Brevard County Public Schools School Improvement Plan

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1 Brevard County Public Schools School Improvement Plan Name of School: Royal Palm Charter School Area: Brevard County Public School Principal: Shannon Shupe Area Superintendent: Stephanie Archer, School Choice SAC Chairperson: Paul Bramel, Governing Board President Superintendent: Dr. Brian Binggeli Mission Statement: The mission of Royal Palm Charter School is to deliver an education that encompasses cutting edge educational philosophies through an innovative and challenging curriculum. Royal Palm is dedicated to the family oriented community working to achieve our singular goal of excellence in education. Vision Statement: Royal Palm was created to challenge and meet the individual needs of every student in our community. We succeed second to no one through our focus on the commitment to our future: your children. We seek to educate children using their natural curiosity to develop their ability and confidence to answer questions. We strive to develop creative thinking and problem solving skills that serve as the foundation for your child s academic career. Communication of School Improvement Plan: Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders. The mission and vision are communicated to parents in print and in website documents. The mission, vision, and school improvement plan are reviewed with teachers each year. The board approves the School Improvement Plan and provides input before submission. The School Improvement plan is posted once approved on the school webpage.

2 Brevard County Public Schools School Improvement Plan Part 1: Planning for Student Achievement RATIONALE Continuous Improvement Cycle Process Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement- Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?) Considerations/Examples: At Royal Palm Charter School we focus on the individual students within the grade level. We use benchmark to determine what skills students have mastered and what skills need further concentration. We take benchmark typically once per nine weeks to look at student mastery of skills taught and in order to re-evaluate small learning groups. Additionally, we provide skill-based tutoring to reinforce weaker areas. Over the past three years the percentage of students scoring Levels 3 and above on the FCAT Math and Reading has decreased, however, we have continued to achieve higher standards than the schools in our area as well as the county. Our biggest area of concern is with individual student learning gains. This was our biggest area of weakness in 2013 and continues to be lower than we would like for 2014 with 69% learning gains in reading and 68% in math. As a school we implemented data notebooks for in order for teachers and students to better monitor student progress; data notebooks will continue to be a focus in Our Writing scores have dropped each year over the past three years with 2013 being the lowest year ever with 33% of students scoring 4 or more and reaching 48% in We have implemented bi-weekly grade level meetings to give K-2, 3-5 and 6-8 th grade teachers an opportunity to learn from and problem solve with peers. We will be spending time in these teams collaborating and dissecting the new standards and correlating with our Core Knowledge standards. We will be focusing on writing across all areas of the curriculum. All students scoring level 1 and 2 will receive Academic Improvement Plans to be monitored on a weekly basis to ensure that students are being taught the skills needed to succeed. Analysis of Current Practice: (How do we currently conduct business?) We created a team that meets once per month to monitor curriculum and learning in the grade levels. It consists of a lead teacher from K-2, 3-5, and 6-8 as well as the ESE Coordinator, Assistant Principal and Principal. Our 3 rd -5 th grade teachers meet together to create tutoring groups based on skills needed in order to meet the individual needs of students rather than just by grade level; so we rotate students through skill groups, not necessarily with the same grade level students. s in grades 3-8 are utilizing the same grading scale and policies to ensure cohesiveness. As a school we have added additional nightly homework requirements in the area of reading and vocabulary. In order to enhance student motivation and a positive learning environment we continue to add Character Education to our curriculum by focusing on a new word each week and using the Bucket

3 Filler philosophy in all the classrooms. Best Practice: (What does research tell us we should be doing as it relates to data analysis above?) Royal Palm Charter School has been successful each year; we have outperformed area schools, even this year. Our students scored well above the other schools in regards to proficiency except in the area of Writing. Although we score higher than the schools in our area, we did not meet our target AMO for We have chosen to focus on writing and cross-curricular connections school wide to strengthen reading, writing, math and science scores. s will be focusing more on the mechanics of writing and writing for response across all areas of the curriculum. We will be focusing on the use of cross-curricular connections. Many of the important concepts, strategies, and skills taught in the language arts are "portable" (Perkins, 1986). They transfer readily to other content areas. Strategies for monitoring comprehension can be directed to reading material in any content area. Interdisciplinary/cross-curricular teaching supports and promotes this transfer. Critical thinking can be applied in any discipline. Interdisciplinary/cross-curricular teaching can increase students' motivation for learning and their level of engagement. In contrast to learning skills in isolation, when students participate in interdisciplinary experiences they see the value of what they are learning and become more actively engaged (Resnick, 1989). Additionally, cross-curricular connections promote collaboration among teachers. s will be noting connections in their lesson plans and classroom walkthroughs and observations will ensure fidelity. Additionally, teachers will be assigning homework and projects that will have students complete tasks that reinforce cross-curricular learning specifically emphasizing written products. In 4-8 th grades we will be incorporating additional technology into the learning environment. Students will be utilizing laptops and Nooks to not only raise student focus and interest, but allow access to more content rich information. A computer-based writing program will be implemented along with an online Reading curriculum. CONTENT AREA: Reading Math Writing Science Parental Involvement Language Arts Social Studies Arts/PE Other: Drop-out Prevention Programs School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) Royal Palm Charter School will improve the proficiency level of reading to meet the projected AMO of the school for The AMO proficiency level of Level 3 for 2014 is 80%; Royal Palm s objective is that 80% (200/250) of students will be proficient on the standardized testing. This will be an increase of 10% from the school year. Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Timetable Budget In-Process Responsible Measure 1. Students are not 1. s will

4 familiar with answering reading comprehension questions in writing 2. Students find non-fiction text less engaging and more difficult 3. Students missing needed skills for the grade level 4. Lack of support by parents for nightly reading assignments 5. Students uncomfortable with testing on the computer integrate the writing process into daily lessons 2. s will expose students to non-fiction text and use comprehension strategies to identify information at least once per week 3. s will work on specific skills in small group instruction during and after school tutoring groups 4. Include tips within the monthly school newsletter, teachers requiring a reading log daily, and hosting a literacy night 5. s will give students additional opportunities for online testing including FCAT Explorer, Accelerated Math and Reading, and during practice testing ESE ESE Librarian Principal ESE Principal Weekly Weekly Walkthroughs Lesson plan documentation Benchmark Practice practice Benchmark practice FCAT Parent Feedback Feedback Reading logs Practice CONTENT AREA: Reading Math Writing Science Parental Involvement Language Arts Social Studies Arts/PE Other: Drop-out Prevention Programs School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) Royal Palm Charter School will improve the percentage of students making Learning Gains in Reading by 6% for a total of 75% (188/250). Strategies: (Small number of action oriented staff performance objectives)

5 Barrier Action Steps Person Responsible 1. Lower level 1. s will students lack offer after hours parent support in tutoring as well as ESE additional help with skill based closing gaps instruction within class time. 2. Testing Anxiety 2. Provide students with a minimum of three ESE practice testing situations to become familiar with the routines. Expose students to type questions so they become comfortable with format 3. Students lack of 3. Include motivation students in data notebook process to monitor progress and set attainable goals 4. High achieving 4. s will students plot students compensate for skills based on areas of weakness content area and correlate to inclass acquisition of skills 5. High achieving 5. s will students often get make students too confident in accountable in their skills and rush everyday work for showing work and explaining answers 6. Lack of Time 6. s will reinforce comprehension skills during Science and Social Studies instructional time ESE Principal ESE (gifted) Time Timetable Budget In-Process Measure Walkthroughs Lesson plan documentation practice analysis Weekly practice Weekly walkthroughs Benchmark practice Weekly Benchmark practice Daily assignments Benchmark practice Benchmark practice test CONTENT AREA: Reading Math Writing Science Parental Involvement Language Arts Social Studies Arts/PE Other: Drop-out Prevention Programs

6 School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) Royal Palm Charter School will improve the proficiency level of math to the projected AMO of the school for 2015 (71%). This will be an increase of 5% from the school year (178/250). Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible 1. s will provide intensive reading ESE 1. Students with below grade level reading skills being required to read word problems 2. Students are not comfortable with explaining how they come to an answer in writing 3. Students missing needed skills for the grade level 4. Students uncomfortable with computer based testing interventions to include looking at the parts of a word problem and how to identify important information 2. s will require students to write how they get to an answer at least once problem per day 3. s will work on specific skills in small group instruction during and after school tutoring groups 4. Additional practice given on the computer along with practice with online testing through Accelerated Math ESE ESE Librarian Timetable Budget In-Process Measure Walkthroughs practice analysis Benchmark practice Benchmark practice practice Accelerated Math results CONTENT AREA: Reading Math Writing Science Parental Involvement Language Arts Social Studies Arts/PE Other: Drop-out Prevention Programs School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) Royal Palm Charter School will improve the percentage of students making learning gains in math to 75% from

7 68% in the school year (188/250). Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible 1. Students missing 1. s will needed skills for the work with grade level students on ESE content focused on students acquisition of lower level skills to build upon. 2. Students rushing 2. s will through problems teach students they think are easy steps to take to ESE and making double check careless errors their work and look for errors The process will be monitored, not just the answers. 3. Students not 3. s will understanding spend additional algebraic formula time in algebra ESE questions portions of curriculum in order to raise student comfort with these types of problems. 4. Lack of Time 4. Utilize Science instructional time for crosscurricular instruction; i.e. Measurement Timetable Budget In-Process Measure Benchmark practice Accelerated Math exercises practice Daily assignments Accelerated Math Benchmark Practice Benchmark Practice CONTENT AREA: Reading Math Writing Science Parental Involvement Language Arts Social Studies Arts/PE Other: Drop-out Prevention Programs School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) Royal Palm Charter School will return to a high performing status in the regards to the proficiency level of science. We plan to increase the 48% proficiency level earned in the school year to 70% (31/44). Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Timetable Budget In-Process

8 1. Students with 1. s will below grade level provide intensive reading skills being reading required to read interventions and analyze content utilizing nonfiction related to Science Science content 2. Testing Anxiety 2. Provide students with a minimum of three practice FCAT testing situations to become familiar with the routines. Expose students to FCAT type questions so they become comfortable with format 3. Students missing basic scientific knowledge to build upon 4. Students lack of confidence in the area of Science 3. s will utilize a practice FCAT test to identify which strands students are weakest in and plan for additional time to address concepts that should have been previously taught 4. s will develop students confidence through repeated exposures to testlike questions in order to get students comfortable and students will keep Data Notebooks to highlight growth Responsible ESE ESE ESE Principal Measure Lesson plan documentation FCAT practice analysis First Semester Weekly FCAT practice FCAT walkthroughs Benchmark FCAT practice FCAT Benchmark FCAT practice FCAT Data Notebooks 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 the school) Royal Palm Charter School will monitor student progress utilizing benchmark as well as the Florida Ready Practice. The will align to question types and the results from previous student

9 FCAT data will be compared. This will help guide teachers whole group instruction as well as identify students for small group instruction of skills. s will meet to discuss strategies and needs during bi-weekly grade level meetings (K-2, 3-5, and 6-8). s will be align writing program to Common Core Standards and Florida Standards as well as our Core Knowledge Curriculum to ensure that students are receiving instruction and mastering skills. We will focus on strengthening writing strategies and making cross-curricular connections in order to give students chances for multiple exposures and mastery. Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement) Students at Royal Palm Charter School in grades K-8 will perform above the state and district averages in all subject areas. Students will maintain higher levels of proficiency than other local area schools. The number of students making learning gains will increase a minimum of 6%. s will utilize benchmark as well as formative throughout the year to ensure mastery of skills. We will maintain progress monitoring utilizing data notebooks, benchmark, and practice. Part 2: Support Systems for Student Achievement (Federal, State, District Mandates) For the following areas, please write a brief narrative that includes the data for the year and a description of changes you intend to incorporate to improve the data for the year Instructions and support are provided in each section to assist with what data you may include. The instructions are intended to be a guide and may be deleted from each cell to allow for appropriate typing space. 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 , NCLB, codified at 20 U.S.C. 6314(b) and Senate Bill 850. Step One Provide Tier 1 instruction Tier 1 instruction is high quality instruction that is provided to all students in the general education classroom. Create Progress Monitoring Plans for students who scores Level 1s/2s Monthly meetings with grade level teachers and IPST team consisting of ESE Coordinator, Speech/Language Pathologist and Principal. Step 2: Determine if the core curriculum is the concern or if it is an individual student issue. If the poor response is NOT due to the Core Curriculum complete: 1. Complete Form 1 2. Begin Form 2 3. Complete Form 3 Administer diagnostic to help determine specific skill deficits. Contact Parents to advise them of teacher concerns. Step 3 Discuss student data and determine possible interventions at the teacher data team meetings. Complete Form 5 Step 4: Place student in a Tier 2 group (Tier 2 groups are interventions that are provided to small groups of students that have been identified as being in need of more support that what is

10 being given in Tier 1). Step 5: If you have 6 weeks of data collected contact ESE Coordinator to be placed on the ISPT meeting agenda. At the ISPT meeting the IPST team will review the data to determine if the Tier 2 interventions should continue or if the interventions should be intensified to Tier 3. Step 6: If it is decided that Tier 3 is needed the team will design a Tier 3 intervention. Step 7: After six weeks of data is collected on BOTH the tier 2 and tier 3 interventions the teacher will contact ESE Coordinator to be scheduled for the follow up IPST meeting. Step 8: IPST meeting will be held. Monthly IPST Meetings are set up to check-in with the grade level teachers; IPST team consists of classroom teacher, ESE Coordinator, Speech/Language Pathologist and Principal. Once plans are in place teachers will begin keeping records to show student progress. Every 3 weeks teachers are to assess the intervention and see whether the progress is being made or if a different intervention needs to be tried. 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 , NCLB, codified at 20 U.S.C. 6314(b). For the school years we had 70% of our parents complete their 10 hour volunteer requirements. We have found that parents are more likely to volunteer for one-time events rather than continually within the classrooms. We will be adding additional events this year to raise participation. We also noticed from volunteer records that parents are more likely to volunteer at the beginning of the year than toward the end of the year. We have found that for the parents that did not participate in parent conferences, events, or completed volunteer hour requirements correlated with the lower performing students. For school year we will be hosting additional subject based nights to encourage parent support in the classroom. We will have active parents of the PTO reach out to parents who have not participated in events to personally welcome them to join events or meetings in hopes to encourage more participation. We added additional events related to bookfair for parents to come with their families and meet other families or volunteer. The Parent Survey was only completed by 16 parents. We created the survey through our RenWeb system to increase the likelihood that parents would participate. This did not happen; we will be trying to do some informal surveying of parents to figure out the best way to reach them for input. Survey data showed that parents were happy with Royal Palm s growth and teachers, but we are hoping to have more parents participate in the survey to get a more accurate picture of the parents feelings. STUDENT SURVEY RESULTS (Required): Royal Palm Charter School does not have student survey results.

11 Early Warning Systems (SB 850) 1. Describe the school s early warning system and provide a list of the early warning indicators used in the system. This list must include the following: ELEMENTARY 1. Course failure in English Language Arts or mathematics 2. Level 1 score on the statewide, standardized in English Language Arts or mathematics 3. Students who miss 10 percent or more of available instructional time 4. Students retained, pursuant to s (4)(c), F.S. Number of students retained by grade level: K: 2 1: 2 2: 1 3: 2 4: 0 5: 1 6: 0 7: 0 8:0 Our goal is to reduce retentions by 2% 5. Students who are not proficient in reading by third grade 6. Students who receive two or more behavior referrals Royal Palm maintains a low level of behavior referrals; we will continue to build a community setting and encourage character education through our weekly Character Word and Bucket Filler activities 7. Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S. Royal Palm maintains a very low level of referrals that lead to suspensions. 2. Provide the following data related to the school s early warning system: The number of students by grade level that exhibit each early warning indicator listed above The number of students identified by the system as exhibiting two or more early warning indicators Fill in BLANKS with Number of Students Grade Level K Total Attendance < or more ISS or OSS Level 1 in Reading or Math Course Failure in ELA or Math Students exhibiting 2 or more indicators 1 3

12 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). i. For students with academic warning signs teachers will develop a PMP ii. Students will be discussed at monthly IPST meetings iii. Students will be invited to attend after-school tutoring two days per week iv. Parent conferences will be set up after the first and third nine weeks to monitor progress v. Students in primary grades will be placed in a pull-out reading group for additional support vi. Middle School students will be placed in Intensive Reading and/or Math for additional instruction CTE/STEM: 1. All Levels a) # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs) 5: Lego Robotics League, Science Fair, Science Club, Solar Oven Competition, Orlando Science Center Field Trip b) Participation in STEM-related experiences provided for students Lego Robotics League 8 students, Science Fair 3 rd -6 th grades, Science Club 3-8th, Solar Oven Competition 3 rd -8 th grades, Orlando Science Center Field Trip 5 th grade Royal Palm Charter Shannon Shupe 10/8/14 School Name Principal s Signature Date

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