R.L. Stevenson Elementary (2016)

School Information

School District: Brevard Public Schools
School Address: 1450 Martin Blvd. , Merritt Island, FL 32952, US
School Phone: 321-454-3550
School Fax: 321-454-3553
Principal: Mr. Michael Corneau
Contact E-Mail: corneau.michael@brevardschools.org
Web Address: http://www.edline.net/pages/RLStevenson_Elementary

Demographics

Number of Students: 489
Percent Eligible for Free and Reduced Lunch: 16%
Percent of Limited English Proficient: 1%
Percent of Special Education: 15%

Racial/Ethnic Percentages:

White: 78%
Black: 4%
Hispanic: 9%
Asian: 6%
Native Hawaiian or Other Pacific Islander: 0.05%
American Indian or Alaska Native: 0.03%
Multiracial: 2.92%
Other: 0%

Stevenson has been engaging in the PLC process for a number of years. Decisions are made by consensus and is a long process, but the buy-in comes by working through it. Stevenson has been addressing the big idea of "rigor" due to the onset of the new Florida Standards, the goal remains the same, to educate students so they are college and career ready. With this goal, are new calls for increasing rigor in our classrooms with a commitment to current research of curriculum and instructional practices through planning. One might say that we are working to redefine it by analyzing how we work to better teach our students. Our agenda is to understand the depth of the standards by adding quality student engagement tasks aligned to them. Our levels of PLC implementation have become a refocused mission with action. Along with our routinely scheduled grade level collaborative teams, vertical collaborative teams (known as “Houses"), and data collaborative teams, Stevenson has also implemented a Parent Liaison team where they study curriculum research in the areas of Science, Technology, Engineering, and Mathematics (STEM) for example, creativity, and growth mindset, and fundraising for STEM. The Parent Liaison team has agreed to share this information with the appropriate stakeholders in our school community as well as provide resources to potential partners. The purpose of our Guidance Leadership collaborative team is to examine and improve current processes utilized to identify students who are struggling learners. We continue to utilize adhoc committees formed to discuss pertinent topics such as priority standards and the creation of backward design modules through the framework of the Literacy Design Collaborative. Students participate in a similar process through "Town House Meetings" where they work in a vertical way (grades K-2 and 3-6) by learning together and doing together in their own “Town House.” These town house meetings build on creating a school community through collaborative investigation that becomes a part of their learning processes. At our most recent teacher's “House Meetings” a mammoth study is underway to learn about performance scales. Performance scales involves the process of informing students to give them a picture of their progress related to standards and how they might improve their work to master the standards. Our ad hoc summer collaborative team was charged to prioritize the standards. This lengthy process moved us toward the creation of scale implementation in mathematics. Stevenson learns from understanding by doing which leads to quality work and ownership. As we create and implement performance scales the power of our collaborative work is in the collective inquiry and consensus through reflection, as well as the development of every scale that diagnoses a student’s performance along the way that leads to mastery of the standard. By doing so, better understanding of the curriculum and “what and how I teach” becomes the teacher's self-discovery. These examples hallmark our collaborative work. Another collaborative team is the involvement of teachers and administrators meeting to conduct instructional rounds. Instructional rounds have been implemented to enhance teachers' pedagogical skills, to observe high level student engagement and at the same time develop collaboration with respect of the work done outside one's own grade level by seeing how the curriculum develops from grade-to-grade. With focus areas identified as seen on our performance appraisal tool, observing teachers record what they see during the 25 minutes that a round typically lasts, focuses teachers on observable practices. After each instructional round, members of the observing team convene to reflect on their experiences. Our collaborative team extends beyond our school walls with other elementary schools. Working as a "mega collaborative team" has been beneficial to our teachers as well as school leaders. For example, sharing priority standards with Pinewood Elementary in mathematics and ELA has allowed for a comparative study to see similarities and approaches. At West Melbourne School of Science, the collaborative team process has focused our collective creation of Literacy Design Collaborative modules of study through the use of backward design planning. To compare student results and student generated products has helped to analyze the interpretation of our instructional ladder and see the impact made on student performance from school-to-school. All of our collaborative team efforts continue to stay true to our schools’ mission and vision to improve pedagogical knowledge and practice to give our students an opportunity to live and lead a quality and rewarding life. It also coincides with our district’s model of continuous improvement.

1. Monitoring student learning on a timely basis.

Student progress is monitored on a regular basis through the use of standards based formative and summative assessments created by our district or grade level collaborative teams.

Common formative assessments include:

Kindergarten: The team creates weekly assessments to monitor letter names and sounds, sight words, and phonological awareness. Anecdotal notes are also taken daily. Running records are administered when students read to a sight word benchmark. District assessment are administered quarterly. Math assessment is performance based (weekly and quarterly for the district) as teachers monitor understanding. A problem is posed and students complete the problem as teachers observe. Kindergarten teachers also “catch and release” students during the “You Do,” portion of instruction. Students are pulled for additional instruction or clarification.

1^st Grade: The team creates standards-based comprehension assessments. For rigor, articles are located to teach close reading and higher order questions are generated from those texts. Short responses are included in this assessment. A district reading assessment is given twice a year. Math quick checks are administered prior to the “topic” assessment. “Topic” assessments are given every 1 or 2 weeks.

2^nd Grade: With the emphasis on close reading and complex text the collaborative team creates comprehension assessments. A “cold” read selection or running record is also administered to determine oral reading fluency and comprehension. Math “quick checks” are administered prior to the “topic” assessment given every 1 or 2 weeks. A district reading assessment is given two to three times a year.

Grades 3-6: Students are assessed weekly using rigorous standards based texts. Grade 3 utilizes this tool as a formative assessment. Grades 4-6 utilize a “cold” read as a measure of fluency and comprehension weekly or biweekly.

All students participate in the monthly school-wide “mock writes” for assessment of writing, created by grade level collaborative teams. Formative assessments are administered throughout the instructional ladder of Literacy Design Collaborative modules. It concludes with a written assessment that utilizes a close read with complex text. Formative assessment techniques such as exit slips, and “in process” checks for understanding, such as “thumbs up, thumbs down,” white boards, and teacher observation of student work are also utilized.

As a result of our collaborative team study with performance scales, grade levels have created learning progressions that help them to understand(formative assessment), and adjust instruction based on a student’s level on that scale. Combined with weekly progress monitoring of students, by making comparisons from teacher-to-teacher and student-to-student, patterns are identified and then addressed as appropriate. This is an on-going process that takes place at many levels, i.e., grade level team meetings, vertical team meetings, faculty meetings, and Individual Problem Solving Team (IPST) meetings, and "Kid Talk" meetings. "Kid Talk," meetings include the school psychologist, staffing specialist, guidance counselor and teacher(s) and focus on determining the best intervention for the struggling learner. This is a precursor to the more formal IPST meeting. Students who are receiving intervention services are monitored on a weekly or bi-weekly basis depending on the specific intervention. These are critical data components for our collaborative teams.

2. Creating systems of intervention to provide students with additional time and support for learning.

On a near weekly basis, each grade level holds meetings in the presence of the school’s administration and the school counselor, to review data regarding student performance from tests and other formative assessments that will help to guide and redirect instruction based on students’ needs. Response to Intervention (RtI) are then developed to specifically address individual student needs rather than to direct instruction holistically. Different tiers of support aid students depending on the results specified by the intervention(s). Knowing that differentiated instruction is our first line of defense we analyze our instruction at the core level. Is our instruction meeting the needs of our learners? Is the curriculum attainable by the student? Is the class environment conducive to learning? Once these questions are analyzed and answered, an increase in intervention is implemented when necessary which is determined first by our "Kid Talk" team and then by the Individual Problem Solving Team (IPST), comprised of school psychologists, staffing specialist, behavior analysts, resource teachers and sometimes social workers. IPST meetings also occur on a weekly basis to discuss students of concern.

Students are sometimes grouped by ability and at other times are heterogeneously grouped but with others students. This kind of altering in the schedule can only work when teachers trust each other enough to be able to share their students with another teacher and to feel comfortable being observed by teachers. Teachers frequently come together to openly discuss students with administrative input in order to devise a plan that will support and assist the student who is struggling academically and or behaviorally. We “walk to intervention” making students feel comfortable and relaxed in a supportive environment. Parents are willingly looking for this kind of help by knowing their student is being served based on need. Our teachers are committed to the success of our students and will also provide before school, after school, and lunch time assistance for students. Our after school care also plays a part in student achievement. Often you will find teachers communicating with the after school facilitator letting them know of academic concerns and how they can help. Stevenson has an attitude of collective responsibility when it comes to the academic success of our students.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

The culture of the Stevenson school community is one of collaboration and continuous improvement. We indicate this importance through the creation of the master schedule. There are days that teachers have 2 planning periods (our students are in dance) therefore we have not broken contractual policy and teacher can meet in their collaborative teams.

Stevenson’s collaborative teams have become a well-oiled machine where the structure remains the same (grade level meetings, “House” meetings, data team meetings, etc. ), yet the content(for 2014-2015 scales, priority standards, writing) differs based on the School Improvement Plan focused on areas (based on data) that need to be addressed. Grade level meetings and “House” (vertical collaborative team) meetings occur weekly. We trade out a grade level meeting once a month for teacher data collaborative teams. The IPST team meets every week. “Kid Talk,” occurs when needed. Resource and support teachers participate, as well as our literacy coach.

Teachers collect data at the beginning of the school year to know their students and determine instructional goals (both long term and short terms). Repeatedly teachers come back to their collaborative teams and collectively analyze the work of their students. Differentiated instruction and intervention are discussed and are avenues to meet student needs. Data is then collected to determine if instruction is working. This is ongoing and repeated to best serve our students. We are always committed to providing this collaborative time for teachers, however, we also find that they are meeting on their own time. This is to discuss the nuts and bolts of their schedules or continue the process/product we started in grade level or “House” meetings.

Little, if anything, is done in isolation at Stevenson. When collaborating, the focus may be on instruction, our School Improvement Plan (SIP) focus or the data we derive from assessments formative and summative in nature. Discussion is at a level that empowers and extends everyone’s learning in pedagogy, content, and collaboration. The end goal is always what is best for our students. Because there is little isolation, you will find experienced teachers mentoring new teachers in an informal manner and in a formal manner during our mentor and mentee meetings held monthly as well as modeling and observation. Adhoc collaborative teams (interest based or one representative from each grade level) fill quickly and are happy to take on a new endeavor, often with teacher leaders at the helm.

Stevenson teachers participate in book studies to add to their knowledge of our SIP focus as well as participate in Instructional Rounds where teachers learn from other teachers through observation and reflective feedback. Instructional Rounds occur once a quarter.

At Stevenson teachers are also encouraged to share their strengths (e.g. writing) by heading adhoc committees or assisting with district professional development days. Content of PDD is determined by possible district initiatives, but more importantly, current areas of focus in our school improvement plan. Several teachers this year facilitated collaborative teams on creating literacy design collaborative modules and priority standards.

Stevenson’s administration promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. It is the way we do business.

Additional Achievement Data


2013, 2014 FCAT RESULTS	2013	State Rank	2014	State Rank
RLS 3rd Grade Reading	223	7th	223	6th

RLS 4th Grade Reading	235	4th	234	6th

RLS 5th Grade Reading	237	8th	242	5th

RLS 6th Grade Reading	249	4th	251	4th

RLS 3rd Grade Math	121	3rd	221	8th

RLS 4th Grade Math	239	3rd	241	4th

RLS 5th Grade Math	237	10th	238	13

RLS 6th Grade Math	252	4th	254	6th

RLS 4th Grade Writing	4.2	3rd	4.2	3rd

RLS 5th Grade Science	219	13th	224	8th

*School Accountability Report*
School Number	School	School Year	Grade	% at Level 3 or Higher in Reading	% at Level 3 or Higher in Math	% Meeting the Writing Standard	% at Level 3 or Higher in Science	% Making Learning Gains in Reading	% Making Learning Gains in Math	% of Lowest 25% Making Learning Gains in Reading	% of Lowest 25% Making Learning Gains in Math	Points Earned	Percent Tested	Free and Reduced Lunch	Minority Rate
			(Includes Learning Gains)

Brevard
4071	ROBERT L. STEVENSON ELEMENTARY	2013-14	A	97	97	94	94	84	88	100	84	738	100	15	29
4071	Brevard County, Florida	2012-13	A	95	93	93	88	78	80	78	80	685	100	15	28
4071		2011-12	A	96	95	99	93	79	84	79	84	709	100	13	27
4071		2010-11	A	98	99	100	96	76	73	76	73	691	99	12	27

State/School Percentage Passing (Level 3 and Above)

3^rd Grade	State Reading	School Reading	State Math	School Math
2011	57	97	56	96
2012	56	94	58	96
2013	57	97	58	87
2014	57	96	58	100

4^th Grade	State Reading	School Reading	State Math	School Math	State Writing	School Writing
2011	59	92	58	97	NA	NA
2012	62	97	60	93	48	92
2013	60	95	61	96	57	93
2014	61	97	63	99	53	93

5^th Grade	State Reading	School Reading	State Math	School Math	State Science	School Science
2011	58	96	56	96	NA	NA
2012	61	97	57	92	52	94
2013	60	90	55	91	53	88
2014	61	96	56	92	54	94

6^th Grade	State Reading	School Reading	State Math	School Math
2011	58	98	53	96
2012	57	95	53	97
2013	59	98	52	98
2014	60	99	53	96

District/School Percentage Passing

3^rd Grade	District Reading	School Reading	District Math	School Math
2010-2011	79	97	82	96
2011-2012	65	94	63	96
2012-2013	64	97	57	87
2013-2014	64	96	58	100

4th Grade	District Reading	School Reading	District Math	School Math
2010-2011	77	97	80	96
2011-2012	70	94	76	96
2012-2013	67	97	63	87
2013-2014	65	96	62	100

5^th Grade	District Reading	School Reading	District Math	School Math
2010-2011	76	97	69	96
2011-2012	66	94	61	96
2012-2013	66	97	58	87
2013-2014	66	96	60	100

6^th Grade

District

Reading

School

Reading

District

Math

School

Math

2010-2011

2011-2012

2012-2013

2013-2014

We recently received Simulated School Grades from the Accountability, Research, and Measurement Department of the FL DOE. In light of the administration of the new state assessment FSA we were provided with this data:

RLS Stevenson FSA Simulation Scores
English Language Arts Acheivement	94
Mathematics Acheivement	97
Science Acheivement	87
Total Points Earned	278
Total Components	3
Percentage of Total Possible Points	93%
Percent Tested	99%
Simulated Grade	A
Minority Rate	27
Free-Reduced Lunch	16

100

Florida State Assessments Data From the State of Florida	State Rank
RLS 3rd Grade Reading	4th

RLS 4th Grade Reading	4th

RLS 5th Grade Reading	5th

RLS 6th Grade Reading	4th

RLS 3rd Grade Math	4th

RLS 4th Grade Math	2nd

RLS 5th Grade Math	7th

RLS 6th Grade Math	4th

RLS 4th Grade Writing	Included in the ELA Score.

RLS 5th Grade Science	8th

Robotics Team Award-Brevard County Core Values Award

Brevard Public Schools Bright Ideas Mini-Grant (3D Printer)

TERRA-Technology Education Research and Redesign Allicane Grant (3D Printer, 3D pen)

Brevard County Schools Digital Classroom Plan-1 out of 13 schools selected upon application submitted. (Estimated at $100, 000 for infrastructure, 280 laptops, professional development)

Brevard Public Schools Bright Ideas Mini-Grant (Music Software, instruments, music compostion books)

Exemplary Math Teacher of the Year for Brevard Public Schools, Kim Ferris

Principal and Teacher leaders trained teachers from BPS school on Scales.

Stevenson presented on LDC at the recent NLP Symposium (Nov. 3^rd, 2015) and at the SREB Regional conference in Atlanta (July 2015).

Stevenson was ranked 3^RD in the state on standardized testing for having make highest learning gains in 2014.

Stevenson presented to principals at the summer Common Core Institute for Principals in 2013.

Stevenson presented at the FLDOE State Conference on Common Core to 5000 educators in 2012.

Stevenson is a National Blue Ribbon Presidential School of Excellence.

Ranked as one of the nation’s top 100 elementary schools.

Stevenson is a Florida State Music Demonstration School.

Stevenson is a Florida State Art Demonstration School (EVA).

Stevenson has been an “Arts Achieve Model School of Excellence.”

Stevenson is an ATTAIN Applied Technology Demonstration School.

Stevenson is an All School Professional Learning Community National Model

Stevenson is a 5 Star School for High Level Parent and community Volunteerism.

Stevenson’s Principal was named Arts Administrator of the Year, 2009.

Stevenson’s principal was recognized as Teacher of the Year in 1993.

Stevenson’s Principal received an honorarium from Westside Elementary School, 2000.

Stevenson currently has 4 National Board Certified Teachers on Staff.

Stevenson won 13 Science Awards last year and three top awards (with stipends) for Best of Show in Biological, Physical, and Team Projects.

Stevenson’s Leadership Team(comprised of Principal, Assistant Principal, and Teacher Leaders) was asked to present to 5000 educators at the State’s Summer Conference on New Standards in Education in 2012 to a panel comprised of Chancellors of Education and County Superintendents,

Stevenson has one of the highest daily average attendance ratings in Brevard County.

Stevenson accrues annually well over 22, 000 hours of volunteer time.

Every Stevenson students takes dance classes as part of the academic program.

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