School Improvement Plan (SIP) Form SIP-1

Transcription

1 FLORIDA DEPARTMENT OF EDUCATION School Improvement Plan (SIP) Form SIP-1 Proposed for April

2 SCHOOL IMPROVEMENT PLAN PART I: SCHOOL INFORMATION School Name: Bob Sikes Elementary Principal: Victoria Hayden SAC Chair: Monica Miller District Name: Okaloosa Superintendent: Dr. Alexis Tibbetts Date of School Board Approval: Student Achievement Data: The following links will open in a separate browser window.. School Grades Trend Data (Use this data to complete Sections 1-4 of the reading and mathematics goals and Sections 1 and 2 of the writing and science goals.) Adequate Yearly Progress (AYP) Trend Data (Use this data to complete Sections 5A-5D of the reading and mathematics goals and Section 3A-3D of the writing goals.) Florida Comprehensive Assessment Test (FCAT) Trend Data (Use this data to inform the problem-solving process when writing goals.) Highly Qualified Administrators List your school s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Position Name Degree(s)/ Certification(s) Principal Victoria Hayden Bachelors Elementary Education Masters Educational Leadership Certified Grades 5-9 Mathematics Number of Years at Current School Number of Years as an Administrator Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year) 1 8 In the following years my previous school received a school grade of A for 2003, 2004, 2006, 2007, 2008, 2009 and 2010 we received a school grade of B in Previous school did not make AYP in the following sub groups SWD, Economically Disadvantaged and White students. April

3 Assistant N/A Principal Highly Qualified Instructional Coaches List your school s highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site. Subject Area Name Degree(s)/ Certification(s) Literacy Eleanor Harrington B.S. in Elementary Education, M.S. in Educational Administration, K-12 Reading Endorsement, ESOL Endorsement, Gifted Education Endorsement Number of Years at Current School Number of Years as an Instructional Coach Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year) 1 8 Literacy Coach: Kenwood Elementary 8/2004-7/2011 School Grade: A B 2009-B % of students meeting high standards in reading: % % % % of students meeting high standards in writing: % % % % of lowest quartile making learning gains in reading: % % % % making learning gains in reading: % % % AYP: 2011-yes 2010-no (90%) 2009-yes Highly Qualified Teachers Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school. Description of Person Responsible Projected Completion Date Not Applicable (If not, please explain why) 1. OCSD only refers & recruits HQT Personnel Director Ongoing 2. April

4 Non-Highly Qualified Instructors List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified. Name Certification Teaching Assignment Professional Development/Support to Become Highly Qualified N/A Staff Demographics Please complete the following demographic information about the instructional staff in the school. *When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)). Total % of % of First- % of Teachers % of Teachers % of Teachers Number of Teachers with Year with 1-5 Years with 6-14 Years with 15+ Years Instructional Advanced Teachers of Experience of Experience of Experience Staff Degrees % Highly Qualified Teachers % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed Teachers 49 6% 29% 28% 37% 37% 100% 8% 4% 37% Teacher Mentoring Program Please describe the school s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities. Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities JOE JOHNSON AMANDA ORR Joe Johnson is an experienced teacher with effective instructional techniques to share with a new teacher. MONICA MILLER PATRICIA ENGLISH Monica Miller is an experienced teacher with effective instructional techniques to share with a new teacher. The mentor and mentee are meeting biweekly in a professional learning community to discuss evidence-based strategies for instruction. Time is given for feedback, coaching and planning. The mentor and mentee are meeting biweekly in a professional learning community to discuss evidence-based strategies for instruction. Time is given for feedback, coaching and planning. April

5 UNLAUNDA NUNN KRISTEN JORDAN Ulaunda Nunn is an experienced teacher with effective instructional techniques to share with a new teacher. The mentor and mentee are meeting biweekly in a professional learning community to discuss evidence-based strategies for instruction. Time is given for feedback, coaching and planning. Additional Requirements Coordination and Integration-Title I Schools Only Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable. Title I, Part A Services are provided to ensure students requiring additional remediation are assessed through after-school programs or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided. Bob Sikes students meeting district criteria are assessed and provided with after school tutoring twice a week. Title I, Part C- Migrant Polly Brunson: Guidance Coordinator Migrant Liaison provides services and support to students and parents. In Okaloosa County the liaison coordinates with Title I and other programs to ensure students needs are met. Bob Sikes currently has no students in the migrant population, but the Guidance Coordinator contacts parents and helps families to take advantage of needed community services when students enroll. Title I, Part D District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out Prevention programs. Title II Based on student achievement data, the major training focus for will be differentiated, data driven instruction, with increased focus in the areas of Writing and Mathematics, to meet the complex needs of our students. This will be addressed using a school-embedded Literacy Coach professional development model and the implementation of Professional Learning Communities for each area of concern. Literacy Teams, lesson study groups, and grade level collaboration provide additional support within our building. Literacy Coaches in each school building provide a jobembedded professional resource. All Literacy Coaches receive intensive professional development based on the Florida Professional Development Evaluation Protocol throughout the School Year. Observation classrooms provide an on-site opportunity for visitations/observations of research-based instructional methods. Bob Sikes has 2 observation classrooms and a full-time Literacy Coach. Title III Services are provided through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners. Teachers at Bob Sikes make use of these support services and materials and incorporate appropriately into daily lessons for students. Title X- Homeless District Homeless Liaison provides resources for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education. Bob Sikes students who are identified are contacted by the school staff to provide needed assistance and facilitate contact with community resources. Supplemental Academic Instruction (SAI) SAI funds will be coordinated with Title I funds to provide Summer School for retained students or those who have met Good Cause/Administrative Promotion criteria. At Bob Sikes, these students are tutored after school, during the summer and with additional instructional staff in the classroom. April

6 Violence Prevention Programs Safe and Drug Free Schools: District receives funds for programs that support prevention of violence in and around the school. These programs prevent the use of alcohol, tobacco, drugs, and foster a safe, drug free learning environment supporting student achievement. Bob Sikes provides anti-bullying lessons that are appropriate for each grade level and celebrates Red Ribbon Week throughout the school. Nutrition Programs The OCSD School Board has approved a wellness initiative which includes a focus on nutrition. Bob Sikes provides breakfast, lunch, and after-school snacks for students. Housing Programs n/a Head Start n/a Adult Education n/a Career and Technical Education n/a Job Training n/a Other Response to Instruction/Intervention (RtI) Identify the school-based RtI Leadership Team. School-Based RtI Team Principal: Victoria Hayden Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities. RTI Facilitator: Eleanor Harrington Facilitates all RtI meetings and participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation. School Psychologist: Debbie Haines Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities. Performs formal evaluations, if needed, and presents results to committee, teacher, and parents. Staffing Specialist: Stacey Diven Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities. Composes all IEPs once eligibility has been determined and facilitates all eligible and ineligible meetings with parents, teacher, and committee. Exceptional Student Education (ESE) Teacher: Heather Bridges Provides support for intervention fidelity and documentation; provides strategies and interventions to classroom teachers; participates in student data collection, and collaborates with general education teachers for support. April

7 Reading/Literacy Coach: Eleanor Harrington Provides support for intervention fidelity and documentation; provides strategies and interventions to classroom teachers; participates in student data collection, and collaborates with general education teachers for support. Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate RtI efforts? The team meets once a week to engage in the following activities: Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level, and classroom level to identify students who are at moderate risk or at high risk for not meeting benchmarks. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills. In addition, the team will facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation. Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problemsolving process is used in developing and implementing the SIP? Members of the RTI Leadership Team met with the principal to help develop the School Performance Plan. Team members reviewed and analyzed student, school, district and state data. Focus strands were identified and compared to the Needs Assessments Survey completed by the teachers. Professional development goals were determined based on data evidence. The team will continue to analyze provided data to target academic and social/emotional areas that need to be addressed, help set clear expectations for instruction (Rigor, Relevance, Relationship), and align processes and procedures for progress monitoring. RtI Implementation Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior. Academics will be monitored using grade level appropriate assessments; Reading- Renaissance Learning, DEA, DRA2, FLRKS, FAIR, District Cold Reads, District Adopted Basal Assessments Math- Renaissance Learning, DEA, Unit Assessments Science- DEA, Unit Assessments Writing- Monthly school wide writing prompts Behavior will be monitored using school wide disciple plan and office referrals. The data management system used to summarize tiered data has been developed by the RtI committee utilizing OCSD forms. Additional forms have been created for teachers to use to document each tier of the process. Conference dates, interventions, and effects of interventions are outlined on these forms. Tracking sheets are used to keep up with all RtI meetings for each individual student. Teachers will also be provided with frequency data sheets and data summary forms as well as observation forms and teacher questionnaires. Student data will be graphed to provide a comparison of performance with that of peers. Describe the plan to train staff on RtI. Training for RtI will be continued throughout the school year. Updates of procedures will be given, and all teachers new to Bob Sikes will have individual instruction on the process of creating education plans for any students they are concerned about. The RtI committee will continue to make themselves available for guidance and strategy suggestions for all teachers. April

8 Literacy Leadership Team (LLT) Identify the school-based Literacy Leadership Team (LLT). School-Based Literacy Leadership Team The Literacy Leadership Team consists of a teacher from each grade, the literacy coach and the principal. Describe how the school-based LLT functions (e.g., meeting processes and roles/functions). The group meets monthly to help guide the school regarding school wide literacy objectives. What will be the major initiatives of the LLT this year? One of the initiatives will focus on family involvement and the strengthening of the partnership between school and home with regards to literacy education. This will include planning and implementing at least two family nights to address literacy skills and how families can positively impact their child s literacy learning. Another initiative will focus on the literacy methods embedded in the content areas. These efforts will seek to improve student stamina and comprehension while reading non-fiction text selections, increase fluency, improve performance on extended response and creative writing assignments, and further develop critical thinking skills during application of content, especially in the area of mathematics. NCLB Public School Choice Notification of School in Need of Improvement (SINI) Status Upload a copy of the Notification of SINI Status to Parents in the designated upload link on the Upload page. Public School Choice with Transportation (CWT) Notification Upload a copy of the CWT Notification to Parents in the designated upload link on the Upload page. Supplemental Educational Services (SES) Notification Upload a copy of the SES Notification to Parents in the designated upload link on the Upload page. *Elementary Title I Schools Only: Pre-School Transition Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable. At Bob Sikes Elementary School, all incoming Kindergarten students are assessed prior to or upon entering Kindergarten in order to ascertain individual and group needs and to assist in the development of robust instructional/intervention programs. All students are assessed within the areas of Basic Skills/School Readiness, Oral Language/Syntax, Print/Letter Knowledge, and Phonological Awareness/Processing. Additionally, all Kindergarten students will take the Discovery Education Assessment for Reading and Math. Screening data will be collected and aggregated prior to October 6 th, Data will be used to plan daily academic and social/emotional instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. Core Kindergarten academic and behavioral instruction will include daily explicit instruction, modeling, guided practice and independent practice of all academic and/or social emotional skills identified by screening data. Social skills instruction will occur daily through the use of a common language, re-teaching, and positive reinforcement of pro-social behavior. April

9 Screening tools will be re-administered mid-year and at the end of the year in order to assess student learning gains and to evaluate the need for changes to the instructional and intervention programs. During pre-planning, all Kindergarten teachers will hold an Orientation for parents to share classroom routines, schedules, expectations, and other pertinent information for the upcoming school year. In addition, those classes identified as PCA and PCB will participate in an Orientation Night for the parents of their students to share information specific for those classrooms. Bob Sikes Elementary also offers the opportunity for incoming Kindergarten students and their families to visit the Kindergarten classrooms in the spring prior to registration as well as scheduling orientation visits through local preschools. *Grades 6-12 Only Sec (b) F.S For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher. *High Schools Only Note: Required for High School- Sec (4), F.S., Sec (g)(j) F.S. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future? How does the school incorporate students academic and career planning, as well as promote student course selections, so that students course of study is personally meaningful? Postsecondary Transition Note: Required for High School- Sec (4), F.S. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report. April

10 PART II: EXPECTED IMPROVEMENTS Reading Goals * When using percentages, include the number of students the percentage represents (e.g., 70% (35)). READING GOALS Problem-Solving Process to Increase Student Achievement improvement for the following group: 1. Students achieving proficiency (FCAT Level 3) in reading Reading Goal #1: In 2011/2012, 83% (291) of 3-5 students will achieve a level 3 or above on FCAT. 3 rd : 82% (99) 4 th : 78% (76) 5 th : 81% (95) 3 rd : 84% (105) 4 th : 80% (84) 5 th : 83% (100) Anticipated Barrier Person or Position Limited access to literacy materials outside of school Provide every student with at Media Manager, least one book on the appropriate Principal, Classroom level Teachers Establish a student book exchange to increase the availability of reading materials Media Manager, Literacy Coach, Title I Teacher, Principal Process Used to Determine Evaluation Tool School-wide/classroom recognition Individual students for students reaching grade progress report (AR, SRI, level/individualized reading goals DEA, FCAT) Count of books donated and exchanged as well as number of students participating Total: 81% (270) Total: 83% (291) 1.2. Wide span of learning levels of individual students in classroom Balanced Literacy Model in each Principal classroom K-5 utilizing a 90 minute uninterrupted reading block. Model will include: -Independent Reading -Read Alouds -Shared Reading -Guided Reading/Literature Circles -Word Work 1.2. Walkthroughs, OCSD Teacher Evaluation System 1.2. OCSD Evaluation Instrument, IPDP Incorporate more Project CHILD type station work through the Balanced Literacy Model Differentiated instruction techniques used in classrooms in all grades Use of technology resources to reinforce instructional practices and student activities (publishing, multi-media projects based learning, Mimios, virtual field trips, etc.) Technology Lab schedule, Lesson plans April

11 improvement for the following group: 2. Students achieving above proficiency (FCAT Levels 4 and 5) in reading Reading Goal #2: In 2011/2012, 45% (158) of 3-5 students will achieve a level 4 or 5 on FCAT. 3 rd : 44% (53) 4 th : 39% (38) 5 th : 46% (54) Total: 43% (145) 3 rd : 46% (56) 4 th : 41% (43) 5 th : 48% (58) Total: 45% (158) 1.3. Adjustment of pacing to allow for re-teaching and/or acceleration 1.3. All teachers will follow the OCSD Curriculum Guide during 90 minute reading block 1.3. Principal, Classroom Teachers Anticipated Barrier Person or Position Meeting the needs of students on the higher end of the ability spectrum Each grade level will implement the Project CHILD delivery model with one classroom established to effectively meet the needs of the higherperforming student by providing specific, targeted instruction Gifted Teacher works with students in the Advanced PC classroom weekly Principal Gifted Teacher Specific strategies used in lesson Principal, Classroom plans showing evidence of: Teachers -Higher level questioning -Project based activities -Open ended assignments -Opportunities for students to go beyond the curriculum -Group activities to allow leadership opportunities for all students A variety of opportunities will be Principal, Teacher offered for students to participate Sponsor/Coach in extracurricular activities that promote critical thinking such as Tech Bowl and Odyssey of the Mind 1.3. Teacher lesson plans will reflect correlation with the OCSD Curriculum Guide. Process Used to Determine 2.1. Analysis of data from assessments (DEA, STAR, SRI, District Cold Reads, etc.) Analysis of student IEP goals Walkthroughs Number of students joining extracurricular activities, participation in district/state competitions 1.3. Lesson plans Evaluation Tool 2.1. DEA (pre-, mid-, post-) FCAT IEP Annual/Interim review OCSD Evaluation Instrument, Lesson Plans 2.2. Student motivation and engagement 2.2. Teacher/student conferencing to share strengths/weaknesses and develop student goals 2.2. Classroom Teacher 2.2. Increase in student engagement evidenced by less absenteeism, decrease in disruptive behavior, and/or improved grades Student progress data (grades, pre-,mid-,post- DEA, FCAT) April

12 improvement for the following group: 3. Percentage of students making Learning Gains in reading Reading Goal #3: In 2011/2012, 67% (235) of 3-5 grade students will achieve learning gains on FCAT. 65% (218) of students made learning gains. 67% (235) of students will make learning gains. improvement for the following group: 4. Percentage of students in Lowest 25% making learning gains in reading Reading Goal #4: In 2011/2012, 74% (144) of the lower quartile students in grades 3-5 will make learning gains on the FCAT. 72% (135) of students made learning gains. 74% (144) of students will make learning gains. Anticipated Barrier Person or Position 3.1. Lack of information regarding student s baseline ability 3.1. Determine an instructional reading level for all students Set individualized reading goals and implement schoolwide/classroom recognition for meeting those goals Loss of AmeriCorps Tutoring After school tutoring offered to Program to assist struggling all students deemed struggling students by teachers according to DEA assessments, retention and/or grades Limited resources such as high-interest, lower level reading materials 3.3. A variety of reading materials will be used at the student s instructional level (genres and presentation styles) 3.1. Classroom Teachers, Principal Classroom Teachers 3.2. Principal, Tutoring Coordinator 3.3. Classroom teachers, Principal Anticipated Barrier Person or Position Meeting the needs of students with academic gaps in foundational reading skills Each grade level will implement the Project CHILD delivery model with one classroom established to effectively meet the needs of the lowerperforming student by providing specific, targeted instruction Teachers in the PC classrooms will continue implementation of the Study Buddies (hand-held technology) for student practice in remedial reading and language arts skills Principal Process Used to Determine 3.1. Analysis of baseline data to group students for instructional purposes 3.2. Analysis of disaggregated data from assessments Reading logs/ar goals will be monitored by the classroom teachers Process Used to Determine 4.1. Analysis of data from assessments (DEA, STAR, SRI, District Cold Reads, etc.) Evaluation Tool 3.1. Pre- and post- assessment data (DRA, SRI, FAIR, STAR) 3.2. DEA Assessment (premid-post) FCAT Reading Results STAR Reading 3.3. Reading logs/ar progress reports Evaluation Tool 4.1. DEA (pre-, mid-, post-) FCAT Place students performing below grade level on PMP and refer to RtI committee if student fails to show adequate progress Classroom Teachers, RtI Coordinator/Committee Analysis of disaggregated data from assessments. RtI Report, as appropriate April

13 improvement for the applicable subgroup(s): 5A. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5A: n/a Reading Goal #5A: Ethnicity (White, Black, Hispanic, Asian, American Indian) Enter numerical data for current level of performance in this box. Enter numerical data for expected level of performance in this box. improvement for the following subgroup: 5B. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5B: n/a Reading Goal #5B: English Language Learners (ELL) 4.2. Familiarity with and ability to comprehend expository text 4.3 Personnel 4.2. Teachers will explicitly teach reading strategies to be implemented during content area reading 4.3. Students will be instructed and their progress monitored by a full-time Title I Teacher 4.2. Principal, Classroom Teachers Grades 3-5 will be served by a full-time Aide to assist with students identified as needing additional support Anticipated Barrier Person or Position 5A.1. White: Black: Hispanic: Asian: American Indian: Expository texts will be included in Student grades on OCSD periodic reading assessments Cold Read Assessments Principal, Title 1 Teacher Analysis of disaggregated data from assessments. Process Used to Determine 5A.1. 5A.1. 5A.1. 5A DEA (pre-, mid-, post-) FCAT Evaluation Tool 5A.2. 5A.2. 5A.2. 5A.2. 5A.2. 5A.3. 5A.3. 5A.3. 5A.3. 5A.3. Anticipated Barrier Person or Position Process Used to Determine Evaluation Tool 5B.1. Instruction occurs in a language other than the student s heritage language 5B.1. Materials will be utilized by teacher and provided to student, when available and appropriate, in the student s heritage language as well as visual aids, graphic organizers, and audio recordings of content material 5B.1. Principal, ELL Coordinator 5B.1. 5B.1. Lesson plans will show evidence of DEA (pre-, mid-, post-) the inclusion of these instructional FCAT practices. April

14 Enter numerical data for current level of performance in this box. Enter numerical data for expected level of performance in this box. improvement for the following subgroup: 5C. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5C: In 2011/2012, 80% (44) of 3-5 grade students with disabilities will make AYP on FCAT. Reading Goal #5C: Students with Disabilities (SWD) 63% (35) of SWD 80% (44) of SWD scored at or above will score at or grade level above grade level improvement for the following subgroup: 5D. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5D: In 2011/2012, 80% (128) of 3-5 grade students identified as Economically Disadvantaged will make AYP on FCAT. Reading Goal #5D: Economically Disadvantaged 70% (112) of this subgroup scored at or above grade level 80% (128) of this subgroup will score at or above grade level 5B.2. 5B.2. 5B.2. 5B.2. 5B.2. 5B.3. 5B.3. 5B.3. 5B.3. 5B.3. Anticipated Barrier Person or Position Process Used to Determine Evaluation Tool 5C.1. 5C.1. Meeting the needs of students Students will receive with significant gaps in supplemental academic small foundational skills group instruction at their instructional level and/or access points. Students not responding will be reviewed by the RtI Committee. Intensive small-group instruction given to identified ESE students. 5C.1. Principal, ESE Teachers, Classroom Teachers SLD Teacher, ESE/Classroom Teachers 5C.1. Student goals identified on the IEP will be reviewed periodically. ESE/Classroom teachers will complete a progress report to document student progress. Students will have access to assistive technology as appropriate (whisper phones, computer assistance, listening stations, color overlays, etc.) 5C.2. 5C.2. 5C.2. 5C.2. 5C.2. 5C.1. Attainment of IEP goals Alternative assessments, DEA* (pre-, mid-, post-) FCAT* *when appropriate 5C.3. 5C.3. 5C.3. 5C.3. 5C.3. Anticipated Barrier Person or Position Process Used to Determine Evaluation Tool 5D.1. Lack of prior knowledge including a limited vocabulary 5D.1. Implementation of strategies from Ruby Payne and/or Eric Jensen Professional Learning Community Virtual field trips will be presented when appropriate utilizing technology such as Discovery Streaming, Google Earth, etc. Provide lessons in building academic vocabulary as well as CRISS strategies to increase vocabulary knowledge 5D.1. Principal, PLC Chairperson Classroom Teachers Classroom Teachers, Principal 5D.1. Analysis of disaggregated data from assessments. 5D.1 DEA Assessment (premid-post) FCAT Reading Results Lesson plans April

15 5D.2. Parental support and reinforcement of skills/strategies being taught in school 5D.2. Family Literacy night in conjunction with Fall Book Fair (session will provide ideas and strategies for parents) 5D.2. Reading Committee 5D.2. Review of parent exit surveys and attendance at session 5D.2. Exit survey 5D.3. 5D.3. 5D.3. 5D.3. 5D.3. PD Content /Topic and/or PLC Focus Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity Grade Level/Subject PD Facilitator and/or PLC Leader Lesson Study K-5 Eleanor Harrington OCSD Teacher Evaluation System Professional Learning Communities (Topics: Differentiating Instruction for Diverse Populations, Writing, Daily 5/Café, Common Core) Common Core Standards K-5 K-5 K Victoria Hayden, Eleanor Harrington PLC Group Leaders, Eleanor Harrington, Victoria Hayden District Personnel, Eleanor Harrington Please note that each does not require a professional development or PLC activity. Target Dates and Schedules PD Participants (e.g., Early Release) and (e.g., PLC, subject, grade level, or for Follow-up/ Schedules (e.g., frequency of school-wide) meetings) PLC groups, grade-level/content area groups School-wide School-wide Kindergarten October March (Early Release and as needed) September October (Early Release), ongoing as needed November May (Early Release and as scheduled by PLC Group Leaders) August (District training), ongoing (grade level meetings) DEA Review and Training K-5 Eleanor Harrington School-wide, as needed As needed Teachers will conduct reading lesson, reflect, re-teach, and debrief. Principal Walkthroughs, IPDPs Lesson plans will reflect implementation of strategies and practices learned as a result of PLC study. PLC groups will be asked to present to staff periodically at Early Release day. PLC groups will use reflection logs or other artifacts to show evidence of their studies. Lesson plans will reflect implementation of strategies and practices embedded in the Common Core Standards. Teachers will create probes to monitor progress, class assignments, and analyze data to inform instructional practices. Person or Position Victoria Hayden, Eleanor Harrington Victoria Hayden Victoria Hayden, Eleanor Harrington, PLC Group Leaders Victoria Hayden Victoria Hayden, Eleanor Harrington April

16 Reading Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities/materials. Evidence-based Program(s)/Materials(s) Family Literacy Night Presenter: Verna Smith Title I $ Books for Students Scholastic book for every student Grant, Scholastic Publishing $ Technology Icore Software server-based Grant $13, Professional Development Lesson Study PLC Release Time (substitutes) Discretionary $ Other $ $13, $ End of Reading Goals Total: $ April

17 Mathematics Goals * When using percentages, include the number of students the percentage represents (e.g. 70% (35)). MATHEMATICS GOALS Problem-Solving Process to Increase Student Achievement improvement for the following group: 1. Students achieving proficiency (Level 3) in mathematics Mathematics Goal #1: In 2011/2012, 83% (291) of 3-5 students will score a Level 3 or above on the FCAT. 3 rd : 83% (100) 4 th : 77% (75) 5 th : 75% (88) Total: 81% (271) 3 rd : 85% (106) 4 th : 79% (83) 5 th : 77% (92) Total: 83% (291) Anticipated Barrier Person or Position Range of ability levels in one Accelerated Math used in grades Classroom Teachers classroom 2-5 to allow students to progress/remediate as a supplement to classroom instruction. Teachers will utilize math Principal, Classroom stations and small group Teachers instruction to differentiate instruction for individual student needs. Utilize Renaissance Place Math Facts in a Flash to assist students in basic math facts competency. Process Used to Determine Evaluation Tool AM student progress reports will be DEA Assessment (pre-, reviewed periodically mid-, post-) FCAT, STAR Math growth report Walkthroughs, Lesson plans Analysis of disaggregated data from assessments. Lesson plans, OCSD Evaluation Instrument Teachers in the PC classrooms will continue implementation of the Study Buddies (hand-held technology) for student practice in remedial and accelerated math skills Lack of prior experiences and Students in grades K-2 will background knowledge utilize Calendar Math to preview, review, practice, and discuss critical math skills Pacing to allow time for reteaching and acceleration Principal and teachers will meet to discuss previous year s data while developing current year IPDP goals (many teachers focusing IPDPs on math due to the school not making AYP in math) All teachers will follow the OCSD Curriculum Guides pacing Student participation in daily Calendar Math 1.3. Principal, Classroom Teachers Analysis of disaggregated data from assessments Teacher lesson plans will reflect correlation with the OCSD Curriculum Guide DEA Assessment (pre-, mid-, post-) IPDPs, OCSD Evaluation Instrument 1.3. Lesson plans April

18 improvement for the following group: 2. Students achieving above proficiency (Levels 4 and 5) in mathematics Mathematics Goal #2: In 2011/2012, 42% (147) of 3-5 students will score a Level 4 or 5 on the FCAT. 40% (134) of 42% (147) of students scored a students will Level 4 or 5 on score a Level 4 the FCAT. or 5 on the FCAT. Anticipated Barrier Person or Position Meeting the needs of students on the higher end of the ability spectrum 2.2. Parental support and reinforcement of skills/strategies being taught in school Each grade level will implement the Project CHILD delivery model with one classroom established to effectively meet the needs of the higherperforming student by providing specific, targeted instruction Gifted Teacher works with students in the Advanced PC classroom weekly Principal Gifted Teacher Specific strategies used in lesson Principal, Classroom plans showing evidence of: Teachers -Higher level questioning -Project based activities -Open ended assignments -Opportunities for students to go beyond the curriculum -Group activities to allow leadership opportunities for all students A variety of opportunities will be Principal, Teacher offered for students to participate Sponsor/Coach in extracurricular activities that promote critical thinking such as Odyssey of the Mind and Robotics Club Family Math Night (a variety of Title I Teacher, Math stations/presentations will be Committee available as well as resources for parents to use when working with students at home) Process Used to Determine 2.1. Analysis of data from assessments (DEA, STAR, SRI, District Cold Reads, etc.) Analysis of student IEP goals Walkthroughs Number of students joining extracurricular activities, participation in district/state competitions Evaluation Tool 2.1. DEA (pre-, mid-, post-) FCAT IEP Annual/Interim review OCSD Evaluation Instrument, Lesson Plans Parent Exit Surveys and attendance Exit surveys at sessions April

19 improvement for the following group: 3. Percentage of students making learning gains in mathematics (excluding 9 th grade; learning gains will not be available for this grade) Mathematics Goal #3: In 2011/2012, 72% (252) of 3-5 grade students will make learning gains on FCAT. 70% (235) of students made learning gains. 2012Expected 72% (252) of students will make learning gains. improvement for the following group: 4. Percentage of students in Lowest 25% making learning gains in mathematics Mathematics Goal #4: In 2011/2012, 83% (73 )of the lowest quartile of students in grades 3-5 will make learning gains. 81% (68) of students made learning gains. 83% (73) of students will make learning gains. Anticipated Barrier Person or Position 3.1. Students who are significantly behind their peers in skill/knowledge level 3.2. Lack of comprehension and application skills in the area of mathematics 3.1. Place students performing below grade level on PMP and refer to RtI committee if student fails to show adequate progress Formative assessments and Data Analysis will be used by all teachers in order to focus instructional practices on areas of greatest concern Explicit instruction to improve critical and application math skills in a variety of areas, such as geometry, number sense, and algebraic thinking Classroom Teachers, RtI Coordinator/Committee Principal, Classroom Teachers 3.2. Principal, Classroom Teachers Process Used to Determine 3.1. Analysis of disaggregated data from assessments. Teachers will meet regularly with Principal to discuss student data (data chats) Evaluation Tool 3.1. RtI Report, as appropriate Growth sheets, DEA (pre-, mid-, post-) FCAT Lesson plans will reflect integration DEA Assessment (premid-post) of application activities, walkthroughs FCAT Math Results STAR Math Anticipated Barrier Person or Position Process Used to Determine Meeting the needs of students Students K-5 will take DEA with academic gaps in Math Assessment at the foundational math skills beginning, middle, and end of year. Data will be used to flexibly group students for instruction as well as develop activities for differentiation Students who are significantly behind their peers in skill/knowledge level 4.3. Personnel DEA student assignments will be developed to provide additional individualized instruction and practice for struggling students Place students performing below grade level on PMP and refer to RtI committee if student fails to show adequate progress 4.3. Title 1 supplemental support focused on assisting the lowest performing students in math remediation and support Principal, Classroom Teachers 4.1. Analysis of data, prompt inputting of assessment data into growth sheets, and flexible groupings noted in lesson plans Classroom Teachers, RtI Analysis of disaggregated data Coordinator/Committee from assessments Principal, Title I Teacher Analysis of disaggregated data and Aides from assessments. Evaluation Tool 4.1. Growth sheets DEA Assessment 4.2. RtI Report, as appropriate 4.3. DEA Assessment (premid-post) FCAT Math Results STAR Math April

20 improvement for the applicable subgroup(s): 5A. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5A: n/a Mathematics Goal #5A: Ethnicity (White, Black, Hispanic, Asian, American Indian) Enter numerical data for current level of performance in this box. White: Black: Hispanic: Asian: American Indian: Enter numerical data for expected level of performance in this box. White: Black: Hispanic: Asian: improvement for the following subgroup: 5B. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5B: n/a Mathematics Goal #5B: English Language Learners (ELL) Enter numerical data for current level of performance in this box. Anticipated Barrier Person or Position 5A.1. White: Black: Hispanic: Asian: American Indian: Process Used to Determine 5A.1. 5A.1. 5A.1. 5A.1. American Indian: 5A.2. 5A.2. 5A.2. 5A.2. 5A.2. Evaluation Tool 5A.3. 5A.3. 5A.3. 5A.3. 5A.3. Anticipated Barrier Person or Position Process Used to Determine Evaluation Tool 5B.1. Instruction occurs in a language other than the student s heritage language 5B.1. Materials will be utilized by teacher and provided to student, when available and appropriate, in the student s heritage language as well as visual aids, graphic organizers, and audio recordings of content material 5B.1. Principal, ELL Coordinator 5B.1. 5B.1. Lesson plans will show evidence of DEA Assessment (premid-post) the inclusion of these instructional practices. FCAT Math Results STAR Math Enter numerical data for expected level of performance in this box. 5B.2. 5B.2. 5B.2. 5B.2. 5B.2. 5B.3 5B.3. 5B.3. 5B.3. 5B.3. April

21 improvement for the following subgroup: 5C. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5C: In 2011/2012, 81% (45) of 3-5 grade students with disabilities will make adequate yearly progress on the FCAT. Mathematics Goal #5C: Students with Disabilities (SWD) 55% (30) of 81% (45) of students with students with disabilities made disabilities will AYP. make AYP. improvement for the following subgroup: 5D. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5D: In 2011/2012, 81% (130) of 3-5 grade students identified as economically disadvantaged will make adequate yearly progress on the FCAT. Mathematics Goal #5D: Economically Disadvantaged 66% (106) of students identified as economically disadvantaged made AYP. 81% (130) of students identified as economically disadvantaged will make AYP. Anticipated Barrier Person or Position 5C.1. 5C.1. Meeting the needs of students Intensive small group instruction with significant gaps in given to all ESE students foundational skills Specific Learning Disabilities Teacher assists students through weekly small group meetings. 5C.2. Lack of experience with application of concepts Teachers will utilize adaptive resources (manipulatives, computer assistance, etc.) as appropriate to assist students in reaching learning goals. 5C.2. Hands-on lessons with real world applications will be integrated into weekly instruction. 5C.1. Principal, ESE Teachers SLD Teacher 5C.2. Principal, Classroom Teachers Process Used to Determine 5C.1. Annual/interim review of student IEP Goals, Walkthroughs 5C.2. Walkthroughs, Lesson Plans will show evidence of weekly lessons involving mathematical applications in real-world settings. Evaluation Tool 5C.1. IEP, Alternative assessments*, FCAT*, DEA* (pre-, mid-, post-) *as appropriate 5C.2. Lesson plans, OCSD Evaluation Instrument 5C.3. 5C.3. 5C.3. 5C.3. 5C.3. Anticipated Barrier Person or Position Process Used to Determine Evaluation Tool 5D.1. Lack of prior knowledge and background experiences 5D.2. Lack of experience with application of concepts 5D.1. Students will be offered afterschool tutoring services. 5D.2. Increase the use of manipulatives and hands-on activities to reinforce math concepts. Hands-on lessons with real world applications will be 5D.1. Tutoring Coordinator 5D.2 Principal, Classroom Teachers, Title I Teacher and Aides 5D.1. Assessments and progress monitoring utilized by tutors 5D.2. Analysis of disaggregated data from assessments. Walkthroughs, Lesson Plans will show evidence of weekly lessons 5D.1. Reports to teachers of student progress, DEA Assessment (pre-mid-post) FCAT Math Results STAR Math 5D.2. DEA Assessment (premid-post), FCAT Math Results, STAR Math Lesson plans, OCSD Evaluation Instrument April

22 integrated into weekly involving mathematical instruction. applications in real-world settings. 5D.3. 5D.3. 5D.3. 5D.3. 5D.3. PD Content /Topic and/or PLC Focus Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity Grade Level/Subject PD Facilitator and/or PLC Leader Lesson Study K-5 Eleanor Harrington OCSD Teacher Evaluation System Professional Learning Communities (Topics: Differentiating Instruction for Diverse Populations, Math Stations/Application, Common Core) Common Core Standards K-5 K-5 K Victoria Hayden, Eleanor Harrington PLC Group Leaders, Eleanor Harrington, Victoria Hayden District Personnel, Eleanor Harrington Please note that each does not require a professional development or PLC activity. Target Dates and Schedules PD Participants (e.g., Early Release) and (e.g., PLC, subject, grade level, or for Follow-up/ Schedules (e.g., frequency of school-wide) meetings) PLC groups, grade-level/content area groups School-wide School-wide Kindergarten October March (Early Release and as needed) September October (Early Release), ongoing as needed November May (Early Release and as scheduled by PLC Group Leaders) August (District training), ongoing (grade level meetings) DEA Review and Training K-5 Eleanor Harrington School-wide, as needed As needed Teachers will conduct math lesson, reflect, re-teach, and debrief. Principal Walkthroughs, IPDPs Lesson plans will reflect implementation of strategies and practices learned as a result of PLC study. PLC groups will be asked to present to staff periodically at Early Release day. PLC groups will use reflection logs or other artifacts to show evidence of their studies. Lesson plans will reflect implementation of strategies and practices embedded in the Common Core Standards. Teachers will create probes to monitor progress, class assignments, and analyze data to inform instructional practices. Person or Position Victoria Hayden, Eleanor Harrington Victoria Hayden Victoria Hayden, Eleanor Harrington, PLC Group Leaders Victoria Hayden Victoria Hayden, Eleanor Harrington April

23 Mathematics Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials. Evidence-based Program(s)/Materials(s) Technology Professional Development Other End of Mathematics Goals Total: April

24 Science Goals * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)). SCIENCE GOALS Problem-Solving Process to Increase Student Achievement improvement for the following group: 1. Students achieving proficiency (FCAT Level 3) in science Science Goal #1: In 2011/2012, 57% (63) of 5 th grade students will score a Level 3 or above on the FCAT. 55% (56) of students scored a Level 3 or above on FCAT Science. 57% (63) of students will score a Level 3 or above on FCAT Science. Anticipated Barrier Person or Position Lack of science background knowledge and real life experiences Pacing to allow time for reteaching and acceleration 1.3. Parental support and reinforcement of skills/strategies being taught in school Continuation of the use of a Principal, Classroom school science lab. Fifth grade Teachers will participate in at least one hands-on activity each week to support a science Big Idea. Students K-4 will participate in at least 4 performance tasks each month pertaining to a Big Idea. One day a month (the first Thursday of each month) as Science day activities throughout the day should reflect opportunities for exploration of science concepts and application of skills. Virtual field trips will be presented when appropriate utilizing technology such as Discovery Streaming, Google Earth, etc All teachers will follow the OCSD Curriculum Guides pacing Family Science Night (a variety of stations/presentations will be available) 1.2. Principal, Classroom Teachers 1.3. Title I Teacher, Science Committee Process Used to Determine Analysis of DEA Science Assessment results in grades 4 & Teacher lesson plans will reflect correlation with the OCSD Curriculum Guide. Evaluation Tool DEA Science, FCAT Science (5 th grade) 1.2. Lesson plans Parent Exit Surveys and attendance Exit surveys at sessions April