School: District School Board of Pasco County SIP Action Plan Trinity Oaks Elementary School Initial Plan Development Date: 7/22/2014 Review Date: 8/5/2014 Goal: All teachers collaboratively establish expectations for high quality instruction and empower students for purposeful learning in the content areas, and they consistently meet those expectations by having students make real world connections. District Priority Support of Goal: [X] Professional Learning System [X] Professional Growth System [X] Deeper Learning Goal Support Area:[X] ELA [X] Math [X] Science [_] STEM [_] CTE [X] Social Studies [_] Parent Involvement [X] Student Engagement Other[ Writing] Plan Barriers:How to implement a rigorous curriculum Familiarity with FSA test specifications, test complexity, and format Knowledge and consistency with implementation of Marzano Framework Time to unpack standards, revise curriculum maps, develop units of study, and integrate resources (ex: ReadyGen, Go Math, etc.) to meet needs of students Action Step 1: Barrier 1: 1. Teachers2. Administration3. ICT Coach Barrier 1: 1. Teachers 2. Administration3. ICT Coach Barrier 2: 1. Administration2. Teachers Barrier 2: 1. Administration2. Teachers Barrier 3: 1. Administration2. Teachers Barrier 3: 1. Administration2. Teachers Barrier 4: 1. Administration Barrier 4: 1. Administration2. Central Region Experts3. Teachers Barrier 1: 1. Administration will present information on Rigor provided by the district, information from "Building Expertise" and "Rigor is not a four letter word"2. Teachers will work collaboratively to define rigor, build common language, and define what it will look like in their classrooms. Barrier 1: 1. Scaffold growth to increase student learning from small tasks that build to more rigorous tasks so students apply to real world situations Barrier 2: 1. Administration will present information and examples of FSA provided by the district and state.2. Administration will provide time in faculty, team, and/or PLC meetings for teachers to familiarize themselves with FSA. Barrier 2: 1. Administrators and teachers hold each other accountable 1/11 for Strategies to Address Barriers:Barrier 1: Teachers will work collaboratively to define rigor and build common language Barrier 1: Teachers will create and implement lesson plans that encompasses high expectations for student learning, increase support so students can learn at high levels, and increase learning demonstrated by each student Barrier 2: Administration will share FSA test specifications, test complexity, and format with staff. Barrier 2: Teachers will familiarize themselves with FSA test specifications, test complexity, and format. Barrier 3: Teachers will become more proficient in understanding the Marzano Framework through faculty meetings, Marzano resources, and discussions. Barrier 3: Teachers will choose a Deliberate Practice Goal based on the Marzano Framework and work to consistently implement strategies from the framework. Feedback will be given from administration through informal and formal observations and coaching. Barrier 4: Administration will build time in the schedule for weekly PLCs and decrease meetings to allow more planning. Barrier 4: District training/professional development through Central Region Experts (Canvas, FSA requirements, ReadyGen specific to grade, technology, writing) Action Plan for Strategy Implementation (Step 5) Barrier 1: 1. Beginning of the year Faculty Meetings (Aug-Sept)2. Beginning of the year PLC meetings (Aug-Sept) Barrier 1: 1. Ongoing in PLC meetings and team planning meetings Barrier 2: 1. Ongoing monthly faculty meetings as information becomes available Barrier 2: 1. Ongoing in Barrier 1: 1. Minutes2. Observation Barrier 1: 1. Agendas and minutes2. Lesson Plans3. Observations Barrier 2: 1. Agendas Barrier 2: 1. Agendas2. Minutes3. Observations4. Discussions Barrier 3: 1. Agendas2. Minutes3. Reflections4. Discussions Barrier 3: 1. faculty, team and/or PLC meetings Barrier iobservation Deliberate Practice 3: 1. Ongoing in faculty meetings, team completed2. Informal and formal meetings, and PLC meetings. Barrier 3: 1. observations with feedback and Ongoing Barrier 4: August/September coaching Barrier 4: Schedule time for Barrier 4: Ongoing PLC in master schedule, School wide meeting schedule Barrier 4: Central Region Experts provide PD/trainings and teachers become more confident in understanding and implementation of initiatives.
teachers hold each other accountable for participating in faculty meetings and discussions regarding FSA.2. Teachers utilize resources available through Canvas and FSA website to become familiar with FSA. Barrier 3: 1. Administration will provide training, modeling, and resources on the Marzano Framework.2. Teachers will participate in trainings, utilize Marzano resources, and participate in discussions Barrier 3: 1. Teachers choose a Deliberate Practice Goal from the Marzano Framework2. Teachers utilize resources to increase their understanding of the Marzano elements and strategies3. Teachers practice implementing strategies4. Administration provides coaching and feedback from informal and formal observations Barrier 4: 1. Administration will build in approximately 100 minutes of additional time for teachers to meet with their PLC biweekly.2. Administration will combine meetings and use other alternatives to meetings (Ex: Canvas, Podcasts, PLC Facilitators, email, etc.) Barrier 4: 1. Administration will reach out to Central Region Experts for school/team support/training/professional development based on the needs shared with administration individually or through PLC Facilitators.2. Teachers articulate needs to PLC Facilitators and are active in trainings/professional development. 2/11
Person Who completes the implementation fidelity monitoring? Barrier 1: 1. Teachers2. Administration Barrier 1: 1. Teachers2. Administration Barrier 2: 1. Administration Barrier 2: 1. Administration2. Teachers Barrier 3: 1. Administration2. Teachers Barrier 3: 1. Administration2. Teachers Barrier 4: 1. Administration 2. Teachers Barrier 4: 1. Administration2. Central Region Experts3. Teachers Strategy Monitored for Implementation (Step 6) The method by which strategy implementation fidelity is monitored. Barrier 1: 1. Administration will provide training and activities that further explain rigor2. Administrators and teachers hold each other accountable for participating in faculty meetings discussions/activities and PLC discussions/activities Barrier 1: 1. Administrators and teachers hold each other accountable for participating in planning and implementing rigorous lessons Barrier 2: 1. Agendas and meetings will be created and held to discuss FSA.2. Time will be allocated during faculty, team, and/or PLC meetings. Administration will be a part of discussions. Barrier 2: 1. Administrators and teachers hold each other accountable for participating in faculty, team, and/or PLC meetings and discussions regarding FSA. Barrier 3: 1. Administration will be a part of discussions.2. Administrators and teachers hold each other accountable for participating in planning and implementing strategies Barrier 3: 1. Teacher will complete and Administration will approve Deliberate Practice Goal in iobservation2. Informal and formal observations will be conducted and feedback and coaching will be provided Barrier 4: 1. Administration and teachers will hold each other accountable for participating in PLC time and meeting scheduling Barrier 4: 1. PLC Facilitators engage team in discussions about needs2. Administrators engage PLC Facilitators in discussions about needs and follow through with providing support through PD/training. How you will know that implementation fidelity monitoring has Date by which monitoring begins and ends occurred? Barrier 1: 1. Beginning of the year Faculty Barrier 1: 1. Agendas2. Sign in sheets3. Meetings (Aug-Sept)2. Beginning of the Minutes4. Observation Barrier 1: 1. year PLC meetings (Aug-Sept) Barrier 1: 1. Lesson plans2. Classroom Ongoing in PLC and team planning instruction/activities3. Observations meetings2. Daily in classrooms Barrier 2: Barrier 2: 1. Agendas2. Minutes3. 1. Ongoing in faculty, team, and/or PLC Observations4. Discussions Barrier 2: 1. meetings Barrier 2: 1. Ongoing in faculty, Agendas2. Minutes3. Observations4. team, and/or PLC meetings. Barrier 3: 1. Discussions Barrier 3: 1. Agendas2. Ongoing in faculty meetings, team Minutes3. Reflections4. Observations 5. meetings, and PLC meetings. Barrier 3: 1. Participation in discussions/activities Ongoing2. Informal and formal Barrier 3: 1. Deliberate Practice in observations with feedback3. Coaching iobservation completed2. Formal and conversations Barrier 4: 1. Ongoing informal observations completed in Barrier 4: 1. Ongoing iobservations. Barrier 4: 1. PLC time is protected and meeting are limited Barrier 4: 1. Central Region Experts provide PD/trainings and teachers become more confident in understanding and implementation of initiatives. 2. Sign in sheets 3/11
Person who collects and prepares the data Barrier 1: 1. Teachers2. Administration Barrier 1: 1. Teachers2. Administration Barrier 2: 1. Administration2. Teachers Barrier 2: 1. Administration2. Teachers Barrier 3: 1. Administration2. Teachers Barrier 3: 1. Administration2. Teachers Barrier 4: 1. Administration Barrier 4: 1. Administration2. Central Region Experts3. Teachers Strategy Monitored for Effectiveness (Step 7) What data will be collected? Barrier 1: 1. Teachers using common language and demonstrating an understanding of rigor in their lesson plans and classroom instruction/activities Barrier 1: 1. Lessons are prepared and carried out so that students have scaffolded growth to increase student learning from small tasks that build to more rigorous tasks so students apply to real world situations Barrier 2: 1. Administrators and teachers hold each other accountable for participating in faculty, team, and/or PLC meetings and discussions regarding FSA. Barrier 2: 1. Teachers will use common language, engage in discussions, and create lesson activities that incorporate format. Barrier 3: 1. Administration will be a part of discussions and see and hear common language and resources being used2. Administrators and teachers hold each other accountable for participating in planning and implementing strategies Barrier 3: 1. Teachers consistently implement Marzano strategies in their planning, lesson plans and classroom instruction/activities Barrier 4: 1. Teachers are using the PLC time, other mornings, and planning times for unpacking standards, revising curriculum maps, developing units of study, and integrating resources. Barrier 4: 1. Teachers are more confident and are implementing initiatives in the classroom. Date(s) for when data will be collected and How you will know completion of evaluated monitoring activities has occurred? Barrier 1: 1. Ongoing Barrier 1: 1. Daily in Barrier 1: 1. Lesson plans and the classroom Barrier 2: 1. Ongoing in classroom instruction/activities reflect faculty, team, and/or PLC meetings. Barrier understanding of rigor Barrier 1: 1. 2: 1. Ongoing in faculty, team, and/or PLC Lesson plans and classroom meetings. Barrier 3: 1. Ongoing Barrier 3: instruction/activities reflect scaffolding 1. Ongoing Barrier 4: 1. Ongoing Barrier and student application to real world 4: 1. Ongoing situations Barrier 2: 1. Sign in sheets2. Observations3. Discussions Barrier 2: 1. Discussions2. Observations3. Lesson Plans4. Classroom instruction/activities Barrier 3: 1. Teachers are using Marzano resources and strategies in their planning, lesson plans and classroom instruction/activities Barrier 3: 1. Formal and informal observations and feedback Barrier 4: 1. Teachers are using the PLC time, other mornings, and planning times for unpacking standards, revising curriculum maps, developing units of study, and integrating resources. Barrier 4: 1. Lesson plans2. PLC agendas3. PLC discussions 4/11
School: Trinity Oaks Elementary School Initial Plan Development Date: 7/23/2014 Review Date: 8/5/2014 Goal: Technology will be used to communicate effectively and creatively to support learning in all content areas for collaboration and to maximize productivity and effectiveness that better prepares students to meet the challenges of the academic achievement standards and interact in a global community. District Priority Support of Goal: [_] Professional Learning System [_] Professional Growth System [X] Deeper Learning Goal Support Area:[X] ELA [X] Math [X] Science [_] STEM [_] CTE [X] Social Studies [_] Parent Involvement [X] Student Engagement Other[Writing] Plan Barriers:Access to technology Time for teachers to learn and plan for implementation of technology initiatives Strategies to Address Barriers:Barrier 1: Use district and school funds for technological purchases Barrier 1: Create a Bring Your Own Device (BYOD) program Barrier 1: Inventory and distribute technological resources Barrier 2: Utilize ICT Coach and school based technology leaders and have them share with colleagues through modeling and sharing sessions. Provide and/or encourage technology trainings. Barrier 2: Administration will build time in the schedule for weekly PLCs and decrease meetings to allow more learning planning for, and implementing technology based activities. Action Step 1: Barrier 1: 1. Administration2. ICT Coach3. Teachers Barrier 2: 1. Administration 2. Teachers3. ICT Coach4. Technology Leaders Barrier 2: 1. Administration 2. Teachers3. ICT Coach4. Technology Leaders Action Plan for Strategy Implementation (Step 5) Barrier 1: 1. Inventory and distribute technological resources2. Use district and school funds for technological purchases3. Create and support a BYOD Barrier 2: 1. Survey the staff regarding technology strengths and needs.2. Have ICT Coach and school based technology leaders model and share expertise.3. Arrange for staff development in the area of need based on survey results Barrier 2: 1. Morning time, planning time, and PLC time available in master schedule for technology sharing/training sessions and planning for implementation in the classroom. Barrier 1: August/September Barrier 2: 1.August/September2. Ongoing Barrier 2: 1. Ongoing Barrier 1: 1. Students are utilizing their own devices2. Technology is available and used by students on a daily basis Barrier 2: 1. Survey results2. Agenda3. Sign in sheets Barrier 2: 1. Agenda2. Minutes3. Master Schedule 5/11
Person Who completes the implementation fidelity monitoring? Barrier 1: 1. Administration2. ICT Coach3. Teachers Barrier 2: 1. Administration 2. Teachers3. ICT Coach4. Technology Leaders Barrier 2: 1. Administration 2. Teachers3. ICT Coach4. Technology Leaders Person who collects and prepares the data Barrier 1: 1. Administration2. ICT Coach3. Teachers Barrier 2: 1. Administration 2. Teachers Barrier 2: 1. Administration 2. Teachers Strategy Monitored for Implementation (Step 6) The method by which strategy implementation fidelity is monitored. Barrier 1: 1. Technological resources will be inventoried and distributed2. Technology resources are purchased and used in classrooms3. BYOD is in effect and supported Barrier 2: 1. Staff survey completed regarding technology strengths and needs and sharing/training sessions scheduled.2. ICT Coach and school based technology leaders model and share expertise. Barrier 2: 1. Administration and teachers hold each other accountable for utilizing time in the schedule for learning, preparing lessons, and implementing technology in the classroom. Date by which monitoring begins and ends Barrier 1: August/September, ongoing Barrier 2: 1. August/September2. Ongoing Barrier 2: 1. Ongoing Strategy Monitored for Effectiveness (Step 7) How you will know that implementation fidelity monitoring has occurred? Barrier 1: 1. Technological resources will be inventoried and distributed2. Technology resources are purchased and used in classrooms3. BYOD is in effect and supported Barrier 2: 1. Agenda2. Sign in sheets3. Survey results Barrier 2: 1. Agenda2. Minutes3. Lesson plans4. Classroom instruction/activities Date(s) for when data will be collected and How you will know completion of What data will be collected? evaluated monitoring activities has occurred? Barrier 1: 1. Students have access to Barrier 2: 1. Ongoing Barrier 2: 1. Ongoing Barrier 2: 1. Teachers are participating and are utilizing technology Barrier 2: in trainings/sharing sessions.2. Teachers 1. Teachers are participating in are utilizing and encouraging students trainings/sharing sessions.2. Teachers to utilizing technology Barrier 2: 1. are utilizing and encouraging students Teachers are participating in to utilizing technology Barrier 2: 1. trainings/sharing sessions.2. Teachers Teachers are participating in are utilizing technology daily 3. trainings/sharing sessions.2. Teachers Students are utilizing technology daily are utilizing technology daily 3. Students are utilizing technology daily 6/11
School: Trinity Oaks Elementary School Initial Plan Development Date: 7/23/2014 Review Date: 7/28/2014 Goal: District Priority Support of Goal: [_] Professional Learning System [_] Professional Growth System [_] Deeper Learning Goal Support Area:[_] ELA [_] Math [_] Science [_] STEM [_] CTE [_] Social Studies [_] Parent Involvement [_] Student Engagement Other[[_]] Plan Barriers: Strategies to Address Barriers: Action Plan for Strategy Implementation (Step 5) Action Step 1: Person Who completes the implementation fidelity monitoring? Strategy Monitored for Implementation (Step 6) The method by which strategy implementation fidelity is monitored. Date by which monitoring begins and ends How you will know that implementation fidelity monitoring has occurred? Person who collects and prepares the data Strategy Monitored for Effectiveness (Step 7) What data will be collected? Date(s) for when data will be collected and evaluated How you will know completion of monitoring activities has occurred? 7/11
School: Trinity Oaks Elementary School Initial Plan Development Date: 7/28/2014 Review Date: Goal: District Priority Support of Goal: [_] Professional Learning System [_] Professional Growth System [_] Deeper Learning Goal Support Area:[_] ELA [_] Math [_] Science [_] STEM [_] CTE [_] Social Studies [_] Parent Involvement [_] Student Engagement Other[[_]] Plan Barriers: Strategies to Address Barriers: Action Plan for Strategy Implementation (Step 5) Action Step 1: Person Who completes the implementation fidelity monitoring? Strategy Monitored for Implementation (Step 6) The method by which strategy implementation fidelity is monitored. Date by which monitoring begins and ends How you will know that implementation fidelity monitoring has occurred? Person who collects and prepares the data Strategy Monitored for Effectiveness (Step 7) What data will be collected? Date(s) for when data will be collected and evaluated How you will know completion of monitoring activities has occurred? 8/11
State Requirements 1 <strong>1. Dropout Prevention and Academic Intervention</strong><br><br>This section is required for schools with grades 6-12, per Section 1003.413(2)(b), F.S.Does the school have this program? If yes, a goal must be included in the SIP.<br><br>This goal may be stated and described in the text box for this section, or the goal may be included in the problem solving section of the SIP.<br><br>If the goal is included in the problem solving section of the SIP, please indicate that in the text box for this section. 2 <strong>2. Every Teacher Contributes to Reading Improvement</strong><br><br>This section is required for schools with grades 6-12, per Section 1003.413(2)(b), F.S.<br><br>All secondary schools in Florida that serve students in grades 6-12 are required to comply with Section 1003.413, F.S., the Legislature s intentional secondary school redesign effort.<br><br>the purpose of this effort is to ensure that all students promoted from the eighth grade have the necessary academic skills for success in high school.<br><br>additionally, students graduating from high school must have the skills necessary for success in postsecondary education or the workplace.<br><br>part of this requirement is that every teacher in the school must contribute to the reading improvement of every student.<br><br>these efforts might include implementation of a coaching model at the school, additional professional development, and classroom support to ensure teaching reading across the curriculum.<br><br>in this section of the SIP, describe how the school ensures every teacher contributes to the reading improvement of every student. 3 <strong>3. Student Transition and Readiness</strong><br><br><i>Sections 3a, b, and c are required for secondary schools and section 3d is required for elementary schools, per Sections 1003.413(2)(g),(h), and (j) and 1008.37(4), F.S. In sections 3a-3c of the SIP, secondary schools describe the strategies and tools they implement or plan to implement to ensure that students are ready to transition into college or the workplace upon high school graduation. In Section 3d, elementary schools describe the strategies and tools they implement or plan to implement to ensure that students are ready to transition into kindergarten.</i><br><br><strong>secondary schools: Respond to items 3a-3c in the text box below.</strong> <br><br>3a) Describe how the school incorporates applied and integrated courses to help students see the relationship between subjects and relevance to their future. Describe the efforts taken by the school to ensure students make the connection with what they are learning and how it will be useful to their future in all courses and grade levels. <br><br>3b) Describe how academic and career planning occur at the school. Describe any special advising or career planning events that take place on campus, including those where students can visit with representatives from colleges and local businesses. <br><br>3c) Describe any strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A-10.038, F.A.C. Details here may reflect the efforts to increase those areas measured on the High School Feedback Report, including the number of students who: graduate, score at level 3 or higher on the tenth grade FCAT 2.0 in reading and mathematics, complete a college preparatory curriculum, take a college entrance exam such as SAT or ACT, transition into college, and successfully complete their first semester of college math or English. Strategies may include efforts embedded in the curriculum, special test preparation opportunities, as well as academic advising and career planning events hosted by the school. <br><br><strong>elementary schools: Respond to item 3d in the text box below.</strong><br><br>3d) Describe your school strategies for assisting preschool children to transition from preschool into kindergarten. This may include the administration of the statewide kindergarten screening tool to determine the readiness of each child coming into a kindergarten program, strategies used at the school to involve parents, or programs that partner kindergarten students with students in older grades to develop a mentoring relationship. Describe formal efforts to implement these strategies, which may include the dates of kindergarten registration and open house, the timeline for parental involvement activities throughout the school year, or any special events at the school designed to support the kindergarteners as they transition into their new role as full-time students. 3d: In May, Trinity Oaks conducts a Kindergarten Readiness Screener Event to determine readiness. Trinity Oaks hosts a 1 week Kinder Camp for incoming Kindergarteners over the summer. This year it was held June 9-13th. We also held a parent night June 12th for parents to come and meet the Kindergarten teachers and learn about Florida Standards along with expectations for the school year. Our District has a county wide Registration Day on August 13th for Kindergarteners and their families to come and meet their teacher and see their classroom. At this event, parents receive transportation, PTO, volunteer, and PLACE information. Open House will be held on September 11th where Kindergarten parents can visit the classroom and hear from the teacher more information about Kindergarten. Two sessions will be provided so that are parents' schedules can be accommodated. 4 <strong>4. Early Warning Systems</strong><br><br>This section is required for all schools, per Sections 1001.42 and 1003.53, F.S.PascoSTAR houses the Early Warning System (EWS) for each of the district s schools. In High Schools, the EWS identifies students based upon the following broad indicators: attendance, credits, GPA, course performance, and office discipline referrals. In Middle Schools, the EWS identifies students based upon the following broad indicators: attendance, GPA, course performance, and office discipline referrals. In Elementary Schools, the EWS identifies students based upon the following broad indicators: attendance, course performance, and office discipline referrals. PascoSTAR also houses statewide, standardized assessment data. 9/11
State Requirements performance, and office discipline referrals. PascoSTAR also houses statewide, standardized assessment data. School teams are able to identify students with any of the following specific indicators:<br><br><ul><li>attendance below 90%</li><li>One or more suspensions</li><li>course failure in ELA or mathematics</li><li>level 1 score on the statewide, standardized assessments in ELA or mathematics</li></ul><br>in this section, <br>a) include the number of students identified as exhibiting 2 or more specific indicators, <br>b) the number of students by grade level that exhibit each specific indicator, <br>c) and a description of all intervention strategies employed by the school to improve the academic performance of students identified. 4a: Trinity Oaks has 9 students that are identified as exhibiting 2 or more specific indicators.4b: Attendance below 90%: Grade 1: 7 students, Grade 2: 2 students, Grade 3: 4 students, Grade 4: 3 students, Grade 5: 6 students One or more suspensions: Grade 1: 0 students, Grade 2: 0 students, Grade 3: 3 students, Grade 4: 0 students, Grade 5: 0 students Course failure in ELA or mathematics: Grade 1: 1 student, Grade 2: 1 student, Grade 3: 2 students, Grade 4: 1 students Grade 5: 3 students Level 1 score on the statewide, standardized assessments in ELA or mathematics: Grade 3: 14 students, Grade 4: 14 students4c: Attendance interventions include but are not limited to: Attendance monitoring and contact with parents is done by teachers, data entry operator, social worker, school nurse, administration, and referral to the state attorney as necessary for the TIP program. Suspension interventions include but are not limited to: Positive incentives, support and mentoring from the guidance counselor, behavior specialist, teachers, and administration, "Caught Being Good" program, Student of the Month, Lunch Bunch, Anti-Bully ongoing initiative, peer buddy. Course failure in ELA or mathematics and Level 1 score on the statewide, standardized assessments in ELA or mathematics interventions include but are not limited to: Oakie Time intervention groups, Extended School Day, Extended School Year, Support Facilitation, Tiered levels of support, remediation. 5 <strong>5. Collaborative Teaching</strong><br><br>This section is required for all schools, per section 1012.98, F.S. Under the umbrella of a Multi-Tiered System of Support, Pasco Schools engage in the work of Professional Learning Communities to strengthen relationships, collaboration, decision-making, and professional capital. This work involves pursuing deeper academic learning in both our students and staff and includes inquiry-driven problem-solving, project based learning, digital learning, and social emotional learning. In this section, describe the specific processes at the school for engaging in this work. Our staff will continue to work in Professional Learning structures. Teachers, administrators, and support staff work collaboratively to plan for high quality rigorous instruction which involves project based learning, utilizing technology, problem solving, creating common assessments, and a focus on real world application. Through this process the team engages in dialogue around standards, KUDs, learning scales, student data, and social emotional learning. The PLC Teams have discussions that include Professional Growth around Marzano's design questions and reflect on how students respond to learning. Teachers will engage in Peer Observations to deepen their understanding of the impact of specific design elements on the desired effect. As teachers plan for instruction they cultivate classroom climate where students are engaged and are recognized for their efforts which will impact our students' hope, well-being, and engagement. 10/11
CheckList Student performance data were used in developing objectives of the school improvement plan.[(6)].section 1008.22, F.S. (Student assessment program for public schools) Include goals to address achievement gap of one or more student subgroups. Section 1001.42, F.S.(Powers and duties of district school board) Include goals to address significant graduation rate gaps of one or more student subgroups when compared to the state's graduation rate. Section 1001.42, F.S.(Powers and duties of district school board) Ensure the SAC is in compliance and assisted in the preparation and evaluation of the school improvement plan required pursuant tos. 1001.42(18).[2] Section 1001.452, F.S. (District and school advisory councils) Guiding principles for secondary school redesign are used in the annual preparation of each secondary school improvement plan.[(2)(a)-(j)].section 1003.413, F.S. (Florida Secondary School Redesign Act) Each school that establishes a dropout prevention and academic intervention program at that school site must reflect the program in its school improvement plan. [(2)(b)].Section 1006.53, F.S. (Dropout prevention and academic intervention) High schools must develop strategies to improve student readiness for the public postsecondary level based on annual analysis of the feedback report data.[(4)].section 1008.37, F.S. (Postsecondary feedback of information to high schools) The school improvement plan was developed collaboratively and focused on enhanced, differentiated, standards -based instructional strategies to engage students, increased opportunities for professional collaboration among and between teachers and all students, and increased opportunities for professional collaboration among and between teachers, guidance counselors, instructional leaders, postsecondary educators engaged in preservice training for new teachers, and the workforce community.null[(3)(a)].section 1012.98, F.S. (School Community Professional Development Act) School leaders generated a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan. [(2)(b)2.a].Rule 6A-5.080, F.A.C. (Florida Principal Leadership Standards) Enter your electronic Signature ( The UserID you used to login to this site and your Employee ID) below to certify that these requirements are included in the School Improvement Plan for Your School. 11/11