School Performance Plan

Date Submitted: 9/20/2017 Dates of Revision: School Performance Plan 2017-2018 School Name: Shalimar Elementary Legend SAC funds in the amount of $, will primarily be used for lkim McSparren Brian Welch 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

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.

School Performance Team Identify the names and titles of the School Performance Plan developers. Name Kim McSparren K Armstrong Sarah Downs Chris Sadler Karin Letsinger Matt Richards Sarah Kelly Lara Gill Karon Stepan Leora Henry Amanda Piburn Carisma Anderson Sarah Barksdale, Kayla Tector, Kris Barrett, Title Principal Assistant Principal ELA Instructional Coach Math Instructional Coach 5th grade Science Debbie Masksymyk Title 1 Reading Title 1 Math 5th grade ELA 4th grade ELA 3rd grade ELA 2nd grade ELA 1st grade ELA Kindergarten 1st grade Math, 2nd grade Math, 3rd grade Math, 4th grade Math Stakeholder Involvement: Describe the process taken to create the School Performance Plan. During individual data chats in early 2017 the administrative team met with teachers to discuss student data and needs relating to current SPP goals. Teacher feedback and analysis of small group pre/post lessons and station plans allowed the team to determine a need to continue with our focus areas but go deeper. Grade levels were given the task to make notes on changes and additions to current 2016-2017 SPP goals and teacher actions. A leadership team with a representative from each grade level met on May 12th, 2017 to update the SPP including grade level notes and revisions. The administrative team met May 16th, 2017 to make small adjustments and discuss sharing the draft with all teachers during post planning to gather more input during the formative stages of SPP revision and development. Administrators and instructional coaches facilitated a collaborative activity (Silent Discussion) to allow grade levels to delve into ELA Focus 1 & 2, Math Focus 1, and Science during Post-Planning May 31st, 2017. 2

School Profile Located in the Florida Panhandle, Shalimar Elementary School serves approximately 660 students from the Shalimar and Fort Walton Beach areas. Initially SACS accredited in 1966, we have been honored to serve the communities students, families, and stakeholders. Shalimar Elementary works together: the faculty, staff, volunteers, and stakeholders have established rigorous academic standards for our students, and we are committed to providing flexible, high quality, differentiated instruction for all students. Shalimar is proud to serve a diverse community of learners. It has earned an A rating, as measured by the State of Florida grade calulation method, for 15 years; earning a B this past 16-17 school year. One hundred percent of Shalimar s instructional staff are highly qualified. Shalimar recently had a high number of retirees and has brought on new energetic young teachers that have brought fresh ideas and enthusiasm to Shaliamr. Shalimar' students are served by KG (5 classes), 1st (6 Classes), 2nd (5 Classes), 3rd (7 Classes), 4th (6 classes) and 5th (5classe. We have 3 ESE units: two 3rd Grade EBD Units and 1 PreKD unit. Our classrooms are both departmentalized and levelized to better serve our students. Our Title 1 support team consists of 3 classroom assistants and 2 full time teachers to serve students in a remedial capacity throughout the year. We also benefit from an Instructional Coach and a Math Coach who are available to model lessons, work hand in hand with both veteran and new teachers, and help teachers delve deeper into the Florida Standards for maximal instrucation. A full time Guidance Counselor, ESE teacher, SLP are also on staff to assist students and teachers. Shalimar offers many specials to students: Physical Education (to include a state and national ranked archery team), a full music program, a talented and gifted program hosted by the local Master Gardeners Associaton, Safety Patrols, ELL program, a leadership team, and a hands on Science Lab. Shalimar is proud of its family of engaged learners and stakeholders who have been committed to our goal of providing a safe learning environment to all. 3

Community and Parent Awareness 4

Community and Parent Awareness What does the data tell you regarding the positive aspects of your school? The community and parent awareness survey had a total of 42 responses. Strengths recognized by parents were in regard to student safety, feeling a part of the school and the physical apperarnce of the school. A primary focus at Shalimar is for students to be safe, responsible and respectful. We feel we work very closely with parents to instill a feeling of satisfaction in those 3 areas. 90% of parents felt their school maintained a safe envirionment. Teachers and staff at Shalimar work towards students feeling safe not just in a physical sense, but safe within a learning environment: safe to make mistakes, to try again, and to challenge themselves. What does the data tell you regarding the opportunities for improvement in your school? Two weaker areas noted in the above survey were in the areas of guidance and the amount of time spent on homework. The guidance counselor is attending MTSS meetings and reaching out to parents in more positive ways by sponsoring anitbullying events and programs such as Safe Kids and Change for Children. We will also be adding a piece from the counselor in our newsletters. The parent concern about homework is being improved by providing teachers with a better understanding and training about research based homework practices within their department meetings, grade level meetings and faculty meetings. Homework will be aligned with spiraling of standards. Provide a description of the various forms of communication to your community and parents. Newletters sent home twice a month and posted on our FB page A Facebook page highlighting Shalimar and their activities Teacher weekly newsletters, DoJo communication, e-mails, and Remind 101 Automated callout system School website 2 informational signs in front of school Student communication folders Business partner letters Parent/Student handbook Large digital display in front office with current activities and school highlights 5

Historical School Grade Data 6

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 62%. 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 62%. 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 62% 7

DEA Reading Proficiency (By Grade) ELA (Reading): Data 8

FSA ELA Data (By Grade) ELA: Data 9

FSA ELA Data (By Grade) ELA: Data 10

School Action Plan ELA (Reading): Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? K-2: In the past 2nd grade has had a significant drop in proficiency however, this year they had a 10% increase in proficiency from the previous year. Both Literature and Information proficiency scores increased from the 2016 school year and were above our district average. Kindergarten proficiency has continued to increased and is up from 80% to 85% this year. Cohort groups from Kindergarten to first grade show significant gains as well, however, the overall proficiency for 1st grade fell by 3%. Kindergarten has reduced the number of students scoring level 1 on DEA over the past 3 years down to only 4 students, and 1st grade has had no level 1s for the past 3 years. Kindergarten has continued to increase proficiency in Non-fiction this year with an increase in Literature as well. and were above our district average. 1st grade has also increased proficiency in Non-fiction over the past 3 years and were even above the district average last year. 3-5: Our cohort groups in 3rd, 4th, and 5th are increasingly more proficient each year with an average increase of 3 percentage points. However, each grade level is still scoring below our district average. In addition, the 5th grade Free and Reduced lunch population scored 57% proficient which is 6% above the district average. 5th grade writing scores continue to be above our district writing average. The area of Craft & Structure has increased from last year in 4th and 5th grade but is still below our district average. What does the analysis tell you about your school s opportunities to improve? K-2: Cohort groups are also showing decreased proficiency from 1st grade to 2nd grade. (18% which has reduced the deficit by 3%) Overall cohort groups from 1st to 2nd grade drop across the board. Language proficiency in 1st and 2nd grade is below the district average. 3-5: 5th graders were 3 points below our district average in learning gains this year, dropping 8 points from 2016. The number of students scoring level 5 are consistently below district averages. The number of students scoring level 4 in 4th and 5th grade is dropping while the number scoring 5 is also dropping. We need to work on enriching our higher achieving students. The number of students scoring level 2 has significantly increased in 4th grade, while the number of level 1s in 3rd and 4th is above our district average. We still need to focus intently on moving our level 2s to proficiency and remediating our level 1s. Integration of Knowledge and Ideas continues to be the lowest strand across the board. Key Ideas and Details also dropped in 3rd through 5th grade. 4th grade writing has dropped each year and the gap from our district average has increased. Differentiating small group instruction and mini-lessons when applicable will help to target our students and ensure we are moving them toward or beyond proficiency for each standard. 11

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

Shalimar s Focus Targeted School-based Focus: Implementation of Balanced Literacy Model (Teacher-led Small Group Instruction, Standards-based, Differentiated Stations with Accountability). A focus will be placed on: *Utilizing data to inform small group instruction/station activities (MAP, etc.) *Differentiating small group lessons and stations based on Learning Progressions (K-2)/ALDs(3-5) *Utilizing TDQs at varying DOKs within teacher-led small group instruction incorporating rigorous culminating activities and multiple sources (when applicable) and increasingly complex texts in a variety of genres. *Creating meaningful differentiated stations incorporating TDQs, Learning Progressions(K-2)/ALDs(3-5), and other EIR tools where applicable -By the end of 1st semester all stations will be meaningful and differentiated Targeted School-based Professional Development: 1. During pre-planning or faculty meeting a 30-45 minute training will be provided on written responses (EIR Writing through Reading strategy -RACES strategy). Training will include expectations for all teachers (ELA & Content area teachers) with follow-up sharing of student samples during a later meeting. 2. Using feedback from May/June SPP committee meetings, Spring 2017 data discussions, and May 2017 needs assessments, PLC time following Central Message PD will be differentiated. Each PLC session will result in a product to be used in instruction prior to the next PLC. Products may include the planning, aligning, and creation or revision of: a. Differentiated Small Group Lessons to meet student needs based on data and tied to standards. (Using TDQs, Learning Progressions (K-2), Achievement Level Descriptors (3-5), Standards, Standards Resource Book, and Items Specs for 3-5). b. Differentiated Stations to meet student needs based on data and tied to standards. (Using TDQs, Learning Progressions (K-2), Achievement Level Descriptors (3-5), Standards, Standards Resource, and Item Specs for 3-5). c. Everyday Instructional Reading Lessons based on data and tied to standards. (Using TDQs, Learning Progressions (K-2), Achievement Level Descriptors (3-5), Standards, Standards Resource Book, and Item Specs for 3-5). d. Culminating Tasks using appropriate rigor to monitor student progress in meeting standards (in grades 3-5 addressing the Assessment Limits, Item Types, and Achievement Level Descriptors, in grades K-2 addressing Learning Progressions). 3. Tuesday Tips and other Professional Development opportunities will be offered to provide strategies for incorporating Puprosefully Interacting with Text by using appropriate Text Dependent Questions, Engagement Strategies, Everyday Instructional Reading Tools, Curriculum Guides, Writing Strategies, Learning Progressions (K-2), Achievement Level Descriptors (3-5), FSA Item Specs within the Balanced Literacy Block. (Possible topics: Silent Discussions/Written Conversations, Self-assessment with Learning Progressions/ALDs, RACEs response etc.) 4. Incorporating differentiation and accountability within small group and station activities will be built into PLC time and weekly meetings (Tuesday Tips and/or faculty meetings) when applicable. 5. Embedded coaching (planning, co-teaching, modeling, conferencing, coaching cycles, and collegial conversations) will be used by the ela instructional coach to support implementation of Central Message and School-based PD Initiatives through regular collegial meetings with grade levels, coaches, and at department meetings. 6. Data analysis/map assessment training: how to administer, reports to guide small group and station planning, data discussions/planning targeting "bubble students" following each administration of the assessment. 7. Opportunities will be provided for identified teachers to observe classrooms implementing best practices supporting the central message and school based professional development initiatives on and off of campus with the guidance of an instructional coach. 13

8. 2 1/2 day professional development days will be provided for new teachers and teachers new to ELA focusing on an overview of past PD initiatives on TDQs, EIRs, and Balanced Literacy. 14

Action Steps for Implementation: Administrative Implementation Action Steps: 1. Purchase materials and books needed to support SPP initiatives based on Needs Assessment and Post Planning meeting notes. (The Reading Strategies Book and The Writing Strategies Book by Serravallo) 2. Create Needs Assessment and compile results to share with teachers by the end of the 2016-2017 school year. 3. SPP Committee Meetings scheduled to plan and review SPP: April 26th, 2017; May 12th, 2017; May 16th, 2017; May 31st, 2017; September 19th. 4. By Monday, August 7th, order following items from Print Shop: Items Specs, New Standards Resource Book, Balanced Literacy Resource with Lexile Correlation Chart, standards placemat, etc. 5. By August 7th include dates on Master Calendar for Professional Development (Central Message, School-based, Tuesday Tips) a. Provide self-contained teachers option for additional release time to attend both ELA and Math PD sessions 6. By August 10th obtain full day subs for 3 Central Message/PLC sessions to be provided during first semester. (Grade levels will be grouped K, 1-2, 3, 4-5) 7. By August 11th collaborate with coaches and lead teachers to schedule the first Tuesday Tips and create a running list of possible topics to support SPP Initiatives, Climate Survey, and Needs Assessment requests. 8. By the end of August 2017, plan Quarterly Targeted Walkthroughs for progress monitoring toward SPP initiatives. (Quarter 1: Routines, TDQs, Student Talk, Writing Through Reading; Quarter 2: Differentiated Stations/ Small Group; Quarter 3: Small group (Standards Resource w/tdq stems, DOK 2 & 3, Learning Prog./ALDs); Quarter 4: Differentiated Stations/Small Group) 9. By August 7th, provide teachers a list of the Targeted Turn-ins for the year. August-NA, September-knowledge of students (Domain 1b) and setting instructional outcomes (Domain 1c), October-Small Group w/ reflection (Pre), Nov./Dec.-Stations (Differentiated) w/reflection (Pre), January-Data Reflection, February-Small Group w/reflection (Post), March-knowledge of students (Domain 1b) and setting instructional outcomes (Domain 1c) w/reflection, April-Stations (Differentiated) w/ reflection (Post), May-Needs Assessment) 10. By the end of September 2017 provide teachers an SPP teacher/student reference sheet (aka. Cheat Sheet). 11. Meet with instructional coaches to establish department meetings for each grade level and each department for entire school year. 12. Provide two 1/2 day release times for new teachers or new to departments to meet with coach as needed. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will align instruction within the Balanced Literacy Model to the Standards and Item Specifications (3-5) utilizing the Curriculum Guides and other quality resources in order to ensure that instruction is standards-based and rigorous. (OCSD TDQ stems, ALDs, K-2 Learning Progressions, Standards Resource Books, etc.) 2. Teachers will meet with targeted differentiated small groups 3-5 times a week during the Balanced Literacy Block. Teachers will use data and anecdotal notes (i.e., MAP, FSA, formative assessments) to form flexible groups and plan instruction incorporating multiple sources of increasingly complex text in a variety of genres using ALDs/LPs to guide expected student behaviors. (Level 1s -2s: Daily, Level 3 and up 3 days a week) a. Small group instruction may consist of : guided reading, conferencing/goal-setting, re-teaching/remediation/enrichment of specific skills, literature circles, minilessons, purposeful read alouds etc.) - incorporating OCSD TDQ stems, ALDs, K-2 Learning Progressions, strategies from the Standards Resource Book b. Teachers will create differentiated/spiraling stations that extend concepts PREVIOUSLY LEARNED during whole group and/or differentiated small groups in order to provide students with meaningful PRACTICE of previously learned standards with appropriate rigor. (incorporating ALDs/LPs to plan for expected student behaviors) May look like: Mini-lesson station incorporating differentiated practice from Whole Group using Story Works, SS Weekly, Readworks articles, 15

etc. 3. Students will self-monitor and collaborate based on classroom station expectation in order to interact with increasingly complex texts during meaningful PRACTICE in stations. a. Students will participate in small group activities (Level 1s-2s: Daily, Level 3 and up 3 days a week) such as: guided reading, conferencing/goal-setting, reteaching/remediation/enrichment of specific skills, literature circles, mini-lessons, purposeful read alouds, etc. b. Students will participate in differentiated/spiraling stations incorporating goal setting and self-assessment according to established norms for accountability. (Accountability may look like: station journal/binder, folders, passport, graphing, 3 stars and a wish, etc.) 4. Teachers will model and incorporate the Everyday Instructional Reading Tools across the curriculum leading students to rigorous culminating tasks. (Text Dependent Questions, Student Talk, High Quality Text, Writing through Reading, Text Marking/Note-taking/Annotation, Independent Practice) a. Teachers will implement questioning strategies at DOK 2 & 3 levels using TDQ stems from Standards Resource book and purposefully sequencing Text Dependent Questions that lead to the culminating task. (incorporating student talk and/or writing and behaviors in ALDs/LPs) b. Teachers will model purposeful text marking/annotation/notetaking stratgies of relevant information based on TDQs. (may look like: graphic organizers, Cornell Notes, Picture Notes, Margin notes/annotations, highlighting, etc.) c. Teachers will CO-CREATE anchor charts with students and model expectations for interactive notebooks or other Writing through Reading tasks. d. Teachers will use standards, ALDs/LPs, and the complexity of the lesson to drive selection of appropriate culminating tasks. (may look like: graphic organizers, student discussion/debate, exit passes, writing task, etc.) 5. Students will actively participate in applying the Everyday Instructional Reading Tools across the curriculum in order to complete rigorous culminating tasks. (Text Dependent Questions, Student Talk, High Quality Text, Writing through Reading, Text Marking/Note-taking, Independent Practice) a. Students will practice purposeful text marking/note taking strategies of relevant information including annotations (margin notes) as previously modeled by teacher throughout the Balanced Literacy Block and in content areas. b. Students will ask and answer TDQs at a variety of DOK levels (with emphasis on DOK 2 & 3), will add relevant information to a collaborative discussion based on source material, and use relevant text evidence to build on each others' observations or insights. This may look like: written discussion, threaded responses, sticky note responses, exit slips, socratic seminars, fishbowl, jigsaw, elbow partners, etc. ALDs/Learning progressions may be used to self-assess answers. c. Students will contribute to and reference CO-CREATED anchor charts and will practice responding in interactive notebooks or other writing through reading tasks. d. Students will demonstrate their understanding of a lesson by completing a culminating task. 16

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Differentiated Small Group Instruction Weekly Lesson plans, targeted turn-ins, walkthroughs teachers, admin, grade level chairs, ela coach Meaningful, differentiated stations Weekly Lesson plans, targeted turn-ins, walkthroughs, station accountability artifacts teachers, admin, grade level chairs, ela coach Everyday Instructional Reading Tools (TDQs, Student Talk, Writing Through Reading, Annotating,Text Marking, Note Taking) Teacher-created TDQs of DOK 2 & 3 using ALDs (3-5) and Learning Progressions (K-2) to differentiate Weekly Weekly Lesson plans, targeted turn-ins, walkthroughs, station accountability artifacts Lesson plans, walk-throughs, targeted turn-ins, student work samples teachers admin, grade level chairs, ela coach teachers, admin, grade level chairs, ela coach 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): 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? 18

Shalimar s Focus: Targeted School-based Focus: Writing: Teaching how Analysis and Synthesis lead to Elaboration *Increase student knowledge and use of the Rubrics with a focus on the Evidence and Elaboration portion *Differentiated writing instruction based on student needs identified through the Rubrics with an emphasis on Analysis and Synthesis (Evidence and Elaboration) -Writing Conferences, Small Group, Stations, etc. *Writing the Essay: Teaching students to Read like Writers and Write like Readers with a focus on the following: -How are we addressing purposeful text marking and annotations specific to the prompt? (TDQ) -How are we addressing citing relevant evidence? (EIR) -How are we addressing elaboration? (EIR) Targeted School-based Professional Development: 1. Calibration training will be offered to new teachers or teachers new to a grade level via release time with Literacy Coach or grade level peer after first Cold Write. Grade level calibration will be offered upon the release of the K-5 OCSD Sampler Papers created by the Writing Working Groups. Calibration of papers will lead to discussions of trends/needs for classroom instruction and result in planning for mini-lessons or teaching stratgies to meet those needs. (Grade Level Meeting or 1/2 day Release time). 2. Teachers who attend grade level specific trainings offered on My Learning Plan and will share with the grade level during Tuesday Tips or Grade Level Meetings. 3. Based on data from the SES Needs Assessment, differentiated writing professional development will be offered by the ELA Instructional Coach and/or Lead Teachers to support implementation of the school writing plan. (Tuesday Tips, Differentiated Coaching, Calibration Trainings, Optional trainings based on Grade level/band needs each semester) 4. Writing Meetings will be held once a Quarter with 4th and 5th grade ELA teachers, Instructional Coach, and Administration to address progress, success, and challenges in Analysis and Synthesis (Evidence and Elaboration). 5. Embedded Coaching (co-teaching, modeling, conferencing, collaborative planning, and collegial conversations) will be used by the Instructional Coach to support the implementation of the Shalimar Elementary School Writing Plan. Action Steps for Implementation: Administrative Implementation Action Steps: *May 2016-Analyze Needs Assessment with Leadership Team (Admin and Instructional Coach) *By August 31st - Meet with Leadership Team to finalize calendar dates for all professional development, Cold Writes, Grade Level Writing Meetings, etc. on the Master Calendar. *By Auguast 31st - Order additional FSA Writing Sampler Sets (for new 3,4,5 ELA teachers) from the Print Shop *By September 14th - Finalize school writing plan after baseline and/or formative writing assessments have been reviewed for teaching points and areas of greatest need. *By October 2016 - Provide teachers with a condensed SPP teacher/student action steps. (aka cheat sheet) *By September - Order highlighters in orange, green, pink, purple, and blue to be used for student analysis of writing using the rubric and color coding from the Writing Plan. *As soon as available (October) - Order 1st -5th grade Informational and Opinion OCSD Sampler Sets from the Print Shop for ELA Teachers *As soon as available (January) - Order Kindergarten Informational and Opinion OCSD Sampler Sets from the Print Shop for all Kindergarten teachers. 19

Shalimar Elementary School Academic Writing Plan- 8.29.17 Unpacking the Prompt Instruction: All teachers will use a common process to unpack the prompt: BUCL (Buckle) 1. Box Mode (opinion, informational) 2. Underline Purpose and Audience, when applicable Note: If no audience is specified in the prompt, it is understood the audience is a knowledgeable person 3. Circle Topic 4. List any academic/domain specific words if present (1-5 only) Teacher models the process for unpacking the prompt using the FSA Writing Sampler Sets and/or Okaloosa Writing Exemplars (1-5) and student samples (K) Student Outcomes: Students will practice unpacking the prompt. (With scaffolding and support in K) Students will write a possible prompt for a given mode of writing. Student prompts will be used as a tool for instruction (i.e., students unpack each other s prompts). (Writing will be collaborative during a shared writing experience in K/1 first semester) This could be a literacy station after the gradual release model has been used to introduce the task. Note: A student should later practice coding response written to prompts use the coding process above, in order to determine that they have addressed all aspects of the prompt. Purposeful Text Marking Specific to Prompt (K-5)/ Note Taking Specific to Prompt (3-5) Instruction: Teacher will use FSA Writing Sampler Sets (3-5) Okaloosa Writing Exemplars (K-5) to model how unpacking the prompt determines purposeful text marking. (Purposeful text marking will be modeled and guided in K/1.) (Could later be placed in a literacy station.) Kindergarten Example: Write and tell how Pilgrims lived long ago. Possible Purposeful Text Marking: L= Long Ago 20

Example: Text marking through shared/interactive writing First/Second Example: Ernest Shackleton was an explorer. He sailed on a ship called the Endurance. Write an informative essay explaining why the voyage of the Endurance was unforgettable. Use information from the passage in your essay. Possible Purposeful Text Marking: U= Unforgettable Third-Fifth Example: Write an informative essay to present to your class about the problem of light pollution in the United States today. Use information from the passages in your essay. Possible Purposeful Text Marking: P= Problem, S= Solution Student Outcomes: Students will use unpacked prompts (from previous section) to determine possible purposeful text marking. Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt. Planning for the Essay Instruction: Teacher will provide an overview of the goals for the Purpose, Focus, and Organization (PFO) category of the FSA-like Writing Rubrics(4-5) (opinion, informational) through the use of developmentally appropriate language and by modeling the degrees of each score point during a Shared/ or Interactive writing: Teacher and students will unpack the Purpose, Focus, and Organization (PFO) category of the FSA-like(1-3)/FSA Writing Rubrics(4-5) (opinion, informational) by conducting an Everyday Instructional Read of each score point (1 st -2 nd grade will discuss success criteria for PFO.): Highlight key terms in each section. (2-5) The teacher will discuss key elements in each section. (Kdg/1st) As a class, define and analyze each highlighted key term (2-5) 3-5 Example: fully sustained - What does this mean? 21

Kindergarten/1 st /2 nd Example: When we write we need to organize our thoughts so they make sense to the reader from the beginning to the end Looking at this model, how can we order these thoughts to make sense to the reader? Does the order matter? Thinking aloud and modeling. Identify and discuss the elements (success criteria) of each score point 1-5 Example: How is a 3 in PFO different from a 4 in PFO? The teacher will identify, discuss and model the elements of each score point (Kdg) Kindergarten Example: How can we change this model so it makes more sense to the reader? (Change the order, add an item, remove an item.) third Fifth will create anchor chart of text structures (Compare/Contrast, Problem/Solution, How/Why, Sequence, etc.) with appropriate graphic organizer. Kindergarten will create anchor chart of the different ways the author and illustrator of a text present the ideas or information in a text. First grade will use a planning sheet/graphic organizer for each genre of writing. Teachers will guide students to use this organizer to plan before writing. Some 2 nd grade teachers model using a graphic organizer for each genre of writing. Teacher will create Writing tasks requiring students to: Unpack a prompt (1-5) Create a purposeful text marking pertaining to the prompt Analyze a text to determine text structure (1-5) Explain how the author and illustrator present the ideas or information from the text (Kindergarten) Complete appropriate graphic organizer (corresponding to mode of writing 1-2) (corresponding to text structure in 3-5) Kindergarten/1 st / 2 nd grade teacher and students will utilize shared and interactive writing to collaboratively plan for writing. (May use Word banks, Graphic Organizer, and other writing aids to assist in planning.) Student Outcomes: Students will list attributes (success criteria) to describe each score point of the FSA-like (1-3)/FSA Writing Rubrics (4-5) for PFO. Students will be able to describe the key elements of quality writing that pertain to PFO Category in the FSA-like Writing Rubric. First-Fifth Grade students will complete tasks requiring the unpacking of a prompt, the creation of purposeful text marking, and effectively planning to respond in writing. Kindergarten students will complete Everyday Instructional Reading tasks. 22

Kindergarten students will routinely plan for writing activities using the chosen organization methods modeled in class. Scaffolding Instruction to Build from One Source to Multiple Sources (Using Information from Both Text and Illustrations) Instruction: First Fifth Grade teacher will provide explicit instruction on why multiple sources might be required to respond to a given prompt. Example: At least two texts are typically needed for a compare/contrast. Kindergarten Teacher will provide explicit instruction on the relationship between illustrations and the story in which they appear and how the text and illustrations work together to convey meaning. Example: How does the diagram showing what lives in a pond help us to better understand life at the pond? Why did the author decide to add this chart to his text? Teacher will model progression of analysis required for moving from one text to multiple sources: By the end of the year in 4 th -5 th : three texts and one non-text stimulus By the end of the year in 3 rd : two long text and one short text or non-text stimulus By the end of the year in 2 nd : one text to two texts and one non-text stimulus By the end of the year in 1 st : one text and one short text or non-text stimulus By the end of the year in Kdg : text and pictures in story, article, or other written source. In Grades 1 st -5 th this includes explicit instruction on: Text type (i.e., letter, newspaper article, blog, etc.) Text and non-text stimulus (i.e., cartoons, pictures, charts/graphics, etc.) How multiple texts are related (i.e., content, theme, pro/con, etc.) When creating writing tasks, 1 st 5 th teachers will purposefully pair multiple sources. This includes the use of multiple text types and stimuli. Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday Instructional Reading tasks. Everyday Instructional Reading Outcomes: Teacher will create text dependent questions (with an emphasis on Phase 2 and 3) requiring students to analyze multiple sources. 23

Teachers in 3 rd 5 th will provide collaborative opportunities for students to pair given sources together to create their own writing tasks. Could later be place in a literacy station. Example: Groups are provided with four potential sources and students must determine the three that best fit together and create a relevant prompt. Student Outcomes: Intermediate students will develop the stamina required to read, text mark, and analyze up to four texts. (gradually from 3 rd to 5 th grade) Note: 3rd Grade will begin using two sources before the end of the first semester after explicit instruction is provided. 4th and 5th grade will begin using at least two sources during the first quarter after explicit instruction is provided. Additional sources will be added at in incremental rate. Primary students will develop the stamina required to read, text mark, and analyze up to two texts and one other source. (gradually from 1 st to 2 nd grade) Note: 1 st Grade will begin using one text with a simple picture during the first semester. 2 nd Grade will begin using one text and one short text or non-text stimulus by the end of the first semester. Students will use Everyday Instructional Reading strategies (i.e., purposeful text marking) to determine important connections across multiple texts. Students in Kindergarten will apply analytical thinking skills to make connections across texts. Given a text-based writing task, students will be able to answer the questions, Why were these texts put together for this prompt? How are these texts related? Note: Kindergarten students will select texts that match a given prompt and give an explanation of why they contain information to address the task. Students will increase the number of texts in both essay writing and Everyday Instructional Reading tasks at an incremental rate from Kdg 5 th grade. 24

Writing an Introduction (Beginning) Instruction: Kindergarten Teacher will provide explicit instruction on: o Orienting the reader to the topic of the essay (answering the prompt) Teacher and students will create an anchor chart showing the component of an introduction along with student examples. When used effectively, the introduction is the doorway to an essay that invites the reader to enter. Teacher will use Okaloosa Writing Exemplars to identify attributes of an introduction. Teacher will utilize formative assessments to determine student mastery of writing a beginning. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 1 st -2 nd Teacher will provide explicit instruction on: o Grabbing the reader s attention through a relevant statement o Orienting the reader to the topic of the essay (answering the prompt) o Stating the ideas or concepts that will be explained using sources (thesis statement/claim) Teacher and students will create an anchor chart containing the three components of an introduction. When used effectively, the introduction is the doorway to an essay that invites the reader to enter. It is like when your teacher greets you at the door. Teacher will use Okaloosa Writing Exemplars and mentor texts to identify attributes of an introduction. Teacher will model color-coded method found in Additional Notes section to identify the thesis/claim. Teacher and students will utilize shared and interactive writing to collaboratively write introductions. Teacher will utilize formative assessments to determine student mastery of writing an introduction. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 3 rd 5 th Teacher will provide explicit instruction on: o Grabbing the reader s attention through a relevant statement o Orienting the reader to the topic of the essay (answering the prompt) o Stating the ideas or concepts that will be explained using sources (thesis statement/claim) Teacher and students will create an anchor chart containing the three components of an introduction. When used effectively, the introduction is the doorway to an essay that invites the reader to enter. Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to identify attributes of an introduction. Teacher will model colorcoded method found in Additional Notes section to identify the thesis/claim. Teacher and students will utilize shared and interactive writing to collaboratively write introductions. Teacher will utilize formative assessments to determine student mastery of writing an introduction. Small, targeted writing groups will be 25

established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Kindergarten Teacher and students will utilize shared and interactive writing to collaboratively write introductions. Teacher and students will utilize shared and interactive writing to collaboratively rewrite a low scoring introduction (using Okaloosa Writing Exemplars). 1 st 2 nd To build writing stamina, teacher will provide students a specified time to unpack the prompt, develop purposeful text marking, and write an introduction. Teacher and students will utilize shared and interactive writing to collaboratively rewrite a low scoring introduction (using Okaloosa Writing Exemplars or mentor text). 3 rd 5 th To build writing stamina, teacher will provide students a specified time (refer to Additional Notes section) to unpack the prompt, develop purposeful text marking, and write an introduction. Student Outcomes: Kindergarten Students will utilize purposeful student talk to state their introduction. Students will practice writing introductions using the component of an introduction. Using the FSA-like Writing Rubric, Students will self-assess their introductions in writing and revise writing as needed. 1 st 2 nd Students will practice writing introductions using the three components of an introduction. Using introductions from the Okaloosa Writing Exemplars or mentor texts, students will rewrite a low scoring introduction. Students will utilize the color-coded method found in Additional Notes section to identify their thesis/claim. Using the FSA-like Writing Rubric, students will self-assess their introductions in writing and revise writing as needed. 3 rd 5 th Students will practice writing introductions using the three components of an introduction. Using introductions from the FSA Writing Sampler Sets and Okaloosa Writing Exemplars, students will rewrite a low scoring introduction. Students will utilize the color-coded method found in Additional Notes section to identify their thesis/claim. Using the FSA Writing Rubric, students will self-assess their introductions in writing and revise writing as needed. 26

Writing a Conclusion (Ending) Instruction: Kindergarten Teacher will define and provide explicit instruction on endings (conclusion): o The ending of the writing tells the reader why our text is important. o A good ending reminds the reader about the topic. Teacher and students will create an anchor chart containing the elements an ending (conclusion). Teacher will utilize formative assessments to determine student mastery of writing an ending (conclusion). Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 1 st 2 nd Teacher will define the term conclusion: o The last section of an essay that explains why it all matters. It answers the question So what? A good conclusion revisits the thesis statement. Teacher will provide explicit instruction on: o Thesis Statement: Usually the first sentence of a conclusion revisits the controlling idea of an essay, but is phrased differently from the original thesis found in the introduction o Synthesis: The element of a conclusion that brings together the points of an essay in a new and interesting way to make a generalization or to draw a conclusion. (Grade 2) Teacher and students will create an anchor chart containing the components of a conclusion with examples. Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. Teacher will model color-coded method found in Additional Notes section to identify the thesis/claim. Teacher will utilize formative assessments to determine student mastery of writing a conclusion. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 3 rd -5 th Teacher will define the term conclusion: o The last paragraph of an essay that explains why it all matters. It answers the question So what? A good conclusion revisits the thesis statement, synthesizes the main points of the essay, and extends beyond the essay. Teacher will provide explicit instruction on: o Thesis Statement: Usually the first sentence of a conclusion revisits the controlling idea of an essay, but is phrased differently from the original thesis found in the introduction o Synthesis: The element of a conclusion that brings together the points of an essay in a new and interesting way to make a generalization or to draw a conclusion. o Final thought: A memorable thought or idea that extends beyond the essay and pushes the reader into the real world. Teacher and students will create an anchor chart containing the three components of a conclusion. 27

Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. Teacher will model color-coded method found in Additional Notes section to identify the concluding sentence. Teacher will utilize formative assessments to determine student mastery of writing a conclusion. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Kindergarten Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. 1 st 2 nd To build writing stamina, teacher will provide students a specified time to unpack the prompt, develop purposeful text marking, and write an introduction and/or conclusion 3 rd -5 th To build writing stamina, teacher will provide students a specified time (refer to Additional Notes section) to unpack the prompt, develop purposeful text marking, and write an introduction and/or conclusion. Student Outcomes: Kindergarten Students will analyze Okaloosa Writing Exemplars to identify effective and ineffective conclusions. Students will practice writing conclusions based on their introductions from the previous section. Students will self-assess their conclusions in writing and revise writing as needed. 1 st 2 nd Students will analyze Okaloosa Writing Exemplars or mentor texts to identify effective and ineffective conclusions. Students will practice writing conclusions based on their introductions from the previous section. Students will utilize the color-coded method found in Additional Notes section to identify their thesis/claim. Using the FSA-like Writing Rubric, students will self-assess their conclusions in writing and revise writing as needed. 3 rd -5 th Students will analyze FSA Writing Sampler Sets and Okaloosa Writing Exemplars to identify effective and ineffective conclusions. Students will practice writing conclusions based on their introductions from the previous section. Students will utilize the color-coded method found in Additional Notes section to identify their concluding sentence. Using the FSA Writing Rubric, students will self-assess their conclusions in writing and revise writing as needed. 28

Citing Evidence (K)/ Determining and Citing Relevant Evidence(1-5) Instruction: Kindergarten o o o Teacher will provide an overview of the goals for the Evidence and Elaboration (EE) category of the FSA-like Writing Rubrics (opinion, informational, narrative) through the use of developmentally appropriate language and by modeling the degrees of each score point during a Shared/ or Interactive writing: The teacher will discuss and analyze key elements in each section with class Example: Repetitive What does this mean? Use of fact/s- How can we use facts in the text to help grow our writing? DO s and Don ts The teacher will identify, discuss, and model the elements of quality writing that incorporates text based evidence Example: What details from the text can we add to this model writing to make it more detailed/specific? Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence Teacher will provide explicit instruction on how to develop text evidence: 1. Text Evidence: Text that is taken from the source material. Teacher will provide explicit instruction on how include text based evidence within their writing. Teacher will provide explicit instruction on using illustrations as a method to provide additional evidence for a prompt. Teacher will model: o Ensuring a writer s picture matches their words o The processing of dictating which allows a student to tell the details/information they are unable to get on paper for themselves 1 st 2 nd Teacher and students will unpack the Evidence and Elaboration (EE) category of the FSA-like Writing Rubrics (opinion, informational, narrative) by conducting an Everyday Instructional Read of each score point or discussing success criteria. o Highlight key terms in each section. o As a class, define and analyze the highlighted key term or teacher will share success criteria for each component. Example: relevant evidence integrated smoothly and thoroughly - What does this mean? o Identify and discuss the elements of each score point Example: How is a 3 in EE different from a 4 in EE? Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence from student s own text marking. Teacher will provide explicit instruction on three types of evidence: 1. Quotations: Text that is taken word for word from the source material. A writer must give credit to the author when using a quotation. Direct quotes should be used sparingly in an essay. (2 nd ) o o I read I learned 29

o The author said... o In the text it says o In paragraph it says 2. Paraphrasing: Condensing a passage from the source material and putting it into your own words referencing the text. (1 st /2 nd ) 3. Summarizing: Putting the main idea(s) and main point(s) into your own words. Summaries are broad overviews of the source material. o Note: A student paper that is entirely summary will result in a score point of 2 in Evidence and Elaboration.(3 in E & E for 1 st?) Teacher will provide explicit instruction on how to determine which of the three types of evidence will be most effective, based on their text marking and purpose. Teacher will model color-coded method found in Additional Notes section to identify text evidence when analyzing writing samples or selfassessing. Teacher will utilize formative assessments to determine student mastery of determining and citing relevant evidence. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 3 rd -5 th Teacher and students will unpack the Evidence and Elaboration (EE) category of the FSA Writing Rubrics (opinion, informational) by conducting an Everyday Instructional Read of each score point o Highlight key terms in each section. o As a class, define and analyze each highlighted key term Example: relevant evidence integrated smoothly and thoroughly - What does this mean? o Identify and discuss the elements of each score point Example: How is a 3 in EE different from a 4 in EE? Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence from student s own text marking. Teacher will provide explicit instruction on not over relying on one source when selecting relevant evidence. Teacher will provide explicit instruction on the two out of three types of evidence: 1. Quotations: Text that is taken word for word from the source material. A writer must give credit to the author when using a quotation. Direct quotes should be used sparingly in an essay. o I read o I learned o The author said... o In the text it says o In paragraph it says Note: When using direct quotations, 5 th grade students must use quotation marks. Essays must contain at least 1 direct quote. 2. Paraphrasing: Condensing a passage from the source material and putting it into your own words. 30

3. Summarizing: Putting the main idea(s) and main point(s) into your own words. Summaries are broad overviews of the source material. Note: A student paper that is entirely summary, will result in a score point of 2 in Evidence and Elaboration. Teacher will provide explicit instruction on how to determine which of the three types of evidence will be most effective, based on their text marking and purpose. Teacher will model the use of the Writing Warrior Workout or other Graphic Organizer to assist in determining relevant evidence. Teacher will model color-coded method found in Additional Notes section to identify text evidence when analyzing writing samples or selfassessing. Teacher will utilize formative assessments to determine student mastery of determining and citing relevant evidence. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Kindergarten Prior to writing, teacher and students will brainstorm relevant text evidence that supports the prompt. Prior to writing, students will utilize purposeful Student Talk to share and justify relevant text evidence supporting answer to TDQ/prompt. 1 st 2 nd Prior to writing, students will utilize purposeful Student Talk to share and justify relevant text evidence supporting answer to TDQ/prompt. After selecting evidence for the Graphic Organizer, students will utilize purposeful Student Talk to explain the type(s) of evidence (quotation, paraphrasing, summarizing) which will be used to most effectively respond to a given prompt. See Standards Resource for RL/RI 1.1 p. 2-3 3 rd -5 th Prior to writing, students will utilize purposeful Student Talk to share and justify relevant text evidence supporting answer to TDQ/prompt. After selecting evidence for the Writing Warrior Workout or other Graphic Organizer, students will utilize purposeful Student Talk to explain the type(s) of evidence (quotation, paraphrasing, summarizing) which will be used to most effectively respond to a given prompt. See Standards Resource for RL/RI 1.1 p. 2-3 Student Outcomes: Kindergarten Students will be able to describe the key elements of quality writing that pertain to the EE Category in the FSA-like Writing Rubric. Students will effectively use text evidence in their essay writing. 1 st 2 nd 31

Students will list attributes/success criteria to describe each score point of the FSA-like Writing Rubrics for EE. Students will evaluate their text markings to determine relevant vs. irrelevant evidence supporting answer to TDQ/prompt. Students will effectively use paraphrasing (1 st ) and two out of three types of evidence by the end of the year (2 nd ) in both their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their text evidence when revising or calibrating. 3 rd -5 th Students will list attributes to describe each score point of the FSA Writing Rubrics for EE. Students will evaluate their text markings to determine relevant vs. irrelevant evidence supporting answer to TDQ/prompt. Students will effectively use all three types of evidence in both their essay writing and other Writing through Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their text evidence when revising or calibrating. Elaboration (Details) Instruction: Kindergarten Teacher will define the term details (elaboration): o This is a way a writer makes connections from the text so a reader can better understand their writing. The details are not from the text. Elaboration: Allows the writer to provide more information about the topic. Elaborations are personal contributions from student s personal knowledge or experience. Teacher will provide explicit instruction on the effective use of two of the details (elaborative) techniques: 1. Connections to Self/World/Text 2. Using a Real Life Example Teacher will model strategies on developing strong details (elaboration). Teacher and students will utilize shared and interactive writing to practice developing elaboration. Teacher will model: o Details can be found in any combination of drawing, dictating, or writing o Details must be related (relevant) to the topic and text Teacher will use Okaloosa Writing Exemplars to show examples of effective and ineffective use of details (elaboration). Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 1 st 2 nd Teacher will define the term elaboration (Why does it matter?): o Elaborating is adding details/evidence and explaining connections. This is the way a writer makes connections between ideas for the reader for further their understanding. Even though the connections may be obvious to you (the writer), your essay is not for you, but for 32

the audience that needs to understand your ideas without your being there to explain them. Teacher will provide explicit instruction on the effective use of three of the elaborative techniques: 3. Connections to Self/World/Text (1 st ) 4. Using a Real Life Example (1 st ) 5. Make a Figurative Comparison (Metaphor or Analogy) Teacher will model the use of a Graphic Organizer to assist in developing strong elaboration. This includes explicit instruction on which text evidence is worthy of elaboration. (T-chart/ Writing Warrior Workout) Teacher and students will utilize shared and interactive writing to practice developing elaboration using a Graphic Organizer like the Writing Warrior Workout. Teacher will model color-coded method found in Additional Notes section to identify elaboration in Okaloosa Writing Exemplars. Teacher will use Okaloosa Writing Exemplars or mentor texts to show examples of effective and ineffective elaboration. Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 3 rd -5 th Instruction: Teacher will define the term elaboration: o Elaborating is adding details/evidence and explaining connections. This is the way a writer makes connections between ideas for the reader to further their understanding. Even though the connections may be obvious to you (the writer), your essay is not for you, but for the audience that needs to understand your ideas without you being there to explain them. Teacher will provide explicit instruction on the effective use of the six elaborative techniques: 1. Connections to Self/World/Text 2. Explaining Cause and Effect (or If then ) 3. Making a Comparison or Contrast 4. Using Definitions 5. Using a Real Life Example 6. Make a Figurative Comparison (Metaphor or Analogy) Teacher will model the use of the Writing Warrior Workout or other GO to assist in developing strong elaboration. This includes explicit instruction on which text evidence is worthy of elaboration. Teacher and students will utilize shared and interactive writing to practice developing elaboration using the Writing Warrior Workout or other GO. Teacher will model color-coded method found in Additional Notes section to identify elaboration in FSA Writing Sampler Sets and Okaloosa Writing Exemplars. Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to show examples of effective and ineffective elaboration. Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 33

Everyday Instructional Reading Connections: Kindergarten Prior to writing, students will utilize purposeful Student Talk to share and justify relevant elaboration statements to support their TBEs. 1 st 2 nd Students will engage in Socratic Seminars, student talk activities, or Fish Bowl Activities using multiple sources, teacher created text dependent questions, citing relevant sources, and adding purposeful elaboration. After selecting relevant evidence for a Graphic Organizer like the Warrant Workout, students will utilize purposeful Student Talk to develop and justify the type(s) of elaboration used. 3 rd -5 th Students will engage in Socratic Seminars, Student Talk activities such as Silent Conversations (Big Paper Discussions), and Fish Bowl Activities using multiple sources, teacher created text dependent questions, citing relevant sources, and adding purposeful elaboration. After selecting relevant evidence for the Writing Warrior Workout or GO, students will utilize purposeful Student Talk to develop and justify the type(s) of elaboration used. Stations will provide opportunities for students to practice margin notes and elaboration using graphic organizers and sentence stems. Student Outcomes: Kindergarten Students will routinely incorporate relevant details in their writing through a combination of drawing, dictating, and writing. Teacher and students will evaluate and revise student writing (Okaloosa Writing Exemplars) containing weak details (elaboration). Students will self-assess their use of details in writing and revise writing as needed Students will effectively use the elaborative techniques both in their essay writing and Writing through Reading tasks. 1 st 2 nd Students will evaluate and revise student writing (Okaloosa Writing Exemplars) or mentor texts containing weak elaboration. Using the FSA-like Writing Rubric or success criteria, students will self-assess their use of elaboration in writing and revise writing as needed. Students will effectively use the elaborative techniques both in their essay writing and Writing through Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their elaboration. 3 rd -5 th Students will evaluate and revise student writing (FSA Writing Sampler Sets and Okaloosa Writing Exemplars) containing weak elaboration. Using the FSA Writing Rubric, students will self-assess their use of elaboration in writing and revise writing as needed. Students will effectively use the elaborative techniques both in their essay writing and Writing through Reading tasks. 34

Students will utilize the color-coded method found in Additional Notes section to identify their elaboration. Transitions: Temporal Words and Phrases (1-2)/ Transitions (3-5) Instruction: Kindergarten Teacher will introduce the term transition by the end of the year: o Transitions are the words and phrases that help move the reader from one sentence to the next. Transitions are like the glue that holds a writer s ideas together so the reader will not get lost in the reading. Teacher will offer a word bank of various transition words/ phrases and encourage students to include transitions within their writing. 1 st 2 nd Teacher will define the term transition: o Transitions are the words and phrases that serve as a bridge from one idea to the next or one sentence to the next (internal transitions), or one paragraph to the next (external transitions). Transitions are like the glue that holds a writer s ideas together so the reader will not get lost in the reading. Teacher and students will create an anchor chart of effective internal and external transitions (temporal words and phrases (external)- Grade 1). Teacher will model color-coded method found in Additional Notes section to identify transitions in writing. Teacher will use Okaloosa Writing Exemplars or mentor texts to model effective use of temporal/transitional words and phrases. Teacher and students will utilize shared and interactive writing to create writing using temporal/transitional words and phrases. Teacher will utilize formative assessments to determine student mastery of using appropriate temporal words and phrases/internal and external transitions. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 3 rd -5 th Teacher will define the term transition: o Transitions are the words and phrases that serve as a bridge from one idea to the next or one sentence to the next (internal transitions), or one paragraph to the next (external transitions). Transitions are like the glue that holds a writer s ideas together so the reader will not get lost in the reading. Teacher and students will create an anchor chart of effective internal and external transitions. Teacher will model color-coded method found in Additional Notes section to identify transitions in writing. Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to model effective use of transitional words and phrases. Teacher and students will utilize shared and interactive writing to create writing using transitional words and phrases. Teacher will utilize formative assessments to determine student mastery of using appropriate internal and external transitions. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 35

Everyday Instructional Reading Connections: Kindergarten 1 st 2 nd Teachers will point out transitions when found during Read-Aloud, Shared Reading, and other Everyday Instructional Reading lessons. 3 rd -5 th Teachers will use mentor texts to illustrate how internal and external transitions help ideas to flow within writing. This could be linked to sequencing, recounting, and/or summarizing. Student Outcomes: Kindergarten Students will evaluate and revise usage of transitions in writing (i.e., Okaloosa Writing Exemplars). Students will be encouraged to use temporal words/transitions in both their essay writing and Writing through Reading tasks. 1 st 2 nd Using the FSA-like Writing Rubrics and success criteria, students will evaluate and revise usage of transitions in writing (i.e., Okaloosa Writing Exemplars). Students will routinely use temporal words/transitions in both their essay writing and Everyday Instructional Reading tasks. Students will utilize the color-coded method found in Additional Notes section to identify their transitions. Using the FSA-like Writing Rubric or success criteria, students will self-assess their use of transitions in writing and revise writing as needed. 3 rd -5 th Using the FSA Writing Rubrics, students will evaluate and revise usage of transitions in writing (FSA Writing Sampler Sets and Okaloosa Writing Exemplars). Students will routinely use transitions in both their essay writing and Writing through Reading tasks. 36

Students will utilize the color-coded method found in Additional Notes section to identify their transitions. Using the FSA Writing Rubric, students will self-assess their use of transitions in writing and revise writing as needed. Content Specific (from the sources) Vocabulary (1-5) Instruction: Kindergarten Teacher will provide explicit instruction on how students can use both context and picture clues to uncover meaning of unknown vocabulary within the text. 1 st 2 nd Teacher will provide explicit instruction on referring to the source(s) to identify content specific vocabulary. Teacher will model writing content specific vocabulary in the margin of text. Teacher and students will utilize shared reading/writing to identify content specific vocabulary within text. Teacher will provide explicit instruction on how to use context clues to determine the meaning of unknown content specific vocabulary. Teacher will provide explicit instruction on how and when to use content specific vocabulary from source material to enhance writing. Teacher will use Okaloosa Writing Exemplars or mentor texts to demonstrate effective use of content specific vocabulary. Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks. Teacher will utilize formative assessments to determine student mastery of using appropriate content specific vocabulary. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. 3 rd -5 th Teacher will provide explicit instruction on referring to the source(s) to identify content specific vocabulary. Teacher will model writing content specific vocabulary in the margin of text. Teacher and students will utilize shared reading/writing to identify content specific vocabulary within text. Teacher will provide explicit instruction on how to use context clues to determine the meaning of unknown content specific vocabulary. Teacher will provide explicit instruction on how and when to use content specific vocabulary from source material to enhance writing. Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to demonstrate effective use of content specific vocabulary. Teacher will utilize formative assessments to determine student mastery of using appropriate content specific vocabulary. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Everyday Instructional Reading Connections: Kindergarten 37

1 st 2 nd Teacher will create Phase 2 text dependent questions focusing on content specific vocabulary. Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Writing through Reading and Student Talk culminating activities. 3 rd -5 th Teacher will create Phase 2 text dependent questions focusing on content specific vocabulary. Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Writing through Reading and Student Talk culminating activities. Student Outcomes: Kindergarten 1 st 2 nd Students will identify content specific vocabulary in their writing. Cooperative groups will collaborate to add relevant content specific vocabulary to a piece of writing. Students will revise writing (i.e., Okaloosa Writing Exemplars or mentor texts) with ineffective use of content specific vocabulary. Students will routinely be provided opportunities to utilize content specific vocabulary from sources in essay writing and Writing through Reading tasks. 3 rd -5 th Students will identify content specific vocabulary in their writing. Cooperative groups will collaborate to add relevant content specific vocabulary to a piece of writing. Students will revise writing (FSA Writing Sampler Set and Okaloosa Writing Exemplars) with ineffective use of content specific vocabulary. Students will routinely be provided opportunities to utilize content specific vocabulary from sources in essay writing and Writing through Reading tasks. Additional Information Teachers and students will use common color coding technique to assist in identifying components of essay writing: Orange: Topic (K), Thesis/Claim (1-5) Green: Text Evidence (1-5) Pink: Details (K), Elaboration (1-5) 38

Purple: Temporal Words and Phrases/Transitions (1-5) Blue: Ending (K), Concluding Sentence/Conclusion (1-5) Components of essay writing will be taught and practiced independent of each other through mini-lessons, however students should routinely be provided opportunities to write complete essays. Kindergarten standards provide the scaffold of using a combination of drawing, dictating, and writing. Kindergarten students will use any or all of the scaffolds in order to convey their ideas. The expectation is for students to increase the amount of independent writing as the year progresses. Grade 3 uses FSA-like Rubrics, however use of the OCSD sample papers should be evident in grade 3. Only Grades K-3 have a writing focus of Narrative Writing for quarter one. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Implementation of Writing Plan focusing on Purposeful Text Marking/ Annotation and Evidence/Elaboration Participation in OCSD offered Grade Level Writing PD Weekly Monthly As scheduled Lesson Plans, Student Samples, Anchor Charts, Walk Throughs, Writing Meeting Notes, departmental meeting notes Agenda from GL meeting sharing "take-aways" Admin, ELA Teachers, Instructional Coach Admin, Participating Teachers, Instructional Coach 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): 39

School Action Plan ELA: Strategies & Programs to Support the Objectives ELA Levels 1 and 2 Focus Shalimar s Focus Targeted School-based Focus: Implementation of balanced ELA model through standards based stations tailored for differentiation with accountability and targeted small group instruction utilizing a wide range of texts to meet the instructional needs of levels 1s and 2s; increasing understanding of appropriate rigor and depth of quesitoning. Targeted School-based Professional Development: 1. Using feedback from May/June SPP committee meetings, spring data chats, and end of year assessments, PLC time will be used to create differentiated stations/small group lessons to meet student needs based on data and tied to standards. (may look like: utilizing ALDs/LPs, DOK 2 & 3, Ready tools for level 1s and 2s, FCRR activities, etc.) 2. Tuesday Tips and other PD opportunities will be offered to provide stategies for incorporating appropriate questioning, modeling strategies and EIRs 3. Embedded coaching will be used by the ELA instructional coach to support implemenation of Central message and School based PD initiatives 4. iready and MAPS training: administration, understanding reports, planning, grouping 40

Action Steps for Remediation: Administrative Implementation Action Steps: 1. Title teacher will complete iready student dianostics, plan and create schedules for remediation groups 2. utilize data from MAPS and iready from diagnostic to inform instruction for small groups 3. establish DIBs time and push in schedule for Title teachers and aides 4. Schedule department meetings with grade levels ELA department including, instructional coach, admin., title 1 ELA teacher, and ELA classroom teachers 5. iready training for 2nd grade will be provided in September. Intervention/Title I Implementation Action Steps (Teachers and Students): Teachers will incorporate iready lessons/strategies and other resources shared during ELA department meetings. Level 2, 4th and 5th grades and retained 3rd, 4th and 5th grades, will receive i-ready reading services through the computer with a paraprofessional and differentiated small group instruction with certified teacher. Level 1 4th and 5th graders will work in differentiated small groups with the CRT during DIBs and small group instruction of the ELA block using iready lessons from the toolbox targeting identified weaknesses. Reading support personnel will use the Beverly Tyner Model in small flexible groups for identified K-2 students. Title 1 reading teacher and CRA will use Fountas/Pinnell, Achieve 3000, Readworks.org and the Florida Ready Teacher Toolbox with targeted (FSA level 2) 3rd grade students in a pull out small group, differentiated setting in the Title 1 Reading Lab five days per week. 3rd grade students receiving Title services will apply reading strategies and participate in lessons using student talk and writing through reading. 4th and 5th grade i-ready reading students will rotate through a blended model of online individualized instructional pathways and teacher led small group instruction. Classroom assistant and Certified ELA Title 1 teacher will monitor the online individualized instructional pathways, daily and proved intereventions, as needed. Title 1 ELA teacher will communicate with parents via student reports each diagnostic period, concering progress in the i-ready curriculum. Title 1 teacher will share iready student profile reports with teachers monthly. Title teacher and CRT will use ALDs and test item specs with iready resouces in guided small group instruction daily in both push in and pull out POC Plan: After school / 3 days a week / focusing on learning gains / utilizing Coach books, iready toolbox, variety of strategies based on student need / targeted students will be level 1s and low level 2s in 4th and 5th grades based on previous year's FSA and new students to Florida based on firs MAPS data - 3rd grade will be based on first MAPS administration / small groups consisting of no more than 6 students per teacher 41

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor iready Daily lesson plans title teacher, CRT, administration Monthly walk throughs, Dept. meeting notes, data reports small group guided instruction daily lesson plans, walk throughs title teacher, CRT, 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): 42

School Action Plan ELA: Strategies & Programs to Support the Objectives ELA Subgroup Focus Subgroup: 5th grade ESE (SLD/Language) Shalimar s Focus Targeted School-based Focus: Increase learning gains by 5% on FSA 5th grade ESE students through differentiated instruction of targeted skills via iready and small group instruction Targeted School-based Professional Development: Central Message PD i-ready training MAPs training Action Steps for Implementation: Administrative Implementation Action Steps: 1. ESE teacher will complete iready student dianostics, plan and create schedules for remediation groups 2. utilize data from MAPS and iready from diagnostic to inform instruction for small groups 3. establish DIBs time and push in schedule for ESE teachers 4. Schedule department meetings with grade levels and departments Classroom Implementation Action Steps (Teachers and Students): Teachers will utilize modeling of EIRs during small group instruction in all areas of ELA: key ideas and details, integation of knowledge, craft and structure, language and writing Students will be provided opportunities for daily practice of modeled lessons within a small group setting ESE teacher will implement strategies via iready for specific skill deficits for students Students will utilize iready instructional programs on a daily basis to increase knowledge and application of learned skills 43

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor iready lessons daily teacher observation, diagnostic reports ESE teacher, admin monthly walkthroughs, lesson plans Comphrehension / fluency checks quarterly informal reading inventories ESE teacher targeted small group instruction daily lesson plans targeted walk throughs ESE teacher, admin Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 44

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 70%. 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 62%. 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 70% 45

DEA Math Proficiency (By Grade) Math: Data 46

FSA Math Data (By Grade) Math: Data 47

FSA Math Data (By Grade) Math: Data 48

School Action Plan Math: Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? K-2: Overall proficiencies for K-2 grades show at or above the district average. The first grade class, now second grade, shows 7 points above the district average for level 4-5 students. First grade also shows scores above the district average in all math domain areas. Additionally, the ESE sub group scored well above the district average in all three grades K-2. 3-5: The ESE subgroup in 4th grade scored 17 points above the district average for proficiency. In 4th grade the percentage of learning gains for both level 4 and 5 scores are bove the district average. Both the ESE and ELL sub groups also show learning gain percentages well above the district average. What does the analysis tell you about your school s opportunities to improve? K-2: In the primary grades, percentages of level 4-5 students are lower than the district average for kindergarten and second grade. Kindergarten shows a three year history of scoring below the district average for the Numbers in Base Ten domain. Second grade shows all of the math domain areas below the distrcit average in proficiency. Last school year's data indicates there is an 18% gap between female and male profeciency for 2nd grade. This same 2nd grade cohort group had a 30% gap between black and white students. 3-5: All cohorts made significant drops in both overall proficiency and learning gains. All math domain areas in all three grades 3-5 showed proficiency percentages below the district average. Specifically 5th grade had a dramatic drop in both proficiency and gains. 49

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 50

Shalimar s Focus Targeted School-based Focus: *Implementation of Balanced Math Model (Interactive Fluency and Routines, Student-centered Whole Group mini-lessons, Standards-based Stations tailored for differentiation with accountability, and Targeted Small group Instruction). A focus will be placed on: *Utilizing data to inform fluency routines, small group instruction and station activities (MAP, formative/summative assessments, etc.) *Implementing meaningful interactive fluency routines, small group lessons and station activities that incorporating the components of Rigor (conceptual understanding, procedural fluency, and application). *Differentiating small group lessons and station activities based on Learning Progressions (knowledge of Coherence) and ALDs (3-5). -By the end of first semester, all stations will be meaningful and differentiated. Targeted School-based Professional Development: 1. Two half day general topic (Balanced Math Model, stations, small group, fluency, FSA, MAP, M3, ALD's, Item Specs, resources), Math Professional Development sessions will be provided to new teachers during the first semester of school. 2. Using feedback from May/June SPP committee meetings, Spring 2017 data discussions, and May 2017 needs assessments, PLC time following Central Message PD will be differentiated. Each PLC session will result in a product to be used in instruction prior to the next PLC. Products may include the planning, aligning, and creation or revision of: a. Differentiated Small Group Lessons to meet student needs based on data and tied to standards. (Using Questions to Promote Thinking and Mathematical Discourse, Shifts in Math Instruction (Coherence, Rigor, Focus), Achievement Level Descriptors (3-5), Standards, and Items Specs for 3-5). b. Differentiated Stations to meet student needs based on data and tied to standards. (Using components of Rigor, Learning Progressions (Coherence Map), Achievement Level Descriptors (3-5), Standards, and Item Specs for 3-5). c. Interactive Fluency and Routines using Questions to Promote Thinking and Mathematical Discourse and visual displays (Grades 3-5: addressing Item Spec Assessment Limits, Item Types, Achievement Level Descriptions (ALD's), and Learning Progressions (Coherence Map); Grades K-2: addressing the Fluency Learning Progressions (Coherence Map) and reasoning strategies). 3. Teachers will be provided release time to collaborate and develop meaningful (standards/domain based, spiraled practice, accountable) differentiated station activities that incorporate the three components of Rigor (conceptual understanding, procedural fluency, and application) 4. Tuesday Tips and other Professional Development opportunities will be offered to provide strategies for incorporating appropriate Questioning, Fluency progression and strategies, Go Math! Guidance Document, Teacher Toolbox (iready), Achievement Level Descriptors (3-5), FSA Item Specs, Eight Mathematical 51

Practices, incorporating the use of Anchor Charts in the math class, etc. 5. Incorporating differentiation and accountability within small group and station activities will be built into grade level department meetings and weekly Tuesday Tips when applicable. 6. Embedded coaching (planning, co-teaching, modeling, conferencing, coaching cycles, and collegial conversations) will be used by the math instructional coach to support implementation of Central Message and School-based PD Initiatives. 7. Data analysis/map assessment training: how to administer, reports to guide small group and station planning, data discussions/planning targeting "bubble students" following each administration of the assessment. 8. Opportunities will be provided for interested teachers to observe classrooms implementing best practices supporting the central message and school based professional development initiatives on and off of campus with the guidance of an instructional coach. 9. Math Coach will offer book study for interested teachers (e.g., K-2: Beyond Answers, 3-5: Visible Learning in Mathematics, or All: Making Number Talks Matter). 52

Action Steps for Implementation: Administrative Implementation Action Steps: 1. Purchase materials and books needed to support SPP initiatives based on Needs Assessment and Post Planning meeting notes. 2. Create Needs Assessment and compile results to share with teachers by the end of the 2016-2017 school year. 3. SPP Committee Meetings scheduled to plan and review SPP: April 26th, 2017; May 12th, 2017; May 16th, 2017; May 31st, 2017;. 4. By Monday, August 7th, order following items from Print Shop: Items Specs, Making Math Meaningful Planning Document, standards placemat, etc. 5. By August 7th include dates on Master Calendar for Professional Development (Central Message, School-based, Tuesday Tips) a. Provide self-contained teachers option for additional release time to attend both ELA and Math PD sessions 6. By August 10th obtain full day subs for 3 Central Message/PLC sessions to be provided during first semester. (Grade levels will be grouped?) 7. By August 11th collaborate with coaches and lead teachers to schedule the first Tuesday Tips for August and create a running list of possible topics to support SPP Initiatives, Climate Survey, and Needs Assessment requests. 8. By the end of August 2017, plan Quarterly Targeted Walkthroughs for progress monitoring toward SPP initiatives. (Quarter 1: Routines, Partner Talk, Station Norms; Quarter 2: 1 Differentiated Station with Accountability; Quarter 3: Small group (Questioning, Use of Manipulatives/Representations, Learning Prog./ALDs); Quarter 4: Student Talk (Mathematical Discourse) 9. By August 7th, provide teachers a list of the Targeted Turn-ins for the year. (August-NA, September-Lesson Plans w/reflection, October-Small Group w/ reflection (Pre), Nov./Dec.-Stations (1 differentiated) w/reflection (Pre), January-Data Reflection, February-Small Group w/reflection (Post), March- Anchor Charts, April-Stations (2 differentiated) w/ reflection (Post), May-Needs Assessment) 10. By the end of August 2017 provide teachers an SPP teacher/student reference sheet (aka. Cheat Sheet). 11. By the end of September 2017, collaborate with math coach to choose and purchase professional development books for book study. 12. By the end of September 2017, work with math coach to schedule 2 half day Professional Development sessions for new math teachers Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will align instruction within the Balanced Math Model to the Standards and Item Specifications (3-5) utilizing Curriculum Guides and other quality resources in order to ensure that instruction is standards-based and rigorous. (math talk stems, ALD's, Coherence Map, Making Math Meaningful (M3) document, CPALMS formative Assessments, etc.) 1a. Students will engage in the Balanced Math Model and making sense of math standards through mathematical discussions, sharing strategies, modeling mathematical ideas, and making connections between models and strategies to formulate big ideas in math that can be extended to future math learning (Eight 53

Standards for Mathematical Practice). 2. Teachers will use data (formative/summative assessments, anecdotal records, MAP), knowledge of Coherence (i.e., fluency standards), ALD's, Item Specs, and Questions to Promote Thinking and Mathematical Discourse to plan for and facilitate daily interactive fluency routines. 2a. Students will engage in daily interactive fluency routines by sharing strategies, questioning peers, and making connections between strategies and representations supported by teacher facilitation of talk moves (wait time, revoice, repeat/rephrase, agree/disagree and why, turn and talk, and add-ons) 3. Teachers will meet with targeted differentiated groups 2-5 times a week during the balanced math block (Level 1 and 2 students will meet with teacher daily; Level 3 students will meet with teacher 3-4 times a week; Level 4 and 5 students will meet with teacher 2-3 times a week). Teachers will use data and anecdotal notes (i.e., MAP, FSA, formative assessments) to form flexible groups and plan instruction incorporating ALD's, the components of Rigor, knowledge of Coherence, manipulatives/representations, Questions to Promote Thinking and Mathematical Discourse. 3a. Students will participate in small group instructional tasks that may include fluency assessments and reasoning strategies, conferencing/goal-setting, reteaching/remediation/enrichment of specific skills, problem solving tasks, formative/performance assessment tasks, etc. supported by manipulative and written representations, math journals, and talk moves (wait time, revoice, repeat/rephrase, agree/disagree/why, turn and talk, and add on) 4. Teachers will implement meaningful differentiated/spiraling (domain specific) stations that extend concepts previously learned during whole group and/or differentiated small groups in order to provide students with meaningful practice of previously learned standards with appropriate rigor. 4a. Students will collaborate (student talk), problem solve (manipulatives, representations), record work (math journals, recording sheets), and self-monitor (selfchecking stations, answer keys) during meaningful practice in stations. 5. Teachers will create opportunities for and facilitate student talk/discussion through the use of modeling appropriate questioning and discourse techniques using Questions to Promote Thinking and Mathematical Discourse as a guide. 5a. Students will engage in mathematical discourse-talking about mathematics in such a way that understanding of concepts can be revealed and students are engaged in mathematical reasoning and debate (wait time, revoice, repeat/rephrase, agree/disagree/why, turn and talk, add on, comparing strategies, etc.) 6. Teachers will co-create anchor charts with students that will serve as a math content resource for students as long as needed. 6a. Students will contribute to and reference co-created anchor charts as needed (during independent work, station work, teacher facilitated reference, etc.).. 54

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Differentiated Small Group Instruction Weekly Lesson plans, walk-throughs Administrators, Teachers Monthly targeted turn-ins Meaningful Differentiated Stations Weekly Lesson plans, walk throughs Administrators, Teachers Monthly targeted turn-ins, station accountability artifacts Student Talk/Questioning Weekly Walk-throughs, Observations Administrators, Teachers, coach (Mathematical Discourse) Balanced Math Model Monthly Walk-throughs, Observation, Administrators, Teachers, coach departmental meeting notes, lesson plans Interactive Fluency Routines monthly lesson plans, walk throughs, admin, teachers, coach observations 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): 55

School Action Plan Math: Strategies & Programs to Support the Objectives Math Levels 1 and 2 Focus Shalimar s Focus Targeted School-based Focus: Teachers will create instructional activities that will allow students to develop more efficient fluency strategies (reasoning strategies) and engage in meaningful small group lessons and station activities that incorporate teacher knowledge of Coherence and components of Rigor (conceptual understanding, procedural fluency, and application). Targeted School-based Professional Development: 1. Title math instructor will observe title math programs in select schools coordinated by the district math remediation specialist. (August 2017) 2. Title Math Instructor will participate in one half day iready training with district remediation specialist. (August 2017) 3. Using feedback from May/June SPP committee meetings, Spring 2017 data discussions, and May 2017 needs assessments, PLC time will be used to create differentiated stations/small group lessons to meet student needs based on data and tied to standards (may look like: utilizing ALDs, Coherence, Rigor, Teacher Toolbox for level 1's and 2's (iready), Making Math Meaningful (M3), etc. 4. Title Math Instructors will attend Central Message Math PD. 5. MAPS training: administration, understanding reports, planning, grouping 6. Incorporating differentiation and accountability within small group and station activities will be built into grade level department meetings and weekly Tuesday Tips when applicable. 7. Title Math Instructors will meet with math coach on an as needed basis for questioning and support of best instructional math practices. 8. Embedded coaching will be used by the math coach to support implemenation of Central message and School based PD initiatives 56

Action Steps for Remediation: Administrative Implementation Action Steps: 1. Title teacher will complete iready student dianostics, plan and create schedules for remediation groups 2. Utilize data from MAPS and iready from diagnostic to inform instruction for small groups 3. Establish DIBs time and push in schedule for Title teachers and aides 4. Schedule department meetings with grade level math departments including, instructional coach, admin., title 1 math teacher, and math classroom teachers Intervention/Title I Implementation Action Steps (Teachers and Students): 1. Title 1 math instructor will share i-ready student profile reports with calssroom teachers after the beginning of the year and middle of the year diagnostic tests. 2. Title 1 math instuctor will attented mothly K-5 grade level meetings; For K-2 grade level meetings tile 1 instuctor will share strengths and weakness found with 3rd grade title math students and discuss what K-2 teachers can do to support the strengths and weakness of their students instructionally. For 3-5 instructor will share i-ready Growth Montoring reports with teachers to support those students' growth in the areas in which they need assitance. 3. Classroom teachers will use ALDs and the Teacher Toolbox (iready) to create formative assessments and station activities 4. Title 1 math instructors will use ALD's and test items specs with i-ready resources in guiding small group instructions with push-in and pull-out students. 5. Classroom teachers will use ALDs, test item specs, and the M3 document to guide small group instruction with Level 1 and Level 2 students daily. 6. Title 1 math instructotrs and classroom teachers will use i-ready reports, MAP, and teacher observations to teach new content as needed for Level 1 and 2 students by building on students strengths to allow them to better understand the new knowledge, and skills. 7. Title 1 intstrutors will infuse rigor in instruction thorugh the use of word problems 2-4 times per week. 8. Title 1 instructors will be using Math Vocabulary Cards and The Math Learning Center Apps on ipads 3-4 times per month to help the students better understand Math Vocabulary. 9. Classroom teachers will instruct level 1 and 2 students for better understanding of math content vocabulary through the use of strategies such as modeling precise language, interactive vocabulary word walls, vocabulary anchor charts, vocabulary cards, etc. 7. In April 2018 Title 1 Math instructors will investigate a schedule restructure that would include push-in for the K-2 classes in preparation for end of year testing. POC Plan: After school / 3 days a week / focusing on learning gains / utilizing Coach books, iready toolbox, variety of manipulatives and strategies based on student need / targeted students will be level 1s and low level 2s in 4th and 5th grades based on previous year's FSA and new students to Florida based on firs MAPS data - 3rd grade will be based on first MAPS administration / small groups consisting of no more than 6 students per teacher 57

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor iready daily daily iready reports, teacher Title 1 teacher, admin monthly observation, student work samples walk throughs, dept. level meeting notes small group guided instruction daily monthly lesson plans, walk throughs targeted turn ins title teacher, CRT, admin Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 58

Math Subgroup Focus Subgroup: 5th grade ESE students (Langugage, SLD) School Action Plan Math: Strategies & Programs to Support the Objectives Shalimar s Focus Targeted School-based Focus: Increase profeciency on Math FSA for 5th grade ESE students through differentiated instruction by targeting skills via iready and small group instruction Targeted School-based Professional Development: Central Message PD i-ready training MAPs training Action Steps for Implementation: Administrative Implementation Action Steps: 1. ESE teacher will complete iready student dianostics, plan and create schedules for remediation groups 2. utilize data from MAPS and iready from diagnostic to inform instruction for small groups 3. establish DIBs time and push in schedule for ESE teachers 4. Schedule department meetings with grade levels and departments Classroom Implementation Action Steps (Teachers and Students): Teachers will utilize modeling of math problem solving strategies Students will be provided opportunities for daily practice of modeled lessons within a small group setting ESE teacher will implement strategies via iready for specific skill deficits for students Students will utilize iready instructional programs on a daily basis to increase knowledge and application of learned skills 59

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor small group instruction daily lesson plans, walk throughs CRT, ESE teacher, admin monthly monthly department mtg notes, targeted turn ins iready daily daily reports, lesson plans ESE teacher, admin Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): 60

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 70%. 61

School Action Plan Science: Data 62