school name: edwins elementary

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

lGwen Meyer

Karen Schmidt

Date Submitted: 9/8/17

Dates of Revision: 9/19/17

School Performance Plan 2017-2018

School Name: Edwins 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

Gwen Morris Principal Stephanie Wheat Assistant Principal Melinda Norman KG Chair April Bobo 1st Chair Sara Higgs 2nd Chair Catie Rausch 3rd Chair Eric Anderson 4th Chair Robin Morgan 5th Chair Karen Schmidt Guidance Counselor, Special Area Chair Stakeholder Involvement: Describe the process taken to create the School Performance Plan. April 13, 2017 - Teachers divided into department area groups (ELA, Math, Science, Writing, ESE, etc.) to look at last year's SPP and revise/add as needed. May 2017 - Added goals into the new SPP template and reprinted for teachers to review and revise May 18, 2017 - Ms. Reichel came to discuss the District focuses for the 2017-18 school year June/July 2017 - Reviewed Math and ELA goals with our Instructional Coaches and made revisions August 16, 2017 - Data review and strengths & weaknesses identified by administration September 19, 2017 - Review SPP with Mr. Jeff Palmer September 19, 2017 - Present to SAC for approval

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School Profile

Annette P. Edwins Fine & Performing Arts School, home of the JR Vikings, is located at 7 Wright Parkway SW in Fort Walton Beach, FL. Edwins Elementary, established in 1955, has a current population of 484 students, including VPK. We are proud to be a traditional neighborhood school, continuing to collaborate with our community stakeholders. Our school consists of a diverse population which includes, but is not limited to, Caucasian, African-American, Hispanic, Asian, and Multi-racial backgrounds. We are a Title I school with 81% economically disadvantaged students.

Edwins Elementary supports the fine arts. Each child recieves weekly instruction in art and music. Art pieces are showcased in a culminating Art week with "Evenings of Art" auction and display. Every student has an opportunity to showcase their music, art and dramatic talents at the culminating grade-level performances. We will continue to offer 5th grade band through our partnership with Fort Walton Beach High School band director weekly. An outdoor greenhouse and raised beds provides opportunities for students to investigate urban agriculture. The FWBHS Leadership club provides our Title X students with the "Backpack Meals" program. Edwins offers other extra-curricular activites which includes, Agriculture Club, Kiwan Kids Club, Glee Club, Basketball Club, and Academic Team. This year we are privileged to continue in the 21st Century ASPIRE Grant: an After Schol Program in Reaching Excellence.

Volunteers and Mentors are an essential part of our school. Our mentor program works with Big Brothers and Big Sisters, FWBHS , and local churches to offer academic encouragement and provide a positive influence in student lives.

Edwins offers individualized continuous improvement for our students. We support three CBS classes for students in the autism spectrum which focus on communication, behavior, and social skills. We have two Pre-K Disabilities classes and a VPK class this year. Our teachers differentiate instruction to meet the needs of all students. Using the MTSS model, teachers provide strategy-based instruction to meet the needs of all students with the support of Reading and Math remediation teachers, para-professionals, a speech/language teacher, an ESE teacher, and an ELL interpreter. Students participate daily in our Differentiated Instructional blocks for small group instructional opportunities.

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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? According to the Community and Parent Awareness Survey the following areas were noted as positive (>85% strongly agree): 1. Clear expectations of conduct and behavior are communicated to my child 2. My child's school maintains a safe environment 3. My child's school treats everyone fairly, regardless of race, economics status, or other relationships 4. I am satisfied that my child's teachers do a good job educating my child 5. The health services provided at my child's school supports his/her wellness There were no areas that had more than 7% of parents that disagreed either slightly or strongly

What does the data tell you regarding the opportunities for improvement in your school? The lowest percent of agreement was regarding school funds being used in a financially responsible manner. This also had the highest percent of "no opinion" by parents. This tell us that we do not communicate how the finances are spent. Regarding this information we can communicate financial expenditures vis newsletters and the website when purchases are made for students. The area that had the highest disagreement (7%) is methods for parent communication. This year at orientation we sent home a flyer that contained the different methods used for communication. (ie. newsletter, website, school app, parent portal, call-outs, teacher newsletters, marquees, DOJO, Remind 101)

Provide a description of the various forms of communication to your community and parents. This year at orientation we sent home a flyer that contained the different methods used for communication. (ie. newsletter, website, school app, parent portal, call-outs, teacher newsletters, marquees) Our website in kept up to date for people that are using online resources. Marquees are changed on a regular basis. Callouts are used for emergencies and important school events so that parents are inundated with telephone calls. Our community is in involved through SAC membership and we are introducing a new business partnership program.

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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 70%. 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 78%. 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 80%

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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? Our strengths in ELA on FSA were the learning gains of the lowest 25%. In 4th grade they had high learning gains even with the level 4's and 5's. The 4th grade writing scores were above the district average and language and editing was one of the highest strands in grades 3,4,&5. All of the cohort groups also increased in proficiency. Our ESE populations achieved proficiency above the district average.

What does the analysis tell you about your school’s opportunities to improve? We will continue to work towards increasing proficiency across all grade levels. Integration of knowledge is our lowest strand and the Key Ideas and Details is the 2nd lowest. 3rd grade was the low performing grade level. Adjustments have been make with teachers

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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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Edwins’s Focus Targeted School-based Focus: We expect our students to engage in all components of the Balanced Literacy Model through appropriate rigor, engagement, and accountability.

Targeted School-based Professional Development: 1. During the district provided half day session, AFTER the delivery of the central message, teachers and instructional coach will collaborate using information learned to create lesson(s) aligned to Standards and Item Specifications (3-5) in order to implement the components of the Balanced Literacy Model. These lessons will include mini-lessons, modeling, read alouds, differentiated small group guided instruction, and differentiated and/or spiraling stations.

- August focus: Procedures and Management of Station Routines (how to introduce stations, when to add stations, etc.)

- September focus: Differentiated Small Group Guided Instruction to incude Learning Progresssions, ALDS, TDQs, differentiation based on MAP/iReady

- October focus: Mini-lessons, modeling, and read alouds to include a focus on Everday Instructional Reading

- November focus: Differentiated and/or Spiraling Stations

2. Using the district allocated substitutes and school allocated substitutes for half day PDs, teachers will be provided the following differentiated PD options:

a) Selected ELA teachers will attend “My ELA Classroom” , provided by Instructional Coach, which will include the following topics, but not limited to, ELA Shifts, Best Practices, Learning Progressions and ALDs, Everyday Instructional Reading, and writing purposeful TDQs.

b) Kg additional ½ day to analyze and synthesize the Kg report card and the writing rubric.

c) 1st and 2nd additional ½ day will focus on writing strategies, synthesizing the writing rubric, scoring student writing, and rubric calibration.

d) 2nd grade iReady data and implementation planning

e) 3rd-5th grade teachers additional day will focus on integrating Science & Social Studies across the curriculum, FSA/MAP data disaggregation and instructional implications, Backward Design of instructional sequences to include formative assessments using standards, Item Specifications & ALDs, as well as student writing rubric scoring and calibration.

3. Based on teacher need and interest, additional training-Teacher Academic Block (TaB) cycles will be used to reflect on the initiatives and address what teachers need to include: Everyday instructional Reading, Rubric Calibration, TDQs using question wheel, and Writing through Reading, professional book study: The Growth Mindset Coach.

4. Quarterly Data Chats to identify goals for all students, with a focus on students scoring Level 1 or 2, fragile 3's on MAP and/or FSA. After identification of students, teachers will design rigorous small group instruction with attention to the DOK levels and Item Specfications, as well as Standards, to ensure academic

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progress.

5. At least once a quarter, Instructional Coach will provide informational sessions (Guac & Talk, Queso & Questions, Coffee with the Coach) in support of PD topics that may not have been covered in a formal TaB or PD session. Possible topics will be based on teacher request or observed need, such as Curriculum Guides, Flocabulary, MAP Assessment, Station Management, etc.

6. Embedded coaching by the Instructional Coach through co-teaching, modeling, conferencing, coaching, and collegial conversations.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Secure dates for the school-based professional development activities with Instructional Coaches and schedule substitutes. School-based allocated PD days will be utilized for these self-selecting training opportunities: "My ELA Classroom", Balanced Literacy Model, Writing Calibration, Purposeful Stations, Selecting and utilizing primary and secondary sources, Reading across the curriculum, and Differentiation.

2. Create a school-based calendar of professional development, data teams meetings, grade level, department, faculty, and team leader meetings for dissemination during pre-planning.

3. Administer Needs Assessment before post-planning to plan for future PD's.

4. Administration will infuse strategies from CHAMPS as well as last year's PD's into TaB and correspondence.

5. Administration will provide, if needed, Balanced Literacy Model, FSA Item Specs, and District provided Curriculum Resources for dissemination during pre-planning.

7. Administration and Coaches will meet to determine leaders for TaB sessions.

8. Purchase COACH ELA materials for 3rd-5th grade classes.

Classroom Implementation Action Steps (Teachers and Students): TEACHERS 1. Teachers will continue to embed the Instructional Shifts into daily instruction through purposeful lessons and activities.

2. Teachers will continue to embed Close Reading strategies and the OCSD Everyday Instructional Reading Toolbox in their Whole Group Instruction, Differentiated Small Group Guided Instruction, and Differentiated and/or Spiraling Stations.

3. Teachers will create and model purposeful text marking/annotation strategies to aid comprehension and facilitate student response to text dependent questions and writing through reading tasks.

4. Teachers will create opportunities for student talk/discussion through the use of purposeful text dependent questions (with a focus on DOK 2 type questions) and writing through reading tasks to build student comprehension, stamina, and persistence in reading, as well as to formatively assess students' success at meeting the Standards.

5. Teachers will use Standards, OCSD Standards-Based Question Stems, ALD's (grades 3-5), Learning Progressions (grades 1 & 2), and Item Specs (Grades 3-5) to create and model how to write appropriately complex questions and utilize answer stems.

6. Teachers will implement the components of the Balanced Literacy Model into their ELA block daily in the following ways:

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*Providing targeted whole group instruction or mini-lessons aligned to the Standards in order to demonstrate a strategy or skill

*Differentiated small group guided instruction (3-5 times per week) based on data to support students and foster independence with increasingly complex texts

*Creating differentiated/spiraling stations that extend concepts previously learned during whole group and/or differentiated small group in order to provide students with independent practice with already addressed standards

*Planning and executing a Close Read instructional sequence at least once a month

*Providing frequent opportunities for students to engage in Writing through Reading (at least once monthly)

7. Participate in grade level data chats and PLCs as a way to analyze assessment data (MAP, FSA, iReady and other formative assessments) to determine whole group and differentiated small group instructional needs, and to make changes in instruction as needed for student achievement. Small group guided instruction will be based on data and documented in lesson plans.

8. Utilize COACH ELA Resources to increase rigor and experience with FSA like questions

STUDENTS 1. Students will regularly (ex: Everyday Instructional Reading) interact with texts, using text dependent questions as a guide to navigate these texts and deepen understanding.

2. Students will use modeled text marking/annotation strategies to respond to text dependent questions of varying complexity (DOK) focusing on phases 1 & 3.

3. Students will utilize student talk strategies (ex: CRISS, sentence frames, talk moves, Go-Go- Mo, debates, Socratic seminars, etc.) to respond to text dependent questions and prepare for writing activities, as well as when engaged in stations.

4. Students will routinely write and answer questions of varying complexity constructed from standards, Critical Thinking Student Wheel, and/or Item Specs (grades 3-5) or Learning Progressions (Kg-2nd).

5. Students will demonstrate strategic reading skills (decode words, monitor and correct, search for and use information, summarize, maintain fluency, predict, synthesize, infer, analyze, etc.) to progress toward a deeper understanding of text.

6. Students will engage in components of the Balanced Literacy Model daily:

*Co-create anchor charts with teacher demonstrating the strategy/skill from whole group instruction for students to access during differentiated small group guided instruction and differentiated and/or spiraling stations.

*Will read texts at their instructional level and answer TDQs (DOK 1-3, Phases 1 & 3) during differentiated small group guided instruction..

*Will be held accountable to complete standards-based differentiated and/or spiraling station activities at least 3 times a week, or complete project-based learning

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activities that fosters student collaboration and allows for student choice in order to demonstrate success towards meeting the standard.

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

Balanced Literacy Model Monthly Walk throughs, lesson plans, formal observations (admin only)

Teachers, ELA Instructional Coach, Administration

Everyday Instructional Reading Monthly Walk throughs, lesson plans Administration Close Read Process (TDQs, text marking/annotation)

Monthly Lesson plans, walk through, grade level meeting notes

Administration, GLCs, ELA Instructional Coach

TDQs: Question Stems focused on Phase 1 and Phase 3

Monthly Lesson plans Administration, Teachers

Writing through Reading tasks Monthly Walk Throughs Teachers, ELA Instructional Coach

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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Edwins’s Focus: Targeted School-based Focus: We expect our students to be able to write to a given prompt and follow the Florida Writing Rubric, to include elaboration and analysis of evidence.

Targeted School-based Professional Development: 1. Quarterly calibration of student writing using FSA-like or FSA rubrics and sampler sets/exemplars with each grade level.

2. Based on teacher need as evidenced by Needs Assessment, differentiated writing professional development will be delivered by the Instructional Coach at Grade Level meetings or PDs:

*Understanding the rubrics (new teachers)

*Writing Process

*Elaboration

*Conferencing

3. Members of our district's Writing Working Group will provide instructional information and/or strategies following each of their grade level trainings, in conjunction with Instructional Coach. Trainings will include: Using FSA Sampler Sets and Okaloosa Writing Exemplars effectively for instruction, analyzing and writing text-based writing prompts, using Everyday Instructional Reading to promote synthesis of sources and elaboration.

4. GL Teachers will meet at least once during first quarter to compare writing examples from current students and develop goals and instructional plans.

5. Embedded coaching by the Instructional Coach through co-teaching, modeling, conferencing, coaching, and collegial conversations in support of Write Steps implementation and writing process.

Action Steps for Implementation: Administrative Implementation Action Steps: 1. Secure dates for the school-based professional development activities with Instructional Coaches and schedule substitutes.

2. Administer Needs Assessment during post-planning.

3. Remind teachers of WriteSteps program resources.

4. Professional Development for Scoring and calibrating of writing among grade levels-allowing time for grade levels to understand the domains of each.

5. Administration will request each teacher to documents student scores from the OCSD Cold Read/Writes on the data spreadsheet located on T drive to monitor implementation results.

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EDWINS ELEMENTARY

WRITING PLAN

2017-2018 Edwins teachers will…

• Continue the Write Steps Writing program strategies in their classroom. o Instructional Coach will meet with grade levels to align components from program with standards, as well as with pacing from OCSD.

• Provide daily opportunities for writing through reading or writing process activities. • Conduct Writing Workshop outside of the 90-minute ELA block. • Intentionally plan for standards-based instruction and students’ needs. • Model the scoring process and create anchor charts highlighting exemplary writing components.

o Students will score their writing with rubric. Teachers will conference and develop writing goals with student. • Calibrate and score student writing to the FSA-like or FSA Writing Rubric.

o Instructional Coach will meet with grade levels at least once a semester to continue calibration process and scoring of student writing using FSA-like or FSA rubrics and FSA Sampler Sets (4th and 5th grades only).

Progress Monitoring • Jr. Vikings will write from text-based prompts throughout the year. Students will complete a baseline writing in the first nine weeks to

determine instructional needs of class. • With a focus on the Balanced Literacy Model, as well as writing in the content areas, Jr. Vikings will complete the Cold Read/Cold Writes at

the end of each nine weeks. • Assessed writing types will follow OCSD’s progression for writing instruction.

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• Student scores will be documented on the T: drive for administration to access at the end of each quarter. • Based on student writing results and teacher/student conferencing, instructional lessons (Everyday Instructional Reading, culminating

activities, Writing Workshop) will be planned and executed.

Writing Teachers will model, provide guided and independent practice in Everyday Instructional Reading, Close Reading instructional sequences, Writing Workshop, as well as during content area lessons for the following elements:

UNPACKING THE PROMPT

• Model unpacking the prompt using strategies like STAN. Students will text mark important words in the prompt that include format and topic, as appropriate to grade level.

• Students will unpack prompt and text mark in close reading lessons and Everyday Instructional Reading lessons, such as Writing through Reading tasks.

TEXT MARKING

• Teacher will model purposeful text marking specific to the demands of the prompt. • Students will purposefully mark text specific to the writing task.

PLANNING FOR THE ESSAY

• Teachers will model use of graphic organizers for planning as appropriate to the demands and format of writing task. *Graphic organizers can be accessed on school resource drive (T: drive) under Writing Tools. Teachers will also use graphic organizers from Write Steps Writing.

• Model planning for the essay, specifically how text marking translates into student writing. • Students will use a variety of prewriting strategies and planning devices appropriate to the grade level and task.

INTRODUCTION

• Teachers will use Write Steps Writing instructional lessons in conjunction with mentor texts to identify and model elements of an effective introduction. • Students will practice including the thesis (topic) statement in their introductions. • Students will use exemplar papers to identify elements of effective introductions.

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CONCLUSION

• Teachers will use Write Steps Writing instructional lessons in conjunction with mentor texts to identify and model elements of an effective conclusion, while also showing students how a conclusion reinforces the introduction in relation to the purpose and task of the prompt.

• Students will practice writing conclusions. • Students will use exemplar papers to identify elements of effective conclusions.

CITING EVIDENCE

• Teachers will share exemplar papers and mentor text to show effective use of evidence. • Teachers will model how to purposefully mark text evidence (reinforcing this during close reads and EIR) and how to paraphrase evidence. • Teachers will co-create anchor charts with students that include sentence stems for citing evidence. • Students will determine text evidence that supports the prompt.

ELABORATION

• Teachers and students will revisit Evidence & Elaboration domain of writing rubric frequently to progress monitor and assess writing. • Teachers will model how elaboration is used to support an author’s evidence through shared writing, writing through reading tasks, and in

writing workshop. • Teachers and students will share student writing that exemplifies effective use of elaboration. • Teachers will co-create anchor charts with students that include sentence stems/frames for elaboration. • Students will practice elaboration in short written responses as well as essays.

TRANSITIONS

• Teachers will co-create anchor charts with students that identifies both types of transitions (internal & external) as appropriate to the grade level.

• Teachers will use exemplar papers, close reading and Everyday Instructional Reading texts to identify different types of transitions. • Students will practice using transitions in their writing, to include revising a piece to add transitions.

MOVING FROM ONE TO MULTIPLE SOURCES

• Teachers will provide examples of student writing that show how to integrate more than one source into writing. • Teachers will explicitly instruct students on how using text from multiple sources provides for synthesis/analysis. • Teachers will model how to use text evidence from all sources, as well as revisiting “Unpacking the Prompt” for required amount of sources

to include in writing.

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• Students will practice writing using multiple sources leading to synthesis/analysis in close reading instructional sequences, Everyday Instructional Reading tasks, and writing tasks.

o Writing Workshop K-2: Respond to one text for writing assignments; with the expectation that at the end of second grade teachers will model the

use of two sources in writing. 3rd: Students will independently respond to two sources. 4th-5th: Students will respond to prompts including three or more sources.

Non-Negotiables for Each Grade Level KINDERGARTEN

• Capital letter at the beginning of sentence, capital “I” • No crazy capital letters (within words) • Ending punctuation • Spacing between words • Complete thought is written • Phonetic spelling • Word Wall Words spelled correctly

FIRST GRADE

• Capital letter at the beginning of sentence, capital “I”, proper nouns • No crazy capital letters (within words) • Grade level appropriate punctuation (period, exclamation, question, comma, quotes) • Finger spacing between words • Correct formation of letters (No reversals by end of year) • Letters written on the line • Complete sentences (placed on paper/line correctly) • Grade level appropriate grammar • Phonetic spelling • Sight Words spelled correctly

SECOND GRADE

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• Capital letter at the beginning of sentence, capital “I”, proper nouns • No crazy capital letters (within words) • Grade level appropriate punctuation (period, exclamation, question) • Finger spacing between words • Correct formation of letters (No reversals) (placed on paper/line correctly) • Complete sentences with varied sentence structure • Verb/Noun (pronoun) agreement • Grade level appropriate grammar • Sight Words spelled correctly • Words from the text or source will be spelled correctly • Answer addresses the task

THIRD GRADE

• Complete sentences with varied sentence structure • Capitalize appropriate words (Beginning of sentence, proper nouns, titles ) • Verb/Noun (pronoun) agreement • Proper punctuation (comma, quotation, end mark) • Words from the text or source will be spelled correctly • Sight Words/Dolch Words will be spelled correctly (Grade level appropriate) • Contractions and Possessives spelled correctly • Writing is legible • Like ideas will be grouped into paragraphs

FOURTH GRADE

• Complete sentences • Words from the text or source will be spelled correctly • Sight Words/Dolch Words will be spelled correctly • Capitalization of I, beginning of sentence, and proper nouns, no random capitalizations within the writing • Proper ending punctuation • Paragraph separation is evident (what is 5th grade doing?)

FIFTH GRADE

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• Complete sentences with varied sentence structure • Words from the text or source will be spelled correctly • Sight Words/Dolch Words will be spelled correctly • Capitalization of I, beginning of sentence, and proper nouns, no random capitalizations within the writing • Capitalize titles of articles and enclose in quotation marks • Proper ending punctuation • Paragraph separation is evident


OCSD Writing Workgroup (select teachers)

As Scheduled Participants to return and share information, with assistance from Instructional Coach

Administration, Instructional Coach

Calibration and Scoring Quarterly Grade level notes/PD sign-in sheets Administration, Instructional Coach Administration of Cold Read/Writes Quarterly Data sheets Administration, Instructional Coach Writing Plan Implementation Monthly Lesson plans, formal and informal

evaluations Administration, Instructional Coach


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ELA Levels 1 and 2 Focus

Edwins’s Focus Targeted School-based Focus: Our students will be able to sucessfully read grade level materials using strategies to increase language skills through the use of literature and informational text.

Targeted School-based Professional Development: 1. Professional development will be provided to new Kg-2nd grade ELA teachers, as well as the ELA para-professionals in Tyner model instruction through grade level collaboration and/or Instructional Coach.

2. Utilizing MAP data and resources to provide differentiation for levels 1 & 2 during the ELA Differentiation Block.

3. TaB PD strategies (eg. vocabulary).

4. Utlize Learning Progressions and/or ALDs to aid in differentiation for use in instruction.

5. 2nd grade teachers will use iReady data to plan and collaborate instruction.

6. Title 1 teachers will attend all provided district training in applicable programs (iReady,MAP, etc) for intervention.

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Action Steps for Remediation: Administrative Implementation Action Steps: 1. Schedule 30 minutes of remediation time in each teacher's schedule.

2. Disaggregate data through Data Chats to determine specific needs of Level 1 and 2 students to be serviced by ESE teacher, SLP, ELL interpreter, Title I ELA teacher, ELA remediation para-professionals for either pull-out or push in services.

3. Tyner model materials will be used for level 1 and 2 students in grades Kg-2nd.

4. Level 1 and 2 students will receive small group instruction daily by the classroom teacher.

5. Schedule at least 1 TaB session with vocabulary strategies to include best practices ( eg.using word walls).

6. Level 1 and 2 students were selected first to receive services for 2 1/2 hours daily after school through the ASPIRE program Intervention/Title I Implementation Action Steps (Teachers and Students): 1. Title 1 teachers will schedule intervention for students who qualify, and will administer weekly formative assessments, monitoring progress through these assessments and providing this data to the MTSS committee when students are scheduled to be brought to the MTSS committee. (iReady and/or Tyner)

2. Title 1 teachers will create remediation, skill specific lesson plans for any assistants who are working with students who qualify for Title 1 services and will monitor the implementation of these plans. 3. Title I teachers will work with identified students during the ELA Differentiation Block using the Tyner materials, the iReady Toolbox, etc. 4. Title I Aides will provide differentiated support through both push-in and pull-out services during the ELA Differentiation Block. 5. Classroom Teachers will communicate with Title I teachers regarding student progress and needs. 6. Classroom Teachers will work with students in small groups and design differentiated/purposeful stations for the students. POC Plan: 1. Administrators will schedule before and after school tutoring for students beginning in October after initial MAP assessments.

2. Students (Kg-5th grade) who have scored a level 1 or 2 on MAP and have a failing grade in the subject will be invited.

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iReady Reading Monthly Fidelity Charts Teacher, ESE Teacher, Title I Teacher Tyner Model Monthly Fidelity Charts Teacher, ESE Teacher, Title I Teacher Vocabulary Strategies Monthly Lesson Plans, Formal & Informal

Evaluations, Assessments Teachers, Administration

A.S.P.I.R.E. Monthly Observation, Lesson Plans Title I Department Data Chats Quarterly Notes/Minutes Administration, Teachers,

Instructional Coach


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ELA Subgroup Focus Subgroup: ESE Students

Edwins’s Focus Targeted School-based Focus: Our student will participate in individualized instruction based on student needs for ELA. We expect our students to be able to meet the appropriate IEP goals for regular/special standards regarding ELA.

Targeted School-based Professional Development: 1. The Staffing Specialist will provide monthly ESE training for changes and updates in laws and policies with regards to ESE students for all ESE students.

2. Provide an overview of ESE strategies to all teachers that can be used in the classroom to support the ESE students, including accommodations.

3. Para-professionals will be trained on iReady.

4. ESE teachers will be trained in all district and school-based ELA professional development along with general education teachers

5. MAP training on use of data for instruction. 6. ESE teachers will collaborate quarterly during data chats to discuss the ELA standards in which students are struggling.

7. ESE teachers will collaborate with classroom teachers regularly to monitor students' behavior and progress.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Staffing Specialist will provide monthly training for ESE teachers.

2. Administration will provide substitutes for para-professionals to attend iReady training.

3. Administration will schedule and provide substitutes for ESE teachers to attend district and school-based PD.

4. Administration will schedule and provide substitutes for quarterly data chats.

5. Administration will provide substitutes for ESE teachers to develop IEPs with individualized standards based goals (IEP Paperwork days). Classroom Implementation Action Steps (Teachers and Students): TEACHERS 1. ESE teachers will notify general ed. teachers of ESE students and accommodations during preplanning and throughout year when changes occur. Teachers will implement the IEP through ELA standards specific for their level.

2. Teachers will address specific levels of performance in ELA for each student as based on students' needs, including the levels of performance on statewide assessments or student's access assessments during the ELA Differentiation Block.

3. Teachers will monitor students' progress based on IEP goals using data on a quarterly basis.

4. ESE teachers will use MAP tools and resources.

STUDENTS 1. Students will participate daily during Differentiated Instruction Time to receive ESE interventions and academic support.

2. Students will use self-assessment tools provided by the ESE teacher to self-monitor their progress.

3. Specific students will actively engage in the iReady program, when appropriate.

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ESE Monthly Training Monthly IEPs, observation Staffing Specialist, ESE Teacher, IEP Committee

iReady Monthly iReady progress reports ESE teachers and classroom teachers MAP Monthly lesson plans ESE teacher, 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 78%. 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 70%. 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 80%

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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? Our cohort groups increased in every grade level. Geometry was a strong strand with primary grades achieving above district average and 1 was within 2 points. A teacher who has one 5th grade class and one 4th grade class had proficiency of 86% & 83% and her F&R lunch population also achieved proficiency of 79 & 80%. The ESE population and F&R lunch had gains above the district average. In 5th grade proficiency was above the district average.

What does the analysis tell you about your school’s opportunities to improve? Teachers have identified the "strong" teachers and will be working together to increase proficiency across grade levels. All strands in 3,4, & 5 will work towards improving proficiency. 3rd & 4th grade need improvement in proficiency

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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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Edwins’s Focus Targeted School-based Focus: Our students will engage in all parts of the Balanced Math Model daily, with an emphasis in standards-based differentiated stations to increase student achievement.

Targeted School-based Professional Development: 1. Complete needs assessment May 2017. The needs assessment will be used to schedule school-based professional development requests (TaB). Topics include: Balanced Math Model (mini-lesson, fluency, routines, stations/small group); ALDs; Item Test Specs; spiraling; Florida standards; GO Math! Resources; formative assessments; student talk; differentiation; classroom management.

2. During the full day PD sessions and after the delivery of the central message, teachers and math coach will collaborate to analyze data from 2017 FSA and/or MAP and use their standards, Item Test Specs, ALDs, and curriculum guides to create differentiated math station activities, common formative assessments, and differentiated small groups to include within their Balanced Math Block. This will occur at following times:

• September: Analyze Fall 2017 MAP and/or FSA to identify student-specific standards of weakness and collaborate to develop a spiraled differentiated plan and station activities to meet the areas of weakness.

• October: Plan and create formative assessments to monitor student progress and to further determine small group and individual instructional needs.

• November: Use current data from common formative and summative assessments to identify grade level standard weaknesses to increase focus on fluency and routines.

3. Edwins will combine PD with Mary Esther and Florosa in order to collaborate and share best practices with grade level peers.

4.Teacher Academic Block (TaB) school-based PD will be scheduled one Thursday per month to focus on PD needs determined by the needs assessment. These topics will include: CHAMPS implementation, Growth Mindset, MAP, rigor in the classroom, accountability for stations, Standards of Mathematical Practice, and student talk.

5. As the district allocates additional days, teachers will be selected by administration to attend: My Math Classroom (new teachers), Develop & implement purposeful stations, Data Teams Training, Differentiation, and CHAMPS.

6. A summer book study will be offered by the Math Instructional Coach on the book Math Exchanges: Guiding Young Mathematicians in Small Group Meetings to develop teachers small group instruction.

7. A book study on strategies to empower students to achieve ("The Growth Mindset Coach" by Brock & Hundley) will be ongoing throughout the school year.

8. Selected teachers will participate in FSU research project: Cognitively Guided Instruction (CGI).

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9. Utilize Making Math Meaningful (M3) Tool/resource that was created by the district. Use for planning and collaboration in designing lessons.

10. Share standards-based differentiated math stations during school-based PD, grade level meetings, and TaB.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Create, disseminate, disaggregate needs assessment.

2. Create a school-based calendar of professional development, TaB, Data Chats, faculty, and grade level meetings for dissemination for pre-planning.

3. Provide common planning time and color copies of MAP results to grade levels for analyzing strengths and weaknesses.

4. Math coach will assist teachers, as requested, in planning the math block to incorporate all components of the Balanced Math Model.

5. Provide release time for self-selected additional professional development including, but not limited to: "My Math Classroom", Purposeful/differentiated math stations, and "Race to an 'A'" plan (mapping to ensure all standards have been addressed).

6. Purchase "Math Exchanges" by Kassia Omohundro Wedekind and "The Growth Mindset Coach" by Brock & Hundley for book studies.

7. Remind teachersof the resources (standards-based station activities, vocabulary resources, math projects, journal tasks and/or High Yield Routine overviews) currently on the school server to aide teachers in planning standards-based stations, fluency, routines, and small group activities.

8. Selected teachers will receive TDE to participate in additional FSU-CGI professional development.

9. Purchase COACH Math materials for 3rd-5th grade classes.

Classroom Implementation Action Steps (Teachers and Students): Teachers will: 1. Complete needs assessment in May 2017.

2. Implement central message and school-based PD when planning standards based instruction within the Balanced Math Model.

3. Implement norms for active listening protocol for student talk in small groups, whole groups, and stations. These norms should be visible for students.

4. Provide standard-based, differentiatated stations at least three times a week that require students to work through models, use vocabulary, and break apart problems into steps to solve and explain answers.

5. Use FSA-like items for formative and summative assessments utilizing ALD's or Learning Progressions to guide instruction. (K-1 will use FSA-like questions for Problem of the Day routines at least once a week. 2-5 will use the FSA-like assessments.)

6. Work in data chats to determine grade-level strengths and weaknesses using MAP and FSA-like assessments in order to more effectively drive instruction.

7. Collaborate monthly to determine common formative assessments (CFAs) and tasks to use during instruction.

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8. Implement CGI strategies learned from PD with FCR-STEM FSU research project (selected teachers only).

9. Display and refer to Mathematical Practices written in student-friendly language during the math block.

10. Participate in a book study on growth mindset to facilitate MP1 (perseverance).

11. Utilize COACH Math resources to increase rigor and experience with FSA like questions.

Students will: 1. Engage in standards-based activities within all components of the Balanced Math Model (mini-lesson, stations/small group, fluency, and routines)

2. Follow active listening protocol.

3. Apply mathematical practices when problem solving.

4. Participate in standard-based differentiated stations at least three times a week.

5. Complete FSA-like assessment questions.


Balanced Math Model Monthly Lesson plans, Walk throughs Teacher, Administration Standard-based Differentiated Stations Monthly Targeted turn-ins, Walk throughs Teacher, Administration Common Formative Assessments Monthly Lesson plans, Walk throughs GLC, Administration, Math Coach Data Chats (MAP & FSA-like Assessments Analysis)

Quarterly Grade level notes/minutes GLC, Administration, Math Coach


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Math Levels 1 and 2 Focus

Edwins’s Focus Targeted School-based Focus: Our students will be able to use problem solving strategies to increase student performance and meet grade level math standards.

Targeted School-based Professional Development: 1. MobyMax training by Math Coach during TaB and/or grade-level meetings, upon request.

2. Title I teacher will interpret iReady reports and share with the classroom teacher in order to plan for further instruction..

3. TaB session to embed problem solving strategies which may include graphic organizers, I Notice, I Wonder routine, and student talk. 4. Teachers will collaborate on developing high quality small groups during PD.

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Action Steps for Remediation: Administrative Implementation Action Steps: 1. Identify students for iReady based on Spring 2017 FSA or District criteria.

2. Provide Moby Max to students who do not meet the iReady criteria (Level 1s).

3. Integrate problem solving strategies into TaB sessions. Intervention/Title I Implementation Action Steps (Teachers and Students): Title I Teacher will: 1. Allow 45 minutes a week for students to work on iReady that aligns with District goal.

2. Work with students in a small group setting based on needs identfied by iReady reports and monitoring.

3. Share student progress and needs with classroom teacher on a weekly basis.

Classroom Teachers will: 1. Work with identified students through high quality, teacher-led small groups during the ELA Differentiation Block

2. Select purposeful and differentiated station activities for students

Title I Students will: 1. Arrive to Title teacher on time according to Title schedule.

2. Actively engage when working on iReady.

3. Actively engage in small group lessons/activities with Title teacher/assistant. POC Plan: 1. Administrators will schedule before and/or after school tutoring for students beginning in October after initial MAP assessments.

2. Students who have scored a level 1 or 2 on MAP and have a failing grade in the subject will be invited. 3. POC tutors will utilize MAP Tools, including Khan Academy, to help direct instruction

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iReady of MobyMax Monthly iReady or MobyMax Reports Title I Teacher, CRT, Administration Small Groups/Stations Monthly Lesson plans, Walk throughs Teacher, Administration Formative Assessments Monthly Lesson plans, Walk throughs Title I teacher, CRT, Administration


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Math Subgroup Focus Subgroup: ESE Students

Edwins’s Focus Targeted School-based Focus: ESE students will be instructed using standards-based instruction that meets the appropriate IEP math goals based upon the student's grade level specific standards and their individual needs.

Targeted School-based Professional Development: 1. Staffing Specialist will provide monthly ESE training for changes and updates in laws and policies with regards to ESE students to ESE teachers.

2. Provide an overview of ESE strategies to all teachers that can be used in the classroom to support the ESE students, including accommodations.

3. Para-professionals will be trained on iReady.

4. ESE teachers will be trained in all district and school-based math professional development along with general education teachers

5. MAP training on use of data for instruction. 6. ESE teachers will collaborate with classroom teachers regularly to monitor students' behavior and progress.

7. ESE teachers will collaborate quarterly during data chats to discuss the math standards in which students are struggling.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Provide a location for the monthly ESE meetings and trainings.

2. Collaborate and schedule math PD to include the ESE teachers.

3. Provide substitutes in order to participate and collaborate during school based math PD. Classroom Implementation Action Steps (Teachers and Students): ESE Teachers will: 1. ESE teachers will notify classroom teachers of ESE students' accommodations during preplanning and throughout the year when changes occur.

2. ESE teachers will address specific levels of performance in math for each student as based on students' needs, including the levels of performance on statewide assessments or students' access assessments.

3. ESE teachers will monitor students' progress based on IEP goals using data on a quarterly basis.

4. ESE teacher will direct students through small groups and utilize tools/resources (iReady, Moby Max, MAP tools)

Classroom Teachers will: 1. Work with ESE students in small groups and provide differentiated stations

Students will: 1. Students will participate daily during Differentiated Instruction Time to receive ESE interventions and academic support.

2. Students will use self-assessment tools provided by the ESE teacher to self-monitor their progress.

3. Specific students will actively engage in the iReady program, when appropriate.


IEP Goals developed yearly, reviewed quarterly reviewed and developed by the IEP Committee

Staffing Specialist, IEP Committee, ESE Teacher, Classroom Teacher

IEP Progress Reports quarterly variety of assessments ESE Teachers, Classroom Teachers iReady (for specific students) Monthly iReady reports ESE Teacher, Title I Math Teacher Math Accommodations as needed & specified in IEP IEP Committee ESE Teacher, Classroom teacher,

Remediation Teacher, 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 65%.

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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.

Edwins’s Focus Targeted School-based Focus: Our students will be able to achieve proficiency on grade level science standards by the end of the school year through hands on activities, reading across the curriculum, and spiraling stations.

Targeted School-based Professional Development: 1. TaB session with integrated activities for 5th grade teachers and purposeful stations.

2. Collaboration with Choctawhatchee Basin Alliance (CBA) for Grasses in Classes (5th grade)

3. PD provided by CBA to 5th grade teachers

4. Use of spiraling to increase knowledge of GL standards

5. Developing lessons using the District created resources (Science Curriculum Binder, questioning flip charts).

6. Attend STEM Scopes training and utilize resource to develop lessons.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Schedule district Science Coach for 1/2 day PD for grades 3-5 Science Across the Content.

2. Schedule Coaches for TaB rotations.

3. Schedule CBA PD and subs as well as Grasses in Classes for all 5th grade students

4. Provide opportunities for all classes to develop their portion of the Agricultural and greenhouse areas.

5. Create master schedule with 50 min. non-interrupted science block for Kindergarten through 5th grades (may use Science Lab once per week as scheduled for hands-on experiences). 6. Select teachers to attend STEM Scopes training and pay for substitutes. 7. Purchase COACH Science materials for 5th grade. Classroom Implementation Action Steps (Teachers and Students): TEACHERS: 1. Teachers will use Science leveled materials to ensure full understanding of standards.

2. Teachers will create purposeful spiraling stations on a weekly basis using grade level standards, item specs, and individual student data to differentiate in order to meet the students' needs.

3. 5th grade teachers will co-teach with Grasses in Classes professionals.

4. Teachers will collaborate to implement the use of the science lab monthly.

5. Utilize the Green Space to increase knowledge of the Urban Agriculture program as well as grade level standards.

6. 50 minute science block daily for K-5:

a. hands-on experiences (weekly)

b. science vocabulary developed through student talk, Flocabulary, and in stations

c. engagement and standard based science whole group or mini-lessons.

d. reading & writing across the curriculum

e. Spiraling Stations (x3 weekly)

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7. Utilize STEM Scopes resources to increase student engagement and science knowledge.

8. Use COACH Science materials with fidelity to increase rigor and experience with FSA like questions.

9. Use Science Binders to aide in pacing and curriculum selection

10. Use questioning flip-charts to ask more DOK level 2 questions during instruction and student talk

STUDENTS: 1. Students will work in Science spiraling stations at least 3x weekly to scaffold their learning to become proficient.

2. Students will use Science leveled materials in class to increase content knowledge.

3. Students will read and write across all content areas, to include Science.

4. Students will work in the green space and/or science lab weekly to enhance learning through hands-on activities.


Teach Science Across the Curriculum Monthly Lesson Plans Administration, Teachers TaB Science related purposeful stations

Monthly Observation, lesson plans, Walk Throughs

Administration, Teachers

Grasses in Classes (5th grade) (CBA) Monthly Teacher Observation Administration, Teachers Science Lab Weekly Lesson plans, Observations, Walk

Throughs Administration, Teachers

STEM Scopes Monthly Observation, lesson plans, Walk Throughs


District created Science Binders and questioning flip charts

Monthly Observation, lesson plans, Walk Throughs



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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? Edwins Elementary School will offer many opportunities throughout the year for parents such as SAC, Grandparents' Day Lunch, Dad's Day Lunch, Mom's Day Lunch, Curriculum Night, Parent-Teacher Conferences, Make & Take with Title I, Art Night, and the annual Title I Parent Informational Meeting. These events are scheduled throughout the year. Sign-up sheets are provided to parents to track attendance and monitored by the Title I teachers. There are new parent information flyers located in the front office (in English and Spanish) that were purchased with Parent Involvement funds and will be replinished throughout the year. They cover information like homework, staying involved, attendance, reading, and math.

Specific strategies for increasing parental involvement. How will implementation of these strategies be monitored and by whom? Administration will be encouraging teachers to have at least one parent volunteer to help in some capacity throughout the year. There will be a new volunteer form going out to seek what parents would be interested in volunteering for and to create an email database for volunteer opportunities. Administration and the Guidance Counselor have planned to hold the SAC meeting with the Healthy School Initiative Team immediately following. This should increase parent involvement in both groups. Meetings will be held right after school at 3:15pm. Invitations by email and backpack will be sent at least 2 weeks in advance with a reminder going out the day before. Volunteer Orientations will be conducted periodically as needed throughout the year by the Guidance Counselor. This plan will be monitored by Administration and the Guidance Counselor.

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? During the last six weeks of school, all preschools that feed into Edwins will be invited to visit the campus. They will take a tour of the school (visiting the Media Center, Cafeteria, KG classroom, etc.). They will take home a brochure about the school and information about registration. During the school year, the pre-school teachers in our area will be invited to meet with the Kg teachers to prepare for a smooth transition into elementary school

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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. In accordance with district policy, Administrators and/or Guidance Counselor will meet with any minority students who have received an Out-of-School Suspension in the previous year to monitor and support these students' continued success. Edwins is host to the Big Brothers, Big Sisters mentoring program where at-risk students are seen once a week by well-trained mentors. School Counselor does individual counseling in the areas of grief, crisis, and by parent request. Edwins utilizes the OCSD Social Worker to provide services for identified students. The STP program provides counseling and academic support to students in STP. The Edwins SRO co-sponsors the Safety Patrollers and acts as a mentor to these boys and girls.

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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

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

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

school name: edwins elementary

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