Freeport Elementary School

Freeport Elementary School School Improvement Plan 2017 - 2018

School Board Approval: September 5, 2017

FES Mission Statement

Freeport Elementary School’s mission is to develop collaborative relationships among the staff, administrators, parents and students so that maximum potential will be met by every child.

1 PART I: CURRENT SCHOOL STATUS

School Information School Name: Freeport Elementary School District Name: Walton District Principal: Kristin Lewis Superintendent: A. Russell Hughes School Improvement Chair: Monique Griffin Anticipated Date of School Board Approval: September 5, 2017

Student Achievement Data and Reference Materials: Data supporting the specific goals of this plan are included in the individual goal descriptions.

The following links provide general state, district and school level information considered during goal selection. School Grades Trend Data – schoolgrades.fldoe.org Florida PK-20 Education Information Portal- https://edstats.fldoe.org/SASPortal/main.do Florida Standards Assessment Trend Data – fldoe.org/accountability/assessments High School Feedback Report – data.fldoe.org/readiness School Public Accountability Reports (SPAR)- http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm K-12 Comprehensive Research Based Reading Plan – http://www.fldoe.org/academics/standards/just-read-fl/

School Attestations

By checking the following boxes, the school affirms that each statement accurately reflects current status.

All school administrators hold current and sufficient state certification for their job description and regularly attend training sessions to become more highly qualified. Instructional coaches assigned to the school are properly certified for their duties and regularly attend training sessions to remain current in the latest best practices. The school maintains a process to recruit and retain effective and highly effective teachers. Any personnel teaching out of field or deemed less than effective are placed in an individualized program. The school has an active mentoring program to support new or struggling teachers that pairs them with more seasoned, effective instructors to carry out activities individualized to the needs of the mentee.

2 Multi-Tiered System of Supports (MTSS)

The MTSS process is the organizational foundation for all school improvement initiatives and intervention services. Identifying the need for Tier I, Tier II and Tier III interventions and developing strategies to accomplish them is central to our instructional planning. As such, the school has organized its MTSS program in the following way.

3 School-Based MTSS Team Identify the school-based MTSS leadership team by name and instructional assignment. Principal- Kristin Lewis Instructional Coach- Cathy Erickson Guidance Counselor- Kristy Grey Literacy Coach- Davidica McConnell General Education teacher- (as assigned to MTSS student) District Representative- Christine McCall Describe how the school-based MTSS leadership team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate MTSS efforts? Freeport Elementary actively participates in the MTSS process. The MTSS team meets weekly to review school-wide behavior and academic data in order to evaluate the effectiveness of core programs. The team identifies subgroups and students needing additional academic and/or behavior support. Through the problem-solving process and the evaluation of the response to a given intervention, the teacher is able to see what a child knows and is able to do. We identify barriers that interfere with the student’s progress in order to implement interventions and strategies to address weaknesses. Student progress is measured continuously and growth is charted. The effectiveness of the implemented interventions is continuously evaluated. FES believes that our school staff has the creativity, desire, and resources to provide improved educational opportunities in order for each child to be successful. The S-BIT team process analyzes student and teacher academic data for Kindergarten through 4th grade and meets once a week with these teachers to discuss interventions for students. Describe the role of the school-based MTSS leadership team in the development and implementation of the school improvement plan (SIP). Describe how the problem-solving process is used in developing and implementing the SIP? An S-BIT team member represents the team on the school improvement team. The Instructional Coach provides the S-BIT team with previous school year data and reviews with the school improvement team to develop tier responses in order to meet student needs. The S-BIT team will continue to analyze student data with classroom teachers to target core (Tier 1), supplemental (Tier 2) and individual student needs (Tier 3).

MTSS Implementation Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior. Baseline data- (Beginning of school year): Sources: STAR, Core Benchmark Assessments, District Writing, FOCUS, Office Discipline Referrals, MTSS

Progress Monitoring- (Throughout school year): Reading: STAR - Tiers 1, 2 & 3 will be monitored 4 times per year Mathematics: STAR- Tiers 1, 2 & 3 will be monitored 4 times per year 4 Mid-Year: (January 2018) Sources: STAR, Core Benchmark Assessments, District Writing, MTSS, Office Discipline Referrals, FOCUS

End of Year: (May 2018) Sources: STAR, Core Benchmark Assessments, District Writing, MTSS, Office Discipline Referrals, FOCUS Literacy Leadership Team (LLT)

At the center of efforts to improve student performance levels is the need to maximize their degree of literacy (in all of its forms). To plan for and monitor literacy instruction, the school maintains a Literacy Leadership Team that is organized in the following way.

School-Based Literacy Leadership Team Identify the school-based Literacy Leadership Team (LLT) by name and instructional assignment. Principal- Kristin Lewis Administrative Assistant- Gay Pannell Instructional Coach- Cathy Erickson Reading Coach- Davidica McConnell Media Specialist- Donna Jackson Teacher(s)- (as assigned to student) ESE Teacher- (as assigned to student) Describe how the school-based LLT functions (e.g., meeting processes and roles/functions). The Literacy Leadership Team meets monthly, or more often as needed, to discuss and disaggregate data collected through progress monitoring and to organize school functions and activities directed towards literacy instruction to support the strategies of our ELA goal What will be the major initiatives of the LLT this year? -Direct and organize Literacy Week (Themed throughout the school) -Implement revisions to Accelerated Reader school-wide -Utilize STAR, and other Reading Data to focus instruction (Data Chats) -Build school-to-home support with literacy activities and Academic Teacher/Parent Night -Plan reading professional development based on student and teacher needs (PLC’s) -Oversee implementation of district literacy plan -Address literacy concerns

5 Elementary Schools Only: Pre-School Transition

The following plan describes how the school identifies areas of need and supports preschool children in their transition from home or early childhood programs to local elementary school programs.

Freeport Elementary School provides an orientation for all students in grades Pre-K-4 and their families. Freeport Elementary School offers the Voluntary Pre-Kindergarten Developmental program during the school year for students with special needs. The Voluntary Pre-Kindergarten Developmental program is offered by the school district for qualifying children. The Pre-K Developmental program allows a smoother transition for students who have not been in a prior school setting. State and local results indicate children who participated in the VPK program performed better on the Kindergarten screening than those who did not. Registration for the Voluntary Pre-K program coincides with Kindergarten registration to encourage participation. Kindergarten students entering Freeport Elementary School attend a “Kindergarten Preview” to allow students the experience of a typical kindergarten school day for a smooth transition. Kindergarten students will be evaluated for school readiness through the Florida Kindergarten Readiness Screener (FLKRS). Kindergarten students are then grouped by ability and remediated utilizing small group instruction and Tier II interventions as needed: Explode the Code, Stevenson, Tyner or other researched based curriculum. Parents are informed of progress through progress reports and parent/teacher conferences and Open House. Early Head Start and Head Start– Walton County partners with Northwest Florida State College’s Adult Education and Family Literacy Program to provide services similar to the Even Start program. While the Even Start program is no longer funded, Walton County School District continues to partner with Northwest Florida State College’s Adult Education and Family Literacy program. This program focuses on adult education and family literacy by providing parents access to educational opportunities, family literacy books and materials and references to other organizations, such as Early Head Start and Head Start, to continue to provide services and supports similar to the Even Start program. Exceptional Education Students (ESE) participate in transition services in grades Pre-K and 4 to allow for a smooth transition to Kindergarten and 5th grade. Students going to 5th grade attend Freeport Middle School. Students begin to transition over to Kindergarten or to the middle school before the end of their Pre-K or 4th grade year so they may be more familiar with the new setting’s surroundings, routines and personnel

6 PAEC Utilization

The school participates in services and activities provided by the Panhandle Area Educational Consortium, our regional service agency (F.S. 1001.451 F.S.). Our school selects services and activities based on goals, objectives and strategies set forth in the School Improvement Plan that allow us to maximize resources, enhance support services and expand communication with other schools.

District Strategies in Support of School Goals

 District staff, school staff and educational consultants will be utilized to determine effective strategies for improving performance within the African-American, Hispanic and Students with Disabilities subgroups.  The District will continue to employ outside consultants to assist in curriculum alignment strategies (as funding allows).  The District will recruit and retain employees who are highly qualified.  The District will assist schools in determining appropriate and effective interventions to assist students in meeting academic and behavioral goals, including professional learning and the implementation of the MTSS Model.  The District will use its resources and personnel to develop a continuum of learning which enables all students to make annual learning gains.  The District will continue to develop more uniform and timely data collection strategies to assist schools in making data-based instructional decisions.  The District will continue to offer and expand quality professional learning to provide appropriate strategies and activities to support common curricular initiatives.  The District will continue to assist schools in the establishment of effective credit recovery systems.  The District will utilize a curriculum review team to monitor fidelity of instruction to focus upon rigor and relevance.

7  The District will support school efforts to identify and meet parent and community expectations and work to develop a unified district approach.  The District will develop an accountability procedure to ensure fidelity to the Student Progression Plan.  The District will work to expand the teacher orientation and mentoring programs.

PART II: EXPECTED IMPROVEMENTS

Selecting appropriate goals, objectives and strategies for Tier I, Tier II and Tier III interventions is a complex process requiring a school to examine performance data from all demographic populations on many different assessments in a variety of areas. Walton County schools are required to verify that, as a part of school goal identification, they have examined data from each of these sources before they select the topics most in need of instructional and organizational focus. Schools are required to create improvement goals targeting at least two academic areas (one of which must be reading/ELA). Other goals are to be added as required to align school actions with the District Strategic Plan and to meet other needs identified by the school.

Assessment and Data Sources to be Considered

By checking the following boxes, the school affirms that, at a minimum, the following assessments, achievement levels and other data sources were used to identify areas in need of intervention.

STAR Reading and Math: Students scoring at Achievement Level 3 or above STAR Reading and Math: Students scoring at or above Achievement Level 4 STAR Reading and Math: Percent of students making learning gains STAR Reading and Math: Percent of students in lowest 25% making learning gains FSA Reading and Math: Students scoring at Achievement Level 3 or above FSA Reading and Math: Students scoring at or above Achievement Level 4 FSA Reading and Math: Percent of students making learning gains FSA Reading and Math: Percent of students in lowest 25% making learning gains Florida Standards Alternative Assessment Reading and Math: Students scoring at Levels 4, 5 and 6 Florida Standards Alternative Assessment Reading and Math: Students scoring at or above Level 7 Florida Standards Alternative Assessment Reading and Math: Percent of students making learning gains WIDA ACCESS for ELLs 2.0: Students scoring proficient in listening/speaking

8 WIDA ACCESS for ELLs 2.0: Students scoring proficient in reading WIDA ACCESS for ELLs 2.0: Students scoring proficient in writing Algebra 1 End of Course Assessment: Students scoring at Achievement Level 3 or above Algebra 1 End of Course Assessment: Students scoring at or above Achievement Level 4 Geometry End of Course Assessment: Students scoring at Achievement Level 3 or above Geometry End of Course Assessment: Students scoring at or above Achievement Level 4 NGSSS Science Assessment: Students scoring at Achievement Level 3 or above (elementary and middle schools) NGSSS Science Assessment: Students scoring at or above Achievement Level 4 (elementary and middle schools) Florida Standards Alternative Assessment Science: Students scoring at Levels 4, 5 and 6 Florida Standards Alternative Assessment Science: Students scoring at or above Level 7 Biology 1 End of Course Assessment: Students scoring at Achievement Level 3 or above Biology 1 End of Course Assessment: Students scoring at or above Achievement Level 4 FSA Writing: Percent of students meeting writing performance targets Florida Standards Alternative Assessment Writing: Percent of students scoring at or above Level 4 Civics End of Course Assessment: Students scoring at Achievement Level 3 or above (middle schools) Civics End of Course Assessment: Students scoring at or above Achievement Level 4 (middle schools) U.S. History End of Course Assessment: Students scoring at Achievement Level 3 or above U.S. History End of Course Assessment: Students scoring at or above Achievement Level 4 PSAT SAT and/or ACT AP/Dual Enrollment Performance and Course Selection Career and Technical Education (CTE) Performance and Course Selection Attendance: Overall school attendance rate Attendance: Students with excessive absences (10 or more) Attendance: Students with excessive tardies (10 or more) Suspension: School in-school suspension rate Suspension: School out-of-school suspension rate Graduation and/or dropout rate Parent involvement statistics PARCC or other progress monitoring formative and summative assessment results Climate survey results from parent, teacher and student respondents School Professional Learning Needs Surveys Teacher Professional Learning Plan (Deliberate Practice) areas of need identified by the principal

9 Teacher certification and endorsement needs School safety reviews Other federal, state or district level requirements

Review of Possible Areas Needing Intervention

By checking the following boxes, the school affirms that, at a minimum, data related to student or school performance in the following areas was examined for possible inclusion as a school improvement goal.

Reading Writing Mathematics Science Civics (middle school only) U.S, History (high school only) Attendance Suspensions Dropout Prevention Parent Involvement Science, Technology, Engineering and Math (STEM) Career and Technical Education (CTE) Advanced Placement and Dual Enrollment

Review of Subgroup Performance

10 By checking the following boxes, the school affirms that data related to student or school performance within each of the following subgroups was examined to determine if they fell short of performance objectives and needed to be included in a school improvement goal, specifically in the areas of reading/ELA and mathematics.

White Black Hispanic Asian American Indian English Language Learners Students With Disabilities Economically Disadvantaged

Summary of Areas Selected for Goal Development

Comprehensive data analysis resulted in the designation of the following areas as school improvement goals. Schools must include at least two academic goals (one of which must be reading), a Parent Involvement goal, Behavior goal, and a goal guiding their use of Professional Learning Communities for teacher and staff training (See District Template Expectations Document)

1. ELA (Reading and Writing)

2. Math

3. Professional Learning Communities

4. Parent Involvement

5. Behavior

11 ACADEMIC GOALS

Goal #1 of 5 Goal Topic: English/Language Arts (ELA) Needs Assessment: CORROBORATING DATA SOURCE(S) AND/OR NARRATIVE: (SGP-Student Growth Percentile); (Median Range 40-60 Percentile Points):

 According to 2016-2017 STAR Early Literacy End of Year SGP Median Data, the median score is 45 percentile points for the 130 Kindergartner students tested, in the area of Reading.  According to 2016-2017 STAR End of Year SGP Median Data, the median score is 67 percentile points for the 105 1st grade students tested, in the area of Reading.  According to 2016-2017 STAR End of Year SGP Median Data, the median score is 45 percentile points for the 121 2nd grade students tested, in the area of Reading.  According to 2016-2017 STAR End of Year SGP Median Data, the median score is 51 percentile points for the 105 3rd grade students tested, in the area of Reading.  According to 2016-2017 FSA Learning Gains, 49 percent of students showed learning gains of the 4th grade students tested, in the area of ELA.

CURRENT VALUE OF STATISTIC:  Same as Corroborating Data Sources (see above)

TARGET VALUE OF STATISTIC: 12  As determined by the End of Year SGP median data, the median score for grade K will be above the 48th percentile on Student Growth within STAR.  As determined by the End of Year SGP median data, the median score for grade 1 will be above the 70th percentile on Student Growth within STAR.  As determined by the End of Year SGP median data, the median score for grade 2 will be above the 48th percentile on Student Growth within STAR.  As determined by the End of Year SGP median data, the median score for grade 3 will be above the 54th percentile on Student Growth within STAR.  As determined by the End of Year SGP median data, the median score for grade 4 will be above the 52nd percentile on Student Growth within the FSA.

Objective #1: .- Same as Target Value of Statistic (see above)

Strategies Designed to Meet Objective

Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used Tier I (all students). - Classroom teachers - Midpoint Check after 3rd - Lesson Plans - District Level Literacy STAR administration. - Common Assessments 1. Accelerated Reader Coaches - Final check after 4th STAR - Administrative Program - Instructional Coach administration. Walkthroughs - Media Specialist -Year long, completion in - Grade Level Meetings 2. Implement Ready Gen - Administration May 2018 - Professional Learning Curriculum to address - Master Schedule text complexity - Running Records - Rubrics 3. Implement Common - Pre/Post Test Data Assessments for grades - School Based Instructional K-4 Rounds

4. Implement Item Analysis of Common

13 Assessments

5. Implement Lesson Protocols

6. Support and expand differentiated small group reading instruction (i.e. walk to read-students grouped by book level among grade levels, running records

7. Implement formative assessments throughout core curriculum (i.e. text based evidence)

Tier II: (including ELL, ED Classroom Teachers Midpoint Check after 3rd Progress Monitoring forms and other subgroups as - Instructional Coach STAR administration. - iii documentation forms identified) - Mentors - Final check after 4th STAR - Master Scheduling - District Level Literacy administration. - Pre/Post Test Data 1. Implement traveling Coaches -Year long, completion in -Traveling iii Lesson Plans iii/enrichment groups - Volunteer Coordinator May 2018 (ability grouping) among - Instructional Aides grade levels

2. Build student self- efficacy of low performing test taking students through the investigation of the use of mentors.

14 3. Investigate and implement additional intervention resources

4. Targeted iii sub groups (ELL and ESE)

Objective #2:  By May of 2018 Freeport Elementary School will increase learning gains for the lowest 25% in ELA from 29 percentile points to 40 percentile points.

Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used Tier I: (all students) - Classroom teachers - On going through May -Lesson Plans 1. Implement ELA -Instructional Coach 2018 -Administrative differentiated instruction -District Level Literacy Walkthroughs to collaborate and Coach -Grade Level Meetings develop grade level -Professional Learning appropriate ELA lesson Documentation exemplars with rubrics -Rubrics based on Florida -Exemplars Standards -Computer Generated Reports (as available) 2. Before and after school -District Writes tutoring

15 Professional Learning for Goal #1

Professional Learning (PL) aligned with Selected Objectives and Strategies PL Participants Target Dates (e.g., early PL Facilitator PL Content/Topic Grade Level/ (e.g., PLC, subject, grade release) and Schedules Person or Position Responsible and/or Strategy for Follow-up/Monitoring and/or PLC Focus Subject level, (e.g., frequency of for Monitoring PLC Leader or school-wide) meetings) Instructional Integration of All grade Classroom teachers STAR Coach/Teacher Classroom teachers On-going STAR Report Data into Lesson levels Instructional Coach Facilitators Plans Ready Gen with Instructional Classroom teachers All grade emphasis on text Coach/Teacher Classroom teachers On-going PLC Documentation Instructional/Reading Coach levels complexity Facilitators and Administration Common Instructional Classroom Classroom teachers All grade Assessments Data Coach/Teacher teachers/Instructional On-going PLC Documentation Instructional/Reading Coach levels Analysis Facilitators aides and Administration Meaningful ongoing Instructional Classroom teachers research based All grade Coach/Teacher Classroom teachers On-going PLC Documentation Instructional/Reading Coach professional study levels Facilitators and Administration of best practices Instructional Lesson Plans, Classroom Classroom Teachers All grade Instructional Rounds Coach/Teacher Classroom Teachers On-going Walkthroughs and DATA Instructional Coach levels Facilitators Chats Administration

16 BUDGET FOR GOAL # 1

Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount

Subtotal: $ 0 Technology Strategy Description of Resources Funding Source Amount

Subtotal: $ 0 Professional Development Strategy Description of Resources Funding Source Amount Data Chats Substitutes -School Improvement $1,000.00 Instructional Rounds Substitutes -School Improvement $1,000.00 Subtotal: $2,000.00 Other Strategy Description of Resources Funding Source Amount Subtotal: $ 0 Total: $2,000.00

17 Goal #2 of 5 Goal Topic: Math Needs Assessment: CORROBORATING DATA SOURCE(S) AND/OR NARRATIVE: (SGP-Student Growth Percentile); (Median Range 40-60 Percentile Points):  According to 2016-2017 STAR End of Year SGP Median Data, the median score is 65 percentile points for the 110 1st grade students tested, in the area of Math.  According to 2016-2017 STAR End of Year SGP Median Data, the median score is 38 percentile points for the 126 2nd grade students tested, in the area of Math.  According to 2016-2017 STAR End of Year SGP Median Data, the median score is 34 percentile points for the 120 3rd grade students tested, in the area of Math. According to 2016-2017 FSA Math Learning Gains 43 percent of students showed learning gains for the 4th grade students tested, in the area of Math.

CURRENT VALUE OF STATISTIC:  Same as Corroborating Data Sources (see above)

TARGET VALUE OF STATISTIC:  As determined by the End of Year SGP median data, the median score for grade 1 will be above the 68th percentile on Student Growth within STAR.  As determined by the End of Year SGP median data, the median score for grade 2 will be above the 41st percentile on Student Growth within STAR.  As determined by the End of Year SGP median data, the median score for grade 3 will be above the 37th

18 percentile on Student Growth within STAR.  As determined by the End of Year SGP median data, the median score for grade 4 will be above the 46th percentile on Student Growth within the FSA.

Objective #1: Describe the specific student performance area, subgroup performance level, program implementation step, instructional method, and resource, level of expertise, etc. that the school is seeking to improve.

 Same as Target Value of Statistic (see above)

Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used Tier I: (all students) 1. Implement on-line - Classroom teachers - Midpoint Check after 3rd -Computer Generated report resources to enrich and -District Level Math Coach STAR administration -Data Chats remediate fact fluency - Instructional Coach - Final check after 4th STAR -Lesson Plans and problem solving. -Administration administration -Administrative Grades K-4 -Year long, completion in Walkthroughs May 2018 -Journals 2. Implement Engage NY -Grade Level Meetings curriculum -Professional Learning Documentation 3. Implement Common -School Based Instructional Assessments Rounds

4. Investigate student incentive program to promote individualized personal goal setting

5. Implement Flex Math Time-30 minutes of intensive math in grades

19 1-4

6. Implement STEM labs

7. Implement Lego Robotics Team

Tier II: (including ELL, ED and other subgroups as identified) 1. Interventions provided -Classroom Teacher - Midpoint Check after 3rd -Grade Level Meetings through Flex Math -Instructional Coach STAR administration -Lesson Plans -Mentors - Final check after 4th STAR -Pre/Post Test Data 2. Build student self- administration efficacy of low -Year long, completion in performing test taking May 2018 students through the investigation of the use of mentors

Tier III: -Administration -Determined by student -Summative Common 1. Use the MTSS problem -Classroom Teachers need Assessments solving process for -MTSS Team -Progress monitoring -Formative Assessments students with specific -Classroom Observations areas of need to plan Teacher Lesson Plans appropriate targeted interventions and progress monitor student performance to determine need for continued interventions

20 Objective #2:  By May 2018 Freeport Elementary School will increase learning gains for the lowest 25% in Math from 17 percentile points to 40 percentile points.

Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used Tier I: (all students) 1. Math differentiated -Classroom teachers -On going through May 2018 -Lesson Plans instruction to collaborate -Instructional Coach -Administrative and develop grade level Walkthroughs lessons -Grade Level Meetings -Professional Learning 2. Before and after school Documentation tutoring -Rubrics

Professional Learning for Goal # 2

21 Math/Instructional Lesson Plans and Classroom Classroom Teachers Instructional Rounds K-4 Coach, Teacher Classroom Teachers On-going Walkthroughs, Data Chats Instructional Coach Facilitators Administration Common Math/Instructional Lesson Plans and Classroom Classroom Teachers Assessments K-4 Coach, Teacher Classroom Teachers On-going Walkthroughs, Data Chats Instructional Coach Data Analysis Facilitators Administration

BUDGET FOR GOAL # 2

Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount Engage NY Supplies and Materials School Improvement $1,000.00 STEM Lab Supplies and Materials School Improvement $1,000.00

Subtotal: $2,000.00 Technology Strategy Description of Resources Funding Source Amount

Subtotal: $0 Professional Development Strategy Description of Resources Funding Source Amount School Based Instructional Substitutes School Improvement $1,000.00 Rounds Subtotal: $1,000.00 Other Strategy Description of Resources Funding Source Amount First Lego League Supplies and Materials School Improvement $1,500.00 Subtotal: $1,500.00 Total: $4,500.00

22 DISTRICT ALIGNMENT GOALS

Goal # 3 of 5 Goal Topic: Professional Learning Community Utilization Needs Assessment: CORROBORATING DATA SOURCE(S) AND/OR NARRATIVE: Educational best practices identify the use of small learning communities as one of the most effective methods of promoting professional learning and introducing new concepts to a school faculty. Use of professional learning communities is also a requirement of the federal Title 1 programs, the Florida Differentiated Accountability Program, the Florida Professional Learning Protocol and the AdvancEd Accreditation System. CURRENT VALUE OF STATISTIC:  100% of Administration and Teachers participated in Professional Learning Communities (PLC) throughout the 2016-2017 school year.

TARGET VALUE OF STATISTIC:  100% of Administration and Teachers will participate in Professional Learning Communities (PLC) in the 2017-2018 school year. Objective #1: Use of Professional Learning Communities for the studying, planning for, and implementing effective teaching and learning strategies in order to improve teacher effectiveness and increase student achievement Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used 1. Administration and -Administration -May 2018 -Agendas

23 Teachers will participate in -PLF -Sign in Sheets/Minutes PLC’s focusing on -Teachers -Lesson Plans -Common Assessments -Instructional Coach -Formative Assessment -Lesson Protocols -Student Data -Data Analysis

2. Special Areas and ESE teachers will participate in PLC’s specific to their content area

Objective #2: Use of Lead Mentor teachers to foster collaboration and provide support of new faculty members.

Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used Through Mentoring program, -Administration Beginning of school year -Agendas teachers will participate in -PLF (Professional Learning and on-going through the -Sign In Sheets monthly mentor/mentee Facilitator) 2017-2018 school year with -Monthly Checklists sessions. -Teachers developing grade level schedules in August

Professional Learning for Goal # 3

Professional Learning (PL) aligned with Selected Objectives and Strategies PL Participants Target Dates (e.g., early Grade PL Facilitator PL Content/Topic (e.g., PLC, subject, grade release) and Schedules Person or Position Responsible Level/ and/or Strategy for Follow-up/Monitoring and/or PLC Focus level, (e.g., frequency of for Monitoring Subject PLC Leader or school-wide) meetings)

24 Through Mentoring Administration program, teachers will -PLF -Administration -Agendas participate in monthly (Professional -PLF (Professional Learning -Sign In Sheets mentor/mentee K-4 Learning Classroom Teachers On-going Facilitator) -Monthly Checklists sessions. Facilitator) -Teachers -Teachers

Administration -PLF -Administration -Agendas (Professional -PLF (Professional Learning Training on Rick Dufour -Sign In Sheets K-4 Learning Classroom Teachers On-going Facilitator) PLC Process -Monthly Checklists Facilitator) -Teachers -Teachers

BUDGET FOR GOAL # 3

Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount

Subtotal:$0 Technology Strategy Description of Resources Funding Source Amount

Subtotal: $0 Professional Development Strategy Description of Resources Funding Source Amount

Subtotal: $0 Other Strategy Description of Resources Funding Source Amount

Subtotal: $0 Total: $0

25 ADDITIONAL SCHOOL GOALS

Goal # 4 of 5 Goal Topic: Parent Involvement Needs Assessment: CORROBORATING DATA SOURCE(S) AND/OR NARRATIVE:  Academic Parent Nights

CURRENT VALUE OF STATISTIC:  30% of parents with children K-4th grade participated in Academic Based Parent Activities that were offered for the school year 2016- 2017 TARGET VALUE OF STATISTIC:  100% of General Education classroom participation

Objective #1: Describe the specific student performance area, subgroup performance level, program implementation step, instructional method, resource, level of expertise, etc. that the school is seeking to improve.

Grades K-4 will implement Academic Parent events school wide.

Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used

26 Objective #2 Freeport Elementary will provide quality parental input opportunities into school-based policy and procedure decisions that affect their children. Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used Parents will be provided - Administration -May 2018 - Agendas opportunities for meaningful - Title 1 Contact - Sign In Sheets communication through -School Faculty and Staff -Title 1 Parent Surveys invitation to attend policy -Instructional Coach -Climate Surveys and procedural meetings: -PTO -DAC -School Improvement -School Advisory

Objective #3: Freeport Elementary School provides Pre-K and 4th grade Exceptional Education Student’s (ESE) parents and guardians an opportunity to participate in transition Individualized Education Plan (IEP) meetings to allow for a smooth transition to Kindergarten and 5th grade for these students. Students begin to transition over to their new settings before the end of their Pre-K and 4th grade year so they may be more familiar with the new setting’s surroundings, routines and personnel. Parents are invited to play a supportive role in this endeavor. Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used Parents/guardians will be -Administration -May 2018 -IEP’s provided opportunities for -ESE Specialist -Sign In Sheets meaningful input in the -School Faculty and Staff -Title 1 Parent Surveys academic decisions for their -Climate Surveys child’s successful transition into Kindergarten and 5th Grade. -Transition IEP meetings

27 Professional Learning for Goal # 4

BUDGET FOR GOAL # 4

Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount Parent Academic Events Parent event materials and Title I $250.00 supplies Parent Academic Events Parent Academic Events Title I $500.00 Subtotal: $750.00 Technology Strategy Description of Resources Funding Source Amount

28 Subtotal: $0 Professional Development Strategy Description of Resources Funding Source Amount

Subtotal: $0 Total: $750.00

Goal # 5 of 5 Goal Topic: Behavior/Attendance Needs Assessment: Student Motivation CORROBORATING DATA SOURCE(S) AND/OR NARRATIVE: School Based PBS data, mobility rate and increased enrollment CURRENT VALUE OF STATISTIC: 234 behavior referrals. TARGET VALUE OF STATISTIC: Reduce the number of behavior referrals by 23.

Needs Assessment: Attendance CORROBORATING DATA SOURCE(S) AND/OR NARRATIVE: MIS/FOCUS CURRENT VALUE OF STATISTIC: Current attendance rate is 94%; Current number of students with excessive absences (10 or more) is 42.5% (256/603); Current number of students with excessive tardies (10 or more) is 19% (114/603). TARGET VALUE OF STATISTIC: Maintain current attendance rate at 94%; Reduce number of students with excessive absences (10 or more) to 30%; Reduce number of students with excessive tardies (10 or more) to 13%.

Student Motivation- Decrease student referrals.

Strategies Designed to Meet Objective Evaluation Process and 29 Strategy Person(s) Responsible Completion Date Measurement Tool Used -Tier 1: Administration -May 2018 -PBS data -Continue current PBS -All Staff school wide program (i.e. -Bus Drivers rewards, cat cash, conduct carnival, recognition for Excellent conduct each nine weeks) -Implement Whole Brain -Administration - May 2018 -PBS data Strategies within classroom -All Staff -Lesson Plans management plans (i.e. -Classroom walk-throughs scorecards, super improver wall, classroom rewards) -Character Education (mini -Administration - May 2018 -PBS data lessons monthly) -All Staff -Lesson Plans -Classroom walk-throughs

Objective #2: Describe the specific student performance area, subgroup performance level, program implementation step, instructional method, resource, level of expertise, etc. that the school is seeking to improve.

Attendance- Student Behavioral performance will improve as a result of a decrease in the number of students missing a significant portion of the school year.

Strategies Designed to Meet Objective Evaluation Process and Strategy Person(s) Responsible Completion Date Measurement Tool Used Tier 1: -All Faculty and Staff -Quarterly -FOCUS attendance records -Incorporate a student -Classroom attendance recognition component using sheets incentives for excellent attendance, most improved attendance at the end of each nine week period

30 -Implement Early Warning -All Faculty and Staff -Quarterly -FOCUS attendance records Systems data for grades K-4 -Classroom attendance sheets

Professional Learning for Goal # 5

BUDGET FOR GOAL # 5

Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount Award students for meeting Student Motivational Incentives School Improvement $1,324.00 school and class goals

Subtotal: $1,324.00 Technology Strategy Description of Resources Funding Source Amount

Subtotal: Professional Development

31 Strategy Description of Resources Funding Source Amount

Subtotal: Other Strategy Description of Resources Funding Source Amount Subtotal: Total: $1,324.00 Final Budget

Please provide the total budget from each goal. ELA- $2,000.00

Math- $4,500.00

PLC-$0

Parent Involvement (Title I Funds $750.00)

PBS- $1,324.00

Total: $7,824.00

32 District Advisory Council (DAC)

The majority of the DAC members are not employed by the school district. The DAC is composed of an administrator, an education support employee, teachers, students (for middle and high schools only), parents, and other business and community members who are representative of the ethnic, racial, and economic community served by all of the schools within the District. The DAC meets monthly to coordinate and oversee the school improvement planning process throughout the District. The DAC has final approval over the content of school improvement plans before they are submitted to the School Board and monitors the use of school improvement funds.

33 School Improvement Acronym List

A AA – Associate in Arts AA – Alternative Assessment AAS – Associate in Applied Science ABE – Adult Basic Education ACCEL – Academically Challenging Curriculum to Enhance Learning ACEE – Area Centers for Educational Enhancement ACT – American College Testing (Assessment) ADA – Americans with Disabilities Act AFDC – Aid to Families with Dependent Children AHS – Adult High School AICE – Advanced International Certificate of Education AMO – Annual Measurable Objective AP – Advanced Placement AS – Associate in Science ASD – Autism Spectrum Disorder ASL – American Sign Language ATD – Applied Technology Diploma AVID – Advancement Via Individual Determination AYP – Adequate Yearly Progress

B BA – Bachelor of Arts

34 BAT – Benchmarks for Advanced Tiers BCBA – Board Certified Behavior Analyst BS – Bachelor of Science

C CAC – Child Advocacy Center CAR-PD – Content Area Reading Professional Development CBT – Computer-Based Testing CCD – Course Code Directory CCRP – Comprehensive Core Reading Program CCSS – Common Core State Standards CELLA – Comprehensive English Language Learning Assessment CEU – Continuing Education Unit CFO – Chief Financial Officer CLAST – College Level Academic Skills Test C of C – Code of Conduct COE – Council on Occupational Education COPE – Chautauqua Office of Psychological Services CPT – College Placement Test CRP – Comprehensive, research-based, Reading Plan

D DA – Differentiated Accountability DAC – District Advisory Council DAIP – District improvement, Assistance and Intervention Plan DAR – Diagnostic Assessment of Reading DART – Disaggregate, Assess, Review and Target DCF – Department of Children and Family Services DCT – Diversified Cooperative Training DE – Dual Enrollment DEA – Discovery Education Assessments DIAP – District Improvement, Assistance and Intervention Plan DIBELS – Dynamic Indicator of Basic Early Literacy Skills

35 DJJ – Division of Juvenile Justice DOC – Department of Corrections DOE – Department of Education DOP – Dropout Prevention DSS – Department of Social Services DSS – Developmental Scale Score

E EBD - Emotional/Behavioral Disabilities ED – Educationally Disadvantaged EEO – Equal Employment Opportunity ELL – English Language Learners EOC – End-of-Course Assessment ePDC – Electronic Professional Development Center ePEP – Electronic Personal Education Planner ERDA – Early Reading Diagnostic Assessment ERIC – Educational Resource Information Center ERSI – Early Reading Screening Instrument ESE – Exceptional Student Education ESEA – Elementary and Secondary Education Act ESL – English as a Second Language ESOL – English Speakers of Other Languages ESSA – Every Student Succeeds Act ESY – Extended School Year

F FAA – Florida Alternative Assessment FACTS – Florida Academic Counseling and Tracking for Students FAIR – Florida Assessments for Instruction in Reading FAPE – Free and Appropriate Public Education FBO – Faith-Based Organization FCAT – Florida Comprehensive Assessment Test

36 FCIM – Florida Continuous Improvement Model FCPT – Florida College Placement Test FCRR – Florida Center for Reading Research FDLRS – Florida Diagnostic and Learning Resource System FDOE – Florida Department of Education FEFP – Florida Education Finance Program FELE – Florida Educational Leadership Examination FERPA – Florida Education Rights and Privacy Act FIN – Florida Inclusion Network FLaRE – Florida Literacy And Reading Excellence FLKRS – FLorida Kindergarten Readiness Screener FLVS – FLorida Virtual School FORF – Florida Oral Reading Fluency FOR-PD – Florida Online Reading Professional Development FRL – Free and Reduced Lunch FSA – Florida Standards Assessment FTE – Full Time Equivalency FY – Fiscal Year

G GED – General Education Development test GLE – Grade Level Expectations GMRT – Gates-Macginitie Reading Test GPA – Grade Point Average GPS – Global Positioning System

H HH – Hospital Homebound HIPAA – Health Insurance Portability and Accountability Act HLS – Home Language Survey HSCT – High School Competency Test HQT – Highly Qualified Teacher

37 I IB – International Baccalaureate ICC – International Coastal Cleanup IDEA – Individuals with Disabilities Education Act IEP – Individual Education Plan iii – Immediate Intensive Intervention ILOD – In Line Of Duty IMS – Information Management System IPDP – Individual Professional Development Plan ISRD – Institute of Small and Rural Districts IST – Instructional Support Team IT – Information Technology

L LEA – Local Education Agency LEP – Limited English Proficient LIIS – Local Instructional Information System LOA – Leave of Absence

M MAI – Major Area of Interest MIS – Management Information System MOU – Memorandum of Understanding MSID – Master School Identification File MTSS – Multi-Tiered System of Support

N NAEP – National Assessment of Education Performance NBCT – National Board Certified Teacher NCLB – No Child Left Behind NCTM – National Council of the Teachers of Mathematics NCWE – National Council for Workforce Education NEFEC – North East Florida Educational Cooperative

38 NGA – National Governor’s Association NGCARPD – Next Generation Content Area Reading Professional Development NGSSS – Next Generation Sunshine State Standards NRT – Norm Referenced Test NSDC – National Staff Development Council NWFSC – Northwest Florida State College

O OCP – Occupational Completion Point OCR – Office of Civil Rights OJT – On the Job Training OPPAGA – Office of Program Policy Analysis and Government Accountability OPS – Other Personnel Services OSHA – Occupational Safety and Health Administration

P PAEC – Panhandle Area Educational Cooperative PARCC – Partnership for the Assessment of Readiness for College and Careers PAS – Performance Appraisal System PBL – Project Based Learning PBS – Positive Behavioral Support PD – Professional Development PERT – Postsecondary Education Readiness Test PECO – Public Education Capital Outlay PIC – Private Industry Council PLC – Professional Learning Community PLF – Professional Learning Facilitator PLP – Professional Learning Plan PMP – Progress Monitoring Plan PMRN – Progress Management and Reporting Network PreK - PreKindergarten PSAT – Preliminary American College Testing (Assessment) PSAV – Post Secondary Adult Vocational

39 PY – Program Year

R READ – Reading Enhancement and Acceleration Development RLT – Reading Leadership Team ROI – Return On Investment RTI – Response To Intervention RTTT – Race to the Top RTW – Ready To Work

S SAC – School Advisory Council SACS – Southern Association of Colleges and Schools SAT – Scholastic Aptitude Test SBE – State Board of Education SBIT – School-Based Intervention Team SBRR – Scientifically-Based Reading Research SCiii – SCience collaboration, Immersion, Inquiry, Innovation SDMT – Stanford Diagnostic Mathematics Test SEA – State Education Agency SEDNET – Students with Emotional Disabilities Network SES – Supplemental Educational Services SESIR – School Environment Safety Incident Report SINI – School In Need of Improvement SIP – School Improvement Plan SIT – School Improvement Team SIRP – Supplemental Intervention Reading Program SLP – Speech Language Pathologist SMART – Specific, Measurable, Attainable, Realistic and Time-Bound SMS – Student Management System SOAR – Science, Optimizing Academic Returns SPAR – School Public Accountability Report SPP – Student Progression Plan

40 SRD – School Resource Deputy SREB – Southern Regional Educational Board SSI – Supplemental Security Income SSS – Sunshine State Standards STEM – Science, Technology, Engineering and Mathematics STW – School To Work SUS – State University System SWD – Students With Disabilities SY – School Year

T TA – Technical Assistance TABE – Test of Adult Basic Education TDE – Temporary Duty Elsewhere TLC – Teaching and Learning Contacts TTT – Tuesday Teacher Training

U UDL – Universal Design for Learning

V VPK – Voluntary Pre-Kindergarten Program

W WDB – Workforce Development Board WIDA – World Class Instructional Design Assessment WISE – Walton Initiatives for Success in Education WVS – Walton Virtual School