differentiated accountability initial sustainability review fpe
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Differentiated Accountability Initial Sustainability Review FPE. September 7, 2012. FPE Profile Demographics. Our student population based on August 2012 membership. Our student demographics are as follows: 77% Caucasian 24% African-American - PowerPoint PPT PresentationTRANSCRIPT
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September 7, 2012
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Our student population based on August 2012 membership. Our student demographics are as follows:
77% Caucasian 24% African-American 11% Hispanic 8% Indian/Mixed 2% Asian 19% Students With Disabilities (SWD) 72% Free or Reduced Lunch (Sept. 4, 2012) <1% Migrant The average daily absentee rate for our school is approximately 7.17 % and Fruitland Park has a student mobility of 9.0% based on trend data for 2011-2012.
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Total School Population (325) White (246) Black (75) Economically Disadvantaged (243) SWD (39) Hispanic (36) ELL (9)
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Access Data Base monitoring system
Edusoft Mini-Assessments (IFLs) Achieves Mini-Assessments CWT Data Student Data Binders Success Board Progress Checker electronic folder
for every teacher including all students
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Reading FPE 2012 Performance
FPE Goals 2013
District 2012 Performance
District Goals2013
Proficiency
52% 60% 56% 59%
Learning Gains
61% 67% 64% 67%
Learning Gains, Low 25%
69% 75% 66% 69%
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Initiate Kagan structures schoolwide across all subjects to promote oral language skills and rich, text based discussions
Supplement reading curriculum with “Great Books” literature using shared inquiry strategies to dig deeper better preparing for Common Core
Use Fetzer strategies mirroring CIS (Comprehension Instructional Sequence lesson) to read complex text closely
Integrate FPE Reading Block Summary Card establishing a school culture for whole group instruction, guided small group instruction, stations, progress monitoring, and non negotiables
Continue DBQ for 4th and 5th grade and scaffold lessons to pilot in 3rd grade
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Continue DAILY 5 with PLC’s targeted to teacher needs for creating and monitoring stations including Word Work, Read to Self/Someone, Work on Writing with response to text
Provide PD and build teacher resources for Words Their Way, Fetzer Phonics, and Making Words, to strengthen phonics skills
Continue utilizing special area teachers (Music, Media, Computer) and Title 1 personnel for targeted small group and individual remediation
Continue use of Thinking Maps
Continue Weekly Reader and Science Spin magazines for informational text reading activities
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Integrate the use of Achieves mini assessments in grades 3-5 for progress monitoring of benchmarks utilizing county blueprints and task cards as resources
Ignite a passion for reading school wide including using Reading Surveys to uncover student interests empowering teachers as “Book Whisperers”
Promote weekly student Book Talks encouraging students to recommend books to peers on morning announcements
PAWS will be utilized to support struggling readers
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Math FPE 2012 Performance
FPE Goals 2013
District 2012 Performance
District Goals2013
Proficiency
55% 65% 57% 60%
Learning Gains
64% 70% 66% 69%
Learning Gains, Low 25%
65% 70% 64% 67%
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Continue the 90 minute math block Initiate Kagan structures schoolwide across all
subjects to promote oral language skills and rich, text based discussions
Sustain the use of manipulatives and hands-on activities
• Building problem solving strategies• Bridging concrete, representational, and
abstract thinking
Continue the use of Thinking Maps and support teachers with their implementation
Continue to support and to train teachers in the Go Math! series and instructional strategies
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Support the Daily Instructional Focus Lessons (Wylie’s Warm-ups) and weekly mini assessments
Continue to use the disaggregated data to better align intervention and extension stations
Utilize the District Curriculum Specialist/Coach for instructional strategies, modeling lessons and PLC projects including peer observations
Continue to implement AIMS activities integrating Math with Science
Utilize additional Title I teachers for skill focused small group instruction
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Integrate FPE Math Block Summary Card establishing a school culture for whole group instruction, guided small group instruction, gradual release, progress monitoring, and non negotiables
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Writing FPE 2012 Performance
FPE Goals 2013
District 2012 Performance
District Goals2013
Proficiency @ Level 4
27% 82% 44% 82%
Proficiency @ Level 3
77% 82% 79% 82%
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PARCC Model of Content Framework Chart
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Students will write over extended time frames for a range of discipline specific tasks, purposes and audience.Continue to emphasize Response-to-Text tasks in the Daily 5 station structure.Use mentor text as examples for writing craft skills to enhance clarity, support, and voice.Continue Document Based Questions to express an opinion or make an argument. Continue Professional Development Writing PLCs for training and support.
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Continue to provide Writing Family Nights Follow best practices in the 2012-2013
District Writing Curriculum Blueprints (4th grade).
Continue to coach the classroom teacher and to conduct small group instruction
Continue use of Thinking Maps At-A-Glance Writing Organizers – Nancy
Fetzer Writing Connections Developing a Writing Coaching Card to
align the rubrics with the skills and expectations K-5
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Science FPE 2012 Performance
FPE Goals 2013
District 2012 Performance
District Goals2013
Proficiency
48% 52% 49% 52%
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Grades K-5 will continue to integrate Science into both the Reading and Math blocks
Utilize “Picture Perfect Science” resources in each grade level integrating literature and real world applications of math and science concepts
Continue to integrate AIMS activities into Math and Science lessons
Continue STEM extension activities for 3rd, 4th and 5th graders
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Continue to provide support and resources for Science content during the Reading Block
Sustain hands on lab activities and experiments weekly for all 5th grade classes
Integrate the use of Science Achieves mini assessments in grade 5 for progress monitoring of benchmarks utilizing county blueprints and task cards as resources
Continue use of Thinking Maps Support teachers in using MyScience online
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PBS Team will have Tier III training Team will continue training of new staff on
schoolwide behavioral systems Team will complete training on Leaps Social
Skills behavioral program for all teachers and specific assistants through PLC meetings
PBS team members will train teachers in the tracking of behavioral issues through the new state web site in PLC meetings
PBS team will continue to utilize a refined Check In - Check Out system with data tracking and train teachers in the revised system
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Continue to support and implement the Tier II and III Interventions:
Reading: Differentiated Instruction, Small groups, Literacy Stations, Earobics, Lexia, Strategic Harcourt Interventions, Fast Forward, Words Their Way, Title I teachers for skill focused small group instruction
Math: Differentiated Instruction, small groups, Everglades Math Program, Title I teachers for skill focused small group instruction
Behavior: Continue to implement charting on students’ targeted behavior with the Guidance Counselor, LEAPS Social Skill Program
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Continue training and support for Writing IEPs utilizing district support staff
Sustain the assessment of students for individual goal development appropriate for continued progress monitoring
Progress monitoring on a continued basis through routinely scheduled meetings and electronic files
Provide continued web based training and site support for LEAPS
Provide Behavioral Training to Teacher Assistants
Build the curriculum capacity in self contained classrooms
Building a deeper understanding of NGSS with Alt. Assess
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• First Grade on site Professional Development Day
• Nancy Fetzer on site training Comprehension emphasis on fiction and non-fiction Chunking to support analysis, reflection, and research Emphasis on text coding specifically informational text
• Kagan Training for all Teachers
• 8 Mathematical Practices
• K-2 Thinking Math Instructional Strategies
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• Implementation NGSS-CORE Workshop Curriculum Blueprints Task Cards Coaching Cards/Summary Cards
• Continue Thinking Maps
• Writing Teams
• Two Close Read in-services with Kevin Smith
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Great Books Supplemental Materials K-5 Great Book’s “Shared Inquiry” Professional
Development , CCS Leadership Team Attended FLDOE State Common Core
Training Continued support for Nancy Fetzer’s
ELA Common Core instructional strategies
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VisionA dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate
with the skills needed to succeed in postsecondary education and the workplace.
MissionThe mission on the Lake County Schools is to
provide every student with individual opportunities to excel.
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2B C2 READY = 2 (C+Z) THE FUTURE
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Culturally Embedded(Level 3)
Intentionally Structured and
Enforced (Level 2)
In Name Only(Level 1)
Evidence that all members of the school community are steadfast in this belief. All are willing to do what is necessary to meet high standards. There is active implementation, follow-up, and feedback.
Leaders clearly support the constructs of the concepts by providing the formalized structures required. The work is thought of as an obligation to be met. There is evidence of follow-up and feedback.
Concepts are talked about. Concepts are thought of as “another thing to do”. Leaders tend to make broad-based decisions with limited or no follow-up or feedback.
There is a sense of commitment.
There is a sense of compliance.
There is a sense of accountability.
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Culturally Embedded(Level 3)
Intentionally Structured and
Enforced (Level 2)
In Name Only(Level 1)
There is a sense of commitment.
There is a sense of compliance.
There is a limited sense of
accountability.
1. Organize: Stakeholder Data in Spring/Summer
a. Site based Writing Teams b. Attendance at Summer
Inst. c. State, District, and Site
based assessments
2. Plan: FPE sets Goals based on
Federal, State, District Goals a. Teacher Involvement and
feedback
3. Implement: a. In progress b. See Progress Monitoring slide
4. Sustain: a. Each year FPE Evaluates systems approach utilizing PSDM
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Culturally Embedded(Level 3)
Intentionally Structured and Enforced
(Level 2)
In Name Only(Level 1)
There is a sense of commitment.
There is a sense of compliance.
There is a limited sense of
accountability.
1. Knowledge & Use of CCSS
a. K-1 has been trained CCSS
b.Additional site Workshops
Staff Dev. on Text Complexity, DOK,
Model Classrooms, DRI Model
Classrooms, Peer Mentoring/Feedback
2. Common &Collaborative Planning Time
a. Vertical and Horizontal PLC
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Culturally Embedded(Level 3)
Intentionally Structured and Enforced
(Level 2)
In Name Only(Level 1)
There is a sense of commitment.
There is a sense of compliance.
There is a limited sense of
accountability.
3. Interdisciplinary Content Int.
a. 75% and above of K-1 are integrating math and ELA core subjects.
b.alignment, projects, across
content writing
4. Frequency of Problem-Based Learning
a. Planned staff dev.
5. Student Collaboration a. 90% of teachers are Kagan trained.
6. Integrated Technology a. Electronic Science Fair b. COWs, C. Rem. Comp Teacher
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Culturally Embedded(Level 3)
Intentionally Structured and
Enforced (Level 2)
In Name Only(Level 1)
There is a sense of commitment.
There is a sense of compliance.
There is a limited sense of
accountability.
1. Established Culture and Norms
2. Master schedule supports common and vertical planning.
3. Building Teacher leaders and Train the Trainers
4. Refined to incorporate the 4 question of learning
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Culturally Embedded(Level 3)
Intentionally Structured and
Enforced (Level 2)
In Name Only(Level 1)
There is a sense of commitment.
There is a sense of compliance.
There is a limited sense of
accountability.
1. Adopted FCIM Model2. Incorporated cycle into
data analysis and Progress Monitoring at leadership level and most classrooms.
3. Need to emphasis follow-through interventions with fidelity and adjust instructional activities as we cycle on specific skills.
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Culturally Embedded(Level 3)
Intentionally Structured and
Enforced (Level 2)
In Name Only(Level 1)
There is a sense of commitment.
There is a sense of compliance.
There is a limited sense of
accountability.
1. Structured System2. Varied our
interventions 3. Used FCIM to Review
MTSS4. Utilized PSDM with
faculty5. In the process of
Revamping6. Adjusted Budget to
include ½ RtI manager and TA
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Culturally Embedded(Level 3)
Intentionally Structured and
Enforced (Level 2)
In Name Only(Level 1)
There is a sense of commitment.
There is a sense of compliance.
There is a limited sense of accountability.
Leadership Member Trained in previous years.Fourth Grade Team Trained in year 2010-11.Model Classrooms instituted.Fidelity compromised based on attrition, funding, and support.
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Where are we on the C2 Ready Continuum?
What is the plan to sustain this year’s work?
What actions will be taken and who is responsible?
What worked well and what do we still need to refine?
What level of support do we need from the district and what can we sustain on our own at the school level?