Santa Rosa County District Schools - Jay Elementary School · Santa Rosa County District Schools School Improvement Plan 2017-2018 Jay Elementary School School ... to cultivate their

Santa Rosa County District Schools

School Improvement Plan 2017-2018

Jay Elementary School School

Kelly Short

Principal--Signature

Rachel Goodyear

School Advisory Chair —Signature

District Mission Preparing students for success by providing a superior, relevant education

District Vision

Our students will be productive, successful contributors to society.

School Mission and Vision To provide all students quality instruction while encouraging them to discover their unique purpose, to cultivate their gifts and talents, to serve others, and to develop viable, valuable and productive citizens of the community and society.

Date of School Board Approval

ALL SCHOOLS 2017-2018 School Improvement Plan

2

Santa Rosa School Improvement Plan- 2017-2018

Part I- Current School Status

1. Describe the involvement of the School Advisory Council in the development of this plan.

This past August, prior to our 2017-18 school year starting, our SAC met to review and give input on the

school improvement plan, including our parent involvement plan. In addition to this meeting, we had our

first SAC meeting of the new school year with the new council to discuss and review the SIP end of year

report as well as give input in to the school improvement plan for this school year.

2. Describe the activities of the School Advisory Council anticipated for the 2017-2018 school year

including the monitoring of this School Improvement Plan.

School Advisory Council members will meet quarterly to monitor and review the School Improvement Plan. During

these meetings we will be seeking input and suggestions for improvement of the plan and making sure our plan drives

our school decisions. We will also look to our SAC members in reviewing and approving budgets, reviewing student

data, giving input on STEAM activities and parent involvement activities as well as communicating information to

parents, community leaders and other stakeholders.

3. Multi-Tiered System of Supports (MTSS)

4.


3

School-Based MTSS Team

A. Identify the school-based MTSS leadership team members.

Kelly Short – Principal

Autumn Wright – Assistant Principal

Desha Lashley –School Counselor

Kristi Sivers – Speech-Language Pathologist

Brittany Canham – School Psychologist

Kim Burch – AIS

B. Describe how the school-based MTSS leadership team functions (e.g., meeting processes and roles/functions).

Our MTSS Team meets twice a month for Tier II (2nd Tuesday and Thursday of each month) and an additional day is

designated for Tier III (First week of the month).

The MTSS Team works together diligently to coordinate and implement MTSS meetings with fidelity. Desha Lashley,

our school counselor, schedules and coordinates meetings with our team, teachers and parents. Our teachers will have

full access to the Progress Monitoring Plans in our district's SMART system. They will be able to generate PMP's for

students based on their assessment data or other areas in need of improvement (attendance, behavior, classroom

performance, information from at-risk report). We are focusing on developing better, more appropriate hypotheses that

are student driven and truly align with the specific needs of the students. The team will assist the classroom-based

teachers with monitoring of PMP's, implementing strategic interventions with fidelity and progress monitoring with

tools which align to interventions. The team will also assist teachers with Tier I/Core Curriculum implementation as

well as differentiating instruction for all learners, including high achieving and high performing students. At the

beginning of the year, our team scheduled meetings with each teacher to discuss their new students and review the

previous year's MTSS data which helped us establish our starting point/continuation of MTSS for the new year. After

these initial meetings, our MTSS team will meet twice a month. In addition, we will meet with our district MTSS

coordinator, Sharon Patrick, who will assist us in implementing this process with fidelity so that we are in compliance

with district and state mandates. As concerns arise with students, additional meetings may be held throughout the year,

outside of the scheduled dates to accommodate the needs of the students, or as requested by teachers or parents. If

MTSS is not successful and student continues to struggle, diagnostic testing may take place and/or additional testing by

our school psychologist, SLP Diagnostician, or other professionals would be requested to see if student qualifies for

Exceptional Student Education based on the MTSS and testing data. All students who are staffed in to ESE or are

currently in ESE programs continued to be monitored through MTSS.

C. Describe the role of the school-based MTSS leadership team in the development and implementation of the school

improvement plan (SIP).

Beginning in the summer, members of our team start looking at student data and the correlation between performance

and outlying factors including attendance, previous retention, ESE placement, MTSS data, effectiveness of

interventions and any other factor that may be interfering with student success. We begin the ranking process of

students, trying to pinpoint gaps in learning which leads to brainstorming ideas to address areas that directly impact

student performance.

D. Describe how the problem-solving process was used in developing and implementing the SIP

These brainstorming sessions involved district level staff, grade levels and each other which eventually lead to targeted

and specific areas needing improvement. These targeted needs will drive our School Improvement Plan and help

prioritize our professional development and how we will utilize Title I funds.

MTSS Implementation


4

E.Provide the data source(s) used at each tier for academics (ELA, mathematics, social studies, science) and behavior

(attendance/discipline)

Tier I Academics-

Reading - FSA ELA, Unify Assessments, STAR, STAR Early Literacy, Running Records, classroom assessments,

Moby Max, Compass

Mathematics – FSA Math, Unify Assessments, STAR Math, Imagine Learning Math Fluency, Reflex, Moby Max,

Compass, classroom assessments

Tier I- Behavior- Classroom Behavior Management Plans, ODR's and attendance

Tier II Academics-

Reading - Tyner Assessments, grade level cold reads, Unify Assessments, I Ready, Fast ForWord, Moby Max,

Compass, STAR, STAR Early Literacy, ReadWorks, News ELA, Front Row

Mathematics – Unify Assessments, STAR Math, AM Math, Teach 4 Mastery, classroom assessments, Moby Max,

Reflex, Imagine Learning Math Fluency, Compass, Ten Marks

Tier II- Behavior-Behavior Contracts, point sheets, social skills groups with CDAC counselor

Tier III Academics-

Reading – Tyner, FSA ELA, DEA Assessments, Fast ForWord, Moby Max, grade level cold reads, I Ready, Earobics,

Compass, STAR, STAR EL, ReadWorks, New ELA, classroom assessments

Mathematics – Unify Assessments, STAR Math, AM Math, classroom assessments, Moby Max, Compass, Reflex,

Teach 4 Mastery

Tier III Behavior - Daily behavior point sheets, Behavior Plan, District support (FBA)

E. Describe the plan to train staff on MTSS during the 2017-2018 school year.

Our MTSS Team will attend district provided trainings throughout the 2017-18 school year. We will present any

information from this training to our teachers and paras. We will provide training to teachers on how to enter PMP's

into SMART and well as provide training for any new or existing progress monitoring tool as needed. Our team will

work closely with teachers individually and with grade levels on procedures, intervention, and progress monitoring

with fidelity.

F. Early Warning System--The Early Warning System has been extended to include students in kindergarten through

grade 8. The Early Warning System will identify students with a course failure in English Language Arts or math

for any grading period and identify substantial Reading deficiencies for K- 3rd students. The school MTSS team is

responsible for monitoring Early Warning System data and implementing appropriate intervention strategies for a

student who exhibits two or more early learning indicators unless the student is already being served by an

intervention program.

4. Effective and Highly Effective Teachers

Describe the strategies that will be used to recruit and retain high quality, effective teachers to the school.

Description of Strategy Person Responsible

Each school principal will work with the county recruitment/retention specialist to

ensure highly qualified candidates are interviewed and hired. This includes highly

qualified minority applicants and those in critical shortage areas.

Kelly Short

5. Non-Highly Effective Instructors

Provide the number of instructional staff teaching out-of-field and received a less than an effective rating.


5

Number of instructional staff and paraprofessionals teaching

out-of-field and who received less than an effective rating.

Strategies to support the staff in becoming highly

effective

n/a

6. Title I Schools

A. As applicable, describe how federal, state, and local services and programs will be coordinated and integrated in

the school.

Title I, Part A

Funds support supplemental activities to improve the academic achievement of the disadvantaged. Activities include

the following: 1) The Early Intervention Program: a district initiative to support intervention (Grades K-3) in reading

2) An initiative to improve school safety

3) Provision of extended learning time

4) STEAM initiative

5) Parent Involvement

6) Professional Development

Our school-based Title I Program works to provide additional programs, curriculum, parent training, personnel, parent

involvement, and professional development to staff so that we may better serve the needs of all students at our school.

Parent involvement activities scheduled throughout the school year. Some of these activities include: Rodeo Round-up,

Grandparents' Book Fair Event, "Bring Your Dad to School" Event, Awards' Day, Spring Book Fair Showcase, Bingo

for Books, and STEAM showcase events. Our Title I program also provides an opportunity for our students to utilize

additional resources and assessments to help us prepare for standardized assessments and to increase the percentage of

proficient students and learning gains. Some of these additional resources are: Scholastic StoryWorks, Scholastic News,

Renaissance, NewsELA, Big Brainz, IReady, Moby Max, Teach 4 Mastery, and Making Meaning.

Title I, Part C- Migrant

Santa Rosa County School District collaborates with the Panhandle Area Education Consortium (PAEC) to provide

support services for students eligible for migrant services. The migrant liaison, stationed in Escambia County, provides

services and support to students and parents. The Liaison coordinates with Title 1 and other programs to ensure

students’ needs are met.

Title I, Part D

The District receives funds to support the Santa Rosa Youth Academy. Services are coordinated with District Drop-

Out Prevention Programs. Services focus on core academic skills, transition, technology support, and careers.

Title II

Teacher and Principal Training and Recruiting Funds ensure activities aligned with state academic content standards,

student academic achievement standards, and state assessments. The District receives funding to support the following

activities:

1) Provide staff development sessions in math, reading, writing and science

2) Participate in state and national conferences

3) Support two curriculum coordinators in reading/writing and math/science

4) Provide reading coaches at high needs schools


6

5)Train coaches

6) Training district data coaches and administrators

7)Conduct new teacher orientation activities

8) Support mentor teachers

9) Improve minority recruitment

10)Support professional development for school-based administrators in the area of the Florida Principal

Title III

Services are provided through the District for education materials and ESOL itinerant teachers to improve the education

of immigrant and English Language Learners.

Title IX- Homeless

The District receives McKinney Vento funds to immediately enroll, maintain enrollment, and promote academic

achievement of children and youth identified as eligible for homeless education. The Communities of

Learning/Homeless Education Program collaborates with approximately 75 local agencies and services to eliminate

barriers to a free and appropriate education for homeless students.

Supplemental Academic Instruction (SAI)

Schools are given SAI funds based on student population to conduct before and after school tutoring programs and

computer lab tutoring during the school year. SAI is also used to fund our Summer Reading Camp for Level 1 and 2

third grade students. Intensive remedial reading instruction is provided along with another opportunity to take the

alternate STAR test for Level 1 students as an opportunity for an exemption from mandatory retention.

Violence Prevention Programs

The Safer Smarter Kids Program is provided by the district for all elementary classes. Designated grade level

presentations for abuse recognition and prevention is provided by the school with district support. All teachers have

yearly update training on recognizing and reporting abuse. The district provides training and support for schools on the

topic of Bullying for victims and perpetrators. Jay Elementary also provides internet safety education for teachers and

students.

Nutrition Programs

The school works collaboratively with Sodexho Marriott to provide nutritional awareness programs. Informative

meetings are held at our School Advisory Council Meeting and at our Family Involvement Events.

Housing Programs

The District provides housing referral services through the Communities of Learning/Homeless Education Program.

Head Start

Head Start Program focuses on a developmentally oriented curriculum that addresses language, cognitive, sensory-

motor, and social emotional areas of learning. Instruction is provided through small group lessons, learning centers,

whole group language activities, computers, outdoor activities, and sensory based activities, which incorporate

movement, art, and music education.

Adult Education


7

Presently there are no programs in the Title I elementary school for adult education, career and technical education or

job training.

Career and Technical Education

Workforce Education programs in Santa Rosa County are provided in secondary and postsecondary schools. These

programs are career-oriented with rigorous academic coursework utilizing industry standards.

Job Training

Job training in Santa Rosa County School District is designed to meet the needs of students, business and industry.

Through numerous secondary and postsecondary training programs, instruction is provided which leads to a highly

skilled labor force. Title I schools frequently refer parents and guardians to services at Locklin Technical Center as

well as including Locklin Technical Center's resources for STEAM events.

B. Pre-School Transition

As applicable, describe plans for assisting preschool children in transition from early childhood programs to local

elementary schools.

In addition to our Head Start Program, JES communicates with local feeder pre-school providers to communicate social

and curriculum expectations. Kindergarten Early Registration-questions are answered about the kindergarten process at

Jay Elementary. Additionally, the Head Start Program at Jay Elementary supports a strong early educational

foundation for preschool students prior Kindergarten.


8

Part II-Expected Outcomes

Area 1- Schoolwide Barriers to Proficiency/ Graduation - Required for primary, elementary, middle

and high schools.

Data Source for this

Schoolwide Goal:

_SMART Attendance Rate

2016-17 Year-end Results

(%/#): ___94.03__

2017-18 Year-end Goal

(%/#): ___96%__

Anticipated Barrier(s) Strategies to Overcome

Barrier

Person Monitoring Strategy Method of Monitoring

Strategy

1. Attendance to

include late check

ins and checkouts

A. Implement district

attendance and

truancy procedures

and communicate

with stakeholders

through our

webpage, Connect

Ed, Facebook, SAC

and PI events.

Kelly Short, Principal

Desha Lashley, Guidance

Autumn Wright, Assistant

Principal

Weekly attendance reports

and updates through MTSS

meetings

B. Incorporate positive

student recognition

quarterly for stellar

attendance via ITV.

Brenda Brosnaham

Autumn Wright

Student Attendance Rate in

comparison to historical

data.

Data Source for this

Schoolwide Goal:

________FSA___________

2016-17 Year-end Results

(%/#): __51%___

2017-18 Year-end Goal

(%/#): ___62%_


Barrier


Strategy

2. Students in the

bottom quartiles

and SWD in

reading and math

are not making

adequate learning

gains. The fidelity

of intervention is

inconsistent across

classrooms and

grade levels

schoolwide in

reading and math.

A. The master schedule

will be designed to

allow more time in

blocks for small group

intervention in all

grades.

Kelly Short, Principal Teacher observations

Classroom schedules

B. Training will be

provided for teachers in

delivering small group

intervention with

fidelity in reading and

math. Teach 4 Mastery

intervention curriculum

will be used for

students below

proficiency and for

those students who did

not make learning

gains.



Principal


Progress Monitoring:

Star Math

Accelerated Math

Ten Marks

Unify

C. ESE teachers and

paraprofessionals will

receive training to



Principal

Professional development

records


9

support collaboration

and communication

with the general

education teachers to

establish push-in

support for

interventions.


3. There is a lack of

consistent parent

involvement in

regards to parent

teacher conferences

and as a result,

parents do not

understand the

academic standards

and the

assessments.

A.Teachers will involve

students through student led

conferences where the

students share their

progress and areas of

concern.



Principal


Student conference records

B.Teachers will utilize See

Saw to communicate with

parents and students

through digital portfolios

which allows all parties to

communicate and comment

on student work.



Principal


Classroom Teachers

Digital Student Portfolios


10

ENGLISH LANGUAGE ARTS

Area 2: English Language Arts (ELA) (2A-2G)

2A-2B. - Required for primary, elementary, middle and high schools.

2A. Percentage scoring at or above level 3. 2B. Percentage scoring at or above level 4.

2016-17 DEA Reading

Test D Year-end Results

(%/#):____87.55%___

For Primary Schools Only

2017-18 Unify ELA Test

C Year end Goal

(%/#): _____

For Primary Schools

2016-17 FSA ELA Year-end

Results

(%/#):___73%_

For Non-Primary Schools


Goal

(%/#):____75%___


2016-17 DEA Reading

Test D Year-end Results

(%/#):_____40.83%__


2017-18 Unify ELA Test

C Year-end Goal

(%/#):______

For Primary Schools

2016-17 FSA ELA Year-

end Results

(%/#):_____38.6%__ For Non-Primary Schools


end Goal

(%/#):_____40%_


ELA-Specific Section

Anticipated Barrier(s) to

reaching goal.

Strategies to Overcome Barrier Person Monitoring

Strategy

Method of Monitoring

Strategy

1. Fidelity of small

group instruction

and enrichment

extensions

A. Professional

development

schoolwide will include

ongoing training to

address small group

instruction during the

reading block and

intervention blocks

through PLCs and

school based training to

include the book study

Disruptive Thinking.

Individual data chats

and grade level data

meetings will be held

to identify and track

student and teacher

progress. B. Master schedule will

include

intervention/enrichment

blocks and cross grade

level grouping of

students will be

facilitated.



Principal

*Classroom observations

*Professional

development logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

2. Skill level and

experience of

beginning

A. Creation of support

teams for new teachers Kelly Short, Principal


Principal


*Professional

development logs


11

teachers and

teachers new to a

grade level

B. Structured TIPS

program C. Support sessions from

the AIS and district

reading coach to

include modeling and

observations

Kim Burch, Academic

Intervention Specialist

*FSA scores

*STAR/SEL

*Report card grades

*Unify

3. Skill level of dual

certified teachers

responsible for

providing ESE

minutes and IEP

requirements

A. Training for all ESE

teachers and dual

certified teachers

facilitated by Karen

Burch.



Principal



*Professional

development logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

2C-2D. - Required for elementary, middle and high schools.

2C. Percentage of all

students making learning

gains in ELA.


Results

(%/#):____61%___


end Goal

(%/#):____65%___



reaching goal.


Strategy


Strategy


group

differentiated

instruction

A. Professional

development


ongoing training to

address small group


reading block and

intervention blocks

through PLCs to


Disruptive Thinking

and school based

training. B. Individual data chats


meetings will be held to identify and track

student and teacher

progress. C. Master schedule will

include



level grouping of

students will be

facilitated.



Principal


*Professional development

logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify


12

2. Skill level and

experience of

beginning

teachers and

teachers new to

a grade level


teams for new teachers B. Structured TIPS



reading coach to


observations



Principal

Kim Burch, Academic




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

3. Skill level of

dual certified

teachers

responsible for

providing ESE

minutes and IEP

requirements


teachers and dual

certified teachers


Burch.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

2D. Percentage of

students in lowest 25%

making learning gains in

ELA.


Results

(%/#):____60%___


end Goal

(%/#):_____65%__



reaching goal.


Strategy


Strategy


group

differentiated

instruction

A. Professional

development


ongoing training to

address small group


reading block and

intervention blocks

through PLCs to


Disruptive Thinking

and school based

training. B. Individual data chats


meetings will be held

to identify and track

student and teacher

progress. C. Master schedule will

include



level grouping of



Principal

Kim Burch, AIS



logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

*Fast ForWord Reports


13

students will be

facilitated.

D. Implement Fast

ForWord program to

include students in the

bottom quartile. 2. Skill level and

experience of

beginning

teachers and

teachers new to

a grade level


teams for new teachers B. Structured TIPS



reading coach to


observations



Principal

Kim Burch, Academic




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

3. Skill level of

dual certified

teachers

responsible for

providing ESE

minutes and IEP

requirements


teachers and dual

certified teachers


Burch.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

4. Repetition of

core curriculum

for students who

have been

retained.

A. The leadership team

will facilitate quarterly

professional

development sessions

for all teachers who

currently have students

who have been

retained. Assessments

and acceleration

strategies will be

reviewed and

suggested.



Principal



logs

*STAR/SEL

*Report card grades

*Assessment portfolios

FSAA ELA

2E-2G. - Required for schools with students in grades 3-10 who are administered the 17-18 ELA FSAA.

2E. Percentage of students

demonstrating a

satisfactory level of

success (Level 3)

2016-17 FSAA ELA Year-

end Results

(%): __100%___


end Goal

(%):___100%____

2F. Percentage of students

demonstrating an above


success (Level 4)


end Results

(%): __67%___


end Goal

(%):____100%___

2G. Percentage of

students demonstrating


end Results


end Goal


14

both satisfactory and

above satisfactory levels

of success (Levels 3 & 4)

(%): ___100%__ (%):___100%___


Barrier


Strategy

1. Lack of exposure

to grade level

curriculum.

A. Increase exposure

to grade level

curriculum through

push in schedules

for FSAA students.

B. ESE teachers and

paraprofessionals

will participate in

professional

development with a

focus on

collaboration.



Principal




logs

*MTSS meetings

*Student Portfolios

Proposed English/Language Arts Professional Development for 2017-18

Topic

Facilitator

Targeted Participants

Proposed Dates

PD Follow-up

Strategy

Person Responsible

Standard based writing Beth Lees Beginning teachers and new

teachers to grade levels August 2017

Classroom observations

and student portfolios



Principal

Kim Burch, AIS


Tyner Kim Burch,

AIS

Beginning teachers and new

teachers to grade levels

August 2017

September 2017 Teacher observations



Principal

Kim Burch, AIS

Journey's training

District

training, Kim

Burch AIS

Beginning teachers and new

teachers to grade levels August 2017 Teacher observations



Principal

Kim Burch, AIS

Renaissance training

Brenda

Brosnaham ELA teachers October 2017

Review of student data

during grade chair

meetings, literacy

meetings, and MTSS



Principal

Kim Burch, AIS

Reading instruction for ESE students

Karen Burch Dual certified and push-in

teachers October 2017

Review of student data

during MTSS meetings

and ESE department

meetings



Principal


Kim Burch, AIS

Reading instruction and assessments

for retained students

Kelly Short

Desha Lashley

Autumn

Wrignt

Teachers with retainees October 2017 Review of student data





Principal


15

Fast ForWord Training

Karen

Barer/Fast

ForWord Rep

Kim Burch

Desha Lashley

Tegan Stephens

Jenny Lowry

August 2017 Review of student data




Principal


Kim Burch, AIS

Making Meaning

Patti Petrie

Beth Lees

4th and 5th grade ELA

teachers August Classroom observations


Autumn Wirght, Assistant

Principal

ELA Cross Grade Level PLC

"Disruptive Thinking"

Wendy Upton,

Jennifer

Hendricks,

Carrie Locklin

ELA teachers 2nd and 3rd nine weeks PLC minutes



Principal


16

MATHEMATICS

Area 3: Mathematics (3A-3M)

3A-3B. - Required for grades K-8.

3A. Percentage scoring at or above level 3. 3B. Percentage scoring at or above level 4.

2016-17 DEA Math Test

D Year-end Results

(%/#):____92.81%___


2017-18 Unify Math Test

C Year-end Goal

(%/#): _____

For Primary Schools

2016-17 FSA Math Year-

end Results

(%/#):___74.17__



end Goal

(%/#):____76%___


2016-17 DEA Math Test

D Year-end Results

(%/#):___28.98%____


2017-18 Unify Math Test

C Goal

(%/#):______

For Primary Schools


end Results

(%/#):_____46.86%__ For Non-Primary Schools


end Goal

(%/#):___48%___


Mathematics Specific Section


reaching goal.

Strategies to Overcome

Barrier


Strategy

1. Lack of

consistency in rigor

of standard based

instruction across

classrooms

A. Data chats will be

held with

individual teachers

to identify

professional

strengths and

weaknesses in

order to align

professional

development to

include PLCs.

B. Teachers will

participate in

professional

development

aligned to their

PDPs.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

*Professional Development

Plans

2. Fluency practices

are inconsistent

across classrooms.

A. Collaborative

communication

across grade levels

will be facilitated

and a protocol for

expectations will be

created.

B. Professional

development will

be provided for the



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify


17

CBP program

Imagine Math

Fluency and/or

Math Facts in a

Flash. 3. Small group math

intervention is

inconsistent across

classrooms.

A. Students needing

math intervention

will be identified

through MTSS and

classroom/grade

level schedules will

be established to

allow time for

intervention.

B. Teachers will

participate in

professional

development to

include cross grade

level PLCs, district

trainings, and

school based

trainings.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

3C-3D. - Required for elementary, middle and high schools.

3C. Percentage of all

students making learning

gains in math


end Results

(%/#):____73%___


end Goal

(%/#):____75%___

Mathematics-Specific Section


reaching goal.


Barrier


Strategy

1. Students in the

bottom quartile are

below their peer

groups. Students

are not receiving a

balance of on grade

level core

instruction with

remedial math

interventions.

A. Intervention and

ESE schedules will

be built into the

master schedule to

ensure students are

not missing core

instruction. ESE

and Intervention

teachers as well as

paraprofessionals

will collaborate and

communicate

through deliberate

progress

monitoring.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify


18


are inconsistent

across classrooms

A. Collaborative

communication

across grade levels

will be facilitated

and a protocol for


created.

B. Professional

development will

be provided for the

CBP program

Imagine Math

Fluency and/or

Math Facts in a

Flash.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

3. Lack of

consistency in rigor

of standard based

instruction across

classrooms


held with

individual teachers

to identify

professional

strengths and

weaknesses in

order to align

professional

development to

include PLCs.

B. Teachers will

participate in

professional

development

aligned to their

professional

development plans.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

3D. Percentage of students

in lowest 25% making

learning gains in math


end Results

(%/#):____51%___


end Goal

(%/#):____62%___

Mathematics Specific Section


reaching goal.


Barrier


Strategy

1. Students in the

bottom quartile are

below their peer

groups. Students

are not receiving a

balance of on grade

level core

instruction with

A. Intervention and

ESE schedules will

be built into the

master schedule to

ensure students are

not missing core

instruction. ESE

and Intervention

teachers as well as



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify


19

remedial math

interventions. paraprofessionals

will collaborate and

communicate

through deliberate

progress

monitoring.

B. Teach 4 Mastery

will be used as an

intervention

curriculum in 4th

and 5th grade.


are inconsistent

across classrooms

A. Collaborative

communication

across grade levels will be facilitated

and a protocol for


created.

B. Professional

development will

be provided for the

CBP program

Imagine Math

Fluency and/or

Math Facts in a

Flash.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

3. Lack of consistency

in rigor of standard

based instruction

across classroom


held with

individual teachers

to identify

professional

strengths and

weaknesses in

order to align

professional

development to

include PLCs.

B. Teachers will

participate in

professional

development

aligned to their

professional

development plans.



Principal




logs

*FSA scores

*STAR/SEL

*Report card grades

*Unify

FSAA Mathematics


20

3E-3G. - Required for schools with students in grades 3-8 who are administered the 17-18 Math FSAA.


demonstrating a


success (Level 3)

2016-17 FSAA Math

Year-end Results

(%): __100%___

2017-18 FSAA Math

Year-end Goal

(%):__100%_____

3F. Percentage of students

demonstrating an above


success (Level 4)

2016-17 FSAA Math

Year-end Results

(%): __67%___

2017-18 FSAA Math

Year-end Goal

(%):____100_%__

3G. Percentage of


both satisfactory and

above satisfactory levels

of success (Levels 3 & 4)

2016-17 FSAA Math

Year-end Results

(%): __100%___

2017-18 FSAA Math

Year-end Goal

(%):____100%__


Barrier


Strategy

1. Lack of exposure

to grade level

curriculum

A. Increase exposure

to grade level

curriculum through

push in schedules

for FSAA students.

B. ESE teachers and

paraprofessionals

will participate in

professional

development with a

focus on

collaboration.



Principal




logs

*MTSS meetings

*Student Portfolios

Proposed Math Professional Development for 2017-18

Topic

Facilitator

Targeted

Participants

Proposed Dates

PD Follow-up

Strategy

Person

Responsible

Fast ForWord Training

Karen

Barber/Program

Contact

Kim Burch

Desha

Lashley

Jenny

Lowry

Tegan

Stephens

August 2017

February 2017

Review of data

during MTSS

meetings

Kelly Short,

Principal

Autumn Wright,

Assistant

Principal

Desha Lashley,

Guidance

District Specified

Training Jeff Baugus

Math

teachers K-

6

September 2017

Ongoing 2017-18

Review of data

during MTSS

meetings and

department

meetings

Kelly Short,

Principal

Autumn Wright,

Assistant

Principal


21

Desha Lashley,

Guidance

Renaissance Training

(STAR Math, AM Math,

Math Facts in a Flash)

Brenda

Brosnaham

Math

teachers K-

6

October 2017

Review of

student data

during MTSS

meetings

Kelly Short,

Principal

Autumn Wright,

Assistant

Principal

Desha Lashley,

Guidance

Cross Grade Level Math

PLCs

Christy

Resmondo,

Amanda

deGraaf,

Belinda

Blackmon

Math

teachers K-

6

2nd and 3rd nine

weeks 2017-18

Review of data

during MTSS

meetings and

department

meetings

Kelly Short,

Principal

Autumn Wright,

Assistant

Principal

Desha Lashley,

Guidance

FETC

FETC

Presenters

Teachers

K-6 January 2018

School based

professional

development

facilitated by

attendees

Kelly Short,

Principal

Autumn Wright,

Assistant

Principal

Desha Lashley,

Guidance

Teach 4 Mastery

Program

contact/Debbie

Anderson

4th/5th

grade math

teachers

September 2017

Review of

MTSS data

meetings and

department

meetings

Kelly Short,

Principal

Autumn Wright,

Assistant

Principal

Desha Lashley,

Guidance

Science

Area 4: Science (4A-4G)

4A-4B. - Required for grades 5 and 8.

4A. Percentage scoring at

or above level 3.

2016-17 SSA Year-end

Results

(%/#): _73%____


Goal

(%/#): __75%___

4B. Percentage scoring at

or above level 4.


Results

(%/#): _40%____


Goal

(%/#): _63%____

Science-Specific Section


22


reaching goal.


Barrier


Strategy

1.Teachers struggle with delivering hands-on standard based science lessons due to planning

time constraints and lack of

materials.

A. Teachers will

participate in

summer

professional

development

provided through

Power South where

they will receive

resources for

standards based

lessons.

B. STEAM training will be provided

throughout the

school year.

C. Teachers will have

the opportunity to

observe in STEAM

classrooms district

wide.

D. Teachers will

attend FETC and

facilitate school

based training.



Principal



logs

*SSA Scores

*Unify


2.Students lack foundations

skills and real life experiences in science.

A. Field trip and

STEAM Camp

opportunities will

be provided for

students.



Principal



logs

*SSA Scores

*Unify


FSAA Science

4C-4E. - Required for schools with students in grades 5 and/or 8 who are administered the Science FSAA.

4C. Percentage of

students demonstrating a


success (Level 3

2016-17 FSAA Science

Year-end Results

(%): _100%____


Year-end Goal

(%):_100%______

4D. Percentage of


an above satisfactory level

of success (Level 4)


Year-end Results

(%): _80%____


Year-end Goal

(%):_100%______


23


demonstrating both

satisfactory and above

satisfactory levels of

success (Levels 3 & 4)


Year-end Results

(%): _100%____


Year-end Goal

(%):_100%_____


Barrier


Strategy

Lack of exposure to grade level curriculum

*Push in model when

appropriate and as indicated

on IEP *Progress Monitor

Interventions

*ESE Teachers *grades, achievement

scores

Proposed Science Professional Development for 2017-18 Topic

Facilitator

Targeted Participants

Proposed Dates

PD Follow-up Strategy

Person Responsible

District Standards Training Jeff Baugus Science Teachers K-6 Ongoing 2-17-18

Classroom observations,

review of data during

MTSS meetings



Principal


Power South Training EREC/Power South

Tammie Free,

Jennifer Hendricks,

Tegan Stephens,

Aaron Lowry

June 2017, July 2017



MTSS meetings



Principal


STEAM Training

STEAM Lead

Teachers (Rhonda

Adams, Karen Burch,

Kristen Davis,

Jennifer Hendricks)

K-6 Teachers November 2017

February 2018



MTSS meetings



Principal



24


25

At-Risk

Area 6: At-Risk Section (6A-6F)

Students at Risk

6A. - Required for primary, elementary and middle schools.

Number of students with 3 or more At-Risk

Indicators as of August, 2017

(%#): __18___

List is to be maintained.

Number of students identified August, 2017 promoted

to next grade

(%#): _10____


Barrier


Strategy

Chronic absenteeism *Implement district

attendance and truancy

procedures and

communicate attendance

policies and concerns with

parents via letters, Connect

Ed callouts and parent

conferences.

*Implement attendance

incentives *MTSS

*MTSS

Team/Administration

*Weekly attendance reports

and follow-up from guidance

counselor and guidance

assessment

*Truancy Improvement

meetings

*Truancy Plans

* PMP's

*MTSS meetings

Student failing one or more

core

subject areas

*Establish interventions

and progress monitoring

through MTSS process

*Compass Course

Recovery (6th grade only)

*ESE Push in/pull out

support

*AIS Support

*Tyner Groups

*IReady

*Teach for Mastery(Math

Intervention)

*Fast ForWord

*MTSS

Team/Administration

*6th Grade teachers

*ESE/Gen Ed teachers *

*AIS

*AIS/Teachers

* ESE Teachers

*4th/5th Grade Math

teachers

*AIS

*Grades, classroom

assessments, PMP's, district

and state assessments

Students coded as

Homeless on Residency

Form

*providing extra support

through Homeless

Education

Department/Communities

of Learning Program

*Counselor,

Administration, School

Social Worker, District

Homeless Education

Department

MTSS Meetings,

parent/teacher conferences

and communication

Retainees *Fast ForWord *AIS *Grades, classroom

assessments, district and

state assessments, PMP's

Attendance

6D. - Required for all schools.


26

2016-17 Number of

Students with Excessive

Late-to-School (15 or

more)

(#): 57___

2016-17 Number of


Absences (More than

10% absentee rate)

(#) 90

2016-17 Attendance Rate

(%):94.03

2017-18 Goal - Number of


Late-to-School (15 or

more)

(#): 30

2017-18 Goal – Number of


Absences (More than

10% absentee rate)

(#): 45

2017-18 Attendance Rate

Goal

(%): 97


Barrier


Strategy

Rural location causes

students to miss entire day

of school if appointments

are scheduled outside of Jay

*Communicate with parents

and encourage them to

check student in whenever

possible. Send letters home

to parents of students who

missed >10 days last school

year. *Monitor Attendance on a

regular basis (weekly)

*Teachers/

Counselor/Administration

*Counselor/Guidance

Assistant


and truancy monitoring,

MTSS

Lack of transportation is

student misses bus

*Encourage parent

communication so

arrangements can be made

to get student to school

*Counselor/Administration


and truancy monitoring,

MTSS

Parents scheduling

vacations and other trips

during school days

*Implement attendance

incentives program *Implement district

attendance and truancy

procedures and

communicate attendance

policies and concerns with

parents via letters, Connect

Ed callouts and parent

conferences.

*Administration/MTSS

Team/Guidance *Administration

*Weekly attendance

monitoring, truancy

monitoring, MTSS

Illness and outbreak of viruses

Parent and student education and

communication

Teachers/Administration and Health Tech

Weekly attendance monitoring, truancy

monitoring, MTSS

Suspension

6E. - Required for all schools.

2016-17 Total Number of

In–School Suspensions

(#):__29___

2016-17 Total Number

of Students Suspended

In-School


Out-of-School Suspensions

(#):_6____


Students Suspended Out-

of- School


27

(#):_27____ (#):___5__

2017-18 Goal - Total

Number of In-School

Suspensions

(#):__15___


Number of Students

Suspended In –School

(#):__14___


Number of Out-of-School

Suspensions

(#):_<6___


Number of Students

Suspended Out- of-School

(#):__<5___


Barrier


Strategy

Environmental factors

*Counseling and

Behavior interventions as

needed *Positive phone calls

*Teacher/Administration

*Teachers/Administration

Behavior PMP's, referrals,

MTSS

Parent Involvement

6F. - Required for all schools. See Title I Parent Involvement Plan

2016-17 Volunteer Hours

(#):__2705___

2017-18 Volunteer Hour

Goal

(#):_3000____


Barrier


Strategy

Lack of Transportation Offer activities at

different times during the

day and week and

schedule and advertise

activities well in advance *Increased

communication via

Facebook, school

website, callouts,

marquee, Remind App,

newsletters

*Administration *Sign in sheets from parent

involvement events

Lack of Childcare Provide childcare

opportunities when

available and/or needed

*Administration *communication and

correspondence with parents

regarding this need

Time of events Offer parent involvement

events at various times

throughout the school

year and advertise

activities well in advance

*Administration *sign in sheets from parent

involvement events

Proposed At-Risk Professional Development for 2017-18

Topic

Facilitator

Targeted

Participants

Proposed Dates

PD Follow-up

Strategy

Person Responsible


28

DCF/Abuse Reporting

Desha Lashley School Staff October 2017

Inservice sign-in,

provide handouts

for future

reference

Counselor/

Administration

McKinney Vento Training Desha Lashley School Staff October 2017

Inservice sign-in,

provide handouts

for future

reference

Counselor/

Administration

MTSS Leadership Team

Training Sharon Patrick

MTSS

Leadership

Team

September 25, 2017 MyPD Survey,

MTSS Meetings

MTSS Team


29

Science, Technology, Engineering, Arts, and Mathematics

Area 7: Science, Technology, Engineering, and Mathematics (STEAM)

7A. - Required for all schools

7A. 2017-18 STEAM Goal narrative

STEAM strategies with a focus on collaboration, communication, critical thinking, and creativity will be

integrated throughout the school year to provide additional experiences and exposure to science, technology,

engineering, and math with a direct link to relevance and career connections.


Barrier


Strategy

Integration of the 4 Cs in all

areas of professional development

Collaboration with STEAM

lead teachers and professional development

facilitators to integrate

STEAM strategies in all

content areas


Autumn Wright, Assistant Principal



logs

*SSA Scores

*Unify


Proposed STEAM Professional Development for 2017-18

Topic

Facilitator

Targeted

Participants

Proposed Dates

PD Follow-up

Strategy

Person Responsible

Ongoing STEAM Leader Training

Discovery

Education, Dr.

Pam Henson,

District STEAM

leadership

Rhonda Adams, Kristen

Davis, Jennifer

Hendricks, Karen Burch

2017-18 School Year



MTSS meetings



Principal


School based training

Rhonda Adams,

Kristen Davis,

Jennifer

Hendricks, Karen

Burch

K-6 Teachers November 2017

February 2018



MTSS meetings



Principal


STEAM related conferences

(FETC, ISTE)

Conference

presenters K-6 Teachers January 2018, June 2018



MTSS meetings



Principal



30

Florida State Statute Requirements

Area 9A. SB 850 Section- Required for schools with grades 6, 7 and/or 8.

Required Items

Strategy to Implement Item Person Monitoring

Strategy

Method of

Monitoring

Strategy

1. Provide interdisciplinary planning,

collaboration, and instruction

Grade level meetings, including multi-

grade level meetings, collaborations with

special area teachers

*Administration

*Meeting

minutes

2. Insure the alignment of curriculum

and instructional materials to the

state academic standards

PLC's, Professional Development

opportunities and trainings, district

required curriculum trainings

*Administration/

Teachers

Student

Assessment

scores

3. Use of learning communities PLC's, Professional Development, PDP's *Administration

*Inservice Rep

MyPD Inservice

records

4. Use of problem-solving, inquiry-

driven research and analytical

approaches for students.

Professional Development, MTSS

Meetings, parent/teacher conferences, IEP

meetings

MTSS Team *PMP's, IEP's

5. Use of strategies and tools based on

student needs

MTSS meetings, classroom instruction,

Intervention program

Teachers/

Administration

Student

Assessment

scores

6. Use of competency-based

instruction; integrated digital

instruction; and project-based

instruction

*Monthly technology trainings

*STEAM PD and training at the district

and school level

*Spencer

Lunsford/AIS

*Teachers/Admin

*Inservice

Records

7. Use of integrated digital instruction;

and project-based instruction.

*Monthly Technology trainings

*STEAM PD

*Spencer

Lunsford/AIS

Teachers/Admin

*Inservice

records

8. Use of project-based instruction. Student Performance/achievements scores

Teachers Assessment

scores

9. Insure availability of CAPE Digital

Tool certificates and CAPE industry

certifications.

N/A

9B. Early Warning Systems Required for schools with grade levels of K-8th.

The signing of HB 7069 eliminates the requirement that a school improvement plan include middle grades early warning

system data, however schools with any grade levels of K-8 are required to monitor students who are “off-track”. The

Santa Rosa County School District will monitor this group through the SMART System—See Part I. 3.G. MTSS section.


31

Every Student Succeeds Act (ESSA)

ESSA Highlights – For all schools The Every Student Succeeds Act was signed into law on December 10, 2015.

ESSA includes provisions that will help to ensure success for students and schools. The law:

• Advances equity by upholding critical protections for America's disadvantaged and high-need students.

• Requires—for the first time—that all students in America be taught to high academic standards that will prepare

them to succeed in college and careers.

• Ensures that vital information is provided to educators, families, students, and communities through annual

statewide assessments that measure students' progress toward those high standards.

• Helps to support and grow local innovations—including evidence-based and place-based interventions developed

by local leaders and educators.

• Sustains and expands this administration's historic investments in increasing access to high-quality pre-school.

• Maintains an expectation that there will be accountability and action to effect positive change in our lowest-

performing schools, where groups of students are not making progress, and where graduation rates are low over

extended periods of time.

This section will be completed based upon the State of Florida’s timelines.

Documents

Santa Rosa County District Schools - Jay Elementary School · Santa Rosa County District Schools School Improvement Plan 2017-2018 Jay Elementary School School ... to cultivate their