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SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards

District VMVGoals

School Improvement InformationData &

Information Sources

AdvancED

Vision 100% Student Success Narrative Standard 1-1.1, 1.2: Purpose

Mission Educate each student for grade level proficiency or beyond in preparation for Middle School Narrative Standard 1-1.2: Purpose

Values

Student Achievement Safety Collaborative Learning Culture Quality work Honesty Kindness

Narrative Standard 1-1.3: Purpose

Part I: Current School StatusA. School Information

1. School-Level Information

School: Skyview Elementary Narrative

Principal’s name: Suzanne Hester Narrative

School Advisory Council chair’s name: Patricia Viscomi Narrative

2. District-Level Information

District

Pinellas County

Superintendent’s name

Michael A. Grego Ed.D.

Date of school board approval of SIP

September 24, 2013

B. School Advisory Council (SAC)Patricia Viscomi; Chairperson

2013 SIP Template PCS


3

1. Describe the involvement of the SAC in the development of this school improvement plan.

August SAC reviews SIP draft; makes revisions if needed SAC meets monthly to check progress on SIP based on student achievement

data; adjusts SIP if needed to improve student achievement

Narrative Standard 2-2.4, 2.5: Governance and Leadership

3

2. Describe the activities of the SAC for the upcoming school year. Participates in Welcome Back to Eagle Team breakfast Participates in PTA Nights of Literacy and the Arts Leads parent trainings at beginning of school year and after each assessment

cycle on how to access school website and web-based learning to support student practice and review of skills in all content areas

Narrative

4 3. Describe the projected use of school improvement funds and include the amount allocated to each project.

Related GoalIncreasing reading proficiency by 10% for K-5th grade students StrategyIncrease informational texts using a variety of print resources and integrating social studies and science during literacy instruction Type of resource

Evidence-based material: Periodical ResourceNational Geographic for students in K-5th grades Funding SourceSIP funds Amount$1995.00 Related GoalIncreasing reading proficiency by 10% for K-5th grade students StrategyIncrease the number of complex text sets for shared reading Type of resource

Evidence-based material: Complex text sets ResourceA Land Remembered Volume 1

Narrative



Funding SourceSIP funds

Amount$828.65

Related GoalIncreasing reading proficiency by 10% for K-5th grade students StrategyIncrease the number of complex text sets for shared reading Type of resource

Evidence-based material: Complex text sets ResourceHoles Funding Source

SIP funds Amount

$391.30

3

4. Verify that your school is in compliance with Section 1001.452, F.S., regarding the establishment duties of the School Advisory Council by selecting one of the boxes below:

Yes, we are in compliance. No, we are not in compliance.

Narrative

5. If no, describe the measures being taken to comply with SAC requirements. Narrative

C. Highly Qualified Staff

1. Administrators

For each of your school’s administrators (principal and all assistant principals), complete the following fields:

Executive Summary: Section 1

a) Principal: Suzanne Hester Narrative Executive Summary: Section 1

3

b) Credentials (degrees and certifications):Masters in Teaching and Learning; Professional certificate Ed Leadership (All levels) Elementary School Principal (All levels)

Narrative Executive Summary: Section 1



3c) Number of years as an administrator: 5 years


3d) Number of years at the current school:1 year


1,2,3

e) Performance record of increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th

percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress toward Annual Measurable Objectives (AMOs);

Reading 2012 2013Student Ach. High Stand. 52 55Annual Learning Gains 70 64Annual L.G. of Low25% 69 60Math 2012 2013Student Ach. High Stand. 42 48Annual Learning Gains 61 69Annual L.G. of Low25% 50 62Writing

Student Ach. High Stand. 71 56ScienceStudent Ach. High Stand. 49 63

a) Assistant Principal: Rose Kaneb) Credentials (degrees and certifications):Masters in Elementary Education; Professional Certificate Ed Leadership (All Levels)c) Number of years as an administrator:7 yearsd) Number of years at the current school:5 yearse) Performance record of increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e.

DecisonEd/DW



percentage data for achievement levels, learning gains, improvement of lowest 25th

percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress toward Annual Measurable Objectives (AMOs):

Reading 2012 2013Student Ach. High Stand. 52 55Annual Learning Gains 70 64Annual L.G. of Low25% 69 60Math 2012 2013Student Ach. High Stand. 42 48Annual Learning Gains 61 69Annual L.G. of Low25% 50 62Writing

Student Ach. High Stand. 71 56ScienceStudent Ach. High Stand. 49 63

2. Instructional CoachesNot notified yet by Reading District Specialist

Executive Summary: Section 1

For each of your school’s instructional coaches, complete the following fields Executive Summary: Section 1

a) NameBiljana Jovanovic


b) Subject areaReading


c) Credentials (degrees and certifications)Bachelor’s degree in Elementary EducationCertifications:Elementary Ed. K-6ESOL EndorsementESOL certification K-12




d) Number of years as an instructional coach6 ½ years in district; 1st year as a coach


e) Number of years at the current schoolBeginning the month of August, 2013


1,2

f) Performance record of increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress Annual Measurable Objectives (AMOs)

Prior school student performance as ESOL reading teacher (2012-2013):Reading Level 3 or above: 61%Reading learning gains 68%Reading learning gains lowest 25% 58%

DecisionEd/DW

g) Full-time or Part-time.5


h) School-based or District-basedDistrict based


3. Instructional Staff Executive Summary: Section 1

a) # of instructional employees: 56 DecisionEd/DW Executive Summary: Section 1

3b) % receiving effective rating or higher:

98%Narrative

3 c) % Highly Qualified Teacher (HQT), as defined in NCLB through a High, Objective, Uniform State Standard of Evaluation (HOUSSE): 100%


d) % certified in-field, pursuant to Section 1012.2315(2), F.S. : 100% Narrative Executive Summary: Section 1

2 e) % ESOL endorsed: 42.9% DecisonED/DW Executive Summary:



Section 1

2f) % reading endorsed: 3.6% DecisionED/DW Executive Summary:

Section 1

3g) % with advanced degrees: 30.4% DecisionED/DW Executive Summary:

Section 1

3h) % National Board Certified: 1.8% DecisionED/DW Executive Summary:

Section 1i) % first-year teachers: 1.8% DecisionED/DW Executive Summary:

Section 1j) % with 1-5 years of experience: 14.3% DecisionED/DW Executive Summary:

Section 1k) % with 6-14 years of experience: 44.6% DecisionED/DW Executive Summary:

Section 1l) % with 15 or more years of experience: 33.3% DecisionED/DW Executive Summary:

Section 14. Paraprofessionals Executive Summary:

Section 1a) # of paraprofessionals: 1 Narrative Executive Summary:

Section 1b) % Highly Qualified Teacher, as defined in NCLB through a High, Objective, Uniform State Standard of Evaluation (HOUSSE): 100%


5. Teacher Recruitment and Retention Strategiesa) Describe your school’s strategies to recruit and retain highly qualified, certified-in-

field, effective teachers to the school, including the person responsible.Strategies for Recruitment:

Principal will communicate school’s vision, mission and values to all stakeholders and learning students’ learning successes throughout the school year

Principal will provide site-based Professional Development training throughout the school year to continuously support a learning community

Narrative Standard 2: Governance and Leadership



Administrators will communicate through school website, PTA events, SAC parent meetings and monthly Newsletter awards and recognitions received by the district and school

Administrators will observe during walkthroughs substitutes and hourly teachers who are highly effective instructing students and ask them to interview when a vacancy occurs

Administrators will network with district principals to find the best fit for our Eagle Team

Secretary will maintain an updated resume file for instructional and support staff; checking Winocular for appropriate certifications required

Administrators will periodically review resume file for potential candidates to interview as vacancies occur

Strategies for Retention: Principal will communicate school’s vision, mission and values to all

stakeholders and learning students’ learning successes throughout the school year

Principal will provide site-based Professional Development training throughout the school year to continuously support a learning community

Administrators will communicate through school website, PTA events, SAC parent meetings and monthly Newsletter awards and recognitions received by the district and school

Mentoring Plan in place and Eagle Team is knowledgeable of plan

6. Teacher Mentoring Program/Plana) Describe your school’s teacher mentoring program/plan including the rationale for

pairings and the planned mentoring activities.Teacher Mentoring Plan:

Lead Facilitator of Mentors will conduct monthly mentor meetings to support mentors instruction and operation learning needs

Mentors will meet weekly with mentees or when a need arises Principal will meet with Lead Mentor monthly giving support where needed Rationale for Mentor Pairings:

Mentor Name Mentee Assigned Rationale for Pairing

Narrative Standard 3-3.3, 3.7,3.12: Teaching and Assessing for LearningStandard 5-5.2,5.5Using Results for Continuous Improvement



Millicent Major-1st grade Carol Palmgren-1st grade Effective teacher with a passion for teaching

Jane Rau-3rd grade Billie Johnson-3rd grade Effective teacher with 8 years teaching experience

Angel Ellars-3rd grade Barbara Brawner-3rd grade

Effective teacher with more than 15 years teaching experience; Third Grade Team Leader

Joyce Greco-Foster-Gifted

Noel DeCaro-5th grade Effective teacher with 19 years teaching experience and a passion for student accelerated achievement

Susan Sams-PE support Jason Seib-PE coach Effective teacher with more than 10 years teaching experience

Planned Mentoring Activities:Mentors will observe mentee’s instruction and provide feedback; planning lessons with mentees; connecting lesson activities to CCSS content; discussing student progress and analyzing student work; modeling or co-teaching lessons

D. Multi-Tiered System of Supports (MTSS) / Response to Instruction/Intervention (RtI)

4 1. Describe your school’s data-based problem-solving processes for the implementation and monitoring of your SIP and MTSS structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs.

Processes to summarize data at each tier for reading, mathematics, science, writing and behavior:Baseline data: Progress Monitoring and Reporting Network (PMRN) of Florida Assessments for Instruction and Reading (FAIR Common Core), Assessment and Information Management System (AIMS web), Florida Comprehensive Assessment Test (FCAT), SAT 10 (1-2nd grades), FLKRS (K readiness), CELLA, Running Records for Reading/Comprehension Levels K-5, Ongoing Progress Monitoring using FAIR Common Core Field Test interventions, and DIBELS Next. Teacher formative assessments in

Narrative Standard 3-3.7: Teaching and Assessing for Learning



reading, writing, math, and science. Teacher formative assessments (using grade level writing rubrics) for journal response writing across all content areas to gather data on writing progress. Writing Continuum Levels for Narrative, Informative and Argument Writing for K-5th grades provided by the Writing and Reading Project.Implementation and Monitoring:

MTSS will utilize student data to support each grade level with various interventions to help students with specific skills to reach proficiency in reading, writing, math and science.

MTSS will conduct data chats with each grade level after each assessment cycle to review effectiveness of core instruction and progress of tier 2 and tier 3 students in reading, writing, math and science during PLCS or teacher block planning time

Trainers from DOE will provide assistance in administering the FAIR Common Core assessments and will provide site based training for all staff and MTSS on September 13th (District site based PD day)

Trainers from DOE will attend grade level PLCs or grade level block planning time to discuss FAIR Common Core data and strategies for improving student proficiency for core, small group and individual reading instructionPrincipal will provide Extended Learning data monthly for Eagle Team and MTSS to review students targeted for remediation and accelerated learning.

Principal will provide site-based Professional Development training opportunities throughout the school year to implement CCSS and improve student proficiency

Assistant Principal will provide discipline data from EDS and Decision Ed, Focus/Portal and referrals to office for MTSS and Eagle Team to review. Teachers needing assistance with student behavior problems will schedule meetings with assistant principal and guidance counselor to attend Kids Talk sessions. At these sessions, the behavior data of the student having problems will be reviewed as well as the behavior plan the teacher is implementing. Additional strategies will be suggested for the teacher to use to improve the student behavior. The teacher will check back at Kids Talk session to see how the improved behavior plan is working for the student’s success.

4

2. Identify the names and position titles of the members of your school-based leadership team. What is the function and responsibility of each team member as it relates to MTSS and the SIP?

Narrative Standard 2-2.4: Governance and Leadership



MTSS Team Member MTSS Title MTSS Function/Resp.Suzanne Hester Principal Plans weekly agenda with

Guidance Counselor; co-facilitates with Guidance Counselor; reviews and monitors tier 2 and tier 3 student PM data monthly with RtI coach placing on weekly MTSS agenda any student academic/behavior concerns; reviews weekly MTSS minutes and sends out to Eagle Team and Area 3 office

Rose Kane Assistant Principal Prepares student data for MTSS to review and monitor after each cycle of testing; prepares behavior data for monthly review of student referrals; summarizes Kids Talk behavior sessions each week and seeks MTSS support when needed to plan interventions

Susan LePors Guidance Counselor Prepares MTSS weekly agenda seeking input from all MTSS members; co-facilitates with principal; summarizes weekly IEP meetings and student staffing for MTSS and any other student learning concerns; reviews and



monitors weekly student academic and behavior data; forms counseling groups for students who need specific guidance to support academic and behavior proficiency

Nancy Teasdale RtI Coach Communicates to MTSS the supports and resources needed for classroom teachers, hourly teachers and paraprofessional tier 2 and tier 3 student interventions for reading, writing and math; maintains student PM data working with MTSS, ESE resource teachers, classroom teachers and hourly teachers to adjust interventions and tier groups according to student progress; reports to MTSS after PM results (after 3 data points) student tier 2 and tier 3 progress for MTSS to help plan next steps for student proficiency

Katelyn Kutcha School Psychologist Reviews and monitors MTSS student learning and behavior data weekly at MTSS meetings; observes students who have



academic or behavior learning problems based on student data and teacher and/or parent concerns and reports back to MTSS Team observation data and next steps to help students, teachers and parents move students to proficiency; collaborates with MTSS Team planning meaningful academic and behavior interventions for targeted students; tests students who are in need of further data to inform MTSS of next steps to support student progress in academics/behavior.

Robin McManaway Ed. Diagnostician Gathers student data for MTSS to review and monitor; collaborates with MTSS meaningful interventions for tier 2 and tier 3 students; maintains AIM web and shares tier 2 and tier 3 student progress with MTSS Team; works with RtI Coach and MTSS to group students based on AIMs web PM data in tier 2 and tier 3 intervention groups

Laura Ouimette Speech Pathologist Reviews and monitors



MTSS student academic and behavior data weekly; assists MTSS weekly meetings with ESE student knowledge; takes MTSS minutes and submits to principal for review

Kristi Cole Social Worker Reviews and monitors MTSS student academic and behavior data weekly; supports student well- being needs, i.e. services provided to support student learning (glasses, dental, medical assistance) home visits); creates student groups to support student attendance and other social needs

4

3. Describe the systems in place that the leadership team uses to monitor the school’s MTSS and SIP.

Weekly MTSS meetings with pre-planned agenda to meet student academic and behavior needs

Weekly MTSS minutes sent to Eagle Team Data chats after each assessment cycle during PLCs or teacher planning blocks RtI coach meets with classroom teachers, hourly teachers and paraprofessionals as

needed to adjust tier 2 and tier 3 student interventions based on PM student data and MTSS collaboration

Narrative Standard 2-2.3,2.4: Governance and Leadership

5 4. Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance).Processes to summarize data at each tier for reading, mathematics, science, writing and behavior:

Narrative Standard 5-5.1, 5.2, 5.3, 5.4: Using Results for Continuous Improvement



Baseline data: Progress Monitoring and Reporting Network (PMRN) of Florida Assessments for Instruction and Reading (FAIR Common Core), Assessment and Information Management System (AIMS web), Florida Comprehensive Assessment Test (FCAT), SAT 10 (1-2nd grades), FLKRS (K readiness), CELLA, Running Records for Reading/Comprehension Levels K-5, Ongoing Progress Monitoring using FAIR Common Core Field Test interventions, and DIBELS Next. Teacher formative assessments in reading, writing, math, and science. Teacher formative assessments (using grade level writing rubrics) for journal response writing across all content areas to gather data on writing progress. Writing Continuum Levels for Narrative, Informative and Argument Writing for K-5th grades provided by the Writing and Reading Project.Monitor Effectiveness:

MTSS will utilize student data to support each grade level with various interventions to help students with specific skills to reach proficiency in reading, writing, math and science.

MTSS will conduct data chats with each grade level after each assessment cycle to review effectiveness of core instruction and progress of tier 2 and tier 3 students in reading, writing, math and science during PLCS or teacher block planning time

Trainers from DOE will provide assistance in administering the FAIR Common Core assessments and will provide site based training for all staff and MTSS on September 13th (District site based PD day)

Trainers from DOE will attend grade level PLCs or grade level block planning time to discuss FAIR Common Core data and strategies for improving student proficiency for core, small group and individual reading instructionPrincipal will provide Extended Learning data monthly for Eagle Team and MTSS to review students targeted for remediation and accelerated learning.

Principal will provide site-based Professional Development training opportunities throughout the school year to implement CCSS and improve student proficiency

Assistant Principal will provide discipline data from EDS and Decision Ed, Focus/Portal and referrals to office for MTSS and Eagle Team to review. Teachers



needing assistance with student behavior problems will schedule meetings with assistant principal and guidance counselor to attend Kids Talk sessions. At these sessions, the behavior data of the student having problems will be reviewed as well as the behavior plan the teacher is implementing. Additional strategies will be suggested for the teacher to use to improve the student behavior. The teacher will check back at Kids Talk session to see how the improved behavior plan is working for the student’s success.

Social Worker will meet with Child Study Team (Principal and DMT) once a week to review and monitor student absences and tardies. Teachers are notified when students have more than 5 unexcused absences or numerous tardies to make the first parent contact. Social worker sends home notices to parents to attend a Child Study Team conference when students with 5 or more unexcused absences don’t improve after teacher contact. Social Worker and Principal arrange a parent conference to give support to parents to improve student attendance. If student attendance continues to grow the state attorney’s office is notified.

4,5

5. Describe the plan to support staff’s understanding of MTSS and build capacity in data-based problem solving.

RtI Coach will lead pre-school training to refresh Team and acquaint new Team members to MTSS process/system.

MTSS will facilitate grade level data chats after each assessment cycle including ESE Resource and hourly teachers

Grade Level Team Leaders will facilitate weekly focus on student data in reading, writing, and math collaboratively reviewing tier 2 and tier 3 students’ work and their progress on interventions that are integrated into the core curriculum.

Grade Level Team Leaders will facilitate PLC lesson planning and grouping of students based on student data to differentiate instruction, using MTSS leadership specific grade level interventions, to narrow the learning gap for tier 2 and tier 3 students in reading, writing and math.

DOE will train Eagle Team on how to interpret FAIR Common Core assessment data informing Team on to plan core and differentiated small group/one-on-one instruction.

Narrative Standard 3-3.11, 3.12: Teaching and Assessing for LearningStandard 5-5.3:Using Results for Continuous Improvement



E. Increased Learning Time/Extended Learning Opportunities

2 Describe research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum (e.g., lengthening the school day, week, or year; providing before, after, Saturday, or summer school programs; implementing enrichment programs and activities; allowing teachers to collaborate, plan, and engage in professional development).Research-based Strategies

Increased Learning TIME

Enriched Curriculum

Professional Development

Promise Time

Identified R’Club students (based on student learning data) needing remediation and acceleration in reading and math to increase learning time from 3:00-4:30pm three times a week for 35 weeks

Reading and Math using iReady web-based program

Promise Time Lead Facilitator will train Promise Time teachers and collaborate with teachers one day a week planning iReady instruction, reviewing Progress Monitoring student data and next steps toward student proficiency in reading and math

Literacy Clubs for K-2 and 3-5th grade students

Identified students (based on student data) who are proficient or

Book clubs focusing on complex fiction and information texts teaching

Literacy Club Teachers will meet with Club Facilitator one time during the

Narrative Standard 3-3.1, 3.12: Teaching and Assessing for Learning



beyond will meet two to three times a week for one hour

academic vocabulary, increasing fluency, comprehension and writing in response to reading

week to review student progress based on formative assessments and response journals and to collaborate on next steps for accelerating student achievement

Math Club for 3-5th grade students

Identified students (based on student math data) who are proficient or beyond will meet three times a week for one hour for 30 weeks

Math It’s Puzzle Time!Students meet one hour after school to solve word problem math puzzles. Students will solve math puzzles in teams using collaborative strategies. Students will draw/write math strategies used to solve math word problem puzzles in math journals.

Teachers will meet with Club Facilitator one time a week to review and analyze student math data based on formative assessments and student work in math journals

3-5th Grade Science Club

Identified 3-5th grade students

Science Fair projects created

Science Club teacher will



(based on student science data) who are proficient or beyond will meet three times a week to create and develop science projects using SEAMS inquiry model and to work in teams enriching science conceptual understanding

aligned to 3-5th grade CCSS science content and science lab experiments

meet with gifted teacher/science coach once a month to review student science project work

Holiday Extended Learning Incentives

Students will read, write and work math problems over the holidays for learning incentives

Grade Level Teams will plan during PLCs Holiday Extended Learning based on student data and specific learning needs to increase proficiency for reading, writing and math

Site-based PD to support CCSS implementation training will resource PLCs as grade level teams plan for Holiday Extended Learning

F. Literacy Leadership Team (LLT)

2 1. Identify the names and positions titles of the members of your school-based LLT. Narrative Executive Summary:



LLT Members LLT TitlesSuzanne Hester PrincipalRose Kane Assistant PrincipalNancy Teasdale RtI CoachAmy Robles ESE Resource Teacher/Leading

Learning Cadre (3-5)Janet Williams ESE Resource Teacher (K-2)Nila DeWeese Media/Technology Specialist (K-5)To Be Announced Reading Coaches for K-2/3-5Kathy Gylfe Leading Learning Cadre (3-5)

Section 1

2

2. Describe how the school-based LLT functions (e.g., meeting processes, roles, functions).

LLT Meeting Processes LLT Roles LLT FunctionsAssistant Principal meets with K-2nd grade LLT members once a month

Assistant Principal meets with K-2nd grade LLT members to discuss supports and resources needed to improve literacy and writing proficiency

To implement CCSS for literacy and writing in K-2nd

grade

Principal meets with 3-5th grade LLT members once a month

Principal meets with 3-5th grade LLT members to discuss supports and resources needed to improve literacy and writing proficiency

To implement CCSS for literacy and writing in 3-5th grade


2

3. What will be the major initiatives of the LLT this year? K-5th grade students to become proficient readers of more complex texts and that

means students will need expert instruction and opportunities to read a wide range and very deep volume of texts.

K-5th grade students need to become strong writers and to do that, they will need expert instruction, time to write, and meaningful opportunities for writing a wide range of informational, argument, and narrative texts.

Narrative Standard 3-3.1 thru 3.7: Teaching and Assessing for Learning

G. Every Teacher Contributes to Reading Improvement



This section is required for schools with grades 6-12, per Section 1003.413(2)(b), F.S.

2

1. Describe how the school ensures every teacher contributes to the reading improvement of every student.


H. Preschool Transition

This section is required for schools with grades K-2.

1,2

1. Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs, as applicable.

Kindergarten teachers will hold an orientation for incoming students and their parents prior to the beginning of the school year. Readiness skills will be emphasized and good choices for academic and social characteristics will be presented. Materials will be available, as well as pamphlets, covering a variety of helpful parenting subjects ranging from parenting skills, helping with homework, students with disabilities and what to expect at a parent teacher conference.

Translators will be available for Hispanic and Asian parents Incoming students to Kindergarten will take home learning sacks with

materials, i.e. alphabet magnetic letters, magnetic numerals and counters, crayon, and books to read


I. College and Career Readiness

This section is required for secondary schools, per Sections 1003.413(2)(g)-(j) and 1008.37(4), F.S.

11. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?


1

2. How does the school promote academic and career planning, including advising on course selections, so that each student’s course of study is personally meaningful?

Narrative Standard 3-3.8, 3.9, 3.12: Teaching and Assessing for Learning. Standard 4-4.6,4.8: Resources and Support Systems

1

3. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A-10.038, F.A.C.

Narrative Standard 5-5.4: Using Results for Continuous Improvement



Part II: Expected ImprovementsFor each data point below, unless otherwise directed list the current year status (number and percentage) and the target (percentage) for next year. These are schoolwide data, not disaggregated by grade level. FAA and CELLA data shall be considered by schools with 10 or more students taking the assessment.A. Area 1: Reading

a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)

1 Students scoring at Achievement Level 390 students scoring 29.2%

DecisionED/DW Assessment Matrix

1 Students scoring at or above Achievement Level 472 students scoring 23.4%


b) Florida Alternate Assessment (FAA) Assessment Matrix

1 Students scoring at Levels 4, 5, and 62 students scoring 33.3%


1 Students scoring at or above Level 74 students scoring 66.7%


c) Learning Gains

1 Students making learning gains (FCAT 2.0 and FAA)197 students making 64% learning gains

DecisionED/DW FCAT 2.0 only

Assessment Matrix

1 Students in lowest 25% making learning gains (FCAT 2.0)45 students in lowest 25% making 60% learning gains


d) Comprehensive English Language Learning Assessment (CELLA)

1

Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non-ELL students)46 students were 63.9% proficient in listening/speaking


1

Students scoring proficient in reading (students read grade-level text in English in a manner similar to non-ELL students)19 students scored 26.4% proficient in reading


1 Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ELL students)




25 students scored 35.2% proficient in writinge) Annual Measurable Objectives (AMOs)

2012 % 3 Above Read

2013 % 3 Above Read

AMO Read Met Read AMO

ALL 52 55 58 NAsian 58 81 53 YBlack 45 40 60 NHispanic 45 57 55 YWhite 52 51 61 NELL 29 55 39 YStudent w/D 26 25 40 NEc. Disadvan. 46 50 57 N

2012 Low 25% Read Gains

2013 Low 25% Read Gains

Low 25% Read Met

All 69% 60% Y

1

Student subgroups (i.e., American Indian, Asian, black, Hispanic, white, English language learners, students with disabilities, and economically disadvantaged) scoring at level 3 or higher on FCAT 2.0, or scoring at level 4 or higher on the FAAFCAT 2.0Subgroup # of Students Level 3 or higherAsian 22 81.5%Black 11 42.3%Hispanic 28 50.0%Two or more races 6 66.7%White 95 50.0%Students w/Disabilities 3 10%Economically Disadvantaged

101 46.3%


Assessment Matrix

f) Postsecondary readiness

The following data shall be considered by high schools. 4-year graduates scoring “college ready” on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C.




Goal 1 to support target(s):

Increase reading proficiency by 10% for ALL students in grades K-5

Narrative

Possible Data Sources to Measure Goal 1:

Florida Kindergarten Readiness Screener

PCS Common Assessments K (3 cycles)

ELA Module Assessments (1-5)

SAT 10 (1st and 2nd)

FAIR Common Core (K-5)

Running Records (K-5)

FCAT 2.0 (3rd-5th)

Teacher Formative Assessments

Journal writing in response to reading

3rd grade reading portfolio assessments (5 assessments)

NarrativeDecisionED

Data Indicator(s) –corresponding to SIP Part II A-J (SIP Targets)

1.Students scoring at Achievement Level 3

2012-13Actuals

2013-14 Targets

#90

%29.2

#88

%40%

2. Students scoring at Achievement Level 4 and above #

72

%

23.4%

#77

%35%

3.Students making Learning Gains #115

%64%

#165

%75%



4.Students in lowest 25% making Learning Gains46 60% 154 70%

Action Plans (strategies) to Accomplish Goal 1 (reduce or eliminate barriers)

Action 1- Implementation of ELA Common Core State Standards for K-5th grade utilizing curriculum guides to plan and deliver instruction

Narrative

Action 2-Teachers establish and set learning goals based on ELA CCSS; students set individual learning goals and track progress

Narrative

Action 3-Accelerate ALL students’ progress up the ladder of text complexity Narrative

Action 4-Differentiated Guided Reading Instruction for ALL students in K-5th grade Narrative

Plan to Implement Action 1: Eight site-based Professional Development trainings to support instructional teacher/support staff implementation of ELA CCSS and Curriculum Guides; Leading the Common Core Cadre will facilitate PLCs ELA lesson planning; school-wide book study Pathways to the Common Core, by Lucy Calkins with weekly focused discussion during PLCs; principal weekly ELA CCSS implementation focus communicated to Eagle TEAM and monitored during administrators walkthroughs; feedback given to teachers after each walkthrough

Narrative

Plan to Implement Action 2: Field Testing FAIR Common Core with trainers provided by DOE to support Teacher administration and understanding of data; Professional Development on quality formative reading assessments; PLC focus on analyzing formative reading data and quality student work; school-wide Goal Folders for all students in K-5th grades; teachers set success criteria of lessons using rubrics with students participating in process; teachers give feedback often on student progress in reading and next steps toward meeting or exceeding goals for ALL students

Narrative

Plan to Implement Action 3: Use Running Records to assess student fluency, accuracy and comprehension; provide Professional Development for teachers who need Running Record training; match readers to books read with 95% fluency, accuracy and comprehension; provide students with opportunities to read extensively by following district approved Language Arts Schedule; increase the number of “high interest” informational texts in classroom libraries; provide National Geographic Magazines for students in K-5th grades to integrate science and social studies informational periodicals during Language Arts; provide extended learning time

Narrative



after school for R’Club students and all other students to improve reading accuracy, fluency and comprehension levels; school-wide reading challenge of 7,000 books read in a school-year with celebrations of success for every 2000 books read.

Plan to Implement Action 4: Grade level teams during PLCs review and analyze student reading data grouping students in small groups based on reading remediation or acceleration implementing Jan Richardson’s Guided Reading Instruction and HMH interventions, ESE Resource Teachers and ELL Teachers use Jan Richardson’s Guided Reading during small group and one-on-one instruction and HMH interventions, MTSS analyze tier 2 and tier 3 student progress supporting teachers and students as needed

Narrative

B. Area 2: Writing

a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) DecisionED/DW Assessment Matrix

1 Students scoring at or above 3.556%


b) Florida Alternate Assessment (FAA)

1 Students scoring at or above Level 475%


Annual Measurable Objectives (AMOs)Writing % Satisfactory 2012 (using 2013 Standards)

Writing % Satisfactory

Writing Target Met

ALL 35 56 YAsian 88 NABlack NAHispanic 31 50 YWhite 33 49 YELL 55 NAStudent w/D 14 38 YEc. Disadvan. 31 56 Y




Increase writing proficiency by 20% for ALL students in grades K-5

Narrative


Teacher formative assessments using K-8 Continuum for Assessing Narrative, Informative and Argument writing

Journal writing across all content areas using grade level writing rubric based on CCSS writing standards

PCS Grade 4 Common Writing Assessments (2 days, 60 minutes each day/narrative and expository)

4th grade Florida Writes

NarrativeDecisionED/DW

Data Indicator(s) – corresponding to SIP Part II A-J (SIP Targets)

1.Students writing at Level 3.5 and above

2012-13Actuals

2013-14 Targets

#48

%56%

#

100

%

76%

2.ELL students writing at Level 3.5 and above #25

%35%

#39

%55%

3.ESE students writing at Level 3.5 #

3

%

75%

#

6

%

75%Action Plans (strategies) to Accomplish Goal 2 (reduce or eliminate barriers)

Action 1-- Implementation of ELA Writing Common Core State Standards for K-5th grade utilizing curriculum guides to plan and deliver instruction

Narrative

Action 2- Action 2-Teachers establish and set learning goals based on ELA Writing CCSS; students set individual learning goals and track progress

Narrative

Action 3-Focus on TIME to write quality narrative, informational, and argument writing pieces across all content areas using grade level writing rubrics; journal response writing across all

Narrative



content areas

Action 4--Differentiated Writing Instruction for ALL students in K-5th grade Narrative

Plan to Implement Action 1: Eight site-based Professional Development trainings to support instructional teacher/support staff implementation of ELA Writing CCSS and Curriculum Guides; Leading the Common Core Cadre will facilitate PLCs ELA Writing lesson planning; school-wide book study Pathways to the Common Core, by Lucy Calkins with weekly focused discussion during PLCs; principal weekly ELA Writing CCSS implementation focus communicated to Eagle TEAM and monitored during administrators walkthroughs; feedback given to teachers after each walkthrough

Narrative

Plan to Implement Action 2: ; Professional Development on quality formative writing; PLC focus on reviewing quality student writing using Reading and Writing K-8 Continuum for Assessing Narrative, Informational and Argument Writing; school-wide Goal Folders for all students in K-5th grades; teachers set success criteria of lessons using grade level writing rubrics with students participating in process; teachers give feedback often on student progress in writing and next steps toward meeting or exceeding goals for ALL students

Narrative

Plan to Implement Action 3: Teachers provide TIME for students to write quality journal responses to learning for all content areas; teachers provide TIME for students to share writing with a writing partner, small groups or whole class; students participate in Literacy/ Writing Club at Extended Learning Time after school; students present writing at PTA Night of Writing Celebration January 16, 2014.

Narrative

Plan to Implement Action 4: : Teachers give feedback to students often during writing conferences; Grade level PLCs analyze student writing using Reading and Writing Project K-8 Continuum for Assessing Narrative, Informative and Argument Writing Levels. Grade level PLCs plan next steps to accelerate student writing using Continuum strategies at each Writing Level and study CCSS Writing Exemplars; MTSS analyze tier 2 and tier 3 student progress in writing supporting teachers and students as needed

Narrative

C. Area 3: Mathematics

1. Elementary and Middle School Mathematics



The following data shall be considered by elementary and middle schools.

a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) DecisionED/DW Assessment Matrix

1 Students scoring at Achievement Level 327.7%


1 Students scoring at or above Achievement Level 418.2%



1 Students scoring at Levels 4, 5, and 650%




c) Learning Gains

1 Students making learning gains (FCAT 2.0, EOC, and FAA)69%


Assessment Matrix

1 Students in lowest 25% making learning gains (FCAT 2.0 and EOC)62%


Assessment Matrix

c) Annual Measurable Objectives (AMOs)2012 % 3 Above Math

2013 % 3 Above Math

AMO Math Met MathAMO

2012 % 3 Above Math

2013 % 3 Above Math

AMO Math Met Math AMO

ALL 42 48 53 YAsian 71 74 49 YBlack 40 20 37 NHispanic 35 37 50 NWhite 39 51 57 YELL 32 39 44 YStudent w/D 23 33 43 YEc. Disadvan. 34 44 48 Y

2012 Low 25% Math Gains

2013 Low 25% Math Gains

Low 25% Math Met



All 50% 62% Y

1

Student subgroups (i.e., American Indian, Asian, black, Hispanic, white, English language learners, students with disabilities, and economically disadvantaged) scoring at level 3 or higher on FCAT 2.0, or scoring at level 4 or higher on the FAASubgroup # of Students Level 3 or higherAsian 20 74.1%Black 6 23.1%Hispanic 17 30.9%Two or more races 5 55.6%White 93 48.9%Students w/Disabilities 4 13.3%Economically Disadvantaged

84 38.7%


Assessment Matrix

2. High School Mathematics

The following data shall be considered by high schools.

a) Florida Alternate Assessment (FAA)

1 Students scoring at Levels 4, 5, and 6 DecisionED/DW Assessment Matrix

1 Students scoring at or above Level 7 DecisionED/DW Assessment Matrixb) Annual Measurable Objectives (AMOs)

1

Student subgroups (i.e., American Indian, Asian, black, Hispanic, white, English language learners, students with disabilities, and economically disadvantaged) scoring at level 3 or higher on FCAT 2.0, or scoring at level 4 or higher on the FAA


Assessment Matrix

c) Learning Gains

1 Students making learning gains (EOC and FAA)69%


d) Postsecondary readiness



1

4-year graduates scoring “college ready” on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A010.0315, F.A.C.


3. Middle School Acceleration

The following data shall be considered by middle schools.

1 Middle school participation in high school EOC DecisionED/DW Assessment Matrix

1 Middle school performance on high school EOC DecisionED/DW Assessment Matrix

4. Algebra 1 End-of-Course Assessment (EOC)

The following data shall be considered for schools with students taking the Algebra I EOC.

1 Students scoring at Achievement Level 3 DecisionED/DW Assessment Matrix

1 Students scoring at or above Achievement Level 4 DecisionED/DW Assessment Matrix

5. Geometry End-of-Course Assessment (EOC)

The following data shall be considered for schools with students taking the Geometry EOC.




Increase math proficiency by 10% for ALL students in grades K-5

Narrative


Florida Kindergarten Readiness Screener

SAT 10 (1st and 2nd)

Common District Math Assessments (3-5th grades)

DecisionED/DW



FCAT 2.0 (3rd-5th)

Teacher Formative Assessments

Math journal responses: show, solve and explain



2012-13Actuals

2013-14 Targets

#85

%27.7%

#

84

%

38%

2.Students scoring at Achievement Level 4 and above #56

%18.2%

#62

%28%

3.Students making Learning Gains #125

%69%

#174

%79%

4.Students in lowest 25% making Learning Gains112 62% 158 72%


Action 1-- Implementation of Math Common Core State Standards for K-5th grade utilizing curriculum guides to plan and deliver instruction

Narrative

Action 2--Teachers establish and set learning goals based on Math CCSS; students set individual learning goals and track progress

Narrative

Action 3—Focus on student understanding of grade level math content and problem solving strategies utilizing the Eight Mathematical Practices

Narrative

Action 4—Differentiate Math Instruction for ALL students in K-5th grade using Houghton Mifflin Harcourt Journeys Math differentiated instruction

Narrative

Plan to Implement Action 1: Eight site-based Professional Development trainings to support instructional teacher/support staff implementation of Math CCSS and Curriculum Guides; Leading the Common Core Cadre will facilitate PLCs Math lesson planning; Grade Level PLCs will view videos of Dr. Dixon teaching grade level math content using Eight Mathematical Practices

Narrative



based on Math CCSS; principal weekly Math CCSS implementation focus communicated to Eagle TEAM and monitored during administrators walkthroughs; feedback given to teachers after each walkthrough

Plan to Implement Action 2: Professional Development on quality formative math assessments; PLC focus on analyzing formative and assessment data; PLCs review math student work in math response journals; school-wide Goal Folders for all students in K-5th grades; teachers set success criteria of lessons using rubrics with students participating in process; teachers give feedback often on student progress in math and next steps toward meeting or exceeding goals for ALL students

Narrative

Plan to Implement Action 3: Teachers will provide opportunities for students to use multiple strategies to solve math problems; teachers will provide opportunities for students to have rich math discussions with partners and in small and whole groups supporting students’ mathematical understanding; teachers will provide opportunities for students to work in partners or collaboratively to solve math problems and share out math strategies used to solve problems; teachers will provide students opportunities to use math journals to show, solve and explain their understanding of math content; Leading the Common Core Learning Cadre for math teachers will facilitate during grade level PLCs CCSS implementation strategies and will be available to help grade level PLCs when planning math content lessons with appropriate matching of Mathematical Practices for optimal student learning; Math Common Core Learning Cadre teachers will provide opportunities for teachers to view math instruction in their classrooms and meet with teachers afterwards to discuss observations of math lesson; provide extended learning time after school for R’Club students and all other students to improve math understanding of content and problem solving strategies. Provide extended learning time Math Club after school for students’ accelerated math achievement

Narrative

Plan to Implement Action 4: : Grade level teams during PLCs analyze student math formative and assessment data and math journals (show, solve and explain) grouping students in small groups based on math remediation or acceleration implementing Houghton, Mifflin and Harcourt Journeys Math Interventions, ESE Resource Teachers and ELL Teachers use Houghton, Mifflin and Harcourt Journeys Math Interventions during small group and one-on-one instruction; MTSS analyze tier 2 and tier 3 student progress supporting teachers and students as needed

Narrative



D. Area 4: Science

1. Elementary and Middle School Science

The following data shall be considered by elementary and middle schools.

a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Assessment Matrix

1 Students scoring at Achievement Level 333.7%


1 Students scoring at or above Achievement Level 429.5%



1 Students scoring at Levels 4, 5, and 6100%




2. High School Science

The following data shall be considered by high schools.

a) Florida Alternate Assessment (FAA)

1 Students scoring at Levels 4, 5, and 6 DecisionED/DW Assessment Matrix

1 Students scoring at or above Level 7 DecisionED/DW Assessment Matrix

3. Biology 1 End-of-Course Assessment (EOC)

The following data shall be considered for schools with students taking the Biology 1 EOC.



E. Area 5: Science, Technology, Engineering, and Mathematics (STEM)

1 # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)




1 Participation in STEM-related experiences provided for students Narrative Standard 3-3.1: Teaching

and Assessing for LearningThe following data shall be considered by high schools.

1 Students enrolling in one or more accelerated STEM-related courses DecisionED/DW Assessment Matrix

1 Completion rate (%) for students enrolled in accelerated STEM-related courses DecisionED/DW Assessment Matrix

1 Students taking one or more advanced placement exams for STEM-related courses DecisionED/DW Assessment Matrix

1 Passing rate (%) for students who take advanced placement exams for STEM-related courses


1 CTE-STEM program concentrators DecisionED/DW Assessment Matrix

1 Students taking CTE-STEM industry certification exams DecisionED/DW Assessment Matrix

1 Passing rate (%) for students who take CTE-STEM industry certification exams DecisionED/DW Assessment Matrix


Increase science proficiency by 10% for ALL students in grades K-5.


Teacher Formative Assessments K-5

PCS Common Assessments K-5

Science Journal Writing K-5

3 cycles of Common Assessments Grades 1-5

DecisionED/DW



2012-13Actuals

2013-14 Targets

#32

%34%

#

39

%

44%



2.Students scoring at Achievement Levels 4 and above #28

%30%

#35

%40%

3.ESE students scoring at Achievement Level 3 and above #1

%9%

#2

%20%


Action 1--- Implementation of Science Core 5 E’s Instructional Model- Workshops which integrate various resources including the adapted Fusion/Think Central Program

Action 2- Establish and communicate learning goals and track student progress teachers use Success Criteria to identify learning goals for 5 E’s Science workshops; teachers use rubrics to confer with students on their progress; students use Success Criteria to identify learning goals and rubrics to identify changes

in their conceptual understanding

Action 3- Implementation of Clasp Pinellas through: Data Driven Instruction 5 E’s Science Workshops Science Journaling Notebooks Success Criteria

Action 4- Differentiation and Acceleration for all students based on Kindergarten science journaling and grades 1-5 science common assessments (3 cycles)

Plan to Implement Action 1: Site based Professional Development lead by grade level science leaders and gifted/science coach instructing teachers on how to implement:

Science Core 5 E’s Instructional Model- Workshops which integrate various resources including the adapted Fusion/Think Central Program

Plan to Implement Action 2: Site based Professional Development lead by grade level science leaders and gifted/science coach training teachers how to implement:



Success Criteria setting learning goals, conferring with students through science rubrics and helping students to set their learning goals and check their science conceptual understanding using science rubric

Plan to Implement Action 3: Site-based Professional Development led by grade level science leaders and gifted/science coach training teachers how to implement:

Clasp Pinellas Science journaling notebooks

Plan to Implement Action 4: Grade level teams during PLCs review and analyze student science data identifying students who need science concepts retaught and students who need acceleration. Science grade level lead teachers work with grade level PLCs to schedule science lab time for students to have additional opportunities to learn science content. Students write lab experiences using SEAM inquiry model. All students participate in school-based science fair and selected student science projects display at district science showcase.

The following data shall be considered by middle and high schools.

1 Students enrolling in one or more CTE courses DecisionED/DW

1 Students who have completed one or more CTE courses who enroll in one or more accelerated courses

DecisionED/DW

1 Completion rate (%) for CTE students enrolled in accelerated courses DecisionED/DW Assessment Matrix

1 Students taking CTE industry certification exams DecisionED/DW Assessment Matrix

1 Passing rate (%) for students who take CTE industry certification exams DecisionED/DW Assessment Matrix

1 CTE program concentrators DecisionED/DW

3 CTE teachers holding appropriate industry certifications Narrative Standard 3-3.11: Teaching and Assessing for Learning; Standard 4-1: Resources and



Support SystemsG. Area 7: Social Studies

1. Civics End-of-Course Assessment (EOC)

The following data shall be considered for schools with students taking the Civics EOC.



2. U.S. History End-of-Course Assessment (EOC)

The following data shall be considered for schools with students taking the U.S. History EOC.



Goal 5 (add other goals as needed) to support target(s):

Possible Data Sources to Measure Goal 5: DecisionED/DW


1.

2012-13Actuals

2013-14 Targets

# % # %

2. # % # %

3. # % # %


Action 1-

Action 2-



Action 3-

Action 4-

Plan to Implement Action 1:




H. Area 8: Early Warning Systems

1. Attendance

3

Students tardy 10 percent or more, as defined by district attendance policy120

DecisionED/DW Standard 5-5.2 Using Results for Continuous Improvement

3

Students absent 10 percent or more, as defined by district attendance policy72

DecisionED/DW Standard 5-5.2 Using Results for Continuous Improvement

2. Suspension

3 Students with one or more referrals32

DecisionED/DW Standard 5: Using Results for Continuous Improvement

3 Students with five or more referrals6


3 Students with one or more in-school suspension days, as defined in s.1003.01(5)(b), F.S.5


3 Students with five or more in-school suspension days, as defined in s.1003.01(5)(b), F.S.1


3

Students with one or more out-of-school suspension days, as defined in s.1003.01(5)(a),F.S.12


3 Students with five or more out-of-school suspension days, as defined in s.1003.01(5)(a), F.S.




5

3 Students with ten or more in-school or out-of-school suspension days1


3 Students referred for alternative school placement0


3 Students expelled0


3. Retention

1 Students retained10 (can change due to Summer Bridge/SAT 10 testing results)


1 Students with one or more course failures on first attempt in core-curricula courses, as defined in s. 1003.01(14), F.S.


1

o Students in 3rd grade with one or more course failures on first attempt in core-curricula courses o Students in 6th grade with one or more course failures on first attempt in core-curricula courses o Students in 9th grade with one or more course failures on first attempt in core-curricula courses3rd grade students retained: 10 (can change due to Summer Bridge/SAT 10 testing results)


1 Students off track for graduation based on credits required to date for their cohort DecisionED/DW Standard 5: Using Results for

Continuous Improvement4. Dropout Prevention

The following data shall be considered by high schools, per Section 1003.53, F.S. If a school has significantly lower graduation rates for a subgroup when compared to the state’s graduation rate, that school’s improvement plan is required to include strategies for improving these results, pursuant to Section 1001.42(18), F.S. Graduation rates for the state, district, and school by subgroup are available in the AMO Outcomes Report at http://schoolgrades.fldoe.org/.

DecisionED/DW assuming drop out codes are W22 and w15

1 Students dropping out of school, as defined in s.1003.01(9), F.S. DecisionED/DW Standard 5: Using Results for

Continuous Improvement

1 Students graduating in 4 years, using criteria for the federal uniform graduation rate defined in the Code of Federal Regulations at 34 C.F.R. § 200.19(b)




1 Academically at-risk students graduating in 4 years, as defined in Rule 6A-1.09981, F.A.C.


1 Students graduating in 5 years, using criteria defined at 34 C.F.R. § 200.19(b) DecisionED/DW Standard 5: Using Results for

Continuous ImprovementI. Area 9: Parent Involvement

Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, Codified at 20 U.S.C. § 6314(b).

Narrative



3,4

Consider the level of parental involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroup.

Parent Engagement – Pastries for Parents 30% attend 6 times a year Dr. Seuss Night- 65% attend once a year Kindergarten Transition-20% attend Parent communication through agendas-100% teachers use agendas to communicate

with parents on student academic progress Agenda Books for each student $3188.22 PCard Purchases A631 “Food for Pastries for Parents” $1500.00

Total Parent Engagement $4,688.22J. Area 10: Additional Targets/ Goal related to Bradley MOU

1-5This section is optional and may be used as needed for data targets in areas not already addressed in the SIP. Insert Goal Cells (e.g., under Social Sciences for Goal 5) as needed.K. Problem-Solving

1-5

Based on the targets set for your school in each required Area, engage in a problem-solving process using the following questions. Goals shall specifically address any subgroup not meeting its AMO targets for 2012-2013. The special needs of subgroups not addressed in the AMO report (e.g., migrant, homeless, neglected and delinquent) shall also be considered during this process. Operational data such as climate surveys and classroom walkthroughs may also be used as available and relevant.

Narrative

1-5

Step 1: Identify goal(s) to help you achieve your targets. Select one or more Areas each goal addresses.Black Subgroup in reading, writing, math and scienceGoals to increase black proficiency by 10% in reading, math and science; by 20% in writing

Narrative

1-5

Step 2: Brainstorm barriers that could prevent the school from achieving each goal.Barriers: Black students highly engaged in learning; black students arriving on time and attending school every day; black students attending extended learning time after school to improve proficiency in reading, writing, math and science

Narrative

1-5 Step 3: Prioritize targeted barriers based on alterable elements of curriculum, instruction, Narrative



environment, and organizational systems (e.g., those which have the most impact on the goal if removed or are immediately actionable).Targeted Barriers: Teachers awareness of planning curriculum that is culturally relevant for ALL students and highly engaging; black students mentored by caring adults who emphasize the importance of education and being at school every day.

1-5

Step 4: Brainstorm which resources are available that could be used to address each targeted barrier.Grade Level PLCs to plan culturally relevant instruction researching lessons that are relevant to black students; mentors for each black student building meaningful relationships with black students through weekly school visits; extended learning time after school for remediation and acceleration

Narrative

1-5

Step 5: Brainstorm and prioritize strategies that could be used to eliminate or reduce each targeted barrier. Teacher reviews black student progress by analyzing reading, writing, math and science learning data and giving feedback to each black student on tracking their own learning progress and know next steps to reach reading, writing, math and science learning goals

Narrative

1-5

Step 6: Identify action steps (including who, what, where, when) that will need to be taken to implement the identified strategies.Who: classroom teachers who have black students, after school extended learning teachers, mentorsWhat: Teachers (classroom and extended learning teachers) with black students will continually search for relevant curriculum that is highly engaging ; mentors will work each week to build a meaningful relationship with mentee emphasizing importance of being educatedWhere: Teachers (classroom and extended learning teachers) at school; Mentors at schoolWhen: Teachers during and after school every day; Mentors during breakfast or lunch once a week

Narrative

1-5 Step 7: Determine how strategies will be monitored for effectiveness and fidelity of implementation (including who, what, where, when).Teachers will work with grade level PLCs sharing implementation of culturally relevant curriculum for black students; principal will review lesson plans of teachers who have black students checking for

Narrative



relevant teaching and learning for black students; principal will ask black students how they are enjoying their mentor and what they are learning academically by being mentored

1-5

Step 8: Determine how progress towards each goal will be monitored (including who, what, where, when).Teachers will monitor black students academic progress through analyzing formative and other assessment data; Teachers will review black students Goal Folders and give feedback on next steps to reach academic goals. Mentors will observe how black student’s attendance and confidence in academic learning improves and will review report card at each reporting period giving suggestions on how black student can improve or maintain good grades; Principal will monitor black students’ engagement in class during walkthroughs and review student work during grade level PLCs

Narrative

Part III: Professional DevelopmentFor all professional development identified in Part II as a strategy to eliminate or reduce a barrier to a goal, provide the following information for each activity.

Narrative

1-5 Related goalIncreasing proficiency by 10% in reading, math, and science and by 20% in writing

Narrative

Topic, focus, and contentBook study Pathways to the Common Core with focus on implementation of CCSS in all content areas for K-5

Narrative

Facilitator or leaderPrincipal and Grade Level Team Leaders

Narrative

Participants (e.g., Professional Learning Community, grade level, schoolwide)School-wide

Narrative

Target dates or schedule (e.g., professional development day, once a month)Weekly at PLCs

Narrative

Strategies for follow-up and monitoringWeekly walkthrough CCSS implementation focus in all content areas with feedback to teachers after walkthrough

Narrative

Person responsible for monitoringAdministrators

Narrative

Part IV: Coordination and Integration

4

Describe how federal, state, and local funds, services, and programs will be coordinated and integrated in the school. Include Title I, Part A; Title I, Part C- Migrant; Title I, Part D;

Narrative



Title II; Title III; Title VI, Part B; Title X- Homeless; Supplemental Academic Instruction (SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, as applicable to your school.Title I, Part ARelated GoalIncreasing reading, math, science proficiency by 10%; increase writing proficiency by 20%StrategyProfessional Development: staff book study using Peter Johnston’s Choice Words. A book with strategies to create a culturally relevant student learning environment with strategies for 100% student response to learningType of ResourceEvidence-based materialDescription of ResourceBook; Choice Words by Peter JohnstonFunding SourceTitle IRelated GoalIncreasing reading, math, science proficiency by 10%, increase writing proficiency by 20%StrategyProfessional Development reflective journals used by teachers during the trainings to take notes and to reflect on how to implement training in lesson planning and deliveryType of ResourceEvidence-based training materialDescription of ResourceReflective journalFunding SourceTitle IRelated GoalIncreasing reading, math, science proficiency by 10%; increase writing proficiency by 20%StrategyParent engagement of ESOL parents meeting monthly with ESOL teachers to review monthly opportunities for parents to be engaged in their child’s learning at Skyview and to have any questions or concerns answeredType of Resource



Evidence-based programDescription of ResourceESOL monthly parent meetingsRelated GoalIncreasing reading, math, science proficiency by 10%; increase writing proficiency by 20%StrategyWellness strategy for 2013: to improve the nutritional and/or physical activity environment of Skyview by meeting at least one additional item not currently met by Skyview in the Healthy Schools Inventory. Healthy School Builder will coordinate the Healthy School Team to complete all 6 steps of the Healthy School Builder.Type of ResourceEvidence-based programDescription of ResourceA national nonprofit started in 2005 to reverse our childhood obesity epidemic. They have establishedPart V: BudgetBased on the strategies identified during the problem-solving process, create a budget for each school-funded activity including:

Narrative

Related goalIncreasing reading, math, science proficiency by 10%; increase writing proficiency by 20% StrategyEagle Guidelines for Success posted in all classrooms and communicated school-wide Type of resourceEvidence-based materials Description of resourceEagle Guidelines for Success posters Funding sourceTitle I Amount needed$500.00

4 Related goalIncreasing reading, math, science proficiency by 10%; increasing writing proficiency by

Narrative



20%

4

StrategyInstructional materials to resource teacher lesson planning and delivery across all content areas

Narrative

4

Type of resource (i.e., evidence-based programs or materials, professional development, technology, or other)Evidence-based materials

Narrative

4 Description of resourcesEvidence-based instructional materials

Narrative

4 Funding sourceTitle I

Narrative

4 Amount needed$7,826.26

Narrative

Related goalIncreasing reading proficiency by 10% for students in K-5 grades StrategyIncrease number of complex texts in classroom libraries Type of resourceEvidence-based materials Description of resources

High levels of informational texts Funding source

Title I Amount needed$5,000.00 Related goalIncreasing reading, math, science proficiency by 10% and writing proficiency by 20% StrategyStudents track their learning progress and set learning goals recording in Student Goal Folders Type of resourceEvidence-based materials Description of resource



Red Student Goal Folders for K-5th grade students Funding sourceTitle I Amount needed$124.00 Related goalIncreasing reading, math, science proficiency by 10%; writing by 20% StrategyStudents write across all content areas every day in response to content learning Type of resourceEvidence-based materials Description of resourceStudent journals for all content areas including PE and the ARTS Funding sourceTitle I Amount needed$3,000.00

Related goalIncrease reading, math, science proficiency by 10% and writing proficiency by 20% Strategy

Extended Learning Time for students who need remediation and acceleration for all content areas

Type of ResourceEvidence-based programs Description of resource

Extended Learning Time Club teachers for acceleration Funding source

Title I Amount needed

Title I is $10,000.00 Related goal

Increase science proficiency by 10%



StrategyScience Lab for K-5th grade students Type of Resource

Evidence-based program and materials Description of resource

5 Science Lab Lead Teachers for:Science Lead Facilitator, K-2 teacher, 3rd teacher, 4th teacher, and 5th grade teacher, science materials for science lab experiments

Funding sourceTitle I Amount needed$1300.00 Related goal

Increase reading, math, science proficiency by 10% and increase writing proficiency by 20%

StrategyDifferentiated Instruction for students in tier 2 and tier 3 based on student assessment data Type of resource

Evidence-based program Description of resource

RtI Coach to support teachers and hourly teachers differentiated instruction; monitoring student tier 2 and tier 3 progress

Funding sourceTitle I Amount needed

$75,453.19

Related goalIncrease reading, math and science proficiency by 10%; increase writing proficiency by 20% StrategySmall group and one-on-one differentiated instruction for tier 2 and tier 3 students



across all content areas Type of resourceEvidence based program Description of resourceHourly teachers Funding sourceTitle I Amount needed

$126,794.05 Related goalIncrease reading, math, science proficiency by 10% StrategyTeachers plan engaging and culturally relevant lessons using technology to increase student interaction with new knowledge and also to increase depth of knowledge Type of resourceSMART Boards for instructional classrooms that don’t have them Description of resourceInteractive SMART Board Funding sourceTitle I Amount needed

$24,700.00 Related goalIncrease reading, math, science proficiency by 10% and writing proficiency by 20% Strategy

Professional development training for all staff to learn BEST practices to improve instruction using reflective journals to take notes and to reflect on how to utilize training when lesson planning and delivering instruction

Type of resourceEvidence-based material

Description of resourceReflective journals

Funding source



Title I Amount needed

$115.00

Related goalIncrease reading, math, science proficiency by 10% and writing proficiency by 20%

StrategyProfessional Development: staff book study using Peter Johnston’s Choice Words. A book with strategies to create a culturally relevant student learning environment with strategies for 100% student response to learning

Type of resourceEvidence-based

Description of resourceBook: Choice Words by Peter Johnston

Funding resourceTitle I

Amount needed$1,187.50

Total Title I Funds$256,000.00Total SIP Funds$3,214.95

Part VI: Mid-Year ReflectionThis section is to be completed after mid-year assessment data is available. Reflect on the plan created through the problem-solving process at the beginning of the year and answer the following questions for each created in Part IIK.

1-5 Has the goal been achieved? Narrative Standard 5: Using Results for


1-5o If yes, what evidence do you see to indicate you have achieved the goal? Narrative

DecisionED Standard 5: Using Results for Continuous Improvement

1-5o If no, is desired progress being made to accomplish the goal? Narrative




1-5 If yes, what evidence do you see to indicate desired progress has been made to accomplish the goal?

NarrativeDecisionED

Standard 5: Using Results for Continuous Improvement

1-5 If no, have the originally targeted barriers been eliminated or reduced? Narrative Standard 5: Using Results for


1-5 If yes, what evidence do you see to indicate barriers have been eliminated or reduced? Narrative


1-5 If no, are the original strategies being implemented with fidelity as designed? Narrative Standard 5: Using Results for


1-5o If yes, re-engage the problem solving process at Step 5, making edits as needed to Part II of the SIP.

Narrative Standard 5: Using Results for Continuous Improvement

1-5o If no, engage in a problem solving process around implementation fidelity of the original plan, and make edits as desired to Part II of the SIP.

Standard 5: Using Results for Continuous Improvement


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