FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN

Transcription

1 FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN School: Nau Charter School District: 56 - St. Lucie Principal: John P. Drag, Jr. SAC Chair: John P. Drag, Jr. Superintendent: Mrs. Genelle Zoratti Yost School Board Approval Date: [pending] Last Modified on: 10/11/2013 Pam Stewart, Commissioner Florida Department of Education 325 West Gaines Street Tallahassee, FL Address: Physical 4402 SW YAMADA DR Port St Lucie, FL Mailing 4402 SW YAMADA DR Port St Lucie, FL Phone Number: Web Address: Address: john.drag@imagineschools.com> School Type: Alternative: Charter: Title I: Combination School No Yes No Free/Reduced Lunch: 59% Minority: 54% School Grade History: D C C D NOTE Sections marked N/A in the online application have been excluded from this document. For privacy reasons, data representing fewer than 10 students or teachers have been excluded from this document

2 Current School Status School Information School-Level Information School Nau Charter School Principal's name John P. Drag, Jr. School Advisory Council chair's name John P. Drag, Jr. Names and position titles of the School-Based Leadership Team (SBLT) Name John P. Drag, Jr. Vernesha Swoope Jonathan Oglio Erin Ritter Jennefer Kinkead Jennifer Rudy Patricia Hanley Megan Thomaselli Richard Landrum James Hanna Louis Ferraro Marilyn Alvira Title Principal Instructional Coach ESE Specialist Grade Chair - Kindergarten Grade Chair - First Grade Grade Chair - Second Grade Grade Chair - Third Grade Grade Chair - Fourth Grade Grade Chair - Fifth Grade Grade Chair - Sixth-Eighth Grade Grade Chair - Arts Team (PE) Admin Assistant/Student Data Manager District-Level Information District St. Lucie Superintendent's name Mrs. Genelle Zoratti Yost 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). Describe the membership of the SAC including position titles Academic Growth Committee (Imagine Schools Measure of Excellence) - Ms. Patricia Hanley (Third Grade Teacher and Parent/Legal Guardian), Ms. Yolanda Forbes (Fourth Grade Teacher), Mr. Joanthan Oglio (ESE Specialist), Ms. Jennifer Gordon (Kindergarten Teacher), Mr. Dan Roberts (Middle School Reading Teacher), and Mr. Brandon Schievenin (Middle School Math Teacher). Mr. Tim Fuller, a local business man and member of our Governing Board serves on SAC. Dr. Ray Adams, Assistant Director/Artistic Director for Indian River Charter High School Schumann School for the Visual and Performing Arts, and a member of Florida Turnaround Leaders Program (FTLP), also serves as a member. Describe the involvement of the SAC in the development of this school improvement plan SAC members were first briefed (as well as all faculty and staff) on the current data for the school year and the last four years (longitudinal). Then, as the plan was developed, they were asked for opinions and priorities for the school year. Describe the activities of the SAC for the upcoming school year Page 2 of 29 Last Modified: 10/11/2013

3 Monthly meetings will be held. Subcommittees to address specific goals and academic areas will be formed. Bylaws will be written. Members will monitor progress and ensure funds spent in support of SIP are used appropriately. Describe the projected use of school improvement funds and include the amount allocated to each project Imagine Nau recently received district approval to focus on Science Technology Engineering Arts and Math (STEAM). As such, school improvement funds were allocated to this area; specifically, LEGO robotics materials and software, engineering curriculum 1. Purchase of new Common Core Reading Series (Houghton Mifflin) Verify that your school is in compliance with Section , F.S., regarding the establishment duties of the School Advisory Council by selecting one of the boxes below In Compliance If no, 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 # Administrators 1 # Receiving Effective rating or higher (not entered because basis is < 10) Administrator Information: John P. Drag, Jr. Principal Years as Administrator: 17 Years at Current School: 0 Credentials Performance Record BA Finance (University of South Florida), M.Ed. Educational Leadership (Florida Atlantic University). Certified Educational Leadership All Levels and Elementary Education (Grades 1-6) through June 30, Eagle Ridge Science and Technology Magnet - A every year. Broward Community Charter School West - 8/10 years as an A. Discovery Middle Charter School - turnaround F to B and maintained B for 2 years. Instructional Coaches # Instructional Coaches 1 # Receiving Effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Page 3 of 29 Last Modified: 10/11/2013

4 Vernesha Machelle Swoope Full-time / School-based Areas Credentials Performance Record Years as Coach: 0 Years at Current School: 0 Reading/Literacy, Mathematics, Science, Data, RtI/MTSS B.S. Criminal Justice (Bethune Cookman University) and AA Degree Elementary Education (Indian River State College). Elementary Education K-6 and ESOL Endorsement through June 30, N/A Part-time / District-based Areas Credentials Performance Record Classroom Teachers # of classroom teachers 24 Years as Coach: [none selected] Years at Current School: # receiving effective rating or higher 24, 100% # Highly Qualified Teacher (HQT), as defined in 20 U.S.C. 7801(23) 18, 75% # certified in-field, pursuant to Section (2), F.S. 23, 96% # ESOL endorsed 6, 25% # reading endorsed 3, 13% # with advanced degrees 8, 33% # National Board Certified 0, 0% # first-year teachers 4, 17% # with 1-5 years of experience 13, 54% # with 6-14 years of experience 11, 46% # with 15 or more years of experience 5, 21% Education Paraprofessionals # of paraprofessionals 0 # Highly Qualified, as defined in 20 U.S.C. 6319(c) 0 Other Instructional Personnel # of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education Paraprofessionals 1 # 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). Page 4 of 29 Last Modified: 10/11/2013

5 Describe your school's strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school; include the person responsible. Imagine Schools prides itself on its selection/recruitment of the highest quality instructional personnel. Currently, the entire staff at Imagine Nau is fully certified and in-field and only six teachers are still working on achieving High Quality status. From to , the turnover of instructional personnel was over fifty percent. Empowering these teachers through the Imagine Shared Values philosophy, as well as a commitment by the current principal to serve for more than one year, will improve retention. The person responsible for teacher recruitment and retention is the principal, John P. Drag, Jr. Mr. Drag's retention rate of instructional personnel from his previous schools is over 95%. 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). Describe your school's teacher mentoring program/plan including the rationale for pairings and the planned mentoring activities Mentors are assigned usually in the same grade level as the beginning teacher. Despite over fifty percent turnover of staff, at least one teacher at each grade level remained for the school year. It is these "veterans" that we tap as mentors. The Instructional Coach is assigned the overall responsibility of tracking new educators to ensure they are appropriately indoctrinated and supported. Monthly meetings with a specific topic are held for the benefit of all - voluntary for experienced teachers, but attendance is encouraged. 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). Describe your school's data-based problem-solving processes for the implementation and monitoring of your 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 We utilize a continuous improvement model (CIM) to assess MTSS and SIP structures. It is formative in nature. End of the year discussion is also conducted when state test results are analyzed. All students are identified as to their needs and placed in the appropriate tier level. A pullout teacher works with Tier 2 and 3 students in reading on a weekly basis. What is the function and responsibility of each school-based leadership team member as related to the school's MTSS and the SIP? Each member of the school-based leadership team is responsible for MTSS and its connections to school improvement as both are connected. Analyzing the data may suggest that earlier identification of students for RtI may be necessary and/or additional training of instructional personnel is required. Describe the systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP The leadership team monitors the fidelity of the school's MTSS and SIP through constant review of the SIP and by attending MTSS meetings. Moreover, the Principal discusses the MTSS process and RtI through informal discussions with instructional personnel. Describe the 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 (e.g., behavior, attendance) PMRN, FLDOE for FCAT data, and Imagine Schools for SAT data (twice a year) through "Ready Results." All state data (to include behavior and attendance) is in Skyward (St. Lucie County Schools) Page 5 of 29 Last Modified: 10/11/2013

6 and Imagine Nau has contracted Performance Matters (data management/analysis program) to access that data. Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents Conduct continued professional development on MTSS and publish all related documents (manuals, etc.) on the T-Drive. Conduct a training session for parents. Provide links on school website for information (pdf) and links (URLs) for additional information and resources. 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: Weekend Program Minutes added to school year: 720 Strategy Purpose(s) Instruction in core academic subjects, Teacher collaboration, planning and professional development Strategy Description Beginning in January, "Saturday FCAT Camp" for students matched to their need - writing, reading, math, and science. How is data collected and analyzed to determine the effectiveness of this strategy? All students will be given a pre and post test. We will also compare scores of students who attended Saturday FCAT Camp versus those that did not. Who is responsible for monitoring implementation of this strategy? Principal and Instructional Coach Strategy: Before or After School Program Minutes added to school year: 21,600 Strategy Purpose(s) Instruction in core academic subjects, Teacher collaboration, planning and professional development Strategy Description Homework assistance for all students. How is data collected and analyzed to determine the effectiveness of this strategy? Student achievement data is analyzed and compared with students in After Care and those that are not. Who is responsible for monitoring implementation of this strategy? Principal, After Care Coordinator, and Instructional Coach Page 6 of 29 Last Modified: 10/11/2013

7 Strategy: Extended Day for All Students Minutes added to school year: 5,400 Strategy Purpose(s) Instruction in core academic subjects Strategy Description Imagine Nau's K-8 educational program runs from 8:00 AM to 3:00 PM. An extra thirty minutes allows teachers additional time for core academic subjects. How is data collected and analyzed to determine the effectiveness of this strategy? Data will be collected this year and analyzed so as to ascertain the benefit of an extended day. Who is responsible for monitoring implementation of this strategy? Principal, Instructional Coach, Student Data Manager Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Name John P. Drag, Jr. Vernesha Swoope Erin Ritter Jonathan Oglio Daniel Roberts Title Principal Instructional Coach Kindergarten Teacher ESE Specialist Middle School Reading Teacher Describe how the school-based LLT functions (e.g., meeting processes, roles, functions) Imagine Nau LLT will meet monthly to assess the effectiveness of existing programs and discuss the reading progress for all students. Members of the Academic Growth Committee will supplement the membership of the LLT. The actual LLT itself is comprised of 3/5 members that are Reading Endorsed. What will be the major initiatives of the LLT this year? Coordinate the purchase of a new basal reading series (Houghton Mifflin Journeys) for students in grades K-6. Provide professional development for same and continued checks for fidelity in implementation. Implement a research based, technology-supported reading program for students in intensive reading (middle school). Coordinate the purchase of reading intervention materials and a research based, technologysupported reading program for students in intensive reading, grades 3-5 (FCAT levels 1 and 2). Full implementation of The Daily Five and The Cafe Book throughout K-5 classrooms. Every Teacher Contributes to Reading Instruction Describe how the school ensures every teacher contributes to the reading improvement of every student Imagine Nau first ensures that every teacher contributes to the reading improvement of every student through mandatory professional development in reading - from use of the approved basal to additional elements of the school's reading program, e.g. The Daily Five and The Cafe Book. Every teacher is required to know the current level of performance in reading for each student. The teacher maintains a Data Binder for the class that contains individual performance data. Each teacher conducts Data Page 7 of 29 Last Modified: 10/11/2013

8 Chats with students and shares this information with parents. The Principal and Instructional Coach (with input from the LLT) review professional development needs for teachers and provide training as necessary. Finally, the LLT ensures that all elementary teachers are following the St. Lucie Public Schools K-5 Integrated Literacy Routine and all K-8 teachers are knowledgeable regarding the St. Lucie County Public Schools Reading Plan. 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). Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs, as applicable Imagine Nau is fortunate to have a Pre-K and VPK program as part of its campus. One strategy used for assisting preschool children in transition from early childhood programs to local elementary school programs is the simple inclusion of preschool staff in all K-8 school operations. There is an apparent and intentional demonstration of inclusion of our Pre-K and VPK students into the K-8 program - from assemblies to fund-raising efforts. Vertical teaming will occur with our kindergarten teachers and the Pre-K and VPK teachers to ensure that standards are discussed and students in the early years are "readied" to handle the academic, social, and emotional requirements of elementary school. College and Career Readiness 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 does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future? Imagine Nau incorporates real world application through project-based learning and scenarios. Middle school students utilize Executive Functions (curriculum through School Speciality) as part of their Critical Thinking class. How does the school promote academic and career planning, including advising on course selections, so that each student's course of study is personally meaningful? Students complete interest surveys so teachers can better make learning more meaningful. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A , F.A.C 1. Prepare students earlier via 2. Gear curriculum to higher-level/project based learning which provide real world application. Page 8 of 29 Last Modified: 10/11/2013

9 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 62% 53% No 66% American Indian Asian Black/African American 65% 43% No 69% Hispanic 50% 47% No 55% White 67% 60% No 70% English language learners 34% 36% Yes 41% Students with disabilities 28% 12% No 36% Economically disadvantaged 57% 42% No 61% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at Achievement Level % 37% Students scoring at or above Achievement Level % 16% Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 0% Students scoring at or above Level 7 [data excluded for privacy reasons] 0% Learning Gains Students making learning gains (FCAT 2.0 and FAA) % 56% Students in lowest 25% making learning gains (FCAT 2.0) Comprehensive English Language Learning Assessment (CELLA) 57 59% 62% 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) 16 59% 62% [data excluded for privacy reasons] 25% [data excluded for privacy reasons] 22% Page 9 of 29 Last Modified: 10/11/2013

10 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 % 41% [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 48% 33% No 54% American Indian Asian Black/African American 48% 26% No 54% Hispanic 44% 29% No 50% White 50% 37% No 55% English language learners 26% 21% No 33% Students with disabilities 31% 8% No 38% Economically disadvantaged 43% 23% No 49% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at Achievement Level % 29% Students scoring at or above Achievement Level % 11% Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 0% Students scoring at or above Level 7 [data excluded for privacy reasons] 0% Learning Gains Learning Gains % 36% Students in lowest 25% making learning gains (FCAT 2.0 and EOC) Area 4: Science Elementary School Science Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 70 74% 77% Students scoring at Achievement Level % 22% Students scoring at or above Achievement Level 4 [data excluded for privacy reasons] 3% Page 10 of 29 Last Modified: 10/11/2013

11 Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 0% Students scoring at or above Level 7 [data excluded for privacy reasons] 0% Middle School Science Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at Achievement Level 3 [data excluded for privacy reasons] 26% Students scoring at or above Achievement Level 4 [data excluded for privacy reasons] 4% Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 0% Students scoring at or above Level 7 [data excluded for privacy reasons] 0% 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 % 100% Area 8: Early Warning Systems Elementary School Indicators Students who miss 10 percent or more of available instructional time 35 9% 6% Students retained, pursuant to s , F.S. 4 1% 1% Students who are not proficient in reading by third grade 25 5% 3% Students who receive two or more behavior referrals 9 2% 2% Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S. 5 1% 1% Page 11 of 29 Last Modified: 10/11/2013

12 Middle School Indicators Students who miss 10 percent or more of available instructional time 7 4% 1% Students who fail a mathematics course 19 13% 5% Students who fail an English Language Arts course 12 8% 4% Students who fail two or more courses in any subject 14 9% 4% Students who receive two or more behavior referrals 4 2% 1% Students who receive one or more behavior referrals that leads to suspension, as defined in s (5), F.S. 15 5% 3% 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). Describe parental involvement targets for your school Imagine Nau utilizes mandatory volunteer hours as part of our charter. Imagine Schools have a metric involving Parent Choice which we will use as a measurement for our targets. Currently, Imagine Nau is a "C" in the area of Parent Choice. We will strive for at least a "B" this school year as recognized by Imagine Schools. Specific Parental Involvement Targets Target Parent Choice as Rated by Imagine Schools Page 12 of 29 Last Modified: 10/11/2013

13 Goals Summary Goal #1: Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Goals Detail Goal #1: Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Targets Supported Reading Reading - AMO's Reading - FCAT2.0 Reading - FAA Reading - Learning Gains Reading - CELLA Reading - Postsecondary Readiness Writing Math Math - Elementary and Middle School Math - Elementary and Middle AMO's Math - Elementary and Middle FCAT 2.0 Math - Elementary and Middle FAA Math - Elementary and Middle Learning Gains Math - Middle School Acceleration Social Studies Civics EOC Science Science - Elementary School Science - Middle School STEM STEM - All Levels CTE Parental Involvement EWS EWS - Elementary School EWS - Middle School Resources Available to Support the Goal Targeted Barriers to Achieving the Goal SAT 10 Florida Comprehensive Assessment Test Easy CBM FAIR Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Page 13 of 29 Last Modified: 10/11/2013

14 Plan to Monitor Progress Toward the Goal Monitoring of individual student progress on pre and post assessments of classroom lessons Principal, Instructional Coach Daily and in alignment with standardized testing which takes place during the school year. Observation of all of the results that will be posted in online county data bases, teacher s data notebooks, and Conference Room data boards, and quarterly data chats. Action Plan for Improvement Goal #1: Barrier #1: Strategy #1 to Overcome the Barrier Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Create a monthly Professional Development target focusing on the instructional shifts aligned to the Common Core Standards and how to integrate these into classroom instruction. Step #1 to Implement Strategy #1 To further enhance School Development, change the present school schedule for the middle grades to allow for Common Planning Time among teachers and allow flexibility of course scheduling to individualize student schedules. FTLP Intern and Data Specialist Before Aug. 19 (1st day of School) Printed schedule available for all. Printed schedule available for all. Plan to Monitor Fidelity of Implementation of Strategy #1 for Overcoming Barrier #1 to Goal #1 Final review of proposed Master Schedule changes. FTLP intern Final review in time for input into computer system to generate schedules for teachers and students. Evidence of Completion Smooth operation and transition of students to classes throughout the day devoid of scheduling conflicts. Page 14 of 29 Last Modified: 10/11/2013

15 Plan to Monitor Effectiveness of Strategy #1 for Overcoming Barrier #1 to Goal #1 Day to day operations indicate a fluid transition between classes by students. FTLP Intern Daily Orderly school environment conducive to learning. Goal #1: Barrier #1: Strategy #2 to Overcome the Barrier Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Weekly classroom modeling by the Instructional Coach of instructional shifts aligned to Common Core focused on improving Academic Growth. Step #1 to Implement Strategy #2 - PD Opportunity Establish Professional Development modules on Common Core and Depth of Knowledge. Principal, Instructional Coaches, FTLP Intern Beginning in Aug.-Dec Power Point to Faculty and Staff at beginning of year, documentation of ideas sent, notes from faculty meetings Copies of materials presented to teachers during Personal Development. Copies of weekly lesson plans Facilitator: Principal, Instructional Coach, and FTLP Intern Participants: All instructional staff Plan to Monitor Fidelity of Implementation of Strategy #2 for Overcoming Barrier #1 to Goal #1 Meetings to review implementation to Common Core State Standards (CCSS) Administration Team (Principal, Instructional Coach, FTLP Intern) Weekly Evidence of Completion On-going from beginning of school year through Dec. observation within the classrooms that reveals closer alignment to standards presented in the Common Core. Page 15 of 29 Last Modified: 10/11/2013

16 Plan to Monitor Effectiveness of Strategy #2 for Overcoming Barrier #1 to Goal #1 Data boards placed in Conference Room that will contain all the current data on each individual student, marking their progress. Teachers will also maintain classroom data binders. Principal, Teachers, Instructional Coach During the month of Sept. and early Oct., each student's results will be discussed with their teachers, in a effort to highlight the weak areas of each student that need extra attention. Quarterly meetings will occur for the remainder of the year so as to monitor progress. A listing of all the meetings that took place with each teacher. Data notebooks of each student in their classroom Goal #1: Barrier #1: Strategy #3 to Overcome the Barrier Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Increase the number of students achieving Level 3 and higher in reading in grades 3-8 by 3%. Step #1 to Implement Strategy #3 - Budget Item - PD Opportunity Professional Development on newly acquired Common Core aligned basal reading series (Houghton Mifflin Journeys). Principal, Instructional Coach, and Houghton Mifflin specialist August 2013 and continuing throughout the year Documentation of PD held meetings Facilitator: Principal, Instructional Coach, and Houghton Mifflin specialist Participants: Reading teachers Page 16 of 29 Last Modified: 10/11/2013

17 Plan to Monitor Fidelity of Implementation of Strategy #3 for Overcoming Barrier #1 to Goal #1 Monitor usage of purchased materials in the classroom. Principal, School Leadership Team, School Advisory Council (SAC) Throughout the year Evidence of Completion Classroom Walkthroughs and teacher lesson plans Plan to Monitor Effectiveness of Strategy #3 for Overcoming Barrier #1 to Goal #1 Monitoring of results on Reading - AMO's, Reading - FCAT2.0, Reading - FAA, Reading - Learning Gains, Reading - CELLA, Reading - Postsecondary Readiness Principal, School Leadership Team, School Advisory Council (SAC) Review data on a continuous basis Minutes from data meetings/data chats Goal #1: Barrier #1: Strategy #4 to Overcome the Barrier Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Increase the number of students achieving Level 3 and higher in math in grades 3-8 by 3%. Step #1 to Implement Strategy #4 - Budget Item - PD Opportunity Professional Development on newly acquired math software designed to reinforce math facts. (Scholastic - FASTT) Principal August 2013 continuing throughout the year Documentation of PD meetings and monitoring of classroom usage. Facilitator: Principal Participants: Teachers Page 17 of 29 Last Modified: 10/11/2013

18 Plan to Monitor Fidelity of Implementation of Strategy #4 for Overcoming Barrier #1 to Goal #1 Use of program by students Principal and Teachers Continuous - daily Evidence of Completion Printouts of student fact mastery Plan to Monitor Effectiveness of Strategy #4 for Overcoming Barrier #1 to Goal #1 Use of program by students. Results of students math functions. Teachers, Instructional Coach, and Principal Continuous - daily Student use and 90% mastery of math facts Goal #1: Barrier #1: Strategy #5 to Overcome the Barrier Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Increase the number of students achieving Level 3 and higher in science in grades 5 and 8 by 3%. Step #1 to Implement Strategy #5 - Budget Item - PD Opportunity Training on usage of Lego EV3 Core Set with Charger, EiE program, and Science Fusion textbooks Principal Beginning in August and continuing throughout the year Equipment and books observed in usage Facilitator: Principal Participants: Teachers Page 18 of 29 Last Modified: 10/11/2013

19 Plan to Monitor Fidelity of Implementation of Strategy #5 for Overcoming Barrier #1 to Goal #1 In keeping with initiative of School Development, an additional science course (Earth/Space Science) in the middle school using robotics will be implemented. Use of Engineering is Elementary currriculum and new science textbooks - Science Fusion. Further development of the use of virtual science labs (e.g. Brainpop, etc.). Principal and ScienceTeachers Beginning in August and continuing throughout year Evidence of Completion Classroom Walkthroughs Plan to Monitor Effectiveness of Strategy #5 for Overcoming Barrier #1 to Goal #1 Enhancement of students learning modes by active engagement in classroom Principal and Science Teachers Continuous - daily Improved assessment results in relation to the standards. Imagine student surveys, walkhroughs, and lesson plans. Page 19 of 29 Last Modified: 10/11/2013

20 Goal #1: Barrier #1: Strategy #6 to Overcome the Barrier Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Increase percentage of students achieving a satisfactory level in writing from 50% to 55%. Step #1 to Implement Strategy #6 - PD Opportunity All teachers trained in the use of FL Six Point Rubric. Review of practice writing prompts. Implement monthly writing prompts. Instructional Coach and classroom teachers Beginning in August and continuing weekly throughout the year Gradual progression in development of writing ability so that mid-year prompts indicate 75% or more 4th and 8th grade students are at level 4 or higher. Facilitator: Instructional Coach Participants: Teachers Plan to Monitor Fidelity of Implementation of Strategy #6 for Overcoming Barrier #1 to Goal #1 Classroom data, data chats, FCAT Writes data as applicable Increased rigor in writing prompts Writing teachers Weekly Evidence of Completion Evidence of improved writing ability as evidenced by scoring for each student Plan to Monitor Effectiveness of Strategy #6 for Overcoming Barrier #1 to Goal #1 Monitoring of students' outcome on summative and formative assessments Principal, Instructional Coach, and writing teachers Weekly meetings using available data on students' progress Students have increased their scoring on standardized test Page 20 of 29 Last Modified: 10/11/2013

21 Goal #1: Barrier #1: Strategy #7 to Overcome the Barrier Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Development of S.T.E.M. into S.T.E.A.M. Step #1 to Implement Strategy #7 - Budget Item - PD Opportunity Development of an integrated curriculum based on a thematic concept. Hire an Art Teacher. All actions directly support Imagine School Development. Principal Beginning in August and continuing throughout the year Lesson Plans that demonstrate collaborative, integrated concepts in reading/writing, math, and science classes. Facilitator: Principal, Instructional Coach, and FTLP Intern Participants: All Teachers Plan to Monitor Fidelity of Implementation of Strategy #7 for Overcoming Barrier #1 to Goal #1 Project based assignments completed by middle school students Principal, Instructional Coach, Middle School Teachers Broken into semesters: 1st Semester - Middle Ages/Renaissance, 2nd Semester Baroque/Classical Evidence of Completion Project based assignments completed by students aligned to Common Core State Standards (CCSS) Plan to Monitor Effectiveness of Strategy #7 for Overcoming Barrier #1 to Goal #1 Semester Presentations Principal and Instructional Coach Continuous - daily and final semester presentation End of semester presentation of projects related to the thematic concept, presented to other students, parents and community at large. Directly aligns with Imagine Parent Choice Measure of Excellence. Page 21 of 29 Last Modified: 10/11/2013

22 Goal #1: Barrier #1: Strategy #10 to Overcome the Barrier Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Hire Instructional Coach to provide professional development in the following areas: Webb's Depth of Knowledge, incorporating critical thinking into classroom instruction, Common Core State Standards, Marzano's Highly Effective Instruction, writing across content areas, and formative assessment. Directly supports Imagine School Development Measure of Excellence. Step #1 to Implement Strategy #10 - Budget Item - PD Opportunity Hire Instructional Coach to provide support in the improvement of teacher performance. Principal August 2013 Daily contact with teachers resulting in individual and group professional development and leading to increased Academic Growth. Facilitator: Instructional Coach Participants: Instructional staff Plan to Monitor Fidelity of Implementation of Strategy #10 for Overcoming Barrier #1 to Goal #1 Instructional Coach's effectiveness in mentoring teachers. Principal Daily Evidence of Completion Classroom walkthroughs, daily interactions with teachers, coaching calendar, planning periods Plan to Monitor Effectiveness of Strategy #10 for Overcoming Barrier #1 to Goal #1 Observation of greater differentiation in instruction throughout the school. Principal and Imagine Regional Instructional Coach Daily (Principal) and weekly (Imagine Regional Instructional Coach) Increased academic achievement - improved rigor and student achievement Page 22 of 29 Last Modified: 10/11/2013

23 Problem Solving Page 23 of 29 Last Modified: 10/11/2013

24 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). Describe how federal, state, and local funds, services, and programs will be coordinated and integrated in the school. Include Title I, Part A; Title I, Part C Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X Homeless; Supplemental Academic Instruction (SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, as applicable to your school The principal, Governing Board, School Leadership Team, as well as members of SAC, will review programs and revenue streams so as to ensure that all funds are committed to areas of improvement as established in the School Improvement Plan (SIP). Current FNR is now at 76% which may bring in Title I funds for the school year. Page 24 of 29 Last Modified: 10/11/2013

25 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: Goal #1: Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Barrier #1: Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Strategy #2: Weekly classroom modeling by the Instructional Coach of instructional shifts aligned to Common Core focused on improving Academic Growth. Action Step #1: Establish Professional Development modules on Common Core and Depth of Knowledge. Facilitator leader Principal, Instructional Coach, and FTLP Intern Participants All instructional staff Target dates or schedule Beginning in Aug.-Dec Evidence of Completion and Person Responsible for Monitoring Power Point to Faculty and Staff at beginning of year, documentation of ideas sent, notes from faculty meetings Copies of materials presented to teachers during Personal Development. Copies of weekly lesson plans (Person Responsible: Principal, Instructional Coaches, FTLP Intern ) Strategy #3: Increase the number of students achieving Level 3 and higher in reading in grades 3-8 by 3%. Action Step #1: Professional Development on newly acquired Common Core aligned basal reading series (Houghton Mifflin Journeys). Facilitator leader Principal, Instructional Coach, and Houghton Mifflin specialist Participants Reading teachers Target dates or schedule August 2013 and continuing throughout the year Evidence of Completion and Person Responsible for Monitoring Documentation of PD held meetings (Person Responsible: Principal, Instructional Coach, and Houghton Mifflin specialist) Page 25 of 29 Last Modified: 10/11/2013

26 Strategy #4: Increase the number of students achieving Level 3 and higher in math in grades 3-8 by 3%. Action Step #1: Professional Development on newly acquired math software designed to reinforce math facts. (Scholastic - FASTT) Facilitator leader Principal Participants Teachers Target dates or schedule August 2013 continuing throughout the year Evidence of Completion and Person Responsible for Monitoring Documentation of PD meetings and monitoring of classroom usage. (Person Responsible: Principal) Strategy #5: Increase the number of students achieving Level 3 and higher in science in grades 5 and 8 by 3%. Action Step #1: Training on usage of Lego EV3 Core Set with Charger, EiE program, and Science Fusion textbooks Facilitator leader Principal Participants Teachers Target dates or schedule Beginning in August and continuing throughout the year Evidence of Completion and Person Responsible for Monitoring Equipment and books observed in usage (Person Responsible: Principal) Strategy #6: Increase percentage of students achieving a satisfactory level in writing from 50% to 55%. Action Step #1: All teachers trained in the use of FL Six Point Rubric. Review of practice writing prompts. Implement monthly writing prompts. Facilitator leader Instructional Coach Participants Teachers Target dates or schedule Beginning in August and continuing weekly throughout the year Evidence of Completion and Person Responsible for Monitoring Gradual progression in development of writing ability so that mid-year prompts indicate 75% or more 4th and 8th grade students are at level 4 or higher. (Person Responsible: Instructional Coach and classroom teachers) Page 26 of 29 Last Modified: 10/11/2013

27 Strategy #7: Development of S.T.E.M. into S.T.E.A.M. Action Step #1: Development of an integrated curriculum based on a thematic concept. Hire an Art Teacher. All actions directly support Imagine School Development. Facilitator leader Principal, Instructional Coach, and FTLP Intern Participants All Teachers Target dates or schedule Beginning in August and continuing throughout the year Evidence of Completion and Person Responsible for Monitoring Lesson Plans that demonstrate collaborative, integrated concepts in reading/writing, math, and science classes. (Person Responsible: Principal) Strategy #10: Hire Instructional Coach to provide professional development in the following areas: Webb's Depth of Knowledge, incorporating critical thinking into classroom instruction, Common Core State Standards, Marzano's Highly Effective Instruction, writing across content areas, and formative assessment. Directly supports Imagine School Development Measure of Excellence. Action Step #1: Hire Instructional Coach to provide support in the improvement of teacher performance. Facilitator leader Instructional Coach Participants Instructional staff Target dates or schedule August 2013 Evidence of Completion and Person Responsible for Monitoring Daily contact with teachers resulting in individual and group professional development and leading to increased Academic Growth. (Person Responsible: Principal) Page 27 of 29 Last Modified: 10/11/2013

28 Appendix 2: Budget to Support School Improvement Goals Budget Summary by Goal Goal Description Total Goal #1 Increase the number of students achieving Level 3 and higher in all grade levels by 3%. $134,500 Total $134,500 Budget Summary by Resource Type and Funding Source Resource Type Personnel Evidence- Based Materials Evidence- Based Program Technology Total Imagine State Budget $40,000 $0 $0 $0 $40,000 Imagine $30,000 $45,000 $3,500 $16,000 $94,500 Total $70,000 $45,000 $3,500 $16,000 $134,500 Budget Detail Goal #1: Increase the number of students achieving Level 3 and higher in all grade levels by 3%. Barrier #1: Lack of understanding regarding Depth of Knowledge (Webb) for each standard and applying to classroom instruction. Lack of student involvement in engaged learning styles that are challenging with little assessment of learning gains except through summative exams. Strategy #3: Increase the number of students achieving Level 3 and higher in reading in grades 3-8 by 3%. Action Step #1: Professional Development on newly acquired Common Core aligned basal reading series (Houghton Mifflin Journeys). Resource Type Resource Funding Source Evidence-Based Materials Textbooks - Houghton Mifflin Journeys Imagine Amount Needed $45,000 Strategy #4: Increase the number of students achieving Level 3 and higher in math in grades 3-8 by 3%. Action Step #1: Professional Development on newly acquired math software designed to reinforce math facts. (Scholastic - FASTT) Resource Type Resource Funding Source Evidence-Based Program Software program by Scholastic to facilitate student mastery of mathematics facts. Imagine Amount Needed $3,500 Page 28 of 29 Last Modified: 10/11/2013

29 Strategy #5: Increase the number of students achieving Level 3 and higher in science in grades 5 and 8 by 3%. Action Step #1: Training on usage of Lego EV3 Core Set with Charger, EiE program, and Science Fusion textbooks Resource Type Resource Funding Source Technology Lab materials and textbooks Imagine Amount Needed $16,000 Strategy #7: Development of S.T.E.M. into S.T.E.A.M. Action Step #1: Development of an integrated curriculum based on a thematic concept. Hire an Art Teacher. All actions directly support Imagine School Development. Resource Type Resource Funding Source Personnel Art Teacher in support of S.T.E.A.M. Imagine Amount Needed $30,000 Strategy #10: Hire Instructional Coach to provide professional development in the following areas: Webb's Depth of Knowledge, incorporating critical thinking into classroom instruction, Common Core State Standards, Marzano's Highly Effective Instruction, writing across content areas, and formative assessment. Directly supports Imagine School Development Measure of Excellence. Action Step #1: Hire Instructional Coach to provide support in the improvement of teacher performance. Resource Type Resource Funding Source Personnel Amount Needed $40,000 Experienced classroom teacher trained in current diverse, successful instructional strategies. Imagine State Budget Page 29 of 29 Last Modified: 10/11/2013