School Performance Plan

Transcription

1 Date Submitted: 9/5/17 Dates of Revision: 9/27/17 School Performance Plan School Name: Antioch Elementary Legend SAC funds in the amount of $, will primarily be used for Kelli Sanders Amanda Poulsen AICE Advanced International Certificate of MtSS Multi-tiered System of Supports Education AP Advanced Placement NGCAR- PD Next Generation Content Area Reading Professional Development DA Differentiated Accountability NGSSS Next Generation Sunshine State Standards ED Economically Disadvantaged PERT Postsecondary Education Readiness Test ELA English Language Arts PMP Progress Monitoring Plan ELL English Language Learners PMS Progress Monitoring System EOC End of Course Exam POC Plan of Care ESE Exceptional Student Education PPP Pupil Progression Plan ESSA Every Student Succeeds Act PSAT Preliminary Scholastic Aptitude Test FAIR Florida Assessment for Instruction in SAC School Advisory Council Reading F/R Free & Reduced SAI Supplemental Academic Instruction FS Florida Standards SAT 10 Stanford Achievement Test FSA Florida Standards Assessment SESAT Stanford Early School Achievement Test IB International Baccalaureate SPP/SIP School Performance Plan/School Improvement Plan IEP Individualized Education Program SWD Students with Disabilities IPDP Individualized Professional Development VE Varying Exceptionalities Plan MAP Measures of Academic Progress

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

3 School Performance Team Identify the names and titles of the School Performance Plan developers. Name Kelli Sanders Kelli Howard Connie Rice Michele Tiller Meg Dorsey, Ashleigh Stranaly, Caryn Wilkinson, Amanda Poulsen, Mike Creel, Elizabeth Richards, Chelsea Golden Allyson Lavictoire Meg Dorsey, Christina Libby, Amanda Tolbert, Melissa Fincannon, Cindi Esmonde, Luisa Ogilvie, Brenda Jones Melissa May Denise Anderson, Lilah Cisneros, Katie Towe, Laura Pink, Vashti Blumer, Rebekah Marrero Lisa Jones Principal Assistant Principal Guidance Counselor ESE Teacher ELA Teachers ELA Teachers Instructional Coach Math Teachers Math Teachers Math Coach Science Teachers Science Teacher Science Coach Title Stakeholder Involvement: Describe the process taken to create the School Performance Plan. At the beginning of May, administration invited teachers from all grade levels to participate in drafting the School Performance Plan. Volunteers from all grade levels were selected for the ELA, Writing, Math and Science focus areas of the SPP. In mid-may, teachers, district coaches and specialists gathered according to focus areas and began planning and executing administrative action steps for each SPP focus. Administration secured substitiutes for a full day for teachers in each of the four focus areas in order to assure time for in-depth collegial conversations, data analysis, and goal setting. Antioch's Academic Writing Plan was revised using sample plans and the needs of our school to drive our work. Results from the four meeting days were compiled to provide a foundation for the School Performance Plan ensuring that the teachers remain the initial authors of the plan. Drafts of the SPP were shared with Grade Level Chairs. Notes, suggestions for change and questions were addressed by administration and final adjustments were made in September. 2

4 School Profile Antioch Elementary School is a public school with approximately 943 students enrolled in grades Kindergarten through Five. As the only elementary school in Crestview that is not Title I eligble funding remains a challenging priority at Antioch. Under direction and leadership, the faculty and community stakeholders at Antioch set high academic standards and are committed to providing a safe, inviting, and challenging environment for all students. As we continue to implement the Florida Standards we expect to make academic growth and achieve significantly above the norm. Differentiated stations, student talk, and Everyday Instructional Reading are used to increase the level of calloboration in classrooms. Accelerated Reading, Accelerated Math, MobyMax and i-ready programs are also used to supplement instruction. Expectional Student Education (ESE) programs include Specific Learning Disabilities (SLD), the Communication, Behavior and Socialization Units (CBS) for students grades 3-5, Speech and Language and Gifted Education. Students also attend Physical Education classes 30 minutes daily, and Music once a week for 30 minutes. There is also a 20 minute recess period immediately following lunch to provide for needed brain breaks as well as increased socialization. Additionally, a ten month School Counselor and a Military & Family Life Counselor (MFLC) provide individual and small group counseling for all students. Guidance services may also include parent conferences related to student concerns, screenings, and referrals to outside resources. Our Media Center is the hub of our school and provides an outstanding quantity of reading materials on various levels and subjects. Additionally, our book room offers a vast array of leveled books to assist teachers in implementing best practices and scientifically-based reading instruction. Our PTO and SAC Committee remains involved in stakeholder operations such as the development of the School Performance Plan (SPP) as well as supporting the Community Business Partner Program which serves to enrich curriculum by providing additional funding for classroom materials. Antioch has maintained an A+ rating from the State of Florida for the past fifteen years. We are committed to navigating beyond our horizon 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? 1. 95% of our parents agree that our school emphasizes academic performance as the number one priority % of our parents agree that our school maintains a safe environment % of our parents agree that our school treats everyone fairly, regardless of race, economic status, or other relationships % of our parents agree that they are made aware of the curriculum program for their child's grade level or course % of our parents agree that our school uses a variety of methods for parent communication % of our parents agree that our school communicates clear expectations of conduct and behavior to their child % of our parents are satisfied that their child's teachers do a good job educating their child % of our parents agree that our school is well maintained. What does the data tell you regarding the opportunities for improvement in your school? 1. 19% of our parents do not be believe that the amount of time required for their child's homework assignments is appropriate % of our parents do not feel that their input is valued at our school % of our parents do not feel welcome at our school % of our parents do not believe that homework is used to reinforce what is taught in the classroom. 5. 9% of our parents do not believe that our guidance department provides for the educational success of their student. 6. 5% of our parents do not believe that school funds are used to support the school in a financially responsible manner. 7. 5% of our parents do not believe the health services at our school support their child's wellness. 8. 5% of our parents do not believe that our principal is an effective leader who meets the needs of our students. Provide a description of the various forms of communication to your community and parents. * Antioch Website * Antioch Facebook Page * Blackboard Connect Call Out System * Parent Portal - Grades On- Line * Newsletter - Monthly from Principal * Newsletter - Weekly from Teachers * Okaloosa Schools App. * s * Phone Calls * Face to Face Conferences 5

7 Historical School Grade Data 6

8 School Action Plan ELA: Reading & Writing District Goal: Students shall demonstrate reading proficiency at or above the expected grade level. Objectives: The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 75%. The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 60%. 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 DEA Reading Proficiency (By Grade) ELA (Reading): Data 8

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

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

12 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 students were most proficient in Language, Information, and Literature. 1st Grade students were most proficient in Literature. 2nd Grade students were most proficient in Language. 3rd Grade students were most proficient in Language. 4th Grade students were most proficients in Craft and Structure and Language. 5th Grade students were most proficient in Language. What does the analysis tell you about your school s opportunities to improve? Kindergarten needs to focus on decreasing the number of Level 1's and 2's. 1st Grade needs to improve scores in the areas of Information, Language, and Writing. Level 4-5 students need to increase and the number of Level 2's needs to decrease. 2nd Grade needs to improve scores across Information, Literature, Writing. Overall proficiency has steadily dropped in the last 3 years indicating that we need to increase the level of rigor in our classrooms. 3rd Grade is low in both Craft and Structure and Key Ideas and Details. We need to improve proficiency in our Level 2's and 3's. We need to improve the progress of our male population. 4th Grade needs to increase opportunities with Key Ideas, Writing, and Integration of Knowledge. Our overall proficiency was below the District average. 5th Grade needs to make sure that their DOK's cover all areas in Key Ideas and Details, Integration of Knowledge and Ideas and Craft and Structure. We also need to improve our writing skills. We need to make sure that our Level 4's are growing. 11

13 Central Focus: ELA Focus 1 School Action Plan ELA: Strategies & Programs to Support the Objectives Implementation of the Balanced Literacy Model (Whole Group, Teacher-led Small Group Instruction, and Standards-based, Differentiated Stations with Accountability). A focus will be placed on: Utilizing Text Dependent Questions (TDQs) at varying DOKs and Phases within Everyday Instructional Reads, which lead to a rigorous culminating task o TDQ Flip Chart Achievement Level Descriptors (ALDs, Gr. 3-5) and Learning Progressions (Gr. 1 and 2) Utilize data to inform instruction (MAP, iready, etc.) Emphasizing complex text while using multiple sources o Resources: Common Lit, NewsELA, Achieve 3000, Read Works, Time for Kids, Story Works, etc. Text markings and annotations derived from the TDQs Purposeful student talk derived from the TDQs Purposeful Read Aloud 12

14 Antioch s Focus Targeted School-based Focus: Use ALDs and learning progressions to drive targeted small group instruction and differentiated accountable stations. Targeted School-based Professional Development: ALDS and learning progressions to differentiate stations and accountability (K-5) September PD (Lavictoire, Dorsey, Cisneros, Poulsen, Creel, Richards, Loyed/Golden * ALDS and learning progressions to create targeted small group instruction (K-5) October PD (Lavictoire, Dorsey, Cisneros, Poulsen, Creel, Richards, Loyed/Golden) Socratic seminar (3-5) August Tuesday Tid-Bit (Golden) * Fish Bowl (K-2) January Tuesday Tid-Bit (Stranaly) Teacher created anchor charts for modeling (K-5) August Summer Institute and Tuesday Tid-Bit (Creel) Print rich environment to include word wall, rubrics, graphic organizers, and student created anchor charts (K-5) Standards based collaboration within vertical alignment PLCs (K-2) and (3-5) using observations, MAP, and/or baseline writing data (Monthly beginning in October) During the second half of the district message, teachers will observe targeted small group instruction in colleagues classrooms Teachers will use PD time to collaboratively create standards-based, focused mini-lessons from instructional resources to better align with the standards, FSA Item Specifications, ALDs and learning progressions - 2nd Half of District Message - other 20 days Teachers will use PD time to collaboratively create purposeful read alouds/shared reading lessons using teacher developed TDQs at phases 1 & 2 using DOK level 2 questions. 10% 1's % 2's % 3's (Tuesday Tid-Bits) * 2nd grade Reading teachers will receive training on the i-ready reading program - September (District) * MAP Training (3-5) September 15 - (Fincannon) & (K-2) October 5 (Stranaly) provided by district * MAP Training for all teachers (K-5) - October 10 at Faculty Meeting (Fincannon & Stranaly) 13

15 Action Steps for Implementation: Administrative Implementation Action Steps: Plan and coordinate Summer Institute presenters and participants to include an invitation to neighboring schools Leadership meetings to determine focus of monthly PLC vertical planning * Grade Level PLC'S every third Thursday: 1st - Grade Level Miscellaneous - 2nd - Breakdown of Standards and Their Associated ALD's - 3rd - Using Map Data/Writing Calibrations - 4th - Planning Stations Based on ALD's Plan and coordinate Tuesday Tid-bits based on teacher need Coordinate observations of colleagues classrooms as requested by teachers - 5th grade ELA to Edge, 5th grade Math to Florosa - 5th Grade Science to Northwood - K-1 ELA to Southside Visit each classroom to observe small group instruction by the end of the first nine weeks Classroom Implementation Action Steps (Teachers and Students): Teachers will plan and implement 4 to 5 purposeful, differentiated, text rich stations with accountability based on student data by the end of the 1st nine weeks. (MAP, ALDs, learning progressions, formative assessments, FSA, DRA) Teachers will plan and implement targeted small group reading instruction based on student data. Level 1 & 2-5 days per week - Level days per week - Level 4 & 5-2 days per week. (MAP, ALDs, learning progressions, formative assessments, FSA, DRA) Teachers will utilize purposeful read alouds/shared reading lessons that incorporate preplanned phase 1 and 3 TDQs and DOK questions one and two by using the componenets of the Balanced Literacy Model. Teachers create an interactive print rich environment to include a word wall(s), student created anchor charts, graphic organizers and rubrics. * Students will use word walls, anchor charts, graphic organizers and rubrics to aid in the reading and writing process through stations, whole group and small group with teacher guidance. Teachers will have students self-assess based on ALDs in order to guide instruction Teachers will plan and instruct standards-based, focused mini-lessons using multiple sources to include text, illustrations, and multi-media selections. (K-1 through teacher read alouds with prompting and support beginning in the first nine weeks) 2 sources (Second grade students will compare two texts by the beginning of the second nine weeks) (Third grade students will independently analyze two or more sources by the beginning of the second nine weeks) 14

16 (Fourth grade students will independently analyze three sources by the beginning of the second nine weeks) (Fifth grade students will independently analyze four sources by the beginning of the second nine weeks) Teachers will explicitly teach text marking/annotating, student talk, teacher developed and properly sequenced TDQs at all three phases with varying DOKs, high quality texts, stations, independent practice, high-quality small groups, and writing through reading throughout the balanced literacy model * 2nd grade students will participate in the i-ready Reading Program at least 45 minutes per week. (Under Implementation) Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Balanced Literacy Stations Daily Walkthroughs, PLCs Administration Teacher led targeted Small Group Instruction using ALDs/learning progressions Purposeful Read Alouds/Shared Reading incorporating TDQs with emphasis on phases 1 & 3and DOKs 1 & 2 Interactive Whole Group Mini- Lessons Observations Teachers Daily Walkthroughs, PLCs Administration Observations Teachers Daily Walkthroughs Administration Teachers Daily Walkthroughs Administration Teachers Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 15

17 Central Focus: ELA Focus 2 School Action Plan ELA: Strategies & Programs to Support the Objectives Writing: Teaching how Analysis and Synthesis lead to Elaboration Using Rubrics/FSA Writing Sampler Sets to calibrate teacher scoring and inform instruction with an emphasis on Analysis and Synthesis (Evidence and Elaboration) Increase student knowledge and use of the Rubrics with a focus on Analysis and Synthesis (Evidence and Elaboration) Differentiated writing instruction based on student needs identified through the Rubrics with an emphasis on Analysis and Synthesis (Evidence and Elaboration) o Writing Conferences, Small Group, Stations, etc. Writing the Essay: Teaching Students to Read like Writers and Write like Readers o How are we unpacking the prompt? (TDQ) o How are we addressing purposeful text marking and annotations specific to the prompt? (TDQ) o How are we planning for the essay? (Derived from TDQ and text marking/annotations) o How are we scaffolding instruction as we build from one source to multiple sources? This is where an EIR assists in the writing process o How are we addressing writing an introduction? o How are we addressing writing a conclusion? o How are we addressing citing relevant evidence? (EIR) o o How are we addressing elaboration? (EIR) How are we addressing transitions? o How are we addressing content specific vocabulary? 16

18 Antioch s Focus: Targeted School-based Focus: (K) By the end of the year, with prompting and support, students will be able to respond to multiple grade level appropriate sources with a drawing that is on topic, may include dictation, words that relate to the topic, and at least one sentence on topic. Differentiation will be offered to increase student performance towards the first grade standard. (1) By the end of the year, students will be able to respond to tow grade level appropriate sources with a sentence to introduce the topic, provide at least three body sentence details that support the topic, and provide a closing statement. Differentiation will be offered to increase student performance towards the second grade standard, especially where elaboration is concerned. (2) By the end of the year, students will be able to respond to two grade level appropriate sources to write a complete essay to include an introduction, body paragraphs that include relevant evidence and begin to elaborate, and a conclusion. Differentiation will be offered to increase student performance towards the third grade standard. (3) By the end of the year, students will be able to respond to two or more grade level appropriate sources to write a complete essay to include an introduction, body paragraphs that include relevant evidence (paraphrasing and quotations) and elaborative techniques (to include examples and personal experiences) and a conclusion. Differentiation will be offered to increase student performance towards the fourth grade standard. (4) By the end of the year, students will be able to respond to three grade level appropriate sources to write a complete essay to include a complete introduction (to include a hook, thesis statement, introduction of the body paragraph topics, and a transitional sentence), body paragraphs that show an appropriate text structure based on the prompt, include relevant text evidence (paraphrasing and quotations) and elaboration (SPEC-social, personal, political, economic, environmental, community, change, culture), and a conclusion that synthesizes the ideas of the body paragraphs. Differentiation will be offered to increase student performance towards the fifth grade standard. (5) By the end of the year, students will be able to respond to four or more grade level appropriate sources to write a complete essay to include a complete introduction which synthesizes the sources (to include a hook, thesis statement, introduction of the body paragraph topics, and a transitional sentence), body paragraphs that show an appropriate text structure based on the prompt, include relevant text evidence (paraphrasing and quotations from two or more of the sources) and elaboration (SPEC-social, personal, political, economic, environmental, community, change, culture), and a conclusion that synthesizes the ideas of the body paragraphs. Differentiation will be offered to increase student performance towards the sixth grade standard. Targeted School-based Professional Development: Anchor charts for modeling (K-5) (Summer Institute and Tuesday Tid-Bits) Print rich environment to include word wall, rubrics, graphic organizers, and student created anchor charts (K-5) - Summer Institute and Tuesday Tid- Bits Standards based collaboration within vertical alignment PLCs and baseline writing data 17

19 How to effectively include writing in the ELA block (Tuesday Tid-Bits and/or Faculty Meetings) Teacher Led Selected grade level teachers will go into classrooms to model exemplar writing lessons. (Richards) Grade level PLCs will focus on using ALDs and learning progressions for writing to provide one on one and/or small group conferences Teachers will use PD time to collaboratively create purposeful writing lessons that incorporate student talk through the Socratic Seminar * Teachers will use Everyday Instructional Reading lessons that lead to writing as the culminating activity. (3-5)/Fish Bowl (K-2), and the philosophical chairs to increase synthesis across the sources * Grades 3-5 teachers will receive writing calibration training from Instructional Coach. (Lavictoire - Sept. 18) * Grades K-2 teachers will receive writing calibration training from Instructional Coach. (Lavictoire - TBA) * Grades 4 and 5 ELA teachers will particpate in the Writing Boot Camp provided by district personnel. (Oct. 6 - Nov. 3) * Grades 4 and 5 science teachers will participate in SPEC training provided by Mrs. Blumer at Antioch. (Summer Institute and Tuesday Tid-Bits) Action Steps for Implementation: Administrative Implementation Action Steps: 1. Provide teachers with district provided writing sampler sets and FSA-style writing sampler sets. 2. Provide opportunites in Professional Development sessions for learning about how to differentiate writing for students. ie., Writing Conferences, How to Teach Writing in Small Group, and Stations. 3. Provide teachers with a document to record writing scores to track progress in the areas of Evidence and Elaboration. 4. Provide training on how to effectively include writing in the ELA block during station time or in small group. 5. Set up observations of great writing classrooms inside and outside of Antioch. 6. Provide in-depth training on ALD's and Learning Progressions after the September district message. 7. Provide training opportunities on Fish Bowl (Primary) and Socratic Seminar (Intermediate) 18

20 Writing Plan: K-5 teachers will use a exemplar writing prompt to calibrate their scoring and instruction once each nine weeks using the rubrics 4-5 grade teachers will use the exemplar set to calibrate their scoring and instruction Each quarter, teachers will submit their cold write scores to administration to include scores within the sections of their grade level appropriate rubric. (1-5 only) During the first nine weeks, teachers will submit baseline scores at 4 ½ weeks and the district cold writes scores at the end of the quarter. (1-5) For the second nine weeks, teachers will submit two-timed writing scores, one at 4 ½ weeks and one at nine weeks. (K-5) For the third nine weeks, teachers will submit two-timed writing scores, one at 4 ½ weeks and one at nine weeks. (K-5) Teachers will submit a final writing score to show end of the year performance level for students. (During the first semester, teachers may stop time when all students have completed responding to the prompt. However, during the second semester, students will be given the appropriate amount of time to read and respond based on their grade level expectations.) Students will interact with the rubric for the purpose of self-assessment by scoring essays to include annotations, scoring of essays, and studying sample essays that show examples of different scores within the categories of the rubric Teachers will use the scoring of essays to drive instruction to include the planning of mini-lessons to address whole group needs, planning of small group and one on one conferences to address small group/individual needs in writing. Teachers will maintain a writing folder within the classroom to display student growth and guide instruction. Two of these writings will be preserved to share with their next grade level teacher the following year. Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 K Narrative Narrative Informative Opinion 1 Narrative Informative Opinion Opinion/Informative 2 Narrative Informative Opinion Opinion/Informative *In grades 3-5, narrative is taught as an integral part of the ELA block through RAFT activities and is not the primary focus for writing instruction. 3 Informative Informative Opinion Opinion/Informative 4 Informative Informative/Opinion Opinion Opinion/Informative 5 Informative/Opinion Informative/Opinion Informative/Opinion Argumentative 19

21 For grades (1-5), all of the listed skills and components are meant to be modeled, practiced with support, and lead to independent work by the end of the year. GRADE UNPACKING THE PROMPT LEVEL Model text marking the prompt (verbal and/or written prompt) Model use of non-examples to understand the topic to address today Establish prior knowledge, addressing unfamiliar terms through discussion and relating experience Provide concrete learning experiences using five senses before exposure to prompt K Participate in whole group text marking (verbal and/or written prompt) Recognize non-examples to understand the topic to address today Share prior knowledge, addressing unfamiliar terms through discussion and relating experience Participate in concrete learning experiences using five senses before exposure to prompt Question students about topic and models text marking the prompt through think alouds, by the end of the year, students will be able to identify the topic and text mark the prompt with support and prompting (verbal and/or written prompt) Facilitate class discussion, to determine mode of writing (PIE), by the end of the year, students use clue words in the prompt to determine mode of writing with teacher support 1 Establish prior knowledge, addressing unfamiliar terms through discussion and relating experience, by the end of the year, students independently relate topic to their own background knowledge Provide concrete learning experiences using five senses to enhance prompt understanding Address questions about topic and practice text marking the prompt through think alouds, by the end of the year, be able to identify the topic and text mark the prompt with support and prompting (verbal and/or written prompt) 20

22 2 3 4 Through class discussion, will determine mode of writing (PIE), by the end of the year, students use clue words in the prompt to determine mode of writing with teacher support Share prior knowledge, addressing unfamiliar terms through discussion and relating experience, by the end of the year, students independently relate topic to their own background knowledge Participate in concrete learning experiences using five senses to enhance prompt understanding Question students about topic and models text marking the prompt, through questioning students determine the needed text marking for the prompt Facilitate student talk and questioning, to determine mode of writing (Persuade (opinion), Inform, Entertain (narrative)=pie), model use of clue words in the prompt to determine mode of writing with teacher support as needed Student will: Address questions about topic and participate in text marking the prompt, to determine the needed text marking for the prompt Participate in student talk and scaffolded teacher questioning, determine mode of writing (Persuade (opinion), Inform, Entertain (narrative)=pie), by the end of the year, use clue words in the prompt to determine mode of writing with teacher support as needed Model text marking the prompt during the first exposure for each mode of writing. Provide feedback on the student s unpacking and marking of the prompt Independently mark the prompt and determine the mode of writing (PIE) Independently practice unpacking and marking the prompt with feedback from the teacher Model text marking the prompt during the first exposure for each mode of writing. Provide feedback on the student s unpacking and marking of the prompt Student will: Independently mark the prompt and determine the mode of writing (PIE) Students will independently practice unpacking and marking the prompt with feedback from the teacher 21

23 5 K 1 Models text marking the prompt during the first exposure for each mode of writing. Provide feedback on the student s unpacking and marking of the prompt Independently practice unpacking and marking the prompt with feedback from the teacher and determine the mode of writing (PIE) Students will independently practice unpacking and marking the prompt with feedback from the teacher TEXT MARKING Questions students about background knowledge on the topic to establish purpose for reading and then writing Plan and implement read alouds or shared reading with text dependent questions in all phases and at varying DOKs Create chart or complete graphic organizer with details, followed by determining relevance of student suggested details with prompting and support Throughout the year, with read alouds or shared reading students will participate in highlighting and text coding relevant details as described in the prompt, with teacher prompting and support Use background knowledge on the topic to establish purpose for reading and then writing Participate in read alouds or shared reading with text dependent questions in all phases and at varying DOKs Help create chart or complete graphic organizer with details, followed by determining relevance of suggested details with prompting and support Throughout the year, with read alouds or shared reading students will participate in highlighting and text coding relevant details as described in the prompt, with teacher prompting and support Question students about background knowledge on the topic to establish purpose for reading and then writing Plan and implement shared reading (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Throughout the year, with shared reading students will provide opportunities for students to participate in 22

24 2 3 highlighting and text coding relevant details as well as annotating to address the prompt, with teacher support Use background knowledge on the topic to establish purpose for reading and then writing Participate in shared reading (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Throughout the year, with shared reading participate in highlighting and text coding relevant details as well as annotating to address the prompt, with teacher support Questions students to establish purpose for reading/writing to the topic. Use student input to determine how to code the text. Plan and implement shared reading (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Use the discussions from the TDQs, teachers will collaboratively, with students, identify relevant text evidence to support writing Provide opportunities for students to participate in highlighting and text coding relevant details as well as annotating to address the prompt, with teacher support Establish purpose for reading/writing to the topic. Students will help teacher determine how to code the text. Participate in shared reading (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Using the discussions from the TDQs, students will collaboratively, with the teacher, identify relevant text evidence to support writing Throughout the year, with shared reading students will participate in highlighting and text coding relevant details as well as annotating to address the prompt, with teacher support Model how to establish purpose for reading/writing to the topic during initial exposure of each mode of writing Through a gradual release model, teachers will collaboratively, with students, identify how to code the text based on the prompt Scaffold instruction as needed based on the needs of the students through gradual release to help students determine relevant text evidence to support writing Plan and implement shared reading (student and teacher copies of passages) with TDQs in all phases and at 23

25 4 varying DOKs Provide opportunities for students to participate in shared reading and highlight and text coding relevant details as well as annotating to address the prompt, with teacher support Establish purpose for reading/writing to the topic Students will collaboratively, with teachers, identify how to code the text based on the prompt Determine relevant text evidence to support writing Participate in shared reading (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Participate in shared reading and highlight and text coding relevant details as well as annotating to address the prompt, with teacher support Model how to establish purpose for reading/writing to the topic during initial exposure of each mode of writing Use student input to determine how to code the text based on the prompt Through a gradual release model teachers will collaboratively, with students, identify how to code text evidence to support writing, provide scaffolding as needed based on the needs of the students. Provide opportunities for discussing evidence selected with justification. Allow for students to model by sharing their work. Teacher will provide feedback. Plan and implement shared reading (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Provide opportunities for students to participate in highlighting and text coding relevant details as well as annotating to address the prompt, with teacher support Establish purpose for reading/writing to the topic after teacher models during initial exposure Help teacher determine how to code the text based on the prompt Students will collaboratively, with teachers, identify how to code text evidence to support writing, teacher scaffolding will be provided as needed based on the needs of the students. Participate in discussing evidence selected with justification. Students to model by sharing their work. Students will provide feedback. By the end of the year, Independently determine relevant text evidence to support writing 24

26 5 Participate in shared reading (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Throughout the year, participate in highlighting and text coding relevant details as well as annotating to address the prompt, with teacher support Model how to establish purpose for reading/writing to the topic during initial exposure of each mode of writing Provide opportunities for students to determine how to code the text based on the prompt Through a gradual release model, teachers will collaboratively, with student input, identify relevant text evidence to support writing, teacher scaffolding will be provided as needed based on the needs of the students After students independently read and mark their text, provide opportunities for discussing evidence selected with justification. Allow for students to model by sharing their work. Teacher and students will provide feedback. Provide opportunities for students to independent read (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Provide opportunities throughout the year, for students to participate in highlighting and text coding relevant details Establish purpose for reading/writing to the topic after teacher models during initial exposure Determine how to code the text based on the prompt Collaboratively, with teacher, identify relevant text evidence to support writing, teacher scaffolding will be provided as needed based on the needs of the students Independently read and mark their text, participate in discussions of evidence selected with justification. Model by sharing their work. Provide feedback to peers. Independently read (student and teacher copies of passages) with TDQs in all phases and at varying DOKs Throughout the year, participate in highlighting and text coding relevant details Throughout the year, Use annotations of their SPEC ideas to use later for elaboration, as well as annotating questions at all DOKs to help them synthesize across texts K PLANNING Provide for multiple reads of the text with TDQs in all phases and at varying DOKs 25

27 1 2 3 Discuss text evidence to support the focus of the prompt with student input Chart or complete graphic organizer collaboratively with students to support comprehension Clarify misconceptions and non-relevant details Participate in multiple reads of the text with TDQs in all phases and at varying DOKs Discuss text evidence to support the focus of the prompt with teacher Participate in completion of graphic organizer collaboratively to support comprehension Participate in clarification of misconceptions and non-relevant details Provide for multiple reads of the text with TDQs in all phases and at varying DOKs Discuss text evidence to support the focus of the prompt with student input Chart or complete graphic organizer collaboratively through sharing the pen to support comprehension Clarify misconceptions and non-relevant details Participate in multiple reads of the text with TDQs in all phases and at varying DOKs Participate in discussions of text evidence to support the focus of the prompt Chart or complete graphic organizer collaboratively through sharing the pen to support comprehension Participate in clarification of misconceptions and non-relevant details Teachers will: Provide opportunities for students to participate in class discussion, text marking, and creating student/teacher charts to then use for a graphic organizer to plan their writing with prompting and support as needed. Use class discussion, text marking, student/teacher created charts to use a graphic organizer to plan their writing with prompting and support as needed. Craft their thesis statement based on the prompt Teachers will: Provide opportunities for students to participate in class discussion, text marking, annotations, creating student/teacher charts to use a graphic organizer that is appropriate to the prompt-driven text structure to plan their writing, with support as needed. 26

28 4 5 K By the end of the year, use class discussion, text marking, annotations, student/teacher created charts to use a graphic organizer that is appropriate to the prompt-driven text structure to plan their writing, with support as needed. Craft their thesis statement based on the prompt Provide opportunities for students to use class discussion, text marking, annotations, student/teacher created charts to use a graphic organizer that is appropriate to the prompt-driven text structure to plan their writing By the end of the year, use class discussion, text marking, annotations, student/teacher created charts to use a graphic organizer that is appropriate to the prompt-driven text structure to plan their writing Craft their thesis statement based on the prompt Teachers will: Provide opportunities for students to use text marking, annotations, student/teacher created charts to use a graphic organizer that is appropriate to the prompt-driven text structure to plan their writing. Students organize their selected evidence, elaboration, and transitions. By the end of the year, use text marking, annotations, student/teacher created charts to use a graphic organizer that is appropriate to the prompt-driven text structure to plan their writing. Organize their selected evidence, elaboration, and transitions. Craft their thesis statement based on the prompt SCAFFOLDING INSTRUCTION FROM ONE TO MULTIPLE SOURCES Read passage(s) multiple times and discusses, with exposure to two or more sources taking place by the second nine weeks Listen to passage(s) read multiple times and participate in discussions, with exposure to two or more sources taking place by the second nine weeks 27

29 Reads two passages multiple times and lead class discussions Listen to their teacher read two passages multiple times and participate in class discussion about those passages Model and provide practice for comparing two texts Actively participate in comparing two texts By the end of the year, compare two texts independently Provide opportunities for students to analyze two or more sources Independently analyze two or more sources Provide opportunities for students to analyze three sources by the beginning of the second nine weeks, with four sources being used by the end of the year Independently analyze three sources by the beginning of the second nine weeks, with four sources being used by the end of the year Provide opportunities for students to practice independently analyzing and synthesizing four sources by the beginning of the second nine weeks Fifth grade students will independently analyze four sources by the beginning of the second nine weeks K INTRODUCTION Model, provide practice, and provide prompting and support to assist students in writing (which includes developmentally appropriate phonetic spelling) and illustrating the topic with limited extraneous information 28

30 Student will: With prompting, support, and use of resources, write (which includes developmentally appropriate phonetic spelling) and illustrate the topic with limited extraneous information Model and provide practice of writing an introduction sentence that addresses the prompt. Use mentor sentences to identify and model elements of an effective introduction Practice writing introductions in response to reading during Everyday Instructional Reading. By the end of the school year, write an introduction sentence that addresses the prompt. Model and provide practice of writing an introductory paragraph to include a thesis statement to introduce the topic, with a transitional sentence Use mentor sentences/texts to identify and model elements of an effective introduction Write an introductory paragraph to include a thesis statement to introduce the topic, with a transitional sentence Practice writing introductions in response to reading during Everyday Instructional Reading. Model and provide practice of writing an introductory paragraph to include a grabber, a thesis statement, transitional sentence [Use mentor texts to identify and model elements of an effective introduction Practice writing introductions in response to reading during Everyday Instructional Reading. By the end of the year, write an introductory paragraph to include a grabber, a thesis statement, transitional sentence Model and provide practice of writing an introductory paragraph to include a grabber, a thesis statement that restates the prompt, introduce topics of body paragraphs, and transitional sentence Use mentor texts to identify and model elements of an effective introduction 29

31 5 K 1 2 By the end of the year, write an introductory paragraph to include a grabber, a thesis statement that restates the prompt, introduce topics of body paragraphs, and transitional sentence Practice writing introductions in response to reading during Everyday Instructional Reading. Model and provide practice of writing an introductory paragraph to include a grabber, a thesis statement that restates the prompt, introduce topics of body paragraphs that would establish the structure of the writing, and transitional sentence Use mentor texts to identify and model elements of an effective introduction By the end of the year, write an introductory paragraph to include a grabber, a thesis statement that restates the prompt, introduce topics of body paragraphs that would establish the structure of the writing, and transitional sentence Practice writing introductions in response to reading during Everyday Instructional Reading. CONCLUSION Model, provide practice, and provide prompting and support to assist a student with writing (which includes developmentally appropriate phonetic spelling) and illustrating the topic with limited extraneous information With prompting, support, and use of resources, write (which includes developmentally appropriate phonetic spelling) and illustrate the topic with limited extraneous information Model and provide practice of writing a concluding sentence that provides a sense of closure. By the end of the school year, write a concluding sentence that provides a sense of closure. Model and provide practice of writing an effective conclusion, specifically how a conclusion reinforces the introduction in relation to the purpose and task of the prompt. 30

32 3 4 5 By the end of the year, write a concluding paragraph that reemphasizes the topic and gives a concluding sentence Identify elements of effective conclusions in anchor papers. Practice writing conclusions in Everyday Instructional Reading. Model and provide practice of writing a concluding paragraph that restates the thesis statement, restates the body paragraph topics, and gives a final thought By the end of the year, write a concluding paragraph that restates the thesis statement, restates the body paragraph topics, and gives a final thought Identify elements of effective conclusions in anchor papers. Practice writing conclusions in Everyday Instructional Reading. Model and provide practice of writing a concluding paragraph that includes transitional phrase(s), restates the thesis, synthesizes the paragraph topics, and a final thought that gives a feeling of completeness By the end of the year, write a concluding paragraph that includes transitional phrase(s), restates the thesis, synthesizes the paragraph topics, and a final thought that gives a feeling of completeness Identify elements of effective conclusions in anchor papers. Practice writing conclusions in Everyday Instructional Reading. Model and provide practice of writing a concluding paragraph that includes transitional phrase(s), restates the thesis, synthesizes the paragraph topics, and a final thought that gives a feeling of completeness By the end of the year, write a concluding paragraph that includes transitional phrase(s), restates the thesis, synthesizes the paragraph topics, and a final thought that gives a feeling of completeness Identify elements of effective conclusions in anchor papers. Practice writing conclusions in Everyday Instructional Reading. 31

33 K CITING RELEVANT EVIDENCE Provide modeling, practice, and prompting and support to assist students in providing evidence and elaboration through drawing, dictation, and writing, which may include extraneous details. With prompting, support, and use of resources, provide evidence and elaboration through drawing, dictation, and writing, which may include extraneous details. Model and provide practice of referring back to text-marking, anchor charts, graphic organizers to include at least one piece of relevant text-based evidence. Use student writings to model use of relevant text evidence Refer back to text-marking, anchor charts, graphic organizers to include at least one piece of relevant text-based evidence. Use student writing samples to increase their ability to use relevant text evidence Model and provide practice of referring back to text-marking, anchor charts, graphic organizers to include at least two pieces of relevant text-based evidence Model and provide practice of integrating relevant text evidence into writings. Use student writings to model use of relevant text evidence Refer back to text-marking, anchor charts, graphic organizers to include at least two pieces of relevant text-based evidence By the end of the year, integrate relevant text evidence into their writings. Study student writing samples to increase their ability to use relevant text evidence Model and provide practice of integrating relevant text evidence Model and provide practice giving appropriate citation (literature or informational) Use student writings to model use of relevant text evidence 32

34 4 Provide writing tasks and Everyday Instructional Reading tasks that require students to practice citing evidence Teacher will model how to paraphrase what the text explicitly says Practice paraphrasing what the text explicitly says By the end of the year, integrate relevant text evidence Give appropriate citation (literature or informational) Study student writing samples to increase their ability to integrate relevant text evidence Practice citing evidence in both writing tasks and Everyday Instructional Reading tasks. Practice paraphrasing what the text explicitly says Model and provide practice of identifying relevant text evidence to support writing and smoothly integrate within the paragraphs Unpack the FSA rubric as it pertains to effective citations with the students Create anchor papers that exhibit the use of effective evidence with students Create anchor charts with sentence stems for citing evidence to give credit to the resource with students(with continued practice move to less formulaic writing). Identify relevant text evidence of multiple sources and use text evidence from multiple sources to synthesize/analyze Practice citing evidence in both writing tasks and Everyday Instructional Reading tasks. Practice paraphrasing what the text explicitly says Identify relevant text evidence to support writing and smoothly integrate within the paragraphs Students will unpack the FSA rubric as it pertains to effective citations with the teacher Create anchor papers that exhibit the use of effective evidence with the teacher Create anchor charts with sentence stems for citing evidence to give credit to the resource with the teacher (with continued practice move to less formulaic writing). Identify relevant text evidence in multiple sources and how using text evidence from multiple sources to synthesize/analyze Practice citing evidence in both writing tasks and Everyday Instructional Reading tasks. 33

35 5 Practice paraphrasing what the text explicitly says Model and provide practice of identifying relevant text evidence to support writing and smoothly integrate within the paragraphs Teacher will unpack the FSA rubric as it pertains to effective citations with the students Create anchor papers that exhibit the use of effective evidence with the students Create anchor charts with sentence stems for citing evidence to give credit to the resource with the students(with continued practice move to less formulaic writing). Through paraphrasing and integrating at least one direct quote, explain what the text says explicitly and draw inferences from the text Identify use of relevant text evidence from multiple sources and how using text evidence from multiple sources to synthesize/analyze Practice citing evidence in both writing tasks and Everyday Instructional Reading tasks. Identify relevant text evidence to support writing and smoothly integrate within the paragraphs Students will unpack the FSA rubric as it pertains to effective citations with the teacher Create anchor papers that exhibit the use of effective evidence with the teacher Create anchor charts with sentence stems for citing evidence to give credit to the resource with the teacher (with continued practice move to less formulaic writing). ADDRESSING ELABORATION Model, provide practice and provide prompting and support to assist students with providing evidence and K elaboration through drawing, dictation, and writing, which may include extraneous details. With prompting, support, and use of resources, provide evidence and elaboration through drawing, dictation, and writing, which may include extraneous details. 1 Define elaboration and explain how it is used to enhance an author s purpose. 34

36 2 3 Teachers will create anchor charts with sentence stems for elaboration such as I think this because with the students (with continued practice move to less formulaic writing). With guidance and support verbally explain the relevance of the text-based evidence they have chosen. Students will create anchor charts with sentence stems for elaboration such as I think this because with the teacher (with continued practice move to less formulaic writing). Model and provide practice of effective elaboration Teachers will define elaboration and explain how it is used to enhance an author s purpose. Share anchor papers that show examples and non-examples of effective elaboration Teachers will create anchor charts with sentence stems for elaboration such as This is important because with the students (with continued practice move to less formulaic writing). Provide opportunities for students to practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. Include elaboration with guidance and support Study anchor papers to better understand effective and non-effective elaboration Create anchor charts with sentence stems for elaboration such as This is important because with the teachers (with continued practice move to less formulaic writing). Practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. Model and provide practice of including elaboration Share anchor papers that show examples and non-examples of effective elaboration Create anchor charts with sentence stems for elaboration such as This reminds me of This gives me the impression that With this in mind, I think with the students (with continued practice move to less formulaic writing). Practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. By the end of the year, include elaboration through discussion and writing. Study anchor papers that show examples and non-examples of effective elaboration to increase their knowledge of 35

37 4 5 elaboration Students will create anchor charts with sentence stems for elaboration such as This reminds me of This gives me the impression that With this in mind, I think with the students (with continued practice move to less formulaic writing). Practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. Model and provide practice of how to include effective elaboration Share anchor papers that show examples and non-examples of effective elaboration Teachers will create anchor charts that give examples of different types of elaboration to include connections to self, world, and text using SPEC (Social, Political, Economical, Environment, Community, Change, and Culture) with the students to teach effective elaboration. Practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. Include effective elaboration Study anchor papers that show examples and non-examples of effective elaboration in order to improve their knowledge of elaboration Students will create anchor charts that give examples of different types of elaboration to include connections to self, world, and text using SPEC (Social, Political, Economical, Environment, Community, Change, and Culture) with the teacher. Practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. Model and provide practice of including elaboration that is thorough and convincing and shows a clear understanding of the purpose of the topic Share anchor papers that show examples and non-examples of effective elaboration Teachers will create anchor charts that give examples of different types of elaboration to include connections to self, world, and text using SPEC (Social, Political, Economical, Environment, Community, Change, and Culture) with the students Practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. By the end of the year, include elaboration that is thorough and convincing and shows a clear understanding of the purpose of the 36

38 topic Study anchor papers that show examples and non-examples of effective elaboration in order to gain a better understanding of effective elaboration to improve their ability to include elaboration Students will create anchor charts that give examples of different types of elaboration to include connections to self, world, and text using SPEC (Social, Political, Economical, Environment, Community, Change, and Culture) with the teacher Practice elaborating on evidence in both writing tasks and Everyday Instructional Reading tasks. K 1 2 TRANSITIONS Model the use of a variety of temporal words to support organization in writing Use temporal words to signal event order with two events or more Create an anchor chart that identifies examples of temporal (time-order) words with the students Use temporal words to signal event order with two events or more Practice writing effective use of temporal words in both essay writing and Everyday Instructional Reading tasks. Create an anchor chart that identifies examples of temporal (time-order) words with their teacher Model and provide practice of using appropriate introductory, body, and concluding transitions with the use of their resources. Create an anchor chart that identifies types of transitions with their students Provide practice of writing effective transitions in both essay writing and Everyday Instructional Reading tasks. By the end of the year, use appropriate introductory, body, and concluding transitions with the use of their resources. Students will create an anchor chart that identifies types of transitions with their teacher. Practice writing effective transitions in both essay writing and Everyday Instructional Reading tasks. 37

39 3 4 5 Model and provide practice for students to use appropriate introductory, body, and concluding transitions along with citation transitions with the use of their resources. Create an anchor chart that identifies types of transitions within paragraphs and between paragraphs with the students. Practice writing effective transitions in both essay writing and Everyday Instructional Reading tasks. By the end of the year, use appropriate introductory, body, and concluding transitions along with citation transitions with the use of their resources. Students will create an anchor chart that identifies types of transitions within paragraphs and between paragraphs with their teacher. Practice writing effective transitions in both essay writing and Everyday Instructional Reading tasks. Model and provide practice of using appropriate transitional words and phrases to start and within the paragraphs to show the relationship between and among ideas to include paragraph transitions, citations transitions, and transitions to show the relationships between ideas. Teacher will create an anchor chart that identifies types of transitional phrases within paragraphs and between paragraphs with their students. Practice writing effective transitions in both essay writing and Everyday Instructional Reading tasks By the end of the year, use appropriate transitional words and phrases to start and within the paragraphs to show the relationship between and among ideas to include paragraph transitions, citations transitions, and transitions to show the relationships between ideas. Create an anchor chart that identifies types of transitional phrases within paragraphs and between paragraphs with their teacher. Practice writing effective transitions in both essay writing and Everyday Instructional Reading tasks Model and provide practice of using a variety of appropriate transitional words and phrases and clauses to start and within the paragraphs to show the relationship between and among ideas to include paragraph transitions, 38

40 citations transitions, and transitions to show the relationships between ideas. Create an anchor chart that identifies types of transitional phrases within paragraphs and between paragraphs with students. Practice writing effective transitions in both essay writing and Everyday Instructional Reading tasks. By the end of the year, use a variety of appropriate transitional words and phrases and clauses to start and within the paragraphs to show the relationship between and among ideas to include paragraph transitions, citations transitions, and transitions to show the relationships between ideas. Create an anchor chart that identifies types of transitional phrases within paragraphs and between paragraphs with teacher. Practice writing effective transitions in both essay writing and Everyday Instructional Reading tasks. K 1 2 CONTENT-SPECIFIC VOCABULARY Using grade specific text, model and provide practice of the use of a variety of methods to demonstrate understanding of unknown words from within text or illustrations By the end of the year, using grade specific text, use a variety of methods to demonstrate understanding of unknown words from within text or illustrations, with prompting and support. Using grade specific text, model and provide practice of the use of a variety of methods to demonstrate understanding of unknown words from within text or illustrations By the end of the year, using grade specific text, use a variety of methods to demonstrate understanding of unknown words from within text or illustrations, with prompting and support as needed. Using grade specific text, model and provide practice of the use of a variety of methods to demonstrate understanding of unknown words from within text. They should use text resources to include content specific vocabulary in their writing. 39

41 3 4 5 By the end of the year, using grade specific text, use a variety of methods to demonstrate understanding of unknown words from within text. They should use text resources to include content specific vocabulary in their writing. Using grade specific text, model and provide practice of a variety of methods to demonstrate understanding of content specific vocabulary from within text. They should use text resources to include content specific vocabulary in their writing. By the end of the year, using grade specific text, use a variety of methods to demonstrate understanding of content specific vocabulary from within text. They should use text resources to include content specific vocabulary in their writing. Using grade specific text, model and provide practice of the use of a variety of methods to demonstrate understanding of unknown words from within text and apply those words appropriately in their writing. By the end of the year, using grade specific text, use a variety of methods to demonstrate understanding of unknown words from within text and apply those words appropriately in their writing. Using grade specific text, model and provide practice of the use of a variety of methods to demonstrate understanding of unknown words from within text and apply those words appropriately in their writing. By the end of the year, using grade specific text, use a variety of methods to demonstrate understanding of unknown words from within text and apply those words appropriately in their writing. 40

42 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Writing Scores Report 4 1/2 weeks 9 weeks Score Sheet Grade Chair Administrators Observations of Writing Lessons Weekly Walkthroughs Observations Administrators Teachers Conferencing with Students Quarterly Walkthroughs Adminstrators Small Group Writing Lessons Weekly Walkthroughs Teachers Observations Writing Calibration Quarterly Walkthroughs Observations Administrators Teachers Administration Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 41

43 School Action Plan ELA: Strategies & Programs to Support the Objectives ELA Levels 1 and 2 Focus Antioch s Focus Targeted School-based Focus: By the end of the year, we expect our students to be able to increase fluency through the use of small group instruction and independent practice based on ALD's and MAP Data) in our lowest 25% of the student population. Targeted School-based Professional Development: MAP Data Training - Fincannon and Stranaly - October 17 - Faculty Meeting Action Steps for Remediation: Administrative Implementation Action Steps: Provide money/time for after school tutoring. Intervention/Title I Implementation Action Steps (Teachers and Students): Teacher will meet with Level 1 and 2 students daily in targeted small group instruction. * Differentiated station work using MAP data. Teacher will differentiate small group instruction to ensure remediation of standard deficiencies as identified by MAP testing report POC Plan: Invite grade level 3, 4, & 5 students with a level 2 or fragile 3 to after school tutoring which will focus on RL1.1, 1.2, 1.3 and RI 1.1, 1.2, 1.3 (Key Ideas and Details) with instruction at an ALD level of 3 and 4 and 60-80% Level 2 DOK's. Utilize MAP testing report * Small Group Instruction * Technology Stations * MobyMax * Fountas and Pinnell * Utilize Performance Coach for materials for POC tutoring (Web-Based Program) 42

44 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Targeted Small Group Instruction Daily Fidelity Charts/Accommodation Classroom Teachers Tracking for ESE students POC Tutoring Groups Twice weekly Fidelity charts POC Tutors Remediation Groups 3-5 days per week Fidelity charts Remediation aides Administrators Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 43

45 School Action Plan ELA: Strategies & Programs to Support the Objectives ELA Subgroup Focus Subgroup: Levels 4 and 5 Antioch s Focus Targeted School-based Focus: By the end of the year, we expect our level 4 and 5 students to be able to answer phase three questions at DOK Levels of 2 & 3 with 80% accuracy. Targeted School-based Professional Development: How to Write TDQ's for High Flyers: Pairing novels with other sources and writing Phase 3 TDQs to associate with those pairings (2nd half of Oct. District PD) Lavictoire - TBA Action Steps for Implementation: Administrative Implementation Action Steps: * MAP Testing for all students Provide data by class Classroom Implementation Action Steps (Teachers and Students): Teachers will utilize novel studies at the Level 4 and Level 5 students Lexile levels. (frequency dependent on the length of the novel) Teachers will pre-plan Text Dependent Questions throughout phases 1-2 at varying DOKs that align to specific novel studies that Level 4 and Level 5 students will participate in. (daily) Teachers will pair sources for the Level 4 and Level 5 students (i.e. articles, poems, infographics) that align with the novel studies, and write TDQs for Phase 3 standards at the level 2 and 3 DOK. (bi-weekly) 44

46 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Small Group Instruction on Reading Level Using ALD's 2-5 times per week Accountability pieces Teachers Self-monitoring Accelerated Reading Per Nine Weeks AR Reports Classroom Teacher/Self-Monitoring (vocabulary and literacy tests) Use EIR's MobyMax Per Nine Weeks Program Reports Classroom Teacher/Self-Monitoring Novel Studies Per Nine Weeks PLC's Classroom Teacher Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 45

47 School Action Plan Math District Goal: Students shall demonstrate math proficiency at or above the expected grade level. Objectives: The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least 85%. The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least 80%. The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment Test will be at least 75% 46

48 DEA Math Proficiency (By Grade) Math: Data 47

49 FSA Math Data (By Grade) Math: Data 48

50 FSA Math Data (By Grade) Math: Data 49

51 School Action Plan Math: Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Kindergarten data shows that Geometry is our most proficient area. 1st Grade data shows that Measurement is our most proficient area. 2nd Grade data shows that Measurement is our most proficient area. 3rd Grade data shows that our most proficient area is in Numbers with high numbers of 4's and 5's. 4th Grade data shows that fractions is our most proficient area. 5th Grade data shows that fractions is our most proficient area. What does the analysis tell you about your school s opportunities to improve? Kindergarten needs to improve their overall proficiency as it has decllined over the last two years. They need to increase the numbers of Level 4's and 5's and improve the scores of their ESE population. 1st Grade needs to decrease the number of Level 2's and 3's and improve in Geometry. 2nd Grade needs to decrease the number of Level 2's and improve in Geometry, Operations, and Counting. 3rd Grade needs to decrease the number of Level 2's and 3's and improve in Operations and Measurement and Data. 4th Grade needs to improve in Measurement and Geometry, as well as Operations. 5th Grades needs to increase their learning gains and overall proficiency as we are below the District Average. 50

52 Central Focus: Math Focus School Action Plan Math: Strategies & Programs to Support the Objectives Use Achievement Level Descriptors (ALDs), Item Specifications, and the Math Instructional Shifts (Focus, Coherence, Rigor) to effectively implement the Balanced Math Model. A focus will be placed on: Student-centered Whole Group Mini-lessons Interactive Fluency and Routines Targeted Small Group Instruction Standards-based Stations tailored for differentiation with accountability 51

53 Antioch s Focus Targeted School-based Focus: Our students will engage in the Balanced Math Model on a daily basis with an increased focus on purposeful targeted small group lessons/activities. Targeted School-based Professional Development: 1. Summer Institute: Keeping the Mini-Lesson Mini; Standards-based Stations with Differentiation and Accountability; Fluency/Routines; Targeted Small Group Instruction; ALDs for Grades 3-5 (August 2) 2. Tuesday Tidbits: How to Keep the Mini Lesson Mini, How to Use Accelerated Math in classroom, iready (September 26) - Teacher Led 3. How to Read MAP Reports - Fincannon and Stranaly - Oct. 17 (Faculty Meeting) 3. Data Chats with each grade level after each administration of the MAP assessment. (October, December/January) 4. Teachers will be given opportunities to continue instructional rounds at Antioch and other OCSD classrooms (fluency/routines, mini-lessons, stations, and small groups and create formative assessments). 5. How to Use the Make Math Meaningful (M3) tool created by the district. (Tuesday Tid-Bits) 6. During school-based PD: Sept. 20 (K-1) - Sept. 21 (2-3) - and Sept. 22 (4-5) - AM is District Message - PM for grades (4-5) Classroom Visits (Graham - Stations, Ogilvie - Calendar Math and Mystery Number, Leadmon - Edcite) Oct. 23 (4-5) - Oct. 24 (2-3) - and Oct. 26 (K-1) - AM is District Message - PM for grades (K-2) Standards Mastery Lessons (AT BAKER) Dec. 6 (K-1) - Dec. 7 (2-3) - and Dec. 8 (4-5) - AM is District Message - PM for grades (2-3) Teacher Presentations (Brooks - ALD's and Student Talk, Crow - Stations and Small Group) 52

54 Action Steps for Implementation: Administrative Implementation Action Steps: 1. Met with SPP Math Committee on May 11, 2017 to work on SPP and discuss Professional Development at the school-based level. 2. Provide teachers with an opportunity to create activities for all components of the Balanced Math Model with sessions: Keeping the Mini-Lesson Mini; Standards-based Stations with Differentiation and Accountability; Fluency/Routines; Targeted Small Group Instruction; ALDs - Grades Administration will provide teachers release time to observe mathematical instructional practices both at Antioch and within OCSD. 4. Provide opportunities during faculty meetings, PLC meetings, Tuesday Tidbits, and Math PD for sharing of standards-based math stations, Accelerated Math, routines, and/or other resources utilized in classrooms. 5. Provide teachers opportunity to analyze DEA/FSA data during pre-planning. 6. Provide teachers opportunity to have grade level Data Chats during grade level meetings and vertical grade level meetings to discuss progress on DEA/FSA/MAP or Unit Assessments (September and December data chats) 7. Provide teachers with new math coach tool (includes ALDs) from print shop. 8. Administrator asked PTO to purchase Accelerated Math for grades 1st-5th (May) Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will implement strategies presented during the summer institute (August) including standard/domain-based math stations, small group lessons/activities, mini-lesson ideas, and fluency/routines activities. 2. Teachers will analyze DEA/FSA data during pre-planning to plan for targeted small group instruction and spiraling activities. 3. 3rd-5th grade teachers will hold data chats with students to identify strengths/weaknesses while utilizing the ALDs. (ongoing) 4. Primary teachers will use grade-level appropriate data tracking tools (chart, checklist, assessment folders, MAP, etc.). 5. Teachers will continue to embed the 8 Mathematical Practices (make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable argument and critique the reasoning of others, model with mathematics, use appropriate tools, attend to precision, look for and make use of structure, look for and express regularity and repeated reasoning) in the Balanced Math Model. 6. Teachers will utilize instructional resources including but not limited to: Curriculum Guides, CPalms lessons, Ready Teacher Toolbox, MobyMax, Go Math, M3 (Make Math Meaningful) chart, Accelerated Math and Instructional Math Coach. 7. Teachers in grades 3-5 will utilize ALDs, FSA Test Item Specs, FSA practice tests, and FSA-style assessment questions. 8. Teachers in grades K-2 will scaffold FSA-style questions into daily routines and include FSA style questions into assessments (K - none; 1st - by the 3rd 9 weeks; 2nd - in the 2nd 9 Weeks). 9. Teachers will use appropriate math vocabulary with fidelity interacting with math word walls/anchor charts/models. 10. All teachers will provide opportunities for technology integration in order to prepare for Computer Based Testing (MobyMax, iready, MAP, Edcite, Prodigy, etc.) 11. Teachers will analyze data from each MAP assessment as well as ALD's to plan for targeted small group instruction and spiraling standards-based stations. 53

55 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Balanced Math Model Daily Observations, Walk-throughs Teacher, Administration Domain-based Math Stations/ 3-5 times per week Observations, Walk-throughs Teacher, Administration Student Talk Daily Observations, Walk-throughs Teacher, Administration Purposeful Spiraling Daily Observations, Walk-throughs Teacher, Administration FSA-style Formative/Summative Weekly Observations, Walk-throughs Teacher, Administration Assessments Data Chats After MAP assessments (beginning & mid-year) Grade Level Notes Grade Level Chairperson Targeted Small Group Instruction 3-5 times per week Observations, Walkthroughs Teacher, Administration Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 54

56 School Action Plan Math: Strategies & Programs to Support the Objectives Math Levels 1 and 2 Focus Antioch s Focus Targeted School-based Focus: Place Value/Numbers in Base Ten leading to Fractions (as grade-level appropriate) Targeted School-based Professional Development: 1. 4th and 5th grade math teachers will be trained on iready 2. All teachers will be trained on the Ready Teacher Toolbox. 3. 3rd-5th grade teachers will be trained on M3 (Make Math Meaningful) chart, as well as MAP reports. 55

57 Action Steps for Remediation: Administrative Implementation Action Steps: 1. Met with SPP Math Committee on May 11, 2017 to work on SPP and discuss Professional Development at the school-based level. 2. Provide teachers with an opportunity to create activities for all components of the Balanced Math Model with sessions: Keeping the Mini-Lesson Mini; Standards-based Stations with Differentiation and Accountability; Fluency/Routines; Targeted Small Group Instruction; ALDs - Grades Administration will provide teachers release time to observe mathematical instructional practices both at Antioch and within OCSD. 4. Provide opportunities during faculty meetings, PLC meetings, Tuesday Tidbits, and Math PD for sharing of standards-based math stations, Accelerated Math, routines, and/or other resources utilized in classrooms. 5. Provide teachers opportunity to analyze DEA/FSA data during pre-planning. 6. Provide teachers opportunity to have grade level Data Chats during grade level meetings and vertical grade level meetings to discuss progress on DEA/FSA/MAP or Unit Assessments (September and December data chats) 7. Provide teachers with new math coach tool (includes ALDs) from print shop. 8. Administrator asked PTO to purchase Accelerated Math for grades 1st-5th (May) Intervention/Title I Implementation Action Steps (Teachers and Students): 1. Teachers will plan for individualized instruction after analyzing DEA/FSA/MAP data. 2. Teachers will provide opportunities for students to engage in student math talk/discussions at differentaied stations. 3. Teachers will provide students with math manipulatives, as needed, for use during targeted small group instruction. 4. Teachers will utilize iready (4-5 identified students) and the Ready Teacher Toolbox (K-5). POC Plan: 1. Level 2 and lower Level 3 students in grades 3rd-5th will be invited to after school tutoring from January-March Teachers will use Ready Teacher Toolbox resources during instruction for 3rd-5th students for lessons on place value and numbers in base ten leading to fractions. 3. Teachers will provide opportunities for students in grades 4 & 5 (assigned seats) to utilize the iready computer-based program at least two days per week. 56

58 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Individualized Instruction in small Daily Observations, Walk-through Teacher, Administration groups and stations iready Daily Lesson Plans, iready reports Teacher, Administration, iready Coordinator Student Math Talk/Discussions Daily Observations, Walk-through Teacher, Administration Math Vocabulary Daily Observations, Walk-through Teacher, Administration Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 57

59 School Action Plan Math: Strategies & Programs to Support the Objectives Math Subgroup Focus Subgroup: ESE Antioch s Focus Targeted School-based Focus: Operations & Mathematical Practice 1 (Make sense of problems and persevere in solving them) Targeted School-based Professional Development: 1. How to Manage and Use Accelerated Math (Tuesday Tid-Bit) 2. ESE Teacher will prvide PD on strategies to use with ESE students in the classroom. (Tuesday - TidBit) - Tiller Action Steps for Implementation: Administrative Implementation Action Steps: 1. Schedule substitutes for Professional Developments 2. Provide data for analysis 3. Schedule for Tuesday Tidbits - AM session 4. Purchase seats and materials for Math Facts in a Flash and Accelerated Math in Grades 1-5. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will provide targeted spiral reviews using the ALDs for 3rd-5th grade students in small group instruction and stations. 2. Teachers will provide manipulatives for students to use during instruction. 3. Teachers will provide question stems/sentence starters to facilitate math discussions. 4. Teachers will provide graphic organizers/anchor charts to support students in solving problems. 5. Teachers will assign objectives in Accelerated Math. 58

60 Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor ALDs in targeted small group 3-4 times a week Math Coach Tool ESE teacher, Classroom Teachers instruction Manipulatives Available for daily use Observation, Walk-throughs Teacher Spiral Review Daily Observations, Walk-throughs Teacher, Administration Graphic Organizers/Anchor Daily Observations, Walk-throughs Teacher, Administration Charts/Question Stems Accelerated Math Daily Objective Mastery Report Quarterly Goals Teacher, Administration Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 59

61 School Action Plan Science District Goal: Students shall demonstrate science proficiency at or above the expected grade level. Objectives: The percentage of 5 th grade students who will be proficient in science as defined by the State of Florida on the Statewide Science Assessment (SSA) will be at least 75%. 60

62 School Action Plan Science: Data 61