School Name: Destin Elementary - OCSD Home | OKALOOSA … · 2018. 6. 7. · Chris Sadler Math...

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

lAl Gardner

Debbi Linton

Date Submitted:

Dates of Revision:

School Performance Plan 2017-2018

School Name: Destin Elementary

Legend

AICE Advanced International Certificate of Education

MtSS Multi-tiered System of Supports

AP Advanced Placement NGCAR-PD

Next Generation Content Area Reading Professional Development

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

Reading SAC School Advisory Council

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

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

Plan VE Varying Exceptionalities

MAP Measures of Academic Progress

Okaloosa County School District

Vision Statement: We inspire a lifelong passion for learning.

Mission Statement: We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their families, communities, and the world.

Core Values:

Accountability: We, working in conjunction with students’ families, accept responsibility to ensure student learning, to pursue excellence, and to hold high standards for all.

Citizenship: We prepare all students to exercise the duties, rights, and privileges of being a citizen in a local community and global society.

Excellence: We pursue the highest academic, extracurricular, and personal/professional standards through continuous reflection and improvement.

Integrity: We embrace a culture in which individuals adhere to exemplary standards and act honorably.

Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and resilience to be lifelong learners.

Respect: We show regard and consideration for all through a culture of dignity, diversity, and empathy.

Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others.

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School Performance Team Identify the names and titles of the School Performance Plan developers.

Name Title Scheree Martin Assistant Principal

Sherri Chavez Literacy Coach Chris Sadler Math Coach

Garner and Patterson 4th Grade Teachers Henry and Vest 3rd Grade Teachers Donatelli and Rathmann 2nd Grade Teachers Anderson and Brown 1st Grade Teachers Stephens and Nelson KG Teachers Al Gardner Principal

Stakeholder Involvement: Describe the process taken to create the School Performance Plan.

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At the end of the 2016-17 school year, a needs assessment survey was completed by the faculty. This survey included a reflection of teacher's strengths as well as needs. The leadership team met to disaggregate student data and examine trends in student performance and growth. In May, an SPP team was established and met to begin developing the plan. The SPP team consists of leaders in Math and ELA from all grade levels, instructional coaches, and administration. A small core group of teachers attended the district working session in June to continue writing the SPP. Planning included examining reflections of data and the 2016-17 SPP.

Administration also met with ELL and ESE resource teachers on additional occasions to focus specifically on their expert areas. Input from all teachers working on the SPP was also included in these specialized areas. The SPP team presented a draft to their grade levels during post-planning, where teachers sought clarification and provided input. During preplanning, the SPP team will present the planned Professional Development and Classroom Implementation Actions Steps for Implementation to include Progress Monitoring. Teachers will receive an outline of the final plan. The SPP will be reviewed during PD. The SPP committee will meet prior to our quarterly meetings to discuss areas of strength and needs of implementation as well as consider revisions.

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School Profile

Destin Elementary School (DES) is a public school located in the heard of a growing vacation destination known as Destin, Florida. This once small northwest Florida panhandle school opened its doors in 1955 to an energetic fishing community that has since become an integral part of Okaloosa County. Destin, FL being a vacation destination for fishing, beaches, shopping and golf makes for a population that can be somewhat transient in nature which changes with the tourism seasons. The current population of Destin Elementary is 927 students which represents an increase of 2.3% % from August 2016. Currently 38.12% of the student body in on the Free and Reduced Lunch Program. The minority population of 19.8% consists of 2.3% African American, 9% Hispanic, 5.7% Multiracial and 2.8% Asian. Destin Elementary successfully serves its 927 students in grades Pre-Kindergarten through fourth grade. 58 certified teachers provide quality instruction to meet high academic standards.

Students are assessed frequently to verify levels of academic performance followed by appropriate instruction designed to move all student forward at the most appropriate rate possible. Instruction is differentiated in the classrooms to meet the needs and challenge our high, average and low performing students. Students are enrolled in a 45 minute activity block of time daily which consists of 4 days per week of physical education and 1 day every week alternating Art and Music. Reading and math incentive programs along with tutorial and remedial programs are used to reinforce the general curriculum based on the Florida Standards. DES has an academically supportive child care program and offers a variety of after school activities such as art, drama, and piano lessons.

Establishing high expectations for every student and addressing individual academic needs has contributed to DES achieving fifteen A+ ratings from the State of Florida Department of Education. The academic success at DES has placed us among the top performing schools in Okaloosa County. The following programs are provided to help students meet their individual academic needs: Pre-Kindergarten Disabilities, Specific Learning Disabilities, Speech and Language and Gifted Education. Students performing below proficiency receive additional interventions outside the 120 minute ELA block and 90 minute math block. Community and parental involvement plays a major role in the success of DES.

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Community and Parent Awareness

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Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school? There is very little data associated with the survey that we cannot make any assumptions based on the number of responses. What it does speak to is we need to find a way to get more stakeholders involved in taking the school climate survey.

What does the data tell you regarding the opportunities for improvement in your school? Same as above.

Provide a description of the various forms of communication to your community and parents. DES uses a variety of communication forms to include: weekly news letters from teachers which includes school wide information, Robo calls to parents across all grade levels, an active Facebook page, parent conferences, New parent orientations, Orientations for all grade levels, Open houses each grade level 1 night, Literacy, math and science nights, flyers to parents, and PTO facebook page.

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Historical School Grade Data

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School Action Plan ELA: Reading & Writing

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

Objectives:

The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 85%. The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least 60%. The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards Assessment Test will be at least 90%

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

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FSA ELA Data (By Grade) ELA: Data

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FSA ELA Data (By Grade) ELA: Data

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School Action Plan ELA (Reading): Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? At the primary level, overall proficiency dipped slightly in KG and 1st but rose in 2nd. The number of level 4/5 students has increased in Kinder and 2nd grades. ELL students continue to make consistent gains especially in 2nd and ESE students made gains in 1st. In analyzing strands, Information is a strength in Kinder, Literature is a strength in 1st, Language is a strength in 2nd. Across the board students in 2nd made gains in Literature, Information, Language and writing.

DEA Reading data for Primary Grades depicts: KG: Overall proficiency is 83%); The % of Level 4 students has increased from 51% to 53%; Level 1s & 2s % continue to be below the District average. Our Hispanic students are at the same rate of proficiency as our white students; ESE is 77% (77% in 2016), ELL in is 68% , low economic is 74%; 1st: Overall proficiency is 88% ; The % of Level 4/5 students is 40%, of student scored Level 1 and Level 2s is 12%; Our black students are 100% proficient (although this is a small fraction of our population). ESE is 88% proficient (from 80% in 2015), ELL is 74%, low economic is 83%; 2ND : Overall proficiency is 82% (up from 78% in 2016); The % of Level 4 students has increased from 25%-32%; 6% of students scored Level 1 and Level 2s stayed the same at 16%; Our black students are the lowest subgroup at 60% proficient (although this is a small fraction of our population). ESE is 41% proficient (from 67% in 2016), ELL is 74% (from 56% in 2016), low economic is 76% (from 65 in 2016)

FSA data shows that our overall proficiency % remains about the same in grades 3

What does the analysis tell you about your school’s opportunities to improve? At the intermediate level, overall proficiency dipped in grade 3 and remained constant in grade 4. Noticeable declines are also evident in our ESE and ELL populations in 3rd and 4th grades. In analyzing strands, Language is an area needing improvement in Kinder, Writing is an area needing improvement in 1st and 2nd grades, and Integration of Knowledge is an area needing improvement in grades 3 and 4. Grade 4 needs improvement in Key Ideas and Details and Language.

Going into the 2017 school year we will introduce I Ready reading to all of our 2nd grade students and the lowest 25% of our students in 3rd and 4th grade. Our 2 teacher assistants will be working with our lowest 25% with I Ready Reading as well as our ESE teacher and one of our ELL interpreters with ELL groups. We have clustered our ESE and ELL groups to minimize the time pulled from their regular academic class with more specific focus during the time pulled from class. Interpreters will work with specific groups utilizing I Ready, Imagine Learning and Fountas & Pinnell.

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

Central Focus: ELA Focus 1 Implementation of the Balanced Literacy Model (Whole Group, Teacher-led Small Group Instruction, and Standards-based, Differentiated Stations with Accountability). A focus will be placed on: • Utilizing Text Dependent Questions (TDQs) at varying DOKs and Phases within Everyday Instructional Reads, which lead to a rigorous culminating task

o TDQ Flip Chart • Achievement Level Descriptors (ALDs, Gr. 3 - 5) and Learning Progressions (Gr. 1 and 2) • Utilize data to inform instruction (MAP, iReady, etc.) • Emphasizing complex text while using multiple sources

o Resources: Common Lit, NewsELA, Achieve 3000, Read Works, Time for Kids, Story Works, etc. • Text markings and annotations derived from the TDQs • Purposeful student talk derived from the TDQs • Purposeful Read Aloud

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Destin’s Focus Targeted School-based Focus: *Engage in differentiated stations and small groups utilizing Everyday Instructional Reading components aligned to standards, item specs, and ALDs/Learning Progressions with a focus on student-led discussions. Targeted School-based Professional Development: * Targeted PD structure: 1/2 day focused on PD developed by Curriculum Team; 1/2 day differentiated based on teacher needs (modeled lessons, classroom tours, collaborating to locate resources/plan to support implementation of focus PD; Network with Bluewater, Plew, Edge, and others.

*Balanced ELA Model (Mini-Lesson, differentiated small group instruction, differentiated stations, writing through reading) targeting needs of Destin Elementary; self-contained teachers will have the option to receive Math or ELA PD, with one as a primary focus

* Per teacher request, Literacy Coach will individualize sessions to include: balanced ELA model, small group instruction, ELA stations, incorporating EIR in all components of Balanced Literacy Block, formative assessments, and differentiation.

* PLCs will meet for 30-45 minutes/week to collaborate on Balanced Literacy best practices, implementation of Everyday Instructional, analysis of ALDs and Learning Progressions, common formative/summative assessments, Text-Dependent Questioning, and promoting student led discussions.

* Grade level collaboration with instructional coach quarterly to analyze data & develop a Balanced Literacy Model lesson (mini lesson, guided lessons, station activities) based on data and targeted PD. As requested, instructional coach will model planned lesson, with a follow up debrief session.

* Vertical Alignment Classroom Tours (Campus-wide: May 16-17); 17-18: 1st 2 PDs without students and 3rd PD and future tours with students.

* Peer Choice Observation (teachers chosen at a faculty meeting will observe 20-30 minutes in another teacher’s classroom of his/her choice while having their own class covered by a member of the leadership team)

* Book/Professional Articles/Blog Study or other professional reading aligned to targeted PD based on teacher need and choice during the second semester led by Literacy Coach (suggested readings: Reading Strategies, Writing Strategies, K-2 and 3-8 Chart Sense, Writers are Readers, Teaching Literature in the Visible Learning Classroom)

* Optional Mini-Sessions (as requested) with experts in various areas *2nd grade teachers will attend an iReady Training; Two teachers will attend a more in depth training and bring information back to team. *MAP training led by Guidance Counselor and Lead Teachers will take place in September/October. *Standards Resource Book will be referenced at each PD

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Action Steps for Implementation: Administrative Implementation Action Steps: *By June 1, 2017 - Administer Professional Development Needs Assessment. (administer needs assessment to new teachers during pre-planning)

* By June 15, 2017 - Purchase copies of professional readings: Reading Strategies, Writing Strategies, K-2 and 3-8 Chart Sense, Writers are Readers, Teaching Literature in the Visible Learning Classroom.

* By June 30, 2017 – Order TDQ Flip Charts with ALDs/Learning Targets, Standards/Learning Targets/Success Criteria, and Quarterly Placemats for all teachers.

* By July 31, 2017 - Create calendar of PD, classroom tours, events, leadership meetings, grade level/data team meetings, MAP testing & follow up data chats, and faculty meetings.

* By August 15, 2017 Survey interest in specific PD with experts in various areas

* By August 15, 2017 Instructional Coach will reach out to teams to support the development of differentiated, data driven stations, based on standards.

* By August 15, 2017 – Determine groupings and content focus areas for Targeted Professional Development.

* Upon completion of each MAP test, meet with grade levels to analyze student data and identify trends for grade levels, groups of students, and individual students and plan standards based, differentiated ELA stations and small groups

* Walk-throughs and lesson plan reviews will focus on specific areas of balanced literacy.

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Classroom Implementation Action Steps (Teachers and Students): Teachers will:

*Align instruction to Standards, Learning Targets, Item Specs (3-4), Achievement Level Descriptors (3-4), and Learning Progressions (K-2) within the Balanced Literacy Model to include integration of Science & Social Studies content;

*Deliver short focused mini-lessons aligned to standards; Purposeful Read-Alouds with planned TDQs and metacognitive modeling of skills.

*Small groups and stations will be implemented based on data to meet the needs of every student.

**By the 5th week of school, 1 station will be in place; By the 9th week of school, 2 stations will be in place; By the 12th week of school, 3 stations will be in place; By the end of the 1st semester, 4 stations will be in place

*Focus instructional strategies on standards driven, purposeful text marking/annotating and writing through reading;

*Use Text Dependent Questions at varying DOK levels (60-80% of test items are at Level 2) throughout the phases align to focus standards in Everyday Instruction Reading;

*Develop learning targets and success criteria aligned to the standards using current data from MAP, iReady, and commons assessments; Grade Levels will include spiral items on common assessments.

*Achieve3000 will be utilized in Grade 4 to include full implementation with successful completion of 2 lessons per week;

*3rd and 4th grade will use item specs and other resources to develop FSA-like items to include in activities and common assessments throughout the year.

*Model depth of discussions and provide sentence stems to promote student talk.

*Use Standards Resource Book to develop lessons aligned to standards with ALDs in mind.

*Use of complex text and multiple sources in instruction and student practice.

Students will:

*Engage in standards-based differentiated station tasks with accountability to include spiraling based on learning goals and data (MAP, FSA, formative assessments, etc.).

*Actively engage in data driven, differentiated, standards-based, teacher-led, small group instruction to reflect individual conferencing and specific feedback/goal setting.

*Co-create anchor charts demonstrating strategy or skills highlighted in mini-lessons.

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*Engage in independent reading with progress monitoring through individual conferences to include specific feedback and goal setting;

*Increase depth of discussions through student-led discussions focused on rigorous content and TDQs. Students will also create TDQs.

*Identify learning targets and success criteria.

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

Balanced Literacy Model of Instruction – including Whole Group, Small Group, Stations, and Independent work based on data

Daily Lesson Plans/Walk Through/Brief Conversations(Breeze By)

Teachers/Administration/ Instructional Coach/Data Team & Grade Level Leaders

Mini-Lessons and Purposeful Read-Alouds based on Standards, Item Specs and Achievement Level Descriptors/Learning Progressions



Utilizing Complex Texts and multiple resources aligned to Standards, Item Specifications and Achievement Level Descriptors/Learning Progressions



Stations and Small Group Lessons that include components of Everyday Instructional Reading: TDQs, text marking, annotating, writing-through-reading, culminating tasks, etc.



Student-Led Discussions Daily Teacher observation, Walk Throughs (Breeze By)


Visible Learning as a Process - Learning Targets, Success Criteria, Specific Feedback, and self goals/assess



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

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

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

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

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

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

o How are we addressing content specific vocabulary?

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Destin’s Focus: Targeted School-based Focus: Implementing vertically aligned DES plan: unpacking the prompt, purposeful text marking and annotating, planning, sythesizing multiple sources, including relevant evidence and elaborations. Targeted School-based Professional Development: * Vertical alignment of: unpacking the prompt; purposeful text marking/annotating, planning, composing an introduction and conclusion, determining and citing relevant evidence, elaborating, using transition, and incorporating content specific vocabulary from provided sources. 2nd half of central message PD.

* Writing Working Group reps/instructional coach will deliver content from writing working group PD within ELA PD. Focus will include: use of sampler sets and exemplars to drive instruction; analysis and writing text-based writing prompts; use of Everyday Instructional Reading to promote analysis and synthesis of sources and elaboration

* Quarterly calibration of student writing with each grade level ELA teacher led by the Literacy Coach using exemplars.

* Differentiated PD will be offered by the ELA Instructional Coach based on teacher needs

* Grade level specific PD on evidence and elaboration


* By June 15, 2017 - Purchase copies of professional readings: Reading Strategies, Writing Strategies, K-2 and 3-8 Chart Sense, Writers are Readers, Teaching Literature in the Visible Learning Classroom.



* By August 15, 2017 Instructional Coach will reach out to teams to support a plan for implementing the Writing Plan.

* Walk-throughs and lesson plan reviews will focus on specific areas of balanced literacy.

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Kindergarten Writing Plan

Unpacking the Prompt

Teachers will unpack the Purpose, Focus, and Organization (PFO) category of the FSA Writing Rubric (highlight key terms, identify/discuss elements of each score point- how is 3 different from 4)

Instruction:

• All teachers will use a common process to unpack the prompt: What is the prompt asking? This is the writing task AND the purpose for reading! 1. Circle Topic 2. Box Type of Writing (opinion, informational, narrative) 3. List any academic/domain specific words (if present)

• Teacher models the process for unpacking the prompt using the Writing Sampler Sets and/or Okaloosa Writing Exemplars Example: Write and tell how Pilgrims lived long ago.

Student Outcomes:

• Students will practice unpacking the prompt in Everyday Instructional Reading tasks

Purposeful Text Marking Specific to Prompt

Instruction:

• Teacher will use Writing Exemplars (available Jan/Feb) to model how unpacking the prompt determines purposeful text marking.

Possible Purposeful Text Marking: L= Long Ago

o Example: Text marking through shared/interactive writing

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Student Outcomes:

• Students will use unpacked prompts (from previous section) to determine a possible purpose text marking. • Using Guided Student Talk, students will justify their purposeful text marking and how it relates to the prompt. Planning for Writing

Instruction:

• Teacher and students will engage in Everyday Instructional Reading tasks to: o Unpack a prompt o Create a purposeful text marking pertaining to the prompt o Analyze a text to determine text structure (Story Elements- characters/setting, Problem/Solution, Compare/Contrast, Sequence,

etc.) o Create anchor chart of text structures (see Text Structure Instruction chart – attached to writing plan) o Complete appropriate graphic organizer corresponding to text structure. o Teacher and students will utilize shared and interactive writing to collaboratively plan for writing. o Students will engage in student led discussion

Student Outcomes:

• Students will complete Everyday Instructional Reading tasks. • Students will routinely plan for writing activities. Scaffolding Instruction to Build from One Source to Multiple Sources (Using Information From Text & Illustrations)

Please Note: Multiple “sources” in KG is text AND illustration (within single text).

Instruction:

• Teacher will provide explicit instruction on the relationship between illustrations and the story in which they appear and how the text and illustrations work together to convey meaning.

o Example: How does the diagram showing what lives in a pond help us to better understand life at the pond? Why did the author decide to add this chart to his text?

• Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday Instructional Reading tasks.

Everyday Instructional Reading Connections:

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• Teacher will create text dependent questions (with an emphasis on Phase 2 and 3) requiring students to analyze multiple “sources” (text, illustrations, charts, etc.)

Student Outcomes:

• Students will develop the stamina required to read, text mark, and analyze increasing complex text. • Students will apply analytical thinking skills to make connections across a text. Citing Evidence

Teacher will unpack the Evidence and Elaboration (EE) category of the FSA-like Writing Rubrics (opinion, informational, narrative) by conducting an Everyday Instructional Read of each score point

Instruction:

• Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence from student’s own text marking. • Teacher will provide explicit instruction on two types of evidence:

1. Include information from source material.

2. Summarizing: Putting the main idea(s) and event(s) into your own words.

• Teacher will provide explicit instruction on how to determine which types of evidence will be most effective, based on their text marking and purpose.

• Teacher will provide explicit instruction on using illustrations as a method to provide additional evidence for a prompt. • Teacher will model:

o Ensuring a writer’s picture matches their words o The processing of dictating which allows students to tell the details/information they are unable to get on paper for themselves

Student Outcomes:

• Students will collaboratively evaluate their text markings to determine relevant vs. irrelevant evidence. • Students will effectively use both types of evidence in both their essay writing and Everyday Instructional Reading tasks. Details (Elaboration)

Instruction:

• Teacher will provide explicit instruction on the effective use of connections to self/world/text • Teacher and students will utilize shared and interactive writing to practice developing elaboration • Teacher will model:

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o Details can be found in any combination of drawing, dictating, or writing o Details must be related (relevant) to the topic and text

• Teacher will use Writing Exemplars to show examples of effective and ineffective use of details (elaboration). • Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups

will be established based on formative assessment results for remediation/acceleration purposes. Student Outcomes:

• Students will routinely incorporate relevant details in their writing through a combination of drawing, dictating, and writing in their writing and Everyday Instructional Reading tasks.

• Using guidance and support, students will self/peer-assess details in writing to strengthen as needed. Additional Information

• Kindergarten standards provide the scaffold of “using a combination of drawing, dictating, and/or writing.” Kindergarten students will use any or all of the scaffolds in order to convey their ideas. The expectation is for students to increase the amount of independent writing as the year progresses.

• Components of essay writing can be taught and practiced in isolation, however students should routinely be provided opportunities to complete writing.

Grades 1-2 Writing Plan


Instruction:

• All teachers will use a common process to unpack the prompt: What is the prompt asking? This is the writing task AND the purpose for reading! 4. Circle Topic 5. Underline Purpose and Audience, when applicable

o Note: If no audience is specified in the prompt, it is understood the audience is a “knowledgeable person” 6. Box Type of Writing (opinion, informational, narrative) 7. List any academic/domain specific words (if present)

• Teacher models the process for unpacking the prompt using the Writing Exemplars Example: Ernest Shackleton was an explorer. He sailed on a ship called the Endurance. Write an informative essay explaining why the voyage of the Endurance was unforgettable. Use information from the passage in your essay.

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Student Outcomes:

• Students will practice unpacking the prompt in Everyday Instructional Reading tasks • Students will collaboratively write a possible prompt for a given mode of writing. Student prompts will be used as a tool for instruction (i.e.,

students unpack each other’s prompts). Determine Text Marking Specific to Prompt

Instruction:

• Teacher will use Writing Exemplars to model how unpacking the prompt determines purposeful text marking.

Possible Purposeful Text Marking: U= Unforgettable

Student Outcomes:

• Students will use unpacked prompts (from previous section) to determine a possible purpose text marking. • Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt. Planning for the Essay

Instruction:

• Teacher and students will engage in Everyday Instructional Reading tasks to: o Unpack a prompt o Create a purposeful text marking pertaining to the prompt o Unpack the Purpose, Focus, and Organization (PFO/442) category of the FSA Writing Rubric (highlight key terms, identify/discuss

elements of each score point- how is 3 different from 4) o Identify and utilize Tier III/domain specific vocabulary o Analyze a text to determine text structure (compare/contrast, problem/solution, etc.) o Create anchor chart of text structures (Compare/Contrast, Problem/Solution, How/Why, Sequence, etc.) o Complete appropriate graphic organizer corresponding to text structure.

Student Outcomes:

• Students will describe each score point of the FSA-like Writing Rubrics for PFO.

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• Students will complete Everyday Instructional Reading tasks requiring the unpacking of a prompt, the creation of purposeful text marking, and effectively planning to respond to a Writing Through Reading or Student Talk activity.

Scaffolding Instruction to Build from One Source to Multiple Sources

Instruction:

• Teacher will provide explicit instruction on: o Progression for moving from one text to multiple sources o Text type (i.e., letter, newspaper article, blog, etc.) o Text and non-text stimulus (i.e., cartoons, pictures, charts/graphics, etc.) o How multiple texts are related (i.e., content, theme, pro/con, etc.)

• When creating writing tasks, teachers will purposefully pair sources. This includes the use of both text types and stimuli. • Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday

Instructional Reading tasks. Everyday Instructional Reading Connections:

• Teacher will create text dependent questions (with an emphasis on Phase 2 and 3) requiring students to analyze multiple sources. Student Outcomes:

• Students will develop the stamina required to read, text mark, and analyze two sources. • Students will use Everyday Instructional Reading strategies (i.e., purposeful text marking) to determine important connections across texts. • Given a text-based writing task, students will be able to answer the questions, “Why were these texts put together for this prompt? How are

these texts related?” Writing an Introduction

Instruction:

• Teacher will provide explicit instruction on: o Orienting the reader to the topic of the essay (answering the prompt) o Stating the ideas or concepts that will be explained using sources (topic sentence/claim)

• Teacher and students will create an anchor chart containing the component of an introduction. • Teacher will use Writing Exemplars to identify attributes of an introduction. Teacher will model color-coded method found in Additional

Notes section to identify the topic/claim. • Teacher and students will utilize shared and interactive writing to collaboratively write introductions. • Teacher will utilize formative assessments to determine student mastery of writing an introduction. Small, targeted writing groups will be

established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of writing introductions.

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• To build writing stamina, teacher will provide students a time guide (refer to Additional Notes section) to unpack the prompt, develop purposeful text marking, and write an introduction.

Student Outcomes:

• Students will practice writing introductions using the three components of an introduction. • Using introductions from the Writing Exemplars, students will rewrite a low scoring introduction. • Students will utilize the color-coded method found in Additional Notes section to identify their topic sentence/claim. • Using the FSA-like Writing Rubric, students will self-assess their introductions in writing and revise writing as needed. Writing a Conclusion

Instruction:

• Teacher will define and provide explicit instruction on endings (conclusion): o The ending of the writing tells reader why text is important; a good ending reminds the reader about the topic.

• Teacher will provide explicit instruction on: o Topic statement: Usually the first sentence of a conclusion revisits the controlling idea of an essay, but is phrased differently from

the original topic sentience found in the introduction o Synthesis: The element of a conclusion that brings together the points of an essay in a new and interesting way to make a

generalization or to draw a conclusion. (Grade 2) • Teacher and students will co-create an anchor chart containing the component of a conclusion with examples. • Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. Teacher will model color-coded method

found in Additional Notes section to identify the concluding sentence. • Teacher will utilize formative assessments to determine student mastery of writing a conclusion. Small, targeted writing groups will be

established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of writing conclusions.


• To build writing stamina, teacher will provide students a specified time guide (refer to Additional Notes section) to unpack the prompt, develop purposeful text marking, and write an introduction and/or conclusion.

Student Outcomes:

• Students will analyze Writing Exemplars to identify effective and ineffective conclusions.

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• Students will practice writing conclusions based on their introductions from the previous section. • Students will utilize the color-coded method found in Additional Notes section to identify their concluding sentence. • Using the FSA-like Writing Rubric, students will self-assess their conclusions in writing and revise writing as needed. Determining and Citing Relevant Evidence

Instruction:

• Teacher and students will unpack the Evidence and Elaboration (EE) category of the FSA-like Writing Rubrics (opinion, informational, narrative) by conducting an Everyday Instructional Read of each score point

• Teacher will provide explicit instruction in determining relevant vs. irrelevant. • Teacher will provide explicit instruction on how to determine which of the three types of evidence will be most effective, based on their text

marking and purpose. • Teacher will model color-coded method found in Additional Notes section to identify text evidence. • Teacher will utilize formative assessments to determine student mastery of determining and citing relevant evidence. Small, targeted writing

groups will be established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of citing evidence.


• Prior to writing, students will utilize purposeful Student Talk to share and justify relevant text evidence. • After selecting evidence for the Graphic Organizer (Say-Mean-Matter, OREO, Sequencer, Bubble, Tree, etc.), students will utilize purposeful

Student Talk to explain the type(s) of evidence (quotation, paraphrasing, summarizing) which will be used to most effectively respond to a given prompt.

Student Outcomes:

• Students will list attributes to describe each score point of the FSA-like Writing Rubrics for EE. • Students will evaluate their text markings to determine relevant vs. irrelevant evidence. • Students will effectively use all three types of evidence in their essay writing and Everyday Instructional Reading tasks. • Students will utilize the color-coded method found in Additional Notes section to identify their text evidence. Elaboration

Instruction:

• Teacher will define the term elaboration: o Elaborating is adding details/evidence and explaining connections. This is the way a writer makes connections between ideas for the

reader for further their understanding. Even though the connections may be obvious to you (the writer), your essay is not for you, but for the audience that needs to understand your ideas without your being there to explain them.

• Teacher will provide explicit instruction on the effective use of three of the elaborative techniques: 1. Connections to Self/World/Text

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2. Using a Real Life Example 3. Make a Figurative Comparison (Metaphor or Analogy)

• Teacher will model the use of the Say-Mean-Matter and other Graphic Organizers to assist in developing strong elaboration. This includes explicit instruction on which text evidence is worthy of elaboration.

• Teacher and students will utilize shared and interactive writing to practice developing elaboration using the Say-Mean-Matter Graphic Organizer.

• Teacher will model color-coded method found in Additional Notes section to identify elaboration in Writing Exemplars. • Teacher will use Writing Exemplars to show examples of effective and ineffective elaboration. • Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups will

be established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of citing evidence.


• Students will engage in Socratic Seminars and Fish Bowl Activities using multiple sources, teacher created text dependent questions that focus on rigor aligned to DOK 2 and 3, citing relevant sources, and adding purposeful elaboration.

• After selecting relevant evidence for the Say-Mean-Matter Graphic Organizer, students will utilize purposeful Student Talk to develop and justify the type(s) of elaboration used.

Student Outcomes:

• Students will evaluate and revise student writing (Writing Exemplars) containing weak elaboration. • Using the FSA-like Writing Rubric, students will self-assess use of elaboration in writing and revise as needed. • Students will effectively use the elaborative techniques both in their essay writing and Everyday Instructional Reading tasks. • Students will utilize the color-coded method found in Additional Notes section to identify their elaboration.

Transitions (Temporal Words and Phrases)

Instruction:

• Teacher will define the term transition: o Transitions are the words and phrases that serve as a bridge from one idea to the next or one sentence to the next (internal

transitions), or one paragraph to the next (external transitions). Transitions are like the glue that holds a writer’s ideas together so the reader will not get lost in the reading.

• Teacher and students will create an anchor chart of effective internal and external transitions (temporal words and phrases- Grade 1).

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• Teacher will model color-coded method found in Additional Notes section to identify transitions in writing. • Teacher will use Writing Exemplars to model effective use of temporal/transitional words and phrases. • Teacher and students will utilize shared and interactive writing to create writing using temporal/transitional words and phrases. • Teacher will utilize formative assessments to determine student mastery of using appropriate temporal words and phrases/internal and

external transitions. Small, targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of citing evidence.

Student Outcomes:

• Using the FSA-like Writing Rubrics, students will evaluate and revise usage of transitions in writing (i.e., Writing Exemplars). • Students will routinely use temporal words/transitions in both their essay writing and Everyday Instructional Reading tasks. • Students will utilize the color-coded method found in Additional Notes section to identify their transitions. • Using the FSA-like Writing Rubric, students will self-assess use of transitions in writing and revise writing as needed. Content Specific (from the sources) Vocabulary

Instruction:

• Teacher will provide explicit instruction on referring to the source(s) to identify content specific vocabulary. • Teacher will model writing content specific vocabulary in the margin of text. • Teacher and students will utilize shared reading/writing to identify content specific vocabulary within text. • Teacher will provide explicit instruction on how to use context clues to determine the meaning of unknown content specific vocabulary. • Teacher will provide explicit instruction on how and when to use content specific vocabulary from source material to enhance writing. • Teacher will use Writing Exemplars to demonstrate effective use of content specific vocabulary. • Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks. • Teacher will utilize formative assessments to determine student mastery of using appropriate content specific vocabulary. Small, targeted

writing groups will be established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of citing evidence.


• Teacher will create Phase 2 text dependent questions focusing on content specific vocabulary. • Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks

(i.e., Writing Through Reading, Student Talk).

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Student Outcomes:

• Students will identify content specific vocabulary in their writing. • Cooperative groups will collaborate to add relevant content specific vocabulary to a piece of writing. • Students will revise writing (i.e., Writing Exemplars) with ineffective use of content specific vocabulary. • Students will routinely be provided opportunities to utilize content specific vocabulary from sources in essay writing and Everyday

Instructional Reading tasks. Additional Information

• Components of essay writing will be taught and practiced independent of each other through mini-lessons. • Students should routinely be provided opportunities to write complete essays. • Teachers and students will use common color coding technique to assist in identifying components of essay writing:

o Orange: Thesis/Claim o Green: Text Evidence o Pink: Elaboration o Yellow: Temporal Words and Phrases/Transitions o Blue: Concluding Sentence

• In order to develop stamina, students will routinely write a text-based essay to a given prompt. Students should be aware of the estimated time they should take on the FSA writing assessment for each component of essay writing: (TIMES ARE FLEXIBLE AND SHOULD BE ADJUSTED BASED ON INDIVIDUAL STUDENT NEEDS!)

o Unpacking the prompt: 5 minutes o Reading/text marking (Everyday Instructional Read): 35 minutes o Planning: 20 minutes o Writing the essay: 50 minutes o Revising/Editing: 10 minutes

Grades 3-4 Writing Plan


Instruction:

• All teachers will use a common process to unpack the prompt: What is the prompt asking? This is the writing task AND the purpose for reading! 8. Circle Topic 9. Underline Purpose and Audience, when applicable

o Note: If no audience is specified in the prompt, it is understood the audience is a “knowledgeable person”

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10. Box Type of Writing (opinion, informational, narrative) 11. List any academic/domain specific words (if present)

• Teacher models the process for unpacking the prompt using the FSA Writing Sampler Sets and/or Okaloosa Writing Exemplars Example: Write an informative essay to present to your class about the problem of light pollution in the United States today. Use information from the passages in your essay.

Student Outcomes:

• Students will practice unpacking the prompt in Everyday Instructional Reading tasks. • Students will write a possible prompt for a given type of writing. Student prompts will be used as a tool for instruction (i.e., students unpack

each other’s prompts). o Note: A student should later practice coding response written to prompts use the coding process above, in order to determine that

they have addressed all aspects of the prompt. Determine Text Marking/Note Taking Specific to Prompt

Instruction:

• Teacher will use FSA Writing Sample Sets and/or Writing Exemplars to model how unpacking the prompt determines purposeful text marking.

Possible Purposeful Text Marking: P= Problem, S= Solution

Student Outcomes:

• Students will use unpacked prompts (from previous section) to determine possible purposeful text marking/Everday Instructional Reading. • Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt. • Students may note how they will text mark on the task/prompt page. Planning for the Essay

Instruction:

• Teacher and students will engage in Everyday Instructional Reading tasks to: o Unpack a prompt o Create a purposeful text marking pertaining to the prompt

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o Unpack the Purpose, Focus, and Organization (PFO) category of the FSA Writing Rubric (highlight key terms, identify/discuss elements of each score point- how is 3 different from 4)

o Identify and utilize Tier III/domain specific vocabulary o Analyze a text to determine text structure (compare/contrast, problem/solution, etc.) o Create anchor chart of text structures (Compare/Contrast, Problem/Solution, How/Why, Sequence, etc.) o Complete appropriate graphic organizer corresponding to text structure.

Student Outcomes:

• Students will list attributes to describe each score point of the FSA Writing Rubrics for PFO. • Students will complete Everyday Instructional Reading tasks requiring the unpacking of a prompt, the creation of purposeful text marking,

and effectively planning to respond to a Writing Through Reading or Student Talk activity. Scaffolding Instruction to Build from One Source to Multiple Sources

Instruction:

• Teacher will provide explicit instruction on: o Progression for moving from one text to multiple sources o Text type (i.e., letter, newspaper article, blog, etc.) o Text and non-text stimulus (i.e., cartoons, pictures, charts/graphics, etc.) o How multiple texts are related (i.e., content, theme, pro/con, etc.)

• When creating writing tasks, teachers will purposefully pair multiple sources. This includes the use of multiple text types and stimuli. • Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday

Instructional Reading tasks.


• Teacher will create text dependent questions (with an emphasis on Phase 2 and 3) requiring students to analyze multiple sources. • Teacher will provide collaborative opportunities for students to pair given sources together to create their own writing tasks. Student Outcomes:

• Students will develop the stamina required to read, text mark, and analyze multiple sources. 3rd Grade will begin using two sources before the end of the first semester. 4th grade will begin using at least two sources during the first quarter. Then, additional sources will be added.

• Students will use Everyday Instructional Reading strategies (i.e., purposeful text marking) to determine important connections across multiple texts.

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• Given a text-based writing task, students will be able to discuss, “Why were these texts put together for this prompt? How are these texts related?”

Writing an Introduction

Instruction:

• Teacher will provide explicit instruction on the three components of an introduction: o Grabbing the reader’s attention through a relevant statement o Orienting the reader to the topic of the essay (answering the prompt) o Stating the ideas or concepts that will be explained using sources (topic sentence/claim)

• Teacher and students will create an anchor chart containing the three components of an introduction. • Teacher will use FSA Writing Sampler Sets and Writing Exemplars to identify attributes of an introduction. Teacher will model color-coded

method found in Additional Notes section to identify the topic statement/claim. • Teacher and students will utilize shared and interactive writing to collaboratively write introductions. • Teacher will utilize formative assessments to determine student mastery of writing an introduction. Small, targeted writing groups will be

established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of writing introductions.


• To build writing stamina, teacher will provide students a time guide (refer to Additional Notes section) to unpack the prompt, develop purposeful text marking, and write an introduction.

Student Outcomes:

• Students will practice writing introductions using the three components of an introduction. • Using introductions from the FSA Writing Sampler Sets and Writing Exemplars, students will rewrite a low scoring introduction. • Students will utilize the color-coded method found in Additional Notes section to identify their topic sentence/claim. • Using the FSA-like Writing Rubric, students will self-assess their introductions in writing and revise writing as needed. Writing a Conclusion

Instruction:

• Teacher will define the term conclusion: o The last paragraph of an essay that explains why it all matters. It answers the question “So what?” A good conclusion revisits the

topic sentence, synthesizes the main points of the essay, and extends beyond the essay.

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• Teacher will provide explicit instruction on the three components of a conclusion: o Topic Sentence: Usually the first sentence of a conclusion revisits the controlling idea of an essay, but is phrased differently from the

original topic sentence found in the introduction o Synthesis: The element of a conclusion that brings together the points of an essay in a new and interesting way to make a

generalization or to draw a conclusion. o Extension: A memorable thought or idea that extends beyond the essay and pushes the reader into the real world.

• Teacher and students will create an anchor chart containing the three components of a conclusion with examples. • Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. Teacher will model color-coded method

found in Additional Notes section to identify the concluding sentence. • Teacher will utilize formative assessments to determine student mastery of writing a conclusion. Small, targeted writing groups will be

established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of writing conclusions.


• To build writing stamina, teacher will provide students a specified time (refer to Additional Notes section) to unpack the prompt, develop purposeful text marking, and write an introduction and/or conclusion.

Student Outcomes:

• Students will analyze FSA Writing Sampler Sets and Writing Exemplars to identify effective and ineffective conclusions. • Students will practice writing conclusions based on their introductions from the previous section. • Students will utilize the color-coded method found in Additional Notes section to identify their concluding sentence. • Using the FSA-like Writing Rubric, students will self-assess their conclusions in writing and revise writing as needed. Determining and Citing Relevant Evidence

Instruction:

• Teacher and students will unpack the Evidence and Elaboration (EE) category of the FSA Writing Rubrics (opinion, informational) by conducting an Everyday Instructional Read of each score point

o Highlight key terms in each section. o As a class, define and analyze each highlighted key term

Example: “relevant evidence integrated smoothly and thoroughly”- What does this mean? o Identify and discuss the elements of each score point

Example: How is a “3” in EE different from a “4” in EE? • Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence from student’s own text marking.

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• Teacher will provide explicit instruction on not over relying on one source when selecting relevant evidence. • Teacher will provide explicit instruction on the three types of evidence:

1. Quotations: Text that is taken word for word from the source material. A writer must give credit to the author when using a quotation. Direct quotes should be used sparingly in an essay.

o I read… o I learned… o The author said... o In the text it says… o In paragraph __ it says…

2. Paraphrasing: Condensing a passage from the source material and putting it into your own words. 3. Summarizing: Putting the main idea(s) and main point(s) into your own words. Summaries are broad overviews of the source material.

Note: A student paper that is entirely summary, will result in a score point of 2 in Evidence and Elaboration. • Teacher will provide explicit instruction on how to determine which of the three types of evidence will be most effective, based on their text

marking and purpose. • Teacher will model the use of the Warrant Workout/Say, Mean, Matter to assist in determining relevant evidence. • Teacher will model color-coded method found in Additional Notes section to identify text evidence. • Teacher will utilize formative assessments to determine student mastery of determining and citing relevant evidence. Small, targeted writing

groups will be established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of citing evidence.


• Prior to writing, students will utilize purposeful Student Talk to share and justify relevant text evidence. • After selecting evidence for the Warrant Workout/Say, Mean, Matter, students will utilize purposeful Student Talk to explain the type(s) of

evidence (quotation, paraphrasing, summarizing) which will be used to most effectively respond to a given prompt.

Student Outcomes:

• Students will list attributes to describe each score point of the FSA-like Writing Rubrics for EE. • Students will evaluate their text markings to determine relevant vs. irrelevant evidence. • Students will effectively use all three types of evidence in both their essay writing and Everyday Instructional Reading tasks. • Students will utilize the color-coded method found in Additional Notes section to identify their text evidence. Elaboration

Instruction:

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• Teacher will define the term elaboration: o Elaborating is adding details/evidence and explaining connections. This is the way a writer makes connections between ideas for the

reader to further their understanding. Even though the connections may be obvious to you (the writer), your essay is not for you, but for the audience that needs to understand your ideas without you being there to explain them.

• Teacher will provide explicit instruction on the effective use of the six elaborative techniques: 1. Connections to Self/World/Text 2. Explaining Cause and Effect (or “If… then…”) 3. Making a Comparison or Contrast 4. Using Definitions 5. Using a Real Life Example 6. Make a Figurative Comparison (Metaphor or Analogy)

• Teacher will model the use of the Warrant Workout/Say, Mean, Matter to assist in developing strong elaboration. This includes explicit instruction on which text evidence is worthy of elaboration.

• Teacher and students will utilize shared and interactive writing to practice developing elaboration using the Warrant Workout/Say, Mean, Matter.

• Teacher will model color-coded method found in Additional Notes section to identify elaboration in FSA Writing Sampler Sets and Writing Exemplars.

• Teacher will use FSA Writing Sampler Sets and Writing Exemplars to show examples of effective and ineffective elaboration. • Teacher will utilize formative assessments to determine student mastery of creating relevant elaboration. Small, targeted writing groups will

be established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of writing using elaborations.


• Students will engage in Socratic Seminars and Fish Bowl Activities using multiple sources, teacher created text dependent questions that focus on rigor aligned to DOK 2 and 3, citing relevant sources, and adding purposeful elaboration.

• After selecting relevant evidence for the Warrant Workout/Say, Mean, Matter, students will utilize purposeful Student Talk to develop and justify the type(s) of elaboration used.

Student Outcomes:

• Students will evaluate and revise student writing (FSA Writing Sampler Sets and Writing Exemplars) containing weak elaboration. • Using the FSA-like Writing Rubric, students will self-assess use of elaboration in writing and revise as needed. • Students will effectively use the elaborative techniques both in their essay writing and Everyday Instructional Reading tasks. • Students will utilize the color-coded method found in Additional Notes section to identify their elaboration.

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Transitions

Instruction:

• Teacher will define the term transition: o Transitions are the words and phrases that serve as a bridge from one idea to the next or one sentence to the next (internal transitions),

or one paragraph to the next (external transitions). Transitions are like the glue that holds a writer’s ideas together so the reader will not get lost in the reading.

• Teacher and students will create an anchor chart of effective internal and external transitions. • Teacher will model color-coded method found in Additional Notes section to identify transitions in writing. • Teacher will use FSA Writing Sampler Sets & Writing Exemplars to model effective use of transitional words and phrases. • Teacher and students will utilize shared and interactive writing to create writing using transitional words and phrases. • Teacher will utilize formative assessments to determine student mastery of using appropriate internal and external transitions. Small,

targeted writing groups will be established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of using transitions.

Student Outcomes:

• Using the FSA-like Writing Rubrics, students will evaluate and revise usage of transitions in writing (FSA Writing Sampler Sets and Writing Exemplars).

• Students will routinely use transitions in both their essay writing and Everyday Instructional Reading tasks. • Students will utilize the color-coded method found in Additional Notes section to identify their transitions. • Using the FSA-like Writing Rubric, students will self-assess use of transitions in writing and revise writing as needed. Content Specific (from the sources) Vocabulary

Instruction:

• Teacher will provide explicit instruction on referring to the source(s) to identify content specific vocabulary. • Teacher will model writing content specific vocabulary in the margin of text. • Teacher and students will utilize shared reading/writing to identify content specific vocabulary within text. • Teacher will provide explicit instruction on how to use context clues to determine the meaning of unknown content specific vocabulary. • Teacher will provide explicit instruction on how and when to use content specific vocabulary from source material to enhance writing. • Teacher will use FSA Writing Sampler Sets and Writing Exemplars to demonstrate effective use of content specific vocabulary. • Teacher will utilize formative assessments to determine student mastery of using appropriate content specific vocabulary. Small, targeted

writing groups will be established based on formative assessment results for remediation/acceleration purposes. Differentiated station tasks will support mastery of inclusion of content vocabulary.

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• Teacher will create Phase 2 text dependent questions focusing on content specific vocabulary. • Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks

(i.e., Writing Through Reading, Student Talk).

Student Outcomes:

• Students will identify content specific vocabulary in their writing. • Cooperative groups will collaborate to add relevant content specific vocabulary to a piece of writing. • Students will revise writing (FSA Writing Sampler Set and Writing Exemplars) with ineffective use of content specific vocabulary. • Students will routinely be provided opportunities to utilize content specific vocabulary from sources in essay writing and Everyday

Instructional Reading tasks. Additional Information

• Grade 3 uses FSA-like Rubrics, however use of the FSA Sampler Sets should be evident in grade 3. • Only Grade 3 has a writing focus of Narrative Writing for quarter one. • Components of essay writing will be taught and practiced independent of each other through mini-lessons. • Students should routinely be provided opportunities to write complete essays. • Teachers and students will use a common color coding technique to assist in identifying components of essay writing:

o Orange: Thesis/Claim o Green: Text Evidence o Pink: Elaboration o Yellow: Transitions o Blue: Concluding Sentence

• In order to develop stamina, students will routinely write a text-based essay to a given prompt. Students should be aware of the estimated time they should take on the FSA writing assessment for each component of essay writing: (TIMES ARE FLEXIBLE AND SHOULD BE ADJUSTED BASED ON INDIVIDUAL STUDENT NEEDS!)

o Unpacking the prompt: 5 minutes o Reading/text marking (Everyday Instructional Read): 35 minutes o Planning: 20 minutes o Writing the essay: 50 minutes o Revising/Editing: 10 minutes

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School-wide Writing Prompt to include Calibration/Scoring

Quarterly Student Writing, Data Team/PLC notes, Lesson Plans


Unpacking the Prompt, Purposeful Text Marking/annotation related to the Prompt Mini-lessons

Weekly Lesson Plans, Anchor Charts, Walk-throughs/Breeze-bys,

Teachers/Administration/ Instructional Coach

Planning for the Essay using Multiple Sources Mini-lessons



Writing Effective Introduction and Conclusion with appropriate Transitions between Ideas Mini-lessons



Determining and Citing Relevant Text Evidence using Content Vocabulary Mini-lessons



Effective Elaboration Mini-lessons Weekly Lesson Plans, Anchor Charts, Walk-throughs/Breeze-bys,



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ELA Levels 1 and 2 Focus

Destin’s Focus Targeted School-based Focus: Actively engage in differentiated stations and small groups driven by data (Map, formative assessments) to increase comprehension of complex text aligned to standards and ALDs/LPs. Targeted School-based Professional Development: * Instructional Coach will provide overview training on the balanced literacy model, with an emphasis on guided reading for our intervention support teachers and remediation for our fragile learners for general ed. teachers.

* Training on various resources and strategies to meet the needs of fragile learners - iReady (2-4).

* MTSS support team will receive training on implementation of i-Ready for Tier 3 students

* Training will be offered to support implementation of MobyMax with specific focus on differentiating based on student needs.

* MAPs training – run reports, item analysis, identify trends, establish small groups/station tasks, develop action steps

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Action Steps for Remediation: Administrative Implementation Action Steps: * By June 1, 2017 - Purchase Achieve 3000, AR, Starfall, and Scholastic supplemental materials

* By July 15, 2017 - Purchase of i-Ready seats for 4th Grade Tier 3 students

* After 1st MAP assessment - Purchase i-Ready seats for 2nd and 3rd Tier 3 students

* Monthly, monitor reports from all supplemental resources

* Establish differentiated blocks for providing intervention (ESE, ELL, MTSS Tier 3) – DIVE (K -4).

* Progress monitor lowest 25%

* Conduct mid-year data chats with focus on specific standards and item analysis Intervention/Title I Implementation Action Steps (Teachers and Students): * Teachers will implement individualized differentiated instruction in fluid small groups daily to address student deficiencies based on data (formative assessments, teacher observation, summative assessments – MAP, unit tests, etc.

* Teachers and students will develop visual representations (anchor charts, graphic organizers) to increase conceptual understanding of content.

* Teachers and students will develop a vocabulary tool with visual representation (word wall, book rings, journals, notebook, posters, etc) to be used as a personal resource.

* Students will actively engage in differentiated scaffolded/spiraled station activities.

* Students will engage in purposeful student talk using talk stems to discuss text.

* Teachers will participate in a mid-year data chat with administration to discuss student needs and goals. POC Plan: Using MAP data, tutoring 2 days/wk for 45 minutes will begin in October for level 1 and low level 2 students; in January for high level 2s. Tutors will use the iReady Toolbox and Fountas & Pinnel to plan meaninful lessons at the students' level.

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Differentiated Small Group Instruction and Station Tasks based on Student Data

Daily Walk-throughs Teachers, Admin and Coaches

Resources- Moby Max, Fountas & Pinnel and Discovery Ed.

Daily Reports and Walk-throughs Teachers, Admin and Coaches

Visual Representations/Anchor Charts Daily Lesson Plans, Walk-Through, self-assessments

Teachers, Admin and Coaches

Data Chats Quarterly Attendance Roster and DEA reports Admin iReady in pullout classes for 3-4 Daily Walkthroughs and reports Admin iReady in all 2nd grade classes Daily Walkthroughs and reports Admin


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ELA Subgroup Focus Subgroup: ELL

Destin’s Focus Targeted School-based Focus: Supplemental resources will be streamlined to maximize focus on student needs Targeted School-based Professional Development: iReady, Imagine Learning, and Fountas & Pinnell

Action Steps for Implementation: Administrative Implementation Action Steps: June 15, 2017 - schedule block for pull-out services in each grade level

July 1, 2017 - Determine groupings for resources and assign assistants Classroom Implementation Action Steps (Teachers and Students): During DIVE, students will be pulled for remediation support. Monitor and promote implementation of assigned focus (iReady, Imagine Learning, Fluency/Comprehension) Collaborate with ELL Interpreter.


iReady Daily reports and observations Admin and Instructional Coaches Imagine Learning Daily reports and observations Admin and Instructional Coaches DIVE/remediation block Daily walkthroughs Admin Fountas & Pinnell Daily walkthroughs Admin

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School Action Plan Math

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

Objectives:

The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least 75%. The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least 75%. The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment Test will be at least 90%

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DEA Math Proficiency (By Grade) Math: Data

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FSA Math Data (By Grade) Math: Data

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FSA Math Data (By Grade) Math: Data

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School Action Plan Math: Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? Overall proficiency in the primary grades KG - 2nd is at 91.6% and at the Intermediate level grades 3 and 4 is at 83%. Across the board in all areas of math assessment at the primary level we perform above the district average with our strongest area being Measurement in gr2, base 10 in 1st grade and operations in KG. At the intermediate level our strongest area of performance is Measurement in gr. 4 and Numbers and Measurement in grade 3, these are all above the district average. Notable is Numbers in grade 4 which is at 90% proficient .

What does the analysis tell you about your school’s opportunities to improve? Our ELL population last year in 4th grade consisted of 4 students with 1 being non english speaking and 1 being ESE. None of these ELL students tested at the proficient level. Our least proficient group along with ELL is our group of ESE students. Our challenge this year will be moving these students up a level for the students in levels 1 and 2 from low to high. While still above the district average in the intermediate grades our lowest areas of proficiency is Mearsurement/geometry and Operation. Additionally a challenge will be moving our level 3, 4 & 5 students scale score points upward to show improvement with these students. With the MAP test being utilized this year we will also need to pay close attention in all grade levels for growth through out the school year. Data chats and data disaggregation will be conducted with all grade levels and individual teachers as needed.

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

Central Focus: Math Focus Use Achievement Level Descriptors (ALDs), Item Specifications, and the Math Instructional Shifts (Focus, Coherence, Rigor) to effectively implement the Balanced Math Model. A focus will be placed on:

• Student-centered Whole Group Mini-lessons • Interactive Fluency and Routines • Targeted Small Group Instruction • Standards-based Stations tailored for differentiation with accountability

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Destin’s Focus Targeted School-based Focus: b*Engage in small group standards-based tasks and domain-based stations with a focus on student led discussions and visible learning practices

Targeted School-based Professional Development: * Targeted PD structure: 1/2 day focused on PD developed by Curriculum Team; 1/2 day differentiated based on teacher needs (modeled lessons, classroom tours, collaborating to locate resources/plan to support implementation of focus PD; Network with Bluewater, Plew, Edge, and others.

* Balanced Math Model (Fluency/Routines, Mini-Lessons, Small Groups, Stations) targeting needs of Destin Elementary; self-contained teachers will have the option to receive Math or ELA PD, with one as a primary focus

* Per teacher request, Math Coach will individualize sessions to include: balanced math model, small guided math groups, math stations, formative assessments, and differentiation.

* PLCs will meet for 30-45 minutes weekly to collaborate on Balanced Math Model (resources, standards-based mini lessons, differentiated small group lessons, differentiated station tasks, spiraling, and common formative/summative assessments as well as ALDs and Item Specs in Grades 3-4)

* Teachers, Math Coach, and administration will collaborate to analyze data (MAPS, formative and summative assessments). As requested, instructional coach will model planned lesson, with a follow up debrief session.

* Vertical Alignment Classroom Tours (Campus-wide: May 16-17); 17-18: 1st semester with no students/ghost tours; 2nd semester with students

* Peer Choice Observations (teachers will be randomly selected at faculty meetings to observe 20-30 min in a colleagues classroom of his/her choice). These observations are transferrable.

* Book/Professional Articles/Blog Study aligned to the targeted PD based on teacher need/choice. (Recommended Reading: High Yield Routines, Children's Math, Extending Children's Math, Intentional Talk, Visible Learning for Math)

* Optional Mini-Sessions (as requested) with experts in various areas

*Visible Learning Practices will be included in School based PD and faculty meetings

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Action Steps for Implementation: Administrative Implementation Action Steps: * By June 1, 2017 - Administer Professional Development Needs Assessment. (administer needs assessment to new teachers during pre-planning)

* By June 15, 2017 - Purchase copies of the book, Visible Learning for Math, Intentional Talk, Extending Children's Mathematics, High Yield Routines, and CGI.

* By June 30, 2017 --Order Item Specifications, Standards/Learning Target/Success Criteria, and Quarterly Curriculum Placemats for all teachers.



* By August 15, 2017 - Instructional Coach will reach out to teams to develop differentiated, data driven stations, based on standards.

* By August 15, 2017 - Determine groupings and content focus areas for Targeted Professional Development.

* Upon completion of each MAP test, meet with grade levels to analyze student data and identify trends for grade levels, groups of students, and individual students and plan standards/domain specific math stations and routines

* Walk-throughs and lesson plan reviews will focus on specific areas of balanced math.

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Classroom Implementation Action Steps (Teachers and Students): Teachers will:

*Embed the 8 Mathematical Practices into the Balanced Math Model (small groups, math stations, mini-lessons, student led discussions, routines/fluency).

*Work collaboratively and utilize current data to implement differentiated instructional strategies and practices in correlation with the targeted PD.

*Collaborate to develop and display learning targets and success criteria aligned to standards for mini-lessons and stations.

*Include items for spiraling on activities and assessments to progress monitor and guide instruction;

*3rd and 4th Grade Teachers will use test item specs and other resources to supplement FSA like assessments with Spiral.

*Use MAP results to group students;

*Implement visible learning practices - specific feedback, goal setting, learning targets/success criteria, self assess, etc.

*use the M3 resource to develop quality lessons

*use Moby Max, Go Math Academy, DynaMath; and MFAS to enhance lessons

Students will:

*Have opportunities for student-led discussions during Balanced Math Block (mini-lesson, routines/fluency, stations, small groups) to include writing, solving, assessing, and analyzing mathematical problems.

*Actively engage in data driven, differentiated standards-based small group and station tasks with receipt of specific feedback.

*Identify their learning targets and success criteria; Students will receive feedback aligned to the success criteria.

*Persevere in solving FSA-like items on activities and assessments, which will include spiraled items.

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Balanced Math Model – Differentiated small groups, standards based stations, purposeful spiraling and fluency

Daily Grade Level PLCs, Walkthroughs, Lesson Plans

Teachers, Admin, Instructional Coaches

Data and standards driven instructional strategies



Visible Learning as a Process – learning targets, success criteria, self- assessments, and specific feedback



Resources- Moby Max (K-4), Go Math Academy (K-4), Engage NY (3-4), Dyna Math (3-4), Starfall (K-1)

Daily Reports and Walkthroughs Teachers, Admin

Analyze Data Quarterly Data Team Meetings, Data Chats Teachers, Admin


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Math Levels 1 and 2 Focus

Destin’s Focus Targeted School-based Focus: Engage in small group standards-based tasks and domain based stations while applying the 8 mathematical practices. Targeted School-based Professional Development: * Instructional Coach will provide overview training on the balanced math model, with emphasis on intervention/remediation for our fragile learners.

* Training on various resources to meet the needs of fragile learners.

* MTSS support team will receive training on implementation of i-Ready for Tier 3 students

* Training will be offered to support implementation of MobyMax with specific focus on differentiating based on student needs.

* MAPs training – run reports, item analysis, identify trends, establish small groups/station tasks, develop action steps based on data

* Moby Max training - implementation, progress monitoring by digging deeper into reports, increasing motivation

* MFAS training - implementation, progress monitoring, driving differentiation in small groups

* GoMath Academy training - integrate technology, supplement whole group instruction, provide real world application, and provide parents with support

* iReady training - remediation/intervention

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Action Steps for Remediation: Administrative Implementation Action Steps: * By June 15, 2017 - Purchase Moby Max (K-4), GoMath Academy (K-4), DynaMath (3-4), and Starfall (K-1).

* After 1st MAP assessment - Purchase i-Ready seats for 3rd -4th Tier 3 students with teacher input.

* Monthly, monitor reports from all supplemental resources

* Establish differentiated blocks for providing intervention (ESE, ELL, MTSS Tier 3) – DIVE (K -4).

* Progress monitor lowest 25%

* Conduct mid-year data chats with focus on specific standards and item analysis

Intervention/Title I Implementation Action Steps (Teachers and Students): Teachers will:

* Implement individualized differentiated instruction in fluid small groups daily to address student deficiencies based on data (formative assessments, teacher observation, summative assessments – MAP, unit tests, etc.

* Develop visual representations (anchor charts, graphic organizers) to increase conceptual understanding of content.

* Develop a vocabulary tool with visual representation (word wall, book rings, journals, notebook, posters, etc) to be used as a personal resource.

* Participate in a mid-year data chat with administration to discuss student needs and goals

Students will:

*Uutilize concrete manipulatives to demonstrate understanding.

* Actively engage in differentiated scaffolded/spiraled station activities to include FSA like items.

* Engage in purposeful student talk using talk stems to discuss problem solving.

* Utilize vertically aligned problem solving process.

* Utilize visual representations (anchor charts, graphic organizers) to increase conceptual understanding of content.

* Utilize vocabulary tool with visual representation (word wall, book rings, journals, notebook, posters, etc) to be used as a personal resource.

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POC Plan: Using MAP data, tutoring 2 days/wk for 45 minutes will begin in January for level 1 and 2 students; Tutors will use the MFAS tasks to plan meaninful lessons at the students' level.


Resources- Moby Max, MFAS, Go Math Academy, DynaMath, iReady, Starfall & MAP

Daily Reports and Walk-through Instructional coach, administration, teachers

Manipulatives & Visual Representations

Daily Lesson Plans, Walk-Through, self-assessments

Instructional coach, administration, teachers

8 Mathematical Practices Daily Lesson Plans, Walk-Through, self-assessments

Instructional coach, administration, teachers

Data Chats Quarterly MAP reports administration, teachers


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Math Subgroup Focus Subgroup: ESE

Destin’s Focus Targeted School-based Focus: Implement iReady in the ESE Resource room; Engage in standards based small group and domain based stations Targeted School-based Professional Development: iReady training both at the district level and neighboring school.

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Action Steps for Implementation: Administrative Implementation Action Steps: Purchase iReady Seats Develop schedule for iReady Identify students Monitor Reports Monthly Coordinate collaboration between ESE and Gen Ed teachers Classroom Implementation Action Steps (Teachers and Students): Teachers will: *Implement iReady in the ESE Resource room; *Engage in standards based small group and domain based stations

* Implement individualized differentiated instruction in fluid small groups to address student deficiencies based on data (formative assessments, teacher observation, summative assessments – DEA, unit tests, etc.

* Develop visual representations (anchor charts, graphic organizers) to increase conceptual understanding of content.

* Develop a vocabulary tool with visual representation (word wall, book rings, journals, notebook, posters, etc) to be used as a personal resource.

* Participate in a mid-year data chat with administration to discuss student needs and goals

Students will:

*Uutilize concrete manipulatives to demonstrate understanding.

* Actively engage in differentiated scaffolded/spiraled station activities to include FSA like items.

* Engage in purposeful student talk using talk stems to discuss problem solving.

* Utilize vertically aligned problem solving process.

* Utilize visual representations (anchor charts, graphic organizers) to increase conceptual understanding of content.

* Utilize vocabulary tool with visual representation (word wall, book rings, journals, notebook, posters, etc) to be used as a personal resource.

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iReady Monthly Reports Admin Small Groups & Stations Daily lesson plans, walkthroughs Admin Visual Representation Weekly walkthroughs Admin


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School Action Plan Science

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

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

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

Central Focus: Science Focus Use Standards and Item Specifications to drive the instructional focus through constructing inquiry based learning opportunities, teacher-led small group instruction, and stations with accountability. A focus will be placed on:

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

• Utilizing formative assessments and progress monitoring tools such as Study Island, MAP, etc. to establish teacher-led small group instruction, station activities, and spiral activities

• Utilizing Science resources such as: Super Science, Science A-Z, National Geographic for Kids, Gizmos, Science Fusion, Science Coach Books, etc.

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Destin’s Focus Targeted School-based Focus: Deepen understanding of Science standards by engaging in purposeful cooperative learning activities and incorporating Everyday Instructional Reading to include text marking, annotating, purposeful TDQs, writing through reading and student-led discussions. Targeted School-based Professional Development: Differentiated professional development will be offered on Everyday Instructional Reading:

*Teacher created text dependent questions (TDQs) at various levels of complexity

*Text marking/annotating from teacher created TDQs

*Student-Led Discussions

*Writing through Reading

*Culminating Activities aligned to TDQs

Subject Area PLC Meetings to create/discuss:

*Class structure to include small group environments conducive to purposeful student talk and hands on explorations

*Formative assessment strategies

*Common standards-based assessments

* STEMM Scope training (5 teachers per Grade Level will attend)

*Grades 3-4 will utilize curriculum guide binders to plan lessons

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*By August 1, 2017 – Recruit reps to attend Science PD and bring back to teams.

*By June 30, 2017 - Order Item Specifications for intermediate teachers, TDQ flipcharts and Quarterly Curriculum Placemats for all teachers.

*By June 30, 2017 - Submit teacher names for STEMM Scope Professional Development.

*By July 31, 2017 - Create calendar of PD, events-Science Night, leadership, grade level/data team meetings, MAPs testing & follow up data chats, & faculty meetings.

Classroom Implementation Action Steps (Teachers and Students): Teachers will

*Grades 3-4 will develop lessons using the Curriculum Guide binders as the primary resource.

*Develop lessons using standards and item specs

*Develop a plan for Everyday Instructional Reading in the content areas (TDQs, text marking/annotating, student led discussions, writing through reading, culminating tasks)

*Create an environment fostering positive hands on, cooperative learning weekly.

*Utilize common formative assessments based on standards.

Students will

*Iinteract with their peers to investigate and explore Science content through lab activities.

*Analyze multiple sources (articles, videos, STEMM Scope, etc.) to answer teacher created TDQs of varying complexity constructed from the standards and item specs.

*Collaboratively develop charts, graphs, vocabulary walls/journals.

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Lessons aligned to Standards Daily Lesson Plans, Walk-Throughs, Breeze Bys, Observations, Progress/Data Chats, PLC Meetings

Teachers, Administration

Everyday Instructional Reading: TDQs, Small Group Activities, text marking/annotating, purposeful student talk, writing through reading, culminating tasks

Weekly Lesson Plans, Walk-Throughs, Breeze Bys, Observations, Progress/Data Chats, PLC Meetings


Standards Based Hands-On Activities/Labs



Use of Multiple Resources to support instruction



Charts, Graphs, Vocabulary, Journals Weekly Lesson Plans, Walk-Throughs, Breeze Bys, Observations, Progress/Data Chats, PLC Meetings


Use of STEMM Scopes Weekly Lesson Plans, Walk-throughs, PLC meetings

Teachers, Admin.


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Accreditation Page

Focus Area 1: Improving and Advancing Student Achievement Goals:

• Ensure access for all students to rigorous and challenging curriculum • Address diverse educational needs through a coordinated support system • Integrate technology in learning by both educators and students • Use a variety of methods to communicate student progress with parents and stakeholders

Focus Area 2: Learning and Working in a Safe and Productive Environment Goals:

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

Accreditation Standards 1. Purpose and Direction 2. Governance and Leadership 3. Teaching and Assessing for Learning 4. Resources and Support Systems 5. Using Results for Continuous Improvement

School Name: Destin Elementary - OCSD Home | OKALOOSA … · 2018. 6. 7. · Chris Sadler Math...

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