Plew School Performance Plan 2012-2013 · adhered to the rigorous national accrediting standards established by the Southern Association of Colleges and Schools (SACS). Plew has been

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School Name: _ James E. Plew ______ School Performance Plan

2012 - 2013 Legend All school advisory agendas, minutes,

membership, and guidelines of operations are housed at the school site as well as the district office. These reflect the process used in the preparation and evaluation of the school performance plan and the school’s annual budget. SAC funds in the amount of $

, will primarily be used for : . The names represented below indicate approval of the SPP by SAC committee members. Carolyn McAllister Principal Michelle Tredway

SAC Chair

AICE: Advance International Certificate of Education AP: Advanced Placement AYP: Adequate Yearly Progress CCS: Common Core Standards DA Differentiated Accountability DEA: Discovery Education Assessment ED: Economically Disadvantaged ELL: English Language Learners ESE: Exceptional Student Education FAIR: Florida Assessment for Instruction of

Reading FCAT: Florida Comprehensive Assessment Test IB: International Baccalaureate IEP: Individualized Education Plan IPDP: Individualized Professional Development

Plan NGSSS: Next Generation Sunshine State

Standards

NCLB: No Child Left Behind PDSP: Professional Development Site Plan PERT: Postsecondary Education Readiness Test PLAN: (ACT’s 10th Grade Assessment Test) PMP: Progress Monitoring Plan PMS: Progress Monitoring System POC: Plan of Care PPP: Pupil Progression Plan RtI: Response to Intervention SAC: School Advisory Council SAI: Supplemental Academic Instruction SAT 10: Stanford Achievement Test SESAT: Stanford Early School Achievement Test SINI: Schools in Need of Improvement SPP/SIP School Performance Plan; School Improvement Plan SWD: Students with Disabilities VE: Varying Exceptionalities

Date Submitted:

Dates of Revisions:

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School Profile

2012- 2013

School Profile: (Narrative)

Plew Elementary School, home of the Panthers, is located at 220 Pine Avenue in Niceville, Florida. Our school is named in honor one of the area's great pioneers, James E. Plew. Mr. Plew was a physician, aviation enthusiast, businessman, realtor, and inventor. He donated the land that is now Eglin Air Force Base, and his descendants currently attend the school that bears his name. We are privileged to serve the areas immediately surrounding our facility: the Rocky Bayou neighborhood and surrounding area, plus a portion of the Bluewater Bay neighborhood.

Plew Elementary, which was established in 1968, has a total population of approximately 711 students. Our school has a

large population of military and civilian families assigned to nearby Eglin Air Force Base. Our families, faculty, staff, and administration emphasize student academic achievement as our primary mission. Focusing on the needs of students, we have adhered to the rigorous national accrediting standards established by the Southern Association of Colleges and Schools (SACS). Plew has been accredited by SACS every year since 1970. Plew has attained the distinction as an A school for 13 consecutive years. Our school population consists of 83.7% Caucasian, 1.8% Asian, 3.5% African American, 4.5% Hispanic, and 6.5% multi-racial.

The results of the 2012 climate survey revealed that 89% parents feel welcome by office staff, teachers, and administration

because of their friendly and helpful demeanor, and 90% agreed that the school identifies academic performance as a number one priority. 82% of the respondents believe the principal is an effective leader while 91% believe there are clear expectations of conduct communicated to their child. 85% of the parents are satisfied that their child’s teacher is doing a good job and 84% agreed that they are made aware of their child’s curriculum. Lastly, 90% of the respondents believe that Plew is a safe environment.

Volunteers are an essential part of our school and have logged approximately 15,000 hours, the most hours of any

elementary school in Okaloosa County. One of our parent volunteers, Shawna Crist, was honored by the Florida Department of Education as the 2011-2012 Outstanding School Adult Volunteer for Region 1. The Plew Leadership Association (PLA) meets monthly to support the school. In addition to other support, the PLA recently purchased a mobile computer lab with 24 laptop computers and a Mimio View document camera for every classroom. Our Okaloosa Volunteer Art Lesson program brings the world's masterpieces into the classroom for study and inspiration, serving as a starting point for some wonderful student creations. The focus on the arts culminates in our annual Evening of the Arts in the spring, featuring delightful classroom galleries which

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showcase our students' artwork. Organized by the Arts Committee, the Evening of the Arts fundraiser provides materials and programs that supports the classroom teachers.

The Literacy Team sponsors an annual read aloud day in January. Guest readers are selected from the community to

model fluency and allow children to experience rich language. Approximately 25 guest readers visit various classrooms. Smiley Math/Sunshine Math volunteers assist the classroom teacher by incorporating monthly problem solving lessons

into the math curriculum. Myriad volunteers assist in the classrooms, in the media center, and around the school on a daily basis with tutoring, beautifying the grounds, and assisting students and staff.

Our speech/language and OT students are serviced on site. Using the RtI model, teachers provide daily, strategy-based

intruction for Tier I, II and Tier III students. Plew offers a wide variety of enrichment activities: music, Spanish, and physical education. Every grade level has

Spanish class and Music class, both taught by certified teachers. Every grade level presents student musical productions throughout the year, involving music, drama, and dance. Fifth grade students participate in chorus and the Twin Cities Honor Choir. Storytime and research classes are offered through our media center by a full-time media assistant. Approximately 41,000 books are circulated annually at Plew Elementary.

During the 2012-2013 school year, Plew is focusing on STEM (Science, Technology, Engineering, and Math). We plan to

partner with a group of engineers from Eglin AFB. The STEM team will provide monthly science and math lessons and group projects for all 5th grade students. We are partnered with NWFSC and the Americorps program to develop environmental awareness by culitvating sea grass in a salt water pond on our site. Students will plant the sea grass in the spring along our local beaches.

Our 5th grade gifted students will be provided rigorous, project-based lessons and will work in cooperative learning groups. Under the guidance of Niceville H.S., Plew Elementary joined NaGISA in October 2011. National Geography Inshore Areas is a global marine diversity study of the world’s coastline. It is a collaborative effort aimed at inventorying and monitoring the biodiversity in the narrow inshore zone of the World’s oceans at a depth of less than 20 miles. Niceville’s gifted students train and allow students to practice collecting samples.

All teachers will analyze FCAT and DEA data at regular intervals with the principal, literacy coach, and grade levels to

select appropriate strategies that will enhance instruction. DEA is administered three times a year for all students in grades 1 through 5, and twice a year for kindergarten students.

Plew’s Postive Behavior System is utilized in all classrooms. Posters listing the behavior cues are displayed throughout

the school. Teachers will receive professional development on Character Counts in August, 2012, and will fully implement the program in the classroom.

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Our on-site daycare program which serves approximately 65 students. Staff assists students with homework and provides

tutoring in math and reading. The purpose of the Before and After School Day Care Program is to provide a safe, activity filled environment for the children.

Plew has high expectations for all teachers and students and continues to provide differentiated opportunites which meet

the needs of each individual child.

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School Profile 2012- 2013

School Vision: Maximize educational systems that empower students to successfully transition into a globally competitive society. School Mission: Perpetuate our commitment to educational excellence through:

• Rigorous and relevant curriculum

• Accountability

• Stakeholder relationships

Belief Statements:

• Every student regardless of ethnicity, gender, economic status or disability is expected to reach his or her academic potential.

• Students and staff are held to high, measurable standards of performance and conduct.

• Students are provided a positive and safe learning environment.

• Students’ needs drive resource decisions.

• Education is the shared responsibility of the entire community of stakeholders.

• Curriculum and instruction are research-based.

• Differentiated instruction is based on analysis and application of student achievement data.

• Comprehensive professional development is imperative for quality instruction and improved student performance.

• Grades are an accurate reflection of a student’s academic progress and skill application, as defined by the Next Generation

Sunshine State Standards, Common Core Standards, and/or course content.

• Upon graduation, students will be college and/or career-ready.

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WRITING MEAN SCORE COMPARISON Combined 2004 2005 2006 2007 2008 2009 2010 2011 2012 20

Combined Combined Combined Combined Combined Combined Combined Combined Narrative 4 4.2 4.6 4.4 4.3 4.3 4.2 4.4 3.7

• Proficient Math Students (Achievement Level 3+) 2005 2006 2007 2008 2009 2010 2011 2012 89% 90% 90% 89% 89% 89% 90% 82%

• Proficient Reading Students (Achievement Level 3+) 2007 2008 2009 2010 2011 2012 93% 93% 92% 89.4% 91% 81%

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School: James E. Plew School Focus: Reading District Goal: Students shall demonstrate reading proficiency at or above expected grade level.

Highly Qualified Status Administrators: (Title I) Principal's Certification areas: MS Ed. Leadership K-12, MS Reading, Elementary 1-6, and English 5-9.

Reading Instructors/Recruitment: (Secondary)

5 Teachers with reading certification/endorsement 0 Teachers working towards reading certification/ endorsement.

Objective R-1 The percentage of all curriculum students who will be proficient in reading as defined by the State of Florida on the Florida

Comprehensive Assessment Test will be at least 83%. (District Objective: X +2 percentile points or maintain 90-100%) Objective R-2 The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on the

FCAT will be at least 75%. (District Objective: X + 2 percentile points or maintain 90-100%) Objective R-3 The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on

the FCAT will be at least 80%. (District Objective: X + 2 percentile points or maintain 90-100%) Target Group(s) Supporting Data (summary) – Provide 3

year historical data chart

Strategies/Innovative methods & extended learning opportunities

Include technology and assessment Budget Professional Development

(Identify measurable teacher outcome)

Communication with Parents & Customer

Relations (Community/Parent awareness)

All Students: Proficient Reading Students (Achievement Level 3+) % scoring at or above Level 3 on FCAT Reading:

2010 2011 2012 89.4% 91% 81%

% of students scoring at or above Level 3 on FCAT Reading or DEA Reading:

Grade 2010 2011 2012 1 71.4%

2 73.2%

3 91% 90% 75% 4 86% 91% 78% 5 86% 92% 84%

FCAT Reading Mean Scale

All Students: FCAT and DEA reading results will be analyzed with the literacy coach and principal in September, February, and May. Appropriate intervention strategies will be selected to drive instruction. DEA probes and other resources will be utilized for progress monitoring. Common Core Standards will be effectively utilized in grade K and 1. Content Literacy will be fully implemented in grades 2-5. Complex texts will be utilized in all K-5 classrooms at least twice a week.

LC (Title II grant county level $32,750) RRT (SAI – 1 position SAI 1.0 teacher position) Reading tutor(s) A+ monies & SAC $$ Guidance Counselor (.25 RtI) POC Tutor ( POC $$)

PDSP Focus: Balanced Literacy 1 008 006 .All teachers will increase student achievement and engagement through Common Core State Standards (CCCSS) utilizing text complexity and the high-yield strategy focus of higher order questioning. Objective/other: All faculty will become proficient evaluating text complexity by utilizing qualitative and quantitative measures and acquiring in-depth knowledge and practice of generating quality questioning techniques (a high yield strategy) to include the

School will communicate through the following: District website Plew website Edmodo Electric sign Letters Phone calls Daily/weekly planners School newsletters Electronic Gradebook Reading series website FCAT Explorer website AR reports Renaissance Home Connect Parent STAR/PMP Open House Deficiency reports Grade Level Programs Kindergarten teachers will

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Score (Mean Dev. Scale Score 2012)

2010 2011 2012 3rd 349 350 212 4th 350 348 222 5th 350 343 233

FCAT Reading Developmental Scale Score:

2010 2011 2012 3rd 1595 1605 ** 4th 1758 1745 ** 5th 1872 1834 **

% of Students in Levels 3-5 on FCAT Reading:

Grade 3 2010 2011 2012 Level 3

19% 30% 19%

Level 4

60% 41% 36%

Level 5

12% 20% 19%

Grade 4

2010 2011 2012 Level 3

28% 30% 31%

Level 4

37% 45% 28%

Level 5

21% 16% 20%

Grade 5

2010 2011 2012 Level 3

15% 39% 30%

Level 4

47% 33% 27%

Level 5

24% 20% 27%

Teachers will utilize all essential elements of an effective lesson in planning and delivery based on Charlotte Danielson’s model e.g. demonstrating knowledge of students, setting instructional outcomes, etc. Edge and Plew teachers will receive release time to observe best practices at selected schools.

$125 used to purchase Cobblestone subscription

following: QAR, HEQ and Webb’s Depth of Knowledge. Grades 3-5 faculty will receive training on analyzing FCAT and DEA data in the Fall of 2012 with the literacy coach. All faculty will meet with the Literacy Coach for an individual data session reviewing formative assessment (a high yield strategy) and selecting strategies to enhance instruction. Common planning time is allocated daily for 40 minutes during PE. All faculty will receive training on the Common Core Standards during preplanning and early release (see CCS transition plan). K-1 full implementation and 2-5 implementation of Content Literacy. All teachers will attend a workshop during preplanning on evaluating and locating complex text. Teachers will participate in semester lesson studies. Training for teachers will be provided during faculty meetings and early release to develop proficiency in analyzing data to drive instruction, integrating and vertically-aligning Common Core standards across the curriculum, implementing best practices with technology to enhance instruction, and

conduct a parent orientation. At this meeting they will review the K curriculum, expectations, class rules, school policies, etc. The parents receive a packet with reading readiness tips as well as calendar activities for home. 1st grade will provide a parent information night at the beginning of the school year. Reading strategies, classroom procedures and parent support skills will be discussed. A Florida Assessment Information Night for parents will be held in the fall. This will be facilitated by the principal, guidance counselor, and literacy coach.

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The OCSD Balanced Literacy Model will be fully implemented in all classrooms. This includes the following: read-alouds, guided reading, independent reading, shared reading, vocabulary work, and writing. Each month, one component of the Balanced Literacy Model will be highlighted at faculty meetings. Word/vocabulary walls will be maintained in all classrooms. Vocabulary will be reinforced through use of vocabulary notebooks, and Accelerated Reader Vocabulary tests. Monthly character traits will be incorporated into read-alouds, K-2 story time, and other literacy activities.

Books $300

purposefully using authentic literacy. This will be measured by lesson plans, submitted assessments, and principal observations/walk-throughs. Teachers will receive trainings on writing effective lesson plans and incorporating best practices to enhance instruction. This will be facilitated by Plew and Edge’s literacy coaches. All faculty will receive training on text complexity through lesson study during early release. Teachers may choose to participate in any of the four lesson study cycles. This will be accomplished through professional learning communities. Lessons on text complexity will be shared through Edmodo and collegial conversations. A professional text such as Teach Like a Champion, Total Participation Techniques, Never Work Harder Than Your Students, or Teaching Academic Vocabulary will be used for a book study with interested teachers during early release. This will be led by Plew/Edge principals, or other facilitators. After receiving an overview of the Balanced Literacy Model during pre-planning, teachers will incorporate all components in daily instruction. This will be measured by teacher created lesson plans and classroom walkthroughs. The Literacy Coach will share resources on components highlighted during

Teachers may share lessons on Edmodo. Books on the highlighted character traits will be displayed in the library.

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The reading block will be a 90 minute period of uninterrupted, rigorous reading instruction. Teachers will conduct individual, small and whole group instruction. Interested teachers will implement the Daily 5/CAFE during the reading block. The Literacy Team, with representatives from each grade level, meets monthly and acts as advocates of literacy across the curriculum. Books in the media center are levelized by lexile and Accelerated Reader levels. Books in the professional development library will be levelized by text complexity and lexile level. All teachers will maintain data reports, growth spreadsheets, or other checklists to monitor progress in reading. Teachers analyze pre-, mid-, and post-assessment scores. Explicit instruction based on data analysis will focus on target areas such as phonemic awareness, fluency, vocabulary, and/or comprehension. The Common Core Team will meet monthly to review data with the principal. Appropriate technology, such as Mimio, Edmodo, FCAT Explorer, Renaissance Learning, Accelerated Reader, Mimio View, and other internet resources will be integrated into regular classroom instruction. All teachers will incorporate highly effective questions. All students will learn to craft higher order questions in daily lessons.

$25 for laminated copies

faculty meetings. All teachers may receive release time by the literacy coach to observe the OCSD Balanced Literacy Model either in on-site or off-site classrooms. Individual and small group training on vocabulary strategies to include Marzano’s work will be available to teachers. RTI :Panther Positive Behavior System (PBS) training will occur during pre-planning. Character traits will be displayed in all classrooms and around campus. Literacy Coach will lead the training. All teachers will be CRISS trained over a 3-year period. Successful implementation will be observed through lesson plans and principal walk-throughs. Daily 5/CAFE training will be offered during early release as a choice in one of the four cycles. All teachers will participate in some form of a text complexity lesson study.

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****************************** Students below proficiency: % of Students who scored Level 1 on FCAT Reading or DEA Reading:

Grade 2010 2011 2012 1 9% 6.7% 2 2% 12.5%

3 7% 4% 4 3% 5% 5% 5 5% 2% 4%

% of Students who scored Level 2 on FCAT Reading or DEA Reading:

Grade 2010 2011 2012 1 20% 21.9%

2 2% 14.3%

3 2% 31% 4 5% 4% 17% 5 8% 6% 12%

Retained Students:

Read Aloud Day will be held in January, 2013 during Literacy Week. Guest readers will visit classrooms and model fluency and richness of language. A Literacy Fair, led by the Leadership Class at Niceville High School, will provide hands-on literacy activities for all students. Assessments for all students: DEA administered three times per year in grades K-5, twice a year in Kindergarten. Dial screening administered in Kindergarten during the summer. FAIR/ FLKRS administered in September to Kindergarten. County Cold Reads given twice each quarter in grades 1-5. *********************************** Students below proficiency: Literacy instruction will be differentiated using literacy stations, literacy circles, written reading responses, leveled readers, and other strategies during RtI time. Book buddies that pair a higher grade and a lower grade student will be used to provide appropriate fluency models and reading on the student’s appropriate instructional level. Summer school will be provided if funds are available. Regular testing to assess progress (DEA, STAR, textbook assessment, FAIR, and DRA 2). Discovery Education Assessment will be administered 3 times during the year to grades 1-5, and twice a year for kindergarten. This data will be utilized during reading instruction and RTI time. Formative assessments such as cold reads, anticipation guides, post written reflections, etc will be utilized in all classrooms.

*****************

In-service trainings will be offered during early release on RtI/DEA Probes. Multiple technology workshops will be offered during early release to enhance classroom instruction. Workshops will be facilitated by the three digital educators from Plew. All teachers will be trained in questioning techniques, including QAR, HEQ, and Webb’s during early release. ***************************

Teachers will receive laminated copies of Webb’s Depth of Knowledge. ***************************** ESE teacher and Reading Remediation Teacher meet with parents of the students in the RTI class to teach the parents reading strategies. Parents can use these strategies as their child reads at home. Teachers will also demonstrate how to use the AR reading program. The first meeting is held in September with follow ups as needed. K -5th grade teachers meet with parents whose students are placed on PMPs. Guidance counselor, reading teacher, Principal, and ESE teacher may attend.

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Grade 2011 2012 K 1 1 1 3 2 2 0 3 3 2 2 4 0 3 5 1 1

************************* ESE students: Students who regressed FCAT Reading Levels:

Grade # students 4 1 5 1

Instruction/remediation will be skill-specific and allow for progress monitoring during the year in target areas for each student. Plew RTI Model: Tier 2 and Tier 3 students in grades K-5 may receive 40 minutes of one-on-one or small group sessions 3 to 5 times a week with CRT, remediation teacher, and/or ESE teacher. During this time the following strategies may be used: 1. Use read alouds (think alouds) and shared reading to enrich vocabulary development. 2. Use resources such as colored overlays, highlighters, highlighter tape, or post-its in the book they are reading to locate examples of specific text features. 3. Use game format to teach main idea, cause and effect, and finding details. 4. Read orally every day on reading level material with a teacher or partner to strengthen fluency, word decoding skills, vocabulary, and comprehension. Reading remediation in small groups provided by AmeriCorps, tutors, classroom assistants, ESE teacher, reading remediation teacher, media specialist, or CRT. ************************************************* ESE students: Plew's RTI model (ESE teacher and CRT) provide small group instruction 2 to 5 times per week.

Instruction is differentiated based on DEA and FCAT assessments and various formative assessments. Teachers will use higher level questioning in the classroom to develop comprehension skills. Students will have access to leveled reading

******************

In-service trainings will be offered during faculty meetings on RtI process. The RtI team will meet weekly to review data provide support to teachers and make recommendations as far as services. A case manager will be assigned to each student. *********************************

*************************

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********************************* Gifted students: # Students who scored Level 5 on FCAT Reading or Level 4/5 on DEA Reading:

Grade 2010 2011 2012 1 4 2 4 2 10 6 5 3 17 9 8 4 25 12 14 5 26 17 20

mateials in all content areas. All students will set goals to increase their Zone of Proximal Development. *********************************************** Gifted students Gifted students will participate in two rigorous, individual or small group projects or performance tasks per year. Grading will be based on an assessment rubric. Instruction is differentiated based on DEA and FCAT assessments. Students will have access to rigorous leveled reading mateials in all content areas. Tech Bowl, Oddysey of the Mind, and other enrichment programs could be used based on student interest. Gifted students will be clustered in the regular classroom. 5th grade gifted students will participate in the NaGISA project with Niceville High School at Henderson Beach.

****************** $200 transportation

********************************** Gifted Students: FDLRS will provide training on project-based learning during early release. Gifted endorsed teachers will meet to vertically-align the project based gifted curriculum. Trainings on NaGISA will be provided by the following individuals: Mr. Rick Hernandez, Niceville gifted externs, Literacy Coach, and 5th grade gifted teachers.

**************************

• The process for administering formative and summative assessments (screening, diagnostic, & progress monitoring) is identified in the

Okaloosa County Pupil Progression Plan.

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School: James E. Plew School Focus: Math District Goal: Students shall demonstrate math proficiency at or above expected grade level.

Target Group(s) Supporting Data (summary) – Provide 3

year historical data chart

Strategies/Innovative methods & extended learning opportunities

Include technology and assessment Budget Professional Development

(Identify measurable teacher outcome)

Communication with Parents & Customer

Relations (Community/Parent awareness)

All students: % of students scoring at or above Level 3 on the FCAT Math:

2010 2011 2012 89% 90% 82%

% of students scoring at or above Level 3 on FCAT Math or DEA Math:

Grade 2010 2011 2012 1 45.7%

2 24.1%

3 94% 93% 84% 4 92% 95% 77% 5 81% 89% 84%

All students: The math basal text Go Math will continue to be implemented school-wide. All students will be taught utilizing the components of the district’s Comprehensive Balanced Mathematics Model for 60 minutes daily. The Descriptors of the Principles of Mathematics with Classroom Best Practices in Action will be evident in each classroom. Teachers will instruct students in large and small groups utilizing hands-on activities and manipulatives with high expectations and strong support for all students. Math instruction will be delivered based on the NGSSS in grades 2-5. Grades K and 1 will implement the Common Core Standards. The district’s updated curriculum and pacing guides will continue to be

CRT…(Inst. $$) RRT (SAI $) Parents, tutors, mentors. Manipulatives with adopted math series *Harcourt Go Math Series will be used in grades K-5. RRT (SAI 1 teacher position) CG SAI .75 position discretionary - $51000

PDSP Focus: Balanced Literacy 1 008 006 Increase student engagement through differentiation and implementation of the OCSD Math Model. Objective/other: Teachers will successfully implement the OCSD Math Model and will differentiate instruction through small groups, stations, and independent work. All teachers in K-5 will become proficient in utilizing hands-on resources to enhance NGSSS and Common Core mastery. This will be evidenced by principal observation and lesson plans. Emphasis will be placed on the use of manipulatives and strategies which help students

School will communicate as follows: Smiley Math District website Plew website Edmodo Electronic sign Letters Phone calls Daily /weekly planners School newsletter Classroom newsletters Electronic Gradebook Reading series website FCAT Explorer website AR reports Renaissance Home Connect ThinkCentral Website Parent STAR/PMP Open House Deficiency reports Report cards

Objective M-1 The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the Florida Comprehensive Assessment Test will be at least 82%. (District Objective: X +2 percentile points or maintain 90-100%)

Objective M-2 The percentage of all curriculum students who will achieve FCAT adequate yearly progress in math as defined by the State of Florida on the FCAT will be at least 85%. (District Objective: X +2 percentile points or maintain 90-100%)

Objective M-3 The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the FCAT will be at least 50%. (District Objective: X + 2 percentile points or maintain 90-100%)

Objective M-4 (Secondary only)

The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the Florida Algebra I End-of-Course Exams will be at least

%. (District Objective: +2 percentile points or maintain 90-100%) Objective M-5 (Secondary only)

The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the Florida Geometry End-of-Course Exams will be at least

%. (District Objective: +2 percentile points or maintain 90-100%)

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FCAT Math Mean Scale Score 2010 2011 2012 3rd 378 371 216 4th 365 363 225 5th 363 361 238

FCAT Math Developmental Scale Score:

2010 2011 2012 3rd 1661 1629 ** 4th 1738 1732 ** 5th 1811 1799 **

% of Students in Levels 3-5 on FCAT Math:

Grade 3 2010 2011 2012 Level 3

18% 30% 37%

Level 4

46% 39% 24%

Level 5

31% 25% 22%

Grade 4

2010 2011 2012 Level 3

33% 25% 22%

Level 4

37% 39% 36%

Level 5

22% 25% 19%

Grade 5

2010 2011 2012 Level 3

25% 30% 23%

Level 4

35% 35% 25%

Level 5

21% 21% 35%

implemented. Room displays and materials which support a math-rich environment will be utilized. Teachers will utilize a wide and rich range of materials and teacher directed lessons will include terminology, definitions, notation, concepts, and skills covering the Big Ideas of mathematics. All 1st through 5th grade students will continue participating in programs such as Smiley Math, Sunshine Math, Accelerated Math, and Math Facts in a Flash. Certificates or recognition may be presented as students master various levels. FCAT Explorer will be utilized in grade 5 to personalize NGSSS instruction and increase

solve word problems, identifying the information, defining the problem, setting up the expressions and equations, and calculating the correct answer. Differentiated math workshops will be offered during the fall semester of early release. The math specialist will conduct trainings focused on implementing standards with current textbook and the OCSD Comprehensive Math Model. Principal will conduct classroom walk throughs to identify elements of comprehensive balanced math program being implemented which include the following: large group, small group, individual instruction, and guided practice time. All teachers may receive release time by the literacy coach to observe the OCSD Balanced Math Model either in on-site or off-site classrooms. Common planning time is allocated daily for 40 minutes during PE. The Common Core Data team will meet monthly to review grade level data and make recommendations. Teachers will incorporate strategic reading and writing in math instruction.

Grade level programs Students, teachers, and parents will have access to links related to curriculum via the District and school websites.

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performance of students not proficient in math. FCAT Explorer will be utilized in grades 3 and 4 to enrich higher-performing students. A variety of graphic organizers will be utilized by which students organize their thoughts. Students will be actively engaged in tasks and discourse and will be expected to give age appropriate justification for their math answers, orally and in writing in an effort to bridge the gap to Common Core. Teachers may use technology such as data projectors, Mimio, and CPS units to present lessons and assess students’ progress to adjust lessons accordingly to meet the needs of all students. Teachers will collaborate in grade level meetings to develop strategies which will enhance mastery of the lowest areas identified on FCAT and to vertically align the curriculum. Best practices in math will be shared in grade level meetings and during early release. Third through fifth grade students will receive differentiated instruction in the music classroom focusing on meter, fractions, frequency, and numeric values. Assessment: Students will receive initial screenings and assessments to determine remedial areas. Teachers, principal, and guidance counselor will analyze data by grade level in order to identify best practices and strategies (research based) to meet students’ needs. The data gleaned from these assessments will drive instruction in each classroom and teachers will use results to differentiate instruction. Individual student gains

Teachers will attend two trainings on Making Math Meaningful during early release. Differentiated Math training will be offered during early release. This will include sessions on small group, cooperative learning groups, and math stations. All teachers will receive training on Writing to Learn in math. Teachers will explore strategies to fully implement the Next Generation Sunshine State Standards and/or Common Core Standards, and explore technology (Nettrekker, Mimio, ThinkCentral) to support science and math lesson planning. Teachers will review the Comprehensive Math Model during faculty meetings.

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*************************** Students below proficiency level: % of Students who scored Level 1 on FCAT Math or DEA Math:

Grade 2010 2011 2012 1 7.6% 2 10% 6.2% 3 3% 1% 4% 4 3% 2% 7% 5 3% 3% 5%

% of Students who scored Level 2 on FCAT Math or DEA Math:

Grade 2010 2011 2012 1 21.9%

2 15% 14.3%

3 3% 2% 12% 4 5% 2% 17% 5 16% 11% 12%

Students who regressed FCAT Math Levels:

Grade # students 4 1 5 0

will be monitored each quarter by the principal and literacy coach by analyzing deficiency reports and report cards. Kindergarten and 1st Grade: Houghton-Mifflin/Harcourt Go Math Assessment, DEA 3rd-5th Grade: FCAT Math NGSSS, STAR Math, Houghton-Mifflin/Harcourt Go Math Assessment, DEA. ************************************************ Students below proficiency level: Students who scored Levels 1 or 2 on FCAT Math or DEA will receive math instruction from their classroom teacher, and additional assistance from the classroom teacher, inclusion teacher, or a volunteer tutor. Students will use models and illustrations to define math terms and vocabulary. They will use graphic organizers to identify similarities and differences, and bridge concrete experiences to abstract applications. Daily practice of math facts will be employed to ensure quick recall and mastery. All students who have been promoted due to Administrative Promotion and Good Cause will receive individual and small group instruction from the classroom teacher. Strategies will be based on IEP goals and NGSSS and Common Core mastery. An SLD teacher will allow for more individualized and small group instruction in an inclusion setting in their classrooms for ESE students. IEP goals and objectives will be based on the NGSSS and Common Core. Strategies to assist students in mastering basic facts, solving word problems, identifying information,

****************** ESE Teacher…(IDEA and Discretionary

************************** Grade levels will meet to analyze grades each nine weeks and following formative assessment events throughout the year. Instruction will be revised as a result of this data analysis. Results will be shared with and reviewed by principal and guidance counselor.

************************** Individual conferences with parents to design Progress Monitoring Plans for at -risk students.

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*************************** High Performing Students: % of Students who scored a Level 5 on FCAT Math or Level 4/5 on DEA Math

Grade 2010 2011 2012 1 24.8%

2 55.4%

3 31 25% 22% 4 22 25% 19% 5 21 21% 35%

# of Identified Gifted Students:

Grade # Students 1 4 2 5 3 8 4 14 5 20

determining the problem, setting up the expressions and equations, and calculating the correct answer will be provided. Teachers will conference with each student who regressed on the FCAT to monitor progress at the end of each nine weeks. Fifth grade teachers will meet during preplanning to analyze data and establish a grade level plan to address these regressions. *************************************** Students Demonstrating High Performance in Math: The Academic Team for high achieving fifth grade students will be continued. FCAT Explorer will be utilized in grades 3 and 4 to enrich higher-performing students. Students in all grade levels will use Accelerated Math to individualize learning. Gifted students will be challenged in the areas of math and science by a gifted-endorsed teacher or other classroom teacher.

• The process for administering formative and summative assessments (screening, diagnostic, & progress monitoring) is identified in the

Okaloosa County Pupil Progression Plan.

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Objective

The percentage of 4thgrade students scoring 4.0 and above on FCAT Writing will be at least 70%. (District Objective: X +2 percentile points or maintain 90-100%)

Target Group(s) Supporting Data (summary) – Provide 3

year historical data chart

Strategies/Innovative methods & extended learning opportunities

Include technology and assessment Budget Professional Development

(Identify measurable teacher outcome)

Communication with Parents & Customer

Relations (Community/Parent awareness)

All Students:

FCAT Writing Scores 2010 2011 2012

Expository Narrative 3.7 Combined 4.2 4.4

% of Students Scoring Level 4.0 or higher:

2010 2011 2012 77% 93% 47%

All Students: Explicit writing instruction will be delivered in all grades k-5 classrooms with many opportunities for students to write across the curriculum. Exposure to different genres and types of writing needs will occur at all levels. All teachers will incorporate Writing to Learn activities in all content areas, which include RAFTs, CRISS strategies, predictive writing, conclusion/support, power writing, learning logs, science lab reports, and subject area notebooks. Teachers will implement guided writing and shared writing in the classroom using the Mimio View. Teachers will incorporate 6 Traits components and activities.

CRT funds Read Alouds focusing on conventions will be available in the professional development library

PDSP Focus: Balanced Literacy 1 008 006: Objective/other: Teachers will implement shared writing and guided writing in the classroom, and incorporate Writing to Learn in all content areas. This will be measured by lesson plans and principal observations/walk throughs. All students will enhance their convention skills through mentor texts and quarterly writing samples. Writing to Learn in-service by the Literacy Coach and 4th grade language arts teacher will be offered to interested teachers. All teachers will be CRISS trained over a 3-year period. Successful implementation of CRISS writing strategies will be observed through lesson plans and principal walk-throughs.

School will communicate through the following methods: District website Plew website Edmodo Electronic sign Letters Phone calls Daily /weekly planners School newsletter Classroom newsletters Electronic Gradebook Reading series website FCAT Explorer website AR reports Renaissance Home Connect Parent STAR/PMP Open House Deficiency reports Report cards Grade level programs Individual conferences with parents to design learning strategies for students needing a Progress Monitoring Plan.

School: James E. Plew School Focus: Writing District Goal: Students shall demonstrate writing proficiency at or above expected grade level.

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All students will maintain writing notebooks and/or portfolios. Conferencing with students to discuss writing pieces will be ongoing throughout the year. Word/vocabulary walls will be maintained in all classrooms. Vocabulary will be reinforced through use of vocabulary notebooks, and Accelerated Reader Vocabulary tests. Students will transition to the Common Core Standards for Writing, and will write opinion pieces, arguments, informational text, and narratives. Writing types will be compared across the curriculum to build familiarity with the elements of each type of writing. Scheduled writing time each week for a minimum of 30 minutes in the classroom will be implemented. Teachers will conduct explicit instruction in writing (mini-lessons) based on Common Core Writing Standards, and also include the FCAT Writes Next Generation Sunshine State standards as a bridge to the Common Core. Teachers will expand the writing emphasis to other content areas. Students will view exemplary writing samples and mentor texts on the Mimio View. Writing samples will be used to provide examples of proficient writing and to model revision techniques.

Teachers will receive in-service training on the OCSD Balanced Literacy Model during pre-planning. The literacy coach will model 6-traits of writing lessons in classrooms upon teacher request. New teachers to a grade level will be trained in utilizing effective writing strategies. Marzano’s method of instruction will be viewed at a faculty meeting. Content area journal writing workshops will be offered during the fall semester at early release sessions. Fourth grade teachers will be provided release time to unpack the Common Core Writing Standards to bridge the gap between FCAT Writes and PARCC.

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***************************Students below proficiency: # of Students scoring below 4.0

Students will develop a common vocabulary for writing: voice, word choice, mentor text, opinion, point of view.

Teachers will use technology to enhance writing instruction and publishing. Keyboarding skills will be practiced during computer lab times. Each month, one component of the Balanced Literacy Model will be highlighted through collegial conversations using Edmodo. Assessments for all students: A quarterly grade-wide writing prompt that teachers score using the Florida writing rubric. Scores will be recorded on growth spreadsheets, or other checklists. All students in grades K-3 and 5th grade will take Okaloosa Writes. All 4th students will take FCAT Writing in the spring 2012. Schoolwide rubric of expectations for each grade level will be used. The rubric will be based on Common Core Writing Standards, and also include the FCAT Writes Next Generation Sunshine State standards as a bridge to the Common Core. Formative assessments are conducted in all grade levels for content area writing, including written responses in reading, math, and science. ************************************* Students below proficiency:: Placed on a PMP/IEP and conferences held with parents to review target areas of writing. Students will receive 45-minute writing blocks which will include individual conferences.

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**********************************

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on FCAT Writes: 2010 2011 2012 21 22 63

Teachers will conduct explicit instruction in writing (mini-lessons) based on Common Core Writing Standards, and also include the FCAT Writes Next Generation Sunshine State standards as a bridge to the Common Core. Provide practice in revising a lower level writing samples to increase score.

• The process for administering formative and summative assessments (screening, diagnostic, & progress monitoring) is identified in the

Okaloosa County Pupil Progression Plan.

Page 23 of 29

School: James E. Plew School Focus: Science District Goal: Students shall demonstrate science proficiency at or above expected grade level.

Target Group(s) Supporting Data (summary) – Provide 3

year historical data chart

Strategies/Innovative methods & extended learning opportunities

Include technology and assessment Budget Professional Development

(Identify measurable teacher outcome)

Communication with Parents & Customer

Relations (Community/Parent awareness)

All Students: # Students scoring Level 3 or higher on FCAT Science:

2010 2011 2012 74% 79% 83%

Mean Scale Score

2010 2011 2012 354 361 371

% Scoring in Levels 3-5 on FCAT Science:

2010 2011 2012 Level 3

45% 47% 41%

Level 4

19% 18% 24%

Level 5

10% 14% 18%

All Students: Teachers will conduct science experiments and expose students to the scientific method with an emphasis on science vocabulary and the process of the scientific method. Students will apply the scientific method and scientific vocabulary in science labs including the Digital Virtual Labs. Grades 1 through 4 will conduct science experiments following the scientific method. Grade 5 will produce individual science fair projects. A program involving Eglin Air Force personnel to work with students on STEM projects will be developed. Writing To Learn activities will be utilized in content area lessons to increase comprehension.

PDSP Focus: Balanced Literacy 1 008 006 Objective/other: Teachers will incorporate strategic reading and writing activities in science instruction. Teachers will develop an awareness of the STEM program. Two in-service trainings will be provided on critical thinking in science by the district science specialist during early release. Teachers will conduct scientific observations at Turkey Creek. Training will be provided on Writing to Learn during early release.

School will communicate information to parents as follows: District website Plew website Edmodo Electronic sign Letters Phone calls Daily /weekly planners School newsletter Classroom newsletters Electronic Gradebook ThinkCentral website FCAT Explorer website Parent STAR/PMP Open House Deficiency reports Report cards Grade level programs Individual conferences with parents to design learning strategies for students needing a Progress Monitoring Plan 5th grade Science Fair in the

Objective S-1 (Grades 5, 8)

The percentage of 5th grade students who will be proficient in science as defined by the State of Florida on the Florida Comprehensive Assessment Test will be at least 85%. (District Objective: X +2 percentile points or maintain 90-100%)

Objective S-2 (High school only)

The percentage of all curriculum students who will be proficient in science as defined by the State of Florida on the Florida Biology End-of-Course Exams will be at least

%. (District Objective: +2 percentile points or maintain 90-100%)

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**************************

Students Performing Below Proficiency:

% Students scoring Level 1 on FCAT Science:

2010 2011 2012 5% 6% 2%

# Students scoring Level 2 on

FCAT Science: 2010 2011 2012 22% 15% 14%

Students in grades 1 through 5 will maintain a science notebook to keep vocabulary words and experiments conducted in class. Fifth grade students will have the opportunity to participate in the Young Astronaut program, culminating in a trip to the Huntsville Space Camp. Astronomy Night, with opportunities for nighttime stargazing, will be offered for interested students and their parents. Students in grades 3 through 5 will have the opportunity to participate in the Robotics Club. Fifth grade classes will participate in the Grasses to Classes program by growing beach grass to plant in shoreline areas. Fourth grade classes participate in E. O. Wilson Biofilia Center activities, with several field trips during the year. Assessment for All Students: 1st through 5th grade: Grade level chapter and unit tests, science notebooks 5th Grade: FCAT Science ************************************** Students Performing Below Proficiency: PMPs will be developed for students who do not meet mastery of science concepts. Tutoring will be provided in small groups by classroom teachers. FCAT Explorer, UnitedStreaming, ThinkCentral, CRISS strategies, and any other additional resources will be used to meet the needs of students performing below proficiency in science.

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High Performing Students:

% Students scoring Level 5 on

FCAT Science: 2010 2011 2012 10% 14% 18%

************************************** All 5th grade gifted students will participate with Niceville High School on the NAGISA Biodiversity Study in conjunction with the University of Kyoto Japan. Students will travel to Henderson Beach to collect water specimens. At a later date, they will analyze those water specimens at Niceville High School. 3rd grade students will build robots using legos as part of a robotics grant. A monthly K’nex Club will be developed for gifted students in grades K through 2. Gifted students will be challenged in the areas of math and science by a gifted-endorsed teacher or other classroom teacher.

***************** $5,000

************************** FDLRS or Niceville High School’s gifted teacher and the Literacy Coach will provide training to all interested teac

• The process for administering formative and summative assessments (screening, diagnostic, & progress monitoring) is identified in the

Okaloosa County Pupil Progression Plan.

Page 26 of 29

School: James E. Plew School Focus: College Readiness/Academic Acceleration School Objective: Students will have the opportunity to engage in accelerated STEM activities.

Target Group(s) Supporting Data (summary) – Provide 3

year historical data chart

Strategies/innovative methods & extended learning opportunities

Include technology and assessment Budget Professional Development

(Identify measurable teacher outcome)

Communication with Parents & Customer

Relations (Community/Parent awareness)

All students: All Students: Accelerated Math is available in grades 1-5 which allows students to work above grade level and at their own pace. A program involving Eglin Air Force personnel to work with students on STEM projects will be developed. Students learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. Students will use technology to produce and publish writing, and to interact and collaborate with others. Students will use the computer lab and the mobile computer lab for increased accessibility to research primary and secondary sources. Students will work toward integrating technology as a tool into research projects or presentations using programs such as PowerPoint, Movie Maker, Windows Photo Story, and classroom blogs. Small group enrichment to develop higher level thinking skills will be provided.

CRT inservice for teachers RT with Gifted Endorsement Gifted Endorsed teachers at each grade level (ESE gifted $$)

PDSP Focus: Balanced Literacy 1 008 006 Complex text in STEM areas Objective/other: Teachers and students will acquire knowledge of the STEM program. They will engage in activities which require complex text and which fulfill Common Core requirements. Gifted teacher at each grade level as well as CRT will use differentiated instruction after examining assessment information to determine strategies.

Individual conference with parents to design learning strategies for students identified as gifted. District website Plew website Edmodo Electronic sign Letters Phone calls Daily /weekly planners School newsletter Classroom newsletters Electronic Gradebook Reading series website FCAT Explorer website AR reports Renaissance Home Connect Parent STAR/PMP Open House Deficiency reports Report cards Grade level programs

Page 27 of 29

The students will increase higher level thinking skills with in-depth study and enrichment of the core curriculum. Gifted students will receive instruction from a gifted endorsed teacher in a block period daily with other identified gifted or talented students. A character education program will be embedded in the school culture with the goal of preparing students for participation in society and the workforce. Read Aloud Day will provide students with exposure to various careers. Students with three or more indicators for dropping out of school will be monitored closely by teachers, administrator, and guidance counselor. Face-to-face parent conferences will be held during the first few weeks of school. Absences and expectations will be discussed and strategies will be provided for at home use. Progress of these students will be monitored and discussed each quarter during Guidance Committee/ RTI Meetings.

• The process for administering formative and summative assessments (screening, diagnostic, & progress monitoring) is identified in the

Okaloosa County Pupil Progression Plan.

Page 28 of 29

Title I Schools School:

• The process for administering formative and summative assessments (screening, diagnostic, & progress monitoring) is identified in the

Okaloosa County Pupil Progression Plan.

Instruction by highly qualified teachers

Strategies to attract highly qualified teachers

Plans for assisting preschool children in the transition from early childhood programs to

local elementary programs (preschool transition strategies)

Page 29 of 29

SUPPLEMENTAL PAGE 2012- 2013

GOAL 1: OCSD will develop innovative and relevant curricula which engage students and are tailored to their individual needs and aspirations.

• NaGISA project with Niceville High School and our gifted 5th graders • Environmental Projects with sea grass, gardening, and Biophilia Center • Robotics program for 3rd graders

GOAL 2: OCSD will ensure the achievement of high academic standards by all students as measured by national, state and local standards.

• Plew was 1st in the District in 5th grade science with 83% proficient. • Proficient Math students in grades 3-5 were 82%.

GOAL 3: OCSD will ensure conditions are in place which optimize learning for all students.

• Class size was met in the October FTE • Principal walk throughs • Principal/teacher data chats 3 times a year

GOAL 4: OCSD will actively pursue family and community members to become our partners in the improvement of student performance and the process of school improvement.

• Read aloud Day and with approximately 23 volunteers • We had 15,000 hours of volunteer time • Shawna Crist , a parent, was the district Volunteer of the Year for 2011

Accreditation Standards 1. Vision and Purpose 2. Governance and Leadership 3. Teaching and Learning 4. Documenting and Using Results 5. Resources and Support Systems 6. Stakeholder Communication and

Relationships 7. Commitment to Continuous

Improvement