school name: northwood elementary · 2017-10-18 · northwood elementary school, home of the...

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

Donna Goode

Stacey Taylor

Date Submitted: 9-4-17

Dates of Revision: 9-15-17

School Performance Plan 2017-2018

School Name: Northwood Elementary

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.

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School Performance Team

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

Dr. Donna Goode Principal Amy Bowles Assistant Principal Kacy Bonta Kindergarten Teacher Sarah Parker First Grade Teachers Crystal Daniels Second Grade Teacher Meredith Crow Third Grade Teacher Stacey Taylor/Adelia Slade Fourth Grade Teacher/SAC Chair Meredith Coleman Fifth Grade Teacher Rhoda Piaget Title I Teacher Donna Dillard Science Teacher Steven Delpozo/Stacy Christopherson CBS Teacher/Resource Teacher Dr. Susan Spears Instructional Coach Crystal Blake Griffin Instructional Coach Stakeholder Involvement: Describe the process taken to create the School Performance Plan. The Leadership Team met and reviewed early data results in spring of 2017. Preliminary plans were drafted. The Leadership shared results of the one day meeting with grade level colleagues.

• During the summer, the Leadership Team communicated. We met and discussed the plan, as well as communicating through emails.

• Grade level leaders met with teachers and asked for feedback.

• During preplanning, the entire faculty collaboratively reviewed data and wrote observations in small groups.

• At the beginning of the year, the draft of the SPP was shared with the faculty and SAC members and input was requested.

• The leadership reviewed the input and made final adjustments. Then the plan was shared with parents, faculty, staff, PTO, and SAC.

• To continue to revise and edit the SPP, a focus is discussed at every grade level, faculty and leadership meetings.

• A summary sheet is developed and given to the teachers.

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School Profile

Northwood Elementary School, home of the Cougars, is centrally located in the heart of Crestview. The original red brick structure was completed in 1942. Northwood serves Kindergarten through fifth grade students and maintains a commitment to provide a variety and abundance of services and support across the spectrum of students' talents and abilities.

During the 2013-14 year, Northwood Elementary was recognized as Northwood Arts and Science Academy. The Academy provides North Okaloosa students with a broad educational foundation and skills repertoire upon which to build their future through extended experiences in dance, art, science, integrated music, and integrated technology.

Our broader commitment is to provide a safe, healthy, well-rounded learning community which yields students who will be productive, contributing, well-adjusted citizens of the future. To this end, we offer the following programs or opprotunities: Before and After School Child Care; After School Clubs (Clubs vary each year); Family Involvement Nights (Art Walk); Mentor and Volunteer Orientations; PTO Meetings; Student Council; Adopt-A-Classroom Program (Business Partner); Fine Arts Productions; Honors Assemblies; Field Trips; Field Days; and Increased Media Center/Arts Integration.

We know that children enjoy greater success in school when the adults they admire most actively participate in their education. Volunteers and mentors foster a supportive learning environment. Northwood logs thousands of volunteer hours annually and has the longest running mentoring tradition of the area's elementary schools.

The look, the character, and the high standards for academic excellence at Northwood Elementary have remained a constant source of pride and stability in this neighborhood. Northwood is fortunate to have the commitment of strong, hardworking, and many young visionary enthusiastic teachers and parents dedicated to maintaining the high standards of Northwood tradition, while also building a bridge to the exciting future of 21st century ideals with opportunities for students in technology and the fine arts.

School Vision: Northwood Elementary School is a united school community that is dedicated to building a better world one child at a time.

School Mission: Meeting the educational challenges of today's world, we guide children to develop solid foundations for successful futures.

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Community and Parent Awareness

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Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school? The three strongest areas that parents either strongly agree or slightly agree are:

• Clear expectations of conduct and behavior are communicated to my child (overall 97%);

• My child’s school treats everyone fairly, regardless of race, economic status, or other relations (95% overall); and

• As a parent, I feel welcome at my child’s school (93%).

What does the data tell you regarding the opportunities for improvement in your school? The three areas could be reviewed for improvements are:

• I am satisfied that my child’s teachers do a good job education my child (81 strongly or slightly agree).

• Parent input is valued at my child’s school (84% strongly or slightly agree); and

• Homework is used to reinforce what is taught in the classroom (84% strongly or slightly agree).

Provide a description of the various forms of communication to your community and parents. ● Teacher Weekly Newsletters ● Open House ● Art Walk Night/Literacy Night/Science Night

● Monthly Cougar Chatter ( School Newsletter) ● Power Parent Meetings ● Student Data Reports (AR, MobyMax)

● Parent Conferences, Emails, and Telephone Calls ● SAC Meetings ● Title I Meetings; Title I Plan; Title 1 Compact

● Parent/Student Handbook ● School Webpage & Facebook ● Watchdogs (Dads on Campus)

● Blackboard Connect Messages (Email & Telephone) ● Public Relations/Newspaper Publications

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Historical School Grade Data

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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 65%. 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 62%. 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 75%

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

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FSA ELA Data (By Grade) ELA: Data

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FSA ELA Data (By Grade) ELA: Data

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School Action Plan ELA (Reading): Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? The first grade reading proficiency percentage was above the district at 84%.

First grade increased the reading proficiency from 78 percent in 2016 to 84% in 2017.

ELL students in first and second grade were above the district on the DEA. On the FSA, more fifth grade students scored in level 5 than in the past.

What does the analysis tell you about your school’s opportunities to improve? On the DEA and FSA, overall proficiency was less in all grade levels compared to last year. In fourth grade data only 29% of the subgroup, American Indian made learning gains in comparing the achievement from last year to this year. That means 71% of that population did not make growth. In 4th grade our lowest 25 percentile of students, only 43 % of that subgroup made learning gains therefore over half of our lowest kids did not make gains from last year to this year. The same is true for 5th grade as well; 45% of the lowest 25th made gains while 55% of our lowest kids did not show gains on the FSA from 4th-5th grade. The achievement level columns for 4th and 5th grade shows which kids made growth for their level. The strands columns breaks down the growth for each strand of ELA standards. Fourth grade made gains in all but Language and Editing where they dropped by 4 percentage points. Fifth grade made gains in Language and Editing but show a loss of, 12% in Key Ideas and Details, 11% in Craft and Structure, and 3% in Knowledge Integration and Ideas.

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

Central Focus: ELA Focus 1 Implementation of the Balanced Literacy Model (Whole Group, Teacher-led Small Group Instruction, and Standards-based, Differentiated Stations with Accountability). A focus will be placed on: • Utilizing Text Dependent Questions (TDQs) at varying DOKs and Phases within Everyday Instructional Reads, which lead to a rigorous culminating task

o TDQ Flip Chart • Achievement Level Descriptors (ALDs, Gr. 3 - 5) and Learning Progressions (Gr. 1 and 2) • Utilize data to inform instruction (MAP, iReady, etc.) • Emphasizing complex text while using multiple sources

o Resources: Common Lit, NewsELA, Achieve 3000, Read Works, Time for Kids, Story Works, etc. • Text markings and annotations derived from the TDQs • Purposeful student talk derived from the TDQs • Purposeful Read Aloud

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Northwood’s Focus Targeted School-based Focus: Using the Balanced Literacy Model, we will focus on differentiated, teacher-led small group instruction to target needs and support all students to make growth beyond their current reading skills using Everyday Instructional Reading and multiple resources based on data analysis. Targeted School-based Professional Development: 1. Instructional Coach will provide training focused on questioning and differentiation in small groups and stations.

2. Instructional Coach will collaborate with third through fifth grade and Title I teacher to make a yearly plan to integrate multiple resources aligned to standards and item specifications.

3. Instructional Coach will provide training for small groups, text dependent questions, and novel studies to Title 1 teacher and assistants.

4. Instructional Coach will provide training sessions on Small Group Instruction, Balanced Science & Everyday Instructional Reading, and Work Stations & response logs.

5. Flocabulary will be offered as a Tuesday learning session.

6. During the second nine weeks self-selected teachers will participate in a book study on the book Small Group Reading Instruction: Differentiated Teaching Model for Struggling Readers Grades 3-8, 2nd edition.

7. During the second nine weeks self-selected teachers will participate in a book study on the book “Teaching the Critical Vocabulary of the Common Core”.

8. During the first nine weeks self-selected teachers will participate in a book study on Classroom Management.

9. Grade levels will collaboratively plan with a focus on appropriate rigor of the standards, and differentiation of each standard.

10. Central professional development day will be extended to full day sessions to synthesize new learning from the central message and collaborate on related lesson planning to include whole group, differentiated small group, and EIR lessons.

11. Select teachers will participate in peer observations and reflect upon the observed lessons with the instructional coach.

12. Embedded coaching will happen through co-teaching, modeling, conferencing, coaching cycles, and collegial conversations.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1 By August 2017, set places and topics for Tuesday Learning

2 By August 201, create PD schedule for district message days, and schedule data analysis meetings

3 By August 2017 schedule I-Ready and Map tests

4 By August 29, obtain substitute teachers for PD days 5 By August 29, purchase books for book studies. Classroom Implementation Action Steps (Teachers and Students): 1. Within the first month of school, all teachers will administer assessments I-Ready, and Map to identify standards of focus for each student. Teachers will analyze student data to determine and plan for instructional needs for the whole group, small groups, and individuals.

2. Students will participate in teacher led small groups to provide remediation and/or acceleration as needed based on data and standards. The teacher led small groups will begin no later than the third week of school. Select teachers will use 3 days of traditional small group instruction and 2 days of I-Ready based remediation for small group instruction.

3. Teachers will meet with below grade level students daily, on grade level students at least three times per week, and above grade level twice a week.

4. Teachers will plan standards-based differentiated stations. All teachers have stations in place. Teachers will focus on either rigor or differentiation.

5. Teachers will start to analyze ALDS and learning progressions (K-2) to plan for more advanced differentiation in small groups and stations.

6. Self-selected teachers will engage students in novel studies and comprehension discussions using DOK 2 and 3 TDQs to target literature standards, build vocabulary, and increase comprehension.

7. Teachers will design Everyday Instructional Reading lessons starting with a rigorous culminating task and create text dependent questions including all three phases and DOK levels.

8. Teachers will model and students will use purposeful text marking/ note taking and annotation specific to the text and task to aid comprehension and facilitate student response to text dependent questions of varying complexity.

9. Students will utilize student talk strategies to respond to text dependent questions scaffolding to Phase 3 and prepare for student writing activities. Specific strategies include think-pair-share, partner talk, table talk, fishbowl, converstations, and Socratic Seminars.

10. Students will regularly interact with complex texts and multiple sources include video, audio, infographics, and graphic aids using text dependent questions as

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a guide to navigate these texts and deepen comprehension. Students will synthesize information from multiple sources. Kindergarten through second grade will scaffold students up to 2 sources and third through fifth will use 2-4 sources.

11. Teachers will use standards, item specs, and ALDs/ Learning Progressions to model how to write appropriately complex questions and answer stem when utilizing a variety of texts. Students will routinely answer questions of varying complexity. Students will begin to construct questions throughout the phases and DOK levels.

12. Teachers will provide opportunities for independent reading while monitoring students’ choices through conferences, reading logs, response logs, and self-selected teachers will use Accelerated Reader. Students will self -monitor and apply a fix up strategy when decoding and comprehension breaks down. Students will engage in daily independent reading and be held accountable for this through conferences and response logs.

13. Teachers will provide systematic, explicit instruction in all components of effective literacy instruction to include phonemic awareness, phonics, fluency, vocabulary, and comprehension as needed based on students' needs.

14. Teachers will extend work from whole group and small groups into standards-based, differentiated stations to provide independent practice.

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

Teacher Led Small Groups Weekly Walk Throughs Administration Standards based differentiated stations Weekly Walk Throughs Administration EIR - Complex Text - Questions Weekly Lesson Plans & Observations Administrtion & Grade Level Tchrs Standards- ALDs-Item Spec Weekly Lesson Plans & Walk Throughs Administration & Grade Level Tchrs

Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester):

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Central Focus: ELA Focus 2 Writing: Teaching how Analysis and Synthesis lead to Elaboration • Using Rubrics/FSA Writing Sampler Sets to calibrate teacher scoring and inform instruction with an emphasis on Analysis and Synthesis (Evidence and

Elaboration) • Increase student knowledge and use of the Rubrics with a focus on Analysis and Synthesis (Evidence and Elaboration) • Differentiated writing instruction based on student needs identified through the Rubrics with an emphasis on Analysis and Synthesis (Evidence and

Elaboration) o Writing Conferences, Small Group, Stations, etc.

• Writing the Essay: Teaching Students to Read like Writers and Write like Readers o How are we unpacking the prompt? (TDQ) o How are we addressing purposeful text marking and annotations specific to the prompt? (TDQ) o How are we planning for the essay? (Derived from TDQ and text marking/annotations) o How are we scaffolding instruction as we build from one source to multiple sources?

This is where an EIR assists in the writing process o How are we addressing writing an introduction? o How are we addressing writing a conclusion? o How are we addressing citing relevant evidence? (EIR) o How are we addressing elaboration? (EIR) o How are we addressing transitions?

o How are we addressing content specific vocabulary?

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Northwood’s Focus: Targeted School-based Focus: We will focus on synthesizing relevant information from multiple sources in order to elaborate on evidence. Targeted School-based Professional Development: 1. Teachers will be calibrated to the rubric within the first month of school. Calibration will be repeated as genre shifts with each grading period.

2. Instructional coach will provide session during September's school based professional development on how to guide students to synthesize across texts by scaffolding with TDQs. Standards that support students to synthesize include 1.2 main idea, 2.4/L3.4 domain specific vocabulary and vocabulary word's meaning, 2.6 author's point of view, 3.8 reasons and evidence to support points, 3.9 integrate information from multiple sources.

3. Instructional coach will focus on elaboration during October's school based professional development to include SPEC and the six elaborative techniques.

4. Teachers will continue to work on elaboration techniques during Tuesday learning sessions.

5. During November PD session teachers and instructional coach will analyze grade level writing samples and collaborate to remediate students based on instructional needs.

6. Self-selected teachers will attend district provided writing training.

7. Select teachers will observe model writing classrooms and reflect upon observed lessons with the instructional coach.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Set dates & times for calibration of rubric.

2. Set dates for elaboration techniques of Tuesday Learnings.

3. Set dates for follow-up and share from district provided trainings.

Writing Plan:

Targeted School Based PD

1. Teachers will be calibrated to the rubric within the first month of school. Calibration will be repeated as genre shifts with each grading period.

2. Instructional coach will provide session during September's school based professional development on how to guide students to synthesize across texts by

scaffolding with TDQs. Standards that support students to synthesize include 1.2 main idea, 2.4/L3.4 domain specific vocabulary and vocabulary word's meaning,

2.6 author's point of view, 3.8 reasons and evidence to support points, 3.9 integrate information from multiple sources.

3. Instructional coach will focus on elaboration during October's school based professional development to include SPEC and the six elaborative techniques.

4. Teachers will continue to work on elaboration techniques during Tuesday learning sessions.

5. During November PD session teachers and instructional coach will analyze grade level writing samples and collaborate to remediate students based on

instructional needs.

6. Self-selected teachers will attend district provided writing training.

7. Select teachers will observe model writing classrooms and reflect upon observed lessons with the instructional coach.

Writing Plan:

Kindergarten teachers will:

1. Guide students to address a task beginning with a picture to match the prompt, moving to labeling, writing words, and then to writing a sentence on the topic.

2. Teach students to write one sentence on the topic. Students will learn informational writing brings facts from the text and opinion is about their ideas and

reasons to support their ideas. Teach students to gradually add detail sentences. Students will learn to reread and orally share their writing daily and accept peer

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feedback.

3. Create a continuum of writing levels and provide instruction related to this to help students understand writing expectations. Teachers and students will analyze

the beginning, middle, and end of a piece of text.

First and Second grade teachers will:

1. Use a mentor text and student writing samples to introduce the type of writing (narrative, informational, & opinion). First grade begins by teaching students to

write a topic sentence and second grade writes an introductory statement prior to the topic sentence, then minimum of three details/ supporting facts from facts

underlined within the text, followed by a closing/ conclusion sentence. Model lesson anchor charts are displayed for students to reference during independent

writing. Students are provided first grade graphic organizer [Oreo for opinion & Hamburger for informational] and taught to draw it in second grade. Graphic

organizers show topic/ thesis, three reasons and why, and conclusion.

2. Teachers and students will analyze texts for a good beginning, middle, and end, and apply strategies within their own writing.

3. First and second grade will focus on using one source for the first semester and then build to two sources during the second semester. Sources will increase in

length as experience increases. Teachers will provide explicit instruction on integrating evidence from multiple sources. Teachers will provide opportunities for

students to increase stamina through instruction, differentiated stations, and Everyday Instructional Reading lessons. Students will develop stamina to read,

analyze, and text mark multiple sources.

4. First grade will initially focus on complete sentences and build to complete paragraphs. Second grade will initially focus on complete paragraphs and scaffold to

multiple paragraphs by the end of the year.

Third through Fifth grade teachers will:

Unpacking the prompt: Teachers will model and guide students to unpack to determine mode (type of writing), audience, and task. Teach students to close read

the prompt and text mark by circling the task, underline the mode, and box the audience through modeling and guided practice to set a purpose for reading the text.

Students will brainstorm ideas with peers, groups, and the class.

Purposeful text marking and annotations: Model and guide students to generate purposeful text marking and annotations specific to the prompt. Teacher will

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develop text dependent questions to scaffold students for the writing task. Teachers will plan purposeful student talk based on text dependent questions to develop

connections.

Planning based on mode & task: Teachers will model planning for the essay, specifically how text marking and annotations translate to student writing. Teachers

will teach how text structure influences planning organizers.

Scaffold from two sources to multiple types of sources: Model and guide students to explain connections between texts. Scaffold instruction of writing from

multiple sources by adjusting the length and Lexile of sources as students build stamina and experience in grade level expectations.

Writing the introduction: Model and guide students to construct main idea or thesis statement. Teachers will model how the mode of the task drives the thesis.

Teachers will model how to write an effective introduction, create anchor charts, and provide exemplars for students to analyze. Students will practice writing

effective introductions based on grade level rubric. An effective introduction includes a thesis statement and an overview of key points.

Writing the conclusion: Model how to write an effective conclusion, create anchor charts, and provide exemplars for students to analyze. Students will practice

writing effective conclusions. An effective conclusion restates the thesis and summarizes key points.

Citing relevant evidence: Model and guide students to use the ACE technique to integrate relevant text based evidence. Create anchor charts related to relevant

evidence. Teachers will model and provide exemplars for students to analyze focused on how to effectively integrate text based evidence. Sentence stems for

evidence will be available to scaffold inclusion of evidence as needed.

Elaboration: Model to ACE technique to ensure students elaborate based on evidence. ACE technique and non-negotiables will be posted in classrooms and

resource rooms. Sentence stems for elaboration will be available to scaffold inclusion of elaboration as needed. Teachers will select from the following strategies

as appropriate: Warrant workout strategy, SPEC, color coding to differentiate between evidence and elaboration. Students will be taught elaboration techniques.

Transitions: Model the effective use of transitions within writing. Create anchor charts for students to use for various transitional words and phrases, and provide

exemplars for effective use of transitions. Focus on transitions between and within paragraphs.

Instruct students on how to compose multiple (3-5) paragraph essays.

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Use sampler set and exemplars provided by the state and writing working groups during instruction to help students understand the expectations.

Increase student stamina through gradually increasing writing time, number of sources, and text complexity throughout the year.

Student Outcomes

1. Actively engage in writing during workshop and workstations to develop independence and strategies for writing.

2. Use anchors charts appropriate to the type of writing and grade level (building in complexity).

3. Engage in student writing conferences and or small group instruction in order to allow teacher to guide them through the writing process and analyze their own

writing (using highlighters for topic/ thesis, evidence, elaboration, and transitions) for effective use of evidence (citing and summarizing), elaboration, and use of

transitions. Engage in peer conferences following the same routine.

4. Writing by implementing the non-negotiable every time

a. Use a capital letter at the beginning and punctuation at the end of a sentence.

b. Always capitalize the word I.

c. Establish grade level minimums related to ELA standards.


Calibration Three times per year Meetings- Observation Administration & CRTs Elaboration Monthly Student work/ Observations Administration & CRTs Modeling Weekly Walk-throughs Administration


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ELA Levels 1 and 2 Focus

Northwood’s Focus Targeted School-based Focus: The goal is to help students develop strategies to apply independently. Grades 3-5 will focus on DOKs and ALDs. . Targeted School-based Professional Development: 1. The title 1 teacher and assistants will spend a minimum of one day training on standards, DOK level questions and appropriate student responses.

2. Select teachers will be provided a 1/2 day on the continued use of iReady by Curriculum Associates.

3. Instructional Coach will provide training on five components of effective ELA instruction to include: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

4. Instructional coach will spend 2 full days training assistants for small group instruction before implementation. Then, assistants will meet with instructional coach for 2 hour training sessions monthly throughout the year.

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Action Steps for Remediation: Administrative Implementation Action Steps: 1. Provide professional development in May to Title I teacher and CRA. 2. Purchase books by August 1. 3. Purchase I-Ready and set professional development date. 4. Create schedules for CRA by August 8. Intervention/Title I Implementation Action Steps (Teachers and Students): 1. The Title I teachers or CRA will work with small teacher led student groups using novels and leveled texts.

2. Select students will be provided remediation on Phonics for Reading based on phonics assessment and I-Ready data.

3. During teacher led small group instruction, teachers monitor student reading processes and check that texts are within students’ grasps, allowing students to assemble their newly acquired skills into a smooth, integrated reading system.

4. Classroom teachers will implement a blended model of iReady to analyze, interpret, and take action based on their students’ diagnostic results. Teacher led small group instruction may be traditional format for 3 days per week, and 2 days per week focused on I-Ready remediation to target identified students' needs.

5. Teachers will implement iReady Tools for instruction and prerequisite Ready lessons from the Teacher Toolbox to address learning gaps in small group instruction based on identified deficit prescribed by I-Ready diagnostic and lesson proficiencies.

6. Tyner will be implemented in self-selected rooms by classroom teachers and CRAs to target phonics & fluency as needed based on students' data.

7. Teachers also scaffold students to navigate complex texts through EIRs in an effort to close the gap between current reading level and grade level expectations.

8. Teachers will plan to address all components of effective literacy instruction in a systematic method to include phonemic awareness, phonics, fluency, vocabulary, and comprehension.

9. Teachers will extend work from whole group and small groups into standards-based, differentiated stations to provide independent practice. POC Plan: We will invite level 2 students to POC first, then fraigle 3's. Level ones will be invited too based upon space available. In addition, we will use Title I money to extend our POC. IReady will be the primary resource for guiding the instruction.

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Small groups weekly lesson plans CRA, CRT, ESE, Admininstration iReady weekly on-line reports CRA, CRT, ESE, Admininstration Tyner weekly lesson plans CRA, CRT, ESE, Admininstration Modeling weekly observation CRT, Administration

Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): iReady Diagnostic Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester):

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ELA Subgroup Focus Subgroup: By the end of the year all level 4 and 5 students will make a year’s level of growth based on iReady data.

Northwood’s Focus Targeted School-based Focus: By the end of the year level 4 and 5 students will make a year’s level of growth based on iReady data. Targeted School-based Professional Development: 1. Select teachers will attend 1/2 day of training with Curriculum Associates.

2. Instructional coach will provide training on differentiation in small groups and stations.

3. Instructional coach will provide training on ALDs/ LPs and the need to teach high and scaffold all students to success in order to adequately challenge and progress high achieving students.

4. Select teachers will participate in classroom observations, focused on challenging high achievers, and reflect upon observed lessons with the instructional coach.

5. Embedded coaching will happen through co-teaching, modeling, conferencing, coaching cycles, and collegial conversations.

6. Data chats will focus on ensuring all students progress and make adequate growth.

7. Central professional development day will be extended to full day sessions to synthesize new learning from the central message and collaborate to plan for whole group instruction, small group instruction, and standards-based differentiated stations.

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Action Steps for Implementation: Administrative Implementation Action Steps: Schedule Curriculum Associates professional development. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will differentiate small group instruction and stations to target student needs based on I-Ready, MAP, and classroom based assessments.

2. Teachers will analyze ALDs and iReady to target student needs. (pre-test, post-test, curriculum compacting) to provide acceleration or enrichment.

3. Select teachers will implement literature circles and project based learning.


Small groups Weekly Walk Throughs Administration Utilize ALDs Weekly Walk- Throughs Administration iReady Weekly Walk-Throughs and Report Administration Tyner Weekly Walk-Throughs Administration Fountas & Pinell Weekly Walk-Throughs Administration


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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 75%. 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 75%

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DEA Math Proficiency (By Grade) Math: Data

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FSA Math Data (By Grade) Math: Data

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FSA Math Data (By Grade) Math: Data

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School Action Plan Math: Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? On the FSA in fourth grade the achievement gains increased from 63% in 2016 to 68% in 2017. On the FSA, fourth grade increased from 65% proficient to 67% in operations and in numbers 66% to 82%. Black students increased from 56% in 2016 to 67% in 2017. On the DEA in grades K-2, all ESE increased proficiency. In fact, in 2nd grade increased by 22% percent from 2016.

What does the analysis tell you about your school’s opportunities to improve? Whether we are looking at percent correct for 3rd grade or percentage of learning gains in 4th and 5th grades, it is evident that Measurement and Data and Geometry are clearly our area of concern. This is where spiraling is essential since most measurement and data, and geometry units fall toward the end of the year. On the DEA and FSA, overall proficiency was less in all grade levels except first grade compared to last year. On the FSA, free and reduced students decline in 5th grade and on the DEA in grades K, 1 and 2.

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

Central Focus: Math Focus Use Achievement Level Descriptors (ALDs), Item Specifications, and the Math Instructional Shifts (Focus, Coherence, Rigor) to effectively implement the Balanced Math Model. A focus will be placed on:

• Student-centered Whole Group Mini-lessons • Interactive Fluency and Routines • Targeted Small Group Instruction • Standards-based Stations tailored for differentiation with accountability

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Northwood’s Focus Targeted School-based Focus: Targeted School-based Focus:

1. Continue implementation of the OCSD Balanced Math Model which includes: mini-lessons, fluency, stations, teacher led small groups, student talk, student centered whole group and routines.

2. Continue to develop purposeful stations by standards, working towards differentiation.

3. Implement teacher led small group instruction using higher order DOK 2/DOK 3 questions, ALDs/ LPs and appropriate manipulatives in math lessons.

Targeted School-based Professional Development: 1. Self-selected teachers attended the Summer Institute hosted at Antioch that covered: Think Tanks, Calendar Math, Station Rotations, and Mini-lessons.

2. During preplanning, teachers will receive professional development on the balanced math model, the math on-line curriculum guides and resources, management, engagement, lesson planning/ preparation, and lesson delivery.

3. During the school-based, whole day sessions, teachers and math coach will collaborate to analyze data (MAP, FSA, I-Ready, formative and summative classroom assessments) and use their standards, Item Test Specs, and/or curriculum guide to plan for teacher led small groups, purposeful math station activities and formative assessments to include student math talk and spiraled standards. During this PD session Northwood math teachers will collaborate with teachers on the same grade level from three different schools in Okaloosa County to share standards based resources and best instructional practices.

4. Teachers will share exemplar standards/domain based math stations and student samples during school-based PD, Tuesday learnings, grade level and/or data meetings, and faculty meetings.

5. During grade level data team meetings, teachers will analyze formative/summative assessments to drive standards-based small and whole group instruction.

6. Two voluntary book studies will be offered to teachers. The name of the books are Math in Practice School by Susan O'Connell, and Quality Questioning by Jackie Acree Walsh.

7. I Ready professional development will be offered that leads teachers in setting goals for everyday classroom differentiation and introduces replicable routines for data-driven planning using i-Ready.

8. Station professional development will be offered to assist with effective implementation of standards-based, differentiated stations into the Balanced Math Block.

9. Grade levels will meet twice each month to discuss data to include MAP, I-Ready, FSA, and classroom assessments and adapt instruction in mini-lessons, fluency, stations/ teacher led small groups, student talk, routines, and student centered whole group lessons to target students' needs and improve

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achievement.

10. Grade Level pacing guides for yearlong standards mapped out and reevaluated mid-year with math coach and quarterly with grade level.

11. Select teachers will participate in instructional rounds and reflect upon the observed lessons with the instructional coach.

12. Self-selected teachers will participate in ghost walks focused on classroom organization for teacher led small groups and stations.

13. Self-selected teachers will participate in additional professional development session through RekenMathLine to effectively implement use of newly purchased math manipulatives. The instructional coach will support implementation within the classroom in teacher led small groups and stations.

14. Self-selected teachers will participate in additional professional develop during "May Days" focused on elements of the balanced math model targeting rigor.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Assist with scheduling for summer institute

2. Schedule preplanning PD.

3. Plan for funding of subs.

4. Schedule Tuesday Learnings on Master Calendar.

5. Schedule grade level data meetings.

6. Purchase I-Ready and schedule I Ready PD.

7. Organize instructional rounds and funding for subs.

8. Gather data for May Days and select dates by January.

Classroom Implementation Action Steps (Teachers and Students): 1.Continue the use of the OCSD Balanced Math Model which includes: mini-lessons, fluency, stations/teacher led small groups, student talk, student centered whole group and routines. a. Teachers will utilize ALDs/ LPs to plan standards based mini-lessons to guide all students to grade level expectations. Teachers will ensure whole group sessions are appropriately paced, student centered, and engaging. Students will be actively engaged in whole group lessons as determined by formative assessment: participation, student math talk, and culminating task. b. Teachers will focus on grade level specific fluency standards. Kindergarten will focus on facts to five. First grade will focus on facts to ten. Second grade will focus on facts to 20 using mental strategies, and fluency add and subtract to 100 using preferred strategies. Third grade will focus on addition and subtraction to 1,000 and multiplication and division to 100 using preferred strategies: place value, properties, relationships between addition and subtraction. Third grade students will know from memory all products of two one digit numbers. Fourth grade will focus on addition and subtraction to 1,000,000 using the standard algorithm. Fifth grade will focus on multi-digit multiplication using the standard algorithm. Students will develop fact fluency and strategy implementation. c. Teachers will utilize ALDs/ LPs to plan small groups and stations based on data based needs. d. Teachers will will utilize ALDs/ LPs to plan for purposeful student talk to develop higher level thinking and problem solving strategies. e. Teachers will utilize a variety of high yield routines: Everyday Calendar Math, daily math review (DMR), Math 4 Today, Four square, High Yield Routines: number of the day, number line, quick images, what doesn't belong, etc.

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2. Self- selected teachers will implement RekenMathLine manipulatives in small groups and stations to develop fluency. . 3. Kindergarten teachers will utilize Whole Group and Small Group Guided Math (Reagan Tunstall) for standards based, spiral math stations. 4. All teachers will utilize I-Ready Toolbox for remediation and enrichment in teacher led small group lessons and stations. 5. All teachers will continue to develop purposeful, standards-based stations, working towards differentiation to ensure all students continue to make academic gains.

6. All teachers will implement teacher led small group instruction using higher order DOK 2/DOK 3 questions and appropriate manipulatives in math lessons per chapter. 7. All teachers will continue to embed the eight mathematical practices into their class instruction: make sense of problems and perservere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools, attend to precision, look for and make use of structure, and look for and express regularity and repeated reasoning. Students will engage in the eight mathematical practices as evidenced by student math talk and independent practice. 8. Third through fifth grade teachers will utilize ALDs, FSA item specs, FSA practice tests, and FSA style assessment questions. 9. K-2 teachers will utilize LPs to scaffold FSA style questions into daily routines and include FSA style questions into assessments. 10. Third through fifth grade teachers will utilize M3 document to effectively plan for standards based mini-lessons, teacher led small groups, and stations. 11. Students will utilize a self monitoring system to understand their profiencies and opportunities for improvement related to standards and explain this information to their parents in student led conferences.


Student talk Weekly Observations, Walk-throughs Administration Purposeful Stations Weekly Observations, Walk-throughs Administration Teacher led Small groups/ Stations Weekly Observations, Walk-throughs Administration Mini-lessons Weekly Observations, Walk-throughs Administration Fluency Weekly Observations, Walk-throughs Administration Routines Weekly Observations, Walk-throughs Administration

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Math Levels 1 and 2 Focus

Northwood’s Focus Targeted School-based Focus: Number and Operations Targeted School-based Professional Development: 1. During the school-based, whole day sessions, teachers and the math coach will collaborate to analyze data and use standards, Item Specs, curriculum guide to plan for teacher led small groups, purposeful math station activities, and formative assessments to include student math talk and spiraled stations. 2. During grade level data team meetings, teachers will analyze formative/ summative assessements to drive standards-based small and whole group instruction. 3. Additional Tuesday Learning will be provided on strategies for working with struggling students: plan appropriate questions in focus domains to scaffold towards rigor of grade level standards, using ALDs to differentiate focus domains based on students' needs. 4. I- Ready professional development will be offered that leads teachers in setting goals for everyday classroom differentiation and introduces replicable routines for data-driven planning using I-Ready. 5. Grade levels will meet twice each month to discuss data to include MAP, I-Ready, FSA, and classroom assessments and adapt instruction in mini-lessons, fluency, stations, teacher led small groups, student talk, routines, student centered whole group lessons to target students' needs and improve achievement. 6. Two voluntary book studies will be offered to teachers. Math in Practice focuses on developing appropriate rigor in each domain. Quality Questioning focuses on incorporating questions within whole group, teacher led small groups, and stations.

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Action Steps for Remediation: Administrative Implementation Action Steps: 1. By July 30, develop a schedule of Tuesday Learnings to address Level 1 and 2 students. 2. By July 30, set dates for IReady professional development. 3. Create Master Calendar for grade level data. 4. Order books for books studies. Intervention/Title I Implementation Action Steps (Teachers and Students): 1. Teachers will implement a blended model of I-Ready to analyze, interpret, and take action based on their students' diagnostic results. 2. Teachers will meet daily with level one students and at least three times a week with level two students in a small group setting to review prerequisite skills and scaffold students to on-grade level skills. 3. Teachers will implement I-Ready Tools for instruction and prerequisite I-Ready lessons from the Teacher Toolbox to address learning gaps in small group instruction based on identified deficits prescribed by I-Ready diagnostic and lesson proficiencies. 4. Teachers will use I-Ready Diagnostic, MAPS, and classroom tests to identify and target needs for intervention. 5. Students will reference a math word wall, binder, or anchor chart in order to develop and utilize academically appropriate mathematical vocabulary. 6. Title Teachers will provide intervention to identified Level 2 students, 3 times per week, and low level 3 students 2 times per week based on previous FSA data. 7. Classroom teachers will meet with the lowest 25% daily using I-Ready data to direct instruction. POC Plan: We will use Title I funds to extend POC. We will invite level 2,3, and 1 students (in that order) to POC.


I-Ready bi-monthly iReady reports Admin, Title I teachers, CRT, ESE Data teams bi-weekly student data Admin., Instructional Coaches Teacher led Small Groups/ Stations daily observations, walk-throughs, lesson

plans Admin.

Mini-lessons daily observations, walk-throughs, lesson plans

Admin, Title I teachers, CRT, ESE

Fluency daily observations, walk-throughs, lesson plans


Routines daily observations, walk-throughs, lesson plans


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Math Subgroup Focus Subgroup: Levels 4 and 5

Northwood’s Focus Targeted School-based Focus: By the end of the year, we expect level 4 and 5 students to make a year's growth based upon on I-Ready data. Targeted School-based Professional Development: 1. During the school-based , whole day sesions, teachers and math coach will collaborate to analyze data (MAP, FSA, I-Ready, and formative and summative classroom assessments) and use their standards, Item test specs, and or curriculum guide to plan for teacher led small groups, purposeful math station activities, and formative asessments to include student math talk, and spiraled standards. 2. During grade level data team meetings, teachers will analyze formative/ summative assessments to drive standards-based, teacher led small groups and stations. 3. Two voluntary book studies will be offered to teachers: Math in Practice focuses on the rigor of the standards and Quality Questioning focuses on using appropriate questioning to target continued gains for above grade level students. 4. Professional development through coachig cycles will be offered to assist with effective implementation of using ALDs to plan the appropriate rigor and complexity within the grade level standards for teacher led small groups and stations based on students' identified needs. 5. Grade levels will meet twice each month to discuss data to include MAP, I-Ready, FSA, and classroom assessments and adapt instruction in mini-lessons, teacher led small groups, stations, student talk, and routines to target students' needs and ensure ongoing achievement gains. 6. Select teachers will participate in instructional rounds and reflect upon the observed lessons with the instructional coach. 7. Tuesday learning sessions will be planned to target enrichment strategies for level four and five students to include project based learning, critical thinking, and problem solving. Grade levels will start to create project based learning activities for students to use in stations. 8. Teachers will start to learn about curriculum compacting to ensure students continue to make ongoing achievement gains.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Schedule PD and funds for subs. 2. Create master calendar for grade level data meetings 3. Purchase books for book studies. 4. Create Master Calendar to include Tuesday Learning topices, May Days, and Instructional Rounds. 5. Purchase needed materials for curriculum compacting. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will utilize data and ALDs/ LPs to differentiate teacher led small groups and stations. 2. Teachers will work towards implementation of enrichment strategies, such as project based learning for above grade level students to ensure they demonstrate achievement gains. 3. Teachers will meet with each student at least twice a week either in small groups or individually to provide needs based instruction and enrichment and monitor progress towards targeted goal. 4.Teacher will focus on developing students' critical thinking and problem solving skills through differentiated stations, teacher led small group instruction, student math talk, and through student work. 5. Teachers will work towards curriculum compacting as appropriate for students demonstrating mastery of grade level standards in order to provide a rigorous and challenging curriculum for students.


Teacher led Small groups weekly walk-throughs Administration ALDs, learning progressions weekly lesson plans Administration Stations -differianted weekly walk-throughs Administration Quality Questions weekly walk-throughs Adminstration Enrichment Strategies weekly walk-throughs Administration

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School Action Plan 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 Statewide Science Assessment (SSA) will be at least 73%.

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School Action Plan Science: Data

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

Central Focus: Science Focus Use Standards and Item Specifications to drive the instructional focus through constructing inquiry based learning opportunities, teacher-led small group instruction, and stations with accountability. A focus will be placed on:

• Utilizing the Science Standards-Based Question Stems Flip Charts to create rigorous Text Dependent Questions (TDQs) within Everyday Instructional Reads that support the Science Content

• Utilizing formative assessments and progress monitoring tools such as Study Island, MAP, etc. to establish teacher-led small group instruction, station activities, and spiral activities

• Utilizing Science resources such as: Super Science, Science A-Z, National Geographic for Kids, Gizmos, Science Fusion, Science Coach Books, etc.

Northwood’s Focus Targeted School-based Focus: By the end of the year, we expect our students to be able to master the weak objectives that have been identified, and exhibit proficiency on current and prior grade level standards, deepen their understanding of science standards by engaging in purposeful small group activities, which incorporates the Science literacy standards of reading, writing and rich student talk opportunities. Targeted School-based Professional Development: 1. Tuesday Learning will be offered to include PD on interactive science notebooks, 3-5 standards based flip charts, 3-5 Science Curriculum Guides, interactive Science Fusion Books, Stemscopes, and development of spiraling and hands-on bi-weekly experiments to self-selected teachers.

2. The science teacher will meet with district science instructional leaders to review curriculum expectations.

3. Instructional Coach will be available to provide a coaching cycle on the following strategies for science: Everyday Instructional Reading, Teacher created text dependent questions (TDQs) at various levels of complexity including DOK levels 3-4, Text marking/note taking from teacher created TDQs, Student talk, Writing Through Reading, and Balanced Science Model.

4. Science teachers will be provided with collaborative planning time to create/discuss: Classroom arrangements, which provide positive small group environments conducive to purposeful student talk (Departmental Meeting), Exemplar task and samples (Departmental Meeting), Spiraling activities (i.e. Spiral Station, bell ringers, formative and summative assessment) based on student data, Exemplar formative assessment strategies, Common standards-based assessments, and pacing. 5. All 3-5 science teachers attended district provided professional development on STEMscopes in order provide engaging, technologically enhanced science lessons. 6. Self-selected teachers will attend district-offered science PD in order to develop rigorous TDQs, standards-based station activities, and technology integration.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Provide a master calendar schedule for Tuesday Learning science topics. 2. Secure funding for additional planning times and PD. 3. Provide curriclum guides and flipcharts and set a time to review. 4. Create master calendar to ensure collaboration of district offered PD among faculty. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will use the Science standards, DOK’s, NGSSS item specs, and Standards-based Question Stems (flipchart) as a framework for developing questions and assessments tied directly to assessing students' knowledge of grade level standards. Grades 3-5 will use the district provided Science Curriculum Guide for differentiated groups, test spec limitations, and additional student vocabulary.

2. The science teacher will schedule lab experiences in grades K-5, as requested. The science teacher will provide assistance on K-3 hands-on science labs for the classroom. Most fourth and fifth grade students will take one science as a studio.

3. The science committee will continue implementing a plan of action for keeping the grade level science vocabulary words active.

4. Teachers will incorporate hands on and inquiry based activities in classrooms such as experiments, interactive science notebooks, Science Fusion virtual labs, STEMscopes, Gizmos, and Study Island. Students will actively engage in hands-on and inquiry based activities.

5. Teachers will continue to use EIR components by modeling purposeful text marking, note-taking, TDQs, and the use of the think-aloud strategy while text marking. Students will use purposeful text marking and note-taking for reading and writing through reading tasks. Students will utilize student talk to respond to text dependent questions during a close read of science content through science coach, CPALMS, Newsela, and Achieve 3000, etc.

6. Teachers will begin to implement spiraling assessment items in lessons, stations, and bell ringers based on MAP data as well as classroom observations and assessments. Fifth grade teachers will utilize the SSA released test items as well as the district quarterly assessments.

7. Self-selected Science teachers will begin to implement Balanced Science Model.

8. 3-5 Science teachers will utilize the Science pacing guide to ensure all standards are being taught per the district guidelines of: first 9 weeks- Nature of Science, second 9 weeks- Earth and Space science, third 9 weeks- Physical science and fourth 9 weeks- Life science. 9. Grades 3-5 science teachers will adminster the common, district provided summative 9-week assesement to assess student mastery of grade-level standards.

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Science Vocabulary Monthly Observations Administration & Science Teacher EIR Components Weekly Lesson plans & Observation Administration

Curriculum Gudies & Flip Charts Weekly Observations & Student Work Administration Science Stations Weekly Observations & Student Work Administration Study Island - Gizmo Weekly Reports, Observations, Walk-

Throughs Administration

Stemscopes Weekly Lesson Plans, Walk-Throughs Administration


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Title I Schools

Plans for involving parents in determining how Title I Parent Involvement funds will be spent. How will this plan be monitored and by whom? Parents are invited on the Cougar Chatter, our parent information flyer, to share ideas. Parents are invited to attend the annual Title I meeting and share feedback. At each SAC meeting, we ask for suggestions. The Title I teachers and the principal monitor the plan.

Specific strategies for increasing parental involvement. How will implementation of these strategies be monitored and by whom? Northwood has a Watch D.O.G.S. (Dads of Great Students) program monitored by the counselor.

Northwood has meetings at different times to accommodate the needs of parents monitored by the counselor.

Northwood includes Fine Arts into meetings to encourage parents to attend monitored by the Special Area Grade Level Chair.

Northwood has a Facebook, School Webpage and Blackboard Connect to communicate with parents monitored by administration.

Northwood Teachers send home a weekly classroom newsletter and administration sends home a monthly and/or quarterly Cougar Chatter newsletter to keep parents informed monitored by the teachers and administration.

Plans For Assisting Preschool Children In The Transition From Early Childhood Programs To Local Elementary Programs (Preschool Transition Strategies). How will this plan be monitored and by whom? We will invite local prek teachers to professional development and will be monitored by the principal. Headstart and other preschool students will be invited to visit a kindergarten class in the Spring.

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Describe supplemental Counseling, Pupil, and Mentoring Services that are specifically targeted to address the at-risk population served at a Title I School. Struggling students will have a PMP, see the military and/or the health counselor with parent permission. The AP and Principal will monitor.

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Accreditation Page

Focus Area 1: Improving and Advancing Student Achievement Goals:

• 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

Ensure access for all students to rigorous and challenging curriculum

1. Close Reading Lesson Plans are implemented and documented.

2. All teachers use the Balanced Literacy & Math Models when planning.

3. Small groups and work stations are differentiated for students.

4. Writing through Reading is implemented in all classrooms and documented.

Address diverse educational needs through coordinated support system

1. Northwood offers and enrichment program that meets the needs of all students through art, dance, and science. The master schedule indicates the times each student attends a fine art class.

2. Northwood also offers Before and After-School Child Care; After-School Clubs (Clubs vary each year. Garden Club; Drama Club; Art Club; Family Involvement Nights (Art Walk); Mentor and Volunteer Orientations; PTO Meetings; Student Council; Adopt-A-Classroom Program (Business Partner); Fine Arts Productions; Honors Assemblies; Field Trips; Field Days; Dance Days; and Increased Media Center/Arts Integration.

3. Individualized strategies are developed during the MTSS process to meet the needs of struggling students. Records are kept of the meeting.

Integrate technology in learning by both educators and students

1. I Ready is used school wide in all grades in both Reading and Math. This program individualizes reading and math lessons for each student’s academic

Accreditation Standards 1. Purpose and Direction 2. Governance and Leadership 3. Teaching and Assessing for Learning 4. Resources and Support Systems 5. Using Results for Continuous Improvement

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needs.

2. Moby Max is used as a supplemental program in and out of school.

3. Classrooms are equipped with iPads, laptops, desktops, and chrome books for student usage.

4. Teachers all have iPads, Mimio’s, document cameras, and data projectors to help integrate technology in all subjects.

Use a variety of methods to communicate student progress with parents and stakeholders.

1. School Newsletters called the Cougar Chatter are sent home with students. These newsletters are also posted on our school Facebook page and School Website. We will also use an APP to better communicate with parents regarding dismissals.

2. Teachers communicate regularly with parents via email, classroom newsletters, Remind 101, and text messages.

3. Some of the communication to the community and parents have included: Teacher Weekly Newsletters, Open House & Curriculum Nights, Art Walk Night, Power Parent Meetings, Student Data Reports (AR, MobyMax, iReady, FSA and MAPS).

Focus Area 2: Learning and Working in a Safe and Productive Environment Goals:

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

Provide adequate and appropriate facilities

1. Northwood provides two staff rooms where faculty/staff can have their lunch or short breaks with adult-sized bathrooms, and work tables.

2. Northwood Teachers and Staff are provided a private conference room in the front office for meetings with parents.

Provide a culture conducive to learning and working

1. Northwood teachers teach from bell to bell each and every day.

2. Northwood’s commitment is to provide a safe, healthy, well-rounded learning community which yields students who will be productive, contributing, well-adjusted citizens of the future. To this end, we offer the following programs or opportunities: Before and After-School Child Care; After-School Clubs (Clubs vary each year. Garden Club; Drama Club; Art Club; Family Involvement Nights (Art Walk); Mentor and Volunteer Orientations; PTO Meetings; Student

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Council; Adopt-A-Classroom Program (Business Partner); Fine Arts Productions; Honors Assemblies; Field Trips; Field Days; Dance Days; and Increased Media Center/Arts Integration. We know that children enjoy greater success in school when the adults they admire most actively participate in their education. Volunteers and mentors foster a supportive learning environment. Northwood logs thousands of volunteer hours annually and has the longest running mentoring tradition of the area's elementary schools. The look, the character, and the high standards for academic excellence at Northwood Elementary have remained a constant source of pride and stability in this neighborhood.

Maintain a safe learning and working environment.

1. Northwood Faculty and Staff are provided a paper and digital copy of the school crisis plan which is reviewed annually.

2. Northwood also has a full-time School Resource Officer who is on campus.

3. Northwood has a video surveillance system that can be reviewed in the school office.

4. Northwood also has a fence that surrounds the campus for student safety.

school name: northwood elementary · 2017-10-18 · northwood elementary school, home of the...

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