SIP_2014-15_06-Broward_5325-Hollywood_Acad_Of_Arts_&_Scien

Hollywood Academy Of Arts& Science

2014-15 School Improvement Plan

Hollywood Academy Of Arts & Science

1705 VAN BUREN ST, Hollywood, FL 33020

hollywoodcharter.org

School Demographics

School Type Title I Free/Reduced Price Lunch

Elementary No 51%

Alternative/ESE Center Charter School Minority

No Yes 57%

School Grades History

Year 2013-14 2012-13 2011-12 2010-11

Grade A B A A

School Board Approval

This plan is pending approval by the Broward County School Board.

SIP Authority and Template

Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and requireimplementation of a school improvement plan (SIP) for each school in the district.

The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements fortraditional public schools and incorporates all components required for schools receiving Title I funds. Thistemplate is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all non-charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all otherschools, the district may use a template of its choosing. All districts must submit annual assurances that theirplans meet statutory requirements.

This document was prepared by school and district leadership using the Florida Department of Education’sschool improvement planning web application located at https://www.floridaCIMS.org.

Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIPHollywood Academy Of Arts & Science

Last Modified: 7/20/2015 Page 2 https://www.floridacims.org

https://www.floridacims.org

Table of Contents

4Purpose and Outline of the SIP

5Differentiated Accountability

8Current School Status

188-Step Planning and Problem Solving Implementation

18Goals Summary

18Goals Detail

25Action Plan for Improvement

61Appendix 1: Implementation Timeline

65Appendix 2: Professional Development and Technical Assistance Outlines

66Professional Development Opportunities

73Technical Assistance Items

74Appendix 3: Budget to Support Goals



Purpose and Outline of the SIP

The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals,create an action plan and monitor progress. A corollary at the district level is the District Improvement andAssistance Plan (DIAP), designed to help district leadership make the necessary connections between schooland district goals in order to align resources. The Florida Department of Education encourages schools to usethe SIP as a “living document” by continually updating, refining and using the plan to guide their workthroughout the year. This printed version represents the SIP as of the “Date Modified” listed in the footer.

Part I: Current School Status

Part I organizes the current status of the school around five domains inspired by the 5Essentials framework:Supportive Environment, Family and Community Involvement, Effective Leadership, Public and CollaborativeTeaching, and Ambitious Instruction and Learning. Questions regarding the school’s Multi-Tiered System ofSupports have been embedded throughout this part to demonstrate how data is used by stakeholders tounderstand the needs of all students and allocate appropriate resources in proportion to those needs.

Part II: Needs Assessment

Part II requires the school to review performance and early warning systems data in order to develop strategicgoals and associated data targets (i.e., “SMART goals”) for the coming school year in context of the school’sgreatest strengths and needs. An online tool was developed, which includes data visualizations and processingquestions to support problem identification, problem analysis and strategic goal formulation.

Part III: 8-Step Planning and Problem Solving for Implementation

Part III enables the school to develop implementation plans for its highest-priority goals. With the overview ofthe current state of the school in mind and the strategic goals identified through the needs assessment, theplanning team engages in a facilitated planning and problem-solving process, through which they

• Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1)

• Identify resources available to support the goals and barriers that could hinder achieving those goals(Step 2)

• Select high-priority barriers they want to address initially (Step 3)

• Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7)

• Determine how they will monitor progress toward each goal (Step 8)

Appendices

The following appendices, automatically-generated from content entered in Part III, are included in thisdocument:

• Appendix 1 is a timeline of all action steps and monitoring activities

• Appendix 2 is an outline of all professional development opportunities and technical assistance items

• Appendix 3 is a report of the budget needed to implement the strategies



Differentiated Accountability

Florida’s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated byneed according to performance data, and provided to schools and districts in order to improve leadershipcapacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadershipto design, implement and refine improvement plans, as well as provide instructional coaching, as needed.

DA Regions

Florida’s DA network is divided into five geographical regions, each served by a field team led by a regionalexecutive director (RED).

DA Categories

Traditional public schools are classified at the start of each school year, based upon the most recently releasedschool grades (A-F), into one of the following categories:

• Not in DA – currently A or B with no F in prior three years; charter schools; ungraded schools

• Monitoring Only – currently A or B with at least one F in the prior three years

• Prevent – currently C

• Focus – currently D

◦ Planning – two consecutive grades of D (i.e., DD), or a grade of F immediately followed by agrade of D in the most recent grades release (i.e., FD)

◦ Implementing – two consecutive grades of D in the most recent grades release preceded by agrade below C (i.e., FDD or DDD)

• Priority – currently F

◦ Planning – declined to a grade of F in the most recent grades release and have not received aplanning year or implemented a turnaround option during the previous school year

◦ Implementing – two consecutive grades of F (i.e., FF), or three consecutive grades below Cwith an F in the most recent grades release (i.e., FDF or DDF)

DA Turnaround and Monitoring Statuses

Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses:

• Former F – currently A-D with at least one F in the prior three years; SIP is monitored by FDOE

• Planning – Focus Planning and Priority Planning; district is planning for possible turnaround

• Implementing – Focus Implementing and Priority Implementing; district is implementing theTurnaround Option Plan (TOP)

2014-15 DA Category and Statuses

DA Category Region RED

Not In DA 5 Gayle Sitter

Former F Turnaround Status

No



mailto:[email protected]





Part I: Current School Status

Supportive Environment

School Mission and Vision

Provide the school's mission statement

Hollywood Academy of Arts & Science is committed to educational excellence every time.

Provide the school's vision statement

VisionHollywood Academy of Arts & Science puts students first by providing:Environment: A safe, secure, and caring climate that allows students to learn and teachers to teach.Data: Ongoing assessments at all levels that drive daily instruction and align school-wide goals inorder to maximize student achievement.Instruction: Researched and standards based instruction that meets the need of every student.Parent Involvement: Opportunities for all parents to actively participate in their child's education anddevelopment.Character Education: A model that instills a respect for school, staff, and others in a culture ofkindness.Professionalism: A staff that believes in continual professional growth, personal accountability, andhigh moral and ethical standards.

School Environment

Describe the process by which the school learns about students' cultures and buildsrelationships between teachers and students

Parents are asked to provide information regarding cultural affiliations during the registration process.Teachers also ask parents to complete a short questionnaire during "Meet & Greet," which takesplace just prior to first day of school.

Describe how the school creates an environment where students feel safe and respectedbefore, during and after school

HAAS employs a "Zero Tolerance" policy in regard to bullying and general disrespect. Students areexpected to treat everyone within the HAAS family with dignity and respect, as are teachers andadministrators. Students are given a voice and are expected to effectively and appropriatelycommunicate their frustrations when necessary. If they have difficult with this, they are coached byteachers and administrators to ensure effective communication at all times.

Describe the schoolwide behavioral system in place that aids in minimizing distractions tokeep students engaged during instructional time. This may include, but is not limited to,established protocols for disciplinary incidents, clear behavioral expectations, and training forschool personnel to ensure the system is fairly and consistently enforced

At HAAS, we do implement the Broward County Code of Conduct with fidelty. We ensrue that wefollow both District and State guidelines. In addition, we have implemented positive reinforcementsystems that recognize appropriate behavior. In the Elementary School, teachers have implementedthe Responsive Classroom Model, a research- and evidence-based approach to education that isassociated with greater teacher effectiveness, higher student achievement, and improved schoolclimate. It has been recognized by the Collaborative for Academic, Social, and Emotional Learning(CASEL) as one of the most well-designed, evidence-based social and emotional learning programs.



Describe how the school ensures the social-emotional needs of all students are being met,which may include providing counseling, mentoring and other pupil services

Hollywood Academy of Arts and Science will promote a technique that will yield improved academicresults, self -development and character education. Teaching techniques go well beyond FloridaSunshine State Standards' focus into broad levels of skill-building. These methods, when combinedwith traditional instructional strategies, will give our students a strong information foundation and skillsrepertoire upon which to build their future.Guaranteed and Viable CurriculumWith the CSUSA Guaranteed and Viable Curriculum at its core, the Charter Schools USA EducationalModel provides the process for improving student learning and academic achievement. OurGuaranteed and Viable Curriculum is aligned to specific Next Generation Sunshine State Standardsand is the framework of what is taught at each grade level. By aligning to the Common Core StateStandards, the Guaranteed and Viable Curriculum ensures high expectations with a focus on collegeand career readiness from primary grades through high school. Timely and specific feedback basedupon formative assessments of student performance on grade level expectations is given to establishindividualized goals for all students and to modify instruction to meet the learning needs of allstudents.Character EducationCharacter education develops students socially, ethically and academically. Charter Schools USA'sCharacter Education includes the implementation of the Responsive Classroom mode which is at thecore of each CSUSA school's curriculum. Our goal is to not only develop good students, but alsogood citizens. As a part of this effort HAAS is an integrated part of the neighborhood that surrounds it.We rely on partnerships with community organizations and local businesses to drive their innovativecharacter-based educational programs.The Community of Character framework integrates a focus on academic rigor, citizenship, andexperiential learning where teachers and students apply KNIGHTS (character educationprogramming) in a real community environment within the school and provide opportunities forinteraction with external partners throughout the school and across the community. Small learningpartnership environments are created in areas such as community service, investors andentrepreneurship, scientific learning, media and the news, cultural awareness and the arts, studentgovernment, and a host of others designed to capitalize on community partnerships and providingstudents with experiential learning opportunities geared toward academic and postsecondarysuccess.Individualized Approach To LearningPersonal Learning Plan (PLP) for each student that will assess his/her skill level when he/ she enrollsin the school. A path for growth is designed for each student which is periodically reassessed todetermine skill development. The PLP will ensure that the individual needs of each student are metand will provide parents the opportunity to participate in educational goal setting and monitoring oftheir child's academic progress.Parental InvolvementWe know that children enjoy greater success in school when the adults they admire most take aninterest in their education. Our students' parents are required to commit to 20 volunteer hours eachyear (30 for 2 or more children) for the school. These hours foster closer relationships and ensure amore secure learning environment.Social ServicesHAAS does provide its families in need with Social Workers as needed, and employs a Student-Service Coordinator who works one-on-one with students who display a need for social-emotionalintervention. We work closely with the District, The Department of Children and Families as well aswith the YES team.

Early Warning SystemsThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III),(b)(1)(B)(iii)(I), and (b)(1)(I).



Describe the school's early warning system and provide a list of the early warning indicatorsused in the system

HAAS EWS includes students with excessive absences, tardies, or early releases, excessivesuspensions (internal or external), course failure in ELA or mathematics, a level 1 on the FACT inReading or Mathematics (2013-2014), or a failing grade on the Florida Standardized Assessment inELA or Mathematics (2014-2015).

Provide the following data related to the school's early warning system

The number of students by grade level that exhibit each early warning indicator:

Grade LevelIndicator

K 1 2 3 4 5Total

Attendance below 90 percent 2 1 0 2 0 1 6

One or more suspensions 1 1 1 2 4 1 10

Course failure in ELA or Math 0 0 0 0 0 0

Level 1 on statewide assessment 0 0 0 10 22 44 76

The number of students identified by the system as exhibiting two or more early warningindicators:

Grade LevelIndicator

3Total

Students exhibiting two or more indicators 1 1

Describe all intervention strategies employed by the school to improve the academicperformance of students identified by the early warning system

Parents of students with excessive absences, tardies, and early releases were assigned a SchoolSocial Worker. Administrators met with families of students with excessive suspensions to implementeffective behavior management strategies. Behavior contracts were also developed and studentbehavior was monitored daily by administration. Intervention for students who were failing ELA ormathematics courses or who scored a Level 1 on Statewide assessments were provided extra timefor homework completion as well as appropriate intensive interventions during and after school. RTImeasures were put into place for several struggling students and were monitored by classroomteachers as well as the ESE Specialist.

Family and Community InvolvementThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(iii)(I)(aa).

Describe how the school works at building positive relationships with families to increaseinvolvement, including efforts to communicate the school's mission and vision, and keep parentsinformed of their child's progressTitle I schools use the Parent Involvement Plan (PIP) to meet the requirements of 20 U.S.C. § 6314(b)(1)(F).

Will the school use its PIP to satisfy this question?No

PIP LinkThe school completes a Parental Involvement Plan (PIP), which is available at the school site.

Description



Parents are required to provide 20 volunteer hours for one child and 30 volunteer hours for two ormore children. Volunteer opportunities exist within and outside of school and include cafeteria duty,assisting with HAAS sponsored activities and school functions, dismissal and arrival, chaperoningfield trips, assisting teachers in and out of the classroom, etc.

Describe the process by which the school builds and sustains partnerships with the localcommunity for the purpose of securing and utilizing resources to support the school and studentachievement

Our goal is to not only develop good students, but also good citizens. As a part of this effort, HAAS is anintegrated part of the neighborhood that surrounds it. Our school relies on partnerships with communityorganizations and local businesses to drive our innovative character-based educational programs.The Community of Character framework integrates a focus on academic rigor, citizenship, andexperiential learning where teachers and students apply methodologies from the Responsive ClassroomModel as well as our KNIGHTS program (character education programming) in a real communityenvironment within the school and provide opportunities for interaction with external partners throughoutthe school and across the community. Small learning partnership environments are created in areassuch as community service, investors and entrepreneurship, scientific learning, media and the news,cultural awareness and the arts, student government, and a host of others designed to capitalize oncommunity partnerships and providing students with experiential learning opportunities geared towardacademic and postsecondary success.

Effective LeadershipThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(H).

School Leadership Team

MembershipIdentify the name, email address and position title for each member of the school leadership team.:

Name Title

Fulton, Donte Principal

Vicino, Deborah Assistant Principal

Goldberg, Jacob Assistant Principal

Gwyn, Cynthia Instructional Coach

Chancerel, Rochel Instructional Coach

Duties

Describe the roles and responsibilities of the members, including how they serve asinstructional leaders and practice shared decision making

The school based RtI Leadership Team includes the school’s administration, reading coach, ESEspecialist, and ESE teachers. The school based RtI Team meets weekly to analyze and disaggregateformative data. The team reviews instructional focus calendars and creates intervention andremediation plans to aid students that are struggling with concepts and standards. The team alsodisaggregates data to ensure that enrichment is provided for students that have mastered concepts

Describe the process through which school leadership identifies and aligns all availableresources (e.g., personnel, instructional, curricular) in order to meet the needs of all studentsand maximize desired student outcomes. Include the methodology for coordinating andsupplementing federal, state and local funds, services and programs. Provide the person(s)



responsible, frequency of meetings, how an inventory of resources is maintained and anyproblem-solving activities used to determine how to apply resources for the highest impact

The RtI Leadership Team has an important role in the development and implementation of the SIP.The team analyzes and disaggregates data to help drive instruction. The team provides support,training, and guidance to General Education teachers and monitors the plan to ensure that goals arebeing met and student achievement is positively impacted.

School Advisory Council (SAC)

MembershipIdentify the name and stakeholder group for each member of the SAC.:

Name Stakeholder Group

Donte Fulton-Collins Principal

Deborah Vicino Principal

Cynthia Gwyn Education Support Employee

Hilary FIne Teacher

Leah Kiley Teacher

Nicole Rico Teacher

Kristin Ward Teacher

Wilna Henri Student

ELA Co-Chair (Pending) Parent

ELA Co-Chair (Pending) Parent

Math Co-Chair (Pending) Parent

Science Co-Chair (Pending) Parent

Kate McCarthy Business/Community

Janet Cutro Business/Community

Jordan Canal Business/Community

Sheona Farruggio Business/Community

Susan Rakes Business/Community

Sinisa Mikalacki Business/Community

Student

Duties

Provide a description of the SAC's involvement with the following activities, as required bysection 1001.452(2), Florida Statutes

Evaluation of last year's school improvement plan

Last year we exceeded our goals and made great strides in ELA and mathematics - both with ourgeneral education students as well as with our lowest 25%. After suffering the loss of our schoolgrade in 2012-2013, HAAS is proud to have reclaimed its school grade of "A" this past school hear.HAAS intends to maintain its "A" with continued hard work and a focus on both proficiency andstudent learning gains. Improvements spanned all grade levels and subject areas, and our focus mustremain consistent in order to maintain our school grade. Our primary focus for the next three yearsincludes learning gains in math as well as staff and student satisfaction with our Character EducationProgram.



Development of this school improvement plan

The SAC committee chairs develop SIP goals in partnership with the School Leadership Team. TheSIP is then presented to the SAC members for a vote of approval.

Preparation of the school's annual budget and plan

The school's annual budget is prepared by the School Leadership Team in conjunction with ourFinance Department. The finance department provides us with a financial analyst who works closelywith the school leadership. Once the budget is complete, it is take to the Education Team, the ITDepartment, and the FFE Department. It then goes before our Governing Board for final approval.

Describe the use of school improvement funds allocated last year, including the amountbudgeted for each project

NA

Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding theestablishment requirements and duties of the SACNo

If the school is not in compliance, describe the measures being implemented to meet SACrequirements

Literacy Leadership Team (LLT)

MembershipIdentify the name, email address and position title for each member of the school-based LLT.:

Name Title

Fulton, Donte Principal

Vicino, Deborah Assistant Principal

Gwyn, Cynthia Instructional Coach

Upadhya, Louisa Teacher, K-12

Duties

Describe how the LLT promotes literacy within the school

The school-based LLT meets weekly throughout the school year and analyzes and disaggregatesdata to determine content mastery and proficiency so that teachers are better equipped to driveinstruction appropriately. In addition, the data allows the LLT to create and facilitate intervention andenrichment programs across the curriculum. The analysis of RtI, differentiated instruction and studentengagement will be the major initiatives of the school-based Literacy Leadership Team. The goal isfor students to master specific standards which will positively affect their standardized test scores.

Public and Collaborative TeachingThe school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(D).

Describe the school's strategies to encourage positive working relationships between teachers,including collaborative planning and instruction

Our teachers participate in targeted PD workshops bi-monthly and are exposed to teachers andstrategies at all grade levels. They plan together as a team weekly with an emphasis on thematicplanning. We hold full-faculty meetings monthly where we celebrate birthdays as well as myriad contestwinner. Teachers are encouraged to contribute to a "Tree of Life," where they post positive statements



about team members. If their post is randomly selected prior to it being posted, the author receives a giftcard. Teachers are required to observe other classrooms at least twice a month, and then meet withthose teachers in order to reflect and provide feedback.

Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field,effective teachers to the school

1. Interview Committee: Donte’ Fulton-Collins, Deborah Vicino, Jacob Goldberg2. New Teacher Induction: CSUSA & HAAS3. Teacher Learning Community: Rochelle Chancerel4. Incentive Pay5. Stipends for Team Leaders and After-school Enrichment Teachers

Describe the school's teacher mentoring program, including the rationale for pairings andplanned mentoring activities

Experienced team leaders will provide support in school processes, procedures, lesson planning, childstudy, etc. to new team members. Team leaders and their team members meet in weekly team meetings.Team leaders are also available daily before and after school, and during planning periods to meet withteam members as needed.

Ambitious Instruction and Learning

Instructional Programs and Strategies

Instructional Programs

Describe how the school ensures its core instructional programs and materials are aligned toFlorida's standards

Our Education Team at the Corporate Level researches and suggests curriculum for our network ofschools. All curriculum is approved by the Florida Department of Education and is aligned with theCommon Core standards. Our CRTs research additional resources for our students and ensures thatthey, too, are aligned with Common Core and Florida Standards.

Instructional Strategies

Describe how the school uses data to provide and differentiate instruction to meet the diverseneeds of students. Provide examples of how instruction is modified or supplemented to assiststudents having difficulty attaining the proficient or advanced level on state assessments

At HAAS, we analyze the previous year's data prior to placing students in their classes. Students aretracked according to ability in grades 2-5, and Benchmark Data is analyzed carefully each quarter.The Leadership team a long with General Education teachers, CRTs, ESE teachers, andInterventionists analyze and disaggregate the data so that instruction is driven appropriately. TheLeadership Team provides training, support, and guidance to General Education teachers andmonitors their plans to ensure that goals and met and student achievement is positively impacted.The Leadership Team also ensures that enrichment opportunities are provided to students who havemastered concepts or those who are struggling with them. Teachers have received PD centeredaround differentiated instruction and it is common practice to differentiate instruction according toquarterly Benchmark data as well as weekly in-class assessments.

Provide the following information for each strategy the school uses to increase the amountand quality of learning time and help enrich and accelerate the curriculum:



Strategy: Extended School Day

Minutes added to school year: 2,400

Students receive intensive instruction in identified areas of weakness. The minutes allotted areper subject area. Many students receive intensive instruction in more than one subject area.

Strategy Rationale

Students who are deficient in certain concepts need extra time and individualized instruction tomaster those concepts.

Strategy Purpose(s)

• Core Academic Instruction

Person(s) responsible for monitoring implementation of the strategyWilliams, Veronica, [email protected]

Data that is or will be collected and how it is analyzed to determine effectiveness of thestrategy

Data is collected through class assessments and benchmark data.

Strategy: Extended School Day


Da Vinci Reading and Math - Students receive 45 minutes of additional instruction in math/reading 1-2 times per week.

Strategy Rationale

Research shows that student achievement increases when additional instructional minutes areadded to their school day.

Strategy Purpose(s)

• Core Academic Instruction

Person(s) responsible for monitoring implementation of the strategyGwyn, Cynthia, [email protected]


We collect class assessment data as well as Benchmark data. We analyze the data to identifytrends in achievement on an individual student basis. If learning gains increase, we know that thestrategy is effective.



Strategy: Weekend Program


Students receive intensive instruction in identified areas of weakness. The minutes allotted areper subject area. Many students receive intensive instruction in more than one subject area.

Strategy Rationale

Students who are deficient in certain concepts need extra time and individualized instruction tomaster those concepts.

Strategy Purpose(s)

• Enrichment

Person(s) responsible for monitoring implementation of the strategyFulton, Donte, [email protected]


Data is collected through class assessments and benchmark data.

Student Transition and Readiness

PreK-12 TransitionThe school's response to this question may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(G).

Describe the strategies the school employs to support incoming and outgoing cohorts ofstudents in transition from one school level to another

We host curriculum nights for each grade level in which we explain in detail what is required forstudents to matriculate to the next grade level. We also discuss SB Policy 6000.1. at this time.

College and Career Readiness

Describe the strategies the school uses to advance college and career awareness, which mayinclude establishing partnerships with business, industry or community organizations

All teachers are required to post their College Diplomas in their rooms as well as their TeachingCertificates. University Pennants decorate all of the hallways, and students are encouraged toresearch and discuss different colleges during our very own College Awareness Week, which takesplace the second week of September.

Identify the career and technical education programs available to students and industrycertifications that may be earned through those respective programs

NA

Describe efforts the school has taken to integrate career and technical education withacademic courses (e.g., industrial biotechnology) to support student achievement

NA

Describe strategies for improving student readiness for the public postsecondary level basedon annual analysis of the High School Feedback Report, as required by section 1008.37(4),Florida Statutes



http://data.fldoe.org/readiness/

NA



ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiencygoal is impossible. Therefore, we are focusing on increasing learning gains for all of ourstudents.

ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25%will make learning gains on the 2015 Reading FSA.

CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will scoreproficient in reading, and 50% will score proficient in writing.

Math - Because we have no prior data to compare to this year's FSA, establishing a proficiencygoal is impossible. Therefore, we are focusing on increasing learning gains for all of ourstudents.

FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest25% will make learning gains on the 2015 FSA.

FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score aLevel 4 or 5 on the 2015 FCAT.

School Improvement Goals

The following key is intended to help readers understand how the sections of this document correspond to thesteps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The QuickKey numbers can help registered users go directly to the point of entry for any given goal, barrier and strategywithin the online survey.

Problem Solving Key

G = GoalB =

BarrierS = Strategy

1 = Problem Solving Step S123456 = Quick Key

Strategic Goals Summary

G1.

G2.

G3.

G4.

G5.

G6.

Strategic Goals DetailFor each strategic goal, this section lists the associated targets (i.e., “SMART goals”), resources available tosupport movement toward the goal, barriers to achieving the goal, and the plan for monitoring progress towardthe goal



G039655

G1. ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students. 1a

Targets Supported 1b

Indicator Annual Target

AMO Reading - All Students 79.0

Resources Available to Support the Goal 2

• PD, Data Chats, PLCs

• Classroom Walkthroughs and Teacher Observations, including discussions regarding lessonplanning.

• Ongoing meetings with Child Study teams.

Targeted Barriers to Achieving the Goal 3

• Lack of experience in lesson planning, student engagement, and differentiated instruction.

• Lack of understanding of research-based instructional strategies.

• Lack of experience/understanding of the RtI process.

Plan to Monitor Progress Toward G1. 8

Effectiveness of PD in the areas of lesson planning, differentiated instruction and student egagment.

Person Responsible

Donte Fulton

Schedule

Quarterly, from 9/4/2014 to 5/28/2015

Evidence of Completion

Benchmark Data and FSA Results



G039656

G2. ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25% will makelearning gains on the 2015 Reading FSA. 1a



AMO Reading - All Students 79.0


• PD, Data Chats, CLassroom Walkthroughs and Teacher Observations (including discussionregarding lesson planning), Ongoing Meetings with CSTs


• Lack of experience in lesson planning.

• Lack of experience using research-based instructional strategies

• Lack of experience/understanding of RtI process

• Unfamiliarity with FSA and Test Specs


Data Chats, Benchmark Results, School Enrichment Programs (During and after school)

Person Responsible

Donte Fulton

Schedule



Benchmark Results, CAMs, FSA Results



G039657

G3. CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will score proficient inreading, and 50% will score proficient in writing. 1a



AMO Reading - ELL 68.0


• CELLA Tests, ESOL Strategy Matrix


• Vocabulary Deficiency

• Need for Individualized Instruction

• Reading Comprehension

• Cultural Differences


Proficiency Scores

Person Responsible

Donte Fulton

Schedule



CELLA, Benchmark Data, CMA Data, FSA Data, IPT



G039659

G4. Math - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students. 1a



AMO Math - All Students 83.0


• PD, Data Chats, PLCs

• Classroom Walkthroughs and Teacher Observations

• Ongoing meetings with Child Study teams.


• Lack of experience in lesson planning, student engagement, and differentiated instruction.

• Lack of understanding of research-based instructional strategies.

• Lack of experience/understanding of the RTI process.

• Unfamiliarity with FSA and Test Specs


PD in the areas of lesson planning, differentiated instruction and student egagement.

Person Responsible

Donte Fulton

Schedule



Benchmark Data and FSA Results



G039660

G5. FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest 25% willmake learning gains on the 2015 FSA. 1a



AMO Math - All Students 83.0


• PD, PLCs, Data Chats, Classroom Walkthroughs, Teacher Performance Evaluations, Ongoingmeetings with CRTs


• Lack of experience in Lesson Planning

• Lack of experience using research-based instructional strategies

• Lack of experience/understanding with/of the RtI process


Data Chats, Benchmark Results, School Enrichment Programs (During and after school)

Person Responsible

Donte Fulton

Schedule

On 5/28/2015


Benchmark Data, CMAs, FSA Results



G039661

G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or5 on the 2015 FCAT. 1a



FCAT 2.0 Science Proficiency 80.0


• PD, Data Chats, PLCs, Classroom Walk-throughs and Teacher Performance Evaluations,Ongoing Meetings with Child Study Teams


• Lack of Prior Knowledge

• Concept Comprehension

• Vocabulary


Student Benchmark Scores

Person Responsible

Donte Fulton

Schedule



Benchmark Results, FCAT Results



G039655

B095832

S107000

Action Plan for ImprovementFor each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists therationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that havebeen identified as necessary to implementing the strategy, including details such as the point person, timingand duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring theimplementation and effectiveness of the respective strategy.

Problem Solving Key

G = GoalB =

BarrierS = Strategy

1 = Problem Solving Step S123456 = Quick Key

G1. ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students. 1

G1.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction. 2

G1.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction. 4

Strategy Rationale

Action Step 1 5

Develop PD to address deficiencies in lesson planning and differentiated instruction.

Person Responsible

Cynthia Gwyn

Schedule

On 5/21/2015


PD/PLC Calendar



Plan to Monitor Fidelity of Implementation of G1.B1.S1 6

Implementation of PD

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 8/28/2014 to 5/28/2015


PD/PLC Sign-in Sheets

Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7

Clear understanding of lesson planning, differentiated instruction, and student engagement

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/2/2014 to 5/28/2015


Classroom Walk-throughs, Teacher Performance Evaluations, Lesson Plans



B095833

S107001

G1.B2 Lack of understanding of research-based instructional strategies. 2

G1.B2.S1 Create and revise PD so that is aligned with PLCs 4

Strategy Rationale

Action Step 1 5

PD in Research-based Instructional Strategies

Person Responsible

Cynthia Gwyn

Schedule

Weekly, from 9/1/2014 to 5/28/2015


PD Calendars


Professional Learning Communities

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 5/28/2015


PLC Sign-in Sheets, Attendance at Data Chats



S107002


Utilization of Research-based Instructional Strategies

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 5/28/2015


Lesson Plans, Classroom Walkthroughs and Teacher Performance Evaluations

G1.B2.S2 Conduct classroom walkthroughs and teacher observations with lesson plan reviews andfollow-up. 4

Strategy Rationale

Action Step 1 5

Classroom Walkthroughs and Teacher Observations

Person Responsible

Cynthia Gwyn

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Administrative Walkthrough/Observation Results Posted in SIS. Post-evaluationConferences.


Evaluation/Observations

Person Responsible

Deborah Vicino

Schedule

Monthly, from 9/1/2014 to 5/28/2015


Evaluation /Observation Forms



B095834

S107003


Appropriate PD is aligned with PLC

Person Responsible

Cynthia Gwyn

Schedule

On 11/28/2014


PD Calendars and Data Chats

G1.B3 Lack of experience/understanding of the RtI process. 2

G1.B3.S1 Ongoing PD and ongoing child study team meetings to determine interventions in the tiers ofthe RtI. 4

Strategy Rationale

Action Step 1 5

PD targeted toward RtI

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 5/28/2015


Signed PLC Forms, Completed RtI Tracking Sheets




Implementation of PD, Compliance with RtI Process

Person Responsible

Kathleen Smallwood

Schedule

Monthly, from 9/1/2014 to 5/28/2015


PLC Sign-in Forms, Completed RtI Documentation


Effective Implementation of RtI

Person Responsible

Kathleen Smallwood

Schedule

Monthly, from 9/1/2014 to 5/29/2015


Follow-up Meetings with ESE Specialist, Completed RtI Documentation, Data Chats



G039656

B095835

S107004

G2. ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25% will makelearning gains on the 2015 Reading FSA. 1

G2.B1 Lack of experience in lesson planning. 2

G2.B1.S1 Create and revise appropriate PD to ensure it is aligned with PLCs 4

Strategy Rationale

Action Step 1 5


Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 10/1/2014 to 5/29/2015


PD/PLC Calendar


PD Calendar, PLC Calendar, Data Chats

Person Responsible

Cynthia Gwyn

Schedule



PLC Sign-in Sheets, Attendance in Data Chats



B095836

S107005


PD in the areas of lesson planning, differentiated instruction, and student engagement.

Person Responsible

Deborah Vicino

Schedule



Class room walk-throughs, Teacher Performance Evaluations

G2.B2 Lack of experience using research-based instructional strategies 2

G2.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies. 4

Strategy Rationale

Action Step 1 5


Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 5/29/2015


PD Calendars





Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 8/28/2014 to 5/29/2015


PLC sign-in sheets



Person Responsible

Deborah Vicino

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Weekly Assessments, Classroom Walkthroughs, Teacher Performance Evaluations



B095837

S107006

G2.B3 Lack of experience/understanding of RtI process 2

G2.B3.S1 On-going PD and Child Study Team meetings to determine appropriate RtI interventions. 4

Strategy Rationale

Action Step 1 5

PD Targeted toward RtI

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 5/29/2015


PLC Sign-in Sheets


Implementation of PD and RtI Strategies

Person Responsible

Kathleen Smallwood

Schedule

Monthly, from 9/1/2014 to 5/29/2015


Completed RtI Paperwork, Leadership Agendas



B097937

S109262



Person Responsible

Kathleen Smallwood

Schedule

Monthly, from 9/25/2014 to 5/28/2015


Follow-up Conversations with Team Members, Completed RtI Paperwork

G2.B4 Unfamiliarity with FSA and Test Specs 2

G2.B4.S1 Download Test Specs and Provide to Teachers 4

Strategy Rationale

Action Step 1 5

Expose Teachers to FSA Test Specs

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 3/27/2015


Classroom Assessments that Mirror FSA Test Specs



S109263


Review Class Assessments

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 10/1/2014 to 3/27/2015


Class walk-throughs, follow-up discussions regarding assessments


Review Common Monthly Assessment Data for increases in Student Achievement

Person Responsible

Donte Fulton

Schedule

Monthly, from 10/1/2014 to 3/27/2015


Common Monthly Assessment Data (Performance Matters)

G2.B4.S2 Implement monthly mini-assessments aligned with test specs to assess student progress. 4

Strategy Rationale

Action Step 1 5

Administration of Common Monthly Assessments (CMAs)

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 10/1/2014 to 3/27/2015


Lesson Plans, Scanned CMAs




CMAs administered in a true testing environment

Person Responsible

Jennifer Becraft

Schedule

Monthly, from 9/29/2014 to 3/27/2015


CMAs distributed via the testing room and collected by test monitors. No sound ormovement during testing window.


Administration will monitor halls and testing procedures.

Person Responsible

Jacob Goldberg

Schedule

Monthly, from 9/29/2014 to 3/27/2015


Data Chats



G039657

B095838

S107007

G3. CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will score proficient inreading, and 50% will score proficient in writing. 1

G3.B1 Vocabulary Deficiency 2

G3.B1.S1 Classroom teachers will utilize ESOL Strategies Matrix and include vocabulary strategies inlesson plans. Teachers will use targeted instruction to increase student vocabulary skills. 4

Strategy Rationale

Action Step 1 5

Utilization of ESOL Matrix

Person Responsible

Jennifer Becraft

Schedule

Weekly, from 8/18/2014 to 6/4/2015


Lesson Plans, Walk-throughs


Vocabulary Strategies

Person Responsible

Cynthia Gwyn

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Lesson plans, Walk-throughs



S107008


Increase Student Vocabulary

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 8/18/2014 to 6/4/2015


Vocabulary Assessments, Teacher Conversations/Observations

G3.B1.S2 Intervention in a small group setting (Da Vinci Reading Pull Out) for individualized assistance/instruction. 4

Strategy Rationale

Action Step 1 5

Intervention

Person Responsible

Cynthia Gwyn

Schedule

On 2/27/2015


Schedules, Assessments


Reading Pull-Outs

Person Responsible

Louisa Upadhya

Schedule

Weekly, from 9/1/2014 to 5/1/2015


Schedules, Lesson Plans



B095839

S107009


Targeted Instruction

Person Responsible

Deborah Vicino

Schedule

Weekly, from 8/25/2014 to 5/29/2015


Teacher Observations, Pull-Out Teacher Observations

G3.B2 Need for Individualized Instruction 2

G3.B2.S1 Intervention in small group settings. 4

Strategy Rationale

Action Step 1 5

Reading Pull-out Teachers will provide individualized instruction/assistance in listening/speaking,reading comprehension, and writing.

Person Responsible

Cynthia Gwyn

Schedule

Weekly, from 9/1/2014 to 5/8/2015


Classroom Teacher and Reading Coach Observations, Reading ComprehensionAssessments




Small Group Intervention

Person Responsible

Cynthia Gwyn

Schedule

Weekly, from 9/15/2014 to 5/8/2015


Reading Coach Schedules


Instructional Strategies

Person Responsible

Deborah Vicino

Schedule

Monthly, from 9/9/2014 to 5/8/2015


Teacher Observations, Reading and Vocabulary Assessments



B095840

S107010

G3.B3 Reading Comprehension 2

G3.B3.S1 Classroom teachers will utilize research based instructional strategies to teach reading skillsto ensure an increase in reading comprehension. 4

Strategy Rationale

Action Step 1 5

PD research based instructional strategies

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 4/30/2015


PLC Sign-in Sheets


PD

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 4/30/2015


PLC Communication Forms



B095841

S107011


Increase in Comprehension

Person Responsible

Cynthia Gwyn

Schedule

On 5/29/2015


Teacher Observation, Reading Comprehension Assessments, CMAs

G3.B4 Cultural Differences 2

G3.B4.S1 Classroom teachers will utilize research-based instructional strategies to teach reading skillsin order to increase student understanding. 4

Strategy Rationale

Action Step 1 5

Increase Student Understanding

Person Responsible

Jennifer Becraft

Schedule

Weekly, from 8/11/2014 to 6/4/2015


Assessments, Lesson Plans, Teacher Observations




Utilization of Research Based Instructional Strategies

Person Responsible

Cynthia Gwyn

Schedule

Weekly, from 9/9/2014 to 5/29/2015


Classroom Walk-throughs and Teacher Observations


Increase in Student Understanding

Person Responsible

Deborah Vicino

Schedule

Weekly, from 9/9/2014 to 5/29/2015


Lesson Plan Reviews, Teacher Observations, Assessments



G039659

B095844

S107015

G4. Math - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students. 1

G4.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction. 2

G4.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction 4

Strategy Rationale

Action Step 1 5


Person Responsible

Rochel Chancerel

Schedule

Monthly, from 9/1/2014 to 5/29/2015


PD/PLC Calendar


Implementation of PD

Person Responsible

Rochel Chancerel

Schedule

Monthly, from 9/1/2014 to 5/29/2015


PD Calendars, PLC Sign-in Sheets



B095845

S107016


Clear Understanding of Lesson Planning and Differentiated Instruction

Person Responsible

Deborah Vicino

Schedule

Weekly, from 9/1/2014 to 5/29/2015



G4.B2 Lack of understanding of research-based instructional strategies. 2


Strategy Rationale

Action Step 1 5


Person Responsible

Rochel Chancerel

Schedule

Monthly, from 9/1/2014 to 5/29/2015


PD/PLC Calendars and Data Chat Schedules





Person Responsible

Rochel Chancerel

Schedule

Monthly, from 9/1/2014 to 5/29/2015


PD Calendars, PLC Sign-in Sheets



Person Responsible

Deborah Vicino

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Weekly Assessments, Classroom Walkthroughs, Teacher Performance Evaluations



B095846

S107017

G4.B3 Lack of experience/understanding of the RTI process. 2

G4.B3.S1 Ongoing PD and Child Study Team Meetings to determine appropriate RtI interventions 4

Strategy Rationale

Action Step 1 5


Person Responsible

Kathleen Smallwood

Schedule

Monthly, from 9/1/2014 to 5/29/2015


Signed PLC Communication Forms


Implementation of PD and RtI Interventions, Compliance with RtI Process

Person Responsible

Rochel Chancerel

Schedule

On 5/29/2015


Implementation of PD and RtI Interventions, Compliance with RtI Process



B098044

S109364


Determine Effectiveness of PD and RtI Interventions

Person Responsible

Kathleen Smallwood

Schedule

Monthly, from 9/1/2014 to 5/29/2015



G4.B4 Unfamiliarity with FSA and Test Specs 2

G4.B4.S1 Implement monthly mini-assessments aligned with test specs to assess student progress. 4

Strategy Rationale

Action Step 1 5

Administration of Common Monthly Assessments (CMAs)

Person Responsible

Rochel Chancerel

Schedule

Monthly, from 9/1/2014 to 3/27/2015


Classroom Assessments that Mirror FSA Test Specs



S137552


CMAs Administered in a true testing environment

Person Responsible

Rochel Chancerel

Schedule

Monthly, from 10/1/2014 to 3/27/2015




Monitor Halls and testing procedures

Person Responsible

Jacob Goldberg

Schedule

Monthly, from 10/1/2014 to 3/27/2015


Data Chats

G4.B4.S2 Download Test Specs and Provide to Teachers 4

Strategy Rationale

Action Step 1 5

Expose Teachers to FSA Test Specs

Person Responsible

Rochel Chancerel

Schedule

On 3/27/2015


Classroom Assessments (Should Mirror FSA Test Specs)




Review Class Assessments

Person Responsible

Rochel Chancerel

Schedule

On 3/27/2015




Review CMA Data for increases in Student Achievement

Person Responsible

Donte Fulton

Schedule

Monthly, from 10/1/2014 to 3/27/2015


CMA Data (Performance Matters)



G039660

B095847

S107018

G5. FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest 25% willmake learning gains on the 2015 FSA. 1

G5.B1 Lack of experience in Lesson Planning 2

G5.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction. 4

Strategy Rationale

Action Step 1 5


Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 10/1/2014 to 5/29/2015


PD/PLC Calendar


PD Calendar, PLC Calendar, Data Chats

Person Responsible

Cynthia Gwyn

Schedule



PLC/PD Sign-in Sheets



B095848

S107019


Clear Understanding of lesson planning, differentiated instruction, and Student Engagement

Person Responsible

Deborah Vicino

Schedule

Weekly, from 8/28/2014 to 10/6/2014



G5.B2 Lack of experience using research-based instructional strategies 2


Strategy Rationale

Action Step 1 5


Person Responsible

Rochel Chancerel

Schedule

Monthly, from 9/1/2014 to 5/29/2015


PD Calendars





Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 8/28/2014 to 5/29/2015


PLC Sign-in sheets


Understanding and Implementation of Research-based Instructional Strategies

Person Responsible

Deborah Vicino

Schedule

On 5/29/2015


Classroom Walk-throughs and Teacher Performance Evaluations



B095849

S107020

G5.B3 Lack of experience/understanding with/of the RtI process 2

G5.B3.S1 On-going and PD and Child Study Team meetings to determine appropriate tieredinterventions. 4

Strategy Rationale

Action Step 1 5

PD targeted toward RtI Process

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 11/29/2014


PLC sign-in sheets


Implementation of RTI, Compliance with RtI Process

Person Responsible

Kathleen Smallwood

Schedule

Monthly, from 9/1/2014 to 5/29/2015


Leadership Agendas, Completed RtI Documentation



G039661

B095850

S107021



Person Responsible

Kathleen Smallwood

Schedule

Monthly, from 9/25/2014 to 5/28/2015



G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or 5on the 2015 FCAT. 1

G6.B1 Lack of Prior Knowledge 2

G6.B1.S1 Discovery by individual exploration. 4

Strategy Rationale

Action Step 1 5

Provide weekly opportunities for individual exploration in science lab.

Person Responsible

Rochel Chancerel

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Lab Completions



S107022


Utilization of Science Lab

Person Responsible

Rochel Chancerel

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Science Lab Calendar/Sign-up Sheets, Lesson Plans, Teacher Performance Evaluations


Science Lab Usage

Person Responsible

Rochel Chancerel

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Student Portfolios, Benchmark Data, FCAT Results

G6.B1.S2 Implementation of Differentiated Instruction 4

Strategy Rationale

Action Step 1 5

PD in the area of Differentiated Instruction

Person Responsible

Cynthia Gwyn

Schedule

Monthly, from 9/1/2014 to 5/29/2015


PLC Sign-in Sheets




Utilization of DI in the Classroom

Person Responsible

Cynthia Gwyn

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Lesson Plans, Classroom Walk-throughs


Effectiveness of DI

Person Responsible

Deborah Vicino

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Weekly Assessments, Benchmark Data, FCAT Results



B095851

S107023

G6.B2 Concept Comprehension 2

G6.B2.S1 Students will use technology to reinforce abstract concepts taught in the classroom. 4

Strategy Rationale

Action Step 1 5

Monthly Computer Lab Use

Person Responsible

Cynthia Gwyn

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Computer Lab Sign-up Sheets


Utilization of Computer Labs and Science-related Computer Programs

Person Responsible

Rochel Chancerel

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Lesson Plans, Grade books



B095852

S107024


Comprehension of Abstract Concepts

Person Responsible

Rochel Chancerel

Schedule

On 5/28/2015



G6.B3 Vocabulary 2

G6.B3.S1 Students will aide in the creation of interactive word walls to increase comprehension ofscience-related vocabulary. 4

Strategy Rationale

Action Step 1 5

Student-generated interactive word walls.

Person Responsible

Rochel Chancerel

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Student-generated Interactive word walls visible in classroom/lab.




Creation of Student-generated Interaction of Word Wall

Person Responsible

Rochel Chancerel

Schedule

Weekly, from 9/1/2014 to 5/29/2015


Classroom Walkthroughs, Teacher Performance Evaluations


Vocabulary Comprehension

Person Responsible

Rochel Chancerel

Schedule

Weekly, from 9/1/2014 to 5/29/2015



Appendix 1: Implementation TimelineAction steps and monitoring activities identified in the SIP as necessary to achieve the school’s goals.

SourceTask, Action Step or Monitoring

ActivityWho

Start Date(where

applicable)

Deliverable or Evidence ofCompletion

Due Date/End Date

G1.B1.S1.A1Develop PD to address deficiencies inlesson planning and differentiatedinstruction.

Gwyn, Cynthia 9/1/2014 PD/PLC Calendar5/21/2015one-time

G1.B2.S1.A1PD in Research-based InstructionalStrategies

Gwyn, Cynthia 9/1/2014 PD Calendars5/28/2015

weekly

G1.B2.S2.A1Classroom Walkthroughs and TeacherObservations

Gwyn, Cynthia 9/1/2014Administrative Walkthrough/ObservationResults Posted in SIS. Post-evaluationConferences.

5/29/2015weekly

G1.B3.S1.A1 PD targeted toward RtI Gwyn, Cynthia 9/1/2014Signed PLC Forms, Completed RtITracking Sheets

5/28/2015monthly


Gwyn, Cynthia 10/1/2014 PD/PLC Calendar5/29/2015monthly


Gwyn, Cynthia 9/1/2014 PD Calendars5/29/2015monthly




ActivityWho

Start Date(where

applicable)


Due Date/End Date

G2.B3.S1.A1 PD Targeted toward RtI Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets5/29/2015monthly

G3.B1.S1.A1 Utilization of ESOL Matrix Becraft, Jennifer 8/18/2014 Lesson Plans, Walk-throughs6/4/2015weekly

G3.B1.S2.A1 Intervention Gwyn, Cynthia 9/1/2014 Schedules, Assessments2/27/2015one-time

G3.B2.S1.A1

Reading Pull-out Teachers will provideindividualized instruction/assistance inlistening/speaking, readingcomprehension, and writing.

Gwyn, Cynthia 9/1/2014Classroom Teacher and Reading CoachObservations, Reading ComprehensionAssessments

5/8/2015weekly

G3.B3.S1.A1PD research based instructionalstrategies

Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets4/30/2015monthly

G3.B4.S1.A1 Increase Student Understanding Becraft, Jennifer 8/11/2014Assessments, Lesson Plans, TeacherObservations

6/4/2015weekly


Chancerel, Rochel 9/1/2014 PD/PLC Calendar5/29/2015monthly


Chancerel, Rochel 9/1/2014PD/PLC Calendars and Data ChatSchedules

5/29/2015monthly

G4.B3.S1.A1 PD Targeted toward RtISmallwood,

Kathleen9/1/2014 Signed PLC Communication Forms

5/29/2015monthly


Gwyn, Cynthia 10/1/2014 PD/PLC Calendar5/29/2015monthly


Chancerel, Rochel 9/1/2014 PD Calendars5/29/2015monthly

G5.B3.S1.A1 PD targeted toward RtI Process Gwyn, Cynthia 9/1/2014 PLC sign-in sheets11/29/2014

monthly

G6.B1.S1.A1Provide weekly opportunities forindividual exploration in science lab.

Chancerel, Rochel 9/1/2014 Lab Completions5/29/2015

weekly

G6.B1.S2.A1PD in the area of DifferentiatedInstruction

Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets5/29/2015monthly

G6.B2.S1.A1 Monthly Computer Lab Use Gwyn, Cynthia 9/1/2014 Computer Lab Sign-up Sheets5/29/2015

weekly

G6.B3.S1.A1Student-generated interactive wordwalls.

Chancerel, Rochel 9/1/2014Student-generated Interactive wordwalls visible in classroom/lab.

5/29/2015weekly

G2.B4.S2.A1Administration of Common MonthlyAssessments (CMAs)

Gwyn, Cynthia 10/1/2014 Lesson Plans, Scanned CMAs3/27/2015monthly

G2.B4.S1.A1 Expose Teachers to FSA Test Specs Gwyn, Cynthia 9/1/2014Classroom Assessments that MirrorFSA Test Specs

3/27/2015monthly

G4.B4.S1.A1Administration of Common MonthlyAssessments (CMAs)

Chancerel, Rochel 9/1/2014Classroom Assessments that MirrorFSA Test Specs

3/27/2015monthly

G4.B4.S2.A1 Expose Teachers to FSA Test Specs Chancerel, Rochel 10/1/2014Classroom Assessments (Should MirrorFSA Test Specs)

3/27/2015one-time

G1.MA1Effectiveness of PD in the areas oflesson planning, differentiatedinstruction and student egagment.

Fulton, Donte 9/4/2014 Benchmark Data and FSA Results5/28/2015quarterly

G1.B1.S1.MA1Clear understanding of lesson planning,differentiated instruction, and studentengagement

Gwyn, Cynthia 9/2/2014Classroom Walk-throughs, TeacherPerformance Evaluations, Lesson Plans

5/28/2015monthly

G1.B1.S1.MA1 Implementation of PD Gwyn, Cynthia 8/28/2014 PD/PLC Sign-in Sheets5/28/2015monthly

G1.B2.S1.MA1Utilization of Research-basedInstructional Strategies

Gwyn, Cynthia 9/1/2014Lesson Plans, Classroom Walkthroughsand Teacher Performance Evaluations

5/28/2015monthly

G1.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 9/1/2014PLC Sign-in Sheets, Attendance at DataChats

5/28/2015monthly




ActivityWho

Start Date(where

applicable)


Due Date/End Date

G1.B3.S1.MA1 Effective Implementation of RtISmallwood,

Kathleen9/1/2014

Follow-up Meetings with ESE Specialist,Completed RtI Documentation, DataChats

5/29/2015monthly

G1.B3.S1.MA1Implementation of PD, Compliance withRtI Process

Smallwood,Kathleen

9/1/2014PLC Sign-in Forms, Completed RtIDocumentation

5/28/2015monthly

G1.B2.S2.MA1 Appropriate PD is aligned with PLC Gwyn, Cynthia 9/1/2014 PD Calendars and Data Chats11/28/2014one-time

G1.B2.S2.MA1 Evaluation/Observations Vicino, Deborah 9/1/2014 Evaluation /Observation Forms5/28/2015monthly

G2.MA1Data Chats, Benchmark Results, SchoolEnrichment Programs (During and afterschool)

Fulton, Donte 9/17/2014Benchmark Results, CAMs, FSAResults

3/25/2015quarterly

G2.B1.S1.MA1PD in the areas of lesson planning,differentiated instruction, and studentengagement.

Vicino, Deborah 8/28/2014Class room walk-throughs, TeacherPerformance Evaluations

8/28/2014quarterly

G2.B1.S1.MA1PD Calendar, PLC Calendar, DataChats

Gwyn, Cynthia 8/28/2014PLC Sign-in Sheets, Attendance in DataChats

5/28/2015quarterly


Vicino, Deborah 9/1/2014Weekly Assessments, ClassroomWalkthroughs, Teacher PerformanceEvaluations

5/29/2015weekly

G2.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 8/28/2014 PLC sign-in sheets5/29/2015monthly


Kathleen9/25/2014

Follow-up Conversations with TeamMembers, Completed RtI Paperwork

5/28/2015monthly

G2.B3.S1.MA1Implementation of PD and RtIStrategies

Smallwood,Kathleen

9/1/2014Completed RtI Paperwork, LeadershipAgendas

5/29/2015monthly

G2.B4.S1.MA1Review Common Monthly AssessmentData for increases in StudentAchievement

Fulton, Donte 10/1/2014Common Monthly Assessment Data(Performance Matters)

3/27/2015monthly

G2.B4.S1.MA1 Review Class Assessments Gwyn, Cynthia 10/1/2014Class walk-throughs, follow-updiscussions regarding assessments

3/27/2015monthly

G2.B4.S2.MA1Administration will monitor halls andtesting procedures.

Goldberg, Jacob 9/29/2014 Data Chats3/27/2015monthly

G2.B4.S2.MA1CMAs administered in a true testingenvironment

Becraft, Jennifer 9/29/2014

CMAs distributed via the testing roomand collected by test monitors. Nosound or movement during testingwindow.

3/27/2015monthly

G3.MA1 Proficiency Scores Fulton, Donte 8/26/2014CELLA, Benchmark Data, CMA Data,FSA Data, IPT

5/29/2015quarterly

G3.B1.S1.MA1 Increase Student Vocabulary Gwyn, Cynthia 8/18/2014Vocabulary Assessments, TeacherConversations/Observations

6/4/2015monthly

G3.B1.S1.MA1 Vocabulary Strategies Gwyn, Cynthia 9/1/2014 Lesson plans, Walk-throughs5/29/2015

weekly

G3.B2.S1.MA1 Instructional Strategies Vicino, Deborah 9/9/2014Teacher Observations, Reading andVocabulary Assessments

5/8/2015monthly

G3.B2.S1.MA1 Small Group Intervention Gwyn, Cynthia 9/15/2014 Reading Coach Schedules5/8/2015weekly

G3.B3.S1.MA1 Increase in Comprehension Gwyn, Cynthia 9/1/2014Teacher Observation, ReadingComprehension Assessments, CMAs

5/29/2015one-time

G3.B3.S1.MA1 PD Gwyn, Cynthia 9/1/2014 PLC Communication Forms4/30/2015monthly

G3.B4.S1.MA1 Increase in Student Understanding Vicino, Deborah 9/9/2014Lesson Plan Reviews, TeacherObservations, Assessments

5/29/2015weekly

G3.B4.S1.MA1Utilization of Research BasedInstructional Strategies

Gwyn, Cynthia 9/9/2014Classroom Walk-throughs and TeacherObservations

5/29/2015weekly

G3.B1.S2.MA1 Targeted Instruction Vicino, Deborah 8/25/2014Teacher Observations, Pull-Out TeacherObservations

5/29/2015weekly




ActivityWho

Start Date(where

applicable)


Due Date/End Date

G3.B1.S2.MA1 Reading Pull-Outs Upadhya, Louisa 9/1/2014 Schedules, Lesson Plans5/1/2015weekly

G4.MA1PD in the areas of lesson planning,differentiated instruction and studentegagement.

Fulton, Donte 9/4/2014 Benchmark Data and FSA Results5/28/2015quarterly

G4.B1.S1.MA1Clear Understanding of LessonPlanning and Differentiated Instruction

Vicino, Deborah 9/1/2014Classroom Walk-throughs, TeacherPerformance Evaluations, Lesson Plans

5/29/2015weekly

G4.B1.S1.MA1 Implementation of PD Chancerel, Rochel 9/1/2014 PD Calendars, PLC Sign-in Sheets5/29/2015monthly


Vicino, Deborah 9/1/2014Weekly Assessments, ClassroomWalkthroughs, Teacher PerformanceEvaluations

5/29/2015weekly

G4.B2.S1.MA1 Professional Learning Communities Chancerel, Rochel 9/1/2014 PD Calendars, PLC Sign-in Sheets5/29/2015monthly

G4.B3.S1.MA1Determine Effectiveness of PD and RtIInterventions

Smallwood,Kathleen

9/1/2014Follow-up Meetings with ESE Specialist,Completed RtI Documentation, DataChats

5/29/2015monthly

G4.B3.S1.MA1Implementation of PD and RtIInterventions, Compliance with RtIProcess

Chancerel, Rochel 9/1/2014Implementation of PD and RtIInterventions, Compliance with RtIProcess

5/29/2015one-time

G4.B4.S1.MA1 Monitor Halls and testing procedures Goldberg, Jacob 10/1/2014 Data Chats3/27/2015monthly

G4.B4.S1.MA1CMAs Administered in a true testingenvironment

Chancerel, Rochel 10/1/2014Class walk-throughs, follow-updiscussions regarding assessments

3/27/2015monthly

G4.B4.S2.MA1Review CMA Data for increases inStudent Achievement

Fulton, Donte 10/1/2014 CMA Data (Performance Matters)3/27/2015monthly

G4.B4.S2.MA1 Review Class Assessments Chancerel, Rochel 10/1/2014Class walk-throughs, follow-updiscussions regarding assessments

3/27/2015one-time

G5.MA1Data Chats, Benchmark Results, SchoolEnrichment Programs (During and afterschool)

Fulton, Donte 10/1/2014 Benchmark Data, CMAs, FSA Results5/28/2015one-time

G5.B1.S1.MA1Clear Understanding of lesson planning,differentiated instruction, and StudentEngagement

Vicino, Deborah 8/28/2014Classroom Walk-throughs, TeacherPerformance Evaluations, Lesson Plans

10/6/2014weekly

G5.B1.S1.MA1PD Calendar, PLC Calendar, DataChats

Gwyn, Cynthia 8/28/2014 PLC/PD Sign-in Sheets5/28/2015quarterly

G5.B2.S1.MA1Understanding and Implementation ofResearch-based Instructional Strategies

Vicino, Deborah 9/1/2014Classroom Walk-throughs and TeacherPerformance Evaluations

5/29/2015one-time

G5.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 8/28/2014 PLC Sign-in sheets5/29/2015monthly


Kathleen9/25/2014

Follow-up Meetings with ESE Specialist,Completed RtI Documentation, DataChats

5/28/2015monthly

G5.B3.S1.MA1Implementation of RTI, Compliance withRtI Process

Smallwood,Kathleen

9/1/2014Leadership Agendas, Completed RtIDocumentation

5/29/2015monthly

G6.MA1 Student Benchmark Scores Fulton, Donte 10/1/2014 Benchmark Results, FCAT Results4/24/2015quarterly

G6.B1.S1.MA1 Science Lab Usage Chancerel, Rochel 9/1/2014Student Portfolios, Benchmark Data,FCAT Results

5/29/2015weekly

G6.B1.S1.MA1 Utilization of Science Lab Chancerel, Rochel 9/1/2014Science Lab Calendar/Sign-up Sheets,Lesson Plans, Teacher PerformanceEvaluations

5/29/2015weekly

G6.B2.S1.MA1 Comprehension of Abstract Concepts Chancerel, Rochel 10/1/2014Weekly Assessments, Benchmark Data,FCAT Results

5/28/2015one-time

G6.B2.S1.MA1Utilization of Computer Labs andScience-related Computer Programs

Chancerel, Rochel 9/1/2014 Lesson Plans, Grade books5/29/2015

weekly

G6.B3.S1.MA1 Vocabulary Comprehension Chancerel, Rochel 9/1/2014Weekly Assessments, Benchmark Data,FCAT Results

5/29/2015weekly




ActivityWho

Start Date(where

applicable)


Due Date/End Date

G6.B3.S1.MA1Creation of Student-generatedInteraction of Word Wall

Chancerel, Rochel 9/1/2014Classroom Walkthroughs, TeacherPerformance Evaluations

5/29/2015weekly

G6.B1.S2.MA1 Effectiveness of DI Vicino, Deborah 9/1/2014Weekly Assessments, Benchmark Data,FCAT Results

5/29/2015weekly

G6.B1.S2.MA1 Utilization of DI in the Classroom Gwyn, Cynthia 9/1/2014Lesson Plans, Classroom Walk-throughs

5/29/2015weekly

Appendix 2: Professional Development and Technical Assistance OutlinesProfessional development opportunities and technical assistance items identified in the SIP as action steps toachieve the school's goals.



Professional Development Opportuntities

Professional development opportunities identified in the SIP as action steps to achieve the school's goals.

G1. ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students.

G1.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction.

G1.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction.

PD Opportunity 1


Facilitator

Team Leaders

Participants

Classroom Teachers

Schedule

On 5/21/2015

G1.B2 Lack of understanding of research-based instructional strategies.

G1.B2.S1 Create and revise PD so that is aligned with PLCs

PD Opportunity 1


Facilitator

Team Leaders

Participants

Classroom Teachers

Schedule

Weekly, from 9/1/2014 to 5/28/2015



G1.B3 Lack of experience/understanding of the RtI process.

G1.B3.S1 Ongoing PD and ongoing child study team meetings to determine interventions in the tiers ofthe RtI.

PD Opportunity 1

PD targeted toward RtI

Facilitator

ESE Specialist, ESE Teachers

Participants

Classroom Teachers

Schedule

Monthly, from 9/1/2014 to 5/28/2015

G2. ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25% will makelearning gains on the 2015 Reading FSA.

G2.B1 Lack of experience in lesson planning.

G2.B1.S1 Create and revise appropriate PD to ensure it is aligned with PLCs

PD Opportunity 1


Facilitator

Team Leaders

Participants

Classroom Teachers

Schedule

Monthly, from 10/1/2014 to 5/29/2015



G2.B2 Lack of experience using research-based instructional strategies

G2.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies.

PD Opportunity 1


Facilitator

Team Leaders

Participants

Classroom Teachers

Schedule

Monthly, from 9/1/2014 to 5/29/2015

G2.B3 Lack of experience/understanding of RtI process

G2.B3.S1 On-going PD and Child Study Team meetings to determine appropriate RtI interventions.

PD Opportunity 1


Facilitator


Participants

Classroom Teachers

Schedule

Monthly, from 9/1/2014 to 5/29/2015



G4. Math - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal isimpossible. Therefore, we are focusing on increasing learning gains for all of our students.

G4.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction.

G4.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction

PD Opportunity 1


Facilitator

Team Leaders

Participants

Classroom Teachers

Schedule

Monthly, from 9/1/2014 to 5/29/2015

G4.B2 Lack of understanding of research-based instructional strategies.


PD Opportunity 1


Facilitator

PLC Leaders

Participants

Classroom Teachers, Pull-out Teachers, ESE Specialist, ESE Teachers

Schedule

Monthly, from 9/1/2014 to 5/29/2015



G4.B3 Lack of experience/understanding of the RTI process.

G4.B3.S1 Ongoing PD and Child Study Team Meetings to determine appropriate RtI interventions

PD Opportunity 1


Facilitator


Participants

Classroom Teachers, Pull-Out Teachers

Schedule

Monthly, from 9/1/2014 to 5/29/2015

G5. FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest 25% willmake learning gains on the 2015 FSA.

G5.B1 Lack of experience in Lesson Planning

G5.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction.

PD Opportunity 1


Facilitator

Team Leaders

Participants

Classroom Teachers

Schedule

Monthly, from 10/1/2014 to 5/29/2015



G5.B2 Lack of experience using research-based instructional strategies


PD Opportunity 1


Facilitator

PLC Leaders

Participants

Classroom Teachers

Schedule

Monthly, from 9/1/2014 to 5/29/2015

G5.B3 Lack of experience/understanding with/of the RtI process

G5.B3.S1 On-going and PD and Child Study Team meetings to determine appropriate tieredinterventions.

PD Opportunity 1

PD targeted toward RtI Process

Facilitator


Participants

Classroom teachers, Pull-out teachers

Schedule

Monthly, from 9/1/2014 to 11/29/2014



G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or 5on the 2015 FCAT.

G6.B1 Lack of Prior Knowledge

G6.B1.S2 Implementation of Differentiated Instruction

PD Opportunity 1

PD in the area of Differentiated Instruction

Facilitator

Team Leaders

Participants

Classroom Teachers

Schedule

Monthly, from 9/1/2014 to 5/29/2015



Technical Assistance Items

Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals.



Budget Rollup

Summary

Description Total

Grand Total 0



SIP_2014-15_06-Broward_5325-Hollywood_Acad_Of_Arts_&_Scien

Documents

school improvement plan

district school boards

current school status

school board approval

district goals

district improvement

broward county school

district leadership