SCHOOL IMPROVEMENT PLAN

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1 Pam Stewart, Commissioner SCHOOL IMPROVEMENT PLAN Florida A&M University Developmental Research School 400 W ORANGE AVE Tallahassee, FL School Demographics School Type Title I Free and Reduced Lunch Rate Combination School Yes 63% Alternative/ESE Center Charter School Minority Rate No No 100% School Grades History PENDING D C C 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 3 Differentiated Accountability 4 Part I: Current School Status 5 Part II: Expected Improvements 13 Goals Summary 20 Goals Detail 20 Action Plan for Improvement 26 Part III: Coordination and Integration 42 Appendix 1: Professional Development Plan to Support Goals 43 Appendix 2: Budget to Support Goals 48 Last Modified: 12/05/ Page 2 of 52

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: 12/05/ Page 3 of 52

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 Focus Year 1 1 Michael McAuley Former F Post-Priority Planning Planning Implementing TOP No No No No Last Modified: 12/05/ Page 4 of 52

5 Current School Status School Information School-Level Information School Florida A & M Univ Develop Research School Principal Sandra Grant School Advisory Council chair Don Tolliver Names and position titles of the School-Based Leadership Team (SBLT) Name Sandra Grant Joan Belle McGlockton Randall Austin Stephanie McCall-Davis Zellee Barnes Title Principal, Elementary Prinicipal, Secondary Coach Math coach - Literacy Coach - Reading District-Level Information District FAMU Lab Sch Superintendent Dr. Patricia C. Hodge Date of school board approval of SIP Pending 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 membership of the SAC group is composed of the following Individuals: Mr. Don Tolliver, Chair Mrs. Daniella Cross-Wilkins, Vice Chair Mrs. Esther Warrendorf, Secretary Mrs. Shannon Burkes, Corresponding Secretary Mrs. Jency Probert, Parliamentarian Mrs. Joan Belle-McGlockton, Secondary Principal Mrs. Sandra R. Grant, Elementary Principal Mr. Steven Byrd, High School Teacher Representative Mrs. Alicia Lane, Middle School Teacher Representative Mrs. Jacquelyn Jackson, Elementary School Representative Involvement of the SAC in the development of the SIP Members of the SAC met to review the plan and to offer input. Activities of the SAC for the upcoming school year Projected use of school improvement funds, including the amount allocated to each project Compliance with section , F.S., regarding the establishment duties of the SAC Last Modified: 12/05/ Page 5 of 52

6 Not 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 2 # receiving effective rating or higher (not entered because basis is < 10) Administrator Information: Sandra Grant Principal Years as Administrator: 2 Years at Current School: Credentials Performance Record Joan Belle-McGlockton Principal Years as Administrator: 11 Years at Current School: 3 Credentials Ed Leadership. All Levels Social Science, Grades 5-9 Performance Record Instructional Coaches # of instructional coaches 3 # receiving effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Randall Austin Full-time / District-based Areas Credentials Years as Coach: 3 Years at Current School: 3 Mathematics, Data Math Grades 5-9 Educational Leadership K-12 Performance Record Last Modified: 12/05/ Page 6 of 52

7 Zelle Barnes Full-time / District-based Areas Credentials Years as Coach: 2 Years at Current School: 2 Reading/Literacy, Data K-5 Reading Endorsed ESOL Endorsed Educational Leadership K-12 Performance Record Stephanie McCall-Davis Full-time / District-based Areas Credentials Years as Coach: 2 Years at Current School: 14 Reading/Literacy, Data 1-6 Elementary Education Performance Record Classroom Teachers # of classroom teachers 38 # receiving effective rating or higher 27, 71% # Highly Qualified Teachers 100% # certified in-field 37, 97% # ESOL endorsed 8, 21% # reading endorsed 6, 16% # with advanced degrees 18, 47% # National Board Certified 0, 0% # first-year teachers 2, 5% # with 1-5 years of experience 16, 42% # with 6-14 years of experience 11, 29% # with 15 or more years of experience 9, 24% Education Paraprofessionals # of paraprofessionals 0 # Highly Qualified 0 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). Last Modified: 12/05/ Page 7 of 52

8 Strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school, including the person responsible FAMU DRS will host an annual Teacher Recruitment Day for teachers to visit FAMU DRS for potential employment with the district/school. Candidates will be afforded the opportunity to learn more about the school faculty, staff and curriculum. FAMU DRS will also participate in University, local and statewide recruitment Teacher Job Fairs to recruit for recruitment purposes. The school seeks to employ teachers that are highly qualified in their field. Vacant positions will be posted on the Unversity's employment web site to as an advertisement for local and national teacher recruit's. Retention efforts include the following incentives for teachers: - pay for and/ or reimburse teachers for fees related to obtain National Board Certification, - pay for and/or reimburse teachers for workshop registration courses; college coursework; professional development workshops to increase student academic achievement (ie. reading endorsement, gifted endorsement, science and math enhancement ). Additionally, FAMU DRS will provide teachers and principals with the chance to complete continuing education seminars and leadership opportunities such as, but not limited to, William C. Golden, PAEC Leadership Annual Conference, and attend the AVID Summer Institute. 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 FAMU DRS Beginning Teacher Mentoring Program: The FAMU DRS Beginning Teacher model is based on research showing that professional development programs for Beginning Teachers ( Year 1 Year 3) are most effective when wellplanned, supportive, and competency-based. First-year teachers are introduced to theories, strategies, and practical tools to enhance classroom performance. The training is provided in regularly-scheduled sessions facilitated by veteran teachers and educational consultants. Teacher support is provided by experienced mentors within and outside of the classroom. The objectives of the model is to: Model professionalism for the new teachers. Provide professional growth opportunities. Foster teacher reflection and self-assessment. Familiarize new teachers with district and state initiatives. Retain the most promising teachers. Familiarize new teachers with the district ( and state) evaluation process. The model consist of four major components: professional development; teacher support; teacher evaluation; and program evaluation. Each Beginning Teacher is provided a school-based support team composed of a support team which consist of a program mentor, a subject-area mentor, and an administrator. The program mentor maintains communication among the members of the support team and provides program-related support outside the classroom. The subject-area mentor provides instructional and curriculum support in the new teacher s subject area or grade level. The administrator conducts classroom observations and conferences and recommends interventions when necessary. Mentoring activities also include: Successful, research-based instructional strategies. Best classroom management practices. Teacher resources for subject-area and grade level. District procedures and protocol. Support and encouragement. Beginning teachers receive formative and summative feedback concerning their demonstration of the Educator Competencies and the district approved evaluation plan ( Marzano). All three members of Last Modified: 12/05/ Page 8 of 52

9 the School Support Team ( Program Mentor, Subject Area Mentor, and Administrator) are required to observe classroom instruction, review lesson plans, and conference with the teacher to gather data and assessment regarding Student Growth Measurements and Instructional Practice Measurements. In addition to the assessment activities listed above, copies of the following summative evaluation documents are required in the beginning teacher s portfolio: Professional Learning Plan (PLP). Teacher Performance Feedback Summary Form. Teacher Needs Assessment 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 The MTSS team meets once per month or as needed. During each meeting, the tiered delivery of instruction model is discussed and decided for each student in the RtI process. Progress monitoring data is presented and reviewed to assist in determining levels of support. Function and responsibility of each school-based leadership team member as related to MTSS and the SIP The MTSS Team consists of the following members: MTSS/RtI Coordinator; Principal: Reading and Math Coach, Regular Education Teacher (team or Department Chair). During the monthly MTSS meetings, progress monitoring data is discussed for each student involved in the MTSS process. This data includes teacher assessments, FAIR scores, STAR reading scores (for elementary students), mini- benchmark assessments, and others as they are available. During these meetings classroom support is discussed as well as social and behavioral concerns. Systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP The school administration and the leadership team uses the results of student achievement data in addition to progress of student goals and classroom data to monitor the fidelity of the MTSS/ RtI process. Additionally, schedules and logs are used with student plans are used to assist in detecting areas of improvement. 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 The school is using the Performance Matters Data system that allows teachers, coaches and administrators to track local and statewide student data. Additionally, teachers provide progress monitoring data through textbook systems such as go math and the Journey's reading series. Writing data is provided through our DRS writing program that provides monthly writing prompts. Plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents The RtI/MTSS Coordinators are provided the opportunity to provide information on the RtI/MTSS process. In addition training is provided to teachers on supporting students, collecting data an implementing the tiered interventions. During the PLC's teachers receive their own RtI folders with the necessary documentation forms. Last Modified: 12/05/ Page 9 of 52

10 Each parent is invited to attend the MTSS meetings concerning their child/children. Additional, information is provided during open house, departmental meetings, curriculum nights and grade level parent meetings. 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: Strategy: Before or After School Program Minutes added to school year: FAMU DRS will offer After School and Saturday Academies funded through its Title I Program. Students will be offered extended learning activities to improve their mastery of standards in reading, math, writing and science. The After School and Saturday activities will be offered on Monday- Thursday from 3:30 p.m. - 5:30 p.m. to students in need of improvement (specifically Level 1 and Level 2 students) in identified academic core areas. The Title I Coordinator, RtI Coordinator, Reading Coach, Math Coach and Literacy Coach will work together to coordinate program components as well as ensure that each student identified for services receive all coordinated services. FAMU DRS also offers elementary and secondary students extended learning/academic enrichment programs through its 21st Century S.M.A.R.T. Academy for grades ( 3-12) and the GEAR UP Program for secondary students to enhance academic achievement and prepare students for college-readiness. Strategy Purpose(s) Instruction in core academic subjects Enrichment activities that contribute to a well-rounded education Teacher collaboration, planning and professional development How is data collected and analyzed to determine the effectiveness of this strategy? The Florida Continuous Improvement Model (FCIM) is the evidence-based school improvement model that will be continued to be implemented at FAMU DRS..Florida`s Continuous Improvement Model is a continuous process in which data analysis determines classroom instruction. Analyzing data, developing timelines, quality instruction and frequently assessing students for understanding are key parts of the model. The model will be fully implemented to support the academic environment of the school. Data is collected through formative assessments through computerized progress monitoring using Pearson Success-Maker (Math and Reading). Who is responsible for monitoring implementation of this strategy? Subject Area Teachers, Coaches School Principals' and Title I Coordinator. Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Last Modified: 12/05/ Page 10 of 52

11 Name Sandra Grant Joan Belle-McGlockton Zelle Barnes Stephanie McCall-Davis Patricia West Shatoya Mitchell Eileen Warner Luewella Sherriffe Ashley Wright Crystal Whigham Title Elementary School Administrator Secondary School Administrator Reading Coach Literacy Coach Professional Development Coordinator Title I Coordinator High School English Teacher Middle School Reading Teacher Elementary Teacher Elementary Teacher How the school-based LLT functions The LLT will meet twice a month to review the data and progress of our students. The purpose of these meetings is to analyze school reports, share successful strategies, plan new programs and modifications to existing programs that will give all students the best opportunities for success. We will also model and demonstrate lessons, coaching, and guided weekly meetings. Major initiatives of the LLT Incorporate the Common Core Standards into Science, Social Studies, Math and Science. Every Teacher Contributes to Reading Instruction How the school ensures every teacher contributes to the reading improvement of every student Each student in grades 6-8 are following a 90 minute block schedule. Students who scored at level 1 or level 2 on FCAT Reading are enrolled in an Intensive Reading Class. Students who scored at Level 3 or higher in grades 6-8 receive additional reading support in Language Arts, Social Studies and Science. School wide Reading is supported via students reading class novels and the use of Kindle Fire in all classes. Students in Grades 9-12 who scored at level 1 or 2 on FCAT Reading for the school year receive additional reading support via a 90 minute block. Students who scored a Level 3 or higher receive additional Reading support via Language Arts and Social Studies and Science classes. All students are required to read novels and participate in book discussions, complete a research paper and participate in grammar and vocabulary exercises in Reading and Language Arts classes. 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 FAMU DRS works with the the FAMU New Beginnings Pre-School to assist Pre-School teachers and students with transition from the University's Early Childhood Learning Program to matriculating to FAMU DRS kindergarten through second grades. College and Career Readiness Last Modified: 12/05/ Page 11 of 52

12 This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L , NCLB, codified at 20 U.S.C. 6314(b). How the school incorporates applied and integrated courses to help students see the relationships between subjects and relevance to their future FAMU DRS offers AVID classes as apart of the curriculum beginning in the 8th grade. GEARUP is also an integral part of the curriculum and is offered year round for students in grades College recruiter's periodically make classroom presentations to present students with updated information regarding academic as well GPA requirements. They also present information about career development and possible career choices. As a part of FAMU DRS curriculum in the Middle School course offerings Computer and Career Planning. In this course the students have the opportunity to utilize the online planner named Choices. The high school students are offered academic support through afterschool ACT/SAT classes. During this class students learn strategies for taking and passing the ACT and SAT. They are exposed to career development and planning for College and Career Readiness. How the school promotes academic and career planning, including advising on course selections, so that each student's course of study is personally meaningful FAMU DRS conducts parent grade level meetings twice a year. During these meetings parents are provided with the course of study, graduation requirements and deadlines for applying to take the ACT and or SAT tests. the graduation plan based on the grade level of the student. Follow-up information is provided via the school's web-site and individual meetings with the school's guidance counselor if requested. FAMU DRS also utilizes course request forms through the guidance office and individual advising daily of the students and parents. Strategies for improving student readiness for the public postsecondary level Students who qualify will dual enroll in College Courses at Florida A&M University. Honors courses are offered in Language Arts, Math, Science and Social Studies. Tutorial sessions in ACT/SAT are offered in the fall and spring for Juniors and Seniors. The PSAT test was administered to all 8th and 10th grade students to help determine College Readiness. The PERT test will be given in the spring to all 11th graders and 12th grade students who did not make score college ready on ACT/SAT. Last Modified: 12/05/ Page 12 of 52

13 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 48% 46% No 54% American Indian Asian Black/African American 48% 45% No 54% Hispanic White English language learners Students with disabilities Economically disadvantaged 45% 44% No 51% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 48% Students scoring at or above Achievement Level % 35% Florida Alternate Assessment (FAA) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Levels 4, 5, and 6 20% 30% Students scoring at or above Level 7 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 % 82 65% 75% 52 73% 78% Last Modified: 12/05/ Page 13 of 52

14 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 % 2014 Target % Postsecondary Readiness On-time graduates scoring "college ready" on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A , F.A.C Actual # 2012 Actual % 2014 Target % 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 % 48 39% 50% [data excluded for privacy reasons] 0% Area 3: Mathematics High School Mathematics Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on EOC assessments, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 39% 37% No 45% American Indian Asian Black/African American 39% 36% No 45% Hispanic White English language learners Students with disabilities Economically disadvantaged 38% 36% No 45% Last Modified: 12/05/ Page 14 of 52

15 Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 Students scoring at or above Level Actual # 2013 Actual % 2014 Target % Learning Gains Students making learning gains (EOC and FAA) Students in lowest 25% making learning gains (EOC) Postsecondary Readiness 2012 Actual # 2012 Actual % [data excluded for privacy reasons] [data excluded for privacy reasons] 2014 Target % 0% 0% On-time graduates scoring "college ready" on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A , F.A.C Actual # 2012 Actual % 2014 Target % Algebra I End-of-Course (EOC) Assessment 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 40% Students scoring at or above Achievement Level 4 Geometry End-of-Course (EOC) Assessment [data excluded for privacy reasons] 50% Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 Area 4: Science 2013 Actual # 2013 Actual % [data excluded for privacy reasons] [data excluded for privacy reasons] 2014 Target % 30% 10% High School Science Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 Students scoring at or above Level Actual # 2013 Actual % 2014 Target % Last Modified: 12/05/ Page 15 of 52

16 Biology I End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level Actual # 2013 Actual % [data excluded for privacy reasons] [data excluded for privacy reasons] 2014 Target % 50% 30% 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 % 85% High Schools Students enrolling in one or more accelerated STEM-related courses Completion rate (%) for students enrolled in accelerated STEM-related courses Students taking one or more advanced placement exams for STEM-related courses 2013 Actual # 2013 Actual % 2014 Target % 22 20% 30% 68% 78% 0 0% 10% CTE-STEM program concentrators 2 3 Students taking CTE-STEM industry certification exams Passing rate (%) for students who take CTE- STEM industry certification exams 5 4% 10% 60% 70% Last Modified: 12/05/ Page 16 of 52

17 Area 6: Career and Technical Education (CTE) 2013 Actual # 2013 Actual % 2014 Target % Students enrolling in one or more CTE courses 22 20% 30% Students who have completed one or more CTE courses who enroll in one or more accelerated courses Completion rate (%) for CTE students enrolled in accelerated courses 5 4% 25% 4% 25% Students taking CTE industry certification exams 5 4% 10% Passing rate (%) for students who take CTE industry certification exams 60% 70% CTE program concentrators 1 100% 100% CTE teachers holding appropriate industry certifications Area 7: Social Studies U.S. History End-of-Course (EOC) Assessment 1 100% 100% Students scoring at Achievement Level 3 Students scoring at or above Achievement Level Actual # 2013 Actual % 2014 Target % Civics End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level Actual # 2013 Actual % 2014 Target % 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 % 18 10% 5% Students retained, pursuant to s , F.S. 3 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% 36 2% 1% 4 2% 1% Last Modified: 12/05/ Page 17 of 52

18 Middle School Indicators Students who miss 10 percent or more of available instructional time 2013 Actual # 2013 Actual % 2014 Target % 2 2% 1% Students who fail a mathematics course 0 0% 0% Students who fail an English Language Arts course Students who fail two or more courses in any subject Students who receive two or more behavior referrals Students who receive one or more behavior referrals that leads to suspension, as defined in s (5), F.S. High School Indicators Students who miss 10 percent or more of available instructional time Students in ninth grade with one or more absences within the first 20 days Students in ninth grade who fail two or more courses in any subject 0 0% 0% 0 0% 0% 25 27% 20% 58 62% 52% 2013 Actual # 2013 Actual % 2014 Target % 28 21% 11% 21 50% 40% 3 2% 1% Students with grade point average less than % 2% Students who fail to progress on-time to tenth grade Students who receive two or more behavior referrals Students who receive one or more behavior referrals that leads to suspension, as defined in s (5), F.S. Graduation 6 4% 2% 17 13% 5% 14 10% 5% Students dropping out of school, as defined in s (9), F.S. Students graduating in 4 years, using criteria for the federal uniform graduation rate defined in the Code of Federal Regulations at 34 C.F.R (b) Academically at-risk students graduating in 4 years, as defined in Rule 6A , F.A.C. Students graduating in 5 years, using criteria defined at 34 C.F.R (b) 2012 Actual # 2012 Actual % 2014 Target % 0 0% 0% 28 90% 100% 10 36% 46% 0 0% 0% Last Modified: 12/05/ Page 18 of 52

19 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 FAMU DRS will utilize the districts approved 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). The plan including specific parental involvement targets will be located on the FAMU DRS website at and the Florida Department of Education's website at Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Area 10: Additional Targets Additional targets for the school Specific Additional Targets Target 2013 Actual # 2013 Actual % 2014 Target % Last Modified: 12/05/ Page 19 of 52

20 Goals Summary G1. Implement Common Core Writing Standards across all grade levels and content areas. G2. Increase student reading competency in the area of comprehension and vocabulary. G3. Improve problem solving skills in math and science through the use of manipulatives and hands on activities. Goals Detail Last Modified: 12/05/ Page 20 of 52

21 G1. Implement Common Core Writing Standards across all grade levels and content areas. Targets Supported Reading (AMO's, FCAT2.0, FAA, Learning Gains, CELLA, Postsecondary Readiness) Writing 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 Social Studies U.S. History EOC Civics EOC Science Science - Elementary School Science - Middle School Science - High School Science - Biology 1 EOC STEM STEM - All Levels STEM - High School CTE Resources Available to Support the Goal Common Core Standards Instructional Coaches Professional Development O'Dell Common Core Curriculum Janet Allen Common Core Literacy Text Book Adoption for Elementary Reading Professional Development by selected College of Education Faculty Targeted Barriers to Achieving the Goal Lack of School Wide Writing Plan Insufficient writing in content areas Last Modified: 12/05/ Page 21 of 52

22 Plan to Monitor Progress Toward the Goal Student proficiency in the area of writing. Everyone : Continuously : DRS Writes Student work samples Last Modified: 12/05/ Page 22 of 52

23 G2. Increase student reading competency in the area of comprehension and vocabulary. Targets Supported Reading (AMO's, FCAT2.0, FAA, Learning Gains, CELLA, Postsecondary Readiness) Writing 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 Social Studies U.S. History EOC Civics EOC Science Science - Elementary School Science - Middle School Science - High School Science - Biology 1 EOC Resources Available to Support the Goal Literacy/Reading Coach; RTI Pearson SuccessMaker Accelerated Reader FCAT Explorer FAMU Selected College of Education Faculty and Students/Mentors Saturday and Afterschool Academies School Wide Vocabulary Targeted Barriers to Achieving the Goal Teacher Competency/ Effectiveness Students perform well below grade level Last Modified: 12/05/ Page 23 of 52

24 Plan to Monitor Progress Toward the Goal Principals, coaches and teachers will assess student learning through progress monitoring and review data with students. Everyone : Monthly progress; quarterly conferences with students and Action Plans for improvement : Progress Monitoring Data Records of meetings Classroom Walk Throughs G3. Improve problem solving skills in math and science through the use of manipulatives and hands on activities. 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 Science Science - Elementary School Science - Middle School Science - High School Science - Biology 1 EOC STEM STEM - All Levels Resources Available to Support the Goal SECME Science and Math Curricula Math and Science kits University Collaboration (College of Education and other University Professors) Utilization of Technology Targeted Barriers to Achieving the Goal Lack of implementation of math and science curricula with fidelity. Last Modified: 12/05/ Page 24 of 52

25 Plan to Monitor Progress Toward the Goal Principals, coaches and teachers will monitor student learning gains through progress monitoring and review of data. Everyone : Continuously : Progress Monitoring Walkthroughs Last Modified: 12/05/ Page 25 of 52

26 Action Plan for Improvement Problem Solving Key G = Goal B = Barrier S = Strategy G1. Implement Common Core Writing Standards across all grade levels and content areas. G1.B1 Lack of School Wide Writing Plan G1.B1.S1 Create a school wide writing plan Action Step 1 Create a school wide writing plan based on Common Core Standards. Principals, Coaches Prior to the beginning of the school year School Wide Writing Plan Facilitator: Statewide Common Core Standard Trainers and Facilitators, Professional Development Coordinator, Standard Coaches Participants: FAMU DRS K-12 Faculty Members Plan to Monitor Fidelity of Implementation of G1.B1.S1 Creation of a comprehensive school wide writing plan. Principals and Superintendent Prior to the beginning of the school year School Wide Writing Plan Records of Meetings Last Modified: 12/05/ Page 26 of 52

27 Plan to Monitor Effectiveness of G1.B1.S1 The inclusion of the Common Core Writing Standards into the school wide plan. Everyone Continuously Crosswalk of Common Core Writing Standards with the Writing Plan G1.B2 Insufficient writing in content areas G1.B2.S1 Professional Development in Writing for Content Area Teachers Action Step 1 Provide all teachers with professional development in the area of writing in the content area PD Coordinator, Coaches Continuously PAEC Member Transcripts Agendas and Sign Ins Facilitator: PD Facilitators, On-line Training Opportunities, Reading and Literacy Coaches and University College of Education Participants: FAMU DRS K-12 Faculty Last Modified: 12/05/ Page 27 of 52

28 Plan to Monitor Fidelity of Implementation of G1.B2.S1 Monitoring the professional development of the teachers in the content area. PD Coordinator, Principals, Coaches, Teachers Continuously Walk Throughs Sign In Sheets PLCs Plan to Monitor Effectiveness of G1.B2.S1 Monitoring the usage of the writing strategies in the classroom. Principals, Coaches Continuously Walk Throughs Lesson Plans Student Data Student Work Samples Last Modified: 12/05/ Page 28 of 52

29 G1.B2.S2 Implement writing activities in the content area courses. Action Step 1 Teachers will implement writing activities in content area courses. Content Area Teachers Continuously Lesson Plans Walk Throughs Student Work Samples Facilitator: Reading and Literacy Coaches Participants: FAMU DRS K-12 Faculty Plan to Monitor Fidelity of Implementation of G1.B2.S2 Monitoring writing activities conducted in content area classes Coaches, Principals Continuously Walk Throughs Lesson Plans Last Modified: 12/05/ Page 29 of 52

30 Plan to Monitor Effectiveness of G1.B2.S2 Monitor the teacher delivery of instruction of writing in the content area. Coaches, Principals Continuously Student Writing Samples Walk Throughs Lesson Plans G2. Increase student reading competency in the area of comprehension and vocabulary. G2.B1 Teacher Competency/ Effectiveness G2.B1.S1 Professional Development from Textbook Publishers Action Step 1 Have publishers come out to train teachers on the use of textbooks and resources. Coaches Within the first semester Agendas from trainings Teacher Lesson Plans Walk throughs/ Observations Student Assessment Data Facilitator: Publisher representatives Participants: All teachers teaching with materials from specific publisher Last Modified: 12/05/ Page 30 of 52

31 Plan to Monitor Fidelity of Implementation of G2.B1.S1 Teachers will implement all pieces of the reading curriculum with fidelity. Coaches, Administrators All year Walk Throughs Observations Student Achievement Data Plan to Monitor Effectiveness of G2.B1.S1 Assess student achievement in the areas of reading Teachers, Reading Coaches, Principals Elementary: 5-6 weeks Secondary: 2-3 weeks based on assessment calendar FAIR Benchmark Testing Last Modified: 12/05/ Page 31 of 52

32 G2.B1.S2 Professional Development on Curriculum Standards Action Step 1 Train teachers to utilize course description to understand standard requirements and to break down standards and teach specific content based on standards Coaches, Administration Within the first semester of school Agenda/Sign In from training Teacher Lesson Plans Facilitator: Coaches at building level Participants: FAMU DRS K-12 Faculty Plan to Monitor Fidelity of Implementation of G2.B1.S2 Professional Learning Communities at each grade level will through their planning monitor the progress of fidelity. Additionally, coaches and principals will use lesson plans and walk throughs to determine implementation of teaching. Everyone Continuously Lesson Plans Walk Through Data Student Achievement Data Last Modified: 12/05/ Page 32 of 52

33 Plan to Monitor Effectiveness of G2.B1.S2 Increase student achievement and learning gains on state wide assessments and end of course exams. Everyone Quarterly and Annually Student achievement data G2.B1.S3 Professional Development on Teaching Strategies Action Step 1 Training for teachers on best practices. Coaches, Administrators Within the first semester Agenda/Sign In from training Walk Through Data Lesson Plans Facilitator: Academic Coaches Participants: FAMU DRS K-12 Faculty Last Modified: 12/05/ Page 33 of 52

34 Plan to Monitor Fidelity of Implementation of G2.B1.S3 Monitor teacher use of strategies and resources in the classroom. Coaches, Administrator, PLCs Continuously Walk Throughs Observations Lesson Plans PLC Meetings Plan to Monitor Effectiveness of G2.B1.S3 Improvement in teaching practices and student acheivement Principals, Coaches, PLCs Continuously Student Achievement Data Walk Through Student Progress Monitoring Data G2.B2 Students perform well below grade level G2.B2.S1 Modify curriculum Action Step 1 The teacher will suspend one special area per week, in order to provide remediation to struggling students. Teachers Once a week until student demonstrates the ability to perform on or above grade level. Assessments Progress Monitoring Last Modified: 12/05/ Page 34 of 52

35 Plan to Monitor Fidelity of Implementation of G2.B2.S1 Monitor the suspension of the special area class Monitor instruction delivered by teacher Principal and Coaches On a weekly basis Lesson plans Walk through Plan to Monitor Effectiveness of G2.B2.S1 Monitor students' learning gains Students, Teachers, Coaches, and Principal Monthly Weekly assessments Work samples ie portfolios Last Modified: 12/05/ Page 35 of 52

36 G2.B2.S2 Response To Intervention Action Step 1 Identify students in need of intervention and follow the RTI process. Teacher, Coaches, RTI coordinator, and Title I coordinator Upon data collection Records of intervention outcomes Facilitator: RtI Coordinator to train faculty and staff on the RtI process. Participants: FAMU DRS K-12 Faculty and staff. Plan to Monitor Fidelity of Implementation of G2.B2.S2 Monitor intervention strategies Teachers, RTI coordinator,title I coordinator, and Coaches 6-8 weeks Intervention findings Last Modified: 12/05/ Page 36 of 52

37 Plan to Monitor Effectiveness of G2.B2.S2 Improvement of student achievement Teacher and RTI coordinator End of 6 weeks Intervention documentation G2.B2.S3 Remediation after school Action Step 1 After school academies Teachers and Coaches After school and weekends Student sign-in sheets Participation forms Plan to Monitor Fidelity of Implementation of G2.B2.S3 Monitor delivery of instruction to after school participants. Coaches and Principal Continuously Student sign-in sheets Lesson plans Student achievement data Student progress monitoring data Last Modified: 12/05/ Page 37 of 52

38 Plan to Monitor Effectiveness of G2.B2.S3 Monitor participating student learning gains. Principal, Coaches, and Teachers. Duration of program Student achievement data Student progress data G2.B2.S4 Additional time for individualized computer based learning Action Step 1 Provide additional time for supplemental computer based learning. Teachers Continuously Time on task data Student progress data Plan to Monitor Fidelity of Implementation of G2.B2.S4 Monitor student time and performance on supplemental computer based programs. Coaches and Teachers Continuously Generated reports Last Modified: 12/05/ Page 38 of 52

39 Plan to Monitor Effectiveness of G2.B2.S4 Monitor student learning gains Teachers, Coaches, and Principals Continuously Computer generated reports Assessment data Progress monitoring data G3. Improve problem solving skills in math and science through the use of manipulatives and hands on activities. G3.B1 Lack of implementation of math and science curricula with fidelity. G3.B1.S2 Create an inventory of materials and resources across all grade levels and distribute based on needs Action Step 1 Create an inventory of resources and distribute according to teacher needs Coaches Inventory- Prior to the beginning of school Distribution of materials- as needed Inventory list of materials Distribution list of materials Plan to Monitor Fidelity of Implementation of G3.B1.S2 Science kits and math manipulatives in the classroom Coaches and Principals Continuously Inventory list Distribution list Walkthroughs Last Modified: 12/05/ Page 39 of 52

40 Plan to Monitor Effectiveness of G3.B1.S2 Student and teacher use of the materials Coaches, Principals Continuously Walkthroughs Lesson Plans G3.B1.S3 Professional development for teachers Action Step 1 In service training will be scheduled for science and math teachers Professional Development Coordinator Continuously, with first training occurring before the end of the first semester Agendas and Sign Ins from the Training Facilitator: Statewide Trainers in Science and Math, On-line Professional Development, Academic (Math) Coach and University College of Education Participants: FAMU DRS K-12 Faculty Last Modified: 12/05/ Page 40 of 52

41 Plan to Monitor Fidelity of Implementation of G3.B1.S3 Monitor scheduled inservice activities PD Coordinator, Coaches, and Principals Continuously Agendas and Sign Ins Certificates of Participation PAEC Member Transcripts Plan to Monitor Effectiveness of G3.B1.S3 Lessons taught by teachers utilizing strategies learned through inservice training Coaches and Principals Continuously Lesson Plans Walkthroughs Last Modified: 12/05/ Page 41 of 52

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