Brevard County Public Schools
School Improvement Plan
2013-2014
Name of School:
Area:
Andrew Jackson Middle School
North
Principal:
Area Superintendent:
Mrs. Annetha Jones
Dr. Laura Rhinehart
SAC Chairperson:
Mrs. Nancy Oliver
Superintendent: Dr. Brian Binggeli
Mission Statement:
At Andrew Jackson Middle School, we envision a school where all students learn in a clean and safe atmosphere that
provides physical and emotional safety. At Jackson Middle School the parents, community, school personnel, and
students display mutual respect, encouragement, and support for one another. We, as a faculty and staff, foster and
encourage a love for life-long learning in an environment where students think creatively, solve problems, and make
informed decisions. As a learning community parents, students, school personnel, and the city of Titusville share the
responsibility of advancing the school's mission.
Vision Statement:
At Andrew Jackson Middle School, our mission is to provide all students with learning opportunities that will enable
them to develop the knowledge, skills, and values to become positive, responsible, and productive individuals with a
lifetime interest in learning.
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Brevard County Public Schools
School Improvement Plan
2013-2014
RATIONALE – Continuous Improvement Cycle Process
Data Analysis from multiple data sources:
Andrew Jackson Middle School’s total school population had 65%, 68%, and 77% of the students achieving a level 3 or
higher in reading based on the FCAT for testing years 2013, 2012, and 2011, respectively. 68%, 69%, and 75% of
Andrew Jackson Middle School’s students achieved a level 3 or higher on the math FCAT for testing years 2013, 2012,
and 2011, respectively. In writing, 54% of students scored a level 3.5 or higher on the FCAT for the 2013 school year.
Andrew Jackson Middle School’s students had 65%, 57%, and 61% of the students achieving a level 3 or higher in
science based on the FCAT for testing years 2013, 2012, and 2011, respectively. 60%, 72%, and 56% of the lowest
25% made learning gains in reading based on the FCAT for testing years 2013, 2012, and 2011, respectively. On the
FCAT math, 67%, 59%, and 70% of the lowest 25% made learning gains for testing years 2013, 2012, and 2011,
respectively.
Looking at the Algebra EOC results, 100% of seventh graders and 100% of eighth graders performed at high standards.
On the Geometry EOC, 100% of eighth graders performed at high standards.
Based on classroom observations from the 2012-2013 school year, it was evident that higher order thinking
questioning strategies were in place in some classrooms. However, it was observed that higher order thinking (HOT)
questioning strategies were not implemented on a regular basis.
Several of the questions in the 2012-2013 end of the year Student Survey reflected how well students felt prepared
for the academic challenges of colleges and careers. According to the survey data, only 35% of students feel
challenged to achieve their fullest potential at school.
According to the first 2013-2014 AJMS teacher survey, only 22% of teachers reported that they regularly included a
higher order thinking question in the form of an essential question on the board for the lessons and/or units that they
taught. Furthermore, only 19% of teachers reported that they regularly included higher order thinking questions that
required students to provide extended response answers on assessments.
Upon analyzing all of the data above, Andrew Jackson Middle School has come to the conclusion that higher order
thinking (HOT) questions should be our primary focus for the 2013-2014 School Improvement Plan. Andrew Jackson
Middle School will specifically focus higher order thinking (HOT) questions being asked on assessments, as well as
higher order thinking (HOT) questions being posted on the board in the form of essential questions.
Analysis of Current Practice:
Andrew Jackson Middle School is proud to be one of four middle schools in Brevard Public Schools who earned an “A”
for the 2012-2013 school year. These results are due to AJMS’s commitment to base instructional decisions on
quantifiable data. Data driven instructional practices have fundamentally transformed our instructional decision
making.
Students scoring a Level 1 or 2 in FCAT reading are required by the state to be enrolled in an intensive reading class
during the school day, however, these students are also invited to participate in our daily Morning School Program
which consists of tutoring sessions with teachers and computer based instruction from programs such as FCAT
Explorer.
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Students scoring a Level 1 or 2 in FCAT math are also invited to participate in the Morning School Program in order to
receive tutoring from teachers. Additionally, students who scored a Level 1 in math attend an intensive math class
that previews math skills a week ahead of their MJ 2 or MJ 3 math class, whereby providing an additional scaffolding
of math support.
Additionally, students scoring a level 3 who are in the lowest 25% are also provided with scaffolding and support.
Andrew Jackson Middle School created the Generals in Training or G.I.T. Program for these students. G.I.T. students
in both 7th and 8th grade participate in one of the following ways: Attending the Morning School Program and/or
being placed in a G.I.T. Leadership Class using a pull-out method in General Time or an elective. The Literacy Coach,
Media Specialist, and Guidance Service Professional assist in conducting these classes.
Andrew Jackson Middle School’s entire school population participates daily in the General Reading Time program.
During the first period of instruction, twenty minutes is added to the schedule in order for AJMS students to
participate in this school-wide reading endeavor.
Additionally, throughout the school year, students with FAIR scores that indicate a low probability of success on FCAT
reading are invited to participate in morning school to work with their language arts teacher, Media Specialist and/or
Reading Coach.
Differentiated Accountability Daily Bell Work is 100% school-wide. Reading, language arts, and the social studies
departments have structured their bell work according to common core standards and aligned with FCAT 2.0
reading. Science bell work is structured to align with FCAT 2.0 in science, whereas math bell work is aligned with
FCAT 2.0 math. Algebra and Geometry bell work aligns with those content core competencies, and finally the
elective departments have chosen to highlight specific core competencies identified as signature weaknesses across
the board for each of our struggling math learners. Additionally, AJMS is utilizing periodic Bell Work Mini
Assessments as a substitute for district-wide differentiated accountability assessments. Bell work results are
analyzed, compared and tracked to determine such things as student growth and/or instructional
weaknesses.
Andrew Jackson Middle School implements Tier 1 Positive Behavior Support (PBS) school wide. Incentives such as
patio time, popcorn, and the Starbuck store are paired with a token economy. Students earn a “Starbuck” by
following the school wide expectations to be Respectful, Responsible, and Prepared.
Andrew Jackson Middle School’s entire student population participates in “Data Chats” with both their Language Arts
teachers and the Literacy Coach. Students are presented with an honest reflection of their current status by looking
at their results of various sources of data such as FCAT and FAIR. Students construct goals for self-improvement and
participate throughout the school year in periodic self-assessment reflections aligned with their stated goals.
J.U.M.P. (Jackson's Ultimate Mentoring Program) provides at risk students with a positive adult role model for an
additional layer of support. Faculty, staff, administration and community members unite in order to match selected
students with an adult mentor who meets with students on a regular basis.
Band and orchestra students are provided the opportunity to work with a mentor after school every Tuesday and/or
Thursday. Mentors are either Titusville High Band or Orchestra members.
The N.B.A. program (No Bullying Allowed) has enjoyed tremendous success at AJMS. This program continues to
provide selected students with the opportunity to train in conflict resolution skills in order to participate in a schoolwide campaign to address bullying.
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Best Practice:
Andrew Jackson Middle School selected Higher Order Thinking (HOT) questions as the instructional focus for the
2013-2014 School Improvement Plan. Andrew Jackson Middle School came to this conclusion based on multiple data
sources (see above) and the national initiative to prepare all students to be “college and career ready” (Common Core
State Initiative, 2011). With the implementation of the Common Core State Standards, more emphasis will be placed
on students’ reading achievement at both the school and classroom levels.
In order to achieve the Common Core Standards, Andrew Jackson Middle School intends to implement Higher Order
Thinking (HOT) questions. HOT requires students to think at a deeper level and to elaborate their oral and written
responses (Peterson & Taylor, 2013). During the year, we will focus on two specific types of HOT: higher order
responses/talks and higher order writing.
Higher order responses/talks are conversations with and between students in response to higher order thinking
questions. This type of classroom conversation helps individuals make sense of their world, build empathy, respect,
and understanding of different opinions (Ketch, 2005). When used in connection with reading strategies,
conversations foster comprehension (Ketch, 2005). More specifically, during these conversations, Andrew Jackson
Middle School teachers will require students to question as they read (Gordon & Pearson, 1983; Hansen, 1981) to
determine the importance of what they read (Afflerback & Johnston, 1986). During the academic year, on-going
professional development will prepare and support teachers in these tasks.
Also within the realm of higher order thinking, Andrew Jackson Middle School will focus on higher order writing.
Higher order writing involves responding to higher order thinking questions through writing. After answering HOT
questions students will be expected to analyze their responses and decide what they need to add to their answers in
order for them to become more complete and compelling (Taylor, 2010).
CONTENT AREA:
Reading
Language
Arts
Math
Social
Studies
Writing
Science
Arts/PE
Other:
Parental
Involvement
Drop-out Prevention
Programs
School Based Objective:
To increase student achievement, Andrew Jackson Middle School teachers will post a higher order thinking
(HOT) question in the form of an essential question on the board daily. In addition, once a quarter, teachers
will meet during a department meeting to analyze one of their assessments in order to determine what
percentage of the questions are higher order.
Strategies:
Person
Responsible
Barriers
Action Steps
Teachers varied
knowledge of
higher order
thinking
questioning
strategies,
implementation
with fidelity,
faculty buy-in, and
student
Train Andrew Jackson
Middle School faculty on
HOT/essential
questions
Administration,
Reading Coach,
CCSS Team,
District Personnel
Utilize reading coach
and district personnel to
model lessons, conduct
professional
development, and
Reading Coach,
District Personnel,
Administration
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Timetable
Pre-planning,
faculty meetings,
professional
development day,
early release days
Ongoing
In-Process
Measure
Professional
development
calendar,
agendas, sign-in
sheets, exit slips
Coach’s log,
lesson plans,
professional
development
agendas
participation
analyze data
Post a higher order
thinking question in the
form of an essential
question on the board
daily
Analyze assessments in
order to determine what
percentage of questions
are higher order
Analyze effectiveness
and impact of
HOT/essential
questions
Adjust the
HOT/essential
questions being posted
and asked on
assessments based on
team collaboration and
student responses
Faculty,
Administration
October-May
Walk-through
observations
Faculty,
Administration
Once a quarter
during department
meetings
Assessments,
meeting agendas
and minutes
Department and
Team Leaders,
Administration
Department
meetings, team
meetings
Meeting agendas
and minutes
Department and
Team Leaders,
Administration
Department
meetings, team
meetings
Meeting agendas
and minutes
EVALUATION – Outcome Measures and Reflection-begin with the end in mind.
Qualitative and Quantitative Professional Practice Outcomes:
Qualitative: Based on teacher surveys, 60% of teachers will verify that their assessments regularly include
higher order thinking questions that require students to provide extended response answers.
Quantitative: 100% percent of Andrew Jackson Middle School faculty will post a higher order thinking (HOT)
question in the form of an essential question on the board daily.
Qualitative and Quantitative Student Achievement Expectations:
Qualitative: Based on student surveys, at least 50% of students will verify that higher order thinking
questions challenge them to achieve their fullest potential at school.
Quantitative: 60% percent of Andrew Jackson Middle School students will master at least one test including
higher order thinking questions with a score of 70% or higher as measured by student grades on Edline.
MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI:
MTSS meetings are initiated by parents, teachers, and students as well as by counselors and administrators. These
meetings are based upon information from data sources such as test scores, report cards, interim grades, classroom
grades, behavior scales, discipline and/or psychological reports. Data sources are reviewed by MTSS Leadership Team
and recommendations for academic and/or behavior plans are discussed and action steps are written. MTSS plans are
implemented, progress is monitored, and the MTSS Leadership Team returns on a future predetermined date to review
progress and to make further recommendations. The MTSS Leadership team consists of counselors, teachers, and
administrators and all have some contact with the individual student or student group. Each team member works within
the team to design an academic and/or behavioral program tailored to each student’s needs. The primary management
system used to access, analyze, and monitor data is through the Cross Point AS400 program. The MTSS Leadership Team
receives current data in all subject areas, as well as attendance and behavior information. The team also uses teacher
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surveys to gain knowledge about how students are performing. FAIR results are also used. Training in the RTI/MTSS
process will continue to be scheduled for staff members throughout the 2013/2014 school year. These will occur during
faculty meetings as well as during professional development training days.
PARENT INVOLVEMENT:
AJMS has several opportunities in which community members can get involved with the school. Many parents,
students, and teachers volunteer to be members of our School Advisory Council (SAC) where they have a voice in the
decision making process as well as participating in school related discussions that deal with school improvement. The
General Parent Association (GPA) is also a parent program at Andrew Jackson Middle School in which parents discuss
various ideas for school improvement and can move forward with planning and initiating creative ways to generate
funds. Parents often volunteer their time in our Starbuck store which is part of our Positive Behavior Program (PBS), as
well as helping with our annual Open House, fieldtrips, our band’s Spaghetti Dinner, athletics, and the Science Fair.
The results to the 2013 Parent Surveys show that 91.2% would like to receive e-mail as a form of communication and
90.7% responded that they have attended informational meetings or academic events at Andrew Jackson Middle School.
However, 48.4% said they did not attend informational meetings or academic events due to them being scheduled at
inconvenient times. 81.9% of our parents said the best time for them to attend school meetings and events is on
Thursday evenings. When asked how parents felt about their level of participation in school decision making, only 44.8%
said they were well informed and satisfied.
Last year, AJMS logged in 3,544 volunteer hours. This is less than what was logged in during 2012 which was 4,429
volunteer hours. This year, we will be more diligent in making sure that all parents, teachers, and students who
volunteer at AJMS are encouraged to log their volunteer hours.
CTE/STEM:
At Andrew Jackson Middle School we offer a Career and Technical Education (CTE) course to our 8th grade students
called Computing for College and Careers (CCC). It is a high school level course in which completers earn one high school
credit. Last year, 32 students took the CCC course and of this group, 29 students took the CTE industry certification
exam. Of those students, 22 passed and received one or more certifications. This year, 19 students are enrolled in CCC
and of those students, 95% are taking accelerated courses. We fully expect that all 19 students will take the industry
certification exam at the end of the school year. Our CCC teacher holds the appropriate industry certification.
STUDENT SURVEY RESULTS:
Several of the questions in the 2012-2013 Student Survey reflected how well students felt prepared for the academic
challenges of colleges and careers. According to the survey data, 68.11% of students feel dedicated to achieving success,
and 25.20% do not worry about making mistakes. Last year, 76.38% of the students planned to attend college after high
school graduation.
More specific questions that relate to critical thinking and instructional strategies were also asked. The results show that
only 35% of students feel challenged to achieve their fullest potential at school. Further, only 47.8% of students agreed
that most of the time, schoolwork will help them later in life. In the case of teamwork, only 33.4% said they are taught
how to collaborate and share responsibilities. In terms of technology, 32.87% of students said they are taught how to
communicate effectively In relation to the practical use of technology, and only 30.3% of students answered that they
are required to use technology in class.
Andrew Jackson Middle School hopes to improve these scores by making higher order thinking questioning strategies
our instructional focus for the 2013-2014 school year.
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EARLY WARNING SYSTEMS:
Jackson Middle School has a very detailed attendance policy. Every effort is made to impede excessive absences before
a student misses 10 percent of instructional time. Andrew Jackson Middle School’s attendance policy is as follows:
Every absence– Synrevoice message is sent to parents
3 days absent – Phone call is made to parents
4 days absent – Excessive absence letter is sent to parents
5 days absent – Student signs attendance contract and parents are notified
7 days absent – Truancy officer is notified and an attendance meeting is scheduled with parents
10 days absent – Follow up with truancy
In terms of students who fail core courses, Andrew Jackson Middle School offers several solutions.
 If a student fails a core class (Math, LA, Sci, SS) for first semester, a failure letter is mailed home to inform the
parents. Credit retrieval is offered during morning school to allow students to make up the first semester failure.
 If a student fails a core class (Math, LA, Sci, SS) for the year, Andrew Jackson Middle School enrolls them in FLVS
courses to start in SOAR (summer school). Students are identified midway through second semester and sign up for
the SOAR class before the year ends, if possible, to speed up the process. Students have the opportunity to take up
to 2 core classes during SOAR for course make up.
 If a 7th grade student fails 1 core class, that student can be ‘conditionally promoted’, rolled up to 8th grade courses
while retaking the 7th grade course he/she failed.
 If an 8th grade student fails 1 or more core classes, that student must be retained. (These are district requirements.)
In looking at out of school suspensions for student behavioral concerns, it is important to note that Andrew Jackson
Middle School sees student suspensions as a last resort for major infractions. All of Andrew Jackson Middle School’s
teachers have a discipline ladder in their classrooms that include multiple steps/interventions for behavioral concerns
before a referral is written. The dean’s office also has several discipline ladders in place for minor infractions to give
students every opportunity to correct their behavior before an out of school suspension is assigned. Out of school
suspensions are reserved for major infractions that substantially disrupt the orderly conduct of the school. Andrew
Jackson Middle School also offers Jackson’s Ultimate Mentoring Program (see above) for any student who receives two
or more behavior referrals that result in suspension. The goal of this program is to unite students with a positive adult
role model for an additional layer of support. Andrew Jackson Middle School also utilizes the Community Alternatives,
Resources, and Education (C.A.R.E.) program. This is a mentoring program set up by the community of Titusville to offer
counseling and mentoring in lieu of out of school suspension.
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