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THE SCHOOL DISTRICT OF ESCAA'IBIA COUNTY
CURRICULU1\tf AND INSTRUCTION
SCHOOL BOARD AGENDA EXECUTIVE SU~IARY
Item Number: Y.b. l .C. l.
TITLE
SUBMITTED BY:
Extended School Day for Selected Elementary Schools
2014-2015
Steve Marcanio , Ass ist. Superintendent. C&I
PERI OD OF GRANT/CONTRACT/REQUES T
FUN DI NG SOU RCE
PROJECT COORDI NATO R AND DEPARTMENT
August 18 , 2014-May 29, 2015
Reading, Title I and SAI
Linda Maletsidis, Director, Elementary Education
;\,\,JOU T OF FUN DI NG RE QUEST - ls amount more. less or same as last year•
TOTAL PROJECT - Is the amo unt more, less or same as las/ year?
(£'rplain differences at end of Purpose section ifadditional space is required)
$2,242,402.70 salaries/benefits
$157 ,500.00 total transportation
More
$2,399,902.70
Total may increase based on FLDOE's
li st of Lowest 300 Elementary Schools
PURPOSE
To extend the school day for selected elementary schools as per Florida statute to provide an additional sixty (60)
minutes of intensive reading instruction for all students in kindergarten through fifth grade.
IMPLEM ENTATI ON PLAN
The school day at selected schools will be extended by one (1) hour. Each school will plan intensive reading activities
that will engage students and motivate th em to read. Strategies include research-based reading instruction to accelerate
the progress of students exhibiting a reading deficiency; differentiated instructio n based on student assessment data; and
explicit and systematic reading deve lopment in phonemic awareness, phonics, fluency, vocabulary, and comprehension.
More extensive opportunities will be provided for guided practice; error correction and feedback; and writing in response
to reading. See details as outlined on each individual school's executi ve summary.
PARTI CIPATING SCHOOLS/ AGE NC IES
C.A. Weis , Ensley, Global Learning Academy, Holm , Montclair, Navy Point, Oakcrest, O.J. Semmes and West
Pensacola Elementary Schools.
Other schools as identified by the Department of Education .
ACTI ON REQUIRED
Board Approval
STRATEG IC ALIGNMENT - Include number and dejinitimr of Pillar. Goal and .Hea.rnrab/e Objective.
PILLAR: Quality
GOAL: Q.1: To increase ri go r at all leve ls
MEASURABLE OBJECTIVE :
Q.1.1 :Increase the percentage of swdents maki ng a LG in read ing and/or mathematics as measured by state mandated tests
DATE
DATE
Revised : January 2013
Retention : 5 years
DA TE OF BOARD AP PROV AL
EXTENDED SCHOOL DAY
EXECUTIVE SUMMARY
SCHOOL NAME
C.A. Weis
TI T LE
SUOMIHED OY
C.A . Weis Elementary Schoo l
Holly Magee, Principal
PERI OD OF GR /\N T.'CONTR /\C T.'REQUEST
August 18 , 20 14May 29, 20 15
AM OUNT OF FU NDING REQUEST
Fl JNDI NG SOU RCE
PROJECT COORDINATOR /\ ND DEPARTM ENT
Linda Maletsidi s, Director, Ele111enta1y Ed ucatio n
TOTA L l'ROJECT
$290,923 .0 I
PU RPOSE
To extend the schoo l day to provide an add itional si:\ty (60) minu tes of qu ality read ing instructi on fo r all students in
kinderga1ten through fifth grade .
IMl'L[ l'vl EN Tr\ TON l'L/\ N
•
Participate in Jan Richardson guid ed read ing fo r small group instruct ion for K-5 (double closi ng th e most
stru gg ling gro up daily).
•
Pa11ic ipate in collaborative learn ing that includes Daily fi ve components.
•
Pa1ticipate in a strong read ing renai ssa nce program that motivates stud ent to read and moni tors comprehension
sk ills.
•
Mini lesso n fo r foc us ski II or strategy that is driven by FCA T data, Discovery Eel . Data, and/or oth er reading data.
•
Use Discovery Edu cat ion Probes to dri ve mini lessons bet\veen Di scovery Ed. Assess ments.
•
Pa11icipate in progress moni to rin g usin g Discove1y Education assessments on a consistent, on-go ing basis that
\viii determine placement fo r differentiated small group in stru cti on.
•
Daily interac tive read alouds that all ow students to hea r hi gher leve l text read fluently along with an opportunity
fo r thinking aloud and speakin g.
•
Teachers will create and mai ntain data notebooks for eac h stud en t in th eir classroom with stud ent pa11icipation in
th e upd at in g of notebooks.
•
Mentor te.'\t fo r \vr iting th at suppo11s th e 6+ I tra its of writing.
•
E:-.: tend st udent" s vocabu la1y through e:-.:p lorat ion of new words through independent reading.
•
Stud ents will dem onstrate kn O\\ ledge of the vocabu la1y by differentiated act ivities th at include speaking and
wri ti ng.
•
Continue whole brain and Ka!!an strateo ies in kind enra11en through fi fth oracle to maintain stru ctured classrooms.
Prn11.: 1pal
llufly ,\ /agee
DA TE
71712014
DATE
7- 7-/1/-
EXTENDED SCHOOL DAY
EXECUTIVE SUMMARY
SCHOOL NAME
Ensley Elementary
SUBMITIED BY
ITLE
Ensley Elementary Extended School Day
PERJOD OF GRANT/CONTRACT/REQUEST
August 18, 2014May 29, 2015
AMOUNT OF FUNDING REQUEST
FUNDING SOURCE
Jayne Cecil, Principal
PROJECT COORDINATOR AND DEPARTMENT
Linda Maletsidis, Director, Elementary Education
TOTAL PROJECT
$230,083.46
PURPOSE
To extend the school day to provide an additional sixty (60) minutes of quality reading instruction for all students in
kindergarten through fifth grade.
IMPLEMENTATION PLAN
•
Ensley will incorporate support from all faculty/staff into the reading hour.
•
Students will participate in differentiated, small group instruction such as leveled readers, SRA, and Beverly
Tyner, based on progress monitoring results from DE and other diagnostic tools.
•
Students will have the opportunity to respond to reading through writing. Students will be exposed to writing
strategies, which include graphic organizers, vocabulary mapping, extended response, and reflection.
•
Student engagement will increase through the use of Kagan strategies.
•
Students will participate in weekly Learning Extension activities.
•
Students will participate in the Reading Renaissance (Accelerated Reader) Program that incorporates school-wide
monitoring and recognition.
Principal
DATE
717/2014
Director
DATE
7- 7-11
•
EXTENDED SCHOOL DAY
CUTIVESUMMARY
Global Learnin Academ
SUBMITTED BY
TLE
Global Leaming Academy Extended School Day
PERIOD OF GRANT/CONTRACT/REQUEST
SCHOOL NAME
FUNDING SOURCE
August 18, 2014May 29, 2015
AMOUNT OF FUNDING REQ UEST
Judy G. La Bounty, Assistant Principal
PROJECT COORDINATOR AND DEPARTMENT
Linda Maletsidis, Director, Elementary Education
TOTAL PROJECT
$379,432.88
PURPOSE
To extend the school day to provide an additional sixty (60) minutes of quality reading instrnction for all students in
kindergarten through fifth grade.
IMPLEMENTATION PLAN
Vocabulary Valley: (Intensive vocabulary instruction)
• Students learn how to use a dictionary, thesaurus and context clues to determine word meanings.
• Students are exposed to word meanings, base words, affixes, multiple meanings, synonyms, antonyms etc.
• Teachers use Text Talk for read-alouds.
• Teachers engage students in competitive educational games. (BrNGO, Jeopardy, Vocabulary Basketball)
Comprehension City: (Read for understanding)
• Students use iPad apps to increase comprehension skills.
• Teachers conduct small group instruction dedicated to increasing comprehension skills (UNRAA VEL
strategies).
• Teachers read non-fiction text aloud, discuss and answer questions that must be proven from the passage.
leasure Island: (Read for pleasure with accountability)
• Students read in a relaxing atmosphere (on the floor; shoes off; under the desk; soft music while reading).
• Students will take AR tests. Additional books will be available in the classroom .
• The teacher will begin each class with a read-aloud from non-fiction books to gain more exposure to
informational text and hear what fluent reading sounds like.
• Students will be exposed to literacy circles, author studies, book reviews , etc.
Write Way: (Respond to reading through writing)
• Students will be exposed to a variety of text, taught how to find information within the text to support their
writing and how to respond to questions in a written format.
• Students will be expected to debate and defend their stance through discussions in class and translate their
thoughts to writing. All students will keep a journal.
• Public speaking skills will also be taught.
• Teachers will be expected to conference with students about their writing.
Walking Way: (Listen to podcasts aligned to ELA State Standards) This activity is for students in fifth grade only.
• The teacher will assign the podcasts based on student need.
• Students take a pretest; go outside to walk while listening to a podcast with headphones; then take a posnest.
• Students will res ond to what the have learned in a ·oumal.
Principal
DA TE
Judy G. La Bounty, Assistant Principal
07-07-2014
DATE
7-'/-/f./-
EXTENDED SCHOOL DAY
EXECUTIVE SUMMARY
SCHOOL NAME
HolmElemen
SUBMITTED BY
ITLE
olm Elementary Extended School Day
PERJOD OF GRANT/CONTRACTfREQUEST
FUNDI NG SO URCE
Debra Simpkins, Principal
PROJECT COORDINATOR AND DEPARTMENT
August 18, 2014May 29, 2015
Linda Maletsidis, Director, Elementary Education
AMOUNT OF FUNDING REQUEST
TOTAL PROJECT
$221,608.95
PURPOSE
To extend the school day to provide an additional sixty (60) minutes of quality reading instrnction for all students in
kindergarten through fifth grade.
IMPLEMENTATION PLAN
•
Kindergarten
o Teacher will read to students for 10-15 minutes each day
o First 12 Weeks: Skill building/Beverly Tyner First 26 Lessons
• Focus: Letter Recognition, Sound Connections, Letter Formation
o Second 12 Weeks: Text Talk
• Focus: Vocabulary, Higher Order Questions, Response to Reading
o Third 12 Weeks: Tech Turnover-Reading Eggs, Leapfrog Activities, Tween Tribune
• Focus: Vocabulary, Phonemic Awareness, Phonics, Responding to Writing
•
First and Second Grade
o Teacher will read to students for 10-15 minutes each day
o First 12 Weeks : Text Talk
• Focus: Vocabulary, Higher Order Questions, Response to Reading
o Second 12 Weeks: Tech Turnover-Reading Eggs, Leapfrog Activities/Computer, Tween Tribune
• Focus: Vocabulary, Phonemic Awareness, Phonics, Responding to Writing
o Third 12 Weeks: Reader' s Theatre/Explore Mysteries
• Focus: Fluency, Vocabulary, Expression and Character/Plot/Events Construction
Third Grade
o Teacher will read to students for 10-15 minutes e,1ch day
o First 18 Weeks: Text Talk+ Syllabication Program (10-20 minutes year-round daily)
• Focus : Vocabulary, Higher Order Questions, Response to Reading
o Second 9 Weeks: Tech Turnover-Study Island, Tween Tribune, LEAP Time
• Focus: Vocabul ary, Comprehension, Responding to Writing
o Third 9 Weeks : STEM Exploration
• Focus: Fluency, Vocabulary, Informational Text Reading , Comprehension
Fourth and Fifth Grade
o Teacher will read to students for JO minutes each day
o Common Core Wordly Wise Vocabulary dai ly for 20 minutes
• Focus : Vocabulary
o STEM Exploration
Focus: Vocabulary, Informatio nal Text Reading, Comprehension
•
•
DATE
ebra Simpkins
Dire/ C ) ( J . : _
~da
July 7, 2014
DATE
1-1-11
EXTENDED SCHOOL DAY
CUTIVESUMMARY
SCHOOL NAME
Montclair Elemen
School
SUBMITTED BY
ITLE
Montclair Elementary Extended School Day
Jennifer Sewell, Principal
PERIOD OF GRANT/CONTRACT/REQUEST
PROJECT COORDINATOR AND DEPARTh!ENT
August 18, 2014May 29, 2015
AMOUNT OF FUNDING REQ UEST
FUNDING SOURCE
Linda Maletsidis, Director, Elementary Education
TOTAL PROJECT
$174,305.50
PURPOSE
To extend the school day to provide an additional sixty (60) minutes of quality reading instruction for all students in
kindergarten through fifth grade.
IMPLEMENTATION PLAN
•
Participate in Text Engagement & Close Reading instruction model for whole group instruction. The schoolbased Literacy Coach and a Reading Consultant will provide teacher support.
•
Participate in the Beverly Tyner Model for small group instruction in kindergarten through third grade and as
needed in fourth and fifth grade as a differentiated instructional intervention tool. Teacher support will be
provided by the school based Literacy Coach and a Reading Consultant in the form of co-teaching, modeling,
conferencing, and using student data to inform instruction.
•
fmplement the use of the Text Talk Program in kindergarten through third grade to increase vocabulary, provide
a model for Think-Alouds as well as an opportunity for students to write in response to reading. Fourth and fifth
grade will participate in authentic literature circles with higher order thinking questions.
•
School-wide participation in the Reading Renaissance (Accelerated Reader) Program that incorporates schoolwide monitoring and recognition.
•
According to DE data, students will engage in differentiated small group instruction or enrichment. Teachers
will progress monitor learning and adjust instruction through the use of DE skill specific probes. Students will
take part in tracking their DE progress throughout the year enhancing ovmership of their learning.
•
School wide implementation of the Kagan Cooperative Leaming Structures to increase student engagement.
•
Al l pre-kindergarten and third through fifth grade teachers will utilize the Flex Cat Small Group technology
systems to support differentiated teaching and learning.
DATE
Principal
~
~
July 7, 2014
DATE
Direc tor
U?dCL-
1-1-11
EXTENDED SCHOOL DAY
EXECUTIVE SUMMARY
SCHOOL NAME
Na
Point Elemen
SUBMITTED BY
ITLE
Navy Point Elementary Extended School Day
PERIOD OF GRANT/CONTRACT/REQUEST
August 18, 2014May 29, 2015
AMOUNT OF FUNDING REQ UEST
FUNDI NG SO URCE
Dr. Monica Ford-Harris, Principal
PROJECT COORDINATOR AND DEPARTMENT
Linda Maletsidis, Director, Elementary Education
TOT AL PROJECT
$245,011.87
PURPOSE
To extend the school day to provide an additional sixty (60) minutes of quality reading instruction for all students in
kindergarten through fifth grade.
IMPLEMENTATION PLAN
•
Leveled Small Group [nstruction (with differentiated groupings across grade levels) :
Possible resources to use: Beverly Tyner strategies, A-Z resources (decodable readers), leveled
readers from science and reading series, inclusion of Daily 5 strategies (with accountability activity for
students), ORA for all kindergarten through first grade students and all at-risk second through fifth grade
students.
•
Accelerated Reading Program: Students will be allowed additional time for independent reading and testing on
books identified through the school-wide AR program.
•
Discovery Education: Use of DE boards for integration of project based learning and development and use of
probes to identify immediate intensive intervention and enrichment needs for students. The probes may serve as
a small group resource as well. (kindergarten through fifth grade)
•
Reading Wonders/Wonder Works (ESE Students) : ESE and ESOL teachers will utilize the Wonder Works
intervention materials to include close reading materials, vocabulary and phonics instruction, and leveled
readers to help meet student needs .
•
Written response to text: During leveled group instruction teachers will model responding to text through
writing by combining text evidence with comprehension questions about the leveled readers being used during
the small group time.
•
Read Aloud: All classrooms will engage students in read alouds during a specific block of time during the day .
(kindergarten through fifth grade)
•
Word Study: Small group instruction to build vocabulary and phonics skills in all kindergarten through fifth
grade students.
Principal
DAT E
July 7, 2014
nd{)_)
DATE
1-1-11
EXTENDED SCHOOL DAY
SCHOOL NAME
EXECUTIVE SUMMARY
Oakcrest Elemen
TITLE
SUB1\lf1TTED BY
akcrest Elementary Extended School Day
PERIOD OF GRANT/CONTRACTfREQUEST
August 18, 2014 May 29, 2015
AMOUNT OF FUNDING REQ UEST
FUNDING SOURCE
Linda Bonifay, Principal
PROJECT COORDINATOR AND DEPARTMENT
Linda Maletsidis, Director, Elementary Education
TOTAL PROJECT
$296,944.63
PURPOSE
To extend the school day to provide an additional sixty (60) minutes of quality reading instruction for all students in
kindergarten through fifth grade.
IMPLEJ\t!ENT A TION PLAN
•
Participate in the Beverly Tyner Model for small group differentiated reading instmction.
•
Participate in small group instmction to provide stmctured opportunities for written response to reading.
•
Participate in small group reading instmction supported by a START consulting teacher who will work with all
beginning teachers in order to maximize the effectiveness of small group instmction.
•
The school-based Reading Coach will provide teacher support in the form of co-teaching, modeling,
conferencing, and data analysis to maximize the effectiveness of small group instmction.
•
Participate in progress monitoring using Diagnostic Reading Assessments (ORA).
•
Participate in a school-wide Renaissance Leaming Program that motivates students to read and monitors
comprehension skills.
•
Utilize Discovery Education assessments and probes to consistently monitor student progress to determine
placement for differentiated small group instmction.
•
Use Read-Alouds to expose students to fluent reading and higher level text.
•
Participate in Kagan stmctures designed to increase student engagement.
•
Continue Positive Behavior Support (PBS). The new PBS Coach will facilitate behavior interventions to focus on
increasing student engagement in academics.
Princ ipal
DATE
Linda Bonifay
July 7, 2014
DATE
EXTENDED SCHOOL DAY
SCHOOL NAME
EXECUTIVE SUMMARY
0. J. Semmes Elemen
TITLE
SUBMITTED BY
. J. Semmes Elementary Extended School Day
PERIOD OF GRANT/CONTRACT/REQUEST
August 18, 2014May 29, 2015
AMOUNT OF FUNDING REQUEST
FUNDING SOURCE
Connie Farish, Principal
PROJECT COORDINATOR AND DEPARTMENT
Linda Maletsidis, Director, Elementary Education
TOT AL PROJECT
$200,759.44
PURPOSE
To extend the school day to provide an additional sixty (60) minutes of quality reading instruction for all students in
kindergarten through fifth grade.
IMPLEMENTATION PLAN
•
Use Read-Alouds during extended block to expose students to fluent reading and higher level text.
•
Participate in progress monitoring using Discovery Education assessments on a consistent, on-going basis that
will determine placement for differentiated, small group instruction.
•
Participate in progress monitoring using Write Score Writing assessments on a consistent basis to identify
individual needs of students in fourth and fifth grades when writing is response to text.
•
Participate in differentiated small group instruction to provide structured opportunities for conferencing and
written response in reading.
•
Train teachers and model the use of Text Talk strategies in both whole group/small group instruction and follow
up to ensure that strategies are being used in the classroom.
•
Participate in collaborative learning that includes Daily Five components, Kagan Strategies, and/or enrichment
activities.
•
Participate in school-wide Reading Renaissance Program coordinated by Media Specialist.
•
Schedule all classes for extended reading from 7:30-8:30, including the special area teachers.
Principal
DA TE
July 7, 2014
Director
•
DATE
EXTENDED SCHOOL DAY
EXECUTIVE SUMMARY
SCHOOL NAME
West Pensacola Elementary School
SUBMITTED BY
ITLE
est Pensacola Elementary Extended School Day
PERIOD OF GRANT/CONTRACT/REQUEST
August 18, 2014May 29, 2015
AMOUNT OF FUNDING REQ UEST
FUNDING SOURCE
Sabrena Cunningham, Principal
PROJECT COORDINATOR AND DEPARTMENT
Linda Maletsidis, Director, Elementary Education
TOTAL PROJECT
$203,332.96
PURPOSE
To extend the school day to provide an additional sixty (60) minutes of quality reading instruction for all students in
kindergarten through fifth grade.
IMPLEMENTATION PLAN
•
Use Read-Aloud during extended block to expose students to fluent reading and higher level text.
•
Participate in progress monitoring using Discovery Education assessments on a consistent, on-going basis that
will determine placement for differentiated, small group instruction.
•
Participate in progress monitoring using Write Score Writing assessments on a consistent basis to identify
individual needs of students in fourth and fifth grades when writing is response to text.
•
Participate in small group instruction to provide structured opportunities for conferencing and written response in
reading.
•
Participate in small group reading instruction supported by a ST ART consulting teacher who will work with all
beginning teachers in order to maximize the effectiveness of small group reading instruction.
•
Participate in the Beverly Tyner Model for small group reading instruction in kindergarten through third grade as
needed. Teacher support will be provided by the school-based literacy coach and a reading consultant in the form
of co-teaching, modeling, conferencing, and using student data to form instruction.
•
Train teachers and model the use of Text Talk strategies in both whole group/small group instruction and follow
up to ensure that strategies are being used in the classroom.
•
Participate in collaborative learning that includes Daily Five components, Kagan Strategies, Whole Brain
strategies, and/or enrichment activities.
Principal
DA TE
Sa6rena Cunnin3ham
July 7, 2014
DATE
1-7-/'f-