tinker k 8 school

Hillborough County Public Schools

Tinker K 8 School

2017-18 School Improvement Plan

Tinker K 8 School8207 TINKER ST, MACDILL AFB, Tampa, FL 33621

[ no web address on file ]

School Demographics

School Type and Grades Served(per MSID File) 2016-17 Title I School

2016-17 EconomicallyDisadvantaged (FRL) Rate(As Reported on Survey 3)

Combination SchoolKG-8 No 26%

Primary Service Type(per MSID File) Charter School

2016-17 Minority Rate(Reported as Non-white

on Survey 2)

K-12 General Education No 50%

School Grades History

Year 2016-17 2015-16 2014-15 2013-14

Grade A B A* A

*Informational Baseline School Grade

Note: The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changesmade by the 2014 Legislature and incorporate the new Florida Standards Assessments. The 2014-15 school grades serveas informational baseline data that schools can use to improve in future years.

School Board Approval

This plan is pending approval by the Hillsborough 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 that has a school grade of Dor F.

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 (see page 4). For schools receiving a grade of A, B, or C, thedistrict may opt to require a SIP using a template of its choosing.

This document was prepared by school and district leadership using the FDOE’s school improvement planningweb application located at https://www.floridaCIMS.org.

Hillsborough - 4381 - Tinker K 8 School - 2017-18 SIPTinker K 8 School

Last Modified: 2/6/2018 https://www.floridacims.org

https://www.floridacims.org

Table of Contents

4Purpose and Outline of the SIP

5Differentiated Accountability

6Current School Status

6Supportive Environment

8Family and Community Engagement

9Effective Leadership

12Public and Collaborative Teaching

13Ambitious Instruction and Learning

178-Step Planning and Problem Solving Implementation

17Goals Summary

17Goals Detail

19Action Plan for Improvement

23Appendix 1: Implementation Timeline

24Appendix 2: Professional Development and Technical Assistance Outlines

24Professional Development Opportunities

25Technical Assistance Items

25Appendix 3: Budget to Support Goals



Purpose and Outline of the SIPThe 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 barriers that could hinder achieving those goals and resources that could be used to eliminate

or reduce barriers (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



Differentiated AccountabilityFlorida’s Differentiated Accountability (DA) system, established in section 1008.33, Florida Statutes, is astatewide network of strategic support, differentiated by need according to performance data, provided todistricts and schools in order to improve leadership capacity, teacher efficacy, and student outcomes. Througha data-driven planning and problem-solving process, DA field teams collaborate with district leadership todesign, implement, and refine strategic goals and action plans that are documented in the SIP.

DA Regions

Florida’s DA network is divided into four geographical regions, each served by a field team led by a regionalexecutive director (RED).

DA Categories

At the start of each academic year, traditional schools are classified for DA support in two categories based onthe most recent school grades data available. Descriptions of each DA category along with the state supportand interventions provided are set forth by Rule 6A-1.099811, Florida Administrative Code:

• Not in DA - A school with a current school grade of A, B, or C; charter schools; and ungraded schools.• Targeted Support and Improvement - A school with a current school grade of an initial D.• Comprehensive Support and Improvement - A school with a current school grade of F or two

consecutive grades of D, or a high school with a graduation rate of 67 percent or less in the mostrecent data release.

DA Turnaround Status

Additionally, Comprehensive Support and Improvement schools have a turnaround status of "Implementing,"based on a school’s grades history, including the current school grade:

• Implementing - A school with a status of "Implementing" requires the district to submit a turnaroundplan to the State Board of Education for approval and implementation. A school remains in"Implementing" status until its school grade improves to a C or higher.

2017-18 DA Category and Statuses for Tinker K 8 School

DA Region and RED DA Category and Turnaround Status

Southwest - Julio Valle Not In DA - N/A



http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1008/Sections/1008.33.html

https://www.flrules.org/gateway/ruleNo.asp?id=6A-1.099811

mailto:[email protected]

I. Part I: Current School Status

A. Supportive Environment

1. School Mission and Vision

a. Provide the school's mission statement

We will educate our children in academic, social, and physical skills to reach their maximum potential.

b. Provide the school's vision statement

We will be one of the top 10% of Hillsborough County Elementary Schools.

2. School Environment

a. Describe the process by which the school learns about students' cultures and buildsrelationships between teachers and students

Teachers read through each students' cum folder, acquiring some background information on theirstudents. At the beginning of the year, surveys are given out, inquiring about students' interests,strengths, weakness, medical information, and cultural information.

During the school year, a least two family nights are held in which students and parents come afterschool hours to enjoy the provided activities and build positive relationships with other students,teachers, and school community.

b. Describe how the school creates an environment where students feel safe and respectedbefore, during and after school

Students are welcomed by administration and staff as they arrive to school. Safety Patrol and staffmembers help arriving and departing students cross streets safely and travel to the cafeteria orclassroom in the morning,or home after school. The school's gates are kept closed and locked duringthe school day, making the office the only access point into the school. The school is on constantmodified lock-down in which all classrooms are kept locked before, during, and after school. SecurityForces are present before and after school to ensure the safe travels of students and families to andfrom school.

c. 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

Teachers set clear behavioral expectations for their students. When misbehavior occurs, teachers tryvarious strategies to eliminate and minimize unwanted behaviors.

To minimize distractions during the day, front office staff try to minimize all-calls and coming to theclassroom unless necessary. Only scheduled parents visits to classroom are allowed.

Students have the responsibility to be in class on time. Students must attend class, and be on time, inorder to receive the maximum benefit from instruction. Tardies will be considered an incident onlyafter four or more have accrued within a grading period. HCPS policies dictate that consequences fortardies include only non-suspension consequences.

A student is tardy when the student arrives after the beginning of the school day or when he/she is



not in his/her assigned seat when the tardy bell rings. A student’s tardiness to school shall beexcused only when the student is checked in by a parent or guardian. A student’s tardiness to classshall be excused only when the student has a pass from another teacher, administration, or the officestaff. A student has the responsibility to be in class on time. A student failing to make an effort toattend class shall be considered truant and subject to disciplinary action. A student’s excessiveunexcused tardiness shall be considered willful disobedience, and the student shall be subject todisciplinary action. Tardiness will be considered on a class by class basis. Each teacher will beresponsible for documenting tardies and informing administration of any excessive tardies.

Consequences for tardiness to each class in a grading period include:• First unexcused tardy within a grading period, the student is notified by the teacher;• Second unexcused tardy within a grading period, the student is issued a warning by the teacher thateach additional unexcused tardy will result in a referral to the Assistant Principal, and the teacher willnotify the parent or guardian;• Third or more unexcused tardies within a grading period, the student is referred to the AssistantPrincipal for willful disobedience; disciplinary action shall result, and the school shall notify the parentor guardian.

School-wide behavior plan has been implemented through Steven Covey's 7 Habits of HighlyEffective People, known as Leader In Me. To support this, the use of HeroK12 is used to track andreinforce postivie behaviors such as attendance, uniform, and exemplifing the 7 Habits.

d. 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

The school's guidance counselor provides lessons to classes, building character qualities such as:respect, responsibility, empathy, and kindness. Small group sessions are held in addition to whole-class, for students struggling with various issues such as parents who are deployed, anger issues,and other family situations. Because we are located on a military installation, our school is alsoprovided with two Military & Family Life Counselors. They too pull small groups or individual studentsto discuss problems they may be facing, or feelings they are having towards specific parts of their life.The MFLCs also provide assistance in the classroom when there are students who need additionalsupport or display consistent, inappropriate behaviors.

3. Early Warning SystemsThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(7)(A)(i)and (b)(7)(A)(iii)(III).

a. Describe the school's early warning system and provide a list of the early warningindicators used in the system

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-schoolsuspension

One or more suspensions, whether in school or out of school

Course failure in English Language Arts or Mathematics

A Level 1 score on the statewide, standardized assessments in English Language Arts ormathematics

b. Provide the following data related to the school's early warning system

1. The number of students by grade level that exhibit each early warning indicator:



Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Attendance below 90 percent 1 5 2 5 4 4 1 3 2 1 0 0 0 28One or more suspensions 0 0 0 0 1 2 0 0 9 0 0 0 0 12Course failure in ELA or Math 0 0 0 0 0 0 0 1 1 0 0 0 0 2Level 1 on statewide assessment 0 0 0 2 15 12 13 5 8 0 0 0 0 55

The number of students identified by the system as exhibiting two or more early warningindicators:

Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Students exhibiting two or more indicators 0 0 0 0 1 2 0 2 5 0 0 0 0 10

c. Describe all intervention strategies employed by the school to improve the academicperformance of students identified by the early warning system

Students exhibiting two or more of the early warning indicators are looked at by the PSLT team anddiscuss an action plan to improve academics, attendance, and behaviors. The Social Workerintervenes when regular attendance becomes an issue for students and families. Students strugglingacademically are placed in the Rti group during FCIM and receive intensive instruction. Based ondata collected from Rti and classroom assessments, students are referred for special programsdesigned to fit their learning needs.

For students in grades 6-8 who have two or more indicators, parents will be informed through a letterand a parent conference. The students will be monitored through the same process explained above.

B. Family and Community EngagementThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(2) and(b)(7)(A)(iii)(I).

1. 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 progress

a. Will the school use its Title I Parent and Family Engagement Policy (PFEP) to satisfy thisquestion?No

1. PFEP LinkThe school completes a Parental Involvement Plan (PFEP), which is available at the school site.

2. Description

The school website provides current information about the school, its missions and vision, as well asupcoming events and meetings, such as PTO and SAC meetings. Peachjar flyers are sent outelectronically about up-coming events at the school, district, and community, as well as fundraisersthat will be occurring or are on-going. Parents links are often used as another means to send outinformation to parents about upcoming events or share reminders such as picture day or schoolclosures.



2. 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

Regular communication between school administration and MacDill Air Force Base leadership ensures asecure partnership/relationship between the school and the local community. Additionally, the Air Forceregularly provides volunteer and asset resources to our school to support student achievment.

C. Effective Leadership

1. School Leadership Team

a. MembershipIdentify the name, email address and position title for each member of the school leadership team.:

Name TitleMooy, Nancy PrincipalWheatley, Denise Assistant PrincipalRowehl, Jaclyn Assistant Principal

b. Duties

1. Describe the roles and responsibilities of the members, including how they serve asinstructional leaders and practice shared decision making

The MTSS meets weekly or as needed to review school-wide data, recommend instructionalpractices and identify students requiring Tier2 or Tier3 interventions.

The MTSS reviews school-wide data to identify/analyze instructional needs and recommend effectiveinstructional best practices. The school improvement plan addresses the MTSSs recommendations.

2. 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)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

• In an effort to engage in a systematic date-based problem solving process, the school’s LeadershipTeam/PSLT and PLCs use the problem solving process (Problem Identification, Problem Analysis,Intervention Design and Implementation and Evaluation to engage in data-driven decision making forcore instruction. The process is outlined below:o Analyze student outcomes and make data-driven decisions:1. What is the problem? (Problem Identification)2. Why is it occurring? (Problem Analysis and Barrier Identification)3. What are we going to do about it? (Action Plan Design and Implementation)4. Is it working? (Monitor Progress and Evaluate Action Plan Effectiveness)o Identify the problem (based on an analysis of the data disaggregated via data sorts) in multipleareas – curriculum content, behavior, and attendanceo Develop and test hypotheses about why student/school problems are occurring (identify rootcauses and barriers to success).o Develop and target interventions based on confirmed hypotheses.o Identify appropriate progress monitoring assessments to be administered at regular intervalsmatched to the intensity of the level of instructional/intervention support provided.



o Develop grading period or units of instruction//intervention goals that are ambitious, time-bound,and measureable (e.g., SMART goals).o Review progress monitoring data at regular intervals to determine when student(s) need more orless support (e.g., frequency, duration, intensity) to meet established class, grade, and/or schoolgoals (e.g., use of data-based decision-making to fade, maintain, modify or intensify intervention,remediation and/or enrichment support).o Each PLC develops PLC action plan for SIP strategy implementation and monitoring.o Assess the implementation of the strategies on the SIP using the following questions:1. Does the data show implementation of strategies are resulting in positive student growth?2. To what extent are we making progress toward the school’s SIP goals?3. If we are making progress, what can we do to sustain what is working?4. What barriers to implementation are we facing and how will we address them?5. What should we do next? What should be our plan of action?

At the end and beginning of each year, schools take an inventory of resource materials, staff andallocation of funds for their building to determine the necessary resource materials and personnelavailable to meet the needs of their students. The leadership team/PSLT develops a resource map toidentify gaps in resources and to ensure resources are available and allocated across the building foruse by all grade levels and teachers.

To ensure teacher support systems and small group and individual needs are met, the ProblemSolving Leadership Team (PSLT):1. Review school-wide assessment data on an ongoing basis in order to identify instructional needsacross the school and all grade levels.2. Support the implementation of high quality instructional practices during core and interventionblocks.3. Review progress monitoring data at the core to ensure fidelity of instruction and attainment of SIPgoal(s) in curricular, behavioral, and attendance domains.4. Communicate school-wide data to PLCs and facilitate problem solving within the content/gradelevel teams.

The PSLT meets regularly (e.g., bi-weekly/monthly) The PSLT meeting calendar is structured aroundthe district’s assessment calendar to ensure there are opportunities to review assessment outcomedata and engage in the problem solving process for appropriate data-driven decisions. The memberson the team include administrator(s), guidance counselor(s), school psychologist, ESE specialist,content area coaches/specialists, PLC liaisons, and other school personnel as needed.

To build capacity multi-tiered system of instructional delivery (Tier 1/Core, Tier 2/Supplemental andTier 3/Intensive), the PSLT:• Supports school teams with creating, managing and updating the school’s resource maps foracademic and non-academic areas.• Ensures the master schedule incorporates allocated time for intervention support at all grade levelsand assist teacher teams in identifying evidence-based strategies and materials for interventiondelivery.• Coordinates data sorts at the beginning of each year to identify students in need of enrichment,remediation and intervention support at each tier.• Facilitates the implementation of specific programs (e.g., Extended Learning Programs during andafter school; Saturday Academies) that provide support to students in need of remediation of coreskills.• Determines the school-wide professional development needs of faculty and staff and arrangetrainings aligned with the SIP goals.• Organizes and support systematic data collection (e.g., universal screenings, formative, ongoingprogress monitoring and summative data).



• Assists and monitor teacher use of SMART goals for core instruction and intervention groups. (datawill be collected and analyzed by PLCs and reported to the PSLT)• Strengthen Tier 1 core instruction by:o Implementing evidence-based instructional strategies and/or interventions. (as outlined in the SIP)o Supporting PLCs with planning and delivering rigorous core instruction.o Ensuring opportunities for common assessments are provided across each grade level.o Reviewing common assessment data to monitor students Response to Core Instruction.o Monitoring the fidelity of instructional practices.

2. School Advisory Council (SAC)

a. MembershipIdentify the name and stakeholder group for each member of the SAC.:

Name Stakeholder GroupMarissa Brown TeacherTawny Kaufman ParentShelly Wresinski TeacherNancy Mooy PrincipalDawn Steele ParentKassandra Tatum ParentDina Fajina ParentAntoinetta Rolack Parent

b. Duties

1. Provide a description of the SAC's involvement with the following activities, as required bysection 1001.452(2), Florida StatutesThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(2).

a. Evaluation of last year's school improvement plan

Last year's data was compiled and shared with the entire faculty. As grade-levels and a whole faculty,we analyzed data, what groups of students we need to focus on in the future, and what areas are inneed of improvement at each grade-level.

b. Development of this school improvement plan

Based upon the data provided by the TELL survey, the SAC committee brainstormed and voted onactivities to be included in the SIP plan for the 2017-2018 school year.

c. Preparation of the school's annual budget and plan

Principal, Nancy Mooy receives allocated funds and prepares the budget based on student andschool needs.

2. Describe the use of school improvement funds allocated last year, including the amountbudgeted for each project

Funds will be used to achieve the goals on our school improvement plan. A portion of these funds willbe used to provide professional development activities at the school such as Leader in Me, and 7Habits of Highly Effective People. Funds will also be used to acquire classroom resources to enhanceinstruction and student engagement.



3. Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding theestablishment requirements and duties of the SACYes

a. If the school is not in compliance, describe the measures being implemented to meet SACrequirements

3. Literacy Leadership Team (LLT)

a. MembershipIdentify the name and position title for each member of the school-based LLT or similar group, ifapplicable.:

Name TitleMooy, Nancy PrincipalWheatley, Denise Assistant PrincipalRowehl, Jaclyn Assistant Principal

b. Duties

1. Describe how the LLT or similar group promotes literacy within the school, if applicable

Implementation and evaluation of the SIP reading strategies across the content areas.Professional Development: Book study, Co-planning, modeling and observation of research-basedreading strategies within lessons across content areas.Data-Analysis: (On Going)

Examine strengths and weaknesses of our reading practices within the school as demonstrated onstate assessments. Once weaknesses have been identified the LLT will develop a plan of how toimprove those areas of weakness.

D. Public and Collaborative TeachingThe school's responses to this section may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(iii)(IV).

1. Describe the school's strategies to encourage positive working relationships betweenteachers, including collaborative planning and instruction

Teachers are given time every first Tuesday of the month to collaboratively plan together. Teachers sitby grade-level and department to discuss and plan engaging activities and effective assessments, andpull in various resources such as books, videos, realia, and technology to make the lessons moreengaging for the students. This time is provided for teachers specifically to collaboratively plan, per theteacher surveys. Every third Tuesday of the month, teachers meet in PLC's to discuss student'sattendance, behavior, and academic data.

2. Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field,effective teachers to the school

Teacher Interview Day: Area SuperintendantsHaberman Star Interview: Nancy Mooy, Denise Wheatly, and Jaclyn RowehlTES-Teacher Evaluation System: Nancy Mooy, Denise Wheatly, and Jaclyn RowehlOpportunities for teacher leadership: Nancy Mooy, Denise Wheatly, and Jaclyn RowehlDifferentiated PD: Nancy Mooy, Denise Wheatley, and Jaclyn Rowehl



3. Describe the school's teacher mentoring program, including the rationale for pairings andplanned mentoring activities

Teachers with less than 2 years of experience are assigned a mentor through the Teacher EvaluationSystem. Mentors will have planned meetings with teachers, observations with feedback, collaboration onlesson planning and classroom strategies.Frequently, teachers will be involved with best-practice walk-throughs through Advanced Academics.

E. Ambitious Instruction and Learning

1. Instructional Programs and Strategies

a. Instructional Programs

1. Describe how the school ensures its core instructional programs and materials are alignedto Florida's standards

It is ensured that the core instructional programs and materials are aligned to Florida's standards in anumber of ways. Teachers participate in professional development activities to enhance instructionthat is based on the Florida Standards. The school administrators also perform formal observationsand walk-throughs in which they can assess and evaluate whether or not classroom instruction isaligned with the Florida Standards.

b. Instructional Strategies

1. Describe how the school uses data to provide and differentiate instruction to meet thediverse needs of students. Provide examples of how instruction is modified or supplementedto assist students having difficulty attaining the proficient or advanced level on stateassessments

Every six weeks, each grade-level attends a PSLT meeting, in which teachers bring student data andadditional information about students of concern who are not performing at grade-level standards. Atthe PSLT, the team analyzes the data and discusses the next steps to implement additionalinterventions for specific students and have them evaluated if under-performance is still occurring.

Every third Tuesday of the month, grade-levels hold PLC's in which teachers discuss student data,students of concern, and learning trends they are observing. Grade-levels devise plans, strategies,and modifications to implement to ready their students for standardized testing.

2. 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:



Strategy: Before School ProgramMinutes added to school year: 1,440

Students struggling in one or more academic area are invited to attend the before schoolprogram, for an additional 30 minutes of instruction in an academic area.

Strategy Rationale

Students will be given more individualized instruction and gaps in learning can be more easilyidentified and filled while the classroom teacher can continue with their academic calendar.

Strategy Purpose(s)

• Core Academic Instruction

Person(s) responsible for monitoring implementation of the strategyMooy, Nancy, [email protected] that is or will be collected and how it is analyzed to determine effectiveness of thestrategy

Form assessments and informal classroom assessments.

Strategy: Summer ProgramMinutes added to school year: 3,840

Students who perform below grade-level in Reading are invited to the school and county'sSummer Reading Program. The program is a few hours each day during the summer for fourweeks. During the time, students receive more individualized instruction in Reading to help buildfoundational reading skills to help them perform at grade-level.

Strategy Rationale

Students receive more individualized instruction in reading to help students perform at grade-levelstandards.

Strategy Purpose(s)



Form assessments and DRA scores



Strategy: After School ProgramMinutes added to school year: 1,440

Students struggling in one or more academic area are invited to attend the after school program,for an additional 30 minutes of instruction in an academic area.

Strategy Rationale

Students will be given more individualized instruction and gaps in learning can be more easilyidentified and filled while the classroom teacher can continue with their academic calendar.

Strategy Purpose(s)



Form assessments and informal classroom assessments

2. Student Transition and Readiness

a. PreK-12 TransitionThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(iii)(V).

1. Describe the strategies the school employs to support incoming and outgoing cohorts ofstudents in transition from one school level to another

Teachers discuss student needs and behaviors with the teachers of the next grade-level, giving theminformation that may initially help the students transition into a new class and grade.

b. College and Career Readiness

1. Describe the strategies the school uses to advance college and career awareness, whichmay include establishing partnerships with business, industry or community organizations

2. Identify the career and technical education programs available to students and industrycertifications that may be earned through those respective programs

3. Describe efforts the school has taken to integrate career and technical education withacademic courses (e.g., industrial biotechnology) to support student achievement

4. Describe strategies for improving student readiness for the public postsecondary levelbased on annual analysis of the High School Feedback Report, as required by section1008.37(4), Florida Statutes

II. Needs AssessmentThe school's completion of this part may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(6).

A. Problem Identification

1. Data to Support Problem Identification



http://data.fldoe.org/readiness/

b. Data UploadsData uploads are not required by the Florida Department of Education but are offered as a tool for theneeds assessment. In this section, the school may upload files of locally available data charts andgraphs being used as evidence of need.The following documents were submitted as evidence for this section:

No files were uploaded

2. Problem Identification SummaryThis section is not required by the Florida Department of Education but is provided as an opportunity forthe school to summarize the points of strength and areas of need that have been identified in the data.

B. Problem Analysis SummaryThis section is not required by the Florida Department of Education but is provided as an opportunity for theschool to summarize the underlying "why"? or root causes for the areas of need identified in the data, asdetermined by situational awareness of, and research conducted by, the stakeholders involved in the needsassessment.

C. Strategic Goals



Student achievement will increase when teachers collaboratively plan for engaging and rigorouslessons, activities, student-led conferences, safe questioning environments, and effectiveasessments within backwards design planning in order to drive instruction..

School Improvement GoalsThe 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 = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

Strategic Goals Summary

G1.

Strategic Goals DetailFor each strategic goal, this section lists the associated targets (i.e., “SMART goals”), targeted barriers toachieving the goal, resources available to help reduce or eliminate the barriers, and the plan for monitoringprogress toward the goal.



G1. Student achievement will increase when teachers collaboratively plan for engaging and rigorouslessons, activities, student-led conferences, safe questioning environments, and effective asessmentswithin backwards design planning in order to drive instruction.. 1a

G093746

Targets Supported 1b

Indicator Annual TargetHighly Effective Teachers (Performance Rating) 100.0

Targeted Barriers to Achieving the Goal 3

• time

• lack of professional development

Resources Available to Help Reduce or Eliminate the Barriers 2

• monthly professional development

• monthly collaborative meetings

• planning protocols

• monthly PLC meetings

Plan to Monitor Progress Toward G1. 8

Data will be collected from student scores on state mandated tests, norm-referenced tests, and content-based assessments provided by the district. Walk-throughs will also be conducted to monitor whether ornot teachers are using the strategies and knowledge of standards they learned in the providedprofessional development activities as well as implement the plans and assessments that werecollaboratively designed as a team.

Person ResponsibleDenise Wheatley

ScheduleMonthly, from 8/10/2017 to 5/25/2018

Evidence of CompletionStudent test scores on the state mandated test should increase with the implementation of thisplan. Teachers' evaluation scores should reflect the increase of implementation of engaginglessons, activities, and assessments originating from professional development activities andcollaborative planning.



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 = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

G1. Student achievement will increase when teachers collaboratively plan for engaging and rigorous lessons,activities, student-led conferences, safe questioning environments, and effective asessments within backwardsdesign planning in order to drive instruction.. 1

G093746

G1.B1 time 2

B251589

G1.B1.S1 Allow for collaborative planning once a month and PLC meetings once a month. 4

S265351

Strategy Rationale

Allotted time for teachers to plan

Action Step 1 5

Meet collaboratively by grade-level and/or subject area to improve domain 1, planning andpreparation as it relates to domain 3 (B and C) questioning and discussion and student engagmentto increase student achievement.

Person Responsible

Nancy Mooy

Schedule

Monthly, from 8/10/2017 to 5/25/2018

Evidence of Completion

Teacher-made agendas, student assessments, lesson plans, walk-throughs, formal andinformal observations



Plan to Monitor Fidelity of Implementation of G1.B1.S1 6

Teachers will meet in collaborative groups once a month. During meetings, an agenda will becreated to include teacher attendance, planning strategies, materials/preparation, distribution ofresponsibilities to achieve the goals of increasing student achievement, engagement, and rigor.

Person Responsible

Nancy Mooy

Schedule

Monthly, from 8/2/2017 to 5/25/2018


Teacher-made agenda, walk-throughs, formal and informal observations, studentassessments

Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7

Ensure that collaborative planning and PLC's is not disrupted under any circumstance.

Person Responsible

Nancy Mooy

Schedule

Monthly, from 8/2/2017 to 5/25/2018


Teacher-made agenda, walk-throughs, formal and informal observations, studentassessments



G1.B2 lack of professional development 2

B251590

G1.B2.S1 provide differentiated professional development throughout the school year based on needs ofeach individual teacher 4

S265352

Strategy Rationale

Action Step 1 5

School administrators and Bridges/AVID team, having gone through AVID training, will providedifferentiated professional development in AVID strategies particularly Costas Questioning,Socratic Seminar, and Academic Language.Teachers and school administrators have attendedLeader in Me, 7 Habits of Highly Effective People, S.P.A.R.K., Common Core Companion Bookstudy, and other content-related PD.

Person Responsible

Jaclyn Rowehl

Schedule

Monthly, from 8/10/2017 to 5/25/2018


Sign-in sheet from training to be collected by the Assistant Principal.

Plan to Monitor Fidelity of Implementation of G1.B2.S1 6

Sign-in sheets, exit-ticket to show training effectiveness

Person Responsible

Jaclyn Rowehl

Schedule

Monthly, from 8/2/2017 to 5/25/2018


Walk-throughs to observe strategies being used and implemented.



Plan to Monitor Effectiveness of Implementation of G1.B2.S1 7

Monitor through exit-tickets and walk-throughs

Person Responsible

Nancy Mooy

Schedule

Daily, from 8/2/2017 to 5/25/2018


Walk-throughs, exit tickets, teacher observations, student assessment scores



IV. Implementation Timeline

Source Task, Action Step or MonitoringActivity Who

Start Date(where

applicable)

Deliverable or Evidence ofCompletion

Due Date/End Date

2018

G1.MA1M374621

Data will be collected from studentscores on state mandated tests, norm-referenced tests, and...

Wheatley, Denise 8/10/2017

Student test scores on the statemandated test should increase with theimplementation of this plan. Teachers'evaluation scores should reflect theincrease of implementation of engaginglessons, activities, and assessmentsoriginating from professionaldevelopment activities and collaborativeplanning.

5/25/2018monthly

G1.B1.S1.MA1M374615

Ensure that collaborative planning andPLC's is not disrupted under anycircumstance.

Mooy, Nancy 8/2/2017Teacher-made agenda, walk-throughs,formal and informal observations,student assessments

5/25/2018monthly

G1.B1.S1.MA1M374616

Teachers will meet in collaborativegroups once a month. During meetings,an agenda will be created...

Mooy, Nancy 8/2/2017Teacher-made agenda, walk-throughs,formal and informal observations,student assessments

5/25/2018monthly

G1.B1.S1.A1A351656

Meet collaboratively by grade-level and/or subject area to improve domain 1,planning and...

Mooy, Nancy 8/10/2017

Teacher-made agendas, studentassessments, lesson plans, walk-throughs, formal and informalobservations

5/25/2018monthly

G1.B2.S1.MA1M374617

Monitor through exit-tickets and walk-throughs Mooy, Nancy 8/2/2017

Walk-throughs, exit tickets, teacherobservations, student assessmentscores

5/25/2018daily

G1.B2.S1.MA1M374618

Sign-in sheets, exit-ticket to showtraining effectiveness Rowehl, Jaclyn 8/2/2017 Walk-throughs to observe strategies

being used and implemented.5/25/2018monthly

G1.B2.S1.A1A351657

School administrators and Bridges/AVIDteam, having gone through AVIDtraining, will provide...

Rowehl, Jaclyn 8/10/2017 Sign-in sheet from training to becollected by the Assistant Principal.

5/25/2018monthly



V. Professional Development Opportunities

Professional development opportunities identified in the SIP as action steps to achieve the school's goals.

G1. Student achievement will increase when teachers collaboratively plan for engaging and rigorous lessons,activities, student-led conferences, safe questioning environments, and effective asessments within backwardsdesign planning in order to drive instruction..

G1.B1 time

G1.B1.S1 Allow for collaborative planning once a month and PLC meetings once a month.

PD Opportunity 1

Meet collaboratively by grade-level and/or subject area to improve domain 1, planning andpreparation as it relates to domain 3 (B and C) questioning and discussion and student engagment toincrease student achievement.

Facilitator

School administration

Participants

Teachers

Schedule

Monthly, from 8/10/2017 to 5/25/2018

G1.B2 lack of professional development

G1.B2.S1 provide differentiated professional development throughout the school year based on needs ofeach individual teacher

PD Opportunity 1

School administrators and Bridges/AVID team, having gone through AVID training, will providedifferentiated professional development in AVID strategies particularly Costas Questioning, SocraticSeminar, and Academic Language.Teachers and school administrators have attended Leader in Me,7 Habits of Highly Effective People, S.P.A.R.K., Common Core Companion Book study, and othercontent-related PD.

Facilitator

Rowehl, Jaclyn

Participants

teachers and administrators

Schedule

Monthly, from 8/10/2017 to 5/25/2018



VI. Technical Assistance Items

Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals.

VII. Budget

1 G1.B1.S1.A1Meet collaboratively by grade-level and/or subject area to improve domain 1, planning andpreparation as it relates to domain 3 (B and C) questioning and discussion and studentengagment to increase student achievement.

$0.00

2 G1.B2.S1.A1

School administrators and Bridges/AVID team, having gone through AVID training, willprovide differentiated professional development in AVID strategies particularly CostasQuestioning, Socratic Seminar, and Academic Language.Teachers and schooladministrators have attended Leader in Me, 7 Habits of Highly Effective People, S.P.A.R.K.,Common Core Companion Book study, and other content-related PD.

$0.00

Total: $0.00



tinker k 8 school

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