School Performance Plan

Transcription

1 Date Submitted: Dates of Revision: School Performance Plan School Name: Northwood SAC funds in the amount of $, will primarily be used for Dr. Donna Goode Mrs. Heather Graham-Williams Legend AICE Advanced International Certificate of MtSS Multi-tiered System of Supports Education AMO Annual Measurable Objectives NGSSS Next Generation Sunshine State Standards AP Advanced Placement NCLB No Child Left Behind DA Differentiated Accountability PERT Postsecondary Education Readiness Test DEA Discovery Education Assessment PMP Progress Monitoring Plan ED Economically Disadvantaged PMS Progress Monitoring System ELA English Language Arts POC Plan of Care ELL English Language Learners PPP Pupil Progression Plan EOC End of Course Exam PSAT Preliminary Scholastic Aptitude Test ESE Exceptional Student Education SAC School Advisory Council FAIR Florida Assessment for Instruction in Reading SAI Supplemental Academic Instruction FCAT Florida Comprehensive Assessment Test SAT 10 Stanford Achievement Test F/R Free & Reduced SESAT Stanford Early School Achievement Test FS Florida Standards SINI Schools in Need of Improvement 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 Dr. Donna Goode Amy Bowles Sheila Olsen Aimee Lewis/Adelia Slade Ashley Hewett Allyson LaVictoire Stacey Taylor Susan Spears/Sarah Downs/Crystal Griffon Janette Dunn Paula Richard Jazz Turner Rhonda Piaget Meredith Coleman Principal Assistant Principal Kindergarten Teacher First Grade Teachers Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Instructional Coaches Fifth Grade Teacher CBS Teacher Dance Teacher Title I Teacher Fifth Grade Teacher Title Stakeholder Involvement: Describe the process taken to create the School Performance Plan. The Leadership Team met and reviewed early data results in spring of The Leadership shared results of the one day meeting with grade level colleagues. During the summer, the Leadership Team communicated. We met and discussed the plan, as well as communicating through s. Grade level leaders met with teachers and asked for feedback. During preplanning, the entire faculty collaboratively reviewed data and wrote observations in small groups. At the beginning of the year, the draft of the SPP was shared with the faculty and SAC members and input was requested. The leadership reviewed the input and made final adjustments. Then the plan was shared with parents, faculty, staff, PTO, and SAC. To continue to revise and edit the SPP, a focus is discussed at every grade level, faculty and leadership meetings. A summary sheet is developed and given to the teachers. 2

4 School Profile Northwood Elementary School, home of the Cougars, is centrally located in the heart of Crestview. The original red brick structure was completed in Northwood serves kindergarten through fifth grade students and maintains a commitment to provide a variety and abundance of services and support across the spectrum of students talents and abilities. During the year, Northwood Elementary was recognized as Northwood Arts and Science Academy. The Academy provides North Okaloosa students with a broad educational foundation and skills repertoire upon which to build their future through extended experiences in dance, music, science, integrated arts, and integrated technology. Our broader commitment is to provide a safe, healthy, well-rounded learning community which yields students who will be productive, contributing, welladjusted citizens of the future. To this end, we offer the following programs or opportunities: Before and After-School Child Care; After-School Clubs (Clubs vary each year. Garden Club; Drama Club; Art Club; Family Involvement Nights (Art Walk); Mentor and Volunteer Orientations; PTO Meetings; Student Council; Adopt-A-Classroom Program (Business Partner); Fine Arts Productions; Honors Assemblies; Field Trips; Field Days; Dance Days; and Increased Media Center/Arts Integration. We know that children enjoy greater success in school when the adults they admire most actively participate in their education. Volunteers and mentors foster a supportive learning environment. Northwood logs thousands of volunteer hours annually and has the longest running mentoring tradition of the area s elementary schools. The look, the character, and the high standards for academic excellence at Northwood Elementary have remained a constant source of pride and stability in this neighborhood. Northwood is fortunate to have the commitment of strong, hardworking, and many young visionary enthusiastic teachers and parents dedicated to maintaining the high standards of Northwood tradition, while also building a bridge to the exciting future of 21st century ideals with opportunities for students in technology and the fine arts. School Vision: Northwood Elementary School is a united school community that is dedicated to building a better world one child at a time. School Mission: Meeting the educational challenges of today s world, we guide children to develop solid foundations for successful futures. 3

5 Community and Parent Awareness Northwood Elementary 0222 Strongly Agree My child's school emphasizes academic performance as the number one 70% 71% 23% 22% 3% 5% 1% 2% 3% 1% priority. 2. Our principal is an effective leader who meets the needs of our students. 57% 63% 27% 23% 3% 5% 4% 2% 9% 7% As a parent, I am made aware of the curriculum program for my child's grade 66% 67% 26% 18% 4% 10% 4% 5% 0% 1% level or course. 4. The school uses a variety of methods for parent communication. 75% 73% 18% 21% 5% 4% 1% 2% 1% 1% Parent input is valued at my child's school. 55% 64% 29% 23% 3% 5% 3% 4% 9% 4% Clear expectations of conduct and behavior are communicated to my child. 82% 81% 15% 14% 2% 3% 2% 2% 0% 1% My child's school maintains a safe environment. 79% 77% 17% 17% 2% 4% 1% 2% 1% 1% Homework is used to reinforce what is taught in the classroom. 71% 69% 23% 21% 3% 7% 3% 1% 0% 3% My child's school treats everyone fairly, regardless of race, economic status, or 67% 76% 16% 13% 2% 3% 3% 2% 12% 6% other relationships. 10. School funds are used to support the school in a financially responsible 59% 66% 20% 16% 2% 2% 3% 2% 16% 15% manner. 11. As a parent, I feel welcome at my child's school. 72% 77% 23% 16% 1% 4% 3% 4% 2% 0% The guidance department at my child's school provides for the educational 55% 55% 16% 19% 4% 3% 2% 2% 22% 20% success of my student. 13. I am satisfied that my child's teachers do a good job educating my child. 78% 80% 19% 16% 2% 3% 2% 1% 0% 0% My child's school is well maintained. 63% 73% 29% 19% 2% 4% 5% 5% 1% 1% The amount of time required for my child's homework assignments is 73% 71% 16% 22% 8% 5% 3% 2% 0% 1% appropriate. 16. The health services provided at my child's school support his/her wellness. 63% 68% 21% 14% 4% 2% 1% 1% 11% 15% No Opinion Total Survey Results 68% 71% 21% 18% 3% 4% 3% 2% 5% 5% Slightly Agree Slightly Disagree Strongly Disagree Total Responses 4

6 Community and Parent Awareness What does the data tell you regarding the positive aspects of your school? * Ninety-seven percent of the parents taking the survey slightly agree or strongly agree that clear expectation of conduct and behavior are communicated to the students. This is an increase of two percent from * Ninety-six percent of the parents taking the survey slightly agree or strongly agree that our school maintains a safe environment. * Ninety-five percent of the parents taking the survey slightly agree or strongly agree that parents feel welcome at the school. What does the data tell you regarding the opportunities for improvement in your school? * The school needs to provide additional information to the parents regarding the guidance and health departments. * The school needs to provide additional information about how school funds are used to support the school in a financially responsible manner. Provide a description of the various forms of communication to your community and parents. Teacher Weekly Newsletters Open House Art Walk Night Monthly Cougar Chatter ( School Newsletter) Power Parent Meetings Student Data Reports (AR, MobyMax) Parent Conferences, s, and Telephone Calls SAC Meetings Title I Meetings; Title I Plan; Title 1 Compact Parent/Student Handbook School Webpage & Facebook Watchdogs (Dads on Campus) Blackboard Connect Messages ( & Telephone) Public Relations/Newspaper Publications 5

7 Historical School Grade Data Elementary School School Year Grade Reading Proficiency* Adjusted Reading Proficiency Math Proficiency* Adjusted Math Proficiency Writing Proficiency* Adjusted Writing Proficiency Northwood 2013 B YES District State Science Proficiency Reading Learning Gains Math Learning Gains Reading Learning Gains for Low 25% Math Learning Gains for Low 25% Total Points Earned (Including Adjusted Points) Total Points Possible Did this School Benefit from the One- Letter-Grade-Drop Protection?* Free or Reduced Lunch Rate* Minority Rate* Northwood 2014 C NA District 2014 A NA State 2014 B Achievement Learning Gains Elementary School School Year % English/Language Arts (includes Writing) % Mathematics % Science % English/Language Arts (includes Writing) % Mathematics % English/Language Arts: Low 25% % Mathematics: Low 25% Overall Percentage Grade Free or Reduced Lunch Rate* Minority Rate* Northwood 2015 District 2015 State 2015 *Percentages not Counted in Calculation Note: State and District Averages are Calculated per School Type (Elementary, Middle, High, Combination) 6

8 School Action Plan ELA: Reading & Writing District AMO: District Goal: Highly Qualified Status Administrators (Title I): The percent of Okaloosa County students who will be proficient in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. Students shall demonstrate reading proficiency at or above the expected grade level. 2 Objectives: AMO: The percentage of all curriculum students who will be proficient in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. AMO: The percentage of SWDs who will be proficient in reading on the Florida Standards Assessment Test will be at least % AMO: The percentage of ELL students who will be proficient in reading on the Florida Standards Assessment Test will be at least % 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 %. 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 %. 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 % 7

9 DEA ELA K # Students Tested DEA Reading Proficiency (By Grade) ELA (Reading): Data LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) % 30% 30% 25% 55% 49% 60% 100% 24% 80% 57% 58% 26% 67% 52% 2014 Post Test (C) % 30% 36% 20% 56% 52% 61% 35% 62% 0% 63% 61% 43% 0% 52% 2015 Post Test (C) % 27% 44% 17% 61% 57% 66% 33% 33% 64% 50% 71% 65% 37% 60% 60% District ,400 8% 16% 42% 34% 76% 71% 81% 66% 59% 71% 45% 75% 81% 56% 60% 70% ESE Status ELL F/R DEA ELA Grade 1 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 128 5% 23% 38% 34% 72% 72% 72% 50% 74% 75% 50% 88% 71% 63% 100% 70% 2014 Post Test (C) 96 15% 16% 39% 31% 70% 60% 80% 100% 64% 50% 78% 70% 43% 67% 63% 2015 Post Test (C) 153 0% 34% 47% 19% 66% 65% 68% 61% 89% 0% 75% 66% 45% 75% 59% District ,370 0% 23% 51% 25% 76% 73% 80% 84% 66% 72% 75% 73% 79% 59% 57% 70% ESE ELL F/R DEA ELA Grade 2 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) % 34% 20% 35% 54% 56% 53% 100% 31% 33% 50% 59% 21% 49% 2014 Post Test (C) 127 8% 25% 40% 27% 67% 64% 71% 100% 72% 100% 0% 38% 68% 40% 58% 2015 Post Test (C) 107 5% 21% 48% 26% 74% 64% 82% 100% 53% 100% 78% 75% 53% 80% 71% District ,351 3% 22% 51% 25% 76% 72% 80% 93% 60% 70% 80% 74% 79% 53% 58% 69% ESE ELL F/R 8

10 DEA ELA Grade 3 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) % 30% 18% 34% 53% 52% 54% 100% 36% 80% 100% 38% 54% 31% 43% 2014 Post Test (C) % 23% 29% 36% 65% 63% 67% 100% 43% 67% 78% 67% 23% 56% 2015 Post Test (C) 149 5% 27% 42% 27% 68% 66% 71% 100% 71% 70% 0% 33% 71% 35% 0% 56% District ,364 4% 24% 40% 31% 71% 68% 74% 91% 61% 60% 50% 68% 74% 47% 33% 62% ESE Status ELL F/R DEA ELA Grade 4 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 91 9% 26% 23% 42% 65% 57% 76% 100% 20% 67% 0% 83% 70% 23% 54% 2014 Post Test (C) % 29% 20% 37% 57% 56% 58% 80% 43% 40% 100% 38% 62% 23% 52% 2015 Post Test (C) 107 4% 19% 53% 24% 78% 77% 78% 100% 75% 83% 100% 73% 78% 41% 100% 73% District ,067 2% 13% 58% 27% 85% 84% 86% 73% 76% 76% 100% 86% 87% 64% 59% 78% ESE ELL F/R DEA ELA Grade 5 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 106 9% 31% 26% 33% 59% 45% 71% 100% 47% 63% 78% 59% 29% 0% 52% 2014 Post Test (C) 111 8% 21% 32% 40% 71% 66% 79% 100% 46% 67% 100% 73% 74% 33% 58% 2015 Post Test (C) 131 5% 31% 44% 19% 63% 62% 66% 100% 45% 40% 100% 57% 66% 25% 0% 56% District ,105 4% 19% 50% 27% 78% 75% 80% 79% 62% 70% 88% 75% 81% 51% 47% 69% ESE ELL F/R 9

11 DEA ELA Common Core STRANDS (Average score for each subgroup) DEA ELA Common Core STRANDS (Average score for each subgroup) K All Students Gender (%) Ethnicity (%) Status (%) Grade 1 All Students Gender (%) Ethnicity (%) Status (%) Information Language Literature Foundations # Students Tested Overall % Male Female A B H I M W ESE ELL F/R # Students Tested Overall % Male Female A B H I M W District 2, District 2, District 2, District 2, District 2, District 2, District 2, District 2, Foundations Literature Language Information Writing District 2, ESE ELL F/R 10

12 DEA ELA Common Core STRANDS (Average score for each subgroup) DEA ELA Common Core STRANDS (Average score for each subgroup) Grade 2 All Students Gender (%) Ethnicity (%) Status (%) Grade 3 All Students Gender (%) Ethnicity (%) Status (%) Foundations Literature Language Information Writing # Students Tested Overall % Male Female A B H I M W ESE ELL F/R # Students Tested Overall % Male Female A B H I M W District 2, District 2, District 2, District 2, District 2, District 2, District 2, District 2, District 2, District 2, Foundations Literature Language Information Writing ESE ELL F/R 11

13 DEA ELA Common Core STRANDS (Average score for each subgroup) DEA ELA Common Core STRANDS (Average score for each subgroup) Grade 4 All Students Gender (%) Ethnicity (%) Status (%) Grade 5 All Students Gender (%) Ethnicity (%) Status (%) Literature Language Information Writing # Students Tested Overall % Male Female ESE ELL F/R A B H I M W A B H I M W District 2, District 2, District 2, District 2, District 2, District 2, District 2, District 2, Literature Language Information Writing # Students Tested Overall % Male Female ESE ELL F/R 12

14 FSA ELA Data (By Grade) ELA: Data FSA ELA 2015 Grade 3 GRADE 3 # Students Tested % at Lowest Quintile Percent at Lowest Quintile Gender Ethnicity M F A B H I M W Northwood % 18% 8% 0% 8% 0% 0% 33% 13% 41% 0% 15% District 2,441 12% 14% 10% 4% 16% 12% 33% 12% 11% 31% 33% 16% ESE Status ELL F/R 13

15 School Action Plan ELA (Reading): Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Kindergarten's data in ESE (62%) and ELL (60%) in the language strand is a strength. First grade is strong in ESE in foundations (72%) and literature (73%). First grade is strong in ELL in foundations (83%), literature (94%), info. (75%), and writing (69%). Second grade is strong in ELL foundations (83%). Second grade has a strength overall proficient at 74% Third grade has ELL strenghts in info (76%) and writing (63%). Fourth grade had 100% proficient with ELL students overall. What does the analysis tell you about your school s opportunities to improve? Kindergarten s focus strand is literature (-9 below district) followed by info (-8 below district). First grade s focus strand is language (-7) followed by informational (-5). Third grade s focus strand is foundations (-3). Fourth grade s focus strand is language (-5) followed by writing (-4). Fifth grade s focus strand is writing (-9) followed by literature (-5). 14

16 ELA Focus 1 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Pathway to Close and Critical Reading with an Emphasis on the Standards Goal: By the end of the year, we expect our students to be able to to use text marking/note taking, writing through reading, text dependent questions, and student talk strategies in order to move to basic comprehension to deeper understanding of the text through Close Reading Process and Everyday Instructional Reading. Professional Development and Activities: District: The central message provided (September, October, November/December, and January/February) will review and delve into the individual components of Close Reading with an emphasis on text marking/note-taking, and purposeful student talk aligned with Text Dependent Questions by focusing on the following: o First Read: What Does the Text Say? The first phase concerns the literal meaning of the text, especially as it applies to explicitly stated information, as well as the central ideas or themes. o Second Read: How Does the Text Work? The second phase involves the mechanics of the piece, especially as it applies to vocabulary, the structure of text, and the author s craft. o Third Read: What Does the Text Mean? The third phase involves the author s purpose and the inferences they can make based on their understanding of the text. Students also come to understand what a text means when they analyze multiple texts on the same theme or topic. o Culmination: What Does the Text Inspire You to Do? Text dependent questions will move students to transform their learning of the text into a product Writing through Reading- during the Close Read as well as the culminating activity (essays, RAFT, posters, etc.) Student talk can occur during the Close Read as well as the culminating activity How the components of Close Reading are applied to Everyday Instructional Reading, specifically text marking/note taking, student talk, and writing through reading. School-based: 1. The ELA Instructional Shifts training will be reviewed at a Tuesday Learning. The instructional coach will meet with any new teachers to set up a plan no later than September During the district provided half day sessions, teachers will collaborate to create a lesson using multiple texts/text types (ex: genres, interview, blog, chart, newspaper) focusing on text dependent questions of varying complexity throughout each read, text marking/note-taking, student talk, and a purposeful culminating task. Teacher will participate in peer observations and reflection on the created lesson. 3. Share exemplar Close Reading Lessons and student samples during school-based PD, grade level meetings, and Tuesday Learnings. 15

17 4. Provide a location for Tuesday Learning of Fisher & Frey Text Dependent Questions Grades K Schedule exemplar practices of balanced reading during Tuesday Learnings and grade level meetings. 6. Reading coach and Title I teacher will provide 1/2 day each of month of professional development for classroom assistants. 7. Six faculty members will attend an ASCD conference on instruction and curriculm in Atlanta to further knowledge regarding text dependent questions. 8. Provide Tuesday Learnings on everyday instructional reading and balanced literacy model. 16

18 Action Steps for Implementation: School Implementation Action Steps: 1. Order ELA Shifts Flip Charts and FSA Item Specs, from print shop, no later than July 10th. 2. Administer close reading needs assessment during May Meet with Leadership on May 15 to determine SPP goals and school based-pd protocols. 4. Secure Fisher & Frey Text Dependent Questions K-5 for faculty through the Title I Department. 5. Administration will infuse strategies from Fisher & Frey's Text Dependent Questions Grades K-5 into faculty meetings and correspondence. 6. The first Tuesday Learning of each month will be a book discussion of Fisher & Frey Text Dependent Questions Grades K Schedule classroom assistants professional development. 8. Purchase Recat sound systems and ipads for classrooms to assist with the Balanced Literacy Model. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will continue to embed the Instructional Shifts into daily instruction through purposeful lessons and activities. 2. Teachers will embed Close Reading strategies from Fisher & Frey's Text Dependent Questions into daily instruction. 3. Teacher will create text dependent questions of varying complexity as the vehicle to drive student comprehension (from literal to inferential) throughout each read of the Close Read. 4. Students will regularly interact with complex texts, using text dependent questions and a guide to navigate these texts and deepened understanding. 5. Teachers will create and model purposeful text marking/note-taking strategies to aid comprehension and facilitate student response to text dependent questions. 6. Students will use modeled text marking/note-taking strategies to respond to text dependent questions of varying complexity. 7. Teachers will create opportunities for student talk/discussion through purposeful text dependent questions and writing tasks to build student comprehension, stamina, and persistence in reading. 8. Students will utilize student talk strategies (ex: sentence frames, talk moves) to respond to text dependent questions and prepare for writing activities. 9. Teachers will use standards and Item Specs to model how to write appropriately complex questions and utilize answer stems. 10. Students will routinely answer questions to varying complexity constructed from standards and Item Specs. 17

19 11. Students will write questions of varying complexity reflective of the standards and Item Specs. 12. Teachers will incorporate elements of Close Reading in Everyday Reading, specifically text marking/note-taking, student talk, and writing through reading. 13. Teachers will incorporate best practices of a balanced literacy model (guided reading, read alouds, writing workshop, close reading, explicit instructional and modeling) and curriculum maps. 14. Classroom assistants will be provided training using Tyner and Fountas/Pinnell. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Close Reading Process: text dependent Weekly Lesson Plans (A), Walk Throughs (A), Administration (A), Leadership (L) questions, text marking/note taking, purposeful culminating tasks Tuesday Learning (L) Student Talk Weekly Walk Through (A), Grade Level Administration, Leadership Meetings (L) Everyday Instructional Reading Weekly, Monthly Monthly Lesson Plans (A), Walk Administration Close Read Lesson Creations, Observation, and Reflection Cycle 2 Times during the 4 District provided Professional Developments Through (A) Lesson Plans (A), Reflection IC, L Adminstration, Leadership, Instructional Coach (I) Standards and Item Spec Question Writing Weekly Lesson Plans (A), Teacher Created Assessments (T) Classroom Assistants Weekly Walk Throughs (A), Student Assessments (TT) Teacher Feedback (A) Administration, Teachers (T) Teachers, Title I Teachers, (TT) Administration Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 18

20 ELA Focus 2 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Writing: Opinion & Informational Goal: By the end of the year, we expect our students to be able to present his or her opinion and attempt to convince the reader to agree when writing opinion writing. We also expect our students to inform the reader about a subject when writing an informational writing. Ultimately, the reader should have a better understanding of the subject after reading the student s informational paper. Professional Development and Activities: District: The central message provided (September, October, November/December, and January/February) will focus on individual components of effective writing, including the following: o Unpacking the Prompt How the task determines the purpose and audience o Marking the Text The purposeful text marking aligns with the task and purpose o Planning for the Essay Planning provides guidance and aids student s thesis/claim o Writing the Essay How are we scaffolding instruction as we build from one source to multiple sources? How are we addressing introductions? How are we addressing conclusions? How are we addressing citing evidence? How are we addressing elaboration? How are we addressing transitions? How are we addressing content specific (from the sources) vocabulary? School-based: 1. During PLCs, faculty will participate in Tuesday learning to assist teachers to learn about the writing process. For example, the instructional coach may lead TL on how to conduct effective student conferences, a kindergarten teacher may model how to introduce a prompt, and/or a fifth grade teacher may lead a TL on best practices for scaffolding of writing with sources, etc. 2. Vertical meetings will be held monthly to calibrate scoring of writing using student samples. 3. Selected teachers will participate in a book study and implementation of Lucy Calkins, Units of Study in Opinion, Information, and Narrative Writing. 4. Each quarter, the intructional coach will meet with grade levels to calibrate writings to the rubric. 19

21 Action Steps for Implementation: School Implementation Action Steps: 1. Schedule Tuesday Learnings. 2. Schedule Vertical meetings by Septebmer Select teachers to participate in book study by August Schedule computer lab time by first week of school. 5. Give a baseline writing assessment by September 30. Classroom Implementation Action Steps (Teachers and Students): 1. Kindergarten teachers will use a gradual release model for teaching the writing process. (Modeling, Guided Practice, Group Brainstorming, Independent Practice) with teacher conferencing during this time. Daily sharing of ideas prior to and after writing. * Kindergarten teachers will guide students to address a task beginning with a picture to match the prompt, moving to labeling, writing words, and then to a writing a sentence on the topic. * Kindergarten teachers teach students to write one sentence on the topic (students learn that informational writing brings facts from text and opinion is about their ideas and reasons to support their ideas) and gradually add detail sentences. Students will learn to reread and orally share their writing daily and accept peer feedback. 2. First and Second grade teachers will teach students to close read the prompt and mark the prompt (by circling the format and underline key words) through modeling and guided practice to set a purpose for reading the text. Students discuss ideas and share writing with peers, groups, or the class. * First and Second grade teachers use mentor text, student writing samples to introduce the type of writing (informational, opinion). First grade begins by teaching students to write a topic/thesis sentence with second grade writing introductory statement prior to topic/thesis, and then minimum of three detail/supporting facts from what was underlined in the text, followed by closing/conclusion sentence. Model lesson anchor charts are displayed for students to reference during independent writing. Students are provided in first grade a graphic organizer (OREO [opinion] and hamburger model [informational]) and taught to draw it in second grade graphic organizers showing topic/thesis, three reasons and why, and closing/conclusion. * Second grade will focus on using one source for first semester and then build to two sources during second semester. Sources will increase in length as experience increases. 3. Third through Fifth grade will teach students to Close Read the writing task. This includes identifying the topic, format, purpose for reading and marking the text. * 3rd- 5th grade students are expected to use a minimum of three purposefully chosen pieces of evidence cited with transitions using corresponding 20

22 support and elaboration. * Teachers of grades 3-5 will scaffold instruction of writing from multiple sources by adjusting the length and lexile of the sources as students build stamina and experience in grade level expectations. * Each component of writing is modeled, guided, and practiced prior to moving on to the next component of writing. This is over a series of days or weeks (Introduction, Details or Body paragraphs, and Conclusions). Fourth and Fifth grade teachers will use computer lab time and classroom technology to practice typing. 4. All grade levels use anchor charts that include transition words appropriate to the type of writing and grade level (Building in complexity). 5. Teachers will hold student conferences (individual and small group) guiding students to analyze their own writing (using highlighters for topic/thesis, evidence, elaboration, transitions) for effective use of evidence (citing and summarizing) and elaboration. In addition, conferences will guide students to use appropriate transitions. Peer conferences following the same routine should also occur. 6. Writing conferences will be focused on specific areas not an entire paper. 7. Teachers will model during mini-lessons and will continue modeling during small group and indvidual writing conferences. 8. Teachers will share mentor texts and student exemplars. 9. Through unpacking the task and text for key vocabulary and citing evidence students will use anchor charts and strategies. Anchor charts will be differentiated for Information/Opinion. 10. Teachers will expose students to a writing continuum of exemplar student samples for the grade level. Students will evaluate their own papers in relation to the rubric and exemplars. This will begin with teacher guiding analysis of sample papers and build towards independence. Writing conferences will focus on greatest need in relation to the writing rubric. 11. Teachers will use the rubric to guide modeled writing. 12. Students will write by implementing the "non-negotiables every time. Northwood Non-negotiable expectations for conventions K-5 Capital letter and punctuation mark at the end of a sentence. I must be capitalized when used as a pronoun. Establish grade level minimums related to ELA standards. 21

23 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Grade Level Writing Plans Daily Walk-Throughs (A), Lesson Plans (A), Student Work (T & IC) Teachers, Instructional Coach, Administration Anchor Charts Monthly Walk-Throughs (A), Lesson Plans (A) Administration Student Conferences Weekly Walk-Throughs (A), Lesson Plans (A_ Administration Modeling Daily Lesson Plans (A) Administration Writing Continuum Monthly Walk-Throughs (A), Lesson Plans (A) Administration Non-Negotiable Weekly Student Work (T & Students) Teachers, Students Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 22

24 ELA Focus 3 (Optional) Focus: Independent Reading School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to build reading behaviors for lifelong learning and enjoyment of reading. Professional Development and Activities: School-based: By October, the Instructional Coach, will provide Tuesday Learning sessions on how to implement reading conferences with students. Action Steps for Implementation: School Implementation Action Steps: By August 30, provide passwords and usernames of AR to teachers. Classroom Implementation Action Steps (Teachers and Students): Classroom Implementation Action Steps (Teachers and Students): 1. Students will select texts from a variety of genres and formats to read for enjoyment. 2. All teachers will utilize Accelerated Reader. 3. Teachers will hold reading conferences with students. 4. Teachers will read aloud to students daily. 5. Students will have a time built into the day for independent reading. 6. Students will keep a reading log with student set goals. 23

25 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Accelerated Reader Monthly Reports (TT, A) Title I Teacher, Administration Reading Conferences Weekly Walk-Throughs (A) Administration Read Aloud Weekly Lesson Plans (A) Administration Independent Reading Weekly Lesson Plans (A) /Circulation Rate (T Teachers, Administration & A) Conference Logs Weekly Conference Log (T & Students) Teachers, Students Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 24

26 ELA Levels 1 and 2 Focus 1 (Grades K-2) Focus: Reading School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to be strategic readers. Students will develop competency in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Professional Development and Activities: School-based: The classroom assistants will meet with the Title I teacher, Instructional Coach, and Administration to review and discuss the Tyner method. Action Steps for Implementation: School Implementation Action Steps: 1. Schedule 1/2 day monthly classroom assistants meetings. 2. Provide additional Tyner materials, as necessary. 3. Include the SLD teacher in the data meetings. 4. Implement a continuous exchange of communication of students progress between the classroom assistant, teacher, SLD teacher, and other information (red folder). Classroom Implementation Action Steps (Teachers and Students): 1. Teachers and/or classroom assistants will evaluate and determine baseline level for students in Tyner lessons. 2. Teachers will have daily small group instruction to focus on strategic reading. 3. Classroom assistants will have small group instruction using the Tyner method. 3. Students will meet with the teachers daily in small group instruction to practice phonemic awareness, phonics, fluency, vocabulary, and comprehension. 25

27 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Communication Exchange Weekly to Monthly s (T), data meetings (T), discussions (T & IC),red folder (SLD) Teachers, SLD teachers, Instructional Coach Tyner Schedules for Title 1 Monthly Schedules (A) Administration, Implementation of Tyner lessons for Title 1 and selected teachers Daily Observations (T & A), Walk Throughs (A), Student Achievement (CA, T, IC, A) Classroom Assistants, Teachers, Instructional Coach, Administration Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 26

28 ELA Levels 1 and 2 Focus 2 (Grades 3-5) Focus: Reading Comprehension School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to achieve grade-level competency. Professional Development and Activities: School-based: 1. The classroom assistants and teachers using the Fountas /Pinnell program will be provided additional professional development in small group instruction during PLCs, as necessary. 2. Classroom assistants will be provided additional professional development on using Renaissance to monitor independent reading, conference with students about reading, and set individual reading goals. 3. The Title I ELA teacher will attend the ELA professional developemnt with alternating grade levels of three to five. 27

29 Action Steps for Implementation: School Implementation Action Steps: 1. Schedule classroom assistant meetings with the Instructional Coach and Title I teacher. 2. Create classroom assistant schedules. 3. Purchase additional Fountas/ Pinnell materials, as necessary. 4. Hire Title I Teacher by July 30. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will evaluate and determine which students need Fountas/ Pinnell. 2. Teachers will monitor classroom assistants. 3. Teachers will implement small group reading lessons to help students achieve grade-level competency. 4. Students will attend daily small group instruction to become competent readers. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Fountas and Pinnell Daily Observations (A), Walk-throughs (A), Data (T, A, IC, TT) Teachers, Administrators, Instructional Coach, Title I Teacher Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 28

30 School Action Plan ELA: Strategies & Programs to Support the Objectives ELA Subgroup Focus Subgroup: Goal: By the end of the year, we expect our students to be able to Focus: Professional Development and Activities: School-based: Action Steps for Implementation: School 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 Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 29

31 ELA SWD Focus Focus:Differentiated Small Group Reading and Assessment School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to Differentiated Small Group Reading Professional Development and Activities: School-based: 1. During PLCs, faculty will participate in weekly Tuesday Learning. ESE teachers will lead and facilitate collaborative discussions on strategies for working with SWD in small group reading during Tuesday Learning. 2. Selected teachers and the instructional coach will observe exemplar and then debrief. 3. Provide collaborative discussions between the reading coach, resource teacher, and classroom teacher. Action Steps for Implementation: School Implementation Action Steps: 1. Schedule Tuesday Learning. 2. Identify a resource room and set up stations to meet the needs of the students. 3. Provide an ongoing systematic way for the classroom and resource teacher to communicate. Continue to provide teachers with red folders. Classroom Implementation Action Steps (Teachers and Students): 1. Review each ESE student's IEP and question the importance of small group testing in a small group of three or less to meet the needs of each student. 2. Implement small group testing, according to the IEPs. 3. Provide additional small group instruction daily (beyond the Resource Teacher). 4. Provide additional daily independent reading time. 30

32 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Review of IEP Interim IEP - (RT, SS, A) Resource Teacher, Staffing Specialist, Administration Small Group testing Daily/Weekly Lesson Plans (A), Walk Throughs (A) Administration Small Group Instruction Daily Lesson Plans (A), Walk Throughs (A), Observations (A) Administration Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 31

33 School Action Plan Math District AMO: District Goal: The percent of Okaloosa County students who will be proficient in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. Students shall demonstrate math proficiency at or above the expected grade level. Objectives: AMO: The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. AMO: The percentage of SWDs who will be proficient in math on the Florida Standards Assessment Test will be at least % AMO: The percentage of ELL students who will be proficient in math on the Florida Standards Assessment Test will be at least % 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 %. 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 %. 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 % 32

34 DEA Math K # Students Tested LEVEL 1 DEA Math Proficiency (By Grade) Math: Data PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 161 1% 24% 45% 30% 75% 68% 85% 33% 65% 73% 75% 71% 79% 63% 60% 75% District ,387 1% 14% 41% 44% 85% 82% 87% 84% 72% 82% 82% 83% 88% 66% 76% 80% ESE ELL F/R DEA Math Grade 1 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 153 1% 11% 56% 32% 88% 88% 89% 87% 100% 50% 92% 88% 74% 75% 83% District ,361 1% 6% 56% 37% 93% 93% 94% 98% 89% 91% 92% 95% 94% 82% 88% 91% ESE ELL F/R DEA Math Grade 2 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 107 3% 9% 46% 42% 88% 86% 89% 100% 80% 80% 89% 89% 79% 60% 85% District ,351 1% 13% 50% 35% 86% 86% 85% 98% 70% 84% 90% 87% 88% 68% 76% 81% ESE Status ELL F/R 33

35 DEA Math Grade 3 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 149 1% 20% 60% 19% 79% 81% 77% 100% 92% 80% 0% 44% 80% 58% 50% 76% District ,367 1% 14% 64% 20% 84% 85% 84% 94% 73% 79% 67% 82% 88% 66% 55% 79% ESE ELL F/R DEA Math Grade 4 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 106 2% 14% 68% 16% 84% 86% 83% 100% 73% 83% 100% 100% 83% 67% 100% 77% District ,062 1% 13% 65% 21% 86% 87% 84% 88% 75% 78% 90% 87% 88% 67% 66% 79% ESE ELL F/R DEA Math Grade 5 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 131 2% 13% 54% 31% 85% 83% 87% 100% 77% 80% 100% 100% 84% 54% 0% 82% District ,102 2% 14% 47% 38% 84% 83% 86% 88% 74% 79% 88% 87% 87% 60% 66% 77% ESE ELL F/R 34