Brevard Public Schools Fairglen Elementary School
Brevard Public SchoolsFairglen ElementarySchool2019-20 School Improvement Plan
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPTable of ContentsSchool Demographics3Purpose and Outline of the SIP4School Information5Needs Assessment7Planning for Improvement12Title I Requirements16Budget to Support Goals18Last Modified: 12/4/2019https://www.floridacims.orgPage 2 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPFairglen Elementary School201 INDIAN TRL, Cocoa, FL hicsPrincipal: Catherine Murphy MStart Date for this Principal: 7/2/20182019-20 Status(per MSID File)ActiveSchool Type and Grades Served(per MSID File)Elementary SchoolPK-6Primary Service Type(per MSID File)K-12 General Education2018-19 Title I SchoolYes2018-19 EconomicallyDisadvantaged (FRL) Rate(as reported on Survey 3)100%2018-19 ESSA Subgroups Represented(subgroups with 10 or more students)(subgroups in orange are below the federal threshold)Black/African American StudentsEconomically Disadvantaged StudentsEnglish Language LearnersHispanic StudentsMultiracial StudentsStudents With DisabilitiesWhite StudentsSchool Grade2018-19: C2017-18: C2016-17: CSchool Grades History2015-16: C2014-15: C2013-14: C2019-20 School Improvement (SI) Information*SI RegionNortheastRegional Executive DirectorDustin SimsTurnaround Option/CycleYearSupport TierLast Modified: 12/4/2019NOT IN DAhttps://www.floridacims.orgPage 3 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPESSA StatusTS&I* As defined under Rule 6A-1.099811, Florida Administrative Code. For more information, clickhere.School Board ApprovalThis plan is pending approval by the Brevard County School Board.SIP AuthoritySection 1001.42(18), Florida Statutes, requires district school boards to annually approve andrequire implementation of a Schoolwide Improvement Plan (SIP) for each school in the districtthat has a school grade of D or F. This plan is also a requirement for Targeted Support andImprovement (TS&I) and Comprehensive Support and Improvement (CS&I) schools pursuant to1008.33 F.S. and the Every Student Succeeds Act (ESSA).To be designated as TS&I, a school must have one or more ESSA subgroup(s) with a FederalIndex below 41%. This plan shall be approved by the district. There are three ways a school canbe designated as CS&I:1. have a school grade of D or F2. have a graduation rate of 67% or lower3. have an overall Federal Index below 41%.For these schools, the SIP shall be approved by the district as well as the Bureau of SchoolImprovement.The Florida Department of Education (FDOE) SIP template meets all statutory and rulerequirements for traditional public schools and incorporates all components required for schoolsreceiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811,Florida Administrative Code, for all non-charter schools with a current grade of D or F, or agraduation rate 67% or less. Districts may opt to require a SIP using a template of its choosingfor schools that do not fit the aforementioned conditions. This document was prepared by schooland district leadership using the FDOE's school improvement planning web application located atwww.floridacims.org.Purpose and Outline of the SIPThe SIP is intended to be the primary artifact used by every school with stakeholders to reviewdata, set goals, create an action plan and monitor progress. The Florida Department of Educationencourages schools to use the SIP as a “living document” by continually updating, refining andusing the plan to guide their work throughout the year. This printed version represents the SIP asof the “Date Modified” listed in the footer.Last Modified: 12/4/2019https://www.floridacims.orgPage 4 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPPart I: School InformationSchool Mission and VisionProvide the school's mission statementWe, the students, staff, parents, and community of Fairglen Elementary, work together as ateam to provide a nurturing and safe environment that promotes academic and personalexcellence, encourages independent thinkers and inspires young minds to reach fullpotential. (Revised August, 2015)Provide the school's vision statementFairglen Elementary School’s vision is to develop well-rounded, productive and successfulcitizens by serving every student with excellence as the standard. (Revised August, 2015)School Leadership TeamMembershipIdentify the name, email address and position title for each member of the schoolleadership team:NameTitleMurphy,PrincipalCatherineJob Duties and ResponsibilitiesSchool Leadership Team, Monitoring progress monitoring, Datacollection, ESSA subgroup data identification and collection,instructional coaching, professional e data and intervention, professional development,instructional coaching, subgroup data monitoring, schoolleadership teamWalker,HollyTeacher,K-12Data collection, Title I Compliance, Parent and Familyinvolvement, data monitoring, school leadership team,mentoring, instructional coachingPagni,Gweninstructional coaching, professional development, schoolInstructionalleadesrhip team, data monitoring, intervention assistance andCoachdesignEarly Warning SystemsCurrent YearThe number of students by grade level that exhibit each early warningindicator listed:Last Modified: 12/4/2019https://www.floridacims.orgPage 5 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPGrade LevelIndicator12Number of students enrolled878784 93 77 90 114 0 0 0000632Attendance below 90 percent161615 16 10 14One or more suspensions03253Course failure in ELA or Math00004Level 1 on statewideassessment0004Referrals34567 8 9 10 11 12TotalK140 0 00001011090 0 000032100 0 0000531 41460 0 000012213 124 47 49 32 41330 0 0000339The number of students with two or more early warning indicators:Grade LevelIndicatorK 1 2 3 4Students with two or more indicators56 7 8 9 10 11 120 2 2 2 10 16 10 0 0 0000Total42The number of students identified as retainees:Grade LevelIndicatorK 1 234 5 6 7 8 9 10 11 12TotalRetained Students: Current Year4 9 4 12 0 0 0 0 0 000029Students retained two or more times0 0 0000400 3 1 0 0 0FTE units allocated to school (total number of teacher units)54Date this data was collected or last updatedWednesday 6/19/2019Prior Year - As ReportedThe number of students by grade level that exhibit each early warningindicator:IndicatorGrade LevelTotalAttendance below 90 percentOne or more suspensionsCourse failure in ELA or MathLevel 1 on statewide assessmentThe number of students with two or more early warning indicators:IndicatorGrade LevelTotalStudents with two or more indicatorsPrior Year - UpdatedThe number of students by grade level that exhibit each early warningindicator:Last Modified: 12/4/2019https://www.floridacims.orgPage 6 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPGrade LevelIndicatorKAttendance below 90 percent1234520 19 23 10 11 146 7 8 9 10 11 12Total80 0 0000105One or more suspensions546312880 0 000046Course failure in ELA or Math00006100 0 00007Level 1 on statewide assessment000042 45 32 0 0 0000119The number of students with two or more early warning indicators:Grade LevelIndicatorK 1 2 3 4 5 6 7 8 9 10 11 12Students with two or more indicators0 0 0 0 0 0 0 0 0 000Total0Part II: Needs Assessment/AnalysisSchool DataPlease note that the district and state averages shown here represent the averages for similarschool types (elementary, middle, high school, or combination schools).School Grade ComponentELA AchievementELA Learning GainsELA Lowest 25th PercentileMath AchievementMath Learning GainsMath Lowest 25th PercentileScience %49%57%State56%55%48%62%59%47%55%EWS Indicators as Input Earlier in the SurveyIndicatorNumber of students enrolledAttendance below 90 percentOne or more suspensionsCourse failure in ELA or MathLevel 1 on statewide assessmentReferralsGrade Level (prior year reported)K12345687 (0) 87 (0) 84 (0) 93 (0) 77 (0) 90 (0) 114 (0)16 () 16 () 15 () 16 () 10 () 14 () 14 ()0 ()3 (0) 2 (0) 5 (0) 3 (0) 10 (0) 9 (0)0 ()0 (0) 0 (0) 0 (0) 4 (0) 1 (0) 0 (0)0 ()0 (0) 0 (0) 4 (0) 31 (0) 41 (0) 46 (0)13 (0) 124 (0) 47 (0) 49 (0) 32 (0) 41 (0) 33 (0)Total632 (0)101 (0)32 (0)5 (0)122 (0)339 (0)Grade Level DataNOTE: This data is raw data and includes ALL students who tested at the school. This is notschool grade data.NOTE: An asterisk (*) in any cell indicates the data has been suppressed due to fewer than 10students tested, or all tested students scoring the same.Last Modified: 12/4/2019https://www.floridacims.orgPage 7 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPELAGradeYear0320192018Same Grade ComparisonCohort Comparison0420192018Same Grade ComparisonCohort Comparison0520192018Same Grade ComparisonCohort Comparison0620192018Same Grade ComparisonCohort me Grade ComparisonCohort Comparison0420192018Same Grade ComparisonCohort Comparison0520192018Same Grade ComparisonCohort Comparison0620192018Same Grade ComparisonCohort 92018Same Grade ComparisonCohort ComparisonLast Modified: te53%55%SchoolStateComparison-9%-9%Page 8 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPSubgroup Data2019 SCHOOL GRADE COMPONENTS BY SUBGROUPSELAMathGradC&CELA ELAMath MathSciSSMSSubgroupsLGLGRateAccelAch. LGAch.LGAch. Ach. Accel.L25%L25%2016-17 18 SCHOOL GRADE COMPONENTS BY SUBGROUPSELAMathGradC&CELA ELAMath MathSciSSMSSubgroupsLGLGRateAccelAch. LGAch.LGAch. Ach. Accel.L25%L25%2015-16 MUL33454436WHT46452949503648FRL39403145493743ESSA DataThis data has been updated for the 2018-19 school year as of 7/16/2019.ESSA Federal IndexESSA Category (TS&I or CS&I)TS&IOVERALL Federal Index – All Students49OVERALL Federal Index Below 41% All StudentsNOTotal Number of Subgroups Missing the TargetProgress of English Language Learners in Achieving English Language Proficiency358Total Points Earned for the Federal Index394Total Components for the Federal Index8Percent Tested99%Subgroup DataStudents With DisabilitiesFederal Index - Students With DisabilitiesStudents With Disabilities Subgroup Below 41% in the Current Year?Number of Consecutive Years Students With Disabilities Subgroup Below 32%Last Modified: 12/4/2019https://www.floridacims.org33YES0Page 9 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPEnglish Language LearnersFederal Index - English Language Learners45English Language Learners Subgroup Below 41% in the Current Year?NONumber of Consecutive Years English Language Learners Subgroup Below 32%0Asian StudentsFederal Index - Asian StudentsAsian Students Subgroup Below 41% in the Current Year?Number of Consecutive Years Asian Students Subgroup Below 32%N/A0Black/African American StudentsFederal Index - Black/African American StudentsBlack/African American Students Subgroup Below 41% in the Current Year?Number of Consecutive Years Black/African American Students Subgroup Below 32%34YES0Hispanic StudentsFederal Index - Hispanic Students33Hispanic Students Subgroup Below 41% in the Current Year?Number of Consecutive Years Hispanic Students Subgroup Below 32%YES0Multiracial StudentsFederal Index - Multiracial Students44Multiracial Students Subgroup Below 41% in the Current Year?NONumber of Consecutive Years Multiracial Students Subgroup Below 32%0Native American StudentsFederal Index - Native American StudentsNative American Students Subgroup Below 41% in the Current Year?Number of Consecutive Years Native American Students Subgroup Below 32%N/A0Pacific Islander StudentsFederal Index - Pacific Islander StudentsPacific Islander Students Subgroup Below 41% in the Current Year?Number of Consecutive Years Pacific Islander Students Subgroup Below 32%N/A0White StudentsFederal Index - White Students51White Students Subgroup Below 41% in the Current Year?NONumber of Consecutive Years White Students Subgroup Below 32%Last Modified: 12/4/2019https://www.floridacims.org0Page 10 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPEconomically Disadvantaged StudentsFederal Index - Economically Disadvantaged Students44Economically Disadvantaged Students Subgroup Below 41% in the Current Year?NONumber of Consecutive Years Economically Disadvantaged Students Subgroup Below32%0AnalysisData ReflectionAnswer the following reflection prompts after examining any/all relevant school datasources (see guide for examples for relevant data sources).Which data component showed the lowest performance? Explain thecontributing factor(s) to last year’s low performance and discuss any trendsOur data components that showed the lowest performance were achievement/proficiency ratings in Reading and Math. They are below the district and state averages.We have seen a declining trend in our school grade points for a significant number ofyears. Classroom instruction and student tasks were not aligned to Florida Standards anddid not meet the rigor or depth intended by the standards. Last year we worked onincreasing students' learning gains using data to make key decisions for instruction. Bycontinuing to increase our rigor and the alignment of our instruction we will continue toclose skill gaps and increase the number of students demonstrating proficiency.Which data component showed the greatest decline from the prior year?Explain the factor(s) that contributed to this declineMath achievement scores showed a 2 point decline last year. We focused a lot on literacywith professional development, grade level planning, and feedback conversations.Additionally, we did not implement one common curriculum in math. Some grade levelschose Pearson Envision, while others chose to implement Eureka. By not implementingEureka consistently students were exposed to a variety of models and methods creatingdisconnection. Teachers spent valuable time reteaching skills students already possessedin order to create consistency with the program they were utilizing. Student tasks werenot aligned to the depth and rigor of the standads.Which data component had the greatest gap when compared to the stateaverage? Explain the factor(s) that contributed to this gap and any trends3rd and 4th grade ELA and Math achievement data showed the greatest gap. 3rd gradeELA showed a -20% comparison to the school district. 3rd grade Math showed a -27%comparison to the school district. 4th grade ELA showed a -25% comparison to theschool district. 4th grade Math showed a -25% comparison to the school district. Lookingat cohort data and multiple year trend data, numerous 3rd graders show a significantdecrease from 3rd grade scores to 4th grade scores particularly in regards to ELA. Withthe introduction of the writing component in 4th grade, we feel as that is a contributingfactor. The lack of consistency in regards to math curriculum is also a contributing factor.Which data component showed the most improvement? What new actions didyour school take in this area?Last Modified: 12/4/2019https://www.floridacims.orgPage 11 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIPOur lowest 25% learning gains data in ELA showed the greatest improvement. Dataindicated that we had a large deficit in phonics in our primary grades. The students werelacking the skills to decode text making complex text extremely difficult. Readabilitybecame the barrier to comprehension. Text and task were not aligned to the rigor of thestandards. Last year we implemented iReady diagnostics and instruction for ELA. Theinformation gained from the diagnostic gave us intervention targets and groupings.Utilizing a district spreadsheet we were able to calculate how many points were neededfor each student to qualify for a learning gain. That information was utilized by teachersto gauge the level of intervention needed and plan for additional instruction in skilldeficits. We utilized classroom walkthroughs to provide teachers feedback on instructionrelated to ELA. Walkthrough data was based on Core Action 1 and 2 of the IPG tool. Byasking teachers to first put text in front of students on a consistent basis we beganmoving to a text rich environment. Through our grade-level meetings, we continued toexplore standards related to ELA and what our students should be demonstrating toshow mastery.Reflecting on the EWS data from Part I (D), identify one or two potential areasof concern? (see Guidance tab for additional information)Our EWS data indicates that attendance is an area of concern. Trend data indicatesstudents who struggle with attending school regularly in primary grades also struggleacademically and in regards to attendance as they progess to intermediate grades.Additionally our EWS data indicates we have high numbers of students who are scoringlevel 1 on our state assessments. As we continue to work towards our improvementgoals we are anticipating a decrease on students scoring level 1.Rank your highest priorities (maximum of 5) for schoolwide improvement inthe upcoming school year1.2.3.4.5.ELA and Math AchievementScience AchievementStudents with DisabilitiesBehaviorAttendancePart III: Planning for ImprovementAreas of Focus:Last Modified: 12/4/2019https://www.floridacims.orgPage 12 of 18
Brevard - 1091 - Fairglen Elementary School - 2019-20 SIP#1TitleStudent Acheivement in ELA and MathRationaleFor the past three years the percentage of our students scoring 3 or aboveon ELA and Math Florida Standards Assessment has been below the districtand state averages. Additaionally they have shown little to no growth (ELA46%, 43%, 45%) (Math- 52%, 47%, 45%).State themeasureable ELA proficiency will increase from 45% to 50%. Math proficiency will increaseoutcome the from 45% t0 50%. These increases will bring us closer to the district andschool plans state percentages.to ine Murphy StrategyIncreased focus on text-based writing with complex text. Development of aschool-wide writing plan and implementing targeted lessons based on datafrom WriteScore, paid for by Title I, will decrease students' deficits in writingand increase proficiency. Consistent implementation of an evidence-basedmath program, Eureka, will assist with aligning instruction and task withstandards and decrease fragmented skills.RationaleforEvidencebasedStrategyPreviously our teachers utilized a variety of curriculum supports to teachmath. The variance in programming caused inconsistencies with instruction.Incorperating writing into all content areas will increase the rigor ofquestioning, especially when accompanied with complex text. Utilizing textbased writing will provide opportunity for students to engage in rigoroustasks aligned to our standards. Development of a writing plan school-widewill allow for carry over of skills from grade level to grade level.Action StepDescriptionLast Modified: 12/4/20191. Through grade level meetings, teams will provide input into school-widewriting structure. School leadership team will take input and develop awriting structure (acr
of the “Date Modified” listed in the footer. Brevard - 1091 - Fairglen Elementary School - 2019-20 SIP Last Modified: 12/4/2019 https://www.floridacims.org Page4of18. Part I: School Information School Mission and Vision . Brevard - 1091 - Fairglen Elementary School - 2019-20 SIP .
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2017-18 DA Category and Statuses for Mims Elementary School DA Region and RED DA Category and Turnaround Status Northeast - Wayne Green Targeted Support & Improvement - N/A Brevard - 0101 - Mims Elementary School - 2017-18 SIP Mims Elementary School Last Modified: 11/29/2017 Page 5 https://www.floridacims.org
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