SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14

SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Distric t VMV School Improvement Information Data & Information Sources AdvancED Goals Narrative Vision 100% Student Success Standard 1-1.1, 1.2: Purpose Educate each student for grade level Narrative Standard 1-1.2: Purpose Mission proficiency or beyond in preparation for Middle School  Student Achievement Narrative Standard 1-1.3: Purpose  Safety  Collaborative Learning Culture Values  Quality work  Honesty  Kindness

Part I: Current School Status A. School Information

1. School-Level Information

 School: Skyview Elementary Narrative

 Principal’s name: Suzanne Hester Narrative

 School Advisory Council chair’s Narrative name: Patricia Viscomi 2. District-Level Information

 District 

Pinellas County  Superintendent’s name 

Michael A. Grego Ed.D.  Date of school board approval of  SIP September 24, 2013

2013 SIP Template PCS Page 1 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards B. School Advisory Council (SAC) Patricia Viscomi; Chairperson 1. Describe the involvement of Narrative Standard 2-2.4, 2.5: the SAC in the development Governance and Leadership of this school improvement plan.  August SAC reviews SIP draft; makes revisions if needed  SAC meets monthly to check progress on SIP based on student achievement data; adjusts SIP if needed to improve student 3 achievement 3 2. Describe the activities of the Narrative SAC for the upcoming school year.  Participates in Welcome Back to Eagle Team breakfast  Participates in PTA Nights of Literacy and the Arts  Leads parent trainings at beginning of school year and after each assessment cycle on how to access school website and web- based learning to support student practice and review of skills in all content 2013 SIP Template PCS Page 2 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards areas

4 3. Describe the projected use of Narrative school improvement funds and include the amount allocated to each project.  Related Goal Increasing reading proficiency by 10% for K-5th grade students  Strategy Increase informational texts using a variety of print resources and integrating social studies and science during literacy instruction  Type of resource Evidence-based material: Periodical  Resource National Geographic for students in K-5th grades  Funding Source SIP funds  Amount $1995.00

2013 SIP Template PCS Page 3 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards  Related Goal Increasing reading proficiency by 10% for K-5th grade students  Strategy Increase the number of complex text sets for shared reading  Type of resource Evidence-based material: Complex text sets  Resource A Land Remembered Volume 1  Funding Source SIP funds  Amount $828.65  Related Goal Increasing reading proficiency by 10% for K-5th grade students  Strategy Increase the number of complex text sets for shared reading  Type of

2013 SIP Template PCS Page 4 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards resource Evidence-based material: Complex text sets  Resource Holes  Funding Source SIP funds  Amount $391.30

4. Verify that your school is in Narrative compliance with Section 1001.452, F.S., regarding the establishment duties of the School Advisory Council by selecting one of the boxes below:  Yes, we are in compliance. No, we are not in 3 compliance. 5. If no, describe the measures being Narrative taken to comply with SAC requirements. C. Highly Qualified Staff 1. Administrators

For each of your school’s Executive Summary: administrators (principal and all Section 1 assistant principals), complete the following fields: a) Principal: Suzanne Hester Narrative Executive Summary: Section 1

2013 SIP Template PCS Page 5 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards b) Credentials (degrees and Narrative Executive Summary: certifications): Section 1 Masters in Teaching and Learning; Professional certificate Ed Leadership (All levels) Elementary School 3 Principal (All levels) c) Number of years as an Narrative Executive Summary: administrator: Section 1 3 5 years d) Number of years at the current Narrative Executive Summary: school: Section 1 3 1 year e) Performance record of increasing DecisonEd/DW student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress toward Annual Measurable Objectives (AMOs);

Reading 2012 Student Ach. High Stand. 52 Annual Learning Gains 70 Annual L.G. of Low25% 69 Math 2012 Student Ach. High Stand. 42 Annual Learning Gains 61 1,2,3 Annual L.G. of Low25% 50

2013 SIP Template PCS Page 6 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Writing

Student Ach. High Stand. 71 Science Student Ach. High Stand. 49

a) Assistant Principal: Rose Kane b) Credentials (degrees and certifications): Masters in Elementary Education; Professional Certificate Ed Leadership (All Levels) c) Number of years as an administrator: 7 years d) Number of years at the current school: 5 years e) Performance record of increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress toward Annual Measurable Objectives (AMOs):

Reading 2012 Student Ach. High Stand. 52 Annual Learning Gains 70 Annual L.G. of Low25% 69 2013 SIP Template PCS Page 7 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Math 2012 Student Ach. High Stand. 42 Annual Learning Gains 61 Annual L.G. of Low25% 50 Writing

Student Ach. High Stand. 71 Science Student Ach. High Stand. 49

2. Instructional Coaches Executive Summary: Not notified yet by Reading District Section 1 Specialist For each of your school’s Executive Summary: instructional coaches, complete the Section 1 following fields a) Name Narrative Executive Summary: Biljana Jovanovic Section 1 b) Subject area Narrative Executive Summary: Reading Section 1 c) Credentials (degrees and Narrative Executive Summary: certifications) Section 1 Bachelor’s degree in Elementary Education Certifications: Elementary Ed. K-6 ESOL Endorsement ESOL certification K-12 d) Number of years as an Narrative Executive Summary: instructional coach Section 1 6 ½ years in district; 1st year as a coach

2013 SIP Template PCS Page 8 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards e) Number of years at the current Narrative Executive Summary: school Section 1 Beginning the month of August, 2013 f) Performance record of DecisionEd/DW increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress Annual Measurable Objectives (AMOs)

Prior school student performance as ESOL reading teacher (2012-2013): Reading Level 3 or above: 61% Reading learning gains 68% Reading learning gains lowest 25% 58%

1,2 g) Full-time or Part-time Narrative Executive Summary:

2013 SIP Template PCS Page 9 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards .5 Section 1 h) School-based or District-based Narrative Executive Summary: District based Section 1 3. Instructional Staff Executive Summary: Section 1 a) # of instructional employees: DecisionEd/DW Executive Summary: 56 Section 1 b) % receiving effective rating or Narrative higher: 3 98% c) % Highly Qualified Teacher Narrative Executive Summary: (HQT), as defined in NCLB through a Section 1 3 High, Objective, Uniform State Standard of Evaluation (HOUSSE): 100% d) % certified in-field, pursuant to Narrative Executive Summary: Section 1 Section 1012.2315(2), F.S. : 100% e) % ESOL endorsed: 42.9% DecisonED/DW Executive Summary: 2 Section 1 f) % reading endorsed: 3.6% DecisionED/DW Executive Summary: 2 Section 1 g) % with advanced degrees: 30.4% DecisionED/DW Executive Summary: 3 Section 1 h) % National Board Certified: 1.8% DecisionED/DW Executive Summary: 3 Section 1 i) % first-year teachers: 1.8% DecisionED/DW Executive Summary: Section 1 j) % with 1-5 years of experience: DecisionED/DW Executive Summary: 14.3% Section 1 k) % with 6-14 years of experience: DecisionED/DW Executive Summary: 44.6% Section 1 l) % with 15 or more years of DecisionED/DW Executive Summary: experience: 33.3% Section 1 4. Paraprofessionals Executive Summary: Section 1

2013 SIP Template PCS Page 10 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards a) # of paraprofessionals: 1 Narrative Executive Summary: Section 1 b) % Highly Qualified Teacher, as Narrative Executive Summary: defined in NCLB through a High, Section 1 Objective, Uniform State Standard of Evaluation (HOUSSE): 100%

5. Teacher Recruitment and Retention Strategies a) Describe your school’s Narrative Standard 2: Governance and strategies to recruit and retain Leadership highly qualified, certified-in- field, effective teachers to the school, including the person responsible. Strategies for Recruitment:  Principal will communicate school’s vision, mission and values to all stakeholders and learning students’ learning successes throughout the school year  Principal will provide site-based Professional Development training throughout the school year to continuously support a learning

2013 SIP Template PCS Page 11 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards community  Administrators will communicate through school website, PTA events, SAC parent meetings and monthly Newsletter awards and recognitions received by the district and school  Administrators will observe during walkthroughs substitutes and hourly teachers who are highly effective instructing students and ask them to interview when a vacancy occurs  Administrators will network with district principals to find the best fit for our Eagle Team  Secretary will maintain an updated resume file for instructional and support staff; checking Winocular for appropriate certifications required  Administrators will periodically review

2013 SIP Template PCS Page 12 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards resume file for potential candidates to interview as vacancies occur Strategies for Retention:  Principal will communicate school’s vision, mission and values to all stakeholders and learning students’ learning successes throughout the school year  Principal will provide site-based Professional Development training throughout the school year to continuously support a learning community  Administrators will communicate through school website, PTA events, SAC parent meetings and monthly Newsletter awards and recognitions received by the district and school  Mentoring Plan in place and Eagle Team is knowledgeable of plan

2013 SIP Template PCS Page 13 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards

6. Teacher Mentoring Program/Plan a) Describe your school’s teacher Narrative Standard 3-3.3, 3.7,3.12: mentoring program/plan Teaching and Assessing for including the rationale for Learning pairings and the planned Standard 5-5.2,5.5Using mentoring activities. Results for Continuous Improvement Teacher Mentoring Plan:  Lead Facilitator of Mentors will conduct monthly mentor meetings to support mentors instruction and operation learning needs  Mentors will meet weekly with mentees or when a need arises  Principal will meet with Lead Mentor monthly giving support where needed  Rationale for Mentor Pairings: Mentor Name Mentee Assigned Millicent Major-1st grade Carol Palmgren-1

Jane Rau-3rd grade Billie Johnson-3

Angel Ellars-3rd grade Barbara Brawner-3 grade

Joyce Greco-Foster- Noel DeCaro-5 Gifted

Susan Sams-PE support Jason Seib-PE coach

Planned Mentoring Activities: Mentors will observe mentee’s instruction and provide feedback; planning lessons with mentees; connecting lesson activities to CCSS content; discussing student progress and analyzing student work; modeling or co-teaching lessons

D. Multi-Tiered System of Supports (MTSS) / Response to Instruction/Intervention (RtI) 4 1. Describe your school’s data- Narrative Standard 3-3.7: Teaching based problem-solving and Assessing for Learning processes for the implementation and monitoring of your SIP and MTSS structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs. Processes to summarize data at each tier for reading, mathematics, science, writing and behavior: Baseline data: Progress Monitoring 2013 SIP Template PCS Page 15 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards and Reporting Network (PMRN) of Florida Assessments for Instruction and Reading (FAIR Common Core), Assessment and Information Management System (AIMS web), Florida Comprehensive Assessment Test (FCAT), SAT 10 (1-2nd grades), FLKRS (K readiness), CELLA, Running Records for Reading/Comprehension Levels K-5, Ongoing Progress Monitoring using FAIR Common Core Field Test interventions, and DIBELS Next. Teacher formative assessments in reading, writing, math, and science. Teacher formative assessments (using grade level writing rubrics) for journal response writing across all content areas to gather data on writing progress. Writing Continuum Levels for Narrative, Informative and Argument Writing for K-5th grades provided by the Writing and Reading Project. Implementation and Monitoring:  MTSS will utilize student data to support each grade level with various interventions to help students with specific skills to reach proficiency in reading, writing, math and science.  MTSS will conduct data chats with each grade level after each assessment cycle to

2013 SIP Template PCS Page 16 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards review effectiveness of core instruction and progress of tier 2 and tier 3 students in reading, writing, math and science during PLCS or teacher block planning time  Trainers from DOE will provide assistance in administering the FAIR Common Core assessments and will provide site based training for all staff and MTSS on September 13th (District site based PD day)  Trainers from DOE will attend grade level PLCs or grade level block planning time to discuss FAIR Common Core data and strategies for improving student proficiency for core, small group and individual reading instruction Principal will provide Extended Learning data monthly for Eagle Team and MTSS to review students targeted for remediation and accelerated learning.  Principal will provide site- based Professional Development training opportunities throughout the school year to implement

2013 SIP Template PCS Page 17 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards CCSS and improve student proficiency  Assistant Principal will provide discipline data from EDS and Decision Ed, Focus/Portal and referrals to office for MTSS and Eagle Team to review. Teachers needing assistance with student behavior problems will schedule meetings with assistant principal and guidance counselor to attend Kids Talk sessions. At these sessions, the behavior data of the student having problems will be reviewed as well as the behavior plan the teacher is implementing. Additional strategies will be suggested for the teacher to use to improve the student behavior. The teacher will check back at Kids Talk session to see how the improved behavior plan is working for the student’s success.

4 2. Identify the names and Narrative Standard 2-2.4: Governance position titles of the members and Leadership of your school-based leadership team. What is the function and responsibility of each team member as it relates to MTSS and the SIP?

2013 SIP Template PCS Page 18 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards MTSS Team Member MTSS Title Suzanne Hester Principal

Rose Kane Assistant Principal

Susan LePors Guidance Counselor

Nancy Teasdale RtI Coach

Katelyn Kutcha School Psychologist

Robin McManaway Ed. Diagnostician

Laura Ouimette Speech Pathologist

Kristi Cole Social Worker

4 3. Describe the systems in place Narrative Standard 2-2.3,2.4: that the leadership team uses Governance and Leadership to monitor the school’s MTSS and SIP.  Weekly MTSS meetings with pre-planned agenda to meet student academic and behavior needs  Weekly MTSS minutes sent to Eagle Team  Data chats after each assessment cycle during PLCs or teacher planning blocks  RtI coach meets with classroom teachers, hourly teachers and paraprofessionals as needed to adjust tier 2 and tier 3 student interventions 2013 SIP Template PCS Page 22 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards based on PM student data and MTSS collaboration

5 4. Describe the data source(s) Narrative Standard 5-5.1, 5.2, 5.3, 5.4: and management system(s) Using Results for used to access and analyze Continuous Improvement data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance). Processes to summarize data at each tier for reading, mathematics, science, writing and behavior:

Baseline data: Progress Monitoring and Reporting Network (PMRN) of Florida Assessments for Instruction and Reading (FAIR Common Core), Assessment and Information Management System (AIMS web), Florida Comprehensive Assessment Test (FCAT), SAT 10 (1-2nd grades), FLKRS (K readiness), CELLA, Running Records for Reading/Comprehension Levels K-5, Ongoing Progress

2013 SIP Template PCS Page 23 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Monitoring using FAIR Common Core Field Test interventions, and DIBELS Next. Teacher formative assessments in reading, writing, math, and science. Teacher formative assessments (using grade level writing rubrics) for journal response writing across all content areas to gather data on writing progress. Writing Continuum Levels for Narrative, Informative and Argument Writing for K-5th grades provided by the Writing and Reading Project.

Monitor Effectiveness:

 MTSS will utilize student data to support each grade level with various interventions to help students with specific skills to reach proficiency in reading, writing, math and science.

 MTSS will conduct data chats with each grade level after each assessment cycle to

2013 SIP Template PCS Page 24 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards review effectiveness of core instruction and progress of tier 2 and tier 3 students in reading, writing, math and science during PLCS or teacher block planning time

 Trainers from DOE will provide assistance in administering the FAIR Common Core assessments and will provide site based training for all staff and MTSS on September 13th (District site based PD day)

 Trainers from DOE will attend grade level PLCs or grade level block planning time to discuss FAIR Common Core data and strategies for improving student

proficiency for core, small group and individual reading instruction

Principal will provide Extended Learning data monthly for Eagle Team and MTSS to review students

2013 SIP Template PCS Page 25 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards targeted for remediation and accelerated learning.

 Principal will provide site- based Professional Development training opportunities throughout the school year to implement CCSS and improve student proficiency

 Assistant Principal will provide discipline data from EDS and Decision Ed, Focus/Portal and referrals to office for MTSS and Eagle Team to review. Teachers needing assistance with student behavior problems will schedule meetings with assistant principal and guidance counselor to attend Kids Talk sessions. At these sessions, the behavior data of the student having problems will be reviewed as well as the behavior plan the teacher is implementing. Additional strategies will be suggested for the teacher to use to improve the student behavior. The teacher will check back at Kids Talk session to see how the improved behavior

2013 SIP Template PCS Page 26 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards plan is working for the student’s success.  Social Worker will meet with Child Study Team (Principal and DMT) once a week to review and monitor student absences and tardies. Teachers are notified when students have more than 5 unexcused absences or numerous tardies to make the first parent contact. Social worker sends home notices to parents to attend a Child Study Team conference when students with 5 or more unexcused absences don’t improve after teacher contact. Social Worker and Principal arrange a parent conference to give support to parents to improve student attendance. If student attendance continues to grow the state attorney’s office is notified.

4,5 5. Describe the plan to support Narrative Standard 3-3.11, 3.12: staff’s understanding of MTSS Teaching and Assessing for Learning and build capacity in data- Standard 5-5.3:Using Results based problem solving. for Continuous Improvement  RtI Coach will lead preschool training to refresh Team and acquaint new Team members to MTSS

2013 SIP Template PCS Page 27 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards process/system.  MTSS will facilitate grade level data chats after each assessment cycle including ESE Resource and hourly teachers  Grade Level Team Leaders will facilitate weekly focus on student data in reading, writing, and math collaboratively reviewing tier 2 and tier 3 students’ work and their progress on interventions that are integrated into the core curriculum.  Grade Level Team Leaders will facilitate PLC lesson planning and grouping of students based on student data to differentiate instruction, using MTSS leadership specific grade level interventions, to narrow the learning gap for tier 2 and tier 3 students in reading, writing and math.  DOE will train Eagle Team on how to interpret FAIR Common Core assessment data informing Team on to plan core and differentiated small group/one-on-one instruction.

2013 SIP Template PCS Page 28 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards E. Increased Learning Time/Extended Learning Opportunities 2 Describe research-based strategies the Narrative Standard 3-3.1, 3.12: school uses to increase the amount Teaching and Assessing for and quality of learning time and help Learning provide an enriched and accelerated curriculum (e.g., lengthening the school day, week, or year; providing before, after, Saturday, or summer school programs; implementing enrichment programs and activities; allowing teachers to collaborate, plan, and engage in professional development). Research- Increased Enriched based Learning Curriculum Strategies TIME Promise Identified Reading and Time R’Club Math using students (based iReady web- on student based program learning data) needing remediation and acceleration in reading and math to increase learning time from 3:00- 4:30pm three times a week for 35 weeks 2013 SIP Template PCS Page 29 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards

Literacy Identified Book clubs Clubs for K- students (based focusing on 2 and 3-5th on student complex fiction grade data) who are and information students proficient or texts teaching beyond will academic meet two to vocabulary, three times a increasing week for one fluency, hour comprehension and writing in response to reading

Math Club Identified Math It’s Puzzle for 3-5th students (based Time! grade on student Students meet students math data) who one hour after are proficient school to solve or beyond will word problem meet three math puzzles. times a week Students will for one hour solve math for 30 weeks puzzles in teams using collaborative strategies. Students will draw/write math strategies used to 2013 SIP Template PCS Page 30 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards solve math word problem puzzles in math journals.

3-5th Grade Identified 3-5th Science Fair Science Club grade students projects created (based on aligned to 3-5 student science grade CCSS data) who are science content proficient or and science lab beyond will experiments meet three times a week to create and develop science projects using SEAMS inquiry model and to work in teams enriching science conceptual understanding Holiday Students will Grade Level Extended read, write and Teams will plan Learning work math during PLCs Incentives problems over Holiday Extended the holidays for Learning based learning on student data incentives and specific learning needs to increase proficiency for 2013 SIP Template PCS Page 31 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards reading, writing and math

F. Literacy Leadership Team (LLT) 1. Identify the names and Narrative Executive Summary: positions titles of the members Section 1 of your school-based LLT. LLT Members Suzanne Hester Rose Kane Nancy Teasdale Amy Robles

Janet Williams Nila DeWeese To Be Announced Kathy Gylfe 2 2 2. Describe how the school- Narrative Executive Summary: based LLT functions (e.g., Section 1 meeting processes, roles, functions). LLT Meeting Processes LLT Roles Assistant Principal meets Assistant Principal meets with K-2nd grade LLT with K-2 members once a month members to discuss supports and resources needed to improve literacy and writing proficiency Principal meets with 3-5th Principal meets with 3-5

2013 SIP Template PCS Page 32 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards grade LLT members once a grade LLT members to month discuss supports and resources needed to improve literacy and writing proficiency

3. What will be the major Narrative Standard 3-3.1 thru 3.7: initiatives of the LLT this Teaching and Assessing for year? Learning  K-5th grade students to become proficient readers of more complex texts and that means students will need expert instruction and opportunities to read a wide range and very deep volume of texts.  K-5th grade students need to become strong writers and to do that, they will need expert instruction, time to write, and meaningful opportunities for writing a wide range of informational, argument, and 2 narrative texts. G. Every Teacher Contributes to Reading Improvement This section is required for schools with grades 6-12, per Section 1003.413(2)(b), F.S. 1. Describe how the school ensures Narrative Standard 3-3.1 thru 3.7: every teacher contributes to the Teaching and Assessing for reading improvement of every Learning 2 student.

2013 SIP Template PCS Page 33 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards H. Preschool Transition

This section is required for schools with grades K-2. 1,2 1. Describe strategies for Narrative Standard 3-3.1 thru 3.7: assisting preschool children in Teaching and Assessing for transition from early Learning childhood programs to local elementary school programs, as applicable.  Kindergarten teachers will hold an orientation for incoming students and their parents prior to the beginning of the school year. Readiness skills will be emphasized and good choices for academic and social characteristics will be presented. Materials will be available, as well as pamphlets, covering a variety of helpful parenting subjects ranging from parenting skills, helping with homework, students with disabilities and what to expect at a parent teacher conference.  Translators will be

2013 SIP Template PCS Page 34 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards available for Hispanic and Asian parents  Incoming students to Kindergarten will take home learning sacks with materials, i.e. alphabet magnetic letters, magnetic numerals and counters, crayon, and books to read I. College and Career Readiness

This section is required for secondary schools, per Sections 1003.413(2)(g)- (j) and 1008.37(4), F.S. 1. How does the school incorporate Narrative Standard 3-3.5: Teaching applied and integrated courses to help and Assessing for Learning students see the relationships between 1 subjects and relevance to their future? 2. How does the school promote Narrative Standard 3-3.8, 3.9, 3.12: academic and career planning, Teaching and Assessing for Learning. Standard 4-4.6,4.8: including advising on course Resources and Support selections, so that each student’s Systems course of study is personally 1 meaningful? 3. Describe strategies for improving Narrative Standard 5-5.4: Using student readiness for the public Results for Continuous postsecondary level based on annual Improvement analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to 1 Rule 6A-10.038, F.A.C. Part II: Expected Improvements 2013 SIP Template PCS Page 35 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards For each data point below, unless otherwise directed list the current year status (number and percentage) and the target (percentage) for next year. These are schoolwide data, not disaggregated by grade level. FAA and CELLA data shall be considered by schools with 10 or more students taking the assessment. A. Area 1: Reading

a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)  Students scoring at Achievement DecisionED/DW Assessment Matrix Level 3 1 90 students scoring 29.2%  Students scoring at or above DecisionED/DW Assessment Matrix Achievement Level 4 1 72 students scoring 23.4% b) Florida Alternate Assessment Assessment Matrix (FAA)  Students scoring at Levels 4, 5, DecisionED/DW Assessment Matrix and 6 1 2 students scoring 33.3%  Students scoring at or above Level DecisionED/DW Assessment Matrix 7 1 4 students scoring 66.7% c) Learning Gains

 Students making learning gains DecisionED/DW FCAT 2.0 only Assessment Matrix (FCAT 2.0 and FAA) 197 students making 64% learning 1 gains 1  Students in lowest 25% making DecisionED/DW Assessment Matrix learning gains (FCAT 2.0)

2013 SIP Template PCS Page 36 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 45 students in lowest 25% making 60% learning gains d) Comprehensive English Language Learning Assessment (CELLA)  Students scoring proficient in DecisionED/DW Assessment Matrix listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non-ELL students) 46 students were 63.9% proficient 1 in listening/speaking  Students scoring proficient in DecisionED/DW Assessment Matrix reading (students read grade-level text in English in a manner similar to non- ELL students) 19 students scored 26.4% proficient 1 in reading  Students scoring proficient in DecisionED/DW Assessment Matrix writing (students write in English at grade level in a manner similar to non-ELL students) 25 students scored 35.2% proficient 1 in writing e) Annual Measurable Objectives (AMOs) 2012 % 3 2013 % 3 Above Read Above Read ALL 52 55 Asian 58 81 Black 45 40 Hispanic 45 57 White 52 51 ELL 29 55 Student w/D 26 25

2013 SIP Template PCS Page 37 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Ec. Disadvan. 46 50 2012 Low 25% 2013 Low 25% Read Gains Read Gains All 69% 60%

 Student subgroups (i.e., American DecisionED/DW FCAT 2.0 only Assessment Matrix Indian, Asian, black, Hispanic, white, English language learners, students with disabilities, and economically disadvantaged) scoring at level 3 or higher on FCAT 2.0, or scoring at level 4 or higher on the FAA FCAT 2.0 Subgroup # of Students Asian 22 Black 11 Hispanic 28 Two or more races 6 White 95 Students w/Disabilities 3 Economically 101 Disadvantaged 1 f) Postsecondary readiness

The following data shall be considered by high schools.  4-year graduates scoring “college DecisionED/DW Assessment Matrix ready” on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C.

2013 SIP Template PCS Page 38 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Goal 1 to support target(s): Narrative

Increase reading proficiency by 10% for ALL students in grades K-5 Possible Data Sources to Measure Goal Narrative 1: DecisionED

Florida Kindergarten Readiness Screener

PCS Common Assessments K (3 cycles)

ELA Module Assessments (1-5)

SAT 10 (1st and 2nd)

FAIR Common Core (K-5)

Running Records (K-5)

FCAT 2.0 (3rd-5th)

Teacher Formative Assessments

Journal writing in response to reading

3rd grade reading portfolio assessments (5 assessments)

Data Indicator(s) –corresponding to SIP 2012-13 2013-14 Targets Part II A-J (SIP Targets) Actuals # # % 1.Students scoring at Achievement Level 3 90 88 40% 2. Students scoring at Achievement Level 4 # # % and above 77 35% 72

3.Students making Learning Gains # # % 115 165 75%

2013 SIP Template PCS Page 39 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 4.Students in lowest 25% making Learning Gains 46 154 70%

Action Plans (strategies) to Accomplish Goal 1 (reduce or eliminate barriers)

Action 1- Implementation of ELA Narrative Common Core State Standards for K-5th grade utilizing curriculum guides to plan and deliver instruction

Action 2-Teachers establish and set Narrative learning goals based on ELA CCSS; students set individual learning goals and track progress

Action 3-Accelerate ALL students’ Narrative progress up the ladder of text complexity

Action 4-Differentiated Guided Reading Narrative Instruction for ALL students in K-5th grade

Plan to Implement Action 1: Eight site- Narrative based Professional Development trainings to support instructional teacher/support staff implementation of ELA CCSS and Curriculum Guides; Leading the Common Core Cadre will facilitate PLCs ELA lesson planning; school-wide book study Pathways to the Common Core, by Lucy Calkins with weekly focused discussion during PLCs; principal weekly ELA CCSS implementation focus communicated to Eagle TEAM and monitored during administrators walkthroughs; feedback

2013 SIP Template PCS Page 40 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards given to teachers after each walkthrough

Plan to Implement Action 2: Field Narrative Testing FAIR Common Core with trainers provided by DOE to support Teacher administration and understanding of data; Professional Development on quality formative reading assessments; PLC focus on analyzing formative reading data and quality student work; school-wide Goal Folders for all students in K-5th grades; teachers set success criteria of lessons using rubrics with students participating in process; teachers give feedback often on student progress in reading and next steps toward meeting or exceeding goals for ALL students

Plan to Implement Action 3: Use Narrative Running Records to assess student fluency, accuracy and comprehension; provide Professional Development for teachers who need Running Record training; match readers to books read with 95% fluency, accuracy and comprehension; provide students with opportunities to read extensively by following district approved Language Arts Schedule; increase the number of “high interest” informational texts in classroom libraries; provide National Geographic Magazines for students in K- 5th grades to integrate science and social studies informational periodicals

2013 SIP Template PCS Page 41 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards during Language Arts; provide extended learning time after school for R’Club students and all other students to improve reading accuracy, fluency and comprehension levels; school-wide reading challenge of 7,000 books read in a school-year with celebrations of success for every 2000 books read.

Plan to Implement Action 4: Grade level Narrative teams during PLCs review and analyze student reading data grouping students in small groups based on reading remediation or acceleration implementing Jan Richardson’s Guided Reading Instruction and HMH interventions, ESE Resource Teachers and ELL Teachers use Jan Richardson’s Guided Reading during small group and one-on-one instruction and HMH interventions, MTSS analyze tier 2 and tier 3 student progress supporting teachers and students as needed

B. Area 2: Writing a) Florida Comprehensive DecisionED/DW Assessment Matrix Assessment Test 2.0 (FCAT 2.0)  Students scoring at or above 3.5 DecisionED/DW Assessment Matrix 1 56% b) Florida Alternate Assessment (FAA)  Students scoring at or above Level DecisionED/DW Assessment Matrix 4 1 75% Annual Measurable Objectives

2013 SIP Template PCS Page 42 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards (AMOs) Writing % Writing % Satisfactory Satisfactory 2012 (using 2013 Standards) ALL 35 56 Asian 88 Black Hispanic 31 50 White 33 49 ELL 55 Student w/D 14 38 Ec. Disadvan. 31 56

Goal 2 to support target(s): Narrative

Increase writing proficiency by 20% for ALL students in grades K- 5 Possible Data Sources to Measure Goal Narrative 2: DecisionED/DW

Teacher formative assessments using K-8 Continuum for Assessing Narrative, Informative and Argument writing

Journal writing across all content areas using grade level writing rubric based on CCSS writing standards

PCS Grade 4 Common Writing Assessments (2 days, 60 minutes each day/narrative and expository)

2013 SIP Template PCS Page 43 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 4th grade Florida Writes

Data Indicator(s) – corresponding to 2012-13 2013-14 Targets SIP Part II A-J (SIP Targets) Actuals # # % 1.Students writing at Level 3.5 and above 48 100 76%

2.ELL students writing at Level 3.5 and # # % above 25 39 55%

3.ESE students writing at Level 3.5 # # %

3 6 75% Action Plans (strategies) to Accomplish Goal 2 (reduce or eliminate barriers)

Action 1-- Implementation of ELA Narrative Writing Common Core State Standards for K-5th grade utilizing curriculum guides to plan and deliver instruction

Action 2- Action 2-Teachers establish Narrative and set learning goals based on ELA Writing CCSS; students set individual learning goals and track progress

Action 3-Focus on TIME to write quality Narrative narrative, informational, and argument writing pieces across all content areas using grade level writing rubrics; journal response writing across all content areas

Action 4--Differentiated Writing Narrative Instruction for ALL students in K-5th grade

2013 SIP Template PCS Page 44 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Plan to Implement Action 1: Eight site- Narrative based Professional Development trainings to support instructional teacher/support staff implementation of ELA Writing CCSS and Curriculum Guides; Leading the Common Core Cadre will facilitate PLCs ELA Writing lesson planning; school-wide book study Pathways to the Common Core, by Lucy Calkins with weekly focused discussion during PLCs; principal weekly ELA Writing CCSS implementation focus communicated to Eagle TEAM and monitored during administrators walkthroughs; feedback given to teachers after each walkthrough

Plan to Implement Action 2: ; Narrative Professional Development on quality formative writing; PLC focus on reviewing quality student writing using Reading and Writing K-8 Continuum for Assessing Narrative, Informational and Argument Writing; school-wide Goal Folders for all students in K-5th grades; teachers set success criteria of lessons using grade level writing rubrics with students participating in process; teachers give feedback often on student progress in writing and next steps toward meeting or exceeding goals for ALL students

Plan to Implement Action 3: Teachers Narrative provide TIME for students to write

2013 SIP Template PCS Page 45 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards quality journal responses to learning for all content areas; teachers provide TIME for students to share writing with a writing partner, small groups or whole class; students participate in Literacy/ Writing Club at Extended Learning Time after school; students present writing at PTA Night of Writing Celebration January 16, 2014.

Plan to Implement Action 4: : Teachers Narrative give feedback to students often during writing conferences; Grade level PLCs analyze student writing using Reading and Writing Project K-8 Continuum for Assessing Narrative, Informative and Argument Writing Levels. Grade level PLCs plan next steps to accelerate student writing using Continuum strategies at each Writing Level and study CCSS Writing Exemplars; MTSS analyze tier 2 and tier 3 student progress in writing supporting teachers and students as needed

C. Area 3: Mathematics

1. Elementary and Middle School Mathematics The following data shall be considered by elementary and middle schools. a) Florida Comprehensive DecisionED/DW Assessment Matrix Assessment Test 2.0 (FCAT 2.0) 1  Students scoring at Achievement DecisionED/DW Assessment Matrix Level 3

2013 SIP Template PCS Page 46 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 27.7%  Students scoring at or above DecisionED/DW Assessment Matrix Achievement Level 4 1 18.2% b) Florida Alternate Assessment (FAA)  Students scoring at Levels 4, 5, DecisionED/DW Assessment Matrix and 6 1 50%  Students scoring at or above Level DecisionED/DW Assessment Matrix 7 1 50% c) Learning Gains

 Students making learning gains DecisionED/DW FCAT 2.0 only Assessment Matrix (FCAT 2.0, EOC, and FAA) 1 69%  Students in lowest 25% making DecisionED/DW FCAT 2.0 only Assessment Matrix learning gains (FCAT 2.0 and EOC) 1 62% c) Annual Measurable Objectives (AMOs) 2012 % 3 2013 % 3 Above Math Above Math 2012 % 3 2013 % 3 Above Math Above Math ALL 42 48 Asian 71 74 Black 40 20 Hispanic 35 37 White 39 51 ELL 32 39 Student w/D 23 33 Ec. Disadvan. 34 44

2013 SIP Template PCS Page 47 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 2012 Low 25% 2013 Low 25% Math Gains Math Gains All 50% 62%

 Student subgroups (i.e., American DecisionED/DW FCAT 2.0 only Assessment Matrix Indian, Asian, black, Hispanic, white, English language learners, students with disabilities, and economically disadvantaged) scoring at level 3 or higher on FCAT 2.0, or scoring at level 4 or higher on the FAA Subgroup # of Students Asian 20 Black 6 Hispanic 17 Two or more races 5 White 93 Students w/Disabilities 4 Economically 84 Disadvantaged

1 2. High School Mathematics

The following data shall be considered by high schools. a) Florida Alternate Assessment (FAA)  Students scoring at Levels 4, 5, DecisionED/DW Assessment Matrix 1 and 6  Students scoring at or above Level DecisionED/DW Assessment Matrix 1 7 b) Annual Measurable Objectives (AMOs)

2013 SIP Template PCS Page 48 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards  Student subgroups (i.e., American DecisionED/DW FCAT 2.0 only Assessment Matrix Indian, Asian, black, Hispanic, white, English language learners, students with disabilities, and economically disadvantaged) scoring at level 3 or higher on FCAT 2.0, or scoring at level 4 or higher on the FAA 1 c) Learning Gains

 Students making learning gains DecisionED/DW Assessment Matrix (EOC and FAA) 1 69% d) Postsecondary readiness

 4-year graduates scoring “college DecisionED/DW Assessment Matrix ready” on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A010.0315, 1 F.A.C. 3. Middle School Acceleration

The following data shall be considered by middle schools.  Middle school participation in high DecisionED/DW Assessment Matrix 1 school EOC  Middle school performance on DecisionED/DW Assessment Matrix 1 high school EOC 4. Algebra 1 End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the Algebra I EOC.  Students scoring at Achievement DecisionED/DW Assessment Matrix 1 Level 3

2013 SIP Template PCS Page 49 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards  Students scoring at or above DecisionED/DW Assessment Matrix 1 Achievement Level 4 5. Geometry End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the Geometry EOC.  Students scoring at Achievement DecisionED/DW Assessment Matrix 1 Level 3  Students scoring at or above DecisionED/DW Assessment Matrix 1 Achievement Level 4 Goal 3 to support target(s): Narrative

Increase math proficiency by 10% for ALL students in grades K-5

Possible Data Sources to Measure Goal DecisionED/DW 3:

Florida Kindergarten Readiness Screener

SAT 10 (1st and 2nd)

Common District Math Assessments (3-5th grades)

FCAT 2.0 (3rd-5th)

Teacher Formative Assessments

Math journal responses: show, solve and explain

Data Indicator(s) – corresponding to 2012-13 2013-14 Targets SIP Part II A-J (SIP Targets) Actuals

2013 SIP Template PCS Page 50 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 1.Students scoring at Achievement Level 3 # # % 85 84 38%

2.Students scoring at Achievement Level 4 # # % and above 56 62 28%

3.Students making Learning Gains # # % 125 174 79% 4.Students in lowest 25% making Learning Gains 112 158 72%

Action 1-- Implementation of Math Narrative Common Core State Standards for K-5th grade utilizing curriculum guides to plan and deliver instruction

Action 2--Teachers establish and set Narrative learning goals based on Math CCSS; students set individual learning goals and track progress

Action 3—Focus on student Narrative understanding of grade level math content and problem solving strategies utilizing the Eight Mathematical Practices

Action 4—Differentiate Math Narrative Instruction for ALL students in K-5th grade using Houghton Mifflin Harcourt Journeys Math differentiated instruction

Plan to Implement Action 1: Eight site- Narrative based Professional Development

2013 SIP Template PCS Page 51 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards trainings to support instructional teacher/support staff implementation of Math CCSS and Curriculum Guides; Leading the Common Core Cadre will facilitate PLCs Math lesson planning; Grade Level PLCs will view videos of Dr. Dixon teaching grade level math content using Eight Mathematical Practices based on Math CCSS; principal weekly Math CCSS implementation focus communicated to Eagle TEAM and monitored during administrators walkthroughs; feedback given to teachers after each walkthrough

Plan to Implement Action 2: Narrative Professional Development on quality formative math assessments; PLC focus on analyzing formative and assessment data; PLCs review math student work in math response journals; school-wide Goal Folders for all students in K-5th grades; teachers set success criteria of lessons using rubrics with students participating in process; teachers give feedback often on student progress in math and next steps toward meeting or exceeding goals for ALL students

Plan to Implement Action 3: Teachers Narrative will provide opportunities for students to use multiple strategies to solve math problems; teachers will provide opportunities for students to have rich math discussions with partners and in small and whole groups supporting

2013 SIP Template PCS Page 52 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards students’ mathematical understanding; teachers will provide opportunities for students to work in partners or collaboratively to solve math problems and share out math strategies used to solve problems; teachers will provide students opportunities to use math journals to show, solve and explain their understanding of math content; Leading the Common Core Learning Cadre for math teachers will facilitate during grade level PLCs CCSS implementation strategies and will be available to help grade level PLCs when planning math content lessons with appropriate matching of Mathematical Practices for optimal student learning; Math Common Core Learning Cadre teachers will provide opportunities for teachers to view math instruction in their classrooms and meet with teachers afterwards to discuss observations of math lesson; provide extended learning time after school for R’Club students and all other students to improve math understanding of content and problem solving strategies. Provide extended learning time Math Club after school for students’ accelerated math achievement

Plan to Implement Action 4: : Grade Narrative level teams during PLCs analyze student math formative and assessment data and math journals (show, solve and explain) grouping students in small

2013 SIP Template PCS Page 53 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards groups based on math remediation or acceleration implementing Houghton, Mifflin and Harcourt Journeys Math Interventions, ESE Resource Teachers and ELL Teachers use Houghton, Mifflin and Harcourt Journeys Math Interventions during small group and one-on-one instruction; MTSS analyze tier 2 and tier 3 student progress supporting teachers and students as needed

D. Area 4: Science

1. Elementary and Middle School Science The following data shall be considered by elementary and middle schools. a) Florida Comprehensive Assessment Matrix Assessment Test 2.0 (FCAT 2.0)  Students scoring at Achievement DecisionED/DW Assessment Matrix Level 3 1 33.7%  Students scoring at or above DecisionED/DW Assessment Matrix Achievement Level 4 1 29.5% b) Florida Alternate Assessment (FAA)  Students scoring at Levels 4, 5, DecisionED/DW Assessment Matrix and 6 1 100%  Students scoring at or above Level DecisionED/DW Assessment Matrix 7 1 0%

2013 SIP Template PCS Page 54 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 2. High School Science

The following data shall be considered by high schools. a) Florida Alternate Assessment (FAA)  Students scoring at Levels 4, 5, DecisionED/DW Assessment Matrix 1 and 6  Students scoring at or above Level DecisionED/DW Assessment Matrix 1 7 3. Biology 1 End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the Biology 1 EOC.  Students scoring at Achievement DecisionED/DW Assessment Matrix 1 Level 3  Students scoring at or above DecisionED/DW Assessment Matrix 1 Achievement Level 4 E. Area 5: Science, Technology, Engineering, and Mathematics (STEM)  # of STEM-related experiences Narrative Standard 3-3.12: Teaching provided for students (e.g. robotics and Assessing for Learning competitions; field trips; science 1 fairs)  Participation in STEM-related Narrative Standard 3-3.1: Teaching 1 experiences provided for students and Assessing for Learning The following data shall be considered by high schools.  Students enrolling in one or more DecisionED/DW Assessment Matrix 1 accelerated STEM-related courses  Completion rate (%) for students DecisionED/DW Assessment Matrix enrolled in accelerated STEM-related 1 courses 2013 SIP Template PCS Page 55 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards  Students taking one or more DecisionED/DW Assessment Matrix advanced placement exams for 1 STEM-related courses  Passing rate (%) for students who DecisionED/DW Assessment Matrix take advanced placement exams for 1 STEM-related courses  CTE-STEM program DecisionED/DW Assessment Matrix 1 concentrators  Students taking CTE-STEM DecisionED/DW Assessment Matrix 1 industry certification exams  Passing rate (%) for students who DecisionED/DW Assessment Matrix take CTE-STEM industry 1 certification exams Goal 4 to support target(s):

Increase science proficiency by 10% for ALL students in grades K-5.

Teacher Formative Assessments K-5

PCS Common Assessments K-5

Science Journal Writing K-5

3 cycles of Common Assessments Grades 1-5

Data Indicator(s) – corresponding to 2012-13 2013-14 Targets SIP Part II A-J (SIP Targets) Actuals # # % 1.Students scoring at Achievement Level 3 32 39 44%

2.Students scoring at Achievement Levels # # % 4 and above 28 35 40%

3.ESE students scoring at Achievement # # % Level 3 and above 1 2 20%

Action 1--- Implementation of Science Core 5 E’s Instructional Model- Workshops which integrate various resources including the adapted Fusion/Think Central Program

Action 2- Establish and communicate learning goals and track student progress

 teachers use Success Criteria to identify learning goals for 5 E’s Science workshops;

 teachers use rubrics to confer with students on their progress;

 students use Success Criteria to identify learning goals and rubrics to identify changes in their conceptual understanding

Action 3- Implementation of Clasp Pinellas through:

 Data Driven Instruction

2013 SIP Template PCS Page 57 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards  5 E’s Science Workshops

 Science Journaling Notebooks

 Success Criteria

Action 4- Differentiation and Acceleration for all students based on Kindergarten science journaling and grades 1-5 science common assessments (3 cycles)

Plan to Implement Action 1: Site based Professional Development lead by grade level science leaders and gifted/science coach instructing teachers on how to implement:

Science Core 5 E’s Instructional Model- Workshops which integrate various resources including the adapted Fusion/Think Central Program

Plan to Implement Action 2: Site based Professional Development lead by grade level science leaders and gifted/science coach training teachers how to implement:

Success Criteria setting learning goals, conferring with students through science rubrics and helping students to set their

2013 SIP Template PCS Page 58 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards learning goals and check their science conceptual understanding using science rubric

Plan to Implement Action 3: Site-based Professional Development led by grade level science leaders and gifted/science coach training teachers how to implement:

 Clasp Pinellas

 Science journaling notebooks

Plan to Implement Action 4: Grade level teams during PLCs review and analyze student science data identifying students who need science concepts retaught and students who need acceleration. Science grade level lead teachers work with grade level PLCs to schedule science lab time for students to have additional opportunities to learn science content. Students write lab experiences using SEAM inquiry model. All students participate in school-based science fair and selected student science projects display at district science showcase.

The following data shall be considered by middle and high

2013 SIP Template PCS Page 59 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards schools.  Students enrolling in one or more DecisionED/DW 1 CTE courses  Students who have completed one DecisionED/DW or more CTE courses who enroll in 1 one or more accelerated courses  Completion rate (%) for CTE DecisionED/DW Assessment Matrix students enrolled in accelerated 1 courses  Students taking CTE industry DecisionED/DW Assessment Matrix 1 certification exams  Passing rate (%) for students who DecisionED/DW Assessment Matrix 1 take CTE industry certification exams  CTE program concentrators DecisionED/DW 1  CTE teachers holding appropriate Narrative Standard 3-3.11: Teaching industry certifications and Assessing for Learning; Standard 4-1: Resources and 3 Support Systems G. Area 7: Social Studies

1. Civics End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the Civics EOC.  Students scoring at Achievement DecisionED/DW Assessment Matrix 1 Level 3  Students scoring at or above DecisionED/DW Assessment Matrix 1 Achievement Level 4 2. U.S. History End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the U.S. History EOC.

2013 SIP Template PCS Page 60 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards  Students scoring at Achievement DecisionED/DW Assessment Matrix 1 Level 3  Students scoring at or above DecisionED/DW Assessment Matrix 1 Achievement Level 4 Goal 5 (add other goals as needed) to support target(s):

Data Indicator(s) – corresponding to 2012-13 2013-14 Targets SIP Part II A-J (SIP Targets) Actuals # # % 1.

2. # # %

3. # # %

Action 1-

Action 2-

Action 3-

Action 4-

Plan to Implement Action 1:

2013 SIP Template PCS Page 61 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards H. Area 8: Early Warning Systems

1. Attendance

 Students tardy 10 percent or more, DecisionED/DW Standard 5-5.2 Using as defined by district attendance Results for Continuous policy Improvement 120 3  Students absent 10 percent or DecisionED/DW Standard 5-5.2 Using more, as defined by district Results for Continuous attendance policy Improvement 3 72 2. Suspension

 Students with one or more DecisionED/DW Standard 5: Using Results for referrals Continuous Improvement 3 32  Students with five or more DecisionED/DW Standard 5: Using Results for referrals Continuous Improvement 3 6  Students with one or more in- DecisionED/DW Standard 5: Using Results for school suspension days, as defined in Continuous Improvement s.1003.01(5)(b), F.S. 3 5  Students with five or more in- DecisionED/DW Standard 5: Using Results for school suspension days, as defined in Continuous Improvement s.1003.01(5)(b), F.S. 3 1  Students with one or more out-of- DecisionED/DW Standard 5: Using Results for school suspension days, as defined in Continuous Improvement s.1003.01(5)(a), F.S. 3 12 3  Students with five or more out-of- DecisionED/DW Standard 5: Using Results for school suspension days, as defined in Continuous Improvement

2013 SIP Template PCS Page 62 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards s.1003.01(5)(a), F.S. 5  Students with ten or more in- DecisionED/DW Standard 5: Using Results for school or out-of-school suspension Continuous Improvement days 3 1  Students referred for alternative DecisionED/DW Standard 5: Using Results for school placement Continuous Improvement 3 0  Students expelled DecisionED/DW Standard 5: Using Results for 3 0 Continuous Improvement 3. Retention

 Students retained DecisionED/DW Standard 5: Using Results for 10 (can change due to Summer Continuous Improvement 1 Bridge/SAT 10 testing results)  Students with one or more course DecisionED/DW Standard 5: Using Results for failures on first attempt in core- Continuous Improvement curricula courses, as defined in s. 1 1003.01(14), F.S. o Students in 3rd grade with one or DecisionED/DW Standard 5: Using Results for more course failures on first attempt Continuous Improvement in core-curricula courses o Students in 6th grade with one or more course failures on first attempt in core- curricula courses o Students in 9th grade with one or more course failures on first attempt in core- curricula courses 3rd grade students retained: 10 (can change due to Summer Bridge/SAT 1 10 testing results)  Students off track for graduation DecisionED/DW Standard 5: Using Results for based on credits required to date for Continuous Improvement 1 their cohort

2013 SIP Template PCS Page 63 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 4. Dropout Prevention

The following data shall be DecisionED/DW assuming drop out codes are W22 and w15 considered by high schools, per Section 1003.53, F.S. If a school has significantly lower graduation rates for a subgroup when compared to the state’s graduation rate, that school’s improvement plan is required to include strategies for improving these results, pursuant to Section 1001.42(18), F.S. Graduation rates for the state, district, and school by subgroup are available in the AMO Outcomes Report at http://schoolgrades.fldoe.org/.  Students dropping out of school, as DecisionED/DW Standard 5: Using Results for 1 defined in s.1003.01(9), F.S. Continuous Improvement  Students graduating in 4 years, DecisionED/DW Standard 5: Using Results for using criteria for the federal uniform Continuous Improvement graduation rate defined in the Code of Federal Regulations at 34 C.F.R. § 1 200.19(b)  Academically at-risk students DecisionED/DW Standard 5: Using Results for graduating in 4 years, as defined in Continuous Improvement 1 Rule 6A-1.09981, F.A.C.  Students graduating in 5 years, DecisionED/DW Standard 5: Using Results for using criteria defined at 34 C.F.R. § Continuous Improvement 200.19(b) 1 I. Area 9: Parent Involvement

Title I Schools may use the Parent Narrative Involvement Plan to meet the requirements of Sections 1114(b)(1) (F) and 1115(c)(1)(G), P.L. 107-110, 2013 SIP Template PCS Page 64 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards NCLB, Codified at 20 U.S.C. § 6314(b).

2013 SIP Template PCS Page 66 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Consider the level of parental involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroup.  Parent Engagement – Pastries for Parents 30% attend 6 times a year  Dr. Seuss Night- 65% attend once a year  Kindergarten Transition-20% attend  Parent communication through agendas-100% teachers use agendas to communicate with parents on student academic progress  Agenda Books for each student $3188.22  PCard Purchases A631 “Food for Pastries for Parents” $1500.00 3,4 Total Parent Engagement $4,688.22 J. Area 10: Additional Targets/ Goal related to Bradley MOU 1-5 This section is optional and may be used as needed for data targets in areas not already addressed in the SIP. Insert Goal Cells (e.g., under 2013 SIP Template PCS Page 67 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Social Sciences for Goal 5) as needed. K. Problem-Solving

Based on the targets set for your Narrative school in each required Area, engage in a problem-solving process using the following questions. Goals shall specifically address any subgroup not meeting its AMO targets for 2012- 2013. The special needs of subgroups not addressed in the AMO report (e.g., migrant, homeless, neglected and delinquent) shall also be considered during this process. Operational data such as climate surveys and classroom walkthroughs may also be used as available and 1-5 relevant.  Step 1: Identify goal(s) to help you Narrative achieve your targets. Select one or more Areas each goal addresses. Black Subgroup in reading, writing, math and science Goals to increase black proficiency by 10% in reading, math and 1-5 science; by 20% in writing 1-5  Step 2: Brainstorm barriers that Narrative could prevent the school from achieving each goal. Barriers: Black students highly engaged in learning; black students arriving on time and attending school every day; black students attending extended learning time after school to improve proficiency 2013 SIP Template PCS Page 68 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards in reading, writing, math and science  Step 3: Prioritize targeted barriers Narrative based on alterable elements of curriculum, instruction, environment, and organizational systems (e.g., those which have the most impact on the goal if removed or are immediately actionable). Targeted Barriers: Teachers awareness of planning curriculum that is culturally relevant for ALL students and highly engaging; black students mentored by caring adults who emphasize the importance of education and being at school every 1-5 day.  Step 4: Brainstorm which Narrative resources are available that could be used to address each targeted barrier. Grade Level PLCs to plan culturally relevant instruction researching lessons that are relevant to black students; mentors for each black student building meaningful relationships with black students through weekly school visits; extended learning time after school for remediation and 1-5 acceleration 1-5  Step 5: Brainstorm and prioritize Narrative strategies that could be used to eliminate or reduce each targeted barrier. Teacher reviews black student progress by analyzing 2013 SIP Template PCS Page 69 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards reading, writing, math and science learning data and giving feedback to each black student on tracking their own learning progress and know next steps to reach reading, writing, math and science learning goals  Step 6: Identify action steps Narrative (including who, what, where, when) that will need to be taken to implement the identified strategies. Who: classroom teachers who have black students, after school extended learning teachers, mentors What: Teachers (classroom and extended learning teachers) with black students will continually search for relevant curriculum that is highly engaging ; mentors will work each week to build a meaningful relationship with mentee emphasizing importance of being educated Where: Teachers (classroom and extended learning teachers) at school; Mentors at school When: Teachers during and after school every day; Mentors during breakfast or lunch once a week

1-5 1-5  Step 7: Determine how strategies Narrative will be monitored for effectiveness and fidelity of implementation

2013 SIP Template PCS Page 70 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards (including who, what, where, when). Teachers will work with grade level PLCs sharing implementation of culturally relevant curriculum for black students; principal will review lesson plans of teachers who have black students checking for relevant teaching and learning for black students; principal will ask black students how they are enjoying their mentor and what they are learning academically by being mentored  Step 8: Determine how progress Narrative towards each goal will be monitored (including who, what, where, when). Teachers will monitor black students academic progress through analyzing formative and other assessment data; Teachers will review black students Goal Folders and give feedback on next steps to reach academic goals. Mentors will observe how black student’s attendance and confidence in academic learning improves and will review report card at each reporting period giving suggestions on how black student can improve or maintain good grades; Principal will monitor black students’ engagement in class during walkthroughs and review student work during grade level 1-5 PLCs Part III: Professional Development

2013 SIP Template PCS Page 71 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards For all professional development Narrative identified in Part II as a strategy to eliminate or reduce a barrier to a goal, provide the following information for each activity.  Related goal Narrative Increasing proficiency by 10% in reading, math, and science and by 1-5 20% in writing  Topic, focus, and content Narrative Book study Pathways to the Common Core with focus on implementation of CCSS in all content areas for K-5  Facilitator or leader Narrative Principal and Grade Level Team Leaders  Participants (e.g., Professional Narrative Learning Community, grade level, schoolwide) School-wide  Target dates or schedule (e.g., Narrative professional development day, once a month) Weekly at PLCs  Strategies for follow-up and Narrative monitoring Weekly walkthrough CCSS implementation focus in all content areas with feedback to teachers after walkthrough  Person responsible for monitoring Narrative Administrators Part IV: Coordination and Integration

2013 SIP Template PCS Page 72 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards 4 Describe how federal, state, and local Narrative funds, services, and programs will be coordinated and integrated in the school. Include Title I, Part A; Title I, Part C- Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X- Homeless; Supplemental Academic Instruction (SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, as applicable to your school. Title I, Part A Related Goal Increasing reading, math, science proficiency by 10%; increase writing proficiency by 20% Strategy Professional Development: staff book study using Peter Johnston’s Choice Words. A book with strategies to create a culturally relevant student learning environment with strategies for 100% student response to learning Type of Resource Evidence-based material Description of Resource Book; Choice Words by Peter Johnston Funding Source Title I Related Goal Increasing reading, math, science proficiency by 10%, increase writing proficiency by 20%

2013 SIP Template PCS Page 73 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Strategy Professional Development reflective journals used by teachers during the trainings to take notes and to reflect on how to implement training in lesson planning and delivery Type of Resource Evidence-based training material Description of Resource Reflective journal Funding Source Title I Related Goal Increasing reading, math, science proficiency by 10%; increase writing proficiency by 20% Strategy Parent engagement of ESOL parents meeting monthly with ESOL teachers to review monthly opportunities for parents to be engaged in their child’s learning at Skyview and to have any questions or concerns answered Type of Resource Evidence-based program Description of Resource ESOL monthly parent meetings Related Goal Increasing reading, math, science proficiency by 10%; increase writing proficiency by 20% Strategy Wellness strategy for 2013: to improve the nutritional and/or physical activity environment of

2013 SIP Template PCS Page 74 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Skyview by meeting at least one additional item not currently met by Skyview in the Healthy Schools Inventory. Healthy School Builder will coordinate the Healthy School Team to complete all 6 steps of the Healthy School Builder. Type of Resource Evidence-based program Description of Resource A national nonprofit started in 2005 to reverse our childhood obesity epidemic. They have established

Part V: Budget Based on the strategies identified Narrative during the problem-solving process, create a budget for each school- funded activity including:  Related goal Increasing reading, math, science proficiency by 10%; increase writing proficiency by 20%  Strategy Eagle Guidelines for Success posted in all classrooms and communicated school-wide  Type of resource Evidence-based materials  Description of resource Eagle Guidelines for Success posters  Funding source Title I

2013 SIP Template PCS Page 75 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards  Amount needed $500.00  Related goal Narrative Increasing reading, math, science proficiency by 10%; increasing 4 writing proficiency by 20%  Strategy Narrative Instructional materials to resource teacher lesson planning and delivery 4 across all content areas  Type of resource (i.e., evidence- Narrative based programs or materials, professional development, technology, or other) 4 Evidence-based materials  Description of resources Narrative Evidence-based instructional 4 materials  Funding source Narrative 4 Title I  Amount needed Narrative 4 $7,826.26 . Related goal Increasing reading proficiency by 10% for students in K-5 grades . Strategy Increase number of complex texts in classroom libraries . Type of resource Evidence-based materials . Description of resources High levels of informational texts . Funding source Title I

2013 SIP Template PCS Page 76 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards . Amount needed $5,000.00 . Related goal Increasing reading, math, science proficiency by 10% and writing proficiency by 20% . Strategy Students track their learning progress and set learning goals recording in Student Goal Folders . Type of resource Evidence-based materials . Description of resource Red Student Goal Folders for K- 5th grade students . Funding source Title I . Amount needed $124.00 . Related goal Increasing reading, math, science proficiency by 10%; writing by 20% . Strategy Students write across all content areas every day in response to content learning . Type of resource Evidence-based materials . Description of resource Student journals for all content areas including PE and the ARTS . Funding source Title I

2013 SIP Template PCS Page 77 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards . Amount needed $3,000.00

. Related goal Increase reading, math, science proficiency by 10% and writing proficiency by 20% . Strategy Extended Learning Time for students who need remediation and acceleration for all content areas . Type of Resource Evidence-based programs . Description of resource Extended Learning Time Club teachers for acceleration . Funding source Title I . Amount needed Title I is $10,000.00 . Related goal Increase science proficiency by 10% . Strategy Science Lab for K-5th grade students . Type of Resource Evidence-based program and materials . Description of resource 5 Science Lab Lead Teachers for: Science Lead Facilitator, K-2 teacher, 3rd teacher, 4th teacher, and 5th grade teacher, science materials for science

2013 SIP Template PCS Page 78 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards lab experiments . Funding source Title I . Amount needed $1300.00 . Related goal Increase reading, math, science proficiency by 10% and increase writing proficiency by 20% . Strategy Differentiated Instruction for students in tier 2 and tier 3 based on student assessment data . Type of resource Evidence-based program . Description of resource RtI Coach to support teachers and hourly teachers differentiated instruction; monitoring student tier 2 and tier 3 progress . Funding source Title I . Amount needed $75,453.19

. Related goal Increase reading, math and science proficiency by 10%; increase writing proficiency by 20% . Strategy Small group and one-on-one

2013 SIP Template PCS Page 79 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards differentiated instruction for tier 2 and tier 3 students across all content areas . Type of resource Evidence based program . Description of resource Hourly teachers . Funding source Title I . Amount needed $126,794.05 . Related goal Increase reading, math, science proficiency by 10% . Strategy Teachers plan engaging and culturally relevant lessons using technology to increase student interaction with new knowledge and also to increase depth of knowledge . Type of resource SMART Boards for instructional classrooms that don’t have them . Description of resource Interactive SMART Board . Funding source Title I . Amount needed $24,700.00 . Related goal Increase reading, math, science proficiency by 10% and writing proficiency by 20%

2013 SIP Template PCS Page 80 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards . Strategy Professional development training for all staff to learn BEST practices to improve instruction using reflective journals to take notes and to reflect on how to utilize training when lesson planning and delivering instruction . Type of resource Evidence-based material . Description of resource Reflective journals . Funding source Title I . Amount needed $115.00

. Related goal Increase reading, math, science proficiency by 10% and writing proficiency by 20% . Strategy Professional Development: staff book study using Peter Johnston’s Choice Words. A book with strategies to create a culturally relevant student learning environment with strategies for 100% student response to learning

. Type of resource Evidence-based . Description of resource

2013 SIP Template PCS Page 81 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards Book: Choice Words by Peter Johnston . Funding resource Title I . Amount needed $1,187.50 Total Title I Funds $256,000.00 Total SIP Funds $3,214.95

Part VI: Mid-Year Reflection This section is to be completed after mid-year assessment data is available. Reflect on the plan created through the problem-solving process at the beginning of the year and answer the following questions for each created in Part IIK.  Has the goal been achieved? Narrative Standard 5: Using Results for 1-5 Continuous Improvement o If yes, what evidence do you see to Narrative Standard 5: Using Results for 1-5 indicate you have achieved the goal? DecisionED Continuous Improvement o If no, is desired progress being Narrative Standard 5: Using Results for 1-5 made to accomplish the goal? DecisionED Continuous Improvement . If yes, what evidence do you see to Narrative Standard 5: Using Results for indicate desired progress has been DecisionED Continuous Improvement 1-5 made to accomplish the goal? . If no, have the originally targeted Narrative Standard 5: Using Results for 1-5 barriers been eliminated or reduced? Continuous Improvement  If yes, what evidence do you see to Narrative Standard 5: Using Results for indicate barriers have been eliminated DecisionED Continuous Improvement 1-5 or reduced? 1-5  If no, are the original strategies Narrative Standard 5: Using Results for

2013 SIP Template PCS Page 82 SIP Template with Alignment of District Strategic Plan-School Improvement Plan 2013-14- Accreditation Standards being implemented with fidelity as Continuous Improvement designed? o If yes, re-engage the problem Narrative Standard 5: Using Results for solving process at Step 5, making Continuous Improvement 1-5 edits as needed to Part II of the SIP. o If no, engage in a problem solving Standard 5: Using Results for process around implementation Continuous Improvement fidelity of the original plan, and make 1-5 edits as desired to Part II of the SIP.

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