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Santa Rosa County District Schools
School Improvement Plan 2016-2017
Berryhill Elementary School
Roger Golden
Principal Principal--Signature
Marcia Harnage
School Advisory Chair School Advisory Chair—Signature
Date of School Board Approval
2016-2017 School Improvement Plan
2
Santa Rosa School Improvement Plan- 2016-2017
Part I- Current School Status Accreditation Standard 1- Purpose and Direction
Accreditation Standard 2- Governance and Leadership
1. Describe the involvement of the School Advisory Council in the development of this plan.
The school Advisory Council will provide input and feedback on the development of the School Improvement Plan. Ultimately, the School Advisory Council
will be an integral part of creating the plan and approving the final copy.
2. Describe the activities of the School Advisory Council anticipated for the 2016-2017 school year including the monitoring of this
School Improvement Plan.
The School Advisory Council shall meet four times (once each quarter) and work cooperatively with the administration,
faculty, and staff of the school for the "improvement of student performance. The council will advise and assist in
preparing and evaluating the School Improvement Plan, the Parent Involvement Plan, and the School Compact. It will
also provide assistance in the preparation of the school's annual budget, and assist in determining programs and/or
projects to be funded by School Improvement and Title One funds.
The council will be informed of the progress for each school goal, make recommendations on the accumulation and
reporting of data that are beneficial to parents, assist in analyzing the annual Climate Survey, and act as a positive
liaison between the school and the community by facilitating communication between the school and community.
3. Multi-Tiered System of Supports (MTSS)
Accreditation Standard 3- Teaching and Assessing for Learning
Accreditation Standard 4- Resources and Support System
2016-2017 School Improvement Plan
3
School-Based MTSS Team
A. Identify the school-based MTSS leadership team members.
•Roger Golden (Principal) and Dawn Chapman (Assistant Principal) – provide a common vision for the use of data-based
decision-making, ensure that the school-based team is implementing MTSS and ensure implementation of intervention support
and documentation.
•Darla Dunn (Certified School Counselor) – Conducts assessment of MTSS skills of school staff, ensures implementation of
intervention support and documentation, and communicates with teachers and parents regarding school-based MTSS plans and
activities.
•Kaitlyn Carrington (School Psychologist) – Participates in collection, interpretation, and analysis of data; facilitates
development of intervention plans; provides support for intervention fidelity and documentation; provides professional
development and technical assistance for problem-solving activities including data collection, data analysis, intervention
planning, and program evaluation; facilitates data-based decision making activities.
•Julie Hester (Intervention Teacher) - Conducts assessment of MTSS skills of school staff, ensures implementation of
intervention support and documentation, and communicates with teachers and parents regarding school-based MTSS plans and
activities.
•Sarah Rhoades (AIS) - implements the Santa Rosa County School District Early Intervention Program (Grades K-3) by
emphasizing early literacy as a critical component to academic success for every child. She uses Beverly Tyner's model of
small group reading instruction by using differentiated instruction and developmental grouping to support the most at-risk
students. She is active on our MTSS team, ensuring students receive necessary interventions to achieve grade level success.
She attends MTSS meetings and provides any necessary support and documentation.
B. Describe how the school-based MTSS leadership team functions (e.g., meeting processes and roles/functions).
The school-based RtI/MTSS Leadership Team coordinates the implementation of RtI/MTSS at Berryhill Elementary School. The
leadership team schedules RtI/MTSS team meetings and establishes the agenda for each meeting. The leadership team works
with staff in overseeing compliance with the district’s Response RtI/MTSS plan, which includes using appropriate interventions
and tracking those interventions with approved data tools. The RtI/MTSS Leadership Team also coordinates data meetings
among grade or subject areas and advises staff on appropriate interventions for core programs.
C. Describe the role of the school-based MTSS leadership team in the development and implementation of the school improvement plan (SIP). Describe
how the problem-solving process was used in developing and implementing the SIP.
The school-based RtI/MTSS Leadership Team assisted the school staff in gathering and analyzing data to use in
developing the School Improvement Plan. The team also provided recommendations for activities in each core academic
area referenced on the School Improvement Plan. For each recommendation, the RtI/MTSS Leadership Team reviewed
student data, developed hypotheses relative to weak areas revealed in the data, considered a variety of options to
address apparent weaknesses, and chose a course of action to address that weakness. The team also recommended to
the SIP writing team a data tool to track the implementation of the activity.
2016-2017 School Improvement Plan
4
MTSS Implementation
D. Provide the data source(s) used at each tier for ELA, mathematics and behavior.
Tier I Academics-
Reading- IXL, MobyMax, Discovery Education Reading, STAR Reading, STAR Early Literacy, Rigby Benchmark Assessments,
Journeys Assessments
Mathematics- IXL, MobyMax, Discovery Education Mathematics, Go Math! Assessments
Science- IXL, MobyMax Discovery Education Science
Writing- MobyMax, Teacher Created Resources
Attendance- SMART-Student At-Risk Report
Tier I- Behavior-
Behavior- Discipline referrals and attendance records
Tier II Academics-
Reading- IXL, MobyMax, Discovery Education Reading, Small Group using Beverly Tyner Method, STAR Reading, READ 180,
Rigby Benchmark Assessments, Journeys Assessments
Mathematics- IXL, MobyMax, Discovery Education Mathematics, Go Math Assessments
Science- IXL, MobyMax, Discovery Education Science
Writing- Teacher Created Resources
Attendance - SMART-Student At-Risk Report
Tier II- Behavior-
Behavior - Discipline referrals and attendance records
Tier III Academics-
Reading- IXL, MobyMax, Small Group using Beverly Tyner Method, STAR Reading, READ 180, Rigby Benchmark Assessments,
Journeys Assessments
Mathematics- IXL, MobyMax, Discovery Education Mathematics, Go Math! Assessments
Science- IXL, MobyMax, Discovery Education Science
Writing- Teacher Created Resources
Attendance - SMART-Student At-Risk Report
Tier III- Behavior-
Behavior- Discipline referrals and attendance records
2016-2017 School Improvement Plan
5
E. Describe the plan to train staff on MTSS during the 2016-2017 school year.
The school’s RtI/MTSS leadership team will attend district–provided training sessions during the 16-17 school year. As funding
allows, other members of the school staff will also attend such trainings. Those trained will return to the school and deliver on-
site RtI/MTSS trainings to staff either in large-group faculty meetings or in grade-level sessions. In addition to information
disseminated from the district, the school’s RtI/MTSS leadership team will coordinate on-site trainings developed to train our
staff on procedures, interventions, and documentation specific to our own school. The district will also provide RtI/MTSS staff
development.
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
Provide relevant in-service opportunities Principal
Provide mentors for teachers in the Professional Orientation Program (POP) Assistant Principal
We will work with the district’s recruitment/retention specialist to ensure highly qualified
candidates are interviewed and hired. This includes highly qualified minority applicants and
those in critical shortage areas.
Principal/Assistant Principal
5. Non-Highly Effective Instructors
Provide the number of instructional staff teaching out-of-field and received a less than an effective rating.
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
2016-2017 School Improvement Plan
6
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
Title I, Part A funds support supplemental activities to improve the academic achievement of the disadvantaged. Activities include the
following primary activities: 1) The Early Intervention Program: a district initiative to support intervention (Grades K-3) in reading, 2)
provision of extended learning time, 3) a math and science initiative on Next Generation Sunshine State Standards, 4) Parent
Involvement, 5) Professional Development, and 6) school-based initiatives based on student needs. 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. Our Title I program includes a detailed Parent Involvement Plan as
well as Parent Involvement Activities scheduled throughout the school year. We will utilize funds for two after-school tutoring sessions in
the fall and winter. We'll also utilize funds for professional development activities such as training teachers to administer State mandated
FAIR assessments throughout the year, Learning Communities, and other trainings the district deems appropriate for our staff. We will
utilize funds to upgrade computers, hardware/software, and other technology equipment as needed, and we will utilize funds to pay
teachers stipends for extra time spent writing the School Improvement Plan.
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 I 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, 5) train coaches, 6) training district
data coaches and administrators, 7) conduct new teacher orientation activities, 8) support mentor teachers, 9) improve minority
recruitment, and 10) support professional development for school-based administrators in the area of the Florida Principal Leadership
Standards.
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.
2016-2017 School Improvement Plan
7
Title X- 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.
The K-12 Comprehensive Research-based Reading Plan funds 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 Stanford 10 for Level 1
students as an opportunity for an exemption from mandatory retention.
Violence Prevention Programs
The Project Wisdom Program is provided by for all elementary classes.
The district provides designated grade level presentations for abuse recognition and prevention. All teachers have yearly updated
training on recognizing and reporting of abuse.
The district provides training and support for schools on the topic of Bullying for both victims and perpetrators.
Nutrition Programs
The school works collaboratively with Sodexho Marriott to provide balanced, nutritional meals each day. We also make available to all
parents free/reduced meal applications to ensure that students of families who qualify financially receive meals free or at a reduced rate.
We also provide information to parents that enable them to manage their child's meal account online.
Housing Programs
The District provides housing referral services through the Communities of Learning/Homeless Education Program.
Head Start
Santa Rosa County's Head Start Program provides children with developmentally appropriate activities that enhance the child, emotionally,
socially, physically, and intellectually. Children develop concepts about themselves, others and the world around them by observing and
interacting with other people and objects. Santa Rosa County Pre-kindergarten children seek solutions to concrete problems. Language
arts, math, science, social studies, health and other curriculum are integrated through specials units. Daily activities in these areas are
planned to provide teacher-directed and child initiated experiences in small and large group instruction. Teachers, assistants, and
volunteers receive models, including Creative Curriculum and Scholastic Early Childhood Program.
Learning Concepts and Outcome Goals:
Language Skills : To teach and nurture child to achieve age-appropriate language skills:
naming object/people
appropriate word usage
ask questions
following directions Cognitive Skills: To teach and nurture child to achieve age-appropriate cognitive skills:
matching objects with pictures
2016-2017 School Improvement Plan
8
drawing
use of numbers/letters Motor Skills: To teach and nurture child to achieve age-appropriate motor skills:
body movement
manipulation of objects Literacy: To understand:
conversation
stories/songs/poems
to discriminate and identify sounds in spoken language and
show awareness of beginning and ending sounds
to hear and discriminate separate syllables in words
to listen and discuss a variety of fiction and non-fiction books and poetry
to retell and dictate stories from books and experiences
to learn how to handle and care for books
awareness that letters are grouped to form words, and are separated by spaces Socialization Skills: To teach and nurture child to achieve age-appropriate self-help skills:
eating
drinking
dressing
hygiene
use of bathroom facilities Positive Attitude for learning (children): To demonstrate a positive attitude and enthusiasm for learning
Transitional activities are implemented near the end of the school year for both students and parents to visit Kindergarten classrooms and
receive information from K teachers in regards to expectations for incoming Kindergarten students the following year. Berryhill
Elementary is host to one Head Start Program for ages 3 & 4.
Adult Education
Presently there are no programs in the Title 1 Elementary Schools for adult education, career and technical education or job training.
However, career education is taught in all elementary classes and through the career fairs held at the schools. The District provides Adult
Education services through the Adult School. The Adult School is designed to meet the educational goals of adults and youth who have
exited the formal school setting. It is the responsibility of the Adult School to provide an educational atmosphere designed to encourage
personal and intellectual growth towards post-secondary education and/or employment.
Career and Technical Education
Workforce Education programs in Santa Rosa County School District are provided in secondary and postsecondary schools. These
programs are career-oriented with rigorous academic coursework utilizing industry standards. The school provides special guest speakers
throughout the school year.
Job Training
2016-2017 School Improvement Plan
9
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.
B. Pre-School Transition
As applicable, describe plans for assisting preschool children in transition from early childhood programs to local elementary schools.
For many children going to “Big School,” can be very intimidating. For many parents, leaving their young, impressionable child in the
hands of an unknown adult can be a difficult transition. Opportunities are offered for both parents and children to prepare for the
transition from Pre-Kindergarten programs, day cares, and home care to the Elementary School environment. These opportunities are
designed to answer the questions and ease the anxiety of parents, and to introduce children to the nurturing elementary school
environment. Orientation activities for families may include, but are not limited to:
Kindergarten Transition Workshop
Classroom activities including: books, videos and art projects about going to kindergarten
Classroom visits from kindergarten teachers (to read a book about going to kindergarten)
Pre-Kindergarten class visits to a kindergarten classroom
School Orientation Day for parents and children to visit the school and become familiar with drop off/pick up areas, classroom
locations, media center, cafeteria, sign in and safety procedures and a chance to meet teachers and staff, etc.
Pre-Kindergarten Graduation goes beyond recognizing the accomplishments of students and allows one more opportunity for the pre-
kindergarten program to instill the importance of parent involvement throughout their child’s academic career.
2016-2017 School Improvement Plan
10
Part II-Expected Outcomes Accreditation Standard 4- Resources and Support System
Area 1- Schoolwide Barriers to Proficiency/ Graduation –
No Schoolwide Barriers
Area 2: English Language Arts
2A-2B- Required for primary, elementary, middle and high schools.
2A. Percentage scoring at or
above level 3.
2015-16 DEA Test D Results
(%/#):n/a
For Primary Schools
2015-16 FSA Year-end Results (%/#):59% (218)
For Non-Primary Schools
2016-17 DEA Midyear Goal (%/#): 55% (219)
2016-17 DEA Test D Goal
(%/#):n/a
For Primary Schools
2016-17 FSA Year-end Goal
(%/#): 69% (274)
For Non-Primary Schools
2B. Percentage scoring at or
above level 4.
2015-16 DEA Test D Results
(%/#):n/a
For Primary Schools
2015-16 FSA Year-end Results
(%/#):25% (92)
For Non-Primary Schools
2016-17 DEA Midyear Goal
(%/#): 13% (52)
2016-17 DEA Test D Goal
(%/#):n/a
For Primary Schools
2016-17 FSA Year-end Goal
(%/#):26% (103)
For Non-Primary Schools
ELA-Specific Section
Anticipated Barrier(s) to
reaching goal.
Strategies to Overcome Barrier Person Monitoring
Strategy
Method of Monitoring
Strategy Student Oral Language and
Vocabulary Deficits
Implement read alouds and
integrate new vocabulary across
the curriculum.
Use the Accelerated Reader
Program to increase
comprehension and encourage
independent reading.
Principal
Assistant Principal
Classroom Teachers
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
ENGLISH LANGUAGE ARTS
2016-2017 School Improvement Plan
11
Use STAR, DEA, IXL, and
MobyMax to determine student
progress throughout the year.
Rigby assessments
FSA data
Classroom walk-throughs
Transitioning from paper to
computer-based testing
Utilize the computer lab and COW
for assessments and classroom
activities across the curriculum.
Principal
Assistant Principal
Classroom Teachers
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Transitioning from traditional
assessments of multiple
choice format to “multi-
select” and short response
Utilize Think Central (Harcourt)
for both reading and math which
provides practice for these types
of assessments.
Use computer labs and COW for
classwork and assessments.
Principal
Assistant Principal
Classroom Teachers
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Providing small group and
challenging instruction for the
higher students
Use STAR, DEA, IXL, and
MobyMax reports to determine
student progress throughout the
year.
Implement Teacher/Student data
chats for the purpose of students
knowing how to track their
progress.
Principal
Assistant Principal
Classroom Teachers
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Teachers’ lack of exposure as
it pertains to the new Florida
Standards and FSA
Provide in-service opportunities
as they become available to staff
that pertain to the Florida
Standards.
Teachers will participate in PLC’s
(Professional Learning
Principal
Assistant Principal
Sign-in sheets
Classroom walk-throughs
2016-2017 School Improvement Plan
12
Communities) that focus on ELA
Florida Standards.
Students’ lack of motivation
to read outside of school
Use Accelerated Reader program
to encourage independent reading
and increase comprehension.
Celebrate AR goal incentives for
students (celebrations/rewards).
Provide parents with resources to
use at home which would include
text-based questioning and
games for comprehension.
Implement two literacy promotion
events, Grandparents Tea, and
Parent Night during fall and spring
Book Fair to encourage/promote
reading at home.
Principal
Assistant Principal
Classroom Teachers
Media Specialist
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Sign-in Sheets
2C-2D -Required for elementary, middle and high schools.
2C. Percentage of students
making learning gains in ELA.
2015-16 FSA Year-end Results
(%/#):42% (105)
2016-17 FSA Year-end Goal
(%/#):58% (150)
ELA-Specific Section
Anticipated Barrier(s) to reaching
goal.
Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Student Oral Language
Vocabulary Deficits.
Implement read alouds and
integrate new vocabulary across
the curriculum. Utilizing
intervention teacher and AIS.
Utilize the intervention teacher,
AIS, and paraprofessionals for
additional instruction outside the
90 minute block.
Use the Accelerated Reader
Program to increase
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
2016-2017 School Improvement Plan
13
comprehension and encourage
independent reading.
Use STAR, DEA, IXL, MobyMax
and Read 180 assessments to
determine student progress
throughout the year.
Classroom walk-throughs
Transitioning from paper to
computer-based testing.
Utilize the computer lab and COW
for assessments and classroom
activities across the curriculum.
Utilize our intervention teacher
and technology assistant for
before-school tutoring every day
in both computer labs.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Scheduling of small group
instruction for the purpose of
differentiation and the time
to do it with fidelity.
Supplement those individual
student needs with IXL, Read
180, and Moby Max to target
individual skill deficits.
Utilize intervention teacher, AIS,
and paraprofessionals for
additional instruction outside the
90 minute block.
Use Tyner small-group
differentiated strategies will be by
all instructors.
Implement Teacher/student data
chats for the purpose of students
knowing how to track their
progress.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Transitioning from traditional
multiple choice format to
“multi-select” and short
response.
Utilize Think Central (Harcourt) to
provide practice with these types
of assessments.
Use computer labs and COW for
classwork and assessments.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
2016-2017 School Improvement Plan
14
Students’ lack of motivation
to read outside of school
Use Accelerated Reader program
to encourage independent reading
and increase comprehension.
Celebrate AR goal incentives for
students (celebrations/rewards).
Provide parents with resources to
use at home which would include
text-based questioning and
games for comprehension.
Implement two literacy promotion
events, Grandparents Tea, and
Parent Night during fall and spring
Book Fair to encourage/promote
reading at home.
Principal
Assistant Principal
Classroom Teachers
Media Specialist
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Sign-in Sheets
2D. Percentage of students in
lowest 25% making learning
gains in ELA.
2015-16 FSA Year-end Results
(%/#):42% (28)
2016-17 FSA Year-end Goal
(%/#):52% (34)
ELA-Specific Section
Anticipated Barrier(s) to reaching
goal.
Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Lack of language-rich
environment at home and
motivation to read at home
Use Accelerated Reader Program
to encourage independent reading
and increase comprehension.
Implement Teacher/Student data
chats for the purpose of students
learning to track their progress.
Goal incentives (celebrations) for
AR.
Use Book it! (reading rewards).
Provide parents with resources to
use at home which would include
text-based questioning and
games for comprehension.
Implement two literacy promotion
events, Grandparents Tea, and
Parent Night during fall and spring
Principal
Assistant Principal
Classroom Teachers
Media Specialist
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Sign-in Sheets
2016-2017 School Improvement Plan
15
Book Fair to encourage/promote
reading at home.
Student Oral Language and
Vocabulary Deficits
Implement interactive read alouds
and integrating new vocabulary
across the curriculum.
Utilize intervention teacher, AIS,
and paraprofessionals for
additional instruction outside the
90 minute block.
Use the Accelerated Reader
Program to increase
comprehension and encourage
independent reading.
Use STAR, DEA, IXL, MobyMax
and Read 180 assessments to
determine student progress
throughout the year.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Scheduling of small group
instruction for the purpose of
differentiation and the time
to do it with fidelity
Supplement those individual
student needs with IXL, Read
180, and MobyMax to target
individual skill deficits.
Utilize intervention teacher and
AIS for additional instruction
outside the 90 minute block.
Implement Tyner small-group
differentiated strategies used by
all instructors.
Implement Teacher/Student data
chats for the purpose of students
knowing how to track their
progress.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Varying ability levels among
students in the classroom
Use small-group differentiated
instruction to meet the needs of
each individual student.
Provide one-on-one instruction.
Provide before-school tutoring by
utilizing both computer labs.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Technology Assistant
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
2016-2017 School Improvement Plan
16
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Some students have difficulty
understanding and
remembering abstract
concepts and need further
skill development
Drill and practice with MobyMax,
IXL, and other supplemental
programs.
Added exposure to subject
through center activities such as
those using hands-on
experiences.
Provide one-on-one instruction.
Use mini-lessons that are skill-
focused.
Implement Tyner small-group
differentiated strategies used by
all instructors.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Transitioning from traditional
multiple choice format to
“multi-select” and short
response.
Utilize Think Central (Harcourt)
for both reading and math which
provides practice with these types
of assessments
Use computer labs and COW for
classwork and assessments.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
2016-2017 School Improvement Plan
17
FSAA ELA- Required for schools with students who took the 2015-16 FSAA—The FAA has been replaced with the current FSAA, therefore a comparison for
the prior year is unavailable.
2E. Percentage of student
accuracy for Task 1 (least
complex task).
2015-2016 Results (%/#):
94% (5)
2F. Percentage of student
accuracy for Task 2.
2015-2016 Results (%/#):
77% (5)
2G. Percentage of student
accuracy for Task 3 (most
complex task).
2015-2016 Results (%/#):
69% (5)
Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Student Oral Language
Vocabulary Deficits
Implement interactive read-
alouds and integrating new
vocabulary across the curriculum.
Utilize computer-based programs
(IXL and Moby Max) to provide
additional practice.
Use Tyner small-group
differentiated strategies daily.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Varying ability levels among
students in the classroom
Differentiate instruction to meet
the needs of each individual
student.
Provide one-on-one and small
group instruction.
Provide hands-on and real world
experiences.
Provide before-school computer
lab
Provide Teacher/Student data
chats.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Technology Assistant
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
2016-2017 School Improvement Plan
18
Some students have difficulty
understanding and
remembering abstract
concepts and need further
skill development
Drill and practice with MobyMax,
IXL, and other supplemental
programs.
Add exposure to subject through
center activities such as hands-on
experiences.
Provide one-on-one instruction.
Use mini-lessons that are skill-
focused.
Implement Tyner small-group
differentiated strategies used by
all instructors.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Daily reading instruction
by the primary reading
teacher
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
Lack of language-rich
environment at home and
motivation to read at home.
Use Accelerated Reader Program
to encourage independent reading
and increase comprehension.
Implement Teacher/Student data
chats for the purpose of students
learning to track their progress.
Use goal incentives (celebrations)
for AR.
Use Book it! (reading rewards).
Provide parents with resources to
use at home which would include
text-based questioning and
games for comprehension.
Implement two literacy promotion
events, Grandparents Tea, and
Parent Night during fall and spring
Book Fair to encourage/promote
reading at home.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Media Specialist
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt Assessments
Rigby assessments
FSA data
Classroom walk-throughs
2016-2017 School Improvement Plan
19
Proposed English/Language Arts Professional Development for 2016-2017
Topic
Facilitator
Targeted Participants
Proposed Dates
PD Follow-up Strategy
Person Responsible
IXL Training Company Rep. Instructional personnel 8/22/16 Data Reports used
Teachers/Administration
PLC's Site trainers Instructional personnel Throughout the school year
Sign-in sheets, PLC
forms, classroom walk-
throughs
Administration
MobyMax Training Company Rep. Instructional personnel 8/12/16 Data Reports used
Teachers/Administration
Tyner Training Beverly Tyner EIP instructors and new
instructional personnel 9/22/16
Sign-in sheets,
classroom walk-
throughs
Administration
Data Meetings Administration Instructional personnel Throughout the school year
Sign-in sheets,
classroom walk-
throughs, Tier II forms
Administration/MTSS
team
District-provided and other in-
service opportunities, as available
State, local,
and national
presenters
Instructional, and Ed.
Support personnel Throughout the school year
Sign-in sheets,
classroom walk-
throughs
Administration
STEAM
Discovery Ed.
and site
trainers
Instructional personnel Throughout the school year
Sign-in sheets,
classroom walk-
throughs
Administration
3 instructional employees will assist
in writing the SIP Administration Instructional personnel August-September - 2016
Ensure all information
is complete before
submitting SIP
Administration
PEARS Mentor
teachers
Instructional
personnel September 2016
Sign-in sheets,
classroom walk-
throughs
Administration
2016-2017 School Improvement Plan
20
Area 3: Mathematics
3A-3B. - Required for schools with grades K-8.
3A. Percentage scoring at or above
level 3.
2015-16 DEA Test D Results
(%/#):n/a
For Primary Schools
2015-16 FSA Year-end Results
(%/#):72% (264)
For Non-Primary Schools
2016-17 DEA Midyear Goal
(%/#): 60% (239)
2016-17 DEA Test D Goal
(%/#):n/a
For Primary Schools
2016-17 FSA Year-end Goal
(%/#):75%(299)
For Non-Primary Schools
3B. Percentage scoring at or
above level 4.
2015-16 DEA Test D Results
(%/#):n/a
For Primary Schools
2015-16 FSA Year-end Results
(%/#):36% (132)
For Non-Primary Schools
2016-17 DEA Midyear Goal
(%/#): 19% (76)
2016-17 DEA Test D Goal
(%/#):n/a
For Primary Schools
2016-17 FSA Year-end Goal
(%/#):37% (147)
For Non-Primary Schools
Mathematics-Specific Section
Anticipated Barrier(s) to reaching
goal.
Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Student math vocabulary
deficiencies make it difficult to
process word problems.
Integrate math vocabulary into
all subject areas.
Use student-produced
interactive vocabulary
notebooks.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
Transitioning from paper to
computer-based testing
Utilize the computer lab and
COW for assessments and
classroom activities.
Principal
Asst. Principal
Classroom teachers
STAR reports
DEA reports
IXL reports
MATHEMATICS
2016-2017 School Improvement Plan
21
Utilize Think Central (Harcourt)
for both reading and math
which provides practice for
these types of assessments.
Teachers use the Item Test
Bank Platform to prepare
students for computer-based
FSA testing.
Inclusion teachers
MTSS Team
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
Scheduling of small group
instruction for the purpose of
differentiation and the time to
do it with fidelity
Target individual student needs
using IXL, MobyMax, DEA math
probes, Reflex, and Prodigy
programs.
Implement Teacher/Student
data chats to enable students to
track their own progress.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
Technology assistant
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
Teachers’ lack of exposure as it
pertains to the new Florida
Standards and FSA
Provide in-service opportunities
as they become available to
staff that pertain to the Florida
Standards.
Principal
Assistant Principal
Sign-in sheets
Classroom walk-throughs
3C-3D -Required for elementary, middle and high schools.
3C. Percentage of students
making learning gains in math.
2015-16 Math State Assessment(s) Year-end
Results
(%/#):53% (29)
2016-17 Math State Assessment(s) Year-end
Goal
(%/#):65% (168)
Mathematics-Specific Section Anticipated Barrier(s) to reaching
goal.
Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Student math vocabulary
deficiencies make it difficult
to process word problems.
Integrate math vocabulary into all
subject areas.
Use student-produced interactive
vocabulary notebooks.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
Intervention teacher
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
2016-2017 School Improvement Plan
22
Transitioning from paper to
computer-based testing
Utilize the computer lab and COW
for assessments and classroom
activities.
Utilize Think Central (Harcourt)
for both reading and math which
provides practice for these types
of assessments.
Teachers will use the Item Test
Bank Platform to prepare students
for computer-based FSA testing.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
Intervention teacher
Technology assistant
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
Scheduling of small group
instruction for the purpose of
differentiation and the time
to do it with fidelity
Target individual student needs
using IXL, and MobyMax, and
Prodigy programs.
Utilize the intervention teacher
and technology assistant for
intervention purposes/before-
school tutoring in both computer
labs.
Implement Teacher/Student data
chats to enable students to track
their progress.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
Intervention teacher
Technology assistant
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
Transitioning from traditional
multiple-choice format
testing to multi-select and
short response questions
Utilize resources available in our
core curriculum on ThinkCentral
to provide practice with these
types of questions.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
3D. Percentage of students in
lowest 25% making learning
gains in math.
2015-16 Math State Assessment(s) Year-end
Results
(%/#):42% (27)
2016-17 Math State Assessment(s) Year-end
Goal
(%/#):52% (34)
Mathematics-Specific Section
Anticipated Barrier(s) to reaching
goal.
Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
2016-2017 School Improvement Plan
23
Students have difficulty
understanding abstract
concepts and recalling basic
facts.
Use small group instruction.
Target individual student needs
using IXL, MobyMax, DEA probes,
Reflex, and Prodigy programs.
Utilize the intervention teacher
and technology assistant for
intervention purposes/before-
school tutoring in both computer
labs.
Implement Teacher/Student data
chats to enable students to track
their progress.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
Intervention teacher
Technology assistant
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
Varying ability levels among
students in the classroom.
Use small group instruction.
Target individual student needs
using IXL, MobyMax, Reflex, DEA
probes, and Prodigy programs
Utilize the intervention teacher
and technology assistant for
intervention purposes/before-
school tutoring in both computer
labs.
Implement Teacher/Student data
chats to enable students to track
their progress.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
Intervention teacher
Technology assistant
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
Transitioning from paper to
computer-based testing.
Utilize the computer lab and COW
for assessments and classroom
activities.
Utilize Think Central (Harcourt)
for both reading and math which
provides practice for these types
of assessments.
Teachers will use the Item Test
Bank Platform to prepare students
for computer-based FSA testing.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
FSA data
Classroom walk-throughs
Transitioning from traditional
multiple-choice format
testing to multi-select and
short response questions.
Utilize resources available in our
core curriculum on ThinkCentral
to provide practice with these
types of questions.
Principal
Asst. Principal
Classroom teachers
Inclusion teachers
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt assessments
2016-2017 School Improvement Plan
24
FSA data
Classroom walk-throughs
FSAA Mathematics- Required for schools with students who took the 2015-16 FSAA—The FAA has been replaced with the current FSAA, therefore a
comparison for the prior year is unavailable.
3E. Percentage of student
accuracy for Task 1 (least
complex task).
2015-2016 Results
(%/#):94% (5)
3F. Percentage of student
accuracy for Task 2. 2015-2016 Results
(%/#):74% (5)
3G. Percentage of student
accuracy for Task 3 (most
complex task).
2015-2016 Results
(%/#):62% (5)
Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring
Strategy
Students have difficulty
understanding abstract
concepts and recalling basic
facts.
Use small group instruction.
Target individual student
needs using IXL, MobyMax,
DEA probes, and Prodigy
programs
Utilize the intervention
teacher and technology
assistant for intervention
purposes/before-school
tutoring in both computer
labs.
Implement Teacher/Student
data chats to enable students
to track their progress.
Principal
Assistant Principal
FSAA classroom
teachers
Intervention
teacher
Technology
Assistant
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt
assessments
FSA data
Classroom walk-
throughs
2016-2017 School Improvement Plan
25
Varying ability levels among
students in the classroom
Use small group instruction.
Target individual student
needs using IXL, MobyMax,
DEA probes, and Prodigy
programs
Utilize the intervention
teacher and technology
assistant for intervention
purposes/before-school
tutoring in both computer
labs.
Implement Teacher/Student
data chats to enable students
to track their progress.
Principal
Assistant Principal
FSAA classroom
teachers
Intervention
teacher
Technology
Assistant
MTSS Team
STAR reports
DEA reports
IXL reports
Moby Max reports
Harcourt
assessments
FSA data
Classroom walk-
throughs
Proposed Mathematics Professional Development for 2016-2017
Topic
Facilitator
Targeted Participants
Proposed Dates
PD Follow-up Strategy
Person Responsible
IXL Training Company Rep. Instructional personnel 8/22/16 Data Reports used Teachers/Administration
MobyMax Training Company Rep. Instructional personnel 8/12/16 Data Reports used Teachers/Administration
PLCs Site trainers Instructional personnel Throughout the school year
Sign-in sheets, PLC
forms, classroom walk-
throughs
Administration
Data Meetings Administration Instructional personnel Throughout the school year
Sign-in sheets, Tier II
forms, classroom walk-
throughs
Administration
STEAM
Discovery Ed.
and site
trainers
Instructional personnel Throughout the school year
Sign-in sheets,
classroom walk-
throughs
Administration
2016-2017 School Improvement Plan
26
PEARS Mentor
teachers Instructional personnel September 2016
Sign-in sheets,
classroom walk-
throughs
Administration
District-provided and other in-
service opportunities, as available
State, local,
and national
presenters
Instructional and Ed.
Support personnel Throughout the school year
Sign-in sheets,
classroom walk-
throughs
Administration
3 instructional employees will assist
in writing the SIP Administration Instructional personnel August-September - 2016
Ensure all information
is complete before
submitting SIP
Administration
Area 4: Science- Grades 5 and 8
4A-4B- Required for grades 5 and 8.
4A. Percentage scoring at or above
level 3.
2015-16 FCAT Year-end Results
(%/#):47 (58)
2016-17 DEA Midyear Goal
(%/#):40% (58)
2016-17 FCAT Year-end Goal
(%/#):60% (86)
4B. Percentage scoring at or
above level 4.
2015-16 FCAT Year-end
Results
(%/#):18% (22)
2016-17 DEA Midyear Goal
(%/#): 10% (14)
2016-17 FCAT Year-end Goal
(%/#): 19% (27)
Science-Specific Section Anticipated Barrier(s) to reaching goal. Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Limited time for Science
instruction
Implement a Science block into
schedules for grades 3-5.
Incorporate science lessons in
the reading block for all grade
levels (K-5).
Principal
Asst. Principal
Classroom teachers
FSA reports
DEA reports
Harcourt assessments
Classroom walk-throughs
Students have limited
retention and recall of
previously taught Science
concepts.
Integrate hands-on STEAM
activities into Science
instruction.
Use Harcourt ThinkCentral
virtual labs.
Principal
Asst. Principal
Classroom teachers
FSA reports
DEA reports
Harcourt assessments
Classroom walk-throughs
Science
2016-2017 School Improvement Plan
27
Implement Science-related field
trips (Marine Science Center in
Navarre).
Schedule guest speakers from
Science-related careers.
FSAA Science- Required for schools with students who took the 2015-16 FSAA—The FAA has been replaced with the current FSAA, therefore a comparison
for the prior year is unavailable.
4C. Percentage of student
accuracy for Task 1 (least
complex task).
2015-2016 Results
(%/#):90% (1)
4D. Percentage of student
accuracy for Task 2. 2015-2016 Results
(%/#):89% (1)
4E. Percentage of student
accuracy for Task 3 (most
complex task).
2015-2016 Results
(%/#):75% (1)
Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Limited time for Science
instruction
Implement a Science
block into schedules for
grades 3-5.
Incorporate science
lessons in the reading
block for all grade levels
(K-5).
Principal
Asst. Principal
FSAA classroom
teachers
FSA reports
DEA reports
Harcourt assessments
Classroom walk-
throughs
Students have limited
retention and recall of
previously taught Science
concepts.
Integrate hands-on
STEAM activities into
Science instruction.
Use Harcourt ThinkCentral
virtual labs.
Implement Science-
related field trips (Marine
Science Center in
Navarre).
Schedule guest speakers
from Science-related
careers
Principal
Asst. Principal
FSAA classroom
teachers
FSA reports
DEA reports
Harcourt assessments
Classroom walk-
throughs
2016-2017 School Improvement Plan
28
Proposed Science Professional Development for 2016-2017
Topic
Facilitator
Targeted Participants
Proposed Dates
PD Follow-up Strategy
Person Responsible
IXL Training Company Rep. Instructional personnel 8/22/16 Data Reports used Teachers/Administration
MobyMax Training Company Rep. Instructional personnel 8/12/16 Data Reports used Teachers/Administration
District-provided and other
science-related in-service
opportunities, as available.
State, local, and
national
presenters
Instructional personnel Throughout the school year
Sign-in sheets,
classroom walk-
throughs
Administration
Data Meetings Administration Instructional personnel Throughout the school year
Sign-in sheets, Tier II
forms, classroom walk-
throughs
Administration
STEAM Discovery Ed.
and site trainers Instructional personnel Throughout the school year
Sign-in sheets,
classroom walk-
throughs
Administration
3 instructional employees will
assist in writing the SIP. Administration Instructional personnel August-September - 2016
Ensure all information
is complete before
submitting SIP
Administration
2016-2017 School Improvement Plan
29
Area 6: At-Risk Section
6A. Students at Risk- Required for primary, elementary and middle schools.
Number of students with 3 or
more At-Risk Indicators as of
August 15, 2016: 25 (of 779 total
students)
Maintain list of these names.
% of students identified on 8/15/16
promoted to next grade: To be
determined
Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Low Academic
Achievement/Missed Instruction
RtI/MTSS Interventions.
Early Bird Computer lab.
RtI Facilitator
School Counselor
Administrator
RtI/MTSS Data
FSA Scores – analysis
and review
Frequent Absences
Truancy process/Attendance
monitoring.
Encourage/promote good
attendance habits.
Data Clerk
School Counselor
MTSS Team
Analysis and review of
Attendance reports
Low socioeconomic students
Identify needed resources/refer
to School Counselor/refer to
School Social Worker.
Encourage/promote student-
school connection.
Positive Office Referrals with
positive phone call home.
RtI Facilitator
School Counselor
Administrator
Review and Analysis of
SMART At-Risk Report
Review and Analysis of
FSA/DEA data
Review and monitor
MTSS information and
reports
Homeless/Transitional Housing
Identify needed resources/refer
to School Counselor/refer to
School Social Worker.
Encourage/promote student-
school connection.
Weekly food backpacks.
RtI Facilitator
School Counselor
Administrator
Review and Analysis of
SMART At-Risk Report
Review and Analysis of
FSA/DEA data
Review and monitor
MTSS information and
reports
At-Risk
2016-2017 School Improvement Plan
30
6D- Attendance - Required for all schools.
2015-16 Attendance Rate :
95.36%
2016-17 Attendance Rate Goal : 95%
2015-16 Number of Students with
Excessive Absences (10 or more):
271
2016-17 Number of Students with
Excessive Absences (10 or more) Goal:
270
2015-16 Number of Students with
Excessive Tardies (10 or more):
171
2016-17 Number of Students with
Excessive Tardies (10 or more) Goal: 170
Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Student Illness
Promote handwashing and
good hygiene.
Promote good nutrition and
health resources.
Refer to clinic and Health Dept.
Nurse.
School Administrator
Data Entry
School Counselor
Health Tech/School
Nurse
SMART Attendance
Reports
MTSS Information and
Agenda
Lack of priorities at home for
education, and unawareness of
the importance of good
attendance
Attendance Matters information
distribution.
Rewards for good attendance.
ITV Messages.
Truancy process including
communication with home –
ConnectED calls.
Parent conferences.
Referral to School Social
Worker for home visits as
needed.
School Administrator
MTSS Team
Data Entry
School Counselor
SMART Attendance
Reports
Rti/MTSS Information
and Agenda
Transportation (not utilizing
bus)
Encourage parents to use
available bus
School Administrator
School Counselor
SMART Attendance
reports
2016-2017 School Improvement Plan
31
6E- Suspension - Required for all schools. 2015-16 Total Number of In –School
Suspensions: 1
2016-17 Total Number of In-School Suspensions
Goal: 0
2015-16 Total Number of Students
Suspended In-School: 1
2016-17 Total Number of Students Suspended In –
School Goal: 0
2015-16 Total Number of Out-of-School
Suspensions: 5
2016-17 Total Number of Out-of-School Suspensions
Goal: 4
2015-16 Total Number of Students
Suspended Out- of- School: 2
2016-17 Total Number of Students Suspended Out-
of-School Goal: 1
Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Student behavior and lack of
parent support.
Continue low suspension rates
through school-wide discipline
plan.
Classroom management plans.
Identify alternate consequences
when feasible.
Project Wisdom will be used on
ITV to enhance and teach social
skills and proper behavior.
Principal
Assistant Principal
School Counselor
Classroom Teachers
SMART
6F- Parent Involvement - N/A - See Online Parent Involvement Plan
Proposed At-Risk Professional Development for 2016-2017
Topic
Facilitator
Targeted Participants
Proposed Dates
PD Follow-up Strategy
Person Responsible
McKinney-Vento Liaison Training Dr. Karen
Barber
School
Representatives/Liaisons TBA MyPD Report
Administration
McKinney Vento Legislation and
Homeless Students
School
Counselor Faculty and Staff October 2016
Monitor Homeless
student rates
Administration
School Counselor
Data Meetings Administration All teachers Throughout the year
Sign-in sheets, Tier II
forms, classroom walk-
throughs
Administration
MTSS Team
Florida Counseling Association
Convention
State
Presenters School Counselor October 13 – 15, 2016 Conference Agenda
Administration
School Counselor
2016-2017 School Improvement Plan
32
Science, Technology, Engineering, Arts, and Mathematics
Area 7: Science, Technology, Engineering, and Mathematics (STEAM) - Required for high schools and STEAM schools 7A. Goal Area: STEAM
Goal narrative
Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy
Lack of practice and teacher
awareness of resources
available to use for STEAM
lessons.
Four STEAM teachers will receive
training/coaching from Discovery
Ed. personnel throughout the
year.
STEAM teachers will share
ideas/strategies with other
teachers.
STEAM teachers’ classrooms will
be used as learning labs for other
teachers to observe lessons
taught.
Administration
Discovery Ed.
Personnel
Teachers
Classroom walk-throughs
DEA reports
IXL, reports
MobyMax,reports
STAR reports
FSA data
Harcourt assessments.
Students who lack ability or
confidence in math and
science.
Extra computer (Early Bird) lab
time made available to students
in need of intervention before
school.
Small-group differentiated
instruction implemented by
classroom teachers, intervention
teacher and paraprofessionals.
Administration
Intervention Teacher
Technology Assistant
Classroom Teachers
Classroom walk-throughs
DEA reports
IXL, reports
MobyMax,reports
STAR reports
FSA data
Harcourt assessments.
Students with limited
previous exposures to
Science instruction.
Scheduled daily science
instruction.
Use of Harcourt ThinkCentral
virtual labs.
Administration
Teachers Master Schedule
Parents’ lack of knowledge in
relation to science and math.
STEAM Night for parents and
students
Principal
Assistant Principal
Teachers
Sign-in Sheet
2016-2017 School Improvement Plan
33
Proposed STEAM Professional Development for 2016-2017
Topic
Facilitator
Targeted Participants
Proposed Dates
PD Follow-up Strategy
Person Responsible
STEAM Trainings Discovery Ed.
Facilitators
School-based STEAM
teachers Throughout the year
Sign-in sheets, STEAM
projects, lesson plans
Administration,
Discovery Ed. coaches
and facilitators
District-provided and other
STEAM-related in-service
opportunities, as available
State, local,
and national
presenters
All teachers Throughout the school year
Sign-in sheets,
Classroom walk-
throughs
Administration
Data Meetings Administration All teachers Throughout the year Sign-in sheets, Administration