school performance plan - okaloosa county school district · 2015-09-29 · cory ruyan 4th grade...

SAC funds in the amount of $ ,

will primarily be used for

Date Submitted:9/4/15

Dates of Revision:9/25/15

School Performance Plan 2015- 2016

School Name: Destin Elementary School

Legend

AICE Advanced International Certificate of

Education

MtSS Multi-tiered System of Supports

AMO Annual Measurable Objectives NGSSS Next Generation Sunshine State Standards

AP Advanced Placement NCLB No Child Left Behind

DA Differentiated Accountability PERT Postsecondary Education Readiness Test

DEA Discovery Education Assessment PMP Progress Monitoring Plan

ED Economically Disadvantaged PMS Progress Monitoring System

ELA English Language Arts POC Plan of Care

ELL English Language Learners PPP Pupil Progression Plan

EOC End of Course Exam PSAT Preliminary Scholastic Aptitude Test

ESE Exceptional Student Education SAC School Advisory Council

FAIR Florida Assessment for Instruction in Reading SAI Supplemental Academic Instruction

FCAT Florida Comprehensive Assessment Test SAT 10 Stanford Achievement Test

F/R Free & Reduced SESAT Stanford Early School Achievement Test

FS Florida Standards SINI Schools in Need of Improvement

FSA Florida Standards Assessment SPP/SIP School Performance Plan/School

Improvement Plan

IB International Baccalaureate SWD Students with Disabilities

IEP Individualized Education Program VE Varying Exceptionalities

IPDP Individualized Professional Development Plan

Okaloosa County School District

Vision Statement:

We inspire a lifelong passion for learning.

Mission Statement:

We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their

families, communities, and the world.

Core Values:

Accountability: We, working in conjunction with students’ families, accept responsibility to ensure student learning, to pursue excellence, and to

hold high standards for all.

Citizenship: We prepare all students to exercise the duties, rights, and privileges of being a citizen in a local community and global society.

Excellence: We pursue the highest academic, extracurricular, and personal/professional standards through continuous reflection and improvement.

Integrity: We embrace a culture in which individuals adhere to exemplary standards and act honorably.

Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and

resilience to be lifelong learners.

Respect: We show regard and consideration for all through a culture of dignity, diversity, and empathy.

Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others.

2

School Performance Team

Identify the names and titles of the School Performance Plan developers.

Name Title

Scheree Martin Assistant Principal

Al Gardner Principal

Marie Foote ESOL Interpreter

Katie Thillet KG Teacher

Leslie Davis KG Teacher

Lisa Brown 1st Grade Teacher Hillary Anderson 1st Grade Teacher Jennifer Donatelli 2nd Grade Teacher Amy Vest 3rd Grade Teacher

Gina Dever 3rd Grade Teacher Dianne Goldstein 4th Grade Teacher

Cory Ruyan 4th Grade Teacher

Lara Rice ESE Resource Teacher

Stakeholder Involvement: Describe the process taken to create the School Performance Plan.

At the end of the 2014-15 school year, a needs assessment survey was completed by the faculty. This survey included a reflection of teacher's strengths as well

as needs. Grade levels also met to disaggregate student data and examine trends in DEA performance and growth. In May, teachers were invited to join the SPP

committee. A group of teachers attended the district training in June on writing the SPP. The SPP team which consists of leaders in Math and ELA, from all grade

levels, met during the summer to construct the plan. Planning included examining reflections of data and the 2014-15 SPP.

Administration met with the ELL interpreters and ESE resource teacher on additional occasions to focus specifically on their components. Input from all teachers

working on the SPP was also included in these specialized areas. The SPP team presented the SPP draft to the faculty during preplanning, each chose a separate

focus to present and highlighted the school based action steps and classroom implementation components. Teachers were asked to give input in grade level

meetings. In reviewing the SPP with instructional coaches and the curriculum department, detail was added to clarify areas of focus. Teachers will receive an

outline of the final plan. The SPP committee will meet prior to our quarterly meetings to discuss areas of strength and needs in implementation. After the

quarterly/ midyear conferences the SPP team will reconvene to revise as needed.

3

School Profile Destin Elementary School (DES) is a public school located in the heard of a growing vacation destination known as Destin, Florida. This once small northwest

Florida panhandle school opened its doors in 1955 to an energetic fishing community that has since become an integral part of Okaloosa County. Destin, FL

being a vacation destination for fishing, beaches, shopping and golf makes for a population that can be somewhat transient in nature which changes with the

tourism seasons. The current population of Destin Elementary is 865 students which represents an increase of 4.7% from August 2014. Currently 41% of the

student body in on the Free and Reduced Lunch Program. The minority population of 23% consists of 1.7% African American, 8% Hispanic, 11.2% Multiracial

and 2.1% Asian. Destin Elementary successfully serves its 865 students in grades Pre-Kindergarten through fourth grade. Fifty-three certified teachers provide

quality instruction to meet high academic standards.

Students are assessed frequently to verify levels of academic performance followed by appropriate instruction designed to move all student forward at the

most appropriate rate possible. Instruction is differentiated in the classrooms to meet the needs and challenge our high, average and low performing

students. Students are enrolled in a 45 minute activity block of time daily which consists of 4 days per week of physical education and 1 day every week

alternating art and music. Reading and math incentive programs along with tutorial and remedial programs are used to reinforce the general curriculum based

on the Florida Standards. DES has an academically supportive child care program and offers a variety of after school activities such as art, drama, and piano

lessons.

Establishing high expectations for every student and addressing individual academic needs has contributed to DES achieving fourteen A+ ratings from the State

of Florida Department of Education. The academic success at DES has placed us among the top performing schools in Okaloosa County. The following

programs are provided to help students meet their individual academic needs: Pre-Kindergarten Disabilities, Specific Learning Disabilities, Speech and

Language and Gifted Education. Students performing below proficiency receive additional interventions outside the 120 minute ELA block and 90 minute

math block. Community and parental involvement plays a major role in the success of DES.

4

Community and Parent Awareness

2015 2014 2015 2014 2015 2014 2015 2014 2015 2014 2015 2014

1. My child's school emphasizes academic performance as the number one

priority.

80% 77% 16% 17% 2% 4% 2% 0% 1% 2% 132 52

2. Our principal is an effective leader who meets the needs of our students. 57% 56% 18% 23% 11% 6% 8% 4% 6% 12% 132 52

3. As a parent, I am made aware of the curriculum program for my child's grade

level or course.

71% 54% 18% 27% 6% 12% 5% 8% 0% 0% 132 52

4. The school uses a variety of methods for parent communication. 77% 67% 18% 29% 2% 2% 2% 2% 1% 0% 131 52

5. Parent input is valued at my child's school. 66% 63% 22% 27% 5% 4% 4% 2% 3% 4% 130 52

6. Clear expectations of conduct and behavior are communicated to my child. 89% 80% 10% 18% 0% 0% 2% 2% 0% 0% 132 51

7. My child's school maintains a safe environment. 90% 88% 6% 12% 2% 0% 2% 0% 0% 0% 132 52

8. Homework is used to reinforce what is taught in the classroom. 74% 67% 16% 19% 6% 4% 3% 10% 1% 0% 132 52

9. My child's school treats everyone fairly, regardless of race, economic status, or

other relationships.

81% 79% 8% 17% 2% 2% 3% 2% 6% 0% 131 52

10. School funds are used to support the school in a financially responsible

manner.

71% 62% 14% 19% 3% 4% 2% 4% 10% 12% 131 52

11. As a parent, I feel welcome at my child's school. 87% 90% 9% 4% 2% 4% 2% 2% 0% 0% 131 52

12. The guidance department at my child's school provides for the educational

success of my student.

55% 62% 15% 17% 5% 6% 5% 4% 20% 12% 132 52

13. I am satisfied that my child's teachers do a good job educating my child. 85% 79% 11% 12% 2% 8% 3% 2% 0% 0% 132 52

14. My child's school is well maintained. 79% 71% 13% 19% 8% 10% 1% 0% 0% 0% 131 52

15. The amount of time required for my child's homework assignments is

appropriate.

70% 65% 19% 21% 7% 8% 3% 6% 1% 0% 132 52

16. The health services provided at my child's school support his/her wellness. 73% 62% 15% 21% 2% 4% 2% 2% 8% 12% 131 52

Total Survey Results 75% 70% 14% 19% 4% 5% 3% 3% 4% 3%

No

Opinion

Total

Responses

Destin Elementary

0131Strongly

Agree

Slightly

Agree

Slightly

Disagree

Strongly

Disagree

5

Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school?

The results of the climate survey for 2015 indicate that parents feel that there are clear expectations for behavior and the school climate is safe. It further depicted a significant improvement with awareness of the curriculum program as demonstrated by 54% strongly agreeing in 2014 that they are made aware of curriculum components to 71% in 2015.

What does the data tell you regarding the opportunities for improvement in your school?

We need to get more of our parents to respond to the survey. Of the 850+ students, we received feedback from 132, which yields invalidated feedback. The survey results do suggest an improvement in guidance services is needed as demonstrated by 62% strongly agreeing in 2014 that the guidance department provides for the educational success of students to 55% in 2015, which is one of our lowest areas. A decline was also noticed in parents feeling welcome at the school. We will continue to encourage parent engagement and feedback. We will encourage our guidance department to be more proactive in providing input and resources to parents as well as include information from the guidance department in our newsletters.

Provide a description of the various forms of communication to your community and parents.

- A monthly school newsletter, weekly classroom newsletters, phone calls and emails as necessary - District and school websites, PTO Facebook, Remind101, marquee - Daily planners and weekly folders - Orientation, open house, honor roll/citizenship assemblies quarterly - Kindergarten and first grade teachers meet with parents twice a year, second thru fourth grade teachers meet with parents at least once a year. - Electronic Gradebook, DEA reports - Grade Level programs and parent meetings - Quarterly Coffee and Pastries with PTO and administration - Parent involvement committee, curriculum nights

7

Historical School Grade Data

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Destin Elem 2013 A 78 78 72 72 73 73 82 79 80 79 90 633 800 NA 37 20District 2013 68 70 62 65 54 57 64 66 68 65 66 521 800 54 35

State 2013 58 61 58 60 56 59 53 65 64 66 62 491 800 68 61

Destin Elem 2014 A 85 85 85 85 68 68 64 77 95 72 85 631 NA 37 19

District 2014 A 68 68 65 65 48 48 63 70 72 74 73 533 NA 52 36

State 2014 B 59 60 59 60 53 54 54 68 66 71 64 497 66 61

Elem

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Destin Elem 2015

District 2015

State 2015

*Percentages not Counted in Calculation

Note: State and District Averages are Calculated per School Type (Elementary, Middle, High, Combination)

Achievement Learning Gains

8

School Action Plan

ELA: Reading & Writing

District AMO: The percent of Okaloosa County students who will be proficient in reading as defined by the

State of Florida on the Florida Standards Assessment Test will be at least %.

District Goal: Students shall demonstrate reading proficiency at or above the expected grade level.

Highly Qualified Status

Administrators (Title I):

Objectives:

AMO: The percentage of all curriculum students who will be proficient in reading as defined by the State of Florida on the

Florida Standards Assessment Test will be at least %.

AMO: The percentage of SWDs who will be proficient in reading on the Florida Standards Assessment Test will be at least

%

AMO: The percentage of ELL students who will be proficient in reading on the Florida Standards Assessment Test will be at

least %

The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on the


The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on the


The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards Assessment Test

will be at least %

9

DEA Reading Proficiency (By Grade)

ELA (Reading): Data

DEA ELA

LEV

EL 1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2013 Post Test (C) 168 3% 11% 25% 61% 86% 80% 93% 100% 75% 67% 83% 88% 80% 60% 83%

2014 Post Test (C) 165 10% 9% 36% 45% 81% 81% 81% 75% 0% 60% 100% 50% 85% 64% 57% 77%

2015 Post Test (C) 172 3% 13% 39% 45% 84% 77% 93% 100% 100% 75% 83% 85% 70% 66% 82%

District 2015 2,400 8% 16% 42% 34% 76% 71% 81% 66% 59% 71% 45% 75% 81% 56% 60% 70%

DEA ELALE

VEL

1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2013 Post Test (C) 155 1% 8% 31% 61% 92% 87% 97% 100% 100% 90% 64% 94% 62% 50% 87%

2014 Post Test (C) 175 2% 12% 29% 57% 86% 84% 87% 100% 75% 71% 78% 88% 91% 46% 82%

2015 Post Test (C) 170 0% 18% 54% 28% 82% 76% 90% 67% 73% 100% 61% 87% 50% 54% 76%

District 2015 2,370 0% 23% 51% 25% 76% 73% 80% 84% 66% 72% 75% 73% 79% 59% 57% 70%

DEA ELA

LEV

EL 1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2013 Post Test (C) 166 6% 19% 23% 51% 75% 78% 72% 33% 50% 75% 60% 78% 50% 10% 64%

2014 Post Test (C) 155 3% 9% 32% 56% 88% 82% 94% 100% 100% 80% 75% 89% 53% 33% 81%

2015 Post Test (C) 176 0% 16% 53% 31% 84% 78% 90% 50% 100% 75% 100% 72% 86% 62% 53% 80%

District 2015 2,351 3% 22% 51% 25% 76% 72% 80% 93% 60% 70% 80% 74% 79% 53% 58% 69%

PROFICIENCY (Based on Common Core Assessment)

Grade 2

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t

Gender Ethnicity Status



Status

K

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t

Gender Ethnicity

Grade 1

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t


10

DEA ELA

LEV

EL 1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2013 Post Test (C) 147 8% 15% 24% 52% 77% 72% 81% 100% 60% 0% 82% 81% 39% 0% 70%

2014 Post Test (C) 161 5% 11% 29% 55% 84% 86% 82% 0% 40% 57% 85% 90% 87% 33% 71%

2015 Post Test (C) 153 2% 18% 35% 45% 80% 79% 80% 100% 67% 82% 50% 83% 52% 43% 72%

District 2015 2,364 4% 24% 40% 31% 71% 68% 74% 91% 61% 60% 50% 68% 74% 47% 33% 62%

DEA ELALE

VEL

1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2013 Post Test (C) 146 5% 24% 28% 43% 71% 71% 72% 100% 0% 64% 50% 45% 76% 21% 50% 57%

2014 Post Test (C) 53 9% 19% 32% 40% 72% 71% 72% 0% 20% 50% 83% 58% 17% 42%

2015 Post Test (C) 162 1% 6% 52% 41% 93% 92% 94% 50% 80% 83% 93% 95% 91% 77% 86%

District 2015 2,067 2% 13% 58% 27% 85% 84% 86% 73% 76% 76% 100% 86% 87% 64% 59% 78%


Grade 3

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t



Grade 4

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t


11

# S

tud

en

ts

Te

ste

d

Ov

era

ll %

Ma

le

Fe

ma

le

A B H I M W ES

E

ELL

F/R

# S

tud

en

ts

Te

ste

d

Ov

era

ll %

Ma

le

Fe

ma

le

A B H I M W ES

E

ELL

F/R

2103 168 75 69 81 76 63 73 72 76 60 69 72 2103 155 83 81 84 75 83 82 66 85 79 64 78

2014 165 83 83 84 85 88 74 75 80 84 80 74 82 2014 175 83 82 83 83 79 76 86 83 76 76 79

2015 172 87 85 90 92 67 80 87 88 78 77 86 2015 170 79 78 80 72 76 83 75 80 67 73 77

District 2,400 85 83 87 83 79 81 79 84 86 75 79 82 District 2,370 78 76 79 81 73 75 83 77 79 70 71 76

2103 168 56 53 60 50 58 47 42 58 56 40 53 2103 155 69 61 77 75 75 62 51 71 46 39 64

2014 165 63 62 64 67 67 52 67 64 63 58 46 58 2014 175 68 65 71 83 50 64 52 70 70 51 66

2015 172 78 75 81 80 80 71 67 79 76 64 72 2015 170 85 81 89 79 77 100 83 86 68 70 83


2103 168 77 72 82 100 69 75 71 78 68 70 74 2103 155 83 80 87 75 88 78 66 86 73 54 78

2014 165 80 79 81 75 50 75 100 69 82 66 66 73 2014 175 90 88 92 75 75 96 89 90 93 81 88

2015 172 74 71 77 88 50 70 76 74 64 61 72 2015 170 69 64 76 72 61 83 56 72 56 54 62


2103 168 49 50 48 59 42 47 50 49 44 44 47 2103 155 81 77 86 67 92 72 68 83 64 67 75

2014 165 59 58 60 60 20 30 100 50 62 44 43 54 2014 175 79 75 82 83 79 69 78 79 77 56 75

2015 172 62 62 62 75 75 53 60 63 50 53 57 2015 170 81 78 84 75 70 100 81 82 73 65 76


2103 155 54 53 56 63 50 50 48 55 52 29 53

2014 175 63 60 65 50 50 68 51 64 75 38 58

2015 170 79 77 80 63 68 100 71 81 79 72 75

District 2,370 74 71 76 73 66 69 83 73 76 67 63 70

DEA ELA Common Core STRANDS (Average score for each subgroup)

K All Students Gender (%) Ethnicity (%) Status (%)

DEA ELA

Lit

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ua

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Info

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Gender (%) Ethnicity (%) Status (%)

Info

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ite

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Fo

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Common Core STRANDS (Average score for each subgroup)

Grade 1 All Students

12

# S

tud

en

ts

Te

ste

d

Ov

era

ll %

Ma

le

Fe

ma

leA B H I M W E

SE

ELL

F/R

# S

tud

en

ts

Te

ste

d

Ov

era

ll %

Ma

le

Fe

ma

le

A B H I M W ES

E

ELL

F/R

2103 2103 147 84 88 81 100 100 100 55 85 56 100 83

2014 155 80 78 83 83 100 85 66 82 61 59 78 2014 161 89 88 90 100 80 71 92 91 87 67 85

2015 176 90 88 93 100 100 81 100 92 90 83 83 89 2015 153 88 87 88 94 83 86 78 89 71 61 85


2103 166 84 84 83 55 59 71 83 86 70 63 80 2103 147 68 63 73 100 73 39 64 70 39 40 66

2014 155 77 74 80 84 92 68 67 79 59 55 73 2014 161 74 75 74 50 48 60 78 77 69 43 71

2015 176 81 79 82 75 87 73 67 79 82 74 65 77 2015 153 71 70 71 71 72 62 58 73 65 48 65


2103 166 77 79 75 42 56 71 75 79 63 55 72 2103 147 67 68 65 75 50 33 64 69 47 30 59

2014 155 84 82 87 96 92 83 81 85 69 72 83 2014 161 67 70 64 25 40 46 69 70 67 38 61

2015 176 72 67 78 67 63 73 67 65 73 53 59 68 2015 153 65 63 67 66 46 58 51 68 51 36 59


2103 166 75 75 75 43 58 69 75 77 65 46 70 2103 147 69 67 71 100 43 31 70 72 55 37 66

2014 155 77 73 80 75 67 70 67 79 64 39 73 2014 161 68 66 70 36 46 53 56 73 60 39 61

2015 176 82 78 86 67 73 71 83 75 84 73 64 77 2015 153 84 84 84 88 75 84 69 86 73 68 80


2103 2103

2014 155 61 58 64 56 50 60 47 63 43 33 56 2014

2015 176 77 71 83 88 70 66 100 71 78 63 63 75 2015 153 72 72 73 85 55 71 67 73 62 43 70


Grade 3 All Students Gender (%) Ethnicity (%) Status (%)

Fo

un

da

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ns

Lit

era

tu

re

La

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ua

ge

Info

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n

Fo

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Lit

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ge

Writ

ing

Gender (%) Ethnicity (%) Status (%)

Info

rm

atio

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DEA ELA

All Students

Writ

ing


Grade 2

DEA ELA Common Core STRANDS (Average score for each subgroup)

13

# St

ud

en

ts

Test

ed

Ove

rall

%

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

2103 146 62 58 65 84 28 52 56 49 64 38 56 53

2014 53 62 62 62 22 40 44 68 52 46 46

2015 162 81 80 82 72 74 74 81 82 74 67 77

District 2,067 79 78 79 78 73 74 87 76 81 68 63 75

2103 146 72 73 71 78 33 64 62 58 75 50 56 62

2014 53 65 64 65 50 54 48 69 55 48 50

2015 162 76 74 77 57 63 74 71 78 64 57 69

District 2,067 69 68 70 66 64 65 67 70 71 58 54 65

2103 146 72 70 75 100 44 75 44 67 73 46 75 67

2014 53 69 69 69 38 40 71 73 55 48 58

2015 162 86 84 88 63 80 87 82 87 77 80 82

District 2,067 81 80 81 80 75 77 81 81 82 70 66 76

2103

2014

2015 162 75 75 75 43 65 76 74 76 60 61 70

District 2,067 68 67 69 67 63 64 71 67 69 56 55 63



Lite

ratu

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age

Info

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ion

DEA ELA

Wri

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14

FSA ELA Data (By Grade)

ELA: Data

M F A B H I M W ESE

ELL

F/R

Destin Elem 151 8% 4% 11% 0% 33% 10% 25% 5% 29% 33% 14%

District 2,441 12% 14% 10% 4% 16% 12% 33% 12% 11% 31% 33% 16%

Status

FSA ELA 2015 Grade 3 Percent at Lowest Quintile

GRADE 3

# St

ud

en

ts

Test

ed

% a

t Lo

wes

t

Qu

inti

le

Gender Ethnicity

15

School Action Plan

ELA (Reading): Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths?

All grade levels are performing higher than the district average for each strand, which includes language, foundations, literature, information, & writing. Kinder

is demonstrating a clear strength in foundations and literature, while our first grade is showing large gains in literature and information. Second and third grade

are demonstrating the largest gains in writing, while fourth grade depicts their largest gains in information. The collaboration in data team/PLC meetings

focused on writing and the professional development with an emphasis on close reads may have contributed to the significant acceleration in scores.

What does the analysis tell you about your school’s opportunities to improve?

Analysis shows that our minority population continues to perform below their peers. While many of our minority groups are a small fraction of our student population, our ELL population represents over ten percent of our population. Our ELL students' proficiency continues to decline in several areas. We will target this group for intervention services including tutoring. Our third grade FSA/ELA lowest quintile was 8% compared to the district average of 12%. Our ELL population of lowest quintile was 33%, which is equivalent to the district average. We need to increase proficiency among this group of students. This will be a focus during professional development as well as determination of intervention support services.

16

School Action Plan

ELA: Strategies & Programs to Support the Objectives

ELA Focus 1

Focus: Pathway to Close and Critical Reading with an Emphasis on the Standards

Goal: By the end of the year, we expect our students to be able to… use text marking/note taking, writing through reading, text dependent questions, and

student talk strategies in order to move basic comprehension (literal understanding) to deeper understanding (inferential understanding) of the text through

Close Reading Process and Everyday Instructional Reading.

Professional Development and Activities:

District:

The central message provided (September, October, November/December, and January/February) will review and delve into the individual components of Close

Reading with an emphasis on text marking/note-taking, and purposeful student talk aligned with Text Dependent Questions by focusing on the following:

o First Read: What Does the Text Say?

The first phase concerns the literal meaning of the text, especially as it applies to explicitly stated information, as well as the central ideas

or themes.

o Second Read: How Does the Text Work?

The second phase involves the mechanics of the piece, especially as it applies to vocabulary, the structure of text, and the author’s craft.

o Third Read: What Does the Text Mean?

The third phase involves the author’s purpose and the inferences they can make based on their understanding of the text. Students also

come to understand what a text means when they analyze multiple texts on the same theme or topic.

o Culmination: What Does the Text Inspire You to Do?

Text dependent questions will move students to transform their learning of the text into a product

Writing through Reading- during the Close Read as well as the culminating activity (essays, RAFT, posters, etc.)

Student talk can occur during the Close Read as well as the culminating activity

How the components of Close Reading are applied to Everyday Instructional Reading, specifically text marking/note taking, student talk, and writing through

reading.

School-based:

1. Based on teacher need and interest, professional development will be offered pertaining to the Close Reading Process or individual components of the

process (such as: text complexity, text dependent questions, note-taking strategies, and purposeful text marking, writing through reading, and student talk

strategies that lead to a culminating task as seen on the district array model). (Sept 23-24, October 15-16, November and January, ½ day training).

- Teachers will receive professional development on Everyday Instructional Reading monthly. In addition, the instructional coach will work with teachers to

video instruction highlighting components of Everyday Reading. Teachers will collaborate and view the videos during PLC meetings.

- Share exemplar Close Reading lessons and student samples during school-based PD, data team and/or grade level meetings.

17

- The teacher created Close Read lessons will be collected and shared electronically.

- Teachers in conjunction with the instructional coach will plan for and implement Close Reading lesson. Teachers will have the opportunity participate in

peer observation and reflect on the created lesson. School-based allocated PD days will be utilized for this training during the months of October, November,

and January.

2. During a district provided half day session, teachers will collaborate quarterly to demonstrate an in depth of the close reading process by implementing to

create a lesson aligned to FS ELA standards and FSA item specs as a framework using multiple texts/text types (ex: genres, interview, blog, chart, newspaper)

focusing on text dependent questions of varying complexity throughout each read, text marking/note-taking, student talk, writing through reading and a

purposeful culminating task. Teachers will have the opportunity participate in peer observations and reflection on the created lesson.

- All teachers will receive training from the Literacy Coach during pre-planning to utilize and access the district ELA Curriculum Maps(with an in-depth review

for new teachers (Sept 23-24).

3. ELA Instructional Shifts training will be facilitated by the ELA instructional coach to all new teachers (Sept 24).

4. Fourth Grade teachers will receive additional training in Achieve 3000 (October 8).

18

Action Steps for Implementation:

School Implementation Action Steps:

1. Secure dates for the school-based professional development activities (#1, 3, 4, and 6) with Instructional Coach for training dates (June 26th).

- Create a school-based calendar of professional development, grade level, department, faculty, and team leader meetings for dissemination during pre-planning

(July 24th).

- Meet with Grade Level Chairs on June 19th to determine groupings for district message, SPP goals, and school-based PD foci such as student talk, text

marking/note taking, and question writing.

- Administer Close Reading Needs Assessment during post-planning (June 5, 2015).

- Order Fisher & Frey Text-Dependent Questions Grades K-5 for faculty (June 30th).

- Administration will infuse strategies from Fisher & Frey’s Text Dependent Questions into faculty meetings by highlighting exemplars observed in classroom

practice as well as PD sessions.

- Administration will create and provide an SPP outline for the faculty of the phase's of the action steps outlined in the SPP. (Sept 30).

- An SPP focus agenda item will be highlighted at every grade level meeting.

- Following the Close Read lesson creation and observation, grade levels will meet to debrief and reflect.

- Grade levels will collaborate to vertically align text marking/note taking strategies.

2. Email teachers during post-planning to identify volunteers for the school-based volunteer model/exemplar components classrooms. Following the Close Read

and Everyday Instructional Reading lesson creation and observation, members of the volunteer model/exemplar group will meet to debrief and reflect. School-

based allocated PD days will be utilized for this training during the months of September, October, November, and December.

- Data teams will meet in bi-monthly grade level PLCs to plan and implement formative assessments based on PLC focus determined by student data.

- Vertical alignment with grade levels will be conducted for annotation of text during September PD.

- Order ELA Shifts Flip Charts and FSA Item Specs, from Print Shop no later than July 10th for dissemination during pre-planning.

3. Teachers will continue to embed the Instructional Shifts into Everyday Instructional Reading through purposeful lessons and activities. (Evidence may include:

balance of texts of varying complexity for various purposes; building background knowledge through content reading; grade level complex text; opportunities for

students to have deep, evidence-based conversations about text; emphasis on writing from sources; and explicit teaching of “academic” vocabulary.

19

4. Fourth Grade teachers will implement Achieve 3000 with a focus on 2 lessons per week aligned to their standards and item specs.

Classroom Implementation Action Steps (Teachers and Students):

1. Teachers will incorporate and students will apply elements of Close Reading in Everyday Instructional Reading, specifically text marking/note-taking, student

talk, and writing through reading.

- Teachers will create text dependent questions of varying complexity as the vehicle to drive student comprehension (from literal to inferential) throughout each

read of the Close Read.

- Students will regularly (ex: Everyday Instructional Reading) interact with texts, using text dependent questions as a guide to navigate these texts and deepen

understanding.

- Teachers will model and students will apply purposeful text marking/note-taking strategies to aid comprehension and facilitate student response to text

dependent questions of varying complexity.

- Teachers will create opportunities for student talk/discussion through purposeful text dependent questions and writing tasks to build student comprehension,

stamina, and persistence in reading. Students will utilize student talk strategies (ex: sentence frames) to respond to text dependent questions and prepare for

writing through reading.

2. Teachers will use standards and Item Specs to create and model how to write appropriately complex questions and utilize answer stems. Students will routinely

write and answer questions of varying complexity constructed from standards and Item Specs.

3. Students will read text of varying complexity for various purposes; build background knowledge through content reading; participate in deep, evidence based

conversations about text.

4. Fourth graders will complete 2 lessons per week in Achive 3000 to include all components.

20

Progress Monitoring:

Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor

Close Reading Process: text dependent

questions, text marking/note taking,

purposeful culminating tasks

Weekly

Lesson plans, Walk Through

Grade Level/PLC Meetings

Administration

Teachers

Student Talk and self reflection Daily

Walk-through,

Anchor Charts, Student Self

Assessment

Administration

Teachers

Everyday Instructional Reading Daily

Walk Throughs, Lesson Plans Teachers, Administration

Close Read Lesson Creation, Teacher

Observation, and Reflection Cycle

Quarterly

Lesson Plan,

Reflection

Administration,

Teachers, ELA Instructional Coach

Standards and Item Specs Question

Writing

Bi-weekly Lesson Plans,

Teacher Created Assessments

Administration

Teachers

ELA Shifts Weekly Lesson Plans, Walk through Administration

Evaluation:

Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):

Refinement of Goal (Completed at the Beginning of Second Semester):

21

School Action Plan


ELA Focus 2

Focus: Writing: Opinion & Informational

Goal: By the end of the year, we expect our students to be able to…write an opinion and informational essay by unpacking the prompt, marking text,

planning, and writing. Students will include introductions, conclusions; cite evidence, elaborate, use transitions, while utilizing content specific vocabulary.


District:

The central message provided (September, October, November/December, and January/February) will focus on individual components of effective writing,

including the following:

o Unpacking the Prompt

How the task determines the purpose and audience

o Marking the Text

The purposeful text marking aligns with the task and purpose

o Planning for the Essay

Planning provides guidance and aids student’s thesis/claim

o Writing the Essay

How are we scaffolding instruction as we build from one source to multiple sources?

How are we addressing introductions?

How are we addressing conclusions?

How are we addressing citing evidence?

How are we addressing elaboration?

How are we addressing transitions?

How are we addressing content specific (from the sources) vocabulary?

School-based:

1. Based on teacher input from teacher surveys, building level and instructional level data team collection, professional development will be offered on the

writing process or individual components based on student need.

- During the district provided half day session, teachers will collaborate to create a lesson focusing on the components of writing opinion and informational

essays. Teachers will have the opportunity participate in peer observations and reflection on the created lesson.

- Instructional Coach will provide ongoing guidance on calibration aligned to the FSA writing rubric with all grade levels. Ila Reeder, whom attended district

trainings, will provide ongoing peer assistance.

- Teachers and Instructional Coach will collaborate on conducting effective student conferences, best practices for scaffolding of writing with sources,

22

applying transitions to writing, teaching effective introductions and conclusions, etc.

2. ELA Teachers will use their ELA standards, rubrics, Item Specs and utilize answer stems as a framework for written response.

- Teachers will use the ELA standards and FSA Item Specs as a framework for writing complex text dependent questions and writing tasks.

3. Share exemplar opinion and informational student writing samples during school based PD and/or PLC/grade level meetings.

- Teachers, in conjunction with Instructional Coach, will plan for and implement writing through the content areas. Teachers will have the opportunity

participate in peer observation and reflect on the observed lesson. School-based allocated PD days will be utilized for this training during the months of

September, October, November, and January.

4. Teachers will collaborate and work with the Instructional Coach to develop baseline writing tasks, which will aide in developing our writing plan.

- The ELA Instructional Shifts training will be delivered throughout the first semester to all teachers who have not had OCSD’s training in the Instructional

Shifts. (September 30, October 29, December 11, ½ day training).

- Teachers will collaborate to share strategies with their grade level during PLC meetings and/or PD sessions.

- Instructional coach and/or school staff will provide training on resources such as News ELA, Achieve 3000, CPalms, ReadWorks, Flocabulary, AR/STAR to

locate close reads so writing lessons cover content areas (November, December).

23



1. Secure dates for the school-based professional development activities (#1, 3, 4, and 6) with Instructional Coach for training dates no later than June 26th.


no later than July 24th.

- Administer Needs Assessment during post-planning (June 5, 2015).

2. Order ELA placemats for ready reference by July 10th for pre-planning.

3. Grade levels will collaborate to determine student needs and exemplar writing samples to model.

4. School based PD days will be allocated to deepen level of understanding in developing strategic writers during the months of Sept, Oct, Nov, and Jan.

- Grade Levels will collaborate to create a writing plan to include monthly baseline writing tasks, foci, and student tasks.

- Teachers will participate in ongoing collaboration to unpack the writing standards.

- Teachers will collaborate on components to strengthen student writing: unpacking the prompt, providing direct instruction on developing an introduction and

conclusion, identify strong evidence to support writing, elaborate on evidence, in-depth understanding of Tier 2 and Tier 3 vocabulary to strengthen writing.

- Teachers will collaborate to calibrate scoring of writing, with a focus on strategies to engage students in peer/self- assessing.


1. Teachers will continue to embed the Instructional Strategies into daily instruction through purposeful lessons and activities.

- Teachers will hold conferences guiding students to analyze their own writing (using highlighters for topic/thesis, evidence, elaboration, transitions) for

effective use of evidence (citing and summarizing) and elaboration. Peer conferences following the same guidelines should also occur in Grades 3-4.

- Teachers will incorporate close reading strategies to align with writing instruction while including the key elements of an opinion or informational essay such

as: identifying the topic, format, purpose for reading and marking the text.

- Students will analyze the text in order to find evidence to support their opinion/share information.

- Students will use multiple sources to cite text evidence to support their opinion/share information.

- Students will use text markings to identify different parts of essay (topic sentence, text evidence, elaboration, content specific vocabulary, etc.)

2. Teachers will scaffold instruction to build from one source to multiple sources by adjusting the length and lexile levels of the sources as students build stamina

24

and experience.

- Each component of writing is modeled, guided, and practiced prior to moving on to the next component of writing. This may be over the course of days or

even weeks depending on student needs. (Introduction, Details or Body Paragraphs, Conclusions, Transitions, Elaborations, Citing Evidence, etc.)

- Students will utilize graphic organizers to organize writing and sentence starters/text talker stems to organize thinking/responses.

- Teachers will use mentor text and student writing samples to introduce the type of writing.

3. Teachers will expose students to a writing continuum of exemplar student samples. Students will evaluate their own papers in relation to the rubric and

exemplars.

- Teachers will create anchor charts with student input.

- Teachers will use the rubric to guide modeled writing.

- Students will self/peer edit, self/peer assessments and reflections with FSA writing rubrics.

4. As outlined in the Grade Level Writing Plans, students will complete a monthly grade level writing task to depict their ability to unpack the prompt, develop an

introduction and conclusion, identify strong evidence to support writing, elaborate on evidence, and demonstrate an in-depth understanding of Tier 2 and Tier 3

vocabulary to strengthen writing.

- Teachers will collaborate to calibrate scoring of writing, with a focus on strategies to engage students in peer/self- assessing.

25



Close Reading Process: text dependent

questions, text marking/note taking,

purposeful culminating tasks

Weekly

Lesson plans, Walk Through

Grade Level Meetings

Administration

Teacher leaders

Use of text markings and graphic

organizers

Weekly

Walk-through


Administration

Teacher leaders

Anchor charts and Rubrics readily

available for reference

Weekly Walk Through Administration

Exemplar Writing, Teacher


Quarterly

Lesson Plan

Reflection

Administration

Teacher leaders, ELA Instructional

Coach

Standards and Item Specs Question

Writing

Weekly Lesson Plans, Teacher Created

Assessments

Administration

Grade Level Writings Quarterly Lesson Plans, Data Team Meetings Administration

Evaluation:



26

School Action Plan


ELA Focus 3 (Optional)

Focus: Balanced Literacy

Goal: By the end of the year, we expect our students to be able to…increase proficiency in Reading and Writing Skills through balanced literacy components

i.e.: small groups, levelized stations, whole group mini-lessons, high yield strategies (alike and different), conferencing, etc.


School-based:

1. Based on teacher need, professional development will be offered to provide further development of Balanced Literacy components (September, October 5,

December 1, ½ day training)

- Share Balanced Literacy components during school-based PD, data team and/or grade level meetings.

- Selected Teachers attended a summer training in Balanced Literacy. During Pre-planning, teachers received an overview on Balanced Literacy.

2. ELA Teachers will use their standards and Item Specs to plan for Balanced Literacy.

3. Volunteer best practices group, in conjunction with Instructional Coach, will plan for and implement Balanced Literacy.

- Teachers will have the opportunity participate in peer observation and reflect on the created lesson. School-based allocated PD days will be utilized for this

training during the months of October, November, and January.

4. Administration and a school representative attended an Accelerated Reading training to improve implementation of this resource. Teachers will receive

training through the Instructional Coach in Sept. PD.

5. Fourth Grade teachers will receive additional training in Achieve 3000 in October

27



1. Secure dates for the school-based professional development activities (#1, 3, 4, and 6) with Instructional Coach for training dates no later than June 26th.


no later than July 24th. During pre-planning, teachers will receive training on the school-based calendar.

- Administer Needs Assessment during post-planning (June 5, 2015)

2. Order ELA Shifts Flip Charts and FSA Item Specs, from Print Shop no later than July 10th for dissemination during pre-planning.

3. Survey teachers during post-planning and pre-planning to identify volunteers for the school-based Working Group.

- Monthly, members of the volunteer Working Group will meet to debrief and reflect. School-based allocated PD days will be utilized for this training during

the months of September, October, November, and December.

4. Teachers will establish goals in Accelerated Reader based on STAR assessments and 20-30 minutes of reading in class daily with a focus on percentage

maintained, reading within ZPD, and engaged reading.

5. Fourth Grade Teachers will engage and monitor students in all components of Achieve 3000 completing a minimum of 2 lessons per week.


1. Students will regularly (ex: Everyday Instructional Reading) interact with texts independently, with a partner, in small group, or in whole group to deepen

understanding.

- Teachers will model (leading to student application) metacognitive processes to aid comprehension and facilitate student response to reading.

- Teachers will use mentor texts to demonstrate appropriate grammar usage. Students will carry skills over to read-alouds.

2. Teachers will use standards and Item Specs to create lessons incorporating balanced literacy (read aloud, guided reading, shared reading, interactive writing,

shared writing, Reading Workshop, Writing Workshop and Word study).

- Teachers will continue to embed the Instructional Shifts into daily instruction through purposeful lessons and activities.

3. Teachers will create opportunities for students to apply elements of Balanced Literacy, i.e. student talk/discussion through purposeful reading, reading fluency

station, writing tasks to build student comprehension, stamina, and persistence in reading, spelling with a purpose, etc.

- Teachers will provide daily small guided reading lessons that are based on student needs.

- Students performing above grade level as well as Gifted students will be provide enrichment opportunities to challenge students during DIVE (Differentiated

28

Instruction through Varying Education).

- Students performing below grade level will be provide interventions to address student deficiencies during the differentiated block to include a push-in

classroom assistant (DIVE)

5. Fourth graders will complete 2 lessons per week in Achive 3000 to include all components. - Students will utilize student talk strategies (ex: sentence frames,

talk moves) to respond to text dependent questions and prepare for writing activities.

4. Students will work toward goals in Accelerated Reader based on STAR assessments and 20-30 minutes of reading in class daily with a focus on percentage

maintained, reading within ZPD, and engaged reading.

- Students will maintain reading logs which will be monitored regularly by the teacher.

5. Fourth Grade students will engage in all components of Achieve 3000 completing a minimum of 2 lessons per week.



Balanced Literacy Components -

purposeful small groups, whole group

mini-lessons, levelized stations,

student talk

Daily Lesson plans, Walk Through,


Administration

Teachers

Standards and Item Specs Weekly Lesson Plans, Teacher Created

Assessments

Administration, Teachers,

Instructional Coach

Everyday Instructional Reading

Daily Walk Through, Lesson Plans

Administration

Lesson Creation, Teacher


Weekly

Lesson Plan

Reflection

Administration,

Teachers, ELA Instructional Coach

Achieve 3000 Weekly Walkthroughs, Reports Administration, Teachers

Accelerated Reader Daily Walkthroughs, Reports Administrator, Teachers

29

Evaluation:



30

School Action Plan


ELA Levels 1 and 2 Focus 1 (Grades K-2)

Focus: Pathway to Close and Critical Reading with an Emphasis on the Standards

Goal: By the end of the year, we expect our students to be able to…demonstrate reading proficiency at or above expected grade level as measured be varied

assessments (DEA, STAR, DRA/running records, portfolio of performance, Tyner Site Word Assessment, etc.) through differentiated guided reading groups and

intensive intervention support services.


School-based:

1. Instructional Coach will provide training on the balanced literacy model, with an emphasis on guided reading for our intervention support teachers and

remediation for our fragile learners for general ed. teachers.

- Teachers will have the opportunity to visit and observe the balanced literacy/guided reading model in various classrooms.

2. Training will receive training on various resources to meet the needs of fragile learners.

- Teachers will collaborate to implement Tyner with Level 1-2 students in K-2

-Teachers will receive training on Accelerated Reader/STAR, DRA, conducting running records, and guided reading.

-Webinars will be offered to support implementation of ScootPad with a specific focus on individualized learning paths based on student needs.

- Instructional Coach and ESE resource teacher will provide guidance on implementation of Fountas and Pinnell's Literacy and Language Intervention.

31



1. - A differentiated block will be implemented to meet the needs of our fragile learners.

- Tyner will be implemented for fragile learners in K-2

- Data teams will disaggregate data to identify level 1 and 2 students.

- A schedule for intervention will be created to include push in and pull out support for 30-45 minutes/ five days a week.

- Grade level data teams will meet to analyze student data and set/modify reading goals.

- Formative assessments will be developed and utilized in all classrooms to guide instruction, intervention, and small group foci.

2. MTSS committee will meet to review students scoring a level 1 or 2 in DEA.

- MTSS committee will collaborate to suggest strategies for meeting the needs of fragile learners


1. All teachers will provide daily small guided reading lessons that are skill specific.

- Level 1, 2 and fragile 3 students will model thought processes of comprehension and questioning in small group, with a partner or individually.

- Teachers will provide interventions to address student deficiencies during a differentiated block to include a push-in classroom assistant (DIVE);

- Grade level data teams will meet bi-monthly to disaggregate data, discuss trends and plan for next steps in differentiating instructional reading.

- Teachers will create and implement purposeful fluid literacy stations based on the spiraling of skills.

2. Fragile students will increase time in reading independently, with partners, and in small groups

- Teachers will utilize Tyner in small groups for fragile students (1-2)

- Teachers will implement Accelerated Reader with fidelity.

- Fragile Students will utilize ScootPad, Accelerated Reader, and other technology resources to support them at their level.

- Teachers will utilize assessments such as DRA, running records, and STAR to assess and monitor progress toward mastery of ELA standards. Reading goals

32

will be established based on individual data.



MTSS/DIVE

Daily

Walk Through, Data Team Meetings

Administration, Teachers

Small Group

Daily

Walk-through Administration, teachers

Tyner Instruction

Daily

Walk Through, Administration

Running Records

Bi-Weekly

Walkthrough, Lesson Plan Administration

AR/STAR, Reading Logs

Scootpad

AR - Daily

STAR - Quarterly

Walkthrough, Lesson Plans, Reports Administration, Teachers

Evaluation:



33

School Action Plan


ELA Levels 1 and 2 Focus 2 (Grades 3-5)

Focus: Writing Opinion and Informational

Goal: By the end of the year, we expect our students to be able to…demonstrate grade level proficiency in writing as determined by varied assessments (Cold

Read Write #2, Formative Assessments, FSA, etc.)


School-based:

1. Teachers will receive training on breaking down components of writing and collaborating on effective strategies to teach each component (unpacking the

prompt, identifying evidence, elaborating, writing a strong introduction/conclusion, transitions, grammar…).

- Teachers will collaborate with the Instructional Coach to use anchor papers to model student self-assessing.

- During the district provided half day session, teachers will collaborate to create a baseline writing task.

- Fountas and Pinnell's Literacy and Language Intervention training will be provided.

34



1. Data teams will disaggregate data to identify level 1 and 2 students.

- Grade levels will administer a baseline writing task to determine fragile areas and develop goals quarterly.

- ELA instruction will be differentiated using guided reading/writing groups, literacy stations which include a spiraling review of standards.

- Formative assessments will be developed and utilized in all classrooms to guide instruction, intervention, and small group foci.

- Grade levels data teams will meet bi-monthly to disaggregate data, discuss trends and plan for next steps in differentiating instructional reading/writing.

2. School based allocated PD days will be utilized for needed training based on teacher and student need.

- MTSS committee will meet to review students scoring a level 1 or 2 in DEA and arrange intervention.

- MTSS committee will provide strategies to meet the needs of students.

- A schedule for intervention will be created to include push in and pull out support for 30-45 mintues five days a week.


1. All teachers will provide daily small guided reading/writing lessons that are skill specific.

- Teachers will create and implement purposeful fluid literacy stations based on the spiraling of skills.

- Grade level data teams will meet bi-monthly to disaggregate data, discuss trends and plan for next steps in differentiating instructional reading/writing.

- Students will use color coding to code different parts of essay (topic sentence, text evidence, elaboration, content specific vocabulary, etc.)

- Students will utilize graphic organizers to organize writing and sentence frames/text talker stems to organize thinking/responses.

2. Teachers will provide interventions to address student deficiencies during a differentiated block to include a push-in classroom assistant (DIVE); students will

also work in small groups where teachers will address targeted skills.

- Teachers will use Fountas and Pinnel’s Literacy and Language Intervention (LLI) with fragile readers/writers, including all students in the lowest quintile

- Teachers will utilize LLI reading checklist and formative assessments to monitor progress of fragile learners.

35



Small Groups

Daily

Lesson plans, Walk Through Administration

Levelized Literacy Stations - Writing

Weekly Walk Through, Lesson Plans

Administration

Fountas and Pinnell's LLI

Daily

Lesson Plan, Walkthrough

Administration

Data Teams Bi-Monthly Meetings Administration, Teacher Leaders

DIVE Daily WalkThrough Administration

Evaluation:



36

School Action Plan


ELA Subgroup Focus

Subgroup: English Language Learners Focus: Literacy skills with an emphasis on the

standards

Goal: By the end of the year, we expect our students to be able to…demonstrate reading proficiency at or above expected grade level as measured by varying

assessments


School-based:

1. During the district provided half day session, teachers will collaborate to include ELL strategies when creating lessons using multiple texts/text types (ex:

genres, interview, blog, chart, newspaper) focusing on text dependent questions of varying complexity throughout each read, text marking/note-taking, student

talk, and a purposeful culminating task.

- Teachers will collaborate to align classroom content to ELL support services and gain insight into strategies to support the ELL student.

2. ELL interpreter/teacher attending training for the Center of Applied Linguistics (Aug 3-4 and Dec 11-12).

- ELL interpreter/teacher will provide training for CRT in strategies recommended by the National Center of Applied Linguistics.

37



1. Grade levels will collaborate to plan for implementation of standards incorporating ELL strategies.

- Grade levels will utilize their standards and item specs to plan appropriate accommodations and resources to meet the needs of ELL students.

2. ELL Teacher will collaborate with CRT to identify areas of need for English Language Learners and to design additional lessons for those students using the

techniques/strategies taught in the general ed. classroom.

- ESOL support will align to classroom foci while providing foundations as necessary to aid in students' academic success.


1. Additional/varying strategies will be employed to meet the needs of students at the emergent/beginning reading levels;

- Teachers will simplify (not modify) the text, questions and directions according to student level.

- Teachers will implement individualized/differentiated instruction in small groups to address student needs based on data (i.e. ELL Teacher’s input, formative

assessments -teacher observations, summative assessments, DEA results, unit tests, etc.)

2. ELL Teacher will reinforce skills, knowledge (vocabulary), and strategies to support academic proficiency based on individual needs.

- Students whom are non-English speakers will utilize Imagine Learning and/or Rosetta Stone daily. Teachers will monitor student progress in this program.

38



ELL Teacher and CRT collaboration

Weekly

LEP meetings, Grade Level Meetings

Administration, teachers

Non-English speakers – Imagine

Learning and/or Rosetta Stone

Daily

LEP meetings, walkthroughs, Lesson

Plans, Reports

ESOL teacher and Administration

Differentiated Small Groups Daily Lesson Plan, Walkthroughs Administration, teachers, ELA

Instructional Coach

Evaluation:



39

School Action Plan


ELA SWD Focus

Focus:Literacy skills with an emphasis on the standards

Goal: By the end of the year, we expect our students to be able to…demonstrate reading proficiency at or above expected grade level as measured by varying

assessments.


School-based:

1. During Data Team meetings, teachers will decontextualize power standards, create learning targets and success criteria, develop formative assessments, and

plan for progress monitoring and intervention.

2. Teachers will collaborate with ESE support to deepen understanding of strategies for scaffolding instruction for SWD.

- A group of teachers will participate in a book study: "Navigating Achievement for Struggling Students with the Common Core State Standards (Getting Ready

for the Common Core Handbook Series)" by Tom Hierck.

40



1. Develop a differentiated block to target interventions for students with disabilities; push classroom assistants into most intensive groups.

2. Grade levels and ESE Resource teacher will collaborate on effective strategies for students with disabilities.

- Order "Navigating Achievement for Struggling Students with the Common Core State Standards (Getting Ready for the Common Core Handbook Series) by

Tom Hierck" no later than June 30th.


1. Teachers will implement individualized/differentiated instruction in small groups to address student needs based on data and IEP goals and accommodations

(i.e. formative assessments -teacher observations, summative assessments – DEA, unit tests, etc.)

2. ESE Teacher will collaborate with CRT to identify areas of need for individual students with disabilities and to design additional lessons for those students

using the techniques/strategies taught in the general ed. classroom.

- Additional/varying strategies will be employed to meet the needs of students at the emergent/beginning reading levels.

- ESE Resource teacher will implement Tyner Reading for primary students and Fountas & Pinnell's Literacy Learning Interventions for intermediate students.



ESE Resource teacher and CRT

collaboration

Weekly IEP meetings, walkthroughs

admin

Tyner/ Fountas & Pinnell

Daily Walk-throughs

admin

Differentiated Small Groups Daily Daily- Walk Through

Monthly- Lesson Plans

admin

Accomodations Daily walkthroughs admin

41

Evaluation:



42

School Action Plan

Math

District AMO: The percent of Okaloosa County students who will be proficient in math as defined by the State

of Florida on the Florida Standards Assessment Test will be at least %.

District Goal: Students shall demonstrate math proficiency at or above the expected grade level.

Objectives:

AMO: The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the


AMO: The percentage of SWDs who will be proficient in math on the Florida Standards Assessment Test will be at least %

AMO: The percentage of ELL students who will be proficient in math on the Florida Standards Assessment Test will be at

least %

The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on the Florida

Standards Assessment Test will be at least %.

The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the


The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment Test will

be at least %

43

DEA Math Proficiency (By Grade)

Math: Data

DEA Math

LEV

EL 1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2015 Post Test (C) 168 1% 7% 35% 58% 93% 89% 98% 100% 100% 87% 91% 94% 80% 87% 92%

District 2015 2,387 1% 14% 41% 44% 85% 82% 87% 84% 72% 82% 82% 83% 88% 66% 76% 80%

DEA MathLE

VEL

1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2015 Post Test (C) 169 0% 3% 45% 52% 97% 96% 99% 100% 100% 100% 94% 97% 93% 92% 96%

District 2015 2,361 1% 6% 56% 37% 93% 93% 94% 98% 89% 91% 92% 95% 94% 82% 88% 91%

DEA Math

LEV

EL 1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2015 Post Test (C) 176 0% 8% 46% 46% 92% 90% 94% 100% 80% 63% 100% 83% 95% 69% 73% 91%

District 2015 2,351 1% 13% 50% 35% 86% 86% 85% 98% 70% 84% 90% 87% 88% 68% 76% 81%



K

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t


Ethnicity Status


Grade 1

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t


Grade 2

# St

ud

en

ts

Test

ed

Achievement Levels%

Pro

fici

ent

Gender

44

DEA Math

LEV

EL 1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2015 Post Test (C) 153 2% 9% 56% 33% 89% 93% 85% 100% 67% 82% 75% 92% 62% 43% 84%

District 2015 2,367 1% 14% 64% 20% 84% 85% 84% 94% 73% 79% 67% 82% 88% 66% 55% 79%

DEA MathLE

VEL

1

LEV

EL 2

LEV

EL 3

LEV

EL 4

-5

M F A B H I M W ESE

ELL

F/R

2015 Post Test (C) 162 0% 9% 65% 27% 91% 89% 93% 100% 60% 92% 86% 93% 86% 85% 87%

District 2015 2,062 1% 13% 65% 21% 86% 87% 84% 88% 75% 78% 90% 87% 88% 67% 66% 79%


Grade 3

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t



Grade 4

# St

ud

en

ts

Test

ed

Achievement Levels

% P

rofi

cien

t


45

# S

tud

en

ts

Te

ste

d

Ov

era

ll %

Ma

le

Fe

ma

le

A B H I M W ES

E

ELL

F/R

# S

tud

en

ts

Te

ste

d

Ov

era

ll %

Ma

le

Fe

ma

le

A B H I M W ES

E

ELL

F/R

2015 168 89 88 89 92 100 81 83 90 83 84 87 2015 169 83 82 85 86 79 100 79 84 65 80 80


2015 168 88 87 90 84 83 80 83 90 82 83 86 2015 169 85 83 86 81 74 100 81 86 77 82 81


2015 168 92 91 93 75 83 86 94 93 85 85 89 2015 169 69 69 70 78 64 67 62 71 61 69 66


2015 168 89 88 91 100 100 87 82 90 80 87 86 2015 169 93 92 94 92 93 100 86 94 89 89 89


Op

era

tio

ns

All Students Gender (%) Ethnicity (%) Status (%)

Ge

om

etry

Ba

se

Te

n

Grade 1

DEA Math Common Core STRANDS (Average score for each subgroup)

All Students Gender (%) Ethnicity (%) Status (%)

Op

era

tio

ns

Me

as.

& D

ata


K

Me

as.

& D

ata

Ge

om

etry

Ba

se

Te

n

46

#

Stu

de

nts

Te

ste

d

Ov

era

ll %

Ma

le

Fe

ma

leA B H I M W E

SE

ELL

F/R

#

Stu

de

nts

Te

ste

d

Ov

era

ll %

Ma

le

Fe

ma

le

A B H I M W ES

E

ELL

F/R

2015 176 91 90 93 100 80 75 75 82 93 77 84 89 2015 153 82 83 82 93 83 77 69 84 64 57 78


2015 176 87 88 87 88 83 75 75 84 88 84 76 83 2015 153 80 84 76 95 57 77 68 82 67 66 78


2015 176 91 90 91 100 97 87 83 90 91 91 91 91 2015 153 79 80 78 88 58 75 73 81 67 61 79


2015 176 87 89 85 100 84 81 70 85 88 83 85 84 2015 153 79 82 77 94 67 73 61 82 63 50 76




Op

era

tio

ns

Me

as.

& D

ata



Ge

om

etry

Ba

se

Te

n

Op

era

tio

ns

Me

as.

& D

ata

Ge

om

etry

Ba

se

Te

n

47

# Stu

de

nts

Test

ed

Ove

rall

%

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

2015 162 78 78 78 59 67 76 73 80 79 67 74

District 2,062 74 74 73 75 67 71 73 74 75 65 61 69

2015 162 76 80 72 51 73 70 79 76 68 64 75

District 2,062 71 74 68 78 61 69 70 71 72 59 64 65

2015 162 87 86 88 75 60 88 82 89 80 77 85

District 2,062 83 84 82 82 76 81 80 81 85 72 73 79

2015 162 91 90 92 100 90 94 94 90 88 91 90

District 2,062 89 89 89 93 85 88 92 91 90 80 83 86



Op

era

tio

ns

Me

as.

& D

ata

Ge

om

etr

yB

ase

Te

n

DEA Math

48

FSA Math Data (By Grade)

Math: Data

49

School Action Plan

Math: Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths?

Every grade level shows overall proficiency above the district level on 2015 DEA test C.

Grades kindergarten, first, second, and fourth are above 90% proficient on 2015 DEA test C.

Kindergarten is 97% proficient on 2015 DEA test C.

Kindergarten and second grade are over 90% proficient in Geometry.

First grade and fourth grade are over 90% proficient in Numbers in Base Ten.

What does the analysis tell you about your school’s opportunities to improve?

12 sub-groups were below the district average in proficiency in Geometry, while 14 sub-groups were below the district average in Measurement and Data.

Students in the Hispanic and multi-racial sub groups demonstrated performance below the district average across grade levels and domains repeatedly.

50

School Action Plan

Math: Strategies & Programs to Support the Objectives

Math Focus 1

Focus: Strategies to Support Standards-based Instruction and Assessments

Goal: By the end of the year, we expect our students to be able to…participate in all components of the Balanced Math Model in order to move from a basic

to a conceptual understanding of the standards.


District:

The central message provided (September, October, November/December, and January/February) will provide strategies and routines to support standards-based

instruction and assessments.

• Spiraling in the First 30 days! (Spiraling standards in the Balanced Math Model Block-Routines, Fluency, Mini-Lesson, Stations and Small Group student

talk).

• Formative Assessments (Observations, Student Talk, Questioning, Peer/Self -Assessment, Exit Slips, Graphic Organizers)

• Differentiation (Whole Group, Small Group, Stations, Questioning, Tasks)

• Problem Solving-Promoting Productive Struggle (Mathematical Practice 1)

School-based:

1. Based on teacher need and interest, professional development will be offered pertaining to the purposeful spiraling, formative assessments, differentiation,

and problem solving promoting productive struggle. (September 17/18, October 26/27, November 16/17, February 4/5 ½ day trainings).

- Grade levels will collaboratively plan and implement strategies following the district message on the ½ day trainings.

- Teachers will share exemplar strategies used during the balanced math model block during PLC/Data Team meetings.

- Teachers will examine high yield routines.

- Teachers will examine student centered mathematics (8 mathematical practices, incorporating manipulatives, and engaging hands-on lessons and stations.

2. Grade levels and new teachers will work in conjunction with the Instructional Coach to plan and implement purposeful, standards based activities and lessons

in the Balanced Math Model during the district 1/2 day PD, grade level and math department meetings, and faculty meetings.

- During Pre-planning, professional development will be provided on Curriculum Guides and Balanced Math Model.

- Grade levels spend time during data teams to decontextualize the DES power standards by creating targets for conceptualized learning.

- During the district provided half day session, data team meetings and grade level meetings, teachers will collaborate to create lessons reflecting components

51

of the Balanced Math Model. Teachers will participate in peer observations and reflect on the created components.

3. Teacher led break-out sessions based on needs assessment data gained from the 2014-2015 post-planning survey and current needs and interests relating to

the balanced math model, will be held during 1/2 day PD days, faculty meetings, and as part of the 20 extra PD days.

- The Instructional Coach will deliver PD on Instructional Shifts during the first semester to all teachers who have not had OCSD’s training in Instructional

Shifts. (September 17/18, October 26/27, November 16/17, February 4/5 ½ day trainings).

- Teachers will receive training on MFAS implementation.

- Selected teachers attended STEMM training for Cognitive Guided Instruction (K and 1-1st grade will receive continued weekly support.)

- Training and support will be provided as needed in the following areas: STAR Math, Accelerated Math, Reflex Math, ScootPad, and Math Workshop.

4. Monthly Focus:

- September: Purposeful Spiraling, Spiraling from the start, data analysis, activity resources to support the standards and spiraling

- October: Formative Assessment; MFAS; creating and aligning common formative assessments

- November: Differentiation; creating a plan based on assessment results

- February: Problem Solving; domain-based stations

52



1. Secure dates, schedule, and teacher groupings for the district PD activities with Instructional Coach no later than September 15th.

- Meet with Grade Level Chairs on June 19th to determine groupings for district message, SPP goals, and school-based PD protocols.

- Teachers will work collaboratively and use most current data, both classroom based and DEA, to implement instructional strategies and practices in

correlation with the district math PD message.


no later than July 24th.

- Administer Professional Development Needs Assessment during post-planning (June 5, 2015).

- Administrators will coordinate with Instructional Coach in planning agenda for district 1/2 day PD activities by September 15th.

2. Math Coach will conduct PD regarding OCSD Curriculum Guides and the Balanced Math Model by August 14th.

- Order Curriculum Placemats and Math Shifts Flip Charts, from Print Shop no later than July 24th for dissemination during pre-planning.

- Grade levels will collaborate to determine DES power standards based common instructional strategies based on data team results.

3. Grade level meeting calendar of activities will be created to reflect time for monthly exemplar strategy sharing.

- Administrators will schedule and plan teacher led break-out sessions prior to September 30th.

- By September 15th, Administration and Math Coach will schedule and plan PD on Instructional Shifts for all teachers who have not had OCSD’s training in

Instructional Shifts.

- During the first semester, math coach will meet with administration to plan and coordinate Balanced Math Model peer observations.

- Following the Balanced Math Model collaborative planning and observation, grade levels will meet to debrief and reflect during grade level meetings and

PLC/data team meetings.

- Teachers will collaborate to align supplemental resources (MFAS, Accelerated Math, Reflex and Scootpad) to support the standards

4. Administration will provide support as needed to selected teachers who attended STEMM training for Cognitive Guided Instruction (K and 1-1st grade will

receive continued weekly support.)

53


1. Students will be actively engaged in classroom activities based on district PD correlated instructional strategies and practices using student talk and the

common mathematical practice skills.

- Students will be able to state the standard skills/concept they are working toward using age appropriate language.

- Students will identify learning targets and success criteria based on DES power standards.

-Teachers will implement purposeful standards based activities and lessons into the daily balanced math block.

2. Teachers will incorporate all components of the Balanced Math Model into daily instruction.

- Teachers will implement individualized/differentiated instruction in small groups to address student needs based on data (i.e. formative assessments -teacher

observations, summative assessments – DEA, unit tests, etc.).

- Students will actively participate in all components of the Balanced Math Model.

- Students will use student talk to support problem solving with productive struggle.

- Students will participate in problem solving, purposeful spiraling, standards based stations, and small guided math groups.

3. Teachers will implement content, strategies, and resources used during teacher choice break-out sessions.

- Teachers will continue to embed the Instructional Shifts and Mathematical Practices into daily instruction through purposeful lessons and activities.

4. Selected teachers will continue to implement, reflect, and adjust instruction based on CGI training.

54



Instructional planning focused on

standards

Weekly

Grade Level Collaboration, PLC/Data

Team meetings

Grade Level Chair, Data Team

Leader, Teachers, Instructional Coach

Data and standard driven instructional

strategies

Bi-weekly

PLC/Data Team meetings


Leader, Instructional Coach

Create/use standards based formative

and summative assessments

Weekly

Lesson Plans, Walk-throughs

Administration

Purposeful Spiraling based on student

data

Weekly

Lesson Plans, Walk-throughs,

PLC/Data Team meetings, DIVE time

Administration, Data Team Leaders,

Teachers

Balanced Math Model Balanced Math

Model & Student Talk

Daily

Lesson Plans, Walk-throughs, Administration, Instructional Coach,

and Teachers

MFAS, Reflex, Scootpad, Accelerated

Math

Daily Lesson Plans, Walk-throughs Administration

Evaluation:



55

School Action Plan


Math Focus 2

Focus: Purposeful Spiraling

Goal: By the end of the year, we expect our students to be able to…increase mastery of grade level standards by targeting individual student needs.


District:

Elementary math teachers will attend 4 half day professional development sessions (September, October, November/December, and January/February) to include;

an hour of district message to provide strategies and routines to support standards-based instruction and assessments.

Spiraling in the First 30 Days ( Routines, Fluency, Mini-Lesson, Stations and Small Group)

Formative Assessments (Observations, Questioning, Peer/Self -Assessment, Student Talk, Exit Slips, Graphic Organizers)

Differentiation (Whole Group, Small Group, Stations, Questioning, Tasks)

Problem Solving-Promoting Productive Struggle (Mathematical Practice 1)

School-based:

1. During Pre-planning, professional development will be provided on Curriculum Guides and Balanced Math Model.

- Grade levels will work in conjunction with the Instructional Coach to plan and implement activities and lessons for purposeful spiraling within the Balanced

Math Model.

2. Grade levels will work collaboratively and in conjunction with the Instructional Coach during 1/2 day district led PD, grade level meetings, and data team

meetings to plan and implement activities and lessons that include purposeful spiraling within the Balanced Math Model.

- Grade levels will collaboratively plan implementation of strategies following the district message.

3. Grade levels will spend time during data team meetings to interpret data with the intent of identifying specific standards to target for differentiated and

purposeful spiraling.

- Grade levels will spend time during data team meetings to identify standards that will require continued spiraling and create student assessment items that

correlate to these standards.

- Webinars and teacher support will be provided for implementation of Scootpad and Accelerated Math in spiraling.

4. Teacher led break-out session highlighting exemplar purposeful spiraling activities using data such as classroom observation, formative assessments,

summative assessments, etc.

56

- Teacher led break-out sessions and/or data teams enabling teachers to align individual student needs to purposeful spiraling activities using data such as

classroom observation, formative assessments, and summative assessments.

- During the district provided half day session and/or data team meetings, teachers will collaborate to create lessons reflecting components of the Balanced

Math Model. Teachers will participate in peer observations and reflect on the created components.

5. Selected teachers attended STEMM training for Cognitive Guided Instruction (K and 1-1st grade will receive continued weekly support.)

- Selected teachers attending training for the Center of Applied Linguistics (Aug 3-4 and Dec 11-12).

57



1. Administer Professional Development Needs Assessment during post-planning (June 5, 2015).

- By September 15th, administrators will coordinate with Instructional Coach in planning agenda for district 1/2 day PD to supports teachers in creating and

implementing purposeful spiraling activities and lessons.

- Math Coach will conduct PD regarding OCSD Curriculum Guides and the Balanced Math Model by August 14th.

- Order Curriculum Placemats and Math Shifts Flip Charts from Print Shop no later than July 24th for dissemination during pre-planning.

- Meet with Grade Level Chairs on June 19th to determine groupings for district message, SPP goals, and school-based PD protocols such as purposeful

spiraling.

2. Create a school-based calendar of professional development, grade level, department, and team leader meetings for dissemination during pre-planning no later

than July 30thth.

- Grade level meeting calendar of activities will be created to reflect time for monthly data meetings in order to identify standards for continued spiraling.

- Share exemplar strategies and spiraling activities during PLC/Data Team meetings.

3. Grade level/data team meeting calendar of activities will be created to reflect time for monthly data analysis of assessments for the purpose of identifying

standards that require continued spiraling and creating student assessment items to support this spiraling.

- Grade levels will collaborate to determine common purposeful spiraling activities for individuals and small groups.

- Grade levels will collaborate to create purposeful spiraling questions to add to common summative assessments.

4. Administrators will schedule and plan teacher led breakout sessions to include a session that will highlight purposeful spiraling, prior to September 30th.

- Identify teachers who will be facilitators of teacher choice break- out sessions.

- Prior to training days, teachers will sign up for break-out sessions.

5. Selected teachers attended STEMM training for Cognitive Guided Instruction (K and 1-1st grade will receive continued weekly support).


1. Teachers will incorporate purposeful spiraling activities into the Balanced Math Model.

- Students will show and maintain mastery of standards through participating in purposeful spiraling activities during the Balanced Math Model block.

58

- Students will use student talk and the problem solving process to support spiraling activities.

- Teachers will continue to embed the Instructional Shifts into daily instruction through purposeful spiraling.

2. Teachers will use the most current data on hand to make decisions regarding which standards to spiral into the components of the Balanced Math Model block.

-Teachers will implement individualized/differentiated instruction in small groups based to address student needs based on data (i.e. formative assessments -

teacher observations, summative assessments – DEA, MFAS, unit tests, etc.).

3. Teachers will create and utilize spiraled student assessment items on common summative assessment.

- Students will respond with proficiency to assessment items created for spiraling purposes.

4. Teachers will implement strategies, activities, and resources from teacher led break-out session highlighting purposeful spiraling.

- Students will appropriately engage in strategies, activities, and resources embedded in the instructional math block with purposeful spiraling in mind.

59



Instructional planning based on

individual student needs as opposed to

a supplemental resource

Weekly

Grade Level Collaboration, PLC/Data

Team meetings



Data driven purposeful spiraling

Daily

Lesson Plans, DIVE time, Walk-

throughs, PLC/Data Team meetings,

Grade Level Collaboration


Leader, Administration, Instructional

Coach

Create spiraling activities and

assessment items

Monthly

PLC/Data Team meetings

Data Team Leader, Teachers

Student Talk/Problem Solving

Daily


Administration, Teachers

Teacher Choice Break-Out Sessions Reflections, Walk-throughs Professional Development Team,

Session leaders, Administration

Evaluation:



60

School Action Plan


Math Levels 1 and 2 Focus 1 (Grades K-2)





School-based:

1. Teachers will receive training as needed, during teacher led breakout sessions for web based software such as ScootPad and Reflex to analyze student

diagnostic assessments and monitoring of skill mastery.

- Webinars will be offered to support implementation of ScootPad in Grades K-4; Training to support implementation of Reflex in Grades 1-4 will be provided.

2. During the district 1/2 day PD days and PLC meetings, teachers will work in collaborative groups and with the Instructional Coach to organize assessment data

for the purpose of creating homogeneous groupings for intervention purposes.

3. Teachers will collaborate with the instructional coach to decontextualize power standards by creating targets for conceptual learning, as well as plan and

implement purposeful lessons, strategies, and assessments in the Balanced Math Model.

- New teachers will receive training on the Math Instructional Shifts.

4 Instructional Coach will provide school based PD highlighting the facilitation of student talk and use of student talk protocols during the math block.

5. Selected teachers will begin implementing Cognitively Guided Instruction (CGI) as part of the Foundations for Success in STEM research project.

61



1. Administrators will schedule and plan teacher led breakout sessions to include a session that will provide training and support for web based software such as

ScootPad and Reflex in order for teachers to analyze student diagnostic assessments and monitoring of skill mastery.

- Select teachers to attend and facilitate webinars to support web based software such as ScootPad and Reflex.

- A 2:1 ratio will allow students to be engaged with technology and to receive instruction in small group and practice time to meet student needs.

2. Administrators will coordinate with Instructional Coach in planning agenda for district 1/2 day PD activities by September 15th.

3. Grade levels will collaborate to determine DES power standards based common instructional strategies based on data team results.

- Establish differentiated blocks for homogeneous groupings to provide intervention (as well as skill based & enrichment support).

- Grade levels will collaborate to utilize Curriculum Guides and integrate the Balanced Math Model.

- Order Math Shifts Flip Charts, Curriculum Placemats for dissemination during pre-planning.

4. By September 30th, Administration and Math Coach will schedule and plan PD on student talk protocols and facilitation.

5. Administration will provide support as needed to selected teachers who attended STEMM training for Cognitive Guided Instruction (K and 1-1st grade will

receive continued weekly support).


1. Teachers will implement supplemental resources to support students’ academic needs.

- Teachers will analyze data from DEA and classroom based formative and summative assessments to identify students for use, placement, and assigning skills

practice found in web based software such as ScootPad and Reflex.

- Teachers will utilize ScootPad (K-4) & Reflex (1-4) to fill learning gaps for Level 1s, 2s, and fragile 3s.

- Students will participate with fidelity and at teacher discretion in web based software programs such as ScootPad and Reflex to meet their academic needs.

- Teachers will implement MFAS to fill in learning gaps for Level 1s, 2s, and fragile 3s.

2. Teachers will embed standards based instruction and common assessments into daily instruction through purposeful lessons and activities.

- Students will utilize components of the Balanced Math Model, i.e. student talk, problem solving, purposeful spiraling, stations, etc.

62

- Teachers will embed the Instructional Shifts into daily instruction through purposeful lessons & activities.

- Students may utilize concrete manipulatives to demonstrate understanding.

- Teachers will utilize visual representations to increase conceptual understanding of content.

3. Teachers will implement individualized/differentiated instruction in small groups to address student needs deficiencies based on data (i.e. formative assessments

-teacher observations, summative assessments – DEA, unit tests, etc.).

- Students will actively engage in and practice skills presented in small intervention groups.

- Teachers will establish differentiated blocks for homogeneous groupings to provide intervention (as well as skill based and enrichment support).

4. Teachers will use student talk protocols and facilitate student talk during the math block to be used as a daily formative assessment in order to identify student

needs and differentiate accordingly.

- Students will demonstrate perseverance in learning by applying the math talk protocols to support problem solving with productive struggle.

5. Selected class will implement Cognitively Guided Instruction (CGI) as part of the Foundations for Success in STEM research project.

63



Scootpad, Reflex, MFAS Daily Reflections, Walk throughs, Lesson

Plans, Program Reports, DIVE

documentations

Teachers, Admin, Instructional Coach

Homogeneous Intervention Groups Daily

Lesson Plans, Walk Throughs, DIVE

documentations

Teachers, Administrators

Student Talk & Balanced Math Model Daily

Walk-throughs

Teachers, Instructional Coach,

Administrators


strategies

Daily Lesson Plans, Walkthroughs, Data

Team/PLC Meetings

Teachres, Administration, Data Team

Leaders

Evaluation:



64

School Action Plan


Math Levels 1 and 2 Focus 2 (Grades 3-5)





School-based:

1. Training will be provided to analyze student diagnostic assessments and monitoring of skill mastery.

- Classroom assistant will receiving training in the use iReady to analyze student diagnostic assessments and monitoring of skill mastery.

- Teacher led breakout sessions, as needed, offering training and support in the use of web based software such as ScootPad, Reflex and iReady.

2. During the district 1/2 day PD days, teachers will work in collaborative grade level groups and with the Instructional Coach to organize assessment data for the

purpose of creating homogeneous groupings for intervention purposes.

3. Teachers will collaborate with the instructional coach to decontextualize power standards by creating targets for conceptual learning, as well as plan and

implement purposeful lessons, strategies, and assessments in the Balanced Math Model.

- New teachers will receive training on the Instructional Shifts.

4. Instructional Coach will provide school based PD highlighting the facilitation of student talk and use of student talk protocols during the math block.

65



1. Administrators will schedule and plan teacher led breakout sessions to include a session that will provide training and support for web based software such as

ScootPad, Reflex, and IReady in order for teachers to analyze student diagnostic assessments and monitoring of skill mastery.

- Select teachers to attend and facilitate webinars to support web based software such as ScootPad and Reflex.

- A 2:1 ratio will allow students to be engaged with technology and to receive instruction in small group and practice time to meet student needs.


3. Grade levels will collaborate to determine power standards based common instructional strategies based on data team results.

- Establish differentiated blocks for homogeneous groupings to provide intervention (as well as skill based & enrichment support).

- Grade levels will collaborate to utilize Curriculum Guides and integrate the Balanced Math Model.

- Order Math Shifts Flip Charts, Curriculum Placemats for dissemination during pre-planning.



1. Teachers will implement supplemental resources to support students’ academic needs.

- Teachers will analyze data from DEA and classroom based formative and summative assessments to identify students for use, placement, and assigning skills

practice found in web based software such as I-Ready, ScootPad and Reflex.

- Students will use iReady in 3rd-4th grades during remediation, and teachers will provide off-line activities for students to remediate standards using data from

the diagnostic test in iReady through mini-lessons, small groups, stations, and one-on-one instruction as necessary to meet students' needs.

- Classroom assistant will work with classroom teachers to create and implement the I-Ready blended remediation block.

- Teachers will implement MFAS to fill in learning gaps for Level 1s, 2s, and fragile 3s.

- Students will utilize concrete manipulatives to demonstrate understanding.


2. Students will actively engage in and practice skills presented in small intervention groups.

66

- Teachers will continue to embed standards based instruction and common assessments into daily instruction through purposeful lessons and activities.

- Teachers will create opportunities for students to utilize components of the Balanced Math Model, i.e. student talk, problem solving, purposeful spiraling,

stations, small groups, fluency practice, and routines.

- Teachers will embed the Instructional Shifts into daily instruction through purposeful lessons and activities.

3. Teachers will implement individualized/differentiated instruction in small groups to address student needs deficiencies based on data (i.e. formative assessments

-teacher observations, summative assessments – DEA, unit tests, etc.).

- Teachers will establish differentiated blocks for homogeneous groupings to provide intervention (as well as skill based and enrichment support).



- Students will display perseverance in learning and using the math talk protocols.



iReady, ScootPad and Reflex Daily

walk throughs, lesson plans, program

reports, DIVE documentations

Admin & Teachers

Homogeneous Intervention Groups Daily

Lesson plans, walk throughs, DIVE

documentations

Teachers, Admin, Instructional Coach


strategies

Daily


Administration, Teachers, Data Team

Leaders, Instructional Coach

Balanced Math Model & Student Talk

Daily


Administration, Teachers,

Instructional Coach

67

Evaluation:



68

School Action Plan


Math Levels Subgroup Focus

Subgroup: ELL Focus: Strategies to Support Standards-based Instruction

Goal: By the end of the year, we expect our students to be able to… participate in all components of the Balanced Math Model in order to move from a basic



School-based:

1. During Pre-planning, professional development will be provided on Curriculum Guides and Balanced Math Model.

2. Teachers will share resources and math vocabulary strategies during grade level/PLC meetings.

3. Instructional Coach will provide school based PD highlighting the facilitation of student talk and use of student talk protocols during the math block.

4. Selected teachers attended STEMM training for Cognitive Guided Instruction (K and 1-1st grade will receive continued weekly support.)

- Selected teachers attending training for the Center of Applied Linguistics (Aug 3-4 and Dec 11-12).

69



1. Math Coach will reference in PD the OCSD Curriculum Guides and the Balanced Math Model.

- Following the Balanced Math Model PD, collaborative planning and observations will occur.

2. Teachers will share resources and math vocabulary strategies during grade level/PLC meetings.


4. ELL interpreter will collaborate with classroom teachers to align ESOL focus with class focus.


1. Students will utilize components of the Balanced Math Model, i.e. student talk, problem solving, purposeful spiraling, stations, fluency, and small group foci.

2. Teachers will incorporate vocabulary activities into the Balanced Math Model.

- Students will show knowledge and application of math terms while engaged in activities during the Balanced Math Model block.

Teachers will implement individualized/differentiated instruction in small groups to address student needs based on data (i.e. formative assessments -teacher




- Students will display perseverance in learning and using the math talk protocols.

4. Teachers will utilize visual representations to increase conceptual understanding of content.

- Students may utilize concrete manipulatives to demonstrate understanding.

70



ELL Teacher and CRT collaboration

Weekly LEP meetings, walkthroughs, Grade

Level meeetings



Balanced Math Model implementation

to include vocabulary strategies and

activities

Daily Lesson plans, Walk throughs Teachers, Instructional Coach,

Adminstrators

Student Talk Daily Lesson Plans, Walk-throughs Administration, Teachers,

Instructional Coach

Vocabulary strategies and resource

sharing

weekly Teachers, Instructional Coach, ELL

interpreters

Evaluation:



71

School Action Plan


Math SWD Focus

Focus:

Goal: By the end of the year, we expect our students to be able to…attain mathematical proficiency of grade level standards with support. Students will

retain mathematical skills and apply during assignments and assessments


School-based:

1. Grade levels will collaboratively plan and implement strategies to include strategies for reaching SWD following the district message on the ½ day trainings.

- Grade Levels will share exemplar strategies for working with SWD during PLC/Data Team meetings.

2. Teachers of SWD will work in conjunction with the ESE Resource Teacher to plan & implement purposeful activities and lessons in the Balanced Math Model

with support for students with disabilities.

-ESE Resource Teacher and Teachers of SWD will collaborate concerning individual student needs, review targeted skills and lesson plans.

3. Training on additional supplements will be provided as needed.

- Training for teachers on an as needed basis in the administration of MFAS tasks found on CPALMS.

- Selected teachers attended STEMM training for Cognitive Guided Instruction (K and 1-1st grade will receive continued weekly support).

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- Order Professional Development books focusing on increasing rigor and student engagement as well as integrating curricula by July 24th.

2. ESE teacher and classroom teachers will meet during the first semester to set up calendar and share notes on individual students.

- ESE Resource Teacher and Teachers of SWD will collaborate concerning individual student needs, review targeted skills and lesson plans.

3. Instructional Coach will establish which teachers would like or need training on administering MFAS tasks by the end of the first quarter.

- Administrators will meet with Instructional Coach to plan and schedule mini MFAS training by the end of the first quarter.

- Administration will provide support as needed to selected teachers who attended STEMM training for Cognitive Guided Instruction (K and 1-1st grade will

receive continued weekly support).

Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will implement individualized/differentiated instruction in small groups to address student needs based on data (i.e. formative assessments -teacher


2. Students may utilize concrete manipulatives to demonstrate understanding with the intent of transitioning to the abstract.


3. Supplemental resources will be utilized to meet the needs of students.

- Teachers will implement MFAS to fill in learning gaps for SWD.

- Teachers will utilize Scootpad (K-4) and Reflex (1-4) to fill in learning gaps for SWD.

- Selected teachers will continue to implement, reflect, and adjust instruction based on CGI training.

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Differentiated strategies/tasks Daily

Lesson Plans, Walk throughs, DIVE

documentations, ESE meeting notes

Teachers, ESE teacher, Administrators

MFAS tasks Weekly

Lesson plans, Walk throughs, DIVE

documentations

Teachers, Instructional Coach,

Administrators

Evaluation:



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School Action Plan

Science

District Goal: Students shall demonstrate science proficiency at or above the expected grade level.

Objectives:

The percentage of 5th grade students who will be proficient in science as defined by the State of Florida on the Florida

Comprehensive Assessment Test will be at least %.

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School Action Plan

Science: Data

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School Action Plan

Science: Strategies & Programs to Support the Objective

Science Focus

Focus: Purposeful Spiraling

Goal: By the end of the year, we expect our students to be able to… apply components of close reading in Everyday Instructional Reading (text marking/note

taking, writing through reading, text dependent questions, and student talk strategies) in order to advance literal understanding to the application of science

content by describing observations of scientific phenomena, ask relevant and informed questions, gather and compare information, and formulate an informed

assessment of scientific concepts.


School-based:

1. Provide science curriculum alignment of power standards for 3rd-4th grade science teachers to support purposeful spiraling for instruction & assessment - During ELA professional development, text dependent question strategies will be addressed to support the science content.

2. Share resources (i.e, literature, visual and digital media) beyond the basal to integrate close reading components on science topics.

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School Implementation Action Steps: 1. Meet with teachers to analyze vertical alignment of standards for grades 3-4 for purposeful planning using the District Science Pacing Guide, Science

Pacing Text Spiral Outline, and OSCD Skinny Version (Tammy Ellis resource).

- Teachers will collaborate to create questions aligned to assessing knowledge of science content.

- Departmentalized teachers will collaborate with their team-teacher to share content resources tied to science content.

- 4th grade teachers will collaborate with 5th grade DMS teachers to create vertical alignment

2. Professional Development Committee Members will meet with grade level teachers and Instructional Coach, as available, to support use of resources to extend

application of science concepts.

Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will continue to embed Close Reading strategies from Fisher & Frey’s Text Dependent Questions Grades K-5 into daily instruction.

- Teachers will incorporate and students will apply elements of Close Reading, specifically text marking/note-taking, student talk, and writing through reading.

- Grade-level PLCs will participate in Data Team/PLC meetings to address domain-specific needs by grade level and individual classrooms.

- Teachers will collaborate to develop strategies for implementation during small group instruction and differentiated station activities.

- Teachers will create text dependent questions of varying complexity as the vehicle to drive student comprehension throughout each read of the Close Read.

- Teachers will model and student will apply grade level specific purposeful text marking/note-taking strategies to aid comprehension and facilitate student

response to text dependent questions.

2. Teachers will create opportunities for student talk/discussion through purposeful text dependent questions and writing tasks to build student comprehension,

stamina, and persistence in reading informational text.

- Students will utilize student talk strategies (e.g. sentence frames) to respond to text dependent questions and prepare for writing activities i.e: QAR, think pair

share, read and explain, socratic seminar, etc.

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Close reading of content material bi-weekly lesson plans, walkthroughs teachers, admin

Text Dependent Questions bi-weekly lesson plans, walkthroughs teachers, admin

Text Marking and Note-Taking weekly lesson plans, walkthroughs teachers, admin

Student Talk daily walkthroughs teachers, admin

Evaluation:



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Accreditation Page

Focus Area 1: Improving and Advancing Student Achievement

Goals: Ensure access for all students to rigorous and challenging curriculum

Address diverse educational needs through a coordinated support system

Integrate technology in learning by both educators and students

Use a variety of methods to communicate student progress with parents and stakeholders

Focus Area 2: Learning and Working in a Safe and Productive Environment

Goals:

Provide adequate and appropriate facilities

Provide a culture conducive to learning and working

Maintain a safe learning and working environment

Accreditation Standards

1. Purpose and Direction

2. Governance and Leadership

3. Teaching and Assessing for Learning

4. Resources and Support Systems

5. Using Results for Continuous Improvement

school performance plan - okaloosa county school district · 2015-09-29 · cory ruyan 4th grade...

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