sip_2014-15_06-broward_5325-hollywood_acad_of_arts_&_scien
TRANSCRIPT
Hollywood Academy Of Arts & Science
1705 VAN BUREN ST, Hollywood, FL 33020
hollywoodcharter.org
School Demographics
School Type Title I Free/Reduced Price Lunch
Elementary No 51%
Alternative/ESE Center Charter School Minority
No Yes 57%
School Grades History
Year 2013-14 2012-13 2011-12 2010-11
Grade A B A A
School Board Approval
This plan is pending approval by the Broward County School Board.
SIP Authority and Template
Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and requireimplementation of a school improvement plan (SIP) for each school in the district.
The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements fortraditional public schools and incorporates all components required for schools receiving Title I funds. Thistemplate is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all non-charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all otherschools, the district may use a template of its choosing. All districts must submit annual assurances that theirplans meet statutory requirements.
This document was prepared by school and district leadership using the Florida Department of Education’sschool improvement planning web application located at https://www.floridaCIMS.org.
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Table of Contents
4Purpose and Outline of the SIP
5Differentiated Accountability
8Current School Status
188-Step Planning and Problem Solving Implementation
18Goals Summary
18Goals Detail
25Action Plan for Improvement
61Appendix 1: Implementation Timeline
65Appendix 2: Professional Development and Technical Assistance Outlines
66Professional Development Opportunities
73Technical Assistance Items
74Appendix 3: Budget to Support Goals
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Purpose and Outline of the SIP
The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals,create an action plan and monitor progress. A corollary at the district level is the District Improvement andAssistance Plan (DIAP), designed to help district leadership make the necessary connections between schooland district goals in order to align resources. The Florida Department of Education encourages schools to usethe SIP as a “living document” by continually updating, refining and using the plan to guide their workthroughout the year. This printed version represents the SIP as of the “Date Modified” listed in the footer.
Part I: Current School Status
Part I organizes the current status of the school around five domains inspired by the 5Essentials framework:Supportive Environment, Family and Community Involvement, Effective Leadership, Public and CollaborativeTeaching, and Ambitious Instruction and Learning. Questions regarding the school’s Multi-Tiered System ofSupports have been embedded throughout this part to demonstrate how data is used by stakeholders tounderstand the needs of all students and allocate appropriate resources in proportion to those needs.
Part II: Needs Assessment
Part II requires the school to review performance and early warning systems data in order to develop strategicgoals and associated data targets (i.e., “SMART goals”) for the coming school year in context of the school’sgreatest strengths and needs. An online tool was developed, which includes data visualizations and processingquestions to support problem identification, problem analysis and strategic goal formulation.
Part III: 8-Step Planning and Problem Solving for Implementation
Part III enables the school to develop implementation plans for its highest-priority goals. With the overview ofthe current state of the school in mind and the strategic goals identified through the needs assessment, theplanning team engages in a facilitated planning and problem-solving process, through which they
• Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1)
• Identify resources available to support the goals and barriers that could hinder achieving those goals(Step 2)
• Select high-priority barriers they want to address initially (Step 3)
• Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7)
• Determine how they will monitor progress toward each goal (Step 8)
Appendices
The following appendices, automatically-generated from content entered in Part III, are included in thisdocument:
• Appendix 1 is a timeline of all action steps and monitoring activities
• Appendix 2 is an outline of all professional development opportunities and technical assistance items
• Appendix 3 is a report of the budget needed to implement the strategies
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Differentiated Accountability
Florida’s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated byneed according to performance data, and provided to schools and districts in order to improve leadershipcapacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadershipto design, implement and refine improvement plans, as well as provide instructional coaching, as needed.
DA Regions
Florida’s DA network is divided into five geographical regions, each served by a field team led by a regionalexecutive director (RED).
DA Categories
Traditional public schools are classified at the start of each school year, based upon the most recently releasedschool grades (A-F), into one of the following categories:
• Not in DA – currently A or B with no F in prior three years; charter schools; ungraded schools
• Monitoring Only – currently A or B with at least one F in the prior three years
• Prevent – currently C
• Focus – currently D
◦ Planning – two consecutive grades of D (i.e., DD), or a grade of F immediately followed by agrade of D in the most recent grades release (i.e., FD)
◦ Implementing – two consecutive grades of D in the most recent grades release preceded by agrade below C (i.e., FDD or DDD)
• Priority – currently F
◦ Planning – declined to a grade of F in the most recent grades release and have not received aplanning year or implemented a turnaround option during the previous school year
◦ Implementing – two consecutive grades of F (i.e., FF), or three consecutive grades below Cwith an F in the most recent grades release (i.e., FDF or DDF)
DA Turnaround and Monitoring Statuses
Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses:
• Former F – currently A-D with at least one F in the prior three years; SIP is monitored by FDOE
• Planning – Focus Planning and Priority Planning; district is planning for possible turnaround
• Implementing – Focus Implementing and Priority Implementing; district is implementing theTurnaround Option Plan (TOP)
2014-15 DA Category and Statuses
DA Category Region RED
Not In DA 5 Gayle Sitter
Former F Turnaround Status
No
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Part I: Current School Status
Supportive Environment
School Mission and Vision
Provide the school's mission statement
Hollywood Academy of Arts & Science is committed to educational excellence every time.
Provide the school's vision statement
VisionHollywood Academy of Arts & Science puts students first by providing:Environment: A safe, secure, and caring climate that allows students to learn and teachers to teach.Data: Ongoing assessments at all levels that drive daily instruction and align school-wide goals inorder to maximize student achievement.Instruction: Researched and standards based instruction that meets the need of every student.Parent Involvement: Opportunities for all parents to actively participate in their child's education anddevelopment.Character Education: A model that instills a respect for school, staff, and others in a culture ofkindness.Professionalism: A staff that believes in continual professional growth, personal accountability, andhigh moral and ethical standards.
School Environment
Describe the process by which the school learns about students' cultures and buildsrelationships between teachers and students
Parents are asked to provide information regarding cultural affiliations during the registration process.Teachers also ask parents to complete a short questionnaire during "Meet & Greet," which takesplace just prior to first day of school.
Describe how the school creates an environment where students feel safe and respectedbefore, during and after school
HAAS employs a "Zero Tolerance" policy in regard to bullying and general disrespect. Students areexpected to treat everyone within the HAAS family with dignity and respect, as are teachers andadministrators. Students are given a voice and are expected to effectively and appropriatelycommunicate their frustrations when necessary. If they have difficult with this, they are coached byteachers and administrators to ensure effective communication at all times.
Describe the schoolwide behavioral system in place that aids in minimizing distractions tokeep students engaged during instructional time. This may include, but is not limited to,established protocols for disciplinary incidents, clear behavioral expectations, and training forschool personnel to ensure the system is fairly and consistently enforced
At HAAS, we do implement the Broward County Code of Conduct with fidelty. We ensrue that wefollow both District and State guidelines. In addition, we have implemented positive reinforcementsystems that recognize appropriate behavior. In the Elementary School, teachers have implementedthe Responsive Classroom Model, a research- and evidence-based approach to education that isassociated with greater teacher effectiveness, higher student achievement, and improved schoolclimate. It has been recognized by the Collaborative for Academic, Social, and Emotional Learning(CASEL) as one of the most well-designed, evidence-based social and emotional learning programs.
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Describe how the school ensures the social-emotional needs of all students are being met,which may include providing counseling, mentoring and other pupil services
Hollywood Academy of Arts and Science will promote a technique that will yield improved academicresults, self -development and character education. Teaching techniques go well beyond FloridaSunshine State Standards' focus into broad levels of skill-building. These methods, when combinedwith traditional instructional strategies, will give our students a strong information foundation and skillsrepertoire upon which to build their future.Guaranteed and Viable CurriculumWith the CSUSA Guaranteed and Viable Curriculum at its core, the Charter Schools USA EducationalModel provides the process for improving student learning and academic achievement. OurGuaranteed and Viable Curriculum is aligned to specific Next Generation Sunshine State Standardsand is the framework of what is taught at each grade level. By aligning to the Common Core StateStandards, the Guaranteed and Viable Curriculum ensures high expectations with a focus on collegeand career readiness from primary grades through high school. Timely and specific feedback basedupon formative assessments of student performance on grade level expectations is given to establishindividualized goals for all students and to modify instruction to meet the learning needs of allstudents.Character EducationCharacter education develops students socially, ethically and academically. Charter Schools USA'sCharacter Education includes the implementation of the Responsive Classroom mode which is at thecore of each CSUSA school's curriculum. Our goal is to not only develop good students, but alsogood citizens. As a part of this effort HAAS is an integrated part of the neighborhood that surrounds it.We rely on partnerships with community organizations and local businesses to drive their innovativecharacter-based educational programs.The Community of Character framework integrates a focus on academic rigor, citizenship, andexperiential learning where teachers and students apply KNIGHTS (character educationprogramming) in a real community environment within the school and provide opportunities forinteraction with external partners throughout the school and across the community. Small learningpartnership environments are created in areas such as community service, investors andentrepreneurship, scientific learning, media and the news, cultural awareness and the arts, studentgovernment, and a host of others designed to capitalize on community partnerships and providingstudents with experiential learning opportunities geared toward academic and postsecondarysuccess.Individualized Approach To LearningPersonal Learning Plan (PLP) for each student that will assess his/her skill level when he/ she enrollsin the school. A path for growth is designed for each student which is periodically reassessed todetermine skill development. The PLP will ensure that the individual needs of each student are metand will provide parents the opportunity to participate in educational goal setting and monitoring oftheir child's academic progress.Parental InvolvementWe know that children enjoy greater success in school when the adults they admire most take aninterest in their education. Our students' parents are required to commit to 20 volunteer hours eachyear (30 for 2 or more children) for the school. These hours foster closer relationships and ensure amore secure learning environment.Social ServicesHAAS does provide its families in need with Social Workers as needed, and employs a Student-Service Coordinator who works one-on-one with students who display a need for social-emotionalintervention. We work closely with the District, The Department of Children and Families as well aswith the YES team.
Early Warning SystemsThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III),(b)(1)(B)(iii)(I), and (b)(1)(I).
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Describe the school's early warning system and provide a list of the early warning indicatorsused in the system
HAAS EWS includes students with excessive absences, tardies, or early releases, excessivesuspensions (internal or external), course failure in ELA or mathematics, a level 1 on the FACT inReading or Mathematics (2013-2014), or a failing grade on the Florida Standardized Assessment inELA or Mathematics (2014-2015).
Provide the following data related to the school's early warning system
The number of students by grade level that exhibit each early warning indicator:
Grade LevelIndicator
K 1 2 3 4 5Total
Attendance below 90 percent 2 1 0 2 0 1 6
One or more suspensions 1 1 1 2 4 1 10
Course failure in ELA or Math 0 0 0 0 0 0
Level 1 on statewide assessment 0 0 0 10 22 44 76
The number of students identified by the system as exhibiting two or more early warningindicators:
Grade LevelIndicator
3Total
Students exhibiting two or more indicators 1 1
Describe all intervention strategies employed by the school to improve the academicperformance of students identified by the early warning system
Parents of students with excessive absences, tardies, and early releases were assigned a SchoolSocial Worker. Administrators met with families of students with excessive suspensions to implementeffective behavior management strategies. Behavior contracts were also developed and studentbehavior was monitored daily by administration. Intervention for students who were failing ELA ormathematics courses or who scored a Level 1 on Statewide assessments were provided extra timefor homework completion as well as appropriate intensive interventions during and after school. RTImeasures were put into place for several struggling students and were monitored by classroomteachers as well as the ESE Specialist.
Family and Community InvolvementThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(iii)(I)(aa).
Describe how the school works at building positive relationships with families to increaseinvolvement, including efforts to communicate the school's mission and vision, and keep parentsinformed of their child's progressTitle I schools use the Parent Involvement Plan (PIP) to meet the requirements of 20 U.S.C. § 6314(b)(1)(F).
Will the school use its PIP to satisfy this question?No
PIP LinkThe school completes a Parental Involvement Plan (PIP), which is available at the school site.
Description
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Parents are required to provide 20 volunteer hours for one child and 30 volunteer hours for two ormore children. Volunteer opportunities exist within and outside of school and include cafeteria duty,assisting with HAAS sponsored activities and school functions, dismissal and arrival, chaperoningfield trips, assisting teachers in and out of the classroom, etc.
Describe the process by which the school builds and sustains partnerships with the localcommunity for the purpose of securing and utilizing resources to support the school and studentachievement
Our goal is to not only develop good students, but also good citizens. As a part of this effort, HAAS is anintegrated part of the neighborhood that surrounds it. Our school relies on partnerships with communityorganizations and local businesses to drive our innovative character-based educational programs.The Community of Character framework integrates a focus on academic rigor, citizenship, andexperiential learning where teachers and students apply methodologies from the Responsive ClassroomModel as well as our KNIGHTS program (character education programming) in a real communityenvironment within the school and provide opportunities for interaction with external partners throughoutthe school and across the community. Small learning partnership environments are created in areassuch as community service, investors and entrepreneurship, scientific learning, media and the news,cultural awareness and the arts, student government, and a host of others designed to capitalize oncommunity partnerships and providing students with experiential learning opportunities geared towardacademic and postsecondary success.
Effective LeadershipThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(H).
School Leadership Team
MembershipIdentify the name, email address and position title for each member of the school leadership team.:
Name Title
Fulton, Donte Principal
Vicino, Deborah Assistant Principal
Goldberg, Jacob Assistant Principal
Gwyn, Cynthia Instructional Coach
Chancerel, Rochel Instructional Coach
Duties
Describe the roles and responsibilities of the members, including how they serve asinstructional leaders and practice shared decision making
The school based RtI Leadership Team includes the school’s administration, reading coach, ESEspecialist, and ESE teachers. The school based RtI Team meets weekly to analyze and disaggregateformative data. The team reviews instructional focus calendars and creates intervention andremediation plans to aid students that are struggling with concepts and standards. The team alsodisaggregates data to ensure that enrichment is provided for students that have mastered concepts
Describe the process through which school leadership identifies and aligns all availableresources (e.g., personnel, instructional, curricular) in order to meet the needs of all studentsand maximize desired student outcomes. Include the methodology for coordinating andsupplementing federal, state and local funds, services and programs. Provide the person(s)
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responsible, frequency of meetings, how an inventory of resources is maintained and anyproblem-solving activities used to determine how to apply resources for the highest impact
The RtI Leadership Team has an important role in the development and implementation of the SIP.The team analyzes and disaggregates data to help drive instruction. The team provides support,training, and guidance to General Education teachers and monitors the plan to ensure that goals arebeing met and student achievement is positively impacted.
School Advisory Council (SAC)
MembershipIdentify the name and stakeholder group for each member of the SAC.:
Name Stakeholder Group
Donte Fulton-Collins Principal
Deborah Vicino Principal
Cynthia Gwyn Education Support Employee
Hilary FIne Teacher
Leah Kiley Teacher
Nicole Rico Teacher
Kristin Ward Teacher
Wilna Henri Student
ELA Co-Chair (Pending) Parent
ELA Co-Chair (Pending) Parent
Math Co-Chair (Pending) Parent
Science Co-Chair (Pending) Parent
Kate McCarthy Business/Community
Janet Cutro Business/Community
Jordan Canal Business/Community
Sheona Farruggio Business/Community
Susan Rakes Business/Community
Sinisa Mikalacki Business/Community
Student
Duties
Provide a description of the SAC's involvement with the following activities, as required bysection 1001.452(2), Florida Statutes
Evaluation of last year's school improvement plan
Last year we exceeded our goals and made great strides in ELA and mathematics - both with ourgeneral education students as well as with our lowest 25%. After suffering the loss of our schoolgrade in 2012-2013, HAAS is proud to have reclaimed its school grade of "A" this past school hear.HAAS intends to maintain its "A" with continued hard work and a focus on both proficiency andstudent learning gains. Improvements spanned all grade levels and subject areas, and our focus mustremain consistent in order to maintain our school grade. Our primary focus for the next three yearsincludes learning gains in math as well as staff and student satisfaction with our Character EducationProgram.
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Development of this school improvement plan
The SAC committee chairs develop SIP goals in partnership with the School Leadership Team. TheSIP is then presented to the SAC members for a vote of approval.
Preparation of the school's annual budget and plan
The school's annual budget is prepared by the School Leadership Team in conjunction with ourFinance Department. The finance department provides us with a financial analyst who works closelywith the school leadership. Once the budget is complete, it is take to the Education Team, the ITDepartment, and the FFE Department. It then goes before our Governing Board for final approval.
Describe the use of school improvement funds allocated last year, including the amountbudgeted for each project
NA
Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding theestablishment requirements and duties of the SACNo
If the school is not in compliance, describe the measures being implemented to meet SACrequirements
Literacy Leadership Team (LLT)
MembershipIdentify the name, email address and position title for each member of the school-based LLT.:
Name Title
Fulton, Donte Principal
Vicino, Deborah Assistant Principal
Gwyn, Cynthia Instructional Coach
Upadhya, Louisa Teacher, K-12
Duties
Describe how the LLT promotes literacy within the school
The school-based LLT meets weekly throughout the school year and analyzes and disaggregatesdata to determine content mastery and proficiency so that teachers are better equipped to driveinstruction appropriately. In addition, the data allows the LLT to create and facilitate intervention andenrichment programs across the curriculum. The analysis of RtI, differentiated instruction and studentengagement will be the major initiatives of the school-based Literacy Leadership Team. The goal isfor students to master specific standards which will positively affect their standardized test scores.
Public and Collaborative TeachingThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(D).
Describe the school's strategies to encourage positive working relationships between teachers,including collaborative planning and instruction
Our teachers participate in targeted PD workshops bi-monthly and are exposed to teachers andstrategies at all grade levels. They plan together as a team weekly with an emphasis on thematicplanning. We hold full-faculty meetings monthly where we celebrate birthdays as well as myriad contestwinner. Teachers are encouraged to contribute to a "Tree of Life," where they post positive statements
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about team members. If their post is randomly selected prior to it being posted, the author receives a giftcard. Teachers are required to observe other classrooms at least twice a month, and then meet withthose teachers in order to reflect and provide feedback.
Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field,effective teachers to the school
1. Interview Committee: Donte’ Fulton-Collins, Deborah Vicino, Jacob Goldberg2. New Teacher Induction: CSUSA & HAAS3. Teacher Learning Community: Rochelle Chancerel4. Incentive Pay5. Stipends for Team Leaders and After-school Enrichment Teachers
Describe the school's teacher mentoring program, including the rationale for pairings andplanned mentoring activities
Experienced team leaders will provide support in school processes, procedures, lesson planning, childstudy, etc. to new team members. Team leaders and their team members meet in weekly team meetings.Team leaders are also available daily before and after school, and during planning periods to meet withteam members as needed.
Ambitious Instruction and Learning
Instructional Programs and Strategies
Instructional Programs
Describe how the school ensures its core instructional programs and materials are aligned toFlorida's standards
Our Education Team at the Corporate Level researches and suggests curriculum for our network ofschools. All curriculum is approved by the Florida Department of Education and is aligned with theCommon Core standards. Our CRTs research additional resources for our students and ensures thatthey, too, are aligned with Common Core and Florida Standards.
Instructional Strategies
Describe how the school uses data to provide and differentiate instruction to meet the diverseneeds of students. Provide examples of how instruction is modified or supplemented to assiststudents having difficulty attaining the proficient or advanced level on state assessments
At HAAS, we analyze the previous year's data prior to placing students in their classes. Students aretracked according to ability in grades 2-5, and Benchmark Data is analyzed carefully each quarter.The Leadership team a long with General Education teachers, CRTs, ESE teachers, andInterventionists analyze and disaggregate the data so that instruction is driven appropriately. TheLeadership Team provides training, support, and guidance to General Education teachers andmonitors their plans to ensure that goals and met and student achievement is positively impacted.The Leadership Team also ensures that enrichment opportunities are provided to students who havemastered concepts or those who are struggling with them. Teachers have received PD centeredaround differentiated instruction and it is common practice to differentiate instruction according toquarterly Benchmark data as well as weekly in-class assessments.
Provide the following information for each strategy the school uses to increase the amountand quality of learning time and help enrich and accelerate the curriculum:
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Strategy: Extended School Day
Minutes added to school year: 2,400
Students receive intensive instruction in identified areas of weakness. The minutes allotted areper subject area. Many students receive intensive instruction in more than one subject area.
Strategy Rationale
Students who are deficient in certain concepts need extra time and individualized instruction tomaster those concepts.
Strategy Purpose(s)
• Core Academic Instruction
Person(s) responsible for monitoring implementation of the strategyWilliams, Veronica, [email protected]
Data that is or will be collected and how it is analyzed to determine effectiveness of thestrategy
Data is collected through class assessments and benchmark data.
Strategy: Extended School Day
Minutes added to school year: 1,350
Da Vinci Reading and Math - Students receive 45 minutes of additional instruction in math/reading 1-2 times per week.
Strategy Rationale
Research shows that student achievement increases when additional instructional minutes areadded to their school day.
Strategy Purpose(s)
• Core Academic Instruction
Person(s) responsible for monitoring implementation of the strategyGwyn, Cynthia, [email protected]
Data that is or will be collected and how it is analyzed to determine effectiveness of thestrategy
We collect class assessment data as well as Benchmark data. We analyze the data to identifytrends in achievement on an individual student basis. If learning gains increase, we know that thestrategy is effective.
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Strategy: Weekend Program
Minutes added to school year: 1,440
Students receive intensive instruction in identified areas of weakness. The minutes allotted areper subject area. Many students receive intensive instruction in more than one subject area.
Strategy Rationale
Students who are deficient in certain concepts need extra time and individualized instruction tomaster those concepts.
Strategy Purpose(s)
• Enrichment
Person(s) responsible for monitoring implementation of the strategyFulton, Donte, [email protected]
Data that is or will be collected and how it is analyzed to determine effectiveness of thestrategy
Data is collected through class assessments and benchmark data.
Student Transition and Readiness
PreK-12 TransitionThe school's response to this question may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(G).
Describe the strategies the school employs to support incoming and outgoing cohorts ofstudents in transition from one school level to another
We host curriculum nights for each grade level in which we explain in detail what is required forstudents to matriculate to the next grade level. We also discuss SB Policy 6000.1. at this time.
College and Career Readiness
Describe the strategies the school uses to advance college and career awareness, which mayinclude establishing partnerships with business, industry or community organizations
All teachers are required to post their College Diplomas in their rooms as well as their TeachingCertificates. University Pennants decorate all of the hallways, and students are encouraged toresearch and discuss different colleges during our very own College Awareness Week, which takesplace the second week of September.
Identify the career and technical education programs available to students and industrycertifications that may be earned through those respective programs
NA
Describe efforts the school has taken to integrate career and technical education withacademic courses (e.g., industrial biotechnology) to support student achievement
NA
Describe strategies for improving student readiness for the public postsecondary level basedon annual analysis of the High School Feedback Report, as required by section 1008.37(4),Florida Statutes
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NA
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ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiencygoal is impossible. Therefore, we are focusing on increasing learning gains for all of ourstudents.
ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25%will make learning gains on the 2015 Reading FSA.
CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will scoreproficient in reading, and 50% will score proficient in writing.
Math - Because we have no prior data to compare to this year's FSA, establishing a proficiencygoal is impossible. Therefore, we are focusing on increasing learning gains for all of ourstudents.
FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest25% will make learning gains on the 2015 FSA.
FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score aLevel 4 or 5 on the 2015 FCAT.
School Improvement Goals
The following key is intended to help readers understand how the sections of this document correspond to thesteps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The QuickKey numbers can help registered users go directly to the point of entry for any given goal, barrier and strategywithin the online survey.
Problem Solving Key
G = GoalB =
BarrierS = Strategy
1 = Problem Solving Step S123456 = Quick Key
Strategic Goals Summary
G1.
G2.
G3.
G4.
G5.
G6.
Strategic Goals DetailFor each strategic goal, this section lists the associated targets (i.e., “SMART goals”), resources available tosupport movement toward the goal, barriers to achieving the goal, and the plan for monitoring progress towardthe goal
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G039655
G1. ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students. 1a
Targets Supported 1b
Indicator Annual Target
AMO Reading - All Students 79.0
Resources Available to Support the Goal 2
• PD, Data Chats, PLCs
• Classroom Walkthroughs and Teacher Observations, including discussions regarding lessonplanning.
• Ongoing meetings with Child Study teams.
Targeted Barriers to Achieving the Goal 3
• Lack of experience in lesson planning, student engagement, and differentiated instruction.
• Lack of understanding of research-based instructional strategies.
• Lack of experience/understanding of the RtI process.
Plan to Monitor Progress Toward G1. 8
Effectiveness of PD in the areas of lesson planning, differentiated instruction and student egagment.
Person Responsible
Donte Fulton
Schedule
Quarterly, from 9/4/2014 to 5/28/2015
Evidence of Completion
Benchmark Data and FSA Results
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G039656
G2. ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25% will makelearning gains on the 2015 Reading FSA. 1a
Targets Supported 1b
Indicator Annual Target
AMO Reading - All Students 79.0
Resources Available to Support the Goal 2
• PD, Data Chats, CLassroom Walkthroughs and Teacher Observations (including discussionregarding lesson planning), Ongoing Meetings with CSTs
Targeted Barriers to Achieving the Goal 3
• Lack of experience in lesson planning.
• Lack of experience using research-based instructional strategies
• Lack of experience/understanding of RtI process
• Unfamiliarity with FSA and Test Specs
Plan to Monitor Progress Toward G2. 8
Data Chats, Benchmark Results, School Enrichment Programs (During and after school)
Person Responsible
Donte Fulton
Schedule
Quarterly, from 9/17/2014 to 3/25/2015
Evidence of Completion
Benchmark Results, CAMs, FSA Results
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 20 https://www.floridacims.org
G039657
G3. CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will score proficient inreading, and 50% will score proficient in writing. 1a
Targets Supported 1b
Indicator Annual Target
AMO Reading - ELL 68.0
Resources Available to Support the Goal 2
• CELLA Tests, ESOL Strategy Matrix
Targeted Barriers to Achieving the Goal 3
• Vocabulary Deficiency
• Need for Individualized Instruction
• Reading Comprehension
• Cultural Differences
Plan to Monitor Progress Toward G3. 8
Proficiency Scores
Person Responsible
Donte Fulton
Schedule
Quarterly, from 8/26/2014 to 5/29/2015
Evidence of Completion
CELLA, Benchmark Data, CMA Data, FSA Data, IPT
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 21 https://www.floridacims.org
G039659
G4. Math - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students. 1a
Targets Supported 1b
Indicator Annual Target
AMO Math - All Students 83.0
Resources Available to Support the Goal 2
• PD, Data Chats, PLCs
• Classroom Walkthroughs and Teacher Observations
• Ongoing meetings with Child Study teams.
Targeted Barriers to Achieving the Goal 3
• Lack of experience in lesson planning, student engagement, and differentiated instruction.
• Lack of understanding of research-based instructional strategies.
• Lack of experience/understanding of the RTI process.
• Unfamiliarity with FSA and Test Specs
Plan to Monitor Progress Toward G4. 8
PD in the areas of lesson planning, differentiated instruction and student egagement.
Person Responsible
Donte Fulton
Schedule
Quarterly, from 9/4/2014 to 5/28/2015
Evidence of Completion
Benchmark Data and FSA Results
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 22 https://www.floridacims.org
G039660
G5. FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest 25% willmake learning gains on the 2015 FSA. 1a
Targets Supported 1b
Indicator Annual Target
AMO Math - All Students 83.0
Resources Available to Support the Goal 2
• PD, PLCs, Data Chats, Classroom Walkthroughs, Teacher Performance Evaluations, Ongoingmeetings with CRTs
Targeted Barriers to Achieving the Goal 3
• Lack of experience in Lesson Planning
• Lack of experience using research-based instructional strategies
• Lack of experience/understanding with/of the RtI process
Plan to Monitor Progress Toward G5. 8
Data Chats, Benchmark Results, School Enrichment Programs (During and after school)
Person Responsible
Donte Fulton
Schedule
On 5/28/2015
Evidence of Completion
Benchmark Data, CMAs, FSA Results
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 23 https://www.floridacims.org
G039661
G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or5 on the 2015 FCAT. 1a
Targets Supported 1b
Indicator Annual Target
FCAT 2.0 Science Proficiency 80.0
Resources Available to Support the Goal 2
• PD, Data Chats, PLCs, Classroom Walk-throughs and Teacher Performance Evaluations,Ongoing Meetings with Child Study Teams
Targeted Barriers to Achieving the Goal 3
• Lack of Prior Knowledge
• Concept Comprehension
• Vocabulary
Plan to Monitor Progress Toward G6. 8
Student Benchmark Scores
Person Responsible
Donte Fulton
Schedule
Quarterly, from 10/1/2014 to 4/24/2015
Evidence of Completion
Benchmark Results, FCAT Results
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
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G039655
B095832
S107000
Action Plan for ImprovementFor each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists therationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that havebeen identified as necessary to implementing the strategy, including details such as the point person, timingand duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring theimplementation and effectiveness of the respective strategy.
Problem Solving Key
G = GoalB =
BarrierS = Strategy
1 = Problem Solving Step S123456 = Quick Key
G1. ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students. 1
G1.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction. 2
G1.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction. 4
Strategy Rationale
Action Step 1 5
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Person Responsible
Cynthia Gwyn
Schedule
On 5/21/2015
Evidence of Completion
PD/PLC Calendar
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 25 https://www.floridacims.org
Plan to Monitor Fidelity of Implementation of G1.B1.S1 6
Implementation of PD
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 8/28/2014 to 5/28/2015
Evidence of Completion
PD/PLC Sign-in Sheets
Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7
Clear understanding of lesson planning, differentiated instruction, and student engagement
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/2/2014 to 5/28/2015
Evidence of Completion
Classroom Walk-throughs, Teacher Performance Evaluations, Lesson Plans
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
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B095833
S107001
G1.B2 Lack of understanding of research-based instructional strategies. 2
G1.B2.S1 Create and revise PD so that is aligned with PLCs 4
Strategy Rationale
Action Step 1 5
PD in Research-based Instructional Strategies
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/28/2015
Evidence of Completion
PD Calendars
Plan to Monitor Fidelity of Implementation of G1.B2.S1 6
Professional Learning Communities
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/28/2015
Evidence of Completion
PLC Sign-in Sheets, Attendance at Data Chats
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 27 https://www.floridacims.org
S107002
Plan to Monitor Effectiveness of Implementation of G1.B2.S1 7
Utilization of Research-based Instructional Strategies
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/28/2015
Evidence of Completion
Lesson Plans, Classroom Walkthroughs and Teacher Performance Evaluations
G1.B2.S2 Conduct classroom walkthroughs and teacher observations with lesson plan reviews andfollow-up. 4
Strategy Rationale
Action Step 1 5
Classroom Walkthroughs and Teacher Observations
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Administrative Walkthrough/Observation Results Posted in SIS. Post-evaluationConferences.
Plan to Monitor Fidelity of Implementation of G1.B2.S2 6
Evaluation/Observations
Person Responsible
Deborah Vicino
Schedule
Monthly, from 9/1/2014 to 5/28/2015
Evidence of Completion
Evaluation /Observation Forms
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
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B095834
S107003
Plan to Monitor Effectiveness of Implementation of G1.B2.S2 7
Appropriate PD is aligned with PLC
Person Responsible
Cynthia Gwyn
Schedule
On 11/28/2014
Evidence of Completion
PD Calendars and Data Chats
G1.B3 Lack of experience/understanding of the RtI process. 2
G1.B3.S1 Ongoing PD and ongoing child study team meetings to determine interventions in the tiers ofthe RtI. 4
Strategy Rationale
Action Step 1 5
PD targeted toward RtI
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/28/2015
Evidence of Completion
Signed PLC Forms, Completed RtI Tracking Sheets
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 29 https://www.floridacims.org
Plan to Monitor Fidelity of Implementation of G1.B3.S1 6
Implementation of PD, Compliance with RtI Process
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/28/2015
Evidence of Completion
PLC Sign-in Forms, Completed RtI Documentation
Plan to Monitor Effectiveness of Implementation of G1.B3.S1 7
Effective Implementation of RtI
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Follow-up Meetings with ESE Specialist, Completed RtI Documentation, Data Chats
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 30 https://www.floridacims.org
G039656
B095835
S107004
G2. ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25% will makelearning gains on the 2015 Reading FSA. 1
G2.B1 Lack of experience in lesson planning. 2
G2.B1.S1 Create and revise appropriate PD to ensure it is aligned with PLCs 4
Strategy Rationale
Action Step 1 5
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 10/1/2014 to 5/29/2015
Evidence of Completion
PD/PLC Calendar
Plan to Monitor Fidelity of Implementation of G2.B1.S1 6
PD Calendar, PLC Calendar, Data Chats
Person Responsible
Cynthia Gwyn
Schedule
Quarterly, from 8/28/2014 to 5/28/2015
Evidence of Completion
PLC Sign-in Sheets, Attendance in Data Chats
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 31 https://www.floridacims.org
B095836
S107005
Plan to Monitor Effectiveness of Implementation of G2.B1.S1 7
PD in the areas of lesson planning, differentiated instruction, and student engagement.
Person Responsible
Deborah Vicino
Schedule
Quarterly, from 8/28/2014 to 8/28/2014
Evidence of Completion
Class room walk-throughs, Teacher Performance Evaluations
G2.B2 Lack of experience using research-based instructional strategies 2
G2.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies. 4
Strategy Rationale
Action Step 1 5
PD in Research-based Instructional Strategies
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
PD Calendars
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 32 https://www.floridacims.org
Plan to Monitor Fidelity of Implementation of G2.B2.S1 6
Professional Learning Communities
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 8/28/2014 to 5/29/2015
Evidence of Completion
PLC sign-in sheets
Plan to Monitor Effectiveness of Implementation of G2.B2.S1 7
Utilization of Research-based Instructional Strategies
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Weekly Assessments, Classroom Walkthroughs, Teacher Performance Evaluations
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
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B095837
S107006
G2.B3 Lack of experience/understanding of RtI process 2
G2.B3.S1 On-going PD and Child Study Team meetings to determine appropriate RtI interventions. 4
Strategy Rationale
Action Step 1 5
PD Targeted toward RtI
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
PLC Sign-in Sheets
Plan to Monitor Fidelity of Implementation of G2.B3.S1 6
Implementation of PD and RtI Strategies
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Completed RtI Paperwork, Leadership Agendas
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
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B097937
S109262
Plan to Monitor Effectiveness of Implementation of G2.B3.S1 7
Effective Implementation of RtI
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/25/2014 to 5/28/2015
Evidence of Completion
Follow-up Conversations with Team Members, Completed RtI Paperwork
G2.B4 Unfamiliarity with FSA and Test Specs 2
G2.B4.S1 Download Test Specs and Provide to Teachers 4
Strategy Rationale
Action Step 1 5
Expose Teachers to FSA Test Specs
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 3/27/2015
Evidence of Completion
Classroom Assessments that Mirror FSA Test Specs
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
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S109263
Plan to Monitor Fidelity of Implementation of G2.B4.S1 6
Review Class Assessments
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Evidence of Completion
Class walk-throughs, follow-up discussions regarding assessments
Plan to Monitor Effectiveness of Implementation of G2.B4.S1 7
Review Common Monthly Assessment Data for increases in Student Achievement
Person Responsible
Donte Fulton
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Evidence of Completion
Common Monthly Assessment Data (Performance Matters)
G2.B4.S2 Implement monthly mini-assessments aligned with test specs to assess student progress. 4
Strategy Rationale
Action Step 1 5
Administration of Common Monthly Assessments (CMAs)
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Evidence of Completion
Lesson Plans, Scanned CMAs
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 36 https://www.floridacims.org
Plan to Monitor Fidelity of Implementation of G2.B4.S2 6
CMAs administered in a true testing environment
Person Responsible
Jennifer Becraft
Schedule
Monthly, from 9/29/2014 to 3/27/2015
Evidence of Completion
CMAs distributed via the testing room and collected by test monitors. No sound ormovement during testing window.
Plan to Monitor Effectiveness of Implementation of G2.B4.S2 7
Administration will monitor halls and testing procedures.
Person Responsible
Jacob Goldberg
Schedule
Monthly, from 9/29/2014 to 3/27/2015
Evidence of Completion
Data Chats
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
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G039657
B095838
S107007
G3. CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will score proficient inreading, and 50% will score proficient in writing. 1
G3.B1 Vocabulary Deficiency 2
G3.B1.S1 Classroom teachers will utilize ESOL Strategies Matrix and include vocabulary strategies inlesson plans. Teachers will use targeted instruction to increase student vocabulary skills. 4
Strategy Rationale
Action Step 1 5
Utilization of ESOL Matrix
Person Responsible
Jennifer Becraft
Schedule
Weekly, from 8/18/2014 to 6/4/2015
Evidence of Completion
Lesson Plans, Walk-throughs
Plan to Monitor Fidelity of Implementation of G3.B1.S1 6
Vocabulary Strategies
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Lesson plans, Walk-throughs
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 38 https://www.floridacims.org
S107008
Plan to Monitor Effectiveness of Implementation of G3.B1.S1 7
Increase Student Vocabulary
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 8/18/2014 to 6/4/2015
Evidence of Completion
Vocabulary Assessments, Teacher Conversations/Observations
G3.B1.S2 Intervention in a small group setting (Da Vinci Reading Pull Out) for individualized assistance/instruction. 4
Strategy Rationale
Action Step 1 5
Intervention
Person Responsible
Cynthia Gwyn
Schedule
On 2/27/2015
Evidence of Completion
Schedules, Assessments
Plan to Monitor Fidelity of Implementation of G3.B1.S2 6
Reading Pull-Outs
Person Responsible
Louisa Upadhya
Schedule
Weekly, from 9/1/2014 to 5/1/2015
Evidence of Completion
Schedules, Lesson Plans
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 39 https://www.floridacims.org
B095839
S107009
Plan to Monitor Effectiveness of Implementation of G3.B1.S2 7
Targeted Instruction
Person Responsible
Deborah Vicino
Schedule
Weekly, from 8/25/2014 to 5/29/2015
Evidence of Completion
Teacher Observations, Pull-Out Teacher Observations
G3.B2 Need for Individualized Instruction 2
G3.B2.S1 Intervention in small group settings. 4
Strategy Rationale
Action Step 1 5
Reading Pull-out Teachers will provide individualized instruction/assistance in listening/speaking,reading comprehension, and writing.
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/8/2015
Evidence of Completion
Classroom Teacher and Reading Coach Observations, Reading ComprehensionAssessments
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 40 https://www.floridacims.org
Plan to Monitor Fidelity of Implementation of G3.B2.S1 6
Small Group Intervention
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/15/2014 to 5/8/2015
Evidence of Completion
Reading Coach Schedules
Plan to Monitor Effectiveness of Implementation of G3.B2.S1 7
Instructional Strategies
Person Responsible
Deborah Vicino
Schedule
Monthly, from 9/9/2014 to 5/8/2015
Evidence of Completion
Teacher Observations, Reading and Vocabulary Assessments
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 41 https://www.floridacims.org
B095840
S107010
G3.B3 Reading Comprehension 2
G3.B3.S1 Classroom teachers will utilize research based instructional strategies to teach reading skillsto ensure an increase in reading comprehension. 4
Strategy Rationale
Action Step 1 5
PD research based instructional strategies
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 4/30/2015
Evidence of Completion
PLC Sign-in Sheets
Plan to Monitor Fidelity of Implementation of G3.B3.S1 6
PD
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 4/30/2015
Evidence of Completion
PLC Communication Forms
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 42 https://www.floridacims.org
B095841
S107011
Plan to Monitor Effectiveness of Implementation of G3.B3.S1 7
Increase in Comprehension
Person Responsible
Cynthia Gwyn
Schedule
On 5/29/2015
Evidence of Completion
Teacher Observation, Reading Comprehension Assessments, CMAs
G3.B4 Cultural Differences 2
G3.B4.S1 Classroom teachers will utilize research-based instructional strategies to teach reading skillsin order to increase student understanding. 4
Strategy Rationale
Action Step 1 5
Increase Student Understanding
Person Responsible
Jennifer Becraft
Schedule
Weekly, from 8/11/2014 to 6/4/2015
Evidence of Completion
Assessments, Lesson Plans, Teacher Observations
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 43 https://www.floridacims.org
Plan to Monitor Fidelity of Implementation of G3.B4.S1 6
Utilization of Research Based Instructional Strategies
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/9/2014 to 5/29/2015
Evidence of Completion
Classroom Walk-throughs and Teacher Observations
Plan to Monitor Effectiveness of Implementation of G3.B4.S1 7
Increase in Student Understanding
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/9/2014 to 5/29/2015
Evidence of Completion
Lesson Plan Reviews, Teacher Observations, Assessments
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 44 https://www.floridacims.org
G039659
B095844
S107015
G4. Math - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students. 1
G4.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction. 2
G4.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction 4
Strategy Rationale
Action Step 1 5
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
PD/PLC Calendar
Plan to Monitor Fidelity of Implementation of G4.B1.S1 6
Implementation of PD
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
PD Calendars, PLC Sign-in Sheets
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 45 https://www.floridacims.org
B095845
S107016
Plan to Monitor Effectiveness of Implementation of G4.B1.S1 7
Clear Understanding of Lesson Planning and Differentiated Instruction
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Classroom Walk-throughs, Teacher Performance Evaluations, Lesson Plans
G4.B2 Lack of understanding of research-based instructional strategies. 2
G4.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies. 4
Strategy Rationale
Action Step 1 5
PD in Research-based Instructional Strategies
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
PD/PLC Calendars and Data Chat Schedules
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 46 https://www.floridacims.org
Plan to Monitor Fidelity of Implementation of G4.B2.S1 6
Professional Learning Communities
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
PD Calendars, PLC Sign-in Sheets
Plan to Monitor Effectiveness of Implementation of G4.B2.S1 7
Utilization of Research-based Instructional Strategies
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Weekly Assessments, Classroom Walkthroughs, Teacher Performance Evaluations
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 47 https://www.floridacims.org
B095846
S107017
G4.B3 Lack of experience/understanding of the RTI process. 2
G4.B3.S1 Ongoing PD and Child Study Team Meetings to determine appropriate RtI interventions 4
Strategy Rationale
Action Step 1 5
PD Targeted toward RtI
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Signed PLC Communication Forms
Plan to Monitor Fidelity of Implementation of G4.B3.S1 6
Implementation of PD and RtI Interventions, Compliance with RtI Process
Person Responsible
Rochel Chancerel
Schedule
On 5/29/2015
Evidence of Completion
Implementation of PD and RtI Interventions, Compliance with RtI Process
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 48 https://www.floridacims.org
B098044
S109364
Plan to Monitor Effectiveness of Implementation of G4.B3.S1 7
Determine Effectiveness of PD and RtI Interventions
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Follow-up Meetings with ESE Specialist, Completed RtI Documentation, Data Chats
G4.B4 Unfamiliarity with FSA and Test Specs 2
G4.B4.S1 Implement monthly mini-assessments aligned with test specs to assess student progress. 4
Strategy Rationale
Action Step 1 5
Administration of Common Monthly Assessments (CMAs)
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 3/27/2015
Evidence of Completion
Classroom Assessments that Mirror FSA Test Specs
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
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S137552
Plan to Monitor Fidelity of Implementation of G4.B4.S1 6
CMAs Administered in a true testing environment
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Evidence of Completion
Class walk-throughs, follow-up discussions regarding assessments
Plan to Monitor Effectiveness of Implementation of G4.B4.S1 7
Monitor Halls and testing procedures
Person Responsible
Jacob Goldberg
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Evidence of Completion
Data Chats
G4.B4.S2 Download Test Specs and Provide to Teachers 4
Strategy Rationale
Action Step 1 5
Expose Teachers to FSA Test Specs
Person Responsible
Rochel Chancerel
Schedule
On 3/27/2015
Evidence of Completion
Classroom Assessments (Should Mirror FSA Test Specs)
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Plan to Monitor Fidelity of Implementation of G4.B4.S2 6
Review Class Assessments
Person Responsible
Rochel Chancerel
Schedule
On 3/27/2015
Evidence of Completion
Class walk-throughs, follow-up discussions regarding assessments
Plan to Monitor Effectiveness of Implementation of G4.B4.S2 7
Review CMA Data for increases in Student Achievement
Person Responsible
Donte Fulton
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Evidence of Completion
CMA Data (Performance Matters)
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G039660
B095847
S107018
G5. FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest 25% willmake learning gains on the 2015 FSA. 1
G5.B1 Lack of experience in Lesson Planning 2
G5.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction. 4
Strategy Rationale
Action Step 1 5
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 10/1/2014 to 5/29/2015
Evidence of Completion
PD/PLC Calendar
Plan to Monitor Fidelity of Implementation of G5.B1.S1 6
PD Calendar, PLC Calendar, Data Chats
Person Responsible
Cynthia Gwyn
Schedule
Quarterly, from 8/28/2014 to 5/28/2015
Evidence of Completion
PLC/PD Sign-in Sheets
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B095848
S107019
Plan to Monitor Effectiveness of Implementation of G5.B1.S1 7
Clear Understanding of lesson planning, differentiated instruction, and Student Engagement
Person Responsible
Deborah Vicino
Schedule
Weekly, from 8/28/2014 to 10/6/2014
Evidence of Completion
Classroom Walk-throughs, Teacher Performance Evaluations, Lesson Plans
G5.B2 Lack of experience using research-based instructional strategies 2
G5.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies. 4
Strategy Rationale
Action Step 1 5
PD in Research-based Instructional Strategies
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
PD Calendars
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Plan to Monitor Fidelity of Implementation of G5.B2.S1 6
Professional Learning Communities
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 8/28/2014 to 5/29/2015
Evidence of Completion
PLC Sign-in sheets
Plan to Monitor Effectiveness of Implementation of G5.B2.S1 7
Understanding and Implementation of Research-based Instructional Strategies
Person Responsible
Deborah Vicino
Schedule
On 5/29/2015
Evidence of Completion
Classroom Walk-throughs and Teacher Performance Evaluations
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S107020
G5.B3 Lack of experience/understanding with/of the RtI process 2
G5.B3.S1 On-going and PD and Child Study Team meetings to determine appropriate tieredinterventions. 4
Strategy Rationale
Action Step 1 5
PD targeted toward RtI Process
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 11/29/2014
Evidence of Completion
PLC sign-in sheets
Plan to Monitor Fidelity of Implementation of G5.B3.S1 6
Implementation of RTI, Compliance with RtI Process
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Leadership Agendas, Completed RtI Documentation
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B095850
S107021
Plan to Monitor Effectiveness of Implementation of G5.B3.S1 7
Effective Implementation of RtI
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/25/2014 to 5/28/2015
Evidence of Completion
Follow-up Meetings with ESE Specialist, Completed RtI Documentation, Data Chats
G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or 5on the 2015 FCAT. 1
G6.B1 Lack of Prior Knowledge 2
G6.B1.S1 Discovery by individual exploration. 4
Strategy Rationale
Action Step 1 5
Provide weekly opportunities for individual exploration in science lab.
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Lab Completions
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S107022
Plan to Monitor Fidelity of Implementation of G6.B1.S1 6
Utilization of Science Lab
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Science Lab Calendar/Sign-up Sheets, Lesson Plans, Teacher Performance Evaluations
Plan to Monitor Effectiveness of Implementation of G6.B1.S1 7
Science Lab Usage
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Student Portfolios, Benchmark Data, FCAT Results
G6.B1.S2 Implementation of Differentiated Instruction 4
Strategy Rationale
Action Step 1 5
PD in the area of Differentiated Instruction
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Evidence of Completion
PLC Sign-in Sheets
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Plan to Monitor Fidelity of Implementation of G6.B1.S2 6
Utilization of DI in the Classroom
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Lesson Plans, Classroom Walk-throughs
Plan to Monitor Effectiveness of Implementation of G6.B1.S2 7
Effectiveness of DI
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Weekly Assessments, Benchmark Data, FCAT Results
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B095851
S107023
G6.B2 Concept Comprehension 2
G6.B2.S1 Students will use technology to reinforce abstract concepts taught in the classroom. 4
Strategy Rationale
Action Step 1 5
Monthly Computer Lab Use
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Computer Lab Sign-up Sheets
Plan to Monitor Fidelity of Implementation of G6.B2.S1 6
Utilization of Computer Labs and Science-related Computer Programs
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Lesson Plans, Grade books
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B095852
S107024
Plan to Monitor Effectiveness of Implementation of G6.B2.S1 7
Comprehension of Abstract Concepts
Person Responsible
Rochel Chancerel
Schedule
On 5/28/2015
Evidence of Completion
Weekly Assessments, Benchmark Data, FCAT Results
G6.B3 Vocabulary 2
G6.B3.S1 Students will aide in the creation of interactive word walls to increase comprehension ofscience-related vocabulary. 4
Strategy Rationale
Action Step 1 5
Student-generated interactive word walls.
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Student-generated Interactive word walls visible in classroom/lab.
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Plan to Monitor Fidelity of Implementation of G6.B3.S1 6
Creation of Student-generated Interaction of Word Wall
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Classroom Walkthroughs, Teacher Performance Evaluations
Plan to Monitor Effectiveness of Implementation of G6.B3.S1 7
Vocabulary Comprehension
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Evidence of Completion
Weekly Assessments, Benchmark Data, FCAT Results
Appendix 1: Implementation TimelineAction steps and monitoring activities identified in the SIP as necessary to achieve the school’s goals.
SourceTask, Action Step or Monitoring
ActivityWho
Start Date(where
applicable)
Deliverable or Evidence ofCompletion
Due Date/End Date
G1.B1.S1.A1Develop PD to address deficiencies inlesson planning and differentiatedinstruction.
Gwyn, Cynthia 9/1/2014 PD/PLC Calendar5/21/2015one-time
G1.B2.S1.A1PD in Research-based InstructionalStrategies
Gwyn, Cynthia 9/1/2014 PD Calendars5/28/2015
weekly
G1.B2.S2.A1Classroom Walkthroughs and TeacherObservations
Gwyn, Cynthia 9/1/2014Administrative Walkthrough/ObservationResults Posted in SIS. Post-evaluationConferences.
5/29/2015weekly
G1.B3.S1.A1 PD targeted toward RtI Gwyn, Cynthia 9/1/2014Signed PLC Forms, Completed RtITracking Sheets
5/28/2015monthly
G2.B1.S1.A1Develop PD to address deficiencies inlesson planning and differentiatedinstruction.
Gwyn, Cynthia 10/1/2014 PD/PLC Calendar5/29/2015monthly
G2.B2.S1.A1PD in Research-based InstructionalStrategies
Gwyn, Cynthia 9/1/2014 PD Calendars5/29/2015monthly
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SourceTask, Action Step or Monitoring
ActivityWho
Start Date(where
applicable)
Deliverable or Evidence ofCompletion
Due Date/End Date
G2.B3.S1.A1 PD Targeted toward RtI Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets5/29/2015monthly
G3.B1.S1.A1 Utilization of ESOL Matrix Becraft, Jennifer 8/18/2014 Lesson Plans, Walk-throughs6/4/2015weekly
G3.B1.S2.A1 Intervention Gwyn, Cynthia 9/1/2014 Schedules, Assessments2/27/2015one-time
G3.B2.S1.A1
Reading Pull-out Teachers will provideindividualized instruction/assistance inlistening/speaking, readingcomprehension, and writing.
Gwyn, Cynthia 9/1/2014Classroom Teacher and Reading CoachObservations, Reading ComprehensionAssessments
5/8/2015weekly
G3.B3.S1.A1PD research based instructionalstrategies
Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets4/30/2015monthly
G3.B4.S1.A1 Increase Student Understanding Becraft, Jennifer 8/11/2014Assessments, Lesson Plans, TeacherObservations
6/4/2015weekly
G4.B1.S1.A1Develop PD to address deficiencies inlesson planning and differentiatedinstruction.
Chancerel, Rochel 9/1/2014 PD/PLC Calendar5/29/2015monthly
G4.B2.S1.A1PD in Research-based InstructionalStrategies
Chancerel, Rochel 9/1/2014PD/PLC Calendars and Data ChatSchedules
5/29/2015monthly
G4.B3.S1.A1 PD Targeted toward RtISmallwood,
Kathleen9/1/2014 Signed PLC Communication Forms
5/29/2015monthly
G5.B1.S1.A1Develop PD to address deficiencies inlesson planning and differentiatedinstruction.
Gwyn, Cynthia 10/1/2014 PD/PLC Calendar5/29/2015monthly
G5.B2.S1.A1PD in Research-based InstructionalStrategies
Chancerel, Rochel 9/1/2014 PD Calendars5/29/2015monthly
G5.B3.S1.A1 PD targeted toward RtI Process Gwyn, Cynthia 9/1/2014 PLC sign-in sheets11/29/2014
monthly
G6.B1.S1.A1Provide weekly opportunities forindividual exploration in science lab.
Chancerel, Rochel 9/1/2014 Lab Completions5/29/2015
weekly
G6.B1.S2.A1PD in the area of DifferentiatedInstruction
Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets5/29/2015monthly
G6.B2.S1.A1 Monthly Computer Lab Use Gwyn, Cynthia 9/1/2014 Computer Lab Sign-up Sheets5/29/2015
weekly
G6.B3.S1.A1Student-generated interactive wordwalls.
Chancerel, Rochel 9/1/2014Student-generated Interactive wordwalls visible in classroom/lab.
5/29/2015weekly
G2.B4.S2.A1Administration of Common MonthlyAssessments (CMAs)
Gwyn, Cynthia 10/1/2014 Lesson Plans, Scanned CMAs3/27/2015monthly
G2.B4.S1.A1 Expose Teachers to FSA Test Specs Gwyn, Cynthia 9/1/2014Classroom Assessments that MirrorFSA Test Specs
3/27/2015monthly
G4.B4.S1.A1Administration of Common MonthlyAssessments (CMAs)
Chancerel, Rochel 9/1/2014Classroom Assessments that MirrorFSA Test Specs
3/27/2015monthly
G4.B4.S2.A1 Expose Teachers to FSA Test Specs Chancerel, Rochel 10/1/2014Classroom Assessments (Should MirrorFSA Test Specs)
3/27/2015one-time
G1.MA1Effectiveness of PD in the areas oflesson planning, differentiatedinstruction and student egagment.
Fulton, Donte 9/4/2014 Benchmark Data and FSA Results5/28/2015quarterly
G1.B1.S1.MA1Clear understanding of lesson planning,differentiated instruction, and studentengagement
Gwyn, Cynthia 9/2/2014Classroom Walk-throughs, TeacherPerformance Evaluations, Lesson Plans
5/28/2015monthly
G1.B1.S1.MA1 Implementation of PD Gwyn, Cynthia 8/28/2014 PD/PLC Sign-in Sheets5/28/2015monthly
G1.B2.S1.MA1Utilization of Research-basedInstructional Strategies
Gwyn, Cynthia 9/1/2014Lesson Plans, Classroom Walkthroughsand Teacher Performance Evaluations
5/28/2015monthly
G1.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 9/1/2014PLC Sign-in Sheets, Attendance at DataChats
5/28/2015monthly
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SourceTask, Action Step or Monitoring
ActivityWho
Start Date(where
applicable)
Deliverable or Evidence ofCompletion
Due Date/End Date
G1.B3.S1.MA1 Effective Implementation of RtISmallwood,
Kathleen9/1/2014
Follow-up Meetings with ESE Specialist,Completed RtI Documentation, DataChats
5/29/2015monthly
G1.B3.S1.MA1Implementation of PD, Compliance withRtI Process
Smallwood,Kathleen
9/1/2014PLC Sign-in Forms, Completed RtIDocumentation
5/28/2015monthly
G1.B2.S2.MA1 Appropriate PD is aligned with PLC Gwyn, Cynthia 9/1/2014 PD Calendars and Data Chats11/28/2014one-time
G1.B2.S2.MA1 Evaluation/Observations Vicino, Deborah 9/1/2014 Evaluation /Observation Forms5/28/2015monthly
G2.MA1Data Chats, Benchmark Results, SchoolEnrichment Programs (During and afterschool)
Fulton, Donte 9/17/2014Benchmark Results, CAMs, FSAResults
3/25/2015quarterly
G2.B1.S1.MA1PD in the areas of lesson planning,differentiated instruction, and studentengagement.
Vicino, Deborah 8/28/2014Class room walk-throughs, TeacherPerformance Evaluations
8/28/2014quarterly
G2.B1.S1.MA1PD Calendar, PLC Calendar, DataChats
Gwyn, Cynthia 8/28/2014PLC Sign-in Sheets, Attendance in DataChats
5/28/2015quarterly
G2.B2.S1.MA1Utilization of Research-basedInstructional Strategies
Vicino, Deborah 9/1/2014Weekly Assessments, ClassroomWalkthroughs, Teacher PerformanceEvaluations
5/29/2015weekly
G2.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 8/28/2014 PLC sign-in sheets5/29/2015monthly
G2.B3.S1.MA1 Effective Implementation of RtISmallwood,
Kathleen9/25/2014
Follow-up Conversations with TeamMembers, Completed RtI Paperwork
5/28/2015monthly
G2.B3.S1.MA1Implementation of PD and RtIStrategies
Smallwood,Kathleen
9/1/2014Completed RtI Paperwork, LeadershipAgendas
5/29/2015monthly
G2.B4.S1.MA1Review Common Monthly AssessmentData for increases in StudentAchievement
Fulton, Donte 10/1/2014Common Monthly Assessment Data(Performance Matters)
3/27/2015monthly
G2.B4.S1.MA1 Review Class Assessments Gwyn, Cynthia 10/1/2014Class walk-throughs, follow-updiscussions regarding assessments
3/27/2015monthly
G2.B4.S2.MA1Administration will monitor halls andtesting procedures.
Goldberg, Jacob 9/29/2014 Data Chats3/27/2015monthly
G2.B4.S2.MA1CMAs administered in a true testingenvironment
Becraft, Jennifer 9/29/2014
CMAs distributed via the testing roomand collected by test monitors. Nosound or movement during testingwindow.
3/27/2015monthly
G3.MA1 Proficiency Scores Fulton, Donte 8/26/2014CELLA, Benchmark Data, CMA Data,FSA Data, IPT
5/29/2015quarterly
G3.B1.S1.MA1 Increase Student Vocabulary Gwyn, Cynthia 8/18/2014Vocabulary Assessments, TeacherConversations/Observations
6/4/2015monthly
G3.B1.S1.MA1 Vocabulary Strategies Gwyn, Cynthia 9/1/2014 Lesson plans, Walk-throughs5/29/2015
weekly
G3.B2.S1.MA1 Instructional Strategies Vicino, Deborah 9/9/2014Teacher Observations, Reading andVocabulary Assessments
5/8/2015monthly
G3.B2.S1.MA1 Small Group Intervention Gwyn, Cynthia 9/15/2014 Reading Coach Schedules5/8/2015weekly
G3.B3.S1.MA1 Increase in Comprehension Gwyn, Cynthia 9/1/2014Teacher Observation, ReadingComprehension Assessments, CMAs
5/29/2015one-time
G3.B3.S1.MA1 PD Gwyn, Cynthia 9/1/2014 PLC Communication Forms4/30/2015monthly
G3.B4.S1.MA1 Increase in Student Understanding Vicino, Deborah 9/9/2014Lesson Plan Reviews, TeacherObservations, Assessments
5/29/2015weekly
G3.B4.S1.MA1Utilization of Research BasedInstructional Strategies
Gwyn, Cynthia 9/9/2014Classroom Walk-throughs and TeacherObservations
5/29/2015weekly
G3.B1.S2.MA1 Targeted Instruction Vicino, Deborah 8/25/2014Teacher Observations, Pull-Out TeacherObservations
5/29/2015weekly
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SourceTask, Action Step or Monitoring
ActivityWho
Start Date(where
applicable)
Deliverable or Evidence ofCompletion
Due Date/End Date
G3.B1.S2.MA1 Reading Pull-Outs Upadhya, Louisa 9/1/2014 Schedules, Lesson Plans5/1/2015weekly
G4.MA1PD in the areas of lesson planning,differentiated instruction and studentegagement.
Fulton, Donte 9/4/2014 Benchmark Data and FSA Results5/28/2015quarterly
G4.B1.S1.MA1Clear Understanding of LessonPlanning and Differentiated Instruction
Vicino, Deborah 9/1/2014Classroom Walk-throughs, TeacherPerformance Evaluations, Lesson Plans
5/29/2015weekly
G4.B1.S1.MA1 Implementation of PD Chancerel, Rochel 9/1/2014 PD Calendars, PLC Sign-in Sheets5/29/2015monthly
G4.B2.S1.MA1Utilization of Research-basedInstructional Strategies
Vicino, Deborah 9/1/2014Weekly Assessments, ClassroomWalkthroughs, Teacher PerformanceEvaluations
5/29/2015weekly
G4.B2.S1.MA1 Professional Learning Communities Chancerel, Rochel 9/1/2014 PD Calendars, PLC Sign-in Sheets5/29/2015monthly
G4.B3.S1.MA1Determine Effectiveness of PD and RtIInterventions
Smallwood,Kathleen
9/1/2014Follow-up Meetings with ESE Specialist,Completed RtI Documentation, DataChats
5/29/2015monthly
G4.B3.S1.MA1Implementation of PD and RtIInterventions, Compliance with RtIProcess
Chancerel, Rochel 9/1/2014Implementation of PD and RtIInterventions, Compliance with RtIProcess
5/29/2015one-time
G4.B4.S1.MA1 Monitor Halls and testing procedures Goldberg, Jacob 10/1/2014 Data Chats3/27/2015monthly
G4.B4.S1.MA1CMAs Administered in a true testingenvironment
Chancerel, Rochel 10/1/2014Class walk-throughs, follow-updiscussions regarding assessments
3/27/2015monthly
G4.B4.S2.MA1Review CMA Data for increases inStudent Achievement
Fulton, Donte 10/1/2014 CMA Data (Performance Matters)3/27/2015monthly
G4.B4.S2.MA1 Review Class Assessments Chancerel, Rochel 10/1/2014Class walk-throughs, follow-updiscussions regarding assessments
3/27/2015one-time
G5.MA1Data Chats, Benchmark Results, SchoolEnrichment Programs (During and afterschool)
Fulton, Donte 10/1/2014 Benchmark Data, CMAs, FSA Results5/28/2015one-time
G5.B1.S1.MA1Clear Understanding of lesson planning,differentiated instruction, and StudentEngagement
Vicino, Deborah 8/28/2014Classroom Walk-throughs, TeacherPerformance Evaluations, Lesson Plans
10/6/2014weekly
G5.B1.S1.MA1PD Calendar, PLC Calendar, DataChats
Gwyn, Cynthia 8/28/2014 PLC/PD Sign-in Sheets5/28/2015quarterly
G5.B2.S1.MA1Understanding and Implementation ofResearch-based Instructional Strategies
Vicino, Deborah 9/1/2014Classroom Walk-throughs and TeacherPerformance Evaluations
5/29/2015one-time
G5.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 8/28/2014 PLC Sign-in sheets5/29/2015monthly
G5.B3.S1.MA1 Effective Implementation of RtISmallwood,
Kathleen9/25/2014
Follow-up Meetings with ESE Specialist,Completed RtI Documentation, DataChats
5/28/2015monthly
G5.B3.S1.MA1Implementation of RTI, Compliance withRtI Process
Smallwood,Kathleen
9/1/2014Leadership Agendas, Completed RtIDocumentation
5/29/2015monthly
G6.MA1 Student Benchmark Scores Fulton, Donte 10/1/2014 Benchmark Results, FCAT Results4/24/2015quarterly
G6.B1.S1.MA1 Science Lab Usage Chancerel, Rochel 9/1/2014Student Portfolios, Benchmark Data,FCAT Results
5/29/2015weekly
G6.B1.S1.MA1 Utilization of Science Lab Chancerel, Rochel 9/1/2014Science Lab Calendar/Sign-up Sheets,Lesson Plans, Teacher PerformanceEvaluations
5/29/2015weekly
G6.B2.S1.MA1 Comprehension of Abstract Concepts Chancerel, Rochel 10/1/2014Weekly Assessments, Benchmark Data,FCAT Results
5/28/2015one-time
G6.B2.S1.MA1Utilization of Computer Labs andScience-related Computer Programs
Chancerel, Rochel 9/1/2014 Lesson Plans, Grade books5/29/2015
weekly
G6.B3.S1.MA1 Vocabulary Comprehension Chancerel, Rochel 9/1/2014Weekly Assessments, Benchmark Data,FCAT Results
5/29/2015weekly
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SourceTask, Action Step or Monitoring
ActivityWho
Start Date(where
applicable)
Deliverable or Evidence ofCompletion
Due Date/End Date
G6.B3.S1.MA1Creation of Student-generatedInteraction of Word Wall
Chancerel, Rochel 9/1/2014Classroom Walkthroughs, TeacherPerformance Evaluations
5/29/2015weekly
G6.B1.S2.MA1 Effectiveness of DI Vicino, Deborah 9/1/2014Weekly Assessments, Benchmark Data,FCAT Results
5/29/2015weekly
G6.B1.S2.MA1 Utilization of DI in the Classroom Gwyn, Cynthia 9/1/2014Lesson Plans, Classroom Walk-throughs
5/29/2015weekly
Appendix 2: Professional Development and Technical Assistance OutlinesProfessional development opportunities and technical assistance items identified in the SIP as action steps toachieve the school's goals.
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Professional Development Opportuntities
Professional development opportunities identified in the SIP as action steps to achieve the school's goals.
G1. ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students.
G1.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction.
G1.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction.
PD Opportunity 1
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
On 5/21/2015
G1.B2 Lack of understanding of research-based instructional strategies.
G1.B2.S1 Create and revise PD so that is aligned with PLCs
PD Opportunity 1
PD in Research-based Instructional Strategies
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Weekly, from 9/1/2014 to 5/28/2015
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G1.B3 Lack of experience/understanding of the RtI process.
G1.B3.S1 Ongoing PD and ongoing child study team meetings to determine interventions in the tiers ofthe RtI.
PD Opportunity 1
PD targeted toward RtI
Facilitator
ESE Specialist, ESE Teachers
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/28/2015
G2. ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25% will makelearning gains on the 2015 Reading FSA.
G2.B1 Lack of experience in lesson planning.
G2.B1.S1 Create and revise appropriate PD to ensure it is aligned with PLCs
PD Opportunity 1
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 10/1/2014 to 5/29/2015
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 67 https://www.floridacims.org
G2.B2 Lack of experience using research-based instructional strategies
G2.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies.
PD Opportunity 1
PD in Research-based Instructional Strategies
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
G2.B3 Lack of experience/understanding of RtI process
G2.B3.S1 On-going PD and Child Study Team meetings to determine appropriate RtI interventions.
PD Opportunity 1
PD Targeted toward RtI
Facilitator
ESE Specialist, ESE Teachers
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 68 https://www.floridacims.org
G4. Math - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students.
G4.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction.
G4.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction
PD Opportunity 1
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
G4.B2 Lack of understanding of research-based instructional strategies.
G4.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies.
PD Opportunity 1
PD in Research-based Instructional Strategies
Facilitator
PLC Leaders
Participants
Classroom Teachers, Pull-out Teachers, ESE Specialist, ESE Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 69 https://www.floridacims.org
G4.B3 Lack of experience/understanding of the RTI process.
G4.B3.S1 Ongoing PD and Child Study Team Meetings to determine appropriate RtI interventions
PD Opportunity 1
PD Targeted toward RtI
Facilitator
ESE Specialist, ESE Teachers
Participants
Classroom Teachers, Pull-Out Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
G5. FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest 25% willmake learning gains on the 2015 FSA.
G5.B1 Lack of experience in Lesson Planning
G5.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction.
PD Opportunity 1
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 10/1/2014 to 5/29/2015
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 70 https://www.floridacims.org
G5.B2 Lack of experience using research-based instructional strategies
G5.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies.
PD Opportunity 1
PD in Research-based Instructional Strategies
Facilitator
PLC Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
G5.B3 Lack of experience/understanding with/of the RtI process
G5.B3.S1 On-going and PD and Child Study Team meetings to determine appropriate tieredinterventions.
PD Opportunity 1
PD targeted toward RtI Process
Facilitator
ESE Specialist, ESE Teachers
Participants
Classroom teachers, Pull-out teachers
Schedule
Monthly, from 9/1/2014 to 11/29/2014
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 71 https://www.floridacims.org
G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or 5on the 2015 FCAT.
G6.B1 Lack of Prior Knowledge
G6.B1.S2 Implementation of Differentiated Instruction
PD Opportunity 1
PD in the area of Differentiated Instruction
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 72 https://www.floridacims.org
Technical Assistance Items
Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals.
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science
Last Modified: 7/20/2015 Page 73 https://www.floridacims.org