Brevard County Public Schools
School Improvement Plan
2014-2015
Name of School:
Area:
Christa McAuliffe
Area 1
Principal:
Area Superintendent:
Carol Roddenberry
Dr. Mark Mullins
SAC Chairperson:
Michelle Braun
Superintendent: Dr. Brian Binggeli
Mission Statement:
The Christa McAuliffe Elementary Community will empower students by challenging them to achieve their personal best in all areas of
education and to utilize McAuliffe Life Skills to become life long learners. Each morning our students recite the Christa McAuliffe
Pledge: “I believe in me, I will do my best each day. I believe that if I work hard I will succeed. I can learn. I will learn. I am worth it.”
Vision Statement:
Our vision for the Christa McAuliffe Elementary community is to attain excellence by encouraging responsible, independent, life long
learners.
Communication of School Improvement Plan:
Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders.
Members from SAC ( teachers and parents) met over the summer to review the FCAT and other end of the year test data to
determine which of our action steps worked and which did not. We came to the conclusion that our focus on the High Yield
Strategies including our additional focus on Essential Questions had the desired results. The members decided that an area we
need to continue focusing on was writing across all curriculum areas. This data was discussed at our Preplanning staff meeting.
Teachers and staff members also felt that our main focus this year should be on Writing Responses across all content areas as
our writing FCAT data was one of the few areas where our students showed a decline. A draft of the SIP was sent to all of the
McAuliffe staff and SAC members to review. Certain changes were made to the plan based on their feedback. Teachers were
sent an updated draft copy to help them write their PGPs. I also mentioned in my Open House video (September 4 th, 2014) that
we have a draft of our SIP plan available in the front office and media center for their review and input. I also asked them to
sign up if they wanted to serve on SAC. Once the SIP plan is approved it will posted on our website. We voted for our SAC
members for 2014-15 school year a week after Open House. Our first SAC meeting will be held on September 23rd. At that
meeting we will review the draft SIP and make necessary changes based on the input of all stakeholders.
Page 1
Brevard County Public Schools
School Improvement Plan
2014-2015
RATIONAL – Continuous Improvement Cycle Process
Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement)
Christa McAuliffe Elementary School has earned an A for 10 years until last year when we dropped to a C. This year we earned an A
(went up 42 points). We attribute our gains to our commitment to our SIP goals last year, “All teachers at Christa McAuliffe
Elementary will use standards based instruction focusing on use of strong essential questions which will lead to rigor and improved
student achievement in all curriculum areas.” Teachers continue to focus on the high yield strategies, Summarization of skills both
written and oral, the use of graphic organizers, the use of higher order questions, and on the use of essential questions to write across
the curriculum areas. Students will track their own data using data notebooks.
Our school’s demographics have changed considerably in the past 4 years. Our minority rate and free and reduced rates have
increased. Our stability rate has decreased. After attending Dr. Max Thompson’s training, our team has realized that we need to
reevaluate our instructional strategies to ensure we are meeting the needs of all of our students on a consistent and pervasive basis. Dr.
Thompson’s research shows that the higher the percentage of free and reduced students the fewer instructional options we have to
reach maximum student achievement levels.
This summer I attended training with Dr. Lassiter on instructional leadership for student success, which focused on practices principals
can follow that will lead to improved classroom instruction. I will base my Professional Development Plan on these improved practices
that will improve our instructional climate. This in turn will shape a vision of academic success for all students, lead to cultivating
leadership in others, improve instructional practices and increase academic rigor.
This year our FCAT scores increased significantly in math. All grade levels increased in the percentage of students achieving level 3
and above and students making learning gains. Our 5 th grade math scores improved 20 percentile points. Our FCAT Science score
increased by 21%. Learning gains for reading and math increased as did our learning gains for our students in the lowest 25% . The
percent of gains in reading increased in 5th and 6th grades but went down for our 3rd and 4th grade students by 5%. Our 4th grade
writing scores also declined by 5%. Our goal is to see increased student achievement in reading and writing, LAFS, due to our
continued efforts to write across the curriculum areas.
For the past three years our testing data from state (FCAT, FAIR.) and district tests have indicated a need for us to focus on raising the
scores of our level 3 and above students. Our students making learning gains and our lowest 25% of students making learning gains
have remained the same or increased over the past three years in reading and math. This past year our % of students scoring level 3
and above increased in all areas with the exception of 3 rd and 4th grade reading and 4th grade writing. Our task this year is to continue
to work on raising the number of students who meet the higher levels of achievement while continuing to raise our lowest 25%. In
order to accomplish this goal we need to focus on the Florida Standards and preparing students for the FSA assessments. We will
continue to use the High Yield Strategies and the Monitoring practices from Max Thompson’s books, “Monitoring for Achievement”
and “Moving Schools: Lessons From Exemplary Leaders”. This year we will incorporate some of the most effective leadership
practices that have the greatest impact on student learning from my training with Cathy Lassiter and the book, “Visible Learning”.
These will include: Participating in and leading teacher learning, Setting goals and expectations, Ensuring quality teaching, Resourcing
strategically and Ensuring a safe and orderly environment.
This year our students will be tested on FSA and our focus will be on the new Florida Standards, LAFS, Language Arts Florida
Standards, and MAFS, Math Florida Standards. We will continue to use the high yield strategies and best teaching practices when
teaching the new Florida Standards. We will review the item specs and sample test items, which are available on the FSA website, to
ensure students are prepared for the new assessment tool. Connecting our school data and district strategic plan, Brevard Public
Schools 1-year aggregated VAM scores will be positive for Reading, Mathematics and combined.
Page 2
2010 – 2011 (FCAT)
Grade level data
Third grade
4th grade
5th grade
6th grade
2011 – 2012 ( FCAT)
2012-2013 (FCAT)
2013-2014 (FCAT)
Reading
74%
71%
62%
59%
Math
88%
69%
50%
55%
Reading
74%
55%
60%
55%
Math
78%
61%
60%
63%
Writing
95%
67% 3.0>
44% 3.5>
39% 3.5>
Reading
70%
55%
56%
64%
Math
56%
48%
45%
66%
Science
71%
57%
47%
67%
Reading
73%
64%
62%
67%
Math
70%
64%
60%
67%
2010-2011
2011-2012
2012-2013
2013-2014
% meeting High Standards in Reading
74%
63%
61%
61%
% meeting High Standards Math
73%
61%
55%
64%
S% meeting High Standards Writing
88%
67%
45%
38%
% meeting High Standards Science
58%
57%
46%
65%
+ 19
% making Reading Gains
66%
67%
69%
74%
+6
% making Math Gains
70%
70%
70%
83% + 13
% of lowest 25% Making Learning gains in Reading
58%
65%
79%
75%
% of lowest 25% Making Learning gains in Math
57%
65%
65%
72% +7
+9
Our school grade went form a “C” to and “A” . Our points went from 490 to 532 an increase in 42% tile points.
Analysis of Current Practice: (How do we currently conduct business?)
FCAT, FAIR, and District assessment data for the past three years indicated that we needed to change our instructional strategies to
those that are proven to be most effective through research. Over the past three years we have provided professional development for
B.E.S.T., differentiated instruction and Thinking Maps. We have been doing our book studies on Max Thompsons “Moving Schools:
Lessons from Exemplary Leaders” and “ Monitoring for Achievement”. Last year our focus was on standards based instruction and
focusing on the use of strong essential questions which led to increased rigor in instruction and improved student achievement in all
curriculum areas. We focused on implementing the use of graphic organizers, summarizing, writing across all content areas in K-6th
Page 3
and the use of data notebooks so students could track their assessment data. Our focus will be to continue focusing on these high yield
strategies.
Last years’ end of the year survey and walk through data indicated that 100% of our teachers were using these strategies but not on a
consistent and pervasive basis. Although all teachers are making progress in these areas we want to continue the efforts we began last
year and the year before as our current FCAT scores reflect that they have been effective. These strategies will continue to be “look
fors” and “Ask Abouts” during classroom walk throughs and classroom observations. With the change from NGSSS to the LAFS and
MAFS now is the optimal time for full implementation of the high yield strategies. Our expectation is that the continued and more
consistent use of these strategies, as we move into the full implementation of the new Florida Standards, will continue to raise our
student achievement levels in all curriculum areas. Teachers will follow the district and state timelines and administer assessments for
reading, math, science, writing and social studies. Weekly formative assessments will also be given to all students to accurately
monitor student progress. Data from all assessments will indicate achievement toward our goal. The data from these assessments will
be discussed by the grade levels during PLC meetings.
We will continue to differentiate instruction in reading and math groups by providing small group strategy-based instruction. We will
continue to individualize instruction in reading, math, and other subject areas as identified by the needs of students in each grade level
by providing evidence-based intervention, enrichment or additional practice as needed during SMART Time. SMART Time is a 3040 minute block of instructional time outside of the 90-minute reading block. Each grade level is assigned a designated SMART
Time.
The teachers at McAuliffe work collaboratively using teacher editions, pacing guides and other support materials to plan for daily
instruction. Grade level PLC meetings allow teachers time to collaborate. McAuliffe started RTI meetings five years ago and
teachers have learned to compare students’ data from their classrooms to those of their peers at school, within district, or state-wide.
Through the RTI meetings teachers have learned to differentiate instruction, locate applicable resources, implement appropriate
strategies and progress monitor at appropriate intervals. Our goal is to have teachers implement research and evidence based
instructional strategies consistently and pervasively across all content areas. Having weekly PLC meetings, additional planning on
shortened days once a month and having vertical team planning after school once a month will provide necessary time for professional
discourse and collaboration. This year we will use “Performance Matters” to disaggregate data to help make instructional decisions.
Continued discussions of Dr. Max Thompson’s books “Moving Schools: Lessons From Exemplary Leaders” and “Monitoring for
Achievement”, will be discussed during PLCs and tied in with the other strategies. Classroom observations and walkthroughs will
ensure that these strategies are being used throughout all grade levels to implement the Florida Standards in K – 6th.
Administrators will actively be involved in working with teachers to develop and implement their PGPs which will be based on data
from FCAT, BELAA, FAIR FS, FSA and district tests that are available on the Performance Matters site. They will study the data
from the Instructor reports and student reports to determine their area of focus. Teachers will then reflect on their
personal/professional understanding of the above mentioned strategies to determine which practices/strategies will be their focus for
the goal of improving student achievement. This will be reflected in their PGP.
Our focus is to move our student achievement forward using research based teaching strategies. This year our school administrators
and teacher leaders’ “Look Fors and Ask Fors” will continue to be the consistent and pervasive use of those strategies across all
content areas in the classrooms. These strategies are: Summarizing, Higher Order Thinking, Advanced Organizers (including
Thinking Maps) and the use of essential questions. The use of these teaching strategies will also help teachers and students bridge the
gap as we move to the Florida Standards.
Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)
“To teach and test the skills that our students need, we must first redefine excellent instruction. It is not a checklist of teacher
behaviors and a model lesson that covers content standards. It is working with colleagues to ensure that all students master the skills
they need to succeed as lifelong learners, workers, and citizens.” (Tony Wagner – 2008)
In Rigor is NOT a Four-Letter Word, Barbara Blackburn defined rigor as “creating an environment in which each student is expected
to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at
Page 4
high levels.” (Blackburn, 2008).
“Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954). They require students to EVALUATE (make a thoughtful
choice between options, with the choice based upon clearly stated criteria), to SYNTHESIZE (invent a new or different version) or to
ANALYZE (develop a thorough and complex understanding through skillful questioning).” (From Now On, 1996)
One of the most significant factors that impacts student achievement is that teachers commit to implementing a guaranteed and viable
curriculum to ensure no matter who teaches a given class, the curriculum will address certain essential content. For learning to be
effective, clear targets in terms of information and skills must be established. (Marzano, 2003).
Research has shown (McREL study) that there are nine categories of instructional strategies that affect student achievement. These
categories are identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition;
homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and
testing hypotheses; and questions, cues, and advance organizers (Marzano, 1998). “The use of formative assessments, or other
diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional
outcomes” (Karee E. Dunn & Sean W. Mulvenon, 2009). By utilizing formative assessments and higher level questioning, students
will gain the foundation knowledge to be successful in the 21st century workplace.
Marzano has organized academic goals into one single category “challenging goals and effective feedback”. Our goal is to assist
teachers in utilizing teaching methods, providing learning experiences and materials that will facilitate enduring understanding.
Research proves that designing and using "good" questions should be part of the instructional repertoire.
Max Thompson’s Learning Concepts, Inc. is dedicated to promoting comprehensive, continual school
Improvement and increasing achievement for all students (Thompson & Thompson, 2000). The acceptance of this
statement by school leaders has created a groundswell of support of the strategies that appear to have an extended life
beyond what might be termed an educational fad. His research shows that the evidence based strategies promote student achievement.
These include: Extended Thinking Strategies, Summarizing, Vocabulary in Context, Advance Organizers, and Non-Verbal
Representations.
As part of our implementation plan for the Florida Standards, we will incorporate the nine research-based strategies from Classroom
Instruction that Works by Robert Marzano and the high yield strategies from Max Thompson, book “Moving Schools: Lessons from
Exemplary Leaders”. Through Marzano training, the work of William Sanders is cited as establishing the clear implication of the
critical difference an effective classroom teacher can make with any level student. With this research in mind, Christa McAuliffe will
be focusing on ensuring that our teachers are including those effective strategies during planning for student achievement as well as
executing the strategies within the classroom. Using these strategies will guide classroom practice and maximize the possibility of
enhancing student achievement for all students Following the techniques presented in Doug Lemov’s, “Teach Like a Champion” will
ensure that teachers are using the most effective teaching strategies for the delivery of curriculum.
For the past several years we have provided professional development on differentiated instruction, and Thinking Maps. We have been
doing our book studies on Max Thompsons “Moving Schools: Lessons from Exemplary Leaders” and Monitoring for Achievement”.
Last year our focus was using standards based instruction and focused on the use of strong essential questions which led to rigor and
improved student achievement in all curriculum areas. Max Thompson ‘s implementation of these research based strategies provided
strategies for increasing student achievement. This year our focus will be ensuring that teachers are implementing these best practices,
particularly summarizing , advanced graphic organizers, higher order thinking strategies and essential questions in the classroom
across all curriculum content areas. All teachers at Christa McAuliffe Elementary will use standards based instruction focusing on the
use of strong essential questions which will lead to rigor and improved student achievement in all curriculum areas as we move into
implementing the new Florida Standards: Language Arts Florida Standards (LAFS) and Math Florida Standards (MAFS).
The new Instructional Appraisal System will be discussed and analyzed to align with teachers’ growth and overall student
achievement. After teachers have been given the opportunity to reflect on past and current instructional practices, individual teacher
conferences for PGP’s will be held with administrators and teacher leaders to discuss what they see as instructional strengths and
weaknesses through the analysis of data ( Performance Matters, FAIR FS, FSA, district assessments, etc.). The PGPs will be aligned
with our School Improvement Plan.
CONTENT AREA:
Page 5
Reading
Language
Arts
Math
Social
Studies
Writing
Science
Arts/PE
Other:
Parental
Involvement
Drop-out Programs
School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)
All teachers at Christa McAuliffe Elementary will use standards based instruction focusing on
the use of strong essential questions and writing across the curriculum areas. This will lead to
rigorous lesson plans, instruction, and learning which will lead to improved student
achievement in all curriculum areas. Progress will be measured based on standards based
assessments.
Strategies: (Small number of action oriented staff performance objectives)
Barrier
Action Steps
1.
Lack
of
consistency in
All teachers will
post the essential
questions
in
classrooms and in
lesson
plans.
Feedback will be
provided by the
observer.
2. A.Continue to
utilize with fidelity
strategies from
Classroom
Instruction that
Works by Robert
Marzano, Moving
Schoosl: Lessons
from Exemplary
Leaders, by Max
Thompson, and
BEST trainings,
which tie into the
highly effective
teaching practices
needed to
implement the
Florida Standards.
Our main focus
will be on
developing lesson
plans that include
Essential
questions,
Advanced Graphic
2. Lack of full
implementation
Scheduling
times
through
out the day (
administrators
and Leadership
teams)
Person Responsible
All
teachers
classroom
Timetable
August – May 2014
– 2015
Weekly
walkthroughs
observers.
A –C.All instructional
staff
D. All instructional
staff, administrators,
and peer teachers.
Budget
In-Process
Measure
Administrative,
district and peer
mentor observations
by
August – May 20142015
Weekly wallthroughs
by observers.
A.Administrative
observations
Administrative
walkthroughs
using
a
data
collection tool “
Classroom Walk –
Through” software
designed to monitor
the use of our SIP
Instructional
Strategies
Peer observations
Page 6
Organizers,
summarization and
writing throughout
the school and
curriculum areas
this year.
B. Administrators
and
Leadership
Team will share
with
instructional
staff
B. “Look fors”
Active student
engagement,
student led
discussions, finding
evidence in the text
and writing across
the curriculum,
student led projects
Data
will
be
collected
during
walkthroughs,
formal and informal
observations
( computer based
and in cooperative
groups)
Adminstrators and
Peer Mentors will
take the standards in
hand when doing the
walks throughs to
insure
standards
based instruction is
being done in the
classrooms.
Students explaining
what they are
learning and why
through
summarization
(or when asked by
“Ask Abouts” will
be shared with
instructional staff
Essential questions,
Advanced graphic
organizers,
summarization and
Higher order
questions ,
standards based
instruction included
in lesson plans
C.
Observation,
inservice,
and
discussion
notes.
District
resource
teachers have been
scheduled for PDD,
walkthroughs and all
PLC
meetings.
Teacher
collaborations and
feedback.
D. Lesson plans
C. Reading coach,
peer teachers,and
district resource
teachers will model
lessons for MAFS,
and LAFS .
D. Review various
lesson plan
templates so
teachers can choose
Page 7
one that works for
them. Modeling
provided as needed
by peer teachers.
3.
Lack
of
consistency and
knowledge
of
resources
for
response
to
interventuion
4.
Lack
consistency
of
August 2014 – May 2015
Teacher
collaboration
feedback
and
A.Teacher
observations
classroom
throughs
and
walk
3.A
Provide
SMART
Time
instruction,
including the use
of summarization
and
Graphic
Organizers
including Thinking
Maps,
and
extended thinking
question
with
fidelity to provide
differentiated
enrichment
and
intervention
instruction for all
students K-6th
A. All instructional
staff.
B. Conduct bimonthly
K-6th
MTSS meetings to
discuss
and
document student
progress
and
response
to
academic
and
behavior
interventions.
B.Guidance counselor
Classroom teachers
Principal
Literacy coach and
Math and Science
resource teacher
AP
B. Meeting notes
C. IPST Team
MTSS team
C. Meeting notes
Referral paperwork
C. Conduct K-6th
Individual Problem
Solving
Team
(IPST) meetings as
needed to refer
students who have
received
interventions
but
are not making
adequate progress
for
further
evaluation
and
determine who may
qualify for GSP.
4 A.Discuss grade
level formative
assessments in
grade level PLCs
to ensure
consistency across
each grade level
Bi-monthly
meetings.
SMART time data
IPST
notes
A.All teachers
Principal
Leadership team
Launch teams
AP
Literacy coach
Title 1 math and
science
resource
August – May 20142015
Page 8
and
A.Classroom
throughs
MTSS
walk
Teacher
observations
PLC meeting notes
and to modify
teacher
assessments to test
higher order
thinking skills as
required by FSA.
Teachers will be
required to bring
updated data
notebooks to PLCs
B. Focus on regular
timely feedback
with teachers
regarding student
achievement on
district assessments
C. Ongoing training
on DATA analysis,
Florida Standards
LAFS and MAFS
and Performance
Matters training
5.
Lack
consistency
6. Lack
knowledge
of
Of
Data Notebooks
will be kept by all
students to promote
student engagement
and achievement.
Training on High
Effective
Strategies: What
works best will be
shared from Dr.
Lassiter’s inservice
B. Meeting notes.
PLC and Kid Talk,
Data notebooks
B. All instructional
staff
Administrative
observations
and
walk through notes
provided
to
all
teachers
C. September 22,
2014 Neyda Francis
will demonstrate the
data
located
on
Performance Matters
with all teachers and
adminstrators.
Review data at PLC
meetings twice a
month from August –
May 2014-15
teachers
C. Sign in sheets,
use of information in
teachers’
data
notebooks
Teacher
collaboration
feedback
August – May 20142015
and
Administrative
observations
Administrative Walk
Throughs and follow
up discussions
All instructional staff
October 17, 2014
Principal and teacher
leaders
August – May 20142015
On going
Peer observations
Sign
in
sheets,
evaluation
forms
and final projects
Administrative
Walkthroughs will
include written
feedback to
increase
effectiveness.
7.
Lack
knowledge
of
Train teachers on
Performance
Matters, Launch
Page 9
Inservice
records
and agendas
Teacher
Pad and Blackboard
District personnel
collaboration
feedback
and
EVALUATION – Outcome Measures and Reflection
Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of the professional practices
throughout the school)
Essential questions for both reading and math will be posted and referred to throughout the lesson in every classroom. Teacher lesson
plans and instruction will incorporate summarization and writing across the curriculum areas. Essential questions, Advanced graphic
organizers, summarization and Higher order questions , standards based instruction and formal and summative assessments will be
included in lesson plans. We anticipate that these strategies will increase our students’ achievement scores on LAFS, reading and writing
components, to that of the level of similar schools in our district and state. These will be the “Look Fors” during administrative walk
throughs. Teachers were asked during pre-planning to rank their lesson plans. 10% felt that they met the lesson plan requirements as
stated in our SIP plan. We expect that number to increase to 90% in May when the final survey is given.
All teachers’ lesson plans will be monitored by the administrators during walk throughs, informal and formal observations. Plans will be
read so administrators can ensure that they reflect the distinguished ranking on IPPAS.and that the lesson activities show the depth and
rigor of the FAS standards.
Classroom Walk through data will show evidence of rigorous lesson plans and instruction. By continuing to focus on these strategies and
practices we will continue to raise student achievement even though the standards and tests have changed.
Qualitative and Quantitative Student Achievement Expectations: (Measures of student achievement)
Scores on all state and district assessments (FAIR - FS, FSA, BELAA, FCAT science , and District assessments in all subject areas) as
well as grade level formative assessments, will increase due to teachers consistently and pervasively using evidenced based high yield
strategies. 65% of our students will attain at least a “passing” score on the FSA assessment in reading and math. 65% of students will be
proficient scoring a 3 or above on the Science FCAT. Our students taking the FSA tests will score at or above the state mean.
Walk through indicators will show that the students are able to verbalize to observers the essential questions and how they assist their
learning. After qualitative survey during pre-planning, 80% of our teachers would like to observe other grade level planning strategies
during vertical teaming sessions. 60% of our teachers would like vertical teaming sessions and professional development that include
incorporating the high yield strategies to the LAFS and MAFS standards based instruction.
MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI (Identify the MTSS leadership team and its role in development and
implementation of the SIP along with data sources, data management and how staff is trained in MTSS)
The MTSS leadership team consists of the principal, guidance counselors, school psychologist, staffing specialist, reading coach, and
Page 10
classroom teachers. The MTSS Leadership Team meets one time per week, with additional meetings added as necessary. The
primary focus of the meetings: How do we develop and maintain a problem solving system to bring out the best in our school, our
teachers, and ultimately our students? The team reviews data to help make instructional decisions and identifies professional
development needs based on commonalities in data. The team works collaboratively to problem solve, share best practices, evaluate
implementation, and make decisions. The team shares information with other staff members during faculty and/or professional
learning communities. Students with behavior and attendance issues are brought to our IPST team and go through the RTI process
which is part of MTSS. Bi-monthly PLC meetings focus on Kid Talk where we discuss student achievement, formative assessments,
and SMART intervention progress monitoring.
PARENT INVOLVEMENT:
Connections made to the Districts’ Strategic Plan goals (4.3.5, 4.3.6, 4.3.7) we will maintain our 80% satisfactory score. Based on
the response to parents’ surveys, each of our parent night activities will occur on Thursday evenings.
396 parents responded to the District Title 1 Parent Survey in 2013-2014 compared to 133 the previous year. We will continue to increase
the number of responses by doing the following
Distribute paper copies of the District Title 1 Parent Survey to all parents. Have a copy of our school’s Parent Involvement Plan in the
office. See uploaded PIP on our school web site.
Early Warning Systems (Formerly Attendance, Suspension, and Graduation Rate)
1.
Elementary School Indicators
The following data shall be considered by elementary schools.
Students who miss 10 percent or more of available instructional time 52
b. Students retained, pursuant to s. 1008.25(4)(c), F.S. 3.2% OF OUR STUDENTS IN K -6TH WERE RETAINED
c. Students who are not proficient in reading by third grade 6.3% WERE NOT PROFICIENT IN READING BY THIRD GRADE
d. Students who receive two or more behavior referrals 30
e. Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.10 10
a.
A.
B.
Intervention strategies include: Telephone calls from the guidance counselor to the parents of students who are habitually absent or
tardy; a letter from the principal is sent, then the truancy officer is contacted. In addition, the parents of students who have reached the
maximum days allowed within a semester are sent the Elementary attendance appeal policy / packet.
Interventions for B – E. Conduct bi-monthly K-6th MTSS meetings to discuss and document student progress and response to academic
and behavior interventions.
McAulliffe has 95.71% Attendance and as such are in the top 25% of schools in the District.
Total
K
1
2
3
4
5
6
Grade Level
Attendance <90
x
42
43
25
25
31
19
185
1 or more ISS or
OSS
x
3
1
1
3
5
9
23
Level 1 in
Reading or Math
x
x
x
19
24
13
19
75
Students
exhibiting 2 or
more indicators
X
X
X
X
4
7
4
15
CTE/STEM:
1.
All Levels
a) # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)
School and county Science Fair, 6th grade Space week, 4th grade Indian River Lagoon, 5th grade Harris Circuit Boards, Brevard Zoo Oyster Mat.
Page 11
b) Participation in STEM-related experiences provided for students
Students in grade K-6th receive “hands-on” Science lessons.
STUDENT SURVEY RESULTS:
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 2.2.2, 2.2.3, 2.2.4, 2.2.5
Elementary Student Survey:
 21st Century Skills – Refer results pages 3 – 4

Our student survey question: “ How well are you learning the following 21st century Skills at school.”
Overall 84% of students responded yes, 9% responded no and 6 responded I don’t know. The
statements, ‘Practical use of technology and organizational skills,” received the lowest responses. We
are addressing these issues by expanding the number of computer labs and increasing the number of
computers in the classrooms to six. We are also making our media centers’ computer lab accessible to
students before school. Teachers are scheduling our computer labs so students can work on projects.
 Online Safety – Refer results pages 4 – 6
The guidance counselors at McAuliffe meet with the students in all grade levels to review online
Safety. District staff came last year to speak with our parents about cyber bullying. Student responses
On our student survey Indicate that they are using these safety practices. 70% responded that they
Do not have problem with cyber bullying. Three students responded they have given their address
and phone numbers online to someone they didn’t know, 80% responded that if they were bullied they would tell an
adult and 61 % responded they would change their screen name, email address and phone number if they were being
cyber bullied.
School Safety – Refer results pages 6 – 7
Under the question, “ At school this year, the following has happened to me”, 62% responded that they had not been
bullied at all, 20% responded that they had been threatened or rumors had been spread against them. 75% felt safe at
school and 23% didn’t. When asked where students felt unsafe, 26% of the students responded: riding bikes and/or
walking to and from school, In the cafeteria, in the hallways and after school.
At McAuliffe we have the “Bucket Filler” program to award students who exhibit positive behaviors. There are antiPage 12
bullying boxes set up around campus so students can report bulling incidents anonymously, all teachers and staff have
had training on how to respond to students who report bullying. Guidance and administrators are on duty every
morning and afternoon in a specific area and students feel comfortable talking to us about their concerns. Bully
1.
Describe the school’s early warning system and provide a list of the early warning indicators used in the system.
2.
Page 13
Early Warning Systems (SB 850)
2. 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:
ELEMENTARY
 Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school
suspension
Attendance is monitored on a weekly basis. One of our guidance counselors is in charge of monitoring
students with chronic attendance and tardy issues. Our office clerk keeps administers aware of
excessive absences or tardies. A Blackboard Direct message goes out every day informing parents that
their child is absent. Letters are sent to parents when their students are out of school for 3 days in a row
or when they have been absent for 5 day. If students’ attendance doesn’t improve then appointments
are set up by the teachers, administrators and guidance counselors for an attendance meeting.
Attendance issues are discussed during our Kid Talk and IPST meetings. Monthly attendance reports are
scrutinized, and good attendance is stressed with parents and students. Monthly perfect attendance
awards are given to individual students and classes. This has been part of my Guidance Counselors PGP.
Our attendance continues to be in the top 15% of the district.
 One or more suspensions, whether in school or out of school
Students who exhibit inappropriate behavior in or out of school are reported to administrators
immediately. The principal and/or assistant principal meet with these students as soon as possible.
Parents are called if their child has been sent to the office for misbehavior and are asked to come in for a
conference. We have a process in place depending on the severity of the behavior. If the misbehaviors
continue parents are invited to attend our IPST meeting so we can share services available in school or in
the community. In situations where the misbehavior is chronic we will initiate RTI, which includes a
behavior plan and or interventions by our Behavior Analyst. All stakeholders attend the IPST meeting to
decide on an action plan. We will involve the police if a student’s behavior is violent or creates a
dangerous situation. The number of students being suspended has decreased. However, the number of
suspensions hasn’t due to a few students being suspended numerous times. Many of these students are
new to our school and are already in Self Contained varying exceptionality classes.
 Course failure in English Language Arts or mathematics
McAuliffe Elementary holds Kid Talk meeting every other Tuesday with all grade level teachers. Students
who are failing English Language Arts or mathematics are listed on our data board. Tier 2 interventions are
discussed and recommended. We have S.M.A.R.T. time for a half an hour a day, four days a week for every
grade level, where students receive additional support or enrichment for reading and/or math. We also have
a SIT reading computer lab for supplemental reading instruction. Students are placed into these groups
according to testing data. Students who are not successful with the Tier 2 interventions are brought up to
our MTSS team where we discuss tier 3 interventions. Our MTSS team (teachers, parents, guidance
counselors, staffing specialist, school psychologist, etc.) attends these meeting so we can examine the tier 2
data and decide on a tier 3 interventions.
 Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics
We use the same strategies as listed above under course failure.
 Students who are not proficient in reading by third grade
We use the same strategies as listed above under course failure
Page 14
APPENDIX C
(TITLE 1 SCHOOLS ONLY)
Highly Effective Teachers
Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.
1.
Descriptions of Strategy
Regular meetings of new teachers with principal
Person Responsible
Principal
Projected Completion Date
Ongoing
2.
Partner new teachers with veteran mentor teachers
Principal and Assistant Principal
Ongoing
3.
Place junior and senior UCF interns in classrooms with
teachers who are CET certified
Provide quality professional development
Principal, UCF coordinator
Ongoing
Principal, Reading Coach,
Math/Science Coach, Assistant
Principal
Ongoing
4.
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]).
Number of staff and paraprofessionals that are teaching out-offield/and who are not highly effective
Provide the strategies that are being implemented to support
the staff in becoming highly effective
none
ALIGNMENT OF SCHOOL IMPROVEMENT PLAN
AND
TITLE I SCHOOLWIDE PLAN
Required Elements of a Title I Schoolwide
Plan (SWP) /School Improvement Plan
(SIP)
(Section 1114 – Components of a
Schoolwide Program)
1. Include data from comprehensive
needs assessment of the school
2.
Provide opportunities for all
children to meet state standards
3.
Utilize scientifically based strategies
to strengthen the core academic
program
4.
Include additional strategies that
increase the amount and quality of
learning time
Check the area(s) where
each element is addressed in
the SIP.
Additional information and references from Title I
of the Elementary and Secondary Education Act
(ESEA):
Include academic achievement of students in
relation to the state academic content and
achievement standards. Be sure to include migrant,
if applicable.
_√_Rationale
_√_Analysis of Current
Practice
__√Strategies
__√MTSS
_√_ Analysis of Current
Practice
_√_Best Practice
__√ Strategies
Strategies, materials and programs that are research
based are a required element of any objective.
All schools are required to indicate what additional
learning opportunities are made available during
school, before and/or after school, and during
summer, when applicable, and help provide enriched
_√_Strategies
_√_MTSS
_√_ STEM
Page 15
5.
6.
7.
Include strategies for meeting the
educational needs of historically
underserved subgroups, lowachieving, and at-risk students
State the means of determining
whether student needs in the above
requirement (#5) are being met
Incorporate instruction by highly
qualified teachers
8.
Include strategies that support high
quality and ongoing professional
development for teachers, principals,
and paraprofessionals
9. Include strategies to attract high
quality, highly qualified teachers
10. Include strategies to increase parent
involvement
11. Include strategies that assist
preschool children in the transition
from preschool to kindergarten
12. Include teachers in using student
achievement data to plan the overall
instructional program
13. Provide additional assistance for
low-achieving students that shall
include measures to ensure that
students’ difficulties are identified in
a timely manner
14. Specify coordination with other
federal, state, and local programs
_________________
_√_Strategies
_√_MTSS
_√_Early Warning
System
_√_Strategies
_√_MTSS
√__Early Warning
System
_√_Highly Qualified
Teachers
__√Best Practice
_√_Strategies
__√ MTSS
_√_Highly Qualified
Teachers
_√_Parental
Involvement
_√_Transition from
Preschool
_√_ Analysis of Current
Practice
√__Strategies
__MTSS
√__MTSS
_√_ Analysis of Current
√ Practice
__Best Practice
_√_MTSS
_________________________
__________
Page 16
and accelerated curriculum.
SMART time (Title 1 Asst & Resource Teachers),
Data Provided for MTSS (from SMART time)
Title 1 Resource teacher provides Hands on Science
(3-5)
These may include counseling, pupil services, and
mentoring services.
Guidance Counselor, Title 1 Resource Teachers and
Asst. provide small group instruction for these
students.
Address how the school will determine the
educational needs of historically underserved
subgroups, low-achieving, and at-risk students are
being met
Students are identified during Kid Talk meeting and
MTSS, IPPST
All instructors working in a Title I school are
required to be Highly Qualified (Section 1119). If
you have personnel that do not meet the
requirements, list strategies to support staff to
become highly qualified.
Each school receiving Title I funds shall devote
sufficient resources to effectively carry out this
requirement.
Schools must indicate how they mentor, attract and
retain high-quality and highly qualified teachers.
Each Title I school is required to complete a Parent
Involvement Plan (PIP) and that plan may be used
to meet the requirements of this section in the SIP.
Elementary schools must identify how they will
assist students in early childhood programs, such as
Head Start and VPK, with the transition into
elementary school.
Guidance Counselor visits VPK, ELP and K classes.
Described in Section 1111 (b) (3) in order to provide
information on, and to improve, the achievement of
individual students and the overall instructional
program.
Every school is required to incorporate strategies on
how they will address the needs of low performing
students that experience difficulty mastering the
proficient and advanced levels of academic
achievement standards (Section 1111 (b)).
Schools should include any alignment to other state,
federal and local programs that support the
educational programs of the school such as violence
prevention, nutrition programs, Early Childhood,
and Head Start.
Students in transition (homeless tutoring, Project
Hunger, Think and Stretch, and I Caught You
Reading
SCHOOL IMPROVEMENT PLAN DATA ANALYSIS
FCAT: SUBGROUPS- BASED ON % MEETING HIGH STANDARDS % 3 +
NOTE: DATA ON DEMO REPORT AND INDV FILE
READING
TOTAL POPULATION
WHITE
BLACK
HISPANIC
ED
ELL
EWD
2012
63%
67%
49%
66%
55%
50%
41%
2013
61%
66%
52%
64%
56%
56%
54%
2014
61%
66%
49%
57%
56%
30%
32%
FCAT: SUBGROUPS- BASED ON % MEETING HIGH STANDARDS %
3+
NOTE: DATA ON
DEMO REPORT AND INDV FILE
MATH
TOTAL POPULATION
WHITE
BLACK
HISPANIC
ED
ELL
EWD
FCAT: SCHOOL GRADE CRITERIA
( DATA ON SCHOOL GR. REPORT)
READING
LEVEL 1
LEVELS 3 and Above
LEVELS 4 & 5
LEARNING GAINS (LG)
LOWEST 25% (LG)
WRITING (3.5 +)
SCIENCE (% 3 +)
2012
15%
61%
32%
67%
65%
67%
57%
2013
16%
61%
30%
69%
70%
45%
47%
2012
61%
66%
40%
70%
56%
61%
35%
2013
55%
62%
38%
58%
48%
40%
47%
2014
64%
64%
58%
65%
59%
38%
32%
FCAT: SCHOOL GRADE CRITERIA
(DATA ON SCHOOL GR. REPORT)
2014
15%
61%
31%
74%
75%
39%
65%
MATH
LEVEL 1
LEVELS 3 and Above
LEVELS 4 & 5
LEARNING GAINS
LOWEST 25% (LG)
WRITING (3.5 +)
SCIENCE (% 3 +)
2012
19%
61%
29%
70%
65%
67%
57%
2013
20%
55%
25%
70%
65%
45%
47%
2014
13%
63%
38%
83%
72%
38%
65%
2012
NA
NA
2012
NA
NA
2013
NA
NA
2013
NA
NA
2014
NA
NA
2014
NA
NA
End of Course Testing (EOC)
ALGEBRA
LEVEL 3
LEVELS 4 & 5
GEOMETRY
LEVEL 3
LEVELS 4 & 5
2012
NA
NA
2012
NA
NA
2013
NA
NA
2013
NA
NA
2014
NA
NA
2014
NA
NA
BIOLOGY
LEVEL 3
LEVELS 4 & 5
US HISTORY
LEVEL 3
LEVELS 4 & 5
Florida Alternate Assessment (FAA) NOTE: DATA ON THE FAA REPORT
READING
LEVELS 1, 2,3
LEVELS 4,5,6
LEVELS 7,8,9
Proficient LVS 4-9
2012
NA
NA
NA
NA
2013
NA
NA
NA
NA
2014
NA
NA
NA
NA
MATH
LEVELS 1, 2,3
LEVELS 4,5,6
LEVELS 7,8,9
Proficient LVS 4-9
2012
NA
NA
NA
NA
2013
NA
NA
NA
NA
2014
NA
NA
NA
NA
WRITING
LEVELS 1, 2,3
LEVELS 4,5,6
LEVELS 7,8,9
Proficient LVS 4-9
2012
NA
NA
NA
NA
2013
NA
NA
NA
NA
2014
NA
NA
NA
NA
SCIENCE
LEVELS 1, 2,3
LEVELS 4,5,6
LEVELS 7,8,9
Proficient LVS 4-9
2012
NA
NA
NA
NA
2013
NA
NA
NA
NA
2014
NA
NA
NA
NA
Page 17
COMPREHENSIVE ENGLISH LANGUAGE LEARNING ASSESSMENT (CELLA)
LISTENING/SPEAKING
KG
1
2
3
4
2012
68%
56%
100%
0
50%
2013
30%
90%
100%
38%
67%
2014
80%
88%
100%
67%
100%
READING
KG
1
2
3
4
2012
57%
56%
92%
0%
50%
2013
0%
40%
100%
13%
33%
2014
2%
100%
83%
1%
83%
5
6
80%
60%
75%
83%
100%
100%
5
6
80%
20%
50%
33%
100%
40%
WRITING
KG
1
2
3
4
5
6
2012
45%
44%
58%
0
50%
60%
60%
2013
0%
40%
57%
25%
33%
63%
0%
2014
0%
75%
83%
29%
100%
100%
100%
Page 18
CELLA NOTE: REPORT % PROFICIENT BY GRADE
LEVEL (DATA ON THE CELLA REPORT)
Subgroup
ALL STDS
AME
INDIAN
Percent
Tested
Reading
R-%
Scoring
Satisfactor
y 2013
100%
61%
NA
R%
Scoring
Satisfactor
y2014
HP
Qualifyin
g in
Reading
Target
AMO
Readin
g
n
NA
NA
Improving,
Reading
Maintainin
g or
Declining,
Reading
Declining
, Reading
Percen
t
Tested
Math
n
no
yes
yes
99%
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Met
Target R
Safe
Harbor,
Reading
71
n
NA
NA
NA
NA
ASIAN
NA
NA
NA
B/AA
100%
52%
49%
n
69%
no
no
yes
no
no
100%
HISPANIC
100%
64%
57%
n
62%
yes
NA
NA
na
na
100%
WHITE
100%
66%
66%
n
74%
no
no
no
yes
yes
99%
ELL
100%
51%
33%
n
63%
no
no
yes
no
no
100%
SWD
100%
30%
29%
n
48%
no
no
n
yes
yes
99%
FRL
100%
56%
56%
n
64%
no
no
yes
no
no
100%
Declining,
Math
LG Pts for
Low 25%
Reading
LG Pts
for Low
25%
Math
79
65
Math
Subgroup
ALL STDS
AME
INDIAN
M%
Scoring
Satisfactor
y 2013
M%
Scoring
Satisfactor
y2014
55%
HP
Qualifying
in Math
Target
AMO
Math
Met
Target
Math
Safe
Harbor,
Math
Improving
, Math
Maintainin
g or
Declining,
Math
N
67%
no
no
no
yes
yes
NA
NA
N
NA
ASIAN
NA
NA
N
NA
B/AA
38%
58%
N
58%
no
no
no
yes
yes
HISPANIC
58%
65%
N
70%
no
no
no
yes
yes
WHITE
62%
64%
N
69%
no
no
no
yes
yes
ELL
34%
38%
N
71%
no
no
no
yes
yes
SWD
24%
32%
N
44%
no
no
no
yes
yes
FRL
49%
59%
N
63%
no
no
no
yes
yes
Other
ALL STDS
AME
INDIAN
Graduation
Rate, 2010
Graduation
Rate, 2011
Writing %
Satisfactor
y
Target
AMO
Reading,
2014
Target
AMO
Math,
2014
Target
AMO
Reading
, 2015
Target
AMO
Math,
2015
Target
AMO
Reading,
2016
Target
AMO Math,
2016
Target
AMO
Reading,
2017
Target
AMO
Math,
2017
na
ASIAN
na
B/AA
41%
72%
62%
75%
66%
78%
70%
82%
75%
HISPANIC
63%
66%
73%
69%
76%
73%
79%
77%
82%
WHITE
31%
77%
72%
79%
75%
82%
78%
85%
82%
ELL
53%
66%
74%
70%
77%
74%
80%
78%
83%
SWD
53%
54%
50%
59%
55%
64%
61%
69%
67%
FRL
40%
68%
66%
71%
70%
75%
74%
79%
78%
School Grade
Year
School Grade Number of
Pts. Earned
School Gr. Change to
Current Yr.
School Letter Grade
2012
2013
2014
515
490
531
-1
-1
+2
B
C
A
Page 19