Pursuant to s. 1001.42(18), F.S., each school in a district whose previous year grade results in a FLDOE Differentiated Accountability status must have its plan reviewed by the local school board.

Rule 6A-1.099811, Florida Administrative Code, entitled “Differentiated Accountability State System of School Improvement,” establishes differentiated intervention and support strategies for traditional public schools; delineates the responsibilities of the school, district, and Department of Education; sets timelines for intervention and support strategies, prescribes reporting requirements to review and monitor progress of schools; and sets forth submission and approval criteria for turnaround implementation plans.

For the 2018-19 academic year, Charles E. Bennett Elementary School (CEB) is classified as Targeted Support & Improvement because of its "D" accountability grade following the 2018 academic year that was preceded by a grade of C in 2017.  This status is considered the least critical of the DA categories, and requires only that the district work with the DA support team to establish a pattern of collaboration akin to "desk top monitoring."

Charles E. Bennett Elementary School (CEB) has demonstrated a pattern of low to moderate achievement outcomes over the previous four years of state assessment data.  In 2015, the school was rated a D by the accountability system, at which time it earned 39% of possible points in the school grading formula.  That increased to 42% the following year (2016), and then to 44% the year after that (2017).  Each of those years the school earned a grade of C.  In 2018, the overall possible points fell back to 38% and a school grade of D.

A summary of CEB's Early Warning Indicators reveals that 34 students were identified as exhibiting two or more indicators that included attendance rate below 90%, one or more suspensions, course failure in ELA and mathematics, and Level 1 on statewide assessment.  A total of 386 students fell across the grade levels and these four categories.  There are eight students identified as retainees for the 2018-19 academic year.

In the CEB School Improvement Plan, two areas of focus were chosen, one related to Academic Achievement and Gains, and another in Culture.  They are:

1. If we increase teachers' knowledge of high-yield instructional strategies through targeted and intentional coaching, then teachers' expectations for their students will increase, and student outcomes will improve.

2. If all stakeholders continually model and reinforce the Guidelines for Success and acknowledge and celebrate students progress regularly, then a culture will develop that promotes high expectations, both behavioral and academic, for all students.

The following table indicates the pattern of state assessment results for the previous two years compared to the overall district and state profile of scores on key indicators of school grading.  CEB fell in six of the seven categories from 2017 to 2018, with Math Learning Gains showing the greatest decrease.  ELA Learning Gains was the one category that showed improvement year over year.

This pattern of district and state comparisons is consistent over the past four years of data, with the district results generally outpacing state-level outcomes over the past two years.  CEB is currently identified as one of the state's Lowest 300, meaning that its ELA results are some of the most underwhelming outcomes relative to elementary scores statewide.

Through monthly callibration walks with DA support, daily classroom visits by administration and coachiing support focused on targeted instructional strategies, and teacher-determined PLC content that is data informed, CEB faculty and staff have maintained a rigorous approach to improving and strengthening their craft, and the school overall has committed to better understanding the needs of its diverse student population.

Specific to the two areas of focus identified on the SIP, the academic achievement and gains section identified the following intended outcomes:

*Students' iReady Math and Reading scores will steadily improve on growth monitoring checks administered throughout the school year and diagnostics two and three. 
*Students' Science, Performance Matters scores will improve on assessments two and three.
*Students' Achieve 3000, Lexile scores will increase on the second and third Level Set. 

There will be a reduction in the number of discipline referrals. Students will be more successful on their MTSS Tier 2 and Tier 3 plans. Classroom observations will include SEL noticings.

To date, the following indicators were recorded during the mid-year reflection completed on March 1, 2019.

Academic

iReady Math- 656/680 students have completed Diagnostic 2. From Diagnostic 1 to Diagnostic 2:
24% to 13%- Red (Two or more grade levels below) -11
59% to 45%- Yellow (One grade below) -14
18% to 42% Green (On or above grade-level) +24

iReady Reading- 659/680 students have completed Diagnostic 2.  From Diagnostic 1 to Diagnostic 2:
32% to 19% Red (Two or more grade levels below) -13
48% to 41% Yellow (One grade below) -7
20% to 41% Green (On or above grade-level) +21

Science Performance Matters- 

Achieve 3000-
Pre-Test LevelSet
Grade 4: 416L (108 students)
Grade 5: 560L (104 students)
Grade 6: 645L (112 students)

Interim LevelSet
Grade 4: 378L (101 students) -38
Grade 5: 597L (100 students) +37
Grade 6: 714L (111 students) +69

Culture

*Overall number of referrals (excluding Level 0 referrals) increased from Quarter 1 to Quarter 2 (Note that Quarter 2 had two additional weeks of instructional days). 
*Q1 33 total referrals, Q2 67 total referrals
*Monthly decrease in Level 2 discipline referrals since October 
(Oct.- 42, Nov.- 26, Dec.- 4)
*17% decrease in overall percent of Level 2 referrals from Quarter 1 to end of Quarter 2: 
*Quarter 1: 84% of referrals were Level 2, Quarter 2: 67% of referrals were Level 2
*49% increase in referrals from quarter 1 to quarter 2; however 36% of those were students with 2 or more referrals
-Student #1= 15% of total referrals in quarter 2
-Student #2 = 7% of total referrals in quarter 2
-Student #3 = 6% of total referrals in quarter 2
-Students#4 & #5 = 4% each of total referrals in quarter 2

Number of referrals, by month, from 2017/2018 school year to 2018/2019 school year:

2017/2018                                                2019/2019
August- 12                                                August- 12
September- 23                                         September- 45
October- 45                                              October- 50
November- 53                                          November- 28
December- 56                                          December- 12
January- 57                                              January- 22

MTSS:
*86% of  students on Tier 2 are being successfully maintained with interventions. 
*14% of students on Tier 2 were moved to Tier 3.   
*55% of students on Tier 3 are being successfully maintained with interventions. 
*45% of students on Tier 3 have proven that they need to be referred to the Student Services Team for further evaluation for an emotional disability and are in the process.
*Students (3) with high magnitude/unsafe behavior/extreme disruptive behavior are being considered for or have been placed in a more appropriate setting as evidenced by referrals and their Tier 3 data.

Strategies to continue through remainder of year:
*Monthly Character Traits taught/reinforced in the classroom 
*Suggested Character Trait activities/lessons provided by PBIS Team for classroom implementation
*Display of character trait outside classrooms
*Character Trait Monthly award assembly recognizing one or more student(s) per class.
*Mindfulness classes reinforce social/emotional learning that carries over into classroom (I-messages for student conflicts, etc)
*Reduction in the number of classroom teachers calling Behavior Management Teachers for assistance due to minor classroom disruptions.

Goal 1: Develop Great Educators and Leaders

Goal 3: Establish a Respectful Climate and Culture that Provides Equity and Access to All

Goal 4: Create Effective Data Systems and Train Individuals to Leverage Information

Goal 5: Develop and Support Great Educators, Support Personnel, and Leaders

It is recommended that the School Board approve the Charles E. Bennett Elementary School, School Improvement Plan mid-year reflection for the 2018-29 academic year.