CONTENT AREA: Reading Math Writing Science Parental Involvement Drop-out Prevention Programs Language Arts Social Studies Arts/PE Other: School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) Lockmar’s objective is to provide more rigor in classroom instruction to prepare students to appropriately respond to text-based writing assignments and to have the ability to understand domain-specific vocabulary that will be needed to comprehend complex text. This objective will be achieved by teaching standards based vocabulary, by using higher order questions to extend thinking and by using Marzano’s highest yield strategy: Identifying Similarities and Differences. Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. Teachers do not share one common definition of “rigor”, and are not familiar with standards on the new Florida Standards Assessment 1. Teachers will attend training on the content and instructional implications of the Florida Standards for Language Arts and Mathematics. School Based Team for Language Arts and Mathematics August 14, 2014 September – November 2014 Early Release days September 2014- May 2015 $0 Training agendas and records Sample lesson plans Student work samples showcasing standards being taught 2. Inconsistency in student achievement across grade levels 1. Interactive student data cards will be set up in the teacher work room so all teachers can monitor student Principal MTSS grade level chairs September 2014- April 2015 $0 Use of student data cards to track growth, information, and instructional
their responses (arguments) to analytical DBQ questions. Walk Through Data Student Work Samples 3. A pilot group of teachers in grades 5-6 will implement the Literacy Design Collaborative in order to provide a template and rubric for teaching the type of writing that will be required on the new Florida assessment. Principal October 17, 2014 $0 Student work samples 3. Not all teachers have been trained to facilitate DBQ units. 1. Selected teachers will attend training sessions at the district level or in house teachers experienced in facilitating DBQ units. Teacher Leaders Administrators August 2014- January 2015 $0 Training agendas and records 4. Students are not proficient in expressing their ideas in a variety of standards-based written formats: essay, persuasive argument, letter, poem, etc. 1. Students will use the CRISS RAFT strategy to organize and compose written responses across the curriculum. Teacher Leaders Administrators October 2014- June 2015 $0 Lesson Plans Administrative Walk Through Data Student Work Samples 5. Not all teachers are familiar with the RAFT strategy 1. Teachers will be trained to implement the RAFT strategy. Administrators Selected Faculty Trainers October 17, 2014 $0 Training agendas and records 6. Lack of Reading materials for student interventions 1. Teachers will utilize the online reading IStation program provided through UCF. This program will provide a tool for progress monitoring since students will be assigned to work at their level. This program will also be used for Tier II Reading interventions and Reading ASP. K-6 Classroom Teachers Media Specialist Tech Specialist ASP Reading teachers October 2014- May 2015 $0 Student data reports 7. Lack of consistency in Reading achievement across grade levels 1. Teachers will utilize Daily Five / CAFÉ strategies and Teachers Administration August 2014- June 2015 $0 Lesson Plans Classroom
State the means of determining whether student needs in the above requirement (#5) are being met __Strategies __MTSS __Early Warning System Address how the school will determine the educational needs of historically underserved subgroups, low-achieving, and at-risk students are being met Incorporate instruction by highly qualified teachers __Highly Qualified Teachers All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals __Best Practice __Strategies __MTSS Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement. Include strategies to attract high quality, highly qualified teachers __Highly Qualified Teachers Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers. Include strategies to increase parent involvement __Parental Involvement Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP. Include strategies that assist preschool children in the transition from preschool to kindergarten __Transition from Preschool Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school. Include teachers in using student achievement data to plan the overall instructional program __ Analysis of Current Practice __Strategies __MTSS Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.