
Since writing across content areas was our big school initiative, we used the writing portion of the BELAA
assessment for 2nd through 6th grades to measure whether students made growth. Our students did increase as a
whole. Below is the data broken down by grade level and areas within the writing component of BELAA.
2014-2015 BELAA A and BELAA B. comparisons –
A. 51% B. 69.6% Organization 19% growth
B. 62% B. 70.4% Development of Ideas 8% growth
Our overall goal for both organization and development of ideas was 70%. We did meet our goal.
The break up by grade level is below.
2nd grade
A. 61%
A. 67%
B. 94% of 2nd =70% and higher for organization
B. 87% of 2ndg = 70% or higher for development of ideas
3rd grade
A. 88% B. 62% of 3rd = 70 % and higher for organization
A.67% B. 66% of 3rd =70% or higher for development of ideas
4th grade
A. 51%
A. 45%
B. 80% of 4th = 70 and higher for organization
B. 84% of 4th = 70 or higher for development of ideas
5th grade
A. 61%
B. 75% of 5th = 70 and higher for organization
A. 63%
B. 78% of 5th = 70 or higher for development of ideas
6th grade
A.37%
A. 22%
B. 37% of 6th = 70 and higher for organization
B. 37% of 6th = 70 or higher for development of ideas
Results varied across grade levels with 2nd grade showing the most growth, 6th grade the least and third grade
declining. We have determined there is a need to provide more training to teachers on scoring objectively using
rubrics.
Analysis of Current Practices:
Describe action steps that have become non-negotiable, things that you will continue doing.
We have been working in PLCs for the past nine years, which mainly consists of grade level specific teams. They
look at formative assessments and work as a team to develop strategies to meet the needs of their students.
We schedule monthly data meetings. They are given data profile sheets where they document data and other
important information such as retentions etc. The team discusses interventions and monitors the progress the
students are making.
Our Non –Negotiables that are part of Roosevelt’s culture include “Do Now” activities, writing across content areas,
Essential Questions and Goal Setting. All teachers provide a “Do Now” activity for students to begin working on the
minute they walk in the room each morning. Essential Questions are used as an advanced organizer, a tool for teaching
vocabulary and for summarizing across the curriculum. Goal setting begins in kindergarten. Students set individual
academic or behavioral goals with the help of their teachers. This is the fourth year that we have really stressed goal
setting with our students. They monitor how the students are progressing and give them feedback. Each month the
teacher recognizes one student in each class who has met their goal or who has worked really hard toward their goal
as “Student of the Month”. They are recognized on our morning announcements, at our quarterly Roosevelt
Recognition Program as well as on a star in our Commons area and they attend an “Open Gym” celebration with an
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administrator attending to let them share what their goal was and to congratulate them on their accomplishment. In
addition to promoting goal setting as mentioned above, we will also hold teachers and students accountable by
looking for the goals posted and recognized during classroom walk- throughs.
Writing across content areas was the basis for our School Improvement Plan for the 2014-2015 school year.
Teachers worked hard to meet the expectation of having monthly writing displayed, scoring it using a rubric and
providing feedback to students. In addition, they posted the standards used for the lesson taught with which the
writing correlated.
Several years ago our school committed to using Thinking Maps across the curriculum. Thinking Maps incorporate
several of Marzano’s strategies such as non-linguistic representation, critical thinking, examining similarities and
differences, summarizing & note taking, etc. Although many of our teachers still use Thinking Maps, we feel that we
need to revisit this commitment so that all teachers are using them with fidelity. One of the most important pieces
to Roosevelt’s success in implementing our SIP initiatives is monitoring and providing feedback to our teachers.
Best Practice:
Based on research, as it relates to the data analysis above, what should be best practices in the class room?
Teams that focus on results are more effective than those that center their work on activities and tasks
(Katzenbach& Smith, 1993). When teams work together to establish measurable goals, collect and analyze data
regarding their progress, and monitor and adjust their actions, they produce results that “guide, goad, and
motivate groups and individuals” (Schmoker, 1996, p.38) We also know that to create a high performing
learning culture with continuous improvement, professional development and reflective practice must be
systemic. It is imperative that teachers work in Professional Learning Communities which are defined by
Richard & Becky DuFour as an ongoing process in which educators work collaboratively in recurring cycles
of collective inquiry and action research to achieve better results.
Dr. Max Thompson outlines exemplary practices that are evidence based as well as research-based
such as using advance organizers, teaching vocabulary in context and summarizing throughout the
lesson as high yielding strategies that maximize learning. In addition, BEST Module 4: Using
Assessment to Drive Learning shows that there is a 23% gain for setting objectives and providing
feedback as well as a 22% gain in using questions, cues, and advance organizers. As Max
Thompson’s research shows, essential questions incorporate three of the five highest yielding thinking
strategies: advance organizer, vocabulary in context and summarizing. When beginning with the end
in mind by looking at the standards, developing essential questions allow for students to have a reason
for learning what is being taught and guide the lesson. In addition, It is critical that teachers engage their
students, establish effective relationships with their students while communicating high expectations for all
students. Doub Lemov, provides techniques in his book “Teach Like a Champion, for setting high
expectations such as “Do Now” activities, “No Opt Out”, “Right is Right”, “Format Matters” and “Without
apology.
According to “The Core Six”, there are three reasons for using writing to learn to address the common core (Florida
standards). The first is that writing develops higher order thinking. The second is that the common core’s anchor
standards for writing have identified three types of text that are particularly important to ensuring students’
readiness for college and careers in the 21st century; arguments, informative/explanatory texts and narratives.
Write to learn helps develop students’ skills in these areas by requiring students to develop high-quality written
responses on demand and engaging students in the extended writing and revision process. This includes selfassessment and peer revision. The third is that writing anchor standard 10 makes it clear that classrooms must
incorporate writing “for a range of tasks, purposes and audiences.”
This year, we will focus on integrating the Understanding by Design process with writing across content areas. As
stated in The Understanding by Design Guide to creating High Quality units,” many assessments measure only
recently taught knowledge and never ask for authentic performance (conditional knowledge and skill I context)whether students know when, where, and why to use what they have learned in the past. This approach leads to
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surprisingly poor test results, because students do not recognize prior learning in unfamiliar-looking test questions.
Given that performance is the goal, local assessments typically do not provide a valid measure of student
understanding.” Using writing across content areas during the planning process and as a means to assess will help
us authentically assess our students. Writing “allows us to see conceptual relationships to acquire insights and to
unravel the logic of what was previously murky or confusing” (Schmoker, 2011, p.211). “Writing helps students get
their thinking out in the open where it can be assessed and refined”(The Core Six p.50) That’s why it is so important
to use writing as formative assessment because it allows us to understand the comprehension the writer has done
about their reading. We can provide direct feedback about their understanding of the content read about through
their writing.
Douglas Reeves (2002) has similarly found that writing is the “skill most directly related to improved scores in
reading, social studies, science and even mathematics.” (p.5). Reeves also reminds us of something that too often
gets lost in our concern over test scores: that writing brings engagement, interest and fun to the classroom. Using
writing across content areas will be a way to authentically assess standards taught.
Thinking Maps are a researched based strategy to help students organize information based on how the brain
processes information. Students should develop mental maps of words, their meanings and their different contexts.
In Janet Allen’s, On the Same Page, it states that “graphic organizers help learners break down information they
would have overlooked because it seemed too abstract or difficult”. We will use writing to take these maps a step
further and students will synthesize what they learned in the different content areas when using the thinking maps
as an organization tool for writing across content areas.
School-Based Goal: What can be done to improve instructional effectiveness?
Roosevelt Elementary teachers will implement backward design to plan units that incorporate writing across
content areas to assess student progress towards meeting the full intent of the standards, which will engage
students and develop their higher order thinking and writing skills, therefore increasing student achievement.
Strategies: Small number of action oriented staff performance objectives.
Barrier
Action Steps
Person
Timetable
Responsible
1.
Backward 1.PD on UBD
UBD
team August
Design is not
(Principal, AP & 2015used in planning
two teachers who May 2016
were trained in
July),
Teacher September
Teams
2015
2.Provide
feedback
to
teachers
on UBD Team
September
UBD follow up
2015Stage 1
February
2016
3.Provide
(Early
support
to UBD Team
Release
teams as they
Wednesdays)
develop units
Budget
In-Process
Measure
Implementation
plan;
PD
Agendas, UBD
Units,
Classroom
walk-throughs
5|Page
2.Priority
1.Provide PD on Principal & AP;
Standards not Prioritizing
Reading Coach;
determined
Standards
District Resource
Teachers
2. Provide time
for teams to
work together Principal & AP
to
prioritize
standards
3.
Lack
of
Thinking Maps
being
utilized
schoolwide
October
2015-April
2016
October
2015-May
2016
1.Provide
Kay
Parker, October
refresher
Thinking Maps 2016
training
on Trainer
Thinking Maps
2.Teachers will
October
incorporate
All
classroom 2015-May
Thinking Maps teachers
2016
to plan for
writing across
content areas
3. Teachers will
October
display
All
classroom 2015-May
examples
of Teachers
2016
Thinking Maps
they have used
on
the
designated wall
in the commons
4. Being able to 1.Provide PD T. Phelps, District September
score objectively using on scoring Resource Writing 2015
using rubrics
using rubrics
Teacher
2.Provide time Administration
to score and Classroom
collaborate with Teachers
team
to
compare scores
September
2015- May
2016
$200 for books PD
agendas,
to help with PD Inservice
Records
Documents
Budget
for produced
Substitutes:
during teacher
Approx. $2100 work sessions
with Standards
prioritized
Agenda,
Inservice
Records
Lesson Plans,
UBD Units,
Writing
Displays,
Classroom
Walk-through
data,
Thinking Maps
Display Wall
PD Agenda
Writing Data
(Pre/Post);
BELAA data
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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.
We want our teachers to plan quality units using backward design with prioritized standards, targeted transfer
statements, including all 3 stages with a focus on using writing as formative/summative assessment in stage 2.
Quantitative Measure Baseline: Teachers were given a survey to measure their comfort level with the
following actions. 1 was not comfortable at all, 2 somewhat comfortable, 3 comfortable, 4 very comfortable and
5 meaning they could teach it to someone else.
Writing a quality transfer statement. 1 = 35% , 2=22%, 3=35%, 4=7%, 5=0%
Differentiating between a rubric and a scale. 1=13%, 2=30%, 3=30%, 4=22%, 5=4%
Designing a writing assessment that measures the full intent of the standard. 1=9%, 2= 43%, 3=35%, 4=13%,
5=0%
Recognizing priority standards when planning a unit. 1=17%, 2=17%, 3=35%, 4=30%, 5= 0%
Quantitative Outcome Measure: For the following survey statement, Recognizing priority standards when
planning a unit, the number of teachers scoring a 3 or higher will increase by at least 10%..
Qualitative Measure Baseline: Last year, none of our teachers used backwards design when planning lessons
following the guidelines given in the survey questions above.
Qualitative Outcome Measure In addition to the required 1 unit by design lesson, at least 25% of our
classroom teachers will develop at least one more complete and well-structured unit using backward design
incorporating writing as a formative assessment.
In order to measure this, administration will look at lesson plans during classroom observations (formal and
informal) and keep track of which teachers are designing a total of at least 2
Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.
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Grade
Comp
Total 3
Dev of
Ideas
Total 3
Clarity of
language
0
Organization
Total 3
Conventions
Total 3
Total Score
average
12
1
1.3
1.2
NA
1.2
1.26
4.8 (40%)
Grade
Comp
Total 4
Dev of
Ideas
total 4
Clarity of
Language
Total
Organization
Total 4
Conventions
Total 4
20
2
2.0
1.7
1.2
1.2
2.1
8.23 (41%)
3
1.7
1.8
1.7
1.7
1.8
8.7
(44%)
4
2.05
2.12
1.9
1.7
1.9
9.9
(50%)
5
1.4
2.0
2.3
2.2
2.8
10
(50%)
6
1.8
1.8
2.1
2.3
2.2
10.6 (53%)
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?
Quantitative Baseline:. For the 2015-2016 school year, we had 1st through 6th students take a prewriting assessment that required
students to read more than one text and use text to support their writing responses. This was implemented in a manner to mimic the
FSA writing assessment portion. Above is a table with all components and total number of points available and the average percentage
for each component by grade level. The average overall score for the school was 44%.
Quantitative Outcome Measure
The overall writing scores as measured by the writing post-test results, using the BELAA rubric will increase by at least 10 percentage
points, which would be from 44% to 54%.
Qualitative Baseline: 2014-2015 Post Student Survey Results: 81% felt writing was important in all content areas and 72% indicated
when they write about what they have learned they understand it better. When asked which area they feel is most problematic when
writing using text to support their thoughts 13% don’t know how to start, .08% don’t know how to organize it, 23% don’t know how to
use text to support without copying directly from the text and 61% do not feel any of these are an issue.
Qualitative Outcome Measure: Since using text to support writing is a big portion of writing standards and state assessments, we will
look for a decrease in our number of students who find using text to support their writing problematic. We will decrease that number to
10%.
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.
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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 school based RtI Leadership Team consists of three tiers: Tier 1: Grade level Teams andAdministration Tier 2:
Classroom teachers, administration, literacy coach, guidance counselor, ESE teachers and parents Tier 3: Classroom
teacher; administration, literacy coach,guidance counselor, school psychologist, behavior analyst, staffing specialist,
and parents
The MTSS Leadership Team works collaboratively to develop the School Improvement Plan and in the implementation
of it, monitoring it monthly with the faculty and the S.A.C. to ensure fidelity. Data from district and state assessments,
Student Surveys, Parent surveys, discipline referrals and attendance are analyzed and research based strategies are
outlined in the School Improvement Plan and implemented to improve instruction.
The implementation of the research-based interventions will be monitored for four to six weeks. Progress monitoring
will take place bi-weekly to determine the effectiveness of the intervention. In addition, data meetings are held and
students who are in need of MTSS are the focus of those meetings. Assessment decision trees provided by the district
are used to drive interventions and instruction. A chart is created with data points to plot the AIM line and determine
the gap to see if the intervention is working. The team reviews the data and determines if it is necessary to continue
the intervention, change it, or place the student back in the general curriculum. A concern we have is that not all
teachers are comfortable with designing research based interventions. The guidance counselor is the facilitator of the
MTSS process and she trains the faculty annually to build capacity to implement the process with fidelity. The IPST also
helps guide teachers in this process as well.
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?
In 2014-2015, Roosevelt accumulated a total of 5,373 volunteer hours. When divided by our population, that
equals to 15 hours per student. Our goal for 2015-2016 is to continue to increase volunteer hours per student.
We are fortunate to have the outstanding parent and community participation we already do. We have a
nonprofit business partner which is a church. They send us a total of 8 weekly volunteers who each volunteer
the equivalent to an 8 hour work day and many times more than that. We can always count on them for big
events such as the book fair and Ziti night. We have a total of 132 volunteers which is the equivalent to 34% of
our population. Volunteers are never turned away. Our volunteer coordinator always finds something for them
to do. She along with front office staff makes certain anyone interested in becoming a volunteer, is given the
information to sign up. We have 7 solid business partners who have completed official district paperwork and
that we truly have an equal partnership. There are many other businesses who donate and contribute when we
call and ask even though they do not want to be official business partners.
The total percentage of parents completing the parent/client survey for 2014-2015 was 50% compared to 20132014 total percentage of 35%. We held signs up at dismissal, sent notices home as well as telephone messages
asking parents to complete the survey. We’ll also include email invites with the link listed right in the email
this year in order to increase our percentage for the current school year. 95% of our parents in the parent survey
last year, listed email as the best way to contact them.
When looking at last year’s survey results regarding customer service with the front office staff, overall the
results were favorable. Our office staff had 95% of their results stating their service was excellent or good.
Administrations results with being responsive to needs was 75% with a 20% stating it wasn’t applicable,
resulting in 95%. For our information meetings and after school events, we had 93% state they attended at least
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one of them with 94% of those attendees stating the information at the meetings were helpful. For safety within
the school, 95% of those respondents rated us as excellent or good. That is a number we are very happy with
and of course we want 100% of our parents to feel that we are a safe and secure school. However, we wonder
if that 5% who rated us as fair have even visited the school. We have a closed campus and all outside doors
except for the front office is locked. All visitors and volunteers have to go through the front office. We are
diligent in making certain all sign in with their identification card. However, one area of need was 38% of
parents mentioned they would like a workshop dealing with homework help and 35% said study skills. These
two areas are easy to combine when developing a help workshop for parents. We will develop one to deal with
these two areas of concern for parents and have it after school so parents can attend. We are diligent in making
certain all sign in with their identification card. When rating their child’s overall school experience, 95% rated
us as excellent or good. Roosevelt’s family events include a wide variety of night events for when all families
can attend. Educational opportunities for both parents and students include Night under the Stars, Math and
Science Night, Multi-cultural Night, and Bed Time Story Night. These events build community and school
culture while additional events such as Ziti Night are PTO fundraisers. These evening events are well attended
per sign sheets and observation. They are looked forward to and appreciated by the Cocoa Beach community.
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
Roosevelt Elementary students in grades 4-6th were surveyed on such issues as individual demographics,
peer relations, character, perceptions of school, bullying, technology, their future, safety, changes within
the school environment, etc. The percentages of students that represent each grade level are as follows:
39.16% 4th, 22.38% 5th, 38.46% 6th. 100% of the students completed the survey.
The results of the 2014-2015 Student Survey show that 97.2% have access to a computer which is an
8.5% increase from last year, 71.3% of students want to be successful, which is a 17% decrease from last
year’s survey, 16.7% do not worry about making mistakes, and 61.% of those students surveyed are
comfortable with who they are as a person. 81% of the students surveyed stated that they have patience,
understanding, and appreciation for others’ differences. 93.7% of the students also reported that they felt
safe at school and that 74.1% had never been cyber-bullied. 1.4% of students claim that they do not feel
safe in the hallways and 3.5% in the bathrooms. 13.2% of students reported that they have had rumors or
mean gossip spread about them a school.
Comments were also submitted by students.
Several of the comments regarding things that were going well at school were: Students felt as though the
teachers were making sure that the students were well behaved, teachers were understanding and
helpful, and school personnel is able to stop bullying behaviors. The students also felt that they used
10 | P a g e
technology more often than last year and they enjoyed completing research type assignments. Students
also raved about creating PowerPoints and attending computer labs. Students feeling safe at school was
also noted several times in the student comments.
The comments voiced throughout the survey regarding concerns were: More opportunities for after
school clubs, better lunch choices, the bathroom appearance, and cyberbullying through online gaming
and social media. Students would also like more time to work on interpersonal skills through RAMP.
Several opportunities to address the students concerns above have been created this year such as offering new after
school clubs. The Surf Rider Club and two additional Robotics Teams, which will include various age groups, will offer
more time for students to be creative and apply their interpersonal skills. The Media Specialist will be addressing cyber
bullying during his lessons on cyber safety. 6th grade students have the opportunity to join the Safety Patrol to assist
with school wide safety. Also, 6th grade students will also be given the opportunity to join the after school photography
club. i The Student Leadership Program is offered to 4th -6th grade students who would like to learn how to identify
bullying behaviors, learn how to advocate for themselves and others, and promote a healthy school environment. The
cafeteria staff has added a variety of healthy alternatives during breakfast and lunch such as salads in a cup, veggie cups,
parfaits, snack packs, and whole grain baked goods. Due to the fact that our school is 49 years old, the bathrooms have a
dingy look even though they are clean. The custodial staff gave them an extra deep cleaning during the summer and has
committed to checking on them frequently throughout the day to make sure they appear clean and tidy.
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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
Add any additional EWS indicators here.
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. The Guidance Counselor monitors attendance and tardies monthly. Sixth grade
assessment data is reviewed during monthly data meetings.
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.
Grade Level
Attendance <90
1 or more ISS or
OSS
Level 1 in ELA
or Math
Course Failure in
ELA or Math
Students
exhibiting 2 or
more indicators
Fill in BLANKS with data from 2014-15 School Year - Number of Students
K
1
2
3
4
5
6
7
8
9
10
11
5
16
9
14
11
14
9
0
0
0
0
0
1
0
12
Total
0
0
1
0
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)
During the 2014-2015 school year, the school average for attendance was 95.8%.. We feel our attendance could be better
but we notice we have repeat offenders. We have attendance meetings with those parents of students who are repeat
offenders and utilize the district truant office when needed. We also have repeat offenders with students who are tardy.
Our guidance counselor does a wonderful job of motivating parents and students to get to school on time and all the time
except when they are sick. Roosevelt’s teachers and staff will work this year to improve the attendance by implementing
the following preventative measures:
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
School connectedness: A believe by students adults in the school care about their learning and about them as
individuals.
 An automated message is sent home whenever students are absent. We have asked our front office clerk to run
monthly reports and the guidance counselor monitors for excessive absences and tardies.
 When a student has three unexcused absences in a calendar month, the classroom teacher and the school counselor
will begin the documentation on the truancy list.
 After 5 unexcused absences, an IPST attendance meeting will be scheduled. The attendance resource office will
be contacted once 7 absences have been reached.
These preventative measures are designed to enhance support to the struggling students by offering them assistance at the
right time. Additional data to consider when reviewing attendance would be behavioral infractions and current academic
success.
We had one student in K-6 who received more than 1 out of school suspension. Our teachers will continue to use our
school wide discipline plan. In addition, students who receive a suspension, in or out of school, will receive a parent
phone call as in the past and we will conference with parents and student.
If a child receives more than 1 suspension, we will use after school detentions as a consequence for following
consequences when possible depending on the nature of the infraction. During that detention, the child will be counseled
by the school counselor. If that child receives another suspension, we will put that child’s name on the IPST list where the
MTSS team will discuss interventions and put a behavior intervention plan into place. Our goal is that we will have no
students with out of school suspensions. This measure will be for those 6th grade students who have less than 90%
attendance, score a level 1 on the standardized end of year testing or a course failure in English, Math, Science or Social
Studies. This will meet the early warning system requirement that we make certain no 6th grade student has two or more
of these indicators.
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STUDENT TRANSITION AND READINESS
1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).
Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from
one school level to another.
Luckily, Roosevelt doesn’t have many students moving between Brevard County schools. We do have mobility
due to our 34% military population. We make certain to send as much information as we can in the cumulative
folder to those schools military students will transfer to. That way, the new school has all the information they
need to decide on the best placement of that student. For our incoming kindergarten students, we do an
information kindergarten night which is advertised heavily. We put advertisements about this meeting in local
stores, outside of city offices and all local pre K schools. Administration works closely with both feeder middle
schools, DeLaura and Cocoa Beach Junior Senior high. We host both schools’ visits to Roosevelt where the class
selection and registration processes are reviewed with students. They are given paperwork for their parents to
complete and we return it to the appropriate middle school. We advertise their informational evenings about
middle school for parents to attend and we host their special program facilitators at Roosevelt where they are able
to promote their programs such as the IB program and Scientific Research Class. Our students visit Cocoa Beach
Junior Senior High for a tour and view of middle school life. We test qualifying students with the Algebra I Honors
assessment and the middle schools can make certain students are in the correct math class. Finally, we make
certain all reading data is organized and passed onto the middle school so they can place students in the appropriate
Language Arts classes.
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).
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.
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(TITLE 1 SCHOOLS ONLY)
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.
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 qualified. *When using percentages, include the number of teachers the percentage represents (e.g., 70%
[35]).
Number of staff and paraprofessionals that are teaching outof-field/and who are not highly qualified
Provide the strategies that are being implemented to support
the staff in becoming highly qualified
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