School Performance Plan - okaloosaschools.com · Biotechnician Assistant Certififcate after...

SAC funds in the amount of $ , will primarily be used for .

John Spolski

Tavia Marez

Date Submitted:

Dates of Revision:

School Performance Plan

2017-2018 School Name: Fort Walton Beach High School

Legend

AICE Advanced International Certificate of Education

MtSS Multi-tiered System of Supports

AP Advanced Placement NGCAR-PD

Next Generation Content Area Reading Professional Development

DA Differentiated Accountability NGSSS Next Generation Sunshine State Standards ED Economically Disadvantaged PERT Postsecondary Education Readiness Test ELA English Language Arts PMP Progress Monitoring Plan ELL English Language Learners PMS Progress Monitoring System EOC End of Course Exam POC Plan of Care ESE Exceptional Student Education PPP Pupil Progression Plan ESSA Every Student Succeeds Act PSAT Preliminary Scholastic Aptitude Test FAIR Florida Assessment for Instruction in

Reading SAC School Advisory Council

F/R Free & Reduced SAI Supplemental Academic Instruction FS Florida Standards SAT 10 Stanford Achievement Test FSA Florida Standards Assessment SESAT Stanford Early School Achievement Test IB International Baccalaureate SPP/SIP School Performance Plan/School

Improvement Plan IEP Individualized Education Program SWD Students with Disabilities IPDP Individualized Professional Development

Plan VE Varying Exceptionalities

MAP Measures of Academic Progress

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.

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School Performance Team

Identify the names and titles of the School Performance Plan developers. Name Title

John Spolski Principal Merchelle Hixson-Wells Assistant Principal Lindsey Smith Assistant Principal Lynne Shirley English Department Head Jackie Sheffield Math Department Head Beth Russell Science Department Head Ann Pearson Social Studies Department Head Krichelle Halualani Reading Teacher Nancy White English Teacher

Jill McNamara English Teacher

Tom Conner English Teacher

J.C. Cotton Social Studies Teacher

Bobby McElroy Social Studies Teacher Tina Winston English Teacher

Ashley Harrell Math Teacher Amy Holt Reading Teacher Frank Schwandt Math Teacher Connie Krembel IT/Business Department Head Ashley Hartfield Reading Teacher

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Stakeholder Involvement: Describe the process taken to create the School Performance Plan. In May we met with Department Heads to discuss the changes that were coming in the School Performance Plan. The department heads and school leaders discussed how they would present the information to the departments, how they would decide on the strategies that everyone would use, and who would monitor the strategies. We then held a meeting during post planning for Department Heads and all interested individuals who would like to be a part of the SPP team. We handed out the focus areas for each department and then discussed what we felt needed to be brought forward from the current plan into the new school year. Team members were informed of the district SPP workshop that would be held on June 28th. Sixteen members of the team attended the workshop. At the workshop, the team broke into departmental groups and discussed and began constructing the focus and goals for their departments. The English department broke down into smaller subgroups with each subgroup responsible for drafting the goals for a particular focus.

The department heads met with their departments during the summer electronically and held several voluntary meetings throughout the summer to discuss strategies and plans. Drafts were sent to administration the end of July and a draft of the document was presented to faculty via departments for them to review and revise. We ordered from the District Print Shop or printed at the school, Item specifications and Achievement Level Descriptions

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School Profile Fort Walton Beach High School (FWBHS), proud home of the Vikings, serves the diverse communities of souther Okaloosa County, including Destin, Okaloosa Island, Fort Walton Beach, Mary Esther and Hurlburt Field. Currently, there are 1,698 students enrolled in grades nine through twelve. We have a strong commitment to providing the foundation for our studes to be successful in the world beyond high school. We are committed to educating the whole student in academics, fine arts, athletics and community service.

We offer 25 AP courses and 6 AICE courses. Students earn college credit by completing an AP or AICE course and then passing the AP/AICE exam. Our PLTW Biomedical Sciences students can earn twelve college credit hours by completing four years and passing the national exams. These students can earn a Biotechnician Assistant Certififcate after completing Principles of Biomedical Sciences, Human Body Systems, Medical Interventions, Biology, and Chemistry, and passing the Biotechnician Assistant Credentialing Exam (BACE) with an 80%. Our CHOICE Technology Institute students earn numerous industry certifications. Last year's scholarships amounted to $6,073,010.

Our Fine Arts Department students have won many local state competitions, such as the Mattie Kelly Festival Arts, Northwest Florida Student Arts Show and the OCSD Art Show. Several students have been commissioned to paint community murals and create sculptures. Our STARS dance team has won numerous competitions including 1st place in Jazz, 3rd place in Hip Hop at State, and 6th place in Hip Hop at Nationals. Nearly 200 students take classes in Improvisation, Theatre, and Design and Production. Theatre students work as house crew for the Broadway Touring shows at the Mattie Kelly Arts Center. The FWBHS band is the only OCSD band to consistently earn Superiors in the State.

FWBHS is a partner with the United States Air Force with its well recognized AFJROTC-FL051 Program.

Our service and honor clubs continually support community efforts to improve the quality of life for citizens as well as fostering the growth of our futureleaders. During Christmas Connection, students helped 77 families, including 235 children, in our community. Leadership Class also sponsored a prom for Silver Sands School and participated in the Destin Seafood Festival , Fall Festivals for Destin and the local elementary schools, Reay for Life, SADD Docudrama, and other community functions.

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Community and Parent Awareness

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Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school? Of the parents that responded, we do a very good job of ensuring that all voices are heard and that students are know and valued. Parents are responsive to administrative leadership and feel as though their voice is heard and that it matters. After reviewing the SACS Assist Climate instrument that had FWBHS 480 students responses, it was noted many enjoyed the spirit and the pep rallys at our school. Another standout statement was that teachers actually care about their students and do their best to give them the best experience and life skills possible not only in the classroom but also for the outside world.

What does the data tell you regarding the opportunities for improvement in your school? We need to do a better job of collecting feedback from parents and to increase their participation in the district survey and an overall increase in communication with the community stakelholders. Additionally, a closer look at homework should be done as 40% parents responding felt that it encompasses too much time for their student.

Provide a description of the various forms of communication to your community and parents. Various means of communication is used to inform the community and families of information, events and activities occurring at Fort Walton Beach High School. Weekly newsletter is sent out electronically to all families that request it. During registration and all open houses, parents are encouraged to sign up for the newsletter. Mass phone calls are used to inform the school of major events and information. We also make use of social media such Facebook, Twitter to inform students, parents and the community of events. Guidance departments does informational nights for each grade level parents and students. For incoming students, we host our annual Conquest night where all of our clubs, extra-curricular and academics are highlighted. We also host an AP night for our current students to inform them of AP classes that they may register for during registration. We also host an open house in the fall that all grade levels may attend. Teachers use Edmodo and Remind to keep students and parents informed of assignments and activities happening in class.

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Historical School Grade Data

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School Action Plan ELA: Reading & Writing

District Goal: Students shall demonstrate reading proficiency at or above the expected grade level. Objectives:

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 65%. 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 50%. 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 65%

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FSA ELA Data (By Grade) ELA: Data

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FSA ELA Data (By Grade) ELA: Data

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School Action Plan ELA (Reading): Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? -The level 4 and 5 students at both 9th and 10th grade levels show comparable learning gains to the county and state scores and have risen from 2016 to 2017.

-As a department, the ELA strand scores show that FWBHS has a strength in writing with even a steady rise in proficiency levels from 2016 to 2017.

-The language strand of the FSA test is also a strength of our students.

What does the analysis tell you about your school’s opportunities to improve? -Level 1 and 2 students in both 9th and 10th grades need to be targetted based on learning gain levels. After further studey of our school data, it was found that there is a major discrepency of the learning gains and proficiency levels between our honors and general English classes. The amount of rigor in the general classroom will be a goal of the school as a whole this year.

-African American students have proficiency levels much lower than those of our other minority groups. They will be a target group as a school as well.

-The strands of Integration of knowledge and Craft and Structure are our lowest scoring strands. The department will need to focis on these two strands through PD and resource use during the school year.

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School Action Plan ELA: Strategies & Programs to Support the Objectives

Central Focus: ELA Focus 1 Utilize Text Dependent Questions (TDQs) within Everyday Instructional Reads that lead to a rigorous culminating task. A focus will be placed on: • Achievement Level Descriptors (ALDs) • Incorporating the use of Differentiated Strategies such as Stations, Small Group Instruction, and Cooperative Learning Opportunities • TDQs at varying levels of DOK within Phases 1 – 3

o TDQ Flip Chart • Utilizing ELA resources such as: Common Lit, NewsELA, Achieve 3000, Literacy Design Collaborative (LDC), etc. • Text markings and annotations derived from the TDQs • Purposeful student talk derived from the TDQs

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FWBHS’s Focus: Targeted School-based Focus: Using Close Reading and Everyday Instructional Reading to teach the Standards and Address the Complexity of the Item Specifications

Goal: By the end of the year, we expect our students to be able to read, analyze and comprehend complex literary and informational texts independently and proficiently through the process of close reading protocol (including re-reading, text marking, and note taking). Student will be able to:

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Read closely to determine what the text says explicitly and to make logical inferences from it.

Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development.

Summarize the key supporting details and ideas. Targeted School-based Professional Development: District: The central message professional development (August, September, October) will focus on using Close Reading and Everyday Instructional Reading to teach the Standards and Item Specifications:

Aligning instructional resources (textbooks, novels) to teach the standards.

Emphasizing complex text while using multiple sources.

Emphasizing the Culminating Activity (Phase 4).

Emphasizing the three phases of Text Dependent Questions in various levels of the Depths of Knowledge

o Phase 1: Key Ideas and Details

o Phase 2: Craft and Structure

o Phase 3: Integration of Knowledge

Emphasizing purposeful text marking.

Incorporating purposeful student talk and writing through reading tasks, through whole and cooperative learning groups.

School-based:

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Development and calibration of culminating activities.

Creation of specific Phase 3 TDQs in various levels of the Depths of Knowledge-- the goal to have classrooms living in DOK level 2 but getting to DOK level 3 with meaningful purpose and practice.

Paying close attention to the sequencing of TDQs whether chronological or spatial as it pertains to a specific piece or collection of pieces, purposefully writing the questions with a goal in mind; ex: to guide, build on one another, etc.

Locating and sharing complex supplemental sources.

Collaboration between intensive reading teachers and regular-education teachers to analyze student work and develop instructional strategies..

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Action Steps for Implementation: Administrative Implementation Action Steps: Budget and schedule substitutes for the whole day on district PD days (other half day for common planning).

Include calendar dates for professional development on the master calendar.

Order, as needed, support documents from the county print shop.

An assistant principal will attend and participate in ELA meetings to discuss and help implement SPP focus areas using resources.

Analyze incoming FSA scores and course grades for correct placement.

Analyze any teacher-constructed assessments for Standards, DOK levels, question types. Classroom Implementation Action Steps (Teachers and Students): Develop culminating activities and use backward design in creating lesson plans.

Whole group instruction in the classroom developed for note-taking, background lecture, modeling or EIR skills and steps.

Create Everyday Instructional Reading and Close Reading lesson plans using complex text and multiple sources.

EIR strategies implemented to include but not limited to purposeful text marking and annotating, graphic organizers, writing through reading skills, question writing, etc. driven by TDQs

Incorporate text-dependent questions with a purpose encompassing Phases 1-3. making sure to evaluate TDQs available in textbooks and classroom resources and modify them as needed to encompass all phases and DOK levels.

Incorporate purposeful text marking/note taking, and authentic opportunities for student talk driven by TDQs.

Incorporate ALDs and use them with students to achieve measurable learning gains to drive groupings when dividing for cooperative learning groups or small group instruction.

Implement cooperative learning groups to support differentiated instruction. Impliment student talk opportunities such as, but not limited to, Socratic Seminars, elbow partner discussion, think-pair-share, small group discussion, etc.

Guide students to independently create text-dependent questions encompassing phases 1-3, commensurate with their grade and academic levels..

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Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor

Implementation of Everyday Instructional Reading strategies and writing from sources with textual support

A minimum of one graded/week/monthly

administrator walk-throughs and lesson plans; products shared in PD

Administration

Student talk and collaboration weekly/monthly lesson plans and walk throughs Administration Implimentation of TDQs at varying levels to drive EIR and class discussion

minimum once/month lesson plans evidence and products generated for PD

Administration

Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester):

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Central Focus: ELA Focus 2 Writing: Teaching how Analysis and Synthesis lead to Elaboration • Using Rubrics/FSA Writing Sampler Sets to calibrate teacher scoring and inform instruction with an emphasis on Analysis and Synthesis (Evidence and

Elaboration) • Increase student knowledge and use of the Rubrics with a focus on Analysis and Synthesis (Evidence and Elaboration) • Differentiated writing instruction based on student needs identified through the Rubrics with an emphasis on Analysis and Synthesis (Evidence and

Elaboration) o Writing Conferences, Small Group, Stations, etc.

• Writing the Essay: Teaching Students to Read like Writers and Write like Readers o How are we unpacking the prompt? (TDQ) o How are we addressing purposeful text marking and annotations specific to the prompt? (TDQ) o How are we planning for the essay? (Derived from TDQ and text marking/annotations) o How are we scaffolding instruction as we build from one source to multiple sources?

This is where an EIR assists in the writing process o How are we addressing writing an introduction? o How are we addressing writing a conclusion? o How are we addressing citing relevant evidence? (EIR) o How are we addressing elaboration? (EIR) o How are we addressing transitions? o How are we addressing content specific vocabulary?

FWBHS’s Focus: Targeted School-based Focus: Targeted School-based Professional Development:

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Develop the school-based PD Plan schedule for diagnostic, follow-up, and Mid-Year Progress essays for the Writing-through- Reading focus before the end of pre-planning (August).

2. Assign monitors at each grade level and course to observe and report progress in writing through reading.

3. Purchase and maintain file folders to house student writing samples throughout the year.

4. Purchase a subscription of a current-events magazines (To Be Determined) for students to read and use as "evidence" for their essays primarily to support AICE General Paper writings.

5. Provide use of computers for at least one attempt per student (grades 9-10) to type an FSA practice essay using a school computer source.

6. One English department member will attend the district writing group meetings to calibrate teacher scoring and inform instruction at the school site during PD.

7. All 9th and 10th-grade ELA teachers will attend the district Writing Bootcamp-either the follow-up for those who attended the first one last year or the initial one this year.

8. Grades 9-10 ELA teachers will calibrate essay scoring during PD using rubrics/FSA Writing Sampler Sets to inform instruction.

9. Each ELA instructor will be provided with a laminated chart of the Core Literary Proficiencies.

10. Each ELA instructor will be provided with an updated ELA flip chart with ALDs.

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SPP: FSA ELA 2017-2018

Focus 2: Writing

Goal: By the end of the year, we expect our students to be able to write arguments to support claims in an analysis of substantive topics or texts that have been close read, using valid reasoning and relevant and sufficient evidence; draw evidence from literary or informational texts to support analysis, reflection, and research using close reading strategies; write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences; write informative/explanatory texts (after close reading) to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content; conduct short as well as more sustained research projects based on focused questions, demonstrating, understanding of the subject under investigation; and, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

School based:

1. Common Planning for 9th and 10th-grade ELA instructors during PD days on Argumentative and Informational Writing protocol through Everyday Instructional Reading, DBQs, and Close Reading practices for English teachers of grades 9-12. This training will include the use of the ELA Writing Rubric.

2. Common Planning for 9th and 10th-grade ELA instructors during PD days on the use of the FSA English Language Arts Test to continue strategies for test taking in the classroom to include such strategies as "They Say, I Say," Core Literacy Proficiencies, and FSA Test-Item Spec questions to springboard writing practice and writing using evidence.

School Implementation Action Steps:

1. Develop the school-based PD Plan schedule for diagnostic, follow-up, and Mid-Year Progress essays for the Writing-through- Reading focus before the end of pre-planning (August).

2. Assign monitors at each grade level and course to observe and report progress in writing through reading.

3. Purchase and maintain file folders to house student writing samples throughout the year.

4. Purchase a subscription of a current-events magazines (To Be Determined) for students to read and use as "evidence" for their essays primarily to support AICE General Paper writings.

5. Provide use of computers for at least one attempt per student (grades 9-10) to type an FSA practice essay using a school computer source.

6. One English department member will attend the district writing group meetings to calibrate teacher scoring and inform instruction at the school site during PD.

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7. All 9th and 10th-grade ELA teachers will attend the district Writing Bootcamp-either the follow-up for those who attended the first one last year or the initial one this year.

8. Grades 9-10 ELA teachers will calibrate essay scoring during PD using rubrics/FSA Writing Sampler Sets to inform instruction.

9. Each ELA instructor will be provided with a laminated chart of the Core Literary Proficiencies.

10. Each ELA instructor will be provided with an updated ELA flip chart with ALDs.

Classroom Implementation Steps (Teachers and Students):

1. Teachers will implement the writing through reading protocol in their classroom instruction using Achievement Level Descriptors.

2. Teachers will extend Everyday Instructional Reads, close reads, and DBQs to discussions and writings.

3. All teachers will use a common process (Core Literary Proficiencies) to unpack the prompt for given modes of writing, such as identifying key words and using coding while reading.

4. Students will practice unpacking the prompts for given modes of writing in Everyday Instructional Reading, TDQs, RAFTs, and DBQ tasks.

5. Teachers will use Rubrics/FSA Writing Anchor Papers/Sample Sets to identify and model purposeful text marking and effective thesis statements/claims/introductions/elaborations/conclusions.

6. Students will use Rubrics/FSA Writing Anchor Papers/Sample Sets to model, peer review, and identify purposeful text marking and effective thesis statements/claims/introductions/elaborations/conclusions in their writings.

7. Teachers will use TDQs, RAFTs, and DBQs to demonstrate methods for planning for the essay by teaching methods such as bucketing ideas, etc.

8. Students will identify key ideas for planning for the essay by text marking and annotations.

9. Students will write arguments to support claims in an analysis of substantive topics or texts using textual evidence.

10. Teachers will scaffold instruction by using Everyday Instructional Reading to build from one source to multiple sources to assist in the writing process.

11. Students will write short and long, evidence-based essay responses which require answers with a claim, warrant, and illustration or point, illustration, and explanation.

12. Teachers will provide explicit instruction on how to synthesize ideas from multiple sources in order to respond to a given prompt. (Teach students to read like writers and write like readers)

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13. Students will write responses which require them to draw evidence from literary and informational texts (such as AoWs) to support analysis, reflection, and research.

14. Teachers will use differentiated writing instruction based on student needs identified through rubrics by using writing conferences, small-group instruction, and/or stations.

15. Students will identify and incorporate credible sources in their writings and learn to identify “distractive” information from “relevant” information.

16. Teachers will provide Articles of the Week and the DBQ format (buckets) to address elaboration to students.

17. Students will elaborate and use appropriate transitions between and within paragraphs after modeling sampler sets.

18. Students will practice with They Say, I Say to address the use of content-specific vocabulary in their writing.

19.Students will practice applying and citing accepted formats (i.e., MLA) while writing their essays.

20. Teachers will instruct students using the current forms of citations and formats of essay writing in use.

21. Teachers will make every possible effort to allow students at least one opportunity to type an essay using the computer during class time.

22. During the beginning of December, English students in grades 9-10 will complete another writing assessment as both a practice for the FSA ELA test and a follow-up for the previous writing in order to measure student writing growth. 23. ELA teachers will maintain "writing folders" to house students' writings/essays throughout the year. These folders will serve as "portfolios" of their writing growth.

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Progress Monitoring:

Initiative How Often How Monitored Responsible

Writing Bootcamp October 3, 2017 Lesson Plans Administration ___________________________________________________________________________________________________________________ PD -Writing Focus Once per 9 Weeks Lesson Plans, Walk- Administration,

Throughs, Progress Chats PD Leader Classroom Implementation Once per 9 Weeks Walk Throughs, Lesson Plans, Administration of Writing through Reading Progress Chats, Process Use complex texts and Weekly, Monthly Lesson Plans, Walk-Through Administration resources aligned to Standards and Item Specs Implementation of small group Quarterly Lesson Plans Administration activities with differentiated instruction Classroom Implementation Once per 9 Weeks Walk Throughs, Lesson Plans, Administration of EIRs, Close Reads, DBQs Progress Chats,

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Writing Bootcamp October 3, 2017 Lesson Plans Administration PD -Writing Focus Once per 9 Weeks Lesson Plans, Walk Throughs,

Progress Chats Administration, PD Leader

Classroom Implementation of Writing through Reading Process

Once per 9 Weeks Walk Throughs, Lesson Plans, Progress Chats

Administration

Use complex texts and resources aligned toStandards and Item Specs

Weekly, Monthly Lesson Plans, Walk-Through Administration

Implementation of small group activities with differentiated instruction

Quarterly Lesson Plans Administration


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ELA Levels 1 and 2 Focus

FWBHS’s Focus: Targeted School-based Focus: By the end of the school year, Level 1 and Level 2 students will show growth on FSA ELA Reading and Writing assessment by moving from low to mid to high learning gains. Targeted School-based Professional Development: All Intensive Reading teachers will attend district IR PD’s and school based IR PD’s throughout the year and common planning after central message PD to work on planning for implementing the balanced literary model in the IR classroom.

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Action Steps for Remediation: Administrative Implementation Action Steps: Administration will identify the lowest 35% of students according to the most recent FSA-ELA.

The administration at FWBHS will ensure IR teachers comply with the SPP

The administration at FWBHS will ensure that level 2 students who is not in an IR class are scheduled with a CAR-PD certified teacher to address reading deficiencies through a content area class. Intensive Reading (Teachers and Students): Teachers will analyze data to determine student deficiencies.

Teachers will utilize small group setting to differentiate instruction.

ELA instructors will use ALDs (Achievement Level Descriptors) to differentiate instruction.

Teachers will use small group instruction and the Balanced Literacy Model to facilitate student development.

Intensive Reading Classroom Implementation:

Teachers will utilize Achieve 3000 program to enhance reading instruction and learning, measure and improve student Lexile levels.

Teachers will provide FSA practice lessons at student level (if below grade level), grade level and above, using Achieve 3000 and other materials.

Teachers will utilize their mini Q’s (DBQs) to improve writing performance on the FSA.

Teachers will develop and implement culminating thought questions for lessons.

Teachers will instruct students on text marking materials for specific purpose.

Students will utilize close reading protocols with teacher facilitated scaffolding and modeling.

Students will interact with shorter but more complex passages and read for a specific purpose.

Students will read a passage first for fluency then re-read for a specific purpose while marking the text appropriately.

Students will manage and manipulate a standards based classroom which supports the Balanced Literacy Model using small group stations.

NGCAR-PD Classroom Implementation: Teachers will use Everyday Instructional Reading in their content area including the use of reading strategies to instruct students.

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Utilizing Complex Texts and multiple resources which are aligned to Standards and Item Specifications.

Weekly, Monthly Formal and Informal Evaluations, Lesson Plan

Administration

Everyday Instructional Reading Weekly, Monthly Formal and Informal Evaluations, Lesson Plan

Administration

Student Talk Protocols Weekly Formal and Informal Evaluations, Lesson Plan

Administration

Close Read Lessons Monthly Formal and Informal Evaluations, Lesson Plan

Administration

Use of Culminating Tasks Weekly, Monthly Formal and Informal Evaluations, Lesson Plan

Administration

Lesson Plans that include components of Everyday Instructional Reading/Close Reads: TDQs, text-marking, note-taking, Writing through Reading, Culminating task, etc

Weekly, Monthly Formal and Informal Evaluations, Lesson Plan

Administration


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ELA Subgroup Focus Subgroup: FSA Subgroup-Juniors-Reading High 2’s

FWBHS’s Focus: Targeted School-based Focus: By the end of the year we expect our students to be able to be able to pass the FSA on retakes, which means they will have fulfilled Focus 1 for 9th and 10th grade students when they were not able to the previous year. Targeted School-based Professional Development: 11th and 12th grade reading teachers will lead us in professional development during the 2nd ½ of the day of the third district message and then junior and senior teachers will utilize common planning time after the message to collaborate and develop differentiated instruction activities for this sub-group within mixed-skill classrooms.

*understanding the new SAT Reading section and its impact as a commensurate score

*understanding how to be successful on the ACT Reading section for the concordant score.

*understanding how to use previous FSA data to identify students weaknesses.

*understanding the reading teachers techniques that they utilize to raise students’ scores on the FSA

*understanding the scope and sequence of reading teachers lessons for the year

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Action Steps for Implementation: Administrative Implementation Action Steps: Budget and schedule subs for the whole day on district PD days (other ½ day for common planning)

Ask district presenter for the final session to create a lesson specifically designed with an emphasis for junior/senior teachers working with upper Level 2 students without reading support

Order support documents from the county print shop –reading teachers’ lessons

Mrs. Smith will attend and participate in ELA meeting to discuss and help implement SPP focus areas using resources

Administration will analyze teacher constructed lessons for differentiated Instruction Classroom Implementation Action Steps (Teachers and Students): Teachers will utilize district message strategies to target Level 2 junior/senior students without a reading class

Teachers will create EIR and CR Lesson Plans using complex text and multiple sources, with differentiation for subgroup


Create EIR and CR lesson plans For each unit through year Lesson PlansAssessment Administration Implement small group discussion with differentiated instruction for this sub-group

quarterly Lesson plans, Walkthroughs Administration

Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Evaluation of Goal and Implementation: Students will show progress as they tackle more and more complex tasks throughout the year in both reading and writing. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): Refinement of the Goal: Teachers will meet to discuss implementation, success and failure, and get feedback from the other teachers involved. Their discussion will be used to set goals for next year, along with the FSA results when they arrive.

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School Action Plan Social Studies

District Goal: Students shall demonstrate social studies proficiency at or above the expected grade level.

Objectives: U.S. History The percentage of all curriculum students who will be proficient in U.S. History as defined by the State of Florida on the Florida U.S. History End-of-Course Exams will be at least 85%.

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U.S. History Proficiency (By School) Social Studies: Data

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School Action Plan Social Studies: Strategies & Programs to Support the Objectives

Central Focus: Social Studies Focus Use Standards and Item Specifications to drive instruction through Everyday Instructional Reads with an emphasis on cooperative groups and stations. A focus will be placed on: • Social Studies Standards-Based Question Stems Flip Charts to create rigorous Text Dependent Questions (TDQs) within Everyday Instructional Reads that

support the Social Studies Content • Social Studies resources such as DBQ, FJCC, National Archives, Stanford History Education Group (Sheg), LDC, etc.

FWBHS’s Focus: Targeted School-based Focus: • All social studies teachers will visit an English teacher’s classroom to observe a lesson in a writing procedure.

• All social studies teachers will observe any teacher in the building teaching a lesson on Text Dependent Questions, Everyday Instructional Reading, DBQ writing, or historical inquiry skills in relation to reading or writing.

• Use Everyday Instructional Reading to increase reading comprehension, writing skills, and discussion skills

• Use Text Dependent Questions to increase reading comprehension

• Writing and scoring short responses and long responses (DBQs)

• Using purposeful student talk to increase comprehension and improve writing Targeted School-based Professional Development: Teachers will work together during afternoon PD sessions to use the new SS resources together to write TDQs and create Everyday Instructional Reading assignments to be used in their classrooms. Common planning to create these assignments will be done in department group, vertical and horizontal alignment groups during these afternoon session

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Action Steps for Implementation: Administrative Implementation Action Steps: Administrator will review lesson plans for TDQing, Everyday Instructional Reading Assignments, writing assignments, etc.

Administrator will have coaching conversations about these implimentations with teachers.

Administrator will conduct walk-thrus, planned and unplanned, to see implimintation in the classroom for coaching purposes Classroom Implementation Action Steps (Teachers and Students): • Teachers will instruct students and model for students productive purposeful student talk.

• Teachers will provide time for students to practice and improve purposeful student talk to increase reading, writing, and discussion skills.

• Teachers will use multiple texts: primary and secondary sources, charts, maps, political cartoons, video clips, and artwork while implementing Everyday Instructional Reading strategies.

• Teachers will use explicit instruction in teaching students to synthesize information.

• Students will cite relevant evidence from multiple sources to respond to a writing prompt.

• Teachers will use strategies such as SCIM-C to teach historical inquiry skills.

• Students will use historical inquiry skills to analyze passages in preparation to respond to a given prompt.

• Teachers will use Everyday Instructional Reading (EIR) strategies for reading, writing, and classroom discussions.

• Students will utilize strategies to increase the complexity of their reading, writing, and classroom discussions.

• Teachers will use Text Dependent Questions (TDQ) to increase student comprehension.

• Teachers will teach students to write their own TDQs.

• Students will write their own TDQ using templates from Flip Chart.

• Students will increase the complexity of TDQ by using Depth of Knowledge (DOK) information from Flip Chart.

• Teachers will use templates and/or graphic organizers for writing.

• Students will write organized responses to given prompts.

• Teachers will grade writing assignments according to FSA Writing Rubrics (which may be modified to meet the needs of the course).

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• Teachers will implement student note taking through text marking skills, student talk, and student collaboration.

• Students will practice purposeful text marking and annotating.

• Students will discuss and collaborate with other students using their notes and annotations in preparation to write a response to TDQs or other writing prompts.


Everyday Instructional Reads Weekly/Monthly Lesson plans/Walk throughs Administrator Student Talk Weekly/Monthly Lesson plans/Walk throughs Administrator Use of Text Dependent Questions Weekly Lesson plans/Walk throughs Administrator Use of Multiple Texts Weekly Lesson plans/Walk throughs Administrator


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School Action Plan Math

District Goal: Students shall demonstrate math proficiency at or above the expected grade level.

Objectives:

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 55%. 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 50%. 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 55%

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FSA Math Proficiency (By Grade) Math: Data

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FSA Math Proficiency (By Grade) Math: Data

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School Action Plan Math: Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? We are strongest in the following areas:

• Algebra 2 had an 83% proficiency rate

• Geometry Honors had a 96% proficiency rate

• Calculus BC (AP Exam) had an 87% pass rate

• AP Statistics had a 93% pass rate

• Algebra 1 Honors had a 99% proficiency rate

• Algebra 2 Honors had a 100% proficiency rate

What does the analysis tell you about your school’s opportunities to improve? Algebra I and Geometry are areas that need improvement.

Algebra I: 2017 showed a slight gain in proficiency in Algebra from 65 to 68 %. 2017 shows 68% proficient which is -2 when compared with the county rate of 70% proficient.

Geometry: 2017 shows a score regression in Geometry. 2016 had 65% proficient while 2017 showed 53% proficient. Geometry is -12% when compared with the county rate of 77% proficient.

The School has opporunities to improve its proficiency rates in both Algebra 1 and Geometry through the use of small group collaborative instruction and through the use of achievement level descriptors (ALDs)

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School Action Plan Math: Strategies & Programs to Support the Objectives

Central Focus: Math Focus Utilize the Achievement Level Descriptors (ALDs) and Item Specifications to purposefully create targeted lessons, formative and summative assessments and cooperative learning opportunities through the Backward Design Process. A focus will be placed on:

• Incorporating the use of Differentiated Strategies such as Stations, Small Group Instruction, and Cooperative Learning Opportunities • Utilizing math resources such as: Textbook, Math Nation, CPALMS, etc. • Designing formative and summative assessments, which are derived directly from the ALDs and Item Specifications

FWBHS’s Focus: Targeted School-based Focus: In depth backwards lesson design through common planning and second half of district in-service days. Targeted School-based Professional Development: 1. Visiting other schools within the county to observe successful station implementation 2. Attending PAEC "Bridging the Gap Between Florida Standards and Teaching of Statistics" 3. Half day inservice with S. Thetford to focus on Geometry Backwards Design model.

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Action Steps for Implementation: Administrative Implementation Action Steps: June 22, 2017 – Go over student placement/FSA scores to ensure proper placement in math course.

July 13th and 20th, 2017- Have data chats with teachers to discuss scores, strengths, weaknesses and needs for successful next school year.

July 31, 2017 – Create a common planning in the Master Schedule for Algebra 1

August 3, 2017 –Schedule dates for Math Department Meetings on the Master Calendar

August 3, 2017- Create a common planning checklist for bi-weekly meetings

August 17th, 2017- Chelsea from Math Nation comes to visit during Algebra common planning(6th) to share information/resources available on MathNation.

August 31, 2017 – Schedule MAP testing and follow-up data chats with teachers

Biweekly – Principal will attend common planning meetings to oversee the process and give support, ensure teachers are integrating best practices for ALDs, small groups, stations, use of Item Specs driving instruction. Classroom Implementation Action Steps (Teachers and Students): During the district half-day session and bi-weekly common planning meetings teachers will focus on:

1. Identifying the standards they wish to assess/teach then teachers will identify the ALDs that go with the standards. Teachers will use Course Standards, Item Specifications, and Achievement Level Descriptions to develop lessons, complex questions, and assessments.

3. Creating an assessment aligned to the ALDs with a 10% Level 2, 70% level 3 and 20% level 4-5 break down for block. Higher ALDs for other courses. Teachers will utilize common formative and summative assessments to drive Standard-based instruction.

4. Teachers will align every question to the standards and ALD creating a test map to ensure the alignment and 10-70-20 break down.

5. Teachers will then gather/create teaching materials to align with standards and ALDs. Teachers will utilize Math Nation, C-Palms, county FSA Questions, Broward and Miami Dade resources to support the complexity of the Standard. Students will utilize Math Nation and teacher resources to support the comprehension of the Standard at a 3, 4 or 5 ALD level.

6. Teachers will create activities to go along with instruction using Item Specifications for students to respond and answer FSA-like questions. Students will practice and be able to answer FSA-like questions both in groups and individually. Teachers will create activities focusing on student talk/classroom discussion through ALD aligned standard based questions. Students will use student talk/classroom discussions to construct their personal knowledge and understanding. Students will support the thinking/knowledge construction of their classmates through student talk.

7. Teachers will assess using common assessment created before instruction then begin the data chat/spiraling component. (SPP Focus)

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Use Data from MAP Testing for whole group and small group instruction

Ongoing as we progress through the standards/course

MAP Reports Teacher/Administration

Creating Common Assessments per unit and per 9 weeks/semester

BiMonthly Common Planning Reflection Teacher/Administration

Course Standards Checklist BiMontlhy Common Planning Reflection- Completed at Common planning meetings

Teacher/Administration


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Math Levels 1 and 2 Focus

FWBHS’s Focus: Targeted School-based Focus: Purposeful Spiraling Targeted School-based Professional Development: Most Missed Training with follow up/guidance throughout the year.

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Action Steps for Implementation: Administrative Implementation Action Steps: August 8, 2017- Math Department Preplanning meeting with Most Missed Training

October 2017- Data Chat with first 9 weeks’ exam results

January 3rd, 2018- Data Chat with semester exam results

March 16th, 2018- Data Chat with 3rd 9 weeks’ results Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will attend Most Missed Training with Mrs. Sheffield

2. Teachers will administer an ALD/Standards aligned 9 weeks’ exam.

3. Students will take exam.

4. Teachers will analyze % missing each question and have a data chat to share results.

5. Teachers will compare results to support each other with teaching differences.

6. Teachers will create spiralized Most Missed assignments/warmups/exit passes with culminating activity/assessment.

7. Students will complete assignments/warmups/exit passes and culminating activities.

8. Teachers will analyze culminating activity for successes and areas that need improvement.

9. Teachers will create new ALD/Standards Aligned activities/assessments to continue practicing.


Post Test Data Chats Every Test- bimonthly Teacher notes, common planning notes

Teachers/Administration

9 Weeks Exam Analysis Quarterly Teacher notes, common planning notes


Most Missed Reflection on Spiral Standards

Quarterly Teacher notes, common planning notes


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Math Subgroup Focus Subgroup: Geometry

FWBHS’s Focus: Targeted School-based Focus: In depth backwards lesson design through common planning and second half of district in-service days. Targeted School-based Professional Development: Backwards Lesson Design Training

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Action Steps for Implementation: Administrative Implementation Action Steps: June 21, 2017- Secure Math Nation workbooks for all Geometry Students

July 13th and 20th, 2017- Have data chats with teachers to discuss scores, strengths, weaknesses and needs for successful next school year.

July 31, 2017 – Create a common planning in the Master Schedule for Geometry

August 3, 2017 –Schedule dates for Math Department Meetings on the Master Calendar

August 3, 2017- Create a common planning checklist for bi-weekly meetings

August 8th, 2017- Backwards Lesson Design Meeting with Mrs. Sheffield

August 17th, 2017- Chelsea from Math Nation comes to visit during Geometry common planning(3rd) to share information/resources available on MathNation.

Biweekly – Principal will attend common planning meetings to oversee the process and give support, ensure teachers are integrating best practices for ALDs, small groups, stations, use of Item Specs driving instruction, and Math Nation workbooks for practice Classroom Implementation Action Steps (Teachers and Students): During the district half-day session and bi-weekly common planning meetings teachers will focus on:

1. Identifying the standards they wish to assess/teach then teachers will identify the ALDs that go with the standards. Teachers will use Course Standards, Item Specifications, and Achievement Level Descriptions to develop lessons, complex questions, and assessments.

3. Creating an assessment aligned to the ALDs with a 10% Level 2, 70% level 3 and 20% level 4-5 break down for regular Gometry. Higher ALDs for Honors Geometry course. Teachers will utilize common formative and summative assessments to drive Standard-based instruction.

4. Teachers will align every question to the standards and ALD creating a test map to ensure the alignment and 10-70-20 break down.

5. Teachers will then gather/create teaching materials to align with standards and ALDs. Teachers will utilize Math Nation, C-Palms, county FSA Questions, Broward and Miami Dade resources to support the complexity of the Standard. Students will utilize Math Nation and teacher resources to support the comprehension of the Standard at a 3, 4 or 5 ALD level.

6. Teachers will create activities to go along with instruction using Item Specifications for students to respond and answer FSA-like questions. Students will practice and be able to answer FSA-like questions both in groups and individually. Teachers will create activities focusing on student talk/classroom discussion through ALD aligned standard based questions. Students will use student talk/classroom discussions to construct their personal knowledge and understanding. Students will support the thinking/knowledge construction of their classmates through student talk.

7. Teachers will assess using common assessment created before instruction then begin the data chat/spiraling component. (SPP Focus)

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Creating Common Assessments per unit and per 9 weeks/semester

BiMonthly Common Planning Reflection Teacher/Administration

Course Standards Checklist BiMonthly Common Planning Reflection- Completed at Common planning meetings


Geometry Notebook Check BiMonthly Common Planning Meetings Teacher/Administration


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School Action Plan Science

District Goal: Students shall demonstrate science proficiency at or above the expected grade level. Objectives: The percentage of all curriculum students who will be proficient in science as defined by the State of Florida on the Florida Biology End-Of-Course Exams will be at least 75%.

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School Action Plan Science: Data

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School Action Plan Science: Strategies & Programs to Support the Objective

Central Focus: Science Focus Use Standards and Item Specifications to drive the instructional focus through constructing inquiry-based learning opportunities, cooperative groups, and stations. A focus will be placed on:

• Utilizing the Science Standards-Based Question Stems Flip Charts to create rigorous Text Dependent Questions (TDQs) within Everyday Instructional Reads that support the Science Content

• Utilizing formative assessments and progress monitoring tools such as Study Island, MAP, etc. to establish cooperative groups/station activities

FWBHS’s Focus: Targeted School-based Focus: Teachers will utilize collaborative small group instruction. Targeted School-based Professional Development: 1. All Biology teachers will attend the Stemscopes Training. 2. Biology teachers will meet 3, 1/2 days to share best practices, successes using Stemscopes, Study Island.

Action Steps for Implementation: Administrative Implementation Action Steps: Allow all science teachers to attend Stemscopes Training Purchase TDQ flip charts for all Biology Teachers Teachers will be provided 3 half days to common plan and collaborate. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will use differentiated small group instruction through purposeful grouping based on academic level 2. Teachers will have students complete EIR assignments using district created lessons, STEMscopes, textbooks and other outside sources 3. Biology teachers will have students use Study Island as a differentiated way of spiraling and/or as an instructional tool. 4. Teachers will use STEMScopes as a resource for student assignments for EIR, assessments, and differentiated instruction

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Small Group Instruction Twice monthly Lesson Plans Admin EIR Three times a month Lesson Plans, Walk Throughs Admin Study Island Monthly Lesson Plans, Study Island Data

Reports Admin


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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

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

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