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 - 591 pts
2016-17:
B – 535 pts
2015-16:
B – 539 pts
Mission Statement:
To serve every student at MIHS with excellence as the standard, Island Style.
Vision Statement:
Empowering students to be positive and productive contributors to society through rigor, relevance, and relationships.
Stakeholder Involvement in School Improvement Planning:
Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.
Merritt Island High School has a unique advantage in that the majority students who live on Merritt Island are zoned for Merritt Island High School. Our parents and community are supportive and involved in the daily operations of the school; therefore, we are in constant communication with all stakeholders throughout the year. Formal meetings, faculty meetings, small group collaboration meetings, department meetings, leadership team meetings, department chair meetings, School Advisory Council meetings, and parent conferences are held on a regular scheduled basis to collaborate and discuss the school mission and vision to focus on school improvement and student achievement.
Teacher leaders—Department Contacts, PLT Coordinators, Literacy Coach—as well as multiple other teachers provide input and data needed for the School Improvement Plan. Additionally, parent and community involvement and input is encouraged through SAC meetings.
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
Ms. Sherri Bowman
Mr. James Rehmer
Merritt Island High School
Ms. Abby Saul
Dr. Mark Mullins Dr. Stephanie Soliven
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 re
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?
Successful Practices
:In 2017-2018 the SIP goal focused on the strategic implementation and embedding of standard-based instruction and questioning that reflected the depth of the standard. 85.9% of teachers with 3+ years of experience and 42.8% of the six new teachers with 0-2 years’ experience, scored distinguished on Dimension 1, Element 1 of the IPPAS Appraisal, “Learning goals and objectives are consistently clear…tasks and content reflect the full intent of the grade level content standards.
In addition, according to the 2018 Insight Survey, four areas demonstrated extensive growth from the previous year.
These areas were:
71% to 77% - “I am satisfied with the support I received at my school for instructional planning.”
75% to 82% - “I have ready access to content experts with deep subject-area knowledge to support my instructional planning.”
81% to 89% - “Professional development at my school is well planned and facilitated.”
43% to 68% - “My school has dedicated time for teachers to analyze interim assessment data and/or student work and to plan for future instruction and intervention based on student performance.”
Opportunities for Growth:
Through observations and evaluation, many of our teachers implement questions within their instruction however, the questions and instruction do not always reflect the depth of the standard. In addition, classroom assessments and activities did not always reflect the rigor nor depth of the standard. This lack of rigor was reflected in that the same 85.94% of teachers with 3+ years of experience who scored distinguished on Dimension 1, Element 1, only 67.19%
scored distinguished on Dimension 1, Element 3 “…high quality tasks, questions, or assessments are designed to
…reflect the depth of the standard.” Only 40.5% of teachers with 0-2 years of experience scored distinguished in Dimension 1, Element 3. In addition, on Dimension 3, Element 2, “employs higher order questions”, only 43.75% of 3+
years experienced teachers scored distinguished and 0% of 0-2 years experienced teachers scored distinguished.
According to the 2018 Insight Survey, MIHS showed an increase from 75% to 86% in the area of “my school implements a rigorous academic curriculum.” Even though there is an increase in the Insight Survey, there still remains a need to grow in the implementation of rigor throughout our instruction. According to our Spring 2018 student panel, many of the students vocalized the need for more rigor within our classroom instruction, class work, and assessments.
What are the areas of successful student achievement and what data shows evidence of improvements?
What are the concerns with student achievement? Provide data to support concerns.
Successes:
• The percentage of students who scored a 3 or greater on the Math FSA increased from 43% to 47%.
• The percentage of students who scored a 3 or greater on in Science increased from 64% to 68%.
• The percentage of students who scored a 3 or greater on in Social Studies increased from 67% to 75%.
• The percentage of lowest 25% students of students making learning gains in reading increased from 36% to 44%.
• The percentage of lowest 25% students of students making learning gains in math increased from 23% to 41%.
• The percentage of students who made learning gains in reading increased from 49% to 53%.
• The percentage of students who made learning gains in math increased from 32% to 44%.
Opportunities for Growth:
• The percentage of students who scored a 3 or greater on the ELA FSA dropped from 64% to 63%. (-1%)
• The percentage of 9th grade students who scored a 3 or greater on ELA FSA dropped from 67% to 59%.
• Our percentage of students who passed the industry certification test dropped from 85% to 81%.
• Our graduation rate dropped from 90.9% to 88%.
• The gap between 9th grade white and black students who scored a 3 or greater on ELA FSA was 27 percentage points.
• The gap between 10th grade white and black students who scored a 3 or greater on ELA FSA was 28.4 percentage points.
% AT LEVEL 3+ LEARNING GAINS
GRADE READING MATH SCIENCE SOCIAL
STUDIES READING MATH
Lowest 25%- READING
Lowest 25%- MATH
Points Earned GRADE
2017 B 64 43 64 67 49 32 36 23 535
2018 B 63 47 68 75 53 44 44 41 591
Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps.
As a result of our efforts we saw a significant increase in our students’ achievements in high-stakes testing, as the previous years’ focus was to increase the rigor in our professional practice and focus on implementation on questions that reflect the depth of the standard. We will continue the focus on standard-based lessons, quality assessments, and providing all students with challenging, engaging instruction, as well as differentiated classrooms. In addition, we will also add emphasis and focus on monthly collaboration of small groups in order to analyze and reflect on instructional practices, building relationships, and development of the mindset that all students can learn.
School-Based Goal:
What can be done to improve instructional effectiveness?Through the implementation of small group collaboration with a focus on standards-based instruction to the depth and intent of the standard and strategic cohort progress monitoring, as well as embedding social emotional goals of academic mastery/success, building stronger relationships, and believing that all students can learn and succeed, our students will be able to demonstrate mastery of standards on both classroom and high stakes assessments as well as experience success in achieving their academic and college and career readiness goals.
Strategies:
Small number of action oriented staff performance objectives.Barrier Action Steps to
Overcome Barrier Person
Responsible Timetable In-Process Measure Inexperience on
how to effectively utilize small group collaboration to improve and analyze instructional practices.
1. Develop a flexible and focused Professional development plan for the year.
2. Schedule a PDD/Collaborative planning day per department.
3. Utilize District Resource teachers to work on
common
goals/assessments with in the subject areas.
4. Teachers will collaborate within small groups to share instructional strategies and successes.
5. Departments will share with the faculty about their journey in
implementation of common
assessments that reflect the rigor of the standards.
6. Review of early warning indicators
1. Administration
2. Department Chairpersons 3. Substitute Coordinator
4. Teachers
On-going 1.Professional development plan
2. Guided discussion questions and implementation questions to be turned in to the administrator.
3. Early Warning
Indicator plan on
how to identify and
monitor their
students.
EVALUATION – Outcome Measures and Reflection-
begin with the end in mind. 4
Qualitative and Quantitative Professional Practice Outcomes:
Measures the level of implementation of professional practices throughout your school.By the end of the 2018-2019 school year, an average percentage of 3+ and 0-2 years experienced teachers receiving distinguished on the IPPAS Dimension1, Element 1 will increase from 64.5% to 71%.
In addition, an average percentage of 3+ and 0-2 years experienced teachers receiving a distinguished on the IPPAS Dimension 1, Element 3 will increase from 40.5% to 57%.
Finally, an average percentage of 3+ and 0-2 years experienced teachers receiving a distinguished on IPPAS Dimension 3, Element 2 will increase from 21.8% to 34%.
Administrative observations and feedback will be the tools used to measure progress throughout the year.
In addition, we will demonstrate a growth of 5% on the Insight Survey in the areas of:
-Receiving support for instructional planning. (2% below District average)
-Teachers tracking the performance of their students towards measurable goals. (5% below District average)
-Teachers having a dedicated time to analyze data and/or student work and plan instruction and interventions based on student performance. (3% below District average)
-Implementation of a rigorous academic curriculum. (2% below District average)
Qualitative and Quantitative Student Achievement Outcomes:
By the end of the 2018-2019 school year, MIHS will increase the number of students who make a learning gain in the lowest 25th percentile of Math from 41% to 51% and from 44% to 54% in the number of students who make a learning gain in the lowest 25th percentile in reading.
In addition, by the end of the 2018-2019 school year, Merritt Island HS will also increase the percentage of students that score a 3 or higher in MESH high stakes tests by 5 percentage points. In addition, the achievement gap between 9th and 10th grade white and black students on the ELA FSA will decrease by 5 percentage points.
Student engagement and responses to complex, standards-based questions through informal teacher observation, written assessments, and feedback will be the tools used to measure progress throughout the year.
Part 2: Support Systems for Student Achievement (Federal, State, and District Mandates)
For the following areas, please write a brief narrative that includes the data from the year 2017-18 and a description of changes you intend to incorporate to improve the data for the year 2018-19.
MTSS & EARLY WARNING
SYSTEMS Please complete 1 – 4.
Describe your school’s data-based problem-solving process and school-based structures in place to address MTSS implementation.
Merritt Island High School follows district-directed procedures and processes as related to MTSS implementation.
Tier 1 services are provided to all students through core instruction in MESH and elective classrooms.
Tier 2 services are provided through Intensive Language Arts classes, Algebra 1A/1B classes, and ESE
push-in and pull-out staff and the Literacy Coach. These services are provided for all students needing support.
Tier 3 services are provided after IPST team meetings have determined the proper interventions. These
interventions are provided for all students in need of support through Tier 3 interventions. The interventions are provided by a variety of credentialed faculty, including intensive reading and math teachers and/or ESE
push-in/pull-out staff.
1. List below who monitors the Early Warning System and how often.
All teachers, administration, and guidance staff at Merritt Island have been trained to monitor the BPS-provided Performance Matters application to assist in making decisions related to academic and behavioral issues – especially as it relates to Early Warning Indicators. As well, the MTSS/RTI facilitator, the Literacy Coach, and the ESE lead teacher monitor EWS indicators for specific students when they have been placed by IPST in a Tier 3 intervention.
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 7 8 9 10 11 12 Total
Attendance <90
33 50 34 2 1191 or more ISS or OSS
27 27 21 12 87Level 1 in ELA OR Math
59 48 28 12 147Course Failure in ELA OR Math
18 24 22 0 64Students exhibiting 2 or more
indicators
31 48 36 12 1272. 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).
Merritt Island HS implements weekly progress monitoring as well as individual behavior plans and behavior contracts. In addition, Remedial and Credit Recovery classes are utilized as interventions, along with counseling and psychological testing. All these strategies, including IPST meetings, are implemented to intervene and improve students’ academic performance.
Based upon our BPIE Assessment and Plan, priority was given to better support the ESE student which includes the following:
-Strategic Cohort Mentoring
PARENT AND FAMILY ENGAGEMENT: (Parent Survey Data must be referenced) Title I Schools may
use the Parent and Family Engagement Plan to meet the requirements of this section.Consider the level of family and community involvement at your school and 2017 parent survey data collected. Respond to the following questions. What are strengths and how will they be sustained?
What are areas of weaknesses and how will they be addressed?
Merritt Island HS has always been heavily supported by its parents, community members, and business partners. From our music programs, to academics and athletics, to volunteering with clerical support, Merritt Island High School involves its parents and community members in all aspects. Our goal is to maintain the number of volunteer hours this school year at 6096 hours. This was an increase from 3,768 in 2017. In addition, we want to increase our parent participation in the Parent Survey. In 2018 we had 232 parents respond which was an increase from 2017 at 166 parents. In 2018, we would like to have a minimum of 300 parents respond which would be 20% of our parent population. In 2018, parents were pleased with the weekly Edline automated postings by our Technology Specialists, commenting that this was one of the primary methods of receiving information.
The parent survey continued to show the desire of parents for more information on colleges and college preparation.
Merritt Island HS is continuing to reach out to parents with parent nights that inform both students and parents about Bright Futures, FAFSA, college opportunities, and college readiness programs here at MIHS. In addition, we are continuing to expand the many methods in which we reach out to parents in order to keep them informed. We are continuing to use a Facebook page for MIHS families, we will continue to post to our website pertinent information, and we will continue to utilize outreach calls and text messages. All these methods were mentioned as the preferred methods parents would like to receive information.
STUDENT TRANSITION AND READINESS
1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).
Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another. (Example: 6th to 7th grade; 8th to 9th grade)
Prior to the beginning of the school year, Merritt Island HS provides a Mustang Round Up which is to assist the incoming 9th grade students to acclimate to the new high school setting. This year we had 250 students out of 350 students attend. All 9th grade students take a Career and Research Course. This course helps students transition to the high school environment and curriculum as well as assist students to focus on their academic path.
In addition, a College and Career night is provided for students to enhance preparation for college readiness or career readiness. Also, students attend a session with a counselor to complete Bright Futures Applications and Free Application for Federal Student Aid. Parents are invited to attend this evening session with their student.
Also, MIHS provides the opportunity for parents and students to attend an “AP Showcase and MIHS Showcase”
night. During these events parents and students are informed about the variety of programs and advanced educational opportunities offered here at Merritt Island High School. In addition, the promotions committee will be creating opportunities to further promote MIHS’s programs to both rising 9th graders as well as to 6th grade parents.
2. COLLEGE AND CAREER READINESS This section is required for schools with 9, 10, 11 or 12. This section meets the requirements of Sections 20 U.S.C. § 6314(b).
Describe the strategies the school uses to support college and career awareness, which may include establishing partnerships with business, industry or community organizations.
At Merritt Island High School, our goal is to ensure that every student graduates with the preparation and ability to continue their education at the post-secondary level or enter the workforce. We encourage all students to take rigorous courses and vocational courses, not one or the other. The amount of exposure our students are able to have over the course of four years allows them the opportunity to explore careers and prepare themselves academically for challenging coursework at the college and university level. In addition, 14 of our students were able to graduate as a result of earning a CTE certification.
AP classes and dual enrollment provide students with increased opportunities to earn college credits as well as college level experience. In 2017-2018, there were 322 students enrolled in 22 AP classes. In 2018-2019 there are 522 students currently enrolled in 21 AP classes. In addition, in 2017-2018, Merritt Island HS had 13 students who were awarded an AP Diploma and 3 students who were awarded AP Capstone. Through Collegiate High School, in 2017-2018 we had 195 students dual enrolled at Eastern Florida State College. Of those 195 students in Collegiate High School, 27 of those students earned Associate of Arts Degrees. In 2018-2019, we currently have 176 students dual enrolled.
In addition, students are encouraged to perform community service. In 2016-2017, 206 students performed a cumulative total of 15,104 community service hours. In 2017-2018 we had 332 students performed a cumulative total of 34,964 community service hours.
Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs.
MIHS has three career CHOICE academies – FAME (Fine Art and Multi-Media Entertainment), the da Vinci Academy of Aerospace Technology, and HEAT (Hospitality, Entrepreneurship and Tourism). These academies promote internships and job shadowing. They are open to students from throughout Brevard County and are aligned with nationally-known organizations, such as Project-Lead-the-Way and the National Academy Foundation.
MIHS has six Career and Technical Education Labs where a variety of courses are offered, including:
Automotive Maintenance and Repair Engineering Technology
Early Childhood Education Foods and Nutrition
Marketing, Management, Entrepreneurship and Hospitality Web Development, Digital Design, and Multi-media
Finally, MIHS offers students a variety of Industry Certification Exams, including but not limited to:
AutoDesk Inventor Adobe Certified Associate Microsoft Office Specialist ASE Auto Maintenance Repair
Certified Food Production Manager (ServSafe)
Describe efforts the school has taken to integrate career and technical education with academic courses (e.g.
industrial biotechnology) to support student achievement.
In the academies, students attend classes in a cohort model. For instance, 9th grade students in the da Vinci Academy take four classes together and in sequence: Period 1- Careers, Period 2 – Introduction to Engineering, Period 3 – English I Honors, and Period 4 – Biology Honors. This is similar for all grade levels in all academies.
In addition, academy faculty work collaboratively to enhance lesson plans with inter-curricular activities and assignments. CTE and core academic faculty also work together to provide a cohesive and coherent learning environment that includes common lesson plans and student opportunities for career education.
Also, all 9th graders are scheduled into career/industry certification classes in order to prepare for career readiness.
Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( http://data.fldoe.org/readiness/). As required by section 1008.37(4), FL Statutes.
Every year, we take a survey of our graduating seniors as to their plans following graduation. The results for the class of 2018 are as follows:
University/college: 326 No response: 39 Military: 28 Technical School: 6
The guidance department provides Individualized Program of Study meetings with students and parents on a yearly basis through classroom visits, small groups, and individual face to face with students during their Junior and Senior years. Additionally, parents and students can make appointments to see the counselors at any time during the school year. These individualized meetings allow students and parents to make informal decisions about their course selection to ensure that it meets their goals following graduation. In addition, guidance counselors and administration are monitoring senior and junior students’ completion of graduation requirements every 4 1/2 weeks and notifying parents of deficiencies in student’s progress through phone call or mail.
