Hillborough County Public Schools 2017-18 School Improvement Plan
Hillsborough - 0128 - - 2017-18 SIP 6274 S 78TH ST, Tampa, FL 33619 http://lamb.mysdhc.org/ School Demographics School Type and Grades Served (per MSID File) Elementary School KG-5 2016-17 Title I School 2016-17 Economically Disadvantaged (FRL) Rate (As Reported on Survey 3) Yes 87% Primary Service Type (per MSID File) Charter School 2016-17 Minority Rate (Reported as Non-white on Survey 2) K-12 General Education No 88% School Grades History Year 2016-17 2015-16 Grade C C *Informational Baseline School Grade Note: The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments. The 2014-15 school grades serve as informational baseline data that schools can use to improve in future years. School Board Approval This plan is pending approval by the Hillsborough County School Board. SIP Authority and Template Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district that has a school grade of D or F. The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all noncharter schools with a current grade of D or F (see page 4). For schools receiving a grade of A, B, or C, the district may opt to require a SIP using a template of its choosing. This document was prepared by school and district leadership using the FDOE s school improvement planning web application located at https://www.floridacims.org. Last Modified: 2/6/2018 Page 2 https://www.floridacims.org
Hillsborough - 0128 - - 2017-18 SIP Table of Contents Purpose and Outline of the SIP Differentiated Accountability Current School Status Supportive Environment Family and Community Engagement Effective Leadership Public and Collaborative Teaching Ambitious Instruction and Learning 8-Step Planning and Problem Solving Implementation Goals Summary Goals Detail Action Plan for Improvement Appendix 1: Implementation Timeline Appendix 2: Professional Development and Technical Assistance Outlines Professional Development Opportunities Technical Assistance Items Appendix 3: Budget to Support Goals 4 5 6 6 7 8 10 10 13 13 13 16 20 21 21 22 22 Last Modified: 2/6/2018 Page 3 https://www.floridacims.org
Purpose and Outline of the SIP The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a living document by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the Date Modified listed in the footer. Part I: Current School Status Part I organizes the current status of the school around five domains inspired by the 5Essentials framework: Supportive Environment, Family and Community Involvement, Effective Leadership, Public and Collaborative Teaching, and Ambitious Instruction and Learning. Questions regarding the school s Multi-Tiered System of Supports have been embedded throughout this part to demonstrate how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs. Part II: Needs Assessment Part II requires the school to review performance and early warning systems data in order to develop strategic goals and associated data targets (i.e., SMART goals ) for the coming school year in context of the school s greatest strengths and needs. An online tool was developed, which includes data visualizations and processing questions to support problem identification, problem analysis and strategic goal formulation. Part III: 8-Step Planning and Problem Solving for Implementation Part III enables the school to develop implementation plans for its highest-priority goals. With the overview of the current state of the school in mind and the strategic goals identified through the needs assessment, the planning team engages in a facilitated planning and problem-solving process, through which they Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1) Identify barriers that could hinder achieving those goals and resources that could be used to eliminate or reduce barriers (Step 2) Select high-priority barriers they want to address initially (Step 3) Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7) Determine how they will monitor progress toward each goal (Step 8) Appendices Hillsborough - 0128 - - 2017-18 SIP The following appendices, automatically-generated from content entered in Part III, are included in this document: Appendix 1 is a timeline of all action steps and monitoring activities Appendix 2 is an outline of all professional development opportunities and technical assistance items Appendix 3 is a report of the budget needed to implement the strategies Last Modified: 2/6/2018 Page 4 https://www.floridacims.org
Differentiated Accountability Florida s Differentiated Accountability (DA) system, established in section 1008.33, Florida Statutes, is a statewide network of strategic support, differentiated by need according to performance data, provided to districts and schools in order to improve leadership capacity, teacher efficacy, and student outcomes. Through a data-driven planning and problem-solving process, DA field teams collaborate with district leadership to design, implement, and refine strategic goals and action plans that are documented in the SIP. DA Regions Florida s DA network is divided into four geographical regions, each served by a field team led by a regional executive director (RED). DA Categories At the start of each academic year, traditional schools are classified for DA support in two categories based on the most recent school grades data available. Descriptions of each DA category along with the state support and interventions provided are set forth by Rule 6A-1.099811, Florida Administrative Code: Not in DA - A school with a current school grade of A, B, or C; charter schools; and ungraded schools. Targeted Support and Improvement - A school with a current school grade of an initial D. Comprehensive Support and Improvement - A school with a current school grade of F or two consecutive grades of D, or a high school with a graduation rate of 67 percent or less in the most recent data release. DA Turnaround Status Hillsborough - 0128 - - 2017-18 SIP Additionally, Comprehensive Support and Improvement schools have a turnaround status of "Implementing," based on a school s grades history, including the current school grade: Implementing - A school with a status of "Implementing" requires the district to submit a turnaround plan to the State Board of Education for approval and implementation. A school remains in "Implementing" status until its school grade improves to a C or higher. 2017-18 DA Category and Statuses for DA Region and RED Southwest - Julio Valle DA Category and Turnaround Status Not In DA - N/A Last Modified: 2/6/2018 Page 5 https://www.floridacims.org
A. Supportive Environment 1. School Mission and Vision a. Provide the school's mission statement I. Part I: Current School Status School will provide all students the opportunity to become caring citizens and to perform to their highest ability. b. Provide the school's vision statement Our students will become leaders in the classroom and leaders in their community. 2. School Environment Hillsborough - 0128 - - 2017-18 SIP a. Describe the process by which the school learns about students' cultures and builds relationships between teachers and students Classroom teachers will build rapport with students by providing activities for their class to become a school family during the first weeks of school. Throughout the school year will host family nights for different content areas. We will also have peer mediators to help students learn to solve their own problems. We will host multiple ELL parent support events. b. Describe how the school creates an environment where students feel safe and respected before, during and after school Teachers and staff will build relationships with students by creating a school family. School personnel will have morning and afternoon duties throughout the school to ensure safety of the students. Fifth grade safety patrols will monitor behavior in the hallways and at dismissal. c. Describe the schoolwide behavioral system in place that aids in minimizing distractions to keep students engaged during instructional time. This may include, but is not limited to, established protocols for disciplinary incidents, clear behavioral expectations, and training for school personnel to ensure the system is fairly and consistently enforced staff is utilizing the CHAMPs behavioral management system throughout our school. All staff members have attended the district CHAMPs training to ensure all staff members implement the CHAMPs system with fidelity. Students have the responsibility to be in class on time. Students must attend class, and be on time, in order to receive the maximum benefit from instruction. Tardies will be considered an incident only after four or more have accrued within a grading period. HCPS policies dictate that consequences for tardies include non-suspension consequences. Lamb students will sign in the main office when late to school. Students will be given a pass to enter class and will present their pass to their classroom teacher. At we are implementing schoolwide expectations this year in addition to our classroom rules and CHAMPs. They are: Be safe. Be responsible. Be respectful. Be honest. Students who exhibit these behaviors will be given "Bolt Bucks" which can be used to get prizes from a school treasure box. We are hoping this will help promote better behavior throughout the school. These "Bolt Bucks" cannot be taken away once they have been earned. d. Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and other pupil services Last Modified: 2/6/2018 Page 6 https://www.floridacims.org
Many staff members have attended the Teaching with Poverty in Mind training. Our guidance counselor provides small groups based on student's needs. Our School Psychologist is readily available to assist students and teachers in need. 3. Early Warning Systems The school's response to this section may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(7)(A)(i) and (b)(7)(a)(iii)(iii). a. Describe the school's early warning system and provide a list of the early warning indicators used in the system Our school Social Worker, Psychologist, Guidance Counselor, and Assistant Principal have instituted a school wide attendance plan to try and reduce the number of absences and tardies b. Provide the following data related to the school's early warning system 1. The number of students by grade level that exhibit each early warning indicator: Indicator Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total Attendance below 90 percent 30 46 15 31 25 17 0 0 0 0 0 0 0 164 One or more suspensions 0 0 5 6 2 0 0 0 0 0 0 0 0 13 Course failure in ELA or Math 0 0 0 0 0 0 0 0 0 0 0 0 0 Level 1 on statewide assessment 0 0 0 42 40 35 0 0 0 0 0 0 0 117 The number of students identified by the system as exhibiting two or more early warning indicators: Indicator Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total Students exhibiting two or more indicators 0 0 1 11 12 9 0 0 0 0 0 0 0 33 c. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system B. Family and Community Engagement The school's response to this section may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(2) and (b)(7)(a)(iii)(i). 1. Describe how the school works at building positive relationships with families to increase involvement, including efforts to communicate the school's mission and vision, and keep parents informed of their child's progress a. Will the school use its Title I Parent and Family Engagement Policy (PFEP) to satisfy this question? Yes 1. PFEP Link The school completes a Parental Involvement Plan (PFEP), which is accessible through the Continuous Improvement Management System (CIMS) at https://www.floridacims.org/documents/ 469322. 2. Description Hillsborough - 0128 - - 2017-18 SIP Last Modified: 2/6/2018 Page 7 https://www.floridacims.org
A PIP has been uploaded for this school or district - see the link above. 2. Describe the process by which the school builds and sustains partnerships with the local community for the purpose of securing and utilizing resources to support the school and student achievement Local businesses such as Portillo's and Panda Express have hosted Spirit Nights in which a portion of the proceeds go back to the school. Kona Ice has also attended our Fall Family Fun Night and donated a portion of their sales as well. Zaxbys in Riverview donated food for our teachers during pre-planning. The Krewe of the Southshore Marauders donated school supplies for teachers and students. C. Effective Leadership 1. School Leadership Team Hillsborough - 0128 - - 2017-18 SIP a. Membership Identify the name, email address and position title for each member of the school leadership team.: Sims, Steve Womack, Jesha b. Duties Name Principal Assistant Principal Title 1. Describe the roles and responsibilities of the members, including how they serve as instructional leaders and practice shared decision making As Principal and Assistant Principal, Mr. Sims and Ms. Womack monitor the practices of the teachers at and make sure that each of them is acting with the best interest of the students in mind at all times. The focus must always be "What is best for each and every child under my supervision? What will maximize the learning gains for each student?" If a teacher is not doing something for the benefit of the students, Mr. Sims or Ms. Womack can and will question it and correct it. They will monitor teacher practices via walkthroughs, observations and student performance on formative assessments. 2. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs. Provide the person(s) responsible, frequency of meetings, how an inventory of resources is maintained and any problem-solving activities used to determine how to apply resources for the highest impact If Mr. Sims and / or Ms. Womack see the need for resource teachers to assist a teacher or group of teachers, they might set up coaching cycles or trainings to assist with whatever need there is to help teachers best support their students. The instructional leadership team meets weekly to discuss teacher and student needs and concerns. 2. School Advisory Council (SAC) a. Membership Identify the name and stakeholder group for each member of the SAC.: Last Modified: 2/6/2018 Page 8 https://www.floridacims.org
Hillsborough - 0128 - - 2017-18 SIP Name Judy Diaz Steve Sims Tracy King Ernie Donini Covin Nguyen Rhonda Thomas Jesha Womack Jorge Diaz Nicole Johnson Monyodka Rodgers Stakeholder Group Teacher Principal Education Support Employee Business/Community Parent Parent Principal Parent Teacher Parent b. Duties 1. Provide a description of the SAC's involvement with the following activities, as required by section 1001.452(2), Florida Statutes The school's response to this question may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(2). a. Evaluation of last year's school improvement plan Does not apply. b. Development of this school improvement plan The SAC Committee will review the SIP plan. c. Preparation of the school's annual budget and plan The SAC Committee will be advised as to the annual budget and plan. 2. Describe the use of school improvement funds allocated last year, including the amount budgeted for each project Does not apply. 3. Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding the establishment requirements and duties of the SAC Yes a. If the school is not in compliance, describe the measures being implemented to meet SAC requirements 3. Literacy Leadership Team (LLT) a. Membership Identify the name and position title for each member of the school-based LLT or similar group, if applicable.: Name Jacob, Katie Teacher, K-12 Sims, Steve Principal Womack, Jesha Assistant Principal Title Last Modified: 2/6/2018 Page 9 https://www.floridacims.org
b. Duties Hillsborough - 0128 - - 2017-18 SIP 1. Describe how the LLT or similar group promotes literacy within the school, if applicable The LLT Team promotes literacy within the school by holding literacy nights for parents and students. We provide trainings for teachers on various topics to support literacy in the classroom. There is a monthly/quarterly school wide reading incentive program in which students receive rewards for reading at home with parents. D. Public and Collaborative Teaching The school's responses to this section may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(7)(A)(iii)(IV). 1. Describe the school's strategies to encourage positive working relationships between teachers, including collaborative planning and instruction Each Monday our District releases students 1 hour earlier than the other 4 days of the week. That additional hour provides adequate time for grade levels - or teams - to meet and plan lessons together. It provides cohesive instruction across the grade level as well as a positive working environment among peers. Our Sunshine Committee provides teachers with opportunities to connect with each other both in and outside of school on a regular basis. We have bimonthly PLC's in which grade levels unpack the standards and analyze data. 2. Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field, effective teachers to the school New teachers at are paired with a veteran teacher who acts as a mentor.they help with report cards, contacts for various needs, where to find things, lesson planning, etc. This helps the new teachers feel more at ease in their new environment thus alleviating some of the stress of being some place new. 3. Describe the school's teacher mentoring program, including the rationale for pairings and planned mentoring activities Mentors are highly effective teachers who are paired with new teachers and teachers new to Lamb. Anthony Cox, our district mentor assists with academic and behavior management needs. Lamb teachers assist with day-to-day questions/concerns. During pre-planning there was a get-to-know-you gathering and pairings meet periodically throughout the year. E. Ambitious Instruction and Learning 1. Instructional Programs and Strategies a. Instructional Programs 1. Describe how the school ensures its core instructional programs and materials are aligned to Florida's standards Every teacher is provided with copies of the standards from our Reading, Writing and Math coaches. We are strongly encouraged by administration - our School Leadership Team - to use those as our guildelines to plan around. Each team has a copy of The Common Core Companion by Jim Burke. During planning and PLCs teachers unpack the standards to ensure that instructional needs are met and lessons are aligned with our standards. Standards based objectives are written on the board for anyone entering the room to see. b. Instructional Strategies Last Modified: 2/6/2018 Page 10 https://www.floridacims.org
1. Describe how the school uses data to provide and differentiate instruction to meet the diverse needs of students. Provide examples of how instruction is modified or supplemented to assist students having difficulty attaining the proficient or advanced level on state assessments We do data sorts to determine the instructional needs of our students to see whether or not they might require MTSS at Tier 1 Enhancement, Enrichment, Tier 2 or Tier 3 Levels. When we determine which Tier a student meets the criteria for based on what has been set forth by the District, he or she receives small group instruction designed to target a specific skill at the level at which they require instruction - remedial or enhanced. Furthermore, if a student scored at a level 2 on Math or Reading FSA, they were invited to ELP two days a week. Resource teachers also work with small groups of bottom quartile and bubble students to help close the achievement gap. 2. Provide the following information for each strategy the school uses to increase the amount and quality of learning time and help enrich and accelerate the curriculum: Strategy: After School Program Minutes added to school year: 2,160 ELP (Extended Learning Program) will be used to help students who are struggling in Math and/ or Reading in grades 3-5. Strategy Rationale ELP will improve student performance and give them extra opportunities to master the curriculum. Strategy Purpose(s) Hillsborough - 0128 - - 2017-18 SIP Core Academic Instruction Person(s) responsible for monitoring implementation of the strategy Womack, Jesha, jesha.womack@sdhc.k12.fl.us Data that is or will be collected and how it is analyzed to determine effectiveness of the strategy Attendance rosters will be analyzed to determine whether student's attendance correlates to their achievement. 2. Student Transition and Readiness a. PreK-12 Transition The school's response to this question may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(7)(A)(iii)(V). 1. Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another Students will be assessed within 5 days of enrollment and teachers often reach out to previous teachers and schools for additional data on the student. Parents are given welcome letters to help them understand routines and expectations at Lamb. Within 5-7 days of a student withdrawing, the teacher must complete a report card as well as update the cumulative record. Last Modified: 2/6/2018 Page 11 https://www.floridacims.org
b. College and Career Readiness 1. Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizations N/A. 2. Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs N/A 3. Describe efforts the school has taken to integrate career and technical education with academic courses (e.g., industrial biotechnology) to support student achievement N/A 4. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, as required by section 1008.37(4), Florida Statutes N/A II. Needs Assessment The school's completion of this part may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(6). A. Problem Identification 1. Data to Support Problem Identification b. Data Uploads Data uploads are not required by the Florida Department of Education but are offered as a tool for the needs assessment. In this section, the school may upload files of locally available data charts and graphs being used as evidence of need. The following documents were submitted as evidence for this section: No files were uploaded 2. Problem Identification Summary This section is not required by the Florida Department of Education but is provided as an opportunity for the school to summarize the points of strength and areas of need that have been identified in the data. B. Problem Analysis Summary This section is not required by the Florida Department of Education but is provided as an opportunity for the school to summarize the underlying "why"? or root causes for the areas of need identified in the data, as determined by situational awareness of, and research conducted by, the stakeholders involved in the needs assessment. C. Strategic Goals Hillsborough - 0128 - - 2017-18 SIP Last Modified: 2/6/2018 Page 12 https://www.floridacims.org
Hillsborough - 0128 - - 2017-18 SIP School Improvement Goals The following key is intended to help readers understand how the sections of this document correspond to the steps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The Quick Key numbers can help registered users go directly to the point of entry for any given goal, barrier and strategy within the online survey. Problem Solving Key G = Goal B = Barrier S = Strategy 1 = Problem Solving Step S123456 = Quick Key Strategic Goals Summary G1. Strengthen differentiated instruction to address the needs of ALL students. G2. Increase academic language and discussion in all classrooms Strategic Goals Detail For each strategic goal, this section lists the associated targets (i.e., SMART goals ), targeted barriers to achieving the goal, resources available to help reduce or eliminate the barriers, and the plan for monitoring progress toward the goal. Last Modified: 2/6/2018 Page 13 https://www.floridacims.org
G1. Strengthen differentiated instruction to address the needs of ALL students. 1a G095378 Hillsborough - 0128 - - 2017-18 SIP Targets Supported 1b Indicator Annual Target School Grade - Percentage of Points Earned 375.0 Targeted Barriers to Achieving the Goal 3 Students are at various levels Resources Available to Help Reduce or Eliminate the Barriers 2 Resource team School level training PLC's Grade level planning Plan to Monitor Progress Toward G1. 8 Student reading levels and various assessment data will be collected Person Responsible Jesha Womack Schedule Quarterly, from 8/21/2017 to 5/25/2018 Evidence of Completion Student reading levels and math data will be turned in to monitor student growth through differentiated instruction Last Modified: 2/6/2018 Page 14 https://www.floridacims.org
G2. Increase academic language and discussion in all classrooms 1a G095379 Hillsborough - 0128 - - 2017-18 SIP Targets Supported 1b Indicator Annual Target FSA ELA Achievement 50.0 FSA Mathematics Achievement 50.0 Targeted Barriers to Achieving the Goal 3 Lack of content vocabulary Resources Available to Help Reduce or Eliminate the Barriers 2 Teacher Professional Development Reading Eggs (ELL Program) Resource teachers ELP Plan to Monitor Progress Toward G2. 8 Coaching cycles Person Responsible Katie Jacob Schedule Every 2 Months, from 8/14/2017 to 5/25/2018 Evidence of Completion Records of teacher questioning and student responses (discussion) will be collected and analyzed with teacher and coach Plan to Monitor Progress Toward G2. 8 Informal and formal observations Person Responsible Steve Sims Schedule Semiannually, from 5/25/2018 to 5/25/2018 Evidence of Completion Observations of Domain 3 Last Modified: 2/6/2018 Page 15 https://www.floridacims.org
Hillsborough - 0128 - - 2017-18 SIP Action Plan for Improvement For each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists the rationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that have been identified as necessary to implementing the strategy, including details such as the point person, timing and duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring the implementation and effectiveness of the respective strategy. Problem Solving Key G = Goal B = Barrier S = Strategy 1 = Problem Solving Step S123456 = Quick Key G1. Strengthen differentiated instruction to address the needs of ALL students. 1 G095378 G1.B1 Students are at various levels 2 B256752 G1.B1.S3 Teachers will work with small groups of students in math and reading. 4 S271588 Strategy Rationale This will allow for reteaching and instruction that meets the needs of all students Action Step 1 5 Resource team will provide professional development focused on small group instruction. Person Responsible Katie Jacob Schedule Every 2 Months, from 8/10/2017 to 5/25/2018 Evidence of Completion Sign in forms for attendance Last Modified: 2/6/2018 Page 16 https://www.floridacims.org
Hillsborough - 0128 - - 2017-18 SIP Plan to Monitor Fidelity of Implementation of G1.B1.S3 6 Administration will attend trainings and review attendance with facilitators Person Responsible Jesha Womack Schedule Every 2 Months, from 8/10/2017 to 5/25/2018 Evidence of Completion Training Power Points, handouts, attendance Plan to Monitor Effectiveness of Implementation of G1.B1.S3 7 Walk throughs Person Responsible Steve Sims Schedule Weekly, from 8/21/2017 to 5/25/2018 Evidence of Completion Walk through forms will be collected and reviewed with ILT team Last Modified: 2/6/2018 Page 17 https://www.floridacims.org
G2. Increase academic language and discussion in all classrooms 1 G095379 G2.B1 Lack of content vocabulary 2 B256754 G2.B1.S1 Teachers will plan thoughtful, higher order questions using content vocabulary that are aligned with the standards 4 S271565 Strategy Rationale Thoughtfully planned questions will increase student discussion and promote the use of content vocabulary Action Step 1 5 Hillsborough - 0128 - - 2017-18 SIP Teachers and resource team will plan together while unpacking standards and referencing questions, ALD's and test specs Person Responsible Jesha Womack Schedule Weekly, from 8/16/2016 to 5/9/2017 Evidence of Completion Administration will attend team planning Plan to Monitor Fidelity of Implementation of G2.B1.S1 6 Walk throughs Person Responsible Steve Sims Schedule Monthly, from 8/16/2016 to 5/9/2017 Evidence of Completion Administration will walk through classrooms to look for evidence of higher order questions and student discussion. Last Modified: 2/6/2018 Page 18 https://www.floridacims.org
Hillsborough - 0128 - - 2017-18 SIP Plan to Monitor Effectiveness of Implementation of G2.B1.S1 7 Classroom walk thru's, student data Person Responsible Steve Sims Schedule Monthly, from 8/14/2017 to 5/25/2018 Evidence of Completion Data reports, walk thru's Last Modified: 2/6/2018 Page 19 https://www.floridacims.org
Hillsborough - 0128 - - 2017-18 SIP IV. Implementation Timeline Source G2.B1.S1.MA1 M389301 G2.B1.S1.A1 A364089 G1.MA1 M389299 Task, Action Step or Monitoring Activity Who 2018 Start Date (where applicable) Walk throughs Sims, Steve 8/16/2016 Teachers and resource team will plan together while unpacking standards and referencing questions,... Student reading levels and various assessment data will be collected Womack, Jesha 8/16/2016 Womack, Jesha 8/21/2017 Deliverable or Evidence of Completion Administration will walk through classrooms to look for evidence of higher order questions and student discussion. Administration will attend team planning Student reading levels and math data will be turned in to monitor student growth through differentiated instruction Due Date/End Date 5/9/2017 monthly 5/9/2017 weekly 5/25/2018 quarterly G2.B1.S1.MA1 M389300 Classroom walk thru's, student data Sims, Steve 8/14/2017 Data reports, walk thru's 5/25/2018 monthly G2.MA2 M389505 Informal and formal observations Sims, Steve 5/25/2018 Observations of Domain 3 5/25/2018 semiannually G2.MA1 M389304 G1.B1.S3.MA1 M389355 G1.B1.S3.MA1 M389354 G1.B1.S3.A1 A364120 Coaching cycles Jacob, Katie 8/14/2017 Records of teacher questioning and student responses (discussion) will be collected and analyzed with teacher and coach Walk throughs Sims, Steve 8/21/2017 Walk through forms will be collected and reviewed with ILT team Administration will attend trainings and review attendance with facilitators Resource team will provide professional development focused on small group instruction. Womack, Jesha 8/10/2017 Training Power Points, handouts, attendance Jacob, Katie 8/10/2017 Sign in forms for attendance 5/25/2018 every-2-months 5/25/2018 weekly 5/25/2018 every-2-months 5/25/2018 every-2-months Last Modified: 2/6/2018 Page 20 https://www.floridacims.org
V. Professional Development Opportunities Professional development opportunities identified in the SIP as action steps to achieve the school's goals. G1. Strengthen differentiated instruction to address the needs of ALL students. G1.B1 Students are at various levels G1.B1.S3 Teachers will work with small groups of students in math and reading. PD Opportunity 1 Resource team will provide professional development focused on small group instruction. Facilitator Katie Jacob, Laura Schulte, Nicole Ward Participants K-5 teachers, ESE, ELL Schedule Hillsborough - 0128 - - 2017-18 SIP Every 2 Months, from 8/10/2017 to 5/25/2018 Last Modified: 2/6/2018 Page 21 https://www.floridacims.org
Hillsborough - 0128 - - 2017-18 SIP VI. Technical Assistance Items Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals. VII. Budget 1 G1.B1.S3.A1 2 G2.B1.S1.A1 Resource team will provide professional development focused on small group instruction. Teachers and resource team will plan together while unpacking standards and referencing questions, ALD's and test specs $0.00 $750.00 Function Object Budget Focus Funding Source FTE 2017-18 120-Classroom Teachers 0128 - School Improvement Funds $750.00 Total: $750.00 Last Modified: 2/6/2018 Page 22 https://www.floridacims.org