imagine schools at west melbourne - brevard public...

Imagine Schools At WestMelbourne

2015-16 School Improvement Plan

Imagine Schools At West Melbourne3355 IMAGINE WAY, West Melbourne, FL 32904

http://www.imaginewestmelbourne.org

School Demographics

School Type Title I Free/Reduced Price Lunch

Elementary Yes 94%

Alternative/ESE Center Charter School Minority

No Yes 58%

School Grades History

Year 2013-14 2012-13 2011-12 2010-11

Grade F D D F

School Board Approval

This plan is pending approval by the Brevard County School Board.

SIP Authority and Template

Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and requireimplementation of a school improvement plan (SIP) for each school in the district.

The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements fortraditional public schools and incorporates all components required for schools receiving Title I funds. Thistemplate is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all non-charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all otherschools, the district may use a template of its choosing. All districts must submit annual assurances that theirplans meet statutory requirements.

This document was prepared by school and district leadership using the Florida Department of Education’sschool improvement planning web application located at https://www.floridaCIMS.org.

Brevard - 6515 - Imagine Schools At West Melbourne - 2015-16 SIPImagine Schools At West Melbourne

Last Modified: 10/22/2015 https://www.floridacims.org

https://www.floridacims.org

Table of Contents

4Purpose and Outline of the SIP

5Differentiated Accountability

8Current School Status

168-Step Planning and Problem Solving Implementation

16Goals Summary

16Goals Detail

19Action Plan for Improvement

24Appendix 1: Implementation Timeline

25Appendix 2: Professional Development and Technical Assistance Outlines

26Professional Development Opportunities

28Technical Assistance Items

0Appendix 3: Budget to Support Goals



Purpose and Outline of the SIPThe 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 andAssistance Plan (DIAP), designed to help district leadership make the necessary connections between schooland district goals in order to align resources. The Florida Department of Education encourages schools to usethe SIP as a “living document” by continually updating, refining and using the plan to guide their workthroughout 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 CollaborativeTeaching, and Ambitious Instruction and Learning. Questions regarding the school’s Multi-Tiered System ofSupports have been embedded throughout this part to demonstrate how data is used by stakeholders tounderstand 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 strategicgoals and associated data targets (i.e., “SMART goals”) for the coming school year in context of the school’sgreatest strengths and needs. An online tool was developed, which includes data visualizations and processingquestions 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 ofthe current state of the school in mind and the strategic goals identified through the needs assessment, theplanning 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 resources available to support the goals and barriers that could hinder achieving those goals

(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

The following appendices, automatically-generated from content entered in Part III, are included in thisdocument:

• 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



Differentiated AccountabilityFlorida’s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated byneed according to performance data, and provided to schools and districts in order to improve leadershipcapacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadershipto design, implement and refine improvement plans, as well as provide instructional coaching, as needed.

DA Regions

Florida’s DA network is divided into five geographical regions, each served by a field team led by a regionalexecutive director (RED).

DA Categories

Traditional public schools are classified at the start of each school year, based upon the most recently releasedschool grades (A-F), into one of the following categories:

• Not in DA – currently A or B with no F in prior three years; charter schools; ungraded schools• Monitoring Only – currently A, B or C with at least one F in the prior three years• Focus – currently D

◦ Planning – two consecutive grades of D (i.e., DD), or a grade of F immediately followed by agrade of D in the most recent grades release (i.e., FD)

◦ Implementing – two consecutive grades of D in the most recent grades release preceded by agrade below C (i.e., FDD or DDD)

• Priority – currently F◦ Planning – declined to a grade of F in the most recent grades release and have not received a

planning year or implemented a turnaround option during the previous school year◦ Implementing – two consecutive grades of F (i.e., FF), or three consecutive grades below C

with an F in the most recent grades release (i.e., FDF or DDF)

DA Turnaround and Monitoring Statuses

Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses:

• Former F – currently A-C with at least one F in the prior three years; SIP is monitored by FDOE• Planning – Focus Planning and Priority Planning; district is planning for possible turnaround• Implementing – Focus Implementing and Priority Implementing; district is implementing the

Turnaround Option Plan (TOP)

2015-16 DA Category and Statuses

DA Category Region RED

Not In DA 3 Ella Thompson

Former F Turnaround Status

No



mailto:[email protected]

Part I: Current School Status

Supportive Environment

School Mission and Vision

Provide the school's mission statement

Imagine West Melbourne partners with parents to provide a rigorous learning experience with a focuson academic growth in a safe environment that emphasizes the values of community, student voice,and high expectations to give students a love of learning that will stay with them through school,university and beyond.

Provide the school's vision statement

Our vision as an achievement-focused learning community is to inspire a passion for learning inwhich all students achieve lifelong success.

School Environment

Describe the process by which the school learns about students' cultures and buildsrelationships between teachers and students

Imagine West Melbourne utilizes Responsive Classroom as a school wide tier I classroommanagement philosophy. Through Responsive Classroom teachers utilize Morning Meetings toestablish rapport and a sense of community. The Morning Meetings allow for deeper understanding ofstudents' culture.

Describe how the school creates an environment where students feel safe and respectedbefore, during and after school

Imagine West Melbourne utilizes Responsive Classroom as a school wide tier I classroommanagement philosophy. Through Responsive Classroom teachers utilize explicit teacher languagethat is respectful, relevant, and realistic to establish rapport and a sense of community.

Describe the schoolwide behavioral system in place that aids in minimizing distractions tokeep students engaged during instructional time. This may include, but is not limited to,established protocols for disciplinary incidents, clear behavioral expectations, and training forschool personnel to ensure the system is fairly and consistently enforced

Imagine West Melbourne utilizes Responsive Classroom as a school wide tier I classroommanagement philosophy. Through Responsive Classroom teachers utilize explicit teacher languagethat is respectful, relevant, and realistic to establish rapport and a sense of community. Disciplinaryincidents are addressed with taking a break,reparations, loss of privilege, and logical consequences.

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

Imagine West Melbourne believes that the social-emotional well being of students is just as importantas the academic well being of the students. Responsive classroom provides teachers with the tools toestablish a community atmosphere where all students are welcomed. Imagine West Melbourne alsoadded a School Counselor to provide students and families with social-emotional support.

Early Warning SystemsThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III),(b)(1)(B)(iii)(I), and (b)(1)(I).



Describe the school's early warning system and provide a list of the early warning indicatorsused in the system

Imagine West Melbourne's Early Warning System consists of the following indicators;Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-schoolsuspension,one or more suspensions, whether in school or out of school, course failure in English Language Artsor mathematics, and a Level 1 score on the statewide, standardized assessments in EnglishLanguage Arts or mathematics.

Provide the following data related to the school's early warning system

The number of students by grade level that exhibit each early warning indicator:

Grade LevelIndicator

K 1 2 3 4 5 6Total

Attendance below 90 percent 12 13 15 11 8 11 2 72One or more suspensions 0 1 0 0 3 0 0 4Course failure in ELA or Math 0 0 0 0 0 0 0Level 1 on statewide assessment 0 0 0 0 2 12 12 26

The number of students identified by the system as exhibiting two or more early warningindicators:

Grade LevelIndicator

1 4 5 6Total

Students exhibiting two or more indicators 1 4 10 5 20

Describe all intervention strategies employed by the school to improve the academicperformance of students identified by the early warning system

Any student that exhibits two or more of the Early Warning System indicators will receive interventionsupport for a minimum of 30 minutes daily from our Title I Interventionist along with 40 minutes ofReading support and 30 minutes of Mathematics support daily from a certified teacher.

Family and Community InvolvementThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(iii)(I)(aa).

Describe how the school works at building positive relationships with families to increaseinvolvement, including efforts to communicate the school's mission and vision, and keep parentsinformed of their child's progressTitle I schools use the Parent Involvement Plan (PIP) to meet the requirements of 20 U.S.C. § 6314(b)(1)(F).

Will the school use its PIP to satisfy this question?No

PIP LinkThe school completes a Parental Involvement Plan (PIP), which is available at the school site.

Description

Imagine West Melbourne's goal is to increase parental involvement and help each family understandthe importance of their involvement in their child's education and success. Imagine involves parents



by hosting a variety of parent nights, including Literacy Night, Title I Parent Nights, Book Fairs,Science Fairs, and parents' night out.

Describe the process by which the school builds and sustains partnerships with the localcommunity for the purpose of securing and utilizing resources to support the school and studentachievement

Imagine West Melbourne opens all educational nights to the community. Events are marketed to thesurrounding community and stakeholders. The leadership team has joined the local Chamber ofCommerce, attends local community events, and supports local non-profits.

Effective LeadershipThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(H).

School Leadership Team

Membership:

Name TitleDeGonzague, Brian PrincipalCrawford, Billie Dee Instructional CoachThagard, Amanda Teacher, ESEWilliams, Michelle Teacher, K-12

Duties

Describe the roles and responsibilities of the members, including how they serve asinstructional leaders and practice shared decision making

Principal - Brian DeGonzague - Provides a common vision for the use of data based decision making;Establishes and communicates standards for student and professional performance; Continuallyassesses school practices and procedures and adjusts them to support the diverse learning needs ofstudents; Collaborates and clearly communicates with parents/guardians, and other educators toassist the students; Regularly communicates with all members of the school community.Instructional Coach - Billie Dee Crawford- Provides expertise in the implementation and execution ofMTSS services. Provides knowledge regarding effective strategies, organizational skills, andfacilitates data-based decision making activities.General Education Teacher Leaders - Michelle Williams (Kindergarten-2nd Grade), Kristin Alaia(Mathematics), Nicole Hodkinson (ELA, Science/Social Studies). Skilled in the implementation of Tier1-3 instruction and strategies for achieving academic success, data collection, organizational skills,and working with team members to integrate materials.Exceptional Student Education (ESE)- Amanda St. Pierre -Participates in student data collection,integrates core instructional activities/materials into Tier 3 instruction, and collaborates with generaleducation teachers.

Describe the process through which school leadership identifies and aligns all availableresources (e.g., personnel, instructional, curricular) in order to meet the needs of all studentsand maximize desired student outcomes. Include the methodology for coordinating andsupplementing federal, state and local funds, services and programs. Provide the person(s)responsible, frequency of meetings, how an inventory of resources is maintained and anyproblem-solving activities used to determine how to apply resources for the highest impact



Data is collected initially by classroom teacher observations, STAR scores, FAIR scores, districtassessments/benchmarks tests, and previous FCAT & FSA scores where applicable.Tier 1 is implemented school-wide. Each teacher strives to differentiate instruction in order to ensureall learning styles are reached. The use of “Responsive Classroom” is used school-wide in order tobuild community and create active engagement within the classroom. Teachers collect data throughformal and informal observations, grades, report cards, work samples, specific skill assessments, andchecklists.Tier 2 instruction is incorporated each school day in every class. Students who are struggling withdaily classroom instruction become part of small group instruction led by classroom teachers and TitleI interventionists. Each classroom has designated MTSS time. These sessions are led by classroomteachers and Title I interventionists. Data is collected through specific skills assessments, worksamples, progress monitoring, and observations.Tier 3 instruction is done in one-on-one situations or targeted small group situations (with no morethan 3 students). Data collection is intended to be frequent and assess specific skills that address thechallenges or barriers occurring during Tier 1 and Tier 2.Grade-level teams meet twice a week to co-plan with support from the Instructional Coach. Teachersdiscuss struggling students and brainstorm different strategies to try to help reach each student’sneeds. Monthly, teachers meet in their PLC’s to discuss the data collected during each of the threetiers.Title 1 funds are used to supplement the salary of personnel who work with students receivingadditional support such as ESE services and small group instruction in content areas. These moniesare also used for professional development opportunities for our coaches who in turn deliver trainingto the teachers. Based on the budget amount allocated to the school, curricular resource may also becovered under this program.

School Advisory Council (SAC)

Membership:

Name Stakeholder GroupMelissa Koretsky Business/CommunityDavid Tucker ParentAlex Fekete Business/CommunityRobert Manley Business/CommunityBrian DeGonzague PrincipalBillie Dee Crawford Education Support EmployeeSelana Budds Education Support Employee

Duties

Provide a description of the SAC's involvement with the following activities, as required bysection 1001.452(2), Florida Statutes

Evaluation of last year's school improvement plan

Imagine Schools at West Melbourne's 2014-2015 School Improvement Plan plan was reviewed withthe SAC and utilized in the development of the 2015-2016 School Improvement Plan.

Development of this school improvement plan

The goals of Imagine Schools at West Melbourne's school improvement plan have been reviewedwith the SAC and approved as of the board meeting on August 25, 2015.



Preparation of the school's annual budget and plan

The 2016 preliminary budget for Imagine Schools at West Melbourne's has been reviewed with theSAC and approved as of the board meeting on April 28, 2015.

Describe the use of school improvement funds allocated last year, including the amountbudgeted for each project

Not applicable at this time.

Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding theestablishment requirements and duties of the SACYes

If the school is not in compliance, describe the measures being implemented to meet SACrequirements

Literacy Leadership Team (LLT)

Membership:

Name TitleCrawford, Billie Dee Instructional CoachDeGonzague, Brian PrincipalWilliams, Michelle Teacher, K-12Thagard, Amanda Teacher, ESE

Duties

Describe how the LLT promotes literacy within the school

The LLT will focus on fostering a love of reading in all levels of learners, in all settings, school andhome. Reading incentives such as the Advanced Reading Challenge and Book It will supportmotivating students to read more for pleasure. LLT members will encourage creative responses toliterature and celebrate student reading accomplishments regularly.

Public and Collaborative TeachingThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(D).

Describe the school's strategies to encourage positive working relationships between teachers,including collaborative planning and instruction

In order to encourage positive working relationships between teachers, collaborative planning time hasbeen established into the daily schedule. Teachers will have a 45 minute time frame for commonplanning each day. Along with common planning time, all teacher teams will be supported by theInstructional Coach twice weekly with regards to professional growth and lesson planning. All teachersalso participate in monthly PLC meetings to continue professional growth.

Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field,effective teachers to the school

New teacher pay scale more closely aligns with the district pay scale, making the attractiveness ofworking at Imagine a viable option. Teachers are offered ongoing professional development, leadershipopportunities, and a family atmosphere of shared values (integrity, justice, and fun).



Describe the school's teacher mentoring program, including the rationale for pairings andplanned mentoring activities

Imagine's mentoring program provides each new teacher with a veteran teacher with whom he/she cancollaboratively plan with daily. Additionally, coaching support is provided with lesson design, pacing, andinstructional delivery, as well as peer coaching. Monthly mentor meetings are held to guide mentorsactivities.

Ambitious Instruction and Learning

Instructional Programs and Strategies

Instructional Programs

Describe how the school ensures its core instructional programs and materials are aligned toFlorida's standards

In order to ensures Imagine West Melbourne's core instructional programs and materials are alignedto Florida's standards, lesson plans are submitted for review on a weekly basis, collaborative planningtime occurs weekly with the Instructional Coach to unpack standards and develop engaging, rigorouslessons, and Professional Development is provided on standards alignment.

Instructional Strategies

Describe how the school uses data to provide and differentiate instruction to meet the diverseneeds of students. Provide examples of how instruction is modified or supplemented to assiststudents having difficulty attaining the proficient or advanced level on state assessments

Imagine West Melbourne utilizes several types of data including but not limited to STAR, 2014 FCAT2.0, 2015 FSA, FAIR, Brevard County district benchmark assessments, Moby Max, Reflex Math, RAZkids, and School Tutor data to drive differentiation and instructional approaches. Data is analyzedevery week during common plan time with the Instructional Coach and Title I Reading Interventionistto develop differentiated instructional groups for each class with needs assessments and lessonobjectives for the upcoming week.

Provide the following information for each strategy the school uses to increase the amountand quality of learning time and help enrich and accelerate the curriculum:



Strategy: Extended School DayMinutes added to school year: 5,400

Imagine Schools at West Melbourne has implemented the use of the Responsive Classroom inorder to provide enrichment activities that contribute to a well rounded education.The Responsive Classroom is a classroom that fosters a sense of belonging, significance, andfun through the use of specific “teacher language”, logical consequences, and the morningmeeting. Students begin each day in a positive way through the four components of the morningmeeting: greeting, sharing, a group activity, and a morning message. Each component is alignedto current ELA state standards. The Responsive Classroom is designed to teach and reinforcegood character, as well as provide opportunities to support academic excellence.

Strategy Rationale

Imagine West Melbourne believes that the social-emotional well-being of the students is just asimportant as the academic well being of the students. Imagine West Melbourne believes that witha strong community and a sense of belonging, significance, and fun, students will be morecapable of being academically successful.

Strategy Purpose(s)

• Enrichment

Person(s) responsible for monitoring implementation of the strategyDeGonzague, Brian, [email protected] that is or will be collected and how it is analyzed to determine effectiveness of thestrategy

The effectiveness of this strategy will be measured by monitoring and comparing the amount ofbehavioral referrals that lead to out-of-school suspensions from one year to the next. ImagineSchools at West Melbourne will also compare FSA percentile ranks from 2015 to FSA percentileranks for 2016, focusing on the percentile ranks of students scoring at a level 1 and 2, todetermine the effectiveness of this strategy.

Student Transition and Readiness

PreK-12 TransitionThe school's response to this question may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(G).

Describe the strategies the school employs to support incoming and outgoing cohorts ofstudents in transition from one school level to another

Imagine Schools at West Melbourne includes a VPK program. The program incorporates the DOEstandards; additionally the VPK director meets with the kindergarten team to implement strategies(primarily letters and sounds) that will make the transition to kindergarten easier for the students. InApril a Kindergarten round up is held for all incoming kindergartners, in order to introducekindergarten expectations to the prospective parents.In August, prior to the beginning of the school year, each student is assessed by the kindergartenteacher on their mathematics and literacy skills. Students with deficiencies can be given extra support(small group instruction, MTSS) from the beginning of the school year. FLKRS is assessed todetermine additional needs such as motor skills that will be needed to insure the students’ success inkindergarten. The Kindergarten Literacy Survey is administered quarterly, and instruction isscaffolded to meet the needs of each student. County assessments in Mathematics and Science arealso administered quarterly.



Title One Night/Open House is held in September, and in October the first parent teacherconferences are held to help parental involvement with the students.

College and Career Readiness

Describe the strategies the school uses to advance college and career awareness, which mayinclude establishing partnerships with business, industry or community organizations

Identify the career and technical education programs available to students and industrycertifications that may be earned through those respective programs

Describe efforts the school has taken to integrate career and technical education withacademic courses (e.g., industrial biotechnology) to support student achievement

Describe strategies for improving student readiness for the public postsecondary level basedon annual analysis of the High School Feedback Report, as required by section 1008.37(4),Florida Statutes

Needs Assessment

Problem Identification

Data to Support Problem Identification

Portfolio SelectionPortfolio selection is not required by the Florida Department of Education but is offered as a tool forneeds assessment.

Data UploadsData uploads are not required by the Florida Department of Education but are offered as a tool for theneeds assessment. In this section, the school may upload files of locally available data charts andgraphs being used as evidence of need.The following documents were submitted as evidence for this section:

Problem Identification SummaryThis section is not required by the Florida Department of Education but is provided as an opportunity forthe school to summarize the points of strength and areas of need that have been identified in the data.

Problem Analysis SummaryThis section is not required by the Florida Department of Education but is provided as an opportunity for theschool to summarize the underlying “why” or root causes for the areas of need identified in the data, asdetermined by situational awareness of, and research conducted by, the stakeholders involved in the needsassessment.



http://data.fldoe.org/readiness/

Improve rigor of instruction by appropriately aligning resources to standards, planning for high-order questions, and providing feedback to students.

Improve the differentiation of instruction to reach across all content areas to all students.

School Improvement GoalsThe following key is intended to help readers understand how the sections of this document correspond to thesteps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The QuickKey numbers can help registered users go directly to the point of entry for any given goal, barrier and strategywithin the online survey.

Problem Solving Key

G = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

Strategic Goals Summary

G1.

G2.

Strategic Goals DetailFor each strategic goal, this section lists the associated targets (i.e., “SMART goals”), resources available tosupport movement toward the goal, barriers to achieving the goal, and the plan for monitoring progress towardthe goal



G068780

G1. Improve rigor of instruction by appropriately aligning resources to standards, planning for high-orderquestions, and providing feedback to students. 1a

Targets Supported 1b

Indicator Annual TargetFSA - Mathematics - Proficiency Rate 35.0FSA - English Language Arts - Proficiency Rate 40.0

Resources Available to Support the Goal 2

• Peer Mentoring Program

• Instructional Rounds

• Instructional Coach

• Regional Coach

• Inside Imagine - Educational Resource

• Collaborative Mutual Accountability Teams

• Staff Handbook

• Sunshine Region & Imagine Group Leaders

• Imagine National Academic and Character Team

• Imagine Schools Curriculum Guide

Targeted Barriers to Achieving the Goal 3

• Lack of organization of current resources

• Lack of a thorough process for planning

Plan to Monitor Progress Toward G1. 8

STAR data will be collected on a quarterly basis to monitor progress.

Person ResponsibleBrian DeGonzague

ScheduleQuarterly, from 9/28/2015 to 5/30/2016

Evidence of CompletionCollection of STAR reports showing current percentile ranks.



G068781

G2. Improve the differentiation of instruction to reach across all content areas to all students. 1a

Targets Supported 1b

Indicator Annual TargetFSA - Mathematics - Proficiency Rate 35.0FSA - English Language Arts - Proficiency Rate 40.0

Resources Available to Support the Goal 2

• Responsive Classroom

• Student Success Plans - Students setting and monitoring personal goals.

• MTSS Coordinator

• Interventionist

• Performance Matters

• STAR

• ESOL Coordinator

• Cambridge International Examinations On-line resources

• CPALMS

• Character Education Program

• Instructional Coach

Targeted Barriers to Achieving the Goal 3

• Wide range of abilities of students

Plan to Monitor Progress Toward G2. 8

STAR data will be collected on a quarterly basis to monitor progress.

Person ResponsibleBrian DeGonzague

ScheduleQuarterly, from 9/28/2015 to 5/30/2016

Evidence of CompletionCollection of STAR reports showing current percentile ranks.



G068780

B178668

S190068

Action Plan for ImprovementFor each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists therationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that havebeen identified as necessary to implementing the strategy, including details such as the point person, timingand duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring theimplementation and effectiveness of the respective strategy.

Problem Solving Key

G = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

G1. Improve rigor of instruction by appropriately aligning resources to standards, planning for high-orderquestions, and providing feedback to students. 1

G1.B1 Lack of organization of current resources 2

G1.B1.S1 Devise a plan to organize the resource room. 4

Strategy Rationale

In order for teachers to align resources, we must first develop an understanding of what resourcesare available to teachers.

Action Step 1 5

Imagine West Melbourne staff members will organize the resource room in a manner that will allowfor a quick reference of resources available.

Person Responsible

Billie Dee Crawford

Schedule

Weekly, from 8/1/2015 to 10/31/2015

Evidence of Completion

Organized and cataloged teacher resource room.



Plan to Monitor Fidelity of Implementation of G1.B1.S1 6

Principal and instructional coach will review status of resource room organization progress.

Person Responsible

Brian DeGonzague

Schedule

Weekly, from 8/1/2015 to 10/31/2015


Correspondences between principal and instructional coach.

Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7

Principal will provide teachers with an anonymous survey pertaining to the ease of access andunderstanding of resources available to support their instruction.

Person Responsible

Brian DeGonzague

Schedule

Semiannually, from 12/21/2015 to 5/30/2016


Teacher survey results



B178669

S190069

G1.B2 Lack of a thorough process for planning 2

G1.B2.S1 Implement a process for a thorough collaborative planning process that includes feedback. 4

Strategy Rationale

In order to Improve rigor of instruction, educators must appropriately aligning resources tostandards, planning for high-order questions, and providing feedback to students. Adequateplanning and preparation are imperative aspects to implementing quality instruction.

Action Step 1 5

Imagine Schools at West Melbourne Curriculum Map Development

Person Responsible

Billie Dee Crawford

Schedule

On 8/31/2015


Completion of a thorough curriculum map for each grade level.

Action Step 2 5

Implementation of collaborative planning by grade level with support from the instructional coach.

Person Responsible

Billie Dee Crawford

Schedule

Monthly, from 8/1/2014 to 5/29/2015


Completed collaborative planning template and lesson planning template.




Principal and instructional coach will collect collaborative planning documents along with lessonplans on a weekly basis.

Person Responsible

Brian DeGonzague

Schedule

Monthly, from 8/24/2015 to 5/30/2016


Imagine West Melbourne Planning binder


Principal will provide teachers with an anonymous survey pertaining to the collaborative planningprocess and the support teachers feel they are receiving to complete a thorough plan for qualityinstruction.

Person Responsible

Brian DeGonzague

Schedule

Semiannually, from 12/14/2015 to 5/29/2017


Teacher survey results



G068781

B179029

S191138

G2. Improve the differentiation of instruction to reach across all content areas to all students. 1

G2.B2 Wide range of abilities of students 2

G2.B2.S1 Structure the daily schedule to include Reading and Math intervention time for all students thatwill be in addition to the intervention time daily for students that are in the lowest quartile. 4

Strategy Rationale

The structure of intervention periods throughout the day will allow for all students to receiveinstruction at their specific level of need in smaller groups of students.

Action Step 1 5

Develop a school wide schedule that would allow for interventions to take place at a common timefor all grade levels to maximize the number of support staff to intervene.

Person Responsible

Brian DeGonzague

Schedule

On 8/24/2015


School Schedule

Action Step 2 5

Mathematics Interventions Professional Development

Person Responsible

Brian DeGonzague

Schedule

On 10/16/2015


Professional Development attendance logs and Professional Learning Reflection Journals



Action Step 3 5

Success Intervention Time Professional Development

Person Responsible

Brian DeGonzague

Schedule

On 8/4/2015


Professional Development attendance logs and Profesisonal Learning Reflection Journals


Observations of intervention time monitoring fidelity of resources utilized, engagement of students,and focus of intervention.

Person Responsible

Brian DeGonzague

Schedule

Daily, from 8/31/2015 to 5/30/2016


Data from observations will be collected and shared with staff members.


Collection of STAR reports showing current percentile ranks.

Person Responsible

Brian DeGonzague

Schedule

On 5/30/2016


Collection of STAR reports showing current percentile ranks.

Appendix 1: Implementation TimelineAction steps and monitoring activities identified in the SIP as necessary to achieve the school’s goals.



Source Task, Action Step or MonitoringActivity Who

Start Date(where

applicable)

Deliverable or Evidence ofCompletion

Due Date/End Date

G1.B1.S1.A1

Imagine West Melbourne staff memberswill organize the resource room in amanner that will allow for a quickreference of resources available.

Crawford, Billie Dee 8/1/2015 Organized and cataloged teacherresource room.

10/31/2015weekly

G1.B2.S1.A1 Imagine Schools at West MelbourneCurriculum Map Development Crawford, Billie Dee 8/4/2015 Completion of a thorough curriculum

map for each grade level.8/31/2015one-time

G2.B2.S1.A1

Develop a school wide schedule thatwould allow for interventions to takeplace at a common time for all gradelevels to maximize the number ofsupport staff to intervene.

DeGonzague, Brian 8/24/2015 School Schedule 8/24/2015one-time

G1.B2.S1.A2Implementation of collaborativeplanning by grade level with supportfrom the instructional coach.

Crawford, Billie Dee 8/1/2014 Completed collaborative planningtemplate and lesson planning template.

5/29/2015monthly

G2.B2.S1.A2 Mathematics Interventions ProfessionalDevelopment DeGonzague, Brian 10/16/2015

Professional Development attendancelogs and Professional LearningReflection Journals

10/16/2015one-time

G2.B2.S1.A3 Success Intervention Time ProfessionalDevelopment DeGonzague, Brian 8/4/2015

Professional Development attendancelogs and Profesisonal LearningReflection Journals

8/4/2015one-time

G1.MA1 STAR data will be collected on aquarterly basis to monitor progress. DeGonzague, Brian 9/28/2015 Collection of STAR reports showing

current percentile ranks.5/30/2016quarterly

G1.B1.S1.MA1

Principal will provide teachers with ananonymous survey pertaining to theease of access and understanding ofresources available to support theirinstruction.

DeGonzague, Brian 12/21/2015 Teacher survey results 5/30/2016semiannually

G1.B1.S1.MA1Principal and instructional coach willreview status of resource roomorganization progress.

DeGonzague, Brian 8/1/2015 Correspondences between principaland instructional coach.

10/31/2015weekly

G1.B2.S1.MA1

Principal will provide teachers with ananonymous survey pertaining to thecollaborative planning process and thesupport teachers feel they are receivingto complete a thorough plan for qualityinstruction.

DeGonzague, Brian 12/14/2015 Teacher survey results 5/29/2017semiannually

G1.B2.S1.MA1

Principal and instructional coach willcollect collaborative planningdocuments along with lesson plans on aweekly basis.

DeGonzague, Brian 8/24/2015 Imagine West Melbourne Planningbinder

5/30/2016monthly

G2.MA1 STAR data will be collected on aquarterly basis to monitor progress. DeGonzague, Brian 9/28/2015 Collection of STAR reports showing

current percentile ranks.5/30/2016quarterly

G2.B2.S1.MA1 Collection of STAR reports showingcurrent percentile ranks. DeGonzague, Brian 9/28/2015 Collection of STAR reports showing

current percentile ranks.5/30/2016one-time

G2.B2.S1.MA1

Observations of intervention timemonitoring fidelity of resources utilized,engagement of students, and focus ofintervention.

DeGonzague, Brian 8/31/2015 Data from observations will be collectedand shared with staff members.

5/30/2016daily

Appendix 2: Professional Development and Technical Assistance OutlinesProfessional development opportunities and technical assistance items identified in the SIP as action steps toachieve the school's goals.



Professional Development Opportunities

Professional development opportunities identified in the SIP as action steps to achieve the school's goals.

G1. Improve rigor of instruction by appropriately aligning resources to standards, planning for high-orderquestions, and providing feedback to students.

G1.B2 Lack of a thorough process for planning

G1.B2.S1 Implement a process for a thorough collaborative planning process that includes feedback.

PD Opportunity 1

Imagine Schools at West Melbourne Curriculum Map Development

Facilitator

Billie Dee Crawford

Participants

All teachers at Imagine West Melbourne

Schedule

On 8/31/2015

PD Opportunity 2

Implementation of collaborative planning by grade level with support from the instructional coach.

Facilitator

Billie Dee Crawford

Participants


Schedule

Monthly, from 8/1/2014 to 5/29/2015



G2. Improve the differentiation of instruction to reach across all content areas to all students.

G2.B2 Wide range of abilities of students

G2.B2.S1 Structure the daily schedule to include Reading and Math intervention time for all students thatwill be in addition to the intervention time daily for students that are in the lowest quartile.

PD Opportunity 1

Mathematics Interventions Professional Development

Facilitator

Billie Dee Crawford

Participants

All teachers at Imagine Schools at West Melbourne

Schedule

On 10/16/2015

PD Opportunity 2

Success Intervention Time Professional Development

Facilitator

Billie Dee Crawford, Brian DeGonzague

Participants


Schedule

On 8/4/2015



Technical Assistance Items

Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals.

Budget

Budget Data

1 G1.B1.S1.A1 Imagine West Melbourne staff members will organize the resource room in amanner that will allow for a quick reference of resources available. $200.00

Function Object Budget Focus FundingSource FTE 2015-16

7200 500-Materials and Supplies 6515 - Imagine Schools AtWest Melbourne General Fund $200.00

Notes: Folders, bins, office materials.

2 G1.B2.S1.A1 Imagine Schools at West Melbourne Curriculum Map Development $0.00

3 G1.B2.S1.A2 Implementation of collaborative planning by grade level with support from theinstructional coach. $43,750.00


5000 100-Salaries 6515 - Imagine Schools AtWest Melbourne Title I Part A $43,750.00

4 G2.B2.S1.A1Develop a school wide schedule that would allow for interventions to takeplace at a common time for all grade levels to maximize the number ofsupport staff to intervene.

$72,000.00


5000 100-Salaries 6515 - Imagine Schools AtWest Melbourne Title I Part A $72,000.00

5 G2.B2.S1.A2 Mathematics Interventions Professional Development $150.00


7200 500-Materials and Supplies 6515 - Imagine Schools AtWest Melbourne General Fund $150.00

6 G2.B2.S1.A3 Success Intervention Time Professional Development $0.00

Total: $116,100.00



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