of the Florida State Standards deconstruct standards as part of lesson planning. 2. . Use of NY Engage activities and strategies 3. Grade level meetings on Friday for planning -Classroom observations 4. Participate in Florida Standards Professional Development 5. Teachers will attend training and set up student reading standards notebooks 6. Meet as a team to review standards and determine needed resources 7. Additional grade level planning time 2. 1st Grade Teachers 3. 2nd Grade Teachers 4. 4th Grade Teachers 5. 5th Grade Teachers 6. 6th Grade Teachers 7. All teachers 3. Ongoing 4. Ongoing 5. Beginning of year for 6. Ongoing 7. grading period materials 3. Cost of resource books, training (FCTM conference) 4. Unifix Cubes for grade level 5. Funds for notebooks and dividers 6. N/A 7. Substitute funds Assessments and District Assessments 3. Formative and District Assessments 4. Formative and District Assessments 5. Student Standards Notebooks, Classroom Observations of increase standard knowledge by teacher and student. 6. Standards based lesson plans 7. Lesson Plans Lack of students’ prior knowledge of the Florida State Standards 1.Identify and place students in need of interventions due to gaps in conceptual of the Florida State Standards into small groups to remediate 1. Title 1, Bundy, Reading Coach, Speech, ESE 1. Ongoing 1. N/A 1. OPM through LLI, 95% Group materials and other skill based interventions 2. VPK Assessment AP1-3, Creative Curriculum GOLD
skill gaps. Meet with teachers twice a month to identify students who may need to move to different skill groups and to track student growth. 2. Provide students with a vocabulary rich environment. Provide literacy activities for students. Plan for differentiated instruction, small group instruction, and repetition of skills. 3. Create a focus wall. Interact with the focus wall weekly using Florida State Standards. 4. Use the ICEE Activity at start of math session and select question stems for reading discussions 5. . Use to reach of new concept. Moving 2. Pre-K Teacher and Instructional Assts. 3. 1st Grade Teachers 4. 3rd Grade Teachers 5. 6th Grade Teachers 2. Ongoing 3. 4. 15-20 minutes twice throughout year 5. Ongoing 4. Composition books and index cards 5. N/A 3. Mid/End of Unit Comprehension test, Focus Wall 4. Observations, Math notebooking, reading scores, student led discussions 5. Formative and District Assessments May
students from concrete to abstract when introducing Math concepts. 6. Implement DBQ’s and LDC modules (practice of complex text) 7. Increased for student discussion on student thinking 8. Increased student tasks that conceptual 6. 4th and 5th Grade Teachers 7. All teachers 8. All teachers 6. Ongoing 7. Ongoing 8. Ongoing 6. Copies of DBQ 7. N/A 7. N/A 6. DBQ scores and LDC student tasks 7. Classroom Observations 8. Classroom work samples Limited schema 1.Utilizing technology to increase schema. 2.Provide hands on, minds on activities. K Team All year long N/A All District Assessments Limited parental involvement/ parental understanding of the standards Academic Parent Teacher Team meetings to standards for home enrichment All Teachers All year long N/A All District Assessments Lack of student understanding Language of all the All teachers Ongoing Classroom Observation data,
ALIGNMENT OF SCHOOL IMPROVEMENT PLAN AND TITLE I SCHOOLWIDE PLAN Required Elements of a Title I Schoolwide Plan (SWP) /School Improvement Plan (SIP) (Section 1114 – Components of a Schoolwide Program) Check the area(s) where each element is addressed in the SIP. Additional information and references from Title I of the Elementary and Secondary Education Act (ESEA): Include data from comprehensive needs assessment of the school X Rationale Include academic achievement of students in relation to the state academic content and achievement standards. Be sure to include migrant, if applicable. Provide opportunities for all children to meet state standards __Analysis of Current Practice X Strategies X MTSS Utilize scientifically based strategies to strengthen the core academic program __ Analysis of Current Practice X Best Practice X Strategies Strategies, materials and programs that are research based are a required element of any objective.
Include additional strategies that increase the amount and quality of learning time _X Strategies X MTSS X CTE/STEM All schools are required to indicate what additional learning opportunities are made available during school, before and/or after school, and during summer, when applicable, and help provide enriched and accelerated curriculum. Include strategies for meeting the educational needs of historically underserved subgroups, and at-risk students X Strategies X MTSS X Early Warning System These may include counseling, pupil services, and mentoring services. State the means of determining whether student needs in the above requirement (#5) are being met X Strategies X MTSS X 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 X 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 X 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 X Highly Qualified Teachers Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers. Include strategies to increase parent involvement X Parental Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan