Reading Math Writing Science Parental Involvement Drop-out Programs Language Arts Social Studies Arts/PE School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) Stevenson’s school objective is to see increases and reading comprehension on the 2013 FCAT by having teachers model and conduct “close reading exercises with students and by having students write extended responses using good grammar, conventions, graphic organizers and vocabulary all of which aligns with the new Common Core Standards. Teachers are asked to use a variety of complex text sources that students will be required to reference in justifying their thinking and written responses. Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1.Time to train (Protect the time to meet as witnessed on school calendar) 1. Development of “houses” as a way to hold professional discussion groups that vertically aligns curriculum better by surveying the kind of text we teach from and training teachers to understand text complexity Administration will create a schedule for teams to meet nearly every week all school year Implemented during week With specified on a weekly basis through May as seen on the school calendar none Weekly agendas and minutes House rosters and grade level alignment meetings, RTI Restructuring of the physical building Survey and track the use of informational text used by teachers School Calendar 2.Time to train teachers to understand, demonstrate and model good work as well as their thought process as a tool for students to use 2. Hold discussion groups about how important interactive classrooms are as well as using the model to invite students to work better by displaying quality work by following the model of Teachers model Students follow Monthly classroom checks that shows the teachers work to promote the display of exemplar student work Walkthroughs, Observations, house meetings, grade level none Hold meetings to discuss, model , demonstrate and review/debrief how it is going and why classrooms display anchor charts, posted success criteria, student exemplars of planning
exemplary work teams, cadres quality work as anchors for us to emulate across the subject areas 3.The need to understand (unpack) the New Common Core Standards and the rationale behind them As it relates to text complexity and varied subjects 3. Train teachers during “house” meetings about the summer training that the Launch Team attended in Orlando and to foster a high performing culture of excellence Administration, core teachers weekly none See agenda items View Teachers Notebooks that each received from administration highlighting what Common Core means and the personal notes taken our discussions 4. Students do not understand the complexity about what they read 4. Have teachers explain/model to students how to write about text that they read Teachers model and guide and then students model and explain their work none Lesson plans, journals, writing samples, summaries, home learning assignments all help to redirect or drive new instruction 5. Students do not understand how to write summaries 5. Have teachers explain/model to students how to summarize what they read Teachers model and guide and then students model and explain their work and thinking Daily none Lesson journals, writing samples, summaries, home learning assignments help to monitor students comprehension 6. Students do not take adequate and clear notes to learn from or understand how to best organize information 6. Have teachers explain/model to students how to take two column notes, to outline content Teachers model and guide and students model none Lesson plans, journals, writing samples, summaries, home learning assignments through the use of graphic organizers and mind maps help student to be better organized 7. Students do not understand how to write explicit questions 7.Have teachers explain/model how students learn from how writing targeted questions Teachers model and guide and then students model how to frame a question which allows Daily or as it “fits” appropriately within the lesson design none Lesson journals, writing samples, summaries, home learning assignments,
related to specific content students to reflect what they know (or not) tests sample questions 8. Students do not know how to completely answer questions that require thorough extended written and verbal responses 8. Have teachers how students may extend their responses using grammatically correct language while remaining focused on the content Teachers model and guide and students “mimic” the teacher’s model and thinking, writing and verbal response based on prompting until such time that the students independently replicate the process Daily none Lesson plans, journals, writing samples, summaries, home learning assignments, tests 9. Students are not asked to write enough 9. Have teachers explain/model and expect students to write more frequently in all content areas. A visible increase of 25% more writing will be evidenced by developing student writing folders for all content areas Teachers will increase the opportunities for students to as it relates to all subject areas Throughout the school year and ending in May, 2013 None Lesson plans, journals, writing samples, summaries, home learning assignments Individual Student Writing folders Evidence of Changes seen in May 2013 Student Recorded Data Journals Evidence of Changes seen in May 2013 10. Address parent responses to increased standards and expectations for students success 10. Newsletter publications, parent training nights, student led-parent conference nights, teacher conferences Administration and teachers Posted on Master Calendar Compensatory time for teachers Newsletter articles, newsletter pictures, invitations to parents, conference nights with students and teachers, training nights that helps to prepare parents about changes in curriculum standards 11. Better of the use 11. Sharon Tolson will present the Planned by Administration for teachers October 23rd, At Stevenson all day meeting with none Posted on calendar and examples of
of rubrics and their usefulness in guiding students and teacher instruction And Formative Assessment Instruments value and development of “rubrics” as formative pieces that help to guide instruction along with other devices House Members and administration rubrics shared by teachers for other teachers, incorporated in lesson plans To expand teacher effectiveness by increasing the use of different formative tools or instruments 12. Additional support needed for some students 12. Implement a Mentor program so that students understand that “the big people” really care about what they do and how well they perform – to build self esteem conduct survey questions where students must reflect on their learning and how the instruction provided has helped them or where refinement is needed still Administration and guidance counselor, members Posted on Master Calendar none Identify students of need and schedule time for students and adults to interact with each other so that students feel better and become more motivated about their work Student surveys In the form of summaries, Multiple choice quick checks, mind maps, graphic organizers 13. Scores indicate a need to focus on computation skills and carelessness. How can we address this to prevent careless errors and or 13. Have teachers focus on checking for errors, proper sequencing in solving problems and misconceptions when solving mathematical problems Write to explain the steps I take Teachers Lesson Plans none Reflected in lesson plans and comparing results from test scores to see if increases are being made regarding computation skills Write to explain my thinking about my answer 14. Special 14. Administration Record minutes none Minutes or
Area Teachers often feel “left out” of the academic portion of school life as well as feeling accountable for student success Support/help students who have been identified so that they remain positive and motivated to and special area teachers (PE, Art, Music, Media, Guidance) of meeting or journal discussions with students to be shared with general education teachers and or administration journals and or discussion notes 15. Students feeling less adequate because they did not receive adequate or timely by an adult 15. Conduct student and parents surveys to find out how things are working for our students and what more we can do to help Administration and teachers Quarterly and weekly depending on the instrument used None Exit slips, summaries, phone log, conference log, surveys 16. Lack of primary and secondary source data incorporated into lessons and student work results in misuse of information 16. Teach the difference between primary and secondary sources when having students conduct research and to better understand the difference between the two. Media Specialist, teachers First and Second Quarter None Lesson plan documentation, Students creating bibliographies identifying their sources, comparing and recognizing good data sources to others and why 17. from parents regarding expectations and defining academic rigor 17. Ask parents to provide input about what we may do to better serve students Administration First and Second Quarter None Phone log and summary of information provided to be reported to teachers and or other departments in the school 18. Understand why science and using evidence to support the findings through charting results is important in 18. Invite parents and students in fifth grade to an interactive “live video conference night to share ideas about the scientific process with the West Teachers, students, Administration, and Parents Second Quarter in late October and early November None Newsletter, Conference Equipment, photographs, presentation material, video pictures, invitations and lesson plans
Percentage of students in Lowest 25% making learning gains in Reading Barrier(s): Strategy(s): NA 1. NA Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline data 2010-11: Student subgroups by ethnicity NOT making satisfactory progress in reading : White: Black: Hispanic: Asian: American Indian: Enter numerical data for current level of performance 8/217= .04% 2/13= 15% 1/33= .03% 1/10%= 10% 0/0= 0% Enter numerical data for expected level of performance English Language Learners (ELL) not making satisfactory progress in Reading Barrier(s): Strategy(s): 1. 0/4= 0% Students with Disabilities (SWD) not making satisfactory progress in Reading Barrier(s): Students do not all have the home support and relationships that allow them to feel they are able to do what is expected and that someone cares enough to check up on them. Strategy(s): 1. Offer students the opportunity to work with adults who care and champion their emotional and academic challenges by participating in the Stevenson Mentor Plus Program. 1/10= 10% Economically Disadvantaged Students not making satisfactory progress in Reading Barrier(s): Lack of appropriate Strategy(s): Institute more higher order like questions where by design, products are developed to show students problem solving ability Implement Tier 1 and Tier 2 response to intervention strategies with fidelity. 2/35= .06% Reading Professional Development PD Content/Topic/Focus Target Dates/Schedule Strategy(s) for follow-up/monitoring How to use the science lab experience so that students have better problem experience to how to form conclusions in writing and based on research September 7 September 13 October 25 January 24 April 30 Three teachers have visited West Melbourne School of Science over a series of days Teachers/students will learn from each other using video conference equipment to discuss action lab experiences and concepts. Quality Rubric Development used to inform students while they are learning prior to the assessment TBA with Sharon Tolson To implement with fidelity a variety of rubrics to help inform students how they are progressing as well as to inform the teacher about how to drive instruction
reflects) students that percentage reflects) Barrier(s): An area of difficulty noted from the last year’s test scores are in the area of “Earth and Space Science”. Students are lacking the connections when conducting hands-on lab experiences and forming conclusions from the evidence. Strategy(s): Schedule laboratory times with specific experience so that students use their time wisely, bringing forth the connections that will require deeper inquiry and through the evidence presented form better conclusion. Students will learn how to present information more succinctly in written form. Find training opportunities for teachers to have time to meet and discuss best practices, student results and plan. Develop lessons that are more students centered where problems must be proven, researched and solutions presented in more authentic ways. Florida Alternate Assessment: Students scoring at levels 4, 5, and 6 in Science NA Florida Alternate Assessment: Students scoring at or above Level 7 in Science NA Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in Algebra. White: Black: Hispanic: Asian: American Indian: 3/58 = .06% 0= 0% 1/8= 13% 0 = 0% 0 = 0% English Language Learners (ELL) not making satisfactory progress in Algebra 0% Students with Disabilities (SWD) not making satisfactory progress in Algebra 0% Economically Disadvantaged Students not making satisfactory progress in Algebra 0% For the following areas, please write a brief narrative that includes the data for the year 2011-12 and a description of changes you intend to incorporate to improve the data for the year 2012-13.