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Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

The mission of the Lewis Carroll Elementary School is to create positive connections with students so they believe in themselves and go on to become future leaders in their homes and in the community.

Vision Statement:

Our vision at Lewis Carroll Elementary School is to create a brain-compatible environment where students can achieve their personal best both academically and socially. Parent and community involvement are critical to the education of each child. Teachers facilitate learning by creating a nurturing environment and providing a diversity of experiences that are assessed in equally diverse ways. Students take responsibility for their behavior and learning; their personal best is defined by LIFESKILLS. By achieving academic and personal excellence, students can become contributing members of the community.

Final Version 8.12.14

Lewis Carroll Elementary North

Pennie Wade Dr. Laura Rhinehart

Joyce Clark

Communication of School Improvement Plan:

During preplanning week, the teaching staff was informed of the school data. We discussed our mission and vision and sought additional input to refine the School Improvement Plan. At the next faculty meeting, we determined the trends at the school level and discussed ways to narrow the gap in the areas of need. Teachers and administrators researched best practices to improve instruction. At our first SAC meeting, we plan to share the results of our school data and communicate our intended focus of where we are headed in our school improvement process. We will seek parent input to help refine our goal and direction as a school. Throughout the year, stakeholders are able to share their input as to how to improve student achievement. Lewis Carroll’s School Improvement Goal and focus is connected to the District’s Strategic Plan so that our efforts are unified with the district and the state. We also have copies of our School Improvement Plan available for stakeholders in the front office.

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?)Lewis Carroll is an “A” school with a high standard score of 80 percent in reading and a high standard score of 72 percent in math. Our overall school grade points have increased from 541 to 560, an increase of 19 points. Although the percentages of high standard scores have earned Lewis Carroll an “A” rating, our goal is to see more overall improvement.

Meeting High StandardsDuring the years 2011 -2014, the trend of high standard scores on the FCAT 2.0 Reading for Lewis Carroll has wavered back and forth in the high seventy percent


range until spring 2014, where we have seen a three percent increase from last year. In 2011 the high standard score was a 79 percent; 2012 it dropped to 77 percent; in 2013 the score remained the same at 77 percent; and in 2014 we have increased our high standard score to 80 percent. Each grade level except fifth grade has improved or remained the same in their high standard score for reading. On the FCAT 2.0 Math, the trend over the last several years has shown an overall decline in scores. In 2011 the high standard score was a 78 percent; in 2012 a slight increase to 80 percent; and in 2013 a decrease to 73 percent. This year the math score decreased to 71 percent. Sixth grade was the only grade who showed an increase in the math high standard scores.

All Students in Grades 3 – 6 Meeting High Standard (Levels 3 – 5)

Reading Math Writing Science

2014 80% 71% 69% 71%

2013 77% 73% 67% 73%

2012 77% 80% 81% 74%

2011 79% 78% 100% 76%

Even though Lewis Carroll continues to be a high achieving school, we have achievement gaps when it comes to our students with disabilities and our economically disadvantaged students.

Our students with disabilities (SWD) have shown a decline in scores over the last several years in meeting high standards on the FCAT 2.0 Reading until this year where students jumped back to where they were in 2011. In 2011, 63 percent of students met high standards; in 2012, 54 percent met high standards; and in 2013, 47 percent of students met high standards. This year 65 percent of students have met high standards. On the FCAT 2.0 Math, our SWD have shown a decline over the last three years except for this year we’ve seen an eight percent increase. In 2011, 61 percent of SWD met high standards; in 2012, 64 percent of SWD met high standards; and in 2013, 48 percent of SWD met high standards. This year 56 percent met high standards. (see chart below)

Our economically disadvantaged students have shown a decline in scores over the last several years in meeting high standards on the FCAT 2.0 Reading until this year where students showed a 10 percent increase. In reading, the high standard scores from the years 2011 through 2014 were 69 percent, 58 percent, 65 percent and 75 percent respectively. On the FCAT 2.0 Math, our economically disadvantaged students have shown a decline over the last several years. In math, the high standard scores from the years 2011 through 2014 were 71 percent, 62 percent, 58 percent and 56 percent respectively. When analyzing individual students, we found that many of our


economically disadvantaged group scored at Level 2 in both reading and math. (see chart on the following page)

Students with Disabilities in Grades 3 – 6 Meeting High Standard (Levels 3 – 5)

Reading Math

2014 65% 56%

2013 47% 48%

2012 54% 64%

2011 63% 61%

Economically Disadvantaged Students in Grades 3 – 6 Meeting High Standard (Levels 3 – 5)

Reading Math

2014 75% 56%

2013 65% 58%

2012 58% 62%

2011 69% 71%

Learning GainsIn 2013, 73 percent of Lewis Carroll students in grades 4 – 6 made learning gains in reading and 64 percent in math. This year, 71 percent of Lewis Carroll students in grades 4–6 made learning gains in reading and 72 percent in math.

All Students in Grades 4 – 6 - Learning Gains

Reading Math2014 71 % 72%2013 73% 64%

Learning Gains - Lowest Quartile Learning gains for the lowest quartile students in grades 4–6 have increased in both math and in reading during the last two years. In 2013, 64 percent of students in grades 4-6 made learning gains in reading. This year 72 percent of students made reading learning gains. In 2013, fifty two percent of the students in grades 4-6 made learning gains in math. This year 63 percent of students made math learning gains.


(see chart below)Grades 4 – 6 – Lowest Quartile – Learning Gains

Reading Math2014 72 % 63%2013 64% 52%

Lewis Carroll’s Ranking in the State of Florida

Lewis Carroll ranked in the 90th percentile in Reading (Highly Effective scores) when compared to elementary schools in the state of Florida. This is a three percent increase from last year. Lewis Carroll ranked in the 79th percentile in Math (Highly Effective scores) when compared to elementary schools in the state of Florida. Math is an area of concern because Lewis Carroll has decreased in its ranking from the 94th percentile in 2012 to the 79th percentile in 2014. This is a 15 percent decrease over a two year span. Lewis Carroll ranked in the 67th percentile in Science (Highly Effective scores) when compared to elementary schools in the state of Florida. Science is another area of concern because Lewis Carroll has decreased in its ranking from the 92nd percentile in 2012 to the 67th percentile in 2014. This is a 25 percent decrease over a two year span.

An on-going concern at Lewis Carroll has been with our Lowest Quartile students making consistent learning gains in both Reading and Math. In Reading, when compared to elementary schools in the state of Florida, our Lowest Quartile students have increased in their ranking from 35 percent in 2012 to 57 percent in 2014. In Math, when compared to elementary schools in the state of Florida, our Lowest Quartile students have decreased in their ranking from 74 percent in 2012 to 46 percent in 2014.

After analyzing the data, Lewis Carroll will focus on increasing our Math and Science scores. We will continue to maintain our success in Reading.

FAIR DATA

The Spring 2014 FAIR data indicated that 93 percent of Kindergarteners, 59 percent of first graders and 33 percent of second graders scored 85 percent or higher on the Probability of Reading Success (PRS). Sixty five percent of third graders, 71 percent of fourth graders, 65 percent of fifth graders and 78 percent of sixth graders scored in the 39th percentile or higher on the Reading Comprehension portion which is the target determined for success by the district. Most grade levels have improved their scores from 2013 with a slight decrease in scores in first and fifth grades. (see chart below)

FAIR Data


2013PRS

2014PRS

Kindergarten 65% 93%

First 62% 59%

Second 35% 33%

FAIR Data

2013RC

2014RC

Third 50% 65%

Fourth 54% 71%

Fifth 68% 65%

Sixth 76% 78%

The 2013-2014 Classroom Walkthrough data revealed that one hundred percent of the teachers were posting standards or essential questions for administration. We have continued training in this area during PLTs, faculty meetings, and an Essential Question book club. Last school year, teachers were posting essential questions for compliance. As the year progressed and after participating in an Essential Question book club, it was observed that more teachers were beginning to engage students with essential questions. Students were verbalizing and explaining the essential questions. Teachers have grown in their understanding of essential questions and mastery is emerging.

In August during the Professional Development day, rigor was a recurring theme throughout the training. Listening to conversations, we observed that the teachers continued to be concerned with the paradigm shift of teaching to the new standards. Soon after the Professional Development day, we engaged teachers in a brainstorming session during our August 25th faculty meeting to determine our focus this year and how we could empower students to achieve a deeper understanding of the Florida Standards. Teachers were asked to find one word or idea that would best describe the change in curricular expectations from last year to this year. Using Thinking Maps, the teachers brainstormed researched strategies that would support their “focus word”. After all ideas were shared, we were amazed that 100 percent of the teachers had decided that “rigor” and a “deeper understanding of the standards” should be the focus for successful implementation of the Florida Standards. The collaborative commitments agreed upon by the Lewis Carroll teachers include the following strategies essential in meeting the standards of a rigorous classroom:

Essential Questions and higher level thinkingFinal Version 8.12.14

Collaborative team lesson planning Student engagement Reflection and summarization Evidence–based reasoning and writing Integrated curriculum Relationships Academic/enriched vocabulary

The administrative focus and the staff’s paradigm shift will be for teachers to implement the researched strategies (collaborative commitments) essential in supporting rigor in the classroom. By increasing rigor, our goal is to have students demonstrate a deeper understanding of the Florida Standards. Data from classroom walkthroughs indicate that teachers are displaying essential questions with fidelity. Using Essential Questions that reflect rigor and lead to higher level learning of the Florida Standards is where the difficulty resides.After reviewing the 2014 FCAT results, examining our Annual Measurable Outcomes, listening to discussions in our weekly Professional Learning Team meetings and Multi-tiered Support System meetings a pattern seems to emerge. Lewis Carroll students appear to excel in reading. Our Lewis Carroll motto is: “As good we are, we can always get better.” With that said, we would like to focus on moving our students toward the Level 4 and 5 range in Reading. Math and Science continue to be a weaker academic area at Lewis Carroll. We will intensify our focus in both of these areas. Our expectation is that Lewis Carroll students will improve in meeting High Standard scores in both Math and Science.Lewis Carroll has also had a difficult time closing the achievement gap of our lowest quartile students. Students with disabilities and economically disadvantaged students encompass the majority of our lowest quartile students.

Community Involvement From our client survey it appears that the majority of parents are confident that we are meeting the needs of their children. Parents feel well informed and highly satisfied with the quality of the school and their child’s education. In addition to this, they also feel that students are well prepared with the 21st century skills. Although 78% of parents rated our practical use of technology as excellent or good, our parents still would like more technology equipment purchased and more technology education. This seems to be an on-going concern from year to year. With the precarious budget, it is difficult to meet this need. However, Lewis Carroll has a wonderful P.T.O who has taken this need seriously. The P.T.O has many fund-raisers planned to help raise funds for technology. Our technology committee continues to involve parents and students with computer technology as they focus on acquiring more equipment and enhancing computer education. Lewis Carroll parents are an intricate part of our success. They logged in 22,750 volunteer hours in 2014. Due to the support of community and parents, we continue to be a high achieving school.

Analysis of Current Practice: (How do we currently conduct business?)


Grade level teams, the Response to Intervention team, the Exceptional Education team, and the Activity Teacher team met weekly to review student achievement across the curriculum. Professional Learning Teams (PLTs) focused on tracking student academic progress. In addition, teachers collaboratively created lesson plans which included essential questions across all content areas. Lewis Carroll teachers will continue to implement the agreed upon collaborative commitments with fidelity to meet the new challenge of the Florida State Standards.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)According to Dr. Max Thompson, Project Director of the Learning-Focused Schools Model research, exemplary schools employ research and evidence based practices. Implementing these practices have proven to move schools to exemplary status. After reviewing our student performance data and discussing in teacher and administrative teams, we determined that researched proven strategies needed to be used with fidelity to not only increase rigor, but to increase student performance. In Barbara Blackburn’s book titled Rigor is NOT a Four-Letter Word, research indicates creating a rigorous classroom improves student achievement. She reports that it is essential for teachers to ask higher level questions in creating rigor. Equally important is how teachers respond to students’ answers by probing and engaging students in explaining, reasoning, and problem solving. Another factor supporting rigor in the classroom is providing scaffolding in lessons. Scaffolding strategies include summarizing, asking guiding questions and using writing to explain and defend. Student engagement is an integral piece in the entire process of achieving rigor in the classroom. It is the common thread that weaves the research-based strategies into the “tapestry of rigor.” At Lewis Carroll, we plan to support teachers with the strategies to support and facilitate Standards-based lesson planning. Teachers will collaboratively plan lessons that reflect rigor and student engagement. Since rigor is the conduit in creating an environment in which each student is expected to learn at high levels, we are planning on rigor as a focus to improve student learning and the strategies that support rigorous classrooms. We will continue to build upon last year’s focus - collaboratively creating lesson plans which include higher order questions across all content areas.

CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Prevention Programs

Language Arts

Social Studies

Arts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)Final Version 8.12.14

We will increase the effectiveness of school-wide instruction by teachers collaboratively creating lesson plans that include opportunities for students to demonstrate rigor and a deeper understanding of the Florida Standards.

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

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1. Maximize time for teacher collaboration and planning.

a. Teachers schedule deliberate collaborative planning sessions each week.

Administration On-going $0 PLT notes and agendas

b. Create task assignments in lesson development.

Teachers Professional Learning Teams

Teachers schedule weekly meetings

$0 PLT notes and agendas

c. Use Monday Memo instead of faculty meetings for sharing school related information.

AdministrationTeachers

On-going Copier paper costs

Teachers notes and reports

d. Administration participates in a Teacher Leadership meeting to develop an exemplar for a standards-based lesson plan demonstrating opportunities for rigor.e. Provide subs for Teacher Leaders to work with grade levels on planning lessons with rigor to create an exemplar during PLT’s.

AdministrationTeachersTeacher Leaders

1st Semester Substitute costs Lesson plans

f. Administration and Reading Coach and Math Contact collaborate in analyzing data and planning once a

AdministrationTeachersReading Coach

On-going $0 Data


month during PLT’s.2. Building knowledge of how to increase rigor in the classroom.

a. Conduct a student baseline survey to see if students feel that rigor helps them learn.


October Copier and paper costs

Survey and results

b. Conduct a teacher baseline survey on how prepared teachers feel in creating rigorous lessons.

AdministratorsTeachers

September Copier and Paper Costs

Survey and results

c. Use Monday Faculty Meetings and Early Release PD days for training on Rigor and what the Classroom Walkthroughs will be focused on.


On-going $0 Faculty agendas

d. After Professional Development takes place, look for specific elements in the classroom during classroom walkthroughs and observations.

Administration October - May $0 Classroom walkthrough data and observation notes

e. Administration coaches and offers specific feedback after classroom walkthroughs and observations.

Administration October - May $0 Conference notes

f. Peer teachers offer feedback after observations.


On-going $0 Coaching notes and teacher goal setting.

g. Teachers read articles on Rigor. Teachers share and make comments via a Blog.


October - March

Copy and paper costs

Blog comments

h. Teacher Leaders facilitate a bimonthly book club – Rigor is Not a Four Letter Word by Barbara Blackburn

AdministrationTeacher LeaderTeachers

Tuesdays $960 Book Club Notes

i. Conduct a teacher end of the year survey to see how prepared they feel

AdministratorsTeachers

April Copy and paper costs

Survey results


to teach the Florida Standards with rigor.

3. Parents need to increase their knowledge of the new Florida Standards in order to support learning.

a. Hold an informational Math Parent Night to help parents understand the new Florida Mathematics Standards.

AdministrationTeachersParents

1st Semester Copier and Paper Costs

Parent participation and feedback

b. Contingent upon the previous Parent Night participation, we will hold another informational Math or ELA Parent Night to help parents further understand the new Florida Mathematics and/or Language Arts Standards.

AdministrationTeachersParents

2nd Semester Copier and Paper Costs

Parent participation and 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 throughout the school) Teachers will be able to prepare Florida Standard lessons using strategies that support rigor and high levels of learning within the classroom. Teachers will continue using an essential question about the content that provides a view of the “Big Picture” and enables students to make connections. The essential question will be written in student language and meant to be answered by students at the end of the lesson. Teachers will work in deliberate planning groups each week and complete standards-based lessons including essential questions and research-based strategies that support high levels of learning that include: higher level questions, summarization, student led activities, evidence based reasoning and writing, and enriched vocabulary. Last year’s classroom walkthrough data indicated that approximately 48 percent of teachers demonstrated teaching with rigor in the classroom. By May 2015, 75 percent of teachers will


demonstrate teaching with rigor in the classroom evidenced by classroom observations using a data collection chart which will include the following indicators: higher order questioning, student led activities, student engagement, and rigorous curriculum.

Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)In order to determine and track student achievement quantitatively, grade level district assessments will be monitored during the year to track student academic progress. At the quarterly Data PLT meetings, teachers and administrators chose to use BELAA, FAIR and District Assessments to monitor student progress. The teachers felt these assessments would be the best indicator of student success monitoring the mastery of the Florida Standards.From creating rigor in the classroom, deliberate collaborative planning, and guided conversations and coaching, we seek to improve student achievement. By May 2015, the goal is for Lewis Carroll students to increase academic performance by three percent as compared to initial baseline mandated District assessments. Lewis Carroll will improve its academic performance by increasing our school ranking of elementary schools by two percent in the state as indicated by the Spring Florida Standards Assessments.

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

For the following areas, please write a brief narrative that includes the data for the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2014-2015. Instructions and support are provided in each section to assist with what data you may include. The instructions are intended to be a guide and may be deleted from each cell to allow for appropriate typing space.

MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI Lewis Carroll Elementary School has a very successful multi-tiered System of Supports (MTSS). The staff has been trained on the process and procedures for working through the intervention process. Most recently, we have invited District personnel to inservice our staff and keep them up to date on the MTSS process. Parents have received information as they have entered into the process. Our guidance counselor is proactive in explaining procedures and the process to our parents. We have received much positive feedback from parents that have been a part of the process. We meet in Professional Learning


Teams each week. At these meetings we discuss student issues and concerns. We also deliberately plan research based curriculum, which includes differentiated instruction and information for direct academic grouping. Our Reading Coach is presenting biweekly to advise and guide the curriculum planning. Using this process we are able to assure tier one and tier two students are receiving research based appropriate curriculum. We have a very adept Guidance Counselor who meets with the teacher needing help with academic or behavioral intervention for a student. The Guidance Counselor supports the teacher through the process and sets up a future meeting with our MTSS team to see how that progress is going and plan the next step. The RTI:B Database in Brevard Schools will hopefully be an excellent source of information to monitor school and student academic data and behavior data. This will allow us to track all three tiers of support. This will assist us in problem identification, and analysis, intervention development and progress monitoring.

PARENT AND FAMILY INVOLVEMENT: Lewis Carroll’s parent volunteers accrued 22,750 volunteer hours in 2014. According to the Client Survey, parents were very pleased with the many parent engagement opportunities offered during the school year. Seventy-three percent of surveyed parents attended informational meetings last year. Ninety-two percent of parents that attended the informational meetings or academic events said that the information was useful. Our parent meetings included: Science Fair meetings, Parent Book Nights, Quest meetings, Florida Problem Solving (FPS) team meetings, Winter Concert/ Art Show and Morning Mile. Other highly successful parent activities coordinated by our PTO to involve parents, teachers, and community include: Winterfest, Christmas Shop, and Mom’s Night Out. These activities help raise money to benefit our students’ education and personal welfare. This year we are planning a Running Club which will be run by teacher and parent volunteers. According to our Client Survey, a majority of our parents, almost 50%, would be more likely to attend School Clubs and Activities. Although we have been successful in involving many parents in our school activities, we have not been as successful in getting parents in the lowest performing quartile involved. For example, our Kindergarten Team usually holds a Kindergarten Math Night to help train parents how to engage their children in Math. Last year, Kindergarten parents indicated they were too busy to attend so the Math Night was cancelled. To meet this challenge, the Kindergarten teachers have planned to help train parents with Math by setting up Edmodo. Each parent will get an account and have access to a myriad of Math resources. According to the Client Survey, 98% of our parents have internet so we feel this would be a great way to involve parents. Our fifth grade team has also implemented parent involvement with the use of Edmodo and other applications. Parents feel they are more involved in their child’s education by having internet access to helpful curriculum resources. Although 78% of parents rated our practical use of technology as excellent or good, our parents still would like more technology equipment purchased and more technology education. Our technology committee will address this need and create opportunities to involve parents and students with computer technology.

STUDENT SURVEY RESULTS (Required):21 st Century Skills

The Lewis Carroll Student Survey findings show that most students feel successful in Final Version 8.12.14

learning the 21st Century skills at school. The survey indicated that 72 percent of students used teamwork often. Seventy-one percent of our students felt that they used effective communication often in school. Fifty-nine percent of students indicated they used organizational skills often.

The Lewis Carroll Student Survey findings this year show improvement in the practical use of technology. About 78% of students feel that they “sometimes or often” get to actively participate in technology. However, student comments have indicated that they would like to have the technology available on a daily basis instead of a weekly scheduled time. Student feedback indicates that having daily technology would be beneficial in all areas of the curriculum. Students are also indicating that they would like to have more iPads in the classroom. Most classes have one iPad that the teacher uses for centers. A few grade levels and the Music class have a class set of iPads.

Improving 21st Century Skills are an important part of the District Strategic Plan. At Lewis Carroll, we have been working diligently toward the goal of improving 21st Century Skills by acquiring more technology equipment. Many fundraisers have contributed to the purchase of technology. We have had a 5K Trek for Tech run; a Mom’s Night Out; and a Winterfest. In addition to this, a Boeing Grant was awarded to Lewis Carroll for the purchase of two printers and ink cartridges.

To address the ongoing need for technology, this year we are planning a Boosterthon where students will have the opportunity to run and help find sponsors to raise money for technology. We will continue to raise money from various fundraisers to help with purchasing equipment. Besides providing additional funds, the staff at Lewis Carroll has been proactive in teaching 21st Century Skills. Most recently, we have added a third computer lab which will enable more classes to be scheduled. Beginning in Kindergarten, teachers are integrating 21st Century Skills within the curriculum.

Online SafetyThe Lewis Carroll Student Survey results that most students feel safe online. Seventy eight percent of students have never been cyber-bullied. There is a small percentage that say they feel that bullying is an issue. To address this concern, we have continued our online safety education in each Media class. Students participate by sharing concerns. Solutions and procedures are discussed. In addition to this, we have also been proactive in educating students about cyberbullying. Again, each class rotates through the Media Center over several class periods to learn how to handle cyberbullying. We have provided a “Speak Out” box where students can drop a note anonymously to indicate if they feel threatened. We also display posters about bullying. A hotline is posted for students or parents to call if they feel bullying has occurred. In addition to this, on the Lewis Carroll website, there are links to the District bullying policy, forms, and phone numbers to call for help.

School SafetyWe are a Dr. William Glasser Quality School. The philosophy of being a Quality School is relationships are the basis for student success. Teachers try to maintain strong positive relationships with their students and for the most part deal with day to day behavior


concerns in the classroom. When teachers send students to the office it is usually for what we refer to as “non-negotiable”. These behaviors are of a higher level such as bullying, threatening, or someone has been physically harmed. Six percent of our student population in 2013-2014 received an out of school suspension due to one of these infractions. Four percent of our student population has been referred to the office two or more times during the 2013-2014 school year. If a child is a chronic discipline concern and they have been to the office two times or more, we contact our Behavior Specialist and create a classroom behavior plan. We will track data from the plan. If the plan is not successful we will edit the plan and try other interventions. If the child is still having discipline concerns then the Behavior Analyst becomes more involved. Parents are always part of the intervention and kept apprised of the child’s progress.

One concerning piece of information gathered from the Student Survey was that fifteen percent of students felt that they had been threatened by another child. This is an improvement of last year’s results, but still an area of concern. The Lewis Carroll Student Survey results for school safety indicate that most students feel safe going to and from school; most students feel safe within their classroom; most students feel safe in their special activity classes. Students indicated that they felt most threatened by other students in the hallway. Many comments indicated while waiting in line out in the hall a student would say something unkind, derogatory, or threatening. We will definitely address this through our character training. We use Susan Kovalik’s LIFESKILLS AND Lifelong Guidelines Program to help educate our students. We also teach our students to communicate their feelings and to “speak up” and let an adult know if someone is unkind. We want all students to understand that threatening and being unkind is intolerable at Lewis Carroll Elementary.


Early Warning Systems (SB 850)

We are alert at Lewis Carroll to the many factors that contribute to a child’s success. That is why we have implemented an Early Warning System not only for our sixth graders, but for all students. The indicators of attendance below 90%, one or more suspensions, and Level 1 in Reading and/or Math are monitored closely. One other Early Warning indicator we have looked at is Reading Proficiency in our upcoming 3rd graders. We have used the FAIR Probability of Success, K-2 Reading Fluency and K-2 Final Passage scores to pinpoint these students. Our teachers have been instructed to be on the alert to any one of these indicators. Administration also monitors student data by using A3 and Performance Matters. We analyze specific student data beginning in kindergarten so that we may catch any problems early. Off-track students who are not proficient in reading and math are placed in an Academic Support Program for reading and/or math in grades 3 -6 during the year. Students meet for services either before, during, or after school.

The table below illustrates the Early Warning data compiled for the 2013-14 school year. When a student has two or more indicators, we convene at an MTSS meeting to discuss his or her progress.

Fill in BLANKS with Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Attendance <90

NA 22 29 19 16 18 20

1 or more ISS or OSS

NA 4 6 5 0 3 8

Level 1 in Reading or Math

NA NA NA NA 7 11 15

Course Failure in ELA or Math

6 1 0 0 0 0 0

3rd Graders not Proficient in Reading

NA NA NA 11 NA NA NA

Students exhibiting 2 or more indicators

NA 1 4 5 3 0 4


It is important that we intervene and plan positive behavior interventions with all stakeholders when a student is at risk. If a student gets close to the 9 days allowed absent under the Brevard Public Schools Attendance Policy, the teacher sends an Attendance Appeal Packet home to be completed. Lewis Carroll’s attendance rate last year was 95.8%. Excused absences were .89% and unexcused absences were at 3.3%. To encourage good attendance, teachers and staff are proactive in contacting parents. We try to help parents with any concerns, questions, or resources that they may need. Our goal is to increase their child’s attendance. When attendance is a concern then the Attendance Officer is notified and the parents are invited to an attendance meeting.

When a student has two or more Early Warning indicators, we convene at an MTSS meeting to discuss his or her progress. All stakeholders brainstorm academic and behavioral solutions for students. Teachers implement strategies and collect data on off-track students. Our Reading Coach plays an integral part in this process by helping teachers monitor progress, collect data, and implement interventions. If students are in risk of being retained it is a mandate at Lewis Carroll that the student at risk has been discussed at a MTSS meeting. We want to make sure we have tried all interventions necessary before retention. After interventions have been exhausted sometimes students are still unable to meet the academic requirements and standards as pursuant to s. 1008.25 (4)(c), F.S. and are retained. Less than one percent of our student population was retained for not meeting the standards.

CTE/STEM:At Lewis Carroll, we try to provide our students with as many STEM opportunities as possible. Last year, our entire student body learned the scientific procedure in each of their classes. Each kindergarten through sixth grade class participated in a class project. In grades 3 -6, individual students took part in our yearly Science Fair. Grades 4-6 students volunteered for the Robotics club after school. Many of our field trips are planned with a STEM focus. Our fourth and sixth grade classes visit the Indian River Lagoon participating in activities such as seine netting and making oyster mats. Our sixth grade classes also participate in Space Week at Kennedy Space Center. Our Academic Support Program for Science focuses on STEM activities for students in Grade 5.

College and Career Readiness This section is required for secondary schools, per Sections 1003.413(2)(g),(h), and (j) and 1008.37(4), F.S. COLLEGE AND CAREER READINESS ( TO BE COMPLETED BY SECONDARY SCHOOLS) This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). 1. Describe the strategies the school uses to support college and career awareness.


2. Describe how the school integrates vocational and technical education programs. 3. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A-10.038, F.A.C. Incorporated by reference in Rule 6A-1.099811, F.A.C. (August 2013)

(TITLE 1 SCHOOLS ONLY)

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

Descriptions of Strategy Person Responsible Projected Completion Date

1.2.3.

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly effective. *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 effective

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

highly effective

ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN

Required Elements of a Title I Schoolwide Plan (SWP) /School

Check the area(s) where each element is

Additional information and references from Title I of the Elementary and


Improvement Plan (SIP)

(Section 1114 – Components of a Schoolwide Program)

addressed in the SIP. Secondary Education Act (ESEA):

1. Include data from comprehensive needs assessment of the school

__Rationale

Include academic achievement of students in relation to the state academic content and achievement standards. Be sure to include migrant, if applicable.

2. Provide opportunities for all children to meet state standards

__Analysis of Current

Practice

__Strategies

__MTSS

3. Utilize scientifically based strategies to strengthen the core academic program __ Analysis of Current

Practice

__Best Practice

__Strategies

Strategies, materials and programs that are research based are a required element of any objective.

4. Include additional strategies that increase the amount and quality of learning time __Strategies

__MTSS

__CTE/STEM

All schools are required to indicate what additional learning opportunities are made available during school, before and/or after school, and during summer, when applicable, and help provide enriched and accelerated curriculum.

5. Include strategies for meeting the educational needs of historically underserved subgroups, low-achieving, and at-risk students

__Strategies

__MTSS

__Early Warning

System

These may include counseling, pupil services, and mentoring services.

6. State the means of determining whether student needs in the above requirement (#5) are being met

__Strategies

Address how the school will determine the educational needs of historically underserved subgroups, low-achieving, and at-risk students


__MTSS

__Early Warning

System

are being met

7. Incorporate instruction by highly qualified teachers

__Highly Qualified

Teachers

All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified.

8. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals

__Best Practice __Strategies

__MTSS

Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement.

9. Include strategies to attract high quality, highly qualified teachers

__Highly Qualified

Teachers

Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers.

10. Include strategies to increase parent involvement

__Parental

Involvement

Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP.

11. Include strategies that assist preschool children in the transition from preschool to kindergarten

__Transition from

Preschool

Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school.

12. Include teachers in using student achievement data to plan the overall instructional program __ Analysis of Current

Practice

__Strategies

__MTSS

Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

13. Provide additional assistance for low-achieving students that shall

Every school is required to incorporate strategies on how they will address the needs


include measures to ensure that students’ difficulties are identified in a timely manner

__MTSS of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)).

14. Specify coordination with other federal, state, and local programs

__ Analysis of Current

Practice

__Best Practice

__MTSS

Schools should include any alignment to other state, federal and local programs that support the educational programs of the school such as violence prevention, nutrition programs, Early Childhood, and Head Start.

_________________ _________________________ __________

School Name Principal’s Signature Date


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