Pasco County Schools James M. Marlowe Elementary School€¦ · Pasco County Schools James M....

Pasco County Schools

James M. MarloweElementary School

2017-18 School Improvement Plan

James M. Marlowe Elementary School5642 CECELIA DR, New Port Richey, FL 34652

www.pasco.k12.fl.us

School Demographics

School Type and Grades Served(per MSID File) 2016-17 Title I School

2016-17 EconomicallyDisadvantaged (FRL) Rate(As Reported on Survey 3)

Elementary SchoolPK-5 Yes 90%

Primary Service Type(per MSID File) Charter School

2016-17 Minority Rate(Reported as Non-white

on Survey 2)

K-12 General Education No 52%

School Grades History

Year 2016-17 2015-16 2014-15 2013-14

Grade C C C* D

*Informational Baseline School Grade

Note: The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changesmade by the 2014 Legislature and incorporate the new Florida Standards Assessments. The 2014-15 school grades serveas informational baseline data that schools can use to improve in future years.

School Board Approval

This plan is pending approval by the Pasco 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 that has a school grade of Dor F.

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 (see page 4). For schools receiving a grade of A, B, or C, thedistrict may opt to require a SIP using a template of its choosing.

This document was prepared by school and district leadership using the FDOE’s school improvement planningweb application located at https://www.floridaCIMS.org.

Pasco - 0065 - James M. Marlowe Elem. School - 2017-18 SIPJames M. Marlowe Elementary School

Last Modified: 10/12/2017 https://www.floridacims.org

https://www.floridacims.org

Table of Contents

4Purpose and Outline of the SIP

5Differentiated Accountability

6Current School Status

6Supportive Environment

8Family and Community Engagement

9Effective Leadership

11Public and Collaborative Teaching

12Ambitious Instruction and Learning

158-Step Planning and Problem Solving Implementation

15Goals Summary

15Goals Detail

18Action Plan for Improvement

25Appendix 1: Implementation Timeline

26Appendix 2: Professional Development and Technical Assistance Outlines

26Professional Development Opportunities

27Technical Assistance Items

0Appendix 3: Budget to Support Goals



Purpose and Outline of the SIPThe 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 barriers that could hinder achieving those goals and resources that could be used to eliminate

or reduce barriers (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 AccountabilityFlorida’s Differentiated Accountability (DA) system, established in section 1008.33, Florida Statutes, is astatewide network of strategic support, differentiated by need according to performance data, provided todistricts and schools in order to improve leadership capacity, teacher efficacy, and student outcomes. Througha data-driven planning and problem-solving process, DA field teams collaborate with district leadership todesign, implement, and refine strategic goals and action plans that are documented in the SIP.

DA Regions

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

DA Categories

At the start of each academic year, traditional schools are classified for DA support in two categories based onthe most recent school grades data available. Descriptions of each DA category along with the state supportand interventions provided are set forth by Rule 6A-1.099811, Florida Administrative Code:

• Not in DA - A school with a current school grade of A, B, or C; charter schools; and ungraded schools.• Targeted Support and Improvement - A school with a current school grade of an initial D.• Comprehensive Support and Improvement - A school with a current school grade of F or two

consecutive grades of D, or a high school with a graduation rate of 67 percent or less in the mostrecent data release.

DA Turnaround Status

Additionally, Comprehensive Support and Improvement schools have a turnaround status of "Implementing,"based on a school’s grades history, including the current school grade:

• Implementing - A school with a status of "Implementing" requires the district to submit a turnaroundplan to the State Board of Education for approval and implementation. A school remains in"Implementing" status until its school grade improves to a C or higher.

2017-18 DA Category and Statuses for James M. Marlowe Elementary School

DA Region and RED DA Category and Turnaround Status

Southwest - Julio Valle Not In DA - N/A



http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1008/Sections/1008.33.html

https://www.flrules.org/gateway/ruleNo.asp?id=6A-1.099811

mailto:[email protected]

I. Part I: Current School Status

A. Supportive Environment

1. School Mission and Vision

a. Provide the school's mission statement

Marlowe is dedicated to supporting and developing 21st century learners who demonstrate our"PACK Pride" dispositions of: perseverance, accountability, caring and knowledge seeking. Wepromote a growth mindset that fosters self efficacy and the believe that all individuals can attain theirgoals and overcome barriers.

b. Provide the school's vision statement

Empowering and producing individuals who achieve social and academic success in the 21st century.

2. School Environment

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

Marlowe Elementary believes that a positive school culture and classroom environment is critical forsuccess. These positive relationships are fostered through the implementation of our PBIS programemphasizing our school-wide PACK Pride. PACK Pride emphasizes the importance of beingperseverant, accountable, caring and knowledge seeking. It helps build and foster a growth mindsetwhere both teachers and students work together in a shared partnership to set goals that foster anindependent and interdependent value for learning and others.

In addition to classroom teachers promoting PACK dispositions, our SSAP (Student Support andAssistance Program Teacher), our School Counselor and our Caring Schools Community Counselor,teach lessons that specifically align with our belief and help students "care to learn and learn to care."

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

Our PACK Pride initiative holds caring and accountable behavior as one of the foundationalexpectations. Students are reinforced to demonstrate care for themselves and others by actingrespectfully and responsibly in all areas of the school. Our morning routine sets the tone by openingthe campus with visible staff welcoming and encouraging students to eat a breakfast with friends inthe morning. Hallways are gathering places for students to sit and interact with their peers andteachers. The school news show, run by students, starts each morning with student points of interestsand spotlights on students and staff that demonstrate our PACK Pride dispositions. PACK Pride alsorequires the staff to read and connect our PACK dispositions to literature through a school-widePACK literature component. Every two weeks, staff reads aloud a preselected text that highlights oneof the dispositions. Students are celebrated and awarded certificates of achievement fordemonstrating and acting as the "characters in the stories" that emulate our PACK Pride habits.

Afterschool programs such as, chorus, instrumental, flag football, "Girls on the Run" and ESYacademic programs often offer snack and opportunities for students to participate in activities ofinterest. Promoting self esteem and opportunities for success are a critical part of all these groups'curriculum. During these times, staff continues to reinforce and support our PACK Pride initiative.



c. 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

PACK Pride matrices were developed, shared and communicated during the first weeks of school. Acommon vocabulary and expectation for behavior and habits was defined and explained for all areasof our campus. Teachers are encouraged to be consistent and scaffold students in being heldaccountable both behaviorally and academically. Mistakes are viewed as an opportunity for learningand growth. Self-efficacy and a growth mindset is fostered in all.

When behavior interrupts the learning environment and needs to be addressed, students are asked toreflect and problem solve through the situation. The PACK Pride dispositions are used as abenchmark for their expectations. Students are encouraged to "own" their behavior and understandhow their actions impact others. Throughout the process, communication and collaboration with allstakeholders is established.

d. 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

The school implements a Tiered systems of support for both academic and social needs. Our Tier 1for social emotional needs is established through our PACK Pride initiative. Tier 2 systems includementoring and counseling support for various groups. Our Guidance Counselor and SSAP teacherprovide small groups focused on interpersonal and social skills. Big Brothers - Big Sisters, "check-ins"and adults that care also provide mentoring and support. Students that require support at the Tier 3level are brought up for problem solving with our SBIT team. There, our interdisciplinary teamresponds with supports and interventions that may encompass anything from a specific behaviorplan, outside counseling and/or intervention with the family. In addition, progress monitoring is usedto ensure fidelity and effectiveness of implementation.

3. Early Warning SystemsThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(7)(A)(i)and (b)(7)(A)(iii)(III).

a. Describe the school's early warning system and provide a list of the early warningindicators used in the system

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-schoolsuspensionOne or more suspensions, whether in school or out of schoolCourse failure in English Language Arts or mathematicsA Level 1 score on the statewide, standardized assessments in English Language Arts ormathematics

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

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

Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Attendance below 90 percent 6 12 9 14 1 8 0 0 0 0 0 0 0 50One or more suspensions 0 1 1 4 5 3 0 0 0 0 0 0 0 14Course failure in ELA or Math 5 9 9 13 9 10 0 0 0 0 0 0 0 55Level 1 on statewide assessment 0 0 0 23 16 39 0 0 0 0 0 0 0 78



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

Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Students exhibiting two or more indicators 5 11 9 16 9 12 0 0 0 0 0 0 0 62

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

A school wide "Pack Time" is available at all grade levels. This is a 30 minute period daily whereteams of teachers provide Reading interventions for Tier 2 students. Teams of teachers meetbiweekly to problem solve, progress monitor and address student needs in regard to interventions.

B. Family and Community EngagementThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(2) and(b)(7)(A)(iii)(I).

1. 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 progress

a. Will the school use its Title I Parent and Family Engagement Policy (PFEP) to satisfy thisquestion?Yes

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

2. Description

2. 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

James M. Marlowe Elementary School embraces the fact that parent involvement in each child’seducation is of great importance in ensuring a child’s success in school. We support a partnershipbetween students, families, and school personnel in order to foster academic, social, and emotionalgrowth. The Parent Involvement Plan is developed jointly with parents and school personnel and isavailable to all families on the school’s website (http://jmmes.pasco.k12.fl.us).It establishes expectations for family involvement with Marlowe Elementary School, a Title I School.Upon enrollment, all those involved in the child’s education review and sign the Home and SchoolAgreement for Success (parent-school compact). This establishes a set of agreed upon goals forensuring a successful school year.

Each year our annual Title I meeting is held as part of our Open House. Families are provided with adescription and explanation of the curriculum in use at school, forms of academic assessment used tomeasure progress and expected proficiency levels, and an overview of Title I services and supports atour school.

Marlowe Elementary School holds a number of meetings for parents at flexible times and on varied daysto try and meet the needs of our families. These include School Advisory Council meetings, PTOmeetings, PACK Pride Nights, breakfast meetings, afternoon and evening family “Howling Happenings”meetings, and parent conferences. During some of these meetings, parental input is sought for thedevelopment of our Parent Involvement Plan and the use of Parent Involvement funds. Input is also



gathered through means such as school surveys, academic conferences, and activity feedback forms.We provide families with timely information about programs and services through the handbook, themonthly newsletter, classroom newsletters, student planners, PTO meetings, our website, informationalflyers, and phone communication. We work closely with our ELL school and district teams to ensure thatdocuments are provide in each family’s home language whenever possible and assist in securing anynecessary translators for conferences and/or family activities.Families are provided with frequent student progress reports. They receive information on how tomonitor their child’s progress and how to work with educators to improve the achievement of their child.This is done through mid-quarter progress reports, quarterly report cards, parent-teacher conferences,and other personal or written communications.Family comments and suggestions regarding the Parent Involvement Plan or other areas of the schoolcan be submitted to administration through written form, telephone calls and emails at any time as wellas through parent surveys. The School Advisory Council reviews and provides input on the ParentInvolvement Plan as well as school wide programs during their meetings.

The faculty of Marlowe Elementary is committed to providing support and strategies that help parentsand children. By agreeing on goals and strategies, and by sharing the rights and responsibilities of theeducational process, together, we will create a learning environment where all children can succeed.

C. Effective Leadership

1. School Leadership Team

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

Name TitleMartin, Hilda PrincipalFish, Robin Assistant PrincipalEliason, Kristina Teacher, K-12Wainwright, Michelle Teacher, K-12Chasney, Julie Teacher, K-12Brown, Charlene Instructional CoachRicharz, Melissa Instructional CoachLeyendecker, Erin Teacher, K-12McCarthy, Alexia Teacher, K-12Restaino, Erica Teacher, K-12Zander, Jessica Teacher, K-12

b. Duties

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

The School Leadership Team participated in district wide PLC facilitator training. In addition, the teamfunctions as a PLC which meets biweekly to collaborate on SIP initiatives and curriculum planningdecisions. The format of these meetings is collaborative and encourages input and feedback. Teammembers are directly involved in setting school initiatives, monitoring progress and planning towardour SIP initiatives.



2. 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 Leadership Team meets biweekly throughout the year. In addition, the team met in the summerto plan our initiatives by reviewing our data, staff surveys and feedback to identify school needs.Surveys and input was requested at the end of the2016- 2017 school year in order to set the Title 1budget and plan for our 2017-2018 school year. The Principal and Assistant Principal act asfacilitators of this group and maintain final budget and inventories for the school.

2. School Advisory Council (SAC)

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

Name Stakeholder GroupHilda Martin PrincipalRobin Fish PrincipalEve Hosley-Moore Business/CommunityMary Whitehead Education Support EmployeeDenise Chapman ParentAmy Stallings ParentCarla Frateschi ParentSheri Magillian Business/CommunityJessica Zander TeacherCourtney Lough Education Support Employee

b. Duties

1. Provide a description of the SAC's involvement with the following activities, as required bysection 1001.452(2), Florida StatutesThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(2).

a. Evaluation of last year's school improvement plan

At the beginning and end of the year, the SIP is reviewed and discussed with the SAC. Data is usedto determine effectiveness and implementation of the plan. Feedback is requested to guide thedevelopment of new goals and initiatives.

b. Development of this school improvement plan

The SIP initiatives and goals are shared with SAC during our initial meeting. Goals are revisited inJanuary and at the end of the year in order to progress monitor. School wide data is presented andused to develop goals and identify/plan action steps for implementation.

c. Preparation of the school's annual budget and plan

The SAC is directly involved in the distribution of the Lottery Funds, School Recognition Money andTitle 1 funds. Input is requested and initiatives are shared with the SAC in order to use theirperspective when making these budgetary decisions. In the past year, the SAC has support SIPinitiatives through the recommended funding of technology and ESY resources.



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

School improvement funds were used to provide substitute coverage and stipend pay for our staff.The target focus of this time was on curriculum development, data analysis and action planningtoward our SIP goals.

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

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

3. Literacy Leadership Team (LLT)

a. MembershipIdentify the name and position title for each member of the school-based LLT or similar group, ifapplicable.:

Name TitleMartin, Hilda PrincipalFish, Robin Assistant PrincipalWainwright, Michelle Teacher, K-12Brown, Charlene Instructional CoachRicharz, Melissa Instructional Coach

b. Duties

1. Describe how the LLT or similar group promotes literacy within the school, if applicable

The Lead Literacy Team is directly involved in developing our professional development cycles. Theyhave planned our "PD to Practice" initiative which includes the implementation and development of agrowth mindset, data binders, processing skills, similarities and differences, data driven decisionmaking, PBL, self-eficacy, and inductive reasoning strategies. Our PD incorporates these strategiesacross the content areas in both ELA and STEM. The structure of this time is set up in learning clubswhich allows our instruction to be differentiated and creates a scaffold of learning through criticalfriends for collaboration and reflection.

D. Public and Collaborative TeachingThe school's responses to this section may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(iii)(IV).

1. Describe the school's strategies to encourage positive working relationships betweenteachers, including collaborative planning and instruction

The school's master schedule includes a weekly 80 minute uninterrupted collaborative team planningtime. During this time, teams are expected to plan standards driven instruction using the DuFour guidingquestions: 1. What are we teaching?, 2. How do we know they learned it?, 3. What do we do for studentsthat don't learn it?, and 4. What do we do for students that need more? In addition to this job embeddedPLC, facilitators are supported through an additional PLC and the entire staff acts as a PLC group inaddressing our SIP initiatives and goals. An emphasis in data driven decision making has also beenprioritized in order to best meet student needs.



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

Applicants for instructional positions are screened for certification, Teacher Insight scores, jobexperience and references. Interviews are set up based on criteria determined in these categories basedon the pool of applicants. Interview questions are a combination of the "Habermann- STAR Teacher, "Gallup Fit and questions specifically addressing the climate and culture needs of our school.

Upon hiring, teachers are supported through mentors and/or PLC facilitators. School instructionalcoaches and administration also foster coaching, feedback and support. We believe strongly that ourstaff capacity and support is one of our greatest resources.

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

New teachers are paired with teachers that are clinical ed certified and work in their current or similarteaching role. At the beginning of the year, a new teacher meeting is set up to acclimate the new staff tothe facility, resources and school routines. Throughout the year, ongoing support is provided byadministration, instructional coaches, PLC facilitators and mentors. An open door, risk taking climate issupported and encouraged.

E. Ambitious Instruction and Learning

1. Instructional Programs and Strategies

a. Instructional Programs

1. Describe how the school ensures its core instructional programs and materials are alignedto Florida's standards

The school has a master schedule that provides each grade level with 80 minutes of uninterruptedplanning time weekly. During this time, the team works as a PLC to unpack standards, create learningscales and sequences and create, align and monitor assessment. Teams post their work on a GoogleDrive system which can be seen and used school-wide as part of providing and ensuring a verticalcurriculum. Administration participates in grade level PLCs and monitors posted plans forimplementation and effectiveness. Periodic data problem solving meetings are held with teams inorder to ensure standards are being taughts and students are attaining mastery.

b. Instructional Strategies

1. Describe how the school uses data to provide and differentiate instruction to meet thediverse needs of students. Provide examples of how instruction is modified or supplementedto assist students having difficulty attaining the proficient or advanced level on stateassessments

TBITs (Team Based Intervention Teams) and SBITs (School based intervention teams) provide theframework and time for problem solving and response to intervention. Teams meet biweekly todiscuss common assessments and problem solve around current student data. Data binders areincorporated for all students and are monitored and used for setting student goals. In addition, schoolwide data meetings take place quarterly to review benchmark assessments and summativeassessments that can be compared to district and state expectations.

In cases where students are not progressing as targeted, teachers refer students to the SBIT team forfurther problem solving. Interventions are provided by classroom teachers, success teachers (atGrades 1-4) and ESE teachers. Action plans and problem solving boards are kept school-wide on aGoogle Drive system.



2. 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 DayMinutes added to school year: 3,600

Extended School Day targets students in 3rd grade reading, 4th and 5th grade math and 4thgrade writing. Problem solving, comprehension and critical thinking are key components of thelearning targets. Instruction is focused on application and processing.

Strategy Rationale

Problem solving, comprehension and critical thinking are major barriers for our students. We oftenhave results on standardized assessments that indicate our students struggle at higher levels ofapplication.

Strategy Purpose(s)

• Core Academic Instruction

Person(s) responsible for monitoring implementation of the strategyMartin, Hilda, [email protected] that is or will be collected and how it is analyzed to determine effectiveness of thestrategy

IRLA, Unit data in Math and ELA and Quarterly District Assessments are used to monitorprogress along with formative assessments that are given and used during the Extended SchoolDay programs.

2. Student Transition and Readiness

a. PreK-12 TransitionThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(iii)(V).

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

Incoming Kindergarten students attend a Kindergarten Registration Day. Demographic data that iscollected during that registration process is used to create heterogenous Kindergarten classrooms.During week one of school, IRLA leveling is completed to identify literacy levels for students. Extrainstructional support is provided for all our kindergarten classroom in order to increase the student/teacher ratio during the first 2 weeks of school. Students identified as "Read to Me's" are read to bymultiple staff members in order to meet their 500 book exposures within the first month of school.

Middle school transition for our students is handled in the Spring. During that time, the schoolcounselor from our school coordinates with the counselor from the receiving schools. They coordinatevisits for students during the school day and open houses at night for families. Schedule cards andcourses are determined and chosen for students based on collaboration between schools.

b. College and Career Readiness

1. Describe the strategies the school uses to advance college and career awareness, whichmay include establishing partnerships with business, industry or community organizations

N/A



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

N/A

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

N/A

4. Describe strategies for improving student readiness for the public postsecondary levelbased on annual analysis of the High School Feedback Report, as required by section1008.37(4), Florida Statutes

N/A



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

Teachers will establish rigorous and relevant learning environments that support mastery ofessential standards and high levels of student engagement.

Collective responsibility will be established to foster a growth mindset and self efficacy instudents and staff.

School Improvement GoalsThe 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 = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

Strategic Goals Summary

G1.

G2.

Strategic Goals DetailFor each strategic goal, this section lists the associated targets (i.e., “SMART goals”), targeted barriers toachieving the goal, resources available to help reduce or eliminate the barriers, and the plan for monitoringprogress toward the goal.



G1. Teachers will establish rigorous and relevant learning environments that support mastery of essentialstandards and high levels of student engagement. 1a

G094244

Targets Supported 1b

Indicator Annual TargetMath Achievement District Assessment 70.0FCAT 2.0 Science Proficiency 40.0ELA Achievement District Assessment 70.0School Climate Survey - Student 78.0

Targeted Barriers to Achieving the Goal 3

• 1. Data driven decisions are limited and do not consistently drive instruction.

• 2. Facilitative teaching strategies that allow students to "own" their learning and/or go throughproductive struggle is less common than directive teaching strategies. Core Actions 2 and 3 onthe Instructional Practice Guides need to be supported.

Resources Available to Help Reduce or Eliminate the Barriers 2

• 1. Instructional Practice Guides

• 2. PLC collaborative planning structure and facilitator training.

• 3. Eureka Math

Plan to Monitor Progress Toward G1. 8

IPG walkthrough data will be monitored

Person ResponsibleHilda Martin

ScheduleQuarterly, from 9/4/2017 to 5/25/2018

Evidence of CompletionSchoolwide walkthrough data



G2. Collective responsibility will be established to foster a growth mindset and self efficacy in students andstaff. 1a

G094245

Targets Supported 1b

Indicator Annual TargetMath Achievement District Assessment 75.0FCAT 2.0 Science Proficiency 38.0ELA Achievement District Assessment 75.0

Targeted Barriers to Achieving the Goal 3

• Home environment doesn't necessarily foster self efficacy and motivation

Resources Available to Help Reduce or Eliminate the Barriers 2

• Extra Student Support (SSAP and Caring School Guidance School Guidance)

• Ad Hoc committee that looked at research and gathered materials to support philosophy ofPACK Pride

• Consultant, Dr. Muhammad from New Frontier 21

Plan to Monitor Progress Toward G2. 8

Quarterly PBIS data monitoring reviews

Person ResponsibleHilda Martin

ScheduleQuarterly, from 10/16/2017 to 5/25/2018

Evidence of CompletionEWS data



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 = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

G1. Teachers will establish rigorous and relevant learning environments that support mastery of essentialstandards and high levels of student engagement. 1

G094244

G1.B1 1. Data driven decisions are limited and do not consistently drive instruction. 2

B253049

G1.B1.S1 Teachers will focus PLCs on data driven decisions to plan for instruction of all students. 4

S267072

Strategy Rationale

If teachers know their students and have a clear understanding of how students will demonstratemastery of the standards, their planning will be more targeted and intentional which will lead tohigher levels of student mastery.

Action Step 1 5

Professional Development and weekly PLC support will be provided to staff and PLC facilitators onusing data to drive instruction, problem solving around PLC questions 3 and 4, and action planningfor Tier 1 and 2.

Person Responsible

Hilda Martin

Schedule

Weekly, from 9/6/2017 to 5/25/2018

Evidence of Completion

1. PLC work plans within our Google Docs platform. 2. Data collection and monitoring withinSharepoint.



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

Various student data sources (district assessments, team CFAs and IRLA) will be used to monitorstudent growth and on target learning.

Person Responsible

Hilda Martin

Schedule

Monthly, from 9/4/2017 to 5/25/2018


Data will show student growth and % of students meeting targets. Action plans will beimplemented to maximize learning growth for all students monitored.

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

Administration will participate and monitor PLC meetings

Person Responsible

Hilda Martin

Schedule

Biweekly, from 9/4/2017 to 5/25/2018


PLC plans will be captured in Google Docs for review, Observations



G1.B1.S2 A data team will be created (School Intervention Team) to create systematic school-wide datamonitoring systems for academics, social emotional and attendance. 4

S267073

Strategy Rationale

Ongoing monitoring of subgroups and implemented interventions will allow teachers to know iftheir instruction is meeting the needs of the students and propelling their students to mastery.

Action Step 1 5

A School Intervention Team will monitor and problem solve for school-wide student growth.

Person Responsible

Hilda Martin

Schedule

Monthly, from 10/23/2017 to 5/25/2018


Data Reports and action plans

Action Step 2 5

Create and problem solve around students using universal screening protocols to monitor lowestquartile and EWS at risk populations.

Person Responsible

Hilda Martin

Schedule

Every 3 Weeks, from 10/2/2017 to 5/25/2018


Sharepoint Data Monitoring Wall, Calendar and Agendas




Problem Solving around District Quarterly Data, Comprehension Checks, Writing Prompts, EurekaAssessments and IRLA will be used to monitor the % of students that are on target and meetingand/or exceeding growth targets.

Person Responsible

Hilda Martin

Schedule

Monthly, from 9/4/2017 to 5/25/2018


Sharepoint School Data Systems and developed action plans


Action plans with targets and goals will drive work and be used for monitoring.

Person Responsible

Hilda Martin

Schedule

Monthly, from 9/4/2017 to 5/25/2018


Action plans, impact on EWS data and student growth



G1.B2 2. Facilitative teaching strategies that allow students to "own" their learning and/or go throughproductive struggle is less common than directive teaching strategies. Core Actions 2 and 3 on theInstructional Practice Guides need to be supported. 2

B253050

G1.B2.S1 Teachers will implement CORE Action 2, "teacher move" strategies to increase engagementand mastery of essential standards. 4

S267074

Strategy Rationale

If teachers intentionally plan and implement targeted instructional sequences that focus onmastery of grade level essential standards, more students will demonstrate mastery of standards.

Action Step 1 5

During Math, teachers will use the Eureka curriculum to emphasize models, variedrepresentations/strategies and summaries.

Person Responsible

Charlene Brown

Schedule

Monthly, from 9/4/2017 to 5/25/2018


IPG Tool Walkthrough data in Core Action 2


Instructional Practice Guide Walkthrough Tool in ELA and Math

Person Responsible

Hilda Martin

Schedule

Quarterly, from 9/4/2017 to 5/25/2018


Walkthrough tool evidence




Mid and End of Year Reflection

Person Responsible

Hilda Martin

Schedule



Increased implementation of indicators on walkthrough tool

G2. Collective responsibility will be established to foster a growth mindset and self efficacy in students andstaff. 1

G094245

G2.B2 Home environment doesn't necessarily foster self efficacy and motivation 2

B253052

G2.B2.S1 PBIS will be implemented to support a positive culture for students and staff. 4

S267077

Strategy Rationale

If parents are informed and given a voice on meaningful aspects of their children's education, thenthey will be more apt to being engaged partners in their child's future.

Action Step 1 5

PBIS will be implemented to create school wide expectations and systems to support/promote thisphilosophy.

Person Responsible

Erin O'Neill

Schedule

Daily, from 8/14/2017 to 5/25/2018


Intervention Opportunity Data, Matrixes, School Store Schedule, PBIS rewards data




Set calendar for consistent PBIS team meetings. Create monitoring systems to check onimplementation and impact of systems.

Person Responsible

Hilda Martin

Schedule



Calendar, walkthrough data and surveys


EWS and Intervention Opportunity Data

Person Responsible

Hilda Martin

Schedule



PBIS Team Data Reviews



IV. Implementation Timeline

Source Task, Action Step or MonitoringActivity Who

Start Date(where

applicable)

Deliverable or Evidence ofCompletion

Due Date/EndDate

2018G1.MA1M380223 IPG walkthrough data will be monitored Martin, Hilda 9/4/2017 Schoolwide walkthrough data 5/25/2018

quarterly

G2.MA1M378902 Quarterly PBIS data monitoring reviews Martin, Hilda 10/16/2017 EWS data 5/25/2018

quarterly

G1.B1.S1.MA1M380316

Administration will participate andmonitor PLC meetings Martin, Hilda 9/4/2017 PLC plans will be captured in Google

Docs for review, Observations5/25/2018biweekly

G1.B1.S1.MA1M378882

Various student data sources (districtassessments, team CFAs and IRLA)will be used to monitor...

Martin, Hilda 9/4/2017

Data will show student growth and % ofstudents meeting targets. Action planswill be implemented to maximizelearning growth for all studentsmonitored.

5/25/2018monthly

G1.B1.S1.A1A354994

Professional Development and weeklyPLC support will be provided to staffand PLC facilitators on...

Martin, Hilda 9/6/20171. PLC work plans within our GoogleDocs platform. 2. Data collection andmonitoring within Sharepoint.

5/25/2018weekly

G1.B2.S1.MA1M378885 Mid and End of Year Reflection Martin, Hilda 9/4/2017 Increased implementation of indicators

on walkthrough tool5/25/2018quarterly

G1.B2.S1.MA1M378886

Instructional Practice GuideWalkthrough Tool in ELA and Math Martin, Hilda 9/4/2017 Walkthrough tool evidence 5/25/2018

quarterly

G1.B2.S1.A1A355000

During Math, teachers will use theEureka curriculum to emphasizemodels, varied...

Brown, Charlene 9/4/2017 IPG Tool Walkthrough data in CoreAction 2

5/25/2018monthly

G2.B2.S1.MA1M378892

EWS and Intervention OpportunityData Martin, Hilda 9/4/2017 PBIS Team Data Reviews 5/25/2018

quarterly

G2.B2.S1.MA1M378893

Set calendar for consistent PBIS teammeetings. Create monitoring systemsto check on...

Martin, Hilda 9/4/2017 Calendar, walkthrough data andsurveys

5/25/2018quarterly

G2.B2.S1.A1A355002

PBIS will be implemented to createschool wide expectations and systemsto support/promote this...

O'Neill, Erin 8/14/2017Intervention Opportunity Data,Matrixes, School Store Schedule, PBISrewards data

5/25/2018daily

G1.B1.S2.MA1M380224

Action plans with targets and goals willdrive work and be used for monitoring. Martin, Hilda 9/4/2017 Action plans, impact on EWS data and

student growth5/25/2018monthly

G1.B1.S2.MA1M378884

Problem Solving around DistrictQuarterly Data, ComprehensionChecks, Writing Prompts, Eureka...

Martin, Hilda 9/4/2017 Sharepoint School Data Systems anddeveloped action plans

5/25/2018monthly

G1.B1.S2.A1A354997

A School Intervention Team willmonitor and problem solve for school-wide student growth.

Martin, Hilda 10/23/2017 Data Reports and action plans 5/25/2018monthly

G1.B1.S2.A2A354998

Create and problem solve aroundstudents using universal screeningprotocols to monitor lowest...

Martin, Hilda 10/2/2017 Sharepoint Data Monitoring Wall,Calendar and Agendas

5/25/2018every-3-weeks



V. Professional Development Opportunities

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

G1. Teachers will establish rigorous and relevant learning environments that support mastery of essentialstandards and high levels of student engagement.

G1.B1 1. Data driven decisions are limited and do not consistently drive instruction.

G1.B1.S1 Teachers will focus PLCs on data driven decisions to plan for instruction of all students.

PD Opportunity 1

Professional Development and weekly PLC support will be provided to staff and PLC facilitators onusing data to drive instruction, problem solving around PLC questions 3 and 4, and action planningfor Tier 1 and 2.

Facilitator

Melissa Richarz, Charlene Brown, Dave Lammie

Participants

All Teachers

Schedule

Weekly, from 9/6/2017 to 5/25/2018

G1.B2 2. Facilitative teaching strategies that allow students to "own" their learning and/or go throughproductive struggle is less common than directive teaching strategies. Core Actions 2 and 3 on theInstructional Practice Guides need to be supported.

G1.B2.S1 Teachers will implement CORE Action 2, "teacher move" strategies to increase engagementand mastery of essential standards.

PD Opportunity 1

During Math, teachers will use the Eureka curriculum to emphasize models, varied representations/strategies and summaries.

Facilitator

Charlene Brown and Instructional Coaches

Participants

All Grade Level and ESE Teachers

Schedule

Monthly, from 9/4/2017 to 5/25/2018



VI. Technical Assistance Items

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

G1. Teachers will establish rigorous and relevant learning environments that support mastery of essentialstandards and high levels of student engagement.

G1.B1 1. Data driven decisions are limited and do not consistently drive instruction.

G1.B1.S2 A data team will be created (School Intervention Team) to create systematic school-wide datamonitoring systems for academics, social emotional and attendance.

TA Opportunity 1

A School Intervention Team will monitor and problem solve for school-wide student growth.

Facilitator

Hilda Martin, Robin Fish

Participants

Guidance Counselor, SSAP, ESE and Basic Teachers, SLP, ESOL Resource Teacher, Admin.

Schedule

Monthly, from 10/23/2017 to 5/25/2018

TA Opportunity 2

Create and problem solve around students using universal screening protocols to monitor lowestquartile and EWS at risk populations.

Facilitator

Hilda Martin, Robin Fish

Participants

Guidance Counselor, SSAP, ESE and Basic teachers, ESOL Resource Teacher, Admin.

Schedule

Every 3 Weeks, from 10/2/2017 to 5/25/2018



G2. Collective responsibility will be established to foster a growth mindset and self efficacy in students andstaff.

G2.B2 Home environment doesn't necessarily foster self efficacy and motivation

G2.B2.S1 PBIS will be implemented to support a positive culture for students and staff.

TA Opportunity 1

PBIS will be implemented to create school wide expectations and systems to support/promote thisphilosophy.

Facilitator

PBIS Team

Participants

All staff and students

Schedule

Daily, from 8/14/2017 to 5/25/2018



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