University Park Elementary School - Brevard Public...

University Park ElementarySchool

2015-16 School Improvement Plan

University Park Elementary School500 W UNIVERSITY BLVD, Melbourne, FL 32901

http://www.upark.brevard.k12.fl.us

School Demographics

School Type Title I Free/Reduced Price Lunch

Elementary Yes 85%

Alternative/ESE Center Charter School Minority

No No 53%

School Grades History

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

Grade C D C B

School Board Approval

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

SIP Authority and Template

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

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

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

Brevard - 2051 - University Park Elementary School - 2015-16 SIPUniversity Park Elementary School

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

https://www.floridacims.org

Table of Contents

4Purpose and Outline of the SIP

5Differentiated Accountability

8Current School Status

218-Step Planning and Problem Solving Implementation

21Goals Summary

21Goals Detail

24Action Plan for Improvement

43Appendix 1: Implementation Timeline

46Appendix 2: Professional Development and Technical Assistance Outlines

47Professional Development Opportunities

49Technical Assistance Items

0Appendix 3: Budget to Support Goals



Purpose and Outline of the SIPThe SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals,create an action plan and monitor progress. A corollary at the district level is the District Improvement andAssistance Plan (DIAP), designed to help district leadership make the necessary connections between schooland district goals in order to align resources. The Florida Department of Education encourages schools to usethe SIP as a “living document” by continually updating, refining and using the plan to guide their workthroughout the year. This printed version represents the SIP as of the “Date Modified” listed in the footer.

Part I: Current School Status

Part I organizes the current status of the school around five domains inspired by the 5Essentials framework:Supportive Environment, Family and Community Involvement, Effective Leadership, Public and CollaborativeTeaching, and Ambitious Instruction and Learning. Questions regarding the school’s Multi-Tiered System ofSupports have been embedded throughout this part to demonstrate how data is used by stakeholders tounderstand the needs of all students and allocate appropriate resources in proportion to those needs.

Part II: Needs Assessment

Part II requires the school to review performance and early warning systems data in order to develop strategicgoals and associated data targets (i.e., “SMART goals”) for the coming school year in context of the school’sgreatest strengths and needs. An online tool was developed, which includes data visualizations and processingquestions to support problem identification, problem analysis and strategic goal formulation.

Part III: 8-Step Planning and Problem Solving for Implementation

Part III enables the school to develop implementation plans for its highest-priority goals. With the overview ofthe current state of the school in mind and the strategic goals identified through the needs assessment, theplanning team engages in a facilitated planning and problem-solving process, through which they

• Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1)• Identify resources available to support the goals and barriers that could hinder achieving those goals

(Step 2)• Select high-priority barriers they want to address initially (Step 3)• Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7)• Determine how they will monitor progress toward each goal (Step 8)

Appendices

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

• Appendix 1 is a timeline of all action steps and monitoring activities• Appendix 2 is an outline of all professional development opportunities and technical assistance items• Appendix 3 is a report of the budget needed to implement the strategies



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

DA Regions

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

DA Categories

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

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

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

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

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

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

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

DA Turnaround and Monitoring Statuses

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

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

Turnaround Option Plan (TOP)

2015-16 DA Category and Statuses

DA Category Region RED

Not In DA 3 Ella Thompson

Former F Turnaround Status

No



mailto:[email protected]

Part I: Current School Status

Supportive Environment

School Mission and Vision

Provide the school's mission statement

To empower all of our students with a love for learning in a safe and caring environment.

Provide the school's vision statement

We work together to align our practices and promote a culture of high expectations, where students'interests and diversity are recognized and their desire to learn is encouraged.

School Environment

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

At our annual TEAM UP family night, parents have an opportunity to meet all of the staff members.Parents are given information about our school and the many programs that are offered. After ageneral orientation parents visit classrooms to meet their children's teachers.Our ESOL team provides support to the diverse community that we serve. Translators are providedfor parent/teacher meetings, SAC, IEP's and for other communications with the school.Parents and students participate in an annual survey to help us get to know our community and theirconcerns. The surveys are used in part to drive the SIP.We celebrate our diverse culture each year with a multi-cultural fair that includes a fashion show anda food tasting from many countries.Title I Reading, Math, & Science nights provide an opportunity for parents and students to learn newstrategies together. Parents and students are also provided through Title I funds, materials andmanipulatives to take home for collaborative practice.

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

University Park has fully implemented PBS (Positive Behavior Support). Students wear uniformswhich gives them a sense of pride and belonging. Uniforms also help school personnel identifystudents on and off campus. As part of PBS our school wide expectations focus on Safety, Uniforms,Being Prepared, Being Engaged, and Being Respectful.Everyday students listen about character building traits like responsibility,respect on PA system.Every month students are chosen from each grade-level who displayed these characters in theirclassroom and school. Their pictures are displayed on the school's bulletin board displaying thesecharacter traits every month.We have installed a friendship bench and students are encouraged to recognize peers that go out oftheir way to interact in positive ways.As a school with an open campus, student safety is a priority. Recently installed gates and fenceshave created an enclosed campus making it easier to monitor visitors coming in to the school.Security cameras are also located in each hallway and in key common areas on campus. The officeclerk has a monitor that shows a live feed from the cameras.With a full time guidance counselors we are able to provide small group intervention. An anti-bullyingprogram is in place at each grade level and is monitored by the guidance counselor.A reporting system is available to students to report unsafe or bullying behaviors.Through the media specialist students complete a program about internet safety and cyber-bullying.



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

As stated above, we utilize PBS as our school wide behavioral system. Expectations are school wideand are enforced by everyone on campus. Students are rewarded with Panda Bucks for following theexpectations. Everyone from our custodians to our bus drivers receive training on the PBS systemand are encouraged to use the Panda Bucks we provide. Students can use their Panda Bucks to"purchase" items at the school store, holiday shops or classroom treasure boxes. Panda Bucks canalso be used to participate in quarterly activities that are school wide. A Panda Store has also beenestablished through outside donations of items.Every quarter students are invited for "Panda Social" . Students who have met the school- wideexpectations and has no suspensions are invited to the event. Invited students enjoy an evening forgames, food and out door fun.While focusing on the positive, we monitor students that are having difficulty following expectations.Students that consistently show an inability to follow expectations are brought before the MTSS team.As a team we problem solve for individual students and monitor progress every 3 weeks.District ESE and Behavioral Resource Teachers are providing Professional Development for teachersto help them gain a greater understanding of some of the challenges their students face as well asstrategies to implement in their classroom.

Describe how the school ensures the social-emotional needs of all students are being met,which may include providing counseling, mentoring and other pupil services

In addition to our school-based guidance counselor, we work closely with an outside agency thatprovides support for students at home and at school.Students & student-athletes from Florida Technical Institute volunteer as mentors to provide positiverole models for at-risk students.Guidance classes are included in the activity wheel with a focus on helping students develop long-range goals, including college and career choices. Teachers are encouraged to establish "CollegeFocused" classrooms where they promote the belief that the students will and can go to college.Mentors from United Way, Rolling Readers, and First United Methodist Church work with individualstudents throughout the year in support of learning goals and relationship building.

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

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

Using data gathered from Performance Matters, Cumulative Folder Checklist, and teacher datachecklists, students will be identified during weekly Data Chats that fall into any of the listedindicators.1) Attendance rate below 90%.2) One or more suspensions.3) Failing grades in English Language Arts or Mathematics.4) A Level 1 score on the statewide assessments in English Language Arts and Mathematics.All students with a previous retention have been identified and are being closely monitored byclassroom teachers and the MTSS team.

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

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



Grade LevelIndicator

K 1 2 3 4 5 6Total

Attendance below 90 percent 37 26 23 29 15 17 23 170One or more suspensions 14 8 23 5 2 8 14 74Course failure in ELA or Math 0 0 0 0 0 0 0Level 1 on statewide assessment 0 0 0 36 45 30 19 130

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

Grade LevelIndicator TotalStudents exhibiting two or more indicators

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

PMP's developed for each student that has been identified as below grade level or have a previousretention.Academic Support Program and Title I funding has been utilized to employ extra teaching staff tosupport Tier II and Tier III Instructional in Reading and Math throughout the school day.Goal Counseling has been added to the Positive Behavioral Support plan to assist in studentmotivation with their academics.An extra hour of reading has been added to the school day to provide more time for direct instructionfor all students.Positive Behavioral Support strategies are implemented school-wide in an effort to reduce in-schooland out-of-school suspensions as well as to improve attendance rates. Positive school-wideincentives are in place to reward and encourage student attendance, both on a classroom and anindividual level. Panda Bucks are utilized to reward students that are both in uniform and seated intheir classroom at the start of school. Conscious Discipline strategies are implemented school-wide inan effort to reduce in-school behavior.Blackboard Connect is being used to automatically contact parents of tardy and absent students,remind them of school hours, and inform them of the early warning indicators.

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

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

Will the school use its PIP to satisfy this question?Yes

PIP LinkThe school completes a Parental Involvement Plan (PIP), which is accessible through the ContinuousImprovement Management System (CIMS) at https://www.floridacims.org/documents/51750.

DescriptionA PIP has been uploaded for this school or district - see the link above.



https://www.floridacims.org/documents/51750

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

A business partner contact is identified at the beginning of each year. The contact actively seeksbusiness partners with common interests to join with University Park to support students and thecommunity. We have had a 14 year relationship with Florida Tech and we continually seek ways tosupport their mission while taking advantage of the many programs and opportunities that they providefor our students. They are continuing with student mentors and service projects. In the spring, thefootball team is required to give our students 20 hours of mentor time to groups or individual students.The First United Methodist Church has also supported University Park for several years. They provided1st grade reading mentors and this year they have expanded to other grade levels providing support inboth Math and Reading.We are also partnering with United Way to provide academic mentors to all grade levels.Several local business support University Park through donations at family nights in their establishments.Burger King, Chic-fil-A, and Andretti's Thrill Park provide teacher and student incentives to help supportboth behavioral and academic programs.

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

School Leadership Team

Membership:

Name TitleEntsminger, Donna PrincipalSvendsen, William Assistant Principal

Duties

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

The Principal of the school reviews and monitors all MTSS meetings and actions.The Assistant Principal and the Reading Coach facilitate the weekly grade level Strategy ActionMeeting (data chats).The Reading Coach records the data and maintains the records for each meeting, the coach alsocreates the grade level spreadsheets and updates them monthly.The Guidance Counselor is responsible for the Behavior component of the MTSS plan.

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

University Park's school based Multi Tiered System of Support is a problem solving process that isevidenced based and supported by data collection and monitoring. It is characterized by theintegration of both academics and behavioral interventions. The MTSS process is a continuum ofsupport reflecting the needs of the students at varying levels of intensity. The school basedleadership team monitors the trends and patterns of the data on a continual basis. They meet withteachers to analyze and evaluate the core instruction weekly. The team discusses the trends andpatterns of the data and problem solves accordingly.



Students who need additional support beyond the core are supported with Tier Two interventions,which are provided by highly qualified teachers in a small group setting using a researched basedintervention programs and monitored to document student progress through those programs. Tier twointerventions are 30 minutes daily beyond the 90 minute reading block, and progress monitored everythree weeks.Any student who continues to show a deficit or learning difficulty receives Tier Three interventionswhich is an additional 30 minutes of instruction, taught by a highly qualified teacher in a small groupwith no more than three students. These groups are monitored and the data is brought to the IPSTteam for consideration of additional services from the ESE specialists.The behavorial aspects of the MTSS plan are also monitored and supported by the schools PositiveBehavior Support system team. The PBS team meets on a regular schedule to review data and lookfor patterns and trends and trends. The mulit-tiered system is also employed to analyze and supportbehavioral concerns.The MTSS system is utilized at University Park to achieve and support the school improvement plangoals and to increase student achievement.A large portion of Title I funds are used to employ highly qualified Title I Resource Teachers in areasof greatest need for achievement of all students. These positions include a Writing Teacher, a MathTeacher, a Science Teacher and a Title I Contact/Volunteer Coordinator/Parent Involvement Contact.The Title I Team works on raising achievement in these areas with students and teachers and arealso members of the school's Leadership Team. School Leadership meetings are held weekly toensure successful implementation of the school improvement plan goals.The Title I team assist withclassroom walk-throughs, instructional modeling, and small group instruction of students in areas ofneed. The remainder of Title I funds ensure that adequate materials are available within theclassroom and for technology upgrades and replacements not covered within the Technology Budget.A portion of Title I funds are reserved for Parent Involvement events held throughout the year and aredefined by areas of need expressed in Parent Surveys, Student Survey and areas of weakness.University Park Elementary qualifies for one ELL teacher and three ELL Assistants; one beingSpanish speaking and the other two are Arabic speaking. The ELL Team meets with familiesregularly and works very closely with these families to ensure educational success. Meetings arescheduled throughout the year with information beneficial to these families. ASP funds are used tosupport classroom reading and math programs and instruction. In third grade, ASP funds are used tosupport classroom Reading, Math, and Science programs and instruction. ASP funding is utilized tohire a part-time Reading/Math interventionist who works with Tier Two & Three students during theschool day in the classrooms. Third grade Reading is set as a priority when creating the ASPinterventionist’s schedule. The ASP interventionist works closely with the Reading Coach to reviewdata, identify students, target intervention strategies, materials, and maintain data on student growth.Accelerated Math is used to supplement Math instruction. University Park has two Head Startprograms, as well as a Blended VPK and an EELP.

School Advisory Council (SAC)

Membership:

Name Stakeholder GroupDonna Entsminger PrincipalEdmond Jones Business/CommunityVanessa Garcia Parent

Duties

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



Evaluation of last year's school improvement plan

The 2014-2015 plan was monitored quarterly for alignment with school, state and district initiatives.Changes were made throughout the year as needed. At the end of the school year the SACevaluated each strategy and determined the outcome and effectiveness. At the request of the SAC,all strategies that were tied to professional development that had been completed were removed fromthe current SIP. Strategies that were still related to the ongoing goal of standards-based instructionwere included as a carry over to the current SIP. Suggestions were made for editing strategies oradding new ones based on all data that had been gathered during the year.

Development of this school improvement plan

The 2014-2015 SAC gave input at the end of the school year regarding the upcoming SIP. Based ontheir input and a reflection of the data, school teams met over the summer to define and edit thecurrent plan. The previous SAC had determined that standards based instruction remain as the goal.Therefore, all new or redefined strategies are tied directly to standards based instruction.

Preparation of the school's annual budget and plan

Each year the SAC reviews the previous budget and based on trends seen over time and budgetincreases or decreases, give input as to where funds are allocated. The budget and plan are thensolidified and sent on to the district for further approval.

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

Professional development (includes substitute salaries for teachers to observe modelclassrooms)$300.00Materials for Understanding Frameworks of Poverty $200.00Updated student achievement materials for guidance $600.00

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

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

Literacy Leadership Team (LLT)

Membership:

Name TitleSadoff, Karen Instructional CoachEntsminger, Donna PrincipalShah, Sejal Instructional Coach

Duties

Describe how the LLT promotes literacy within the school

The Literacy Leadership Team at University Park Elementary is a cross section of the faculty whichrepresents highly qualified professionals who are working to improve literacy across the curriculum.This team was selected by the principal and is comprised of the principal, the reading coach, theschool psychologist, the media specialist, the ELL teacher, ESE resource teacher as well as arepresentative from each grade level. The team meets at least once a month to review the utilizationof resources based on data analysis that indicates the needs of the students and the teachers in



areas of professional development.The principal and the reading coach will create the agenda for each meeting and notify the membersof the dates of the meetings. The reading coach will maintain the minutes of each meeting and theprincipal will share the information with the faculty and staff at regularly scheduled faculty meetings toensure all stake holders understand and support the schools reading goals.The principal will support the role of the Literacy Leadership Team in the development of readingrelated goals and objectives for the School Improvement Plan, the school's professional developmentplan, reading initiatives throughout the school, collaborative problem solving, and the Multi-TieredSystem of Support process.The principal will support the LLT in its effort to build a culture of reading throughout the school andensuring a commitment to student achievement through learning and teaching strategies.The focus of many of the school based initiatives this year will be on Standards Based instructionthrough the Florida State Standards instructional shifts. Grade level planning days each semester aswell as weekly common planning times are provided to allow teachers time to fully explore andintegrate the standards into their daily plans. The Literacy Coach and grade level planning coacheswork directly with each grade level during these times to assist teachers with a focus on planning.They will ensure lessons are standards based, of appropriate complexity and include quality textdependent questions.Additionally, the planning teams review the materials used for appropriate level and complexity.Student tasks are designed to the rigor of the standard and authentic common assessments aredeveloped to provide adequate data to drive instruction.The principal will monitor and review the implementation of the plan by observations, walk throughs,weekly data reviews (Strategy Action Meetings) and student performance analysis.The LLT under the direction of the principal will review and revise the plan according to the dataanalysis.

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

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

A protected hour, once a week, is set aside for the purpose of common planing. In addition to this hour,one day from each quarter is set aside for all day planning. During common planning, the Math, Literacy,and Science coaches as well as the grade level coach meets with the teachers to provide assistance inbreaking down the standards, aligning tasks, instruction and assessments, and creating commonassessments to the full rigor of the standard. The grade level coaches collect lesson plans and reviewthem for alignment and rigor on a weekly basis. Coaches also conduct informal walkthroughs withfeedback for their specific grade level or area of expertise.Teachers are encouraged to visit not only their grade level peers, but peers 1 year below and 1 yearabove their own grade level. This gives them a feel for the level of rigor expected at each level.Coverage is provided to facilitate this opportunity.Each year Collaborative and Mutual Accountability teams are formed to meet the needs of the lowest25% identified at each grade level. The teams work collaboratively throughout the year to support thesestudents and provide extra support for the grade levels.

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

Ads are placed on the district website by the school secretary. A team of administrators and teachersinterviews qualified candidates. After teachers are hired they must complete the Brevard CountyBeginning Teacher Induction program. All 1st year teachers are assigned (by the assistant principal) 1 to2 mentors within the school. The mentors observe and give feedback periodically to new teachers.



Teachers that are on annual contract are notified and reappointed as soon as positions becomeavailable for the coming year.

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

The school follows a comprehensive mentoring program which involves both beginning teachers andexperienced teachers who are new to the school or grade level and/or identified as being in need ofimprovement. CET trained mentor teachers and peer coaches in the school assist in professionaldevelopment of new teachers. Every new teacher is assigned a mentor teacher within the school for thefirst two years of employment .The school follows the District's Induction Program for new teachers.

Ambitious Instruction and Learning

Instructional Programs and Strategies

Instructional Programs

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

Through collaborative planning with a grade level coach, teachers meet weekly using the new FloridaStandards and test item specs to align instruction. Teachers are encouraged to use C-Palms whenlooking for classroom resources and common assessments. Grade level planning coaches utilizeStandards binders (with LAFS, MAFS, & Science Standards as well as Test Item Specs) duringcommon planning to assist grade level teams to maintain a focus on the standards and the rigor.In addition to weekly planning, a common planning day, scheduled quarterly, enables teachers tomake long range plans (Focus Calendars) following their curriculum map.Coaches and administrators conduct weekly walkthroughs using a common tool to gather data thatcompares lesson plans to posted standards. At this time administrators also gather data on studentengagement and rigor.During weekly MTSS/Data Chats, Tier I data is compared to adjust weekly instruction of the core. Atthis time, common assessments are discussed and compared to the rigor of the standard.

Instructional Strategies

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

Teachers meet weekly in a three week rotation to discuss Tier I instruction with common assessmentfor Reading, Tier I instruction with common assessment for math, and Tier 2 instruction and progressmonitoring. During these Strategy Action Meetings teachers reflect on the data they have collected,share results and identify which students did not master the standard and why. Then teachersdetermine the next steps for adjusting instructional delivery.Progress Monitoring is also used to adjust Tier 2 instruction and move students into appropriategroups. Students not succeeding are placed into Tier 3 groups and progress monitored for success atthis level. Students that do not make progress at the Tier 3 level are referred to the IPST throughMTSS.For students not meeting the standard instruction is adjusted to include small group, mini lessons,and materials to be used for scaffolding. Students experiencing ongoing difficulty are brought referredto MTSS for other suggestions as to how the remediate or differentiate.ELL students receive assistance with an ESOL Assistant in the regular classroom and in the ELLresource room.



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

Strategy: Weekend ProgramMinutes added to school year: 480

Harris Super Science Saturdays is a district initiative. During the 2-hour sessions, district andschool-based teachers collaborate to present hands-on, inquiry based lessons for studentsclosely aligned with 5th grade NGSSS in Science. The classes take place four Saturdaysmornings spread throughout the school year. Each day begins with a teacher focus meetingheaded by district personnel to identify goals and "look-fors" of the day. Student lessons areinquiry based and a strong emphasis with "hands-on" learning and higher order thinking. Allschool personnel are invited to attend to decrease student-to-teacher ratios. Teachers and districtpersonnel then debrief at the end of day to collaborate, discuss successes and areas forimprovement, review and revise lessons for the future.

Strategy Rationale

Provides hands on Science lessons that support the 5th grade NGSSS.

Strategy Purpose(s)

• Core Academic Instruction

• Enrichment

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

All students in 5th grade take an on-line pre-test and post-test that is designed by the district.District personnel analyze the data to determine the effectiveness of the program. This data isshared with assistant principals during leadership meetings.During Data Chats, 5th grade teachers review the results to determine areas of need and helpplan instruction.



Strategy: Extended School DayMinutes added to school year: 16,200

Art Explorers DOE Grant Program. The Art Explorers program provides numerous extendedopportunities for our level 1 and level 2 students. Each student is involved in the daily AcademicPower Hour with a focus on Math, Reading, and Science. The Power Hour instructors are allhighly qualified teachers. Students also receive instruction and presentations from communityartists, musicians, and health experts, as well as the Police Athletic League.

Strategy Rationale

At risk students need a safe and structured environment after school. They need extraopportunities for support in all academic areas as well as homework/classwork.

Strategy Purpose(s)


• Enrichment

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

Data is collected through report cards as well as teacher observation. The Academic Liaisonmonitors the effectiveness of lessons and activities. All student progress is also reported to theDOE.



Strategy: Extended School DayMinutes added to school year: 3,000

Academic Support Programs in Math, Reading, and Science. ASP funding provided by the districtis utilized to provide in-school and after-school academic assistance for students identified as Tier2 and/or 3. ASP funding is used to hire a qualified reading teacher to support Reading and Mathintervention groups during the day with a focus on 3rd-6th grades. Depending on student needs,Voyager, Rewards, Journeys ancillary resources and/or 95% Group materials will be used.In Math, the ASP teacher will use data from Accelerated Mathematics to identify areas of needand to form instructional groups. In small groups they will utilize strategies from Van de Walle'sTeaching Student-Centered Mathematics series as well as the Super Source library to reinforcestudent mastery of the standards.In Reading our after-school focus will be on our 3rd grader students. Teachers will utilize datafrom the students' reading portfolio to identify areas of need and use ancillary materials fromJourneys.In Science the teachers will use materials provided by the district's CSI resource manual toprovide additional instruction focused on the 5th grade NGSSS through hands-on, discovery-based learning.

Strategy Rationale

At risk students receive additional support during and after school in the areas of reading, mathand Science. Students work toward mastery of Reading and Math Florida Standards and NGSSSfor Science.

Strategy Purpose(s)


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

Student progress will monitored through weekly Data Chats as well as monitoring studentmastery on District required assessments, common assessments in Math, Science, and Reading.Student Math data will also be tracked using Accelerated Math.



Strategy: Extended School DayMinutes added to school year: 120

Family Science Night. The Orlando Science Center is contracted using Title I funds to assistschool-based personnel in presenting a family science night for all students. The 2-hour longevent utilizes hands-on discovery-based activities focused on the human body and its systems.The personnel from the Science Center meet with teachers prior to the event to discus thevarious activities they have prepared, the standards they are addressing, as well as someextension and differentiation strategies. Teachers then collaborate in multple groups throughoutthe evening to assist and students and parents as they move through the learning centers.

Strategy Rationale

Parents need opportunities to work alongside their children on fun and meaningful activitiesconcerning Science. Parents receive information about how to work with and support students athome.

Strategy Purpose(s)

• Enrichment

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

A parent and student survey is collected at the end of the evening. Title I staff analyze data todetermine areas of effectiveness and needs of improvement.

Student Transition and Readiness

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

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

Early registration (April) is held to ensure proper placement and to provide information for parents.We facilitate orientation of 6th graders to middle school by assisting with school tours and earlyregistration.

Kindergarten Orientation is held in April to provide insight and information to parents regardingcurriculum and expectations for incoming kindergarteners.

FLKRS assessments are given at the begining of each school year to determine the readiness of theincomming kindergarteners as well as to determine the effectiveness of the the VPK/Head Startprograms.

We provide a Kindergarten Orientation for our Headstart and VPK students near the end of the schoolyear. This provides an opportunity for incomming kindergarters to meet the teachers, spend amorning observing a typical classroom day, as well as observe various activities throughout the day.

College and Career Readiness



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

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

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

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

Needs Assessment

Problem Identification

Data to Support Problem Identification

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

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

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

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



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

Increase student's understanding/knowledge in the Core Content with rigorous StandardsBased Instruction through continuous progress monitoring , classroom walkthrough withfeedback, and data driven instruction.

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

Problem Solving Key

G = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

Strategic Goals Summary

G1.

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



G062934

G1. Increase student's understanding/knowledge in the Core Content with rigorous Standards BasedInstruction through continuous progress monitoring , classroom walkthrough with feedback, and data driveninstruction. 1a

Targets Supported 1b

Indicator Annual TargetAMO Reading - All StudentsAMO Math - All StudentsFCAT 2.0 Science Proficiency 29.0

Resources Available to Support the Goal 2

• School Personnel

• District Personnel

• Title I Funds

• SAC Funds

• Standards Based Curriculum

• Diagnostic Tools

• CPALMS

• School wide PBS

• Web based Standards Resources

• Community members

• Conscious Discipline

Targeted Barriers to Achieving the Goal 3

• Lack of high expectations by all stakeholders.

• Lack of implementation of student centered instruction and collaboration with accountability toincrease student engagement.

• Lack of alignment in rigor between standards, assignments and common assessment.

• Lack of systematic reflection and feedback to drive instructional changes.

• Tier 2 behaviors are not being teacher managed

• Standards are not prioritized and are taught in isolation.



Plan to Monitor Progress Toward G1. 8

Monitor Academic Progress of students, look for positive academic achievement trends. Monitoring ofperformance matters, data charts, district required assessments, teacher made formative and summativeassessments and weekly walk-through data will show if adequate academic achievement is being madein the core. If progress is not evident, provide additional professional development, mentoring,opportunties to visit model classrooms or to have strategies modeled in the classroom.

Person ResponsibleWilliam Svendsen

ScheduleBiweekly, from 8/20/2015 to 5/19/2016

Evidence of CompletionData charts, Performance Matters data, formative and summative classroom data, district requiredassessment data, walk-through data instrument, aligned lesson plans, tasks, and commonassessments



G062934

B161859

S173298

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

Problem Solving Key

G = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

G1. Increase student's understanding/knowledge in the Core Content with rigorous Standards BasedInstruction through continuous progress monitoring , classroom walkthrough with feedback, and data driveninstruction. 1

G1.B1 Lack of high expectations by all stakeholders. 2

G1.B1.S1 Strategy Action Meetings will focus on student achievement and progress toward mastery ofthe standards. 4

Strategy Rationale

Identify student needs to drive instruction as well as celebrate our successes with teachers andstudents.

Action Step 1 5

Teachers and administrators will meet weekly to review data collected by the teacher. The datawill show progress toward mastery of the core curriculum. The data will be gathered weekly fromcommon assessments. The data will be used to drive instruction.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/27/2015 to 5/19/2016

Evidence of Completion

Teachers will maintain data sheets or electronic progress monitoring for each studentassigned to them.



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

During weekly Strategy Action Meetings (Tier1 and 2) teachers and administrators will reflect onschool wide, grade level, and teacher level trends. Teachers will come prepared to discussinstructional delivery in relationship to the standard and next steps. Next steps may include achange in instructional delivery or a change in strategies. Teachers will identify students that needre-teaching or remediation and identify how instruction will be modified.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/27/2015 to 5/19/2016


Agendas with questions embedded will be e-mailed to teachers prior to Strategy ActionMeetings. Teachers will provide an exit slip detailing students needing re-teaching and whatinstructional change will take place. Walkthroughs will monitor the fidelity of the instructionalchange.

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

Data Charts will be generated showing student progress. Sucessful implementation will showimprovement in the number of students at proficiency and above. Poor implementation will showmore students below proficency or show growth for students at proficiency and above.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/27/2015 to 5/19/2016


Data Charts will show evidence of completion.


Person Responsible

Schedule




S184740

G1.B1.S2 Learning scales will be created for priority standards. 4

Strategy Rationale

Students and teachers can track progress toward mastery of the standards.

Action Step 1 5

Grade levels will create learning scales for priority standards.

Person Responsible

William Svendsen

Schedule

Quarterly, from 9/1/2015 to 4/29/2016


Copies of prioritized standards and developed learning scales


Walkthroughs that focus on use of learning scales with students will be conducted.

Person Responsible

Donna Entsminger

Schedule

Weekly, from 9/1/2015 to 4/29/2016


Data and classroom trends will be gathered from the walkthroughs.



B161860

S173299


Coaches will monitor and support teachers in conferencing with students on progress towardmastery of standards.

Person Responsible

Donna Entsminger

Schedule

Weekly, from 9/1/2015 to 4/29/2016


Individual student learning scales.

G1.B2 Lack of implementation of student centered instruction and collaboration with accountability toincrease student engagement. 2

G1.B2.S1 Provide resources and sample lessons as well as professional development in utilizingstandards based resources. 4

Strategy Rationale

To promote teachers to look beyond the text book for student centered lessons that instruct to thelevel of rigor required for the standard.

Action Step 1 5

Provide professional development on utilization of standards based resources and web basedresources to create and implement lessons.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/20/2015 to 5/19/2016


Classroom walk-throughs, lesson plans



Action Step 2 5

Coaches will provide support in utilizing resources during common planning.

Person Responsible

Karen Sadoff

Schedule

Weekly, from 8/27/2015 to 5/19/2016


Completed KUDS, gradual release template, lesson plans


Walk-throughs will be completed weekly with feedback provided to teachers. Teachers needingassistance will be provided a mentor and opportunities to visit model classrooms. Planningcoaches will work with grade level to ensure implementation.

Person Responsible

Donna Entsminger

Schedule

Weekly, from 8/27/2015 to 5/19/2016


Data/trends from walk-through forms.


Students will be engaged in student-led discussions, collaborative team activities, or collaborativepairs.Planning coaches will conduct walk throughs and provide feedback to teachers on implementationduring follow up meetings.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/27/2015 to 5/19/2016


Data from focused classroom walk-throughs, student surveys, feedback form, mentorobservations



B161861

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G1.B3 Lack of alignment in rigor between standards, assignments and common assessment. 2

G1.B3.S1 Grade levels identify and agree on common assessments to be utilized to gather data to driveinstruction. 4

Strategy Rationale

Progress monitoring must be done in the classrooms to allow teachers to adjust instruction in atimely manner.

Action Step 1 5

Coaches will assist grade levels during planning to identify rigorous common assessments.

Person Responsible

Donna Entsminger

Schedule

Monthly, from 8/4/2015 to 5/25/2016


Data will be discussed at weekly Strategy Action Meetings. Agendas and exit slips will becollected.


Data chats will serve to progress monitor specific grade levels, classes, and specific students.

Person Responsible

William Svendsen

Schedule

Weekly, from 9/23/2015 to 5/18/2016


Lesson plans collected will reflect changes to instruction and small group remediation. Exitslips gathered at the end of each SAM will be collected and reviewed for specific steps toadjust instruction and the groups of students that will receive the additional instruction.



S173301


Data from each classroom teacher will be collected and reviewed after the adjustment toinstruction has been made. Tier I student progress will be monitored. With adjustments toinstruction student will make progress toward mastery of the standards at a rigorous level. Lack ofprogress will indicate that fidelity may need to be monitored more closely or that the individualstudent may need to be referred to MTSS for Tier 2 instruction.

Person Responsible

William Svendsen

Schedule

Weekly, from 9/23/2015 to 5/18/2016


Data from assessments given after adjustments to instruction have been made will bereviewed for student progress. Classroom walk-throughs will include look fors that focus onthe weekly adjustment to instruction for students identified on the exit slips.

G1.B3.S2 Provide Quarterly planning days for grade levels to locate and/or create standards-basedcommon assessments. 4

Strategy Rationale

Teachers need time to collaborate utilizing the standards, Test Item Specs, and higher levelquestion stems to create quality common assessments to measure student progress towardsstandards mastery.

Action Step 1 5

Plan and monitor grade level planning days.

Person Responsible

William Svendsen

Schedule



Grade level Focus Calendar indicating timeline for mini, formative, & summativeassessments, grade-level plans, and common assessments.




Grade-Level as well as Math, Science, and Literature coaches will review assessments for rigorand standards focus.

Person Responsible

William Svendsen

Schedule

On 5/29/2015


Grade level common assessments


Walkthroughs with feedback will provide direction and support for future planning opportunities.

Person Responsible

Donna Entsminger

Schedule

Weekly, from 9/2/2014 to 5/29/2015


Walkthrough/feedback form will show that KUDS are being used to create aligned lessonplans. Feedback on the KUDS will decrease as teachers become more proficient atunderstanding the standards.



S173302

G1.B3.S3 Provide a content area coach to plan with each grade level. 4

Strategy Rationale

Content area coaches can lend their expertise toward understanding the standard and guidingteachers toward rigor

Action Step 1 5

Identify personnel to serve as content coaches to be assigned to plan with a specific grade level.

Person Responsible

Donna Entsminger

Schedule

On 5/19/2016


Coach assigned to grade level and in attendance at planning sessions.


Each coach will keep digital copies of grade level standards, test specs, and the latest lesson planassociated with their grade level.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/18/2014 to 5/18/2015


Digital lesson plans will be submitted to coach or administrator 1 week prior toimplementation.



S173303


Successful implementation will produce lesson plans that are aligned with the standards. All tasksand common assessments will be included in the plan and will be aligned with the standard.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/18/2014 to 5/18/2015


Student specific data from common assessments will be charted to look for trends andstruggling students. Lesson plans that are aligned based on standards.

G1.B3.S4 Provide a scheduled common planning time for grade levels to meet with their coaches. 4

Strategy Rationale

Content area coaches can lend their expertise toward understanding the standard and guidingteachers toward rigor

Action Step 1 5

Common planning will be provided on a weekly basis.

Person Responsible

Donna Entsminger

Schedule

Weekly, from 8/4/2015 to 5/25/2016


Lesson plans turned in at end of the week.



Action Step 2 5

One day will be provided each quarter for the purpose of collaborative planning.

Person Responsible

William Svendsen

Schedule



Focus calendars, common assessments, and lesson plans will be submitted.


Coaches and Administration will review lesson plans weekly. Coaches will help with anyadjustments needed.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/18/2014 to 5/18/2015


Lesson Plans and observation


Grade Level lesson plans will be collected weekly. Evidence of common planning should bereflected in grade level instruction. Lessons will have only subtle differences from class to class onthe grade level. Classrooms that have no evidence of common planning will meet more frequentlywith their grade level coach to adjust lessons as needed.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/25/2014 to 5/18/2015


Classroom Walk-through tool.



B161862

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G1.B4 Lack of systematic reflection and feedback to drive instructional changes. 2

G1.B4.S1 During common planning teachers will develop learning scales. 4

Strategy Rationale

Breaking down the standards into KUDS will ensure a better understanding of the rigor of thestandards.

Action Step 1 5

Coaches will assist teachers in developing learning scales during common planning.

Person Responsible

William Svendsen

Schedule

Weekly, from 8/27/2015 to 5/19/2016


Learning scales developed and evidence of utilization by students (journals, notebooks, etc.)


Administration and Coaches will walk through classes to look for evidence of KUDS and changesin instruction.

Person Responsible

Donna Entsminger

Schedule

Weekly, from 1/12/2015 to 5/29/2015


Walkthrough data with feedback to teachers.



S173305


Analyze classroom walk-through data and common assessment data

Person Responsible

William Svendsen

Schedule

Monthly, from 8/27/2014 to 5/29/2015


Walk-through data will be collected monthly from coaches and administration and compiledto analyze effectiveness.

G1.B4.S2 Conduct classroom walkthroughs with grade-level and content area coaches on a bi-monthlybasis and give face to face feedback to teachers. 4

Strategy Rationale

Face to face feedback from coaches will have a greater impact on instructional change.

Action Step 1 5

Classroom walkthroughs with administrators and coaches will be scheduled through March forgrades 3-6.

Person Responsible

Donna Entsminger

Schedule

Weekly, from 1/24/2015 to 3/31/2015


Walkthrough Calendar




Walkthrough/Feedback forms will be collected with notes and action steps included.

Person Responsible

William Svendsen

Schedule

Weekly, from 1/29/2015 to 3/31/2015


Completed Walkthrough/Feedback forms


Action steps from feedback forms will be monitored/observed the following week, and thefeedback cycle will start again.

Person Responsible

Karen Sadoff

Schedule

Weekly, from 1/29/2015 to 3/31/2015


Walkthrough/feedback forms will reflect monitoring based on previous feedback.



B172202

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G1.B6 Tier 2 behaviors are not being teacher managed 2

G1.B6.S1 Provide professional development to include strategies for classroom environment andclassroom management. 4

Strategy Rationale

Self-managed classrooms lead to students being left in class and more time on task.

Action Step 1 5

Conscious Discipline will be included in pre-planning and re-visited throughout the year.

Person Responsible

William Svendsen

Schedule

Every 2 Months, from 7/29/2015 to 5/20/2016


Professional Development records

Action Step 2 5

Reinforce PBS strategies already in place.

Person Responsible

Sejal Shah

Schedule

Monthly, from 9/1/2015 to 4/29/2016


Faculty meeting minutes will reflect ongoing redirection to PBS strategies.



Action Step 3 5

Utilize District ESE & Behavioral Resource Teachers to provide information and classroomstrategies regarding classroom structure and management.

Person Responsible

William Svendsen

Schedule



Classroom walkthrough data.


Focused walkthroughs looking for implementation of Conscious Discipline strategies.

Person Responsible

Donna Entsminger

Schedule

Biweekly, from 9/1/2015 to 4/29/2016


Walkthrough data will be compiled for classroom trends.


Focused walkthroughs looking for implementation of PBS strategies.

Person Responsible

Karen Sadoff

Schedule

Biweekly, from 9/1/2015 to 4/29/2016


Walkthrough data will be compiled for classroom trends.




Trends will be shared with stakeholders and continued professional development will occur asneeded.

Person Responsible

Karen Sadoff

Schedule

Every 3 Weeks, from 9/1/2015 to 4/29/2016


Trend data and a decrease in student removals will reflect effective implementation of thestrategies.


Trends will be shared with stakeholders and continued reinforcement will occur as needed.

Person Responsible

Karen Sadoff

Schedule

Every 3 Weeks, from 9/1/2015 to 4/29/2016


Trend data and a decrease in student removals will reflect effective implementation of thestrategies.



B172379

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G1.B7 Standards are not prioritized and are taught in isolation. 2

G1.B7.S1 Group standards into priority and supporting. 4

Strategy Rationale

Many standards overlap and should not be taught in isolation.

Action Step 1 5

Teachers and coaches will meet as grade levels and identify priority and supporting standards.

Person Responsible

Karen Sadoff

Schedule



List of prioritized standards

Action Step 2 5

Learning scales will be created for priority standards.

Person Responsible

Karen Sadoff

Schedule



Learning scales from grade levels.




Grade level coaches will meet with grade levels during collaborative planning to assist withprioritizing standards.

Person Responsible

Karen Sadoff

Schedule

Weekly, from 9/1/2015 to 4/29/2016


Lesson plans, configuration boards


Weekly walkthroughs will provide evidence that learning scales are used in each grade level.

Person Responsible

Karen Sadoff

Schedule

Weekly, from 9/1/2015 to 4/29/2016


Data collected through walkthroughs.


Grade level coaches will provide support to grade levels having difficulty identifying prioritystandards.

Person Responsible

Karen Sadoff

Schedule

Weekly, from 9/1/2015 to 4/29/2016


Lesson plans, configuration boards




Person Responsible

Schedule


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

Source Task, Action Step or MonitoringActivity Who

Start Date(where

applicable)

Deliverable or Evidence ofCompletion

Due Date/EndDate

G1.B1.S1.A1

Teachers and administrators will meetweekly to review data collected by theteacher. The data will show progresstoward mastery of the core curriculum.The data will be gathered weekly fromcommon assessments. The data willbe used to drive instruction.

Svendsen, William 8/27/2015Teachers will maintain data sheets orelectronic progress monitoring for eachstudent assigned to them.

5/19/2016weekly

G1.B2.S1.A1

Provide professional development onutilization of standards basedresources and web based resources tocreate and implement lessons.

Svendsen, William 8/20/2015 Classroom walk-throughs, lessonplans

5/19/2016weekly

G1.B3.S1.A1Coaches will assist grade levels duringplanning to identify rigorous commonassessments.

Entsminger, Donna 8/4/2015Data will be discussed at weeklyStrategy Action Meetings. Agendasand exit slips will be collected.

5/25/2016monthly

G1.B3.S2.A1 Plan and monitor grade level planningdays. Svendsen, William 10/6/2014

Grade level Focus Calendar indicatingtimeline for mini, formative, &summative assessments, grade-levelplans, and common assessments.

5/29/2015quarterly

G1.B3.S3.A1Identify personnel to serve as contentcoaches to be assigned to plan with aspecific grade level.

Entsminger, Donna 8/20/2015 Coach assigned to grade level and inattendance at planning sessions.

5/19/2016one-time

G1.B3.S4.A1 Common planning will be provided ona weekly basis. Entsminger, Donna 8/4/2015 Lesson plans turned in at end of the

week.5/25/2016

weekly

G1.B4.S1.A1Coaches will assist teachers indeveloping learning scales duringcommon planning.

Svendsen, William 8/27/2015Learning scales developed andevidence of utilization by students(journals, notebooks, etc.)

5/19/2016weekly

G1.B4.S2.A1

Classroom walkthroughs withadministrators and coaches will bescheduled through March for grades3-6.

Entsminger, Donna 1/24/2015 Walkthrough Calendar 3/31/2015weekly

G1.B6.S1.A1Conscious Discipline will be includedin pre-planning and re-visitedthroughout the year.

Svendsen, William 7/29/2015 Professional Development records 5/20/2016every-2-months

G1.B7.S1.A1Teachers and coaches will meet asgrade levels and identify priority andsupporting standards.

Sadoff, Karen 7/30/2015 List of prioritized standards 4/29/2016quarterly

G1.B1.S2.A1 Grade levels will create learning scalesfor priority standards. Svendsen, William 9/1/2015 Copies of prioritized standards and

developed learning scales4/29/2016quarterly

G1.B2.S1.A2Coaches will provide support inutilizing resources during commonplanning.

Sadoff, Karen 8/27/2015 Completed KUDS, gradual releasetemplate, lesson plans

5/19/2016weekly




Start Date(where

applicable)


Due Date/EndDate

G1.B3.S4.A2One day will be provided each quarterfor the purpose of collaborativeplanning.

Svendsen, William 8/4/2015Focus calendars, commonassessments, and lesson plans will besubmitted.

5/25/2016quarterly

G1.B6.S1.A2 Reinforce PBS strategies already inplace. Shah, Sejal 9/1/2015 Faculty meeting minutes will reflect

ongoing redirection to PBS strategies.4/29/2016monthly

G1.B7.S1.A2 Learning scales will be created forpriority standards. Sadoff, Karen 9/1/2015 Learning scales from grade levels. 4/29/2016

quarterly

G1.B6.S1.A3

Utilize District ESE & BehavioralResource Teachers to provideinformation and classroom strategiesregarding classroom structure andmanagement.

Svendsen, William 10/14/2015 Classroom walkthrough data. 4/29/2016every-2-months

G1.MA1

Monitor Academic Progress ofstudents, look for positive academicachievement trends. Monitoring ofperformance matters, data charts,district required assessments, teachermade formative and summativeassessments and weekly walk-throughdata will show if adequate academicachievement is being made in thecore. If progress is not evident, provideadditional professional development,mentoring, opportunties to visit modelclassrooms or to have strategiesmodeled in the classroom.

Svendsen, William 8/20/2015

Data charts, Performance Mattersdata, formative and summativeclassroom data, district requiredassessment data, walk-through datainstrument, aligned lesson plans,tasks, and common assessments

5/19/2016biweekly

G1.B1.S1.MA1

Data Charts will be generated showingstudent progress. Sucessfulimplementation will show improvementin the number of students atproficiency and above. Poorimplementation will show morestudents below proficency or showgrowth for students at proficiency andabove.

Svendsen, William 8/27/2015 Data Charts will show evidence ofcompletion.

5/19/2016weekly

G1.B1.S1.MA4 [no content entered] one-time

G1.B1.S1.MA1

During weekly Strategy ActionMeetings (Tier1 and 2) teachers andadministrators will reflect on schoolwide, grade level, and teacher leveltrends. Teachers will come prepared todiscuss instructional delivery inrelationship to the standard and nextsteps. Next steps may include achange in instructional delivery or achange in strategies. Teachers willidentify students that need re-teachingor remediation and identify howinstruction will be modified.


Agendas with questions embedded willbe e-mailed to teachers prior toStrategy Action Meetings. Teacherswill provide an exit slip detailingstudents needing re-teaching and whatinstructional change will take place.Walkthroughs will monitor the fidelity ofthe instructional change.

5/19/2016weekly

G1.B2.S1.MA1

Students will be engaged in student-led discussions, collaborative teamactivities, or collaborative pairs.Planning coaches will conduct walkthroughs and provide feedback toteachers on implementation duringfollow up meetings.

Svendsen, William 8/27/2015Data from focused classroom walk-throughs, student surveys, feedbackform, mentor observations

5/19/2016weekly

G1.B2.S1.MA1

Walk-throughs will be completedweekly with feedback provided toteachers. Teachers needingassistance will be provided a mentorand opportunities to visit modelclassrooms. Planning coaches willwork with grade level to ensureimplementation.

Entsminger, Donna 8/27/2015 Data/trends from walk-through forms. 5/19/2016weekly




Start Date(where

applicable)


Due Date/EndDate

G1.B3.S1.MA1

Data from each classroom teacher willbe collected and reviewed after theadjustment to instruction has beenmade. Tier I student progress will bemonitored. With adjustments toinstruction student will make progresstoward mastery of the standards at arigorous level. Lack of progress willindicate that fidelity may need to bemonitored more closely or that theindividual student may need to bereferred to MTSS for Tier 2 instruction.


Data from assessments given afteradjustments to instruction have beenmade will be reviewed for studentprogress. Classroom walk-throughswill include look fors that focus on theweekly adjustment to instruction forstudents identified on the exit slips.

5/18/2016weekly

G1.B3.S1.MA1Data chats will serve to progressmonitor specific grade levels, classes,and specific students.


Lesson plans collected will reflectchanges to instruction and small groupremediation. Exit slips gathered at theend of each SAM will be collected andreviewed for specific steps to adjustinstruction and the groups of studentsthat will receive the additionalinstruction.

5/18/2016weekly

G1.B4.S1.MA1 Analyze classroom walk-through dataand common assessment data Svendsen, William 8/27/2014

Walk-through data will be collectedmonthly from coaches andadministration and compiled to analyzeeffectiveness.

5/29/2015monthly

G1.B4.S1.MA1Administration and Coaches will walkthrough classes to look for evidence ofKUDS and changes in instruction.

Entsminger, Donna 1/12/2015 Walkthrough data with feedback toteachers.

5/29/2015weekly

G1.B6.S1.MA1

Trends will be shared withstakeholders and continuedprofessional development will occur asneeded.

Sadoff, Karen 9/1/2015Trend data and a decrease in studentremovals will reflect effectiveimplementation of the strategies.

4/29/2016every-3-weeks

G1.B6.S1.MA4Trends will be shared withstakeholders and continuedreinforcement will occur as needed.

Sadoff, Karen 9/1/2015Trend data and a decrease in studentremovals will reflect effectiveimplementation of the strategies.

4/29/2016every-3-weeks

G1.B6.S1.MA1Focused walkthroughs looking forimplementation of ConsciousDiscipline strategies.

Entsminger, Donna 9/1/2015 Walkthrough data will be compiled forclassroom trends.

4/29/2016biweekly

G1.B6.S1.MA3 Focused walkthroughs looking forimplementation of PBS strategies. Sadoff, Karen 9/1/2015 Walkthrough data will be compiled for

classroom trends.4/29/2016biweekly

G1.B7.S1.MA1Grade level coaches will providesupport to grade levels having difficultyidentifying priority standards.

Sadoff, Karen 9/1/2015 Lesson plans, configuration boards 4/29/2016weekly

G1.B7.S1.MA4 [no content entered] one-time

G1.B7.S1.MA1

Grade level coaches will meet withgrade levels during collaborativeplanning to assist with prioritizingstandards.

Sadoff, Karen 9/1/2015 Lesson plans, configuration boards 4/29/2016weekly

G1.B7.S1.MA3Weekly walkthroughs will provideevidence that learning scales are usedin each grade level.

Sadoff, Karen 9/1/2015 Data collected through walkthroughs. 4/29/2016weekly

G1.B3.S2.MA1Walkthroughs with feedback willprovide direction and support for futureplanning opportunities.

Entsminger, Donna 9/2/2014

Walkthrough/feedback form will showthat KUDS are being used to createaligned lesson plans. Feedback on theKUDS will decrease as teachersbecome more proficient atunderstanding the standards.

5/29/2015weekly

G1.B3.S2.MA1

Grade-Level as well as Math, Science,and Literature coaches will reviewassessments for rigor and standardsfocus.

Svendsen, William 10/6/2014 Grade level common assessments 5/29/2015one-time




Start Date(where

applicable)


Due Date/EndDate

G1.B4.S2.MA1

Action steps from feedback forms willbe monitored/observed the followingweek, and the feedback cycle will startagain.

Sadoff, Karen 1/29/2015Walkthrough/feedback forms willreflect monitoring based on previousfeedback.

3/31/2015weekly

G1.B4.S2.MA1Walkthrough/Feedback forms will becollected with notes and action stepsincluded.

Svendsen, William 1/29/2015 Completed Walkthrough/Feedbackforms

3/31/2015weekly

G1.B1.S2.MA1

Coaches will monitor and supportteachers in conferencing with studentson progress toward mastery ofstandards.

Entsminger, Donna 9/1/2015 Individual student learning scales. 4/29/2016weekly

G1.B1.S2.MA1Walkthroughs that focus on use oflearning scales with students will beconducted.

Entsminger, Donna 9/1/2015 Data and classroom trends will begathered from the walkthroughs.

4/29/2016weekly

G1.B3.S3.MA1

Successful implementation willproduce lesson plans that are alignedwith the standards. All tasks andcommon assessments will be includedin the plan and will be aligned with thestandard.


Student specific data from commonassessments will be charted to look fortrends and struggling students. Lessonplans that are aligned based onstandards.

5/18/2015weekly

G1.B3.S3.MA1

Each coach will keep digital copies ofgrade level standards, test specs, andthe latest lesson plan associated withtheir grade level.

Svendsen, William 8/18/2014Digital lesson plans will be submittedto coach or administrator 1 week priorto implementation.

5/18/2015weekly

G1.B3.S4.MA1

Grade Level lesson plans will becollected weekly. Evidence of commonplanning should be reflected in gradelevel instruction. Lessons will haveonly subtle differences from class toclass on the grade level. Classroomsthat have no evidence of commonplanning will meet more frequently withtheir grade level coach to adjustlessons as needed.

Svendsen, William 8/25/2014 Classroom Walk-through tool. 5/18/2015weekly

G1.B3.S4.MA1Coaches and Administration willreview lesson plans weekly. Coacheswill help with any adjustments needed.

Svendsen, William 8/18/2014 Lesson Plans and observation 5/18/2015weekly

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



Professional Development Opportunities

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

G1. Increase student's understanding/knowledge in the Core Content with rigorous Standards BasedInstruction through continuous progress monitoring , classroom walkthrough with feedback, and data driveninstruction.

G1.B2 Lack of implementation of student centered instruction and collaboration with accountability toincrease student engagement.

G1.B2.S1 Provide resources and sample lessons as well as professional development in utilizingstandards based resources.

PD Opportunity 1

Provide professional development on utilization of standards based resources and web basedresources to create and implement lessons.

Facilitator

Entsminger, Svendsen

Participants

All instructional personnel

Schedule

Weekly, from 8/20/2015 to 5/19/2016

G1.B6 Tier 2 behaviors are not being teacher managed

G1.B6.S1 Provide professional development to include strategies for classroom environment andclassroom management.

PD Opportunity 1

Conscious Discipline will be included in pre-planning and re-visited throughout the year.

Facilitator

Michelle Bonney

Participants

All teachers

Schedule




PD Opportunity 2

Reinforce PBS strategies already in place.

Facilitator

Kate Palmeri

Participants

All teachers

Schedule

Monthly, from 9/1/2015 to 4/29/2016

PD Opportunity 3

Utilize District ESE & Behavioral Resource Teachers to provide information and classroom strategiesregarding classroom structure and management.

Facilitator

Lisa Rogers, Jason Lobley, and Robin Minuse

Participants

All teachers

Schedule




Technical Assistance Items

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

Budget

Budget Data

1 G1.B1.S1.A1

Teachers and administrators will meet weekly to review data collected by theteacher. The data will show progress toward mastery of the core curriculum.The data will be gathered weekly from common assessments. The data will beused to drive instruction.

$0.00

2 G1.B1.S2.A1 Grade levels will create learning scales for priority standards. $0.00

3 G1.B2.S1.A1 Provide professional development on utilization of standards basedresources and web based resources to create and implement lessons. $0.00

4 G1.B2.S1.A2 Coaches will provide support in utilizing resources during common planning. $0.00

5 G1.B3.S1.A1 Coaches will assist grade levels during planning to identify rigorous commonassessments. $0.00

Function Object Budget Focus FundingSource FTE 2015-16

District-Wide Title I Part A $0.00Notes: Notes A program may need to be purchased in order to obtain an effectiveprogress monitoring tool.

6 G1.B3.S2.A1 Plan and monitor grade level planning days. $0.00

7 G1.B3.S3.A1 Identify personnel to serve as content coaches to be assigned to plan with aspecific grade level. $0.00

8 G1.B3.S4.A1 Common planning will be provided on a weekly basis. $500.00


District-WideSchool

ImprovementFunds

$500.00

Notes: Substitutes for planning

9 G1.B3.S4.A2 One day will be provided each quarter for the purpose of collaborativeplanning. $3,000.00


District-Wide Title I Part A $3,000.00

Notes: Substitutes for each grade level

10 G1.B4.S1.A1 Coaches will assist teachers in developing learning scales during commonplanning. $0.00



Budget Data

11 G1.B4.S2.A1 Classroom walkthroughs with administrators and coaches will be scheduledthrough March for grades 3-6. $0.00

12 G1.B6.S1.A1 Conscious Discipline will be included in pre-planning and re-visitedthroughout the year. $0.00

13 G1.B6.S1.A2 Reinforce PBS strategies already in place. $0.00

14 G1.B6.S1.A3 Utilize District ESE & Behavioral Resource Teachers to provide informationand classroom strategies regarding classroom structure and management. $0.00

15 G1.B7.S1.A1 Teachers and coaches will meet as grade levels and identify priority andsupporting standards. $0.00

16 G1.B7.S1.A2 Learning scales will be created for priority standards. $0.00

Total: $3,500.00



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