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Brevard Public Schools

School Improvement Plan

2018 -2019 Superintendent: Asst. Supt. of Leading and Learning:

Principal Supervisor: Name of School:

Principal: SAC Chairperson:

School Grade History 2017-18: B 2016-17: B 2015-16: B

Mission Statement:

The mission of Enterprise Elementary School is to facilitate an inclusive environment, provide a quality education, and

build positive relationships to empower hard-working, life-long learners. (Revised 2018)

Six Conditions for a Glasser Model Quality School Quality develops with warm, caring, trusting relationships. Quality is always useful.

Quality is the best everyone can do at the time. Quality always feels good.

Quality is never destructive. Quality can always be improved.

Caring Habits for a Quality School Listening – Supporting – Encouraging: Awareness and understanding of different perceptions,

validation/value and belief in other people, seeing strength and having confidence in others.

Respecting – Trusting – Accepting: Holding others in high regard, communicating I care, and seeing

value, work, and capability in others.

Negotiating Disagreements – Validating and valuing relationships, agreeing to talk and work differences

out.

*Glasser conditions and habits for a Quality School directly align to the District Strategic Plan, Objective L4,

providing equitable support for every student’s social-emotional development.

Vision Statement:

The Enterprise community is committed to inspiring caring students who reach their full potential to become

innovative, confident, and successful citizens. (Revised 2018)

Carol Mela, Ph.D.

Jean Bartleson

Enterprise Elementary School

Anquanice Williams

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 Obj.R3 Increase system-wide proactive communications

Mark Mullins, Ph.D. K. Jane Cline

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

In August 2018, Enterprise Elementary stakeholders collaborated to revise the mission and vision statements

representing our school. Enterprise mission and vision statements are shared on the school website and broadcasted on

WETV news, as well as included in monthly school newsletters. The School Improvement Plan (SIP) has been

developed with faculty, staff, and School Advisory Council (SAC) input. As a faculty, data sources were [MP1]analyzed

to determine school-wide needs and the objective for this plan. When developing the SIP, the school-based leadership

team utilized [MP2]parent survey results and notes from previous SAC meetings to gather parent input. Parents and

community members were [MP3]notified, provided access, and encouraged to review the SIP draft via the school

newsletter and paper copies located in the front office. Teachers, along with staff members, provided [MP4]suggestions

during Professional Learning Team (PLT) meetings and Data Team meetings. Teachers connected [MP5]and aligned

school improvement goals with the District Strategic plan, previous school-wide goals, personal performance, and

student achievement results. The SIP is available in the front office and on the[MP6] school website throughout the year.

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.

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?

Strengths: Instructional Culture Index Results Fall 2017: 9.8

Instructional Culture Index results from 2017 demonstrate a significant overall increase of 1.5, earning an index score of

9.8 in comparison to the Fall 2016 index score of 8.3. Enterprise Elementary’s Cultural Index historically reveals

percentile ranks of high achievement under the domains of Learning Environment, Peer Culture, and Leadership.

Enterprise stakeholders work diligently to develop an atmosphere of cooperation and teamwork in order to increase

professional practices and student achievement. Professionally, we know we perform better when we focus on sharing

best practices, teaching to the full intent of the Florida Standards, and learning together. Thus, development of Peer

Culture through increased opportunities of collaboration and collegiality are prime areas of focus at Enterprise

Elementary.

During the last two academic school years (2015-2016 and 2016-2017), Enterprise administrators focused on increasing performance under the “foundational” domain of Observation and Feedback. These efforts directly align with District Strategic Plan Objective L2, supporting educator effectiveness and building capacity of teachers to improve student outcomes and close achievement gaps. As a result, observation and feedback practices either meet or exceed the Brevard top quartile averages. Subsequent growth under the domain of Evaluation enabled “expectations for effective teaching” to become clearly defined increasing ratings from 75% in the Fall of 2016 to 98% in the Fall of 2017.

Observation and Feedback Domains Fall

2016

Fall

2017

Brevard Top Quartile

Avg.

The feedback I get from being observed helps me improve student outcomes 76% 95% 88%

When I am observed, I get feedback on the content of my lesson in addition to

my teaching practice

80% 90% 90%

When I get feedback after an observation, I receive support to implement

changes

71% 90% 82%

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Additional leadership team and collegial efforts were placed on increasing performance scores under Professional Development, Instructional Planning for Student Growth, and Academic Expectations. As a result, Enterprise exceeded the goals set forth.

Domains 2016-2017 Domain Score 2017-2018 Domain Score Goal Attained

Professional Development 8.1 goal is to increase to 8.3 8.5 Exceeded by

+0. 2

Instructional Planning for Student

Growth

7.8 goal is to increase to 8.0 8.8 Exceeded by

+0. 8

Academic Expectations 8.3 goal is to increase to 8.5 8.9 Exceeded by

+0. 4

Improvements under the aforementioned domains along with Career Progression serve as leading indicators of both teacher retention and student achievement. Ninety-five percent [MP7]of Enterprise teachers feel leaders at our school work hard to retain effective teachers. Positive anecdotal responses related to teacher satisfaction and retention strategies revealed the top 3 (most important reasons) to continue working at Enterprise Elementary included:

1. Positive school culture and learning environment 2. Staff collegiality and collaboration/relationships with staff and feeder chain groups proved effective in learning

best practices for effective teaching and learning 3. Inspiring school leadership

Strengths: Best Practices for Inclusive Education (BPIE)

Students with Disabilities (SWDs) -Inclusion Percentages %

Year 2015 -2016 Year 2016-2017 Year 2017-2018

71% 78% 84.10%

Over the past 3 years, Enterprise stakeholders have consistently grown and improved inclusion practices. During the 2017-2018 academic year, Enterprise Elementary exceeded the state target of 83% with an inclusion percentage of 84.10%. In addition, Enterprise performed significantly better than the district’s average of 75% students with disabilities (SWDs) included in general education classes. In alignment with the District Strategic Plan (Objective L4), Enterprise stakeholders worked collaboratively to monitor and continuously improve professional practices to ensure equitable support for every student’s social-emotional development.

In addition, Enterprise welcomed two new programs providing SWDs from ages 3-5, special education and related services with peers without disabilities. In 2017-2018, Head Start 3 year olds and Head Start Voluntary Prekindergarten (VPK) 4 year olds joined the Enterprise family. The purpose of both programs is to promote school readiness and success by enhancing the social and cognitive development of children through the provision of health, educational, nutritional, social-emotional and other services. ESE teachers, Speech and Language Pathologists, and Occupational Therapist(s) collaborated with Pre-Kindergarten and Kindergarten teachers to design “Sensory Areas” in their classroom environments to increase success of SWDs inclusion in the general education setting.

Strengths: Instructional Personnel Performance Assessment System (IPPAS)

According to the Instructional Personnel Performance Assessment System (IPPAS) trend analysis, Enterprise teachers demonstrate consistent growth and improvement under the following targeted Dimension:

Dimension & Element Targeted 2015-2016 2016-2017 2017-2018

Dimension 1 Element I: Sets instructional outcomes & aligns with

state standards

50%

64%

76%

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Opportunities: Instructional Culture Index Results Fall 2017

Although Enterprise stakeholders continue to cultivate an exceptional place to work and learn, we have identified areas of opportunity and a need for growth and improvement. During the 2017-2018 academic year, the Culture Index report indicated index scores that fell below the average rating for schools in Brevard under the domains of Instructional Planning for Student Growth and Academic Expectations. The top three areas for opportunity include:

Instructional Culture Index Results Fall 2017 – Opportunities for

Growth

Fall

2016

Fall

2017

BPS

Average

BPS Average

Comparison[MP8] Instructional Planning for Student Growth Domain- I collaborate at least weekly

with teachers and leaders at my school to improve my instructional plans “based on

student response tasks”

68% 81% 87% -6%

Academic Expectations – Across my school, students support their answers with

evidence and explain their thinking

82% 88% 89% -1%

Academic Expectations – Students at my school respond to and build on their

peers’ thinking, ideas and answers

77% 88% 90% -2%

To address these opportunities, teachers will: engage in collaborative discussions and instructional planning focus on reviewing student work samples and student responses to complex tasks ensure student work samples represent “supported answers with evidence to explain thinking” ensure students are provided consistent opportunities to build upon their peers’ thinking and ideas focus on data related to the Lowest 25% groups in both reading and math receive increased “coaching and feedback” that includes demonstrations of what effective teaching of rigorous

content looks like in practice

Opportunities: Instructional Personnel Performance Assessment System (IPPAS)

Although 2017-2018 IPPAS evaluation results indicate growth, Enterprise teachers have room for improvement. Additional time and work must be devoted to understanding how the standards differ from previous standards and the “shifts” essential in implementing the standards. Data indicates continuous areas for opportunity and growth as follows:

Dimension & Element Targeted 2017-2018 Dimension 1 Element III: Designs ways to monitor learning and student acquisition of the standards (full depth and rigor)

includes culminating writing tasks requiring students to support answers with evidence 67%

Dimension 2: Element VII: Maintains a climate of inquiry. Engages all students in problem solving inquiry-based activities

through the use of high level questioning techniques (text-dependent questions) and shared inquiry/

Socratic discussions that generate real world applications (student-led)

51%

Dimension 3: Element II: Employs higher order questions. Strategic teacher questioning and text-dependent questions require

students to think critically, problem solve, and defend or justify answers. Students respond and build

on peers’ thinking and ideas

54%

Given the lower percentages above, Enterprise teachers must continue to focus on the alignment of instructional strategies and student tasks (demonstrating the full intent/rigor of the standards), employing higher order questions (critical thinking skills) and strategic questioning (text-dependent), and utilization of common formative assessments and writing to monitor student progress.

Opportunities: Priority Descriptors

Evidenced by teacher surveys, lesson plans, and classroom walkthroughs

2016-2017 Implementation

Percentages

2017-2018 Implementation

Percentages

Teachers will implement school-wide SMART time (Walk to Intervention) with fidelity as

reflected in the master schedule

0% 60%

Teachers will select complex text around a topic utilizing Standards Focus Documents

(SFDs) and Adapted Text Units (ATUs) to ensure alignment of instructional

tasks/assessments to reach the full intent and rigor of the standards (shifts)

7% 58%

Teachers will engage students in deep text-based discussions around a complex text

through text dependent questions and evidence-based writing tasks

10% 51%

Teachers will provide specific feedback and post student work samples 26% 46%[MP9][ME10]

Classroom observations and implementation of improved teaching strategies need to support SIP goals in order to increase student achievement.

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Opportunities for Growth: Best Practices for Inclusive Education (BPIE)

In English Language Arts (ELA), the number of disabled students earning a level 3 or above decreased by 3.7%. In Math, the number of disabled students earning a level 3 or above decreased by 10.3%. Given the results above, Enterprise teachers must continue to focus on the alignment of instructional strategies and student tasks (demonstrating the full intent/rigor of the standards), employing higher order questions (critical thinking skills) and strategic questioning (text-dependent), and utilization of common formative assessments to monitor student progress.

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.

Successful Student Achievement: According to the 2017 Florida Kindergarten Literacy Survey (KLS) results, 98% of Enterprise kindergarteners entered school demonstrating proficiency in understanding organization/basic features of print and recognizing the name of upper/lower case letters. In addition, 97% of kindergarten students demonstrated basic knowledge of letter-sound correspondences by producing the most frequent sound for each consonant.

Kindergarten Literacy Survey Results

Initial KLS Proficiency End of Year KLS Proficiency Growth

Results based on LAFS.K.RF.4.4

Read emergent-reader texts with

purpose and understanding.

Results based on LAFS.K.RF.4.4

Read emergent-reader texts with

purpose and understanding.

2016 - 2017 5 % 96 % + 91% 2017 - 2018 10% 98% + 88%

Based on the KLS End of Year assessment, 88% of Enterprise Kindergarten students demonstrated literacy proficiency in reading emergent-reader texts with purpose and understanding. This indicates an 88% increase in the growth and development of critical early literacy skills.

Grade 1 Initial

Assessment

BPS Average

Decision Tree

End of Year

Assessment

BPS Average

Decision Tree

Growth Impact

Quarterly Literacy

Assessment (QLA)

69.8% 66.6% 75.9 % 71.8% + 6.1 %

Running Record Level 7 Level 6 Level 21 Level 18 +14

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Based on the Grade 1 ELA data, Enterprise first grade students demonstrated consistent increases and literacy growth throughout the year. Initial and End of Year QLA results exceeded Brevard District averages. By the end of the year, Enterprise first grade students successfully read (on average) a Level 21 Running Record exceeding the Decision Tree expectation of reaching a Level 18.

Grade 2 Initial

Assessment

BPS Average

Decision Tree

End of Year

Assessment

BPS Average

Decision Tree

Growth Impact

Quarterly Literacy

Assessment (QLA)

65.1% (W) 61.7% 61.3% (W) 63.3% -3.8 %

Running Record Level 23 Level 20 Level 31 Level 30 +8

Running Records indicate growth and increases in reading fluency for Enterprise second grade students.

Grades 3-6 FSA DATA 2017-2018 Florida Standards Assessment (FSA) - English Language Arts (ELA) Trend Analysis

Percentage of Students Scoring Satisfactory and Above

Grade Level 2015-2016 FSA 2016-2017 FSA 2017-2018 FSA Change

Grades (3-6) 59% 58% 59% +1

Grade 3 58% 59% 64% +5 Grade 4 74% 63% 65% +2 Grade 5 46% 53% 48% -5

Grade 6 56% 58% 58% 0%

Learning Gains Grades 3-6 2015-2016 2016-2017 2017-2018

ELA LG % 59% 57% 52%

ELA LG Lowest 25% 53% 53% 56%

In 2017-2018, the overall percentage of students scoring satisfactory and above on the Florida Standards English Language Arts (ELA) assessment increased by 1%. Enterprise 3rd grade students demonstrated the most growth by increasing the number of students scoring satisfactory and above by 5%. Annual learning gains increased by 3% for students ranked in the Lowest 25%.

Florida Standards Assessment(FSA) - Mathematic Trend Analysis

Percentage of Students Scoring Satisfactory and Above

Grade Level 2015-2016 FSA 2016-2017 FSA 2017-2018 FSA Change

Grades (3-6) 63% 67% 61% -6

Grade 3 64% 59% 60% +1

Grade 4 78% 83% 70% -13

Grade 5 36% 49% 51% +2

Grade 6 69% 75% 63% -12

The Florida Standards Assessment Mathematic results indicated an increase in proficiency for grades 3 and 5. Cohort

subgroups of students demonstrated significant growth. The 2016-2017 third grade cohort increased by 11% points as

measured on the fourth grade FSA Mathematic assessment. Similarly, the fifth grade cohort increased by 14% points

as measured on the sixth grade FSA Mathematic assessment.

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

If Enterprise teachers meet the learning needs of all students through tiered support and standards-aligned instruction with an emphasis on increasing text-dependent questions and evidence-based written responses, then student achievement in English Language Arts will increase.

FSA ELA 2017-2018 Comparison Results Students in grades 3-6 demonstrated a marginal 1% increase in the percentage of students scoring satisfactory

and above on the FSA ELA assessment.

FSA ELA scores demonstrate an average 5% decrease in proficiency levels in comparison to Math proficiency

levels.

ELA Learning Gaines for students in grades 3-6 decreased by 5%.

The 2016-2017 4th grade cohort decreased by 22% points as measured on the fifth grade FSA ELA assessment.

Mean Scale Scores for 5th and 6th grade students fell by 1% in overall reading proficiency.

The percentage of 5th grade students earning Levels 3-5 in reading dropped by 5%.

Science proficiency scores decreased by 6%. (2015-2016: 43% proficient, 2016-2017: 59% proficient; 2017-

2018: 53% proficient)

FSA ELA Achievement and Learning Gaines 2016-2017 2017-2018 Change Effect

ELA/Reading Achievement (Level 3+) 58% 59% +1

ELA/Reading Learning Gaines 57% 52% -5

ELA/Reading Lowest 25% Learning Gaines 53% 56% +3

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

Enterprise data supports the need for teachers to continue to dig deeper in understanding ELA standards by aligning student activities and curriculum with the depth and complexity of the standards. Teachers will focus on standards-aligned[MP11] instruction with an emphasis on the 3 shifts in English Language Arts. Lesson plans will be framed around the Standard(s) and learning target, complex text, text-dependent questions that require students to use evidence from texts, and tasks that require students to present careful analyses, well-defended claims, and evidence-based written responses. 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.)

Enterprise stakeholders ensure standards-aligned instruction is occurring in all content areas through the following

processes:

Classroom walk throughs and administrative feedback

Professional Learning Team (PLT) Meetings & Data Team meetings

Common Formative Assessments, District Assessments, I-Ready Reports, RR, DORF, PASI, PSI

Collaborative Teacher Planning

Professional Development on Early Release Fridays

Students tracking data and goal setting through individual Data Notebooks

Student-Led Conferencing

Peer Observations, Planning Sessions, and Feedback opportunities at neighboring schools (Cambridge/Williams) Collaboration with district resource teachers/leaders

Literacy Coach models and supports ELA instruction through a coaching model

Embedded Life Skills and Social Emotional instruction ESE services delivered inclusively whenever possible

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Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

Increase teacher process and performance in meeting individual student needs through a school-wide walk to intervention schedule and Data Team Meetings SMART (RtI) MTSS

Implement with fidelity the School-wide 30 minute “SMART” (RtI)

* teachers will develop and utilize a

Teacher Data Binder to include the

SIP and grade level assessment data

trends and analysis broken down by

strands

* teachers will administer common

formative assessments and track

student data (KLS, QLA, RR,

DORF, PASI, PSI)

* teachers will participate in Data

Team Meetings – utilize i-Ready

Central templates for data chats and

data analysis

* teachers will participate in

Professional Development based on

i-Ready Dashboard Navigation,

Reports, Diagnostic results,

Instructional Grouping, and online

Instructional resources

* teachers will monitor all students’

learning progress utilizing i-Ready

assessments 3x a year; students

receiving small group instruction

during the RtI block with be

monitored frequently with the

“Progress Monitoring” tools

*teachers will utilize i-Ready

Diagnostic reports to assist with

instructional grouping and

intervention needs

* teachers will be trained and

utilize the i-Ready Teacher Tool-

Box and LAFS materials to develop

standards-aligned intervention

lessons

*teachers will be trained and utilize

Standards Mastery assessments to

monitor student acquisition of the

standards

*teachers will be trained and utilize

the i-Ready Close Reading

resources to provide enrichment

Administration i-Ready Specialist: Sue Birrell Literacy Coach Classroom Teachers Guidance Counselor (MTSS)

Starting in August

Ongoing

Master School Schedules Walk-Throughs[MP12] Feedback /Coaching Common Formative Assessments & Calendar FSA Data 2017-2018 Performance Matters Reports I-Ready Reports PDD Agendas/Notes Monitor Lowest 25% Group

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Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

Teachers need guidance and support to plan and deliver standards aligned instruction[MP13].

Teachers will collaborate with content experts, instructional leaders, and a full time Literacy Coach with deep subject-area knowledge to support standards-aligned[MP14] Instructional Planning

*teachers will frame ELA lessons to include the Focus Standards, Text, Task, and Learning Target

*teachers will utilize standards-aligned[MP15] resources to plan lessons: -Grade level Standards, Item Specs, Standards Focus Documents, Common Core Companion, ATUs, Text Sets, ELFAS and DBQs

*teachers will develop a list of look fors for implementation of the 3 instructional shifts in their classroom (expectations)

*teachers will develop common vocabulary for standards-aligned[MP16] ELA instruction

*teachers will receive feedback and coaching to provide clarity and continuous improvement of standards aligned instruction

*each grading period teachers will participate in half day structured planning sessions focused on lesson planning and student progress

Administration Literacy Coach Instructional leaders/teachers from other schools Classroom Teachers MTSS Team

September - Ongoing

Walk-Throughs[MP17] Feedback /Coaching Structured Planning Days & Calendar Site Visit Notes -Collegial Planning *Cambridge Elem. *Williams Elem. Lesson Plans 3 shifts “look fors” developed by teachers Common Vocabulary Standards/Academic language & print environment Coaching and feedback reflections Student work samples

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

Increase teachers’ knowledge of standards-aligned [MP18]instruction focused on learning goals/ student tasks aligned to the depth of the standards. 3 shifts of ELA

Teachers will participate in Professional Development sessions focused on learning goals/targets aligned to the depth of the standard(s). [MP19]

* teachers will collaborate at least

bi-weekly with peers and leaders to

improve instructional plans “based

on student response tasks”

* teachers will participate in the

coaching and feedback process

through school site visits and

demonstrations (live/video) of what

effective teaching of rigorous

Administration Literacy Coach Content Experts- Instructional Coaches *Dr. Mela *J. Cockrell *K. Vieira *A. Skinner Classroom

Starting in August

Ongoing

PDD Agendas and

presentations

Walk-throughs

Collaborative

Planning Notes

Site Visits –

observation and

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content looks like in practice

*teachers will plan lessons that

require students to read complex

texts, speak about those texts, and

write about the ideas generated in

support of the 3 ELA instructional

shifts

*teachers will receive feedback based on the ELA Instructional Practice Guide (IPG Tool- Achieve the Core)

* teachers will display exemplary student work (culmination tasks) including evidence of complex text, explicit vocabulary instruction, graphic organizers, text-dependent questions, and evidence-based writing tasks

Teachers

feedback- highly

effective instruction

IPPAS feedback

Lesson Plans

IPG feedback notes

implementation of

3 Core Actions

Student work samples

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:

Teachers will:

participate in Professional Development trainings, collaborative planning sessions, and team meetings

implement school-wide SMART time with fidelity as reflected in the master schedule

utilize the i-Ready program to monitor student progress, inform instructional decisions, and develop appropriate

interventions to meet the needs of individual students

intentionally plan and facilitate student learning through use of high quality standards-aligned materials,

monitor data, and collaborate with content specialists and administration

ensure the goals of the lesson are standards-aligned [MP20]and are transparent to the students

plan aligned lessons consistently focused on complex content that appropriately challenges students to meet

subject and grade level standards framed around the 3 Key Shifts in English Language Arts:

Regular practice with complex text and its academic language

Reading, writing, and speaking grounded in evidence from text, both literary and informational

Intentionally building knowledge through content-rich nonfiction

build reasoning and problem solving skills by posing challenging questions and tasks that offer students

opportunities for productive struggle. Questions and tasks will require students to delve deeper - use details

and evidence from the text to demonstrate deep understanding - and support ideas about the text expressed

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through both oral and written responses

Quantitative GOALS:

Instructional Culture Index GOAL for 2018-2019 Instructional Culture Index Results Fall 2017

Fall

2016

Fall

2017

Change

Needed 2018-2019

GOAL

Instructional Planning for Student Growth Domain- I collaborate at least

weekly with teachers and leaders at my school to improve my instructional plans

“based on student response tasks”

68% 81% 10% 91%

Academic Expectations – Across my school, students support their answers with

evidence and explain their thinking

82% 88% 10% 98%

Academic Expectations – Students at my school respond to and build on their

peers’ thinking, ideas and answers

77% 88% 10% 98%

Instructional Personnel Performance Assessment System (IPPAS) GOAL for 2018-2019 Dimension & Element Targeted 2015-

2016

2016-

2017

2017-

2018

Growth

Needed 2018-2019

GOAL Dimension 1 Element III: Monitor learning and

acquisition of standards

51% 61% 67% 10% 77%

Dimension 2: Element VII: Climate of inquiry 34% 44% 51% 10% 61%

Dimension 3: Element II: Employs higher order

questions

34% 44% 54% 10% 64%

Priority Descriptors GOAL for 2018-2018 Priority Descriptors evidenced by teacher surveys, lesson plans, and classroom

walkthroughs

2016-

2017

2017-

2018

Change

Needed GOAL

2018-2019 Teachers will implement school-wide SMART time (Walk to Intervention) with

fidelity as reflected in the master schedule

0% 60% +30% 90%

Teachers will plan aligned lessons consistently focused on complex content that

appropriately challenges students to meet subject and grade level standards framed

around the 3 Key Shifts in English Language Arts:

Regular practice with complex text and its academic language

Reading, writing, and speaking grounded in evidence from text,

both literary and informational

Intentionally building knowledge through content-rich

nonfiction

7% 58% +30% 88%

Teachers will engage students in deep text-based discussions around a complex text

through text-dependent questions and evidence-based writing tasks

10% 51% +30% 81%

Teachers will provide specific feedback and post student work samples

26% 46% +30% 76%

Teachers will utilize i-Ready reading and student diagnostic reports to monitor

student progress, inform instructional decisions, and develop appropriate

interventions to meet the needs of individual students

0% 0% NA 70%

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Qualitative and Quantitative Student Achievement Outcomes:

Qualitative Student Achievement Outcomes:

Students will: know the goals of the lesson and explain their thinking and progress towards the goal(s)

spend the majority of the lesson listening to, reading, writing, and/or speaking about text(s)

successfully respond to text dependent questions and tasks with precise answers, choose appropriate evidence,

and reference particular words and phrases in the text to “prove” their thinking (elaborate)

habitually display persistence with challenging tasks, particularly when providing textual evidence to support

answers and responses, both orally and in writing

engage fully in the work of the lesson and be responsible for doing the thinking that the lesson demands

demonstrate they are learning the content and applying their learning to new contexts and real world problems

Quantitative: GOALS by the end of the year

Cells

2016-17

percent

Change

between 16-17 to 17-18

2017-18

percent

Change needed 2018-2019

Target Goal

ELA 3+

Proficiency 58% 0 58% 4 63%

ELA

Learning Gains 57% -5 52% 6 58%

ELA

L25% LG 53% +3 56% 4 60%

Math 3+

Proficiency 67% -6 61% 6 67%

Math

Learning Gains 66% -16 50% 16 66%

Math

L25% LG 62% -10 52% 10 62%

Science

59% -6 53% 7 60%

Total % of 700

School Grade

422/700= 60%

B -40/5%

382/700=55%

B 53 435/700= 62% = A

Part 2: Support Systems for Student Achievement

(Federal, State, and District Mandates)

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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.

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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 school-based leadership team includes the Principal, Assistant Principal, Guidance Counselor, Literacy Coach, SAC

Chair, and Intermediate ESE Teacher. Each of the team’s members supports and collaborates in team meetings and

Individual Problem Solving Team meetings.

Team Member Role Responsibility

Jean Bartleson Principal Monitoring student progress, collaborating meetings, planning Professional

Development, classroom walkthrough feedback, and correlations with the School

Improvement Plan (SIP).

Sandra Marines Assistant Principal Monitoring student progress, collaborating meetings, planning Professional

Development, alignment of curriculum and instructional resources, classroom

walkthrough feedback, and correlations (focus) on the School Improvement Plan

(SIP).

Jobie Woltman Guidance Counselor Coordinating meetings, assisting with intervention planning, organizing

appropriate documentation, Early Warning Systems.

Stacey Reitz Literacy Coach Literacy development and support, instructional tools and diagnostic reports

based on i-Ready programs, utilization of Performance Matters to monitor

student progress, disaggregation of data, planning/implementation of effective

reading strategies and instruction.

Anquanice Williams

SAC Chair

Facilitating meetings and ensuring open communication between the school and

School Advisory Council. Approval of school-based initiatives, student

resources, School Improvement Plan (SIP) and other needs.

Lauren Wimberly Intermediate ESE

Resource Teacher

Assist with monitoring student progress and data review, inclusive practices

school-wide, collaboration with teachers, and participating on the School

Improvement Leadership Team.

Data Team Meetings are held with the Enterprise school-based leadership team consisting of the Principal, Assistant

Principal, Guidance Counselor, School Psychologist, Literacy Coach, ESE teacher(s), and General Education teacher(s).

Data team meetings focus on proactive strategies in monitoring student progress and identifying specific interventions

needed to meet the social-emotional and academic needs of every student.

In the first Data Team Meeting, instructional staff from all grade levels will collaborate in analyzing reading data collected

during the first four-five weeks of school. Administration, guidance, grade level teams, and ESE staff work together to

identify the problem causing each student to be working below grade level expectations. Students are grouped by common

skill/learning gaps and placed in an appropriate group to alleviate academic deficiencies. During the walk to intervention

model, all students are provided with appropriate instruction.

Every staff member will instruct a specific tiered group. Each member is carefully selected for a group based on their

experience and expertise. All instructional staff working with a group during RtI will participate in monthly MTSS data

review meetings to discuss student performance data, interventions being used, and their impact on student achievement.

Students will be placed into tiered levels based on triangulated data sources [MP21][ME22]including FSA scores, i-Ready

reports, state and local assessments, teacher created common formative assessments, and student classroom performance.

All students will participate in a walk to intervention model called SMART time beginning in October 2018. Students will

meet with their instructor each day from 8:05 – 8:35am. During this time, enrichment is provided in addition to the Tier 2

and Tier 3 groups.

Enterprise teachers utilize i-Ready by Curriculum Associates as a primary tool to monitor student progress. The i-Ready

software package delivers research-based student instruction, performance diagnostics and progress reports based on K-12

Common Core State Standards (CCSS) in Mathematics and Reading. Students take the i-Ready Diagnostic and receive

differentiated online instruction according to their ability, while stakeholders receive customized reports on student

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performance and progress throughout the year. Teachers receive detailed reports on each student’s diagnostic performance

including their overall grade-level in Mathematics and Reading and grade-level for sub-skills in both subjects. Reading

sub-skills include Phonological Awareness, Informational Text Comprehension and other language competencies. Math

sub-skills include Measurement and Data and Geometry. The diagnostic assigns each student into a profile group based on

their diagnostic grade level, which is useful for small group activities and delivering differentiated instruction.

Student progress in MTSS is monitored using a data wall, Performance Matters, and i-Ready Assessment Reports. The

school’s data wall posts quantitative data related to student progress in reading and math. The data is updated regularly and

student progress is monitored consistently. SIP is monitored through in-process measures by the school’s leadership team

and SAC. Classroom observations and specific feedback support high quality core instruction and high quality

instructional delivery during intervention.

SAC and PTO funds will be used to purchase programs and materials that will be impactful for students enrolled in the

2018-2019 school year.

In alignment with the District Strategic Plan (Objective L4), Enterprise stakeholders work collaboratively to monitor and

continuously improve professional practices to ensure equitable support for every student’s social-emotional development.

Therefore, in the Spring of 2018, Enterprise teachers began implementing a research-based social emotional program

called Sanford Harmony. Sanford Harmony is an SEL program designed to cultivate strong classroom relationships

between all students. The primary goal of Harmony is to incorporate specialized teaching strategies into classroom

activities—from preschool through sixth grade—in an effort to reduce bullying, and help develop the youth of today into

tolerant, compassionate, and caring adults for the future. Enterprise teachers continue to implement the Sanford Harmony

program to create classrooms where students are empowered to: communicate, cooperate, connect, embrace diversity, and

resolve conflict.

Areas of BPIE focus: Priority Indicator #3 –LEA Representative, Jobie Woltman, will coordinate and monitor implementation of inclusive practices at Enterprise

Elementary. Monthly ESE Team meetings led by District Exceptional Education Support Specialist will provide ongoing opportunities to

discuss how to support our SWDs success within inclusive settings.

Priority Indicator #13 – All SWDs are given equal consideration for recognition through honors, awards, etc. Life skill Leader Awards have

been added to our quarterly Quality Award Ceremonies to increase the opportunities for our SWDs to be recognized for their demonstration of

life skills such as Effort, Responsibility, and Integrity.

Priority Indicator #18 – Specials, electives, and technical education teachers have regular opportunities to consult with special education

teachers. Annually, ESE teachers meet with Activity Teachers to share IEP accommodations and Behavior Intervention Plans for our SWDs.

Activity Teachers implement a school-wide Activity Behavior System, providing common behavior expectations, daily self-reflection and

feedback opportunities, class and individual behavior progress monitoring, and quarterly sessions to celebrate success and reteach Life skills as

needed. Activity Teachers communicate with ESE Teachers when a SWD needs additional support in order to successfully participate during

Activity Class. ESE teachers provide additional instruction and support in necessary Life Skills and/or Social Emotional Skills to enable SWDs

to succeed in an inclusive environment. Activity Teachers implement individualized behavior interventions as needed.

The following action steps related to Enterprise’s data-based problem-solving process and school-based structures align to

the District Strategic Plan Leading and Learning (Objective L2) supporting educator effectiveness and building

capacity of teachers to improve student outcomes and close achievement gaps.

The MTSS monthly meetings facilitate collegial discussions based on current data for individual students. Teachers

discuss the effects of collaboratively planned lessons and small group interventions. Specifically, teachers engage in

reflective practices to determine if lessons and interventions result in positive student learning results. Focus is placed on

the texts utilized during instruction and student tasks to ensure standards-aligned instruction is provided. Instructional

impacts on student achievement are measured by analyzing local and state level assessment results. Lesson plans and

interventions are adjusted to increase learning opportunities for all students. During the MTSS meeting, the team is

responsible for finding trends in the data and discussing possible interventions that may help individual students make

adequate progress.

The main source of data collection for Tier 1 and Tier 2 will be utilized through the i-Ready research-based reading

program taken monthly.

-Tier 2 data will be collected bi-weekly focused on the intervention provided

-Tier 3 data will be collected weekly focused on the intervention provided

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-When Tier 2 interventions are not effective, an IPST (Tier III) meeting [MP23]will be conducted for the student with the

parent as part of the team. This meeting is designed to be diagnostic and prescriptive. Intervention data and a cumulative

history of the student’s progress are examined to help determine why the learner is unresponsive to the instruction and

interventions provided.

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

Jobie Woltman, Guidance Counselor, monitors the Early Warning System weekly.

2. 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 30 31 27 25 43 29 32 217

1 or more ISS or OSS 0 0 1 1 3 7 15 27

Level 1 in ELA or

Math 14 15 23 17 69

Substantial Reading

Deficiency 4 3 6 13

2 or more indicators

2 2 2 8 8 13 13 48

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).

As a Glasser Quality School, Enterprise stakeholders take pride in building strong relationships and developing each

student’s social-emotional needs and life skills. With relentless effort, we strive to create a safe, inclusive, family oriented

learning environment for all of our students and families.

We realize the more our students feel love and compassion from their teachers, the more likely they are to come to school

every day and on time. Attendance is monitored closely and district procedures are followed to ensure our students are in

school and receiving instruction. Enterprise teachers are the front line defense for attendance and are expected to call home

when students have been absent more than three times. Teachers report attendance concerns to the guidance counselor

who maintains a log. Open communication between all stakeholders is the key to monitoring attendance and other early

warning systems at Enterprise. Per district protocol, parents meet to discuss attendance concerns when they arise.

Students who struggle with following school wide expectations and/or experience suspensions are met with regularly

(check-in/check-out) with an assigned mentor to discuss behavior concerns and proactive strategies to improve student

decision making (life skills/social emotional needs). If additional support and/or interventions are deemed necessary,

student discipline concerns are brought to IPST for further review and strategies. Additional supports include collaboration

with a Behavior Analyst and the use of Behavior Plans aimed at “teaching” students and building strong relationships

through the development of each student’s social-emotional needs and life skills.

Data Team Meetings are designated to review and monitor student progress, instructional strategies and interventions in

place, and the individual needs of students regularly. Enterprise teachers take pride in developing strong communication

between home and school, keeping parents informed of student goals and progress frequently. Additional support and

guidance is provided through IPST meetings, with development of appropriate interventions for each individual student.

The guidance counselor and/or administration provide support as requested by the teacher. Attendance and participation in

the Enterprise Academic Support Program (ASP) is mandatory for all students identified as below grade level or struggling

to meet the Florida Standards as measured on state-mandated assessments (FSA Level 1 score in ELA or Math).

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

may use the Parent Involvement 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?

According to our 2017-2018 Parent Survey, the following information was listed:

84% of our parents feel the school provides a welcoming and safe learning environment

88% of our parents feel teachers help them understand their child’s progress and communication is conveyed in

an easy to understand language

93% of our parents have conversations with their child about his or her learning at school (daily/weekly)

73% of our parents feel that email is the best way to reach them; 64% prefer to receive text messages; 62%

prefer notifications from Peachjar and flyers; 49% prefer notes home in the student agenda; 47% prefer to

receive notes from the teacher

70% of our parents feel school leadership fosters an environment in which staff, parents, and the community

work together to improve student achievement

Our staff uses email and other electronic means as a primary way of communicating with parents. However, we do feel

that meeting face-to-face during student-led [MP24]conferences is an important way to not only communicate with

parents, but also to increase attendance at school functions. Another consideration for encouraging parents to

participate more in decision making and the overall academic achievement in their child’s school is “time of day” each

event is hosted. According to the parent survey, 36% of our parents need additional time in their schedules to

participate. As a school, we can schedule varying events with different start times and days of the week to provide our

parents with more opportunities to attend and participate in school-wide events. Parent Survey results consistently

reveal the need to host the majority of school events Monday-Friday in the evening (47%) or immediately after school

(20%).

To accommodate parents’ schedules, many teachers offer multiple times for conferencing. Student-led

[MP25]conferencing in 2017-2018 was successful overall. Last year, an effective practice that led[MP26] to an increase in

parent involvement and attendance during student-led conference nights was engaging students in formally inviting

their parents. In addition to formal invitations, the school will notify parents of Student-led Conference events via the

Orbit Traveler (planner), school newsletter, school website, and through Blackboard Connect messages.

Collectively, each of these indicators above validate the resources, processes, and structures in place for teaching and

learning at Enterprise Elementary. These results support our mission to provide effective instructional practices, a safe

learning environment, and a means of meeting the academic and social-emotional needs of every Enterprise student.

Areas of opportunity provide Enterprise stakeholders with a vison for continuous improvement. As a community we

will continue to strive for excellence.

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)

Enterprise stakeholders develop open communication and strong bonds with our community preschool and daycare

centers. We proactively gather information about upcoming kindergarten students to assist in providing needed

support(s) and or intervention(s) immediately upon entering elementary school. Through our fall Kindergarten Round

Up event, we invite all families in our community with incoming kindergarten students to come and see what school

will be like. This event is announced through our school newsletter, our website, and community newspapers and flyers

placed in daycares/preschools in the area.

In the Spring of each year, our team meets with the guidance counselor from our middle school feeder school to discuss

students and their academic progress and individual learning needs. These efforts ensure a seamless transition into the

middle school program.

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