date submitted: dates of revision - okaloosa …...targeted school-based professional development:...

SAC funds in the amount of $

will primarily be used for

Date Submitted:

Dates of Revision:

School Performance Plan 2019-2020

School Name: Shoal River Middle School

Legend

AICE Advanced International Certificate of Education

MtSS Multi-tiered System of Supports

AP Advanced Placement NGCAR-PD

Next Generation Content Area Reading Professional Development

DA Differentiated Accountability NGSSS Next Generation Sunshine State Standards ED Economically Disadvantaged PERT Postsecondary Education Readiness Test ELA English Language Arts PMP Progress Monitoring Plan ELL English Language Learners PMS Progress Monitoring System EOC End of Course Exam POC Plan of Care ESE Exceptional Student Education PPP Pupil Progression Plan ESSA Every Student Succeeds Act PSAT Preliminary Scholastic Aptitude Test FAIR Florida Assessment for Instruction in

Reading SAC School Advisory Council

F/R Free & Reduced SAI Supplemental Academic Instruction FS Florida Standards SAT 10 Stanford Achievement Test FSA Florida Standards Assessment SESAT Stanford Early School Achievement Test IB International Baccalaureate SPP/SIP School Performance Plan/School

Improvement Plan IEP Individualized Education Program SWD Students with Disabilities IPDP Individualized Professional Development

Plan VE Varying Exceptionalities

MAP Measures of Academic Progress

Okaloosa County School District

Vision Statement:

We inspire a lifelong passion for learning.

Mission Statement:

We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their families, communities, and the world.

Core Values:

Accountability: We, working in conjunction with students’ families, accept responsibility to ensure student learning, to pursue excellence, and to hold high standards for all.

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

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

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

Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and resilience to be lifelong learners.

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

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

2

School Performance Team

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

Name Title

Craig Miller, Dr. Seals, Ms. Miller Shoal River Administration

Glass, Bollhalter, Jones, Leechin,Todd, Shaak Shoal River Leadership Team

Maddens, Williams, Cosson, Bollhalter,Gugliemino Shoal River Social Studies Teachers

WMoore, Merritt, Dayton, Davis, Ammons, Glass Shoal River ELA Teachers

Leechin, Misiewicz, Jamieson, Grant, Holt, Rose Shoal River Math Teachers

Jones, Rudd, MMoore, Bolanos, Shoal River Science Teachers

Buckelew, Gillis, Tew, Whited, Whaley, Allen, Shaak Shoal River Electives Teachers

Adams, Nunn Shoal River Guidance

T Moore Shoal River Literacy Coach

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

1. April/May 2018: Department Chairs went over the SPP during a Leadership Meeting and created a plan to work with their Departments to get

input and make changes.

2. May: Department held meetings to work on the SPP.

3. May 28 - June 1: Department held final input meetings and turned in a first draft of the SPP to await results of testing.

4. August 2019: During PrePlanning Departments were given a copy of their section of the SPP to create their own individual checklist for

implementation in the classroom. This checklist is individualized for each teacher. Department chairs also got input from their teachers on changes

and additions to the plan.

5. August 2019: Guidance reviewed the MTSS subgroup plan for ELA and Math to determine any necessary changes or additions based on

PrePlanning training.

6. September 2019: Final edits and additions made to the SPP.

3

School Profile Shoal River Middle School provides a free and public education to students in Crestview, Florida enrolled in grades sixth through eighth. Students

at SRMS are taught based upon their individual needs and interest and without discrimination based on race or ethnicity. The administration

collaborates with the faculty, guidance department and all stakeholders to ensure the success of every student. Teachers provide data-driven,

differentiated instruction in accordance with Florida Standards and Course Description.

The guidance department promotes character education, student achievement and research based interventions through the MTSS process in an

effort to help students reach goals and maximize their potential. The guidance department also collaborates with the entire faculty and all

stakeholders to ensure the success of every student. In addition, the school counselors perform diagnostic testing to facilitate appropriate

placement for college and career readiness.

Our course offerings include regular and advanced core course work, Band, Chorus, Music Keyboard, Physical Education, Weight Lifting, Family

and Consumer Science, Culinary Arts, Introduction to Computers, Robotics, 3D Printing, Stem Technology and S.S.T.R.I.D.E. We also provide

the following high school credit courses: Algebra I Honors, Geometry Honors, Physical Science Honors, Intoduction to Informat ion Technology,

and Web Design I. Additionally, Shoal River is part of the Okaloosa CHOICE program with classes in Computers, Culinary Arts, and Robotics.

Industry Certification is offered in the Information Technology, 3D Printing and Stem Technology.

Shoal River Middle School offers a wide variety of extracurricular activities including, but not limited to, football, volleyball, cross country,

soccer, basketball, golf, tennis, baseball, softball, track, flag football, cheerleading, dance team, band, chorus, gifted, Academic Team, Math Team,

Odyssey of the Mind, Fellowship of Christian Athletes, Multicultural Council, Military Families Club, Yearbook, SWAT, First Lego League, and

Drone Team.

4

Community and Parent Awareness

5

Community and Parent Awareness

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

-School maintains a safe environment

-School is well maintained

-Clear expectations of conduct and behavior are communicated to students

-School emphasizes academic performance as the number one priority

-Homework is used to reinforce what is taught in the classroom

-Amount of time required for homework is appropriate

-Parents are aware of the curriculum program for child's grade level or course

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

-Make sure parents feel their input is valued

-Use a variety of methods to communicate with parents

-Awareness of how funds are used responsibly to support the school

-Assurance that all departments are here to provide for the educational success of students

-Increase the percentage of parents responding to the survey

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

-Parent call-outs

-Facebook page, Twitter, Instagram and school website

-Letters to parents, progress reports, and report cards

-Teacher email, conferences and phone calls

-Remind text messaging

-Parent portal for grades and communication

-Electronic sign in front of building and TV in lobby

-Google classroom and other websites to disseminate information

6

Historical School Grade Data

Acceleration

Success

Mid

dle

Sch

oo

l

Sch

oo

l Yea

r

% E

ngl

ish

/Lan

guag

e A

rts

% M

ath

emat

ics

% S

cien

ce

% S

oci

al S

tud

ies

(C

ivic

s EO

C)

% E

ngl

ish

/Lan

guag

e A

rts

% M

ath

emat

ics

% E

ngl

ish

/Lan

guag

e A

rts:

Lo

w 2

5%

% M

ath

emat

ics:

Lo

w 2

5%

% o

f St

ud

ents

Pas

sin

g H

igh

Sch

oo

l

EOC

& In

du

stry

Cer

tifi

cati

on

s

Tota

l Co

mp

on

ents

Tota

l Po

ints

Ear

ned

Ove

rall

Per

cen

tage

Gra

de

Titl

e I*

Free

or

Red

uce

d L

un

ch R

ate

*

Min

ori

ty R

ate

*

Shoal River 2017 55 64 62 79 54 63 50 58 63 9 548 61 B NO 47 42

Shoal River 2018 53 57 58 78 51 52 48 50 57 9 504 56 B NO 52 43

Shoal River 2019 61 64 68 79 58 62 55 54 50 9 551 61 B NO 47 44

District 2019 65 73 69 79 57 65 48 53 65 11 733 67 A 44 32

Statet2019 55 58 56 70 54 56 45 58 68 11 652 59 B 55 40

*Percentages not Counted in Calculationt Calculated by Average of all Districts

Achievement Learning Gains

7

School Action Plan ESSA Subgroup: Strategies & Programs to Support the Objectives

ESSA Subgroup Focus

Subgroup: SWD

8

School Focus

What is the cause(s) for this subgroup being an area of focus?

SWD, identified as an ESSA Subgroup below 41%, was selected as our subgroup because it provides our school with an opportunity to study,

implement, and develop best practices for teaching not only the SWD group, but also every student in our school.

What are we doing to target this subgroup?

Shoal River will be using collaboration among the ESE, Intensive and Core teachers, and the Math, Literacy and ESE Coaches to analyze data,

study best practices, and to select and provide explicit strategy instruction in order to increase achievement for the SWD students in Math and

ELA. This group of educators will use high effect strategies and the Gradual Release Model to teach, monitor and practice the use of the strategies.

9

Targeted School-based Professional Development: SWD - MATH

1. ESE and Math teachers will work with the Math Instructional Coach and the ESE Coach on research based strategies that help students

strengthen foundational math skills such as place value, fractions, and decimals, along with positive and negative integers.

These strategies should include the CUBES strategy, the Solve a Simpler Problem Strategy and the Draw a Picture or Make a Model strategy.

2. ESE and Math teachers will work with the Math Instructional Coach and the ESE Coach to create lessons that teach students to use the strategies

through the Gradual Release Model. This strategy instruction will help the lower 25th percentile of ESE students to increase math fluency of

foundational skills related to standards MAFS.6.NS.2.2, MAFS.7.NS.1.1-1.3, MAFS.8.NS.1.1-1.2

3. ESE teachers will collaborate with the general education math teachers to plan and implement the support facilitation service model for all grade

levels to help the lower 25th percentile of ESE students to increase math fluency of foundational skills.

SWD - ELA

1. ESE, ELA and IR teachers will work with the Literacy Instructional Coach and ESE Coach on strategies that help students comprehend grade

level text on a literal and inferential level, determine which evidence is relevant and supports their thinking, make inferences from complex text,

identify and analyze key ideas and details, and synthesize and elaborate evidence from within and across text. These strategies should include the

Chunking the Text Strategy, the Summarizing Strategy and the use of Graphic and Semantic Organizers (including the ODELL organizers).

2. ESE, ELA and IR teachers will work with the Literacy Instructional Coach to create lessons that teach students to use high effect strategies

through the Gradual Release Model.

a. These Gradual Release Model lessons will include at their level passages, grade level reading passages and complex text.

b. These Gradual Release Model lessons will include small group instruction based on student need.

3. ESE, ELA and IR teachers will work with the Literacy Instructional Coach on select passages from the book Explicit Instruction, Effective and

Efficient Teaching by Anita Archer and Charles Hughes to learn more about and implement instructional practices to improve SWD student

achievement.

10

Action Steps for Implementation:

11

Classroom Implementation Action Steps (Teachers and Students):

SWD Math

1. In a small group setting, Learning Strategies Teachers will provide direct instruction on grade level for Number Sense standards

(MAFS.6.NS.2.2, MAFS.7.NS.1.1-1.3, MAFS.8.NS.1.1-1.2) such as making connections between place value understanding of operations relating

to rational and irrational numbers.

2. The Learning Strategies Teachers will model mathematical note-taking and metacognition. The teacher will teach the use of the strategies

obtained from collaborative meetings with the Math Instructional Coach, ESE Coach and grade level Math representatives such as CUBES, Solve

a Simpler Problem and Make a Drawing.

3. Learning strategies and math teachers will provide the lowest 25th percentile of students with the specific math talk stems related to math

fluency of foundational skills and the use of math strategies with fidelity. In order to increase proficiency to deepen student understanding through

math talk.

a.The students will use specific math talk stems in small groups guided by the teacher to demonstrate understanding math fluency of foundational

skills.

b. The students will use talk stems to guide them while talking through the use of identified strategies.

4. Support facilitation/ESE teachers will conference individually with each ESE student quarterly about their progress on (standards

MAFS.6.NS.2.2, MAFS.7.NS.1.1-1.3, MAFS.8.NS.1.1-1.2). Teacher will address students’ growth through the use of Achievement Level

Descriptors (ALDs).

a. Students will conference with their support facilitation/ESE teacher and chart their own progress on (standards MAFS.6.NS.2.2,

MAFS.7.NS.1.1-1.3, MAFS.8.NS.1.1-1.2).

SWD ELA

1. In a small group setting, ELA, IR and Learning Strategies Teachers will provide direct instruction to SWD students using the Gradual Release

Model on the use of the focus strategies (as determined by the collaborative group) to help them break down complex grade level texts to identify

explicit textual evidence, make inferences based on text evidence, justify an answer, identify key ideas and details, and analyze and synthesize text.

These strategies should include chunking the text, summarizing the text, and the use of graphic organizers such as those found in the ODELL

program.

12

2. The teacher will model the reading of the text and strategy use during the lesson. The teacher will monitor student use and mastery of the

strategy on at their level, on grade level and on complex text. The teacher will provide spiraling lessons to ensure fidelity in the use of the strategy

to complete the required task.

3. ESE, ELA and IR Teachers will provide strategy instruction for breaking down FSA style reading questions and determining the best way to

answer the variety of question types - multiple choice, multi-select, drag and drop, etc.

5. ESE, ELA and IR Teachers will use the information learned from the book Explicit Instruction in their lessons.

School Implementation Action Steps (Administration, Teachers, and Students):

SWD Math

1. Administration will provide TDE for learning strategies teachers to work with the Math Instructional Coach to align MAP DATA with the

Imagine Math program, Coach Digital and Khan Academy strategies and lessons to create continuity in the group and between grade levels.

2. Administration will provide an additional ½ day professional development for SELECT MATH teachers, learning strategies teachers and the

ESE Coach in order to review the identified strategies and select additional strategies in order to develop collaborative lessons for targeting

foundational number sense skills.

3. Administration will provide opportunities for math teachers, learning strategies teachers and the ESE Coach to develop collaborative lessons for

targeting foundational number sense skills while incorporating the support facilitation services model.

SWD ELA

1. Administration will provide TDE for learning strategies and IR teachers to work with the Literacy Instructional Coach to analyze MAP and FSA

data to determine additional strategies needed - in addition to chunking, summarizing and the use of graphic organizers. This group will create

lessons that follow the Gradual Release Model to teach these strategies.

2. Administration will provide additional professional development TDE for SELECT ELA teachers, learning strategies teachers, and reading

teachers to work with the Instructional Coach in order to develop collaborative lessons for the use of the high effect strategies and implement

instructional practices from the book Explicit Instruction.

13

Progress Monitoring:

Initiative How Will It Be Monitored Frequency of Official Monitoring Who Is Responsible To Monitor

SWD Math and SWD ELA:

Collaborate among ESE, Intensive

and Core teachers and the

Math/Literacy and ESE Coach on

strategy instruction

Lessons and action plans created

during collaboration days

Monthly Administration, Math/Literacy

coach, Department chair,

Support Facilitations teacher,

ESE teacher, Intensive teachers

SWD Math:

Implementation of the Support

Facilitation Services Program

Action plan and schedule created

by the ESE and Core teachers

Monthly Administration, Math coach,

Department chair, Support

Facilitations teacher, ESE

teacher


Explicit teaching of strategies and

monitoring of student use of

strategies

Lesson Plans, walk through

Data collection, observations by

ESE, IM, IR and core teachers

Weekly Administration, Math coach,

Literacy coach, Department

chairs, Support Facilitations

teacher, ESE teachers


Analysis of student data to align

and select strategies:

Khan Academy, Coach Digital ,

Imagine Math, IXL, Achieve, MAP

Action plan and strategy list

created during TDE days,

department meetings and

collaboration time

1x per 9 weeks Administration, Math coach,





Spiraling Daily/Weekly

Lesson Plans, walk throughs Monthly Administration, Math coach,




14

Evaluation Following Mid-Year Data:

Evaluation of Targeted School-based Focus & Implementation:

Refinement of Targeted School-based Focus:

15

School Action Plan ELA: Reading & Writing

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

Objectives:

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

the Florida Standards Assessment Test will be at least 55%.

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

Florida on the Florida Standards Assessment Test will be at least 60%.

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

Assessment Test will be at least 30%

16

FSA Reading Proficiency (By Grade) ELA (Reading): Data

School Grade FSA

2015

FSA

2016

FSA

2017

FSA

2018

FSA

2019Gain/Loss

18-19

Shoal River 6 60 50 52 48 58 +10

District 6 60 61 62 59 63 +4

Shoal River 7 58 56 51 50 54 +4

District 7 64 57 62 56 58 +2

Shoal River 8 65 71 60 64 67 +3

District 8 68 69 65 66 66 0

FSA ELA by Percent Proficient

School Grade

*Header 6

Shoal River 6 58 +12 62 +6.2 43 +7.9 81 +4.1 60 +2.2 55 +2 53 +3.5 84 +0.1

District 6 60 +8 65 +4.4 46 +4 83 +3.4 64 +3.2 59 +3.7 58 +4.4 86 0

*Header 7

Shoal River 7 49 0 61 +7.1 50 +2.6 61 -4 63 +0.3 59 +1.8 57 +1.8 82 -6

District 7 52 0 62 +7.1 52 +1.4 65 -3 63 -1 58 +0.8 56 +0.2 87 -4

*Header 8

Shoal River 8 59 +3 74 +6.5 68 +12 73 -13 69 -7 65 -7 63 -7 89 -7

District 8 57 -1 73 +3.2 68 +8.1 72 -15 70 -3 66 -3 64 -3 91 -4

Write

Purp/Org

Write

Evidence

Write

Convent.

Key

Ideas

Craft &

Struct

Intgr of

KnwlLang Write

Write

Purp/Org

Write

Evidence

Write

Convent.

Key

Ideas

Craft &

Struct

Intgr of

KnwlLang Write

Write

Purp/Org

Write

Evidence

Write

Convent.

Key

Ideas

Craft &

Struct

Intgr of

KnwlLang Write

FSA ELA Strands 2019

% Correct / Increase(+), Decrease(-) from Last Year

17

FSA ELA Data (By Grade) ELA: Data

Sch

oo

l

FSA

Te

st G

rad

e2016 2016

Shoal River 6 47% 49% +2 43% -6 47% +5 39% 46% +7 36% -10 50% +14

* District 6 56% 57% +1 53% -3 55% +1 53% 51% -2 47% -4 50% +3

Shoal River 7 61% 58% -3 50% -9 57% +8 55% 48% -8 43% -4 52% +9

* District 7 54% 59% +5 48% -11 55% +6 47% 50% +3 39% -11 48% +9

Shoal River 8 74% 59% -15 61% +2 70% +9 70% 59% -11 58% -1 63% +5

* District 8 64% 64% +0 61% -4 62% +1 58% 60% +2 55% -5 59% +4

FSA ELA Overall Gains Low 25% Gains

2017 2018 2019 2017 2018 2019

18

School Action Plan ELA: Strategies & Programs to Support the Objectives

Central Focus

Keeping the end in mind, use the ELA Standards, Item Specifications, Achievement Level Descriptors (ALDs), and data (e.g., MAP,

FSA, formative) to design engaging lessons:

Use ELA resources such as Florida Collections, Achieve 3000, and Common Lit to plan instructional lessons/units

Develop FSA style questions and assessments to accompany instructional lessons/units

Use data (e.g., MAP, FSA, formative) to drive whole group instruction and cooperative groups

19

School Focus

Targeted School-based Focus: Teachers in Regular and Advanced ELA classes will use data to develop differentiated instructional units that utilize item specs, benchmark skills

and ALDs as well as grade level rigorous text resources which will drive high efficacy instruction.

Targeted School-based Professional Development: 1. Instructional coaches and curriculum specialists will provide training on using the gradual release model to align instructional delivery to

include an instructional text, practice text, and summative text for skills delivery, practice, and mastery.

2. Teachers, instructional coaches and curriculum specialists will work together to create student friendly ALD rubrics for use in student data

chats.

3. Teachers, instructional coaches and curriculum specialists will work together to select texts for professional development that will be

accessible to the students at Shoal River Middle School.

4. Instructional Coach will provide training on lessons that follow best practices and use the ALDs to differentiate for students in regular and

advanced classes.

5. Instructional Coaches will lead professional development training discussing how the Florida Collections Performance Tasks align to

Florida Assessments and how to use those Performance Tasks as a part of instruction.

6. Teachers will work in horizontal and vertical integrational groups with the instructional coach and curriculum specialists to create lessons

based on best practices that match the standards/concepts and skills to differentiate components to help move students up the Florida Standards

Assessment levels.

7. Teachers will be provided the opportunity to visit other classrooms, based upon funding opportunities, to watch and enhance their teaching

of differentiated lessons including reflection and lesson development time.

20



Administrative Implementation Action Steps:

1. Within the first week of each quarter ELA teachers will be provided with a half TDE day to work together to develop FSA Style

assessments that mimic FSA exams to proctor at the end of the quarter.

2. Allow ELA teachers to select articles from Common Lit based on the data to be sent to the Print Shop for printing and use in class.

3. Provide TDE days for ELA teachers to visit classes that are effectively differentiating instruction based upon ALDs.


1. ELA teachers will create differentiated lessons based on the available data that are designed to increase student achievement.

2. ELA teachers will use FSA style questions on formative and summative assessments.

3. ELA teachers will begin to integrate the gradual release model and explicit teaching to increase student mastery of the standards.

4. ELA students will participate in lessons, which will include analyzing ALDs and using them as a guide for self-reflection of their work.

5. ELA students will provided with student friendly ALD rubrics.

6. ELA students will be given the opportunity to practice FSA style test questions in conjunction with instructional lessons/units.

21



Data Driven Lesson Plans

Supported by Data Chat Forms

Formal and informal observations

Lesson Plans

Department Meetings

Collaborative Planning

Student Work Samples

Implementation of Data Driven

Lesson Plans should be utilized at

least biweekly. Monitoring should

occur monthly.

Administration

Department Chair

ALD Breakdown Formal and informal observations

Lesson Plans


ALD synthesis should be an

ongoing process as students

increase academic knowledge.

Administration

Common Lit Text Sets Observations

Lesson Plans

Department Meetings

4x a year Administration

Literacy Coach

FSA Style Questions Observations

Lesson Plans

Student work Samples


FSA style questions are

encouraged with every lesson that

utilizes high level text.

Administration

Literacy Coach




22


Central Focus: Text-based Writing

School Focus

Targeted School-based Focus Based on FSA Writing Rubric: Purpose, Focus, Organization Evidence and Elaboration Targeted School-based Professional Development: 1. Teachers will implement classroom wide strategies (RAFT, POET, Hand) to breakdown the prompt, increasing understanding of essay

target, allowing for analysis and synthesis of reading passages.

2. Teachers will utilize sentence and paragraph frames to encourage reading analysis and writing growth.

3. Teachers will use strategies such as SPRITE, SPEC, and elaborative techniques to promote synthesis of writing passages.

4. Administration will provide writing score breakdowns for teachers prior to the start of the 2019-2020 school year.

5. Administration will provide data analysis time during pre-planning to review previous years score and examine incoming students’

strengths and weaknesses.

1. 7th and 8th grade teachers will be given training on creating a Google Classroom to be used during school wide writing tests. This will

allow for a more accurate testing experience.

2. New ELA teachers that did not receive the initial FSA Writes training will work with the Instructional Coach and the county released

exemplar sets on analyzing the rubric and calibrating scoring.

3. New ELA teachers will be provided with a substitute in order to observe mentor teachers in lessons on unpacking the prompt, developing

thesis statements, and elaborative techniques.

23

Organize Implement Instruction Student Outcomes

Review FSA

Data from

Previous Year

Identify areas

of strength

and weakness

Train new

teachers and

provide

refresher

training on

rubric, if

needed.

Utilize

working

writer’s group

resources and

support.

Examine

samples of

student

writing from

classroom,

grade level,

and school

level.

Utilize anchor

and exemplar

papers

August

School Baseline

Assessment for 6th grade

8/23 and 8/24 – in class.

7th/8th grade teachers will

use the FSA writing

breakdown as their

baseline.

Teachers will utilize formative

assessments to determine student

mastery of writing an introduction.

Small, targeted writing groups will be

established based on formative

assessment results for

remediation/acceleration purposes.

Teachers will use the data to complete

data growth charts.

Students will be able to determine the

type of essay based upon the

thesis/claim.

Students will be able to list what is

the same and what is different

between the two types of essays.

Using the FSA Writing Rubric,

students will self-assess their

conclusions in writing and revise

writing as needed.

September

Writing Rubric and ALD

Analysis

Unpack the Prompt

Purposeful Text –

Marking and Annotation

Synthesize Ideas from

Multiple Source

Determining and Citing

Relevant Evidence

Teacher models the process for unpacking

the prompt using the FSA Writing Sampler

Sets and/or Okaloosa Writing Exemplars

Teacher will use FSA Writing Sample Sets

and/or Okaloosa Writing Exemplars to

model how unpacking the prompt

determines purposeful text marking.

Teacher will provide explicit instruction on

why multiple sources might be required to

respond to a given prompt as well as why

sources might be paired together.

Teacher will model progression of analysis

required moving from one text to multiple

sources.

Teacher and students will unpack the

Purpose, Focus, and Organization (PFO)

category of the FSA Writing Rubrics

(argumentative, informational)

Teacher will provide explicit instruction in

determining relevant vs. irrelevant

evidence from student’s own text marking.

Students will practice unpacking the

prompt in Everyday Instructional

Reading tasks

Students will write a possible prompt

for a given mode of writing. Student

prompts will be used as a tool for

instruction

Students will apply analytical

thinking skills to make connections

across texts.

Students will list attributes to

describe each score point of the FSA

Writing Rubrics for PFO.

Students will learn how to

systematically unpack a

prompt/writing task

Students will evaluate their text

markings to determine relevant vs.

irrelevant evidence.

October

Planning for the Essay

Writing a Body

Paragraph

Teacher will use graphic organizers and

strategies to model how to plan an

essay.

Students will practice writing

introductions.

Using introductions from the FSA

Writing Sampler Sets and Okaloosa

24

Literacy

Coach led

debrief

professional

development

session.

Use Shoal

River writes

data to drive

small group

instruction

Writing an Introduction

Writing a Conclusion

Teacher will model how to create a

strong topic sentence that supports the

thesis or claim.

Teacher will use exemplars as

examples of body paragraphs.

Teacher will use FSA Writing Sampler

Sets and Okaloosa Writing Exemplars

to identify attributes of an introduction.

Teacher and students will utilize shared

and interactive writing to

collaboratively write introductions.

Teacher will instruct students on

writing a good conclusion which

revisits the thesis statement, synthesizes

the main points of the essay, and

extends beyond the essay.

Teacher will provide explicit instruction on:

Thesis Statement: Usually the first

sentence of a conclusion revisits the

controlling idea of an essay, but is

phrased differently from the original

thesis found in the introduction

Synthesis: The element of a conclusion

that brings together the points of an

essay in a new and interesting way to

make a generalization or to draw a

conclusion.

Teacher and students will utilize shared

and interactive writing to

collaboratively write conclusions.

Writing Exemplars, students will

rewrite a low scoring introduction.

Students will practice writing

conclusions based on their

introductions.

Students will practice writing strong

topic sentences that support the thesis

or claim.

Students will practice writing body

paragraphs that use relevant and

varied evidence to support the topic

sentence and thesis/claim.

November

Elaboration

Transitions

Rebuttal Paragraph

Teacher will define the term elaboration:

Elaborating is adding details/evidence

and explaining connections. This is the

way a writer makes connections

between ideas for the reader to further

their understanding.

Using the FSA Writing Rubric, students

will self-assess their use of elaboration in

writing and revise writing as needed.

Students will effectively use the

elaborative techniques both in their essay

25

Teacher will provide explicit instruction on the

effective use of the six elaborative techniques:

1. Connections to Self/World/Text

2. Explaining Cause and Effect (or

“If… then…”)

3. Making a Comparison or Contrast

4. Using Definitions

5. Using a Real Life Example

6. Make a Figurative Comparison

(Metaphor or Analogy)

Teacher will define the term transition:

Transitions are the words and phrases

that serve as a bridge from one idea to

the next or one sentence to the next

(internal transitions), or one paragraph

to the next (external transitions).

Transitions are like the glue that holds a

writer’s ideas together so the reader

will not get lost in the reading.

writing and Everyday Instructional

Reading tasks.

Using the FSA Writing Rubrics, students

will evaluate and revise usage of

transitions in writing (FSA Writing

Sampler Sets and Okaloosa Writing

Exemplars).

Students will routinely use transitions in

both their essay writing and Everyday

Instructional Reading tasks.

December

Argumentative Writing

including claims

Teacher will provide explicit instruction on

writing and developing claims in essays. Using the FSA Writing Rubric,

students will self-assess their

introductions in writing and revise

writing as needed.

January

Data driven writing

instruction/reteach

1st Shoal River Writes –

School Wide aligned

with MAP testing

Teachers will use data to create

differentiated writing

groups/assignments in their classrooms.

Students will continue to improve

their writing.

Students will create their own writing

goals through self-assessment.

February/March

Final push based upon

weak areas in data

Students will develop the stamina

required to read, text mark, and analyze

up to four texts.

26

April – May

Authentic writing for a

variety of purposes

across content

Students will write for a variety of

purposes.

Strategies to increase writing

ability:

Writer’s Workshop

Conferencing

Analyzing ALDs

Use of FSA writing Rubrics

Annotating

TDQs

80/20 rule

Student led scoring

Writing aloud

Shared Writing

Guided Writing

SPRITE

Exemplars

Peer Editing

Warrant Workout

MLA citations

Timing Practice

Content Specific Vocabulary

27



Shoal River Writes – School

Wide

Administration will collect data

and provide to the literacy coach

within 10 days of testing.

1x in January Administration

Teacher

Literacy Coach

Shoal River Writes – 6th Grade

Expository Writing Sample

Administration will collect data

and provide to the literacy coach

within 10 days of testing.

1x in August – in the classroom Administration

Teacher

Literacy Coach

Writing Professional Development Literacy Coach Monitor and

Provide Insight

As needed for new ELA teachers. Literacy Coach

Shoal River Writes Test

Development and Shoal River

Writes Test Administration

Literacy Coach, Department Head

and Administration will place dates

onto school calendar. 8th grade

will test in the morning, and 7th

grade will test in the afternoon. 6th

grade will be provided paper based

packet and writing pages.

1x in January Administration

Teacher

Literacy Coach

Shoal River Writes Data

Collection

Teachers will log their data onto a

pre-made spreadsheet.

1x in January – No later than 10

days past the day of the test.

Administration

Shoal River Writes Debrief Session Literacy coach will present the

areas in need of improvement and

teachers will collaborate to develop

a plan of action.

1x in January no later than 3 weeks

after the administration of the test.

Administration

Teacher

Literacy Coach




28


ELA Levels 1 and 2 Focus

School Focus

Targeted School-based Focus: Level 1 and 2 students will be encouraged to use the strategies learned in class relating specifically to RI 1.3 and RL 1.3 to read and understand

text at their grade level. These strategies will include components of the EIR, Read Discuss Read and Close Read strategies that are proven high

impact and researched based. Targeted School-based Professional Development: 1. School based professional development provided by the Literacy Coach will include focused time on the analysis of classroom and test data

to improve student performance.

2. IR Teachers, select ELA teachers, and the Instructional Coach will work together to create lessons that focus on the interaction of

connections in literature and non-fiction text, with the goal of increasing student comprehension.

3. IR Teachers along with the Instructional Coach will use MAP and/or Achieve data to differentiate instructional lessons to improve overall

proficiency and improve learning gains.

4. IR Teachers, select ELA teachers, and the Instructional Coach will work together to create lessons that incorporate instructional strategies

that help level 1 and 2 students on grade level complex texts.

29

Action Steps for Remediation:

Intervention Action Steps (Teachers and Students): 1. Students will be active participants in conferencing with the teacher to take ownership of their own learning by self-reflecting on their

progress using FSA, MAP, and in-class assessments.

2. Teachers will create cooperative groups, stations, or small groups that are differentiated based upon testing data to allow students the time

to focus on specific learning deficits.

3. Teachers will create differentiated instructional lessons inspired by ALDs to increase student progress and make gains towards proficiency.

4. Teachers will implement high impact and data based researched strategies to assist students in comprehending grade level complex texts.

This includes best practices from the book, “Explicit Instruction” which will be provided to all IR teachers.

5. Select IR Teachers, and select ELA Teachers will incorporate FSA style question breakdowns strategies into their classroom to assist

students in determining what the question is really asking to increase comprehension.



Student Data Chats Lesson Plans

Observations

Student Samples

1x a quarter Administration

Literacy Coach

Teacher

Differentiated Lessons Lesson Plans

Observations

Student Samples

3x a quarter Administration

Literacy Coach

Teacher

Focused FSA-style Multiple

Choice Answer Response

Lesson Plans

Observations

Student Samples

Quarterly Administration

Literacy Coach

Teacher

30




31

School Action Plan Social Studies

District Goal: Students shall demonstrate social studies proficiency at or above the expected grade

level.

Objectives:

Civics

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

Florida Civics End-of-Course Exams will be at least 80%.

32

Civics Proficiency (By School) Social Studies: Data

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

CIVICS

Shoal River 316 n/a 72 78 77 77 78 +1 55 51 59 62 60 63 57 57 61 61 60 70 53 57 61 59 59 56 50 49 54 52 58 55

DISTRICT 2,486 n/a 78 80 80 79 79 0 59 58 61 64 62 61 61 62 62 64 62 69 58 61 63 62 60 60 55 56 58 55 61 58

Strand 2 Strand 3 Strand 4

Pass %

(1st Time Takers)Origins & Purpose of Law & Gov't Roles, Rights & Resp. of Citizens Gov't Polic. & Political Proc. Organiz. & Func. Of Gov't

School/Test

# St

ud

ents

(20

19)

Test Score

20

18

-19

Ch

an

ge

Strand 1

33

School Action Plan Social Studies: Strategies & Programs to Support the Objectives

Central Focus: Social Studies Focus

Keeping the end in mind, create lessons based upon content standards Use the benchmark clarifications and content limits to inform lesson design where appropriate

o Use Test Item Specifications to develop quality assessment items based upon benchmark clarifications and content limits (Civics and 11th United States History)

Use resources effectively in classroom instruction and planning o Use textbooks, ancillary materials, FJCC, and SHEG, along with a thorough analysis of pre-selected FSA standards, for

collaborative lesson planning (World History and 8th United States) Use engaging strategies and instructional Best Practices in lesson delivery and planning

o Explore engaging classroom activities that support English Language Learners as well as students with general reading deficiencies for use in collaborative lesson planning (World History and 8th United States)

o Introduce instructional Best Practices and routines for lesson planning (New Social Studies Teachers)

School Focus

Targeted School-based Focus: GOAL: By the end of the year, we expect our students to be able to…take and use purposeful notes and effective annotation of complex texts to

demonstrate student comprehension. To facilitate students' abilities to perform these tasks and meet these goals, teachers will model best practices

for notetaking and will set a purpose for annotating and taking margin notes based on the standards.

Targeted School-based Professional Development: 1. Instructional Coach will work with Social Studies teachers to develop lessons using high quality texts and best practices such as student talk, use

of TDQs, modeling, etc. during half day grade level lesson study.

2. Instructional Coach will work with Social Studies teachers to develop lessons with purposeful annotations and authentic note taking to help

students improve reading comprehension and demonstrate mastery of these standards.

3. Social Studies teachers will collaborate together and with the Instructional Coach in order to create TDQs for DBQs, CommonLit articles, FJCC,

and National Archives. These will be created at a variety of DOK Levels and will be FSA style when appropriate.

34



1. Social Studies teachers will utilize the county provided pacing guides for their course. They will stay on track with the pacing guide as much as

possible to allow for collaboration with other Social Studies teachers on standards, lessons, and DBQ units. By staying on the pacing guide, Social

Studies teachers will be able to collaborate with ELA teachers of the same grade level to create cross-curricular units.

2. Social Studies teachers will include state reading history standards when developing content based lessons.

2a. Students will be aware of the standards, objectives, and success criteria for lesson being taught.

3. Civics teachers will utilize the standards and Test Item Specifications to develop quality assessment items based upon benchmark clarifications.

4. Social Studies teachers will vary presentation of materials to reach the wide variety of learners in their class by utilizing various types of

instruction including guided instruction, small groups, independent tasks, and teacher modeling.

4a. World History and U.S. History teachers will use engaging classroom activities that support English Language Learners as well as students

with general reading deficiencies. Teachers will meet with the Instructional Coach and IR teachers to determine the best practices for working with

Level 1 and Level 2 students.

5. Teachers will include various materials and activities including kinesthetic, visual, and auditory to reach a variety of learning styles.

6. Social Studies teachers will use ELA comprehension strategies to help students on various levels access the text before digging deeper.

Specifically:

- summary writing that is explicitly taught and reinforced throughout the year to help with key ideas and details;

- comprehension fix up strategies that are explicitly taught and reinforced to help students who struggle with complex texts (strategies include

“relax, slow down”, “Re-read”, “use context clues”, “make connections”, “use text features for clues – title, pictures, captions”);

- vocabulary instruction that is embedded in the text and that includes word attack skills such as context clues, prefixes, suffixes, and roots.

7. Students will use comprehension activities to develop their reading skills and stamina to gain deeper meaning from the text presented in the

classroom, develop annotating skills, and develop critical thinking skills.

8. Social Studies teachers will utilize TDQ posters in the classroom when creating standard based lessons. Teachers will model how to use the

TDQ posters to assist the students with annotation.

35

8a. Students will follow student talk protocols and conversation stems to ensure purposeful, accountable student talk drive by the TDQs that

ensures a deeper interpretation of the text.

9. World History and U.S. History teachers will utilize the textbook for collaborative lesson planning.

9a. Students (English Language Learners) will use the online textbook to help translate the text in order to gain a better understanding of the

content. ELL students will use the English language with appropriate support during collaborative discussions and content writing.

10. Social Studies teachers will post and utilize Standford History Education Group (SHEG) posters and utilize the strategies throughout the year

to help students analyze and annotate various complex texts.

10a. Students will use appropriate strategies to analyze historical documents, charts, graphs, etc. including SHEG strategies. These will be modeled

by the teacher using explicit instruction.

11. Social Studies teachers will use DBQs, comprehension lessons, and the inclusion of FSA style paragraph writing to improve student writing,

support ELA strategies, and demonstrate content/standard knowledge.

11a. Students will complete writing responses in complete sentences and with appropriate grammar for their grade level.



Pacing Guide Monthly Lesson Plans Department Chair, Administration

Best Practices (with focus on

annotating) to support the

standards

On-going Lesson Plans, Walk-throughs,

Observations

Teacher, Administration

TDQs/DOKs On-going Lesson Plans, Walk-throughs,

Observations


DBQs (World History & U.S.

History)

1 Full DBQ per semester

1 alternate product DBQ per

semester

Lesson Plans, Walk-throughs,



Check for Understanding Writings

(Civics)

3 per quarter Lesson Plans, Walk-throughs,



36


Evaluation of Targeted School-based Focus & Implementation: Refinement of Targeted School-based Focus:

37

School Action Plan

Math

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

Objectives:

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

the Florida Standards Assessment Test will be at least 60%.

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

on the Florida Standards Assessment Test will be at least 60%.

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

Test will be at least 65%

38

FSA Math Proficiency (By Grade) Math: Data

School Grade FSA

2015

FSA

2016

FSA

2017

FSA

2018

FSA

2019Gain/Loss

18-19

Shoal River 6 55 42 48 32 51 +19

District 6 57 59 62 61 62 +1

Shoal River 7 57 67 55 67 64 -3

District 7 68 72 70 73 73 0

Shoal River 8 75 74 75 54 58 +4

District 8 75 72 67 65 65 0

FSA Math by Percent Proficient

School Grade

*Header 6

Shoal River 6 59 +3.8 50 +9.4 29 -1 41 -6 57 +20

District 6 63 -2 55 +1 37 -7 51 -12 61 +10

*Header 7

Shoal River 7 56 -2 34 -5 43 +4 52 -9 47 +7.6

District 7 62 0 41 -9 49 +0.8 58 -4 53 +5

*Header 8

Shoal River 8 45 +3 45 +8.2 46 +9.3 50 -8

District 8 48 0 46 +4.1 49 +7.6 53 -9

Stats/

Prob/ Num GeometryFunctions

Express/

Equat

Number

System

Stats/

ProbGeometry

Express/

Equat

Ratio/

Prop

Number

System

Stats/

ProbGeometry

Express/

Equat

Ratio/

Prop

FSA Math Stands 2019

% Correct / Increase(+), Decrease(-)

from Last Year

39

FSA Math Data (By Grade) Math: Data

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

FSA: Algebra 1

EOCShoal River 79 100 100 100 100 98 97 -1 n/a 59 55 67 56 61 n/a 50 47 58 56 51 n/a 62 46 47 43 45

DISTRICT 2,293 74 81 73 80 78 78 0 n/a 37 39 46 46 54 n/a 34 34 46 47 43 n/a 49 32 35 37 39

* Pearson Algebra 1 for 2014

School/Test#

Stu

den

ts (

2019

)

Test Score

20

18

-19

Ch

an

ge


Pass %

(1st Time Takers)Algebra & Modeling (%) Functions & Modeling (%) Statistics & The Number System (%)

20

14

20

15

20

16

20

17

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18

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20

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20

17

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20

19

20

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20

15

20

16

20

17

20

18

20

19

FSA: Geometry

EOC

Shoal River 14 100 100 100 100 100 0 78 65 73 67 69 73 48 66 51 61 41 34 75 62 52

DISTRICT 1,936 62 68 69 65 73 +8 54 46 40 45 47 45 35 35 31 38 31 29 30 39 32

School/Test

# St

ud

ents

(20

19)

Test Score

20

18

-19

Ch

an

ge


Pass %

(1st Time Takers)

Congruance, Similarity, Right Triangles

& Trigonometry (%)

Circles, Measurement & Properties

with Equations (%)Modeling with Geometry (%)

40

FSA Math Data (By Grade) Math: Data

Sch

oo

l

FSA

Te

st G

rad

e2016 2016

Shoal River 6 34% 39% +5 22% -17 44% +22 21% 46% +25 40% -6 41% +1

*District 6 50% 52% +2 55% +3 59% +3 49% 46% -3 60% +13 58% -1

Shoal River 7 64% 59% -4 55% -5 68% +14 45% 52% +8 55% +3 59% +4

*District 7 69% 68% -1 65% -3 67% +2 59% 59% +0 58% -1 59% +2

Shoal River 8 79% 88% +9 65% -23 69% +5 81% 79% -2 60% -19 59% -1

*District 8 78% 72% -6 70% -2 69% -1 76% 64% -12 62% -2 64% +2

FSA Math Overall Gains Low 25% Gains

2017 2018 2019 2017 2018 2019

Shoal River A1-MS 70% 88% +18 82% -6 69% -13 23%

*District A1-MS 77% 84% +8 74% -11 62% -12 24%

Shoal River GE-MS 47% 100% +53 85% -15 86% +1 29%

*District GE-MS 79% 94% +15 82% -11 84% +1 26%

41

School Action Plan Math: Strategies & Programs to Support the Objectives

Central Focus: Math Focus

Use Achievement Level Descriptors (ALDs) and Item Specifications to design interactive, engaging lessons with a strong focus on

student-to-student interaction

Use math resources such as the textbook, Math Nation, Khan Academy, and technology to support the math content

Use the ALDs and Item Specifications to create rigorous questions mirroring the FSA item types

Use assessment data (e.g., FSA, MAP, formative assessments) to drive whole group instruction, differentiated activities, and

spiraling tasks

School Focus

Targeted School-based Focus: Using ALDs, Item Specs., and assessment data (MAP, FSA, classroom assessments) to incorporate differentiated strategies such as stations, small

groups, and/or cooperative learning opportunities in classroom instruction.

Targeted School-based Professional Development: Teachers will collaborate on differentiated strategies using resources including but not limited to: textbook, Math Nation, iXL, Khan Academy,

Coach Digital, CPALMS, ALDs, Item Specs., MAP data, etc.(grade level and course specific).

42



1. Teachers will provide practice for students to develop fluency in math procedural skills such as fraction and decimal computation and one

and two-step equations as well as new skills.

a. Students will use Independent Practice time to develop fluency in skills as well as practice new material.

2. Teachers will use differentiated strategies such as cooperative learning groups / small groups / stations to meet the variety of instructional

needs in the classroom. Groups and stations to include activities such as spiraling, re-teaching, error analysis, fluency, and enrichment.

a. Students will participate in differentiated strategies such as cooperative learning groups/small groups/stations to develop fluency, mastery

or enrichment of mathematical knowledge.

b. Students will use programs such as Khan Academy Mappers, iXL, and/or Algebra Nation to increase fluency in math skills identified as

ready to develop by MAP testing on a monthly basis. Map reports to be printed and provided to teachers by administration for all subjects tested.

c. Students will engage in spiraled lessons to increase retention of previously learned material in each math strand and to re-teach material

that data shows has not been mastered by the students.

3. Math teachers will create assessments using ALDs and Item Specifications and MAP data to parallel FSA style questions i.e. drag & drop,

multi-select, free response, multiple choice, fill in the cell.

a. Students will participate in practice of Digital Item Types through the use of Digital Coach, Kahn Academy, Math Nation and/or iXL to

increase student comfort for computer based testing.

43



Differentiated Strategies Formal and Informal Observations

Lesson Plans


Monthly (ongoing) Administration

Department Chair

Khan Academy Mappers, iXL or

Math Nation (for 6th, 7th and 8th

grade math - regular and advanced

Formal and Informal Observations

Lesson Plans


Monthly (ongoing) Administration

Department Chair

Math Nation (Algebra 1 Honors

and Geometry)

Formal and Informal Observations

Lesson Plans


Monthly (ongoing) Administration, Department

Chair

Spiraling Formal and Informal Observations

Lesson Plans


Weekly Administration, Department

Chair

FSA Style Assessments Formal and Informal Observations

Lesson Plans


Quarterly Administration, Department

Chair




44

School Action Plan Math: Strategies & Programs to Support the Objectives

Math Levels 1 and 2 Focus

School Focus

Targeted School-based Focus: By the end of the year, we expect our Level 1 and 2 students to make learning gains by increasing their proficiency by at least one step. Targeted School-based Professional Development: 1. District professional development days will be presented so that teachers can collaborate by designing and sharing ideas for lesson plans

and small group activities, as well as, formative and summative assessments.

2. IM teachers will engage in collaborative planning with sixth through eighth grade teachers to help incorporate and implement differentiated

strategies to meet the needs of students for purposeful remediation.

Action Steps for Remediation:

Intervention Action Steps (Teachers and Students): 1. Teachers of Level 1 and 2 students will review student FSA and MAP data for small group and/or whole group instruction. IM students

will be grouped based on student’s deficiency within the six math domains or strands as provided through FSA and MAP results.

2. Teachers will identify student’s strengths and areas in need of improvement to help build a strong math foundation through remedial whole

and/or small group lessons.

3. IM teachers will review FSA, MAP and IM (Imagine Math) data consistently to guide remedial teacher-led small group lessons, Imagine

Math Lessons or independent practice.

4. IM teachers will align standards, item specs and ALDs to all remedial lessons (whole group, small group, stations, etc.) Students will know

the objective and success criteria for each differentiated lesson, small group and/or station exercise to increase understanding within foundational

math skills and standards.

5. IM students will complete at least two Imagine Math lessons per week with the help of the teacher and an educational aide. IM classrooms

should have a 1:1 ratio of students to chrome books or laptops.

45



Imagine Math Lesson Plans and data reports At least 2 lessons per week Administration

Department Chair

IM Teacher

IM teachers will collaborate with

grade level teachers

Department meeting notes and

Lesson plans

Every other week Administration

Department Chair

IM Teacher

Level 1 and Level 2 teachers will

provide differentiated strategies

Ongoing Lesson plans, formal and

summative assessments as well as

collaborative planning.

Administration

Department Chair

IM Teacher




46

School Action Plan

Science

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

Objectives:

The percentage of 8th grade students who will be proficient in science as defined by the State of Florida on the

Statewide Science Assessment (SSA) will be at least 70%.

47

School Action Plan Science: Data

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

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15

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16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

FCAT SCIENCE 8th Grade

Shoal River 246 61 58 61 60 59 65 +6 67 66 75 69 64 64 65 60 67 67 67 73 71 68 71 73 73 73 68 67 66 68 67 73

DISTRICT 2,233 63 64 67 65 66 67 +1 69 68 76 70 70 69 66 64 70 70 69 75 72 71 73 74 76 76 70 70 70 69 72 70

Strand 3 Strand 4

School/Test

# St

ud

ents

(20

19)

Test Score

20

18

-19

Ch

an

ge

Strand 1 Strand 2

AL 3,4,5 (%) Nature of Science (%) Earth/Space Science (%) Physical Science (%) Life Science (%)

48

School Action Plan Science: Strategies & Programs to Support the Objective

Central Focus: Science Focus

Keeping the end in mind, use Standards and Item Specifications to design interactive and engaging 5E Science lessons

Engaging whole group, cooperative group, and station learning opportunities with an emphasis on student-to-student interactions

Use assessment data (e.g., MAP, SSA, Study Island, formative assessments) to drive the whole instruction, differentiated activities,

and spiraling tasks that place a strong focus on student-to-student interactions

School Focus

Targeted School-based Focus: By the end of the year we expect our students to be able to complete grade level assignments based on science standards and item specifications by

implementing strategies learned in the classroom through constant practice of the application process.

Targeted School-based Professional Development: Science teachers will use professional development days to: study and plan tests that have a specific percentage of level two questions per grade

level; work vertically to build student confidence in their test taking abilities through a common format for Science Starters or Bell Ringers; and

plan 5E lessons (Engage, Explore, Explain, Elaborate, and Evaluate) that include an explicit instruction component for the standards.

49

Action Steps for Implementation: Classroom Implementation Action Steps (Teachers and Students): Administration will provide common planning for teachers of the same grade level or TDE days to allow grade level planning of 5E lessons.

Administration will pay for one-half the cost of Study Island to be used in seventh grade.

Administration will provide materials needed such as flip charts and item specs for teachers.

The Instructional Coach will provide training in the writing of level two questions for testing and Science Starters along with methods to use for

differentiated instruction.

1. Teachers will utilize district developed science pacing guides for planning and developing standards-based lessons.

a. Students will be able to identify objectives, success criteria and standards for weekly lessons.

2. Teachers will post objectives and success criteria daily to identify standards being studied and to help guide instruction.

a. Students will be able to identify objectives, success criteria and standards for weekly lessons.

3. Teachers will create lessons that incorporate at least 3 of the 5 E’s (Engage, Explain, Elaborate and Evaluate).

a. Students will interact and be actively engaged in lessons that incorporate the 5 E’s.

b. Students will learn norms for cooperative learning groups, small group instruction and student to student interactions.

c. Students will actively participate in differentiated learning strategies such as: whole group, cooperative learning groups, and stations to

demonstrate mastery on assigned tasks.

4. Teachers will use assessment data (e.g., MAP, SSA, Study Island, formative assessments) to drive the whole group instruction,

differentiated activities, and spiraling tasks that place a strong focus on student-to-student interactions.

a. Students will learn norms for cooperative learning groups, small group instruction and student to student interactions.

b. Students will actively participate in learning strategies such as: whole group, cooperative learning groups, comprehension skills, vocabulary

development, interact with the text by rereading, drawing and sketching along with stations to demonstrate mastery on assigned tasks.

50

5. Teachers will utilize science flip charts, item specs and other resources to develop appropriate assignments or questions for Science

Starters, assessments and/or activities.

a. Students will use processing and application skills when working on standards-based material.

6. Seventh and eighth grade teachers will utilize Study Island twice a month.

a. Students will engage in Study Island lessons for at least 30 minutes twice a month.

b. Students will use Study Island as a method of reviewing before tests.

7. Teachers will provide a minimum of two Science Starter questions, a week, that focus on the application process needed to correctly

answer level two questions.

a. Students will use notes given and knowledge gained to complete the Science Starter guide for each question asked.

b. Students will employ the format used in the Science Starter guide to help them on test questions.

8. Teachers will vary the amount of level two questions per grade level for tests. Sixth grade tests will have a minimum of 25%, seventh

grade tests will have a minimum of 50% and eighth grade tests will have a minimum of 80% of level two questions.

a. Students will apply background knowledge taught to help them prepare for the level two questions presented during tests.

b. Students will practice the skills needed to improve test scores over time.



Common Science Starter Sheet Lesson Plans, Walk throughs Monthly Administration, Department

Chair

Preparing 5E lessons Lesson Plans, Walk throughs Monthly Administration, Department

Chair

Standards-based lessons Lesson Plans, Walk throughs Monthly Administration, Department

Chair

Assessments to guide future

instruction

Lesson Plans, Walk throughs Monthly Administration, Department

Chair, Instructional Coach

Study Island Reports Twice Monthly Classroom Teacher

51

Evaluation of Mid-Year Data:



52

School Action Plan CTE/STEMM: Strategies & Programs to Support the Objective

Describe how students are involved in CTE/STEMM activities at your school (e.g., clubs, programs, school initiatives, etc.).

The Okaloosa County School District works closely with the Workforce Development Board to identify key industries with a future need for

skilled workers. Offering a wide variety of courses at the middle and high school level, Okaloosa County’s Career and Technical Education (CTE)

program allows students the possibility of earning industry certification, college credit and high school credit all at once.

CTE @ Shoal River Middle School

CTE gives students a head start on college and careers in high-skill, high-wage and high-demand occupations organized in many different career

clusters.

SRMS 6th Grade CTE Initiative - Students will have the opportunity to earn a digital tool certificate while enrolled in (9009200) Coding

Fundamentals.

SRMS 7th Grade CTE Initiative - Students will have the opportunity to earn a CIW Site Development Associate industry certification and high

school credit while enrolled in (9009500) Fundamentals of Web and Software Development.

Students will have the opportunity to earn a Microsoft Office Specialist industry certification in MS Word, MS Excel, & MS PowerPoint plus high

school credit while enrolled in (8207310A/B) Digital Information Technology.

SRMS 8th Grade CTE Initiative - Students will have the opportunity to earn the MTA Introduction to Programming Using HTML & CSS industry

certification and high school credit while enrolled in (9001110A/B) Fundamentals of Web and Software Development.

STEMM @ Shoal River Middle School

The main objective of the SRMS STEMM program is to teach students to work collaboratively, respect each other and the technological resources

used in class, and to discover their potential for future careers.

The STEMM program enrolls students in Introduction to Technology, Exploring Robotics, Exploring Technologh and Technology Research

classes. The Robotics Classes participate in 3-D printing activities along with learning the technology behind and use of Drones. Students also

compete in the Hsu Foundation Drone Competition. Students in the Technology Research class are part of the school's Lego League and participate

in Florida Lego League competitions. These students also mentor elementary Lego League teams.

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Accreditation Page

Strategic Plan Focus Area: Improving and Advancing Student Achievement

Ensure access for all students to rigorous and challenging curriculum Address diverse educational needs through a coordinated support system Integrate technology in learning by both educators and students Use a variety of methods to communicate student progress with parents and

stakeholders

AdvancED Performance Standards related to this Focus Area

Leadership Capacity Domain

1.1 The system commits to a purpose statement that defines beliefs about teaching and learning, including expectations for learners.

1.2 Stakeholders collectively demonstrate actions to ensure the achievement of the system’s purpose and desired outcomes for learners.

1.3 The system engages in a continuous improvement process that produces evidence, including measurable results of improving student learning and professional practice.

Learning Capacity Domain

2.1 Learners have equitable opportunities to develop skills and achieve the content and

learning priorities established by the system.

2.5 Educators implement a curriculum that is based on high expectations and prepares

learners for their next levels.

Resource Capacity Domain

3.2 The system’s professional learning structure and expectations promote collaboration

and collegiality to improve learner performance and organizational effectiveness.

SRMS offers four CHOICE career educational programs: Culinary Arts, Information Technology, SSTRIDE, and Robotics.

SRMS offers Algebra I Honors, Geometry Honors, Foundations of Web Design, and Digital Information Technology for high school credit.

Art is also offered at SRMS.

Accreditation Standards

1. Leadership Capacity

2. Learning Capacity

3. Resource Capacity

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Accreditation Page

Strategic Plan Focus Area: Learning and Working in a Safe and Productive

Environment

Provide adequate and appropriate facilities Provide a culture conducive to learning and working Maintain a safe learning and working environment

AdvancED Performance Standards related to this Focus Area

Leadership Capacity Domain

1.4 The governing authority establishes and ensures adherence to policies that are

design to support system effectiveness.

1.7 Leaders implement operational processes and procedures to ensure organizational

effectiveness in support of teaching and learning.

Learning Capacity Domain

2.2 The learning culture promotes creativity, innovation, and collaborative problem-

solving.

2.3 The learning culture develops learners’ attitudes, beliefs, and skills needed for

success.

2.9 The system implements processes to identify and address the specialized needs of

learners.

2.12 The system implements a process to continuously assess its programs and

organizational conditions to improve student learning.

Resource Capacity Domain

3.7 The system demonstrates strategic resource management that includes long-range

planning and use of resources in support of the system’s purpose and direction.

3.8 The system allocates human, material, and fiscal resources in alignment with the

system’s identified needs and priorities to improve student performance and

organizational effectiveness.

School district safety inspections and safety drills will ensure SRMS maintains a safe learning and working environment.

As indicated on the climate survey, 89% of parents believe that SRMS maintains a safe learning environment.

As indicated on the climate survey, 86% of parents believe that SRMS is well maintained.

As indicated on the climate survey, 81% of parents believe that SRMS emphasizes academic performance as the number one priority.

Accreditation Standards

1. Leadership Capacity

2. Learning Capacity

3. Resource Capacity

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