SCHOOL IMPROVEMENT PLAN

Transcription

1 Pam Stewart, Commissioner SCHOOL IMPROVEMENT PLAN School Demographics Dommerich Elementary 1900 CHOCTAW TRL Maitland, FL School Type Title I Free and Reduced Lunch Rate Elementary School No 22% Alternative/ESE Center Charter School Minority Rate No No 30% School Grades History A A A A A SIP Authority and Template Section (18), Florida Statutes (F.S.), requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district. The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds, as marked by citations to the No Child Left Behind (NCLB) Act of This template is required by State Board of Education Rule 6A , Florida Administrative Code (F.A.C.), for all non-charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all other schools, the district may use a template of its choosing. All districts must submit annual assurances that their plans meet statutory requirements. This document was prepared by school and district leadership using the FDOE's school improvement planning web application located at Sections marked N/A by the user and any performance data representing fewer than 10 students or educators have been excluded from this document.

2 Table of Contents Purpose and Outline of the SIP Differentiated Accountability Part I: Current School Status Part II: Expected Improvements Goals Summary Goals Detail Action Plan for Improvement Part III: Coordination and Integration Appendix 1: Professional Development Plan to Support Goals Appendix 2: Budget to Support Goals Last Modified: 12/6/ Page 2 of 33

3 Purpose and Outline of the SIP The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a living document by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the Date Modified listed in the footer. Part I: Current School Status Part I summarizes school leadership, staff qualifications and strategies for recruiting, mentoring and retaining strong teachers. The school s Multi-Tiered System of Supports (MTSS) is described in detail to show how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs. The school also summarizes its efforts in a few specific areas, such as its use of increased learning time and strategies to support literacy, preschool transition and college and career readiness. Part II: Expected Improvements Part II outlines school performance data in the prior year and sets numeric targets for the coming year in ten areas: 1. Reading 2. Writing 3. Mathematics 4. Science 5. Science, Technology, Engineering and Mathematics (STEM) 6. Career and Technical Education (CTE) 7. Social Studies 8. Early Warning Systems (EWS) 9. Parental Involvement 10. Other areas of concern to the school With this overview of the current state of the school in mind and the outcomes they hope to achieve, the planning team engages in an 8-Step Planning and Problem-Solving Process, through which they define and refine their goals (Step 1), identify and prioritize problems (barriers) keeping them from reaching those goals (Steps 2-3), design a plan to help them implement strategies to resolve those barriers (Steps 4-7), and determine how they will monitor progress toward each goal (Step 8). Part III: Coordination and Integration Part III is required for Title I schools and describes how federal, state and local funds are coordinated and integrated to ensure student needs are met. Appendix 1: Professional Development Plan to Support Goals Appendix 1 is the professional development plan, which outlines any training or support needed for stakeholders to meet the goals. Appendix 2: Budget to Support Goals Appendix 2 is the budget needed to implement the strategies identified in the plan. Last Modified: 12/6/ Page 3 of 33

4 Differentiated Accountability Florida s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated by need according to performance data, and provided to schools and districts in order to improve leadership capacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadership to design, implement and refine school improvement plans, as well as provide instructional coaching, as needed. DA Regions Florida s DA network is divided into five geographical regions, each served by a field team led by a regional executive director (RED). DA Categories Traditional public schools are classified at the start of each school year, based upon the most recently released school grades (A-F), into one of the following categories: Not in DA currently A or B with no F in prior two years; all charter schools; all ungraded schools Monitoring Only currently A or B with at least one F in the prior two years Prevent currently C Focus currently D Year 1 declined to D, or first-time graded schools receiving a D Year 2 second consecutive D, or F followed by a D Year 3 or more third or more consecutive D, or F followed by second consecutive D Priority currently F Year 1 declined to F, or first-time graded schools receiving an F Year 2 or more second or more consecutive F DA Turnaround and Monitoring Statuses Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses: Former F currently A-D with at least one F in the prior two years. SIP is monitored by FDOE. Post-Priority Planning currently A-D with an F in the prior year. District is planning for possible turnaround. Planning Focus Year 2 and Priority Year 1. District is planning for possible turnaround. Implementing Focus Year 3 or more and Priority Year 2 or more. District is implementing the Turnaround Option Plan (TOP) DA Category and Statuses DA Category Region RED Not in DA N/A N/A Former F Post-Priority Planning Planning Implementing TOP No No No No Last Modified: 12/6/ Page 4 of 33

5 Current School Status School Information School-Level Information School Dommerich Elementary Principal Junella Handley Kreil School Advisory Council chair Jenny Bowman Names and position titles of the School-Based Leadership Team (SBLT) Name Linda Taconis Jo Ellen McLean Robert Babb Title Reading Resource Teacher Staffing Specialist/ESE Resource Teacher Administrative Dean District-Level Information District Orange Superintendent Dr. Barbara M Jenkins Date of school board approval of SIP 1/28/2014 School Advisory Council (SAC) This section meets the requirements of Section 1114(b)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). Membership of the SAC The Dommerich SAC membership consists of 9 parents, 8 faculty members, 1 support staff member, 3 community members, and the principal. The demographic breakdown of the membership is consistent with the school demographics: 13% Black, 12% Hispanic, 70% white, and 4 % other. Involvement of the SAC in the development of the SIP The SAC conducted a school effectiveness survey with parents, faculty and staff, and students in the spring of 2013 to help identify needs for improvement. A summary of the results was shared with the membership and the areas needing improvement are included in this school improvement plan. The entire school improvement plan is presented to the SAC for final approval prior to being submitted to the superintendent. Activities of the SAC for the upcoming school year Presentations are scheduled for the SAC including: meeting the needs of the gifted students; Common Core State Standards and assessments; educational resources for parents to utilize at home; and school Last Modified: 12/6/ Page 5 of 33

6 safety. SAC will also conduct a school needs assessment, co-host Science Night for all families, and develop a Budget Advisory Council. Projected use of school improvement funds, including the amount allocated to each project There are no funds allocated in the school budget for the school improvement plan. Funds from other sources will be used to pay for activities included in the school improvement plan. Compliance with section , F.S., regarding the establishment duties of the SAC In Compliance If not in compliance, describe the measures being taken to comply with SAC requirements Highly Qualified Staff This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Administrators # of administrators 1 # receiving effective rating or higher (not entered because basis is < 10) Administrator Information: Junella Handley Kreil Principal Years as Administrator: 8 Years at Current School: 2 Credentials Educational Specialist, Educational Leadership Doctor of Education, Educational Leadership State of Florida Certification, Elementary Education K-6 State of Florida Certification, Ed Leadership & School Principal Performance Record SY Grade A; % High Standards Reading:76%; Math: 74%; Writing: 72%; Science: 74%. Learning Gains Reading: 74; Math: 88. Lowest 25% Reading: 79%; Math:80%. SY Grade A; % High Standards Reading:79%; Math: 70%; Writing: 42%; Science: 56%. Learning Gains Reading: 72; Math: 73. Lowest 25% Reading: 73%; Math:51%. Instructional Coaches # of instructional coaches 1 # receiving effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Last Modified: 12/6/ Page 6 of 33

7 Linda Taconis Full-time / School-based Areas Credentials Years as Coach: 16 Years at Current School: 5 Reading/Literacy, Mathematics, Science, Data, RtI/MTSS BA Secondary Education MS Deaf and Hard of Hearing K - 12 Performance Record SY Grade A; % High Standards Reading:76%; Math: 74%; Writing: 72%; Science: 74%. Learning Gains Reading: 74; Math: 88. Lowest 25% Reading: 79%; Math:80%. SY Grade A; % High Standards Reading:79%; Math: 70%; Writing: 42%; Science: 56%. Learning Gains Reading: 72; Math: 73. Lowest 25% Reading: 73%; Math:51%. Classroom Teachers # of classroom teachers 43 # receiving effective rating or higher 39, 91% # Highly Qualified Teachers 100% # certified in-field 37, 86% # ESOL endorsed 26, 60% # reading endorsed 4, 9% # with advanced degrees 23, 53% # National Board Certified 7, 16% # first-year teachers 3, 7% # with 1-5 years of experience 8, 19% # with 6-14 years of experience 12, 28% # with 15 or more years of experience 19, 44% Education Paraprofessionals Last Modified: 12/6/ Page 7 of 33

8 # of paraprofessionals 4 # Highly Qualified 4, 100% Other Instructional Personnel # of instructional personnel not captured in the sections above 2 # receiving effective rating or higher (not entered because basis is < 10) Teacher Recruitment and Retention Strategies This section meets the requirements of Section 1114(b)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school, including the person responsible OCPS E-Recruiting System will be used to seek qualified applicants. All instructional applicant resumes are reviewed to determine if the applicant is highly qualified. Verbal references are obtained to determine if the candidate is of high quality.once hired, the teacher will be provided staff and professional development through PLCs on school procedures and the continuous improvement model. Teachers new to Dommerich and/or new to teaching also receive mentors and induction through the Newest to Dommerich program. We are actively involved in supervising interns from local universities. We provide opportunities for the interns to go through a mock interview with the principal. We have been able to hire many of these former interns as a result of being able to observe them in their internships. Person responsible: Principal. Teacher Mentoring Program/Plan This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b). Teacher mentoring program/plan, including the rationale for pairings and the planned mentoring activities 1. Our program: we match all teachers who are new to teaching or to our school with a veteran teacher to serve as the mentor for that teacher. Our program is titled Newest to Dommerich. 2. Rationale: The veteran teachers are familiar with our school culture and have all facilitated learning gains with students on the same grade level. 3. Planned activities: Meet weekly with mentee to discuss research based strategies, observe experienced teachers implementing strategies, creating and reviewing lesson plans, assisting in determining training opportunities for best practices. Meet monthly as Newest to Dommerich PLC. Multi-Tiered System of Supports (MTSS) / Response to Intervention (RtI) This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L , NCLB, codified at 20 U.S.C. 6314(b). Data-based problem-solving processes for the implementation and monitoring of MTSS and SIP structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs Each grade level meets as a PLC a minimum of twice per month to discuss student progress, common assessments, and any needs for additional resources or staff in implementing intervention for identified students. The grade levels access data from FAIR, FCAT, Benchmark assessments, DRA's, Florida Last Modified: 12/6/ Page 8 of 33

9 Journeys assessments and Florida Go Math! assessments to monitor student progress across the grade level Function and responsibility of each school-based leadership team member as related to MTSS and the SIP The School-based Leadership Team members provide assistance to the grade level PLC's regarding common assessments, data analysis, progress monitoring and graphing. The team meets once per week to review the activities of the entire school in the RtI process. This is the fourth year of implementation of RtI at Dommerich Elementary. Systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP PLC minutes and all student data are located on our SharePoint for us to review on a regular basis. Our leadership team meets with each individual teacher individually, at least twice a year to monitor each student's progress. Individual students who are in Tier 2 are closely monitored and the student data is reviewed to determine when Tier 3 needs to be added. Once a student is in Tier 3, the RtI Leadership team meets to ensure that all documentation is accurate and to determine when further action may be required. Data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement Baseline data: Progress Monitoring, Performance Matters, FAIR, Florida Comprehensive Assessment Test (FCAT) Progress Monitoring: Progress Matters mini-assessments, FCAT Explorer, Florida Achieve (FOCUS Assessments), Florida Journeys assessments, Go Math! assessments Midyear: Progress Matters, Florida Assessments for Instruction in Reading (FAIR), Developmental Reading Assessment (DRA) End of year: FAIR, Progress Matters, FCAT, Florida Journeys assessments, Go Math! assessments, Developmental Reading Assessment (DRA) Data management system: EDW; IMS; School Collaboration SharePoint site Plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents Professional development will be provided during teachers common planning time and small group sessions will occur throughout the year. On-going training in data analysis, grouping and progress monitoring will be provided as needed to all grade levels. Information and articles are available to teachers and staff on our Share Point site. Information is shared by teachers at parent conferences twice a year. A SAC meeting is devoted to explaining the process of MTSS. Increased Learning Time/Extended Learning Opportunities This section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L , NCLB, codified at 20 U.S.C. 6314(b). Research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum: Last Modified: 12/6/ Page 9 of 33

10 Strategy: Before or After School Program Minutes added to school year: 1,125 Tutoring will take place before school hours one day per week for twenty-five weeks. It will be instructed by classroom teachers and will target Reading intervention for students in our lowest 25%, black, economically disadvantaged, and students with disabilities subgroups. Strategy Purpose(s) Instruction in core academic subjects How is data collected and analyzed to determine the effectiveness of this strategy? Students will be given a beginning reading inventory assessment (DRA) before the program begins and a post assessment at the end of the twenty-five days of tutoring. Each lesson will also require an exit slip or mini-assessment to document mastery of the lesson's standard. Who is responsible for monitoring implementation of this strategy? Principal; Tutoring Coordinator Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Name Dr. Junella Handley Kreil Linda Taconis Emily Davis Christy Campbell Kelly Strykul Pauline Chaves Mary Commins Eva Braxton Lorie Nimnicht Marcy Aydt Title Principal Reading Resource Teacher Kindergarten Teacher First Grade Teacher Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Fifth Grade Teacher ESE Teacher Media Specialist How the school-based LLT functions The Literacy Leadership Team (LLT) meets quarterly to discuss, share, and plan based on observations and student data. The team supports teachers in the implementation of the K-12 Reading Plan. The LLT promotes the use of a variety of assessment strategies to support students' literacy achievement. The team also promotes and assists teachers in analyzing data for instructional decision-making. Professional learning opportunities to improve literacy are planned, organized, and delivered by the LLT. Major initiatives of the LLT The major initiatives of the Literacy Leadership Team will be to promote reading and writing success and ensure that all teachers are implementing the Common Core State Standards for English Language Arts. Last Modified: 12/6/ Page 10 of 33

11 The LLT will meet regularly to discuss and analyze assessment data to determine needs that promote student achievement. The LLT members will meet with grade level teams to share reading/writing articles and information and plans for the school year. The literacy team will recommend professional development that is aligned with the needs of the students and faculty. Additionally, the LLT will work with all teachers in implementing the new core curriculum, Florida Journeys, and the website, ThinkCentral. Every Teacher Contributes to Reading Instruction How the school ensures every teacher contributes to the reading improvement of every student For the school year, all teachers at Dommerich have a goal of 80% of all students showing a year's growth in reading. Dommerich has always had a strong reading program, and with the implementation of a new reading core program, Florida Journeys, additional resources are available to help ensure that students are making the growth they need to be successful. All teachers are submitting reading progress data regularly to the principal, and students are being placed in appropriate intervention groups to meet their needs. Students performing above grade level are also being challenged to perform at a higher level with a combination of new self-contained gifted classes, clustered gifted classes, and the use of the new core reading program, which allows teachers to access materials that are for higher grade levels.students with disabilities are receiving direct instruction from the ESE resource teacher, as well as Tier 2 instruction from grade level teachers. Preschool Transition This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L , NCLB, codified at 20 U.S.C. 6314(b). Strategies for assisting preschool children in transition from early childhood programs to local elementary school programs In the spring of 2013, our kindergarten teachers hosted approximately 10 area VPK and private preschool teachers and leaders for an afternoon discussion of the Common Core State Standards and the impact on kindergarten students. The afternoon was so productive that it was agreed that this will continue with at least two afternoon discussions during the school year. Each spring, a local Head Start program visits the school for an entire morning to see the "big" school and sit in a music class, visit a classroom, and play on the playground and enjoy a snack. Additionally, we host a kindergarten round-up in the spring to welcome parents and children to visit the school prior to registration. Parents learn of the expectations for the kindergarten students, and the students visit the media center to hear a story, visit a classroom to create a piece of art related to the story, and visit the music classroom to sing and dance to a song related to the story. The area VPK and preschools are doing an excellent job preparing students for kindergarten. We usually have over 85% of entering kindergarten students at or above the level for entry as measured by FLKRS. Last Modified: 12/6/ Page 11 of 33

12 Expected Improvements This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L , NCLB, codified at 20 U.S.C. 6314(b). Area 1: Reading Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 80% 76% No 82% American Indian Asian Black/African American 38% 44% Yes 45% Hispanic 67% 55% No 70% White 87% 86% No 88% English language learners Students with disabilities 61% 33% No 65% Economically disadvantaged 50% 39% No 55% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 27% Students scoring at or above Achievement Level % 55% Learning Gains Students making learning gains (FCAT 2.0 and FAA) Students in lowest 25% making learning gains (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % % 77% 35 82% 85% Comprehensive English Language Learning Assessment (CELLA) Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non- ELL students) Students scoring proficient in reading (students read grade-level text in English in a manner similar to non-ell students) Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ell students) 2013 Actual # 2013 Actual % [data excluded for privacy reasons] [data excluded for privacy reasons] [data excluded for privacy reasons] 2014 Target % 50% 50% 30% Last Modified: 12/6/ Page 12 of 33

13 Area 2: Writing Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at or above 3.5 Florida Alternate Assessment (FAA) Students scoring at or above Level Actual # 2013 Actual % 2014 Target % 74 72% 76% [data excluded for privacy reasons] 0% Area 3: Mathematics Elementary and Middle School Mathematics Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0 and EOC assessments, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 76% 74% Yes 78% American Indian Asian Black/African American 51% 33% Yes 56% Hispanic 67% 63% No 70% White 81% 84% Yes 83% English language learners Students with disabilities 48% 29% No 54% Economically disadvantaged 51% 38% No 56% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 31% Students scoring at or above Achievement Level 4 Learning Gains % 47% 2013 Actual # 2013 Actual % 2014 Target % Learning Gains % 89% Students in lowest 25% making learning gains (FCAT 2.0 and EOC) Area 4: Science Elementary School Science 40 81% 83% Last Modified: 12/6/ Page 13 of 33

14 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 25% Students scoring at or above Achievement Level 4 Florida Alternate Assessment (FAA) 56 52% 55% Students scoring at Levels 4, 5, and 6 Students scoring at or above Level Actual # 2013 Actual % [data excluded for privacy reasons] 2014 Target % Area 5: Science, Technology, Engineering, and Mathematics (STEM) All Levels # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs) Participation in STEM-related experiences provided for students 2013 Actual # 2013 Actual % 2014 Target % 100% Area 8: Early Warning Systems Elementary School Indicators Students who miss 10 percent or more of available instructional time 2013 Actual # 2013 Actual % 2014 Target % 26 4% 3% Students retained, pursuant to s , F.S. 10 2% 1% Students who are not proficient in reading by third grade Students who receive two or more behavior referrals Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S % 10% 12 2% 1% 7 1% 0% Area 9: Parent Involvement Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L , NCLB, codified at 20 U.S.C. 6314(b). Parental involvement targets for the school Parent involvement is culturally embedded at Dommerich. This year, we plan to again offer 29 parent engagement opportunities, including but not limited to PTA meetings, SAC meetings, Report Card Last Modified: 12/6/ Page 14 of 33

15 conference nights, school events, and home visits. Our school serves three distinct communities; we will target reaching families from less involved sectors. Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Offer coffee talks with the principal at area locations, in each of the three communities served Area 10: Additional Targets Additional targets for the school 2 100% 100% In , 33% of students with disabilities scored proficient on the FCAT 2.0 Reading test. This subgroup did not meet the targeted AMO. 70% of the students with disabilities made learning gains. Specific Additional Targets Target 2013 Actual # 2013 Actual % 2014 Target % In 2014, 90% of students with disabilities will make learning gains. 7 70% 80% Last Modified: 12/6/ Page 15 of 33

16 Goals Summary G1. Decrease the achievement gap between the SWD and the total student sub-groups by 10% on FCAT 2.0 Reading. G2. Increase student achievement on FCAT 2.0 Reading by 4%. G3. Increase student achievement on FCAT 2.0 Math by 4%. Goals Detail G1. Decrease the achievement gap between the SWD and the total student sub-groups by 10% on FCAT 2.0 Reading. Targets Supported Reading (AMO's, FCAT2.0, FAA, Learning Gains, CELLA, Postsecondary Readiness) Resources Available to Support the Goal New textbook adoption, Florida Journeys, includes intervention materials for Tier 2 and Tier 3 students which will be used in addition to Reading Mastery material in the ESE resource room. Targeted Barriers to Achieving the Goal ESE teacher must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching. Plan to Monitor Progress Toward the Goal Classroom data will be reviewed to determine if a minimum of 80% of students on grade level are making adequate progress. Principal, Reading Resource Teacher, All Teachers : Monthly data meetings : Summary of Data located on Dommerich SharePoint Last Modified: 12/6/ Page 16 of 33

17 G2. Increase student achievement on FCAT 2.0 Reading by 4%. Targets Supported Reading (AMO's, FCAT2.0, FAA, Learning Gains, CELLA, Postsecondary Readiness) Resources Available to Support the Goal New textbook adoption, Florida Journeys, for all classes K - 5. Change in the delivery of gifted services. Targeted Barriers to Achieving the Goal Teachers must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching. Plan to Monitor Progress Toward the Goal Classroom data will be reviewed to determine if a minimum of 80% of students on grade level are making adequate progress. Principal, Reading Resource Teacher, All Teachers : Monthly data meetings : Summary of Data located on Dommerich SharePoint G3. Increase student achievement on FCAT 2.0 Math by 4%. Targets Supported Math (Elementary and Middle School, Elementary and Middle AMO's, Elementary and Middle FCAT 2.0, Elementary and Middle FAA, Elementary and Middle Learning Gains, Middle School Acceleration, High School, High School AMO's, High School FAA, High School FAA, High School Postsecondary Readiness) Algebra 1 EOC Geometry EOC Resources Available to Support the Goal New textbook adoption, Florida Go Math, for all classes K - 5. Change in the delivery of gifted services. Targeted Barriers to Achieving the Goal Teachers must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching Last Modified: 12/6/ Page 17 of 33

18 Plan to Monitor Progress Toward the Goal Classroom data will be reviewed to determine if a minimum of 80% of students on grade level are making adequate progress. Principal, Reading Resource Teacher, All Teachers : Monthly data meetings : Summary of Data located on Dommerich SharePoint Last Modified: 12/6/ Page 18 of 33

19 Action Plan for Improvement Problem Solving Key G = Goal B = Barrier S = Strategy G1. Decrease the achievement gap between the SWD and the total student sub-groups by 10% on FCAT 2.0 Reading. G1.B1 ESE teacher must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching. G1.B1.S1 Create a common PLC meeting time when all grade level teams including the ESE team will meet to plan with the new textbook and share how they are implementing CCSS and intervention strategies into the lessons Action Step 1 Establish two Wednesday afternoons per month dedicated to PLC meetings. Principal, teachers The first and third Wednesday of each month PLC notes, Lesson Plans, Common Assessments, Data Facilitator: Principal, Reading Resource Teacher Participants: All teachers Last Modified: 12/6/ Page 19 of 33

20 Plan to Monitor Fidelity of Implementation of G1.B1.S1 Review of PLC notes, collaboration with teams, review of common assessment data Principal, Reading Resource Teacher, Staffing Specialist During PLC meetings and the week following; monthly team data meetings Common lesson plans, common assessments, Individual lesson plans Plan to Monitor Effectiveness of G1.B1.S1 Comparison in student data Principal, Reading Resource Teacher, All teachers Bi-weekly for Tier 2 students, weekly for Tier 3 students, monthly for Tier 1 students DRA scores, FAIR scores, Benchmark scores, Journeys assessments Last Modified: 12/6/ Page 20 of 33

21 G2. Increase student achievement on FCAT 2.0 Reading by 4%. G2.B1 Teachers must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching. G2.B1.S1 Create a common PLC meeting time when all grade level teams will meet to plan with the new textbook and share how they are implementing CCSS into the lessons Action Step 1 Establish two Wednesday afternoons each month for PLC meetings for all grade levels and teams. Principal, teachers The first and third Wednesday of each month PLC notes, Lesson Plans, Common Assessments, Data Facilitator: Principal, Reading Resource Teacher Participants: All teachers Plan to Monitor Fidelity of Implementation of G2.B1.S1 Review of PLC notes, collaboration with teams, review of common assessment data Principal, Reading Resource Teacher, Staffing Specialist During PLC meetings and the week following; monthly team data meetings Common lesson plans, common assessments, Individual lesson plans Last Modified: 12/6/ Page 21 of 33

22 Plan to Monitor Effectiveness of G2.B1.S1 Comparison in student data Principal, Reading Resource Teacher, All teachers Bi-weekly for Tier 2 students, weekly for Tier 3 students, monthly for Tier 1 students DRA scores, FAIR scores, Benchmark scores, Journeys assessments G2.B1.S2 Provide professional development opportunities for teachers in the Marzano strategies including all Design Questions and Domains, as well as Deliberate Practices. Action Step 1 Provide training for teachers regarding Design Questions, Domains and Deliberate Practices OCPS PDonline, Principal, Reading Resource Teacher Conduct monthly sessions, implement on-going personal growth plans Deliberate practice documentation, agendas and presentations, exit slips Facilitator: Principal, Reading Resource Teacher Participants: All teachers Last Modified: 12/6/ Page 22 of 33

23 Plan to Monitor Fidelity of Implementation of G2.B1.S2 Deliberate practice documentation, exit slips Principal, Reading Resource Teacher Beginning of year, mid-year and final deliberate practice documentation; Monthly exit slips from trainings Videotapes, reflections, exit slips, lesson plans Plan to Monitor Effectiveness of G2.B1.S2 Student Growth Principal, Reading Resource Teacher Mid-year and end of year Benchmark assessments, Common reading and math assessments, FCAT 2.0 Last Modified: 12/6/ Page 23 of 33

24 G3. Increase student achievement on FCAT 2.0 Math by 4%. G3.B1 Teachers must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching G3.B1.S1 Create a common PLC meeting time when all grade level teams will meet to plan with the new textbook and share how they are implementing CCSS into the lessons Action Step 1 Establish two Wednesday afternoons each month for PLC meetings for all grade levels and teams. Principal, teachers The first and third Wednesday of each month PLC notes, Lesson Plans, Common Assessments, Data Facilitator: Principal, Reading Resource Teacher Participants: All teachers Plan to Monitor Fidelity of Implementation of G3.B1.S1 Review of PLC notes, collaboration with teams, review of common assessment data Principal, Reading Resource Teacher, Staffing Specialist During PLC meetings and the week following; monthly team data meetings Common lesson plans, common assessments, Individual lesson plans Last Modified: 12/6/ Page 24 of 33

25 Plan to Monitor Effectiveness of G3.B1.S1 Comparison in student data Principal, Reading Resource Teacher, All teachers Bi-weekly for Tier 2 students, weekly for Tier 3 students, monthly for Tier 1 students Benchmark scores, Go Math assessments G3.B1.S2 Provide professional development opportunities for teachers in the Marzano strategies including all Design Questions and Domains, as well as Deliberate Practices. Action Step 1 Provide training for teachers regarding Design Questions, Domains and Deliberate Practices OCPS PDonline, Principal, Reading Resource Teacher Conduct monthly sessions, implement on-going personal growth plans Deliberate practice documentation, agendas and presentations, exit slips Facilitator: Principal, Reading Resource Teacher Participants: All teachers Last Modified: 12/6/ Page 25 of 33

26 Plan to Monitor Fidelity of Implementation of G3.B1.S2 Deliberate practice documentation, exit slips Principal, Reading Resource Teacher Beginning of year, mid-year and final deliberate practice documentation; Monthly exit slips from trainings videotapes, reflections, exit slips, lesson plans Plan to Monitor Effectiveness of G3.B1.S2 Student growth Principal, Reading Resource Teacher Mid-year and end of year Benchmark assessments, common reading and math assessments, FCAT 2.0 Last Modified: 12/6/ Page 26 of 33

27 Coordination and Integration This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L , NCLB, codified at 20 U.S.C. 6314(b). How federal, state, and local funds, services, and programs are coordinated and integrated at the school Title II funds will be used to send the five Kindergarten teachers and the principal to the SDE Conference for Florida Kindergarten Teachers. This conference will focus on the CCSS and how to increase the student performance levels of kindergarten students. If the students entering our school are starting on a rigorous, Common Core aligned path, we should have fewer students identified as struggling in the upper grades. Supplemental Academic Instruction (SAI) funds will be utilized to provide tutoring for our students identified as struggling. The sessions will be provided through 45-minute lessons for students in third, fourth and fifth grades. Last Modified: 12/6/ Page 27 of 33

28 Appendix 1: Professional Development Plan to Support School Improvement Goals This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b), by demonstrating high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievement standards. Professional development opportunities identified in the SIP as action steps to achieve the school's goals. G1. Decrease the achievement gap between the SWD and the total student sub-groups by 10% on FCAT 2.0 Reading. G1.B1 ESE teacher must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching. G1.B1.S1 Create a common PLC meeting time when all grade level teams including the ESE team will meet to plan with the new textbook and share how they are implementing CCSS and intervention strategies into the lessons PD Opportunity 1 Establish two Wednesday afternoons per month dedicated to PLC meetings. Facilitator Principal, Reading Resource Teacher Participants All teachers The first and third Wednesday of each month PLC notes, Lesson Plans, Common Assessments, Data Last Modified: 12/6/ Page 28 of 33

29 G2. Increase student achievement on FCAT 2.0 Reading by 4%. G2.B1 Teachers must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching. G2.B1.S1 Create a common PLC meeting time when all grade level teams will meet to plan with the new textbook and share how they are implementing CCSS into the lessons PD Opportunity 1 Establish two Wednesday afternoons each month for PLC meetings for all grade levels and teams. Facilitator Principal, Reading Resource Teacher Participants All teachers The first and third Wednesday of each month PLC notes, Lesson Plans, Common Assessments, Data G2.B1.S2 Provide professional development opportunities for teachers in the Marzano strategies including all Design Questions and Domains, as well as Deliberate Practices. PD Opportunity 1 Provide training for teachers regarding Design Questions, Domains and Deliberate Practices Facilitator Principal, Reading Resource Teacher Participants All teachers Conduct monthly sessions, implement on-going personal growth plans Deliberate practice documentation, agendas and presentations, exit slips Last Modified: 12/6/ Page 29 of 33

30 G3. Increase student achievement on FCAT 2.0 Math by 4%. G3.B1 Teachers must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching G3.B1.S1 Create a common PLC meeting time when all grade level teams will meet to plan with the new textbook and share how they are implementing CCSS into the lessons PD Opportunity 1 Establish two Wednesday afternoons each month for PLC meetings for all grade levels and teams. Facilitator Principal, Reading Resource Teacher Participants All teachers The first and third Wednesday of each month PLC notes, Lesson Plans, Common Assessments, Data G3.B1.S2 Provide professional development opportunities for teachers in the Marzano strategies including all Design Questions and Domains, as well as Deliberate Practices. PD Opportunity 1 Provide training for teachers regarding Design Questions, Domains and Deliberate Practices Facilitator Principal, Reading Resource Teacher Participants All teachers Conduct monthly sessions, implement on-going personal growth plans Deliberate practice documentation, agendas and presentations, exit slips Last Modified: 12/6/ Page 30 of 33

31 Appendix 2: Budget to Support School Improvement Goals Budget Summary by Goal Goal Description Total Total $0 Budget Summary by Funding Source and Resource Type Funding Source Other Professional Development Total School $0 $0 $0 Total $0 $0 $0 Budget Details Budget items identified in the SIP as necessary to achieve the school's goals. G1. Decrease the achievement gap between the SWD and the total student sub-groups by 10% on FCAT 2.0 Reading. G1.B1 ESE teacher must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching. G1.B1.S1 Create a common PLC meeting time when all grade level teams including the ESE team will meet to plan with the new textbook and share how they are implementing CCSS and intervention strategies into the lessons Action Step 1 Establish two Wednesday afternoons per month dedicated to PLC meetings. Resource Type Other Resource Time Funding Source School Amount Needed $0 Last Modified: 12/6/ Page 31 of 33

32 G2. Increase student achievement on FCAT 2.0 Reading by 4%. G2.B1 Teachers must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching. G2.B1.S1 Create a common PLC meeting time when all grade level teams will meet to plan with the new textbook and share how they are implementing CCSS into the lessons Action Step 1 Establish two Wednesday afternoons each month for PLC meetings for all grade levels and teams. Resource Type Other Resource Two Wednesday afternoons per month (105-minutes each) allocated for Professional Learning Communities to meet Funding Source School Amount Needed $0 Last Modified: 12/6/ Page 32 of 33

33 G3. Increase student achievement on FCAT 2.0 Math by 4%. G3.B1 Teachers must learn the components of the new textbook and how to align lessons with Common Core State Standards, as well as including the Marzano strategies for effective teaching G3.B1.S2 Provide professional development opportunities for teachers in the Marzano strategies including all Design Questions and Domains, as well as Deliberate Practices. Action Step 1 Provide training for teachers regarding Design Questions, Domains and Deliberate Practices Resource Type Professional Development Resource OCPS resources (IMS; Marzano training; Leadership Academies) Funding Source School Amount Needed $0 Last Modified: 12/6/ Page 33 of 33