Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

To serve every student with excellence promoting academicProficiencyResponsibilityIndependenceDeterminationExcellence.

Vision Statement: The Andersen community commits to educational excellence by providing a safe, child centered, dynamic learning environment where all students experience academic success and demonstrate proficiency.

Communication of School Improvement Plan: Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders. Anderse 's mission, vision and School Improvement Plan will be shared with faculty and staff as well as the School Advisory Council (SAC). All Andersen employees as well as the SAC members will discuss and have a copy or access to a copy of the plan. The school mission and vision are posted throughout the school and are published in our newsletter to be reviewed with all stakeholders.

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Andersen Elementary School Central

Denise M. Johnson Jane Cline

Trish Hoffman

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources:

Andersen is recognized by the State of Florida as an “A” school for student achievement. There are several components used in calculating the school grade, but a sharp rise in increased student learning gains has influenced Andersen’s score significantly this year. Andersen has launched the Florida State Standards as well as implemented Extended Thinking Strategies as evidenced by Classroom Walk-Throughs.

In comparing the three-year trend from FCAT data, it is important to note that there were major changes to the test during this trend history. The first year of data is from the administration of a new test (FCAT 2.0) based on the Next Generation Sunshine State Standards, the second year of data being compared reflects a new system of evaluating student proficiency on the FCAT 2.0 results. These major changes to the content of the FCAT and the scoring of the FCAT make it difficult to attain true comparisons or data trends. However, the average scores for Andersen students meeting the proficiency standard for 2013-2014 are as follows: 68% proficient in reading (2013 - 71%, 2012-70%), 67% proficient in math (2013- 61%, 2012- 69%), 75% proficient in science (2013 - 65%, 2012-57%), 26% proficient in writing (2013- 54%, 2012-87%). In comparison, Andersen scored above the district and the state in reading, math and science. Fifth grade students demonstrated the greatest learning gains with a 2% growth in reading, a 6% growth in math, and a 10% growth in science. In comparing another data points on the FCAT 2014, 75% of Andersen students made learning gains in reading (2013- 68%, 2012-66%) and 83% made learning gains in math (2013-64%, 2012-71%). Also, Andersen demonstrated an increase in the lowest 25% making learning gains in reading (2014- 70%, 2013- 67%, 2012-67%) and in math (2014-76%, 2013-62%, 2012-64%). We believe the learning gains achieved were a direct result of differentiated instruction, the teamwork of our Professional Learning Communities (PLCs), and the plans of our Collaborative Mutual Accountability (CMA) teams to serve the lowest 25% of our students. Andersen’s school wide schedule was changed this year to provide a block of time for immediate, intensive instruction for remediation and enrichment. All resource and activity teachers as well as classroom teachers were working with groups of students during this time to impact student learning gains.When comparing the 2013-2014 beginning of the year reading, mathematics, science and writing district required assessment data to the end of the year data,

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all grade levels demonstrated growth. However, additional instructional strategies are needed which will support all subject areas within the new Florida State Standards and have a broader effect on student achievement. To realize a continued upward trend, Andersen will target all subject areas with increased rigor and a focus on instructional strategies for the new Florida State Standards. Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at high level, and each student demonstrates learning at high level.  (Blackburn, 2008).During grade level discussions during the initial weeks of the current school year, teachers across almost all grade levels expressed concerns with our students’ writing skills. As we embrace the new Florida standards and its emphasis on analytical and comparative writing, it is very apparent to teachers in their informal observations that students have much ground to cover in developing this skill. With writing scores indicating a downward trend, an increased emphasis will be given to “writing” across the curriculum; to equip students with the skills to analyze literature, compare/contrast multiple texts, and articulate their thoughts in written summaries. Since the new ELA Writing assessment for grades 4-6 requires opinion or informational responses, students will have opportunity to practice in these formats by utilizing the FSA training tests and rubrics to improve writing skills. Additionally, Andersen’s educators will provide students with practice on the Test Item Specifications, the Math Test Design, and they will utilize resources to inform families on how parents can support learning at home. CPalms will be utilized for professional development.

On the Academic Outcomes Percentile Rankings Performance versus Year-over-year Growth report, Andersen scored in Higher Achievement quadrants in Math, Reading, and Science. Writing scores did drop significantly in the lower achievement quadrant.Administration will make sure time is designated for grade-level planning, professional learning communities, and student-data meetings. Classroom Walk –Throughs as well as informal lesson observations will continue with an increased focus on the amount of feedback teachers receive on instructional practice.

The district Parent Survey results revealed the top three areas of topics that Andersen parents would like presented at parent meetings are homework help (44.7%), anti-bullying (44.7%), and study skills (42.6%). This data suggests that parents want more tools to provide a home support system for their students to complete homework practice and develop study skills for mastery of content subject matter. On questions relating to how well students were learning in specific subject areas, parents overwhelmingly rated these areas as excellent and good: Reading/Language Arts (80.7%), Mathematics (77.2%), Science (87%), Social Studies (86.7%), Electives/Specials/Activities (84.9%). Interestingly enough, only 25.5% of parents indicated they were interested in information on the Common Core Standards, yet all teachers indicated during beginning of the year meetings that parents did not understand the new standards or the new teaching methodologies that were required as a result.

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Responses on the district Student Survey were positive regarding attitudes towards school and being responsible individuals.  85% of students marked they strongly agree or agree most of the time that school work will help them later in life. 89% of students indicated they feel safe at school. 

With the school wide focus on the implementation of the Florida Standards and 21st century learning, we were especially interested in the students’ responses to the question dealing with how well they were learning the following 21st century skills:

Teamwork (working in groups, sharing responsibility) – Often: 77%; Sometimes: 15%

Effective communication (speaking, writing, listening) – Often: 69%; Sometimes: 21%

Meaningful projects (critical thinking, problem solving, creativity) – Often: 69%; Sometimes: 15%

Practical use of technology (presentations, word processing, spreadsheets) – Often: 56%; Sometimes: 21%

Real world issues (environmental, community, healthy life style) – Often: 52%; Sometimes: 25%

How to do research (finding books, articles, reliable online information) – Often: 64%;                Sometimes: 20%

Organizational skills (planning, prioritizing, budgeting) – Often: 55%; Sometimes: 20%

Personal character (work ethic, leadership, independence) – Often: 69%; Sometimes: 16%

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Analysis of Current Practice:

In alignment with Brevard Public Schools District Strategic Plan, Andersen continues to maximize student potential in core area achievement; close achievement gaps, deliver quality non-core area learning opportunities that provide students with a well-rounded education and promote student acquisition of 21st century skills.

Andersen continues to develop and build Professional Learning Communities (PLCs) by horizontal and vertical teams. The horizontal approach provides opportunity for staff to discuss academic issues that pertain to their specific grade levels. Vertical teams are scheduled to meet monthly as they discuss the implementation of the new Florida Standards curriculum and the expectations at each grade level. Discussions will also include the shift from traditional classroom instruction to standards based instruction in the classroom. Subject-area contacts share information with vertical teams and in grade level meetings for implementation in grade-level PLCs.The Andersen faculty has attended professional development opportunities focused on a wide variety of proven instructional methods. The faculty participates in professional development building and district in-services that address the curriculum methodologies for the new Florida Standards Curriculum, B.E.S.T. training, Thinking Maps, 21st Century Skills, and Extended Thinking Strategies. The faculty of Andersen seeks fidelity in their professional practice.Multi-tiered Support System (MTSS) teams meet every other week at Andersen to discuss students, assessments, methodologies, interventions, and results for all academic and behavioral concerns. Teachers continue to gain a better understanding of the overall process and the documentation needed in order to best serve students. The use of common formative assessments as well as diagnostic assessments across each grade level continues to be a focus in order to identify student needs in a consistent manner. Differentiated instruction utilizing product choice and multiple intelligences is implemented to meet the needs of students at various levels.Teachers continue to develop their skills in the use of technology as a tool for instruction. The equipment (document camera, projector, sound systems) defined in the district’s 21st Century Standards are used on a daily basis for instruction. Teachers are regularly including digital material from such sources as Discovery Network, CPalms, Gale resources, and other district provided resources. School- based programs such as Tumblebooks, BookFlix and TrueFlix, as well as a plethora of Internet based sites are also used regularly to enrich the classroom curriculum. Some classroom teachers were trained and are implementing the Flipped classroom model. Student technology skills will continue to be built through the use of individual classroom-technology based projects and activities worked on during some activity wheel classes. The computer science activity teacher and the Andersen Professional Learning Community for Technology will meet at least once a month to discuss ways to further

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integrate technology with the new Florida Standards curriculum. The district technology integrators will be asked to assist in school based training sessions for teachers to effectively utilize the technology tools available to them.

In the past, the development of 21st Century skills has primarily focused on technology integration. With the implementation of the new Florida Standards for all grades this school year, and the natural inclusion of the 21st Century skills in the curriculum, we will continue to define and develop these skills in classrooms with an increased focus on effective written communication. The continued use of Extended Thinking Skills will also naturally incorporate the 21st Century skills and Andersen will continue targeting this topic for professional development as well as B.E.S.T. strategies.

During meetings with grade levels, teachers expressed a variety of things which they felt worked well in their classrooms and school wide during the 2013-2014 school year. Overall, every grade level shared that teamwork and collaboration within the grade level was a strength. Implementing innovative hands-on activities, Number Talks, math data notebooks, Socratic and Extended Thinking activities as well as STEM activities, utilizing cooperative groups and creating presentations utilizing technology has influenced student achievement. Technology was mentioned by all grade levels as an area to address including professional development, building student skills, and providing additional and more up-to-date equipment as well as ongoing updates of programs. We will be using early release Wednesdays to focus on areas of professional development over the course of the school year.

Subject area concerns include reading, math and writing. Several grade levels identified various reading skill deficiencies such as comprehension, phonics/decoding skills, and understanding informational text features. Gaps in math skills were identified as weak basic math facts and alternative algorithms and multiple representations. Andersen teachers feel writing curriculum expectations needs to be more defined for all grade levels and professional development is needed to learn new ways of teaching writing skills for the FSA on text structure, phrasing, elaboration and writing responses to text analysis. Additional activities are needed to assist students in developing questions from their reading and empower them to effectively write across the content areas.

Best Practice:

In his research, John Hattie identified instructional strategies that are most effective in student learning. He established the effect size and the percentile gains from case studies (1992). Robert J. Marzano, in his book, What Works in Schools: Translating Research into Action (2003), shares that the two instructional strategies having the greatest effect-size gains and percentile gains for students is identifying similarities and differences (comparing and contrasting) and summarizing/note taking. These instructional strategies will be a focus at Andersen this year.

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“The strategically influential Partnership for 21st Century Skills (2009) emphasizes essential skills that should be infused throughout the 21st curriculum: creativity and innovation; critical thinking and problem solving; communication and collaboration; information, media, and technological literacy; flexibility and adaptability; initiative and self-direction; social and cross-cultural skills; productivity and accountability; and leadership and responsibility.” (Hargreaves, 2010) Andersen continues to keep 21st Century skills as a priority. Our teachers recognize the importance of these skills and want to provide more opportunities for students to demonstrate 21st Century skills.

There are two sources of identifying exemplary practices in Education. One is research-based and the other is evidence-based. Research-based practices consist of strategies that have been proven by research to raise student learning and achievement significantly. Evidence-based practices are strategies where evidence shows they increase achievement when used by teachers in the real world. These results are gathered from evaluations of exemplary schools. According to Dr. Max Thompson and Dr. Julia Thompson (2009), “Research and evidence shows that in order to be most effective, schools should implement 2-4 exemplary strategies consistently and pervasively” (p. 3). Thompson and Thompson further claim that the strategy with the highest effect size in student learning is extended thinking. The U.S. Department of Education has identified several achievement practices from the evidenced –based practices that are referred to as “high impact, rapid response practices.” These practices are effective for all students and are especially critical for at-risk learners. Vocabulary, summarizing, and additional organizational and instructional focus with previewing and scaffolding grade-level content as well as assignments for struggling students are more of these high yield instructional practices that align with the research-based practices. The top researched-based strategy with the greatest effect size as well as highest percentile gains is Extended Thinking Strategies. These strategies promote a deeper understanding of the concepts being taught and require students to refine their original knowledge leading to the retention, application, and transfer of knowledge. There are eight Extended Thinking Strategies that Thompson and Thompson suggest should be explicitly taught are: comparing/contrasting, classifying/categorizing, analyzing perspective, abstracting, constructing support, inductive reasoning, deductive reasoning, and error analysis.

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CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Prevention Programs

Language Arts

Social Studies

Arts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)Utilize 21st century skills with an increased focus on reading and writing strategies that promote analyzing, summarizing, and comparing/contrasting texts in various formats across the curriculum.

Strategies: (Small number of action oriented staff performance objectives)

Barrier Action StepsPerson

Responsible

Timetable

Budget

In-ProcessMeasure

1. Lack of professional development opportunities for teachers to acquire knowledge and skills for utilizing extended thinking strategies and summarizing in the classroom

a) Provide professional development training for teachers to acquire knowledge and skills for utilizing extended thinking strategies and summarizing in the classroom

b) Provide access to resources, both print and digital, that will support specific extended thinking strategies and teachers use of them in the classroom.

Administration

08/14 – 05/15

$1000. Professional Development/Training Agenda

Attendance Record

Evaluation/ reflection of training

2. Lack of parent knowledge on extended thinking strategies, specifically summarizing and NT that will assist their student(s) with acquisition and retention of content knowledge, skills and concepts

a) Conduct parent informational nights that will include extended thinking strategies and how parents can incorporate them in home study assignments to assist their student with study skills.

AdministrationTeachersStudents

10/28/1411/28/141/29/152/17/15

$200. Parent Informational Night attendance

Parent survey results

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realized.3. Lack of parent

understanding of the shift in standards and the teaching of skills.

a) Conduct parent information nights that will provide an overview of the new state standards.

b) Conduct parent information nights that will provide an overview in the changes of teaching methodologies for mathematics.

c) Conduct parent informational nights that will provide an overview in the changes of teaching methodologies for writing.

d) Conduct parent informational nights that will provide an overview in the changes of teaching methodologies for other curriculum areas as the need develops.

e) Look for available resources and/or develop resources that will provide practical strategies for parents to assist their students to understand new learning strategies and skills.

AdministrationTeachersDistrict Resource Teachers

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$1000. Parent Informational Night attendance

Parent survey results

4. Changes in state writing assessment

a) Provide additional professional development in writing to teachers in all grade levels.

b) Provide time for grade level contacts to share new strategies gained at “Getting to the Core of Writing” sessions with their teams.

c) Provide opportunity for grade levels to explore additional writing resources and develop a plan for instructional practices in their grade levels.

AdministrationDistrict Writing resource teacherTeachers

Professional Develop-ment Days scheduled

by the district and scheduled

team meetings

$100. Training Agendas

Meeting Schedule and Agendas

5. Lack of a school wide writing plan that reflects new Florida Standards.

a) Provide time for grade levels to analyze writing standards and develop grade specific instructional strategies and benchmarks for Andersen.

b) Provide time for vertical

Administration

Teachers

11/14/14 $200. Meeting agendas and notes

School Wide Writing Plan

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teams to discuss grade specific benchmarks and develop a school wide writing plan that includes a grade by grade spiral of skills.

6. Lack of defined spiral skill levels of the new Florida Standards.

a) As a staff choose one area of focus.

b) Provide time for grade levels to analyze the focus standard(s) and list specific skills and benchmarks for those skills.

c) Provide time for vertical teams to evaluate the grade level input and create a spiral of skills for the focus standard(s).

d) Provide resources to assist teachers.

Professional Develop-ment Days scheduled by the district

$1000. Inservice recordsPLC notesPacing guidesLesson plans

7. Lack of tools to increase rigor in the curriculum.

a) Provide professional development to increase practice of rigor in the classroom using material from Ronald Williamson and Barbara Blackburn.

b) Provide opportunities for teachers to acquire the tools and resources available for improving curriculum rigor.

c) Provide time for teachers to discuss and reflect in PLC’s strategies and best practices.

d) Provide professional development for newly acquired Istation software.

e) Provide opportunity for classroom teachers to explore, choose, and implement resources available through the Florid Standards Assessment resource site.

Professional Develop-ment Days scheduled by the district

$500. Training agendas

Meeting agendas and notes

Classroom walk-throughs

Formal and informal observations

EVALUATION – Outcome Measures and Reflection- begin with the end in mind .

Qualitative and Quantitative Professional Practice Outcomes:

Qualitative Measurement of Professional Practice Outcomes:As teachers employ Thinking Maps, B.E.S.T. strategies, formative assessments, summarizing activities, and extended thinking strategies; classroom walk-through Rev. 10/10/14 10

observation forms as well as professional practice evaluations will indicate the improved practice. Practical exchange of teaching strategies will be topics of PLC meetings. Teachers in all grade levels will be observed and receive feedback on their use of instructional strategies. Lesson plans will document the new Florida Standards and include extended thinking strategies as well as 21st Century skills.

Quantitative MeasurementClassroom walkthrough observation forms will provide feedback to teachers and administrators on the continual implementation of the strategies listed above. The baseline data for the evidence of the implementation of rigor and 21st Century skills is currently at 20%. Our goal is to have at least 95% of the Andersen teachers with evidence of this implementation by the end of the school year.

Qualitative and Quantitative Student Achievement Expectations:

Qualitative Measurement: Teachers and administrators will see an improvement in the quality of student responses to higher level extended thinking activities as well as verbal and written summarizations of content learned. Student surveys and increased test scores will serve as additional measures of effective implementation.

Through informal observations teachers will see an improvement in student analytical and comparative writing skills; particularly in analyzing literature, comparing/contrasting multiple texts, and written summaries.

Quantitative Measurement:1. Student achievement will be evident on the new 2015 FSA with at least 75% of

the students demonstrating proficiency in reading, math, writing and science.2. At least 75% of students will demonstrate 70% proficiency on the end-of-the-year

state-mandated or district-required assessments in reading, writing and mathematics for grades K-3.

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Part 2: Support Systems for Student Achievement (Federal, State, District Mandates)

MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI.

Andersen's MTSS/RtI Leadership Team includes the following individuals: Principal Assistant Principal Literacy Coach Guidance Counselor Grade Level Team of Instructors School Psychologist

Tasks:1 - Oversee the continued implementation of MTSS/RtI2 – Follow established procedures and guidelines related to meeting schedules for Grade-Level Teams3 - Determine intervention/assessment/monitoring processes regarding staffing, meeting space, and frequency4 - To serve as “check and balance” for Grade-Level Teams relating to continuation of intervention/assessment implementation and tier services placement5 - To be determining authority regarding Individual Problem-Solving Team (IPST) eligibility and placement

Meeting Frequency 2014-2015 school year:Bi-monthly with the entire MTSS Team, and bi-monthly with Kid Talk meetings within grade levels. 

When a teacher identifies an achievement level discrepancy, they meet with the Guidance Counselor and alert her to the need for Tier 2 services.  The guidance counselor and teacher determine the skill gap, and the measure in which the student will be monitored.  The teacher gives Tier 2 services with fidelity and tracks the data for 4 to 6 weeks.  At that time, the IPST is scheduled with the entire team to discuss the data, Rev. 10/10/14 12

and the need for further monitoring or testing.

Data is disaggregated and utilized as the needs assessment to drive all school improvement and MTSS decisions. The data analysis is used to support better instruction, create school improvement goals, and identify professional development needs for the school year. The faculty assists in the development of the focus areas of the School Improvement Plan, defining educational strategies, suggesting professional development needs, and providing additional input to ensure accuracy of the plan.

PARENT AND FAMILY INVOLVEMENT:

According to the Spring 2014 Parent Survey conducted by the district, 91.3% of Andersen parents rated Andersen in the “Excellent” or “Good” category. Most of the comments reflected that parents were satisfied with the teachers, staff, and curriculum at Andersen. There were no major areas of dissatisfaction indicated overall; however, the need for more and better technology equipment and instruction, better parent involvement, anti-bullying programs, and security were mentioned frequently in the written comments.

We had 172 parents participate in the survey which is represents approximately 23% of our student population. 87.1% indicated that they had attended an information or academic event at the school and 97.9% felt the information presented was useful. For those not attending these events the major reason was that the timing (day or time of day) was inconvenient. Andersen offered a variety of parent nights during the 2013 - 2014 school year including FCAT information nights, Common Core for parents, and literacy nights (Books Alive! and Seuss Night). PTO meets once a month and the meetings are advertised via the school marquee as well as flyers that are sent home with the students. The three top areas of topics that parents would like to see presented during these types of meetings are homework help (44.7%), study skills (42.6%), and anti-bullying (44.7%).

In regard to technology at Andersen, upgrading our technology and purchasing new tools has been challenging due to funding. Although 82.4% of the respondents indicated they were satisfied with the technology at the school, many comments reflected a frustration with the older computers and the issues that presents. The need for upgraded computers that worked consistently for all grade levels was a continued remark made in addition to the need for newer technologies such as iPads, tablets, and smart boards. There were also many suggestions that included new computers for all grade levels, not just the upper grades.

In the aftermath of school related tragedies that have occurred all over the country, it is Rev. 10/10/14 13

understandable that safety and security were indicated as a major concern. 85.6% of parents indicated that they felt the school was safe, but there were numerous comments regarding the need for security cameras, locked doors and gates. Dismissal time, particularly our car line, was also mentioned as problem for security, safety, and time.

STUDENT SURVEY RESULTS:

Overall responses on the student survey were positive regarding attitudes towards school and being responsible individuals. Students indicated they understood that bullying of any form, on or off line is not acceptable and the choices they have when facing a bully. Andersen has focused on this issue through classroom instruction and through the activity schedule in guidance (grade 1-2), media (K-6) and computer science (K-6). 85% of students marked strongly agree or agree most of the time that school work will help them later in life.

With the focus on the new Florida Standards and 21st century learning, we were especially interested in the students’ responses to the question dealing with how well they were learning the following 21st century skills.

Teamwork (working in groups, sharing responsibility) – Often: 77%; Sometimes: 15% Effective communication (speaking, writing, listening) – Often: 69%; Sometimes:

21% Meaningful projects (critical thinking, problem solving, creativity) – Often: 69%;

Sometimes: 15% Practical use of technology (presentations, word processing, spreadsheets) – Often:

56%; Sometimes: 21% Real world issues (environmental, community, healthy life style) – Often: 52%;

Sometimes: 25% How to do research (finding books, articles, reliable online information) – Often:

64%;  Sometimes: 20% Organizational skills (planning, prioritizing, budgeting) – Often: 55%; Sometimes:

20% Personal character (work ethic, leadership, independence) – Often: 69%; Sometimes:

16%

89.2% of students indicated they feel safe at school. The majority of students (68.9%) indicate that they have had no incidents of bullying, and 82.6% indicated no issues with cyber-bullying. Topics specifically mentioned in the comments throughout the survey reflected a general satisfaction with the school as a whole. The safety concerns of the previous year were reduced in the comment section and students indicate they feel secure and cared about by the staff.

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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 Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school

suspension One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Students who are not proficient in reading by third gradeSECONDARY

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension

One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics

All of the measures bulleted above for elementary schools is addressed by Andersen’s early warning system. Through the program, Performance Matters, Brevard County Schools identify the students with 2 or more early waning indicators. Andersen sends a letter to parents each month to address the concerns. Meetings are scheduled with parents when the indicators continue. Interventions are in place to address the concerns.

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

indicatorsFill in BLANKS with Number of Students

Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Attendance <90

N/A 54 38 37 32 43 33

1 or more ISS or OSS

N/A 6 4 3 3 5 3

Level 1 in Reading or Math

N/A N/A N/A N/A 16 25 17

Course Failure in ELA or Math

N/A N/A N/A N/A N/A N/A N/A

Students exhibiting 2 or more indicators

N/A N/A N/A 9 1 7 8

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).

1. We are utilizing the new Connect system which provides immediate notification to families of daily absences. For student attendance Andersen is following the new district guidelines. After three unexcused absences, the family is contacted and a checklist is maintained and monitored by the guidance department through IPST (Individual Problem Solving Team). Students with perfect attendance are recognized.

2. Andersen has implemented a daily iii (immediate intensive instruction) program and ASP (academic support Rev. 10/10/14 15

program) to support students who are not meeting proficiency in reading and math.

CTE/STEM:

Students in all grade levels participated in a variety of science related field trips including trips to the Brevard Zoo, the Planetarium, Rockledge Gardens, EPCOT, Orlando Science Center, Sea World, and Disney World (based on the technology found in the novel, The Kingdom Keepers). Classes also participated in Embark and Space Week. In all, students participated in 17 different STEM-related experiences through field trips.

A variety of STEM lessons were conducted in individual classrooms such as Chunkin Punkin’, Egg Drop, Math Olympiad, Penguin Shelters, Tower Challenge, and Iron Scientist Day. Several teachers in the intermediate grades are incorporating MEAs (Model Eliciting Activity) in their curriculum. Engineering Design activities found in a variety of resources from NASA, CPalms, and through the district science resource teacher have also been successfully incorporated in the curriculum with great enthusiasm from the students. Additionally, students created a variety of technology presentations and other science and math projects to improve their understanding of STEM activities.  They also reflected on future careers as part of these projects.

Andersen had four Junior Lego teams that researched natural disasters and developed ideas to help communities hit by them. Our Robotics team participated in events during the year and attended regionals. Plans are underway for a STEM club for fourth through sixth grade students that will have guest speakers and focus on hands on projects.

Last year, one of our fourth grade teachers was awarded a Bright Ideas grant for STEM. Students worked through the food engineering cycle to develop a tea blend. PTO and the school supported the technology by providing Nooks for digital research and PDF close reading. This teacher does plan to apply for an additional grant this year to support STEM activities in her classroom.

All students are encouraged to participate in the school based science fair each year. Winners of the school science fair go on to participate in the district science fair as well.

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