School Performance Plan

Transcription

1 Date Submitted: Dates of Revision: School Performance Plan School Name: Mary Esther Elementary Legend SAC funds in the amount of $, will primarily be used for ljason McClelland James Pitts AICE Advanced International Certificate of MtSS Multi-tiered System of Supports Education AP Advanced Placement NGCAR- PD Next Generation Content Area Reading Professional Development DA Differentiated Accountability NGSSS Next Generation Sunshine State Standards DEA Discovery Education Assessment PERT Postsecondary Education Readiness Test ED Economically Disadvantaged PMP Progress Monitoring Plan ELA English Language Arts PMS Progress Monitoring System ELL English Language Learners POC Plan of Care EOC End of Course Exam PPP Pupil Progression Plan ESE Exceptional Student Education PSAT Preliminary Scholastic Aptitude Test ESSA Every Student Succeeds Act SAC School Advisory Council FAIR Florida Assessment for Instruction in SAI Supplemental Academic Instruction Reading F/R Free & Reduced SAT 10 Stanford Achievement Test FS Florida Standards SESAT Stanford Early School Achievement Test FSA Florida Standards Assessment SPP/SIP School Performance Plan/School Improvement Plan IB International Baccalaureate SWD Students with Disabilities IEP Individualized Education Program VE Varying Exceptionalities IPDP Individualized Professional Development Plan

2 Okaloosa County School District Vision Statement: We inspire a lifelong passion for learning. Mission Statement: We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their families, communities, and the world. Core Values: Accountability: We, working in conjunction with students families, accept responsibility to ensure student learning, to pursue excellence, and to hold high standards for all. Citizenship: We prepare all students to exercise the duties, rights, and privileges of being a citizen in a local community and global society. Excellence: We pursue the highest academic, extracurricular, and personal/professional standards through continuous reflection and improvement. Integrity: We embrace a culture in which individuals adhere to exemplary standards and act honorably. Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and resilience to be lifelong learners. Respect: We show regard and consideration for all through a culture of dignity, diversity, and empathy.

3 Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others. School Performance Team Identify the names and titles of the School Performance Plan developers. Name Lisa Moulton, Sally Reynolds, Christina O'Shea, Malaina Johnson Linda Jenkins, Virginia Briggs Chase Hilyer, Diane Weech, Briane LeBlanc, Barbara Stricklin Kim Purvis, Linda Morris, Adrienne Swearingen, Patti Dean Krista Millhouse Elizabeth Black Patricia Cave Jason McClelland Kay Green Amy Anderson Title 5th grade teacher, 4th teacher, 3rd teacher, 2nd teacher 1st grade teacher, kindergarten teacher 5th grade teacher, 4th teacher, 3rd teacher, 2nd teacher 1st grade teacher, kindergarten teacher, ESE teacher, Title I teacher Instructional Coach Instructional Coach Instructional Coach Principal Guidance Counselor Assistant Principal Stakeholder Involvement: Describe the process taken to create the School Performance Plan. 2

4 At the beginning of May, Instructional Coaches surveyed teachers to determine their comfort level with presenting a lesson according to balanced literacy and balanced math guidelines. Administration invited teachers from all grade levels to participate in drafting the School Performance Plan. Volunteers from all grade levels were selected for the ELA, Math, and Science focii of the SPP. In mid-may, teachers gathered according to focus area, and were presented with the results of the Coaches' surveys as well as available student data. Administration also presented results from the staff survey conducted online through the AdvancED website for information pertinent to professional development according to the way the professional at Mary Esther Elementary School ranked their own performance. Administration secured substitutes for a full day for each teacher in each of the three focus areas in order to assure time for in-depth collegial conversation, data analysis and goal-setting. Results from all three days' meetings were compiled to provide the foundation for the School Performance Plan, ensuring teachers remain the initial authors of the plan. The team (principal, assistant principal and literacy coach), attended the district's SPP summer work sessions, gaining more insight into and expertise concerning the District's academic vision for elementary schools. 3

5 School Profile Mary Esther Elementary is a public school located at 320 Miracle Strip Parkway in Mary Esther, Florida, Okaloosa County and was established in We prepare every student for the next step in their education, in order to empower each of them to make positive change in their culture, community and the world. At Mary Esther Elementary, we know our teachers are the building blocks to our students education, and they are the foundation for each student s steps toward success. All teachers at Mary Esther Elementary School are highly qualified. Our school is a community comprised of parents, students, teachers, non-instructional personnel, community members, members of the Armed Forces, volunteers, and mentors. We all make up a positive school that will assist our families in any way possible. Mary Esther Elementary has a diverse student population representing the surrounding community. Of the students currently registered, 2.5 percent are Asian, 26.3 percent are Black, percent are Hispanic, 14.7 percent are multi-racial, and 45.7 percent are White. With a student population of 66 percent receiving free and reduced lunch, Mary Esther Elementary is a Title I school, eligible for and utilizing funds to specifically target academic instruction for our at-risk students. Eligible students receive support through in-class support, specifically targeted intervention, and continuous monitoring through our MTSS process. Title I teachers as well as assistants provide support and remediation for eligible students. Approximately 15 percent of our students are eligible for ESE services, including services related to language, specific learning disabilities, other health impaired and varying exceptionalities. We have a Pre-K Disabilities class, as well as a self-contained classroom for student kindergarten through second grade with varying exceptionalities. Our ESE students receive support through in-class strategies, pull-out support and assistance from non-instructional personnel. Mary Esther Elementary earned a "B" in , according to statewide assessment measures, and an A the previous year. Understanding education is multi-faceted, Mary Esther Elementary remains committed to providing an education in the arts, with a high quality music and art program. Every student is exposed to the arts every week on a grade-appropriate basis and encouraged to explore this mode of intellectual expression. 4

6 Historical School Grade Data Achievement Learning Gains Elementary School School Year % English/Language Arts % Mathematics % Science % English/Language Arts % Mathematics % English/Language Arts: Low 25% Mary Esther A YES Mary Esther B YES District A State B % Mathematics: Low 25% Total Components Total Points Earned Overall Percentage Grade Title I* Free or Reduced Lunch Rate* Minority Rate* *Percentages not Counted in Calculation 5

7 School Action Plan ELA: Reading & Writing District Goal: Highly Qualified Status Administrators (Title I): Students shall demonstrate reading proficiency at or above the expected grade level. 2 Objectives: The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 60 %. The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 55 %. The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards Assessment Test will be at least 75 % 6

8 DEA Reading Proficiency (By Grade) ELA (Reading): Data Mary Esther ELA DEA [%Proficient] K 1 2 '14 '15 '16 '14 '15 '16 '14 '15 '16 # Students Tested Overall Proficiency Level 5 Level Level Level Level Gender M F A B Ethnicity H I M W ESE Group ELL F/R Literature Information Language Writing Numbers in a red font denote a score below the district average. DEA [%Difference from District Score] K 1 2 '14 '15 '16 '14 '15 '16 '14 '15 '

9 Mary Esther FCAT (2014) / FSA ( ) [%Proficient] FSA ELA Data (By Grade) ELA: Data FCAT (2014) / FSA ( ) [%Difference from District Score] ELA '14 '15 '16 '14 '15 '16 '14 '15 '16 '14 '15 '16 '14 '15 '16 '14 '15 '16 # Students Tested Overall Proficiency Level Level Level Level Level Gender M F A B Ethnicity H I M W ESE Group ELL STRANDS Conversion F/R FCAT (2014) FSA ( ) Str.1 Lit Analysis Key Ideas Str.2 Information Integ of Knowl Strands Str.3 Vocab Language (% Correct) Str.4 Reading Appl Writing Str.5 Craft & Struc Numbers in a red font denote a score below the district average. 8

10 School Action Plan ELA (Reading): Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? DEA data show while kindergarten and first grade are below the district average for percent proficient for 2016, both grade levels posted gains in overall proficiency. Kindergarten increased 14 percent proficiency from 2015 to 2016, and first grade increased 3 percent proficiency. Third and fifth grade Hispanic students increased their ELA percent proficient from 2015 to 2016, 19 and 12 percent respectively. The kindergarten literature strand has shown increases every year since 2014, and students made significant gains in information (31 %) and language (21%) strands from Third grade showed increases in Literature analysis (5%), language ( 7%) and craft and structure (2%), although all fall below district average for Fourth grade earned slight gains in writing (2%) and fifth earned gains in language (4%). Kindergarten ELL students and those on Free/Reduced lunch both earned gains from , while first grade students on free/reduced lunch also showed gains. Black students showed gains in kindergarten (10%), first (9%) and fourth (7%) grades. Hispanic students showed gains in ELA percent proficient in kindergarten (13%), third (19%) and fifth (11%) grades. What does the analysis tell you about your school s opportunities to improve? Although there were some gains from , of particular concern moving forward are 2nd, 3rd and fifth grade ELA students, since all posted significant losses from (12%, %5 and 9% respectively). Fourth grade also lost ground in ELA overall, with 2% deficit compared to ESE students in every grade level showed losses from , with the highest loss in second grade (27%), followed by first grade (22%) and third grade (5%). The ESE cohort has also showed losses every year, according to the data. ELL students in first, second and third grades showed losses in percent proficiency, while fifth grade shows 0% of ELL students in that grade are proficient. Students who are eligible for free and reduced lunch dropped percent proficiency in second grade (12%), third grade (9%) fourth grade (9%) and fifth grade (4%). Percent proficient for Black students dropped in second, third and fifth grades. Hispanic students showed losses in percent proficient in first grade (9%), second grade (40%) and fourth grade (17%). 9

11 ELA Focus 1 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Balanced Literacy (Whole Group, Differentiated Small Groups, Differentiated and/or Spiraling Stations) Goal: By the end of the year, we expect our students to be able to read and analyze complex test utilizing the components of Close Reading and Everyday Instructional Reading to respond to multiple texts (as appropriate to grade level) through writing, purposeful discussions, and answering text dependent questions (Phase 1, 2, and 3 questions at the appropriate DOK Level). Professional Development and Activities: District: The central message professional development (September, October, November/December, January/February) will focus on Balanced Literacy (Whole Group, Differentiated Small Groups, Differentiated and/or Spiraling Stations): Using Close Reading and Everyday Instructional Reading to teach the Standards (with an emphasis on the Item Specs, Grades 3-5): o Aligning instructional resources (i.e., Curriculum Guides, textbook, novels, etc.) to teach the Standards o Emphasizing complex text while using multiple sources o Emphasizing the Culminating Activity (Phase 4) o Emphasizing the three phases of Text Dependent Questions Phase 1: Key Ideas & Details Phase 2: Craft & Structure Phase 3: Integration of Knowledge o Emphasizing purposeful Text Marking o Incorporating purposeful Student Talk and Writing Through Reading Tasks School-based: 1. Professonal development will focus on the Balanced Literacy Model September through February. *Differentiated small group instruction. * Differentiated and/or spiraling stations. * Writing workshop. * Close reading. * Whole group instruction: *mini-lessons * modeling * read-alouds 2. Based on teacher feedback and data analysis, focus through the Balanced Literacy Model will include small group instruction, differentiated stations, and writing workshop, in order to increase student proficiency in answering Text Dependent Questions at increasing depth of knowledge (September through February). 10

12 * (September) Literacy Coach will guide teachers to develop purposeful small group tasks, differentiated according to student skill level (for example, utilizing DOK and ALD). * (October) Literacy Coach will guide teachers to develop differentiated standards-based stations, according to student skill level, (utilizing DOK and ALD). * (December) Literacy Coach will guide teachers to develop purposeful, standards-based writing workshop (ex., writing plan, writing through reading, minilessons, independent practice, conferecing, and review/share). *Literacy Coach will guide teachers in callibrating scoring student writing samples (September through January). * (January) Litearcy Coach will review all aspects of the Balanced Literacy Model, with a focus on small groups, differentiated standards-based stations and writing workshop, refining teacher's proficiency in utilizing DOK and ALD when making instructional plans. Coach and teachers will review student products from specific stations and analyze the products according to demonstrated DOK. 3. Literacy Coach will model the use of aspects of Close Reading at all grade levels in order to increase student proficiency in answering text-dependent questions at increasing depth of knowledge (September through January). *Literacy Coach will guide teachers to develop Close Reads with appropriate culminating tasks, text-dependent questions based on culminating tasks, purposeful text marking appropriate for each grade level, purposeful student talk and re-reading for multiple reasons (September through January, embedded in Balanced Literacy Model). 11

13 Action Steps for Implementation: Administrative Implementation Action Steps: 1. Administrators will purchase ELA Logs/Journals for stations and response to reading for student accountability (August). 2. Administrators will purchase question stem flip charts and distribute to each grade level teacher, including math/science/social studies teachers (August). 3. Administrators will purchase ALD charts for grades 2-5 for distribution during profesional development (September). 4. Administrators will purchase Science Weekly and/or Scholastic for all grade levels to use for spiraling stations and/or using multiple sources integrated throughout content areas. 5. Administrators will purchase Smarty Ants for grades K-2, in order to provide differentiated stations based on data. Professional development for accurate, intentional use of programs is included (September and November). 6. Administrators will regularly schedule "Thinking Thursdays" for quick, informative professional development to support ELA initiatives, providing coverage for classes as necessary to allow teachers to attend sessions to their completion. 7. Administrators will purchase a printer, laminator, card stock, etc. to allow teachers to create differentiated stations during school-based professional development (ongoing). 8. Administrators will purchase "Text Dependent Questions" by Fisher and Frey for voluntary participation in a PLC book study. 9. Administrators will set the expectation that grade levels meet at a minimum twice a month, and one of those meetings must be focused on data (ex., DEA, classroom assessments, STAR reading, etc.) 12

14 Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will embed the instructional routines of the Balanced Literacy Model (ex. differentiated small group instruction, standards-based,differentiated and/or spiraling stations, writing workshop, elements of close reading, etc.) in classroom instruction. * Teachers will establish skill-based small groups, utilizing data gathered from a variety of sources (ex., DEA assessments/probes, Smarty Ants, STAR reading, classroom assessments, etc.). * Teachers will establish protocol for participating in small discussion groups, posting guidelines for appropriate, focused student talk. * Students will participate in small group activities/discussions according to established protocol. * Literacy Coach will establish a calendar to meet with grade levels for planning. * Teachers will plan for differentiated instruction, utilizing data (DEA, Smarty Ants, STAR, etc.), in order to remediate deficient skill areas. * Teachers will utilize student conferences, and one-on-one instruction to teach elements through writing workshop that will enable students to answer textdependent questions at increasing depth of knowledge. * Teachers will utilize ALD in order to better understand the significance of student performance on standards to understand what skills are necessary for each student to be proficient, or above, at each standard. * Teachers will plan for differentiated and/or spiraling stations using standards and item-specs. * Students will be accountable for their work during differentiated and/or spiraling using (travel logs, reading response journal, student work folder, etc.) * Understanding the significance of student performance on standards, teachers will differentiate instruction across performance levels. * Students will be active participants during conferences and one-on-one instruction in order to accurately answer text-dependent questions at increasing depth of knowledge. * Teachers will utilize whole group instruction for mini-lessons, modeling, and read alouds. * Students will be be active participants during whole group instruction, following classroom guidelines. * Teachers will utilize multiple sources (Science Weekly, LFAS, etc) to create text- dependent questions of increasing depth of knowledge with an emphasis on Phase 1,2, and 3 questions as a tool to drive student comprehension. * Teachers will implement Close Reads as an instructional tool monthly, utilizing multiple sources (Science Weekly, LFAS, Scholastic, etc.) including a culminating task requiring students to respond to Phase 1, 2 and 3 questions with increasing depth of knowledge. * Students will utilize the elements of Close Reading/Everyday Instructional Reading to answer text-dependent questions, including purposeful textmarking, student talk (ex., Socratic seminar, turn and talk, elbow partners, etc.), re-read according to purpose, and writing through reading. 2. Students will generate artifacts demonstrating progress toward proficiency in answering text-dependent questions in increasing depth of knowledge (ex. student journals, written responses, standards-based tasks from specific stations, etc.) * Teachers will model and guide students in the products of acceptable and appropriate artifacts, utilizing a rubric (state-, district- or teacher-made) when appropriate to determine success. * Students will utilize a rubric (state-, district- or teacher-made) to determine their own success when generating artifacts based on text-dependent questions at increasing depth of knowledge. * Teachers will bring student artifacts to professional development in order to calibrate FSA-style writing in response to a given task from multiple sources at appropriate depth of knowledge. 13

15 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Data Chats at least monthly Administrators in attendance/minutes Principal/AP//Title I teachers/grade Level Chair Science Weekly/Scholastic ongoing Administrative walks/grade level Principal/AP/Grade Level Chair News/Social Studies Weekly discussion Purposeful student talk ongoing Administrative walks/lesson Principal/AP/teachers/Grade Level Moby Max/Smarty Ants/Ready toolbox/discovery Education/STAR reading plans/grade level discussion Chair ongoing Reports/data chats Prinicpal/AP/teachers/Grade Level Chair Balanced Literacy Model ongoing Administrative walks/lesson plans Principal/AP/Teachers/Grade Level Chairs Everyday Instructional Reading ongoing Administrative walks/lesson plans Principal/AP/Teachers/Grade Level Chairs Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 14

16 ELA Focus 2 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Writing: Informational & Opinion Goal: By the end of the year, we expect our students to be able to read and synthesize information from multiple sources of text in order to write academically to a specific task moving beyond a summary of sources that align with the grade level writing styles and rubrics. Professional Development and Activities: District: The central message will be provided through the Writing Working Groups and will focus on individual components of effective writing, including the following: Using Rubrics/FSA Writing Sampler Sets to calibrate teacher scoring and inform instruction Increase student knowledge and use of the Rubrics Differentiated writing instruction based on student needs identified through the Rubrics Writing the Essay o How are we unpacking the prompt? o How are we addressing purposeful text marking specific to the prompt? o How are we planning for the essay? o How are we scaffolding instruction as we build from one source to multiple sources? o How are we addressing writing an introduction? o How are we addressing writing a conclusion? o How are we addressing citing the evidence? o How are we addressing elaboration? o How are we addressing transitions? o How are we addressing content specific (from the sources) vocabulary? School-based: 1. New and interested teachers will be provided training focusing on FSA style writing, calibrating and using the FSA/District rubrics. 2. Literacy Coach will guide teachers through calibrating a baseline writing sample at the beginning of each quarter based on the specific writing style at each grade level according to the district Curriculum Map. The baseline will be used for instructional pruposes (teacher option to grade) and shared for calibration during the school based professional development. Post-assessment is the district's Cold Read/Write. 3. Each 9 weeks, teachers will record scores on pre- and post-writing assessments, post the scores for the Literacy Coach to utilize during grade level specific meeting times for use in planning instruction. 4. Literacy Coach will provide focused instruction on the elements of writing and incorporating evidence and elaboration. 5. The Instructional Coach, with the grade levels, will create a scope and sequence for instruction on the writing components of an effective narrative/informational/opinion essay. 6. Based on teacher feedback, the ELA Instructional Coach will provide additional reading/writing tasks to assist teachers in differentiating writing instruction. 15

17 Action Steps for Implementation: Administrative Implementation Action Steps: 1. Administrators will schedule a window during which baseline writing tasks should be completed at the beginning of each quarter. Unpacking the Prompt- Teacher will model with students Instruction: Kindergarten Writing Plan- Mary Esther Elementary All teachers will use a common process to unpack the prompt: (Teacher will model in shared writing) 1. Circle Topic 2. Underline Purpose and Audience, when applicable o Note: If no audience is specified in the prompt, it is understood the audience is a knowledgeable person 3. Box Mode (opinion, informational, narrative) Teacher models the process for unpacking the prompt using the Okaloosa Writing Exemplars and student samples Student Outcomes: Students will practice unpacking the prompt with teacher guidance in Everyday Instructional Reading tasks (bell ringers, TDQ s, writing through reading) Purposeful Text Marking Specific to Prompt Instruction: Teacher will use Okaloosa Writing Exemplars to model how unpacking the prompt determines purposeful text marking. Example: Write and tell how Pilgrims lived long ago. Possible Purposeful Text Marking: L= Long Ago o Example: Text marking through shared/interactive writing Student Outcomes: Students will use unpacked prompts (from previous section) to determine a possible purpose text marking (with teacher modeling). Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt. Planning for the Essay Instruction: 16

18 As appropriate, teacher and students will unpack the Purpose, Focus, and Organization (PFO) category of the FSA-like Writing Rubrics (opinion, informational, narrative) by conducting an Everyday Instructional Read of each score point o Highlight key terms in each section. o As a class, define and analyze the highlighted key term Example: Logical progression of ideas from beginning to end - What does this mean? o Identify and discuss the elements of each score point Example: How is a 3 in PFO different from a 4 in PFO? Create anchor chart of the different ways the author and illustrator of a text present the ideas or information in a text. Teacher will create Everyday Instructional Reading tasks requiring students to: o Unpack a prompt o Create a purposeful text marking pertaining to the prompt o Explain how the author and illustrator present the ideas or information from the text Teacher and students will utilize shared and interactive writing to collaboratively plan for writing using the 4-Fold Graphic Organizer or an organizer of grade level choice. Student Outcomes: (with teacher guidance): Students will list attributes to describe each score point of the FSA-like Writing Rubrics for PFO. Students will complete Everyday Instructional Reading tasks. Students will routinely plan for writing activities using the 4-Fold Graphic Organizer or grade level choice. Scaffolding Instruction to Build from One Source to Multiple Sources (Using Information From Both Text and Illustrations) Gradual release will be used to scaffold instruction to start with one text and then to multiple sources. Instruction: Teacher will provide explicit instruction on the relationship between illustrations and the story in which they appear and how the text and illustrations work together to convey meaning. o Example: How does the diagram showing what lives in a pond help us to better understand life at the pond? Why did the author decide to add this chart to his text? Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday Instructional Reading tasks. Everyday Instructional Reading Connections: Teacher will create text dependent questions (with an emphasis on Phase 2 and 3) requiring students to analyze multiple sources. (gradual release) Student Outcomes: Students will develop the stamina required to read, text mark, and analyze increasing complex text. 17

19 Students will apply analytical thinking skills to make connections across a text. Given a text-based writing task, students will be able to answer the question, Why was this text put together with this prompt? Writing a Beginning (Introduction) Instruction: Teacher will provide explicit instruction on: o Orienting the reader to the topic of the essay (answering the prompt) Teacher and students will create an anchor chart showing the component of an introduction along with student examples. When used effectively, the introduction is the doorway to an essay that invites the reader to enter. Teacher will use Okaloosa Writing Exemplars to identify attributes of an introduction. Teacher will model color-coded method found in Additional Notes section to identify the topic. Teacher will utilize formative assessments to determine student mastery of writing a beginning. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Teacher and students will utilize shared and interactive writing to collaboratively write introductions. Teacher and students will utilize shared and interactive writing to collaboratively rewrite a low scoring introduction (using Okaloosa Writing Exemplars). Student Outcomes: Students will utilize purposeful student talk to state their introduction based on their 4-Fold Graphic Organizer/grade level choice organizer with guided practice from teacher. Students will practice writing introductions using the component of an introduction with guided practice from teacher. Students will utilize the color-coded method found in Additional Notes section to identify their topic with guided practice from teacher. Using the FSA-like Writing Rubric, students will self-assess their introductions in writing and revise writing as needed. (modeled by teacher) Writing an Ending (Conclusion) Instruction: Teacher will define and provide explicit instruction on endings (conclusion): o The ending of the writing tells the reader why our text is important. o A good ending reminds the reader about the topic. Teacher and students will create an anchor chart containing the elements of an ending (conclusion). Teacher will utilize formative assessments to determine student mastery of writing an ending (conclusion). Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: 18

20 Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. Teacher will model color-coded method found in Additional Notes section. Student Outcomes: Students will analyze Okaloosa Writing Exemplars to identify effective and ineffective conclusions. Students will practice writing conclusions based on their introductions from the previous section. Students will utilize the color-coded method found in Additional Notes section to identify their ending. Using the FSA Writing Rubric, students will self-assess their conclusions in writing and revise writing as needed. Citing Evidence Instruction: Teacher and students will unpack the Evidence and Elaboration (EE) category of the FSA-like Writing Rubrics (opinion, informational, narrative) by conducting an Everyday Instructional Read of each score point o Highlight key terms in each section. o As a class, define and analyze the highlighted key term Example: Repetitive or ineffective use of fact/s- What does this mean? o Identify and discuss the elements of each score point Example: How is a 3 in EE different from a 4 in EE? Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence from student s own text marking. Teacher will provide explicit instruction on two types of evidence: 1. Quotations: Text that is taken word for word from the source material. A writer must give credit to the author when using a quotation. Direct quotes should be used sparingly in an essay. o I read o I learned o The author said... o In the text it says 2. Summarizing: Putting the main idea(s) and main point(s) into your own words. Summaries are broad overviews of the source material. Teacher will provide explicit instruction on how to determine which of the two types of evidence will be most effective, based on their text marking and purpose. Teacher will provide explicit instruction on using illustrations as a method to provide additional evidence for a prompt. Teacher will model: o Color-coded method found in Additional Notes section to identify text evidence o Ensuring writers pictures match their words o The processing of dictating which allows a student to tell the details/information they are unable to get on paper for him or herself. 19

21 Student Outcomes: Students will list attributes to describe each score point of the FSA-like Writing Rubrics for EE. Students will collaboratively evaluate their text markings to determine relevant vs. irrelevant evidence. Students will effectively use both types of evidence in both their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their text evidence. Details (Elaboration) Instruction: Teacher will define the term details (elaboration): o This is a way a writer makes connections from the text so a reader can better understand their writing. The details are not from the text. Teacher will provide explicit instruction on the effective use of two of the details (elaborative) techniques: 1. Connections to Self/World/Text 2. Using a Real Life Example Teacher will model the use of the Say-Mean-Matter Graphic Organizer to assist in developing strong details (elaboration). This includes explicit instruction on which text evidence is worthy of adding additional details (elaboration). Teacher and students will utilize shared and interactive writing to practice developing elaboration using the Say-Mean-Matter Graphic Organizer. Teacher will model: o Color-coded method found in Additional Notes section to identify elaboration in Okaloosa Writing Exemplars o Details can be found in any combination of drawing, dictating, or writing o Details must be related (relevant) to the topic and text Teacher will use Okaloosa Writing Exemplars to show examples of effective and ineffective use of details (elaboration). Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Student Outcomes: Students will routinely incorporate relevant details in their writing through a combination of drawing, dictating, and writing. Students will evaluate and revise student writing (Okaloosa Writing Exemplars) containing weak details (elaboration). Using the FSA-like Writing Rubric, students will self-assess their use of details in writing and revise writing as needed Students will effectively use the elaborative techniques both in their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their details (elaboration). Additional Information Kindergarten standards provide the scaffold of using a combination of drawing, dictating, and writing. Kindergarten students will use any or all of the scaffolds in order to convey their ideas. The expectation is for students to increase the amount of independent writing as the year progresses. Components of essay writing can be taught and practiced in isolation, however students should be routinely be provided opportunities to write complete essays. Teachers and students will use common color coding technique to assist in identifying components of essay writing: o Orange: Topic 20

22 o Green: Text Evidence o Pink: Details (Elaboration) o Blue: Ending (Concluding Sentence) Must Have Conventions Capital letter at the beginning of sentence, capital I No crazy capital letters within words Ending punctuation Spacing between words Complete thought is written, drawn, or dictated Phonetic spelling Word wall words spelled correctly Writing is grade appropriately legible Grades 1-2 Writing Plan- Mary Esther Elementary **Grade 1 and 2 teachers will use the gradual release model to scaffold writing instruction for students. Unpacking the Prompt- Instruction: All teachers will use a common process to unpack the prompt: 4. Circle Topic 5. Underline Purpose and Audience, when applicable o Note: If no audience is specified in the prompt, it is understood the audience is a knowledgeable person 6. Box Mode (opinion, informational, narrative) 7. List any academic/domain specific words (if present) Teacher models the process for unpacking the prompt using the Okaloosa Writing Exemplars Student Outcomes: Students will practice unpacking the prompt in Everyday Instructional Reading tasks (bell ringers, TDQ s, writing through reading) Students will collaboratively write a possible prompt for a given mode of writing. Student prompts will be used as a tool for instruction (i.e., students unpack each other s prompts). Purposeful Text Marking Specific to Prompt Instruction: Teacher will use Okaloosa Writing Exemplars to model how unpacking the prompt determines purposeful text marking. Example: Ernest Shackleton was an explorer. He sailed on a ship called the Endurance. Write an informative essay 21

23 explaining why the voyage of the Endurance was unforgettable. Use information from the passage in your essay. Possible Purposeful Text Marking: U= Unforgettable Student Outcomes: Students will use unpacked prompts (from previous section) to determine a possible purpose for text marking. Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt. Planning for the Essay Instruction: Teacher and students will unpack the Purpose, Focus, and Organization (PFO) category of the FSA-like Writing Rubrics (opinion, informational, narrative) by conducting an Everyday Instructional Read of each score point o Highlight key terms in each section. o As a class, define and analyze the highlighted key term Example: fully sustained - What does this mean? o Identify and discuss the elements of each score point Example: How is a 3 in PFO different from a 4 in PFO? Teacher and students will create anchor chart of text structures (Compare/Contrast, Problem/Solution, How/Why, Sequence, etc.) with appropriate graphic organizer. Teacher will create Everyday Instructional Reading tasks requiring students to: o Unpack a prompt o Create a purposeful text marking pertaining to the prompt o Analyze a text to determine text structure o Complete appropriate graphic organizer (corresponding to mode of writing) Student Outcomes: Students will list attributes to describe each score point of the FSA-like Writing Rubrics for PFO. Students will complete Everyday Instructional Reading tasks requiring the unpacking of a prompt, the creation of purposeful text marking, and effectively planning to respond to a Writing Through Reading or Student Talk activity. Scaffolding Instruction to Build from One Source to Multiple Sources Instruction: Teacher will provide explicit instruction on why multiple sources might be required to respond to a given prompt. o Example: At least two texts are typically needed for a compare/contrast. Teacher will model progression of analysis required moving from one text to two sources. o This includes explicit instruction on: 22

24 Text type (i.e., letter, newspaper article, blog, etc.) Text and non-text stimulus (i.e., cartoons, pictures, charts/graphics, etc.) How multiple texts are related (i.e., topic, theme, pro/con, etc.) When creating writing tasks, teachers will purposefully pair sources. This includes the use of both text types and stimuli. Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday Instructional Reading tasks. Everyday Instructional Reading Connections: Teacher will create text dependent questions (with an emphasis on Phase 2 and 3) requiring students to analyze multiple sources. Student Outcomes: Students will develop the stamina required to read, text mark, and analyze two texts. Students will use Everyday Instructional Reading strategies (i.e., purposeful text marking) to determine important connections across texts. Given a text-based writing task, students will be able to answer the questions, Why were these texts put together for this prompt? How are these texts related? Students will increase the number of texts in both essay writing and Everyday Instructional Reading tasks at an incremental rate. Writing an Introduction Instruction: Teacher will provide explicit instruction on: o Grabbing the reader s attention through a relevant statement o Orienting the reader to the topic of the essay (answering the prompt) o Stating the ideas or concepts that will be explained using sources (thesis statement/claim) Teacher and students will create an anchor chart containing the three components of an introduction. When used effectively, the introduction is the doorway to an essay that invites the reader to enter. Teacher will use Okaloosa Writing Exemplars to identify attributes of an introduction. Teacher will model color-coded method found in Additional Notes section to identify the thesis/claim. Teacher and students will utilize shared and interactive writing to collaboratively write introductions. Teacher will utilize formative assessments to determine student mastery of writing an introduction. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: To build writing stamina, teacher will provide students a specified time to unpack the prompt, develop purposeful text marking, and write an introduction. Student Outcomes: 23

25 Students will practice writing introductions using the three components of an introduction. Using introductions from the Okaloosa Writing Exemplars, students will rewrite a low scoring introduction. Students will utilize the color-coded method found in Additional Notes section to identify their thesis/claim. Using the FSA-like Writing Rubric, students will self-assess their introductions in writing and revise writing as needed. Writing a Conclusion Instruction: Teacher will define the term conclusion: o The last section of an essay that explains why it all matters. It answers the question So what? A good conclusion revisits the thesis statement. Teacher will provide explicit instruction on: o Thesis Statement: Usually the first sentence of a conclusion revisits the controlling idea of an essay, but is phrased differently from the original thesis found in the introduction o Synthesis: The element of a conclusion that brings together the points of an essay in a new and interesting way to make a generalization or to draw a conclusion. (Grade 2) Teacher and students will create an anchor chart containing the components of a conclusion with examples. Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. Teacher will model color-coded method found in Additional Notes section to identify the thesis/claim. Teacher will utilize formative assessments to determine student mastery of writing a conclusion. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: To build writing stamina, teacher will provide students a specified time to unpack the prompt, develop purposeful text marking, and write an introduction and/or conclusion. Student Outcomes: Students will analyze Okaloosa Writing Exemplars to identify effective and ineffective conclusions. Students will practice writing conclusions based on their introductions from the previous section. Students will utilize the color-coded method found in Additional Notes section to identify their thesis/claim. Using the FSA Writing Rubric, students will self-assess their conclusions in writing and revise writing as needed. Determining and Citing Relevant Evidence Instruction: Teacher and students will unpack the Evidence and Elaboration (EE) category of the FSA-like Writing Rubrics (opinion, informational, narrative) by conducting an Everyday Instructional Read of each score point o Highlight key terms in each section. o As a class, define and analyze the highlighted key term Example: relevant evidence integrated smoothly and thoroughly - What does this mean? o Identify and discuss the elements of each score point Example: How is a 3 in EE different from a 4 in EE? 24

26 Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence from student s own text marking. Teacher will provide explicit instruction on three types of evidence: 1. Quotations: Text that is taken word for word from the source material. A writer must give credit to the author when using a quotation. Direct quotes should be used sparingly in an essay. o I read o I learned o The author said... o In the text it says o In paragraph it says 2. Paraphrasing: Condensing a passage from the source material and putting it into your own words. 3. Summarizing: Putting the main idea(s) and main point(s) into your own words. Summaries are broad overviews of the source material. o Note: A student paper that is entirely summary, will result in a score point of 2 in Evidence and Elaboration. Teacher will provide explicit instruction on how to determine which of the three types of evidence will be most effective, based on their text marking and purpose. Teacher will model color-coded method found in Additional Notes section to identify text evidence. Teacher will utilize formative assessments to determine student mastery of determining and citing relevant evidence. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Prior to writing, students will utilize purposeful Student Talk to share and justify relevant text evidence. After selecting evidence for the Say-Mean-Matter Graphic Organizer, students will utilize purposeful Student Talk to explain the type(s) of evidence (quotation, paraphrasing, summarizing) which will be used to most effectively respond to a given prompt. Student Outcomes: Students will list attributes to describe each score point of the FSA-like Writing Rubrics for EE. Students will evaluate their text markings to determine relevant vs. irrelevant evidence. Students will effectively use all three types of evidence in both their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their text evidence. Elaboration Instruction: Teacher will define the term elaboration: o Elaborating is adding details/evidence and explaining connections. This is the way a writer makes connections between ideas for the reader to further their understanding. Even though the connections may be obvious to you (the writer), your essay is not for you, but for the audience that needs to understand your ideas without your being there to explain them. 25

27 Teacher will provide explicit instruction on the effective use of three of the elaborative techniques: 1.Connections to Self/World/Text 2. Using a Real Life Example 3. Make a Figurative Comparison (Metaphor or Analogy) Teacher will model the use of the Say-Mean-Matter Graphic Organizer to assist in developing strong elaboration. This includes explicit instruction on which text evidence is worthy of elaboration. Teacher and students will utilize shared and interactive writing to practice developing elaboration using the Say-Mean-Matter Graphic Organizer. Teacher will model the color-coded method found in Additional Notes section to identify elaboration in Okaloosa Writing Exemplars. Teacher will use Okaloosa Writing Exemplars to show examples of effective and ineffective elaboration. Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Students will engage in Socratic Seminars and Fish Bowl Activities using multiple sources, teacher created text dependent questions, citing relevant sources, and adding purposeful elaboration. After selecting relevant evidence for the Say-Mean-Matter Graphic Organizer, students will utilize purposeful Student Talk to develop and justify the type(s) of elaboration used. Student Outcomes: Students will evaluate and revise student writing (Okaloosa Writing Exemplars) containing weak elaboration. Using the FSA-like Writing Rubric, students will self-assess their use of elaboration in writing and revise writing as needed. Students will effectively use the elaborative techniques both in their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their elaboration. Transitions (Temporal Words and Phrases) Instruction: Teacher will define the term transition: o Transitions are the words and phrases that serve as a bridge from one idea to the next or one sentence to the next (internal transitions), or one paragraph to the next (external transitions). Transitions are like the glue that holds a writer s ideas together so the reader will not get lost in the reading. Teacher and students will create an anchor chart of effective internal and external transitions (temporal words and phrases- Grade 1). Teacher will model color-coded method found in Additional Notes section to identify transitions in writing. Teacher will use Okaloosa Writing Exemplars to model effective use of temporal/transitional words and phrases. Teacher and students will utilize shared and interactive writing to create writing using temporal/transitional words and phrases. Teacher will utilize formative assessments to determine student mastery of using appropriate temporal words and phrases/internal and external transitions. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Student Outcomes: 26

28 Using the FSA-like Writing Rubrics, students will evaluate and revise usage of transitions in writing (i.e., Okaloosa Writing Exemplars). Students will routinely use temporal words/transitions in both their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their transitions. Using the FSA-like Writing Rubric, students will self-assess their use of transitions in writing and revise writing as needed. Content Specific (from the sources) Vocabulary Instruction: Teacher will provide explicit instruction on referring to the source(s) to identify content specific vocabulary. Teacher will model writing content specific vocabulary in the margin of text. Teacher and students will utilize shared reading/writing to identify content specific vocabulary within text. Teacher will provide explicit instruction on how to use context clues to determine the meaning of unknown content specific vocabulary. Teacher will provide explicit instruction on how and when to use content specific vocabulary from source material to enhance writing. Teacher will use Okaloosa Writing Exemplars to demonstrate effective use of content specific vocabulary. Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks. Teacher will utilize formative assessments to determine student mastery of using appropriate content specific vocabulary. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Teacher will create Phase 2 text dependent questions focusing on content specific vocabulary. Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks (i.e., Writing Through Reading, Student Talk). Student Outcomes: Students will identify content specific vocabulary in their writing. Cooperative groups will collaborate to add relevant content specific vocabulary to a piece of writing. Students will revise writing (i.e., Okaloosa Writing Exemplars) with ineffective use of content specific vocabulary. Students will routinely be provided opportunities to utilize content specific vocabulary from sources in essay writing and Everyday Instructional Reading tasks. Additional Information Components of essay writing will be taught and practiced independent of each other through mini-lessons. Students should routinely be provided opportunities to write complete essays. Teachers and students will use common color coding technique to assist in identifying components of essay writing: o Orange: Thesis/Claim o Green: Text Evidence o Pink: Elaboration o Yellow: Temporal Words and Phrases/Transitions o Blue: Concluding Sentence 27

29 Must-Have Conventions 1st Capital letter at the beginning of sentence, capital I No crazy capital letters (within words) Grade level appropriate punctuation (period, exclamation, question, comma, quotes) Finger spacing between words Correct formation of letters (No reversals by end of year) Letters written on the line Complete sentences (placed on paper/line correctly) Grade level appropriate grammar Phonetic spelling Sight words spelled correctly Word wall words spelled correctly Must-Have Conventions 2nd Capital letter at the beginning of sentence, capital I, proper nouns No crazy letters (within words) Grade level appropriate punctuation (period, exclamation, question, comma, quotes) Finger spacing between words Correct formation of letters (No reversals) (placed on paper/line correctly) Verb/noun (pronoun) agreement Grade level appropriate grammar Sight words spelled correctly Answer addresses the task Writing is grade appropriate legible Grades 3-5 Writing Plan- Mary Esther Elementary Unpacking the Prompt Instruction: All teachers will use a common process to unpack the prompt: 1. Circle Topic 2. Underline Purpose and Audience, when applicable o Note: If no audience is specified in the prompt, it is understood the audience is a knowledgeable person 3. Box Mode (opinion, informational) 4. List any academic/domain specific words (if present) Teacher models the process for unpacking the prompt using the FSA Writing Sampler Sets and/or Okaloosa Writing Exemplars Student Outcomes: Students will practice unpacking the prompt in Everyday Instructional Reading tasks. (bell ringers, TDQ s, writing through reading) Students will write a possible prompt for a given mode of writing. Student prompts will be used as a tool for instruction (i.e., students unpack each other s prompts). o Note: A student should later practice coding response written to prompts using the coding process above, in order to determine that they have addressed all aspects of the prompt. Purposeful Text Marking/Note Taking Specific to Prompt Instruction: Teacher will use FSA Writing Sample Sets and/or Okaloosa Writing Exemplars to model how unpacking the prompt determines purposeful text marking. 28

30 Example: Write an informative essay to present to your class the problem of light pollution in the United States today. Use information from the passages in your essay. Possible Purposeful Text Marking: P= Problem, S= Solution Student Outcomes: Students will use unpacked prompts (from previous section) to determine possible purposeful text marking. Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt. Planning for the Essay Instruction: Teacher and students will unpack the Purpose, Focus, and Organization (PFO) category of the FSA Writing Rubrics (opinion, informational) by conducting an Everyday Instructional Read of each score point: o Highlight key terms in each section. o As a class, define and analyze each highlighted key term Example: fully sustained - What does this mean? o Identify and discuss the elements of each score point Example: How is a 3 in PFO different from a 4 in PFO? Create anchor chart of text structures (Compare/Contrast, Problem/Solution, How/Why, Sequence, etc.) with appropriate graphic organizer. Teacher will create Everyday Instructional Reading tasks requiring students to: o Unpack a prompt o Create a purposeful text marking pertaining to the prompt o Analyze a text to determine text structure o Complete appropriate graphic organizer (corresponding to text structure) Student Outcomes: Students will list attributes to describe each score point of the FSA Writing Rubrics for PFO. Students will complete Everyday Instructional Reading tasks requiring the unpacking of a prompt, the creation of purposeful text marking, and effectively planning to respond to a Writing Through Reading or Student Talk activity. Scaffolding Instruction to Build from One Source to Multiple Sources Instruction: Teacher will provide explicit instruction on why multiple sources might be required to respond to a given prompt. o Example: At least two texts are typically needed for a compare/contrast. Teacher will model progression of analysis required for moving from one text to multiple sources. 29

31 o This includes explicit instruction on: Text type (i.e., letter, newspaper article, blog, etc.) Text and non-text stimulus (i.e., cartoons, pictures, charts/graphics, etc.) How multiple texts are related (i.e., content, theme, pro/con, etc.) When creating writing tasks, teachers will purposefully pair multiple sources. This includes the use of multiple text types and stimuli. Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday Instructional Reading tasks. Everyday Instructional Reading Connections: Teacher will create text dependent questions (with an emphasis on Phase 2 and 3) requiring students to analyze multiple sources. Teacher will provide collaborative opportunities for students to pair given sources together to create their own writing tasks. o Example: Groups are provided with four potential sources and students must determine the three that best fit together and create a relevant prompt. Student Outcomes: Students will develop the stamina required to read, text mark, and analyze up to four texts. o Note: 3 rd Grade will begin using two sources before the end of the first semester after explicit instruction is provided. 4 th and 5 th grade will begin using at least two sources during the first quarter after explicit instruction is provided. Additional sources will be added at an incremental rate. Students will use Everyday Instructional Reading strategies (i.e., purposeful text marking) to determine important connections across multiple texts. Given a text-based writing task, students will be able to answer the questions, Why were these texts put together for this prompt? How are these texts related? Students will increase the number of texts in both essay writing and Everyday Instructional Reading tasks at an incremental rate. Writing an Introduction Instruction: Teacher will provide explicit instruction on: o Grabbing the reader s attention through a relevant statement o Orienting the reader to the topic of the essay (answering the prompt) o Stating the ideas or concepts that will be explained using sources (thesis statement/claim) Teacher and students will create an anchor chart containing the three components of an introduction. When used effectively, the introduction is the doorway to an essay that invites the reader to enter. Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to identify attributes of an introduction. Teacher will model color-coded method found in Additional Notes section to identify the thesis/claim. Teacher and students will utilize shared and interactive writing to collaboratively write introductions. Teacher will utilize formative assessments to determine student mastery of writing an introduction. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 30

32 Everyday Instructional Reading Connections: To build writing stamina, teacher will provide students a specified time (refer to Additional Notes section) to unpack the prompt, develop purposeful text marking, and write an introduction. Student Outcomes: Students will practice writing introductions using the three components of an introduction. Using introductions from the FSA Writing Sampler Sets and Okaloosa Writing Exemplars, students will rewrite a low scoring introduction. Students will utilize the color-coded method found in Additional Notes section to identify their thesis/claim. Using the FSA Writing Rubric, students will self-assess their introductions in writing and revise writing as needed. Writing a Conclusion Instruction: Teacher will define the term conclusion: o The last paragraph of an essay that explains why it all matters. It answers the question So what? A good conclusion revisits the thesis statement, synthesizes the main points of the essay, and extends beyond the essay. Teacher will provide explicit instruction on: o Thesis Statement: Usually the first sentence of a conclusion revisits the controlling idea of an essay, but is phrased differently from the original thesis found in the introduction o Synthesis: The element of a conclusion that brings together the points of an essay in a new and interesting way to make a generalization or to draw a conclusion. o Extension: A memorable thought or idea that extends beyond the essay and pushes the reader into the real world. Teacher and students will create an anchor chart containing the three components of a conclusion. Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. Teacher will model color-coded method found in Additional Notes section to identify the concluding sentence. Teacher will utilize formative assessments to determine student mastery of writing a conclusion. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: To build writing stamina, teacher will provide students a specified time (refer to Additional Notes section) to unpack the prompt, develop purposeful text marking, and write an introduction and/or conclusion. Student Outcomes: Students will analyze FSA Writing Sampler Sets and Okaloosa Writing Exemplars to identify effective and ineffective conclusions. Students will practice writing conclusions based on their introductions from the previous section. Students will utilize the color-coded method found in Additional Notes section to identify their concluding sentence. Using the FSA Writing Rubric, students will self-assess their conclusions in writing and revise writing as needed. Determining and Citing Relevant Evidence 31

33 Instruction: Teacher and students will unpack the Evidence and Elaboration (EE) category of the FSA Writing Rubrics (opinion, informational) by conducting an Everyday Instructional Read of each score point o Highlight key terms in each section. o As a class, define and analyze each highlighted key term Example: relevant evidence integrated smoothly and thoroughly - What does this mean? o Identify and discuss the elements of each score point Example: How is a 3 in EE different from a 4 in EE? Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence from student s own text marking. Teacher will provide explicit instruction on not over-relying on one source when selecting relevant evidence. Teacher will provide explicit instruction on the three types of evidence: 1. Quotations: Text that is taken word-for-word from the source material. A writer must give credit to the author when using a quotation. Direct quotes should be used sparingly in an essay. o I read o I learned o The author said... o In the text it says o In paragraph it says Note: When using direct quotations, 5 th grade students must use quotation marks. 2. Paraphrasing: Condensing a passage from the source material and putting it into your own words. 3. Summarizing: Putting the main idea(s) and main point(s) into your own words. Summaries are broad overviews of the source material. Note: A student paper that is entirely summary, will result in a score point of 2 in Evidence and Elaboration. Teacher will provide explicit instruction on how to determine which of the three types of evidence will be most effective, based on their text marking and purpose. Teacher will model the use of the Warrant Workout to assist in determining relevant evidence. Teacher will model color-coded method found in Additional Notes section to identify text evidence. Teacher will utilize formative assessments to determine student mastery of determining and citing relevant evidence. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Prior to writing, students will utilize purposeful Student Talk to share and justify relevant text evidence. After selecting evidence for the Warrant Workout, students will utilize purposeful Student Talk to explain the type(s) of evidence (quotation, paraphrasing, summarizing) which will be used to most effectively respond to a given prompt. Student Outcomes: Students will list attributes to describe each score point of the FSA Writing Rubrics for EE. Students will evaluate their text markings to determine relevant vs. irrelevant evidence. 32

34 Students will effectively use all three types of evidence in both their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their text evidence. Elaboration Instruction: Teacher will define the term elaboration: o Elaborating is adding details/evidence and explaining connections. This is the way a writer makes connections between ideas for the reader to further their understanding. Even though the connections may be obvious to you (the writer), your essay is not for you, but for the audience that needs to understand your ideas without you being there to explain them. Teacher will provide explicit instruction on the effective use of the six elaborative techniques: 1. Connections to Self/World/Text 2. Explaining Cause and Effect (or If then ) 3. Making a Comparison or Contrast 4. Using Definitions 5. Using a Real Life Example 6. Make a Figurative Comparison (Metaphor or Analogy) Teacher will model the use of the Warrant Workout to assist in developing strong elaboration. This includes explicit instruction on which text evidence is worthy of elaboration. Teacher and students will utilize shared and interactive writing to practice developing elaboration using the Warrant Workout. Teacher will model color-coded method found in Additional Notes section to identify elaboration in FSA Writing Sampler Sets and Okaloosa Writing Exemplars. Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to show examples of effective and ineffective elaboration. Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Students will engage in Socratic Seminars and Fish Bowl Activities using multiple sources, teacher created text dependent questions, citing relevant sources, and adding purposeful elaboration. After selecting relevant evidence for the Warrant Workout, students will utilize purposeful Student Talk to develop and justify the type(s) of elaboration used. Student Outcomes: Students will evaluate and revise student writing (FSA Writing Sampler Sets and Okaloosa Writing Exemplars) containing weak elaboration. Using the FSA Writing Rubric, students will self-assess their use of elaboration in writing and revise writing as needed. Students will effectively use the elaborative techniques both in their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their elaboration. 33

35 Transitions Instruction: Teacher will define the term transition: o Transitions are the words and phrases that serve as a bridge from one idea to the next or one sentence to the next (internal transitions), or one paragraph to the next (external transitions). Transitions are like the glue that holds a writer s ideas together so the reader will not get lost in the reading. Teacher and students will create an anchor chart of effective internal and external transitions. Teacher will model color-coded method found in Additional Notes section to identify transitions in writing. Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to model effective use of transitional words and phrases. Teacher and students will utilize shared and interactive writing to create writing using transitional words and phrases. Teacher will utilize formative assessments to determine student mastery of using appropriate internal and external transitions. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Student Outcomes: Using the FSA Writing Rubrics, students will evaluate and revise usage of transitions in writing (FSA Writing Sampler Sets and Okaloosa Writing Exemplars). Students will routinely use transitions in both their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their transitions. Using the FSA Writing Rubric, students will self-assess their use of transitions in writing and revise writing as needed. Content Specific (from the sources) Vocabulary Instruction: Teacher will provide explicit instruction on referring to the source(s) to identify content specific vocabulary. Teacher will model writing content-specific vocabulary in the margin of text. Teacher and students will utilize shared reading/writing to identify content specific vocabulary within text. Teacher will provide explicit instruction on how to use context clues to determine the meaning of unknown content specific vocabulary. Teacher will provide explicit instruction on how and when to use content specific vocabulary from source material to enhance writing. Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to demonstrate effective use of content specific vocabulary. Teacher will utilize formative assessments to determine student mastery of using appropriate content specific vocabulary. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Teacher will create Phase 2 text dependent questions focusing on content specific vocabulary. Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks (i.e., Writing Through Reading, Student Talk). Students will routinely be provided opportunities to utilize content specific vocabulary from sources in essay writing and Everyday Instructional Reading tasks. 34

36 Student Outcomes: Students will identify content specific vocabulary in their writing. Cooperative groups will collaborate to add relevant content specific vocabulary to a piece of writing. Students will revise writing (FSA Writing Sampler Set and Okaloosa Writing Exemplars) with ineffective use of content specific vocabulary. Additional Information Grade 3 uses FSA-like Rubrics, however use of the FSA Sampler Sets should be evident in grade 3. Only Grade 3 has a writing focus of Narrative Writing for quarter one. Components of essay writing will be taught and practiced independent of each other through mini-lessons. Students should routinely be provided opportunities to write complete essays. Teachers and students will use a common color coding technique to assist in identifying components of essay writing: o Orange: Thesis/Claim o Green: Text Evidence o Pink: Elaboration o Yellow: Transitions o Blue: Concluding Sentence In order to develop stamina, students will routinely write a text-based essay to a given prompt. Students should be aware of the estimated time they should take on the FSA writing assessment for each component of essay writing: o Unpacking the prompt: 5 minutes o Reading/text marking (Everyday Instructional Read): 35 minutes o Planning: 20 minutes o Writing the essay: 50 minutes o Revising/Editing: 10 minutes Must Have Conventions 3rd Must Have Conventions 4th Must Have Conventions 5th Complete sentences with varied sentence structure Capitalize appropriate words (Beginning of sentence, proper nouns, titles) Verb/noun (pronoun) agreement Proper punctuation (comma, quotation, end mark) Words from the text or source will be spelled correctly Sight words/dolch words will be spelled correctly (Grade level appropriate) Contractions and possessives spelled correctly Complete sentences Words from the text or source will be spelled correctly Sight words/dolch words will be spelled correctly Capitalization of I, beginning of sentence, and proper nouns, no random capitalizations with the writing Proper ending punctuation Paragraph separation is evident Like ideas will be grouped into paragraphs Writing is grade appropriate legible 35 Complete sentences with varied sentence structure Words from the text or source are spelled correctly Sight words/dolch words will be spelled correctly Capitalization of I, beginning of sentence, and proper nouns, no random capitalizations with the writing Capitalize titles of articles and enclose in quotation marks Proper ending punctuation Like ideas will be grouped into paragraphs

37 Writing is grade appropriately legible Like ideas will be grouped into paragraphs Capitalization of I, beginning of sentence, and proper nouns, no random capitalizations within the writing Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Baseline writing quarterly lesson plans/pd sessions/quarterly Principal/AP/ Grade Level Chairs chart Differentiated writing tasks ongoing lesson plans/administrative Principal/AP walks/student samples Small targeted writing groups ongoing lesson plans/administrative Principal/AP/Grade Level Chairs walks/student samples Must-haves for conventions ongoing student samples Principal/AP/Teachers/Grade Level Chairs Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 36

38 ELA Levels 1 and 2 Focus Focus: Phonics- and comprehension-based instruction School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to increase reading fluency, comprehension and prosody as measured by increased proficiencies on DEA, STAR and in-class assessments. Professional Development and Activities: School-based: 1. The ELA Instructional Coach will provide continued guidance and monitoring on the Tyner model of instruction for teachers of grades Kindergarten through second. 2. The ELA Coach will provide training on the Fountas and Pinnell model of instruction for teachers of students in grades Professional development for the use of Smarty Ants (K-2). 4. The school administrators and teacher leaders will provide followup support to the District's training in the utilization of Moby Max. 5. The ELA Instructional Coach will provide training for new and interested teachers on utilizing data collected from STAR to guide creation of small groups and prescriptive instructional plans. 6. Remediation teachers will attend District-provided professional development through the iready program (June, July, August, December). 7. ELL teacher and guidance counselor will attend District-provided professional development in the use of Imagine Learning software designed for ELL students. 37

39 Action Steps for Implementation: Administrative Implementation Action Steps: 1. Administrators will schedule data chats at least monthly to track progress of students who score at Level 1 or Level 2 on FSA or DEA assessments. 2. Purchase Smarty Ants for grades K Administrators will schedule Differentiated Instruction Blocks during which students who score Level 1 and Level 2 can receive specific, targeted instruction. 4. Administrators will initiate and update a growth sheet for use in data chats, MTSS committee meetings, etc. in order to monitor students' progress. 5. The MTSS coordinator (Guidance Counselor) will monitor students' progress through interventions, and schedule conferences with teachers and the MTSS committee to provide support for teachers as they guide students through interventions. 6. Administrators, Guidance Counselor and teacher leaders will assist teachers in utilizing the DEA system in order to disaggregate their own student data and utilize that data to drive instruction, targeting missing skills specifically for students who score Level 1 and Level Administrators will arrange for a substitute on a weekly basis to provide relief for classroom teachers to attend MTSS meetings to collaboratively plan for interventions for students scoring Level 1 and Level Guidance Counselor will schedule meetings for parents of students who are English Language Learners with their teachers and interpreter as needed, ensuring teachers are available to attend the meeting and write the plan. 8. Administrators will arrange for a substitute for teachers to attend meetings for students who need to have an LEP written. 9. Administrators will arrange for the ELL teacher to attend Imagine Learning training. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will disaggregate student data to determine lacking skills of students who score Level 1 and Level 2, or will seek assistance from Instructional Coaches to disaggregate this data. 4. Teachers of students who have an ESE eligibility will monitor student progress, and if these students continue to score Level 1 or are failing, the teacher will bring them back to the MTSS committee for further intervention Classroom teachers will attend monthly data chats prepared for discussion. 6. Classroom teachers will monitor student progress and will write Progress Monitoring Plans for all students according to the District's guidelines published in the Pupil Progression Plan at a minimum. Intervention/Title I Implementation Action Steps (Teachers and Students): 1. Title 1 Teachers will conduct/administer monthly data chats for all students, with a particular focus on students who score at Level 1 or Level Title 1 Teachers will attend all provided district training in applicable programs (i-ready, etc.) for intervention. 3. Title 1 Teachers will schedule intervention for students who qualify, and will administer weekly formative assessments, monitoring progress through these assemssements and providing this data to the MTSS committee when students are scheduled to be brought to the MTSS committee. 4. Remediation teachers will establish a blended learning model (ex., rotation among stations with teacher, paraprofessional, etc.) and protocols for successful participation for students in the remediation program. 5. Students will participate in a blended learning model according to established protocols. 4. Title I Teachers will create remediation, skill-specific lesson plans and follow the iready diagnostic instructional grouping profile report for any assistants who are working with students who qualify for Title 1 services, and will monitor the implementation of these plans. 5. Title 1 Teachers will create and maintain a "data wall", or space where student progress toward goals, is displayed. 6. Title 1 Teachers will prepare and produce lessons for Plan of Care students utilizing material with which students are familiar (iready toolbox, Fauntas and Pinnell, Moby Max, etc.) for teachers of students who are in Plan of Care tutoring. 38

40 POC Plan: 1. Administrators will schedule after-school tutoring for students in grades 3-5 beginning in January, following mid-year DEA. 2. Administrators will invite all students who have scored a Level 1 on the DEA assessment and have a failing grade in the subject first, then will go up in scale score on the most recent DEA to select students to attend. 3. Administrators will arrange transportation for students who attend POC tutoring. 4. Teachers who participate in POC tutoring will utilize lessons and plans provided by Title 1 teachers. 5. Teachers will utilize Moby Max during tutoring for students who do not have access to iready. 5. POC teachers will utilize the Ready Toolbox for individualized lessons during tutoring sessions. 6. Time will be divided equally between ELA and math support during the 1.5 hours of tutoring. 7. Teachers will administer three to five formative assessments monitoring the skills addressed during POC tutoring and monitor student growth. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Moby Max/iReady/Smarty Ants ongoing reports/administrative walks Administrators/teachers Data chats at least monthly Administrators in attendance, Administrators/teachers notes/minutes from the meetings POC tutoring 1 x week beginning in January for 1.5 Administrator in attendance/student Administrators/teachers collaboration between general education teachers and special area teachers DIB (Differentiated Instructional Block) Tyner levels; DEA; STAR; iready reading diagnostic assessment hours. at least monthly attendance rosters progress reports, data team meetings, MTSS meetings Administrators/Title I Teacher/School Counselor Monthly Administrative walks/dib Lesson Administrators Plans ongoing Data Spreadsheet Administrators/CRT Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 39

41 ELA Subgroup Focus Subgroup: Students who score mid- to upper level 2 on FSA School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Skill group-based instruction Goal: By the end of the year, we expect our students to be able to Score at least 70% in all sub-group categories measured through the FSA and advance to the next achievement level. Professional Development and Activities: School-based: 1. Administrators, literacy coach and teacher leaders will assist teachers in utilizing DEA to disaggregate their own data and utilize this information to build skill-based small groups (prior to October). 2. Literacy Coach will provide differentiated activities to address specific skill deficits students demonstrate as part of school-based PD time, or as part of ongoing coaching for grade levels and/or individual teachers. 3. Administrators, literacy coach and teacher leaders will assist teachers in utilizing DEA probes and TEAs targeting specific deficit skills in order to provide practice to students and progress monitoring for teachers. 4. Administrators will schedule "Thinking Thursdays" for brief, targeted professional development introducing or refreshing teachers' awareness of resources applicable to skill group-based instruction (DEA probes, Moby Max, etc.). 40

42 Action Steps for Implementation: Administrative Implementation Action Steps: 1. Schedule "Thinking Thursdays" for brief, targeted professional development. 2. Administrators will verify all teachers have access to and are familiar with DEA. 3. Administrators will schedule Differentiated Instructional Block times during which teachers will utilize small group instruction time. 4. Administrators will provide copies of Text-Dependent Question stems for Phase 1, 2, and 3 questions in order to assist teachers and students in formulating these style questions at appropriate depth of knowledge. 5. Administrators will purchase Fisher and Frey's "Text Dependent Questions" for teachers who do not have the book. 6. During staff development, the principal will spiral back to "Text Dependent Questions" to share strategies. 7. During school-based professional development, teachers wil have time to develop common assessments with a focus on developing Phase 2 and 3 questions at appopriate depth of knowledge. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will monitor student DEA scores, and sub-group category scores for each student. 2. Students will participate in regular DEA assessments. 3. Teachers will form skill-based groups with an emphasis on remediating lacking skills for students who score mid- to upper Level Students will participate in purposeful remediation groups during DIB time with their classroom teacher. 5. Teachers will write their own Phase 1, 2, and 3 questions at appropriate depth of knowledge using provided stems during read-alouds, class discussion, formative and summative assessments, etc. 6. Students will answer Phase 1, 2, and 3 text-dependent questions at increasing depth of knowledge, integrating knowledge from multiple sources. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor DIB ongoing Lesson plans/administrative walks Principal/AP Data disaggregation ongoing Data chats/administrative walks Principal/AP/Grade Level Chairs Skill based small groups ongoing Administrative walks/data chats/lesson plans Prinicpal/AP/Grade Level Chairs Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 41

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44 School Action Plan Math District Goal: Students shall demonstrate math proficiency at or above the expected grade level. Objectives: The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least81%. The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least 70 %. The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment Test will be at least 75 % 43

45 DEA Math Proficiency (By Grade) Math: Data Mary Esther Math DEA [%Proficient] K 1 2 '14 '15 '16 '14 '15 '16 '14 '15 '16 # Students Tested Overall Proficiency Level 5 Level Level Level Level Gender M F A B Ethnicity H I M W ESE Group ELL F/R Operations Measurement Geometry Base Counting 77 K Numbers in a red font denote a score below the district average. DEA [%Difference from District Score] 1 2 '14 '15 '16 '14 '15 '16 '14 '15 '

46 FSA Math Data (By Grade) Math: Data Mary Esther Math FCAT (2014) / FSA ( ) [%Proficient] '14 '15 '16 '14 '15 '16 '14 '15 '16 # Students Tested Overall Proficiency Level Level Level Level Level Gender M F A B Ethnicity H I M W ESE Group ELL F/R Operations Numbers Measure/Geo Base Fractions Numbers in a red font denote a score below the district average. FCAT (2014) / FSA ( ) [%Difference from District Score] '14 '15 '16 '14 '15 '16 '14 '15 '

47 School Action Plan Math: Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Overall, our fourth and fifth grades are demonstrating the strongest gains, with fourth grade at 72 percent proficient -- a gain of six percentage points over last year, and fifth grade showing 79 percent proficient, a gain of 8 percentage points over last year. Kindergarten, while under the district average, is posting continual gains, with 62, 76 and 79 percent proficient over the past three years. Fifth grade showed a tremendous growth in performance of Black students (39% to 68 percent) in the past year, and a gain among Mixed race students (85 to 93 percentage points) and White students (79 to 83 percentage proficient.) Second grade also showed a strong jump in the percentage proficiency of Black students moving from 48 percent proficient in 2015 to 70 percent proficient in Second, fourth and fifth grade also showed gains from the ESE population, with 1 percentage proficient point gain in second, 24 percentage gain in fourth and 9 percentage gain in fifth grade. Fifth grade's strengths have remained in measurement and geometry, outperforming the district for three years in a row. For the past two years, base 10 has measured equal or greater than district averages, and fractions has also been greater than district averages. Students on free/reduced lunch showed gains in percent proficient among this population in second through fifth grades from 2015 to What does the analysis tell you about your school s opportunities to improve? First grade has lost ground in percentage proficient each year for three years, with a 10-point drop from 2015 to 2016 end-of-year assessments. Third grade fell by one point on overall proficiency from 2015 to 2016 FSA assessments. All grade levels except fourth and fifth grade, regardless of whether they posted learning gains, are performing below district average. Kindergarten through third grade ESE students have all shown a decrease in percentage proficient between 2015 and 2016, with first grade the most concerning this past year at 22 percent proficient. Kindergarten through second grade are all performing below the district average in all measured benchmarks. Black students' percent proficient scores are generally down from last year, with kindergarten at 5 percent proficient loss, first grade at 10 percent loss, third grade at 16 percent loss, and fourth at 4 percent loss. 46

48 Math Focus School Action Plan Math: Strategies & Programs to Support the Objectives Focus: Balanced Math Model Goal: By the end of the year, we expect our students to be able to successfully participate in domain-based math stations aligned to grade level standards to increase student achievement. Professional Development and Activities: District: The central message professional development (September, October, November/December, January/February) will focus on: 47