Date Submitted:
Dates of Revision:
School Performance Plan
2015- 2016
School Name: Walker
Legend
SAC funds in the amount of $
will primarily be used for
l
,
AICE
MtSS
Multi-tiered System of Supports
AMO
AP
DA
DEA
ED
ELA
ELL
EOC
ESE
FAIR
FCAT
F/R
FS
FSA
Advanced International Certificate of
Education
Annual Measurable Objectives
Advanced Placement
Differentiated Accountability
Discovery Education Assessment
Economically Disadvantaged
English Language Arts
English Language Learners
End of Course Exam
Exceptional Student Education
Florida Assessment for Instruction in Reading
Florida Comprehensive Assessment Test
Free & Reduced
Florida Standards
Florida Standards Assessment
NGSSS
NCLB
PERT
PMP
PMS
POC
PPP
PSAT
SAC
SAI
SAT 10
SESAT
SINI
SPP/SIP
IB
IEP
IPDP
International Baccalaureate
Individualized Education Program
Individualized Professional Development Plan
SWD
VE
Next Generation Sunshine State Standards
No Child Left Behind
Postsecondary Education Readiness Test
Progress Monitoring Plan
Progress Monitoring System
Plan of Care
Pupil Progression Plan
Preliminary Scholastic Aptitude Test
School Advisory Council
Supplemental Academic Instruction
Stanford Achievement Test
Stanford Early School Achievement Test
Schools in Need of Improvement
School Performance Plan/School
Improvement Plan
Students with Disabilities
Varying Exceptionalities
Okaloosa County School District
Vision Statement:
We inspire a lifelong passion for learning.
Mission Statement:
We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their
families, communities, and the world.
Core Values:
Accountability: We, working in conjunction with students’ families, accept responsibility to ensure student learning, to pursue excellence, and to
hold high standards for all.
Citizenship: We prepare all students to exercise the duties, rights, and privileges of being a citizen in a local community and global society.
Excellence: We pursue the highest academic, extracurricular, and personal/professional standards through continuous reflection and improvement.
Integrity: We embrace a culture in which individuals adhere to exemplary standards and act honorably.
Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and
resilience to be lifelong learners.
Respect: We show regard and consideration for all through a culture of dignity, diversity, and empathy.
Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others.
School Performance Team
Identify the names and titles of the School Performance Plan developers.
Name
Title
Lorna Carnley
John A. Love II
Jennifer Ferrell
Lori Wagner
Dana Ransom, Heather Jacobs, Kara Elmore
Teri Boxberger, Kim Medlock, Jacque Whittle
Lauren McMillan
JacqueTurner
wheisdlkfjsd
Steven
Amber Crawford
Alicia Humphrey
Leigh Ann Campbell,Dr. Delilah Lewis
Michelle Williams
Jennifer Johnson
Principal
Assistant Principal
Math Coach
Instructional Coach
Kindergarten - Second grade level chairs
Third - Fifth grade level chairs
Special Area chair and Title I
Fourth grade teacher
SLD teacher
Guidance Counselor
Title I teacher
First grade teacher
Third grade teacher
Stakeholder Involvement: Describe the process taken to create the School Performance Plan.
Walker Elementary School SPP team was selected using DEA data from the 2014-15 school year. We looked at teacher strengths and chose them based on their
abilities and their student performance scores on cumultive and summative assessments. Our grade level chairs , guidance counselors, instructional coach, math
coach, and administrators are also a part of the team. We met during post planning and set dates throughout the summer for SPP meetings. Four team
members attended the district SPP training on June 11th and three of our team members attended the district SPP tr
Our team looked over the historical data and we talked with our teachers about needs that we have seen in the 2014-15 school year.
2
School Profile
In August of 1989, Walker Elementary opened with a faculty and staff committed to excellence in education to serve the growing student population of
Crestview. Walker Elementary is a K through Fifth grade public school. There are 7 Kindergarten classrooms, 7 first grade classrooms, 8 second grade
classrooms, 1 combination first and second grade classroom, 9 third grade classrooms, 6 fourth grade classrooms, and 5 in fifth grade classrooms. Walker’s
student population is comprised of 75.5% white, 15.3% African American, 5.9% multi-racial and .5% American Indian, 2% Hispanic, and .7% Asian. The gender
make-up of Walker’s student body is 52.8% male and 47.2% female.
Walker is a Title I school with an economically disadvantaged population of 63%. The SWD (students with disabilities) subgroup comprises 21.2 % of our
student population. Walker’s current enrollment is 834 students.
Walker has a strong instructional staff of 53 members who are dedicated to the needs of students. The make-up of our faculty consists of 43 K-5 classroom
teachers, 7 ESE, 3 Title I teachers, 1 Instructional Coach, .5 Math Coach, 1 PE teacher, 1 Art teacher, and a full time School Counselor. Our professional staff
seeks to stay abreast of current educational research and teaching strategies. We believe it is essential for all staff members to communicate and collaborate
through a total team effort to provide a model of a cooperative, nurturing learning community. A vital part of that learning community is our non-instructional
staff of 26 members, as well as the many volunteers who contribute time and effort to make our school successful.
Walker’s School Advisory Council and Parent Teacher Organization are vital partners in helping us to achieve this goal for our community. Working as a team,
teachers, parents, community members, and students, have continued to expand and refine our programs to enhance student learning and performance in
the areas of reading, mathematics, science, and writing. The members of these two support groups provide input informally at meetings, as well as formally by
approving our School Performance Plan. The combined efforts of these stakeholders bring vital support for Walker Elementary students each year.
We continue to seek out the needed changes in curriculum and classroom practice that will consistently improve achievement for our students. As we
continue to learn and grow, we believe we offer children the best education at Walker!
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Community and Parent Awareness
Walker Elementary
0731
1. My child's school emphasizes academic performance as the number one
priority.
2. Our principal is an effective leader who meets the needs of our students.
Strongly
Agree
2015 2014
75%
83%
Slightly
Agree
2015 2014
17%
10%
Slightly
Disagree
2015 2014
0%
4%
Strongly
Disagree
2015 2014
8%
1%
No
Opinion
2015 2014
0%
1%
Total
Responses
2015 2014
12
72
83%
78%
0%
15%
0%
4%
0%
1%
17%
1%
12
72
3. As a parent, I am made aware of the curriculum program for my child's grade
level or course.
4. The school uses a variety of methods for parent communication.
67%
76%
17%
14%
0%
7%
17%
1%
0%
1%
12
72
75%
79%
8%
17%
8%
1%
8%
1%
0%
1%
12
72
5. Parent input is valued at my child's school.
67%
72%
8%
22%
8%
3%
0%
1%
17%
1%
12
72
6. Clear expectations of conduct and behavior are communicated to my child.
83%
86%
8%
8%
8%
3%
0%
1%
0%
1%
12
72
7. My child's school maintains a safe environment.
92%
85%
8%
10%
0%
3%
0%
1%
0%
1%
12
72
8. Homework is used to reinforce what is taught in the classroom.
58%
75%
25%
18%
8%
4%
8%
1%
0%
1%
12
72
9. My child's school treats everyone fairly, regardless of race, economic status, or 58%
other relationships.
10. School funds are used to support the school in a financially responsible
58%
manner.
11. As a parent, I feel welcome at my child's school.
100%
83%
8%
11%
8%
0%
8%
1%
17%
4%
12
72
65%
8%
18%
8%
4%
0%
3%
25%
10%
12
72
90%
0%
7%
0%
0%
0%
1%
0%
1%
12
71
12. The guidance department at my child's school provides for the educational
success of my student.
13. I am satisfied that my child's teachers do a good job educating my child.
50%
63%
17%
19%
17%
7%
8%
1%
8%
10%
12
72
75%
81%
17%
10%
0%
4%
8%
3%
0%
3%
12
72
14. My child's school is well maintained.
75%
90%
0%
4%
25%
3%
0%
1%
0%
1%
12
72
15. The amount of time required for my child's homework assignments is
appropriate.
16. The health services provided at my child's school support his/her wellness.
67%
75%
8%
10%
17%
10%
0%
3%
8%
3%
12
72
83%
82%
8%
8%
0%
0%
0%
1%
8%
8%
12
72
73%
79%
10%
13%
7%
4%
4%
2%
6%
3%
Total Survey Results
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Community and Parent Awareness
What does the data tell you regarding the positive aspects of your school?
Walker Elementary School is welcoming to all that enter. We have a safe school for the student's learning environment. The Principal is an effective leader and
works hard to meet the needs of every student. There are clear expectations and boundaries for conduct and behavior.
What does the data tell you regarding the opportunities for improvement in your school?
Walker Elementary School has the opportunity to be more effective with the communication between the school and parents. The school needs to communicate
with parents and the community the various roles of how the guidance department provides for the educational success of our students. We also need to
inform parents about the financially responsible use of funds to promote academic achievement. Homework needs to come with an explanation on why it is
being done and what part of the student’s grades it affects. Homework has to be aligned with our standards and should be for review/practice only.
Provide a description of the various forms of communication to your community and parents.
Walker Elementary School provides a vast array of communication opportunitites to the parents and community. We send home a monthly school new letter,
teachers send home a weekly newsletter, post cards are sent in the summer to welcome all of the students back to school, Walker and district web site, call out
system on Blackboard Connect as needed , emails, phone calls, class DoJo, remind 101, school messages on the school sign, and we greet parents and students
every morning on the car and bus ramps. PTO and SAC meetings with parents and community at monthly meetings.
Periodically, informative articles featuring student accomplishments, events, and parent meetings are included in the Crestview News Bulletin and the
Northwest Florida Daily News. Title I parent night with make and take activites in each classroom, fall parent/teacher conferences, fall and spring book fairs,
Curriculum Family Nights, school web site, Walker facebook page, along with holiday performances are the highlight of parent and community information
outreach.
5
Historical School Grade Data
6
School Action Plan
ELA: Reading & Writing
District AMO:
District Goal:
The percent of Okaloosa County students who will be proficient in reading as defined by the
State of Florida on the Florida Standards Assessment Test will be at least
%.
Students shall demonstrate reading proficiency at or above the expected grade level.
Highly Qualified Status
Administrators (Title I):
Objectives:
AMO: The percentage of all curriculum students who will be proficient in reading as defined by the State of Florida on the
Florida Standards Assessment Test will be at least
%.
AMO: The percentage of SWDs who will be proficient in reading on the Florida Standards Assessment Test will be at least
%
AMO: The percentage of ELL students who will be proficient in reading on the Florida Standards Assessment Test will be at
least 0 %
The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on the
Florida Standards Assessment Test will be at least
%.
The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on the
Florida Standards Assessment Test will be at least
%.
The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards Assessment Test
will be at least
%
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DEA Reading Proficiency (By Grade)
ELA (Reading): Data
8
FSA ELA Data (By Grade)
ELA: Data
9
School Action Plan
ELA (Reading): Assessment Data Analysis
What does the analysis of your school data tell you about your school’s academic strengths?
Using data from the DEA (Test C) assessment:
Kindergarten - our highest area was foundations at 85%. Our Hispanic and multiracial populations both scored above the district average
1st Grade - our highest area was literature at 79%; foundations was 75%. Our Asian and ESE populations both scored above the district average.
2nd Grade - Our highest area was foundations at 85%; literature was 78%. Our Asian, Hispanic, ESE, and ELL populations all scored above the district average.
3rd Grade - Our highest area was foundations at 80%. Our Asian, black, and Hispanic populations all scored above the district average.
4th Grade - Our overall proficiency rate was 88%, which is above the district average. Our highest area was Literature at 81%; Information was 79%. Our overall
proficiency percentage was above the district average. The Hispanic, multiracial, white, ESE, and free and reduced lunch all scored above the district average.
5th Grade - Our highest area was literature at 82%; language 81%. Our multiracial, white, and free and reduced lunch populations all scored above the district
average.
What does the analysis tell you about your school’s opportunities to improve?
KDG - Our overall proficiency rating was 65%. Our black population was 29% which was below not only the district average but also every other ethnicity group.
Our lowest area was Informational Text at 46%.
1st Grade - Our overall proficiency was 64%. Our black population was at 48% which is the lowest among all our ethnicities. Our lowest area was Language at
61%.
2nd Grade - Our overall proficiency was 74%. Our black population was 42%. Our lowest area was 65% in Writing.
3rd Grade - Our overall proficiency was 67%. Our ESE population was 43%. Our lowest area was 54% in Language.
4th Grade – Our black population was 58%. Writing was our lowest area at 64%.
5th Grade – Our overall proficiency was 76%. Our Hispanics were at 50%. Information was our lowest area at 60%.
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School Action Plan
ELA: Strategies & Programs to Support the Objectives
ELA Focus 1
Focus: Pathway to Close and Critical Reading with an Emphasis on the Standards
Goal: By the end of the year, we expect our students to be able to… to demonstrate Close Read practices as habit while responding to text dependent
questions. Students will mark text/note take for a specific purpose, engage in student talk, and write through reading to progress from literal understanding to
inferential understanding of the text through both Close Read Process and Everyday Instructional Reading.
Professional Development and Activities:
District:
The central message provided (September, October, November/December, and January/February) will review and delve into the individual components of Close
Reading with an emphasis on text marking/note-taking, and purposeful student talk aligned with Text Dependent Questions by focusing on the following:
o First Read: What Does the Text Say?
 The first phase concerns the literal meaning of the text, especially as it applies to explicitly stated information, as well as the central ideas
or themes.
o Second Read: How Does the Text Work?
 The second phase involves the mechanics of the piece, especially as it applies to vocabulary, the structure of text, and the author’s craft.
o Third Read: What Does the Text Mean?
 The third phase involves the author’s purpose and the inferences they can make based on their understanding of the text. Students also
come to understand what a text means when they analyze multiple texts on the same theme or topic.
o Culmination: What Does the Text Inspire You to Do?
 Text dependent questions will move students to transform their learning of the text into a product
 Writing through Reading- during the Close Read as well as the culminating activity (essays, RAFT, posters, etc.)
 Student talk can occur during the Close Read as well as the culminating activity
How the components of Close Reading are applied to Everyday Instructional Reading, specifically text marking/note taking, student talk, and writing through
reading.
School-based:
1. During pre-planning, teachers will complete a professional development needs assessment. The results, along with DEA data, will be used to drive
professional development opportunities beginning in August 2015.
2. During the district-provided professional development sessions, immediately following the central message teachers will collaborate to create a Close Read
lesson, using text dependent question resources as well as Test Item Specs. Opportunities will be provided for modeled instruction and reflection.
3. Teachers will form grade-level PLCs to meet during district-provided professional development sessions and grade level meetings. PLCs may take the form of
data teams, lesson study, or book study of "Text Dependent Questions" by Fisher and Frey.
4. ELA Instructional Coach will provide follow-up support sessions to sufficiently sustain professional development for individual teachers or grade levels utilizing
11
the Fisher and Frey online modules to support implementation of Close Read Process.
5. Once a quarter, site-based instructional coaches will offer an informal “Coffee with the Coaches” to build relationships and initiate conversations regarding
the Balanced Literacy Model, curriculum guides, Close Read Process, components of Everyday Instructional Reading, and differentiated lessons for OWLS time.
6. ELA Instructional Coach will implement Partnership Plans as requested by teacher to support Close Read Process and Everyday Instructional Reading into
classroom balanced literacy blocks and OWLS time. Partnership Plans will also be implemented to develop teachers who are willing to model strategies for
peers.
7. ELA Instructional Coach will attend grade level meetings to share and provide follow-up information on Balanced Literacy Model, curriculum guides, and the
Corwin PDRC site.
8. During school-based professional development sessions, ELA Instructional Coach will facilitate a data chat with each grade level at the close of the DEA test
window to determine and/or make adjustments to instructional need and place or update student performance data on the school-wide data wall. The test C
data chat will focus improvement on the level 1 and 2 students for grades 3, 4, and 5.
9. During school-based professional development sessions, ELA Instructional Coach will present Test Item Specs and Test Design Summary and Blueprint in
grade level groups for grades 3, 4, and 5.
12
Action Steps for Implementation:
School Implementation Action Steps:
1. Meet with leadership team to work on SPP and discuss professional development needs. (July 13 and 28, 2015)
2. Order a copy of "Text Dependent Questions " by Fisher and Frey for each teacher.
3. Conduct a PD Needs Assessment with teachers by August 17, 2015.
4. Determine greatest PD need per previous year’s student performance data and teacher needs assessment by August 22, 2015.
5. Refer to district schedule for PD dates, form PD groupings, and send to teachers by August 24, 2015. (#1, 2, 3)
6. Determine schedule for school-based PD by August 29, 2015. (#3, 4, 5, 6, 7)
7. Access to the district cold reads will be provided to teachers through the district curriculum guides beginning in August 2015 to allow for backward design of
meaningful instructional units. Cold read data will be analyzed to determine student progress toward independent use of Cold Read Process.
8. Schedule grade level visits August-October 2015 to present Balanced Literacy Model, curriculum guides, and Corwin PDRC site. (#7)
9. A school-wide data wall will be created to document student progress toward independent use of Cold Read Process as assessed by DEA.
10. After each DEA Test window closes (September, December, March, May) teachers will meet to disaggregate data, update the data wall to monitor student
progress toward proficiency and/or gains, and make adjustments to instruction to literacy instruction.
11. Administrators will actively progress monitor implementation of Close Read Process through walk-throughs, lesson plans, and strategic conversations.
Collected data will be used to make adjustments to professional development session content.
Classroom Implementation Action Steps (Teachers and Students):
Teachers Will:
1. Analyze student performance data to determine instructional needs in both the literacy block as well as OWLS differentiated block. (Ongoing throughout year)
2. Attend school-based PD sessions as necessary to successfully implement Balanced Literacy Model, Close Read Process, and Everyday Instructional Reading.
3. Use Florida Standards, Item Specs, and standards-based question stems to create complex questions as well as model responses.
4. Collaborate in PLCs to plan standards-based Close Read Process lessons, reflect on the data, and make changes as needed for student achievement.
5. Administer district cold reads as scheduled.
13
6. Triangulate student data (such as- DEA, MobyMax, STAR, cold reads, and classroom performance) to determine placement and instructional need for guided
reading groups during the balanced literacy block and OWLS differentiated instruction, embedding Close Read Process into both blocks.
Students will:
1. Regularly interact with a variety of text structures from a balance of genres, in both Close Read Process and Everyday Instructional Reading, using text
dependent questions to guide cognition toward deeper understanding.
2. Use text marking/note taking and student talk strategies to create written responses that demonstrate a deeper understanding of text.
3. Apply elements of Close Read Process while completing standardized assessments.
Progress Monitoring:
Initiative
1. Text marking/note taking, student
talk, writing throgh reading
2. Implementation of Close Read
Process
3. Analyze data
4. OWLS
How Often
Weekly
Monthly
After summative assessment, after
DEA
Daily (30 minutes)
How Will It Be Monitored
observations, walk-throughs
Who Is Responsible To Monitor
Admininstrators
Lesson Plans, Walkthroughs,
Evaluation Lessons
Data Wall, reflections in lesson plans
Teachers / Admininstrators
Lesson plans, walk thorughs,
observations
Administrators
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
14
Administrators
School Action Plan
ELA: Strategies & Programs to Support the Objectives
ELA Focus 2
Focus: Writing: Opinion & Informational
Goal: By the end of the year, we expect our students to be able to… use close read strategies to write opinion and informative/explanatory pieces in response
to stimuli, drawing from text evidence as appropriate, to create a complete and coherent response.
Professional Development and Activities:
District:
The central message provided (September, October, November/December, and January/February) will focus on individual components of effective writing,
including the following:
o Unpacking the Prompt
 How the task determines the purpose and audience
o Marking the Text
 The purposeful text marking aligns with the task and purpose
o Planning for the Essay
 Planning provides guidance and aids student’s thesis/claim
o Writing the Essay
 How are we scaffolding instruction as we build from one source to multiple sources?
 How are we addressing introductions?
 How are we addressing conclusions?
 How are we addressing citing evidence?
 How are we addressing elaboration?
 How are we addressing transitions?
 How are we addressing content specific (from the sources) vocabulary?
School-based:
1. During pre-planning, teachers will complete a professional development needs assessment. The results, along with school-based data, will be used to drive
professional development opportunities beginning in August 2015.
2. During the district-provided professional development sessions, the last hour after the central message teachers will train, calibrate, and score writing
samples. Teachers will review and develop writing tasks. Opportunities will be provided for modeled instruction and reflection.
3. ELA Instructional Coach will provide follow-up support sessions to sufficiently sustain professional development for individual teachers or grade levels.
4. ELA Instructional Coach will implement Partnership Plans as requested by teacher to support writing instruction. Partnership Plans will also be implemented
15
to develop teachers who are willing to model strategies for peers.
5. During school-based professional development sessions, ELA Instructional Coach will facilitate training updates, scoring calibration, and collaborative scoring
with grades 3, 4, and 5 during the first, second, and third quarters to determine and/or make adjustments to instructional plans.
16
Action Steps for Implementation:
School Implementation Action Steps:
1. Meet with leadership team to work on SPP and discuss professional development needs. (July 13 and 28, 2015)
2. Conduct a PD needs assessment with teachers by August 17, 2015.
3. Determine greatest PD need per previous year’s student performance data and teacher needs assessment by August 22, 2015.
4. Refer to district schedule for PD dates, form PD groupings, and send to teachers by August 24, 2015. (#2)
5. Determine schedule for school-based PD by August 29, 2015. (#5)
6. The Writing Committee was be formed by August 29, 2015. This group will be comprised of at least one teacher per grade level and will work collaboratively
to develop quarterly timed writing tasks per grade level as well as monitor SPP implementation. These tasks will consist of multiple stimuli and prompt as
appropriate for the grade-level, referencing Florida Standards, Test Item Specs, and FLDOE exemplar papers.
7. Teachers will score writing tasks to determine student progress. Data will be used to drive instruction and make necessary adjustments to pacing.
8. Collected data from progress monitoring and student performance will be used to make adjustments to professional development session content.
Classroom Implementation Action Steps (Teachers and Students):
Teacher will:
1. Use Close Read text marking/note taking strategies to teach students to cite relevant text evidence while students are reading to write.
2. Administer quarterly writing tasks selected by the Writing Committee. Format will follow the district plan per grade level for each quarter.
Q1
Q2
Q3
Q4
K
Narrative
Informational
Opinion
Info/Opinion
1
Narrative
Informational
Opinion
Info/Opinion
2
Narrative
Informational
Opinion
Info/Opinion
3
Narrative
Informational
Opinion
Info/Opinion
4
Informational
Opinion
Both
Both
17
5
Information
Opinion
Both
Argumentative
3. Administer quarterly district-provided Cold Writes from the Curriculum Guides.
4. Use a district-provided FSA-style rubric (grades K, 1, 2, 3), or the FSA rubric (grades 4, 5), score and analyze student writing samples to determine
instructional needs for whole group, small group, and individual conferencing. (Ongoing throughout year)
5. Attend school-based PD sessions as necessary to successfully instruct and score writing.
Students will:
1. Regularly write in standards-based text structures from a balance of genres, for a variety of reasons and audiences to demonstrate a deeper understanding of
multiple stimuli.
2. Apply elements of Close Read Process while completing written responses that demonstrate a deeper understanding of text.
3. Participate in conferencing with teacher, accepting feedback to improve writing.
Progress Monitoring:
Initiative
Implement standards-based
multi-stimuli writing tasks
Implement district-provided cold
writes
Analyze data
How Often
Once a quarter
Once a quarter
After each timed essay
How Will It Be Monitored
Walkthroughs, lesson plans,
observations
Walkthroughs, lesson plans,
observations
Reflections in lesson plans
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
18
Who Is Responsible To Monitor
Administrators
Administrators
Administrators
School Action Plan
ELA: Strategies & Programs to Support the Objectives
ELA Focus 3 (Optional)
Focus:
Goal: By the end of the year, we expect our students to be able to…
Professional Development and Activities:
School-based:
Action Steps for Implementation:
School Implementation Action Steps:
Classroom Implementation Action Steps (Teachers and Students):
Progress Monitoring:
Initiative
How Often
How Will It Be Monitored
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
19
Who Is Responsible To Monitor
School Action Plan
ELA: Strategies & Programs to Support the Objectives
ELA Levels 1 and 2 Focus 1 (Grades K-2)
Focus: Reading
Goal: By the end of the year, we expect our students to be able to… be strategic and proficient readers by developing necessary skills and competency in
phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Professional Development and Activities:
School-based:
8 classroom teachers and 2 assistants attended a school based Tyner training in August. Dr. Beverly Tyner will provide more training and specific feedback on
the best implementation of her method on February 8th for 19 teachers and assistants. PD time will be allotted for data reviews on a monthly basis.
Action Steps for Implementation:
School Implementation Action Steps:
1. Provide teachers and assistants that are new to the Tyner model with training.
2. Order additional Tyner materials.
3. Screen students to determine reading levels and to create differentiated groups for participation in the Tyner model.
4. Students will participate in Tyner remediation daily for 30 minutes.
5. Provide POC tutoring targeting student's areas of weakness as identified by DEA and other formative assessments.
Classroom Implementation Action Steps (Teachers and Students):
1. 30 minutes of daily remediation instruction according to the OWLS differentiated block using Tyner lessons.
2. Students will be grouped based on their present reading level. Groups are fluid and will be adjusted throughout the year as needed.
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Progress Monitoring:
Initiative
Remediation strategies of identified
students
How Often
Daily - 30 minutes
Title I PD Data days
Once per quarter
Schedule of OWLS differentiated
block
Title I collaboration with classroom
teachers
Monthly
Weekly
How Will It Be Monitored
Title I data records, lesson plans,
fidelity charts, walk-throughs,
schedule for Title I
Realignment of groups and meeting
minutes
Through Title 1 schedule check
Who Is Responsible To Monitor
Special Area grade level chair,
counselor, classroom teacher through
the MTSS process, and administrator
Title I teachers, administrators
Grade level minutes, weekly
remediation progress reports
Title I specialist, administrators
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
21
Title I specialist, administrators
School Action Plan
ELA: Strategies & Programs to Support the Objectives
ELA Levels 1 and 2 Focus 2 (Grades 3-5)
Focus: Reading
Goal: By the end of the year, we expect our students to be able to…Read and understand grade level text from multiple resources using various forms of text.
Professional Development and Activities:
School-based:
1. District Fountas & Pinnell training during June 2015.
2. Fountas & Pinnell training at the school given by Title I during August 2015.
3. Fountas & Pinnell training given by the district during September 2015.
4. PD time will be allotted for data reviews on a monthly basis.
Action Steps for Implementation:
School Implementation Action Steps:
1. Provide training to teachers and assistants that are new to the Fountas & Pinnell model.
2. Order additional Fountas & Pinnell materials. (Benchmark Assessment Kit; Green Kit; Purple Kit)
3. Screen students to determine reading levels and to create differentiated groups for participation in the Fountas & Pinnell model.
4. Students will participate in Fountas & Pinnell remediation daily for 30 minutes.
5. Provide POC tutoring targeting students's areas of weakness as identified by DEA and other formative assessments.
Classroom Implementation Action Steps (Teachers and Students):
1. Title 1 teachers will test level 1, 2, and fragile 3 students during the first two weeks of school to assess the students reading level.
2. Students will be grouped based on their present reading level. Groups are fluid and will be adjusted throughout the year as needed.
3. Remediation teachers and Title I teaachers will provide 30 minutes of daily remediation instruction according to the OWLS differentiated block using Fountas
& Pinnell lessons.
4. Students identified will participate for 30 minutes a day.
22
Progress Monitoring:
Initiative
Remediation strategies of identified
students
How Often
Daily - 30 minutes
Title I PD Data days
Once per quarter
Schedule of OWLS differentiated
block
Collaboration between Title I and
grade level teachers
Monthly
Weekly
How Will It Be Monitored
Title I data records, lesson plans,
fidelity charts, walk-throughs,
schedule for Title I
Realignment of groups and meeting
minutes
Through Title 1 schedule check
Who Is Responsible To Monitor
Special Area grade level chair,
counselor, classroom teacher through
the MTSS process, and administrator
Title I teachers, administrators
Grade level minutes, weekly
remediation progress reports
Title 1 specialist, administrators
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
23
Title I specialist, administrators
School Action Plan
ELA: Strategies & Programs to Support the Objectives
ELA Subgroup Focus
Subgroup: African American
Focus: Reading
Goal: By the end of the year, we expect our students to be able to…be strategic and proficient readers by developing necessary skills and competency in
phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Professional Development and Activities:
School-based:
1. Tyner and Fountas & Pinnell training at the school given by Title I during August.
2. Tyner will provide follow-up training supportin February 2016.
3. PD time will be allotted for data reviews on a monthly basis.
4. Arden Farley will be presenting cultural diversity PD.
5. Sandy Arteaga will present Poverty PD to the staff.
24
Action Steps for Implementation:
School Implementation Action Steps:
1. Provide training to teachers and assistants that are new to the Tyner and Fountas & Pinnell model.
2. Order additional Fountas & Pinnell materials. (Benchmark Assessment Kit; Green Kit; Purple Kit)
3. Screening students to determine reading levels and to create differentiated groups for participating in the Fountas & Pinnell model.
4. Students will participate in Fountas & Pinnell remediation daily for 30 minutes. Outside of the remediation time our Title I and classroom aids will be going
back in at another time during the day to give additional remediation.
5. Provide POC tutoring targeting student's areas of weakness as identified by DEA and other formative assessments.
6. Assign mentors, through community relations set up with the help of Arden Farley, with community leaders.
7. Start a minority council that will look at ways to help improve student scores, attendance, and participation in the school setting.
Classroom Implementation Action Steps (Teachers and Students):
1. 30 minutes of daily remediation instruction according to the OWLS differentiated block using Tyner lessons.
2. Additional remediation time outside of OWLS block, using Title I teachers, assistants, and additional classroom aides.
3. Students will be grouped based on their present reading level. Groups are fluid and will be adjusted throughout the year as needed.
4. Students will be paired up with mentors, from the local community, who will also help to give remediation and guidance.
Progress Monitoring:
Initiative
Remediation strategies of identified
students
How Often
Daily - 30 minutes
Title 1 PD Data days
Once per quarter
Schedule of OWLS differentiated
block
Collaboration with Title I teachers and
grade levels
Double Dip
Mentors
Monthly
Weekly
Daily
Bi-Weekly
How Will It Be Monitored
Title I data records, lesson plans,
fidelity charts, walk-throughs,
schedule for TitleI
Realignment of groups and meeting
minutes
Through Title I schedule check
Who Is Responsible To Monitor
Special Area grade level chair,
counselor, classroom teacher through
the MTSS process, and administration
Title I specialist, administrators
Grade level minutes,weekly
remediation progress reports
Grades, data, and Title I
Teacher's record log
Title I specialist, administrators
25
Title I specialist, administrators
Title I specialist, administrators
Teachers & administrators
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
26
School Action Plan
ELA: Strategies & Programs to Support the Objectives
ELA SWD Focus
Focus:Reading
Goal: By the end of the year, we expect our students to be able to…answer text dependent questions in order to move basic comprehension (literal
understanding) to deeper understanding (inferential understanding) of the text.
Professional Development and Activities:
School-based:
1. Tyner and Fountas & Pinnell training at the school given by Title I during August.
2. Tyner will provide follow-up training supportin February 2016
3. PD time will be allotted for data reviews on a monthly basis.
Action Steps for Implementation:
School Implementation Action Steps:
1. Provide training to assistants that are new to the Fountas & Pinnell model .
2. Order additional Fountas & Pinnell materials. (Benchmark Assessment Kit; Green Kit; Purple Kit)
3. Screen students to determine reading levels and to create differentiated groups for participation in the Fountas & Pinnell model.
4. Students will participate in Fountas & Pinnell remediation daily for 30 minutes.
5. Provide POC tutoring targeting student's areas of weakness as identified by DEA and other formative assessments.
Classroom Implementation Action Steps (Teachers and Students):
1. Remediation and SLD teacher will provide 30 minutes of daily remediation instruction according to the OWLS differentiated block using Tyner and Fountas &
Pinell lessons.
2. Additional remediation time outside of OWLS block, using assigned staff.
3. Students will be grouped based on their present reading level. Groups are fluid and will be adjusted throughout the year as needed.
27
Progress Monitoring:
Initiative
Remediation strategies of identified
students
How Often
Daily - 30 minutes
PD Data days
Once per quarter
Schedule of OWLS differentiated
block
Collaboration with the SWD teacher
and classroom assistant
Monthly
Weekly
How Will It Be Monitored
SWD data records, lesson plans,
fidelity charts, walk-throughs,
schedule for Title I
Realignment of groups and meeting
minutes
Through SWD schedule check
Who Is Responsible To Monitor
Special Area grade level chair,
counselor, classroom teacher through
the MTSS process, and administrators
SWD teacher, administrators
Grade level minutes, SWD teacher
with weekly remediation progress
reports
SWD teacher, administrators
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
28
SWD teacher, administrators
School Action Plan
Math
District AMO:
District Goal:
The percent of Okaloosa County students who will be proficient in math as defined by the State
of Florida on the Florida Standards Assessment Test will be at least
%.
Students shall demonstrate math proficiency at or above the expected grade level.
Objectives:
AMO: The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the
Florida Standards Assessment Test will be at least
%.
AMO: The percentage of SWDs who will be proficient in math on the Florida Standards Assessment Test will be at least
%
AMO: The percentage of ELL students who will be proficient in math on the Florida Standards Assessment Test will be at
least
%
The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on the Florida
Standards Assessment Test will be at least
%.
The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the
Florida Standards Assessment Test will be at least
%.
The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment Test will
be at least
%
29
DEA Math Proficiency (By Grade)
Math: Data
30
FSA Math Data (By Grade)
Math: Data
31
School Action Plan
Math: Assessment Data Analysis
What does the analysis of your school data tell you about your school’s academic strengths?
KDG- Scored 82% proficient in Geometry on the DEA test C. Our Hispanic and free/reduced lunch population scored above the district.
1st- Scored 79% proficient in Base Ten on the DEA test C. Our black students scored equal to the district at 89%. Our Asian and multi-racial students scored
above the district.
2nd- Scored 86% proficient in Geometry on the DEA test C. Our Asian, Hispanic, and ELL students scored above the district.
3rd- Scored 77% proficient in measurement & data, geometry, and base ten. Our proficient student percentage was equal to the districts.
4th - Our overall proficiency was 88% which was above the district average. We scored 91% in base 10 which was higer than the district average; Geometry we
were 80%; Measurement/Data/Operations we were equal too or slightly above the district average. Hispanic, Indian, Multi-racial, White, ESE, and free and
reduced lunch groups were all above the district average.
5th - Our overall proficiency was 78%. We scored 87% in operations which was above the district average. Our White population was at 88% which is slightly
above the district average.
What does the analysis tell you about your school’s opportunities to improve?
KDG – Our overall proficiency rating was 76%. Our ESE and Black populations were at 36% & 38% respectively. Our lowest area was Operations at 77%.
1st Grade – Our overall proficiency was 88%. Our Hispanic population was at 50% along with our ELL population. Our lowest area was Geometry at 65%.
2nd Grade – Our overall proficiency rating was 82%. Our Black population was at 67% and our ESE was at 61%. Measurement and Data was at 78% which was
our lowest.
3rd Grade – Our Hispanic population was at 33% and our ELL population was at 0%. Operations was our lowest area at 73%.
4th Grade – Our Black was at 58%, which was the only ethnicity which scored below the district average. Geometry was at 80%.
5th Grade – Our overall proficiency was at 78%. Our Black and ESE populations were both at 48%. Base Ten was our lowest area at 70%.
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School Action Plan
Math: Strategies & Programs to Support the Objectives
Math Focus 1
Focus: Strategies to Support Standards-based Instruction and Assessments
Goal: By the end of the year, we expect our students to be able to…engage in small and whole group math-rich discussions and apply mathematical practices
when solving standards-based tasks and domain based stations.
Professional Development and Activities:
District:
The central message provided (September, October, November/December, and January/February) will provide strategies and routines to support standards-based
instruction and assessments.
• Spiraling in the First 30 days! (Spiraling standards in the Balanced Math Model Block-Routines, Fluency, Mini-Lesson, Stations and Small Group student
talk).
• Formative Assessments (Observations, Student Talk, Questioning, Peer/Self -Assessment, Exit Slips, Graphic Organizers)
• Differentiation (Whole Group, Small Group, Stations, Questioning, Tasks)
• Problem Solving-Promoting Productive Struggle (Mathematical Practice 1)
School-based:
1. July 2015, teachers and classroom assistants will complete a Professional Development Inventory. The inventory will be used to plan, develop, and calendar
quarterly school-based professional development request. During preplanning the same professional development inventory will be given to new teachers of
the school, Title I and classroom assistants, ESOL, and ESE teachers, topics include:
• Florida Standards-Go Math! teacher resources, Balanced Math Model
• Student Talk
• High Yield Routines
• Student-centered mathematics (8 Mathematical Practices,manipulatives, engaging hands-on lessons and stations)
2. During school-based, half day session, teachers and math coach will collaborate to analyze data (DEA/FSA 2015, formative and summative classroom
assessments) and use their standards, Item Test Specs, and/or curriculum guide to create spiral math station activities and formative assessments to include
student talk and purposeful spiraled standards. This will occur two times following the district message.
• September: Analyze data (Spring DEA Test C/FSA 2015, formative and summative classroom assessments) to identify standards of weakness from the previous
grade level to plan and create two or more station tasks for the spiral math station.
33
• October- Plan and create a formative assessment to include in stations to monitor student progress of spiraled standards and to determine small group and
individual instructional needs.
• November/December-Using DEA Test A/FSA 2015 data and formative/summative assessments identify grade level standard weaknesses to develop and plan
differentiated station tasks.
• January/February- Apply knowledge gained from 1st semester professional development to plan and create domain specific stations (Operations & Algebraic
Thinking, Numbers Base Ten/Fractions, Measurement and Data, and Geometry) identified by current data.
3. Share exemplar standards/domain based math stations and student samples during school-based PD, grade level, and faculty meetings.
4. Standards/domain specific stations will be shared during school-based PD, grade level, and faculty meetings to maximize instruction.
34
Action Steps for Implementation:
School Implementation Action Steps:
1. Meet with Leadership Team on (July 13 & 28, 2015) to work on SPP and discuss Professional Development needs at the school based level.
2. School will provide release time for additional Math PD in specific domain areas based on Math DEA weakness.
3. Principal (L. Carnley) will meet with Math Coach (Jennifer Ferrell) and Principal (V. Hayden) to schedule additional Math PD with various grade levels.
4. Provide teachers with an opportunity to create standards/domain based math stations on July 23, 2015 with math coach support.
5. Order Math Best Practices Flip Charts and FSA Item Specs, from Print Shop no later than July 15th for dissemination during preplanning for new teachers.
6. Secure dates for the school-based professional development activities (#1-2) with Math Coach for training dates no later than June 26th.
7. Create a school-based calendar of professional development, faculty, and grade level meetings for dissemination during preplanning no later than July 27.
8. Each K-5 classroom will be provided an anchor chart/poster of the school wide Student Talk protocol for student talk (Using OCSD Math PD from September
2014).
9. In August, classroom teachers will have access to previous year’s final student assessments (DEA Test (C), FSA 2015, iReady etc.) to establish appropriate
remediation and enrichment groups.
10. Upon completion of DEA Test (B), grade levels will analyze student data- DEA Test (B) and identify patterns for grade levels, groups of students, and
individual students and plan standards/domain specific math stations that require students to demonstrate an in-depth understanding of the standards.
Classroom Implementation Action Steps (Teachers and Students):
1. Teachers will voluntarily attend a workshop to create standards/domain based math stations on July 23, 2015 with math coach support.
2. Teachers will attend additional Math PD in specific domain areas based on Math DEA presented by math coach (J. Ferrell) on October 1, 2015 -focus on
Operations with 3rd and 4th grade (at Walker); November 19, 2015- focus grade 5 fractions and grade 1 operations (at Bob Sikes); and December 9, 2015-focus
grade 2 and K Measurement & Data (at Walker ).
3. Teachers in K-5 will display the school- developed anchor chart/poster in their classroom and conduct a mini-lesson on Student Talk protocol.
4. Teachers will model appropriate student talk norms in small group, whole group, and stations on a daily basis.
5. Students will utilize appropriate student talk norms in small group, whole group, and stations.
6. Teachers will continue to utilize the 6 talk moves (revoicing, restating, rephrasing, wait time, agree/disagree, add-on) into daily instruction through purposeful
35
routines, small and whole group discussions, lessons and stations.
7. Teachers will create opportunities for student talk/discussion through purposeful number talks and station activities to build student conceptual understanding.
8. Students will utilize student talk moves (revoicing, restating, rephrasing, wait time, agree/disagree, add-on) to respond to word problems/questions and prepare
for writing in the content.
9. Teachers will embed the 8 Mathematical Practices into student talk, routines, and lessons.
10. Teachers will provide standard/domain-specific station tasks that include higher-order questioning, use of mathematical practices, and student talk.
11. Students will engage in domain specific stations a minimum 3x a week that require students to work through models, use vocabulary, and break the problem
into steps to solve and explain answers.
12. Teachers/departments/grade levels will use Item Specs to write FSA-like items for formative and summative assessments.
13. Teachers will utilize Go Math FSA-like assessments, Curriculum Guides, and CPALMS for formative and summative assessments.
14. Students will respond to FSA-like items.
15. Teachers provide specific feedback to all students with an explanation of what they are doing incorrectly and correctly on station activities during
individual/small group conferences or after reading student math journal.
16. Teacher's lesson plans will include math station differentiated activities for each domain.
17. Students will self-monitor their progress on station activities based on feedback from the teacher during individual/small group conference or student math
journals.
18. Students in grades 2-5 will participate in focused small group differentiated instruction during OWLS time.
36
Progress Monitoring:
Initiative
Student Talk protocol
Analyze data
Domain based station Creation,
Observation, and Reflection Cycle
Stations
Daily
Monthly, Quarterly
Monthly
OWLS Differentiated Instruction
Daily (30 minutes)
How Often
3x weekly minimum
How Will It Be Monitored
Observations, walk-through
Grade level meeting log
Lesson plans, walk-throughs
Who Is Responsible To Monitor
Administrators
Administrator, Grade level teams
Administrators
Lesson plans, walk-throughs,
observations
Lesson plans, walk-throughs,
observations
Administrators
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
37
Administrators
School Action Plan
Math: Strategies & Programs to Support the Objectives
Math Focus 2
Focus: Purposeful Spiraling
Goal: By the end of the year, we expect our students to be able to…maintain and master previously taught skills and basic fluency facts to solve complex
standards-based problems.
Professional Development and Activities:
District:
Elementary math teachers will attend 4 half day professional development sessions (September, October, November/December, and January/February) to include;
an hour of district message to provide strategies and routines to support standards-based instruction and assessments.
 Spiraling in the First 30 Days ( Routines, Fluency, Mini-Lesson, Stations and Small Group)
 Formative Assessments (Observations, Questioning, Peer/Self -Assessment, Student Talk, Exit Slips, Graphic Organizers)
 Differentiation (Whole Group, Small Group, Stations, Questioning, Tasks)
 Problem Solving-Promoting Productive Struggle (Mathematical Practice 1)
School-based:
During the school-based, half day sessions, 20 Day PD dates, grade level, or faculty meetings, teachers participate in 15 minute trainings to examine the 8
mathematical routines (Today’s Number, Mystery Number, Alike and Different, Number Lines, Quick Images, Guess My Rule, How Do You Know?, Infusing
Mathematics into Nonmathematical Routines) to implement in their math block to spiral mathematical content.
38
Action Steps for Implementation:
School Implementation Action Steps:
1. By July 2015, the school will purchase the NCTM’s High-Yield Routine book for all teachers.
2. Math coach will develop a High-Yield Routine calendar for 15 minute monthly trainings.
3. In August, classroom teachers will have access to the previous year’s final student assessments (DEA Test (C)/FSA 2015, -iReady etc.).
4. Math coach will review Balanced Math Model with teachers and provide assistance in setting up math block to model after the Balanced Math Model.
5. 1x Monthly-September-April, Math coach will present high-yield routine in school based, 20 Day PD, or grade level, established meeting. Math coach and
teachers will analyze DEA data/FSA 2015, formative/summative data to identify grade level standards of weakness. Coach and team will then plan how to
implement routine with identified standards requiring re-teaching, maintaining, or practice as evident by analyzing data.
Classroom Implementation Action Steps (Teachers and Students):
1. Teachers will provide daily high yield routines during Balanced Math Block (Today’s Number, Mystery Number, Alike and Different, Number Lines, Quick
Images, Guess My Rule, How Do You Know?, Infusing Mathematics into Nonmathematical Routines) during math block to re-teach, maintain, or review
identified standards needing spiraled in stations.
2. Teachers will use various programs to spiral standard-based instruction using Accelerated Math, Math 4 Today, Spiral math, Reflex math, MobyMax, iReady,
Gizmos, etc...
3. Teachers will include identified standards to spiral on bi-weekly formative and summative (chapter/unit tests) assessments using Go Math FSA-like
assessments, Curriculum Guides, and CPALMS.
4. Using previous formative/summative assessments, teacher will identify most missed questions to spiral in next formative/summative assessment.
5. Lesson plans will include a spiral math station to include identified standards needing spiraled.
6. Students will engage daily in high yield routine tasks (Today’s Number, Mystery Number, Alike and Different, Number Lines, Quick Images, Guess My Rule,
How Do You Know?, Infusing Mathematics into Nonmathematical Routines) to practice, maintain, or review spiraled standards.
7. Students will complete tasks/items on formative and summative assessments weekly.
8. Based on classroom needs, teacher s will review and maintain spiraled standards during standards-based math station observations, conferences, or reading
student math journal.
9. Teachers will share a High-Yield Routine example from the classroom at faculty meetings held (2x month) in which a grade level will be highlighted.
10. Teachers will provide grade level minutes (2x month) specific to High-Yield Routine implementation in classroom.
39
11. Teachers will utilize i-Ready in classroomsat a minimum of 3 days a week for 20 minutes (level 2 grade 4 & 5).
12. Students in grades 4th and 5th (level 2) will utilize i-Ready in classrooms at a minimum of 3 days a week for 20 minutes.
13. Students in grades 2-5 will participate in focused small group differentiated instruction during OWLS time.
Progress Monitoring:
Initiative
Math Journal
Analyze data
How Often
2-3x weekly minimum
Monthly
How Will It Be Monitored
Lessons, walk-through
Grade level meeting minutes
High Yield Routines
Spiraled Math Stations
Daily
3x Weekly minimum
Spiraled Math Assessments
(formative/summative)
OWLS Differentiated Instruction
Bi-Weekly
Lesson plan reflection
Lesson plans, walk-throughs, Grade
level minutes
Lesson plans, Grade level meetings
Daily (30 minutes)
Lesson plans, walk-throughs,
observations
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
40
Who Is Responsible To Monitor
Administrators
Administrators, Grade level chair,
Math Coach
Administrators, Teacher
Administrators, Teacher
Administrators, Grade level teachers
Administrators
School Action Plan
Math: Strategies & Programs to Support the Objectives
Math Levels 1 and 2 Focus 1 (Grades K-2)
Focus: Measurements and Data
Goal: By the end of the year, we expect our students to be able to…able to engage in small and whole group math-rich discussions and apply mathematical
practices when solving standards-based tasks and domain based stations.
Professional Development and Activities:
School-based:
1. July 2015, teachers and classroom assistants will complete a professional development inventory. The inventory will be used to plan, develop, and calendar
quarterly school-based professional development request. During pre-planning the same professional development inventory will be given to new teachers of
the school, Title I instructional and classroom assistants, ESOL, and ESE teachers, topics include:
• Florida Standards-Go Math! Resources, Balanced Math Model
• Student Talk
• High Yield Routines
• Student-centered mathematics (8 Mathematical Practices ,manipulatives, engaging hands-on lessons and stations)
2. During the school-based, half day session, teachers and math coach will collaborate to analyze data (DEA /FSA 2015, formative and summative classroom
assessments) and use their standards, Item Test Specs, and/or curriculum guide to create spiral math station activities and formative assessments to include
student talk and purposeful spiraled standards. This will occur two times following the district message.
• September: Analyze data (Spring DEA Test C/FSA 2015, formative and summative classroom assessments) to identify standards of weakness from the previous
grade level to plan and create two or more station tasks for the spiral math station.
• October- Plan and create a formative assessment to include in stations to monitor student progress of spiraled standards and to determine small group and
individual instructional needs.
• November/December-Using DEA Test A/FSA 2015 data and formative/summative assessments identify grade level standard weaknesses to develop and plan
differentiated station tasks.
• January/February- Apply knowledge gained from 1st semester professional development to plan and create domain specific stations (Operations & Algebraic
41
Thinking, Numbers Base Ten/Fractions, Measurement and Data, and Geometry) identified by current data.
3. Share exemplar standards/domain based math stations and student samples during school-based PD, grade level, and faculty meetings.
4. Standards/domain specific stations will be shared during school-based PD, grade level, and faculty meetings to maximize instruction.
Action Steps for Implementation:
School Implementation Action Steps:
1. Principal (L. Carnley) will meet with Math Coach (Jennifer Ferrell) and principal (V. Hayden), to schedule additional Math PD with various grade levels.
2. Provide teachers with an opportunity to create standards/domain based math stations on July 23, 2015 with math coach support.
3. Order Math Best Practices Flip Charts and FSA Item Specs, from Print Shop no later than July 15th for dissemination during preplanning for new teachers.
4. Create a school-based calendar of professional development, faculty, and grade level meetings for dissemination during preplanning no later than July 27 to
include OWLS differentiated block for second grade (30 minutes for math).
5. Each K-5 classroom will be provided an anchor chart/poster of the school wide Student Talk protocol for student talk (Using OCSD Math PD from September
2014).
6. In August, classroom teachers will have access to previous year’s final student assessments (DEA Test (C), FSA 2015, etc. to establish appropriate remediation
and enrichment groups).
7. Upon completion of DEA Test (B), grade levels will analyze student data- DEA Test (B) and identify patterns for grade levels, groups of students, and
individual students and plan standards/domain specific math stations that require students to demonstrate an in-depth understanding of the standards.
Classroom Implementation Action Steps (Teachers and Students):
1. Teachers may utilize MobyMax, MathSeeds, Accelerated Math, Reflex math, Math 4 Today, etc…
2. Students may utilize MobyMax, MathSeeds, Accelerated Math, Reflex math, Math 4 Today, etc..
3. Teachers will provide daily focused small group instruction during OWLS differeniated block (Grade 2).
4. Students will engage in daily focused small group instruction during OWLS differentiated block (Grade 2).
5. Teachers will provide focused instruction during small group/station time (standard-based).
6. Students will engage in focused instruction during small group/station time (standard-based).
42
Progress Monitoring:
Initiative
Math Journal
Analyze data
How Often
2-3x weekly minimum
Monthly
How Will It Be Monitored
Lesson and walkthroughs
Grade level meeting minutes
High- Yield Routines
Daily
Summative and Formative
Assessments
Weekly
Lesson plan reflections and Student
Talk
Grade Book, lesson plans
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
43
Who Is Responsible To Monitor
Administrator
Administrator, Grade level chair, Math
Coach
Administrators, Teacher
Teacher and Administrators
School Action Plan
Math: Strategies & Programs to Support the Objectives
Math Levels 1 and 2 Focus 2 (Grades 3-5)
Focus: Operations
Goal: By the end of the year, we expect our students to be able to…maintain and master previously taught skills and basic fluency facts to solve complex
standards-based problems.
Professional Development and Activities:
School-based:
1. During the school-based, half day sessions, 20 Day PD dates, grade level meetings, or faculty meetings, teachers will participate in 15 minute trainings to
examine the 8 mathematical routines (Today’s Number, Mystery Number, Alike and Different, Number Lines, Quick Images, Guess My Rule, How Do You Know?,
Infusing Mathematics into Nonmathematical Routines) which implemented to spiral math content in their math block.
44
Action Steps for Implementation:
School Implementation Action Steps:
1. By July 2015, the school will purchase the NCTM’s High-Yield Routine book for all teachers.
2. School will provide training on i-Ready, MobyMax, Gizmos, and Accelerated Math as a refresher for veteran teachers or initial training for new teachers as
needed.
3. School will create master schedule to include OWLS differentiated block (30 minutes for math).
4. In August, classroom teachers will have access to the previous year’s final student assessments (DEA Test (C)/FSA 2015, iReady etc.).
5. Math coach will review Balanced Math Model with teachers and provide assistance in setting up math block to model after the Balanced Math Model.
6. 1x Monthly-September-April, Math coach will present high-yield routine in school based PD, 20 Day PD, or grade level established meeting. Math coach and
teachers will analyze DEA data/FSA 2015, formative/summative data to identify grade level standards of weakness. Coach and team will then plan how to
implement routine with identified standards requiring re-teaching, maintaining, or practice as evident by analyzing data.
Classroom Implementation Action Steps (Teachers and Students):
1. Teachers will use iReady program for 20 minutes a day, 3 times a week for grades 4 & 5 during Balance Math Model.
2. Students will use iReady program for 20 minutes a day, 3 times a week for grades 4 & 5 during Balance Math Model.
3. Teachers may utilize Mobymax, Gizmos, Accelerated Math, Reflex math, Math 4 Today, etc…
4. Students may utilize Mobymax, Gizmos, Accelerated Math, Reflex math, Math 4 Today, etc..
5. Teachers will provide daily focused small group instruction during OWLS differentiated block.
6. Students will engage in daily focused small group instruction during OWLS differentiated block.
7. Teachers will identify borderline students using DEA data, formative, and/or FSA-like assessments for additional intensive instruction as a tier III strategy.
8. Title I teachers will provide the additional intensive instruction for students as a tier III strategy.
9. Selected teacher will provide POC tutoring twice a week to designated students.
10. Designated students will participate twice a week in POC tutoring.
11. Staff will offer i-Ready before and after school.
12. Fourth and fifth grade students that have an i-Ready seat will participate in before and after school i-Ready time.
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Progress Monitoring:
Initiative
i-Ready
How Often
Daily (15 minutes)
Owls differentiated block
daily (30 minutes)
Small group instruction
daily
Spiraled Math Assessments
(formative/summative)
POC Tutoring
i-Ready Before and After School
Who Is Responsible To Monitor
Administrators
Bi-Weekly
How Will It Be Monitored
Lesson plan, walkthroughs,
observations
Lesson plan, walkthroughs,
observations
Lesson plan, walkthroughs,
observations
Lesson plans and grade level meetings
2 x week
Daily
Lesson plans, walkthroughs
i-ready data, attendance log
Teachers , Administrators
Teacher
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
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Administrators
Administrators
Teachers , Administrators
School Action Plan
Math: Strategies & Programs to Support the Objectives
Math Levels Subgroup Focus
Subgroup: African American 3rd-5th grade
Focus: operations
Goal: By the end of the year, we expect our students to be able to… maintain and master previously taught skills and basic fluency facts to solve complex
standards-based problems.
Professional Development and Activities:
School-based:
1. During the school-based, half day sessions, 20 Day PD dates, grade level meetings, or faculty meetings, teachers will participate in 15 minute trainings to
examine the 8 mathematical routines (Today’s Number, Mystery Number, Alike and Different, Number Lines, Quick Images, Guess My Rule, How Do You Know?,
Infusing Mathematics into Nonmathematical Routines) which implemented to spiral math content in their math block
4. Arden Farley will be presenting cultural diversity trainings.
5. Sandy Arteaga will present information about how poverty affects our families/school population.
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Action Steps for Implementation:
School Implementation Action Steps:
1.Principal (Carnley) contacts Mr. Arden Farley and sets up a meeting date.
2. Mr. Farley will meet with the African American community leaders to help find mentors.
3.Title I teacher (McMillan) contacts and sets up dates for Sandy Arteaga to present PD.
4. Level 1, 2, and fragile 3 students are identified for extra services.
5. Staff is assigned students to double dip (work with over and above differentiated block).
Classroom Implementation Action Steps (Teachers and Students):
1. Teachers will use i-Ready program for 15 minutes a day, 3 times a week for grades 4 & 5 during Balance Math Model.
2. Students will use i-Ready program for 15 minutes a day, 3 times a week for grades 4 & 5 during Balance Math Model.
3. Teachers may utilize MobyMax, Gizmos, Accelerated Math, Reflex math, Math 4 Today, etc…
4. Students may utilize MobyMax, Gizmos, Accelerated Math, Reflex math, Math 4 Today, etc..
5. Teachers will provide daily focused small group instruction during OWLS differentiated block.
6. Students will engage in daily focused small group instruction during OWLSdifferentiated block.
7. Teachers will identify borderline students using DEA data, formative, and/or FSA-like assessments for additional intensive instruction as a tier III strategy.
8. Title I teachers and classroom assistants will provide the additional intensive instruction for students as a tier III strategy.
9. Students will engage in additional remedial tier III strategies.
10. Teacher s will contact the school counselor and identify students that need a mentor.
11. Students will work with their mentors bi-weekly.
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Progress Monitoring:
Initiative
Analyze Data
High Yield Routines
OWLS Differentiated Instruction
Summative and Cumulative
Assessments
Mentor Program
How Often
Who Is Responsible To Monitor
Administrators ,Teacher
Administrators , Teacher
Administrators
Weekly
How Will It Be Monitored
Grade level meeting minutes
Lesson plan reflection and Math Talk
Lesson plan, walkthroughs,
observations
Grade book and observations
Bi-Weekly
Record log
Counselor
Monthly
Daily
Daily (30 Minutes)
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
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Teacher, Administrators
School Action Plan
Math: Strategies & Programs to Support the Objectives
Math SWD Focus
Focus:
Goal: By the end of the year, we expect our students to be able to… to engage in small and whole group math-rich discussions and apply mathematical
practices when solving standards-based tasks and domain based stations.
Professional Development and Activities:
School-based:
1. During the school-based, half day sessions, 20 Day PD dates, grade level meetings, or faculty meetings, teachers will participate in 15 minute trainings to
examine the 8 mathematical routines (Today’s Number, Mystery Number, Alike and Different, Number Lines, Quick Images, Guess My Rule, How Do You Know?,
Infusing Mathematics into Nonmathematical Routines) which implemented to spiral math content in their math block.
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Action Steps for Implementation:
School Implementation Action Steps:
1. July 2015, teachers and classroom assistants will complete a professional development inventory. The inventory will be used to plan, develop, and calendar
quarterly school-based professional development request. During pre-planning the same professional development inventory will be given to the ESE teacher,
topics include:
• Florida Standards-Go Math rResources, Balanced Math Model
• Student Talk
• High Yield Routines
• Student-centered mathematics (8 Mathematical Practices, manipulatives, engaging hands-on lessons, and stations)
2. Teacher and math coach will collaborate to analyze data (DE /FSA 2015, formative and summative classroom assessments) and use their standards, Item Test
Specs, and/or curriculum guide to create spiral math station activities and formative assessments to include student talk and purposeful spiraled standards. This will
occur two times following the district message.
• September: Analyze data (Spring DEA Test C/FSA 2015, formative and summative classroom assessments) to identify standards of weakness from the previous
grade level to plan and create two or more station tasks for the spiral math station.
• November/December-Using DEA Test A/FSA 2015 data and formative/summative assessments identify grade level standard weaknesses to develop and plan
differentiated station tasks.
• January/February- Apply knowledge gained from meeting with math coach to development to plan and create domain specific stations (Operations & Algebraic
Thinking, Numbers Base Ten/Fractions, Measurement and Data, and Geometry) identified by current data.
3. Share exemplar standards/domain based math stations and student samples during grade level meetings and faculty meetings.
4. Standards/domain specific stations will be shared during grade level meetings and faculty meetings to maximize instruction.
Classroom Implementation Action Steps (Teachers and Students):
1. Teachers will use i-Ready program for 15 minutes a day, 3 times a week for grades 4 & 5 during Balance Math Model.
2. Students will use i-Ready program for 15 minutes a day, 3 times a week for grades 4 & 5 during Balance Math Model.
3. Teachers may utilize MobyMax, Gizmos, Accelerated Math, Reflex math, Math 4 Today, etc…
4. Students may utilize MobyMax, Gizmos, Accelerated Math, Reflex math, Math 4 Today, etc..
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5. Teachers will provide daily focused small group instruction during OWLS differentiated block.
6. Students will engage in daily focused small group instruction during OWLS differentitated block.
7. Teachers will identify borderline students using DEA data, formative, and/or FSA-like assessments for additional intensive instruction as a tier III strategy.
8. Title I teachers and classroom assistants will provide additional intensive instruction for students as a tier III strategy.
9. Students will participate in additional tier III strategy focused activities.
Progress Monitoring:
Initiative
I-Ready
How Often
3 x week (215minutes)
OWLS differentiated block
daily (30 minutes)
Small group instruction
daily
POC Tutoring
i-Ready before and after school
twice a week
daily/ 30 minutes
How Will It Be Monitored
Lesson plan, walkthroughs,
observations
Lesson plan, walkthroughs,
observations
Lesson plan, walkthroughs,
observations
Lesson plans and walk throughs
Walkthroughs and i-Ready data
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
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Who Is Responsible To Monitor
Administrators
Administrators
Administrators
Teacher, Administrators
Teacher, title I, math coach, and
Administrator
School Action Plan
Science
District Goal:
Students shall demonstrate science proficiency at or above the expected grade level.
Objectives:
The percentage of 5th grade students who will be proficient in science as defined by the State of Florida on the Florida
Comprehensive Assessment Test will be at least
%.
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School Action Plan
Science: Data
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School Action Plan
Science: Strategies & Programs to Support the Objective
Science Focus
Focus: Purposeful Spiraling
Goal: By the end of the year, we expect our students to be able to… use grade level appropriate science vocabulary and apply hands on skills to grade level
assessments.
Professional Development and Activities:
School-based:
1. Science PD at Bob Sikes Elementary with Tammy Ellis.
2. Data Chats
3. Gizmo training for grades 3rd-5th.
4. Science Test Specs
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Action Steps for Implementation:
School Implementation Action Steps:
1. By August ,the school will purchase necessary equipment to supply and maintain a hands on interactive school wide science lab.
2. Grade levels will provide a quarterly plan and curriculum for the science lab activities, to construct a science lab notebook with deadlines, lesson outlines, and
standards to be used in future years.
3. In August, classroom teachers will have access to previous 2014/2015 assessment results from DEA and FCAT Science.
4. By August, teachers will receive the Science grade level benchmarks, pacing guide, and science benchmarks that are tested on the fifth grade FCAT.
5. Principal (Carnley) will meet with grade levels in July to prepare science lab lessons and expectations.
6. Assistant Principal (Love) and the equitable duties committee will produce a science lab schedule.
7. Purchase the science vocabulary word kit for grades K-5.
8. Title I provide science leveled readers (Delaney).
Classroom Implementation Action Steps (Teachers and Students):
1. Teachers will assess identified standards using bi-weekly formative and summative assessments on Fusion Science Curriculum, AIMS, and science lab
activities.
2. Students will test on bi-weekly formative and summative assessments.
3. Teachers will include spiral science, focused standard specific small group activities, and monthly science lab activities in their lesson plans.
4. Students will use science journals to document all steps in the scientific method along with information about their small group activities and spiraled science
focus.
5. Teachers will model the scientific method and prepare students for science fair projects.
6. Students will display one or more science fair type projects using the scientific method at a non judged science fair.
7. Teachers will use a variety of different sources to spiral activities and differentiate instruction.
8. Students will have access to a variety of spiral science activities, such as BrainPop, Think Central, Discovery Education, Trueflix, and Gizmos.
9. Teachers will take their students to the science lab bi-weekly.
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10. Students will particpate in hands on science activities in the science lab bi-weekly.
11 Teachers and students will create the science lab vocabulary word wall.
Progress Monitoring:
Initiative
Science Lab
Spiral Science
Science Fair Project
Bi-Weekly
Daily
1 per year
How Will It Be Monitored
Lesson plans, walk-throughs
Lesson plans, reflections
Science Committee Checklist
Science Journal
Science Word Wall
Weekly
Weekly
Lesson Plans
Walkthroughs, student talk
How Often
Evaluation:
Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):
Refinement of Goal (Completed at the Beginning of Second Semester):
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Who Is Responsible To Monitor
Administrators
Administrators, teachers
Adminstrator, teacher, and Science
Committee
Teacher
Teacher, Administrators
Title I Schools
Briefly Describe Your Parental Involvement Plan.
Walker's Parental Involvement Plan documents the various activities that are held and offered throughout the year for parents and students. Activities occur
throughout the year and parents are encouraged to attend. Activities include awards assemblies, curriculum nights, and open house, Pre-K transition event,
science fairs and book fairs, carnivals, annual Title I informational meeting for parents, among others. Each event is advertised through robocalls, classroom and
Walker monthly newsletters, on Walker's webpage, and the Walker digital sign. The plan identifies the various barriers that prevent parents from attending
events held at Walker. These barriers include but are not limited to: childcare issues, transportation issues, and interfering work schedules. Parents are asked to
provide feedback on each event through a brief evaluation. These evaluations are analyzed and suggestions are considered to improve upcoming events. The
PIP includes Walker's plan to provide the staff with current and effective professional development focused on parental involvement. The PIP is developed with
the help and feedback of Walker's staff and SAC committee. It is available for parents to access at any time, as copies are available in the Title I Parent Resource
center in the Media Center and on Walker's school web page.
Strategies To Increase Parental Involvement.
In order to increase Parental Involvement, Walker does the following:
1. Offer events at flexible times throughout the day.
2. Provide childcare for parents during informational sessions.
3. Advertise events through a variety of platforms: digital school sign, classroom, Walker monthly newsletters, robocalls, and Walker's school web page.
Plans For Assisting Preschool Children In The Transition From Early Childhood Programs To Local Elementary Programs (Preschool Transition Strategies).
1. Walker holds an annual pre-K transition event ("Kindergarten Round Up") which provides parents of incoming Kindergarten students and the students
themsevles an opportunity to visit the school. Parents participate in an informational session which covers various topics. These topics include but are not
limited to: student safety, school lunches, information about the nurse's clinic and medications, transportation and bus safety, and discipline. Students spend
this time touring the school where they make visits to Kindergarten classrooms, PE classes, and art classes. Students are provided with a snack and a take home
coloring book about getting ready for Kindergarten. The event is advertised in a variety of ways - it is included in Walker's monthly newsletter and on the school
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web page, advertised in the local newspaper, and flyers are distributed to various neighborhood child care centers and pediatrician offices.
2. Parents are invited to attend Parent Orientation and workshops and are provided information about how to help their child succeed academically.
Describe Counseling, Pupil Services, and Mentoring Services.
1. Walker Elementary School has a certified guidance counselor who has an open door policy for students, parents, and teachers. She helps manage our nine
week award ceremonies, back pack food program to identified families, testing, and our MTSS committee .
2.Guidance services for assessment, counseling and mentoring are explained at the Title annual meeting and published in the Walker Monthly Newsletter.
3. Our pupil services at Walker Elementary School are as follows: Back Pack Food Program, Angel Tree Program at Christmas, Social Workers, Occupational
Therapist, Physical Therapist, and a full time Speech Therapist.
4. We not only have adult mentors but also student mentors that come from Crestview High School through their leadership class.
5. Walker has contacted various community organizations to provide mentors who will reach out to minority students.
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Accreditation Page
Focus Area 1: Improving and Advancing Student Achievement
Goals:




Ensure access for all students to rigorous and challenging curriculum
Address diverse educational needs through a coordinated support system
Integrate technology in learning by both educators and students
Use a variety of methods to communicate student progress with parents and stakeholders
Focus Area 2: Learning and Working in a Safe and Productive Environment
Goals:



Provide adequate and appropriate facilities
Provide a culture conducive to learning and working
Maintain a safe learning and working environment
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Accreditation Standards
1. Purpose and Direction
2. Governance and Leadership
3. Teaching and Assessing for Learning
4. Resources and Support Systems
5. Using Results for Continuous Improvement