Brevard Public Schools
School Improvement Plan
2016 - 2017
Name of School:
Asst. Supt. of Leading and Learning:
Dr. Laura Rhinehart
Andrew Jackson Middle School
Principal:
SAC Chairperson:
Mrs. Annetha Jones
Mrs. Amy Craddock
Superintendent: Dr. Desmond Blackburn
Mission Statement:
Andrew Jackson Middle School is committed to providing our students with an environment where students feel
supported, think critically, and make informed decisions as lifelong learners.
Vision Statement:
Andrew Jackson Middle School is committed to quality education that challenges and motivates our students to
reach their highest potential by being respectful, responsible, and prepared.
Stakeholder Involvement in School Improvement Planning:
Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.
All stakeholders are invited to visit Andrew Jackson Middle School in order to provide input towards the
development of the upcoming year’s School Improvement Plan. Each department meets to discuss the school’s
current practices and give input towards our school-based goal. The SIP is discussed and reviewed in detail at
SAC meetings, faculty meetings, department meetings, and other school events. Andrew Jackson Middle
School’s mission, vision, and school improvement plan is communicated to all stakeholders by being placed on
the school’s website and on a banner displayed in the front office. A hard copy of our School Improvement
Plan is available in the front office.
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Brevard Public Schools
School Improvement Plan
2016 - 2017
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
BPIE and EDI Insight Survey results within the rationale of your SIP.
What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with
professional practices and how are they revealed with data?
In looking at the results of this year’s EDI Insight Survey results, 76% of teachers feel that Andrew Jackson
Middle School is committed to improving instructional practices. This is up from 55% the previous year. Also,
70% of teachers feel that there is 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. This is up from just 27%
the previous year. Additionally, in the staff survey for accreditation during the 2015-2016 school year teachers
commented that what they liked best about Andrew Jackson Middle School was the collaboration and sense of
community among teachers, administrators, and students.
One area of concern noted in our EDI Insight Survey results was professional development. Only 55% of our
teachers felt that professional development opportunities at the school were well planned and facilitated. This is
down from 66% the previous year.
What are the areas of successful student achievements and what data shows evidence of improvements?
What are the concerns with student achievements and how are they revealed to the data?
One area of successful student achievement was on the Civics EOC exam. On the Civics EOC in 2014-2015,
Andrew Jackson Middle School ranked 6th out of 11 schools with a 70% pass rate. For the 2015-2016 school
year, Andrew Jackson Middle School ranked 2nd out of 11 schools with an 83% pass rate.
School
DeLaura
Jackson
Hoover
Jefferson
Central
Kennedy
Southwest
McNair
Stone
Madison
Johnson
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Percent Level 3 &
Higher 2016
92
83
78
77
76
75
71
71
64
60
57
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Andrew Jackson Middle School’s students also showed in increase in their performance on the Algebra I EOC.
For the 2014-2015 school year, AJMS ranked 6th out of 11 schools with an 87% pass rate. For the 2015-2016
school year, AJMS ranked 1st out of 11 schools with a 94% pass rate.
School
Jackson
Johnson
Madison
Kennedy
Hoover
DeLaura
McNair
Jefferson
Central
Stone
Southwest
Percent Level 3 &
Higher 2016
94
91
91
91
91
90
90
89
87
77
73
Andrew Jackson Middle School’s students also showed in increase in their performance on the 8th Grade State
Science Assessment. For the 2014-2015 school year, AJMS ranked 4th out of 11 schools with a 52% pass rate.
For the 2015-2016 school year, AJMS again ranked 4th out of 11 schools but increased to a 55% pass rate.
School
DeLaura
Jefferson
Hoover
Jackson
Kennedy
Central
McNair
Johnson
Southwest
Stone
Madison
Percent Level 3 &
Higher 2016
72
66
64
55
54
53
48
46
44
38
37
While AJMS showed success by increasing overall student achievement scores, there was one area of concern.
For the 2015-2016 school year, the percent of students making a learning gain in the lowest 25% was 42% for
ELA and only 38% for Math. This is one area where we are in need of improvement and we are working
diligently in ensure standards based instruction which should result in an improvement in this area. The lowest
25% students are identified and monitored through our MTTS and Early Warning Indicators procedures.
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Analysis of Current Practices:
Describe action steps that have become non-negotiable, things that you will continue doing.
Andrew Jackson Middle School uses data driven decision making to drive instructional practices.
Classroom teachers use higher order thinking (HOT) questions with every lesson/unit they teacher. Students
interact and respond to the higher order questions in a variety of ways throughout the lesson/unit. Most teachers
also post content specific standards on the board in addition to including them in their lesson plans so that the
students are aware of the learning objectives.
Andrew Jackson Middle School implements Tier 1 Positive Behavior Support (PBS) school wide. At the
beginning of the school year, teachers and staff review with the students the school wide expectation that
students are to be Respectful, Responsible, and Prepared. Students demonstrating these expectations are
rewarded with “Starbucks” throughout the year. A token economy has been established to pair incentives such
as Starbuck Mania celebrations, patio time, popcorn, and the Starbuck store with the earning of Starbucks.
All teachers use daily bell work that is aligned to Florida state standards. Science bell work is structured to align
with the standards assessed on the 8th grade State Science Assessment. Algebra I and Geometry bell work is
structured to align with the standards assessed on the Algebra I and Geometry EOC exams. AJMS additionally
utilizes periodic Bell Work Mini Assessments. These assessment results are analyzed, compared and tracked to
determine student growth and/or instructional weaknesses.
Students who scored a Level 1 or 2 on the 2015 Spring FSA ELA assessment are encouraged to be enrolled in
an intensive language arts class during the school day. These students are also invited to participate in our daily
Morning School Program which consists of tutoring sessions with teachers and computer based instruction from
programs such as Study Island.
Best Practice:
Based on research, as it relates to the data analysis above, what should be best practices in the class room?
Andrew Jackson Middle School will continue to base instructional decisions on curriculum,
instruction, and assessment. In an effort to support these components, the faculty at Andrew Jackson Middle
School will focus on how to prioritize standards by utilizing learning goals and higher order thinking
questions.
Prioritizing standards is a process that provides novice teachers with a “road map” with a detailed
structure and pace to follow, and experienced teachers with a flexible framework within which they apply
their expertise (Marzano, 2015). In order for teachers to be able to prioritize standards, the faculty at
Andrew Jackson Middle School will be given a set time to work collaboratively. During such set time,
teachers will have the opportunity to “deconstruct” standards, and continue to match the skills in the standard
to higher order thinking questions. By going through the process of “deconstructing” standards, teachers will
have a clear vision of what concepts students must know and what skills students must be able to do
(Ainsworth, 2007).
There is a clear connection between prioritizing standards and learning goals. Goals are the reason
classroom activities are designed, and without them classroom activities have no direction (Marzano, 2015).
Researchers Kracjcik, McNeill, and Reiser (2007) argued that effective teaching begins with learning goals
from which teachers select appropriate instructional activities and assessments. Selecting appropriate
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instructional activities and assessments support teachers in determining students’ progress towards their
learning goals.
Higher order thinking questions will continue to support the established professional practices of
prioritizing standards and learning goals at Andrew Jackson Middle School. Higher order thinking questions
bring focus to instruction and assessment, and spark students’ interest in the lesson (Marzano 2015). Higher
order thinking questions can be also be beneficial to students by providing them with opportunities to think
critically, and to be challenged (Cochrane Collegiate Academy, 2011).
The faculty at Andrew Jackson Middle School will continue to refine their processes of developing
and implementing higher order thinking questions in their daily classroom activities. Research suggests that
assessing students with higher order thinking questions in daily classroom activities might be associated with
higher test scores (National Association of Educational Progress, 2004).
School-Based Goal: What can be done to improve instructional effectiveness?
Andrew Jackson Middle School will develop a deeper understanding of how to prioritize standards by utilizing
learning goals and higher order thinking (HOT) questions through collaborative planning. Teachers will focus
their instruction on the priority standards, thereby increasing student achievement.
Strategies: Small number of action oriented staff performance objectives.
Barrier
Action Steps to
Person
Overcome Barrier
Responsible
Teachers have
Train Andrew Jackson
Principal,
different knowledge Middle School faculty to Teacher Leaders
levels in
utilize collaborate
determining priority planning in order to
standards and
determine priority
employing higher
standards, create learning
order thinking
goals and write common
questions. Teacher
assessments utilizing the
buy-in and
UbD process.
consistent
Provide teachers with a
Administration,
implementation are set meeting time to
Department
also barriers.
collaborate with their
Chairs
department for the
purpose of creating
higher order thinking
questions that focus on
the priority standards.
Teachers will also utilize
this time to analyze
common assessment data.
Teachers also have the
option to use early release
days for collaborative
planning in addition to
this set meeting time.
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Timetable
Pre-Planning
In-Process
Measure
Agenda,
PowerPoint, Sign-In
Sheet
Monthly
Curriculum/Data
Analysis
Meetings
Monthly Meeting
Schedule, Meeting
Agendas, Meeting
Minutes, Lesson
Plans
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Teachers are encouraged
to post student learning
goals on the board daily.
Faculty,
Administration
September-May
Administrators will use
the CPALMS website to
access the standards
being taught to check for
alignment upon
classroom walkthroughs
followed by meaningful
conversations with
teachers to provide
immediate and specific
feedback.
Teachers will work
collaboratively to analyze
the effectiveness of the
higher order thinking
questions that focus on
priority standards that
they developed as a
department.
Administration
September-May
Department
Chairs,
Administration
Dept. Meetings,
Curriculum/Data
Analysis
Meetings
Classroom
Walkthroughs,
ProGoe Informal
Observation Data,
Feedback
Conversation Notes
Classroom
Walkthroughs,
ProGoe Informal
Observation Data,
Feedback
Conversation Notes
Meeting Agendas,
Meeting Minutes,
Lesson Plans
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 your school.
Baseline Qualitative Data: For the 2015-2016 school year, 73% of teachers regularly collaborate with teachers
and leaders at my school for instructional planning.
Qualitative Outcome Goal: For the 2016-2017 school year, 85% of teachers will regularly collaborate for
instructional planning and to analyze data to drive instructional practices.
Baseline Quantitative Data: For the 2015-2016 school year, 70% of teachers feel they have dedicated time to
analyze data and to plan for future instruction and intervention based on student performance.
Quantitative Outcome Goal: For the 2016-2017 school year, 85% of the teachers will have dedicated time to
analyze data and to plan for future instruction and intervention based on student performance.
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Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.
Baseline Qualitative Data: For the 2015-2016 school year, 71% of students felt that all of their teachers
provided them information about their learning and grades.
Qualitative Outcome Goal: For the 2016-2017 school year, 80% of students will report that all of their teachers
provide them information on their learning.
Baseline Quantitative Data: For the 2015-2016 school year at Andrew Jackson Middle School, the percentage
of students in the lowest quartile making a learning gain was 42% for ELA and 38% for Math.
Quantitative Outcome Goal: For the 2015-2016 school year at Andrew Jackson Middle School, the
percentage of students in the lowest quartile making a learning gain will be at 60% for both ELA and Math.
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 2015-2016 and a
description of changes you intend to incorporate to improve the data for the year 2016-2017.
MULTI-TIERED SYSTEM OF SUPPORTS MTSS/RtI This section meets the requirements of Sections
1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate
Bill 850.
1. Describe the process through which school leadership identifies and aligns all available resources (e.g.,
personnel, instructional, curricular) in order to meet the needs of all students. Include the methodology for
coordinating the use of federal, state and local funds, services, and programs.
2. Describe your school’s data-based problem-solving process: including types of data used to monitor
effectiveness of core, supplemental, and intensive instruction; and school based structures in place to
address MTSS implementation.
MTSS represents a three tiered framework where instruction and interventions are intensified according to the
individual needs of students to promote success both academically and behaviorally. MTSS is absolutely
dependent upon the effective implementation of the problem solving process whereby instructional adjustments
are made for continuous improvement.
Tier I represents the instruction that all students receive and is rooted in rigorous standards-based instruction
aligned to the core curriculum of Brevard Public Schools and to Florida State Standards.
Tier II represents additional instruction layered on top of Tier I that some students may need according to
analysis of performance on FAIR, analysis of FSA data or analysis of classroom data. Tier II interventions
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include but are not limited to Intensive Language Arts, Morning help sessions offered by teachers, after school
tutoring and Check-in/check-out offered by the Dean and School Resource Officer.
Tier III represents the most intensified instruction provided to the few students who do not exhibit proficiency
in Tier I and II according to Benchmark Assessments and classroom performance. Students in Tier III typically
participate in interventions with a very narrow focus in a small group or one-on-one setting. The reading coach,
guidance counselor and Intensive Reading Teacher develop the intervention and progress is monitored by
collecting data for four to six weeks. Following data collection, the Guidance Counselor schedules an
Individual Problem Solving Team meeting with the parent, school psychologist, and a district ESE Support
Specialist to determine if the student is making adequate progress with Tier 3 supports in order to be on grade
level by the end of the current school year. Tier 3, Positive Behavior Intervention plans are written by a team
that consists of the student’s teachers, administration, guidance, and the district Behavioral Analyst. The
expected outcome of Tier 3 services, combined with Tiers 1 and Tier 2, is that the student(s) will achieve Tier 1
proficiency levels (academic and/or behavior) established by the district.
PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may
use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L.
107-110, NCLB, codified at 20 U.S.C. § 6314(b).
Consider the level of family and community involvement at your school and parent survey data collected.
Respond to the following questions. What are best practices that are strengths and how will they be
sustained? What are areas of weaknesses and how are they being addressed?
According to our parent survey last year, 82% of parents responded that all of their child’s teachers helped them
to understand their child’s progress. Additionally, 87% of parents stated that their child’s teachers report on
their child’s progress in easy to understand language. Andrew Jackson Middle School will continue to have
teachers post grade updates weekly to Edline and send home interim progress reports/report cards every 4 ½
weeks.
One area of weakness was in parent and community involvement. On our parent survey last year, there were
several comments about needing to increase parent and community involvement at Andrew Jackson Middle
School. This year we will start using Peachjar, Facebook, and Twitter to communicate with our parents and
community about Andrew Jackson Middle School. We will also continue to use Edline, Blackboard Connect
and our webpage to notify parents and community members about events and activities at our school.
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EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 3. The school's response to this section may be
used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III), (b)(1)(B)(iii)(I), and (b)(1)(I).
List any additional early warning system indicators and describe the school’s early warning system.
1.
SECONDARY
• Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school
suspension
• One or more suspensions, whether in school or out of school
• Course failure in English Language Arts or mathematics
• Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics
• Other
Description of early warning system:
The MTSS Leadership Team consists of teachers, the guidance counselor and the Dean. The
team is responsible for supporting 40 teachers in the IPST process and for using early warnings to
identify students needing additional support. The team reviews the warning indicators (attendance
below 90 percent, multiple suspensions, course failure in math or reading, Level I in math or
reading and 2 or more previous retentions) and compiles a list of students who possess three or
more indicators). The team then works to contact parents to participate in IPST meetings so that
the progress of these students can be closely monitored. The team is also responsible for
monitoring that teachers are implementing Behavior Plans with fidelity and for coordinating
meetings with students receiving Tier 2 and 3 behavioral interventions (i.e. reviewing SelfMonitoring check sheets, frequency of reinforcers students are receiving in class, etc.) The MTSS
leadership team meets to review the early warning indicators every 4 ½ weeks.
Add any additional EWS indicators here:
2. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators
during the 2015-16 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 2016-17:
• The number of students by grade level that exhibit each early warning indicator listed above.
Grade Level
Attendance <90
1 or more ISS or OSS
Level 1 in ELA or Math
Course Failure in ELA or Math
Students exhibiting 2 or more indicators
7
73
15
48
0
30
8
27
44
58
3
27
Total
100
59
106
3
57
3. 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).
Andrew Jackson Middle School’s policy for attendance is as follows:
• Every absence-Blackboard connect message is sent to parents
• 3 days absent-Phone call is made to parents
• 4 days absent-Excessive absence letter is sent to parents
• 5 days absent-Student signs attendance contract and parents are notified
• 7 days absent-Truancy officer is notified and an attendance meeting is scheduled with parents
• 10 days absent-Follow up with truancy officer
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Out of School Suspension (OSS) is used at Andrew Jackson Middle School only as a last resort for major
infractions. All of our teachers have a discipline ladder in their classrooms which includes multiple
steps/interventions for behavioral concerns before a referral is written. The dean’s office also has several
discipline ladders in place for minor infractions to give students every opportunity to correct their behavior
before an Out of School Suspension is assigned. Out of School Suspensions are reserved for major infractions
that substantially disrupt the orderly conduct of the school. Andrew Jackson Middle School is a Positive
Behavior Support School that supports rewarding students for achieving our school wide expectations of being
Respectful, Responsible, and Prepared. Andrew Jackson Middle School also utilizes Jackson’s Ultimate
Mentoring Program (JUMP) for students who receive frequent referrals. The goal of this program is to unite
students with a positive adult role model for an additional layer of support. Andrew Jackson Middle School is
currently communicating with the Eckerd Kids Program. If we are awarded this program it will provide an extra
layer of support for our students who are in need of additional counseling and conflict resolution.
Students scoring a Level 1 or 2 on FSA ELA are enrolled in an intensive language arts class during the school
day. However, these students are also invited to participate in our daily Morning School Program which consists
of tutoring sessions with teachers and computer based instruction from programs such as Study Island. Students
scoring a Level 1 or 2 on FSA Math are also invited to participate in the Morning School Program in order to
receive tutoring from teachers.
For students who fail a core course, Andrew Jackson Middle School offers several solutions.
• If a student fails a core academic class for first semester, a failure letter is mailed home to inform the
parents. Credit retrieval is offered to allow students to make up the first semester failure
• If a student fails a core academic class for the year, students can enroll in FLVS courses or summer
school courses. Students are identified midway through second semester and sign up for the summer
school class before the school year ends, if possible, to speed up the process. Students have the
opportunity to take up to 2 core academic classes during summer school for course make up.
• If a 7th grade student fails one core class, that student can be “conditionally promoted,” rolled up to 8th
grade courses while taking the 7th grade course he/she failed.
• If an 8th grade student fails one or more core academic classes, that student must be retained per the
district progression plan.
Several interventions are in place for students demonstrating two or more early warning indicators.
Interventions may include but are not limited to the following:
• Daily Morning School
• Jackson’s Ultimate Mentoring Program (JUMP)
• Daily Check-In/Check-Out program (3 or more early warning indicators)
• Teacher help sessions
• Daily Zero Tolerance for Zeroes program (ZTZ)
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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.
In the spring of each school year a rising 7th grade parent information meeting is held to explain middle school
course offering and requirement. Our school counselor and 504 contact attend student roll up IEP and 504
meetings to share program offerings to students and parents at our feeder elementary schools. High school courses
are offered at Andrew Jackson Middle School for those students prepared to meet rigorous requirements.
An Individual Program of Study presentation is made by guidance during each Career Wheel class that explains
requirements for the optional SCHOLAR and MERIT designations on the High School Diploma as well as the
Florida Bright Future Scholarship options and requirements for the Florida Academic, Florida Medallion, or
Florida Gold Vocational Scholarship. Students are encouraged to begin collecting their Bright Future volunteer
hours the summer after eighth grade.
Andrew Jackson Middle School seeks to remove any barriers that may prevent students in transition from excelling
academically and socially. Once a student is identified as a SIT, we immediately code the student in AS400 and
notify our cafeteria so there is no interruption in the student’s meal plan. Additionally, we notify any fee based
teachers to eliminate discussion with the child pertaining to the expectation of funds. Utilizing supplies donated by
our business partners, we provide needed school items so students are equipped with the tools needed to be
successful in the classroom. When possible we enroll SIT in tutoring and mentoring programs. As students
transition to other schools from Andrew Jackson Middle School, we make every effort to contact the outgoing
school to provide valuable information in order to establish a smooth transition.
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