Brevard County Public Schools School Improvement Plan 2013-2014 RATIONALE Continuous Improvement Process – Data Analysis from multiple data sources: 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?) Considerations/Examples: What are the areas of success? Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation? FCAT Results (2011-2013) Utilizing 2013 School Grade and FCAT 2.0 data MILA students and teachers demonstrated the most success on the science proficiency rate (+17%) and percentage of lowest 25% making learning gains in math (+8%). The learning gains for the lowest 25% in reading and math have continued to increase in reading over the past three years. The school decreased the overall grade points from 479 points to 452, a decrease of 27 points. Reading proficiency declined 2%, and math proficiency declined 5%. Writing proficiency showed the greatest decrease, declining 46%. It should be noted that the required score for proficiency target on FCAT 2013 increased from 3.0 to 3.5. Had the required score remained the same, our students would have scored similarly to the previous year and MILA would have earned the school grade of a B. During preplanning, our teachers examined 2013 FCAT 2.0 scores by school, level and class. The instructional analysis worksheet was completed using three years of FCAT data for each grade level. Below is a snapshot utilizing the Instructional Analysis tool for 2013 reading and math scores, it was determined that the majority of our student proficiency levels fall within the following:
Brevard County Public Schools School Improvement Plan 2013-2014 RATIONALE – Continuous Improvement Process Data Analysis from multiple data sources: 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?) Considerations/Examples: What are the areas of success? Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation? FCAT Results (2011-2013) Utilizing 2013 School Grade and FCAT 2.0 data MILA students and teachers demonstrated the most success on the science proficiency rate (+17%) and percentage of lowest 25% making learning gains in math (+8%). The learning gains for the lowest 25% in reading and math have continued to increase in reading over the past three years. The school decreased the overall grade points from 479 points to 452, a decrease of 27 points. Reading proficiency declined 2%, and math proficiency declined 5%. Writing proficiency showed the greatest decrease, declining 46%. It should be noted that the required score for proficiency target on FCAT 2013 increased from 3.0 to 3.5. Had the required score remained the same, our students would have scored similarly to the previous year and MILA would have earned the school grade of a B. During preplanning, our teachers examined 2013 FCAT 2.0 scores by school, level and class. The instructional analysis worksheet was completed using three years of FCAT data for each grade level. Below is a snapshot utilizing the Instructional Analysis tool for 2013 reading and math scores, it was determined that the majority of our student proficiency levels fall within the following:
MILA.docx