date submitted: september 30, 2014...today kenwood is the learning environment for students ages 3...

SAC funds in the amount of $ , will primarily be used for

Angie Vaughan

Ana Chavez

Date Submitted: September 30, 2014

Dates of Revision:

School Performance Plan 2014- 2015

School Name: Kenwood Elementary School

Legend AICE Advanced International Certificate of

Education NGFS Next Generation Florida Standards

AMO Annual Measurable Objectives NGSSS Next Generation Sunshine State Standards AP Advanced Placement NCLB No Child Left Behind FSA Florida Standards Assessment PERT Postsecondary Education Readiness Test DA Differentiated Accountability PMP Progress Monitoring Plan DEA Discovery Education Assessment PMS Progress Monitoring System ED Economically Disadvantaged POC Plan of Care ELA English Language Arts PPP Pupil Progression Plan ELL English Language Learners PSAT Preliminary Scholastic Aptitude Test EOC End of Course Exam RtI Response to Intervention ESE Exceptional Student Education SAC School Advisory Council FAIR Florida Assessment for Instruction in Reading SAI Supplemental Academic Instruction FCAT Florida Comprehensive Assessment Test SAT 10 Stanford Achievement Test F/R Free & Reduced SESAT Stanford Early School Achievement Test IB International Baccalaureate SINI Schools in Need of Improvement IEP Individualized Education Program SPP/SIP School Performance Plan/School

Improvement Plan IPDP Individualized Professional Development Plan SWD Students with Disabilities MtSS Multi-tiered System of Supports VE Varying Exceptionalities

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.

School Performance Team

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

Angie Vaughan Principal Joan Pickard Assistant Principal Deborah Morris Instructional Coach

Kim McDonald, Toni Herbet,Keri Howell Primary Grade Chairs June-July 2014

Jenny Calderone, Michelle Mundy, Nikki Muckridge Intermediate Grade Chairs June-July 2014

Parents Parental Involvement Team/Title I Jeanette Beck SAC Chair

SAC Committee Members May 2014

Lynn Griggs Title I Teacher/Coordinator

Piia-Kim Pehap Math Coach

Classroom Teacher Grades K-5 August-September 2014

Title I Parent Group July 2014

SAC September 2014

Stakeholder Involvement: Describe the process taken to create the School Performance Plan. Kenwood's School Performance Plan process included the opportunity for all school and community stakeholders to review school data and develop the plan based on that data in alignment with the Okaloosa County School Districts focus areas for ELA, Mathematics, and Science that includes specific plans in these areas for all students, Level 1 and Level 2 students, Level 4 and 5 students, Students with Disabilities (SWD), English Language Learners (ELL), and other subgroups within the school population. The following steps were part of this process: May 21, 2014 SAC members were advised of SPP work-group dates and were given the opportunity to provide input into the 2014-2015 SPP June 2014- Grade levels were presented with DEA and FCAT data to begin disaggregating data and formulating plans for the 2014-2015 SPP June 18, 2014- The principal, instructional coach, and Title I coordinator met to plan an opportunity for the Title I Parent Committee to review data and provide input into the 2014-2015 SPP July 10, 2014- Grade Chairs and Leadership Team members reviewed the SPP template/format, technical assistance document, and school data. Team members volunteered to work on components of the plan in preparation for grade level work teams. July 16 and 17, 2014- the Principal, Instructional Coach and Assistant Principal met with primary grade teachers to review data, define areas of strength and areas for improvement and begin drafting goals, professional learning needs, and implementation steps for teachers and students. Preplanning- Grade Level teams made revisions to present to SAC for their review and imput.

2

School Profile ellonwood Elementary School was founded in 1968 and opened as a neighborhood kindergarten through sixth grade school. Today Kenwood is the learning environment for students ages 3 through 5th grade. Due to changing demographics, Kenwood has been designated as a Title I school since 2009. The faculty, staff, volunteers, and parents of Kenwood have set high standards of academic achievement for all students. Working together, we expect our students to consistently achieve their academic and personal goals. Our faculty reflects the diversity of our students. Most of Kenwood's students are provided instruction in the general education classroom. In addition to discretionary funds, Title 1 and IDEA fund teachers, classroom assistants, and instructional materials for reading, mathematics, and writing for strugging students. Students with Disabilities (SWD) are provided developmentally appropriate academic instruction and/or support from teachers who are highly qualified and certified in Exceptional Student Education and Gifted/Talented students are provided enrichment facilitated by Gifted Endorsed staff. An ESOL Interpreter provides academic stupport to English Language Learners (ELL) students. All students participate in physical education for 45 minutes, four days per week and 45 minutes of art once weekly to provide experiences in the fine arts. A full time media assistant makes available to students developmentally appropriate print and digital media. The School Counselor supports students' social, emotional, and behavioral growth, coordinates the MTSS process, and is the school's test coordinator. In addition, she coordinates community resources for disadvantaged students. Through a partnership with the District in collaboration with Striving for Perfection mentors will be provided to fifty (50) students throughout the school year. After school and before school tutoring is provided through District funds and by teachers who volunteer their time to assist students. Kenwood supports STEMM through the utilization of the Civil Air Patrol ACE (Aerospace Connections in Education) program in which supplementary curriculum is provided to all students. Intermediate grade students will participate in math and science activities at the STEMM Center and Armament Museum facilitated by teachers who have Engineers for America training, as well as participate in the Grasses in Classes and Biofilia programs.

4

Community and Parent Awareness

5

Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school? Data from the Community and Parent Awareness survey was indicative of a positive understanding of the programs and personnel at Kenwood Elementary School. Several of the areas for which the survey participants rated the school highly allow the inference to be made that the expectations of conduct and behavior are well articulated to the students and communicated to the parents. High behavioral expectations obviously contribute to a safe environment for our students which is appreciated by the parents and community. Also of great importance to the success of the school is the satisfaction that the parents feel pertaining to the abilities of the teachers at Kenwood to educate the children well. The parents and community are aware that the main business of our school, and therefore the #1 priority, is the academic performance of our students. Parents overwhelmingly understand that the homework teachers require of the students is for the purpose of reinforcing what is taught in the classroom. The data indicates that we are moving in a positive direction overall.

What does the data tell you regarding the opportunities for improvement in your school? We must look closely at the areas of least satisfaction and make efforts to improve the satisfaction of our school community. Two areas that we must improve upon are guidance and health services. The counselor visiting all classrooms and having a more visible presence at parent meetings to discuss the ways that the guidance department can assist students will increase the ability of the department to meet the needs of a greater number of students. Parents must be informed of the health services that are provided at Kenwood. The lower scores in both of these areas in "strongly agree" along with the high % points in the "no opinion" category lead us to conclude that we must do a better job of communicating the services that we provide.

Provide a description of the various forms of communication to your community and parents. School webpage- School Calendar, Special Events, Parental Involvement, Parent Resources, School Monthly Newsletter Blackboard Connect Phone Calls School Marquee Grade Level and Teacher Newsletters Student Planners and Special Events Flyers Grade Level and School Wide Parent Meetings and Trainings Grade Level Open House Curriculum Events Teacher-Parent Conferences during the first quarter with follow up conferences as needed

6

Historical School Grade Data

Elem

enta

ry S

choo

l

Scho

ol Y

ear

Gra

de

Read

ing

Prof

icie

ncy*

Adju

sted

Rea

ding

Pro

ficie

ncy

Mat

h Pr

ofic

ienc

y*

Adju

sted

Mat

h Pr

ofic

ienc

y

Writ

ing

Prof

icie

ncy*

Adju

sted

Writ

ing

Prof

icie

ncy

Scie

nce

Prof

icie

ncy

Read

ing

Lear

ning

Gai

ns

Mat

h Le

arni

ng G

ains

Read

ing

Lear

ning

Gai

ns fo

r Low

25%

Mat

h Le

arni

ng G

ains

for L

ow 2

5%

Tota

l Poi

nts E

arne

d (In

clud

ing

Adju

sted

Poi

nts)

Tota

l Poi

nts P

ossi

ble

Did

this

Sch

ool B

enef

it fr

om th

e O

ne-L

ette

r-G

rade

-Dr

op P

rote

ctio

n?*

Free

or R

educ

ed Lu

nch

Rate

*

Min

ority

Rat

e*

Kenwood 2012 A 74 74 68 68 85 85 70 70 47 82 46 542 54 32District 2012 70 72 63 64 81 83 66 71 66 71 66 553 51 35State 2012 59 60 58 59 81 82 50 69 68 71 65 521 67 61

Kenwood 2013 B 70 70 68 68 44 44 68 64 68 61 55 498 800 NA 57 35District 2013 68 70 62 65 54 57 64 66 68 65 66 521 800 54 35State 2013 58 61 58 60 56 59 53 65 64 66 62 491 800 68 61

Kenwood 2014 A 68 68 68 68 20 20 75 75 74 80 90 550 NA 56 37District 2014 A 68 68 65 65 48 48 63 70 72 74 73 533 NA 52 36

State 2014 B 59 60 59 60 53 54 54 68 66 71 64 497 66 61

*Points not Counted in CalculationNote: State and District Averages are Calculated per School and Type

7

School Action Plan Based on Data ELA: Reading & Writing

District AMO: The percent of Okaloosa County students who will be proficient in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 80%.

District Goal: Students shall demonstrate reading proficiency at or above the expected grade level. Highly Qualified Status Administrators (Title I):

2

Objectives:

AMO: The percentage of all curriculum students who will be proficient in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 78%. AMO: The percentage of SWDs who will be proficient in reading on the Florida Standards Assessment Test will be at least 67% AMO: The percentage of ELL students who will be proficient in reading on the Florida Standards Assessment Test will be at least 0% 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 77%. 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 82%. 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 70%

8

FCAT Writing Proficiency (By Grade) ELA (Writing): Data

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 M F A B H I M W ESE

ELL

F/R

2012 89 1% 0% 11% 3% 37% 30% 11% 4% 1% 0% 0% 47% 17% 34% 62% 100% 0% 60% 27% 53% 20% 0% 36%2013 98 2% 1% 13% 4% 40% 12% 20% 4% 3% 0% 0% 40% 28% 35% 45% 20% 50% 47% 42% 15% 0% 28%2014 83 5% 6% 19% 19% 29% 17% 4% 1% 0% 0% 0% 22% 5% 22% 22% 0% 22% 67% 23% 19% 25% 50% 24%District 2,115 3% 2% 9% 12% 29% 19% 20% 4% 1% 0% 0% 45% 26% 38% 52% 61% 37% 45% 50% 39% 47% 23% 33% 37%State 2% 2% 7% 10% 25% 19% 25% 6% 2% 0% 0% 53% 34%

Status3.5 and Above

3.5

and

Abov

e

4.0

and

Abov

e

FCAT WRITES PROFICIENCY

Score

# St

uden

ts T

este

d

Year

Gender Ethnicity

9

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

DEA Reading

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4-5

M F A B H I M W ESE

ELL

F/R

2012 Post Test (3) 107 16% 28% 36% 20% 56% 48% 64% 50% 11% 67% 0% 50% 68% 29% 25% 53%2013 Post Test (3) 109 13% 22% 29% 36% 65% 69% 61% 40% 30% 100% 77% 67% 27% 67% 53%2014 Post Test (3) 109 17% 14% 40% 29% 70% 65% 76% 100% 58% 55% 57% 76% 61% 17% 60%District 2014 2,336 13% 18% 39% 29% 68% 64% 73% 77% 48% 56% 67% 68% 74% 50% 43% 58%

DEA ReadingLE

VEL 1

LEVE

L 2

LEVE

L 3

LEVE

L 4-5

M F A B H I M W ESE

ELL

F/R

2012 Post Test (3) 104 22% 21% 35% 22% 57% 63% 48% 50% 57% 57% 52% 59% 41% 0% 54%2013 Post Test (3) 103 3% 12% 36% 50% 85% 82% 89% 67% 68% 75% 50% 80% 93% 71% 33% 81%2014 Post Test (3) 104 6% 18% 29% 47% 76% 75% 77% 67% 71% 50% 75% 78% 47% 20% 71%District 2014 2,364 5% 18% 38% 39% 76% 72% 80% 77% 65% 64% 70% 76% 80% 57% 56% 69%

DEA Reading

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4-5

M F A B H I M W ESE

ELL

F/R

2012 Post Test (3) 92 8% 23% 12% 58% 70% 68% 71% 100% 24% 67% 75% 81% 58% 0% 67%2013 Post Test (3) 90 14% 34% 23% 28% 51% 55% 46% 0% 30% 67% 63% 51% 28% 0% 43%2014 Post Test (3) 103 7% 18% 37% 38% 75% 66% 83% 67% 71% 80% 50% 78% 76% 46% 25% 70%District 2014 2,306 6% 17% 38% 38% 77% 70% 84% 87% 67% 71% 70% 78% 79% 50% 47% 69%

PROFICIENCY (Based on Common Core Assessment)

Grade 2 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient

Gender Ethnicity StatusPROFICIENCY (Based on Common Core Assessment)


Status

K # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient

Gender Ethnicity

Grade 1 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient

Gender Ethnicity Status

10

DEA Reading Strands (By Grade) ELA (Reading): Data

# St

uden

ts

Test

ed

Ove

rall

%

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

2012 107 77 74 80 71 69 89 73 72 79 61 72 762013 109 68 66 69 78 58 88 73 66 51 71 642014 109 76 75 78 82 74 66 70 79 69 56 71District 2,336 75 74 77 80 67 71 73 74 78 68 66 7120122013 109 48 48 48 53 45 33 51 48 39 47 452014 109 60 56 65 75 58 56 57 60 50 36 55District 2,336 60 57 63 63 54 53 64 61 62 53 46 562012 107 89 89 90 84 80 100 84 100 91 82 84 882013 109 64 61 66 55 48 75 62 67 53 46 562014 109 71 70 73 88 60 73 66 74 71 63 66District 2,336 75 72 78 81 63 71 83 74 78 64 66 7020122013 109 39 39 38 33 30 33 38 41 33 28 382014 109 47 46 48 70 40 35 49 49 43 37 44District 2,336 52 50 54 51 44 46 62 51 55 48 42 48

DEA Reading Common Core STRANDS (Average score for each subgroup)

KAll Students Gender (%) Ethnicity (%) Status (%)

Foun

dati

ons

Lite

ratu

reLa

ngua

geIn

form

atio

n

11


# St

uden

ts

Test

ed

Ove

rall

%

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

2012 104 74 77 70 82 73 74 69 77 67 63 722013 103 77 77 77 61 71 71 58 73 81 79 44 752014 104 78 78 78 72 81 75 75 79 70 60 76District 2,364 76 75 77 77 71 72 72 77 77 68 71 732012 104 59 62 56 50 54 69 49 65 52 80 572013 103 64 62 67 55 50 50 58 66 70 58 39 592014 104 68 69 67 72 50 59 62 73 54 36 65District 2,364 64 62 66 66 56 59 53 63 66 55 54 602012 104 84 84 85 100 81 95 80 85 70 100 832013 103 78 73 83 75 66 69 63 80 82 71 58 752014 104 84 82 85 92 82 75 84 84 72 65 80District 2,364 81 80 82 82 73 77 83 81 83 71 73 772012 104 64 65 62 50 55 67 51 72 56 33 562013 103 76 78 73 50 66 67 92 87 79 76 66 732014 104 73 73 73 83 57 67 76 74 61 53 71District 2,364 73 72 75 78 66 69 68 74 75 64 66 69


Grade 1All Students Gender (%) Ethnicity (%) Status (%)

Foun

dati

ons

Lite

ratu

reLa

ngua

geIn

form

atio

n

12


# St

uden

ts

Test

ed

Ove

rall

%

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

201220132014 103 78 74 82 89 75 73 67 78 79 65 54 77District 2,306 78 76 80 83 77 74 68 80 78 65 64 752012 92 83 82 84 100 70 78 84 86 73 56 832013 90 72 73 70 83 65 80 69 73 56 50 652014 103 72 67 77 50 77 60 75 76 72 50 34 70District 2,306 71 68 75 75 67 64 60 70 73 55 52 672012 92 80 77 83 100 57 78 83 86 75 67 782013 90 62 63 60 75 55 50 62 64 53 25 582014 103 76 72 80 78 66 73 67 78 78 65 42 73District 2,306 78 75 81 81 74 74 77 80 79 67 66 742012 92 69 67 72 88 57 58 65 73 61 50 672013 90 63 65 60 35 53 58 66 65 50 30 592014 103 70 69 71 78 73 70 42 72 69 64 46 70District 2,306 68 65 72 71 62 61 50 69 70 57 50 64


Grade 2All Students Gender (%) Ethnicity (%) Status (%)

Foun

dati

ons

Lite

ratu

reLa

ngua

geIn

form

atio

n

13

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

FCAT Reading

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

M F A B H I M W ESE

ELL

F/R

2012 91 5% 22% 34% 24% 14% 73% 75% 69% 47% 75% 90% 76% 33% 65%2013 85 13% 22% 31% 26% 8% 65% 63% 67% 100% 44% 100% 78% 68% 31% 58%2014 87 7% 31% 22% 28% 13% 62% 59% 66% 67% 42% 67% 67% 65% 18% 0% 55%District 2,283 10% 24% 26% 28% 11% 65% 62% 69% 61% 48% 54% 30% 60% 71% 35% 22% 54%State 19% 24% 23% 23% 10% 57%

FCAT Reading

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

M F A B H I M W ESE

ELL

F/R

2012 88 3% 24% 32% 27% 14% 73% 67% 79% 100% 25% 60% 71% 77% 50% 0% 61%2013 99 4% 28% 31% 27% 9% 68% 67% 68% 40% 67% 67% 75% 54% 0% 53%2014 84 4% 36% 35% 17% 10% 61% 60% 62% 50% 35% 67% 62% 69% 50% 0% 54%District 2,157 8% 24% 27% 27% 14% 67% 65% 70% 69% 51% 55% 63% 62% 72% 38% 27% 56%State 14% 25% 26% 24% 11% 61%

GRADE 3 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient

Gender

GRADE 4 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient


PROFICIENCY

PROFICIENCY

Ethnicity Status

14

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

FCAT Reading

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

M F A B H I M W ESE

ELL

F/R

2012 80 10% 19% 40% 21% 10% 71% 73% 69% 75% 38% 67% 70% 76% 35% 0% 63%2013 94 7% 23% 35% 26% 9% 69% 65% 74% 100% 33% 40% 53% 78% 45% 0% 60%2014 99 4% 23% 34% 26% 12% 73% 70% 77% 64% 57% 72% 76% 53% 70%District 2,076 9% 23% 29% 27% 12% 68% 64% 72% 75% 48% 60% 57% 66% 72% 31% 13% 55%State 15% 24% 27% 23% 11% 61%

GRADE 5 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient

GenderPROFICIENCY

Ethnicity Status

15

FCAT Reading Learning Gains (By Grade) ELA (Reading): Data

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

Low

25%

1 2 3 4 52012 82 10.3 63% 70% 55% 100% 75% 80% 64% 60% 78% 100% 67% 64% 100% 53% 74% 67% 42%2013 91 8.8 54% 62% 44% 47% 50% 42% 59% 50% 0% 39% 44% 50% 46% 64% 54% 45%2014 71 9.4 62% 60% 66% 100% 63% 45% 65% 75% 65% 83% 100% 61% 58% 58% 60%District 1,885 9.2 62% 63% 62% 65% 60% 73% 38% 51% 64% 58% 75% 58% 57% 63% 52% 71% 66% 56%State

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

Low

25%

1 2 3 4 52012 76 8.9 66% 73% 58% 33% 43% 100% 60% 70% 56% 55% 70% 80% 65% 81% 50% 50%2013 87 7.3 61% 61% 61% 100% 50% 20% 50% 67% 55% 0% 59% 58% 100% 52% 68% 71% 27%2014 91 9.9 71% 69% 75% 82% 29% 67% 76% 58% 69% 58% 100% 46% 86% 76% 75%District 1,792 9.2 67% 66% 68% 64% 61% 70% 57% 66% 68% 52% 66% 61% 62% 71% 55% 80% 68% 57%State

*The Achievement Levels and Low 25% above are the students who were identified as these groups at the beginning of the school year; prior to testing.

FCAT Reading LEARNING GAINS

GRADE 4

All StudentsGender Ethnicity Status

Performance Groups *See Note Below#

Stud

ents

with

2-

year

s dat

a

Aver

age

DSS

Gai

ns

Ove

rall

Gain

s % Achievement Levels

Ove

rall

Gain



FCAT Reading LEARNING GAINS

GRADE 5


Performance Groups *See Note Below

# St

uden

ts w

ith 2

-ye

ars d

ata

Aver

age

DSS

Gai

ns

16

FCAT Reading Strands (By Grade) ELA (Reading): Data

# St

uden

ts

Test

ed

Ove

rall

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

2012 91 82% 83% 81% 70% 75% 86% 85% 67% 80%2013 85 77% 78% 76% 88% 72% 75% 83% 78% 71% 76%2014 87 72% 70% 74% 75% 68% 69% 76% 72% 56% 38% 71%District 2,283 75% 74% 77% 74% 70% 70% 64% 74% 77% 61% 61% 70%State 75%2012 91 70% 69% 72% 59% 69% 80% 71% 47% 67%2013 85 71% 71% 71% 94% 55% 69% 78% 74% 63% 67%2014 87 70% 69% 71% 80% 63% 75% 69% 70% 48% 59% 68%District 2,283 71% 70% 72% 73% 63% 66% 60% 69% 74% 55% 55% 66%State 65%2012 91 82% 81% 83% 66% 90% 89% 84% 71% 79%2013 85 68% 69% 68% 85% 59% 77% 78% 69% 59% 67%2014 87 74% 73% 76% 83% 69% 69% 78% 74% 59% 42% 72%District 2,283 75% 73% 76% 73% 70% 69% 63% 73% 76% 60% 56% 70%State 67%2012 91 78% 76% 81% 72% 88% 86% 78% 67% 74%2013 85 68% 66% 72% 100% 57% 75% 65% 72% 53% 65%2014 87 75% 73% 78% 75% 72% 81% 76% 75% 65% 75% 74%District 2,283 73% 71% 76% 74% 66% 70% 55% 71% 75% 58% 58% 68%State 75%

Status

FCAT Reading

Grade 3All Students Gender Ethnicity

Voca

bula

ryAp

plic

atio

nLi

t. An

alys

isIn

form

atio

n

STRANDS (Average score for each subgroup)

17


# St

uden

ts

Test

ed

Ove

rall

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

Low

25%

1 2 3 4 52012 88 80% 80% 80% 100% 72% 73% 71% 83% 78% 63% 77% 66% 60% 68% 78% 87% 91%2013 99 69% 71% 67% 56% 69% 73% 71% 60% 33% 65% 52% 50% 53% 66% 77% 88%2014 84 71% 71% 71% 83% 61% 70% 70% 75% 64% 72% 67% 56% 56% 57% 71% 84% 87%District 2,157 72% 72% 72% 72% 64% 66% 72% 70% 75% 59% 55% 67% 55% 46% 58% 71% 82% 92%State 67%2012 88 79% 77% 81% 88% 67% 80% 80% 80% 71% 63% 74% 63% 60% 66% 74% 90% 92%2013 99 76% 76% 76% 68% 72% 78% 78% 66% 56% 68% 61% 53% 63% 76% 82% 91%2014 84 70% 69% 72% 79% 61% 71% 71% 72% 68% 61% 67% 58% 54% 58% 67% 82% 91%District 2,157 73% 71% 75% 75% 66% 66% 75% 70% 75% 58% 54% 68% 54% 41% 59% 72% 84% 91%State 71%2012 88 69% 64% 74% 69% 48% 72% 62% 71% 59% 62% 62% 46% 40% 48% 66% 80% 91%2013 99 73% 72% 75% 61% 79% 79% 74% 65% 58% 70% 57% 42% 59% 72% 82% 92%2014 84 71% 71% 71% 77% 60% 70% 70% 74% 71% 55% 69% 62% 65% 61% 68% 76% 87%District 2,157 73% 71% 74% 77% 67% 67% 82% 71% 74% 59% 56% 68% 55% 45% 59% 71% 82% 90%State 73%2012 88 82% 80% 85% 88% 72% 88% 82% 83% 78% 88% 80% 65% 58% 68% 82% 89% 97%2013 99 65% 65% 66% 53% 50% 69% 69% 58% 50% 57% 50% 31% 52% 64% 73% 86%2014 84 71% 69% 72% 82% 63% 79% 70% 73% 64% 64% 68% 56% 53% 58% 70% 79% 89%District 2,157 73% 71% 75% 79% 67% 70% 76% 71% 75% 59% 58% 68% 56% 45% 59% 72% 83% 92%State 73%


Achievement Levels

FCAT Reading STRANDS (Average score for each subgroup)

Grade 4All Students Gender Ethnicity Status

Voca

bula

ryAp

plic

atio

nLi

t. An

alys

isIn

form

atio

n


18


# St

uden

ts

Test

ed

Ove

rall

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

Low

25%

1 2 3 4 52012 80 71% 70% 71% 69% 51% 81% 72% 73% 54% 11% 68% 54% 44% 59% 74% 82% 81%2013 94 72% 68% 76% 80% 58% 72% 59% 75% 65% 70% 69% 61% 50% 63% 71% 80% 88%2014 99 77% 76% 78% 80% 73% 75% 78% 62% 76% 64% 70% 65% 79% 85% 91%District 2,076 76% 75% 77% 77% 67% 73% 64% 75% 77% 60% 56% 71% 62% 52% 67% 77% 86% 92%State 70%2012 80 69% 70% 68% 61% 54% 71% 69% 72% 58% 36% 65% 52% 34% 60% 71% 80% 90%2013 94 68% 64% 72% 80% 52% 61% 58% 71% 53% 47% 64% 49% 53% 48% 67% 82% 84%2014 99 71% 70% 73% 60% 63% 72% 74% 63% 67% 54% 44% 56% 71% 85% 91%District 2,076 68% 67% 70% 75% 57% 66% 65% 67% 71% 52% 46% 62% 49% 40% 54% 70% 82% 91%State 63%2012 80 73% 74% 72% 75% 56% 58% 69% 77% 62% 38% 70% 59% 60% 58% 76% 81% 90%2013 94 79% 77% 81% 100% 68% 65% 72% 82% 67% 68% 78% 66% 73% 65% 77% 89% 96%2014 99 74% 72% 77% 66% 69% 74% 76% 68% 72% 61% 48% 63% 75% 85% 91%District 2,076 74% 72% 75% 80% 65% 69% 73% 72% 76% 57% 52% 68% 58% 50% 62% 75% 85% 92%State 73%2012 80 70% 71% 69% 79% 47% 69% 64% 74% 55% 50% 63% 52% 43% 56% 75% 80% 89%2013 94 70% 65% 76% 89% 54% 64% 62% 73% 60% 50% 67% 54% 70% 51% 67% 84% 87%2014 99 67% 67% 68% 56% 52% 72% 70% 60% 66% 54% 56% 54% 66% 78% 92%District 2,076 65% 62% 67% 68% 56% 61% 52% 65% 66% 47% 41% 59% 48% 39% 52% 65% 77% 88%State 63%

Status


Achievement Levels

FCAT Reading STRANDS (Average score for each subgroup)

Grade 5All Students Gender Ethnicity

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FCAT Reading Strands Achievement Levels (By Grade) ELA (Reading): Data

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

3 87 38% 55% 78% 84% 97% 31% 53% 73% 84% 96% 32% 58% 80% 90% 93% 46% 64% 72% 88% 97%

DISTRICT 2,283 39% 63% 77% 88% 97% 34% 55% 74% 86% 96% 35% 62% 78% 88% 95% 35% 58% 76% 88% 97%

STATE

4 84 37% 56% 76% 89% 93% 36% 56% 73% 85% 97% 30% 62% 71% 85% 90% 48% 56% 72% 88% 99%

DISTRICT 2,157 37% 57% 73% 85% 96% 33% 56% 75% 87% 96% 36% 57% 73% 86% 94% 35% 58% 73% 87% 96%

STATE

5 99 55% 63% 79% 83% 94% 41% 48% 72% 86% 94% 34% 61% 71% 84% 98% 31% 48% 66% 80% 94%

DISTRICT 2,076 43% 65% 77% 87% 95% 32% 50% 70% 84% 95% 38% 59% 75% 87% 95% 31% 48% 64% 79% 92%

STATE

FCAT READING 2014 STRANDS: Achievement Levels Based on 2014 FCAT Test

Grad

e

# St

uden

ts

Test

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VOCABULARY APPLICATION LITERARY ANALYSIS INFORMATION

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School Action Plan Based on Data ELA (Reading): Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? Kindergarten worked on foundations skills by spiraling last year as evident in the positive increase in students' scores in the areas of speaking and listening. The DEA scores show a decrease in the percentage of students scoring a 2 and a 10% increase in the percentage of students scoring a 3. In first grade, the number of students scoring a 4 or 5 increased as the number of students scoring a 1 or 2 decreased as compared to the cohort group. All four areas of ELA tested improved by at least 10% when looking at the cohort group. Second grades highest area was in 'information' which they attributed to the work they did last year on close reading of nonfiction text and attention to text features. The success of third grade's focus on literary analysis last year is evident in the scores in this area. Fourth grade students that scored a level 1, 2, 4, and 5 all made gains, with their most successful area being 'information.' The number of fifth grade students scoring a level 5 increased last year. And students scoring a level 1, 3, 4, and 5 all made good gains. Students scoring a level 1 did well in the area of vocabulary. Overall the teachers of all grades focused on areas of need and or attempted new strategies such as close read and as data shows had successes.

What does the analysis tell you about your school’s opportunities to improve? In all grade levels in the area of writing, the students need to increase their stamina through reading and writing during longer blocks of time. Kindergarten needs to focus on students scoring a level 1 and increase the number of students scoring a level 4 or 5 with the main focus being in the areas of language and information. Kindergarten and first grade need to adjust their teaching strategies to provide more opportunities for students experiences similar to testing situations with increased lengths of time and teaching strategies providing more rigorous activities for students. This will allow students to transfer skills learned to more demanding settings. In second grade, the cohort group of students scoring a level 4 or 5 on DEA was 50% while this year only 38% scored at the same level; thus this group of students needs to be an area of focus for this grade level. Their main focus strand needs to be literature. Third grades main focus for students scoring at all levels needs to be on vocabulary. Fourth grade needs to focus on students scoring a level 2 as the cohort group went from 22% of the students scoring a level 2 to 36% scoring a level 2 last year. Their focus also needs to be on increasing the number of students scoring a level 4 or 5. The main strand they need to work on is 'application.' Fifth grade needs to focus on students scoring a level 1 as last year this group did not make gains in three areas, application, literary analysis, and informational text.

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School Action Plan Based on Data Integrating ELA (Reading & Writing) into the Content Areas: Strategies & Programs to Support the Objectives

Integrating ELA into the Content Areas Focus 1 Focus: Close Reading Goal: By the end of the year, we expect our students to be able to… use the close reading process from multiple sources with stamina and attention to detail appropriate to grade level standards.

Professional Development and Implementation: District: 1. All administrators will be trained on close reading protocols: reading with purpose, re-reading, text marking, note-taking, answering text dependent questions, discussions, and writing. 2. Early-Release training for teachers will focus on text-marking, note-taking, and text-dependent questions that are strongly aligned to the Florida Standards. 3. District staff will provide school-requested PD on any aspect of the close reading protocol or strategies for implementation. School-based to Include PLCs:Closer Reading Grades 3-6 by Nancy Boyles and Close Reading in Elementary School by Diana Sisson and Betsy Sisson will be the primary resources for school-based professional development.

1. PLCs, differentiated by grade level, will meet bi-monthly to focus on specific aspects of the close reading process as provided in Closer Reading Grades 3-6 and Close Reading in Elementary School (facilitated by Instructional Coach or Teacher Leader).

2. School-based professional development days will be utilized to learn to implement strategies to increase stamina and attention to detail within the close reading protocol (facilitated by Instructional Coach, District Instructional Coach, and/or Administrators).

3. One faculty meeting a month will focus on the effective use of curriculum guides and resources (facilitated by Teacher Leaders and/or Instructional Coach).

4. Instructional rounds will focus on aspects of close reading protocol highlighted in training to include reading with a purpose, rereading, marking text, taking notes, asking text dependent questions, discussions and writing (conducted by Administrators and/or Instructional Coach).

Action Steps for Implementation: School Implementation Action Steps: 1. Create a needs assessment to determine specific needs of teachers regarding the close reading process

2. Purchase the books Closer Reading, Grades 3-6 by by Nancy Boyles and Close Reading in Elementary School by Diana Sisson and Betsy Sisson for all faculty members

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3. Establish a PD calendar and determine the leaders who will deliver and facilitate professional development throughout the 2014-2015 year

4. Schedule monthly instructional walks and post conferences to provide feedback on the implementation of aspects of close reading to faculty members

5. Model and/or share exemplar lessons and student samples during faculty meetings, PLCs, and school-based professional development events Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will make text selections appropriate to student abilities, text complexity, and the Florida State (FS) standards. Students will read independently and use skills related to standards.

2. Teachers will implement strategies to develop students' stamina and attention to detail. Students will engage with text on multiple occasions demonstrating attention to detail through text-marking, note taking, and answering text-dependent questions.

3. Teachers will use curriculum guides effectively to include the embedded resources. Students will engage with multiple types of text to include multi-media in the close reading process.

4. Teachers and students will use close reading protocol to include reading with a purpose, rereading, marking text, taking notes, asking text dependent questions, discussions and writing.

Implementation Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor

PLCs and Grade Level Data Teams develop and implement common formative assessments and determine future PD needs

Twice Monthly PLC Action Plans, Walk Through during PLCs, Data Team minutes including Formative Assessments

Administration, Instructional Coach, PLC Leader

Implementation of Close Reading protocol and strategies in classrooms from Close Reading in Elementary School and Closer Reading Grades 3-6

Monthly Lesson Plans, Walk Throughs, Formative Assessment results, Instructional Rounds, Faculty meeting agendas

Administrators

Use of multiple types of text to include multi-media

Monthly Lesson Plans, Walk Throughs, and Instructional Rounds

Administration and Instructional Coach

Teachers will implement strategies learned during PLCs and other Professional Development

Monthly Lesson Plans, Walk Throughs, and Instructional Rounds

Administration, Instructional Coach, PLC Leader

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Develop PD calendar and plan for monitoring implementation

Quarterly Implementation checklist tied to PD calendar

Administrators and Instructional Coach

PLC focus on PD books provided Quarterly Book study guide form Instructional Coach

Evaluation: Evaluation of Goal/Implementation (Completed at the Beginning of Second Semester):

Refinement of Goal (Completed at the Beginning of Second Semester):

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Integrating ELA into the Content Areas Focus 2 Focus: Writing Through Reading Goal: By the end of the year, we expect our students to be able to…write opinion, narrative, and informational pieces related to textual sources with proficiency appropriate to grade level standards using technology to write as appropriate for grade level.

Professional Development and Implementation: District: 1. Early-Release training will focus on expanding close reads to include writing from sources using text evidence. 2. All administrators will be trained on how close reads should expand to include writing from sources using text evidence. 3. District staff will provide school-requested PD on any aspect of the implementation of writing through reading. School-based to Include PLCs:

1. Teachers will be provided training by the instructional coach and school leaders on how to use the new FSA writing rubric once available from state

2. Teachers will be provided professional development to address how to select text of appropriate complexity which matches student's ability and is aligned with the curriculum standards. Training will be facilitated by the instsructional coach and school leaders

3. Training will be provided to facilitate the implementation of Being a Writer being piloted by 2 teachers in first, second and third grade. Training is facilitated by the instructional coach and the Developmental Studies Center representative.

Action Steps for Implementation: School Implementation Action Steps: monthly Kenwood-Writes Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will provide instruction so that students will be able to read and analyze complex text and use writing as part of the protocol.

2. Students will read and analyze complex text and complete performance based assessments.

3. Students will write using textual evidence to include a variety of formats such as RAFTS, PCRs, summaries etc.

4. Teachers will develop a progress chart to complete which will document individual student progress on their typing accuracy and speed. Students will use

25

their data to create a graph of their accomplishments.

5. 5th grade students will have access to and use the technology lab weekly to will increase typing skills in preparation for computer based assessments.


Kenwood Writes Monthly Lesson plans, student work samples Administration or designee 5th gr. Learning to Type sessions Weekly Calendar for lab and COW, students

typing scores/samples Administration or designee

PD on writing rubrics Once or as requested Attendance, coach's log, student samples w/rubric

Administration or designee

PD on selection of text Once or as requested Attendance, coach's log, lesson plans Administration or designee Being a Writer pilot 1st - 3rd grade Monthly Visits with coach Coach Being a Writer meeting with Mary Esther Elementary

Monthly starting in Oct Sign in sheets, agendas Coach



26


Integrating ELA into the Content Areas Focus 3 Focus: Student Talk Goal: By the end of the year, we expect our students to be able to…process information gathered through the Close Reading process by participating in collaborative conversations and problem solving.

Professional Development and Implementation: District: 1. All administrators will be trained on close reading protocols to include student talk. 2. Early-Release training will focus on expanding close reads to include student talk that is collaborative, solves problems, and processes information from text. 3. District staff will provide school-requested PD on any aspect the implementation of student talk in the classroom. School-based to Include PLCs: The following will be coordinated with the district provided PD on Student Talk

1. Teachers will have the opportunity to watch videos of student talk followed by teacher talk to debrief and discuss implementation. This will be facilitated by the instructional coach and school leaders.

2. Teachers will be provided coaching by the instructional coach and school leaders in the use of strategies, such as creating anchor charts, to facilitate and model student talk

3. Teachers will be coached in the process of monitoring and assessing student talk to use in instructional decision making.

Action Steps for Implementation: School Implementation Action Steps:Development of grade-level rubrics to assess levels of student talk. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will provide daily opportunities for dialogic student discourse with teacher feedback

2. Students will be provided the opportunity to engage daily in discussions related to established topics and goals.

Implementation Monitoring:

27

Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor PD for student talk Once or as requested Attendance, coach's log Administration or designee Planned opportunites for student talk Daily Lesson Plans, instructional walks

and/or walk throughs Administration or designee

Development of student-talk rubrics Developed once, used throughout year

Copy of rubric Administration or designee



28


Integrating ELA into the Content Areas Focus 4 Focus: Goal: By the end of the year, we expect our students to be able to…

Professional Development and Implementation: School-based to Include PLCs:

Action Steps for Implementation: School Implementation Action Steps: Classroom Implementation Action Steps (Teachers and Students):




29


Integrating ELA into the Content Areas Levels 1 and 2 Focus 1 (Grades K-2) Subgroup Focus: Lowest quartile Focus: Elements of the Reading Process: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension Goal: By the end of the year, we expect our students to be able to…read text appropriate for their grade level.

Professional Development and Implementation: School-based to Include PLCs: 1. Tyner training will be provided by school leaders for remediation teachers and K-2 classroom teachers

2. Tyner implementation follow up will be provided by Beverly Tyner four times throughout the school year. This follow up will involve modeling, observation and debriefing.

3. School leaders will facilitate PLC/Data Teams to analyze data collected on students in Tyner Program to develop differentiated instructional strategies

4. Teachers will be provided professional development faciliated by the instructional coach on the difference between monologic and dialogic convesatin and higher order questions.

5. School leaders will provide school staff, who will be engaged in before and after school tutoring, strategies that aligned and support school day instruction.

Action Steps for Implementation: School Implementation Action Steps (All Level 1 and Level 2 Students): During 'Differentiated Instructional Grouping' (DIG) students will receive 30 minutes of remediation daily using the Tyner program.

School Implementation Action Steps (Specific to Subgroup Listed Above): 1. Identification of students in lowest quartile by grade level

2. Faculty and staff members will be paired with lowest quartile students as "Kenny Buddies" to connect positively weekly with students and their parents. 3. Emphasis will be placed on the recruitment of mentors for students from the Kenwood community. Training and recruitment will be executed by ' Striving 4 Perfection' to increase the numbers of mentors available to match with our identified students.

30

Classroom Implementation Action Steps (Teachers and Students): 1. During DIG periods classroom teachers will provide Tyner program instruction in small group settings to those students not receiving pull out remediation.

2. Students will be reading leveled texts matched to their reading ability.


Training in use of Tyner Program Ongoing Attendance sheets Assistant principal PLC/Data Teams analyzing Tyner data Quarterly PLC meeting minutes, minutes of

meetings with administration and Dr. Tyner

Teachers and Administrators

Idenification of students in lowest quartile

Three times a year after assessments List of lowest quartile students Assistant principal

DIG instruction Quarterly Lesson plans, remediation reports, instructional walks

Administrators and teachers

"Kenny Buddies" and collaborative program with 'Striving 4 Perfection' mentoring/parent involvement program

Ongoing Teacher participant logs, Title I event sign-in sheets, mentor attendance logs




31


Integrating ELA into the Content Areas Levels 1 and 2 Focus 2 (Grades 3-5) Subgroup Focus: Lowest 25% Focus: Scaffolding skill instruction to differentiate related to the application of reading skills. Goal: By the end of the year, we expect our students to be able to…demonstrate proficiency in their ability to apply reading comprehension skills such as: author's purpose, main idea and details, inferences, cause/effect, compare/contrast, theme/topic, and text structure.


1. Teachers will learn to use DEA resources to instruct based on identity of student strengths and weaknesses within a strand, identify desired goals identifing strategies and resources to scaffold instruction.

2. School leaders will provide teachers with training for the implementation of Fontas and Pinnell.

3. School leaders will facilitate PLCs/Data Teams to analyze data collected on students and to plan further instruction.

3. School leaders will provide training to staff involved in the delivery of before and after school tutoring to ensure that strategies used support school day instructional objectives.

Action Steps for Implementation: School Implementation Action Steps(All Level 1 and Level 2 Students) :

1. Training will be provided for teachers in using DEA resources to identify the lowest quartile students' strengths and weaknesses.

2. Teachers develop instructional groups based on students' skills.

3. Teachers will be trained in developing SMART goals and will then develop them for each group.

4. Lesson Plans will be developed in PLCs using appropriate leveled text for struggling readers to meet goals.

5. The school's master schedule will allow for a 30 minute reading block designed specifically for differentiated instruction. This 30 minute block will be in

32

addition to an uninterrupted block of 90 minutes.

6. Remediation teachers will provide instruction using Fountas and Pinnell LLI system 30 minutes daily.

School Implementation Action Steps (Specific to Subgroup Listed Above):It is highly probable that the lowest 25% of our students scored levels 1 and 2 1. Faculty and staff members will be paired with lowest quartile students as "Kenny Buddies" to connect positively weekly with students and their parents .

2. Emphasis will be placed in the recruitment of mentors for students from the Kenwood community. Training and recruitment will be executed by Striving 4 Perfection to increase the numbers of mentors available to match with students.

3. Teachers will develop SMART goals for each group.

4. Teachers will develop instructional groups based on students' skills. Classroom Implementation Action Steps (Teachers and Students):

1. Lesson Plans will be developed by teachers in PLCs using appropriate leveled text for struggling readers to meet goals.

2. Teachers will incorporate student talk, the use of graphic organizers, and small group instruction to engage students with appropriate text.

3. Students will use strategies, such as think-pair-share, turn and talk, and back to front and different types of graphic organizers to engage in text appropriate to their reading levels and the task assigned.


Use of DEA resources Ongoing throughout the year Lesson plans Administration Scaffolding of instruction in small groups

Ongoing throughout the year Lesson plans, instructional walk-throughs

Administration and teachers

Creation of SMART goals and lesson plans to reflect implementation

Ongoing throughout the year PLC/Data Team minutes, lesson plans Teacher leaders, administrators

DIG in daily schedules Daily Lesson plans, instructional walk-throughs


"Kenny Buddies" and collaborative program with 'Striving 4 Perfection' mentoring/parent involvement

Ongoing Teacher participant logs, Title I event sign-in sheets, mentor attendance logs


33

program



34


Integrating ELA into the Content Areas Levels 4 and 5 Focus Focus: Scaffolding skill instruction to differentiate related to the strengths and weakness of the students. Goal: By the end of the year, we expect our students to be able to…demonstrate proficiency in their ability to apply reading comprehension skills such as: author's purpose, main idea and details, inferences, cause/effect, compare/contrast, theme/topic, and text structure as they relate to literary analysis and informational text.


1. Teachers will learn to use DEA resources to identify student strengths and weaknesses within a strand and identify desired goals for students scoring levels 4 and 5 on reading assessments and to identify strategies and resources to enrich instruction for students scoring levels 4 and 5.

2. The instructional coach will model the integration of writing tasks in response to content area text to increase the comprehension skills of students.

Action Steps for Implementation: School Implementation Action Steps: 1. Training will be provided for teachers in using DEA resources to identify strengths and weaknesses of students scoring levels 4 and 5.

2. Teachers will develop instructional groups based on students' skills.

3. Teachers will be trained in developing SMART goals and will then develop them for each group.

4. Lesson Plans will be developed in PLCs using appropriate leveled text to challenge advanced readers.

5. The school's master schedule will allow for a 30 minute reading block designed specifically for differentiated instruction. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will develop instructional groups based on students' skills.

35

2. Teachers will develop SMART goals for each group.

3. Lesson Plans will be developed in PLCs using appropriate leveled text for advanced readers to meet goals.

4 .Students will use strategies, such as authentic writing projects, to engage in text appropriate to their reading levels and the task assigned.


Use of DEA resources Ongoing throughout the year Lesson plans Administration Scaffolding of instruction in small groups

Ongoing throughout the year Lesson plans, instructional walk-throughs


Creation of SMART goals and lesson plans to reflect implementation

Ongoing throughout the year Lesson plans, PLC/Data Team minutes Administration and teacher leaders

DIG in daily schedules Daily Lesson plans, instructional walk-throughs




36


Integrating ELA into the Content Areas SWD Focus Focus:Development of stamina to engage in close reading Goal: By the end of the year, we expect our students to be able to…read grade level or developmentally appropriate passages using metacognitive skills to problem solve when close reading.


ESE teachers and the school psychologist will provide classroom teachers with training in providing student specific strategies that are aligned to those used by the ESE teacher in both pull out and push in services

ESE teachers will participate in grade level PLCs and professional development to ensure that grade level expectations and instructional methodologies are supported through pull out and push in instruction and assistance.

Action Steps for Implementation: School Implementation Action Steps: 1. Coordinate special area PLCs with grade level PLC blocks 2. Facilitate the involvement of ESE teachers in grade level professional development Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will provide instruction in close reading process and related strategies for problem solving when reading closely.

2. Teachers will provide students with activities that require stamina and problem solving. 3. Students will, with assistance from the classroom and ESE teachers, set personal goals to improve stamina and metacognitive skills when reading closely.


37

ESE coordinate with grade level PLCs Monthly or as appropriate PLC minutes, sign in sheets Administration and Teacher Stamina building and goal setting Monthly or as appropriate to

individual student's needs Lesson plans, instructional walks Administration and Teacher

Enhance problem solving skills Daily Lesson plans, instructional walks Administration and Teacher ESE included in Grade Level PD Monthly or as appropriate PD Sign-in sheets, implementation

activities Administration and Teacher



38

School Action Plan Based on Data Math

District AMO: The percent of Okaloosa County students who will be proficient in math as defined by the State

of Florida on the Florida Standards Assessment Test will be at least 79%. District Goal: Students shall demonstrate math proficiency at or above the expected grade level.

Objectives:

AMO: The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least 77%. AMO: The percentage of SWDs who will be proficient in math on the Florida Standards Assessment Test will be at least 61% AMO: The percentage of ELL students who will be proficient in math on the Florida Standards Assessment Test will be at least 0% 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 76%. 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 91%. 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 50%

39

DEA Math Proficiency (By Grade) Math: Data

DEA Math

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4-5

M F A B H I M W ESE

ELL

F/R

2012 Post Test (3) 106 33% 30% 27% 9% 37% 38% 36% 50% 6% 25% 0% 75% 43% 20% 0% 30%2013 Post Test (3) 109 11% 16% 27% 47% 73% 77% 70% 100% 40% 100% 77% 75% 53% 50% 68%2014 Post Test (3) 110 12% 15% 41% 32% 73% 72% 73% 100% 50% 82% 71% 75% 63% 50% 69%District 2014 2,306 9% 21% 37% 33% 70% 69% 71% 72% 47% 62% 58% 68% 76% 53% 45% 61%

DEA MathLE

VEL 1

LEVE

L 2

LEVE

L 3

LEVE

L 4-5

M F A B H I M W ESE

ELL

F/R

2012 Post Test (3) 99 26% 34% 27% 12% 39% 45% 31% 0% 36% 29% 32% 46% 23% 0% 33%2013 Post Test (3) 103 0% 17% 20% 63% 83% 86% 81% 67% 63% 100% 50% 100% 89% 79% 33% 79%2014 Post Test (3) 105 10% 10% 28% 52% 80% 84% 77% 100% 71% 50% 71% 85% 63% 40% 78%District 2014 2,360 6% 18% 35% 40% 75% 77% 74% 79% 55% 71% 90% 76% 79% 57% 67% 69%

DEA Math

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4-5

M F A B H I M W ESE

ELL

F/R

2012 Post Test (3) 95 21% 26% 36% 17% 53% 55% 50% 100% 18% 40% 42% 65% 44% 0% 47%2013 Post Test (3) 90 19% 48% 17% 17% 33% 37% 28% 0% 30% 0% 32% 40% 28% 0% 25%2014 Post Test (3) 103 4% 18% 37% 41% 78% 76% 79% 67% 64% 80% 50% 100% 79% 54% 25% 74%District 2014 2,240 5% 15% 32% 48% 80% 80% 80% 85% 64% 70% 64% 79% 84% 61% 52% 73%



K # St

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% P

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Ethnicity StatusPROFICIENCY (Based on Common Core Assessment)

Grade 1 # St

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% P

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Grade 2 # St

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% P

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Gender

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DEA Math Strands (By Grade) Math: Data

# St

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Test

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Ove

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%

Mal

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Fem

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A B H I M W ESE

ELL

F/R

2012 106 53 56 50 43 34 43 43 61 58 48 34 492013 109 67 67 67 77 43 67 69 69 53 44 622014 110 73 73 73 100 54 77 74 75 73 61 71District 2,306 73 73 74 75 61 70 75 72 77 63 63 692012 106 66 64 69 60 54 65 70 50 70 49 60 632013 109 70 70 71 73 65 67 72 70 53 61 662014 110 72 69 77 83 58 64 75 75 71 56 70District 2,306 70 68 72 74 60 64 75 70 72 62 58 662012 106 86 86 86 67 76 83 100 75 89 76 73 862013 109 66 68 64 83 48 67 67 67 54 61 632014 110 70 71 70 100 58 67 73 72 63 59 67District 2,306 70 69 71 74 60 66 74 69 73 61 58 6520122013 109 60 59 61 70 45 75 58 62 45 63 552014 110 72 70 74 75 67 73 73 72 67 54 70District 2,306 70 71 70 73 61 67 71 70 73 64 60 66

Mea

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KAll Students Gender (%) Ethnicity (%) Status (%)

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Common Core STRANDS (Average score for each subgroup)DEA Math

41


# St

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Test

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Ove

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%

Mal

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A B H I M W ESE

ELL

F/R

2012 99 52 53 50 50 53 66 46 52 42 75 502013 103 54 56 51 59 50 41 44 58 55 64 29 522014 105 63 66 61 88 61 50 60 64 53 45 62District 2,360 58 58 59 65 51 54 57 59 60 52 55 552012 99 70 70 69 67 67 50 64 76 60 33 672013 103 89 88 89 79 81 82 57 98 92 85 71 862014 105 86 85 86 100 82 82 81 88 74 68 85District 2,360 87 87 87 86 79 84 89 87 89 77 82 852012 99 77 78 74 100 71 71 82 76 68 100 842013 103 71 74 68 78 57 59 67 70 76 67 67 702014 105 76 74 78 83 69 67 79 75 68 63 73District 2,360 74 74 75 74 66 70 72 74 76 67 69 722012 99 49 53 44 25 49 45 46 52 41 17 492013 103 84 87 81 79 81 85 63 90 86 78 67 832014 105 84 87 82 96 79 75 84 84 73 70 83District 2,360 80 82 79 82 72 78 82 80 82 72 75 77

Geo

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Common Core STRANDS (Average score for each subgroup)

Ethnicity (%) Status (%)Gender (%)

DEA Math

Grade 1All Students

Base

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# St

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A B H I M W ESE

ELL

F/R

2012 95 61 62 61 100 45 40 50 70 56 0 602013 90 77 80 72 100 60 100 74 78 68 100 702014 103 82 80 83 67 74 78 82 88 83 69 50 79District 2,240 84 83 85 88 78 79 73 84 85 74 73 812012 95 61 62 59 100 49 65 69 61 56 50 6020132014 103 69 71 67 42 63 60 57 72 72 61 47 66District 2,240 71 72 70 76 62 65 54 70 74 62 59 67201220132014 103 85 84 85 78 80 77 75 87 87 78 75 84District 2,240 81 81 81 82 76 74 85 80 83 75 71 782012 95 63 64 62 100 49 40 64 68 54 50 612013 90 76 77 74 50 75 67 75 78 67 25 722014 103 80 81 79 83 74 84 70 81 81 77 73 77District 2,240 80 80 80 83 75 76 68 79 82 73 70 77

DEA Math Common Core STRANDS (Average score for each subgroup)

Ethnicity (%) Status (%)Grade 2

All Students Gender (%)

Ope

rati

ons

Mea

s. &

Dat

aG

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etry

Base

Ten

43

FCAT Math Proficiency (By Grade) Math: Data

FCAT Math

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

M F A B H I M W ESE

ELL

F/R

2012 91 3% 15% 45% 25% 11% 81% 90% 69% 60% 100% 90% 84% 89% 67%2013 84 8% 24% 35% 25% 8% 68% 71% 64% 100% 33% 100% 44% 82% 67% 62%2014 87 7% 31% 30% 18% 14% 62% 65% 59% 33% 58% 33% 73% 65% 41% 0% 61%District 2,274 10% 26% 35% 21% 9% 64% 65% 63% 64% 46% 57% 60% 57% 69% 37% 32% 52%State 18% 24% 31% 17% 9% 58%

FCAT Math

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

M F A B H I M W ESE

ELL

F/R

2012 89 18% 26% 35% 16% 6% 56% 55% 57% 100% 0% 20% 40% 66% 30% 0% 36%2013 99 13% 26% 26% 25% 9% 61% 65% 55% 33% 67% 73% 63% 46% 0% 47%2014 84 7% 30% 48% 13% 2% 63% 70% 54% 100% 29% 100% 31% 80% 58% 100% 54%District 2,159 12% 23% 30% 23% 13% 65% 68% 63% 77% 44% 56% 75% 56% 71% 40% 45% 54%State 16% 20% 28% 22% 13% 63%

Ethnicity Status

GRADE 3 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient


GRADE 4 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient

Gender

PROFICIENCY

PROFICIENCY

44

FCAT Math Proficiency (By Grade) Math: Data

FCAT Math

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

M F A B H I M W ESE

ELL

F/R

2012 79 13% 27% 34% 18% 9% 61% 60% 61% 75% 0% 67% 50% 70% 25% 0% 43%2013 94 12% 23% 33% 23% 9% 65% 65% 64% 100% 33% 20% 53% 73% 36% 0% 58%2014 98 6% 19% 36% 28% 11% 74% 80% 67% 27% 43% 78% 85% 58% 63%District 2,073 13% 24% 29% 22% 11% 63% 64% 62% 75% 38% 55% 43% 61% 68% 33% 15% 49%State 20% 23% 27% 19% 11% 56%

Ethnicity StatusPROFICIENCY

GRADE 5 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient

Gender

45

FCAT Math Learning Gains (By Grade) Math: Data

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

Low

25%

1 2 3 4 52012 83 0.2 29% 31% 26% 100% 0% 20% 7% 36% 11% 0% 26% 13% 20% 14% 39% 36% 9%2013 91 8.7 53% 56% 49% 20% 50% 75% 57% 58% 0% 46% 24% 67% 7% 63% 65% 44%2014 71 7.5 51% 55% 45% 0% 56% 55% 49% 67% 58% 67% 67% 69% 63% 25% 20%District 1,884 13.4 66% 67% 65% 67% 58% 66% 63% 58% 69% 62% 63% 61% 60% 67% 54% 76% 71% 59%State

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

Low

25%

1 2 3 4 52012 76 6.3 54% 58% 50% 33% 14% 33% 30% 66% 25% 52% 43% 44% 45% 81% 50% 38%2013 88 11.4 78% 83% 73% 100% 67% 60% 73% 82% 55% 50% 78% 67% 73% 63% 90% 100% 40%2014 90 13.9 81% 84% 77% 64% 57% 87% 86% 84% 74% 87% 92% 81% 90% 76% 50%District 1,790 8.0 64% 63% 64% 67% 50% 65% 57% 67% 65% 54% 46% 54% 59% 58% 56% 74% 65% 53%State

FCAT Math LEARNING GAINS

GRADE 4


Performance Groups *See Note Below#

Stud

ents

with

2-

year

s dat

a

Aver

age

DSS

Gai

ns


Ove

rall

Gain



FCAT Math LEARNING GAINS

GRADE 5



# St

uden

ts w

ith 2

-ye

ars d

ata

Aver

age

DSS

Gai

ns

Ove

rall

Gain


46

FCAT Math Strands (By Grade) Math: Data

STRANDS (Average score for each subgroup)

# St

uden

ts

Test

ed

Ove

rall

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

2012 91 78% 79% 75% 68% 85% 81% 79% 70% 72%2013 84 74% 77% 72% 100% 63% 71% 62% 80% 74% 72%2014 87 81% 81% 80% 76% 77% 71% 84% 82% 70% 62% 79%District 2,274 80% 80% 79% 82% 73% 77% 77% 77% 81% 68% 69% 75%State 76%2012 91 83% 83% 84% 72% 79% 93% 85% 76% 80%2013 84 78% 78% 79% 100% 64% 85% 75% 83% 78% 74%2014 87 73% 74% 71% 67% 69% 65% 79% 73% 65% 69% 71%District 2,274 73% 75% 72% 78% 65% 70% 72% 72% 75% 61% 64% 68%State 69%2012 91 76% 77% 75% 59% 88% 74% 80% 70% 70%2013 84 70% 70% 71% 100% 56% 100% 56% 77% 63% 66%2014 87 62% 66% 58% 60% 58% 43% 63% 65% 51% 30% 60%District 2,274 63% 63% 62% 65% 50% 57% 59% 61% 66% 47% 45% 55%State 60%

FCAT Math


Nm

b: O

per…

Geo

met

ryN

mb:

Fra

ctio

ns

47


# St

uden

ts

Test

ed

Ove

rall

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

Low

25%

1 2 3 4 52012 89 74% 72% 76% 94% 53% 59% 68% 78% 62% 33% 67% 56% 43% 58% 72% 84% 91%2013 99 78% 79% 77% 66% 77% 84% 80% 74% 28% 73% 58% 62% 56% 80% 89% 94%2014 84 74% 74% 74% 89% 67% 87% 66% 78% 75% 86% 72% 65% 50% 73% 74% 80% 84%District 2,159 75% 75% 75% 79% 67% 74% 82% 73% 77% 63% 66% 70% 59% 50% 67% 79% 87% 93%State 72%2012 89 58% 55% 62% 67% 27% 57% 52% 61% 48% 50% 50% 36% 25% 38% 55% 72% 77%2013 99 74% 75% 73% 58% 67% 82% 76% 66% 33% 69% 58% 57% 57% 73% 88% 91%2014 84 55% 58% 51% 79% 48% 56% 47% 59% 48% 71% 52% 40% 35% 43% 56% 63% 85%District 2,159 64% 65% 63% 72% 51% 58% 63% 60% 67% 51% 52% 57% 48% 40% 53% 65% 78% 89%State 67%2012 89 72% 69% 75% 90% 50% 48% 67% 76% 59% 0% 64% 49% 24% 54% 69% 87% 89%2013 99 65% 67% 61% 45% 70% 66% 68% 55% 60% 53% 38% 32% 39% 66% 83% 92%2014 84 75% 77% 72% 95% 75% 63% 65% 78% 72% 75% 73% 64% 50% 71% 76% 87% 90%District 2,159 76% 78% 75% 82% 68% 69% 83% 74% 79% 62% 61% 70% 56% 46% 65% 80% 93% 96%State 70%


Achievement Levels

FCAT Math STRANDS (Average score for each subgroup)


Nm

b: O

per…

Geo

met

ryN

mb:

Bas

e 10

…


48


# St

uden

ts

Test

ed

Ove

rall

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

Low

25%

1 2 3 4 52012 79 65% 65% 64% 63% 38% 73% 60% 69% 48% 10% 61% 50% 49% 51% 69% 79% 86%2013 94 66% 66% 65% 70% 57% 58% 62% 68% 47% 60% 63% 48% 41% 60% 73% 78% 84%2014 98 58% 61% 54% 38% 50% 51% 65% 59% 52% 46% 45% 43% 61% 77% 85%District 2,073 54% 55% 53% 59% 40% 50% 46% 51% 57% 39% 28% 46% 34% 27% 39% 55% 70% 83%State 50%2012 79 58% 58% 58% 59% 35% 60% 54% 61% 42% 29% 50% 41% 35% 47% 55% 68% 87%2013 94 55% 55% 54% 64% 37% 50% 44% 59% 34% 25% 48% 32% 29% 41% 62% 78% 83%2014 98 67% 70% 63% 58% 55% 67% 70% 58% 60% 53% 54% 58% 68% 79% 89%District 2,073 61% 62% 61% 69% 50% 58% 49% 61% 63% 47% 41% 55% 44% 38% 49% 63% 75% 86%State 57%2012 79 63% 63% 61% 64% 42% 65% 60% 66% 48% 23% 56% 42% 36% 52% 66% 74% 86%2013 94 64% 62% 66% 77% 45% 45% 57% 68% 49% 32% 59% 43% 38% 52% 71% 87% 87%2014 98 69% 71% 65% 53% 58% 65% 73% 63% 64% 56% 56% 57% 73% 82% 86%District 2,073 65% 66% 65% 72% 55% 62% 53% 65% 67% 50% 43% 58% 46% 39% 53% 68% 80% 88%State 59%


Achievement Levels

FCAT Math STRANDS (Average score for each subgroup)


Epre

s, E

quat

…G

eom

etry

Nm

b: B

ase

10…


49

FCAT Math Strands Achievement Levels (By Grade) Math: Data

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

3 87 44% 69% 86% 95% 97% 29% 60% 77% 87% 95% 20% 38% 65% 87% 98%

DISTRICT 2,274 45% 71% 84% 92% 98% 39% 61% 77% 89% 97% 25% 37% 67% 89% 98%

STATE

4 84 44% 65% 80% 88% 97% 31% 43% 59% 73% 88% 42% 64% 80% 97% 100%

DISTRICT 2,159 41% 64% 78% 89% 96% 33% 47% 63% 79% 94% 37% 60% 82% 94% 99%

STATE

5 98 20% 35% 56% 72% 93% 38% 51% 64% 80% 91% 26% 50% 67% 83% 94%

DISTRICT 2,073 20% 35% 56% 73% 88% 31% 45% 63% 79% 92% 29% 50% 69% 84% 93%

STATE

FCAT Math 2014 STRANDS: Achievement Levels Based on 2014 FCAT Test

Grad

e

# St

uden

ts

Test

edSTRAND 1 STRAND 2 STRAND 3

50

School Action Plan Based on Data Math: Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? Kindergarten, first and second grade showed growth in all math areas tested. Second grade increased the overall percent proficient from 33% to 78%. Third grade showed an increase in the number of students scoring a level 5. Their area of greatest strength across the grade level was in operations. Fourth grade was able to decrease the number of students scoring at a level 1 and increased the percentage of students in the lowest 25% that made gains from 24% to 67%. They also increased the percentage of student proficient in the area of base ten. Fifth grade was able to increase the percentage of students scoring at levels 3, 4 and 5 and decreased the number of students scoring at a level 1 or 2. They were also able to increase the numbers of students making gains who scored a level 1 or 2.

What does the analysis tell you about your school’s opportunities to improve? While over all kindergarten did a great job in all areas, the percentage of students in the subgroup ELL showing proficiency dropped in all but operations. First grade saw a slight drop in the percentage of students proficient in the area of measurement and data with the subgroups of ESE and ELL making the greatest drop. Second grade saw gains in all areas but the area of measurement and data was the lowest and the only area that was below the district average, thus this needs to be an area of focus for them. Third grade students scoring a level 2 increased from the previous year, thus this group of students needs to be an area of focus. Fourth grade saw a decrease in the number of students scoring a level 4 or 5 as well as a decrease in the number of students scoring at this level that showed learning gains and thus need to work on enrichment activities for this group. Fifth grade saw a drop in the overall percent proficient in the area of Expressions and Equations. In grades 3-5 in all math areas the percentage of girls showing proficiency was less than the percentage of boys. Focus thus needs to be on how the girls are doing and/or instructional strategies to assist this group in becoming more proficient in math.

51

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

Math Focus 1 Focus: Mathematical Practice 3 (Student Talk) Goal: By the end of the year, we expect our students to be able to… construct argument utilizing concrete representation, manipulatives, objects, drawings, and pictures to explain their thinking using math vocabulary both orally and in Math Journals (MJs).

Professional Development and Implementation: District: 1. Administrators will be trained on math talk best practices for the elementary classroom. 2. Professional Development will focus on strategies for implementation of Mathematical Practice 3 (Student Talk). 3. District staff and math coaches will provide school-requested Professional Development to support the implementation of math talk strategies. School-based to Include PLCs:

1. Teachers will attend District-provided professional development (5x during academic year).

2. Teachers will attend monthly PLCs to support application of math talk. ie. book study, professional publications, or professional online resources (ie. CPALMS, DEA, Think Centeral, MFAS, OCSD Curriculum Guide, to be determined by grade level).

3. Monthly 10 min inservice to support math talk provided by math coach.

4. Monthly grade level meeting with math coach to evaluate student learning and devise strategies for growth. (to assist teachers with differentitation )

5. Teachers will participate in PD, facilitated by the math coach, on Math Journals (MJs), their use, various forms, and rubrics to evaluate their use.

Action Steps for Implementation: School Implementation Action Steps: 1. Grade level team will engage in district provided professional development five times per year.

2. Math coach/teacher leaders will collaborate with PLCs groups to review journal articles, book study, and/or online resources.

3. Math Coach will provide ten minute inservice activities for faculty members, including paraprofessionals.

4. Teachers will participate in grade level meetings sharing formative assessment data to guide discussion and develop lesson strategies.

52

5. Math Coach will provide PD on Math Journals during monthly grade level meetings/PLCs. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will establish a classroom environment, through room arrangement, procedural charts, and student generated anchor charts, that supports the communication of mathematical ideas and the questioning of others' thinking.

2. Teachers will provide daily opportunities for students to discuss and share ideas, construct viable arguments, develop and use mathematical language, and record their reasoning in MJs, and practice viewing ideas from other's perspective.

3. Students will develop and use appropriate mathematical vocabulary in daily math talk activites and in MJs.

4. Students will participate in cooperative groups, giving them the oppoortunity to hear and construct viable arguments regarding mathematical concepts.


Math Talks Daily Lesson plans, walk-throughs, instructional walks

Teachers, Admin

Formative assessment Daily Anecdotal notes, exit slips, rubrics, walk-throughs

Teachers, Paraprofessionals, Admin

Distric based Professional Development days

Five times per year Attendance logs, reflection sheets, student work

Admin, Teachers, Coach

90 math block with 30 min. D.I.G. (Differentitated Instructional Groups)

Daily Lesson plans, walk-throughs, reflections, student work

Teachers, Admin, Paraprofessional

Reflection by teachers and students Daily Anecdotal notes, data team and grade level team meetings, discussions

Teachers, Admin

Math Journals (MJs) 2-5 times per week Student journal samples, lesson plans, instructional walk-throughs

Teachers, Admin., Coach, Students



53


Math Focus 2 Focus: Spiraling Goal: By the end of the year, we expect our students to be able to…retain mathematical skills and demonstrate competency with these skills during assessments.

Professional Development and Implementation: District: 1. Administrators will be trained on spiraling protocols as it relates to math standards: frequency, progress monitoring, and assessment. 2. Professional Development for teachers will focus on best practices for spiraling that are strongly aligned to the Florida Standards. 3. District staff and math coaches will provide school-requested Professional Development on implementing spiraling protocol. School-based to Include PLCs:

1. Teachers will participate in 10 minute inservices monthly.

2. Teachers will apply previous grade level's standard (in August/September) to begin spiraling focus.

3. Teachers will participate in district curriculum-guide inservice.

4. Teachers will evaluate ongoing formative/summative data to determine areas in need of spiraling focus.

Action Steps for Implementation: School Implementation Action Steps: 1. Grade level teams will engage in district provided professional devleopment 5 times per year.

2. Lesson plans will reflect questions and spiraling mathematical content.

3. Grade levels will meet to collaborate to plan spiral focuses for mini-lessons and math stations (DIG.)

4. Teachers will share ideas at staff meetings as well as posting on the school shared drive and in high traffic areas.

5. Math coach will be available to model and co-plan lessons for spiraling.

54

Classroom Implementation Action Steps (Teachers and Students):

1. Students will participate in daily mathematical spiraling mini-lessons or activities such as math stations, and discussions.

2. Teachers will use formative/summative assessment to identify focus for spiraling.

3. Teachers will use the Florida Standards and district resources (i.e. curriculum guides, district website) as a guide to identify focus for spiraling.


Math talks to allow teachers to assess the impact of spiraling the curriculum

Daily Lesson plans, walk-throughs Teachers, admin

Formative assessment Daily Anectdotal notes, rubrics, exit slips Teachers District professional development Five times a year Attendance rosters, reflection sheets,

student work Teachers, admin., coaches

Math journals to allow teachers to assess the impact of spiraling in the curriculum

Daily Lesson plans, walk-throughs,rubrics, reflections

Teachers, admin

Math stations: D.I.G. 2-4 times a week Lesson plans, teacher observation/anecdotal notes

Teachers, admin



55


Math Levels 1 and 2 Focus 1 (Grades K-2) Subgroup Focus: ELL Focus: Math talk Goal: By the end of the year, we expect our students to be able to…use appropriate mathematical vocabulary to construct arguments and explanations for math concepts, demonstrated in math talk and math journals.

Professional Development and Implementation: School-based to Include PLCs: 1. Teachers will participate in monthly math PLCs with math coach and read professional journal articles and/or books to support math best practices.

2. Teachers will share student work on a monthly basis to evaluate quality, strengths and weaknesses to determine exemplars incorporating math rubrics.

Action Steps for Implementation: School Implementation Action Steps (All Level 1 and 2 Students): 1. All teachers will be trained in ESOL strategies.

2. Lesson plans will integrate ESOL questions to prompt math student talk (GO Math!).

3. Teachers will use Think Central (Spanish) for home- school communication. 4. Schools leaders will provide parents, whose native language is not English, training in the use of Think Central as a means to assist their children at home. School Implementation Action Steps (Specific to Subgroup Listed Above): 1. ELL students will use math journals to review ongoing skills.

2. Math journal prompts will be written/demonstrated in English and in language appropriate for student understanding.

3. Teachers will use Think Central "Problems Of the Day" in other languages. Classroom Implementation Action Steps (Teachers and Students): 1. Students will use math journals to record and represent their mathematical thinking and understanding.

56

2. Teachers and students will create a math journal rubric to guide student work.

3. Students will share work with classmates to facilitate student math talk.

4. Teachers will track student participation to ensure all students have the opportunity to share and justify answers.


Develop classroom journal rubric Anchor chart created once, used with every prompt

Student's math journals with evidence of use of rubric

Students, teachers, admin

Use of prompts/problem of the day (POD)

Two to four days per week Lesson plans, student math journals Students, teachers, admin

Math talk Daily Lesson plans, instructional walk-throughs


Use of ESOL strategies Daily Lesson plans, instructional walk-throughs




57


Math Levels 1 and 2 Focus 2 (Grades 3-5) Subgroup Focus:Girls Focus:Spiraling Goal: By the end of the year, we expect our students to be able to…retain mathematical skills and demonstrate competency with these skills during assessment.


1. Teachers will participate in 10 minute inservices monthly facilitated by the math coach and school leaders.

2. Teachers will participate in district curriculum-guide inservice provided by the math coach and school leaders.

3. Teachers will be trained to develop skills to off set characteristics of girls' declining math skills by the math coach.

4. Teachers will be trained by the math coach, to develop knowledge of productive feedback and how this can be different for boys or girls.

5. Teachers and support staff will be provided PD in the implementation of iReady by the math coach and school leaders.

Action Steps for Implementation: School Implementation Action Steps (All Level 1 and 2 Students):

1. The mathematics curriculum, both in the general education classroom and resource setting will be spiraled.

2. Teachers will evaluate ongoing formative and summative data to determine areas in need of spiraling focus.

3. Teachers will provide students with productive feedback.

4. Teachers will use iReady with identified students in the general education and resource settings.

5. Teachers will periodically score students' papers and provide feedback without looking at student names (blind scoring).

58

School Implementation Action Steps (Specific to Subgroup Listed Above): 1. Invite women in the math and sciences to visit classroom and share how they use math in their occupations.

2. As data is collected, progress of girls will be compared to that of boys to determine if there are areas of math where the girls show greater proficiency such as journal writing, math talk, or specific math skills. Classroom Implementation Action Steps (Teachers and Students):

1. Teachers will apply previous grade level's standards (in August/September) to begin spiraling focus.

2. Teachers will provide activities for students using real world examples from the information shared by women in math and science.

3.Teachers will note lesson components in which girls are successful and be aware of the teachers' feedback to girls as compared to feedback to boys.

4. Teachers will adjust their instruction for the subset of female students depending on the data collected.

5. Teachers will periodically score students' papers and provide feedback without looking at student names (blind scoring).


Invite women in math and science professions

1 per quarter Lesson plan Teachers, administration

Reflection Daily Through anecdotal notes, student journals, discussion/minutes during grade levels, lesson plans monthly

Teachers, administration

Blind scoring 1 per quarter Discussion/minutes during grade levels

Teachers, administration

Evaluation:

59

Evaluation of Goal/Implementation (Completed at the Beginning of Second Semester):


60


Math Levels 4 and 5 Focus Focus: Perseverance Goal: By the end of the year, we expect our students to be able to… solve problems in multiple ways.

Professional Development and Implementation: School-based to Include PLCs: 1.Teachers will be provided training by the math coach in developing rubrics that allow for advanced scores .

2. Teachers will be trained by the math coach to use MFAS as a resource.

3. The principal will facilitate the participation of 5th grade teachers in 'collaboration nation' with middle school teachers.

Action Steps for Implementation: School Implementation Action Steps: 1. Student work displayed in cafeteria to demonstrate multiple ways to solve problem of the month.

2. 5th grade teachers will establish a 'collaboration nation' with feeder middle school.

3. Provide a stock market ongoing activity, robotics activity, and planning of a field trip for advanced students. Classroom Implementation Action Steps (Teachers and Students): 1. Develop work samples that can be used to demonstrate multiple ways to solve the problem of the month.

2. Using feedback from collaboration nation, teachers will adjust mathematical instruction.


Problem of the month 1 per month Math committee will submit problem of the month to grade levels

Teachers, Administration

61

Collaboration Nation TBA after working out details with middle school, goal 1-2 times per year

Sign in sheets, agendas, teachers lesson plans demonstrating adjusted instruction

Teachers, Administration

Advanced students group Once per week Lesson plan for group Teacher, Administration



62


Math SWD Focus Focus:Math Talk Goal: By the end of the year, we expect our students to be able to…use appropriate mathematical vocabulary to constuct arguments and explanations for math concepts, demonstrated in math talk and math journals.


1. Teachers will participate in monthly math PLCs with math coach and read professional journal articles and/or books to support math best practices.

2. Teachers will share student work on a monthly basis to evaluate quality, strengths and weaknesses to determine exemplars incorporating math rubrics.

3. ESE teachers will share appropriate strategies with classroom teachers.

Action Steps for Implementation: School Implementation Action Steps:Coordinate special area PLCs with grade level PLC blocks. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will establish a classroom environment that supports the communication of mathematical ideas and the questioning of others' thinking.

2. Teachers will provide daily opportunities for students to discuss and share ideas, construct viable arguments, develop and use mathematical language, and practice viewing ideas from other's perspective.

3. Students will develop and use appropiate mathematical vocabulary in daily math talk activites.

4. Students will participate in cooperative groups, giving them the oppoortunity to hear and construct viable arguments regarding mathematical concepts.


63

Math Talks Daily Lesson plans, walk-throughs, instructional walks

Teachers, Admin

Formative assessment Daily Anecdotal notes, exit slips, rubrics, walk-throughs

Teachers, Paraprofessionals, Admin

Distric based Professional Development days

Five times per year Attendance logs, reflection sheets, student work

Admin, Teachers, Coach

Reflection by teachers and students Daily Anecdotal notes, data team and grade level team meetings, discussions

Teachers and Administration



64

School Action Plan Based on Data Science

District Goal: Students shall demonstrate science proficiency at or above the expected grade level. Objectives: The percentage of 5th grade students who will be proficient in science as defined by the State of Florida on the Florida Comprehensive Assessment Test will be at least 73%.

65

FCAT Science Proficiency Science: Data

FCAT Science

LEVE

L 1

LEVE

L 2

LEVE

L 3

LEVE

L 4

LEVE

L 5

M F A B H I M W ESE

ELL

F/R

2012 80 9% 24% 48% 16% 4% 68% 73% 61% 75% 13% 67% 70% 75% 41% 0% 57%2013 92 15% 21% 33% 13% 18% 64% 65% 63% 0% 17% 40% 53% 74% 27% 0% 47%2014 99 13% 15% 40% 17% 14% 72% 75% 67% 55% 57% 67% 78% 53% 66%District 2,073 14% 23% 31% 15% 17% 63% 65% 60% 70% 39% 51% 86% 59% 68% 32% 8% 50%State 21% 25% 28% 13% 13% 54%

PROFICIENCY

GRADE 5 # St

uden

ts

Test

ed

Achievement Levels

% P

rofic

ient


66

FCAT Science Strands Science: Data

# St

uden

ts

Test

ed

Ove

rall

Mal

e

Fem

ale

A B H I M W ESE

ELL

F/R

2012 80 78% 81% 74% 65% 64% 80% 76% 81% 64% 0% 78%2013 92 73% 71% 75% 60% 52% 48% 67% 78% 65% 20% 66%2014 99 75% 74% 75% 68% 64% 77% 76% 65% 72%District 2,073 75% 75% 75% 79% 67% 72% 70% 74% 77% 62% 55% 70%State 70%2012 80 74% 77% 70% 69% 62% 77% 75% 76% 63% 44% 68%2013 92 78% 78% 77% 75% 65% 71% 74% 80% 65% 50% 71%2014 99 75% 77% 72% 73% 65% 72% 77% 72% 72%District 2,073 73% 75% 71% 77% 62% 70% 80% 71% 76% 61% 50% 67%State 69%2012 80 70% 71% 69% 63% 49% 69% 69% 74% 62% 13% 66%2013 92 68% 69% 67% 56% 45% 60% 65% 71% 56% 47% 62%2014 99 77% 78% 76% 74% 71% 74% 80% 73% 76%District 2,073 75% 75% 74% 80% 65% 70% 76% 72% 77% 62% 52% 70%State 69%2012 80 72% 73% 70% 66% 54% 67% 69% 76% 63% 21% 68%2013 92 72% 74% 70% 71% 58% 63% 72% 74% 64% 50% 68%2014 99 74% 77% 70% 64% 68% 72% 76% 65% 68%District 2,073 71% 72% 69% 78% 61% 66% 74% 68% 73% 58% 46% 65%State 71%

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Phys

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Sci

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Nat

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FCAT Science STRANDS (Average score for each subgroup)

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

Science Spiraling Focus Focus:Scientific thinking Goal: By the end of the year, we expect our students to be able to…use Close Read when analyzing the components in scientific experiments appropriate to the grade level.


1. Tammy Ellis will assist 3rd, 4th, and 5th grade teachers in spiraling the science standards.

2. The science specialist and instructional coaches will provide teachers with the incorporation of close reading protocols with science instruction.

Action Steps for Implementation: School Implementation Action Steps: 1. Ensure that close read PD incorporates the sciences and the use of close reading with scientific experiments 2. K-2 conduct classroom science process experiments. 3rd - 5th grade students will conduct their own experiments using the scientific process 3. Pre- Science Fair night to share with parents of third through fifth grade students information related to the scientific process and experiments 4. Science Fair night to show students completed scienfic experiments 5. Science Night that facilitates hands-on discovery that provides the opportunity for inquiry. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will provide and students will use the scientific process. 2. Teachers will require students to use close reading processes and strategies while reading science information and conducting scientific experiments.


Close read used during science lessons

Monthly Lesson plans, instructional walks Teachers, administration

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Pre-Science Fair night with parents Once for instruction Flyers, newsletters, sign in sheets Teachers, administration, science committee

Science Fair Night Once for display Flyers, newsletters, sign-in sheets Teachers, adminstration, science committee

Science Night Once for hands on observation and inquiry

Flyers, neweletters, sign-in sheets Teachers, administrators, science committee

Civil Air Patrol ACE Program (Pre K-5) Integrated at least monthly all classrooms

Lesson Plans Teachers

Grasses in Classes- 5th Grade Biophilia Curriculum and Field Trips Astronomers Pre K-5 Planetarium Grade 5 Engineers for America Grade 4-5

Integrated at least monthly Four times per year Once- component of Science Night Once per year Integrated monthly

Lesson Plans Lesson Plans Newsletters, flyers, Lesson Plans Lesson Plans

Teachers, administration Teachers, administration Teachers, administration, science committee Teachers and administration Teachers and administration, EFA Lead Teacher



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Title I Schools

Instruction By Highly Qualified Teachers All teachers at Kenwood Elementary school are highly qualified. Strategies To Attract Highly Qualified Teachers Okaloosa County School District only hires highly qualified teachers, thus no strategies to attract HQ teachers is needed. Plans For Assisting Preschool Children In The Transition From Early Childhood Programs To Local Elementary Programs (Preschool Transition Strategies) In the spring, information about a kindergarten transition day will be provided to Head Start and other day care centers providing services to students in the Kenwood school zone. Students will attend a day(s) of activities to include a visit to the cafeteria, an activity in the media center, and an opportunity to visit kindergarten classrooms. Kindergarten teachers will screen incoming kindergarten students before the start of the school year to assist in classroom placement and early identification of students that may require additional support. Describe Counseling, Pupil Services, and Mentoring Services The School Counselor provides support services to individual students, small groups, grade levels, and the whole school. Services include support to students who need assistance with appropriate social interaction in the school setting or who are dealing with external factors that impact school performance. Assistance can include how to make good choices, dealing with grief, and managing anger. The School Counselor facilitates partnerships with community agencies to provide food, clothing, and resources to families in poverty or connecting families to mental health and physical health providers. In addition, the

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school counselor facilitates the MTSS in collaboration with the administration and the MTSS school team in their efforts to ensure that appropriate instructional and behavioral strategies are implemented for students who do not make developmentally appropriate academic and social/emotional progress. School safety, drug awareness, and bullying prevention programs are provided in collaboration with the administration, SRO, and physical education program.

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Accreditation Page

GOAL 1: OCSD will develop innovative and relevant curricula which engage students and are tailored to their individual needs and aspirations. 1. Tteacher lessons plans 2. Student work samples

GOAL 2: OCSD will ensure the achievement of high academic standards by all students as measured by national, state, and local standards. 1.DEA test data 2.FSA test data

GOAL 3: OCSD will ensure conditions are in place which optimizes learning for all students. 1. Master schedule 2. Lesson plans/records from remediation services and enrichment programs provided at the school

GOAL 4: OCSD will actively pursue family and community members to become our partners in the improvement of student performance and the process of school improvement. 1.SAC and PTO minutes 2.Business partner agreements

Accreditation Standards 1. Vision and Purpose 2. Governance and Leadership 3. Teaching and Learning 4. Documenting and Using Results 5. Resources and Support Systems 6. Stakeholder Communication and Relationships 7. Commitment to Continuous Improvement

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date submitted: september 30, 2014...today kenwood is the learning environment for students ages 3...

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