Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement: Oak Park will work together to provide all students with every opportunity to reach their full academic potential.

Vision Statement: The Oak Park community will work as a team to foster success in our students.

Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.

All staff/school improvement members have received a copy of the plan and a digital copy is housed on a common teacher share drive. The School Improvement Plan is posted on the school website for access as well as a copy is located in the front office. The whereabouts of this document is communicated to the parents through the school newsletter and the school web-site. All School Advisory Council (SAC) members have a copy of the document in its entirety. SAC members and teachers, representative of all grade levels and subject areas, were invited to analyze data, determine a focus, and write the SIP draft. This draft was presented to the entire faculty and the SAC within the first month of school for feedback. Oak Park teachers have the opportunity to review the SIP at grade level meetings and faculty meetings to provide feedback on the work plan strategies. SAC will continue to review the SIP and provide feedback throughout the year.

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Oak Park Elementary North

Jennifer Brockwell Laura Rhinehart

Kathryn Rogers-Yocom

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process Data Analysis from multiple data sources:What are the areas of successful professional practices and what data shows evidence of improvements? On the 2014-2015 Brevard Public School (BPS) Parent Survey, 88% of the responders stated that information was useful at the informational meetings or academic events you attended at your child’s school providing useful information. Eighty-two percent rated “excellent/good” on how well their child is learning Reading/Language Arts. What are the concerns with professional practices and how are they revealed with data? On the 2014-2015 BPS Parent Survey, 33% rated “fair/poor” for how well their child is learning organizational skills (planning, prioritizing, and budgeting) at school. Thirteen percent of parents rated the satisfaction with classroom instruction as “fair/poor.” Fifty-eight teachers were surveyed at the beginning of the 2015-2016 school year with a Proficiency Scales self-reflection sheet. The results indicated that fifty-six teachers selected they do not use proficiency scales in their classroom.

What are the areas of successful student achievements and what data shows evidence of improvements? The Brevard English Language Arts (ELA) Assessment (BELAA) was analyzed at grades 1-6, and the following strengths were noted: Sixty-eight percent of students in grades 1-6 showed growth on the vocabulary portion of the BELAA.

The Florida Assessments for Instruction in Reading (FAIR) was analyzed at grades 3-6, and the following strengths were noted: 73% made a learning gain from assessment period one and assessment period three on the probability of Literacy Success.

The Student Survey was administered to grades 3-6 students and the following strengths were noted: 78% of students strongly agree or agree most of the time that they believe their school work will help them later in life. Eighty-nine percent of students selected that yes, they have learned about online safety at school.

What are the concerns with student achievements and how are they revealed to the data?The Brevard ELA Assessment (BELAA) was analyzed at Grades 1-6, and the following weaknesses were noted: Sixty-percent of students in grades 1-6 did not make progress in Reading Proficiency skills on the BELAA. This was comparing data from the first assessment to the end of year.

The Florida Assessments for Instruction in Reading (FAIR) was analyzed at grades 3-6 with the following concerns noted: Only 25% of students in grades 3-6 scored on grade level (70% or higher) on the FAIR overall reading comprehension. Sixth three percent of students in grades 3-6 do not show proficient for the probability of literacy success.

The student survey was administered to grades 3-6 students and the following concerns noted: 22% of 2 | P a g e

Oak Park students do not feel safe at school. Sixty-eight students said they am are have been cyber-bullied. Just like many other schools in Brevard, we continue to be concerned with the mobility rate. We work closely with Brevard Public Schools to ensure that we use strategies to help during these difficult times. What other areas of strength or opportunity are revealed in data from leading indicators?When analyzing discipline data, Oak Park found it imperative to address disproportionate discipline data. From the 2014-2015 data, Black/African American students are 3.36 times more likely to have at least one referral than all other students. Forty-nine percent of students with at least one referral are Black/African American; this group comprises 22% of the total student population. Of the 1243 referrals generated, 52% were attributed to Black/African American students. Of the 217 ESE Students, 76% have at least one referral. ESE Students are 1.04 times more likely to have at least one referral than all other students. Twenty-three percent of students with at least one referral are ESE Students; this group comprises 22% of the total student population. Of the 1243 referrals generated, 25% were attributed to ESE students.

Data Sources: The data sources that were used to determine the needs of the school for this plan included the following: BELAA, FAIR, Attendance data, Discipline data, Parent Survey, Student Survey, and the Instructional Culture Insight survey.

Analysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing. Oak Park teachers have been using the Florida Standards to drive instruction and they plan with the standards in mind. They begin the process by starting with the standard(s) to find out what the students need to know, be able to understand and do. From there, assessments are decided (formative and summative), essential questions devised, teaching strategies and learning activities are incorporated. Teachers are learning the process of UbD (Understanding by Design) and are creating unit plans collaboratively within grade levels.

Positive Behavior Support Program is consistent in all grade levels with a school-wide approach. Data will be analyzed quarterly and the program adjusted to meet the needs of Oak Park students. Suspension data will be carefully monitored and programs will be put into place to reduce the number of suspensions and referrals with a focus on the disproportionate data.

Teachers refer to the IPPAS rubrics to model their instruction and administrators use the IPPAS rubrics to provide valuable feedback.

Grade level data teams meet consistently throughout the year to discuss the standards, plan and create common formative assessments, analyze data, decide on research based strategies, and make adjustments to instruction through re-teaching concepts. In addition, work samples are reviewed periodically to determine student proficiency.

Best Practice:

Based on research, as it relates to the data analysis above, what should be best practices in the class room?Teachers, administrators, and students should know the standards and how they relate to success of student achievement. Students need to be able to have endurance (those standards that provide students with knowledge and skills beyond a single test date). They also need leverage (standards that provide knowledge and skills that will be of value in multiple disciplines) and readiness (those standards that

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provide knowledge and skills that are necessary for success in the next grade or level of instruction). Teachers will provide in-depth instruction coupled with focused assessment of those Priority Standards. All students, including exceptional education and English Language Learners, must receive equal access to the standards. Students need the endurance to last beyond their current grade level and master the skills that are necessary for real-world applications. This process will be critical for students to be able to crossover application within the content area and to other content areas. Teachers will get students ready for the next level of learning and provide them the necessary skills to enter a new grade level and take on challenging tasks. In other words, the prior grade’s standards have become prerequisites for students to be successful at the next level (Ainsworth, 2013). The Common Core State Standards are based upon a mastery model of learning: students must demonstrate proficiency in the standards by the end of each grade level in order to be prepared for the standards at the next grade level. “Each standard was selected only when the best available evidence indicated that its mastery was essential for college and career readiness in a 21st- Century globally competitive society” (http://www.corestandards.org) Proficiency scales provide a clear focus and direction as to what is being learned for both the teacher and the student, and when students can track their own data, they take ownership in the direction and success of their learning.

School-Based Goal: What can be done to improve instructional effectiveness?

Oak Park teachers will identify ELA priority standards. Oak Park teachers will implement ELA proficiency scales at all grade levels in order to increase the percentage of students in Grades 3-6 who are showing growth on FAIR (probability of success) and who are on grade level (reading comprehension) as evidenced from 2014-2015 to the 2015-2016 school-year data results.

Strategies: Small number of action oriented staff performance objectives.Barrier Action Steps Person

ResponsibleTimetable Budget In-Process

Measure1. There is no way to determine teacher growth throughout the year relative to the implementation of proficiency scales.

Design and administer a self-reflection survey in rubric form to all teachers.

Administration September 2015

January 2015

May 2015

$0 Survey Results

2. Lack of knowledge relative to prioritizing the ELA standards.

Train the teachers on how to prioritize the ELA standards. Follow the Priority Standards Process at a Glance activity in the book, Prioritizing the Common Core

Administration October 2015

$0 Training Agenda

3. Too many standards to teach to the depth of understanding as

Teachers will prioritize the standards; identifying the

Teachers October 2015

$0 Prioritized Standards

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required for mastery.

priority standards and the support standards for all grade levels.

4. Lack of knowledge relative to writing proficiency scales for priority ELA standards.

Arrange to have a Board Approved consultant from the Marzano Center provide training to the faculty (along with Cape View and Challenger 7) on how to develop proficiency scales for priority ELA standards.

Administration/ Teachers

October 2015

February 2016

$2000

$2000

Training Agenda and ProGOE records

5. There is not sufficient time to write proficiency scales within the school day.

Teachers will be provided time outside of student hours in their grade level teams to write proficiency scales for the ELA priority standards.

Teachers October 2015 - January 2016

$0 Proficiency Scales

6. Administrators are struggling to find time to get into the classrooms due to discipline issues on campus.

Lack of Buy-In from the faculty members.

Strengthen the Positive Behavior Support Program at Oak Park.

Hold monthly team meetings and PBS faculty meetings.

Administration October 2015 – April 2016

$0 Notes from the PBS meetings and evidence of the training to faculty through agendas, documents produced

7. Administrators are struggling to find time to conduct classroom walkthroughs (CWT) and provide meaningful feedback.

Create a rotation schedule, dedicating time to the CWT and do classroom walkthroughs together to align, comparing ranking and feedback.

Administration October 2015 – April 2016

$0 Classroom Observation forms from ILPASS with scores and feedback

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8. Parents lack of understanding on students collecting and analyzing data in the classroom.

Conduct a Title I parent informational night held in the media center.

Administration and Teachers

February 2016

$0 Agenda, sign in sheets of participation

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

Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school.

Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

Teachers will be able to prioritize ELA standards and implement proficiency scales in the classroom. On the 2015 Insight survey for instructional culture, only 32% of Oak Park teachers indicated that a leader at my school regularly helped them to improve lesson plans. Also, only 55% of the teachers are satisfied with the support they receive at the school for instructional planning. Administrators will be a support for the teachers by attending the trainings and also conducting further trainings on professional development days and grade level meetings. Administrators will observe when doing classroom walkthroughs to get quantitative and qualitative data and provide feedback to the teachers. Teachers will be able to identify priority standards and write proficiency scales for ELA. Evidence will be documented through classroom walkthroughs and ongoing surveys showing understanding. Our goal is to meet or exceed the district level of 56% of Oak Park teachers indicate that a leader at the school regularly helps them to improve lesson plans and meet or exceed the district level of 74% of the teachers will be satisfied with the support they receive at their school for instructional planning. Comments in ProGo will be evidence of progress throughout the year. We will also be able to graph classroom walkthrough data and share that information with teachers.

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16?What tools will be used to measure progress throughout the year?

Students will be able to know what level they are performing at and goals set to reach higher levels. In the teacher evaluation, Dimension 4: Element I, it states that students and the teacher analyze results from multiple assessments to make decisions about progress and to develop appropriate interventions relative to the students’ needs. Teacher and student created rubrics will help the student to indicate what level they are working on and how to set their goals to reach higher levels on the scales. Our goal is to adhere to the Advance-Ed Standard 1: The system ensures that each school engages in a systematic, inclusive and comprehensive process to review, revise and communicate a school purpose for student success. We want students to know what level they are performing at for that specific standard. At the end of the 2015-16 school-year, students at Oak Park will be able to understand how to track their data. Evidence will be shown through student data journals, scales posted in the classroom, and teacher lesson planning. If a student’s probability of literacy success scores on the broad screen is 85% or higher, then the teacher will focus on Tier 1 instruction and consider individual students’ strengths and weaknesses in decoding, vocabulary, and comprehension for targeting small group instruction but what do you do for the students that are not at 85% or higher? Oak Park will look at the

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student’s reading comprehension task (RCT) and if they scored 39th percentile or lower, we look at the word recognition task, vocabulary knowledge task, and syntactic knowledge take to differentiate instruction. Here is what our Oak Park students scored on the 1st FAIR assessments in grades 3-6 on the reading comprehension task.

Third- 68% of current 3rd grade students scored 39th percentile or lower on AP (Application Period) 1. Fourth- 50% of current 4th grade students scored 39th percentile or lower on AP1. Fifth- 71% of current 5th grade students scored 39th percentile or lower on AP1. Sixth- 49% of current 6th grade students scored 39th percentile or lower on AP1. Our goal for the last assessment of FAIR would be for the percentage of students to score 39th percentile or lower to decrease by at least 20%.

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

For the following areas, please write a brief narrative that includes the data from the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016.

MULTI-TIERED SYSTEM OF SUPPORTS MTSS/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.

1. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.

2. Describe your school’s data-based problem-solving process: including types of data used to monitor effectiveness of core, supplemental, and intensive instruction; and school based structures in place to address MTSS implementation.

3. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.

4. Describe your school’s data-based problem-solving process: including types of data used to monitor effectiveness of core, supplemental, and intensive instruction; and school based structures in place to address MTSS implementation.

The MTSS Leadership Team meets every Monday and Tuesday. All faculty members have the opportunity to meet with the Leadership Team to discuss and develop intervention plans to assist their students with academic and/or behavioral concerns. Before meeting with the team, teachers complete Individual Problem Solving Team (IPST) paperwork and are required to have data demonstrating that Tier 2 and/or Tier 3 instruction has occurred for a minimum of 6 weeks with fidelity. The Leadership Team provides valuable input after reviewing IPST paperwork, conversing with the teacher, and reviewing the data collected to determine if new strategies should be applied, if more time is needed, and/or if different interventions should be implemented. Progress on the SIP will be discussed monthly at every SAC meeting. In addition, every staff member will have a hard copy of the final plan and will participate in a school improvement activity in which they will refer to the plan. Teachers will also be updated throughout the year regarding the implementation and how we are progressing with the plan.

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What is the function and responsibility of each school-based leadership team member as related to the school’s MTSS and the SIP?

At Oak Park Elementary School, the MTSS Leadership Team is comprised of administrators, the Literacy Coach, guidance counselors, and North Area personnel:

Jennifer Brockwell, PrincipalJennifer Clarke, Assistant PrincipalKimberly Harris, Assistant PrincipalLisa Vecchio, Literacy CoachQuinecia Bivens, Guidance CounselorKathryn Rogers-Yocom, Guidance Counselor Danielle Ortino, North Area Support SpecialistSheela Reddy, North Area School Psychologist

The function and responsibility of the team is to provide support to teachers who have students struggling with Tier 1 instruction. It is the principal’s responsibility to ensure that additional instruction at tiers 2/3 are being implemented by classroom teachers. This can be validated by reviewing Ongoing Progress Monitoring (OPM) paperwork for students who are having difficulties as well as having conversations with teacher regarding these students.

Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS and SIP.The best way to monitor fidelity is to actively participate in the MTSS meetings and to “step” up classroom walkthroughs to observe the MTSS model in practice. In addition, when the leadership team discusses students at IPST, conference notes are taken and follow up meetings are always scheduled so the team can continue to track these students.

The Leadership Team's focus is tied to the SIP through student achievement. The importance of utilizing Professional Learning Communities (PLCs), B.E.S.T. Practices, Walk-to-Intervention, sustained professional development, and consistency with the implementation of the MTSS process is key to its success. The over-riding goal is to assist/support teachers with quality interventions to increase student achievement.

Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance).

Data source information will be derived from the following assessments: Kindergarten Literacy Screener (KLS), FAIR, FSA, District Assessments, PASI, PSI, Benchmark Assessments, running records, DORF and sight word inventories. In addition, regular classroom assessments (formative and summative) and various assessments to determine specific skill deficiencies will be used for Walk-to-Intervention in grades K-5. Data is collected and graphed for those students showing difficulty and are not making improvements with Tier 2 and/or Tier 3 interventions. Ongoing progress monitoring sheets are used to manage the results of student progress.Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.In conjunction with the District, we will institute an MTSS Facilitator to assist the MTSS process at Oak Park. As the MTSS Facilitator, Lisa Vecchio, will monitor and track data for analysis, help in collaborative planning and problem solving processes, seek out academic and behavioral resources to meet the needs of students, support leadership to implement and sustain a strong MTSS infrastructure, and provide continuous professional development. In addition to attending the facilitator meetings, Lisa will share the information with the faculty at Oak Park in either large or small group meetings.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

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Consider the level of family and community involvement at your school and parent survey data collected. Respond to the following questions.  What are best practices that are strengths and how will they be sustained?  What are areas of weaknesses and how are they being addressed? Sixty-five parents responded to the 2014-2015 Parent Survey. The majority of responses came from parents of Kindergarteners, 2nd graders and 3rd graders. When asked about attending informational or academic events at school, 88% of the parents responded that the information they received was useful. More than 37% of the parents also reported that Monday through Thursday evenings were the best time to attend school events. Because of this, Oak Park has provided opportunities for parents to be involved during school hours or evenings, as well. iMoms and All Pro Dad meetings are held before school and Title 1 Parent Nights are held after 5:00PM. All SAC meetings are conducted after school hours on the 3rd Tuesday in each month. Parent Teacher Organization (PTO) meetings are held at 6 PM on the 3rd Tuesday of each month. Forty-eight percent of parents rated their satisfaction with classroom instruction as “Excellent”. Oak park continues to employ highly qualified teachers who implement rigorous lessons motivating the students in higher level thinking learning activities. Forty eight percent of the parents surveyed rated the satisfaction of the school’s website as “Good”. Thirty nine percent rated their satisfaction with a clean school environment as “Good”. Parents were also asked to rate how well their child(ren) were learning various skills at school. Teamwork was rated “Excellent” by 42% of the parents. Effective communication was rated 42%. Forty seven percent reported that the practical use of technology was “Good”. Forty eight percent rated doing research and organizational skills as “Good”.

The parents of pre-school children continue to be invited to “roll up” meetings in the spring to learn more about the kindergarten program and to assist with this transition. In addition, Oak Park sponsors a kindergarten “Round Up” for parents to become acquainted with kindergarten teachers and to learn about the curriculum.

We are scheduling parent nights based off the Title I survey and have updated our Parent Involvement Plan based on the survey, parent input, and faculty input.

STUDENT SURVEY RESULTS (Required):

Address Elements of Student Survey Results found in the District Strategic Plan and describe how you will improve student perceptions of these indicators.

Strategic Plan Indicators: Promotes 21st Century Skills 1.4.2, 1.4.3, 1.4.4, 1.4.5 Safe Learning Environment 2.2.3, 2.2.4, 2.2.5

In Brevard County a core value that we as a school have come to embrace is that we revere data. Part of that reverence must be that we analyze and achieve a deeper understanding of the information we collect from all sources. On the 2015 BPS Student Survey, 297 total responses were received from students in 3rd through 6th grade. This was a significant increase from 160 responses in 2014. Although the overall number of responses increased, the percentage of responses from each grade level was consistent with the previous year (within 4%). The increase in sample size should strengthen both the validity of responses and comparisons to last year’s survey.

The District Strategic Plan (1.4.2) projects that by 2018, 90% of all BPS students in grades 4-12 will respond “often” (4 or 5) to survey statements pertaining to individual and collaborative problem solving, synthesis and application of content, and self- efficacy. In order to reach that goal, the district targets for 2014-15 were for:

71% of students to respond “often” when asked if they worked with others to solve problems. On the 2015 BPS Student Survey 53% of Oak Park students had this response (-1% from 2014).

79% of students to respond “often” when asked if they are challenged to do their best by demonstrating knowledge through projects, discussions, demonstrations. On the 2015 BPS Student Survey 47% of Oak Park students had this response (-12% from 2014).

68% of students to respond “often” when asked if they are challenged to do their best by participating in the teaching and learning process. On the 2015 BPS Student Survey 55% of Oak Park students had this response (-11% from 2014).

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The District Strategic Plan (1.4.3) projects that by 2018, 90% of all BPS students in grades 4-12 will respond “strongly agree or agree” to survey statements pertaining to the expectations that school work will help them later in life. In order to reach that goal, the District Target for 2014-15 is for 85% to respond “strongly agree” or “agree on” items related to the expectations that school work will help them later in life. On the 2015 BPS Student Survey 80% of Oak Park students had this response (+3% from 2014).

The District Strategic Plan (1.4.4) projects that by 2018, 90% of all BPS students in grades 4-12 will respond “often” (4 or 5) to survey statements pertaining to use of technology tools to create projects in Reading/Language Arts/English, Math, Science, and Social Studies. The District Targets for 2014-15 were 51% for Reading, 55% for Science, 47% for Math, and 42% for Social Studies. At Oak Park students responses of “often” were 29% for Reading (-11% from 2014), 31% for Science (-9% from 2014), 25% for Math(+2% from 2014), and 23% for Social Studies(-14% from 2014).

The District Strategic Plan (1.4.5) projects that by 2018, 90% of all BPS students in grades 4-12 will respond “often” (4 or 5) to survey statements pertaining to how well the skills of Teamwork, Effective Communication, Meaningful Projects, Practical Use of Technology, Real World Issues, How to Research, Organizational Skills, and Personal Character are being learned at school. At Oak Park students responded “often” to skills of Teamwork 63%, Effective Communication 60%, Meaningful Projects 56%, Practical Use of Technology 46%, Real World Issues 48%, How to Research 56%, Organizational Skills 39%, and Personal Character 54%. These specific skills will be addressed and monitored in a collaborative effort between support personnel such as media, resource teachers (GSP, counselors, school psychologist) parents and classroom teachers to develop Research and Organizational skills.

On the 2015 BPS student survey, 86% of students indicated that they have learned about online safety at school. In 2015, 27% of students responded that they had received or sent a hurtful text or e-mail (- 4% from 2014) and 12% responded that they “had problems with their friends online that caused problems at school” (-5% from 2014).

The District Strategic Plan (2.2.3) projects that by 2018, 100% of all BPS students in grades 4-12 will respond “yes” to “I feel safe at school.” On the 2015 BPS Student Survey, 77% of Oak Park students responded “yes” to “I feel safe at school.” This was a decrease of 2% from 2014. The four greatest areas of concern were “while riding my bike” (8%), “in the cafeteria” (8%), “in the hallways” (11%), and in the restrooms (11%).

The District Strategic Plan (2.2.4) projects that by 2018, 95% of all BPS students in grades 4-12 will respond “no” to student survey questions related to “I have been threatened by another student.” On the 2015 BPS Student Survey, 80% of Oak Park students responded “no”. This is an increase of 1% from 2014.

The District Strategic Plan (2.2.5) projects that by 2018, 95% of all BPS students in grades 4-12 will respond “no” to student survey questions related to “I have been afraid to attend school because of bullying.” On the 2015 BPS Student Survey, 92% of Oak Park students responded “no”. This is an increase of 1% from 2014.

Supports including primary intervention strategies such as positive behavioral supports (PBS), secondary strategies to target students who are identified at risk, and tertiary intervention strategies for students who need more intensive intervention and supports (Sugai & Horner, 2002) will allow students to feel safe at school. Our school-wide Positive Behavior Supports system and increased communication will foster an atmosphere of caring and all stakeholders looking out for each other.

To ensure for the safety of all students, a team of teachers will be trained in Crisis prevention Intervention and a handheld communication system will be purchased through our Parent Teacher Organization to provide an effective response to any situations that may arise.

A new cafeteria seating plan, monitoring system, and posting of expectations will be implemented this year with a quarterly review of progress by our Behavior Supports Team to document outcomes

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and make adjustments as necessary. Access of the campus will also be more closely monitored through perimeter fencing, registration of

all visitors by school personnel. Additionally, a “Dear Mrs. Brockwell” mailbox will also be utilized to bring student concerns to the attention of school leadership and allow for them to be addressed in a safe, risk free manner.

Extracurricular or extended learning opportunities include 4-h club, Lego club, Mileage club, Kiwanis Kids, Future Problem Solvers also promote skills of cooperation and promoting positive relationships between peers.

We have included more technology to Oak Park as where students can use Ipads and yogas more in the classroom. Also, many teachers do more project based learning with technology to help increase the percentages from the above data. Title I funds will be used to purchase Mimio boards providing more student involvement and engagement with technology.

MyOn reading program is used at Oak Park to strengthen the reading comprehension of all students using this program, on a differentiated level of instruction.

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EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 31. List any additional early warning system indicators and describe the school’s early warning system.

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

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

mathematics Course failure in English Language Arts or Mathematics Students who are not proficient in reading by 3rd grade

(AP’s will track early warning system reports quarterly and make decisions based on the data)

2. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 school year. These data should be used as part of the needs assessment to identify potential problem areas and inform the school’s planning and problem solving for 2015-16.:

The number of students by grade level that exhibit each early warning indicator listed above.

Fill in BLANKS with data from 2014-15 School Year - Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Tota

l Attendance <90

20 59 56 47 48 37 42 309

1 or more ISS or OSS

0 2 4 2 4 3 7 22

Level 1 in ELA or Math

* * * * * * *

Course Failure in ELA or Math

14 18 18 14 19 83

Students exhibiting 2 or more indicators

3 17 28 27 23

19

23

140

*FSA data not valid

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).

Walk-to-Intervention (WtI) A Walk to Intervention Model has been implemented at Oak Park daily to assist those students struggling in reading. Students below grade level are automatically involved in the process. Students who were involved with the IPST committee the previous year are also part of the WtI process. Students “walk” to an area and receive specific skill instruction in a small group setting. Teachers monitor progress on a daily basis and by also interpreting data from an assessment that is provided approximately every five days on the specific skill. Students who master the skill may be regrouped for another skill in which they have a deficit. Students who do not show adequate progress may receive additional intervention, as well as, be brought before the IPST committee.

Academic Support Program

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Students that are performing below grade level will be offered additional support with our Academic Support Program. Students will attend twice a week starting in November and ending the week before Florida State Assessments. Science ASP will occur a few weeks before the Science FCAT and will be offered to students that are struggling with science in 5th and 6th grades.

Virtual School for Course Make-Up Florida Virtual School is the Nation's first and largest online public school. Sixth grade students at Oak Park who have failed one or more courses are able to apply to take online courses for credit make-up. Courses are free to Florida students. Students have completed course work at school, home, and/or at our neighboring middle school in the summer.

Collaboration and Mutual AccountabilityTeams of Oak Park teachers have analyzed the 2014-15 data to identify students performing at the lowest 25%. Teachers continue to seek from and provide colleagues with input regarding specific instructional strategies and practices to use with these students. Oak Park teachers collaborate with colleagues in a positive manner to promote student learning and school‐wide success through team efforts, vertical and/or horizontal articulation and common assessments. Teams will be working with a minimum of 12 students.

Multi-Tiered System of Support Oak Park has implemented a system of support to help struggling students. The MTSS Leadership Team will meet every Monday and Tuesday. All faculty members have the opportunity to meet with the Leadership Team to discuss and develop intervention plans to assist their students with academic and/or behavioral concerns. Before meeting with the team, teachers complete Individual Problem Solving Team (IPST) paperwork and are required to have data demonstrating that Tier 2 and/or Tier 3 instruction has occurred for a minimum of 6 weeks with fidelity. The Leadership Team provides valuable input after reviewing IPST paperwork, conversing with the teacher, and reviewing the data collected to determine if new strategies should be applied, if more time is needed, and/or if different interventions should be implemented.

Positive Behavior Support (PBS) During the 2014-15 school year, Oak Park implemented a PBS Program. During this school year, the school will strengthen the foundation and move into Phase Two at the end of the school year. Incentives like, Eagle Bucks, will be awarded to students who display the SOAR expectations (I am Safe, I Only do my personal best, I Am a problem solver, and I am Respectful). Grade levels can set goals. Charts relative to progress toward goals will be displayed on bulletin boards that will be visible to all stakeholders. Incentives will be given to students and/or grade levels that meet goals each month. Also, a SOAR student will be selected each month. This student will receive a recognition letter to take home, will have their name announced on the morning announcements, and be able to sit at a special lunch table with a friend for a day.

MentorsVolunteers from 2 neighborhood churches will be sending volunteers to Oak Park. Mentors will provide their mentees with an experienced friend who is there to help in any number of situations. Mentors will work with students who need assistance with attendance, academics, and self-esteem, to name a few.

Tutors Students from our neighboring high school, Astronaut High School, have volunteered to work with students who are struggling in academic areas. These students help to provide interventions to small groups of students who are struggling in academic areas.

Grade Level MeetingsTeachers meet throughout the year for data team meetings with Administration and the school's Literacy Coach to analyze pre-assessment data and plan instruction based on the needs of students and their proficiency levels relative to the standard being assessed. Interventions leading to proficiency are put in place and monitored for each struggling student. Administration reviews report cards throughout the school year to monitor progress.

Attendance Attendance reports are run on a monthly basis, and any student having more than three unexcused

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absences receives a letter home to the parents/guardians. Truancy procedures have been put in place for students ages 6-16. When a student has 3 unexcused absences within a calendar month, the teacher will begin the documentation process. Any student having more than five unexcused absences is referred to the Individual Problem Solving team who meets with the parents/guardians to develop a plan to rectify the attendance issues. If a student reaches 10 unexcused absences, communication will be made with the area’s Attendance Resource Teacher. The Children’s Hunger Project helps to feed many of our students for the weekend through pre-packaged meals. We know that addressing hunger will help to strengthen attendance.

(TITLE 1 SCHOOLS ONLY)

Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date1. School-Wide Observations – The specific focus of this strategy will be for teachers to observe high performing teachers demonstrating successful reading groups, centers, classroom management, organization, and specific strategy based instruction.

PrincipalAssistant Principal Network of Teachers

Monthly; August 2015-May-2016

2. Build Leadership ability by providing appropriate professional development and opportunities to fabricate skills, sustain steady motivation and to promote high engagement and high achievement.

PrincipalAssistant PrincipalDistrict

August 2015-May-2016

3. Motivate staff with positive recognition and by providing a professional supportive work environment.

PrincipalAssistant PrincipalFacilitatorsTeachers

August 2015-May-2016

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STUDENT TRANSITION AND READINESS

1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another.

Oak Park invites middle school personnel to all transition meetings Student participation in a middle school visitation The parents of pre-school children continue to be invited to “roll up” meetings in the

spring to learn more about the kindergarten program and to assist with this transition. Oak Park will host a kindergarten “round up” for parents to become acquainted with kindergarten teachers and to learn about the curriculum, policies, procedures, etc.

4. Continue to partner new teachers (new to teaching as well as new to a particular grade level/subject) with veteran teachers of the same grade level/subject. Provide mentoring assistance from school - based teachers as well as district personnel. Create an open door policy to encourage new staff members to voice concerns and ask for assistance.

PrincipalAssistant PrincipalDistrict Personnel

August 2015-May-2016

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Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly qualified. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).

Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly qualified

Provide the strategies that are being implemented to support the staff in becoming highly qualified

5 (Out-of-Field for English Language Learners)

New Teacher Mentors Professional Development ELL Intinerant Teacher Resources

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