Shalimar 2018 SPP - Okaloosa County School District

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

Date Submitted:

Dates of Revision:

School Performance Plan 2018-2019

School Name: Shalimar Elementary

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

Kim McSparren Principal K Armstrong Assistant Principal Sarah Downs/ Christine Sadler ELA/Math Instructional Coaches Margo Keeler, Cherri Pippins Kindergarten Teachers Amanda Piburn, Celia Lenox First Grade Teachers Karen Spencer, Kayla Tector Second Grade Teachers Leora Henry, Anitra Ramos Third Grade Teachers Michele Maksymyk, Laura Osterman Fourth Grade Teachers Sarah Kelly, Karin Letsinger, Joy Armbrester Fifth Grade Teachers Fifth Grade Teacher

Stakeholder Involvement: Describe the process taken to create the School Performance Plan. During individual data chats in early 2018, the administrative team met with teachers to discuss student data and needs relating to our current SPP goals. Teacher feedback, analysis of small group pre/post lessons and station plans, and targeted administrator walk throughs led the team to determine that we need to continue building our implementation of differentiating instruction for students through small groups and station tasks. Grade level department teams met during April and May on Tuesday mornings to review and make suggestions for changes to the SPP for the 2018-2019 school year. A leadership team with a representative from each grade level met on Friday, May 11th, 2018 to update the SPP including grade level notes, revisions, and clarifications based on the Central Message focus.

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School Profile

Located in the Florida Panhandle, Shalimar Elementary School serves approximately 660 students from the Shalimar and Fort Walton Beach areas. Initially SACS accredited in 1966, we have been honored to serve the communities’ students, families, and stakeholders. Shalimar Elementary works together: the faculty, staff, volunteers, and stakeholders have established rigorous academic standards for our students, and we are committed to providing flexible, high quality, standards based differentiated instruction for all students. Shalimar is proud to serve a diverse community of learners. It has earned an A rating, as measured by the State of Florida grade calculation method, for 15 years; earning a B 16-17 school year and a C the 17-18 school year.

One hundred percent of Shalimar’s instructional staff are highly qualified. Shalimar focuses on building positive relationships with all stakeholders. Shalimar' students are served by KG (5 classes), 1st (5 Classes), 2nd (6 Classes), 3rd (5 Classes), 4th (6 classes) and 5th (5classes). We have 4 ESE units: one 3rd Grade EBD Unit, one 4th grade EBD Unit and 2 PreKD units. Our classrooms are departmentalized to better serve our students. Our Title 1 support team consists of 2 classroom assistants and 2 full time teachers to serve students in a remedial capacity throughout the year. We also benefit from an Instructional Reading Coach and a Math Coach who are available to model lessons, work hand in hand with both veteran and new teachers, and help teachers delve deeper into the Florida Standards for maximal instruction. A full time Guidance Counselor, ESE teacher, SLP are also on staff to assist students and teachers. We also offer services from a Social Worker, Mental Health Counselor, Military Family Life counselor, a School Psychologist and a Health Tech.

Shalimar offers many specials to students: Physical Education (to include a state and national ranked archery team), a full music program, a talented and gifted program hosted by the local Master Gardeners Association, Safety Patrols, ELL program, a leadership team, and a multicultural club.

Shalimar is proud of its family of engaged learners and stakeholders who have been committed to our goal of providing a safe learning environment to all.

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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? The community and parent awareness survey only had a total of 7 parent responses. Strengths recognized by parents were in regard to their child's academic progress and the their child's education being a priortity - both being over the 50% of satisfactory. Another stength in the survey was parents feeling welcome at Shalimar with 67% positivity. Shalimar works very hard to facilitate open communication with parents in multiple ways and maintain a welcoming atmosphere.

What does the data tell you regarding the opportunities for improvement in your school? Again this year a weak area is the input regarding homework. Teachers continue to inform parents of researched high effect sizes of intentionally assigned homework. Teachers reinforce learned skills as homework assignments with emphasis on reading with students at home and practicing math facts. Parents that request additional activities for homework are provided that opportunity. Kahn Acadamy information will be provided to parents as a means of re-einforcing math concepts at home.

Provide a description of the various forms of communication to your community and parents. Newsletter sent home twice a month and posted on FB page / FB page / teacher newsletters / class DoJo communication / e-mail avalability / Remind 101 / automated callout system / school website / two informational signs in front of school / student communication folders / business parnter letters / parent handbook / large digital display in front office

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Historical School Grade Data

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Shalimar 2016 59 76 65 63 73 57 66 7 459 66 A YES 68 33Shalimar 2017 59 60 68 57 45 60 27 7 376 54 B YES 66 32Shalimar 2018 57 58 61 54 38 50 24 7 342 49 C YES 65 33District 2018 65 72 66 58 62 52 53 7 421 61 BState 2018 48 56 49 51 56 47 45 7 350 50 C

*Percentages not Counted in Calculation

Achievement Learning Gains

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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 62%. 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 62%. 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 62%

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MAP Reading Proficiency (By Grade) ELA (Reading): Data

School Grade

PercentProficient

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Shalimar K 66 Avg Avg Avg AvgDistrict K 64 Avg Avg Avg AvgShalimar 1 58 Avg Avg Avg AvgDistrict 1 63 Avg Avg Avg AvgShalimar 2 67 LoAvg Avg Avg AvgDistrict 2 66 Avg Avg Avg Avg

MAP 2018 ELA Test C Strands

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FSA ELA Data (By Grade) ELA: Data

School GradeFSA

2015FSA

2016FSA

2017FSA

2018Gain/Loss

2017-18

Shalimar 3 51 49 58 58 0District 3 61 66 66 66 0State 3 53 54 58 57 -1Shalimar 4 66 54 52 49 -3District 4 64 61 66 62 -4State 4 54 52 56 56 0Shalimar 5 66 69 60 58 -2District 5 63 62 62 64 +2State 5 52 52 53 55 +2

FSA ELA by Percent Proficient

School GradeFSA

2015FSA

2016FSA

2017FSA

2018Cohort 2017-18

Shalimar 3 51 49 58 58 naShalimar 4 66 54 52 49 -9Shalimar 5 66 69 60 58 +6District 3 61 66 66 66 naDistrict 4 64 61 66 62 -4District 5 63 62 62 64 -2State 3 53 54 58 57 naState 4 54 52 56 56 -2State 5 52 52 53 55 -1

FSA ELA by Percent Proficient with Cohort

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Scho

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FSA

Test

Gra

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2016 2017 2018 2016 2017 2018Shalimar 4 57% 55% 47% 54% 45% 54%*District 4 57% 58% 52% 44% 48% 42%Shalimar 5 67% 59% 63% 44% 70% 44%*District 5 59% 62% 61% 45% 47% 49%

FSA ELA Overall Gains Low 25% Gains

School GradeKey

IdeasCraft &Struct

Intgr ofKnwl

Lang WriteKey

IdeasCraft &Struct

Intgr ofKnwl

Lang WriteWrite

D1Write

D2Write

D3Shalimar 3 51 59 42 42 55 62 47 72District 3 55 62 48 48 59 65 50 74Shalimar 4 55 69 53 70 53 49 59 43 68 50 45 46 67District 4 58 72 60 73 57 54 63 48 70 55 51 51 72Shalimar 5 59 62 47 77 59 57 69 60 75 53 51 46 71District 5 59 64 49 79 59 61 71 61 78 58 55 51 77

FSA ELA Strands 2017 (% Correct) FSA ELA Strands 2018 (% Correct)

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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? Our third grade maintained 58% proficiency which is 9% improvement over the last 3 years. On a positive trend, our 5th grade cohort has increased proficiency every year for the last 3 years for 9% points of gain with 6% of that happening this last year. Additionally that same cohort had 8% more students making gains than the previous year.

What does the analysis tell you about your school’s opportunities to improve? Overall, 4th and 5th have had a downward trend over the past four years. 4th dropped 3% points from last year but 17% since 2014-2015. 5th dropped 2% last year for a total of 11 over the last 3 years. The 4th grade has also dropped 9% from last year’s cohort to this year. 4th and 5th gains from year to year have also dropped with 4th dropping 8% last year. 5th grade made 5% improvement in gains but still 4% below the 67% high of 2 years ago.

Digging deeper in to the results, 3rd and 4th grades’ lowest area was Integration of Knowledge. 3rd grade met many subgroup goals and outscored the district by 10% with our ELL population. 4th grade outperformed the district by 12% in our lowest quartile. However, in 4th grade only 29% of African Americans, 12% of ELL were proficient and only 31% of African Americans made gains. A target area for 4th may be our high level 2’s. Only 8% of them made gains this year.

Although 5th grade ELA was our strongest grade level, out-performing the district by 2% in learning gains. Our subgroups are still struggling. Only 6% of ESE were proficient and 0% of ELL student made gains or were proficient. Our mid-level 1’s and lows 2s made nominal gains with 33% and 27% respectively. Our concerning strands in 5th grade are Key Ideas and Details for reading and Strand 1 -PFO and Strand 2-E&E in writing.

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

Central Focus: ELA Focus #1 Empowering students to think critically about challenging and high quality texts through:

• Standards-based reading and writing instruction that ensures student engagement through purposeful interactions with TDQs • Standards and ALDs/LPs as the starting point for creating appropriately rigorous TDQs which drives the lesson or task • Data (e.g., MAP, iReady, FSA, formative assessments) to drive mini-lessons, differentiated routines and tasks (e.g., stations, teacher-led small groups, and

cooperative learning opportunities) that place a strong focus on student-to-student interactions within the Balanced Literacy Model • EIRs or components of an EIR that include

o Multiple sources with sequenced TDQs written across the texts to promote analysis and synthesis of sources o Standards-based culminating task o Text marking that is related to the TDQ, which helps students with their initial comprehension of texts o Annotations that allow students to monitor and track their thinking about the TDQs, leading to analysis of texts o Engaging in purposeful Student Talk so that students lead the discussion and the teacher acts as a facilitator

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School Focus Targeted School-based Focus: Teaching students to think critically and respond (shared writing, short response, student-led discussions, etc.) to challenging and high quality texts through data driven teacher-led small group instruction, cooperative learning opportunities, and purposeful practice in meaningful stations differentiated as appropriate and needed.

• Utilize multiple data points (MAP, iReady, FSA, Smarty Ants, formative assessments, etc.) and standards/ALDs/LPs to guide teacher-led small group instruction and related stations.

• Engage students in purposeful interactions with complex text(s) through the use of EIR components (multiple sources, sequenced TDQs, text marking, annotations, culminating tasks, and student talk) across reading and writing instruction. Targeted School-based Professional Development: 1. Pre-planning or faculty meeting in August – Review of terms etc. from our SPP. (Focus #1 and Focus #2)

2. PLC time following Central Message PD will be differentiated. Each PLC session will result in a product to be used in instruction prior to the next PLC. Time may include planning, aligning, creating, or revising the following:

a. Differentiated small group lessons to meet student needs based on data and tied to standards. (Using TDQs, LPs/ALDs, Standards, Standards Resource Book, Item Specs (3-5), and MAP Learning Continuum).

b. Differentiated stations to meet student needs based on data and tied to standards. (Using TDQs, appropriate text, LPs/ALDs, Standards, Standards Resource Book, Item Specs (3-5), and MAP Learning Continuum).

c. Cooperative learning opportunities ensuring student engagement and purposeful interactions using appropriate rigor to monitor student progress in meeting standards and classroom expectations for student talk, text marking, annotation, and analyzing and synthesizing sources.

d. Interim MAP Skills assessments (like DEA Probes?) and the analysis of results to drive a, b, and c listed above.

3. Tuesday Tips and other Professional Development opportunities will be offered to provide an overview of useful technology resources for finding text sets (ex. Common Lit), engagement strategies, utilizing multiple data points to guide instruction, and strategies for blending reading and writing instruction.

4. Embedded coaching (data analysis and planning, co-teaching, modeling, conferencing, coaching cycles, and collegial conversations) will be used by the ELA instructional coach to support implementation of Central Message and School-based PD initiatives through regular collegial meetings with grade levels, coaches, and during department meetings.

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5. Data analysis/MAP assessment training for teachers: how to administer test, using the learning continuum, generating probe type assessments, reports and how to use them to differentiate, etc.

6. Creating, analyzing, and refining assessments aligned to the standards and item specs.

7. Opportunities will be provided for identified teachers to observe classroom implementing best practices supporting the central message and school based professional development initiatives on and off of campus with the guidance of an instructional coach and a debrief discussion. 8. Grade level ELA strategy meetings ,held twice quarterly, analyzing most recent formative and summative assessment data, planning instruction and assessment for the next cycle with a focus on standards, ALDs/LPs, and item specs with administrator and instructional coach guidance and support.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Purchase materials needed for teachers to create stations and engaging collaborative activities for students. 2. Create Needs Assessment and compile results to share with teachers during post planning or pre-planning of 2018. 3. SPP Committee Meetings scheduled to plan and review SPP: May11th, 2018; reviewed throughout the summer and August 2018 4. Order items from the Print Shop prior to Pre-Planning: Standards Resource for teachers in new grade level 5. Schedule and facilitate bi-quarterly grade level department meetings (ELA strategy meetings) before pre-planning 6. Request bi-quarterly targeted turn-in including broad plan for focus standard and provide feedback Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will align instruction and assessments within the Balanced Literacy Model to the Standards and Item Specs (3-5) utilizing the Curriculum Guides and/or other quality resources. (OCSD TDQ stems, ALDs, LPs, Standards Resource Books, etc.)

2. Teachers will meet with targeted differentiated small groups 3-5 times a week during the Balanced Literacy Block. Teachers will use multiple data points (i.e., MAP, iReady, FSA, Smarty Ants, formative assessments) to form flexible groups and plan differentiated instruction using ALDs/LPs to guide expected student outcomes. (Groups: Remediation-daily, Proficient-3 days a week, Enrichment-2 days a week)

a. Small group instruction may consist of: guided reading, conferencing/goal-setting, re-teaching/remediation/enrichment of specific skills, literature circles, mini-lessons, purposeful read alouds, etc.) – incorporating OCSD TDQ stems, ALDs, LPs, strategies from the Standards Resource Book, and specific guidance in text marking and annotation.

b. Teachers will create purposeful stations that extend concepts PREVIOUSLY LEARNED during whole group and/or differentiated small groups to provide students with meaningful PRACTICE with appropriate rigor (differentiated as appropriate and needed using ALDs/LPs to plan for expected student outcomes). May look like: a station incorporating differentiated practice from whole group, spiral review, adaptive technology-based programs, practice applying EIR components w/differentiated text, etc. (Timeline: 1 station in the first 2 weeks and at least two additional stations by the end of the first 9 weeks. A spiraling station will always be in rotations.) 3. Students will collaborate based on classroom station expectations in order to interact with increasingly complex texts during meaningful PRACTICE in stations.

a. Students will ENGAGE in small group activities (Groups: Remediation-daily, Proficient-3 days a week, Enrichment-2 days a week.) such as: guided reading, conferencing/goal-setting, re-teaching/remediation/enrichment of specific skills, literature circles, mini-lessons, purposeful read alouds, etc.

b. Students will ENGAGE in differentiated/spiraling stations incorporating self-assessment according to established norms for accountability. (Accountability may look like: station journal/binder, folders, passport, graphing, student product, etc.)

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4. Teachers will model and incorporate the use of EIR components across the curriculum leading students to engaging and rigorous culminating tasks. (Focus on: multiple sources, sequenced TDQs, text marking, annotations, student talk)

a. Teachers will implement scaffolded questioning strategies with an emphasis on DOK 2 & 3 levels using TDQ stems from Standards Resource book and purposefully sequenced TDQs for analysis and synthesis leading to a culminating task.

b. Teachers will model strategies for purposeful text marking (for initial comprehension), annotation and notetaking (to track thinking about relevant information) based on TDQs and/or writing prompt. (May look like: graphic organizers, Cornell notes, picture notes, margin notes/annotations, highlighting, etc.)

c. Teachers will CO-CREATE anchor charts with students and model expectations for interactive notebooks or other writing through reading tasks.

d. Teachers will use standards, ALDs/LPs, item specs, and the complexity of the lesson to drive selection of appropriate culminating tasks. (May look like: graphic organizers, student discussion/debate, exit passes, writing task, etc.)

5. Students will actively participate in applying the EIR components across the curriculum in order to think critically about challenging and high quality texts.

a. Students will ask and answer TDQs at a variety of DOK levels (with emphasis on DOK 2 & 3), will add relevant information to a collaborative discussion based on source material, and use relevant text evidence to build on each other’s observations or insights. (May look like: silent discussions, sticky note responses, exit slips, Socratic seminars, fishbowl, jigsaw, elbow partners, etc.)

b. Students will practice purposeful text marking (for initial comprehension) and annotations (of thinking about relevant information) as previously modeled by teacher throughout the Balanced Literacy Block and in content areas.

c. Students will contribute to and reference CO-CREATED anchor charts and will practice responding in interactive notebooks or other writing through reading tasks.

d. Students will demonstrate their understanding of a lesson by completing a culminating task.

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

differentiated instruction (small group instruction, stations, mini-lessons)

Daily lesson plans, targeted turn-ins, walk-throughs, department meetings and agendas, student work samples

teachers, admin, students

EIR tools (student talk, multiple sources, text marking, annotation, writing through reading)

Daily lesson plans, walk-throughs, station accountability artifacts

teachers, admin, students

Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Teachers are making progress toward our school-based goals as evidenced by monthly grade level department meetings and targeted turn-ins, weekly administrative team meetings, PLC planning following Professional Development, data analysis, and administrator walkthroughs. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): Using data and teacher input, an optional book study will be offered for the book Who’s Doing the Work: How to Say Less so Readers Can Do More by Burkins and Yaris. This book focuses on strategies and techniques to develop independent readers who can integrate reading strategies without prompting from instructors. Some grade levels are moving away from heavily relying on the textbook and are requesting resources to enhance a standards-based approach to planning and teaching. Teachers and instructional coaches will also share additional engagement strategies during Tuesday Tips to provide a variety of methods for engaging students throughout reading instruction. Additional technology programs have been purchased to assist teachers in differentiating for students during independent station time and beyond. Programs purchased include Moby Max, Starfall,and Flocabulary.

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Central Focus: ELA Focus #2 Writing Plan: 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 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?

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School Focus To Blend Reading and Writing: Targeted School-based Focus: How are we using TDQs to facilitate student engagement that prepares students for writing tasks? TDQs guide students to set a purpose for multiple readings, deepen comprehension, steer collaborative discussions, focus text marking, track thinking with annotations, and think critically about the text or text sets after explicit instruction from the teacher. How are we using Student Talk as a method to facilitate synthesis in writing? Students have collaborative discussions to determine a claim, select relevant evidence to support their claim, and strengthen their claim through elaborative techniques. How are we integrating Writing strategies (i.e., SPEC, elaborative techniques) into reading instruction to promote synthesis across sources? Analyzing mentor texts to find examples of various elaborative techniques (connections, real life examples, using definitions, cause/effect, compare/contrast, and figurative language), co-create anchor charts with examples for future reference, and allow for repeated opportunities for practice when responding to TDQs using RACES, (Restate the question, Answer the question, Cite the evidence, Elaborate, and Sum it up) discuss information presented in sources and make annotations/notes through the lens of SPEC, (Social, Political/Personal, Economics/$/Environment, and Community/Change), modeling and practicing the 3 C’s (Claim it!, Cite it!, and Cement it!), etc. Targeted School-based Professional Development: 1. Calibration training will be offered to new teachers or teachers new to a grade level via release time with Literacy Coach or grade level peer after first Cold Write. Calibration will be offered upon the release of the K-5 OCSD Sampler Papers created by the Writing Working Groups. Calibration of papers will lead to discussions of trends/needs for classroom instruction and result in planning for mini-lessons or teaching stratgies to meet those needs. (Grade Level Meeting or 1/2 day Release time).

2. Teachers who attend grade level specific trainings offered on Frontline: Professional Growth will share with the grade level during Tuesday Tips or Grade Level Meetings. Admin will make strategic suggestions of available trainings that would benefit individuals or the school as a whole.

3. Based on data from the SES Needs Assessment, differentiated writing professional development will be offered by the ELA Instructional Coach and/or Lead Teachers to support implementation of the school writing plan. (Tuesday Tips, Differentiated Coaching, Calibration Trainings, Optional trainings based on Grade level/band needs each semester)

4. Writing Meetings will be held once a Quarter with 4th and 5th grade ELA teachers, Instructional Coach, and Administration to address progress, success, and challenges in Analysis and Synthesis (Evidence and Elaboration).

5. Embedded Coaching (co-teaching, modeling, conferencing, collaborative planning, and collegial conversations) will be used by the Instructional Coach to support the implementation of the Shalimar Elementary School Writing Plan.

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Action Steps for Implementation: Administrative Implementation Action Steps: *May 2018-Analyze Needs Assessment with Leadership Team (Admin and Instructional Coach)

*By August 31st - Meet with Leadership Team to finalize calendar dates for all professional development, Cold Writes, Grade Level Writing Meetings, etc. on the Master Calendar.

*By Auguast 31st - Order additional FSA Writing Sampler Sets (for new 3,4,5 ELA teachers) from the Print Shop

*By September 14th - Finalize school writing plan after baseline and/or formative writing assessments have been reviewed for teaching points and areas of greatest need.

*By October 2018 - Provide teachers with a condensed SPP teacher/student action steps. (aka cheat sheet)

*As soon as available (October) - Order 1st -5th grade Informational and Opinion OCSD Sampler Sets from the Print Shop for ELA Teachers

*As soon as available (January) - Order Kindergarten Informational and Opinion OCSD Sampler Sets from the Print Shop for all Kindergarten teachers.

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ShalimarElementarySchoolAcademicWritingPlan-9.19.18

UnpackingthePrompt

Instruction:

•Allteacherswilluseacommonprocesstounpacktheprompt:BUCL(Buckle)

1. BoxMode(opinion,informational)2. UnderlinePurposeandAudience,whenapplicable

Note:Ifnoaudienceisspecifiedintheprompt,itisunderstoodtheaudienceisa“knowledgeableperson”3. CircleTopic4. Listanyacademic/domainspecificwordsifpresent(1-5only)

•TeachermodelstheprocessforunpackingthepromptusingtheFSAWritingSamplerSetsand/orWritingExemplars/samples(K-5).

StudentOutcomes:

•Studentswillpracticeunpackingtheprompt.(WithscaffoldingandsupportinK)

PurposefulTextMarkingSpecifictoPrompt(K-5)/NoteTakingSpecifictoPrompt(3-5)

Instruction:

• Teacherwillmodelandstudentswillpracticetextmarkingspecifictoaprompt.

KindergartenExample:WriteandtellhowPilgrimslivedlongago.

PossiblePurposefulTextMarking:L=LongAgo

Example:Textmarkingthroughshared/interactivewriting

First/SecondExample:ErnestShackletonwasanexplorer.HesailedonashipcalledtheEndurance.WriteaninformativeessayexplainingwhythevoyageoftheEndurancewasunforgettable.Useinformationfromthepassageinyouressay.

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PossiblePurposefulTextMarking:U=Unforgettable

Third-FifthExample:WriteaninformativeessaytopresenttoyourclassabouttheproblemoflightpollutionintheUnitedStatestoday.Useinformationfromthepassagesinyouressay.

PossiblePurposefulTextMarking:P=Problem,S=Solution

StudentOutcomes:

•Studentswilluseunpackedprompts(fromprevioussection)todeterminepossiblepurposefultextmarking.

•Usingstudenttalk,studentswilljustifytheirpurposefultextmarkingandhowitrelatestotheprompt.

PlanningfortheEssay

Instruction:

•Teacherwillprovideanoverviewofthesuccesscriteriabasedonthewritingrubricthroughtheuseofdevelopmentallyappropriatelanguageandstudentwritingsamples.

•TeacherandstudentswillunpackthePurpose,Focus,andOrganization(PFO)categoryofthewritingrubric:

• Highlightkeytermsforeachscorepoint.(K-5)• Asaclass,defineanddiscusseachhighlightedkeyterm(K-5)

Kindergarten/1st/2ndExample:“Whenwewriteweneedtoorganizeourthoughtssotheymakesensetothereaderfromthebeginningtotheend”–Lookingatthismodel,howcanweorderthesethoughtstomakesensetothereader?Doestheordermatter?Thinkingaloudandmodeling.

3-5Example:“fullysustained”-Whatdoesthismean?

• Theteacherwillidentify,discussandmodeltheelementsofeachscorepoint(Kdg)KindergartenExample:“Howcanwechangethismodelsoitmakesmoresensetothereader?(Changetheorder,addanitem,

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removeanitem.)

•Teacherswillmodelandguidestudentstouseaplanningsheetorgraphicorganizerwhenplanningforwriting.

•TeacherwillcreateWritingtasksrequiringstudentsto:

• Unpackaprompt(1-5)• Createapurposefultextmarkingpertainingtotheprompt• Completeplanningsheetorgraphicorganizer(correspondingtomodeofwritingK-5)

•Kindergarten/1st/2ndgradeteacherandstudentswillutilizesharedandinteractivewritingtocollaborativelyplanforwriting.(MayuseWordbanks,GraphicOrganizer,andotherwritingaidstoassistinplanning.)

StudentOutcomes:

•StudentswillbeabletodescribethekeyelementsofqualitywritingthatpertaintoPFOCategoryintheWritingRubric.

•Second-FifthGradestudentswillcompletetasksrequiringtheunpackingofaprompt,thecreationofpurposefultextmarking,andeffectiveplanningtorespondinwriting.

•KindergartenandFirstGradestudentswillroutinelyparticipateinsharedwritingactivitiesusingthechosenorganizationmethodsmodeledinclass.

ScaffoldingInstructiontoBuildfromOneSourcetoMultipleSources(UsingInformationfromBothTextandIllustrations)

Instruction:

•Kindergartenteacherswillprovideexplicitinstructionontherelationshipbetweenillustrationsandthestoryinwhichtheyappearandhowthetextandillustrationsworktogethertoconveymeaning.

Example:Howdoesthediagramshowingwhatlivesinapondhelpustobetterunderstandlifeatthepond?Whydidtheauthordecidetoaddthischarttohistext?

•First–FifthGradeteacherswillprovideexplicitinstructiononwhymultiplesourcesmightberequiredtorespondtoagivenprompt.

Example:Atleasttwotextsaretypicallyneededforacompare/contrast.

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•Teacherwillmodelprogressionofanalysisrequiredformovingfromonetexttomultiplesources:

• Bytheendoftheyearin4th-5th:threetextsandonenon-textstimulus• Bytheendoftheyearin3rd:twolongtextandoneshorttextornon-textstimulus• Bytheendoftheyearin2nd:onetexttotwotextsandonenon-textstimulus• Bytheendoftheyearin1st:onetextandoneshorttextornon-textstimulus• BytheendoftheyearinKdg:textandpicturesinstory,article,orotherwrittensource.

InGrades1st-5ththisincludesexplicitinstructionon:

Texttype(i.e.,letter,newspaperarticle,blog,etc.)

Textandnon-textstimulus(i.e.,cartoons,pictures,charts/graphics,etc.)

Howmultipletextsarerelated(i.e.,content,theme,pro/con,etc.)

•Whencreatingwritingtasks,1st–5thteacherswillpurposefullypairmultiplesources.Thisincludestheuseofmultipletexttypesandstimuli.

BlendingReadingandWriting:

•Teacherwillprovideopportunitiesforstudentstoincreasereadingstaminathroughinstruction,differentiatedstations,andEverydayInstructionalReadingtasksusingmultiplesources.

•Teacherwillcreatesequencedtextdependentquestionsrequiringstudentstoanalyzeandsynthesizemultiplesources.

StudentOutcomes:

•Intermediatestudentswilldevelopthestaminarequiredtoread,textmark,andanalyzeuptofourtexts.(graduallyfrom3rdto5thgrade)

Note:

3rdGradewillbeginusingtwosourcesbeforetheendofthefirstsemesterafterexplicitinstructionisprovidedandusingthreesourcesbytheendofthefourthquarter.

4thand5thgradewillbeginusingatleasttwosourcesduringthefirstquarterafterexplicitinstructionisprovided.

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Additionalsourceswillbeaddedatanincrementalrate.

•Primarystudentswilldevelopthestaminarequiredtoread,textmark,andanalyzeuptotwotextsandoneothersource.(graduallyfrom1stto2ndgrade)

Note:

1stGradewillbeginusingonetextwithasimplepictureduringthefirstsemester.

2ndGradewillbeginusingonetextandoneshorttextornon-textstimulusbytheendofthefirstsemester,andwillbeginusingtwosourcesatthebeginningofthefourthquarter.

•StudentswilluseEIRstrategies(i.e.,purposefultextmarking,annotations)todetermineimportantconnectionsacrossmultipletexts.

•StudentsinKindergartenwillapplycriticalthinkingskillstomakeconnectionsacrosstextswithscaffoldingandsupportbyteacher.

•Givenatext-basedwritingtask,studentswillbeabletoanswerthequestions,“Whatisthecommonthread/theme/subject/idea?Howarethesetextsrelated?”

•StudentswillincreasethenumberoftextsinbothessaywritingandEIRtasksatanincrementalratefromKdg–5thgrade.SeeStudentOutcomeNotes.

WritinganIntroduction(Beginning)

Instruction:

Kindergarten

• Teacherwillprovideexplicitinstructionon:o Orientingthereadertothetopicoftheessay(answeringtheprompt)

• Teacherandstudentswillcreateananchorchartshowingthecomponentofanintroductionalongwithstudentexamples.Whenusedeffectively,“theintroductionisthedoorwaytoanessaythatinvitesthereadertoenter.”

• Teacherwillusewritingsamplesand/ormentortextstoillustrateattributesofanintroduction.Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofwritingabeginning.Small,targetedwritinggroupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.

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1st-2nd

• Teacherwillprovideexplicitinstructionon:o Grabbingthereader’sattentionthrougharelevantstatemento Orientingthereadertothetopicoftheessay(answeringtheprompt)o Statingtheideasorconceptsthatwillbeexplainedusingsources(thesisstatement/claim)

• Teacherandstudentswillcreateananchorchartcontainingthethreecomponentsofanintroduction.Whenusedeffectively,“theintroductionisthedoorwaytoanessaythatinvitesthereadertoenter.”“Itislikewhenyourteachergreetsyouatthedoor.”

• Teacherwillusewritingsamplesand/ormentortextstoidentifyattributesofanintroduction.Teacherwillmodelcolor-codedmethodfoundinAdditionalNotessectiontoidentifythethesis/claim.

• Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteintroductions.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofwritinganintroduction.Small,targetedwritinggroupswill

beestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.3rd–5th

• Teacherwillprovideexplicitinstructionon:o Grabbingthereader’sattentionthrougharelevantstatemento Orientingthereadertothetopicoftheessay(answeringtheprompt)o Statingtheideasorconceptsthatwillbeexplainedusingsources(thesisstatement/claim)

• Teacherandstudentswillcreateananchorchartcontainingthethreecomponentsofanintroduction.Whenusedeffectively,“theintroductionisthedoorwaytoanessaythatinvitesthereadertoenter.”

• TeacherwilluseFSAWritingSamplerSets,studentwritingsamples,andmentortextstoidentifyattributesofanintroduction.Teacherwillmodelcolor-codedmethodfoundinAdditionalNotessectiontoidentifythethesis/claim.

• Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteintroductions.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofwritinganintroduction.Small,targetedwritinggroupswill

beestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.BlendingReadingandWriting:

Revisionstrategieswillbeexplicitlytaughtandusedtoreinforcelanguagestandardswhenapplicable.

Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelyrewriteintroductionsfromalowscoringstudentsampleoremulateamentortext.

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Kindergarten

• Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteintroductions.1st–2nd

• Teacherandstudentswillreadmentortextstocreateananchorchartofsentencestemsandtechniquesthatstudentscantryintheirintroductions.

3rd–5th

• Teacherandstudentswillreadmentortextstoidentifycommontechniquesusedbyauthorsinintroductionsandpracticeapplyingthemtostudentwriting.

StudentOutcomes:

Kindergarten

• Studentswillutilizepurposefulstudenttalktostatetheirintroduction.• Studentswillpracticewritingintroductionsusingthecomponentsofanintroduction.•UsingtheFSA-likeWritingRubric,Studentswillself-assesstheirintroductionsinwritingandrevisewritingasneeded.

1st–2nd

• Studentswillpracticewritingintroductionsusingthethreecomponentsofanintroduction.• Usingintroductionsfromthesamplewritingormentortexts,studentswillrewritealowscoringintroductionoremulateamentor

text.• Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirthesis/claim.• UsingtheFSA-likeWritingRubric,studentswillself-assesstheirintroductionsinwritingandrevisewritingasneeded.

3rd–5th

• Studentswillpracticewritingintroductionsusingthethreecomponentsofanintroduction.• UsingintroductionsfromtheFSAWritingSamplerSets,studentwritingsamples,andmentortexts,studentswillrewritealowscoring

introductionoremulateamentortext.• Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirthesis/claim.• UsingtheFSAWritingRubric,studentswillself-assesstheirintroductionsinwritingandrevisewritingasneeded.WritingaConclusion(Ending)

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Instruction:

Kindergarten

• Teacherwilldefineandprovideexplicitinstructiononendings(conclusion):o Theendingofthewritingtellsthereaderwhyourtextisimportant.o Agoodendingremindsthereaderaboutthetopic.

• Teacherandstudentswillcreateananchorchartcontainingtheelementsanending(conclusion).• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofwritinganending(conclusion).Small,targetedwriting

groupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.1st–2nd

• Teacherwilldefinethetermconclusion:o Thelastsectionofanessaythatexplainswhyitallmatters.Itanswersthequestion“Sowhat?”Agoodconclusionrevisitsthe

thesisstatement.• Teacherwillprovideexplicitinstructionon:

o ThesisStatement:Usuallythefirstsentenceofaconclusionrevisitsthecontrollingideaofanessay,butisphraseddifferentlyfromtheoriginalthesisfoundintheintroduction

o Synthesis:Theelementofaconclusionthatbringstogetherthepointsofanessayinanewandinterestingwaytomakeageneralizationortodrawaconclusion.(Grade2)

• Teacherandstudentswillcreateananchorchartcontainingthecomponentsofaconclusionwithexamples.• Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteconclusions.Teacherwillmodelcolor-coded

methodfoundinAdditionalNotessectiontoidentifythethesis/claim.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofwritingaconclusion.Small,targetedwritinggroupswillbe

establishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.3rd-5th

• Teacherwilldefinethetermconclusion:o Thelastparagraphofanessaythatexplainswhyitallmatters.Itanswersthequestion“Sowhat?”Agoodconclusionrevisitsthe

thesisstatement,synthesizesthemainpointsoftheessay,andextendsbeyondtheessay.• Teacherwillprovideexplicitinstructionon:

o ThesisStatement:Usuallythefirstsentenceofaconclusionrevisitsthecontrollingideaofanessay,butisphraseddifferentlyfromtheoriginalthesisfoundintheintroduction

o Synthesis:Theelementofaconclusionthatbringstogetherthepointsofanessayinanewandinterestingwaytomakeageneralizationortodrawaconclusion.

o Finalthought:Amemorablethoughtorideathatextendsbeyondtheessayandpushesthereaderintotherealworld.

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• Teacherandstudentswillcreateananchorchartcontainingthethreecomponentsofaconclusion.• Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteconclusions.Teacherwillmodelcolor-coded

methodfoundinAdditionalNotessectiontoidentifytheconcludingsentence.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofwritingaconclusion.Small,targetedwritinggroupswillbe

establishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.BlendingReadingandWriting:


Kindergarten

• Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteconclusions.1st–2nd

• Teacherandstudentswillreadmentortextstocreateananchorchartofsentencestemsandtechniquesthatstudentscantryintheirconclusions.

3rd-5th

• Teacherandstudentswillreadmentortextstoidentifycommontechniquesusedbyauthorsinconclusionsandpracticeapplyingthemtostudentwriting.

StudentOutcomes:

Kindergarten

• Studentswillanalyzestudentsamplestoidentifyeffectiveandineffectiveconclusions.• Studentswillpracticewritingconclusionsbasedontheirintroductionsfromtheprevioussection.•Studentswillself-assesstheirconclusionsinwritingandrevisewritingasneeded.

1st–2nd

• Studentswillanalyzestudentsamplesormentortextstoidentifyeffectiveandineffectiveconclusions.• Studentswillpracticewritingconclusionsbasedontheirintroductionsfromtheprevioussection.• Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirthesis/claim.• UsingtheFSA-likeWritingRubric,studentswillself-assesstheirconclusionsinwritingandrevisewritingasneeded.

3rd-5th

• StudentswillanalyzeFSAWritingSamplerSets,studentsamples,andmentortextstoidentifyeffectiveandineffectiveconclusions.

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• Studentswillpracticewritingconclusionsbasedontheirintroductionsfromtheprevioussection.• Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirconcludingsentence.• UsingtheFSAWritingRubric,studentswillself-assesstheirconclusionsinwritingandrevisewritingasneeded.CitingEvidence(K)/DeterminingandCitingRelevantEvidence(1-5)

Instruction:

•Teacherwillprovideanoverviewofthesuccesscriteriabasedonthewritingrubricthroughtheuseofdevelopmentallyappropriatelanguageandstudentwritingsamples.

•TeacherandstudentswillunpacktheEvidenceandElaboration(EE)categoryofthewritingrubric:

• Highlightkeytermsforeachscorepoint.(K-5)• Asaclass,defineanddiscusseachhighlightedkeyterm(K-5)

Kindergarten

• Theteacherwillidentify,discuss,andmodeltheelementsofqualitywritingthatincorporatestextbasedevidence§ Example:Whatdetailsfromthetextcanweaddtothismodelwritingtomakeitmoredetailed/specific?§ Useoffact/s-Howcanweusefactsinthetexttohelpgrowourwriting?DO’sandDon’ts

• Teacherwillmodelfindingrelevantvs.irrelevanttextevidence:TextEvidenceisdetailstakenfromthereadaloud.

• Teacherwillmodelusingtextbasedevidencewithinsharedwriting.• Teacherwillmodelusingillustrationsasamethodtoprovideadditionalevidencewhenwriting.• Teacherwillmodel:

o Ensuringawriter’spicturematchestheirwordso Theprocessofdictatingwhichallowsastudenttotellthedetails/informationtheyareunabletogetonpaperforthemselves

• Teacherwillmodelcolor-codedmethodfoundinAdditionalNotessectiontoidentifytextevidencewhenanalyzingwritingsamplesorself-assessing.

Orange:Topic(K),Thesis/Claim(1-5)

Green:TextEvidence(1-5)

Pink:Details(K),Elaboration(1-5)

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Purple/Yellow:TemporalWordsandPhrases/Transitions(1-5)

Blue:Ending(K),ConcludingSentence/Conclusion(1-5)

1st–2nd

• Teacherwillmodelandprovideguidedpracticeindeterminingrelevantvs.irrelevantevidence.• Teacherwillprovideexplicitinstructionontypesofevidence:

1.Referringtothetext:

o Iread…o Ilearned…o Theauthorsaid...o Inthetextitsays…o Inparagraph__itsays…2.Paraphrasing:Condensingapassagefromthesourcematerialandputtingitintoyourownwordsreferencingthetext.(1st/2nd)

3.Summarizing:Puttingthemainidea(s)andmainpoint(s)intoyourownwords.Summariesarebroadoverviewsofthesourcematerial.

o Note:Astudentpaperthatisentirelysummarywillresultinascorepointof2inEvidenceandElaboration(3inE&Efor1st?)

• Teacherwillprovideexplicitinstructiononhowtodeterminewhichtypesofevidencewillbemosteffective,basedontheirtextmarkingandpurpose.







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• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofdeterminingandcitingrelevantevidence.Small,targetedwritinggroupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.

3rd-5th

ExampleforexplainingEEofrubric:

“relevantevidenceintegratedsmoothlyandthoroughly”-Whatdoesthismean?Howisa“3”inEEdifferentfroma“4”inEE?

• Teacherwillmodelandprovidepracticedeterminingrelevantvs.irrelevantevidence.• Teacherwillmodelandprovidepracticeselectingrelevantevidencefrommultiplesources.• Teacherwillmodelandprovidepracticeusingthethreetypesofevidence:

1.Quotations:Textthatistakenwordforwordfromthesourcematerial.Awritermustgivecredittotheauthorwhenusingaquotation.Directquotesshouldbeusedsparinglyinanessay.

o Iread…o Ilearned…o Theauthorsaid...o Inthetextitsays…o Inparagraph__itsays…

§ Note:Whenusingdirectquotations,5thgradestudentsmustusequotationmarks.Essaysmustcontainatleast1directquote.

2.Paraphrasing:Condensingapassagefromthesourcematerialandputtingitintoyourownwords.

3.Summarizing:Puttingthemainidea(s)andmainpoint(s)intoyourownwords.Summariesarebroadoverviewsofthesourcematerial.

§ Note:Astudentpaperthatisentirelysummary,willresultinascorepointof2outof4inEvidenceandElaboration.• Teacherwillprovideexplicitinstructiononhowtodeterminewhichofthethreetypesofevidencewillbemosteffective,tosupport

theirclaim/thesis.• TeacherwillmodeltheuseoftheWritingWarriorWorkout,GraphicOrganizer,orotherplanningsheettoassistindetermining

relevantevidence.

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• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofdeterminingandcitingrelevantevidence.Small,targetedwritinggroupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.









Kindergarten

• Priortowriting,teacherandstudentswillbrainstormrelevanttextevidencethatsupportstheprompt.• Priortowriting,studentswillutilizepurposefulStudentTalktoshareandjustifyrelevanttextevidencesupportinganswerto

TDQ/prompt.1st–2nd

• Priortowriting,studentswillutilizepurposefulStudentTalktoshareandjustifyrelevanttextevidencesupportinganswertoTDQ/prompt.

• SeeStandardsResourceforRL/RI1.1p.2-33rd-5th

• Priortowriting,studentswillutilizepurposefulStudentTalktoshareandjustifyrelevanttextevidencesupportinganswertoTDQ/prompt.

• SeeStandardsResourceforRL/RI1.1p.2-3

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StudentOutcomes:

Kindergarten

•StudentswillbeabletodescribethekeyelementsofqualitywritingthatpertaintotheEECategoryintheWritingRubric.

• Studentswilleffectivelyusetextevidenceintheiressaywriting.1st–2nd

• Studentswilllistattributes/successcriteriatodescribeeachscorepointoftheFSA-likeWritingRubricsforEE.• Studentswillevaluatetheirtextmarkingstodeterminerelevantvs.irrelevantevidencesupportinganswertoTDQ/prompt.• Studentswilleffectivelyuseparaphrasing(1st)andtwooutofthreetypesofevidencebytheendoftheyear(2nd)inboththeiressay

writingandEverydayInstructionalReadingtasks.• Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirtextevidencewhenrevisingor

calibrating.3rd-5th

• StudentswilllistattributestodescribeeachscorepointoftheFSAWritingRubricsforEE.• Studentswillevaluatetheirtextmarkingstodeterminerelevantvs.irrelevantevidencesupportinganswertoTDQ/prompt.• StudentswilleffectivelyuseallthreetypesofevidenceinboththeiressaywritingandotherWritingthroughReadingtasks.• Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirtextevidencewhenrevisingor

calibrating.Elaboration(Details)

Instruction:

Kindergarten

• Teacherwilldefinethetermdetails(elaboration):o Thisisawayawritermakesconnectionsfromthetextsoareadercanbetterunderstandtheirwriting.Thedetailsarenotfrom

thetext.Elaboration:Allowsthewritertoprovidemoreinformationaboutthetopic.Elaborationsarepersonalcontributionsfromstudent’spersonalknowledgeorexperience.

• Teacherwillprovideexplicitinstructionontheeffectiveuseoftwoofthedetails(elaborative)techniques:1. ConnectionstoSelf/World/Text2. UsingaRealLifeExample

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• Teacherwillmodelstrategiesondevelopingstrongdetails(elaboration).• Teacherandstudentswillutilizesharedandinteractivewritingtopracticedevelopingelaboration.• Teacherwillmodel:

o Detailscanbefoundinanycombinationofdrawing,dictating,orwritingo Detailsmustberelated(relevant)tothetopicandtext

• TeacherwilluseOkaloosaWritingExemplarstoshowexamplesofeffectiveandineffectiveuseofdetails(elaboration).Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofcreatingrelevantelaboration.Small,targetedwritinggroupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.

1st–2nd

• Teacherwilldefinethetermelaboration(Whydoesitmatter?):o Elaboratingisaddingdetails/evidenceandexplainingconnections.Thisisthewayawritermakesconnectionsbetweenideas

forthereaderforfurthertheirunderstanding.Eventhoughtheconnectionsmaybeobvioustoyou(thewriter),youressayisnotforyou,butfortheaudiencethatneedstounderstandyourideaswithoutyourbeingtheretoexplainthem.

• Teacherwillprovideexplicitinstructionontheeffectiveuseofthreeoftheelaborativetechniques:3. ConnectionstoSelf/World/Text(1st)4. UsingaRealLifeExample(1st)5. MakeaFigurativeComparison(MetaphororAnalogy)

• TeacherwillmodeltheuseofaGraphicOrganizertoassistindevelopingstrongelaboration.Thisincludesexplicitinstructiononwhichtextevidenceisworthyofelaboration.(T-chart/WritingWarriorWorkout)

• TeacherandstudentswillutilizesharedandinteractivewritingtopracticedevelopingelaborationusingaGraphicOrganizerliketheWritingWarriorWorkout.

• Teacherwillmodelcolor-codedmethodfoundinAdditionalNotessectiontoidentifyelaborationinOkaloosaWritingExemplars.• TeacherwilluseOkaloosaWritingExemplarsormentortextstoshowexamplesofeffectiveandineffectiveelaboration.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofcreatingrelevantelaboration.Small,targetedwriting

groupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.

3rd-5th

Instruction:

• Teacherwilldefinethetermelaboration:o Elaboratingisaddingdetails/evidenceandexplainingconnections.Thisisthewayawritermakesconnectionsbetweenideas

forthereadertofurthertheirunderstanding.Eventhoughtheconnectionsmaybeobvioustoyou(thewriter),youressayisnot

36

foryou,butfortheaudiencethatneedstounderstandyourideaswithoutyoubeingtheretoexplainthem.• Teacherwillprovideexplicitinstructionontheeffectiveuseofthesixelaborativetechniques:

1. ConnectionstoSelf/World/Text2. ExplainingCauseandEffect(or“If…then…”)3. MakingaComparisonorContrast4. UsingDefinitions5. UsingaRealLifeExample6. MakeaFigurativeComparison(MetaphororAnalogy)

• TeacherwillmodeltheuseoftheWritingWarriorWorkoutorotherGOtoassistindevelopingstrongelaboration.Thisincludesexplicitinstructiononwhichtextevidenceisworthyofelaboration.

• TeacherandstudentswillutilizesharedandinteractivewritingtopracticedevelopingelaborationusingtheWritingWarriorWorkoutorotherGO.

• Teacherwillmodelcolor-codedmethodfoundinAdditionalNotessectiontoidentifyelaborationinFSAWritingSamplerSetsandOkaloosaWritingExemplars.

• TeacherwilluseFSAWritingSamplerSetsandOkaloosaWritingExemplarstoshowexamplesofeffectiveandineffectiveelaboration.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofcreatingrelevantelaboration.Small,targetedwriting

groupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.



Kindergarten

• Priortowriting,studentswillutilizepurposefulStudentTalktoshareandjustifyrelevantelaborationstatementstosupporttheirTBEs.

1st–2nd

• StudentswillengageinSocraticSeminars,studenttalkactivities,orFishBowlActivitiesusingmultiplesources,teachercreatedtextdependentquestions,citingrelevantsources,andaddingpurposefulelaboration.

• AfterselectingrelevantevidenceforaGraphicOrganizerliketheWarrantWorkout,studentswillutilizepurposefulStudentTalktodevelopandjustifythetype(s)ofelaborationused.

3rd-5th

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• StudentswillengageinSocraticSeminars,StudentTalkactivitiessuchasSilentConversations(BigPaperDiscussions),andFishBowlActivitiesusingmultiplesources,teachercreatedtextdependentquestions,citingrelevantsources,andaddingpurposefulelaboration.

• AfterselectingrelevantevidencefortheWritingWarriorWorkoutorGO,studentswillutilizepurposefulStudentTalktodevelopandjustifythetype(s)ofelaborationused.

• Stationswillprovideopportunitiesforstudentstopracticemarginnotesandelaborationusinggraphicorganizersandsentencestems.StudentOutcomes:

Kindergarten

• Studentswillroutinelyincorporaterelevantdetailsintheirwritingthroughacombinationofdrawing,dictating,andwriting.• Teacherandstudentswillevaluateandrevisestudentwriting(OkaloosaWritingExemplars)containingweakdetails(elaboration).• Studentswillself-assesstheiruseofdetailsinwritingandrevisewritingasneeded• StudentswilleffectivelyusetheelaborativetechniquesbothintheiressaywritingandWritingthroughReadingtasks.

1st–2nd

• Studentswillevaluateandrevisestudentwriting(OkaloosaWritingExemplars)ormentortextscontainingweakelaboration.• UsingtheFSA-likeWritingRubricorsuccesscriteria,studentswillself-assesstheiruseofelaborationinwritingandrevisewritingas

needed.• StudentswilleffectivelyusetheelaborativetechniquesbothintheiressaywritingandWritingthroughReadingtasks.

Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirelaboration.

3rd-5th

• Studentswillevaluateandrevisestudentwriting(FSAWritingSamplerSetsandOkaloosaWritingExemplars)containingweakelaboration.

• UsingtheFSAWritingRubric,studentswillself-assesstheiruseofelaborationinwritingandrevisewritingasneeded.• StudentswilleffectivelyusetheelaborativetechniquesbothintheiressaywritingandWritingthroughReadingtasks.

Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirelaboration.

Transitions:TemporalWordsandPhrases(1-2)/Transitions(3-5)

Instruction:

Kindergarten

•Teacherwillintroducethetermtransitionbytheendoftheyear:

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o Transitionsarethewordsandphrasesthathelpmovethereaderfromonesentencetothenext.Transitionsarelikethegluethatholdsawriter’sideastogethersothereaderwillnotgetlostinthereading.Teacherwillofferawordbankofvarioustransitionwords/phrasesandencouragestudentstoincludetransitionswithintheirwriting.

1st–2nd

• Teacherwilldefinethetermtransition:o Transitionsarethewordsandphrasesthatserveasabridgefromoneideatothenextoronesentencetothenext(internal

transitions),oroneparagraphtothenext(externaltransitions).Transitionsarelikethegluethatholdsawriter’sideastogethersothereaderwillnotgetlostinthereading.

• Teacherandstudentswillcreateananchorchartofeffectiveinternalandexternaltransitions(temporalwordsandphrases(external)-Grade1).

• Teacherwillmodelcolor-codedmethodfoundinAdditionalNotessectiontoidentifytransitionsinwriting.• TeacherwilluseOkaloosaWritingExemplarsormentortextstomodeleffectiveuseoftemporal/transitionalwordsandphrases.• Teacherandstudentswillutilizesharedandinteractivewritingtocreatewritingusingtemporal/transitionalwordsandphrases.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofusingappropriatetemporalwordsandphrases/internal

andexternaltransitions.Small,targetedwritinggroupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.

3rd-5th

• Teacherwilldefinethetermtransition:o Transitionsarethewordsandphrasesthatserveasabridgefromoneideatothenextoronesentencetothenext(internal

transitions),oroneparagraphtothenext(externaltransitions).Transitionsarelikethegluethatholdsawriter’sideastogethersothereaderwillnotgetlostinthereading.

• Teacherandstudentswillcreateananchorchartofeffectiveinternalandexternaltransitions.• Teacherwillmodelcolor-codedmethodfoundinAdditionalNotessectiontoidentifytransitionsinwriting.• TeacherwilluseFSAWritingSamplerSetsandOkaloosaWritingExemplarstomodeleffectiveuseoftransitionalwordsandphrases.• Teacherandstudentswillutilizesharedandinteractivewritingtocreatewritingusingtransitionalwordsandphrases.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofusingappropriateinternalandexternaltransitions.Small,

targetedwritinggroupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.



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Kindergarten

• Teacherswillthinkaloudwhenreadingtransitionwordsexplaininghowtheyhelpreadersshowtheflowofideas.(sequence,examples,etc.)

• Teacherswillmodelhowtoaddtransitionwordsduringsharedwritingexperiencesorduringretellingorsummarizing.1st–2nd

• TeacherswillpointouttransitionswhenfoundduringRead-Aloud,SharedReading,andotherEverydayInstructionalReadinglessons.

3rd-5th

• Teacherswillusementortextstoillustratehowinternalandexternaltransitionshelpideastoflowwithinwriting.Thiscouldbelinkedtosequencing,recounting,and/orsummarizing.

StudentOutcomes:

Kindergarten

• Studentswillevaluateandreviseusageoftransitionsinwriting(i.e.,OkaloosaWritingExemplars,studentsamples).• Studentswillbeencouragedtousetemporalwords/transitionswhenorallyretellingorsummarizing,ortalkingaboutwhattheyhave

read.• Studentswillbeencouragedtousetemporalwords/transitionsinboththeiressaywritingandWritingthroughReadingtasks.

1st–2nd

• UsingtheFSA-likeWritingRubricsandsuccesscriteria,studentswillevaluateandreviseusageoftransitionsinwriting(i.e.,OkaloosaWritingExemplars,studentsamples).

• Studentswillroutinelyusetemporalwords/transitionsinboththeiressaywritingandEverydayInstructionalReadingtasks.• Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirtransitions.

UsingtheFSA-likeWritingRubricorsuccesscriteria,studentswillself-assesstheiruseoftransitionsinwritingandrevisewritingasneeded.

3rd-5th

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• UsingtheFSAWritingRubrics,studentswillevaluateandreviseusageoftransitionsinwriting(FSAWritingSamplerSets,studentsamples,andOkaloosaWritingExemplars).

• StudentswillroutinelyusetransitionsinboththeiressaywritingandWritingthroughReadingtasks.• Studentswillutilizethecolor-codedmethodfoundinAdditionalNotessectiontoidentifytheirtransitions.

UsingtheFSAWritingRubric,studentswillself-assesstheiruseoftransitionsinwritingandrevisewritingasneeded.

ContentSpecific(fromthesources)Vocabulary(1-5)

Instruction:

Kindergarten

•Teacherwillprovideexplicitinstructiononhowstudentscanusebothcontextandpicturecluestouncovermeaningofunknownvocabularywithinthetext.

1st–2nd

• Teacherwillprovideexplicitinstructiononreferringtothesource(s)toidentifycontentspecificvocabulary.• Teacherwillmodelwritingcontentspecificvocabularyinthemarginoftext.• Teacherandstudentswillutilizesharedreading/writingtoidentifycontentspecificvocabularywithintext.• Teacherwillprovideexplicitinstructiononhowtousecontextcluestodeterminethemeaningofunknowncontentspecific

vocabulary.• Teacherwillprovideexplicitinstructiononhowandwhentousecontentspecificvocabularyfromsourcematerialtoenhancewriting.• TeacherwilluseOkaloosaWritingExemplarsormentortextstodemonstrateeffectiveuseofcontentspecificvocabulary.• TeacherwillprovideopportunitiesforstudentstoapplyinstructiononcontentspecificvocabularyinEverydayInstructionalReading

tasks.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofusingappropriatecontentspecificvocabulary.Small,

targetedwritinggroupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.

3rd-5th

• Teacherwillprovideexplicitinstructiononreferringtothesource(s)toidentifycontentspecificvocabulary.• Teacherwillmodelwritingcontentspecificvocabularyinthemarginoftext.• Teacherandstudentswillutilizesharedreading/writingtoidentifycontentspecificvocabularywithintext.

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• Teacherwillprovideexplicitinstructiononhowtousecontextcluestodeterminethemeaningofunknowncontentspecificvocabulary.

• Teacherwillprovideexplicitinstructiononhowandwhentousecontentspecificvocabularyfromsourcematerialtoenhancewriting.• TeacherwilluseFSAWritingSamplerSetsandOkaloosaWritingExemplarstodemonstrateeffectiveuseofcontentspecific

vocabulary.• Teacherwillutilizeformativeassessmentstodeterminestudentmasteryofusingappropriatecontentspecificvocabulary.Small,

targetedwritinggroupswillbeestablishedbasedonformativeassessmentresultsforremediation/accelerationpurposes.BlendingReadingandWriting:


Kindergarten

• Teacherandstudentswillcreatewordbankorchartfromreadingusingwordsthatstudentswillusewhenwritingaboutwhattheyhaveread.

1st–2nd

• TeacherwillcreatePhase2textdependentquestionsfocusingoncontentspecificvocabulary.• TeacherwillprovideopportunitiesforstudentstoapplyinstructiononcontentspecificvocabularyinWritingthroughReadingand

StudentTalkculminatingactivities.3rd-5th

• TeacherwillcreatePhase2textdependentquestionsfocusingoncontentspecificvocabulary.• TeacherwillprovideopportunitiesforstudentstoapplyinstructiononcontentspecificvocabularyinWritingthroughReadingand

StudentTalkculminatingactivities.StudentOutcomes:

Kindergarten

• Studentswillcollaboratewithpeersandteachertogenerateawordbankorchartfromreadinglistingwordsstudentswillusewhenwritingaboutwhattheyhaveread.

• Studentswillusecontentspecificwordsfromreadaloudandsharedreadingtextswhenspeakingaboutwhattheywillwrite.• Studentswillusethewordbankorchartcreatedwithteachertowritecontentspecificwordsinsentencesorwhenlabelingpictures.

1st–2nd

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• Studentswillidentifycontentspecificvocabularyintheirwriting.• Cooperativegroupswillcollaboratetoaddrelevantcontentspecificvocabularytoapieceofwriting.• Studentswillrevisewriting(i.e.,OkaloosaWritingExemplarsormentortexts)withineffectiveuseofcontentspecificvocabulary.

StudentswillroutinelybeprovidedopportunitiestoutilizecontentspecificvocabularyfromsourcesinessaywritingandWritingthroughReadingtasks.

3rd-5th

• Studentswillidentifycontentspecificvocabularyintheirwriting.• Cooperativegroupswillcollaboratetoaddrelevantcontentspecificvocabularytoapieceofwriting.• Studentswillrevisewriting(FSAWritingSamplerSet,OkaloosaWritingExemplars,studentsamples)withineffectiveuseofcontent

specificvocabulary.• StudentswillroutinelybeprovidedopportunitiestoutilizecontentspecificvocabularyfromsourcesinessaywritingandWriting

throughReadingtasks.AdditionalInformation

• Teachersandstudentswillusecommoncolorcodingtechniquetoassistinidentifyingcomponentsofessaywriting:Orange:Topic(K),Thesis/Claim(1-5)



Purple:TemporalWordsandPhrases/Transitions(1-5)


• Componentsofessaywritingwillbetaughtandpracticedindependentofeachotherthroughmini-lessons,howeverstudentsshouldroutinelybeprovidedopportunitiestowritecompleteessays.

• Kindergartenstandardsprovidethescaffoldof“usingacombinationofdrawing,dictating,andwriting.”Kindergartenstudentswilluseanyorallofthescaffoldsinordertoconveytheirideas.Theexpectationisforstudentstoincreasetheamountofindependentwritingastheyearprogresses.

• Grade3usesFSA-likeRubrics,howeveruseoftheOCSDsamplepapersshouldbeevidentingrade3.• OnlyGradesK-3haveawritingfocusofNarrativeWritingforquarterone.• Writingrubricshave3Domains:Purpose,Focus,andOrganization(scoreof4pointsistopscore),EvidenceandElaboration(scoreof4

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pointsistopscore),andConventions(scoreof2istopscore).Scoresfromeachdomainareaddedtogethertogainoverallwritingscore(scoreof10istopscore).


Implementation of Writing Plan focusing on Purposeful Text Marking/Annotation to support use of Evidence/Elaboration

Weekly Monthly

Lesson Plans, Student Samples, Anchor Charts, Walk Throughs, ELA Department Meetings

Admin, ELA Teachers

Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Teachers are making progress toward our school-based goals as evidenced by monthly grade level department meetings and targeted turn-ins, weekly administrative team meetings, PLC planning following Professional Development, data analysis, and administrator walkthroughs. Targeted turn-ins for several grade levels have encompassed writing and writing through reading was evident in the lessons planned during PLC time after central message professional development. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): Kindergarten teachers would like to revise our writing plan to include a separate section for Kindergarten that aligns more closely to their new rubric. In addition, 4th and 5th grade teachers will attend a "mock" rangefinders training for writing led by district coaches who attend the state rangefinders writing meetings. This opportunity will ensure our 4th and 5th graders understand how to score and think about student essay writing through the eyes of the state scorers. Additional embedded coaching will be offered to support new learning from this training.

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ELA Levels 1 and 2 Focus

School Focus Targeted School-based Focus: Teacher planning and execution of rigorously engaging standards driven instruction through the implementation of EIRs and the underlying skills and activities associated with EIRs.

1. Collaborative review of ELA standards (ALDs/PLDs) and all related assessment data to guide targeted standards based teacher-led small group instruction and standards based ELA station activities.

2. Engage students in standards-driven student talk based on text, pictures, TDQs, with intentional practice in interactive routines with an emphasis on making connections between previously learned concepts and strategies and transfer to new learning.

3. A focus for level ones and twos in small groups (both within iReady pull out, push in programs and CRT guided small groups) will be comprehension and understanding of main idea and key details. Targeted School-based Professional Development: Title ELA Instructor will participate in one half day iready training with district remediation specialist. (August 2018)

Using feedback from May/June SPP committee meetings, prior year's data discussions, and end of year needs assessments; PLC time will be used to plan differentiated stations/small group/ and mini lessons based on standards, ALDs and item specs.

Title ELA Instructors will attend Central Message ELA PD.

Continued MAPS training: administration, understanding reports, planning, grouping

Incorporating differentiation and accountability within small group and station activities will be built into grade level department meetings and weekly Tuesday Tips when applicable.

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Action Steps for Remediation: Administrative Implementation Action Steps: 1. Title teacher will complete iReady student dianostics, plan and create schedules for remediation groups

2. Utilize data from MAPS and iReady from diagnostic to inform instruction for small groups

3. Establish DIBs time and push in schedule for Title teachers, aides, and classroom teachers

4. Schedule department meetings with grade level ELA departments including, instructional coach, admin., title 1 reading teacher, and ELA classroom teachers - will meet 2 times per month

5. Secure subs for department meetings

6. Develop agenda for department meetings

7. Purchase Florida Ready student workbooks for Title 1. Intervention/Title I Implementation Action Steps (Teachers and Students): 1. Title 1 ELA instructor will share i-Ready student profile reports with classroom teachers each diagnostic test.

2. The Title 1 OCSD iReady reading program will be utilized for all level 2s in 4th and 5th grade and retained 3rd graders via a pull out model and small group instruction. All level 1s will be serviced through the Florida Ready model of embedding standards based instruction in small groups via student Florida Ready workbooks and the Florida Teacher toolbox activities.

3. Classroom teachers will use ALDs with access to the Florida Ready Teacher Toolbox to create small group and station activities

4. Title 1 reading instructor will use ALD's and test items specs with Florida Ready resources in guiding small group instructions with push-in and pull-out students.

5. Classroom teachers will use ALDs, test item specs, and the MAP learning continnium to guide small group instruction with Level 1 and Level 2 students daily.

6. Title 1 reading instructor and classroom teachers will use i-Ready reports, MAP, and teacher observations to teach new content as needed for Level 1 and 2 students by building on student strengths to allow them to better understand new knowledge and skills.

7. Classroom teachers will instruct level 1 and 2 students for better understanding of ELA content vocabulary through classroom discussion of standards, ALD's and student friendly success criteria.

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8. Classroom teachers will utilize their DIBs time to teach missed concepts through target standards based activities based on students' RIT scores from MAP student profiles. POC Plan: After school / 1 day a week for 90 minute session / focusing on learning gains / utilizing Coach books, iReady toolbox, and strategies based on student need / targeted students will be level 1s and low level 2s in 4th and 5th grades based on previous year's FSA and new students to Florida based on first MAPS data - 3rd grade will be based on first MAPS administration / small groups consisting of no more than 6 students per teacher


iReady daily daily iReady reports, teacher observation, walk throughs, student work samples

Title I reading teacher, classroom teacher, admin

small groups DIBS instruction daily monthly

lesson plans and walk throughs department meetings agendas and targeted turn ins

Title I reading teacher, classroom teacher, admin

Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Teachers are making progress toward our school-based goals as evidenced by monthly grade level department meetings and targeted turn-ins, weekly administrative team meetings, PLC planning following Professional Development, data analysis, and administrator walkthroughs. Administrators meet regularly with title teachers to analyze iReady data and discuss support for students. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): The MTSS process is being revisited and a training has been provided for grade levels by the school psychologist and ESE teacher. The training and additional Tuesday Tip sessions will support teachers in writing and refining PMP goals and strategies that will align with areas of greatest need. Additionally, during a Tuesday Tip, teachers were able to learn about resources available within Imagine Learning that can be used with small groups of students.

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ELA Subgroup Focus Subgroup: 4th grade ELA.

School Focus Targeted School-based Focus: Our 4th grade ELA team has seen a steady decline in proficiency and gains over the last few years within and outside of cohort groups. Our lowest area is in the Integration of Knoweldge. Our plan to address this is to deepen student engagement in the EIR process with a focus on student talk related to text with the facilitation of the teacher through carefully crafted lessons and TDQs. Targeted School-based Professional Development: 4th grade teachers will attend monthly strategy meetings that will delve into formative and summative data points to plan for the following month's instruction. The coach will participate in these meetings and provide support in planning instruction and assessment with a focus on the standards, ALDs and item specs. PD for engaging students in academic talk will be provided by instructional coach during PD sessions and strategy meetings.

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Action Steps for Implementation: Administrative Implementation Action Steps: Schedule bi-quarterly department strategy meetings by the end of pre-planning. 4th grade will have extended time or additional dates for these meetings. Provide all required standards and pacing guides for teachers to reference by September 1st. Plan for each strategy meeting by reviewing assessments and standards identified by teachers. Follow up after each strategy meeting with a Targeted turn in that will identify overarching standards, scope of instruction to master that standard and assessments designed to measure mastery. Follow up after Targeted Turn Ins to monitor instruction in class and review assessments for rigor to match standards and item specs. Provide specific feedack to teachers related to all aspects of the instructional cycle. Provide multiple coaching opportunities in key areas of the balanced literacy model to include student talk, text marking, creating TDQ sequences, small group instruction and creation of standards based assessment. Classroom Implementation Action Steps (Teachers and Students): Teachers will plan units based on standards, ALD's and item specs. Teachers and students will discuss and understand the ALD's for priority standards and know what learning intentions they are working on each day and how those intentions fit into the larger picture. Students will self assess ability to meet the standard before and after instruction. Teachers will use formative data to move students to higher levels of mastery in priority standards via differentiated instruction as seen in small group instruction and intentially assigned station work. Teachers will work with Instructional Coach to implement components of the balanced literacy model as they develop them with modeling and support.


Implementation of components of the BLM.

bi-quarterly Agendas of department meeting notes, Targeted-turn ins

Admin, teachers

Standards based differentiated instruction and asssessments

Daily Targeted turn ins, lesson plans. walk throughs, assessments and results

Admin, teacher

.

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Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Teachers are making progress toward our school-based goals as evidenced by monthly grade level department meetings and targeted turn-ins, weekly administrative team meetings, PLC planning following Professional Development, data analysis, and administrator walkthroughs. Some areas are showing strong growth but continued walkthroughs and embedded coaching are needed. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): Administrators will increase walkthoughs with feedback and suggestions to participate in embedded coaching.

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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 62%. 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 62%. 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 62%

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MAP Math Proficiency (By Grade) Math: Data

School Grade

PercentProficient

Ope

ratio

ns &

Al

gebr

aic

Thin

king

Num

ber &

Ope

ratio

ns

Geo

met

ry

Mea

sure

men

t&

Dat

a

Shalimar K 71 Avg Avg Avg AvgDistrict K 73 Avg Avg Avg AvgShalimar 1 69 Avg Avg Avg AvgDistrict 1 73 Avg Avg Avg AvgShalimar 2 84 Avg Avg HiAvg HiAvgDistrict 2 83 Avg Avg HiAvg HiAvg

MAP 2018 Math Test C Strands

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FSA Math Data (By Grade) Math: Data

School GradeFSA

2015FSA

2016FSA

2017FSA

2018Gain/Loss

2017-18

Shalimar 3 68 72 65 64 -1District 3 71 77 72 72 0State 3 58 61 62 62 0Shalimar 4 75 80 64 56 -8District 4 74 72 77 70 -7State 4 59 59 64 62 -2Shalimar 5 62 70 44 43 -1District 5 66 70 66 71 +5State 5 55 55 57 61 +4

FSA Math by Percent Proficient

School GradeFSA

2015FSA

2016FSA

2017FSA

2018Cohort 2017-18

Shalimar 3 68 72 65 64 naShalimar 4 75 80 64 56 -9Shalimar 5 62 70 44 43 -21District 3 71 77 72 72 naDistrict 4 74 72 77 70 -2District 5 66 70 66 71 -6State 3 58 61 62 62 naState 4 59 59 64 62 0State 5 55 55 57 61 -3

FSA Math by Percent Proficient with Cohort

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Scho

ol

FSA

Test

Gra

de

2016 2017 2018 2016 2017 2018Shalimar 4 77% 61% 52% 52% 41% 30%*District 4 69% 68% 61% 53% 56% 46%Shalimar 5 68% 26% 18% 71% 8% 11%*District 5 65% 59% 58% 55% 46% 51%

FSA Math Overall Gains Low 25% Gains

School GradeOper/Alg/Base 10

Num/Opp:Fractions

Meas/Data/Geo

Oper/Alg/Base 10

Num/Opp:Fractions

Meas/Data/Geo

Shalimar 3 75 68 63 77 63 60District 3 78 72 69 80 66 64

Oper/AlgNum/Opp:

Base 10Num/Opp:Fractions

Meas/Data/Geo

Oper/AlgNum/Opp:

Base 10Num/Opp:Fractions

Meas/Data/Geo

Shalimar 4 70 74 84 54 70 70 58 59District 4 73 78 87 60 73 73 66 69

Oper/Alg/Fracts

Num/Opp:Base 10

Meas/Data/Geo

Oper/Alg/Fracts

Num/Opp:Base 10

Meas/Data/Geo

Shalimar 5 47 51 50 47 49 39District 5 61 62 62 62 66 56

FSA Math Stands 2017 (% Correct) FSA Math Stands 2018 (% Correct)

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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? 4th grade students scored 4% higher than the district average when looking at our ESE population. Level 4s in fourth grade also made higher gains than the district average.

What does the analysis tell you about your school’s opportunities to improve? Overall, 3-5 is an area of weakness. Over the last three years 3-5 have been on a downward trend with each grade dropping 8%. 14% and 27 % proficiency respectively from the 15/16 year high. Cohort groups also saw declines with 4th dropping 6% and 5th dropping 29% in proficiency.

Gains data is similarly disappointing. 4th grade has dropped 15% in student gains and 5th grade dropped 50% from previous years. The 5th grade cohort group dropped 43% in gains from the previous year. Digging deeper in to the results, 3rd ,4th, and 5th all had lower areas in Measurement and Data while 4th dropped 12% in percent correct in that same strand. Other areas of specific concern are Numbers and Operations in 4th as well has a disparity in proficiency in gains between males and females. 3rd have boys outperforming girls by 5% in proficiency, 4th had girls outperforming boys by 13% in proficiency and 10% in gains while 5th had boys out performing girls by 18% in proficiency.

5th grade overall performed well below expectations in nearly all categories but most concerning was that 17% of African American students, 13% of ESE students and 0% of ELL students were proficient. Gains were similarly disappointing with 7% of ESE, 11% of lowest quartile and 0% of ELL made learning gains.

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

Central Focus: Math Focus Implementation of the Balanced Math Model with an emphasis on student-centered standards-based lessons using Achievement Level Descriptors (ALDs), Item Specifications, Math Shifts, and OCSD M3 planning document. A focus will be placed on:

• Collaborative review of student data (e.g., MAP, iReady, FSA, formative assessments, etc.) to select and develop appropriate tasks which meet the rigor of the standards

• Utilizing manipulatives during instruction • Planning student centered lessons and small group instruction that focus on building conceptual understanding before moving onto procedural

fluency • Differentiated small group instruction • Standards-based stations tailored for differentiation with accountability • Using assessment data to purposefully spiral standards

• Strengthening mathematical discourse (e.g., Student Talk) throughout the Balanced Math Model

School Focus Targeted School-based Focus: Teacher planning and execution of rigorously engaging standards driven mathematics instruction through the Balanced Math Model

1. Collaborative review of math standards (M3 document, ALDs/PLDs) and all related assessment data to guide targeted standards based teacher-led small group instruction and standards based math station activities.

2. Engage students in standards driven interactive routines with an emphasis on making connections between mathematical ideas and strategies through student talk, representations (manipulatives, pictures, equations), and questioning - making connections.

Targeted School-based Professional Development: 1. Pre-planning or faculty meeting in August- review of terms etc. from our SPP.

2. Each PLC session following Central Message PD will result in a standards based rigorous math task or routine to be used in instruction prior to the next PLC. This PLC time will include reviewing previous month’s task or routine, increasing content knowledge through study of the M3 document and instructional planning for the next math task or routine guided by the instructional shifts focus, coherence, and rigor.

September PLC #1: Plan for a differentiated teacher-led small group lesson plan to meet individual student needs based on most recent and/or

56

relevant data including formative assessment.

October PLC #2: Plan for interactive standards based routine to meet student needs based on most recent and/or relevant data.

November PLC #3: This will be a visit to another school PLC or a repeat of either PLC #1 or #2 OR we will do a PLC on Growth Mindset or Mathematical Mindsets

3. Embedded coaching will be used by the math coach and administrator to support implementation of Central Message and School-based PD initiatives.

Embedded coaching will include:

• Classroom management/Student engagement

• Lesson preparation and planning

• Delivery of instruction

• Coaching Cycles

• Data analysis

• Co-teaching

• Modeling

• Conferencing

• DIBS instructional block

4. Math Department meetings will be held twice per grading quarter for each grade level 1-5. Meetings will include principal, math coach, and grade level math team. These team meetings will consist of:

• Resource review

• Collaborative SPP review

• Analysis of assessments as aligned to standards

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• Discussion and sharing of strategies and practices for differentiating instruction

• Student work analysis based on common formative assessments

5. Tuesday Tips will be offered to provide time for overview and exploration of useful technology resources for routines, small group guided math lessons, and differentiated station activities.

6. Data analysis/MAP assessment training for both new teachers and returning teachers who wish to refresh knowledge of MAP reports.

Training will include how to read and use MAP reports such as:

• Learning Continuum

• Summary and Quadrant Charts

• Class Breakdown

• Student Profiles

• Resource links tied to data

7. Station PD for teachers to review most current and relevant data that will drive planning and creating differentiated station activities to meet individual student needs.

8. Teachers will observe classroom implementations of best practices that support the central message and school based professional development initiatives both on and off campus. These visits will be differentiated to teacher or teacher group needs and include a purpose statement and timeline for observation activity followed by an implementation agreement and verification.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. SPP Committee Meetings scheduled to review, plan, and adjust SPP. (May 11th 2018)

2. Create Needs Assessment survey (May 2018) and compile results to share with coaches and teachers during post planning or pre-planning 2018.

3. Organize and schedule Differentiated Instruction Block (DIB) across grades 3-5. (Summer 2018)

4. Purchase materials needed for teachers to create stations and engaging collaborative activities for students.(May 2018)

5. Conduct individual teacher data meetings based on 2018 end of year summative data (Summer 2018).

6. Meet with math coach to review and adjust SPP. (Summer 2018)

7. Meet with math coach to organize and build Math Central Message PD schedule. (Summer 2018)

8. Meet with math coach to schedule math department meetings, two meetings per instructional quarter. (Summer 2018)

9. Schedule pre planning faculty meeting to review SPP.

10. Order and disseminate M3 documents for new or new to grade level 3-5 math teachers and all K-2 math teachers.

11. Schedule Tuesday Tips.

12. Schedule monthly meetings with math coach to discuss data, district and school initiative implementations, and math instructional needs of the school. (Once a month after administrative leadership meeting)

13. Review MAP and other relevant data monthly.

14. Schedule additional PD for teachers and/or grade levels interested in planning and creating data driven standards based stations.

15. Provide classroom observation activity approvals and verification of observation Implementation Agreements.

16. Order Florida Ready Math books and Florida Ready teacher tookkits for grades 2 - 5.

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Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will align instruction within the Balanced Math Model to the Florida math standards and Item specs (3-5) utilizing curriculum guides and other quality resources. (M3 document with ALD/PLDs, common formative assessments, etc.)

2a. Teachers will meet with targeted differentiated small groups daily during the Balanced Math block to include DIB. Teachers will use most recent/relevant data to form flexible groups and plan differentiated instruction to guide expected student outcomes.

2b. Planning of small group instruction to include:

• Guided math tasks facilitated by questioning and manipulatives

• CPALMS formative assessment tasks

• Equation sets to support reasoning skills with basic math facts

• Conferencing/goal setting (i.e. through MAP student goal setting)

• ALD/PLD levels (M3 Documents)

• Remediation/enrichment of specific skills

• Assessment tasks

• Ready Teacher Toolbox

• Ready Teacher textbooks

• Spiraling

3a. Teachers will provide standards based station activities that are differentiated as needed and attend to the RIGOR of the standard(s) which includes:

• Use of manipulatives or representations to strengthen CONCEPTUAL understanding

• Use of games and activities that provide PRACTICE with previously learned skills (spiraling) or grade level fact fluency

• Problem solving tasks that allow students to APPLY mathematical understanding of the standard(s)

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Time line for station implementation: one station within first two weeks of school starting, at least two additional stations by the end of the first nine weeks, one spiraling station will always be in station rotations.

3b. Planning, modeling, and full implementation of math stations will be completed by the end of the first nine week instructional period.

Teachers may be guided by the following:

4. During teacher-led small group instruction and collaborative station activities, students will have opportunities for:

• Guided math tasks with peers and teacher

• Math discussions with peers

• Modeling concepts using manipulatives and representations (Rigor)

• Practicing spiraled math concepts (Rigor)

• Applying math skills and concepts (Rigor)

• Recording work and/or thinking processes (accountability)

• Self-assessment of assigned tasks

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Standards based planning

monthly Math Dept. mtg. agendas/ walk throughs/ observations/ turnins/participation in central message

admin, teachers

implementation of standards based whole group and small group instruction

twice a month walk throughs / observations / teacher discussions / agenda mtg notes from GL, PD, Dept. mtgs.

admin, teachers, students

routines daily walk throughs / conversations with teachers and students / observations / lesson plans

admin, teachers, students

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Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Teachers are making progress toward our school-based goals as evidenced by monthly grade level department meetings and targeted turn-ins, weekly administrative team meetings, PLC planning following Professional Development, data analysis, and administrator walkthroughs. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): • A voluntary book study was offered in support of Targeted School Based Focus #2, “Engage students in standards driven interactive routines with an emphasis on making connections between mathematical ideas and strategies through student talk, representations (manipulatives, pictures, equations), and questioning.”. The book, Children’s Mathematics Cognitively Guided Instruction by Thomas P Carpenter, Elizabeth Fennema, Megan Loef Franke, Linda Levi, Susan B. Empson offers insights into how students understand and think about numbers and operations in mathematics and how teachers can engage in students’ thinking and support understanding by asking smart questions and listening closely. A total of 12 teachers and the school principal are participating the book study.

• Math professional development in the fall focused on standards based planning, encouraging many teachers to shift away from heavily relying on the textbook. In support of this shift in teaching, purchases as listed below were made.

o Paper

o Ink

o Technology

o Math manipulatives

o Curriculum materials (made for individual teachers and grade level groups.)

• To support student engagement in mathematics, teachers and instructional coaches will share additional engagement strategies during Tuesday Tips. A Student Engagement Activities document was distributed to teachers during math department meetings as well.

• Teachers have requested guidance on the minimum number of days per week students should be engaged in station activities and small group instruction. For example, “Students will be engaged in math station activities and small group math instruction no less than two days per week or eight days per month.”

• Teachers across grade levels are using a variety of technology programs and games in support of standards based student math practice and application. The following represents a list of technology resources teachers are using.

o Prodigy

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o Khan Academy

o Study Jams

o Moby Max

o Flocabulary

o MAP Skills Locator

o Brainpop

o Discovery Education

o ThinkCentral

o Xtra Math

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Math Levels 1 and 2 Focus

School Focus Targeted School-based Focus: Teacher planning and execution of rigorously engaging standards driven mathematics instruction through the Balanced Math Model

1. Collaborative review of math standards (M3 document, ALDs/PLDs) and all related assessment data to guide targeted standards based teacher-led small group instruction and standards based math station activities.

2. Engage students in standards driven interactive routines with an emphasis on making connections between mathematical ideas and strategies through student talk, representations (manipulatives, pictures, equations), and questioning. 3. A focus for level ones and twos in small groups (both within iReady pull out, push in programs and CRT guided small groups) will be conceptual developemnt with the use of manipulatives. Targeted School-based Professional Development: Title Math Instructor will participate in one half day iready training with district remediation specialist. (August 2018)

Using feedback from May/June SPP committee meetings, prior year's data discussions, and end of year needs assessments; PLC time will be used to create differentiated stations/small group/ and mini lessons based on standards, ALDs using the M3 document.

Title Math Instructors will attend Central Message Math PD.

Continued MAPS training: administration, understanding reports, planning, grouping

Incorporating differentiation and accountability within small group and station activities will be built into grade level department meetings and weekly Tuesday Tips when applicable.

Title Math Instructor will meet with math coach on an as needed basis for questioning and support of best instructional math practices.

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Action Steps for Remediation: Administrative Implementation Action Steps: 1. Title teacher will complete iReady student dianostics, plan and create schedules for remediation groups

2. Utilize data from MAPS and iReady from diagnostic to inform instruction for small groups

3. Establish DIBs time and push in schedule for Title teachers, aides, and classroom teachers

4. Schedule department meetings with grade level math departments including, instructional coach, admin., title 1 math teacher, and math classroom teachers - will neet 2 times per month 5. Secure subs for department meetings 6. develop agenda for department meetings 7. Purchase iReady student workbooks, teachers guides for grades 2 - 5 with access to toolbox for all grades Intervention/Title I Implementation Action Steps (Teachers and Students): 1. Title 1 math instructor will share i-Ready student profile reports with calssroom teachers each diagnostic test.

2. The Title 1 OCSD iReady math program will be utilized for all level 2s in 4th and 5th grade and retained 3rd graders via a pull out model and small group instruction. All level 1s will be serviced through the iReady model of embedding iReady instruction in small groups via student iReady workbooks and the iReady toolbox activities.

3. Classroom teachers will use ALDs and the Teacher Toolbox (iready) to create small group and station activities

4. Title 1 math instructor will use ALD's and test items specs with i-Ready resources in guiding small group instructions with push-in and pull-out students.

5. Classroom teachers will use ALDs, test item specs, the M3 document and the MAP learning continnium to guide small group instruction with Level 1 and Level 2 students daily.

6. Title 1 math instructor and classroom teachers will use i-Ready reports, MAP, and teacher observations to teach new content as needed for Level 1 and 2 students by building on student strengths to allow them to better understand new knowledge and skills.

7. Classroom teachers will instruct level 1 and 2 students for better understanding of math content vocabulary through the use of strategies such as modeling precise language, interactive vocabulary word walls, vocabulary anchor charts, vocabulary cards, etc.

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8. Classroom teachers will utilize their DIBs time to teach missed mathematical concepts through target standards based activities based on students' RIT scores from MAP student profiles.

POC Plan: After school / 1 day a week for 90 minutes / focusing on learning gains / utilizing Coach books, iReady toolbox, variety of manipulatives and strategies based on student need / targeted students will be level 1s and low level 2s in 4th and 5th grades based on previous year's FSA and new students to Florida based on first MAPS data - 3rd grade will be based on first MAPS administration / small groups consisting of no more than 6 students per teacher


iReady daily daily iReady reports, teacher observation, student work samples, walk throughs

Title 1 math teacher Classroom teacher Admin

small group DIBs instruction daily monthly

lesson plans, walk throughs department meeting agendas/notes and targeted turn ins

Title 1 math teacher

Classroom teacher

Admin

Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Teachers are making progress toward our school-based goals as evidenced by monthly grade level department meetings and targeted turn-ins, weekly administrative team meetings, PLC planning following Professional Development, data analysis, and administrator walkthroughs. Administrators meet regularly with title teachers to analyze iReady data and discuss support for students. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): •The MTSS process is being revisited and a training has been provided for grade levels by the school psychologist and ESE teacher. The training and additional Tuesday Tip sessions will support teachers in writing and refining PMP goals and strategies that will align with areas of greatest need.

•A Tuesday Tip was scheduled for teachers to learn about resources available within Imagine Learning that can be used with small groups of students.

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Math Subgroup Focus Subgroup: 5th grade Math

School Focus Targeted School-based Focus: Increase proficiency on Math FSA for 5th grade students through differentiated instruction by targeting skills via iReady, targeted small group instruction and mini lessons using available data (to include iReady diagnostic, MAPs, previous year's FSA data, and common formative assessements). Targeted School-based Professional Development: Central Message PD

i-Ready training

MAPs training CGI book study

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Action Steps for Implementation: Administrative Implementation Action Steps: plan and create schedules for remediation groups and DIBs block

Utilize data from MAPS, iReady diagnostic, and/or previous FSA results to form classes and small groups

Schedule department meetings with grade levels and departments, secure subs for dept mtgs, plan agenda for dept mtgs purchase books for book study purchase new white board tables for 5th grade math teachers to facilitate small group/mini lessons/student talk Classroom Implementation Action Steps (Teachers and Students): Teachers will utilize modeling of math problem solving strategies

Students will be provided opportunities for daily practice of modeled lessons within a small group setting

Students will utilize iReady instructional programs on a daily basis to increase knowledge and application of learned skills for level 1s and 2s in 5th grade Teachers will provide opportunities for differentiated math lessons utilizing the M3 math document, provide station opportunities with student accountablility and provide student understanding of ALDs. Teachers will utilize CGI techniques


small group instruction daily monthly

lesson plans, walk throughs monthly department mtg. agendas, targeted turn ins

CRT, admin

CGI monthly department meeting agendas, walkthroughs, turn ins

CRT, admin

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Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Teachers are making progress toward our school-based goals as evidenced by monthly grade level department meetings and targeted turn-ins, weekly administrative team meetings, PLC planning following Professional Development, data analysis, and administrator walkthroughs. Some areas are showing strong growth but continued walkthroughs and embedded coaching are needed. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): • Teachers will use ALDs in planning and as a guide for small group

• Purchases were made in support of increasing student proficiency through small group instruction

o White board tables

o Math manipulatives

• Administrators will increase walkthoughs with feedback and suggestions to participate in embedded coaching.

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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 5th grade students who will be proficient in science as defined by the State of Florida on the Statewide Science Assessment (SSA) will be at least 62%.

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School Action Plan Science: Data

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

FCAT SCIENCE 5th Grade

Shalimar 113 57 53 61 66 57 -9 75 70 75 73 70 73 66 68 73 63 75 72 80 78 75 72 75 73 71 71DISTRICT 62 62 62 63 66 +3 75 72 75 72 74 73 69 68 72 67 75 74 79 77 78 71 73 73 68 76STATE 54 53 51 51 55 +4

AL 3,4,5 (%) Nature of Science (%) Earth/Space Science (%) Physical Science (%) Life Science (%)

Strand 2 Strand 3 Strand 4Strand 1

School/Test#

Stud

ents

201

8 Test Score

2017

-18

Cha

nge

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

Central Focus: Science Focus Use Standards and Item Specifications to design interactive, engaging whole group, cooperative group and station learning opportunities that place a strong focus on student-to-student interaction through:

• Utilizing the 2019 adopted text and technology resources to support the science content • Utilizing Science Standards-Based Question Stems Flip charts to create rigorous Text Dependent Questions (TDQ’s) within components of

Everyday Instructional Reads that support the Science Content through o Text marking that is related to the TDQ, which helps students with their initial comprehension of texts o Annotations that allow students to monitor and track their thinking about the TDQs, leading to analysis of texts o Engaging in purposeful Student Talk so that students lead the discussion and the teacher acts as a facilitator o Multiple Sources to include graphs, charts, data, etc.

• Utilizing assessment data (e.g., MAP, SSA, Study Island, formative assessments) to drive the whole group instruction, differentiated routines and spiraling tasks (e.g., stations, teacher-led small groups, and cooperative learning opportunities) that place a strong focus on student-to-student interactions

School Focus Targeted School-based Focus: Develop standards based whole group, mini lessons and small group instruction utilizing the 2019 adopted Elevate Science text book in order to provide active student engagement through exploring real-life scenerios and making connections to other subject areas. Targeted School-based Professional Development: Training on new text book via Tuesday Tips and county science curriculum PD Department meetings to plan standards based lessons and STEM type activities Continue to build expertise using Science Question Stem Flip Charts Study Island Training

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Action Steps for Implementation: Administrative Implementation Action Steps: Distribute Science Coach student books for 3rd grade Purchase Study Island for 4th and 5th grade Schedule department meetings schedule subs for department meetings Contact T. Ellis to arrange training for Tuesday Tips for new science curriculum Order additional science flip charts for new teachers Inventory and order science supplies for teacher availibility for check out collaberative planning across 3rd, 4th, and 5th grade science departments Classroom Implementation Action Steps (Teachers and Students): 1. 3rd, 4th, and 5th grade Science teachers will collaborate to prepare standards based inquiry and hands-on activities using Science Question Flip Chart.

2. Teachers will utilize MAP assessment and may use Quarterly Formative Science Assessments to drive Science instruction in grade 3, 4, 5 and monitor student progress of mastery of Science strands.

3. Students in grade 3, 4, and 5 will participate in standards based stations interacting with DOK 2 or higher questions.

4. 3rd grade Science teachers will use grade level Florida Science Coach books in a small group lesson to support Science curriculum on a weekly basis infusing DOK 2 or higher questions from Science Question Flip. (4th and 5th will spiral using previous grade level coach books when appropriate.)

5. Students will participate in STEM Quest activities as provided through the new textbook series.


Use of Coach Books and Study Island

daily monthly

lesson plans walkthroughs

Science teacher / Admin

Interactive lessons daily lesson plans walkthroughs


MAP assessment to drive differentiation

after each assessment period data chat reflections, department meeting agendas


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Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Based on Science teacher input via lesson plans and grade level meeting, teachers are not finding the new text book adoption series user friendly and teachers share further training is warranted. Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester): Consider not puchasing Study Island for all 4th and 5th grade teachers Schedule more training for science. Several teachers are going to STEMM traning second semester. Information from the tranings will be presented to other science teachers. Science Lab materials are not being utilized as often as teachers would like to use them. Consideration to relocate all science labe materials to grade levels next year. MAP Science testing for 3rd and 4th grade will happen only in Fall and Spring. 5th grade will test Fall, Winter and Spring. Continue with Science Coach Books for 3rd grade - possibly purchase for 4th and 5th for next year instead of study island.

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Title I Schools

Plans for involving parents in determining how Title I Parent Involvement funds will be spent. How will this plan be monitored and by whom? All parents are encouraged to participate in the School Advisory Council (SAC)and other parent involvement opportunities at Shalimar. Parents will be included in the development and implementation of the Parent Involvement Plan by attending School Advisory Council (SAC) meetings, serving on the SAC committee, and providing input on Title 1 surveys and school climate surveys. The SAC will discuss and review all suggestions, proposed parent involvement activities, and vote on the best use of the funds for Shalimar. Parent input to changes and/or revisions of the plan as well as suggestions regarding how the funds are spent will be documented in the SAC meeting minutes and then sent to the Title 1 Contact. At the end of the year, the SAC will review the plan, use the information gathered in the review, suggest improvements for more effective parental involvement policies, and develop the new plan for the next school year. All documentation with regard to the Parent Involvement Plan will be kept electronically in the Shalimar Title 1 Compliance Bin as well as submitted to the Florida Department of Education in accordance with the Elementary and Secondary Education Act.

Specific strategies for increasing parental involvement. How will implementation of these strategies be monitored and by whom? A curriculum night/ open house will be held in September to provide parents with information about grade level expectations, curriculum resources, methods of home-school communication, and how to access online learning tools. Parents will be given the opportunity to schedule conferences for a time convenient to their schedules. By holding this event early in the school year, we hope to build a stronger parent-school partnership. A similar parent event night is held in the Spring - Math and Science Night. This event allows for parent participation in hands on math and science activities.

Shalimar recognizes the need to involve more of our limited English speaker parent population in school activities and academic opportunities. This need will be addressed by offering our school newsletter translated into Spanish. In addition, two ELL translators are on staff and will be present at school functions to assist with communication and provide a welcoming atmosphere.

All Shalimar parents will be reached through Blackboard Connect for invitations and reminders about school events and happenings. This call-out system translates into all languages and can be targeted for specific grade levels or interest groups. The school administration will monitor implementation of the strategies. All parental involvement activities will be documented and kept on file in the Shalimar Title Copmpliance Binn maintained by the Title 1 Remediation teachers. A new parent involvement group POD (Parents of Dolphin Students) has been established in place of a PTO. Parent volunteer involvement sheets were distrubuted at Orientation and advertised. Parents are able to volunteer in a wide variety of areas throughout the school. Parent activity coordinators will coordinate parent involvement and monitored by administration.

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Plans For Assisting Preschool Children In The Transition From Early Childhood Programs To Local Elementary Programs (Preschool Transition Strategies). How will this plan be monitored and by whom? A Preschool Transition Program will be held in the Spring for parents and students attending local area preschools. Invitations will be sent to local preschools for an informational meeting and a school tour. Parents will be provided with materials to prepare their child for Kindergarten and children will have breakfast in the school cafeteria and story time in the media center. Shalimar currently houses 2 Prek-D classes and will include these students and their parents in school events. The students will eat in the cafeteria, visit the library, and interact with Kindergarten students and teachers daily to ensure a smooth transition. Shalimar welcomes school visits by appointment at any time during the school year. Title 1 teachers and assistants will present the transition program and guided tours in the Spring under the direction of the Administration. All activities will be documented by the Title 1 contact in the electronic Compliance Bin.

Describe supplemental Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas. A list of counseling agencies and community resources is available to parents upon request. Helping families make connections with local agencies and services is ongoing based on individual student needs. Students have access to a professional school counselor, speech/language pathologist, an ESE teacher, school psychologist, a social, a health tech, a Military Family Life Counselor and a OCSD Mental Health Counselor.

Physical needs are met by supplying nutritional programs to economically disadvantaged students (Free and Reduced Lunch Program). Students are helped by Back Pack food programs and local charitable organizations. Shalimar provides services that support counseling, assessment, referral and educational needs of all students. The MTSS and IEP processes are effective in identifying students who struggle academically.

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Accreditation Page

Strategic Plan Focus Area: Improving and Advancing Student Achievement • 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

AdvancED Performance Standards related to this Focus Area Leadership Capacity Domain 1.1 The system commits to a purpose statement that defines beliefs about teaching and

learning, including expectations for learners. 1.2 Stakeholders collectively demonstrate actions to ensure the achievement of the system’s

purpose and desired outcomes for learners. 1.3 The system engages in a continuous improvement process that produces evidence,

including measurable results of improving student learning and professional practice. Learning Capacity Domain 2.1 Learners have equitable opportunities to develop skills and achieve the content and learning priorities established by the system. 2.5 Educators implement a curriculum that is based on high expectations and prepares learners for their next levels. Resource Capacity Domain 3.2 The system’s professional learning structure and expectations promote collaboration and collegiality to improve learner performance and organizational effectiveness.

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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Accreditation Page

Strategic Plan Focus Area: Learning and Working in a Safe and Productive Environment

• Provide adequate and appropriate facilities • Provide a culture conducive to learning and working • Maintain a safe learning and working environment

AdvancED Performance Standards related to this Focus Area Leadership Capacity Domain 1.4 The governing authority establishes and ensures adherence to policies that are design to support system effectiveness. 1.7 Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning. Learning Capacity Domain 2.2 The learning culture promotes creativity, innovation, and collaborative problem-solving. 2.3 The learning culture develops learners’ attitudes, beliefs, and skills needed for success. 2.9 The system implements processes to identify and address the specialized needs of learners. 2.12 The system implements a process to continuously assess its programs and organizational conditions to improve student learning. Resource Capacity Domain 3.7 The system demonstrates strategic resource management that includes long-range planning and use of resources in support of the system’s purpose and direction. 3.8 The system allocates human, material, and fiscal resources in alignment with the system’s identified needs and priorities to improve student performance and organizational effectiveness.

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

Shalimar 2018 SPP - Okaloosa County School District

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