School Performance Plan

Transcription

1 Date Submitted: Dates of Revision: School Performance Plan School Name: Meigs Middle School Legend SAC funds in the amount of $ will primarily be used for Michelle Heck John Holguin 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 ED Economically Disadvantaged PERT Postsecondary Education Readiness Test ELA English Language Arts PMP Progress Monitoring Plan ELL English Language Learners PMS Progress Monitoring System EOC End of Course Exam POC Plan of Care ESE Exceptional Student Education PPP Pupil Progression Plan ESSA Every Student Succeeds Act PSAT Preliminary Scholastic Aptitude Test FAIR Florida Assessment for Instruction in SAC School Advisory Council Reading F/R Free & Reduced SAI Supplemental Academic Instruction FS Florida Standards SAT 10 Stanford Achievement Test FSA Florida Standards Assessment SESAT Stanford Early School Achievement Test IB International Baccalaureate SPP/SIP School Performance Plan/School Improvement Plan IEP Individualized Education Program SWD Students with Disabilities IPDP Individualized Professional Development VE Varying Exceptionalities Plan MAP Measures of Academic Progress

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 Michelle Heck Tracey Lamb Cathy Beaudoin Karen McVay, Jennifer Davis, Donna Born, Mallory Bryson Annie Riggins, Jennifer Mastromonico, Gator Heath, Heather Oldnettle Lorrie Jerome, Sally King Jane Hudspeth Justin Reid Ben Dodd, Nicole Brown, James Reid Title Principal Assistant Principal Instructional Coach ELA Department Chair and teachers Math Department Chair and teachers Science Department Chair and teachers Social Studies Chair and teachers Elective Department Chair Grade Level Team Leaders Stakeholder Involvement: Describe the process taken to create the School Performance Plan. During the late spring months, administration and the instructional coach met with teachers to receive feedback regarding which instructional initiatives were working well, which areas teachers felt they needed more professional development, and what direction instruction needed to go in order to continue improving student achievement. In looking at the district focus areas across disciplines, Meigs faculty agreed the schoolwide focus for would be the implementation of cooperative learning groups and stations across classrooms. Once state assessment scores arrived, administration disaggregated data by grade, teacher, and course to determine the areas of strength and areas for improvement in Reading, Math, Science, and Civics. In early June, the SPP team met to review data and determine which prior initiatives may have given rise to improvement in achievement and learning gains, as well as how curriculum and instruction may need improving in order to address the areas of little to no growth. Department chairs then began to work with their departments to develop a plan for specific initiatives in each academic area. These initiatives will ensure teachers are delivering standards-based instruction while incorporating a variety of instructional strategies and differentiation within the classroom. Throughout the summer, administration met with each department to review and revise the final plan. 2

4 School Profile Meigs Middle School, serving grades six through eight, is located in Shalimar, Florida. With an approximate student population of 540 students, we value the ethnic and socio-economic diversity of our students and staff. Having earned 16 consecutive Florida A+ school ratings, our focused theme this year is "Grit, Growth, and Gains." The faculty and staff at Meigs strive to instill the grit required for students to make growth and achieve learning gains. We believe the development of relationships with students is key to enabling them to persevere through academic challenges. It is our utmost expectation for students at Meigs Middle School to be prepared for high school and to be College and Career ready upon graduation. There are various opportunities provided to students that contribute to their success and serve as a means to meet all students' varied educational needs. Advanced and regular level classes are available in all core areas. Meigs continues to support high academic rigor and encourages students to enroll in at least one advanced class each year. We offer an array of courses in which students may receive high school credit, to include Algebra 1 Honors, Geometry Honors, Physical Science Honors, Spanish, Introduction to Information Technology, and Web Design. A Talented and Gifted (TAG) program serves students daily in advanced level coursework while providing the opportunity for participation in a grade-level community service project. For students who need additional assistance in reaching grade level expectations, we provide Intensive Reading, Intensive Math, and tutoring. Our Exceptional Student Education (ESE) students are instructed in the least restrictive environment and receive instruction through small groups, blended learning that combines technology and teacher instruction, and a Learning Strategies class that focuses on study skills while also addressing specific skill deficits. Meigs Middle School continues to offer a full competitive sports program available for boys and girls (20 competitive sports teams), as well as a robust extracurricular and co-curricular program which includes: Academic Team, Math Team, National Junior Beta Club, Student Council, Multicultural Council, Junior Student to Student, Robotics Club, and Band and Chorus programs. Community and parent support is crucial to Meigs Middle School and this is achieved through the School Advisory Council and our volunteer and mentoring programs. 3

5 Community and Parent Awareness 4

6 Community and Parent Awareness What does the data tell you regarding the positive aspects of your school? The climate survey revealed that a high percentage (86-100%) of parents completing the survey believe that academic performance is emphasized as the number one priority, expectations of conduct and behavior are clear, the principal is an effective leader, and the school maintains a safe environment. A majority of parents (71-79%) parents feel they are aware of the curriculum program for their child, homework amounts are appropriate, parent input is valued, and everyone is treated fairly. What does the data tell you regarding the opportunities for improvement in your school? The biggest opportunity for improvement involves various aspects of communication with parents. Only 57% of responding parents feel the school uses a variety of methods to communicate with parents and 50% believe school funds are used in a responsible manner. In addition, 57% of parents feel welcome at school or are satisfied that teachers do a good job teaching students. Provide a description of the various forms of communication to your community and parents. Meigs uses a variety of methods to communicate with the community and parents. In addition to a regularly updated website with school information and happenings, Meigs utilizes the district mobile app to push important messages to parent devices. An automated phone system also makes phone calls to chosen phone numbers on a students' contact list. New for the is a monthly newsletter that will go home with every students, as well as be published on the school website. 5

7 Historical School Grade Data 6

8 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 75%. 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 75%. 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% 7

9 FSA ELA Data (By Grade) ELA: Data 8

10 FSA ELA Data (By Grade) ELA: Data 9

11 School Action Plan ELA (Reading): Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Overall, 64% of Meigs students are proficient in reading. This is a 2% percent increase from 2016, with 7th grade having an overall 5% increase. The achievement gap between black students and the majority group decreased significantly in 7th and 8th grades. The proficiency of ESE students in 6th grade increased by 11% from the previous year. Across grade levels, Meigs students are strongest in Language and Editing and Craft and Structure. Although sixth grade students did not gain in proficiency, they made gains in the Integration of Knowledge and Craft and Structure. Seventh grade students had gains in Craft and Structure, while eighth grade students increased significantly in Integration of Knowledge. All three grade levels increased the percent of students making learning gains from 53% to 60%. The lowest quartile increased learning gains by 7%. 6th and 7th grade ESE students nearly doubled the percent of students making gains. The overall increase in learning gains is attributed to more effective collaboration between the Intensive Reading (IR) teacher and ELA teachers, the incorporation of more literature into the IR curriculum, and all teachers being more purposeful in writing higher DOK text dependent questions. What does the analysis tell you about your school s opportunities to improve? Key Ideas and Details was the weakest strand across all grade levels. Teachers attribute this to students' inferencing abilities. This will be a key focus across ELA classrooms for the school year. In addition, Science and Social Studies teachers will focus Text Dependent Questions in this strand, challenging students with questions that require them to dig deeper into the text and across texts. Another opportunity for improvement across grade levels is writing. Teachers will focus writing instruction on finding the best text evidence and elaboration techniques. As the theme at Meigs centers around growth this year, the percent of students making learning gains is a focused area for improvement. 10

12 Central Focus: ELA Focus 1 School Action Plan ELA: Strategies & Programs to Support the Objectives Utilize Text Dependent Questions (TDQs) within Everyday Instructional Reads that lead to a rigorous culminating task. A focus will be placed on: Achievement Level Descriptors (ALDs) Incorporating the use of Differentiated Strategies such as Stations, Small Group Instruction, and Cooperative Learning Opportunities TDQs at varying levels of DOK within Phases 1 3 o TDQ Flip Chart Utilizing ELA resources such as: Common Lit, NewsELA, Achieve 3000, Literacy Design Collaborative (LDC), etc. Text markings and annotations derived from the TDQs Purposeful student talk derived from the TDQs 11

13 Meigs s Focus: Targeted School-based Focus: A. Cooperative learning groups and/or stations to extend learning from daily instruction B. Purposeful student talk derived from TDQs and/or culminating task Targeted School-based Professional Development: A. Cooperative Learning Groups (CLGs) and Stations 1. Modeling and facilitating routines, procedures, and expectations for CLGs and stations 2. Developing and establishing student accountability for independent practice 3. Analyzing data and purposefully planning standards-based activities to create cooperative learning group/station tasks which require student interdependence B. Purposeful student talk derived from TDQs and/or culminating tasks 1. Developing and establishing common student talk protocols and procedures 2. Facilitating deeper thinking within cooperative learning groups Instructional Rounds to see implementation of ELA Focus Areas Teachers will meet following central message PD with the instructional coach, other teachers, and admininstration to collaboratively create EIR lessons aligned to the Standards and Item Specifications that: 1. Use a variety of sources (complex text, video/audio clips, graphics, pictures) 2. Incorporate Text Dependent Questions (TDQs) encompassing all phases and the higher DOK as indicated by Item Specifications and ALDs 3. Incorporate Cooperative Learning Group activities and Small Group Instruction Teachers will use morning collaboration time, common planning time, and Central Message Days to further analyze ALDs to better understand the criteria for standards mastery and learning gains. 12

14 Action Steps for Implementation: Administrative Implementation Action Steps: Define cooperative learning groups/stations (Ongoing) Clarify expectations of teachers in regards to implementation of cooperative learning groups/stations (Preplanning and Ongoing) Provide feedback on progress toward SPP initiatives (Ongoing) Common planning for ELA department (Summer Master Schedule) Provide PD and/or TDE time to create cooperative learning group/station tasks and analyze data for grouping students (Common Planning/Add'l Half Day PD) Assist in copying text sets/resources (As needed) Order updated ELA Secondary Resource from print shop (August) Create updated Meigs Curriculum Binder to include the SPP, OCSD Secondary Resource for ELA, Meigs Common Thread Visual, District Handouts (August) MAPS training (August and Ongoing for Report Training) Calendar PD dates and secure substitutes (Summer) Request substitutes for PD dates (Ongoing) Order Odell Text Sets (TE and 1 Student Copy per grade level for each ELA teacher) 13

15 Classroom Implementation Action Steps (Teachers and Students): A. In facilitating CLGs and/or stations, teachers will: 1. Explicitly teach and model routines, procedures, and expectations 2. Purposefully plan to extend learning from daily instruction to CLGs or stations toward independent practice 3. Continually analyze formative and summative data (FSA, MAPs, teacher created) to plan standards-based activities for cooperative learning groups/stations. A. Students will: 1. Develop independence, stamina, collaboration skills, and self-regulations skills while working in cooperative learning groups/stations 2. Self-monitor and evaluate learned progress and/or mastery of standards 3. Engage in activities to reinforce concepts and extend prior learning B. In facilitating purposeful student talk, teachers will: 1. Establish and teach common student talk protocols and procedures 2. Create opportunities for purposeful student talk derived from TDQs and/or culminating tasks 3. Encourage students to deepen thinking by extending responses using discussion techniques B. Students will: 1. Participate and implement student talk protocols and procedures 2. Read and revisit the text to engage in meaningful student talk using textual evidence for TDQs and/or culminating task. C. Teachers will incorporate TDQs into EIR lessons that lead to a rigorous culminating task C. Teachers will write or edit TDQs using the Standards-Based Question Stems from ELA Resource book and ensure appropriate rigor based on Item Specifications and ALDs. C. Students will answer TDQs using text evidence and use the information to complete culminating tasks. D. Teachers will analyze the ALDs to better understand the standard and what is expected for proficiency, mastery, and learning gains. D. Teachers will conference with students on their progress toward standard mastery using the KSAs (knowledge, skills, and abilities) as described in each level of the ALD. D. Students will refer to the ALDs to better understand what is required for standard mastery and learning gains. E. Teachers will use various resources to ensure appropriate text complexity when choosing sources (such as Textbook, CommonLit, NewsELA, Achieve the Core, Teachargument.com, Odell Text Sets) E. Students will make connections between multiple sources and evaluate the relationship among the selections. F. Teachers will teach students to purposefully annotate and text mark based on the task defined by the TDQ and/or culminating task. F. Students will purposefully text mark and annotate in order to analyze sources through TDQs and/or complete a culminating task. 14

16 H. Teachers will evaluate the Phase 1 Key Ideas and Details Assessment Limits and Achievement Level Descriptors and use the information to write TDQs at DOK levels as indicated by the Item Specifications. H. Science and Social Studies teachers will incorporate EIR components into their instruction with focus on Key Ideas and Detail TDQs at DOK level 2/3. H. Students will analyze exemplar Phase 1 answers to evaluate their own work. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor A. CLGs & Stations Monthly Lesson Plans, Formal/Informal Teachers, Admin Observations B. Purposeful Student Talk Derived Monthly Lesson Plans, Formal/Informal Teachers, Admin from TDQs Observations C. TDQs at appropriate DOK levels Monthly Lesson Plans, Formal/Informal Observations, Assessments Teachers, Admin Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 15

17 Central Focus: ELA Focus 2 School Action Plan ELA: Strategies & Programs to Support the Objectives Writing: Teaching how Analysis and Synthesis lead to Elaboration Using Rubrics/FSA Writing Sampler Sets to calibrate teacher scoring and inform instruction with an emphasis on Analysis and Synthesis (Evidence and Elaboration) Increase student knowledge and use of the Rubrics with a focus on Analysis and Synthesis (Evidence and Elaboration) Differentiated writing instruction based on student needs identified through the Rubrics with an emphasis on Analysis and Synthesis (Evidence and Elaboration) o Writing Conferences, Small Group, Stations, etc. Writing the Essay: Teaching Students to Read like Writers and Write like Readers o How are we unpacking the prompt? (TDQ) o How are we addressing purposeful text marking and annotations specific to the prompt? (TDQ) o How are we planning for the essay? (Derived from TDQ and text marking/annotations) o How are we scaffolding instruction as we build from one source to multiple sources? This is where an EIR assists in the writing process o How are we addressing writing an introduction? o How are we addressing writing a conclusion? o How are we addressing citing relevant evidence? (EIR) o How are we addressing elaboration? (EIR) o How are we addressing transitions? o How are we addressing content specific vocabulary? Meigs s Focus: Targeted School-based Focus: Differentiated writing instruction based on student needs identified through the Rubrics with an emphasis on Analysis and Synthesis Targeted School-based Professional Development: A. Calibration with district specialist using Baseline Writing Assessment (AUG/SEPT) B. Collaboration time to develop writing instructional plans for the department to include: o Strategies for helping students understand the Writing Rubric o Strategies for helping students purposefully text mark and annotate for evidence and elaboration o Strategies for helping students with elaborative techniques 16

18 Action Steps for Implementation: Administrative Implementation Action Steps: Provide PD and/or TDE time to calibrate and score baseline and December mock test. Provide TDE time for teachers to attend district Writing Bootcamps #1 and #2 Provide TDE to develop common language for writing expectations for a successful argumentative and informative essay. Meigs Middle School ELA Focus Area 2 Writing: Teaching How Analysis and Synthesis Lead to Elaboration Classroom Implementation Action Steps (Teachers and Students): A. In differentiating writing instruction based on student needs, teachers will: 1. Explicitly teach and model expectations for body paragraphs 2. Explicitly teach and model expectations for an opening and closing paragraph 3. Develop strategies for purposeful text marking and annotation based on the writing prompt or TDQ A. Students will: 1. Utilize various graphic organizers to plan writing 2. Utilize prescribed template (opening statement, elaboration, transition, evidence, closing statement) to complete opening, closing and body paragraphs 3. Practice text marking and annotating skills that are purposeful in addressing the prompt B. Teachers will use the Rubrics and student Baseline to calibrate teacher scoring and inform instruction. B. Students will use the Rubric and exemplar essays to practice scoring to improve understanding of writing expectations. C. Teachers will increase student knowledge and use of the Rubric through unpacking the Purpose, Focus, and Organization (PFO) category and the Evidence and Elaboration (EE) category of the FSA Writing Rubrics (argumentative, informational). C. Students will: 1. Highlight key terms in each section 2. Define and analyze each highlighted key term 3. Identify and discuss the elements of each score point 17

19 Unpack the Prompt TAPS T Task: box what the prompt is asking you to write about A Audience: underline the audience P Purpose: circle key words in the prompt to identify argumentative or informative writing S Specific Vocabulary: star any words from the prompt that are domain specific CUBS (to assist in remembering TAPS) C - Circle Mode (Argumentative/Informational) U - Underline Audience B - Box the task/topic S - Star any academic /domain specific vocabulary Planning to Write 1. Unpack the prompt using TAPS/CUBS. 2. State what the prompt is asking you to do. 3. Read, Text mark, and annotate. 4. State your claim or thesis: Go back to the prompt and use domain specific vocabulary. 5. Create a graphic organizer to plan the essay. Purposeful Text Marking: Teachers will model how to choose purpose for annotating Teachers will model annotations in the margin of each paragraph or chunk of text. Teachers will model marking domain specific words with asterisks * Students should evaluate the prompt and the text structure before deciding on text marking strategies. 18

20 Students will create a legend or symbol system that is purposeful for the text set. Planning for the Essay Teacher will provide various sample graphic organizers for essay planning. Teachers will develop a checklist of specific expectations for argumentative and informative essays. Teachers will give explicit instruction on purposeful text marking and annotation strategies. Students will work in cooperative groups to practice using graphic organizers for essay planning. Students will use checklists to self-evaluate the content of the essay plan. Students will work in cooperative groups and practice purposeful text marking strategies and annotations and then analyze best practices. Building to Multiple Sources Teacher will model how to make connections among multiple texts and across text types Teacher will create text dependent questions requiring students to analyze multiple sources through purposeful text marking and annotation Students will work in targeted writing groups based on formative assessments to remediate or accelerate progress. Students will determine purpose of sources and the relationship among them. Students will analyze sources for type and develop appropriate strategies. Students will apply analytical thinking to make connections across texts. Writing an Introduction Teachers will provide explicit instruction on o Writing a hook or grabber o Writing a claim or thesis statement o Using elaborative techniques to orient the reader to the topic through stating the main points of the supporting paragraphs. Students will work in cooperative groups to write shared introductions Writing a Conclusion Teachers will provide explicit instruction on components of a conclusion. Restating the Hook/Grabber Restating the Claim or Thesis 19

21 Use elaborative technique of S.P.R.I.T.E or S.P.E.C. Students will work in cooperative groups to practice writing conclusions. Citing Relevant Evidence Teachers will unpack the Evidence and Elaboration (EE) category of the FSA Writing Rubrics (argumentative, information) Teachers will provide explicit instructions on best practices in text marking with the goal of finding text evidence Teachers will provide feedback in determining relevant vs irrelevant evidence from student s own text marking Teachers will provide explicit instruction on three modes of providing evidence. 1. Quotations: Text that is taken work for work from the source and must name the author when using quotation marks. 2. Paraphrasing: condensing a passage from the source material and putting 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. Students will 1. Highlight key terms in each section 2. Define and analyze each highlighted term 3. Identify and discuss the elements of each score point Students will utilize purposeful student talk to share and justify relevant text evidence Students will evaluate their text markings to determine relevant vs. irrelevant evidence Students will use color coding method to identify their text evidence. Elaboration Teachers will instruct students on the components of a body paragraph using mneumonics such as: The Dog Eats Some Elephant Chow Topic main idea of the paragraph Develop concise, what exactly are you trying to prove? Example give a real life example or explanation of the topic inferred. Support evidence from the text Elaborate explain/synthesize using the anchor chart, 6 ways to elaborate Conclude universal statement to round off paragraph using S.P.R.I.T.E. or S.P.E.C. 20

22 Teachers will teach Elaborative Techniques: 1. Connections to self/work/text S.P.R.I.T.E or S.P.E.C 2. Using definitions 3. Using a real life example 4. Explaining cause/effect if this then this. 5. Make a comparison or Contrast 6. Use figurative language: metaphor, simile, hyperbole, personification, alliteration Transitions Teacher will provide a list of transition words that are specific to text structures Teachers will give explicit instruction on the importance of internal and external transitions. Students will identify transition words and phrases in exemplar writing sets. Students will use transitions in writing and in answering TDQs. Content Specific Vocabulary Teachers will provide explicit instruction on referring to the source to identify content specific vocabulary. Students will identify use of content specific vocabulary in exemplar writing sets. 21

23 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Calibration of Writing Scoring Quarterly Student Samples Administration ELA Instructional Coach Incorporation of Writing Through Reading Monthly Lesson Plans Formal/Informal Observations Assessments Administration Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 22

24 School Action Plan ELA: Strategies & Programs to Support the Objectives ELA Levels 1 and 2 Focus Meigs s Focus: Targeted School-based Focus: Reading and analyzing increasingly complex texts while incorporating Everyday Instructional Reading (EIR) components in order to respond to multiple texts Targeted School-based Professional Development: Teachers will meet following central message PD with the instructional coach and other teachers to collaboratively create EIR lessons aligned to the Standards and Item Specifications that: - Use a variety of sources (complex text, video/audio clips, graphics, pictures) - Incorporate Text Dependent Questions (TDQs) encompassing all phases and the higher DOK as indicated by Item Specifications and ALDs - Incorporate Cooperative Learning Group opportunities, Stations, and Small Group Instruction 23

25 Action Steps for Remediation: Administrative Implementation Action Steps: Add additional sections of IR to serve additional Level 2 students Provide common planning for ELA and IR to facilitate increased collaboration Order OCSD Secondary Resource for IR teachers Calendar Central Message and IR PD, secure substitutes, and provide second half of day for collaboration and planning Provide IR teachers with classroom set of laptops/chromebooks and charging cart Intensive Reading (Teachers and Students): A. IR Teachers will implement a balanced literacy model to include Differentiated Small Group Guided Instruction, Differentiated/Spiraling Stations, Writing Through Reading, EIR/DBQ/Close Reading, and Whole Group Instruction A. Students will participate in guided small group instruction with teacher, stations, writing through reading, EIR/DBQ/Close Reading, and whole group instruction. B. IR Teachers will utilize multiple sources that may include literary texts, informational texts, video/audio clips, pictures, and graphics. B. Students will make connections between multiple resources and evaluate the relationship among the selections. C. IR Teachers will incorporate TDQs of increasing DOK as required by the ALDs and Item Specifications. C. IR Teachers will utilize the OCSD Secondary Resource for ELA to create appropriately complex TDQs. C. Students will work in cooperative groups as well as independently to demonstrate mastery of standards-based TDQs across complex texts. D. IR Teachers will provide opportunities for students to work in cooperative groups to respond to TDQs at various DOK complexity levels while analyzing multiple sources. D. IR Teachers will incorporate standards-based, purposeful stations as needed and indicated by student data (Achieve 3000, MAP, teacher created) D. IR Teachers will provide small group instruction to each student weekly or biweekly to meet specific student needs (enrichment or remediation) based on formative assessments (Achieve 3000, MAP, teacher created). D. Students will work in cooperative learning groups, stations, or in small group instruction with teacher to respond to TDQs at various DOK complexity levels. E. Teachers will further analyze the FSA Achievement Level Descriptors to better understand what is expected for proficiency and learning gains. E. When conferencing with students on their progress, teachers will refer to the specific descriptions provided in the ALDs and differentiate instruction as needed. E. Students will be familiar with ALDs to better understand what is expected to become proficient and make learning gains. F. Students will complete a minimum of 2 Achieve 3000 articles and associated assignments per week. 24

26 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor A. Multiple Sources (literary, informational, video/audio clips, graphics, pictures) Monthly Formal and Informal Observations Lesson Plans Administration B. TDQs - all phases, appropriate DOK Monthly Formal and Informal Observations Lesson Plans Assessments Administration F. Achieve 3000 Usage Monthly Digital Reports Teacher, Administration Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 25

27 ELA Subgroup Focus Subgroup: High Level 2 Students (as indicated on OCSD Learning Gain Chart) School Action Plan ELA: Strategies & Programs to Support the Objectives Meigs s Focus: Targeted School-based Focus: A. Targeted skill-based small group instruction (CLGs, Station work, Teacher Led) B. Utilization of the OCSD Secondary ELA Resource (ALDs, Graphic Organizers & Academic Vocabulary) Targeted School-based Professional Development: A. "Teaching in the Fast Lane" Book Study with ELA Teachers and Instructional Coach A. "How to Differentiate Instruction in Academically Diverse Classrooms" Webinar/Book Study with ELA Teachers and Instructional Coach B. Vertical Analysis of Literature Standards/ALDs (Specifically 3.7, 3.9) Action Steps for Implementation: Administrative Implementation Action Steps: Provide Curriculum Binders for all ELA Teachers Schedule and arrange school based PD Classroom Implementation Action Steps (Teachers and Students): A. ELA teachers will use data (MAP, formative assessment, etc.) to group student by skill deficit. A. ELA teachers will explicitly teach the skills and scaffold support needed to answer required Item Types (TEIs) as described in the Item Specifications. A. ELA teachers will develop standards-based lessons to be taught in alignment with Item Specifications to include practice with various TEIs. A. Students will work in CLGs, Stations, or a teacher led group to practice various Item Types as described in the Item Specifications. B. ELA Teachers will reference the OCSD Secondary Resource and incoporate suggested strategies for teaching the complexity of the standard. B. ELA Teachers will teach the specific academic vocabulary that correlates with the language of the standard. B. Students will use suggested graphic organizers and learn specific academic vocabulary that correlates with the language of the standard. 26

28 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor A. Targeted Small Group Instruction Monthly Lesson Plans Admin Informal/Formal Observations Assessments B. Utilization of the OCSD Secondary Resource Monthly Lesson Plans Informal/Formal Observations Assessments Admin Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 27

29 School Action Plan Social Studies District Goal: Students shall demonstrate social studies proficiency at or above the expected grade level. Objectives: Civics The percentage of all curriculum students who will be proficient in Civics as defined by the State of Florida on the Florida Civics End-of-Course Exams will be at least 90%. 28

30 Civics Proficiency (By School) Social Studies: Data 29

31 School Action Plan Social Studies: Strategies & Programs to Support the Objectives Central Focus: Social Studies Focus Use Standards and Item Specifications to drive instruction through Everyday Instructional Reads with an emphasis on cooperative groups and stations. A focus will be placed on: Social Studies Standards-Based Question Stems Flip Charts to create rigorous Text Dependent Questions (TDQs) within Everyday Instructional Reads that support the Social Studies Content Social Studies resources such as DBQ, FJCC, National Archives, Stanford History Education Group (Sheg), LDC, etc. Meigs s Focus: Targeted School-based Focus: A. Creation of EIRs that incorporate social studies standards and include a rigorous culminating task B. Implementation of Cooperative Learning Groups and/or Stations that promote purposeful student talk Targeted School-based Professional Development: A. EIR Planning & Creation 1. Understanding the process of creating an EIR and the aligning of standards to task 2. Identifying and gathering resources with appropriate text complexity and relevant to Social Studies standards 3. Collaborating to write TDQs of higher DOK levels B. Cooperative Learning Groups & Stations 1. Classroom Organization 2. Student Talk Protocols 3. Facilitating & Modeling of Purposeful Student Talk 4. Group Talk vs Student Talk 5. Creating Interdependence between Students (Group work vs CLG) 6. Creation of Skill-Based Stations 30

32 Action Steps for Implementation: Administrative Implementation Action Steps: Provide common planning for Studies Department (Summer) Provide PD and/or TDE time to create cooperative learning group/station tasks and analyze data for grouping students (Common Planning/Half Days) Order updated Social Studies Secondary Resource from print shop (August) Create updated Meigs Curriculum Binder to include the SPP, Secondary Resource, Common Thread Visual, District Visuals (August), Pacing Guides, Historical Thinking Skills MAPS training (August and Ongoing for Report Training) Add all PD dates to master calendar (Summer) Request substitutes for PD dates (Ongoing) Classroom Implementation Action Steps (Teachers and Students): A. Social Studies teachers will create EIRs that include: 1. Specific standards to be assessed by the culminating task 2. Use of multiple sources to include at least one other supplemental resource to the anchor text (charts, graphs, photographs, videos, maps, or other texts) 3. Development of appropriately rigorous TDQs (DOK 2-3) utilizing the Social Studies Standards-Based Question Stem Flipchart 4. Targeted focus on Phase I TDQs at higher DOK levels 5. Purposeful annotation and text-marking that helps students complete the culminating task or analyze the documents through TDQs A. Students will: 1. Complete culminating tasks that assess their standards mastery 2. Make connections between multiple sources and evaluate the relationship among the selections 3. Demonstrate mastery of standards-based TDQs related to the complex texts 4. Answer Phase I TDQs of higher DOK levels 5. Purposefully annotate and text-mark in order to complete a culminating task or analyze documents through TDQs B. Social Studies teachers will create cooperative learning group/station opportunities which: 1. Promote purposeful student talk 2. Incorporate Historical Thinking Strategies to scaffold the process of analyzing resources and/or concepts 3. Use resources such as the AP Vertical Teams Guide for History and the Social Science, Stanford History Education Group, CommonLit, National Archives, etc. B. Students will: 1. Work in cooperative learning groups/stations and practice or demonstrate mastery of social studies skills/standards 2. Use Historical Thinking Strategies to analyze documents and multiple resources 31

33 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor A. Standard-Based EIRS Monthly Lesson Plans, Informal/Formal Administration Observations A. TDQs (Higher DOK) Monthly Assessment Reviews, Culminating Teachers, Admin Tasks B. Incorporation of CLGs/Stations Monthly Lesson Plans, Informal/Formal Observations Administration Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 32

34 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 80%. 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 90% 33

35 FSA Math Proficiency (By Grade) Math: Data 34

36 FSA Math Proficiency (By Grade) Math: Data 35

37 FSA Math Proficiency (By Grade) Math: Data 36

38 FSA Math Data (By Grade) Math: Data 37

39 School Action Plan Math: Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Overall, Meigs students maintained 75% proficiency in Math with 71% of students making learning gains. The greatest gain in proficieny was among 6th graders, with a 7% increase, as well as learning gains with a 6% increase. Subgroups having significant gains in proficiency include black students and ESE. Sixth (6th) grade student strand averages were above the district in every area, with particular gains in Ratios/Proportions/Functions and Statistics and Probability. Seventh (7th) graders showed strength in Number System. Algebra and Geometry students had a 98% and 100% profiency rate. The percent of black students and ESE students making learning gains in math increased significantly in 6th and 7th grades. Seventh (7th) and 8th grades increased the percent of students scoring Level 4 and 5, while 6th grade had a dramatic increase in the percent of students scoring Level 4. What does the analysis tell you about your school s opportunities to improve? Overall, while proficiency remained the same, the percent of students making learning gains in the lowest quartile decreased by 15%. As a result, the Intensive Math program has been changed from having a different teacher in each grade level to one teacher with all sections. In addition, one section has been added to accommodate the large number of incoming 6th graders needing math remediation. Across grade levels, Geometry was the lowest strand. 38

40 Central Focus: Math Focus School Action Plan Math: Strategies & Programs to Support the Objectives Utilize the Achievement Level Descriptors (ALDs) and Item Specifications to purposefully create targeted lessons, formative and summative assessments and cooperative learning opportunities through the Backward Design Process. A focus will be placed on: Incorporating the use of Differentiated Strategies such as Stations, Small Group Instruction, and Cooperative Learning Opportunities Utilizing math resources such as: Textbook, Math Nation, CPALMS, etc. Designing formative and summative assessments, which are derived directly from the ALDs and Item Specifications Meigs s Focus: Targeted School-based Focus: A. Cooperative learning groups and/or stations B. Using digital resources (Digital Coach, MobyMax, Ready Toolbox) to differentiate instruction and provide meaningful formative assessment for students. Targeted School-based Professional Development: A. Cooperative learning group/stations 1. PD on how to teach and model routines, procedures, and expectations for cooperative learning groups 2. Team planning by grade level/course to share resources and create lessons and stations together 3. Instructional rounds on site to observe best practices and assist one another with routines and lesson format for cooperative groups B. Integrating use of digital resources to incorporate differentiation and rigor 1. PD training with digital resources to analyze data and purposefully create lessons and formative assessments using ALDs to differentiate instruction and increase rigor 2. Team assessment analysis with math dept to fine tune assessments created according to ALDs (10-20% Level 2, 60-80% Level 3, 10-20% Level 4-5) 39

41 Action Steps for Implementation: Administrative Implementation Action Steps: Clarify expectations of teachers in implementation of cooperative learning groups/stations (Preplanning and Ongoing) Provide feedback on SPP initiative progress (Ongoing) Provide common planning with Math department (Summer) Add additional section of Math 6 to lower class size and support incoming 6th grade math students (Summer) Place incoming Level 5 6th grade students into Math 7 Advanced (Summer) Provide PD and TDE time to observe one another in instructional rounds while teaching with cooperative learning groups/stations (Ongoing) MAPS training (August/September) Schedule training time for Digital Coach (Thetford) and MobyMax Reports (September) Order Coach workbooks for IM students (Summer) Order Coach Test Prep books for all students (Summer) Purchase subscriptions for 5 teachers for MobyMax (all except Oldnettle, Summer) Provide Curriculum Binders for each Math teacher to include Item Specifications and ALDs, Pacing Calendars, and FSA Information Classroom Implementation Action Steps (Teachers and Students): A. Teachers will explicitly teach and model routines, procedures, and expectations for cooperative learning groups. A. Teachers will intentionally plan and differentiate for various learning styles and student choice within cooperative learning groups/stations. A. Teachers will establish means and methods for student accountability. A. Teachers will collaborate with student work to discuss next steps for differentiation in designing lessons for stations/cooperative groups A. Students will engage in purposeful student talk A. Students will engage in activities to reinforce concepts and extend prior learning from cooperative learning groups/stations. A. Students will be exposed to all ALD levels of questioning within collaborative groups A. Students will develop independence, stamina, collaboration skills, and self-regulations skills while working in cooperative learning groups/stations. B. Teachers will continually analyze data and purposefully plan standard based activities to create cooperative learning groups/stations. B. Teachers will incorporate digital resources to differentiate learning and provide rigor to include all ALDs B. Teachers will collaborate with self-created assessments to analyze rigor and inclusion of all ALD levels B. Students will use digital resources to review and reinforce current lessons taught, and complete formative and summative assessment with FSA style questions. B. Students will self-monitor and evaluate learned strategies by using online gradebook. 40

42 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor CLGs and Stations Bi-monthly Formal and Informal Observations Lessons Plans Administration Department Chair Use of Digital Resources by Students Bi-monthly Formal and Informal Observations Lesson Plans Digital Reports of Student Usage/Progress Use of Digital Resources by Teachers to Design Assessments Using ALDs Monthly Assessment Reviews at Dept. Meetings Lessons Plans (including Assessment) Teachers Administration Teachers Administration Teachers Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 41

43 School Action Plan Math: Strategies & Programs to Support the Objectives Math Levels 1 and 2 Focus Meigs s Focus: Targeted School-based Focus: A. Use of student data (TTM, MAP, FSA) to identify student weaknesses and plan small group instruction B. Targeted small group instruction Targeted School-based Professional Development: A. TTM and MAP training 42

44 Action Steps for Implementation: Administrative Implementation Action Steps: Add an additional section of IM to support incoming 6th grade class (Summer) Change master schedule so one teacher will teach all IM sections (Summer) Arrange TTM training for IM teacher (August) Utilize POC Funds for Math tutoring (Ongoing) Order Math Coach Workbooks for IM students (Summer) Provide MobyMax Accounts for Fact Fluency practice in IM Classroom Implementation Action Steps (Teachers and Students): A. Math teacher will: 1. Use MobyMax as a diagnostic tool to identify individual weaknesses and assign lessons to review prerequisite skills and spiral previous content 2. Design remedial stations to support on grade level standards 3. Design small group instruction to provide skills necessary to grasp on grade level content A. Students will: 1. Utilize MobyMax to practice prerequisite skills and spiral previous content 2. Work in stations to practice grade level skills 3. Work with teacher in small group to reinforce and practice grade level skills B. IM teacher will: 1. Use MobyMax for daily fact fluency practice 2. Use ThinkThroughMath (TTM) as a diagnostic tool 3. Use ThinkThroughMath for differentiated lessons below and on grade level 4. Collaborate with classroom teachers to determine prerequisite skills necessary to support course standards 5. Design remedial stations to support on level standards 6. Provide incentives for students making progress based on individual goals B. IM Students will: 1. Use MobyMax to improve fact fluency 2. Take TTM diagnostic to identify areas of weakness 3. Complete assigned tracks on TTM 4. Work in stations and with IM Teacher to improve areas of weakness 5. Work toward individual goals to earn incentives 43

45 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor MobyMax Weekly Digital Reports Teachers Administration MobyMax Fact Fluency Weekly (IM) Digital Reports IM Teacher TTM Bimonthly Digital Reports IM Teacher Administration District Specialist Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 44

46 School Action Plan Math: Strategies & Programs to Support the Objectives Math Subgroup Focus Subgroup: Meigs s Focus: Targeted School-based Focus: Targeted School-based Professional Development: Action Steps for Implementation: Administrative Implementation Action Steps: Classroom Implementation Action Steps (Teachers and Students): Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 45

47 School Action Plan Science District Goal: Students shall demonstrate science proficiency at or above the expected grade level. Objectives: The percentage of all curriculum students who will be proficient in science as defined by the State of Florida on the 8 th Grade Statewide Science Assessment (SSA) will be at least 75%. 46

48 School Action Plan Science: Data 47