1 | Page

Brevard Public Schools

Improvement Plan

2018 -2019 Superintendent: Asst. Supt. of Leading and Learning: Dr. Mark Mullins K. Jane Cline

Principal Supervisor: Name of School:

Dr. Carol Mela Riviera Elementary

Principal: SAC Chairperson:

Kori L. Hurst Tina Isaacs

School Grade History 2017-18:

C

2016-17

B

2015-16:

C

Mission Statement:

Our mission is to embrace, equip, and empower ALL for social and academic success. (Revised August 2016)

Vision Statement:

We are a community of productive citizens committed to creating a better tomorrow. (Revised August 2016)

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

Stakeholders are involved in the development, review, communication, and evaluation of the school improvement

process through multiple avenues. A variety of surveys are administered throughout the year to parents, students,

teachers, and the local community to gain input to guide development of our School Improvement Plan. Some

surveys are formal, while others are more informal in nature. Additionally, stakeholders including parents, teachers,

instructional assistants, community members and staff are consulted to develop and review SIP goals, barriers, and

Connections to District Strategic Plan Obj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps Obj.L4: Provide equitable support for every student’s social-emotional development Obj.L6. Build principal capacity to develop and spread highly effective instructional practices

2 | Page

strategies during monthly School Advisory Council meetings. The Teacher Leadership Team meets regularly, in the

summer and throughout the school year to review stakeholder feedback, data collected from surveys and student

performance outcomes to conduct a comprehensive needs analysis which provides the rationale for the SIP. Through

this work, we are able to identify the barriers to our goals, and determine which strategies are most effective for

overcoming those barriers. We regularly revisit the plan to monitor progress toward the goals, as we recognize the

importance of implementing the plan with fidelity. By regularly reviewing our goals and strategies with stakeholders,

we hold ourselves accountable for doing what we said we were going to do.

● District professional development director and School Improvement Resource teacher facilitated brainstorming

activities with Teacher Leadership Team to narrow our SIP focus

● Parent meetings, newsletters, media communication, and surveys promote involvement in the development of

the SIP.

● The faculty and staff develop, review, and communicate the goals and strategies of the SIP. The School

Advisory Council reviews, makes recommendations, and approves the SIP.

● The mission statement and the SIP are available on the school website and hard copies can be produced upon

request.

● Stakeholders review the SIP throughout implementation of the living document.

● Riviera’s mission statement is always first on our agenda and drives our SIP initiatives.

Brevard Public Schools

School Improvement Plan

2018-2019

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: Please consider the priority indicators selected from your school

BPIE and EDI Insight Survey results within the rationale of your SIP.

3 | Page

What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns

with professional practices and what data shows evidence of opportunities for growth?

According to Best Practices for Inclusive Education (BPIE) Assessment 2015-2016, Riviera was able to establish baseline data

related to need for change in the area of implementation and improvements of inclusive educational practices at the school level.

The results of the BPIE the school priority indicators that will be addressed include:

● Instructional and related services personnel use formative assessments to analyze and evaluate data about effective

instruction and behavior interventions.

Our school wide data in ProGoe in May 2018 reflect the following:

37% (15/40) of Riviera teachers were proficient or developing in designing instruction using students’ prior

knowledge and diagnostic student data to build coherent lessons. (D1: Instructional Design and Lesson Planning,

Element 2)

45% (18/40) of Riviera teachers were proficient or developing in designing ways to monitor learning and student

acquisition of the standards. (D1: Instructional Design and Lesson Planning, Element 3)

55% (22/40) of Riviera teachers were proficient or developing in promoting a flexible, inclusive, collaborative, and

student centered learning environment. (D2: Learning Environment, Element 2)

40% (16/40) proficient of Riviera teachers were proficient or developing in analyzing and applying data from

multiple measures to diagnose students’ learning needs, inform instruction, and monitor progress. (D4:

Assessment, Element 1)

Successes: ● The areas of successful professional practice for Riviera include growth in the area of mathematics due to teachers

attending professional development that encompassed higher level questioning and developing strategies on conceptual

understanding, Thinking Maps, and active engagement.

● The EDI survey indicated that 81% (43 of 53) teachers reported that the leaders at Riviera work hard to retain effective

teachers.

● Gains seen in our kindergarten class in regards to letter sounds that was due to application level tasks presented and

continued to be revisited by our kindergarten staff

● Our teachers are in a continual growth model to build and use fluid best practices that cover all curricular areas. In the

area of active instructional engagement, there was an increase from 30% to 68% based upon data collection conducted in

May 2018. This infers that our staff took an active role of understanding that students being engaged in the work of true

learning versus “sit and get” produces gains

Opportunities:

● Additional reasons for lower school culture among Riviera teachers included: the need for regular positive feedback,

informing teachers that they are high performing, consistent expectations and consequences for student behavior, and lack

of immediate redirections among students for misbehaviors in shared spaces.

● As part of the EDI results, 59% (31 of 53) of teachers were concerned about the amount of support from the instructional

leaders to improve their lesson planning. During the same EDI survey 59% (31 of 53) of teachers felt that leaders needed

to provide more feedback related to instructional planning.

4 | Page

What are the areas of successful student achievement and what data shows evidence of improvements?

What are the concerns with student achievement? Specify subgroups that represent concerns. Provide data to support concerns.

In our primary grades our successes have been in our implementation of the Learning Literacy Intervention. This has been

evident in the reading running records average in August 2017 was seven and in May 2018 the average level running record level

increased to 20 . Student’s progress is monitored one on one in a formative and summative assessment every four to six weeks.

This information is then shared at grade level team meetings.

A concern we plan to address is the need for phonics and vocabulary growth that impact rigorous comprehension skills that

include evidence based writing in the primary grades which will be resolved by the use of the Leveled Literacy Intervention

program. iReady diagnostic data for reading indicate a concern that needs to be addressed. According to our data six schools

within our district that have similar demographics are at a higher rate in ELA than Riviera. Only 75 of our second graders are on

or above grade level in ELA on IReady, 66% of third grade students, 76% of 5th grade students, and 58% of sixth grade students.

Without focusing our attention on our ELA instruction our school as a whole will continue to decrease. We must align our

instruction and tasks with the standards that our student must master. After the review of the school wide data related to the

iReady Standards view we determined through our first data team meetings that we cannot continue to rely on our hunches and we

must look at multiple sources of data to determine the instructional focus for Riviera. As grade level teams we reviewed the

finding for each grade level and determined that school wide we have an instructional issue with phonics and vocabulary.

Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps.

Analyzing data from multiple measures will inform instruction and diagnose student learning needs. This will guide small

group reteaching within the classroom setting. All students will be monitored and discussed at MTSS data discussions to ensure

that all students are moving toward demonstration of annual learning gains and/or proficiency of the standards.

The data above reveal the following needs as priorities:

● Collaborative lesson planning with intentional planned including small group reteach lessons focus on struggling and at-

risk students, to ensure rigorous instruction and learning for students of all subgroups.

● 3rd grade FSA data indicate a need for an intensive focus on early literacy.

Describe how your school ensures standards-aligned instruction is occurring in ELA, math and content areas. Describe the

processes in place to progress monitor instruction to ensure it is systematic, explicit and based on data. (Please limit to 250

words.)

● Design Tier 1 instruction using students’ prior knowledge and diagnostic student data to build complex lesson content.

● Provide specific actionable feedback to instructional personnel based on data discussion and informal observations in

classrooms.

● Evaluate the quality of Tier 1 instruction by analyzing grade level common data during monthly MTSS meetings

considering the percentage of students having their needs met through quality Tier 1 instruction.

● Use the Leveled Literacy Intervention System to diagnose and analyze student interventions throughout the year.

● Develop Tier II and Tier III intervention services and support for students who are considered below grade level as per

the Florida Standards Assessment (FSA) or district required testing.

● Ongoing progress monitoring through the computer assisted instructional program i-Ready where students will

demonstrate student mastery of the standards or need for reteach.

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

Riviera Elementary will establish and implement a shared vision for effective teaching.

5 | Page

Year 1 Goal: Effective Instruction in ELA

Year 2 Goal: Effective Instruction in Math

Year 3 Goal: Design Complex Texts

Strategies: Small number of action oriented staff performance objectives.

Barrier

(School-wide

Expectations)

Action Steps to

Overcome Barrier

(Implementing-

What it will look

like?)

Person Responsible Timetable In-Process

Measure

Collaborative planning with the right resources

· Common lesson structure by grade level (refer district resources: Standards Focus Documents, At-a-Glance*) · Scheduled weekly with these common components: o Teachers justify complex text choice o Reflect on iReady data and use it to drive small group instruction o Develop writing tasks connected to text(s) o Identify both academic vocabulary of the standard (e.g. inference, central message, theme) and vocabulary from text(s). Data-driven (iReady, district assessments) to form small groups

Administration

(via classroom walk

throughs (CWT) using

the IPG coaching tool)

Literacy Coach and

Peer Mentors

Teachers

Collaborative planning for teachers to be held once per semester outside of the normal weekly grade level planning.

Training for teachers to be held during first semester related to district resources for ELA

Performance task samples

Collaborative team

meeting and Teacher Data

Team agendas and notes

Lesson plans that aligned

with standards and are

differentiated based on

needs of students in

classroom

Classroom Walk through

with administration and

Elementary Leading and

Leaner (EL&L)Director

Teachers understand and can communicate clear learning targets to students of what mastery of the full intent of the standard looks like.

· Teachers agree upon grade level expectations and learning targets. · Teachers create task for students to demonstrate mastery of full intent of the standard. Students can explain what they are learning using

Administration

(via classroom walk

throughs CWT)

Literacy Coach and Peer

Mentors

Teachers

Weekly cooperative learning structures

Student Samples

Common formative

assessments by

prioritized standards

Performance task

samples

6 | Page

the vocabulary of the standard (e.g. inferencing, text features).

CWT- (student inquiry

and IPG tool)

Collaborative team

meeting agendas and

notes

Formal and informal

observations using

Dimension 4

(Assessment) Element I

Rubric

Small group instruction · Daily · Data-driven · Complex text differentiated bylevel · Students can choose and recognize appropriate reading strategies to use. · Classroom management strategies in place for students working independently. Small group structure includes both remediation & enrichment for all students daily based on student needs.

Administration

(via classroom walk

throughs CWT)

Literacy Coach and Peer

Mentors

Teachers

Collaborative planning for teachers to be held once per semester outside of the normal weekly grade level planning.

Training for teachers to be held during first semester related to classroom management needed for small group instruction.

Formal and informal observations using Dimension 2 (Learning Environment) Element II Rubric CWT Peer and induction feedback

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 as a result of school improvement planning.

Qualitative:

As a qualitative indicator, grade levels will discuss Tier 1 data with the Leadership Team to determine the

effectiveness of instruction including additional best practices that can be implemented to assist in mastery of the

standard. Teachers will focus on monitoring and discussing common grade level data as a part of their planning

process with guidance of the Leadership Team during monthly meetings. Teachers will also self-evaluate their

identification and development of standards in the classroom.

● All classrooms will have a 90 minute reading block that is reflective of the At- A- Glance expectations.

● Standards aligned tasks

● Small group instruction focused on complex text

7 | Page

Quantitative: Show baseline data and goals set for the end of the year.

In September 2018, an informal faculty survey was conducted that assessed teachers’ ability to analyze and

discuss data based on Tier I instruction. We also asked the teachers about the types of assessments given to

make data driven decisions for Tier I and Tier II instruction in their classroom. This survey indicated that

majority of the staff stated that their student data are given to them by the Literacy Coach only for major

assessments. With 61% of teachers either new to Riviera, the profession, or the grade level we must provide

professional development related to how to analyze data based on their grade level standards.

To measure progress throughout the year we will keep track of mastery of Reading and Math using the

computer assisted instructional program I-Ready. This will be done during PD Development days and/or Grade

Level Meetings. Teachers will work collaboratively to incorporate higher level questioning and review of long

term goals developed during the 2018-2019 school year to ensure that standards are being taught to the full

depth.

In May 2019, we will give the same informal survey to our staff. We anticipate that 100% of teachers will

answer “yes” to being able to analyze and reteach standards to mastery. Since the leadership team will be

assisting the teachers on these professional development days; we also anticipate that the percentage of

teachers “mostly” seeking out support from the instructional coach will raise from 20.5% to 30%.

Data related to information from ProGoe:

Based on the Personnel Performance Appraisal System data collected on the following Dimensions

and Elements there are areas where teachers and administration can provide actionable feedback to

enhance students learning.

Outcome Indicators section:

As a result of our efforts, we will be able to build a strong understanding of the analyzing and

applying data from multiple measures to diagnose students’ learning needs, inform instruction, and

monitor progress. We expect the following results:

Increase percent of teachers meeting the standard for distinguished by 13% by designing instruction using students’ prior knowledge and diagnostic student data to build coherent lessons (37% (15/40) proficient in 2017-18 to 50% (20/40) distinguished in 2018-19) as measured by the 2018-2019 Personnel Performance Appraisal System. (D1: Instructional Design and Lesson Planning, Element 2)

Increase percent of teachers meeting the standard for distinguished by 10% by designing ways to monitor learning and student acquisition of the standard (45% (17/40) proficient in 2017-18 to 55% (22/40) distinguished in 2018-19) as measured by the 2018-2019 Personnel Performance Appraisal System. (D1: Instructional Design and Lesson Planning, Element 3)

Increase percent of teachers meeting the standard for distinguished by 10% by promoting and student

centered learning environment (55% (22/40) proficient and developing in 2017-18 to 65% (26/40)

8 | Page

distinguished in 2018-19) as measured by the 2018-2019 Personnel Performance Appraisal System. (D2:

Learning Environment, Element 2)

Increase percent of teachers meeting the standard for distinguished by 10% by analyzing and applying

data from multiple measures to diagnose students’ learning needs, inform instruction, and monitor

progress. (40% (16/40) proficient in 2017-18 to 50% (20/40) distinguished in 2018-19) as measured by the

2017-2018 Personnel Performance Appraisal System. (D4: Assessment, Element 1)

100% of the Riviera teachers will be provided informal and formal specific actionable feedback related to

data analysis and review Tier 1 data related to D1: Instructional Design and Lesson Planning, Element 2, D2:

Learning Environment, Element 2 and D4: Assessment, Element 1. Also all teachers will be provided input

on alignment of student tasks related to standards.

Qualitative and Quantitative Student Achievement Outcomes:

Qualitative:

Qualitative Student Achievement Expectations: Through classroom observations and discussion with

students it will be evident in 100% of classrooms that students it will be evident in 100% of classrooms

the students can verbalize what they are expected to learn through use of, “ I can,” statements, essential

questions, or kid friendly standards statements.

Year ELA Achievement

ELA Learning

Gains

ELA Learning

Gains of the Lowest 25%

Math Achievem

ent

Math Learning

Gains

Math Learning

Gains of the Lowest 25%

Science Achievement

Total Points Earned

Grade 2016

2015-

16

54 56 43 57 61 62 63 386 B

2016-17

58 60 54 67 72 70 65 434 B

2017-18 51 56 46 57 58 57 54 350 C

2018-19 Goal

60 60 54 67 72 70 65 436 B

Quantitative:

9 | Page

Quantitative Student Achievement Expectations: the above graph outlines our current FSA data for reading

and math as well as our Florida Science data from 2015-2018. The graph shows our anticipated outcome by the

end of the school year, along with the needed points in each sub category to achieve our goal.

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 2017-18 and a

description of changes you intend to incorporate to improve the data for the year 2018-19.

10 | Page

MTSS & EARLY WARNING SYSTEMS Please complete 1 – 4.

1. Describe your school’s data-based problem-solving process and school-based structures in place to address

MTSS implementation.

The MTSS team is composed of Riviera’s principal, instructional coach, teacher on assignment, guidance

counselors, exceptional education teachers, ELL teachers, and core curricular classroom teachers. The team will

meet to discuss with grade level teams the interventions that are put in place for the Tier 2 and Tier 3 students. The

ESE support specialist and school psychologist are on campus throughout the week to meet with teachers as needed

to discuss students and their progression through the MTSS process. Once student data are examined and skill

needs are determined, all grade level teams will develop their beginning intervention groups. School

interventionists, including ESE, ESOL, Speech and Language Pathologists, Title 1 teacher and Instructional Assistants

for both math and reading, are then scheduled to support the intervention blocks at each grade level. Interventions

are primarily skill focused, with data tracking completed by the interventionists as well as the classroom teachers.

We use the K-6 Assessment/Curriculum Decision Trees to provide for intervention throughout the year. Students

who are considered below grade level as per the Florida Standards Assessment (FSA) or district required testing

must receive Tier 2 or Tier 3 intervention services. Information and support for Tier 2 and Tier 3 students will be

communicated and discussed with parents through the PMP process. Grade level teams track data on Performance

Matters as well as IPST forms. These pieces of documentation will be referred to during IPST meetings in order to

determine the effectiveness of the intervention. After students are identified as Tier 2 or Tier 3, the classroom

teachers will discuss with interventionists and the MTSS team the student's on-going progress in intervention groups

to better determine if the intervention is sufficient or if new interventions are needed to be put in place.

During the MTSS and IPST meetings teachers and interventionists, and parents will discuss the three Tiers,

specific interventions, grouping of students, intensive strategies, use of materials and resources, as well as parent

support. We will also ensure that the appropriate documentation is put into place for each specific child’s unique

learning needs.

2. List below who monitors the Early Warning System and how often.

The assistant principal, principal, and the leadership team will meet monthly to discuss the students who are

identified on the early warning system. The leadership team will discuss with the appropriate stakeholders

(classroom teachers, guidance department, truancy officer, etc.) to determine how to best address the needs of

these students.

3. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of

indicators during the 2017-18 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 2018-19:

Fill in BLANKS with data from 2017-18 School Year - Number of Students

Grade Level K 1 2 3 4 5 6 Total

Attendance <90 45 43 37 38 33 15 27 238 1 or more ISS or OSS 3 2 3 3 3 6 5 25

11 | Page

Level 1 in ELA or Math 39 35 18 21 113 Substantial Reading

Deficiency 5 11 11 27

2 or more indicators

1 5 20 21 13 10 15 85

4. 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).

Strategies employed by the school to improve the academic performance of students include a school-wide

notification letter informing parents about the importance of school attendance. Parents receive excessive

absence/tardy letters notifying parents that there was an issue, along with follow up letters to families with direct

concerns that need to be addressed. In addition, a log book has been created where parents sign in tardy students.

At the occurrence of excessive tardiness, parents are required to meet with the Principal, AP or counselor to address

the issue. It is followed up through the MTSS process and referred to the Truancy Officer if necessary. Students who

are identified as receiving three or more ODR will be discussed first to identify their area of weakness which is

inhibiting them from being in the classroom.

Those students will then meet with the guidance counselor to address those specific skills and interventions will be

formed with input from the classroom teacher. Ongoing progress monitoring will occur between the guidance

counselor, classroom teachers, and students to ensure that the interventions put in place are supporting the needs

of the students.

Character Education information will be shared by the guidance counselor monthly with staff to guide teachers in

planning their social emotional learning lessons.

Second Step social emotional learning lessons will be utilized in conjunction with Positive Behavior Interventions

and support in all grade level classrooms to improve classroom culture and increase the amount of instructional

time previously being spent on problematic behaviors. Second Step is an evidence-based program integrating

social emotional learning in classrooms and school wide. This program has been shown to decrease problem

behaviors and is designed to promote success, self-regulation, and a sense of safety and support.

Students who are identified as substantially deficient in reading and/or a Level 1 in ELA or math will be placed into

intervention groups formed by the classroom teachers and instructional coach. The Title 1 team, ESE resource

teachers, and the ESOL staff will work with the identified students during small group intervention time under the

direction of the classroom teachers. The format for intervention is established by each grade level team and is

unique to the specific needs of their students. We utilize the computer lab for small group instruction for Tier 2

students, as well as supplemental instruction on the computer for Tier 1 students. This model allows for intensive

Tier 3 small group instruction to take place by the core curricular teacher. The interventionists will use scientifically

based programs that are measurable in order to monitor the students progress with the supplemental and

intensive instruction pieces.

The classroom teachers will use formative and summative assessments to measure the effectiveness of their core

instruction and to monitor the students’ understanding of state standards. The Academic Support Program (ASP)

will be utilized during the 2018-2019 school year as an after-school model working with below grade level

students in grades 3-6 in the areas of reading and math.

12 | Page

PARENT AND FAMILY ENGAGEMENT: (Parent Survey Data must be referenced) Title I Schools may

use the Parent and Family Engagement Plan to meet the requirements of this section.

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?

The initial invitation for parent involvement was made at our Meet and Greet afternoon during pre-planning.

At this time the parents were invited onto campus to meet their teachers, ask questions, tour the campus, and

familiarize themselves with the Riviera staff. This was also used as a means to build a relationship between the

parents and teachers. At the Annual Title 1 Meeting held in August 2018, parents were informed about the

Title 1 programs and how they pertain to their child along with ways they can support their child’s education.

The school has scheduled parent/teacher conferences to be held twice per year, however the parents and

teachers may request a conference throughout the year to discuss student progress. The School Advisory

13 | Page

Council (SAC), composed of teachers, parents, and community members, will meet monthly to provide input

on the development,

implementation, and evaluation of the school’s Title 1 Plan, Title 1 Parent and Family Engagement Plan

(PFEP), School-Parent-Student Compact for Learning and the School Improvement Plan (SIP). The Spring

School survey, Title 1 Parent Survey, along with the parent surveys gathered at the family involvement

activities are taken into consideration for future planning of parent activities.

Riviera hosts many events each year to build and maintain a partnership with our families. These include academic

events such as Math Night, Reading Night, and the Science Fair Kick-off Night. Open House, Parent/Teacher

Conference Nights, and Learning Celebrations, as well as Blackboard Connect emails and text messages, monthly

newsletters, Peachjar, Class Dojo, Blooms, the school website, and Facebook all help us to keep parents informed

of the upcoming events and school news. Along with the academic nights, we enjoy building relationships with our

parents through International Dinner night, grade level picnics, annual Boo-Hoo Breakfast for our Kindergarten and

VPK students, and our Spirit Nights held at various business partners’ locations. Based on the results of the 2017-

2018 parent survey results regarding the Dads Breakfast, Muffins for Mom, and Grandparents Breakfast- we will

continue to integrate these events to build relationships between home and school.

Riviera monitors and tracks the attendance rates for all parent involvement activities and events. Approximately

215 parents and families attended our Open House in 2018. VPK and EELP teachers coordinate with district

guidelines to provide an effective program for 3 and 4 year olds. District Title 1 funding supplements our VPK

program which allows us to provide a full day program to our students and families. Our ESOL teachers and

assistants work directly with district ESOL staff to address the needs of our English Language Learners. Our ESOL

staff translate documents and translate at meetings when needed.

Full participation is provided in the following ways: ● Title 1 Parent Survey is Spring 2018

● Manatee Messenger is the school newsletter and is printed in both English and Spanish. It’s also

available on Peachjar and the school Edline site.

● Parent information about upcoming events is available in the front office at the Parent Resource Room, Peachjar, Blackboard Connect, and is distributed to students in both English and Spanish

● Blackboard Connect is used to remind parents of important events

● EdLine is used to monitor grades and to stay informed of grade level news

● Title 1 Annual Meeting to inform parents about Title 1 services and programs

● Spanish and Arabic Translators are available for interpretation

● Facebook, Class Dojo, Blooms, and Peachjar pages are used to remind parents of upcoming events and

important dates

14 | Page

Parent Survey results: 171 parents completed the 2017-2018 Parent Survey for Riviera. Each grade level was equally represented.

Here is a summary of the responses for the best practices that are strengths for our school:

● Over 83% (141 of 171) of respondents feel that they are aware of what their child is expected to master in

all content areas.

● 67 % of Riviera’s families attended a meeting where academic goals and activities were discussed with them

● 53% (93 of 171) of parents participated in reading and math night informational meetings

In order to sustain these results, we will continue to host academic nights for the parents and their families.

These events include Science Fair Kick-off Night, Math Night and Reading Night. Events will focus on grade

level specific content and provide parents with the tools necessary to work with their child at home in the

content areas. Teachers will continue to work alongside the parents to ensure that they feel heard about their

needs, concerns, and questions. Teachers are expected to greet all parents and students in the morning prior

to beginning classroom instruction. This fosters a culture of communication and teamwork between the school

STUDENT TRANSITION AND READINESS

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. (e.g. incoming kindergartners, outgoing 6th graders)

Our prekindergarten students will participate in the “Kindergarten Rocks” event which allows our parents and students to tour the kindergarten classrooms, participate in standards specific activities, and attend informational sessions to ensure their smooth transition from VPK to Kindergarten. In addition, kindergarten students begin the school year a week later than other grades. During the week, kindergarten teachers meet with individual students and their parents, administer screenings and provide orientation for each family. Our sixth grade students visit our feeder middle school and learn about the course offerings, have a campus tour, and are provided with information and activities to assist them and their families with the transition to the middle school. The guidance staff from the middle school also come to Riviera, address the students as a large group, and spend time answering questions and providing support for all students. In order to support the students in all other grades as they transition from one grade level to another the teachers review all cumulative folders at the beginning of each school year. Along with a cumulative folder check the teachers also seek out the previous year’s teacher to gain a better understanding of the child and his or her specific needs. There is an open line of communication between the grade levels, this line of open communication and ensures that the grade levels understand how the standards spiral from year to year as well as ensuring that the students are supported as they transition through our school. The MTSS process, along with the IPST paperwork, are maintained from year to year. Interventionists ensure that the student’s individual paperwork is kept with the grade levels allowing the teachers to review these documents prior to developing the intervention groups each school year. The teachers document students’ interventions along with recording on-going progress monitoring results into Performance Matters, where they can be easily accessed the

15 | Page

following year.