Teachers are textbook-focused rather than standards-focused Teachers map Florida Language Standards (LAFS) standards/curriculum during PLC and standards-based professional development Form grade level PLCs during common planning time with school leadership, coaches, and PLC consultant. PLCs meet weekly to work collaboratively to unpack standards and develop lesson plans. Standards are analyzed to determine best way to teach for student understanding. Instructional Coaches and Site Administrator perform classroom walkthrough observations. Teacher review and gain a deep understanding of FSA test-item specifications Greg Turner (PLC Consultant), Site administrator, Instructional Coaches, ESE and ESOL teachers, and grade level ELA teachers August 2014 –June 2015 $8,000 I) PLC meeting notes, PLC unpacking forms, lesson plans, classroom walkthrough observation notes Collaboration with Melissa Long, BPS MTSS representative; Imagine and Emma Jewel representatives Students’ lack of deep understanding of the ELA Florida Standards (LAFS) that they are responsible to master Teachers will use a common board configuration, including the standard and essential question. Teachers will discuss standards and learning objectives with students. Teachers will check for student understanding of standard to be mastered. ELA teachers, Instructional Coaches, site administrator, ESE and ESOL teachers Weekly August 2014 – June 2015 $0 Classroom walkthrough discussions with students by Instructional Coaches and site administrator to for student understanding Students’ lack understanding and use of content vocabulary In PLCs teachers identify vocabulary to be taught and best ways to teach for student understanding. Teachers have students apply, use and put in context the vocabulary for lessons during ELA instruction and discussions. Teachers will instruct on the Greek and Latin Roots to help students decode vocabulary words. ELA teachers, Instructional Coaches, site administrator, ESE and ESOL teachers Weekly August 2014 – June 2015 $0 PLC discussions, classroom walkthrough observations and discussions with students by Instructional Coaches and site administrator
Teachers need to hold students to a higher expectation in their writing Provide teachers with time for a deeper review of the test item specs of the FSA writing rubrics. Correlate the Writer’s Workshop program to the FSA writing rubric in 4th-6th grades. Provide modeling of the Teacher’s College coaching model as a mode of instruction to teachers. Teachers will student work based on Teacher’s College writing rubrics and provide feedback to administrative team during data meetings. 3rd–6th grade teachers will review student work samples using the FSA Writing specs to determine student readiness to be successful. Provide instructional support to students who are not performing at grade level and enrich above grade level performing students during intervention/enrichment blocks. ELA teachers, Instructional Coaches, administrative team, ESE and ESOL teachers Weekly, August 2014 – June 2015 $0 PLC weekly grade level meetings with Instructional Coaches and administrative team, classroom walkthroughs, MTSS monthly grade level meetings during planning periods, student work samples Need for rigorous curriculum in grade 6 Provide SpringBoard professional development for teachers, across grade 6. Created a curriculum map of the LAFS leveraging the curriculum. Biweekly subject area meeting with administrators during common planning time. Meeting during biweekly subject PLCs to unpack standards to ensure that learning is tied to LAFS using the curriculum. MTSS (Tiered supports) - Small group reading/ELA intervention time (imbedded) ELA teachers, site administrator, ESE and ESOL teachers Weekly, August 2014 – June 2015 $10,000 (General fund) PLC weekly grade level/subject area meetings with administrative team, classroom walkthroughs, MTSS monthly grade level meetings during planning periods, Study Island benchmark assessments, SpringBoard imbedded assessments Students lack and note taking skills in grades 5 and 6 Teachers are provided with professional development in concept maps and Cornell Notetaking. Students will use Cornell Notetaking ELA teachers, site administrator, ESE and ESOL teachers Weekly, August 2014 – June 2015 $0 Student content journals, classroom walkthroughs, lesson plans
Teacher review and gain a deep understanding of FSA test-item specifications Students’ lack of deep understanding of the Math Florida Standards (MAFS) that they are responsible to master Teachers will use a common board configuration, including the standard and essential question. Teachers will discuss standards and learning objectives with students. Teachers will check for student understanding of standard to be mastered. Math teachers, Instructional Coaches, site administrator, ESE and ESOL teachers Weekly August 2014 – June 2015 $0 Classroom walkthrough discussions with students by Instructional Coaches and site administrator to check for student understanding Students’ lack understanding and use of mathematical vocabulary In PLCs teachers identify vocabulary to be taught and best ways to teach for student understanding. Teachers have students accurately use vocabulary during math problem solving discussions. Math teachers, Instructional Coaches, site administrator, ESE and ESOL teachers Weekly August 2014 – June 2015 $0 PLC discussions, classroom walkthrough observations and discussions with students by Instructional Coaches and site administrator Lack of instructional time for math intervention/ enrichment and lack of time to create quality intervention/ enrichment programs Hired one full time and one part time Title 1 Instructional Coaches Lengthen math instructional time to 75 minutes Create grade level daily intervention blocks Provide support during intervention block by Instructional Coaches, ESE and ESOL teachers, and math assistants Determine students’ weaknesses and strengths on data and teacher observation Group students and provide research-based interventions and enrichments Determine effective intervention/enrichment strategies based on student need Provide on-going progress monitoring using Study Island Review for adjustments as determined by Study Island data and observations Math teachers, Instructional Coaches, site administrator, ESE and ESOL teachers Weekly August 2014 – June 2015 $50,000 Instructional Coaches (Title 1) Study Island $4,000 (Title 1) PLC weekly grade level/subject area meetings with Instructional Coaches and site administrator, MTSS monthly grade level meetings during planning periods, Study Island benchmark assessments Student lack of Instructional Coaches and classroom Math teachers, August 2014 – June $500 for math Study Island Benchmarking,
automaticity (fluency) with math facts teachers will analyze the benchmark assessments and recognize weaknesses to form intervention groups. Intervention groups will be Instructional Coaches and teachers will work with students to master and become fluent (automatic) with math facts required by the MAFS. Teachers will be provided professional development to gain effective research-based strategies to teach math facts. The teachers and the school will enlist parent support in three ways: To support intervention blocks To support student mastery at home Through Title I Math night Instructional Coaches, site administrator, ESE and ESOL teachers 2015 materials and refreshments (Title I) classroom assessments, individual student observations Student lack of problem solving skills and persistence/ perseverance during the problem solving process Teachers will be trained on research-based problem-solving strategies – Improving Mathematical Problem Solving in Grades 4 through 8 Students will be exposed to and use multiple problem-solving strategies to complex problems and change course if necessary. Math teachers, Instructional Coaches, site administrator, ESE and ESOL teachers August 2014 – June 2015 $0 Study Island benchmarking assessment, classroom walkthrough observations Students need additional math practice for individual student mastery Students will be pre-assessed in math Study Island. Students will have opportunities to work independently on individually assigned math content in Study Island. Math teachers, Instructional Coaches, site administrator, ESE and ESOL teachers August 2014 – June 2015 $4,000 Study Island (Title I) Study Island student reports, Study Island individual student assignment results CONTENT AREA: SCIENCE Reading Math Writing X Science Parental Involvement Drop-out Prevention Programs
Utilize scientifically based strategies to strengthen the core academic program X Analysis of Current Practice X Best Practice X Strategies Include additional strategies that increase the amount and quality of learning time X Strategies X MTSS N/A CTE/STEM Intervention is provided for Reading/ELA/Math/Science daily. An additional 60 minutes of reading instruction is provided daily. Include strategies for meeting the educational needs of historically underserved subgroups, low-achieving, and at-risk students X Strategies X MTSS X Early Warning System Odyssey Preparatory Academy provides counseling and mentoring to students in need. State the means of determining whether student needs in the above requirement (#5) are being met X Strategies X MTSS X Early Warning System Incorporate instruction by highly qualified teachers X Highly Qualified Teachers 100% of OPA teachers are highly qualified. Include strategies that support high quality and ongoing professional development for X Best Practice X Strategies Academic Instructional Coaches
Specify coordination with other federal, state, and local programs __ Analysis of Current Practice X Best Practice __MTSS Odyssey Preparatory Academy participates in the Federal School Lunch Program, Title I, and applicable local programs aligned with school mission. ___________ ______ __________________ _______ __________ School Name Principal’s Signature Date