School Performance Plan

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1 Date Submitted: 09/16/16 Dates of Revision: School Performance Plan School Name: Shoal River Middle School SAC funds in the amount of $, will primarily be used for Legend 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 Title Principal Massey, Assistant Principals Seals and Small Shoal River ELA Focus 1: Kozak, Lancaster, Santiago, Colmon, MCDANIEL, MCLANE Shoal River ELA and IR Teachers - with our newest Mustangs in ALL CAPS ELA Focus 2: Glass, WMoore, McEwan, PERKINS Shoal River ELA and IR Teachers ELA Level 1 and 2 Focus: Walden, ADavis, Merritt, LARKIN, JACKSON Shoal River ELA and IR Teachers Math Focus 1: Chaloupka, Broaddus, Misiewicz, Barnes, HEBERT, MIRACLE Shoal River Math and IM Teachers Math Level 1 and 2 Focus: Leechin, Jamieson, Couillard, Bruno Shoal River Math and IM Teachers Social Studies Focus Group 1: Gugliemino, Patterson, Purcell, Bollhalter Shoal River Social Studies Teachers Social Studies Focus Group 2: Stokes, Maddens, Shipman, JWilliams, Shipman Shoal River Social Studies Teachers Science Focus Group 1: MMoore, Young, Bolanos, O'CONNOR, JONGMA Shoal River Science Teachers Science Focus Group 2: Houghton, Allen, Reynolds, Dobson, ODEN Shoal River Science Teachers MTSS Students Rodriguez, SWilliams, Buckelew, Scott, Saffore, BJones, Sparks ELA, Math, Social Studies and Science Subgroup Focus Teachers M. Detweiler, C. Boldin, and TUCKER Shoal River Guidance T. Moore and R. Day Shoal River Instructional Coaches Stakeholder Involvement: Describe the process taken to create the School Performance Plan. 1. In April 2016, the School Leadership Team created a plan to get the most input from teachers on the SPP. This SPP includes input from teachers at Shoal River for the SY and the SY. 2. In May 2016, the Shoal River teachers were divided into SPP Working groups. Each group was assigned a chair and tasked with meeting during Faculty and Department meeting times to review their section of the plan, create goals and write implementation steps. 3. The working groups were guided with a document that included sentence stems to correlate with the Everyday Instructional Reading strategies, small groups, collaborative groups, and other practices that were mentioned in the Focus and County PD sections of the SPP. 4. Working Group Chairs submitted their finished sections that included input from all the teachers in their group. 5. The first Draft of the SPP was completed before the close of the school year on June 6, Once the Data became available, administration, coaches and the SLT met to review the data and update portions of the SPP related to the data. 7. The Final First Draft was published for review and input from all teachers in August this included input from the new hires to Shoal River. 2

4 School Profile Shoal River Middle School provides a free and public education to students in Crestview, Florida enrolled in grades six through eight. Students at SRMS are taught based upon their individual needs and interests and without discrimination based on race or ethnicity. The administration collaborates with the faculty, guidance department and all stakeholders to ensure the success of every student. Teachers provide data-driven, differentiated instruction in accordance with Florida Standards as well as residual NGSS standards. The guidance department promotes character education, student achievement, and research based interventions through the MTSS process in an effort to help students reach goals and maximize their potential. The guidance department also collaborates with the entire faculty and all stakeholders to ensure the success of every student. In addition, the school counselors perform diagnostic testing to facilitate appropriate placement for college and career readiness. Our course offerings include regular and advanced core course work, Band, Chorus, Music Keyboard, Family and Consumer Science, Culinary Arts, Construction, Introduction to Computers, idesign, Robotics, S.S.T.R.I.D.E, and R.I.S.E. We also provide the following high school credit courses: Algebra 1 Honors, Geometry Honors, Physical Science Honors, Spanish, Introduction to Information Technology, and Web Design 1. Additionally, Shoal River is part of the Okaloosa County CHOICE program with classes in Computers, Culinary Arts, Robotics and Construction. Industry Certification is offered in the Information Technology, RISE and idesign programs. Shoal River Middle School offers a wide variety of extracurricular activities including, but not limited to, football, volleyball, cross country, baseball, softball, golf, tennis, basketball, track, soccer, cheerleading, dance team, band, chorus, Academic Team, Odyssey of the Mind, National Junior Honor Society, Student Council, Junior Student to Student, Fellowship of Christian Students, Multicultural Council, Yearbook, and IDEAS. 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? Provide instructional time and resources to support our school's goals and priorities Principal and teachers have high expectations, Maintain facilities for safety and to support learning Have a purpose statement, Qualified staff, Use multiple assessments Provide opportunities for students to participate in activities that interest them Students are prepared for next year What does the data tell you regarding the opportunities for improvement in your school? Need formal practice to support new staff members, More training in interpreting and use of data Keep parents better informed of grading practices, Keep parents better informed of learning progress Respect for all students, students treating adults with respect, and respect of property Students helping one another even if they aren t friends Considering students' opinions when planning improvements Provide a description of the various forms of communication to your community and parents. Shoal River Middle School employs a wide range of communication tools, such as: 1. Monthly School Advisory Council meetings 2. Blackboard Connect mass communication call-out system 3. Online portal to check student grades and attendance 4. Report Cards 5. School website 6. Student Planners 7. Facebook 8. Parent invited events after school (i.e. Open House, Mustang Round-Up, etc) 5

7 Historical School Grade Data Achievement Learning Gains Acceleration Success Middle School School Year % English/Language Arts % Mathematics % Science % Social Studies (Civics EOC) % English/Language Arts % Mathematics % English/Language Arts: Low 25% Shoal River A NO Shoal River B NO District A State B % Mathematics: Low 25% % of Students Passing High School EOC & Industry Certifications Total Points Earned Total Components Overall Percentage Grade Title I* Free or Reduced Lunch Rate* Minority Rate* *Percentages not Counted in Calculation 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 65 %. The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 55 %. The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards Assessment Test will be at least 65 % 7

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

10 School Action Plan ELA (Reading): Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? The data shows the following strengths: -We increased the percentage of students moving from a level 1 to a level 2 -We increased the percentage of African American Male Students proficiency overall (specifically in 7th and 8th grades) -We increased the percentage of Hispanic Students proficiency overall (specifically in 6th and 7th grades) -We increased +2 on overall writing scores What does the analysis tell you about your school s opportunities to improve? Shoal River Middle School shows a need for all areas to improve in ELA. The data shows the following specific opportunities for improvement: -We need to move level 4 and 5 students up -We need to improve on female performance -We need to improve performance on strands 1/2/3/5 9

11 ELA Focus 1 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Using Close Reading and Everyday Instructional Reading to teach the Standards and Item Specifications Goal: By the end of the year, we expect our students to be able to be proficient in reading and analyzing high quality texts through the use of Close Reading and EIR strategies and as demonstrated by standards based formative and summative assessments which contain example Item Specification vocabulary and question stems. Professional Development and Activities: District: The central message professional development (September, October, November/December, January/February) will focus on using Close Reading and Everyday Instructional Reading to teach the Standards and Item Specifications: o Aligning instructional resources (i.e., 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 through Whole and Cooperative Learning Groups School-based: 1. ELA, SS and IR Teachers will work within departments and with the Instructional Coach to implement EIR best practices aligned to the standards in their daily lessons. This will include lesson planning, modeling, peer observations, and follow-up from Half Day PD. 2. ELA, SS and IR Teachers will work with the Instructional Coach on analyzing data related to the standards and objectives and participating in Data Chats with administration as part of the half day follow-up requirements. These data chats will include input/assistance from the Instructional Coach and include information from DEA, FSA, Item Specs and ALDs. 3. All teachers will be provided the opportunity to participate voluntarily in a book study on Visible Learning for Literacy by Fisher, Frey and Hattie. 4. Experienced ELA teachers will be provided the opportunity to participate in an advanced training to further their learning goals. (Glass, Lancaster, Merritt, and Moore) 10

12 5. Collaboration in writing text-dependent questions that encompass Phases 1-3 at the higher range of Depth of Knowledge (DOK), aligned to the Task Demands of the Item Specifications and FSA Achievement Level Descriptors to lead students in answering those higher level DOK questions. 11

13 Action Steps for Implementation: Administrative Implementation Action Steps: ~By May, reviews needs assessment survey to determine needs before the end of the school year ~By June, meets with School Leadership Team (SLT) to collaborate on school needs, Assist in creating the half-day PD schedule based on groupings, and Order from Print Shop Standards, Item Specifications, and Achievement Level Descriptors (ALD's) for every ELA teacher ~By July, will Order text-dependent Question Stems Flip Chart from the Print Shop for all teachers and schedule school wide DEA testing for all students ~By August, will work with Instructional Coach to obtain substitutes for half-day trainings and school based PD days Classroom Implementation Action Steps (Teachers and Students): Goal 1.1: High Quality Texts to meet the standard and objective: Teachers will utilize high quality texts in daily instruction to teach the FSA Standards and item specifications for ELA. Students will use the Everyday Instructional Reading (EIR) strategies learned to grapple with the text in order to attain the stated objective. Goal 1.2: Marking and annotating texts based on the Text-Dependent Questions (TDQs), standards and objective. Teachers will model and provide directions for marking and annotating text according to TDQs and lesson specific objectives. Students will mark and annotate the text to assist them in completing the standards-based culminating task that is tied to the TDQs and objective. Goal 1.3: Student talk to process information and meet the standards and objective: Teachers will become proficient in facilitating student talk by setting talk norms and using a variety of activities (i.e body voting, sentence frames, etc.). Students will follow the discussion protocols set by the teacher and use Student Talk activities to help them attain the objective. Goal 1.4: Text-dependent questions (TDQs) based on the standards,tdq Question Stem Flip Charts, and objective that contain some DOK Level 1, many DOK Level 2, and some DOK Level 3 questions: Teachers will use standards/text based TDQs as guiding questions for whole class and small group lessons, and for independent practice for formative and summative assessments. TDQs will be used along side purposeful text coding to scaffold instruction during both direct instruction and modeling of the process by the teacher. Students will use various EIR strategies to assist them in answering TDQs in order to help them to understand the text, go deeper into its meaning, and achieve the 12

14 objective. Goal 1.5: Independent practice based on the standards and objective: Teachers will provide students with ample time and strategies for independent practice with high quality texts such as text coding, concept and semantic maps, graphic organizers, two and three column notes, guiding questions, one-sentence summaries, etc. Students will use the strategies and follow the protocols taught by the teacher during independent practice time in order to understand the text, go deeper into its meaning and achieve the objective. This includes the Comprehension Fix-Up and Context Clues strategies/anchor charts. Goal 1.6: Writing through Reading activities based on the standards and objectives: Teachers will provide opportunities for students to respond to high quality texts via various writing assignments tied to the objective. Writing will also be utilized to improve reading comprehension and content retention. Students will utilize a variety of EIR strategies to discuss, to prepare for, and to complete writing that is tied to the objective. 13

15 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor High Quality Texts - can be the same text all week Weekly, Monthly Formal and Informal Observations, Lesson Plans TDQs with text marking and annotating Weekly, Monthly Department Meetings Collaborative Planning Formal and Informal Observations, Lesson Plans Department Meetings Collaborative Planning Purposeful Student Talk Weekly, Monthly Formal and Informal Observations, Lesson Plans Text Dependent Questions using the DOK flip charts Weekly, Monthly Department Meetings Collaborative Planning Formal and Informal Observations, Lesson Plans Department Meetings Collaborative Planning Independent Practice Weekly, Monthly Formal and Informal Observations, Lesson Plans Department Meetings Collaborative Planning Writing through Reading Weekly, Monthly Formal and Informal Observations, Lesson Plans Department Meetings Collaborative Planning Department Chair Planning Partners Department Chair Planning Partners Department Chair Planning Partners Department Chair Planning Partners Department Chair Planning Partners Department Chair Planning Partners 14

16 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: Argumentative & Informational/Expository Goal: By the end of the year, we expect our students to be able to produce well-planned and organized pieces of writing for a range of purposes and audiences using analytical close reading strategies. (ex. OPTIC, TPCASTT, SOAPSTone, Rhetorical Analysis, SMELL, FIESTY and/or SPRITE) These strategies will strengthen and improve students every day, argumentative, and expository writing. 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: o o o o 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 How are we unpacking the prompt? How are we addressing purposeful text marking specific to the prompt? How are we planning for the essay? How are we scaffolding instruction as we build from one source to multiple sources? How are we addressing writing an introduction? How are we addressing writing a conclusion? How are we addressing citing the evidence? How are we addressing elaboration? How are we addressing transitions? How are we addressing content specific (from the sources) vocabulary? School-based: PLC time after the central and school based message is provided (September, October, November/December, and January/February) will have a multi-tiered focused concentration. New teachers, and teachers new to Okaloosa county will focus on the individual components of effective writing (September 1st), while seasoned teachers who have completed the previous county instruction will focus on creating exemplar lesson plans. Teachers will continue to review previously taught writing strategies, but the concentration areas will be: Unpacking the prompt Purposeful Text marking Writing Planning 16

18 Effective elaboration 1. ELA Teachers that are new to Shoal River will be given training by the Instructional Coach on the writing initiatives put into place during the previous school years. September 1st and on-going. 2. ELA Teachers and the Instructional Coach will work together for a full day in grade level groups to calibrate and assess using the FSA rubric on the school wide writing prompts from October 20th, 2016 and January 12, ELA Teachers will be provided with time to observe other highly effective, seasoned teachers and then discuss the lesson outcomes. 4. ELA Teachers will be provided with time and substitutes to plan with other core subjects to integrate ELA writing, listening and speaking standards across curriculum. 5. ELA Teachers utlizing the ALD's and item specs will as a group create a list of Tier 2 and Tier 3 words that will be introduced and used within the classroom learning environment using the Item Specifications and ALDs to guide them. 6. The SRMS writing working group member will proivde school training after their district training on specififed writing topics covered in the district professional development. 17

19 Action Steps for Implementation: Administrative Implementation Action Steps: By July, 2016-, in coordination with Guidance, will create a testing schedule and testing groups for the school wide writing prompts. As many 8th graders as possible will type the test as part of the simulation or after the written part of the school wide test which will provide time for revising and editing based on teacher feedback. By August, will arrange for substitutes in order for ELA teachers to calibrate on scoring Writing using the Writing Rubric. By September, will have prompts created by ELA teachers, Writing Working Group Member and Instructional Coach printed at Print Shop. Classroom Implementation Action Steps (Teachers and Students): 1. ELA Teachers will teach strategies to analyze text such as OPTIC, TPCASST, SOAPSTone, FIESTY, SMELL, SPRITE and/or Aristotle s Triangle during Close Reads to help students analyze the text and complete writing tasks. 2. ELA Teachers will make the connection with their students of how selecting the best evidence, organizing the essay, using appropriate vocabulary, and writing effective elaboration will impact their writing. 3. ELA Teachers will implement writing lessons based on the half day training sessions and data from the school-wide writing prompts. These lessons will focus on unpacking the prompt, marking the text, planning the essay, and writing the essay. 4. ELA Teachers will use the FSA Writing rubric for self-assessment of their writing. 5. ELA Students will actively participate in student talk and writing through reading activities related to strategies to analyze the text. 6. ELA Students will unpack the prompt, mark the text, plan for the essay and use appropriate introductions, conclusions, citing of evidence, elaboration, transitions and content specific vocabulary when completing writing tasks in these ways. Students will close read the prompt and text mark the prompt for key terms that tell them what they need to write about and the criteria for their writing. Students will use a planning strategy such as webbing, outlining to plan for their essay. Students will mark the text based upon the prompt and possible claims. 18

20 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Close Reading strategies such as OPTIC, SMELL, FIESTY, TPCASTT, SPRITE and SOAPSTone used with student talk and a writing task. Weekly, Monthly Informal and Formal Observations, Lesson Plans Department Meetings Department Chair Timed Argumentative and Information Writing Assessments Use of data to guide writing instruction 2x/ year Informal and Formal Observations, Lesson Plans 3x/9w Department Meetings Informal and Formal Observations, Lesson Plans Department Chair, Instructional Coach Department Chair Department Meetings Use of EIR strategies Ongoing Informal and Formal Observations, Lesson Plans Department Meetings Department Chairs Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 19

21 ELA Levels 1 and 2 Focus School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Comprehension of text in core classes using strategies learned in IR and NGCAR-PD classes Goal: By the end of the year, we expect our students to be able to comprehend and give a written response to ELA, IR, Social Studies and Science text resources by implementing strategies learned in class and by using academic and domain specific vocabulary. Professional Development and Activities: School-based: 1. IR teachers will complete/participate in training on the Balanced Literacy Model and Everyday Instructional Reading provided by the county, by working with the Instructional Coach, and as a department. 2. IR teachers will work with the Instructional Coach to analyze and break down the component skills and features of the IR standards and ALDs. 3. All Social Studies teachers will receive NGCAR-PD training and incorporate strategies learned in their classes. 4. NGCAR-PD SS teachers will participate in Everyday Instructional Reading strategies and FSA Writing training with the Instructional Coach. 20

22 Action Steps for Implementation: Administrative Implementation Action Steps: 1. TDE days for analyzing data for Balanced Literacy training, NGCAR-PD training, Data Chats, Standards and ALD Analysis, and creating PMPs. 2. Scheduling and materials necessary for small groups and stations in the IR classes to be able to implement the Balanced Literacy model. 3. Subscription to Flocabulary.com Classroom Implementation Action Steps (Teachers and Students): Classsroom Teachers will: - utilize various instructional resources to encompass a variety of learning styles (i.e. - ALD's TDQ and Flip Charts) - use Everyday Instructional Reading (EIR) activities to support and practice the standards -build stamina in reading and writing in response to text -use Text Dependent Questions to support extended response -use Writing through Reading activities to support and practice the standards and FSA Writing expectations Intensive Reading (Teachers and Students): Intensive Reading Teachers will: - use the IR and SS Standards and ELA Item Specifications to generate questions and formative assessments that include the use of domain specific and academic vocabulary - use Text Marking activities to identify domain specific and academic vocabulary - use High Quality Text to scaffold students to read on grade level proficiency - use Student Talk Strategies to organize important points from the text and develop claim/thesis in writing through content - provide Independent Practice for students to annotate, write using academic and domain vocabulary, and practice their use of comprehension Fix-Up and Context Clues strategies - use formative and summative assessments to target deficiencies to form small groups and stations - provided spiraled lessons to steadily expose students to vocabulary - use cooperative learning groups / small groups / stations to provide independent practice through stations, and target deficient areas in standards and formative 21

23 assessments - use Rubrics to teach and assess writing using academic vocabulary - increase Rigor by scaffolding using Achieve (or other sources of lexiled articles) for Lexile growth - provide Scaffolding by paragraph building, chunking the text, annotating, supporting text, hands on cooperative learning and grouped-up instruction based on formative assessments - vary presentation of materials to reach the wide variety of learners in their class by using the Elmo, whole group, small group, stations NGCAR-PD (Teachers and Students): NGCAR-PD Social Studies Students will: - use independent practice time to annotate text for vocabulary and writing and practice the use of comprehension Fix-Up and Context Clues strategies - use Rubrics to write extended response in IR and content area classes - complete lessons with increased Rigor by using on grade level text and stretch articles - use graphic organizers for vocabulary identifying strategies to learn unfamiliar words - chunk text to aid in comprehension - implement the use of sentence stems - write responses to text, moving away from personal response to more analytical and evaluative response - incorporate writing through Reading into both close Reads and Everyday Instructional Reading - cite and elaborate text 22

24 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Purposeful Student Talk Weekly Formal and Informal Observations Department Chair Domain specific vocabulary 2x Monthly Formal and Informal Observations, Lesson Plans Collaborative Planning Writing through Reading Weekly Formal and Informal Observations, Lesson Plans Practice Comprehension and Context Clue Strategies Scaffolded Everyday Instructional Reading lessons Weekly, Monthly Weekly, Monthly Collaborative Planning Formal and Informal Observations, Lesson Plans Collaborative Planning Formal and Informal Observations, Lesson Plans Collaborative Planning Department Chair Department Chair Department Chair Department Chair Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 23

25 ELA Subgroup Focus Subgroup: ESE Students School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Providing Appropriate Accommodations for student success Goal: By the end of the year, we expect our students to be able to use the accommodations in a productive manner to overcome deficits and be successful on grade level coursework. Professional Development and Activities: School-based: 1. All teachers will be trained on the appropriate use of accommodations for ESE students in their classroom 2. The Instructional Coach will work with all teachers to develop small groups or stations to differentiate for student learning based on accommodations 3. The Instructional Coach will work with all teachers to develop anchor charts to help students with organizational techniques for completing and returning assignments on time. 24

26 Action Steps for Implementation: Administrative Implementation Action Steps: By August 31, will meet with the new ESE team to map out a plan to provide teachers with student accommodations and training to maximize their effectiveness. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will provide accommodations for students. 2. Teachers will complete data analysis on formative and summative assessments. 3. Teachers will implement differentiated instruction as needed based on student needs made evident by data collected from formative and summative assessments. 4. Teachers will be able to accept student late work up to Unit Test. 5. Students will follow the strategic plan in place to assist ESE students created by the IEP team. 6. Students will be given the opportunity to attend afterschool homework help/tutoring if available. 7. Students will be given the opportunity for teacher - student data chats. 8. Students will be given the opportunity to participate in small group class instruction. 9. Students will be given the opportunity to conference with teachers of each subject area. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Data chats Every unit assessment Collecting data charts/binders Teachers,, Guidance Data analysis Every unit assessment Data collection Teachers,, Guidance After school tutoring When available Sign in sheet Teachers,, Guidance Anchor charts ½ day PD, used daily after creation Lesson plans Teacher/Instructional Coach/ Stations for differentiated instruction ½ day PD, used as needed after training Lesson plans Teacher/Instructional Coach/ 25

27 Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 26

28 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 75 %. 27

29 Civics Proficiency (By School) Social Studies: Data Shoal River Civics # Students Tested Overall Proficiency %Proficient Civics EOC '14 '15 ' Level Level Level Level Level Gender M F A B Ethnicity H I M W ESE Group ELL F/R Purp. Of Gov't Role of Cit. Gov. Proc. Func. Of Gov't %Diff. from District Civics EOC '14 '15 ' Numbers in a red font denote a score below the district average. 28

30 Social Studies Focus School Action Plan Social Studies: Strategies & Programs to Support the Objectives Focus: Utilizing instructional resources as a means to teach the standards through Everyday Instructional Reading Goal: By the end of the year, we expect our students to be able to effectively initiate and participate in Socratic Seminars/debates/writing tasks using a variety of EIR activities such as collaborative discussions and text dependent questions to gain, clarify and expand their thinking and utilize purposeful text marking and purposeful writing through reading tasks. We expect students will be able to formulate elaborated and thoughtful responses to text in writing, use rubrics in order to create a written response, and then peer review and assess their own writing. Professional Development and Activities: District: The central message professional development (September, October, November/December, January/February) will focus on using the Standards and Item Specifications to drive the instruction through: o Developing purposeful text dependent questions o Utilizing purposeful text marking o Purposeful Writing through Reading tasks o Creating purposeful Student Talk opportunities School-based: 1. Instructional Coach will provide training on how to use ALDs and DOK levels to develop FSA style questions for SS reading passages from the textbook and other resources. 2. Instructional Coach will deliver PD to reinforce strategies to increase comprehension in Everyday Instructional Readings to be embedded in the SS curriculum. 3. Instructional Coach will work with SS teachers to develop Student Talk activities that allow for purposeful and authentic discussion in the classroom to help the students process information. 4. Instructional Coach will work with SS teachers to develop small groups or stations to differentiate for students with visual/audio/verbal/hands-on learning differences and which will help move the student's ALD level up. 5. SS teachers will participate in technology related trainings provided by the county and informally at school in order to use technology in the classroom to assist with differentiation and formative/summative assessment. 6. SS teachers will collaborate to develop standards based lessons to include informational text and text dependent questions with an emphasis on student talk. 29

31 7. SS teachers will collaborate to develop lessons based on the OCSD pacing guide to assist teachers in following the pacing guide in a timely manner. 8. SS teachers (or representatives that can share information) will attend FSA writing PD with ELA to become familiar with ELA expectations and strategies for FSA writing preparation. 9. SS teachers will attend training with the central message during 4-1/2 day PD. After the training the teachers will collaborate together to plan for the implementation of strategies in their content area. 10. SS teachers who have not been trained with the DBQ project, will attend training when offered. 11. SS teachers who have been trained with the DBQ Project will collaborate with teachers who have not been trained to develop text dependent questions and student talk activities to assist in document analysis. 12. Civics teachers will attend county based training that will be provided by Peggy Renihan and the Instructional Coach. 13. Civics teachers will participate in intensive PD to develop standards-based lesson plans to include observation of other Civics classrooms. 14. Civics teachers will work with the instructional coach to create prompt packets from the FJCC materials that simulate FSA style writing assignments (i.e. - Civics Task Cards). 15. SS teachers who are not NGCAR-PD trained will receive/complete the training. Action Steps for Implementation: Administrative Implementation Action Steps: 1. will provide the materials (books, handouts, videos) so that we can access information for strategies when we are lesson planning and implementing EIR strategies in the classroom. 2. will model EIR strategies in various department/ faculty meetings. 3. will provide opportunities for SS teachers to watch experienced peers implementing EIR activities in the classroom. 4. will look for examples of EIR activities while conducting walk-throughs and in lesson plans. 5. will provide time for civics teachers to meet with Peggy Renihan and Instructional Coach to learn how to use strategies and resources provided by FJCC. August 25, September 23, November 17, January 17. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will use the Standards and Item Specifications to develop text dependent questions that mirror FSA style questions and the DOK Levels in FSA. 30

32 2. Teachers will utilize various instructional resources to develop small groups and reach students with a variety of learning styles. 3. Teachers will use Everyday Instructional Reading (EIR) activities to involve students in scaffolded instruction that is based on content specific standards and DOK 1, 2, and 3 questioning that require students to develop more advanced reading skills in order to utilize higher order thinking skills. 4. Teachers will use formative and summative assessments to check for understanding of the concepts/standards. Results will be used to develop small groups and stations. 5. Teachers will use cooperative learning groups / small groups / stations to provide a variety of teaching styles and presentations of the content and standards to meet the learning needs of the classroom. Such as multiple sources, having one group analyze a photo of an event, while another analyzes a source of the event and a third group analyzes another source about the event. 6. Teachers will use Rubrics to clearly state and maintain expectations with I can statements and to have a visible model of how the lesson product (writing, discussion, project, etc.) relates to the standard. Teachers will model use of the rubric so that students learn to peer-assess and self- assess their thinking and results. 7. Teachers will increase Rigor by using a variety of pre-ap strategies to provide authentic assignments such as having students read a piece of text as homework that will then be a part of a discussion activity in class. 8. Teachers will provide Scaffolding by using strategies in the classroom such as Think Alouds, modeling and I do-we do you do to guide students through the lesson. Teachers will also unpack a standard into steps and guide students through to mastery of an objective. 9. Teachers will vary presentation of materials to reach the wide variety of learners in their class by utilizing various types of instruction including guided instruction, collaborative tasks, small groups, independent tasks, and teacher modeling. Teachers will include various materials and activities including hands-on, visual, DBQs, and writing to reach a variety of learning styles. 10. Students will be able to identify the Standards by reading them where the teacher posts them, by listening as the teacher explains what the goal for the day is, and by rubric use to relate activities to standards. 11. Students will use Everyday Instructional Reading (EIR) activities to develop their reading skills and stamina, to gain deeper meaning from text presented in the classroom, and develop critical thinking skills. 12. Students will participate in cooperative learning groups / small groups / stations to learn material they need more practice with, to strengthen critical thinking skills, to interact with material in deeper setting, and to work with a variety of information provided in ways that reach different learning styles. 13. Students will use Rubrics to peer and self-assess products and clarify their thinking. 31

33 14. Students will complete lessons with increased Rigor by using EIR strategies to interact with material in a way that increase understanding and leads to new thinking. 15. Students will use the scaffolding provided by the teacher to add on to prior knowledge and build their critical thinking skills. Implementation Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor EIR Activities to Support the Standards ongoing Formal and Informal Observations, Lesson plans Department Chair Collaborative Planning TDQs ongoing Formal and Informal Observations, Lesson plans Department Chair Collaborative Planning DBQs (US History and World History) 1 full DBQ per semester 1 alternate product DBQ per semester Formal and Informal Observations, Lesson plans Department Chair Collaborative Planning Checking for Understanding (Civics) 3 per quarter Formal and Informal Observations, Lesson plans Collaborative Planning Department Chair Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (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 least70%. 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 65 %. 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 65 % 33

35 FSA Math Proficiency (By Grade) Math: Data Shoal River Math FCAT (2014) / FSA ( ) [%Proficient] '14 '15 '16 '14 '15 '16 '14 '15 '16 # Students Tested Overall Proficiency Level Level Level Level Level Gender M F A B Ethnicity H I M W ESE Group ELL F/R Expressions Geometry Ratio/Pro/Func Stats/Prob Number Sys Numbers in a red font denote a score below the district average. FCAT (2014) / FSA ( ) [%Diff. from District] '14 '15 '16 '14 '15 '16 '14 '15 '

36 FSA Math Data (By Grade) Math: Data Shoal River Math # Students Tested Overall Proficiency '14 '15 '16 '14 '15 ' Level Level Level Level 2 Level 1 Gender Ethnicity Group Strands (% Correct) %Proficient Alg 1 EOC Geo EOC M F A B H I M W ESE 100 ELL F/R Numbers in a red font denote a score below the district average. %Diff. from District Alg 1 EOC Geo EOC '14 '15 '16 '14 '15 ' Test Strand 1 Strand 2 Strand 3 Algebra (FCAT 2014) Functions Polynomials Radicals Algebra (FSA ) Alg Model Func Model Stat Numb Geometry (FCAT 2014) 2-Dim 3-Dim Trig Geometry (FSA ) Congr, Rt Tri Circ, Meas Modeling 35

37 School Action Plan Math: Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Based on the school's FSA Geometry EOC, 100% of the Geometry students were proficient with 71% of these students being a level 4-5, the highest strand was congruent, right triangles. 68% of the sixth grade students were overall proficient in number systems, the highest strand. 67% of the seventh grade students were overall proficient in math, with statistics/probability being the highest strand at 63%. 74% of the eighth grade students were overall proficient in math, with geometry being the highest starnd at 64%. 100% of the Algebra I Honors students were proficient on FSA Algebra EOC, 75% were level 4-5, with Algebra modeling being the highest strand at 55%. What does the analysis tell you about your school s opportunities to improve? Based on the schools FSA Geometry EOC, Geometry needs improvement in modeling, with the lowest proficiency at 34%. Based on FSA Algebra EOC, Algebra needs improvement in strand 3, statistical numbers with lowest proficiency at 46%. The data shows a need and opportunity to target our sixth grade students with 42% proficiency, with the lowest strand being expressions. The data shows a need and opportunity to target our level four and five students in grades sixth and seventh and eighth. 21% of 6th grade students are at level % of 7th grade students are at level % of 8th grade students are at level

38 Math Focus School Action Plan Math: Strategies & Programs to Support the Objectives Focus: Strategies to Support Standards-based Instruction and Assessments Goal: By the end of the year, we expect our students to be able to self-monitor their progress on MAFS (Mathematics Florida Standards), by analyzing performance on formative and summative assessments that include spiraled content. They will be able to engage in small and whole group discussions to explain/defend their problem solving process when solving standards based tasks. Professional Development and Activities: District: The central message professional development (September, October, November/December, January/February) will focus on using the Standards and Item Specifications to drive all instructional decisions through the Backward Design process: o o o o Designing formative and summative assessments which are derived directly from the Standards and Item Specifications Embedding math practices, student talk, and spiraling to strengthen the students ability to master a standard Utilizing math resources such as Textbook, Math Nation, CPALMS, etc. to master a standard Developing purposeful small group activities to drive standards based instruction and increase student talk School-based: 1. The Math Coach will work with teachers during ½ day trainings and as requested: a. to develop formative and summative assessments with questions that are tied directly to MAFS and Item Specifications, b. to create Anchor Charts that develop concepts and skills and can be used for spiraling, c. to identify student talk strategies and activities that allow for purposeful discussion in the classroom, d. to develop small groups or stations to differentiate instruction for the students based on formative assessments such as DEA and teacher made assessments. 2. TDE days will be used for Instructional Rounds: observation of best practices utilized in other classrooms not limited to math classrooms or classrooms at Shoal River Middle School. 3. During ½ day sessions, teachers will plan and then collaborate to create common assessments to reflect the complexity of the standards using the Achievement Level Descriptors (ALDs) as a guide. 4. During the ½ day sessions, teachers will collaborate on station activities that support the mastery of the standards. 37

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