School Performance Plan

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1 Date Submitted: Dates of Revision: School Performance Plan School Name: Eglin Elementary Legend SAC funds in the amount of $0, will primarily be used for TBD Dennis Samac 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. Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others.

3 School Performance Team Identify the names and titles of the School Performance Plan developers. Name Dennis Samac Katie Gunderson Debby Gardner Amy Dale, Amy Holmes Samantha Buck, Lauren Thompson Amy Anderson, Karen Starnes, Trisha Thompson Pat Chavers, Karen Minks Vaneesa Harrington Suzanne Glass-Troutman Nancy Hedges Principal Assistant Principal ELA Instructional Coach Math Instructional Coaches Kindergarten Representatives First Grade Representatives Second Grade Representatives Third Grade Representative Fourth Grade Representative ESE Teacher Title Stakeholder Involvement: Describe the process taken to create the School Performance Plan. Team leaders were given an overview of the district's focus at the end of the school year. The staff was then invited to join the administration to review the district focus in both ELA and math, determine how we will support and monitor the district focuses, as well as preparing an outline for our school focus. The Assistant Principal (AP) and ELA Instructional Coach met on June 28th to prepare a draft of the ELA portion of our SPP to be reviewed by Eglin teachers in July. At the July meeting, the team discussed the district initiatives, reviewed schoolwide initiatives and determined as a team how they would be implemented. Eglin's AP met with a district math coach to design an outline of the district's and school's initiatives due to the fact that Eglin's new math coach had not been hired yet. Our AP and ELA Coach then met with another school's AP and math coach that had similar initiatives to plan, design and implement our math initiatives and determine needed resources. Eglin's newly hired math coach was brought up to speed. All stakeholders were given an opportunity to review the final draft of our SPP and inform us of any additional changes. Once we received their input, revised our SPP for final submission and approval to the district, we will then present to SAC. Once our SAC approves, the SPP will be sent to the district for school board approval. We will continue progress monitoring throughout the year in both ELA/math. 2

4 School Profile Eglin Elementary School is a K-4 school located on Eglin Air Force Base. It is home to 480 students, many of which are the sons and daughters of active duty service members. "Serving Those Who Serve U.S." is the school's motto and we are honored to have the opportunity to educate this unique community. Eglin Elementary School is committed to preparing students to be successful with today's rigorous academic standards while providing a safe, enriching and inviting educational environment. The school is home to a diverse population of students; 28% of our students meet the criteria to receive free/reduced lunch, 53% of the student population is minority students, and 9% of our students receive services through Exceptional Student Services (ESE). Students zoned for Eglin live in base housing. A large portion of our students, however, choose to attend Eglin on a zoning waiver. Many of these families take advantage of child care services that are offered through the Child Development Center and the School Age Program located on the base. Eglin is fortunate to have two Military Life and Family counselors on staff to assist with the unique needs of our population. Eglin Elementary strives to meet the diverse needs of all of our students. Classroom teachers work diligently to differentiate their instruction. Struggling students are served through remedial services using either a push-in or pull-out model. A Multi-Tiered System of Supports team which includes administration, a staffing specialist, a school psychologist, a guidance counselor, an ESE teacher and regular education teacher meet weekly to further discuss students' presenting unique academic or behavioral concerns. Students with exceptionalities have their needs met in an individualized, systematic manner that is unique to their exceptionality. Programs that are ESE categorized include Specific Learning Disabilities, Speech & Language, and Gifted & Talented Education. Eglin also offers many supplementary programs to meet the individual needs of all students. Eglin Elementary understands that maintaining a positive and inviting atmosphere for the parents and community is essential to our success. We extend an open invitation to parents and the community to work together with our teachers and staff. We aim to educate our students to the highest proficiencies in reading, math, science, technology, and social studies in order to prepare them for the ever-changing workforce. 3

5 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% Eglin A NO Eglin A NO 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 4

6 School Action Plan ELA: Reading & Writing District Goal: Students shall demonstrate reading proficiency at or above the expected grade level. 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 80 %. 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 70 %. 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 70 % 5

7 DEA Reading Proficiency (By Grade) ELA (Reading): Data Eglin 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 '

8 Eglin ELA 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 100 M W ESE Group ELL F/R Strands (% Correct) FSA ELA Data (By Grade) ELA: Data FCAT (2014) / FSA ( ) [%Difference from District Score] '14 '15 '16 '14 '15 '16 '14 '15 ' STRANDS Conversion FCAT (2014) FSA ( ) Str.1 Lit Analysis Key Ideas Str.2 Information Integ of Knowl Str.3 Vocab Language Str.4 Reading Appl Writing Str.5 Craft & Struc Numbers in a red font denote a score below the district average. 7

9 School Action Plan ELA (Reading): Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Every grade level at Eglin Elementary scored above the district average during the school year. Primary: Our DEA ELA scores were solidly above the district average (KG- Eglin: 92% v District: 80%; 1st- Eglin: 95% v District: 86%; 2nd- Eglin: 81% v District: 69%. Despite the increase in rigor (moving from DEA Test C to D) and our high proficiency levels, we continued to see positive trends in our data. Within our group of proficient students, 64% of those KG were Level 4s and 45% of the 1st graders proficient students were Level 4s. Among our non-proficient students, we had zero Level 1 students in 1st grade. Every primary grade was above the district average in each and every strand. Grades KG through 2nd were extremely strong in the Foundations strand (91%, 80% and 86% respectively). KG and 1st were strong in the Literature strand (85% and 87% respectively), Language strand (88% and 84% respectively) and the Informational strand (88% and 84% respectively). Intermediate: Our FSA ELA scores were also above the district average in both 3rd and 4th grade (3rd- Eglin: 80% v District: 66%; 4th- Eglin: 64% v District: 61%). An eighty percent proficiency in 3rd grade represented a 14% increase for this grade level when compared to previous year. Both 3rd and 4th grade's strongest strand was Language (86% and 70% respectively). What does the analysis tell you about your school s opportunities to improve? While we were extremely pleased with our data from last year, we did see a dip in some of our levels of proficiency (Grade Level Comparison- DEA- KG: -5%; 2nd: -8%; FSA- 3rd: -2%; and 4th: -20%, Cohort Group Comparison- DEA- 1st: -2%; FSA- 4th: -2%). This may have something to do with the transient population we serve. Primary: In 2nd grade, we would like to increase the number of students scoring a Level 4 and we need to give special attention to this group of ESE learners. Intermediate: According to our FSA data, we need special attention to the 4th grade test scores. This grade level experienced quite a dip last year. In addition, we would like to work to increase the number of Level 5 students in both 3rd and 4th grade. We also need to give the Integration of Knowledge strand focused attention (49% and 53% respectively). 8

10 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 text using the components of Daily Instruction, Everyday Instructional Reading and Close Reads to respond to multiple texts through writing and purposeful discussion in a Balanced Literacy classroom with a particular focus on Text-Dependent questions. 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. Based on teacher need and interest as evidenced by Coaching and Administrative End of Year Surveys, differentiated professional development will be offered on Everyday Instructional Reading during one on one coaching sessions. 2. Based on teacher need and interest, a book study (ex: book study using Fisher & Frey Text-Dependent Questions Grades K-5 and/or Growing Independent Learners from Literacy Standards to Stations, K-3) will be offered pertaining to Balanced Literacy. 3. One representative from each grade level at Eglin will attend the Summer Balanced Literacy Professional Development (PD). Each representative will share with their grade level the Balanced Literacy Lesson using LAFS Standard 3.7 that can be implemented within the first quarter. This lesson will represent the key components of the Comprehensive Literacy Model that can be implemented within the ninety-minute ELA block. 4. During preplanning a Balanced Literacy Model (BLM) overview presentation will be shared with all Eglin staff members. Afterwards, grade level representatives will share with their colleagues grade specific examples that were shared during the summer BLM PD message. Teachers were also introduced 9

11 to the TDQ Flip Charts as a reference for levels of questioning within each literature and informational standard. TDQs serve as a scaffold for moving students through the process of more deeply understanding a text throughout each of the components of the Balance Literacy Block. 5. Eglin s Balanced Literacy Practice will include: Grade levels planning and creating components of the Balanced Literacy Model that are aligned to the Standards and Item Specification (3-4) using the Curriculum guides and other appropriate materials for instruction. Creating/analyzing lessons aligned to LAFS Standards and Item specifications which will include Whole Group and/or Small Group Guided Instruction utilizing multiple sources and complex text. Read Alouds, instructional routines used in whole and small groups that are aligned to standards, used to model fluency and critical thinking skills. Mini-Lessons, instructional routines aligned to standards, which are short lessons with a narrow focus that provide instruction in a skill or concept. Differentiated Small Group Guided Instruction, standards-based instructional routine, where teachers provide strategic scaffolding and support to foster independence through increasingly complex texts in small groups. Purposeful ELA Stations provide students with independent practice with previously taught standards. Instructional focus may extend the standards/skills/strategies taught in mini-lessons or read-alouds so that students can apply learning. 6. Each grade level will determine the Close Reads and Everyday Instructional Reading (EIR) materials (curriculum guides, textbooks, differentiated texts, novels, etc.) specific to their standards to ensure that rigorous instruction for all students to be successful is occurring daily in individual classrooms. These comprehensive literacy components will be essential foundations to high quality reading and differentiated using data analysis. 7. Grade level teams will implement one Close Read per nine weeks highlighting the development of scaffold Text-Dependent Questions. Teachers will pull a high, medium and low student sample of the culminating task to share with colleagues. Team members will use these student samples to evaluate the quality of the Text-Dependent questions embedded in the Close Read. These samples will also be placed in the Grade Level Evidence Binder 8. Woven throughout ELA instruction will be the scaffolding of Text Dependent Questions (TDQs) used consistently in instruction and among students. Intermediate teachers will use question stems and grade specific item specs to write Phase 2 and 3 questions that require complex thinking. 9. Grade levels will plan and create culminating activities and/or formative assessments of various complexity. 10. Using the high yield strategy of creating self-assessing learners, Eglin will focus on a paradigm shift with Accelerated Reading using the balance of accuracy, points, and independent reading levels. 11. Central Message Professional Development will be offered in four half days during the first semester. These PDs will be presented by ELA Instructional Coach to ELA grade level participants. During the PLC time of Professional Develop Eglin will focus on: 10

12 Critically analyze resources to determine quality of questioning (progression of DOK leveled questions from Phase 1 to Phase 3) used daily in Everyday Instructional Reading The three phases of Text Dependent Questions using multiple sources of complex text to extend student knowledge. Specific Text-marking targeted towards identified purpose Providing authentic opportunities for Student Talk, and Writing through Reading 12. New teachers review of past professional development on Everyday Instructional Reading, Shifts, and Website navigation. 13. Review how to use and access Curriculum Guides and other on-line resources for use in Everyday Instructional Reading. 14. Embedded coaching by our ELA Instructional Coach through co-teaching, modeling, conferencing, coaching, and collegial conversations. District and Eglin Elementary Initiatives: September PLC: Explain the process for determining Depth of Knowledge; Identify the Depth of Knowledge for ELA standards; Introduce resources (Review Phases of Standards, Item Specs, TDQ Flip Charts, ALDs) to create TDQs of various levels of complexity; Investigate how the Item Specs and Achievement Level Descriptors (ALDs) support the creation of higher level questioning; Primary teachers (K-2) will bring a read aloud to create TDQs to support higher level questioning and Intermediate teachers (3-4) will bring upcoming Journey's assessments to create TDQs using Item Specs and ALDs. An extension of this higher level of questioning will be used for purposeful text marking and student talk; Share grade band writing plans and expectations for their use. October PLC: Discuss where our students are in relationship to understanding deeper thinking; Primary teachers will bring upcoming Journey's assessments to create TDQs using the primary TDQ flip charts and intermediate teachers will review previously made TDQ's value to student comprehension and create questions with DOK in mind for upcoming assessments; introduce specific ALDs that align with their next unit and review item specs (3-4); As a wrap up, analyze the use of TDQs with DOK within Everyday Instruction Reading (EIR) for purposeful text marking and student talk moving from recall to strategic thinking; Analyze the value of the grade band writing plans and assure we are using multiple sources. December PD: Analyze DEA data to identify students that fall into the lower 25% and the strong level 3 and 4 students; Create TDQs that will meet the various needs of students with differentiated questioning in small groups; Primary differentiation throughout mini-lesson, to small group, to individual instruction will have a thread (standard focus) woven through the entire lesson and intermediate will analyze ALDs to move students to the next level of proficiency. Continue to include multiple sources with ELA tasks. Discuss application of grade band writing resource. February PD: Continue schoolwide critical thinking using complex text and monitoring individual achievement threaded through Everyday Instructional Reading. Primary teachers will continue refining the quality of purposeful questions for Journey's assessments, read alouds, student talk, and text marking. Intermediate will continue to analyze student growth on DOK questioning using ALDs and Item Specs to inform instruction (3-4). Analyze the application of grade band writing resource. 11

13 Thinking Thursday: Short, targeted, optional PDs to demonstrate specific areas of need with the District and School Initiatives. They will be minutes after school on the days that our ELA Coach is on campus. 12

14 Action Steps for Implementation: Administrative Implementation Action Steps: By June 2, Conduct Needs Assessment Interviews with instructional staff before the end of the school year. By June 30, Meet with SPP Team members to review SPP focuses. By July 31, Include calendar dates for Professional Development (Central Message and School-Based) on the Master Calendar and work to ensure all staff members can receive both the ELA and Math Center Messages. By July 31, Order (from the Print Shop) Item Specifications for new teachers and transfers. By July 31, Schedule DEA testing and follow-up data chats with teachers. By July 31, Meet with SPP Team, Literacy Coach, and Administrative Team to discuss SPP rollout during pre-planning. By July 31, Organize Question Stem Flipcharts and Evidence Binders By August 31, Identify the specific of our School-Based PD plan. By August 31, Obtain substitute teachers for PD days. By October- Schedule Administrative Walks to visit model classrooms to observe the Balanced Literacy Block in action. 13

15 Classroom Implementation Action Steps (Teachers and Students): Teachers will align instruction to Standards and Item Specifications, not only addressing the complexity of the standards, but the assessment limits and task demands as well. Also, teachers will utilize the Sample Response Questions from the Item Specifications and TBQ Flip Charts (with increasing levels of DOK requirements) regularly in their quizzes and tests to better familiarize students with the full scope of the Standards. Students will show mastery of the standards by responding correctly to tasks modeled after the Sample Response Questions provided in the Item Specifications. Teachers will analyze and use data to drive instruction. Students will meet mastery through differentiated learning goals. Teachers will model thinking, using anchor texts to provide students with opportunities to write and talk about high quality text. Students will understand the purpose for reading complex text and using student talk to explain their thinking about their text. Teachers will scaffold questions (with the assistance of the TBQ Flip Charts) to increase complexity of questioning as a guide to navigate throughout each read of a Close Read and Everyday Instructional Reading to deepen understanding. Students will use text evidence when analyzing and synthesizing text to support their thinking. Teachers will model text marking and note taking in margins based on specific text dependent questions. Students will learn to use purposeful notes and text coding as an impetus for writing. Teachers will foster an environment for students to verbalize their thinking as well as peers thinking to adjust their comprehension and analysis of the text. Students will understand the purpose for reading complex text using purposeful text-dependent questions to explain their thinking about their text during student talk. Teachers will scaffold instructional texts, through modeling of increasingly complex texts and student talk, allowing students to grapple with text leading to the goal of independent reading and practice. Students will understand the purpose for reading, increase vocabulary, independent background knowledge, and to build stamina as they grapple independently with a variety of texts. Teachers will provide opportunities to respond in writing to texts for a variety of different purposes. Students will respond to text in writing to analyze textual connections to clarify thinking about a topic. Students will review and assess their own writing. Teachers will conference and monitor students independent practice of reading through Renaissance s Accelerated Reading Goal Setting algorithm on a weekly basis. 14

16 Students will self-regulate their independent practice of reading monitoring their own accuracy, quarterly point goal, and independent reading level. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Utlilizing complex texts and multiple resources which are aligned to Daily Lesson Plans and Formal and Informal Walkthroughs Administrators, ELA Instructional Coach and Teacher Standards and Item Specifications Critical Review of Text Dependent Weekly Lesson Plans and Formal and Informal Administrators, ELA Instructional Questions provided with resources Everyday Instructional Reading: purposeful text dependent questions, text marking/note-taking, student talk, and creative culminating tasks Close Read Lesson: culminating lesson that utilizes all of the above Lesson Plans that include purposeful, scaffolded text-dependent questions Assessments modeled after the Sample Response Questions provided in the Item Specifications Daily Quarterly Walkthroughs Lesson Plans, Formal and Informal Walkthroughs and Anchor Charts Lesson Plans, Formal and Informal Walkthroughs and Student Samples in Evidence Binder Coach and Teacher Administrators, ELA Instructional Coach and Teacher Administrators, ELA Instructional Coach, Grade Level Chair and Teacher Weekly Lesson Plans Administrators, ELA Instructional Coach and Teacher Weekly Assessments Administrators, ELA Instructional Coach, Teacher Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 15

17 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 synthesize relevant information from multiple sources in order to write academically and move beyond summarizing. 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. Eglin's overall writing plan, which can be found on page 22, will be distributed to teachers during pre-planning. This year "No Excuse" words (words are core words that students are expected to spell correctly in their everyday writing) and Quality Work Standards have been added. 2. District's Writing Plans that are more specific for grade levels (Kindergarten, First/Second, and Third/Fourth) will be distributed to teachers during PLC time to address expectations per grade level and student outcomes in each domain of writing. Throughout the year, the school will identify specific details from these plans that they would like to add to our school's writing plan. 16

18 3. All teachers will administer a baseline at the beginning of the quarter and post writing (Cold Write) task at the end of the quarter. These tasks will be calibrated among grade levels working together. All scores will be entered into an excel document by Purpose, Focus and Organization, Evidence and Elaboration, and Convention sub-scores to compare growth in each genre of writing. 4. After grade levels have administered and assessed their baseline writing pieces at the beginning of each quarter, the ELA Instructional Coach will meet with teams to determine teaching points (to include introduction, conclusions, citing evidence, synthesis, and elaboration). 5. Teachers will receive focused grade-appropriate instruction on the elements of writing incorporating the writing process as addressed by the Balance Literacy Model to include prewriting, drafting, revising, editing (with a focus on grammar and conventions) and publishing during Team Time or Thinking Thursday. 6. Writing Working Group members will provide instructional information and/or strategies following each of the Writing Working Group Trainings. These trainings will include: the use of FSA Sampler Sets and Okaloosa Writing Exemplars to effectively drive writing instruction; analyzing and writing text-based writing prompts; and using Everyday Instructional Reading to promote synthesis of sources and elaboration. Action Steps for Implementation: Administrative Implementation Action Steps: By June 2, Conduct Needs Assessment Interviews with instructional staff before the end of the school year. By June 30, Meet with SPP Team members to review SPP focuses. By July 31, Order FSA Writing Sampler Sets and Rubrics from the Print Shop for teachers and students. Following the District Trainings- Secure substitutes for writing trainings when necessary By July 31, Organize a Writing Folder on the V: drive where key resources will be shared By July 31, Create and organize excel Writing Progress Sheets for teachers. This progress sheet will include a baseline and Cold Read Writes (post) data for each type of writing using the Florida Standards Assessment (FSA) rubric. By August Meet with grade levels to finalize school writing plan By September 6, Assign the ELA Instructional Coach with the task of collaborating with the teams to determine common strategies for unpacking the prompt, marking the text and planning the essay. Using the District grade band writing plans as a foundation, teams will decide if revisions need to be made to meet the grade level and schoolwide focus on writing. Following each school-wide writing, meet with ELA teachers in order to assess student progress and monitor/adjust school-wide writing plan. By October- Schedule Admin Walk in a classroom where focused, effective writing instruction is prevalent 17

19 Fostering a Love of Writing Teachers will provide a balance between academic writing and free writing. During free writing, students will have an opportunity to self-select from relevant topics. Students will have multiple opportunities to plan, write, revise/edit, publish, and share their works. Quarterly Baseline Writing Tasks At the beginning of each quarter, teachers will administer a baseline writing task related to the instructional focus for that quarter to determine teaching points. Each teacher will maintain a Writing Scoring Sheet for baseline and post writing tasks each quarter to observe growth in different components of academic writing. Progress Monitoring Instructional focus determined from baseline writing task Writing tasks to monitor progress towards writing goals Student Calibration To create self-assessing learners, students will be calibrated to the FSA Writing Rubric. Teachers will use anchor papers driven by the expectations of the FSA Writing Rubric to demonstrate success in writing informational and opinion essays. Time will be dedicated to the components of Purpose, Focus, Organization, Evidence, Elaboration and Conventions. Students will monitor their own progress and prepare for conferencing with the teacher by using the rubric. Teachers will use the FSA rubric for grading. In the conference with teacher, students will determine an individual writing goal for next steps. Unpacking the Prompt and Planning for Essay Teachers will model how to unpack the prompt using common language. Using the STANS Style of writing, Topic, Answer the prompt, Nouns in the prompt, Synonyms that can be used to say the same thing and/or close reading of the prompt students will identify the purpose, focus and organization of the essay Students will practice unpacking prompts with a variety of prompts in Everyday Instructional Reading Students will develop a thesis based on the prompt s purpose Grade levels will develop graphic organizers to assist in the structure of the essay. Teachers will model using graphic organizers for planning that are easy to recreate on blank paper. Students should be able to self-generate these graphic organizers for final writing assessments. Teachers in grades first through fourth will model planning for the essay, specifically how the text marking translates into student writing. Close Reading Texts and Text Marking Teachers will model reading the text closely and text marking for the purpose of the task. Students will closely read the texts and determine how they will text mark for evidence and elaboration, staying focused on the purpose in order to have an organized essay. 18

20 Writing an Effective Introduction Teachers will use mentor texts to identify and model elements of an effective introduction Students will practice writing introductions in response to reading during Everyday Instructional Reading. The controlling idea (prompt s purpose) and texts drive the writing. Citing Evidence Create anchor papers that exhibit the use of effective evidence. Teachers will model how to text mark purposeful evidence and how to paraphrase evidence. Students will independently determine evidence that supports the purpose of the prompt. Teacher and students will create anchor charts with sentence stems for citing evidence (with continued practice move to less formulaic writing). Students will practice citing evidence in both writing tasks and Everyday Instructional Reading tasks. Intermediate students will identify use of multiple sources and how using text evidence from multiple sources provides for synthesis/analysis. Elaboration Teachers will define elaboration and explain how it is used to enhance an author s evidence. Teachers and students will create anchor papers that identify effective use of elaboration Teachers and students will create anchor charts with sentence stems for elaboration (with continued practice move to less formulaic writing). Students will practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. Transitions Teachers and students will create an anchor chart that identifies both types of transitions within paragraphs and between paragraphs. Students will practice writing (and adding) effective use of transitions in both writing essays and Everyday Instructional Reading tasks. Writing an Effective Conclusion Teachers will model an effective conclusion, specifically how a conclusion reinforces the introduction in relation to the purpose and task of the prompt. Students will identify elements of effective conclusions in exemplar papers. Students will practice writing conclusions in response to reading. Revising, Editing and Publishing Essay Students will reread essay for flow and practice adding, deleting, enhancing evidence/elaboration and vocabulary. Students will edit essay for conventions to include, punctuation, capitalization, sentence formation, and spelling. ELA Teacher Calibration After each administration of academic writing tasks, grade levels will work together to calibrate their writing using the appropriate grade level rubric. 19

21 Note: Conventions are to be taught in mini-lessons and in the context of writing. Students need to understand that during revision and editing, they are to correct their conventions. We do not want conventions to impede the process of writing their essay. Kindergarten Capital letter at the beginning of sentence, capital I No capital letters within words Ending punctuation Spacing between words Complete thought is written Phonetic spelling Sight Words spelled correctly First Grade Capital letter at the beginning of a sentence, capital I No 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 Second Grade Capital letter at the beginning of sentence, capital I, proper nouns No capital letters within words Grade level appropriate punctuation (period, exclamation, question, comma, quotes) Finger spacing between words Correct formation of letters (no reversals and placed on paper/line correctly) Complete sentences with varied sentence structure Verb/Noun agreement Grade level appropriate grammar Sight words spelled correctly Words from the text or source will be spelled correctly Introduce indenting at the beginning of a paragraph Writing is legible. 20

22 Third Grade Complete sentences with varied sentence structure Capitalize appropriate words (beginning of sentence, proper nouns, titles) Verb/Noun agreement Proper punctuation (comma, quotation, end mark) Words from the text or source will be spelled correctly No Excuse words will be spelled correctly (grade level appropriate) Apostrophes used correctly in contractions and possessives Writing is legible. Like ideas will be grouped into paragraphs Place quotation marks around any text that is directly quoted from a source Fourth Grade Complete sentences with varied sentence structure Words from the text or source will be spelled correctly No Excuse words will be spelled correctly Capitalization of I, beginning of sentence, and proper nouns, no random capitalizations within the writing Proper ending punctuation Paragraph separation is evident (indention or line spacing) Place quotation marks around any text that is directly quoted from a source Cursive writing is expected on all submitted work, unless otherwise specified by teacher 21

23 Note: Quality Work Standards are minimal expectations for student submitted assignments. These standards will be discussed in each class at the beginning of the school year and students will be given examples of expectations. Any submitted work that does not meet Quality Work Standards may be returned to the student for corrections. Kindergarten Expectations: Writing should stay within the red margins. Submitted work should have a proper heading with students first and last name, and the date. Handwriting should be neat and legible. Extended response questions should be written in complete sentences. Complete sentences must begin with a capitalized letter and end with appropriate punctuation (period, question mark, exclamation point). First through Fourth Expectations: Paper When an assignment is submitted on notebook paper, the following expectations should be met: Paper should be wide-ruled, loose leaf paper. Holes should be on the left side of the paper. Writing should stay within the red margins. If spiral notebook is used, perforated edges should be removed. Staples should be in the upper left corner. Submitted Assignments Submitted work should have a proper heading with students first and last name, and the date. Paper should be wrinkle-free and contain no doodles or artwork. Corrections should be erased completely. A one-line strike may be used when writing in pen. Handwriting should be neat and legible. Cursive handwriting is expected on all submitted work in grades four and five, unless otherwise specified by the teacher. Extended response questions should be written in complete sentences. Complete sentences must begin with a capitalized letter and end with appropriate punctuation (period, question mark, exclamation point). No Excuse Words No Excuse words are core words that students are expected to spell correctly in their everyday writing. No Excuse words are chosen based on the frequency of their use in everyday language. The list of No Excuse words expands at each grade level and students are held accountable for all words at previous grade levels. Students will be provided with a list of No Excuse words for their grade level. 22

24 First Grade the of and a to in is you that it he for was on are as with his they at be Second Grade the of and a to in is you that it he for was on are as with his they at be this from I have or one had not but what all were when we Third Grade the of and a to in is you that it he for was on are as with his they at be this from I have or one had not but what all were when we there can an your which their said if do will each about how up out them then she many some so these would other Fourth Grade the of and a to in is you that it he for was on are as with his they at be this from I have or one had not but what all were when we there can an your which their said if do will each about how up out them then she many some so these would other into has more her two like him see time could no make than first been its who now people my made over did down only way find use may water long little very after words called just where most know 23

25 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Quarterly Writing Calibrations Quarterly Graded Student Samples, Calibration Meetings with use of document camera and LCD and Creation of Teaching Points Administration, ELA Instructional Coach and Teacher Unpacking the Prompt, Purposeful Text Marking Related to the Prompt Planning for the Essay using Multiple Sources Writing Effective Introduction and Conclusion with Appropriate Transitions between Ideas Determining and Citing Relevant Text Evidence using Content Specific Weekly Weekly Weekly Weekly Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Vocabulary Using Effective Elaboration Weekly Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Administration, ELA Instructional Coach and Teacher Administration, ELA Instructional Coach and Teacher Administration, ELA Instructional Coach and Teacher Administration, ELA Instructional Coach and Teacher Administration, ELA Instructional Coach Teacher Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 24

26 ELA Levels 1 and 2 Focus School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Strategies to Support Standards-based Instruction that transfers to independent reading Goal: By the end of the year, we expect our students to be able to demonstrate mastery toward grade-level skills and concepts by self-assessing their independent reading ability within in Literature, Informational and Language strands. Professional Development and Activities: School-based: 1. Administrators introduced the District's overarching focus of Standards-Based Instruction and strategies to support the standards in ELA. 2. During preplanning, teachers received information on the Balanced Literacy Model and were introduced to the TDQ Flip Charts as a reference for levels of questioning within each literature and informational standard. TDQs serve as a scaffold for moving students through the process of more deeply understanding a text throughout each of the components of the Balance Literacy Block. 3. Review of how our standards are written in Strands and Domains (Phases) with ELA Instructional Coach. 4. Depth of Knowledge (DOK) Professional Development (PD) will take place to explore the deeper levels of critical thinking (recall, skill/concept, strategic thinking, and extended thinking). 5. Intermediate teachers' analysis of Achievement Level Descriptors (ALDs) and Item Specs. 6. Strategies and support for building grade level proficiency and student growth implemented by ELA Instructional Coach. 7. Teachers will participate in PD on the use of Renaissance's products, STAR and AR, as a purposeful and powerful way to monitor the independent practice of reading. 8. Each class will administer the STAR test at the beginning of each quarter. ESE and intervention teachers will administer STAR every two to three weeks. Teachers will have the option to use the STAR data to group their students and use the embedded targeted lessons for small groups. 9. New teachers and any teacher that needs a refresher will be trained in how to view and monitor reading practice goals for each student. 10. All teachers will review the purpose and advantage of balancing the use of quality (accuracy), quantity (amount of points), and complexity (individual ZPD) to measure and track a student's application of knowledge in independent reading. 25

27 11. ELA Coach will provide strategies for teachers to implement individual conferences at least once a week with every student. Grade levels will determine how these strategies will be implemented in the classroom to monitor independent reading to encourage and sustain reading on their own. In addition, teachers will provide time for students to choose "just right" books, and to take AR assessments. 12. Teachers will be trained in how to allow parents to access their student's progress on AR and to know immediately via how their child did on an AR assessment taken at school. 13. All teachers will participate in Data Drilldown Days to assist them in pinpointing the specific needs of struggling students. These needs will drive smallgroup, intensive instruction as well as station activities. 26

28 Action Steps for Implementation: Administrative Implementation Action Steps: July 31, District will provide AR seats for all K-4 students. July 31, A data-driven AR bulletin board will be displayed in the the lunchroom to demonstrate schoolwide success in the continued practice of reading with accuracy and within their independent level. September 7, Administrators and ELA Instructional Coach will monitor independent reading quarterly particularly focusing on accuracy. Following Test Administration- Prepare an excel document of all pertinent DEA data within a week of each test completion. This document will allow staff to sort their data (scale scores and domain specific data) quickly and focus on the needs of specific students. Following Test Administration- Correlate DEA data with STAR Reading data. Following Test Administration- DEA data and STAR Reading data will be assessed to determine remediation schedule. Following Test Administration/End of Each Quarter- Lowest quintile students and their growth will be monitored closely by administrators. 27

29 Classroom Implementation Action Steps (Teachers and Students): Teachers will administer the STAR test at the beginning of every quarter to set new goals, and more often with Level 1 and 2 students. Students will become self-assessing learners that know where they are individually with the quantity of reading they are doing, the accuracy of their reading comprehension, and their personal Zone of Proximity (ZPD). Teachers will send home Parent Letters which give instructions on how to view their child's AR assessment after completion through . Student will share their success and achievement with their parents. Teachers will determine their Level 1 and 2 students in each class and monitor their Student Growth Percentile (SGP). Students will be responsible for become independent and accountability for independent reading. Teachers will provide time for students to choose books and take AR assessment. Students will be responsible for choosing a "just right" book, within their ZPD, and within a timely matter challenge themselves with the AR assessment. Teachers will hold their students accountable to reading independently consistently. Students will read and assess their learning as they complete their independent reading. Teachers will implement individual conferences with every student at least once per week, and if necessary with Level 1 and 2s more often. Students will implement the one strategy that their teacher recommends while independently reading their "just right" book. Teachers will analyze the growth and proficiency toward grade level with their Level 1 and 2 students. Students will become more proficient in grade level reading materials. Teachers will carefully plan their Balanced Reading Block to target specific standards with the students. Teachers will use formative assessments (ex. observations, student talk, questioning, peer/self-assessments, exit slips, graphic organizers, probes, clickers etc.) as well as DEA and STAR data to gauge mastery of each standard. Teachers will use targeted STAR small group lessons and revised, more rigorous, Journey's assessments as a guide from which to create and model how to answer appropriately complex questions. Students will routinely answer questions of varying complexity utilizing revised answers stem when appropriate. 28

30 Teachers will provide small-group, intensive instruction and follow-up station activities focused on data-driven areas of weakness. Students will engage in productive struggle with each standard and become self-assessing learners. Intervention/Title I Implementation Action Steps (Teachers and Students): ELA Instructional Coach will train Guidance Counselor, ESE teacher, and Intervention Teachers on the Instructional Resources available in the STAR Reports. ESE Teacher and Intervention Teachers with the ELA Instructional Coach create Intervention Classes to monitor students' progress every two to three weeks. Students will know at all times where they are in their quantity of reading toward quarterly goal, their accuracy of independent reading comprehension, and their personal ZPD. ESE and Intervention teachers will pull students out of class or push into class for support. Students will attend to intervention support teacher and be responsible for learning and becoming a self-assessing learner. ESE and Intervention teachers will inform their instruction using targeted, purposeful ELA lessons. Students will have instruction based on their individual needs. POC Plan: POC funds will be used for intermediate (3-4) afterschool tutoring from the middle of October 2016 to the end of March Certified intermediate teachers are hired to tutor two times a week for an hour each afternoon with small groups assigned to each teacher. Each teacher is given intervention information from the Guidance Counselor and AP regarding each student's deficit. Students are divided into their genres of weakness (ELA or math). Materials used are remedial resources from Core Curriculum (Journey's), STAR targeted lessons, and FSA-aligned resources. Progress is monitored through classroom grades. 29

31 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Standards-Based Instruction Daily Lesson Plans and Formal and Informal Walkthroughs Adminstrators, ELA Instructional Coach, Classroom Teachers, ESE and TDQ Levels of Questioning with DOK Deeper Levels of Critical Thinking within Literature and Informational Standards STAR/DEA Administration and Evaluation Use of Renaissance Products to Monitor and Foster Independent Reading AR Monitoring Through Individual Conferencing Weekly Quarterly, District Testing Windows Weekly Weekly Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Data Drilldown Documents and Lesson Plans Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Data, Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Conferencing Intervention Teachers Adminstrators, ELA Instructional Coach, Classroom Teachers, ESE and Intervention Teachers Adminstrators, ELA Instructional Coach, Classroom Teachers, ESE and Intervention Teachers Adminstrators, ELA Instructional Coach, Classroom Teachers, ESE and Intervention Teachers Adminstrators, ELA Instructional Coach, Classroom Teachers, ESE and Intervention Teachers Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 30

32 ELA Subgroup Focus School Action Plan ELA: Strategies & Programs to Support the Objectives Subgroup: Intermediate (Third and Fourth grade) Levels 3 through 5 Focus: Analyzing Depth of Knowledge within standards to create purposeful Text Dependent Questions Goal: By the end of the year, we expect our students to be able to explain the process for determining Depth of Knowledge and support the creation of higher level questioning. Professional Development and Activities: School-based: 1. Administrators introduced the District's overarching focus of Standards-Based Instruction and strategies to support the standards in ELA. 2. During preplanning, teachers received information on the Balanced Literacy Model and were introduced to the TDQ Flip Charts as a reference for levels of questioning within each literature and informational standard. TDQs serve as a scaffold for moving students through the process of more deeply understanding a text throughout each of the components of the Balance Literacy Block. 3. Everyday Instructional Reading that supports the Close Reading process without requiring multiple reads, uses high quality text, and multiple sources with an emphasis on using Phase 2 and Phase 3 Questions. 4. Analyze Item Specifications that define the content and format of the test and test items for teachers. The assessment limits define the range of content knowledge and degree of difficulty that should be assessed. 5. Depth of Knowledge (DOK) Professional Development (PD) will occur to explore the deeper levels of critical thinking (recall, skill/concept, strategic thinking, and extended thinking) and identify cognitive demands that standards and assessments place on students. 6. Intermediate teachers' analysis of Achievement Level Descriptors (ALDs) to define observable evidence of achievement, demonstrate how the skill changes and becomes more sophisticated across performance levels. 7. ELA Coach will provide strategies and support for building student growth beyond proficiency using vertically aligned resources. 31

33 Action Steps for Implementation: Administrative Implementation Action Steps: By June 2, Conduct Needs Assessment Interviews with instructional staff before the end of the school year. By June 30, Meet with SPP Team members to review SPP focus for Levels 3 through 5. By July 31, Include calendar dates for Professional Development (Central Message and School-Based) on the Master Calendar and work to ensure all staff members can receive both the ELA and Math Center Messages. By July 31, Order (from the Print Shop) Item Specifications for new teachers and transfers. By July 31, Meet with SPP Team, ELA Instructional Coach, and Administrative Team to discuss SPP rollout during pre-planning. By July 31, Organize Question Stem Flipcharts and Evidence Binders. By August 31, Obtain substitute teachers for PD days. By September 2, 2016-Identify strong Levels 3 through 5 students from the FSA and DEA data that can move to the next level using the ALDs. By October- Schedule Administrative Walk to visit model classrooms to observe the Balanced Literacy Block in action. 32

34 Classroom Implementation Action Steps (Teachers and Students): Teachers will align instruction to Standards and Item Specifications, not only addressing the complexity of the standards, but the assessment limits and task demands as well. Also, teachers will utilize the Sample Response Questions from the Item Specifications and Question Flipcharts regularly in their quizzes and tests to better familiarize students with the full scope of the Standards. Students will show mastery of the standards by responding correctly to tasks modeled after the Sample Response Questions provided in the Item Specifications. Teachers will analyze and use data to drive instruction for Levels 3 through 5 students. This data will impact small group instruction and station activities. Students will meet mastery through differentiated learning goals. Teachers will create purposeful, standards-based TDQs for students. Purposefully written text-dependent questions are structured questions to force students to return to the text for evidence in their responses. Students will move through the process of more deeply understanding a text. Teachers will use ALDs for students to better understand their standards that are often broad and subjective. Students will observe evidence of achievement per standard, so they can understand the skills that are necessary to be proficient. Teachers will implement one Close Read per quarter that have multiple elements to include short, complex text, text-marking, and purposeful text-dependent questions with multiple readings, student talk and writing from reading. Students will interpret difficult passages by keeping them focused on their purpose for reading. Teachers will use the Florida DOE Depth of Knowledge Model of Cognitive Complexity provided by OCSD for a structure to identify the cognitive demands that standards and assessments place on students. Students will develop mental processing that reflects the level of cognitive demand that standards and instruction require. Teachers will use Everyday Instructional Reading to support the Close Reading process without requiring multiple reads. Students will increase their comprehension through the increased rigor and purpose with regular classroom reading without the time of a Close Read Teachers will use the Item Specs to define the content and format of the test and test items. Students will understand the content knowledge, the degree of difficulty, and the task demands that will be assessed on the FSA. 33

35 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor TDQ Levels of Questioning with DOK Deeper Levels of Critical Thinking within Literature and Informational Standards Weekly Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Adminstrators, ELA Instructional Coach and Classroom Teachers ALDs to Understand Standards Weekly Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Close Read Quarterly Lesson Plans, Formal and Informal Walkthroughs and Student Samples in Evidence Binder Everyday Instructional Reading to Support Close Read Daily Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples Item Specifications to Define Content Weekly Lesson Plans, Formal and Informal Walkthroughs, Anchor Charts and Student Samples STAR/DEA Administration and Evaluation Quarterly, District Testing Windows Data Drilldown Documents and Lesson Plans Adminstrators, ELA Instructional Coach and Classroom Teachers Adminstrators, ELA Instructional Coach and Classroom Teachers Adminstrators, ELA Instructional Coach and Classroom Teachers Adminstrators, ELA Instructional Coach and Classroom Teachers Adminstrators, ELA Instructional Coach and Classroom Teachers Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 34

36 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 least 85%. 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 70 % 35

37 DEA Math Proficiency (By Grade) Math: Data Eglin 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 85 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 '

38 FSA Math Data (By Grade) Math: Data Eglin 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 100 M W ESE Group ELL F/R Operations Numbers Measure/Geo Base Fractions 64 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 '

39 School Action Plan Math: Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Every grade level at Eglin Elementary scored above the district average during the school year. Primary: Our DEA ELA scores were solidly above the district average (KG- Eglin: 94% v District: 85%, 1st- Eglin: 95% v District: 91%, 2nd- Eglin: 89% v District: 85%. Despite the increase in rigor (moving from DEA Test C to D) and our high proficiency levels, we continued to see positive trends in our data. Within our group of proficient students, 61% of those KG were Level 4s and 41% of the 1st graders proficient students were Level 4s. Among our non-proficient students, we had zero Level 1 students. Every grade was above the district average in each and every strand. KG was particularly high in the operations and measurement and data strands (87% and 87% respectively). 1st grade had above an 85% average on every strand tested and 2nd grade was high in geometry (89%). Intermediate: Our FSA Math scores were also above the district average in both 3rd and 4th grade (3rd- Eglin: 81% v District: 77%, 4th- Eglin: 76% v District: 72%). 56% of our proficient students in 4th grade were either a Level 4 or 5 (3-20%, 4-35% and 5-21%). Every strand score was above the district average. The 3rd grade group scored particularly high in measurement, data, and geometry (80%) and operations, algebraic thinking, and numbers based ten (79%). 4th grade's strength was in numbers and operations in base ten numbers (80%). What does the analysis tell you about your school s opportunities to improve? While we were extremely pleased with our data from last year, we did see a dip in some of our levels of proficiency (Grade Level Comparison- DEA- KG: -3%, FSA- 3rd: -2% and 4th: -6%, Cohort Group Comparison- DEA- 1st: -2%, 2nd: -6%, FSA- 4th: -7%). This may have something to do with the transient population we serve. Primary: In 2nd grade, we would like increase the number of students scoring a Level 4 and we also need to give special attention to this group of ESE learners. Intermediate: According to our FSA data, we need to watch how our female population performs on this assessment. We also need to work to increase the number of Level 5 students in 3rd grade and pay special attention our special education students in 4th grade. 38

40 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 demonstrate mastery of math concepts by participating in domain-based differentiated math stations and small group instruction aligned to grade-level standards. Professional Development and Activities: District: The central message professional development (September, October, November/December, January/February) will focus on: School-based: 1. Based on teacher need and interest as evidenced by Coaching and Administrative End of Year Surveys, differentiated professional development will be offered on the components during one on one coaching sessions. 39

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