Leading and LearningBoard Workshop

September 2019

Every Student Gets Every Opportunity to Succeed

BPS

Demographics

September 2019

September 2019

Daily Attendance

Tracking

Tracking

Discipline Patterns

Grades 3-10Current Students – FSA ELA

3rd Grade

10th Grade

CPALMS

FSA Math TY 19

Current Students – FSA Math Grades 3-8

Current Students – Algebra EOC

Current

Students

Algebra EOC

By Grade

Current

Students

Algebra EOC

By Grade

Current Students – Geometry EOC

Current Students – Science Grades 5 and 8

Current

Students

Science

By Grade

Current

Students

Science

By Grade

Current Students – Biology EOC Grades 9-11

Current Students – Civics EOC Grade 7

Current Students – US History EOC Grades 10-11

https://edudata.fldoe.org/index.html

BPS

State

Two Years Ago

Last YearBPS

State

African American

Hispanic

Students with Disabilities

Economically Disadvantaged

African American

Hispanic

Students with Disabilities

Economically Disadvantaged

SY 18 SY 19

African American 46 - C 47.9 -C

Hispanic 57.4 -B 59.9 - B

Students with Disabilities

38 - D 41.54 - C

Economically Disadvantaged

53 - C 55.27 - B

District Grade by Subgroups

Priority School

Action Plan

Elementary Schools

Leading and

Learning

Action Plan

Watch List

2019 2018 2017 2016 2019 pts earned

2018 pts earned

Difference

Mims C C D C 289 311 -22

Creel C D B C 298 280 18

UP C C D C 302 300 2

Oak Park C C C C 305 301 4

Sabal C C B B 309 358 -49

Endeavour C D D D 324 254 70

Elementary Schools – Watch List

Highly supported 2019 2018 2017 2016 2019 pts earned

2018 pts earned

Difference

Palm Bay C C D D 335 322 13

Fairglen C C C C 336 294 42

Andersen C B B B 337 383 -46

Saturn C C C C 338 365 -27

Discovery C C C C 339 325 14

Coquina C C D C 341 322 19

Turner C C C C 343 321 22

Golfview C D D C 353 273 79

Elementary Schools – Highly Supported

Overall Goals:

Writing:

Zero Score on FSA

Plan of Action for Writing Piece

Teacher/instruction/ data trends

K-3 Small Group:

2-3rd- accelerate

Use frustration level/grade level with teacher

support

And fluency/phonics

Close Read with ATU/CIS/LDC

ELA Support Plan

T. Ely- Focus Data and subgroupsContinue work with checkout for early grades

Self–Selected Reading

C. Uttlinger- small group instruction with

vocabulary, content area and DBQ’sPBE

Turner

Endeavour

Cambridge

Andersen- Collaborate w/ ELA

J. Fraser-Oak Park- 4

th, 5

th

UP

Turner

Instructional Delivery

Riviera – 1st

J. Cockrell-Saturn- 3

rd

Golfview- 3rd

Coquina- 4th

, 5th

, 6th

Andersen- All ELA and targeted subgroup support

Mims- 5th

, 6th

P. Henning-Fairglen- 3

rd, 4

th& Write Score

Sabal- 3rd

, 6th

, 5th

Cambridge- 3, 4, and 6 with Anne

Creel- Writing with Anne

Holland- Learning Gains

D. WoodDiscovery- 6

th

U.P.

Turner- 3rd

, 5th

, 6th

All Lit Coaches

Reading Endorsement

H.Cwiklinski- K-2Golfview

Sabal

Creel

Saturn

Cambridge

L. Richards- K-2Mims

Oak Park

Coquina

Endeavour –K

Cambridge

Andersen

P. DeNino- K-2U.P.

Turner

Fairglen

PBE

Discovery- Touch base

Anne Skinner-Creel- Writing/Intervention

Endeavour- ELL/phonics

Mims- Grade Level Planning, Coaching Cycles, intervention

Cambridge- Grade Level Planning

Palm Bay Elem- work w/ Coach, Grade Level data, Grade

Level Planning

Oak Park- with D. Wood, MTSS

School Support School Support

Vision:

Using the Vision for Excellent Instruction as a foundation, we

will support schools with building the infrastructure for quality mathematics instruction that builds capacity and sustainability.

Description:

The focus will be on providing clarity of Eureka Math – what

does it look like at the beginning, middle, and end of a Eureka Math lesson.

Math Support Plan

Action Steps:

✓ Ensure that focus, coherence and rigor are at the forefront of instruction

✓ Support planning and implementing Eureka with fidelity

✓ Help teachers use data to drive their instruction

✓ Build capacity of teachers and coaches

✓ Debrief with teachers and administrators

✓ Model lessons as needed

✓ Assist teachers with scaffolding

Stages in teacher feedback:

✓ begin with all glows

✓ move to glows and grows

✓ provide feedback on successes as well as areas for improvement

Schools were designated as Priority or Monitoring Status for mathematics. The factors

considered included the number of years for which Eureka has been used and the

strength of the coach for those schools that have math coaches. The schools in these categories will remain fluid and change as necessary.

D. GardAndersenCoquina Endeavour Sabal

R. HaysGolfview Mims Palm Bay

S. DavisDiscovery FairglenOak Park Saturn University Park

L. Richards- primary gradesOak Park

P. DeNino- primary gradesFairglenSabal TurnerUniversity Park

Gard & Hays Creel Turner

School Support

What is an Instructional Review?

State of

School

Principal prepares and presents a brief State of the School and

the current Schoolwide Improvement Plan (SIP). This should

include an overview of ESSA data for subgroups at 41% or

below.

Share Mission and Vision.

Provide a brief synopsis of the Instructional Leadership

Team’s history. (This should include the start dates and

experience of each of the team members.)

List of professional learning planned for this school year.

Describe the structure of PLCs, common planning at the

school, including who is supporting.

Provide 2-4 “Look-Fors” that will be used to determine

the focus of the Learning Walks during the Instructional

Review. These look-fors should be connected to Areas

of Focus in the SIP.

Create Learning Walk Teams to visit classrooms based on the following criteria:

• Intermediate content area teachers.

• ESE self-contained teachers.

• Primary teachers in their first year of teaching.

• Teachers new to school/district.

• All teachers with a VAM less than Effective.

(Please limit each category to 5 teachers.)

Please email the Learning Walk Teams one week prior to the scheduled Instructional Review

to Janet Stephenson.

Identify any recent changes to student and/or teacher demographics at the school.

Identify any vacancies at the school.

Identify any vacancies at the school.

Date Location Time

9/10/19Dr. W.J. Creel Elementary 8:00 a.m. - 11:00 a.m.

Sabal Elementary 11:30 a.m. - 3:00 p.m.

9/13/19 Mims 8:00 a.m. - 11:00 a.m.

9/16/19Endeavour Elementary 8:00 a.m. - 11:00 a.m.

Saturn Elementary 11:30 a.m. - 3:00 p.m.

9/17/19 Oak Park 11:30a.m. - 3:00 p.m.

9/24/19Palm Bay Elementary 8:00 a.m. - 11:00 a.m.

University Park Elementary 11:30 a.m. - 3:00 p.m.

10/1/19Andersen Elementary 8:00 a.m. - 11:00 a.m.

Golfview Elementary 11:30 a.m. - 3:00 p.m.

10/7/19Turner Elementary 8:00 a.m. - 11:00 a.m.

Discovery Elementary 11:30 a.m. - 3:00 p.m.

10/15/19Fairglen Elementary 8:00 a.m. - 11:00 a.m.

Coquina Elementary 11:30 a.m. - 3:00 p.m.

10/21/19Oak Park Elementary 8:00 a.m. - 11:00 a.m.

Mims Elementary 11:30 a.m. - 3:00 p.m.

10/22/19Sabal Elementary 8:00 a.m. - 11:00 a.m.

Dr. W.J. Creel Elementary 11:30 a.m. - 3:00 p.m.

10/24/19 University Park Elementary 11:30 a.m. - 3:00 p.m.

10/28/19 Endeavour Elementary 8:00 a.m. - 11:00 a.m.

11/4/19Mims Elementary 8:00 a.m. - 11:00 a.m.

Oak Park Elementary 11:30 a.m. - 3:00 p.m.

Sample IR Schedule

Secondary Schools

Leading and

Learning

Action Plan

Priority Schools

Astronaut High SchoolMadison Middle SchoolCocoa High SchoolMcNair Middle SchoolStone Middle SchoolPalm Bay High School

Common Factors

Significant Populations of Underserved Students

Economic Challenges within the Community

Communities with Experience in Segregation

Under-Resourced

Under-Scheduling

Expectations for Student Achievement

Strengthen the Child

With schools that capitalize on collective efficacy, quality instructional materials, and engaging educational

experiences taught by exemplary teachers

1. Risk Ratio for Program Funding

2. Priority

1. Director monitoring of:

1. Academic Growth via - SIP, Progress Monitoring, and

Fidelity to Curriculum

2. Expenditures

3. Scheduling for Success

4. Classroom Walkthroughs and Teacher Feedback

5. Support from Resource Teachers to Teachers and

Administration

6. Task relief to Principals

2. Increased Academic Support Funding for Supplemental

Academic Instruction

3. Priority Access to Conferences and Training

The Work

STATE BOARD RULE 6A-1.094121 MENTAL AND EMOTIONAL HEALTH EDUCATION

School districts

must annually

provide a

minimum of five

(5) hours of

instruction to

students in

grades 6-12

related to youth

mental health

awareness.

Instruction for youth mental and

emotional health will advance each

year through developmentally

appropriate instruction and must

address, at a minimum, 10 specific

topics. Topics include but are not

limited to:

By December 1 of

each year, each

school district

must submit an

implementation

plan to the

commissioner and

post the plan on

the school district

website.

By July 1 of each

year, each

school district

must submit an

annual report

to the

commissioner.

• Recognition of signs and symptoms of mental

health disorders

• Mental health awareness and assistance

• How to reduce the stigma around mental

health disorders

• Strategies to develop healthy coping techniques

• Prevention of the abuse of and addiction to

alcohol, nicotine, and drugs

TEAMWORK MAKES THE DREAM WORK

Cross-functional committee:

❖Student services

❖Leading & Learning

❖BFT

Developing an implementation plan:

❖Meets the requirements of state board rule

❖Mindful of barriers including implementation with fidelity, teacher

comfort of subject matter, parent/community concerns, etc…

❖District will provide lessons that include video component and

facilitated discussion questions or activities to meet required

instructional component

❖Principals will submit a plan on the best ways to implement

within their school

❖District will provide guidance documents and resources to help

teachers if a student requires additional support or information

Appendix

• Understanding FSA Score Reports

• Standards Review Timeline

• Standards Review Complete Process

• District School Improvement Plan Site with Resources

• Elementary Leading and Learning

• Secondary Leading and Learning