Santa Rosa County School District West Navarre

Santa Rosa County School District

West NavarreIntermediate School

2021-22 Schoolwide ImprovementPlan

Table of Contents

3School Demographics

4Purpose and Outline of the SIP

5School Information

40Needs Assessment

47Planning for Improvement

54Positive Culture & Environment

0Budget to Support Goals

Santa Rosa - 0342 - West Navarre Intermediate School - 2021-22 SIP

Last Modified: 9/9/2021 https://www.floridacims.org Page 2 of 55

West Navarre Intermediate School1970 COTTON BAY LN, Navarre, FL 32566

http://www.santarosa.k12.fl.us/schools/wni/

Demographics

Principal: Shana Dorsey Start Date for this Principal: 6/15/2015

2019-20 Status(per MSID File) Active

School Type and Grades Served(per MSID File)

Elementary SchoolPK, 3-5

Primary Service Type(per MSID File) K-12 General Education

2018-19 Title I School Yes2018-19 Economically

Disadvantaged (FRL) Rate(as reported on Survey 3)

[Data Not Available]

2018-19 ESSA Subgroups Represented(subgroups with 10 or more students)

(subgroups in orange are below the federal threshold)

Black/African American StudentsEconomically Disadvantaged StudentsEnglish Language LearnersHispanic StudentsMultiracial StudentsStudents With DisabilitiesWhite Students

School Grades History

2018-19: A (66%)

2017-18: A (62%)

2016-17: A (66%)

2015-16: A (64%)

2019-20 School Improvement (SI) Information*SI Region Northwest

Regional Executive Director Rachel HeideTurnaround Option/Cycle N/A

YearSupport TierESSA Status N/A



* As defined under Rule 6A-1.099811, Florida Administrative Code. For more information, clickhere.

School Board Approval

This plan is pending approval by the Santa Rosa County School Board.

SIP Authority

Section 1001.42(18), Florida Statutes, requires district school boards to annually approve andrequire implementation of a Schoolwide Improvement Plan (SIP) for each school in the districtthat has a school grade of D or F. This plan is also a requirement for Targeted Support andImprovement (TS&I) and Comprehensive Support and Improvement (CS&I) schools pursuant to1008.33 F.S. and the Every Student Succeeds Act (ESSA).

To be designated as TS&I, a school must have one or more ESSA subgroup(s) with a FederalIndex below 41%. This plan shall be approved by the district. There are three ways a school canbe designated as CS&I:

1. have a school grade of D or F2. have a graduation rate of 67% or lower3. have an overall Federal Index below 41%.

For these schools, the SIP shall be approved by the district as well as the Bureau of SchoolImprovement.

The Florida Department of Education (FDOE) SIP template meets all statutory and rulerequirements for traditional public schools and incorporates all components required for schoolsreceiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811,Florida Administrative Code, for all non-charter schools with a current grade of D or F, or agraduation rate 67% or less. Districts may opt to require a SIP using a template of its choosingfor schools that do not fit the aforementioned conditions. This document was prepared by schooland district leadership using the FDOE's school improvement planning web application located atwww.floridacims.org.

Purpose and Outline of the SIP

The SIP is intended to be the primary artifact used by every school with stakeholders to reviewdata, set goals, create an action plan and monitor progress. The Florida Department of Educationencourages schools to use the SIP as a “living document” by continually updating, refining andusing the plan to guide their work throughout the year. This printed version represents the SIP asof the “Date Modified” listed in the footer.



Part I: School Information

School Mission and Vision

Provide the school's mission statement.

We aim for excellence by navigating safely through each day by educating and supportingone another.

Provide the school's vision statement.

Chart a path of excellence by guiding students to his or her fullest potential, steeringstakeholders to unite, navigating instruction to instill critical thinking and technologicalskills and staying the course of safety with a child centered environment.

School Leadership Team

MembershipIdentify the name, email address, position title, and job duties/responsibilities for eachmember of the school leadership team.:



Name Title Job Duties andResponsibilities

Dorsey,Shana Principal

1. Manage and administer the overallinstructional program at the assignedschool.2. Manage and administer the overallactivities of assessing and developingthe instructional program at theassigned school.3. Manage and administer the selectionof textbooks, materials and equipmentneeded at the assignedschool.4. Manage and administer theaccreditation program for the assignedschool.5. Actively participate, as requested, inthe development and adoption of districtassessments, textbooks andcurriculum programs.6. Participate, as requested, in thedevelopment of District guides related toinstruction and personnel.7. Participate, as requested, in thedevelopment and adoption of theDistrict’s assessment program.8. Manage and administer theassessment program for the school.9. Manage and supervise the wise use ofpersonnel resources.10. Manage, supervise and evaluatepersonnel.11. Manage the implementation andadministration of negotiated employeecontracts at the school level.12. Manage and administer thedevelopment of long and short-rangeinstructional and facility needs.13. Manage and administer plant safetyand facility inspection, includingsupervision of the buildings andgrounds at the school.14. Manage and administer themaintenance functions for the school in amanner that ensures maximum lifeand use of facility.15. Coordinate facility and supportservice requirements with appropriatedistrict offices.16. Coordinate and supervise thetransportation services at the assigned




school.17. Manage the discipline of students onbuses, including statutory provisions forsuspension.18. Maintain a high visibility within allareas of the facility.19. Establish guidelines for properstudent conduct and effectivedisciplinary procedures and policies.20. Manage the discipline of students oncampus, including statutory provisionsfor suspension and adheringto adopted District policies.21. Manage and supervise the function offinancial planning for the school,including the preparation of theschool’s budget.22. Manage and supervise, through wiseuse, the financial resources of the school.23. Manage and administer the functionof purchasing by the school to ensuremaximum educational value ofsupplies, materials, equipment andservices.24. Adhere to state statute and Districtpolicies relating to financial accounting toensure judiciousmanagement of all school funds.25. Manage and administer thepreparation of financial reports for theschool.26. Manage and administer the functionof student accounting at the school, as itpertains to funding,attendance, and the FTE process.27. Manage and administer throughstatute and District guidelines, the schoolfood service program.28. Develop and maintain positiveschool/community relations and act asliaison between the two.29. Be proactive in decisions relating toschool and community well-being.30. Use effective positive interpersonalcommunication skills.31. Actively participate in therecruitment of business partnership tobenefit the school community.32. Assign and supervise special tasks to




school personnel.33. Assign to teachers such responsibilityand authority for student control asdeemed appropriate.34. Communicate, through staff meetingsand written communications, for thepurpose of keeping staffinformed of policy, procedures,instructional programs and existingproblems.

Drost,Sandra

AssistantPrincipal

• Coordinate all aspects of elementarycurriculum.• Coordinate faculty, year level andindividual teacher’s planning, asassigned.• Assist teachers in interpreting andimplementing the District’s curriculum.• Coordinate, as assigned, researchrelated to curriculum development.• Recommend curriculum adjustments tomeet the special learning needs ofindividual children.• Assist teachers in organizingclassrooms for effective learning.• Implement and schedule thestandardized testing program whenassigned.• Establish and maintain a system ofschool-wide textbook accountability.• Schedule and plan in-service programsand prepare required reports.• Work with the media specialist inadapting and improving the use of mediain the school.• Participate in proposed and on-goingcurriculum development projects.• Serve, at the direction of the Principal,as advisor and special consultant toprobationary employees.• Coordinate the grade placement andgrouping of children.• Assist the Principal in planning andcarrying out staff and parent curriculummeetings.• Serve as the administrativerepresentative on the school’s IntegratedServices Team.




• Complete special assignments assignedby the Principal.• Assume building supervisoryresponsibility in the absence of thePrincipal.• Maintain high visibility within all areasof the facility, and assist teachers inmaintaining discipline.• Assist in the supervision of all schoolactivities and programs.• Supervise students in order to maintaina safe and orderly environment.• Assist the Principal in planning andimplementing the school improvementprogram.• Assist the Principal and other staff inmaintaining a clean and safe schoolplant.• Assist in the selection, supervision andevaluation of all school personnel.• Prepare such records and reports as thePrincipal may assign.• Perform other incidental tasksconsistent with the goals and objectivesof this position.

Alexander,Kimberly

GuidanceCounselor

Planning/Preparation•Develop counseling services andestablish priorities through short andlong range plans based ondevelopmental needs of students, needsassessments, and school, district, andstate priorities.•Communicate goals and services of thecounseling programs to schooladministration, staff, students, parents,and community.

Administrative/Management•Review, evaluate, and select a varietyof materials to support a well-balancedcounseling program.•Establish, implement, coordinate, andmonitor effective school-wide counselingservices and activities.•Establish and follow procedures forappropriate intervention in accordancewith school, district, state, and




district guidelines.•Coordinate the proper maintenance,transfer, and acquisition of students’records as required by applicableregulations and policies.•Use technology resources effectivelyand assist in the maintenance of theautomated student data systems.• Provide input in the development ofcurriculum.•Assist in the orientation of new faculty/staff members as needed.•Assist in the management anddissemination of the Emergency HealthCare Plans to all appropriate schoolpersonnel.

Assessment/Evaluation•Provide assistance in the screening,referral, identification, and placement ofstudents with special needs.•Assess students using the Multi-TierSupport System (MTSS—formerly knownas RTI) and provide assistance.•Monitor the 504 Plan process, includinginvolving parents and school personnel,creating Plans, andmaintaining compliance.

Fitch, Amy Teacher, ESE

•Collaborates with other teachers in fullinclusion classrooms, instructional staff,other school personnel,parents and a variety of communityagencies and accommodates, for thepurpose of providing students withinstructional materials that addressindividualized learning plans withinestablished lesson plans that supportof the school improvement plan.•Collaborates with other teachers in fullinclusion classrooms and Non-Instructional staff to administer subjectspecific assessments, etc. for thepurpose of assessing studentcompetency levels and/or developingindividual learning plans.• Provides instruction to students for thepurpose of improving their success in




academic, interpersonal, anddaily living skills through a definedcourse of study.• Responds to inquiries from a variety ofsources (e.g. other teachers, parents,administrators, etc.) for thepurpose of resolving issues, providinginformation and/or direction.• Supports classroom teachers for thepurpose of assisting them in theimplementation of establishedcurriculum and/ or individual studentplans.• Assesses student progress towardsobjectives, expectations, and/or goals(e.g. behavioral, motordevelopment and communication skills,academic needs, vocational abilities,etc.) for the purpose of providingfeedback to students, parents, andadministration.• Monitors and manages studentbehavior, reports incidents (e.g. fights,suspected child abuse, suspectedsubstance abuse, etc.) for the purpose ofproviding and maintaining personalsafety of students, providing a safe,positive learning environment andadhering to state and federal laws andschool board policies.• Participates in a variety of meetings,including Individual Education Plan (IEP)for the purpose of conveyingand/or gathering information required topromote students’ educational, physical,and social/emotional ddevelopment.• Prepares a variety of written materials(e.g. adaptive materials, grades,attendance, anecdotal records,Individual Education Plans, behavior logs,etc.) for the purpose of documentingstudent progress and meetingmandated requirements.• Advises parents and/or legal guardiansof student progress for the purpose ofcommunicating expectations;student's achievements; developingmethods for improvement and/or




reinforcing classroom goals in the homeenvironment.• Responds to emergency situations ifnurse is not available, first aid andassistance to medically fragilechildren (e.g. tube feeding, toileting,diapering, etc.) to resolve immediatesafety concerns and/or directing toappropriate personnel for resolution, forthe purpose of providing appropriate carefor children as assigned• Directs paraprofessionals for thepurpose of providing an effectiveclassroom program and addressing theneeds of individual students.• Performs other related duties, asassigned, for the purpose of ensuring theefficient and effective functioningof the work unit.

Craner,Katrina Teacher, PreK

•Collaborates with other teachers in fullinclusion classrooms, instructional staff,other school personnel,parents and a variety of communityagencies and accommodates, for thepurpose of providing students withinstructional materials that addressindividualized learning plans withinestablished lesson plans that supportof the school improvement plan.•Collaborates with other teachers in fullinclusion classrooms and Non-Instructional staff to administer subjectspecific assessments, etc. for thepurpose of assessing studentcompetency levels and/or developingindividual learning plans.• Provides instruction to students for thepurpose of improving their success inacademic, interpersonal, anddaily living skills through a definedcourse of study.• Responds to inquiries from a variety ofsources (e.g. other teachers, parents,administrators, etc.) for thepurpose of resolving issues, providinginformation and/or direction.• Supports classroom teachers for the




purpose of assisting them in theimplementation of establishedcurriculum and/ or individual studentplans.• Assesses student progress towardsobjectives, expectations, and/or goals(e.g. behavioral, motordevelopment and communication skills,academic needs, vocational abilities,etc.) for the purpose of providingfeedback to students, parents, andadministration.• Monitors and manages studentbehavior, reports incidents (e.g. fights,suspected child abuse, suspectedsubstance abuse, etc.) for the purpose ofproviding and maintaining personalsafety of students, providing a safe,positive learning environment andadhering to state and federal laws andschool board policies.• Participates in a variety of meetings,including Individual Education Plan (IEP)for the purpose of conveyingand/or gathering information required topromote students’ educational, physical,and social/emotional ddevelopment.• Prepares a variety of written materials(e.g. adaptive materials, grades,attendance, anecdotal records,Individual Education Plans, behavior logs,etc.) for the purpose of documentingstudent progress and meetingmandated requirements.• Advises parents and/or legal guardiansof student progress for the purpose ofcommunicating expectations;student's achievements; developingmethods for improvement and/orreinforcing classroom goals in the homeenvironment.• Responds to emergency situations ifnurse is not available, first aid andassistance to medically fragilechildren (e.g. tube feeding, toileting,diapering, etc.) to resolve immediatesafety concerns and/or directing toappropriate personnel for resolution, for




the purpose of providing appropriate carefor children as assigned• Directs paraprofessionals for thepurpose of providing an effectiveclassroom program and addressing theneeds of individual students.• Performs other related duties, asassigned, for the purpose of ensuring theefficient and effective functioningof the work unit.

Cibula,Catlin

InstructionalMedia

• Organizes and implements an open-concept media program which fullysupports the educational goals andobjectives of the school.• Supports curriculum throughcooperative planning and consultationwith faculty and administration.• Creates and facilitates an appropriateatmosphere of educational innovationand accepts leadershipresponsibilities for new directions ineducational development.• Instructs small and large groups insequential information retrieval skills.• Teaches lessons with specific objectivesdefined by and in cooperation withindividual teachers.• Provides guidance in selection,location, utilization and evaluation ofprint and non-print materials and intechnology.• Furnishes reading guidance for patronswith unique needs and encourages allpatrons to adopt lifelongreading interests.• Maintains continuing knowledge andawareness of new technologies and howthey impact the curriculum andinstruction.• Conducts ongoing formal and informalfaculty Inservice in the field oftechnology.• Trouble shoots malfunctioningequipment.• Evaluates, selects, and orders print andnon-print materials, and removes thoseno longer usable.




• Establishes circulation procedureswhich assure maximum availability ofresources to all patrons.• Initiates and directs managementprocedures for Media Center, includingsupervision of clerical routines andmaintenance of all records relating tocollection management.• Prepares and submits all requiredreports for Media Center usage andactivities.• Formulates and administers MediaCenter budget.• Supports professional organizations atdistrict, state and national levels.• Evaluates and restructures mediaprogram, as needed, soliciting input fromtotal school population.• Ensures professional growth throughattendance at seminars, conferences,and university courses, andthrough extensive professional reading.• Assumes the responsibility to maintaina valid Florida teacher’s certificate.• Performs other tasks and/orresponsibilities as assigned by theprincipal.• Provides own method of transportationto various locations when required.

Evans,Brooke Teacher, K-12

Planning and Instructional Design:• Plans, organizes, and prepares forclasses assigned and presentsdocumented evidence of preparationuponrequest of immediate supervisor.• Demonstrates and differentiatesmethods required to perform classroomand/or subject specific assignmentsfor the purpose of providing an effectiveprogram that addresses individualstudent requirements.• Prepares a variety of written materials(e.g. grades, lesson plans following scopeand sequence,correspondence with parents andstudents, examinations and quizzes,attendance, anecdotal records, etc.) for




the purpose of documenting studentprogress and meeting mandatedrequirements.

Learning Environment:• Meets and instructs assigned classes inthe locations and at the timesdesignated. If required to work at morethan one location, must provide his/herpersonal means of transportation.• Provides for appropriate supervision ofstudents and manages student behaviorfor the purpose of providing asafe and optimal learning environment.• Counsels students regarding academicneeds, health status, appropriatebehavior, problem solving, personalneeds, and a variety of other concernsfor the purpose of improving social andacademic performance.• Monitors students in a variety ofeducational environments (e.g.classroom, cafeteria, playground, schoolgrounds, hallways, restrooms, field trips,etc.) for the purpose of providing a safeand positive learningenvironment.• Reports incidents (e.g. fights,suspected child abuse, suspectedsubstance abuse, harassment, zerotoleranceoffenses etc.) for the purpose ofmaintaining personal safety of students,providing a positive learningenvironment and adhering to state lawand board policies.

Instructional Delivery and Facilitation:• Employs a variety of instructionaltechniques, methods and materials whichare appropriate to the needs andcapabilities of the students and areconsistent to the assigned teachingresponsibility.• Directs assistant teachers, studentteachers, instructional assistants,volunteers and/or student workers for thepurpose of providing an effectiveclassroom program and addressing the




needs of individual students.• Instructs students for the purpose ofimproving their success in academicsthrough a defined course of study.• Responds to student, faculty, andparental inquiries for the purpose ofachieving overall student, school andfamily success.• Supports other classroom teachers forthe purpose of assisting them in theimplementation of establishedcurriculum and/or individual studentplans.

Assessment:• Administers and develops subjectspecific assessments for the purpose ofassessing student competencylevels and/or developing individuallearning plans as required by the schooldistrict.• Advises parents and/or legal guardiansof student progress for the purpose ofcommunicating expectations.student's achievements; developingmethods for improvement and/orreinforcing classroom goals in the homeenvironment.• Assesses student progress towardslearning targets, objectives,expectations, and/or goals for thepurpose ofproviding feedback to students, parents,and administration.

Continuous Professional Improvement:• Collaborates with instructional staff,other school personnel, parents, and avariety of community resources forthe purpose of improving the overallquality of student outcomes, achievingestablished classroom objectivesin support of the school improvementplan.• Attends and participates in facultymeetings, grade level meetings,collaborative planning activities,professional learning, and other school/personal growth opportunities for the




purpose of improving studentoutcomes through personal improvementand school improvement.

Professional Responsibility and EthicalConduct:• Implements the school’s and district’sphilosophy of education and instructionalgoals to alignpersonal focus with school and districtprofessional direction.• Maintains accurate, complete, andcorrect records as required by applicablelaws, policies, procedures andregulations to ensure the accuratecommunication and collection ofimportant district, school, and studentinformation.• Assists in upholding and enforcingadministrative regulations and applicablepolicies, regulations andprocedures.• Participates in a variety of meetings(including but not limited to 504Meetings, IEP meetings, grade levelmeetings, data team meetings,collaborative planning meetings) for thepurpose of conveying and/or gatheringinformation required to perform functionsand to improve student achievement.• Adheres to emergency procedures andresponds to emergency situations for thepurpose of resolvingimmediate safety concerns.• Responds to inquiries from a variety ofsources (e.g. other teachers, parents,administrators, students, centraloffice staff, etc.) for the purpose ofresolving issues, providing informationand/or direction.• Accepts responsibility for collaborativeteaching assignments, co-teaching, andinclusion, co-curricularactivities, and other collaborative all dayor partial day assignments for thepurpose of meeting the needs ofall learners including learners withdisabilities/differences/other languages.• Establishes and maintains cooperative




relations with students, faculty, staff, andparents.• Assumes the responsibility to maintaina valid Florida teacher’s certificate.

Brockhum,Jasmine Teacher, K-12

Planning and Instructional Design:• Plans, organizes, and prepares forclasses assigned and presentsdocumented evidence of preparationuponrequest of immediate supervisor.• Demonstrates and differentiatesmethods required to perform classroomand/or subject specific assignmentsfor the purpose of providing an effectiveprogram that addresses individualstudent requirements.• Prepares a variety of written materials(e.g. grades, lesson plans following scopeand sequence,correspondence with parents andstudents, examinations and quizzes,attendance, anecdotal records, etc.) forthe purpose of documenting studentprogress and meeting mandatedrequirements.

Learning Environment:• Meets and instructs assigned classes inthe locations and at the timesdesignated. If required to work at morethan one location, must provide his/herpersonal means of transportation.• Provides for appropriate supervision ofstudents and manages student behaviorfor the purpose of providing asafe and optimal learning environment.• Counsels students regarding academicneeds, health status, appropriatebehavior, problem solving, personalneeds, and a variety of other concernsfor the purpose of improving social andacademic performance.• Monitors students in a variety ofeducational environments (e.g.classroom, cafeteria, playground, schoolgrounds, hallways, restrooms, field trips,etc.) for the purpose of providing a safe




and positive learningenvironment.• Reports incidents (e.g. fights,suspected child abuse, suspectedsubstance abuse, harassment, zerotoleranceoffenses etc.) for the purpose ofmaintaining personal safety of students,providing a positive learningenvironment and adhering to state lawand board policies.

Instructional Delivery and Facilitation:• Employs a variety of instructionaltechniques, methods and materials whichare appropriate to the needs andcapabilities of the students and areconsistent to the assigned teachingresponsibility.• Directs assistant teachers, studentteachers, instructional assistants,volunteers and/or student workers for thepurpose of providing an effectiveclassroom program and addressing theneeds of individual students.• Instructs students for the purpose ofimproving their success in academicsthrough a defined course of study.• Responds to student, faculty, andparental inquiries for the purpose ofachieving overall student, school andfamily success.• Supports other classroom teachers forthe purpose of assisting them in theimplementation of establishedcurriculum and/or individual studentplans.

Assessment:• Administers and develops subjectspecific assessments for the purpose ofassessing student competencylevels and/or developing individuallearning plans as required by the schooldistrict.• Advises parents and/or legal guardiansof student progress for the purpose ofcommunicating expectations.student's achievements; developing




methods for improvement and/orreinforcing classroom goals in the homeenvironment.• Assesses student progress towardslearning targets, objectives,expectations, and/or goals for thepurpose ofproviding feedback to students, parents,and administration.

Continuous Professional Improvement:• Collaborates with instructional staff,other school personnel, parents, and avariety of community resources forthe purpose of improving the overallquality of student outcomes, achievingestablished classroom objectivesin support of the school improvementplan.• Attends and participates in facultymeetings, grade level meetings,collaborative planning activities,professional learning, and other school/personal growth opportunities for thepurpose of improving studentoutcomes through personal improvementand school improvement.

Professional Responsibility and EthicalConduct:• Implements the school’s and district’sphilosophy of education and instructionalgoals to alignpersonal focus with school and districtprofessional direction.• Maintains accurate, complete, andcorrect records as required by applicablelaws, policies, procedures andregulations to ensure the accuratecommunication and collection ofimportant district, school, and studentinformation.• Assists in upholding and enforcingadministrative regulations and applicablepolicies, regulations andprocedures.• Participates in a variety of meetings(including but not limited to 504Meetings, IEP meetings, grade level




meetings, data team meetings,collaborative planning meetings) for thepurpose of conveying and/or gatheringinformation required to perform functionsand to improve student achievement.• Adheres to emergency procedures andresponds to emergency situations for thepurpose of resolvingimmediate safety concerns.• Responds to inquiries from a variety ofsources (e.g. other teachers, parents,administrators, students, centraloffice staff, etc.) for the purpose ofresolving issues, providing informationand/or direction.• Accepts responsibility for collaborativeteaching assignments, co-teaching, andinclusion, co-curricularactivities, and other collaborative all dayor partial day assignments for thepurpose of meeting the needs ofall learners including learners withdisabilities/differences/other languages.• Establishes and maintains cooperativerelations with students, faculty, staff, andparents.• Assumes the responsibility to maintaina valid Florida teacher’s certificate.

Rice,Renee Teacher, K-12

Planning and Instructional Design:• Plans, organizes, and prepares forclasses assigned and presentsdocumented evidence of preparationuponrequest of immediate supervisor.• Demonstrates and differentiatesmethods required to perform classroomand/or subject specific assignmentsfor the purpose of providing an effectiveprogram that addresses individualstudent requirements.• Prepares a variety of written materials(e.g. grades, lesson plans following scopeand sequence,correspondence with parents andstudents, examinations and quizzes,attendance, anecdotal records, etc.) forthe purpose of documenting student




progress and meeting mandatedrequirements.


Instructional Delivery and Facilitation:• Employs a variety of instructionaltechniques, methods and materials whichare appropriate to the needs andcapabilities of the students and areconsistent to the assigned teachingresponsibility.• Directs assistant teachers, studentteachers, instructional assistants,volunteers and/or student workers for thepurpose of providing an effectiveclassroom program and addressing theneeds of individual students.




• Instructs students for the purpose ofimproving their success in academicsthrough a defined course of study.• Responds to student, faculty, andparental inquiries for the purpose ofachieving overall student, school andfamily success.• Supports other classroom teachers forthe purpose of assisting them in theimplementation of establishedcurriculum and/or individual studentplans.


Continuous Professional Improvement:• Collaborates with instructional staff,other school personnel, parents, and avariety of community resources forthe purpose of improving the overallquality of student outcomes, achievingestablished classroom objectivesin support of the school improvementplan.• Attends and participates in facultymeetings, grade level meetings,collaborative planning activities,professional learning, and other school/personal growth opportunities for thepurpose of improving student




outcomes through personal improvementand school improvement.

Professional Responsibility and EthicalConduct:• Implements the school’s and district’sphilosophy of education and instructionalgoals to alignpersonal focus with school and districtprofessional direction.• Maintains accurate, complete, andcorrect records as required by applicablelaws, policies, procedures andregulations to ensure the accuratecommunication and collection ofimportant district, school, and studentinformation.• Assists in upholding and enforcingadministrative regulations and applicablepolicies, regulations andprocedures.• Participates in a variety of meetings(including but not limited to 504Meetings, IEP meetings, grade levelmeetings, data team meetings,collaborative planning meetings) for thepurpose of conveying and/or gatheringinformation required to perform functionsand to improve student achievement.• Adheres to emergency procedures andresponds to emergency situations for thepurpose of resolvingimmediate safety concerns.• Responds to inquiries from a variety ofsources (e.g. other teachers, parents,administrators, students, centraloffice staff, etc.) for the purpose ofresolving issues, providing informationand/or direction.• Accepts responsibility for collaborativeteaching assignments, co-teaching, andinclusion, co-curricularactivities, and other collaborative all dayor partial day assignments for thepurpose of meeting the needs ofall learners including learners withdisabilities/differences/other languages.• Establishes and maintains cooperativerelations with students, faculty, staff, and




parents.• Assumes the responsibility to maintaina valid Florida teacher’s certificate.

Tucker,Sherri Teacher, K-12


Learning Environment:• Meets and instructs assigned classes inthe locations and at the timesdesignated. If required to work at morethan one location, must provide his/herpersonal means of transportation.• Provides for appropriate supervision ofstudents and manages student behaviorfor the purpose of providing asafe and optimal learning environment.• Counsels students regarding academicneeds, health status, appropriatebehavior, problem solving, personalneeds, and a variety of other concernsfor the purpose of improving social andacademic performance.• Monitors students in a variety ofeducational environments (e.g.classroom, cafeteria, playground, schoolgrounds, hallways, restrooms, field trips,etc.) for the purpose of providing a safeand positive learning




environment.• Reports incidents (e.g. fights,suspected child abuse, suspectedsubstance abuse, harassment, zerotoleranceoffenses etc.) for the purpose ofmaintaining personal safety of students,providing a positive learningenvironment and adhering to state lawand board policies.


Assessment:• Administers and develops subjectspecific assessments for the purpose ofassessing student competencylevels and/or developing individuallearning plans as required by the schooldistrict.• Advises parents and/or legal guardiansof student progress for the purpose ofcommunicating expectations.student's achievements; developingmethods for improvement and/or




reinforcing classroom goals in the homeenvironment.• Assesses student progress towardslearning targets, objectives,expectations, and/or goals for thepurpose ofproviding feedback to students, parents,and administration.


Professional Responsibility and EthicalConduct:• Implements the school’s and district’sphilosophy of education and instructionalgoals to alignpersonal focus with school and districtprofessional direction.• Maintains accurate, complete, andcorrect records as required by applicablelaws, policies, procedures andregulations to ensure the accuratecommunication and collection ofimportant district, school, and studentinformation.• Assists in upholding and enforcingadministrative regulations and applicablepolicies, regulations andprocedures.• Participates in a variety of meetings(including but not limited to 504Meetings, IEP meetings, grade levelmeetings, data team meetings,




collaborative planning meetings) for thepurpose of conveying and/or gatheringinformation required to perform functionsand to improve student achievement.• Adheres to emergency procedures andresponds to emergency situations for thepurpose of resolvingimmediate safety concerns.• Responds to inquiries from a variety ofsources (e.g. other teachers, parents,administrators, students, centraloffice staff, etc.) for the purpose ofresolving issues, providing informationand/or direction.• Accepts responsibility for collaborativeteaching assignments, co-teaching, andinclusion, co-curricularactivities, and other collaborative all dayor partial day assignments for thepurpose of meeting the needs ofall learners including learners withdisabilities/differences/other languages.• Establishes and maintains cooperativerelations with students, faculty, staff, andparents.• Assumes the responsibility to maintaina valid Florida teacher’s certificate.

Wessinger,Laura Teacher, K-12

Planning and Instructional Design:• Plans, organizes, and prepares forclasses assigned and presentsdocumented evidence of preparationuponrequest of immediate supervisor.• Demonstrates and differentiatesmethods required to perform classroomand/or subject specific assignmentsfor the purpose of providing an effectiveprogram that addresses individualstudent requirements.• Prepares a variety of written materials(e.g. grades, lesson plans following scopeand sequence,correspondence with parents andstudents, examinations and quizzes,attendance, anecdotal records, etc.) forthe purpose of documenting studentprogress and meeting mandated




requirements.


Instructional Delivery and Facilitation:• Employs a variety of instructionaltechniques, methods and materials whichare appropriate to the needs andcapabilities of the students and areconsistent to the assigned teachingresponsibility.• Directs assistant teachers, studentteachers, instructional assistants,volunteers and/or student workers for thepurpose of providing an effectiveclassroom program and addressing theneeds of individual students.• Instructs students for the purpose of




improving their success in academicsthrough a defined course of study.• Responds to student, faculty, andparental inquiries for the purpose ofachieving overall student, school andfamily success.• Supports other classroom teachers forthe purpose of assisting them in theimplementation of establishedcurriculum and/or individual studentplans.


Continuous Professional Improvement:• Collaborates with instructional staff,other school personnel, parents, and avariety of community resources forthe purpose of improving the overallquality of student outcomes, achievingestablished classroom objectivesin support of the school improvementplan.• Attends and participates in facultymeetings, grade level meetings,collaborative planning activities,professional learning, and other school/personal growth opportunities for thepurpose of improving studentoutcomes through personal improvement




and school improvement.

Professional Responsibility and EthicalConduct:• Implements the school’s and district’sphilosophy of education and instructionalgoals to alignpersonal focus with school and districtprofessional direction.• Maintains accurate, complete, andcorrect records as required by applicablelaws, policies, procedures andregulations to ensure the accuratecommunication and collection ofimportant district, school, and studentinformation.• Assists in upholding and enforcingadministrative regulations and applicablepolicies, regulations andprocedures.• Participates in a variety of meetings(including but not limited to 504Meetings, IEP meetings, grade levelmeetings, data team meetings,collaborative planning meetings) for thepurpose of conveying and/or gatheringinformation required to perform functionsand to improve student achievement.• Adheres to emergency procedures andresponds to emergency situations for thepurpose of resolvingimmediate safety concerns.• Responds to inquiries from a variety ofsources (e.g. other teachers, parents,administrators, students, centraloffice staff, etc.) for the purpose ofresolving issues, providing informationand/or direction.• Accepts responsibility for collaborativeteaching assignments, co-teaching, andinclusion, co-curricularactivities, and other collaborative all dayor partial day assignments for thepurpose of meeting the needs ofall learners including learners withdisabilities/differences/other languages.• Establishes and maintains cooperativerelations with students, faculty, staff, andparents.




• Assumes the responsibility to maintaina valid Florida teacher’s certificate.

Johnson,Shelby Teacher, K-12


Learning Environment:• Meets and instructs assigned classes inthe locations and at the timesdesignated. If required to work at morethan one location, must provide his/herpersonal means of transportation.• Provides for appropriate supervision ofstudents and manages student behaviorfor the purpose of providing asafe and optimal learning environment.• Counsels students regarding academicneeds, health status, appropriatebehavior, problem solving, personalneeds, and a variety of other concernsfor the purpose of improving social andacademic performance.• Monitors students in a variety ofeducational environments (e.g.classroom, cafeteria, playground, schoolgrounds, hallways, restrooms, field trips,etc.) for the purpose of providing a safeand positive learningenvironment.




• Reports incidents (e.g. fights,suspected child abuse, suspectedsubstance abuse, harassment, zerotoleranceoffenses etc.) for the purpose ofmaintaining personal safety of students,providing a positive learningenvironment and adhering to state lawand board policies.


Assessment:• Administers and develops subjectspecific assessments for the purpose ofassessing student competencylevels and/or developing individuallearning plans as required by the schooldistrict.• Advises parents and/or legal guardiansof student progress for the purpose ofcommunicating expectations.student's achievements; developingmethods for improvement and/orreinforcing classroom goals in the home




environment.• Assesses student progress towardslearning targets, objectives,expectations, and/or goals for thepurpose ofproviding feedback to students, parents,and administration.


Professional Responsibility and EthicalConduct:• Implements the school’s and district’sphilosophy of education and instructionalgoals to alignpersonal focus with school and districtprofessional direction.• Maintains accurate, complete, andcorrect records as required by applicablelaws, policies, procedures andregulations to ensure the accuratecommunication and collection ofimportant district, school, and studentinformation.• Assists in upholding and enforcingadministrative regulations and applicablepolicies, regulations andprocedures.• Participates in a variety of meetings(including but not limited to 504Meetings, IEP meetings, grade levelmeetings, data team meetings,collaborative planning meetings) for the




purpose of conveying and/or gatheringinformation required to perform functionsand to improve student achievement.• Adheres to emergency procedures andresponds to emergency situations for thepurpose of resolvingimmediate safety concerns.• Responds to inquiries from a variety ofsources (e.g. other teachers, parents,administrators, students, centraloffice staff, etc.) for the purpose ofresolving issues, providing informationand/or direction.• Accepts responsibility for collaborativeteaching assignments, co-teaching, andinclusion, co-curricularactivities, and other collaborative all dayor partial day assignments for thepurpose of meeting the needs ofall learners including learners withdisabilities/differences/other languages.• Establishes and maintains cooperativerelations with students, faculty, staff, andparents.• Assumes the responsibility to maintaina valid Florida teacher’s certificate.

Marek,Regina Paraprofessional

• Provide one-on-one tutoring for eligiblestudents, if the tutoring is scheduled at atime when a student wouldnot otherwise receive instruction from ateacher;• Assist with classroom management,such as organizing instructional andother materials;• Provide assistance in a computerlaboratory;• Conduct parental involvement activitiesunder the supervision of the classroomteacher;• Provide support in a library or mediacenter;• Act as a translator;• Provide instructional services tostudents;• Assist children with personal hygiene;• Performs related duties as required or




assigned by theprincipal.

Noyes,Kathy Other

• Maintains files of activities relating toschool internal funds;• Performs detailed clerical andbookkeeping duties for school internalfunds;• Coordinates with school personnel,students and vendors concerningaccount status;• Prepares reports as needed orrequested for the school and/orappropriate school personnel;• Maintains status of internal budgetduring the year;• Issues purchase orders and keepsrecord of purchases;• Collects and receipts money fromschool activities in accordance withproper procedures;• Makes bank deposits in accordancewith proper procedures;• Reconciles monthly bank statements ina timely manner;• Maintains and inputs computerinformation regarding internal fundsactivities;• Performs monthly and year-end close-outs;• Performs related clerical and secretarialduties as required or assigned. (Duties donot include clinic duty, busduty, hall duty, lunch duty, or textbookinventory).

Demographic Information

Principal start dateMonday 6/15/2015, Shana DorseyNumber of teachers with a 2019 3-year aggregate or a 1-year Algebra state VAMrating of Highly Effective. Note: For UniSIG Supplemental Teacher Allocation, teachersmust have at least 10 student assessments.6



Number of teachers with a 2019 3-year aggregate or a 1-year Algebra state VAMrating of Effective. Note: For UniSIG Supplemental Teacher Allocation, teachers musthave at least 10 student assessments.12Total number of teacher positions allocated to the school68Total number of students enrolled at the school755Identify the number of instructional staff who left the school during the 2020-21school year.11Identify the number of instructional staff who joined the school during the2021-22 school year.12Demographic Data

Early Warning Systems

2021-22

The number of students by grade level that exhibit each early warningindicator listed:

Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Number of students enrolled 0 0 0 227 269 259 0 0 0 0 0 0 0 755Attendance below 90 percent 0 0 0 34 44 43 0 0 0 0 0 0 0 121One or more suspensions 0 0 0 0 0 0 0 0 0 0 0 0 0Course failure in ELA 0 0 0 3 4 1 0 0 0 0 0 0 0 8Course failure in Math 0 0 0 3 5 5 0 0 0 0 0 0 0 13Level 1 on 2019 statewide FSAELA assessment 0 0 0 0 25 31 0 0 0 0 0 0 0 56

Level 1 on 2019 statewide FSAMath assessment 0 0 0 0 38 35 0 0 0 0 0 0 0 73

Number of students with asubstantial reading deficiency 0 0 0 4 3 3 0 0 0 0 0 0 0 10

The number of students with two or more early warning indicators:


K 1 2 3 4 5 6 7 8 9 10 11 12Total

Students with two or more indicators 0 0 0 3 12 17 0 0 0 0 0 0 0 32

The number of students identified as retainees:




K 1 2 3 4 5 6 7 8 9 10 11 12Total

Retained Students: Current Year 0 0 0 0 1 0 0 0 0 0 0 0 0 1Students retained two or more times 0 0 0 0 0 0 0 0 0 0 0 0 0

Date this data was collected or last updatedMonday 8/30/2021

2020-21 - As Reported

The number of students by grade level that exhibit each early warningindicator:


K 1 2 3 4 5 6 7 8 9 10 11 12Total

Number of students enrolled 0 0 0 289 269 258 0 0 0 0 0 0 0 816Attendance below 90 percent 0 0 0 9 6 5 0 0 0 0 0 0 0 20One or more suspensions 0 0 0 2 9 10 0 0 0 0 0 0 0 21Course failure in ELA 0 0 0 0 1 1 0 0 0 0 0 0 0 2Course failure in Math 0 0 0 1 0 5 0 0 0 0 0 0 0 6Level 1 on 2019 statewide ELAassessment 0 0 0 0 0 0 0 0 0 0 0 0 0

Level 1 on 2019 statewide Mathassessment 0 0 0 0 0 0 0 0 0 0 0 0 0



K 1 2 3 4 5 6 7 8 9 10 11 12Total




K 1 2 3 4 5 6 7 8 9 10 11 12Total

Retained Students: Current Year 0 0 0 0 0 0 0 0 0 0 0 0 0Students retained two or more times 0 0 0 0 0 0 0 0 0 0 0 0 0

2020-21 - Updated

The number of students by grade level that exhibit each early warningindicator:




K 1 2 3 4 5 6 7 8 9 10 11 12Total

Number of students enrolled 0 0 0 212 279 263 0 0 0 0 0 0 0 754Attendance below 90 percent 0 0 0 23 47 33 0 0 0 0 0 0 0 103One or more suspensions 0 0 0 0 5 4 0 0 0 0 0 0 0 9Course failure in ELA 0 0 0 3 4 1 0 0 0 0 0 0 0 8Course failure in Math 0 0 0 3 5 5 0 0 0 0 0 0 0 13Level 1 on 2019 statewide ELAassessment 0 0 0 0 25 31 0 0 0 0 0 0 0 56

Level 1 on 2019 statewide Mathassessment 0 0 0 0 18 19 0 0 0 0 0 0 0 37



K 1 2 3 4 5 6 7 8 9 10 11 12Total




K 1 2 3 4 5 6 7 8 9 10 11 12Total

Retained Students: Current Year 0 0 0 0 1 0 0 0 0 0 0 0 0 1Students retained two or more times 0 0 0 0 0 0 0 0 0 0 0 0 0

Part II: Needs Assessment/Analysis

School Data ReviewPlease note that the district and state averages shown here represent the averages for similarschool types (elementary, middle, high school, or combination schools).

Grade Level Data Review - State AssessmentsNOTE: This data is raw data and includes ALL students who tested at the school.This is not school grade data.

ELA

Grade Year School DistrictSchool-District

ComparisonState

School-State

Comparison03 2021

2019 77% 71% 6% 58% 19%Cohort Comparison

04 20212019 70% 66% 4% 58% 12%

Cohort Comparison -77%05 2021



ELA


ComparisonState

School-State

Comparison2019 73% 69% 4% 56% 17%

Cohort Comparison -70%

MATH


ComparisonState

School-State

Comparison03 2021


04 20212019 74% 73% 1% 64% 10%

Cohort Comparison -79%05 2021

2019 77% 71% 6% 60% 17%Cohort Comparison -74%

SCIENCE


ComparisonState

School-State

Comparison05 2021


Grade Level Data Review - Progress Monitoring Assessments

Provide the progress monitoring tool(s) by grade level used to compile the belowdata.

Progress monitoring tools include Renaissance STAR Reading, STAR Math, and PerformanceMatters/Unify Science assessments.



Grade 3Number/%Proficiency Fall Winter Spring

All Students 307/68% 315/75% 320/76%EconomicallyDisadvantaged 60/58% 62/71% 61/71%Students WithDisabilities 58/31% 61/43% 62/45%

EnglishLanguage Arts

EnglishLanguageLearners

3/0% 3/0% 2/0%

Number/%Proficiency Fall Winter Spring

All Students 304/67% 315/71% 316/73%EconomicallyDisadvantaged 60/60% 62/63% 49/68%Students WithDisabilities 58/36% 61/46% 61/53%

Mathematics


3/0% 3/33% 2/0%


All Students 267/71% 301/72% 0EconomicallyDisadvantaged 54/57% 64/59% 0Students WithDisabilities 50/35% 60/35% 0



1/0% 2/0% 0



Mathematics


1/0% 2/0% 0







1/0% 1/0% 0



Mathematics


1/100% 1/0% 0


All Students 54% 66% 0EconomicallyDisadvantaged 0 0 0Students WithDisabilities 0 0 0

Science


0 0 0

Subgroup Data Review

2021 SCHOOL GRADE COMPONENTS BY SUBGROUPS

Subgroups ELAAch.

ELALG

ELALG

L25%MathAch.

MathLG

MathLG

L25%Sci

Ach.SS

Ach.MS

Accel.GradRate

2019-20

C & CAccel

2019-202019 SCHOOL GRADE COMPONENTS BY SUBGROUPS

Subgroups ELAAch.

ELALG

ELALG

L25%MathAch.

MathLG

MathLG

L25%Sci

Ach.SS

Ach.MS

Accel.GradRate

2017-18

C & CAccel

2017-18SWD 42 43 38 39 48 36 39ELL 58 33 68 75BLK 63 54 63 54 33 58HSP 78 62 56 74 73 68 76MUL 80 56 50 76 65 50 82WHT 73 59 53 79 70 55 75FRL 64 55 50 68 61 52 65



2018 SCHOOL GRADE COMPONENTS BY SUBGROUPS

Subgroups ELAAch.

ELALG

ELALG

L25%MathAch.

MathLG

MathLG

L25%Sci

Ach.SS

Ach.MS

Accel.GradRate

2016-17

C & CAccel

2016-17SWD 39 39 28 50 54 38 41ELL 46 75BLK 49 41 20 58 52 36 57HSP 68 64 41 71 59 56 67MUL 70 53 10 74 60 36 67WHT 75 57 46 81 65 48 80FRL 64 52 38 69 56 48 65

ESSA Data Review

This data has been updated for the 2018-19 school year as of 7/16/2019.ESSA Federal Index

ESSA Category (TS&I or CS&I) N/AOVERALL Federal Index – All Students 66OVERALL Federal Index Below 41% All Students NOTotal Number of Subgroups Missing the Target 0Progress of English Language Learners in Achieving English Language ProficiencyTotal Points Earned for the Federal Index 459Total Components for the Federal Index 7Percent Tested 100%

Subgroup Data

Students With DisabilitiesFederal Index - Students With Disabilities 41Students With Disabilities Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Students With Disabilities Subgroup Below 32% 0

English Language LearnersFederal Index - English Language Learners 59English Language Learners Subgroup Below 41% in the Current Year? NONumber of Consecutive Years English Language Learners Subgroup Below 32% 0

Asian StudentsFederal Index - Asian StudentsAsian Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Asian Students Subgroup Below 32% 0



Black/African American StudentsFederal Index - Black/African American Students 54Black/African American Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Black/African American Students Subgroup Below 32% 0

Hispanic StudentsFederal Index - Hispanic Students 70Hispanic Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Hispanic Students Subgroup Below 32% 0

Multiracial StudentsFederal Index - Multiracial Students 66Multiracial Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Multiracial Students Subgroup Below 32% 0

Native American StudentsFederal Index - Native American StudentsNative American Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Native American Students Subgroup Below 32% 0

Pacific Islander StudentsFederal Index - Pacific Islander StudentsPacific Islander Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Pacific Islander Students Subgroup Below 32% 0

White StudentsFederal Index - White Students 66White Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years White Students Subgroup Below 32% 0

Economically Disadvantaged StudentsFederal Index - Economically Disadvantaged Students 59Economically Disadvantaged Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Economically Disadvantaged Students Subgroup Below32% 0

Analysis



Data AnalysisAnswer the following analysis questions using the progress monitoring data and stateassessment data, if applicable.

What trends emerge across grade levels, subgroups and core content areas?

Based on 2021 Spring FSA Report Card, there was a decrease in achievement ofproficiency (Level 3 or above) in ELA and Math across all three grade levels. Althoughthere was a derease across grade levels, WNIS ranked 3rd in the district for 3rd GradeELA, 4th Grade ELA, and 5th Grade Math. WNIS ranked 2nd in the district in 5th GradeELA. Our over proficiency decreased from 2019 in the areas of ELA-70% (-3%), Math-70% (-7%) and Science -72% (-3%).

What data components, based off progress monitoring and 2019 stateassessments, demonstrate the greatest need for improvement?

The areas that demonstrate the greatest need for improvement are 3rd Grade and 4thGrade Math. We were ranked 8th in 3rd grade with a decline of 10% and ranked 6th in4th grade with a decline of 4%. Additionally, the learning gains for the lower quartile inELA showed a decline.

What were the contributing factors to this need for improvement? What newactions would need to be taken to address this need for improvement?

Some contributing factors would be poor attendance, interrruptions to brick and mortarface to face instruction, providing strong Tier I implementation and differentiatinginstruction for all learners. New actions would be to provide teachers with training indifferentiated instruction and provide teachers opportunities to work together on higheffect teaching strategies for Tier I instruction in ELA, Math, and Science as well as bestpractices in small group intervention.

What data components, based off progress monitoring and 2019 stateassessments, showed the most improvement?

Although we declined in Math proficiency overall (70%), the learning gains for the lowerquartile increased by 3%. Additionally, WNIS was 2nd in the district for proficiency inScience (72%).

What were the contributing factors to this improvement? What new actions didyour school take in this area?

Students were provided with interventions on their level to address learning deficits andclose gaps for achievement in math. Additionally, we provided before school tutoring forstudents using research based supplemental materials. Teachers used a variety ofsupplement resources to engage students.

What strategies will need to be implemented in order to accelerate learning?

We will continue to implement intervention during target intervention time blocks.Additionally, we will utilize Intervention teachers to provide small group differentiatedinstruction to address deficits and continue to close gaps in both reading and math. Wewill continue the use of progress monitoring plans to target students that are notdemonstrating progress at each grade level. We will provide research-basedinterventions to students that are not successful with the Tier 1 core content. Classroomteachers will differentiate instruction to address the needs of those students who aredemonstrating proficiency and provide them with enrichment opportunities.



Based on the contributing factors and strategies identified to acceleratelearning, describe the professional development opportunities that will beprovided at the school to support teachers and leaders.

Teachers will participate in grade level PLCs that are focused on strengthening Tier Iinstruction in reading, science and math. We will also provide teachers with PD in theBEST Standards, Tier I instruction, progress monitoring plans, and best practices duringthe intervention block.

Provide a description of the additional services that will be implemented toensure sustainability of improvement in the next year and beyond.

Our intervention team (Administration, AIS, Interventionist and ESSER Interventionists)will analyze data to provide small group interventions to our most struggling studentsduring staggered intervention blocks for reading and math. Classroom teachers willprovide interventions to the next lowest cohort of students. We will implement and followstandards-based pacing guides and common assessments. Administration will closelymonitor data and have data chats with teachers.

Part III: Planning for Improvement

Areas of Focus:



#1. Instructional Practice specifically relating to ELAArea ofFocusDescriptionandRationale:

Based on the Spring 2021 FSA Data , 70% of students showed proficiency onthe ELA portion of the FSA. This was a three percent decrease from theprevious year. This is one category of the seven that comprise our schoolgrade. WNIS has the goal to maintain our school grade of an "A". In order todo so we must continue to increase in overall ELA achievement.

MeasureableOutcome:

Our goal for the 2021-2022 School Year would be to achieve at or above 73%proficiency on the ELA 2021-2022 FSA.

Monitoring:

We will use the STAR Reading Assessment to monitor student progress andprojected proficiency as aligned tostate benchmarks. We will also monitor classroom progress monitoring dataand district-wide commonassessments.

Personresponsibleformonitoringoutcome:

Shana Dorsey ([email protected])

Evidence-basedStrategy:

Direct and explict instruction in comprehension strategies:Direct and explicit instruction in comprehension strategies will improvestudents’ reading comprehension. Comprehension strategies are routines andprocedures that readers use to help them make sense of text. Thesestrategies include, but are not limited to, summarizing, asking and answeringquestions, paraphrasing, and finding the main idea. Comprehension strategyinstruction can also include specific teacher activities that have beendemonstrated to improve students’ comprehension of texts. Asking studentsquestions and using graphic organizers are examples of such strategies.Direct and explicit teaching involves a teacher modeling and providingexplanations of the specific strategies students are learning, giving guidedpractice and feedback on the use of the strategies, and promotingindependent practice to apply the strategies. An important part ofcomprehension strategy instruction is the active participation of students inthe comprehension process. In addition, explicit instruction involves providinga sufficient amount of support, or scaffolding, to students as they learn thestrategies to ensure success.

Cited Evidence:What Works Clearing House - Institute of Education Sciences (ies) NationalCenter for Education Evaluation and Regional Assistance.

RationaleforEvidence-basedStrategy:

This strategy has been shown to be effective across all grade levels and fordiverse groups of students, including students with disabilities and ELLs.Providing students with systematic and explicit instruction in foundationalskills and comprehension strategies will improve student proficiency on theELA portion of the FSA as well as increase overall learning gains, and learninggains of the lower 25 % in ELA.

Action Steps to ImplementProfessional Development:Provide stipends to teachers for after school training opportunities (HMH resources, bestpractices for whole group and small group instruction, BEST Standards and MTSS process).District Training on the HMH series to include Tier 1 and Tier 2 instructional resources.



Professional Learning Communities for the best practices in ELA Instruction.Professional conferences for teachers.Professional conferences for administrators.Monthly Mentor Meetings for new teachers provided by TIP Teachers.Provide teachers with specific feedback from classroom walkthroughs and formal/informalobservations.PersonResponsible Shana Dorsey ([email protected])

Instructional/Technology-based Resources:Freckle for standards-based and adaptive standards-based practiceAmira - Oral Reading Fluency Program - 3rd GradeWaggle - Standards Based Practice for 4th and 5th GradeManipulatives for hands-on learningStudy Island ScienceMystery ScienceIntervention/progress monitoring materialsTier 2 HMH Instructional ResourcesTier 3 Research-Based Interventions based on student need (Phonics for Reading, 95%, LLI,SIPPS, etc)PersonResponsible Shana Dorsey ([email protected])

Parent and Family Engagement:Provide families with appropriate resources for academic achievementProvide opportunities for families to become familiar with content, standards, andexpectations of FSA assessment of students.

PersonResponsible Shana Dorsey ([email protected])

Schedule Support:Ensure allocated staff is utilized appropriatelyEnsure all teachers have a 90 Minute reading blockEnsure all teachers have a 30 minute intervention blockProvided Dual Certified Teachers with paraprofessional supportESSER Interventionists to work with Tier 2 and Tier 3 students during intervention blocksAIS and Interventionist to work with Tier 2 and Tier 3 students during intervention blocksPersonResponsible Shana Dorsey ([email protected])

After School Tutoring:Progress Monitoring supplies and materialsFall and Spring Tutoring SessionsPersonResponsible Shana Dorsey ([email protected])



#2. Instructional Practice specifically relating to Math

Area ofFocusDescriptionandRationale:

Based on the Spring 2021 FSA Data , 70% of students showed proficiency onthe Math portion of the FSA. Based on this trend, this area is a critical needfor our students as our students declined 7% from the prior year. This is oneof the seven categories that comprise our school grade. WNIS has the goal tomaintain our school grade of an "A". In order to do so we must continue toincrease in our overall Math achievement.

MeasureableOutcome:

Our goal for the 2021-2022 School Year would be to achieve at or above 77%proficiency on the Math 2021-2022 FSA.

Monitoring:

We will use the STAR Math Assessment to monitor student progress andprojected proficiency as aligned tostate benchmarks. We will also monitor classroom progress monitoring dataand district-wide commonassessments.




Explict, systematic instruction:

Explicit components include: clearly identifying the skills or concepts to belearned, connecting the new content to previous learning, giving preciseinstructions, modeling concepts or procedures in a step-by-step manner andincluding “think alouds”, providing opportunities to practice, using thefollowing scaffolded instruction and offering specific feedback. Systematiccomponents include presenting lessons that build on one another, movingfrom simple skills and concepts to more complex ones or from high-frequencyskills to low-frequency skills, and breaking complex skills into smaller, moremanageable chunks.

Cited Evidence: The IRIS Center Peabody College Vanderbilt UniversityNashville, TN 37203 [email protected].


Explicit, systematic instruction, involves teaching a specific concept orprocedure in a highly structured and carefully sequenced manner. Researchhas indicated that teaching mathematics in this manner is highly effectiveand can significantly improve a student’s ability to perform mathematicaloperations as well as to solve word problems. This strategy has been shownto be effective across all grade levels and for diverse groups of students,including students with disabilities and ELLs. Explicit, systematic instructionis critical for teaching students effective strategies for solving mathematicsproblems and will improve proficiency on the Math portion of the FSA as wellas increase overall learning gains, and learning gains of the lower 25 % inMath.

Action Steps to ImplementProfessional Development:Provide stipends to teachers for after school training opportunities (best practices for wholegroup and small group instruction, BEST Standards and MTSS process).Professional Learning Communities for the best practices in Math Instruction.Professional conferences for teachers.



Professional conferences for administrators.Monthly Mentor Meetings for new teachers provided by TIP Teachers.Provide teachers with specific feedback from classroom walkthroughs and formal/informalobservations.PersonResponsible Shana Dorsey ([email protected])

Instructional/Technology-based Resources:Freckle Math for standards-based and adaptive standards-based practiceManipulatives for hands-on learningStudy Island ScienceMystery ScienceBrainingcamp Digital ManipulativesPersonResponsible Shana Dorsey ([email protected])

Parent and Family Engagement:Provide families with appropriate resources for academic achievementProvide opportunities for families to become familiar with content, standards, andexpectations of FSA assessment of students.PersonResponsible Shana Dorsey ([email protected])

Schedule Support:Ensure allocated staff is utilized appropriatelyEnsure all teachers have a 60 Minute Math blockProvided Dual Certified Teachers with paraprofessional supportESSER Math Interventionists to work with Tier 2 and Tier 3 students to close gaps





#3. Instructional Practice specifically relating to ScienceArea ofFocusDescriptionandRationale:

Based on the Spring 2021 FSA Data , 72% of students showed proficiency onthe Science State Assessment. WNIS had a decrease of 3% from the prioryear. This is one of the seven categories that comprise our school grade.WNIS has the goal to maintain our school grade of an "A". In order to do sowe must continue to increase in our overall Science achievement.

MeasureableOutcome:

Our goal for the 2021-2022 School Year would be to achieve at or above 75%proficiency on the State Science Assessment in 2021-2022.

Monitoring:We will use the FOCUS Science Assessment to monitor student progress andprojected proficiency as aligned to state benchmarks. We will also monitorclassroom progress monitoring data and district-wide commonassessments.




Explict, systematic instruction:

Explicit components include: clearly identifying the skills or concepts to belearned, connecting the new content to previous learning, giving preciseinstructions, modeling concepts or procedures in a step-by-step manner andincluding “think alouds”, providing opportunities to practice, using thefollowing scaffolded instruction and offering specific feedback. Systematiccomponents include presenting lessons that build on one another, movingfrom simple skills and concepts to more complex ones or from high-frequencyskills to low-frequency skills, and breaking complex skills into smaller, moremanageable chunks.

Cited Evidence: The IRIS Center Peabody College Vanderbilt UniversityNashville, TN 37203 [email protected].


Explicit, systematic instruction, involves teaching a specific concept orprocedure in a highly structured and carefully sequenced manner. Thisstrategy has been shown to be effective across all grade levels and fordiverse groups of students, including students with disabilities and ELLs.Explicit, systematic instruction is critical for teaching students effectivestrategies for reading comprehension and will improve proficiency on theState Science Assessment.

Action Steps to ImplementProfessional Development:Provide stipends to teachers for after school training opportunities.Provide training in hands on STEAM activities.Professional Learning Communities for the best practices in Science Instruction.Professional conferences for teachers.Professional conferences for administrators.Monthly Mentor Meetings for new teachers provided by TIP Teachers.Provide teachers with specific feedback from classroom walkthroughs and formal/informalobservations.




Instructional/Technology-based Resources:Freckle Reading and Math for standards-based and adaptive standards-based practiceManipulatives for hands-on learningStudy Island ScienceMystery ScienceBrainingcamp Digital ManipulativesPersonResponsible Shana Dorsey ([email protected])

Parent and Family Engagement:Provide families with appropriate resources for academic achievementProvide opportunities for families to become familiar with content, standards, andexpectations of the Science State assessment of students.PersonResponsible Shana Dorsey ([email protected])

Schedule Support:Ensure allocated staff is utilized appropriatelyEnsure all teachers have a 60 Minute Science/SS blockProvided Dual Certified Teachers with paraprofessional supportESSER Math and Reading Interventionists to work with Tier 2 and Tier 3 students to closegapsPersonResponsible Shana Dorsey ([email protected])


Additional Schoolwide Improvement Priorities



Using the SafeSchoolsforAlex.org, compare the discipline data of the school to disciplinedata across the state and provide primary or secondary areas of concern that the schoolwill monitor during the upcoming school year. Include how the school culture andenvironment will be monitored through the lens of behavior or discipline data.In 2019, there were a total of 44 In School Suspension Incidents and no Out ofSchool Suspension Incidents at West Navarre Intermediate. In comparison toother elementary schools in the state, we ranked higher than normal withdiscipline incidents in 2019. At this time, the site does not have 2020-2021discipline data.

Primary Area of Concern: The largest number of incidents were threats/intimidation (11) that were reported by students and investigated byadministration.Secondary Area of Concern: The next largest number of incidents was tobacco(3). This was one situation were three students were discovered vaping in therestroom.

The school culture and environment supports Positive Behavior and InterventionSupports (PBIS). The Five communities of WNIS teach and reinforce the currentPBIS Matrix which includes expectations in the following areas: classroom,hallway, restroom, cafeteria, recess/playground, and bus. Through this programstudents have the opportunity to earn Navigator Bucks thus earning points fortheir respective community. Each month, one class per grade level will be chosenas the PBIS Model Class based on the class in each grade level that receives themost points/bucks. Students will also be recognized for Academic Achievementand Improvements via positive office referrals and Student of the WeekNominations. Additionally, we have a Music Enrichment at Lunch (MEAL)Program. This program helps to create a calm and safe environment in ourcafeteria. We have a variety of supports and resources in place to supportstudents, including a check in /check out behavior intervention program forstudents, school counselor, guidance assistant, behavior paraprofessional, CDACcounselor, MFLAC counselor, and Trauma Informed Counselor.

Part IV: Positive Culture & EnvironmentA positive school culture and environment reflects: a supportive and fulfillingenvironment, learning conditions that meet the needs of all students, peoplewho are sure of their roles and relationships in student learning, and a culture

that values trust, respect and high expectations. Consulting with variousstakeholder groups to employ school improvement strategies that impact thepositive school culture and environment are critical. Stakeholder groups more

proximal to the school include teachers, students, and families of students,volunteers, and school board members. Broad stakeholder groups include earlychildhood providers, community colleges and universities, social services, and

business partners.Stakeholders play a key role in school performance and addressing equity.

Consulting various stakeholder groups is critical in formulating a statement ofvision, mission, values, goals, and employing school improvement strategies.



Describe how the school addresses building a positive school culture andenvironment.

The school culture and environment supports Positive Behavior and Intervention Supports(PBIS). The Five communities of WNIS teach and reinforce the current PBIS Matrix whichincludes expectations in the following areas: classroom, hallway, restroom, cafeteria, recess/playground, and bus. Through this program students have the opportunity to earn NavigatorBucks thus earning points for their respective community. Each month, one class per gradelevel will be chosen as the PBIS Model Class based on the class in each grade level thatreceives the most points/bucks. Students will also be recognized for Academic Achievementand Improvements via positive office referrals and Student of the Week Nominations.Additionally, we have a Music Enrichment at Lunch (MEAL) Program. This program helps tocreate a calm and safe environment in our cafeteria. We have a variety of supports andresources in place to support students, including a check in /check out behavior interventionprogram for students, school counselor, guidance assistant, behavior paraprofessional, CDACcounselor, MFLAC counselor, and Trauma Informed Counselor.

Identify the stakeholders and their role in promoting a positive culture andenvironment at the school.

WNIS plans to build positive relationships with parents, families and other communitystakeholders to fufill the school's mission and support the needs of students by gatheringinput from students, parents, staff, & community members as partners in planning andimplementing school initiatives. We encourage participation of all stakeholders. Parents andguardians are encouraged to attend PTO meetings & School Advisory Council (SAC) meetingsto provide input on school wide decisions. Community members are invited to FamilyEngagement events as well as SAC meetings and are encouraged to become partners andprovide input on school widedecisions. The WNIS Title I Program supports parent involvement in their child’s education toensure each child can be successful at school. The Title I Program provides funding for teacherprofessional development and classroom materials for teachers to effctively meet theindividual needs of their students, provide differentiated instruction, and provide tutoring fortargeted students beyond the regular school day. Title I and Parent Involvement are agendaitems for all PTO meetings & SAC meetings. At the end of each year, we focus on a review ofour year's activities and work with our SAC to give feedback on all Family Engagementactivities.



Documents

Santa Rosa County School District West Navarre