School Name: Laurel Hill School

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DateSubmitted:DatesofRevision:

SchoolPerformancePlan2020-2021

SchoolName:Laurel Hill School

LegendAICE AdvancedInternationalCertificateof

EducationMTSS Multi-tieredSystemofSupports

AP AdvancedPlacement NGCAR-PD

NextGenerationContentAreaReadingProfessionalDevelopment

DA DifferentiatedAccountability NGSSS NextGenerationSunshineStateStandardsED EconomicallyDisadvantaged PERT PostsecondaryEducationReadinessTestELA EnglishLanguageArts PMP ProgressMonitoringPlanELL EnglishLanguageLearners PMS ProgressMonitoringSystemEOC EndofCourseExam POC PlanofCareESE ExceptionalStudentEducation PPP PupilProgressionPlanESSA EveryStudentSucceedsAct PSAT PreliminaryScholasticAptitudeTestFAIR FloridaAssessmentforInstructionin

ReadingSAC SchoolAdvisoryCouncil

F/R Free&Reduced SAI SupplementalAcademicInstructionFS FloridaStandards SAT10 StanfordAchievementTestFSA FloridaStandardsAssessment SESAT StanfordEarlySchoolAchievementTestIB InternationalBaccalaureate SPP/SIP SchoolPerformancePlan/School

ImprovementPlanIEP IndividualizedEducationProgram SWD StudentswithDisabilitiesIPDP IndividualizedProfessionalDevelopment

PlanVE VaryingExceptionalities

SACInformation

Allschooladvisoryagendas,minutes,memberships,andguidelinesofoperationsareboundattheschoolsiteaswellastheDistrictOffice.ThesereflecttheprocessusedinthepreparationandevaluationoftheSchoolPerformancePlanandtheschool’sannualbudget.SACfundsintheamountof$willprimarilybeusedfor:ThenamesrepresentedbelowindicateapprovaloftheSPPbytheSACCommitteemembers.Principal’sSignatureSACChairperson’sSignature

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OkaloosaCountySchoolDistrict

VisionStatement:Weinspirealifelongpassionforlearning.

MissionStatement:Weprepareallstudentstoachieveexcellencebyprovidingthehighestqualityeducationwhileempoweringeachindividualtopositivelyimpacttheirfamilies,communities,andtheworld.

CoreValues:Accountability:We,workinginconjunctionwithstudents’families,acceptresponsibilitytoensurestudentlearning,topursueexcellence,andtoholdhighstandardsforall.Citizenship:Weprepareallstudentstoexercisetheduties,rights,andprivilegesofbeingacitizeninalocalcommunityandglobalsociety.

Excellence:Wepursuethehighestacademic,extracurricular,andpersonal/professionalstandardsthroughcontinuousreflectionandimprovement.

Integrity:Weembraceacultureinwhichindividualsadheretoexemplarystandardsandacthonorably.

PersonalGrowth:Wepromotetheacquisitionofknowledge,skills,andexperiencetodevelopindividualswiththeaspiration,perseverance,andresiliencetobelifelonglearners.

Respect:Weshowregardandconsiderationforallthroughacultureofdignity,diversity,andempathy.

Leadership:Weprovideguidanceanddirectiontoaccomplishtaskswhilebeingamoralcompasstoothers.

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SchoolPerformanceTeamIdentifythenamesandtitlesoftheSchoolPerformancePlandevelopers.

Name TitleL.Martello,A.LaVictoire Principal,AssistantPrincipalE.Harrington,S.Spears InstructionalCoachesJ.Becker,C.Gibbons,E.Bolton,A.Beck,M.Reeves ElementaryELAClassroomTeachersD.Clary,K.Redfern,C.Brooks,S.Mitchell,A.Majors ElementaryMathClassroomTeachersJ.Colmon,J.Crews,Y.Williams,D.Welsh SecondaryELAandReadingClassroomTeachersD.Adams,C.Mott,L.Steele,C.Valdes SecondaryMathClassroomTeachersA.Heppner,B.Mott SecondaryScienceClassroomTeachersJ.Franklin,C.McSween SecondarySocialStudiesTeachersK.Jackson,W.Cooper SecondaryCHOICEandCTETeachersD.McVay TitleITeacherK.Chandler,S.Snow ESETeachersC.Strickland GuidanceCounselor

StakeholderInvolvement:DescribetheprocesstakentocreatetheSchoolPerformancePlan.

• May2020-SPPFeedbackSurveywassenttoeachteacherviaemailtogetideasforimprovementoftheplanfrompreviousschoolyear.

• June-July2020-SchooladministrationdraftedtheSPPusingthefeedbackgivenfromteachers.• August2020(preplanning)-Finaldraftof2020-2021SYSPPgiventoteacherswithdiscussionsoninstructionalimplicationsfor

pandemicgaps.• September2020-drafttobelookedoverbyCurriculumandInstructionwithrevisionsrequested.• September2020-finaldraftpresentedtoclassroomteachersforimplementationintotheclassroom

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SchoolProfileLaurel Hill School is a small, public Kindergarten through grade 12 school located in the panhandle of Florida in Northwest Okaloosa County. The rural community of Laurel Hill is bound by the Blackwater State Forest, the Alabama state line, Walton County, and acres of farmland. Student enrollment generally fluctuates around 400-420 students. To date, we have 395 students enrolled. Approximately 68% of the student population is economically disadvantaged. Reading and the development of literacy practices has been the primary focus of academic improvement efforts. Laurel Hill School's students, faculty, staff, and community are dedicated to improving test scores and making learning gains, hoping to show progress as measured by the State of Florida accountability system. Literacy practices will be strengthened and supported as we continue to implement the Florida Standards. Teachers have attended district and state workshops in order to provide professional development for our faculty. Planning, as associated with the Florida Educator Accomplished Practices (FEAP) and Danielson Frameworks, lesson study, and a continuous improvement will assist in accelerating the performance of ALL students. Title I support in Reading and Math, as well as ESE support will be available to elementary and middle school students that qualify. ESE learning strategies classes for secondary students that qualify will be supported by our ESE staff. MTSS will drive school improvement efforts. PD teams will engage in instructional planning and problem solving to ensure that student success is achieved and maintained. LHS will work in concert with the Department of Education's Mission of "increasing the proficiency of all students within one seamless, efficient system by providing them with the opportunity to expand their knowledge and skills through learning opportunities and research valued by students, parents, and communities, and to maintain an accountability system that measures student progress…" In order to accomplish this commitment, MTSS will require 1) high quality instruction and intervention matched to student's needs, 2) use of data over time to make important educational decisions, 3) implementation of team processes and structure, 4) implementation of a problem-solving process, and 5) use of tiered supports and decision protocols. With efforts in place to ease the stresses associated with COVID-19, approximately 25% of our students are learning from home via distance learning platforms for at least the first quarter. Teachers in Okaloosa County are supporting these students, however, Laurel Hill is still their school, and these students are still considered our students. They are part of our Blackboard Connect information outreach and any other types of communication/events that take place at Laurel Hill School. The Student Success Committee is working to ensure that these students stay connected to Laurel Hill and remain successful, even when they are learning from home.

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ParentandCommunityAwareness

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Whatdoesthedatatellyouregardingthepositiveaspectsofyourschool?Oftheresponsesthatwereceived,89%eitheragreeorstronglyagreethatLaurelHillSchoolemphasizesacademicperformanceaboveallelseattheschool.Also,78%ofresponsesagreethattheyfeelwelcomeattheschool-thiscanbeattributedtotheopenlinesofcommunication,friendlyfrontofficestaff,andouropendoorpolicy.

Whatdoesthedatatellyouregardingtheopportunitiesforimprovementinyourschool?Thelackofampleparticipationmeansthatwearenotadvertisingthesurveytothebestofourability.Anincentivecouldbeaddedforstudentstoencouragetheirparentstofilloutthesurvey.Thisinformationwouldallowtheschoolleadershipteamtomakeimprovementssothatstrongerrelationshipscanbebuiltwithcommunitymembersandparents.

Provideadescriptionofthevariousformsofcommunicationtoyourcommunityandparents.Teachers at Laurel Hill School utilize a variety of avenues to communicate to their parents and community members. Each elementary teacher sends home weekly newsletters that give information about upcoming events, current classroom successes, and standards/objectives that will be or has been taught in the classroom that week. Many teachers also use the Remind 101 app that allows parents the opportunity to send electronic messages to their child's teacher(s) when homework questions and/or other issues arise outside of the school's hours. This also allows the teachers to send messages to their subscribing parents about reminders and other tidbits of information. Our schools’ website remains up-to-date with pertinent information for parents. This location is also where parents can go to find a direct link to the teacher’s emails, sports schedules, and school supply lists.

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SchoolActionPlanESSASubgroup:Strategies&ProgramstoSupporttheObjectives

ESSASubgroupFocusSubgroup:Studentswithdisabilities(SWD)-38%SchoolFocusWhatisthecause(s)forthissubgroupbeinganareaoffocus?Accordingtothepreviousschoolyear’sdata(andthisdataisbeingrecognizedagain,asstatetestingdidnotoccurduetoextensiveschoolclosures)16.8%ofthestudentsatLaurelHillSchoolfallundertheStudentswithDisabilitiescategory.WhileLaurelHillSchoolasawholereceived64%oftheFederalIndexPoints,StudentswithDisabilities(SWD)scoredonly38%oftheFederalIndexPoints.Thismeansthatthesestudentsarenotadequatelyperformingonorgrowingtowardproficiency.Manyofthesestudentslackthemotivationtoperseverethroughdifficultassignments,whileothersareconsistentlyabsentfromschoolorinSTPduetoinappropriatebehavior.Whatarewedoingtotargetthissubgroup?TotargetthissubgroupofstudentsatLaurelHill,wearefocusingonthewholechild.Thismeansthatweareimplementingacademicscaffoldsandstrategieswhilealsocateringtotheiremotional,social,andphysicalneeds.ThismeansthatteachersatLaurelHillwillimplementbothacademicandsocial/emotionalstrategiesthatwillbuildastudent’scharacterandmotivation,whichinturn,willhavepositiveeffectsontheiracademicperformance.TargetedSchool-basedProfessionalDevelopment:TeacherswillreceivesocialandemotionalhealthtrainingduringpreplanningPD(Aug24-25).StudentSuccessCommitteewillbeformedfromteachers,administration,andotherstaffmembersduringthefirstmonthofschoolandworktogethertowritetheirplanfortheyear.(Aug/Sept)ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Teacherswillimplementincentivesforstudentsintheclassroomstoimproveperseverance,attendance,andbehavior.ThiswillextendtoallstudentsincludingSWD.HousepointssystemwillbeimplementedstartinginJanuary(dependingontheliftingofCOVID-19safetymeasures).Thiswillallowteacherstogivestudentspointsfortheir“houses”throughouttheschoolyearforgoodbehaviorandpositivechoices.

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SchoolImplementationActionSteps(Administration,Teachers,andStudents):Schoolwillutilizeathemeof“HappyCampers”forthe2020-2021SYtoencouragecomraderyandworkingtogethertoperseverethroughtoughtasks.SSCwillimplementstrategiestoforwardthisthemethroughouttheschool.HousepointssystemwillbeimplementedstartinginJanuary(dependingontheliftingofCOVID-19safetymeasures).Thiswillallowteacherstogivestudentspointsfortheir“houses”throughouttheschoolyearforgoodbehaviorandpositivechoices.AStudentSuccessCommittee(SSC)willbeformedbyteachersandotherstaffmemberstomeetquarterlytoassessanddiscussthemeasuresthatareinplacetoincentivizeperseverance,attendance,andbehaviorofstudents.Thiscommitteewilloverseetheincentivesandfundraisingneededtoimplementtheseincentives.ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorClassroomincentivesforbehaviorandattendance

Walkthroughs Eachsemester Admin,classroomteachers,SSC

Weeklytrophiesforattendanceandcharactertraits

PLCs,walkthroughs,weeklyemails

Weekly Admin,title1teacher,SSC

Housepoints EmailssentfromSSC Weekly(startinginJan) Admin,SSC,classroomteachers

SSCmeetings Attendancetomeetings Monthly AdminSSCEvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:

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SchoolActionPlanELA:Reading&Writing

DistrictGoal: Studentsshalldemonstratereadingproficiencyatorabovetheexpectedgradelevel.ElementaryObjectives:ThepercentageofallcurriculumstudentswhowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast75%.Thepercentageofstudentsinthelowest25%whowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast50%.ThepercentageofLevel4and5studentswhowillmakelearninggainsinreadingontheFloridaStandardsAssessmentTestwillbeatleast95%MiddleSchoolObjectives:ThepercentageofallcurriculumstudentswhowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast75%.Thepercentageofstudentsinthelowest25%whowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast50%.ThepercentageofLevel4and5studentswhowillmakelearninggainsinreadingontheFloridaStandardsAssessmentTestwillbeatleast45%HighSchoolObjectives:ThepercentageofallcurriculumstudentswhowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast75%.Thepercentageofstudentsinthelowest25%whowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast50%.ThepercentageofLevel4and5studentswhowillmakelearninggainsinreadingontheFloridaStandardsAssessmentTestwillbeatleast95%.

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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives

CentralFocus:ELAFocusKindergarten-Grade2KeepingtheBalancedLiteracyModelinmind,usetheELAFoundationStandardsanddata(e.g.,MaxScholar,iReady,formative)tocreatelessons• Collaborativelydeveloptargeted,engagingmulti-sensoryphonemicawarenessandphonicslessonsforusewithintheBalancedLiteracy

Model• HowtouseMaxScholarinablendedlearningenvironmentforidentifiedstudents• Usedata(e.g.,iReady,MaxScholar,andformative)tocollaborativelyplanwholegroupmini-lessons,smallgroupinstruction,andstations

SchoolFocusTargetedSchool-basedFocus:TeacherswillusetheFoundationStandardsforELAtodevelopphonemicawarenessandphonicslessonsandactivitiesthroughouttheBalancedLiteracyModel.TargetedSchool-basedProfessionalDevelopment:WeeklymeetingswiththeELAcoach(AcademicDutyTime)toreviewdata(iReady,MaxScholar,etc.)andplanlessonsforindividualgroupsofstudentsbasedonneed(remediation).InstructionalCoachingCycles(signedpartnershipagreements)withidentifiedteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedontheiReadyDiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):TeacherswillusetheFoundationStandardsforELA(PrintConcepts,PhonologicalAwareness,Phonics/WordRecognition,andFluency)anddata(MaxScholar,FLKRS,iReady,etc.)todevelopphonemicawarenessandphonicslessonsandactivitiesthroughouttheBalancedLiteracyModel.Instructionwillinclude:A- Variousmodesofinstructionaldelivery(BLM)

1. WholeGroupInstructionthatincludesexplicitteaching,teachermodeling,studenttalkstrategies,cooperativelearninggroups,evidenced-basedresponses(verbalresponsewithgradualreleasetowardwrittenin1stand2ndgrades).o Teacherswillprovideevidencedbasedresponsestems(TextTalkeranchorchart)postedintheclassroom(1&2).o KGteacherswillmodelandteachtherestatingofthequestionforevidencedbasedverbalresponses.

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o TeacherswillutilizepurposefulreadaloudsandsharedreadinglessonsthatincorporatepreplannedTDQsatvaryingDOKlevelsandphaseswithanemphasisonKeyIdeasandDetailsandtheFoundationStandardsdifferentiatedbyneed.

2. DifferentiatedInstructionthatincludescooperativelearninggroups,stations,andteacherledsmallgroupinstructionutilizingassessmentdata(DRA,iReady,MaxScholar,classroomformativeassessments,etc.)toplanfordifferentiatedgroupingsandactivities.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.o Teacherswillgiveaphonemicawareness/phonicsinventorywithinthefirstmonthofschooltodeterminesmallgroupsandstations

(iReady,Tyner,FLKRS,etc.)o Teacherswilluseinventorydatatogroupstudentsforthedifferentiationblock.o Teacherswillusevariousresourcestodifferentiatephonemicawarenessandphonicsinstructionsuchas:iReady,FCRRStudentCenter

Activities,Tyner,PhonicsDance,WordsTheirWay,decodablereaders,MaxScholar,etc.o Level1sand2s(iReady)willmeetinasmallgroupdailywiththeteacher;Level3swillmeetinasmallgroupaminimumof3timesper

weekwiththeteacher;Level4sand5swillmeetwiththeteacheraminimumof2timesperweekinasmallgroup.B- Includecomplextext

1. Varioussourceswillbeutilizedtoensureappropriatetextcomplexitywhenchoosingsources(Journeys,Newsela,Achieve3000,ReadWorks,StudiesWeekly,tradebooks,readalouds,etc.)

2. StudentswillbetaughthowtocriticallyanalyzeonesourceforKeyIdeasandDetailsusingpicturesandphotographswithscaffoldingtowardapictureandatext.

C- TextDependentQuestions(TDQs)1. Teacherswillwriteoreditstandardsbased,rigorousTDQstodrivemultiplecomponentsoftheBalancedLiteracyBlock.2. TeacherswillusecarefullycraftedYDQstoleadandscaffoldstudents(breadcrumbs)towardaculminatingtask.3. TDQswilldrivepurposefulstudenttalktoengagestudentswithatext.

D- TextMarking&Annotation1. Teacherswillmodelandscaffoldpurposefultextmarking&annotatingwithrespecttoaTDQ,culminatingtask,orphonicsskill.2. Afterexplicitteachermodelingandscaffolding,students(ingrade2)willbegintopurposefullyandcustomarilytextmark&annotatebased

onaTDQ,culminatingtask,and/orphonicsskill.E- PurposefulStudentTalk

1. StudentswillengagewithtextsandtheirassociatedTDQsthroughcommonstudenttalkstrategiesandprotocolssuchasFishbowl,Think-Pair-Share,Go-Go-Mo,TurnandTalk,PinwheelDiscussions,etc.

2. Teacherswillplanforpurposefulengagementbyincludingstudenttalkprotocolsintodailywholegroupandsmallgrouplessons.3. Teacherswillmodelandincorporatecitation,supportive,andelaborationphrasesinto1stand2ndgradediscussionsandeventuallywriting

(anchorchart).F- MultisensoryInstructionalStrategies

1. Teacherswillroutinelyplanfortheadditionofmultisensoryactivitiessuchasairwriting,texturewriting,Read-It-Build-It-Write-It,kinestheticmovements,songs,etc.tosupportfoundationskillacquisitionforallcomponentsoftheBLB.

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o TeacherswillusetheMultisensoryStrategiesResourcewhenplanningforengagementandlessons.

ProgressMonitoring

Initiative

HowWillItBeMonitored FrequencyofOfficialMonitoring

WhoisResponsibletoMonitor

Phonics/PhonemicAwarenessDifferentiation

Walkthroughs,ConversationswithAdmin,PLCs

Weekly Administration,ClassroomTeachers

ComplexTextsengagement(TDQs,studenttalk,TextMarking&Annotation)



Multisensoryinstructionalstrategiesforfoundationalskillsandstandards



EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:

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CentralFocus:ELAFocusGrades3-5Keepingtheendinmind,usetheELAStandards,ItemSpecifications,AchievementLevelDescriptors(ALDs),anddata(e.g.FSA,formative)tocreatelessons• Collaborativelydevelopaculminatingtask(e.g.,test,writingtask,etc.)thatreflectsthestandard(s)offocus• UseItemSpecificationstocreatequalityquestionsbasedonthestandardsandALDswhichpreparestudentsforthedevelopedculminating

task• Investigatehowtousegrade-leveltextsfromJourneysandsupplementalmaterialsasaresourcetoplanlessonswhichpreparestudentsfor

thedevelopedculminatingtaskSchoolFocusTargetedSchool-basedFocus:Standardsbasedreadingandwritinginstructionthatempowersstudentstothinkcriticallyaboutcomplextextsthroughwholegroupminilessons,differentiatedsmallgroupinstruction,andaccountablestations/cooperativelearninggroups.TargetedSchool-basedProfessionalDevelopment:TeacherswillmeetwiththeELAInstructionalCoachonaweeklybasistoreviewiReadydataandplanstandardsbasedinstructionforstudents.InstructionalCoachingCycles(partnershipagreements)withidentifiesteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedontheiReadyDiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Beginningwiththestandards,ItemSpecifications,ALDs/LPs,androutinelycreatingpurposefulinteractionswithtexts,teacherswillincorporatestrategiesforpurposefulinteractionswithcomplextextsintovariousmodesofinstruction.Theinstructionwillinclude:

A- Variousmodesofinstructionaldelivery(BalancedLiteracy)1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussions,cooperativelearninggroups,

writtenresponses,etc.

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2. Differentiatedinstructionthatincludescooperativelearninggroups,stations,andteacherledsmallgroupinstructionutilizingassessmentdata(FSA,iReadydiagnosticandinstruction,classroomformativeassessments)toplanforstudentgroupingsandactivities.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.• Level1sand2swillmeetwiththeteacherinasmallgroupaminimumof5timesaweek;Level3swillmeetwiththeteacher

inasmallgroupaminimumof3timesperweek;Level4sand5swillmeetwithateacherinasmallgroupaminimumof2timesperweek.

• TeacherswillusetheiReady3. Intertextuallessonsthatincludethefollowingcomponents:multiplecomplexsources,textdependentquestions,textmarking&

annotation,purposefulstudenttalk,writingthroughreading,focusedculminatingtask.4. Bytheendofthe1stELAstudentsingrades3-5willbeabletoconnect2ormoresourcestoanswerTDQs,recognize

themes/ideas,orcompleteaculminatingtask.B- Multiplesources/ComplexTexts

1. Varioussourceswillbeutilizedtoensureappropriatetextcomplexitywhenchoosingsources(EngageNewYork,CommonLit,Newsela,Achieve3000,ReadWorks).

2. StudentswillbeexplicitlytaughthowtocriticallyanalyzeonesourceforKeyIdeasandDetailsbeforesynthesizingmultiplesources.

3. Instructionwillfocusonstudentsmakingconnectionsandsynthesizingmultiplesourcesandevaluatingtherelationshipamongtextselections.

4. BytheendofthefirstsemesterELAstudentsingrades3-5willbeabletoconnecttwoormoresourcestoanswerTDQs,recognizethemes/ideas,orcompleteaculminatingtask.

C- TextDependentQuestions(TDQs)1. Teacherswillwriteoreditstandardsbased,rigorousTDQstodrivecomponentsoftheBalancedLiteracyBlock.2. TeacherswillusecarefullycraftedTDQstoleadandscaffoldstudents(breadcrumbs)toaculminatingtask.3. TDQswilldrivepurposefulstudenttalktoengagestudentswiththetext.4. Teacherswillexplicitlymodel(usingathinkaloud)howtothinkthroughandanswerrigorousTDQsatvaryingphases,DOKs,

anditemtypeswithagradualreleasetowardstudentindependence.ThiswillbethroughaDailyReadingWarmUpofanFSAstylequestionatvaryingphasesandDOKs(ReadingWarmUp).

D- TextMarking&Annotation1. TeacherswillmodelforandscaffoldstudentstowardpurposefultextmarkingsandannotationswithrespecttoaTDQor

culminatingtask.

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2. Afterexplicitlyteachermodelingandscaffoldingstudentswillbegintopurposefullyandcustomarilytextmark&annotatebasedonaTDQorculminatingtask.

E- PurposefulStudentTalk1. StudentswillengagewithtextsandtheirassociatedTDQsthroughcommonstudenttalkstrategiesandprotocolssuchas

SocraticSeminar,Fishbowl,Think-Pair-Share,Go-Go-Mo,PhilosophicalChairs,TurnandTalk,etc.2. Teacherswillplanforpurposefulengagementbyincludingstudenttalkprotocolsintodailywholegroupandsmallgroup

lessons.F- WritingThroughReading

1. TeacherswillplanforpurposefulengagementwithtextsthroughWritingThroughReadingactivitiessuchas:ExitTickets,GraphicOrganizers,StopandJot,citingrelevantevidence(ranking),etc.

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorUseofstandards,itemspecifications,andALDstodrivecomponentsoftheBalancedLiteracyBlock


Weekly Administration,classroomteachers

EngagementwithComplexTexts(TDQs,studenttalk,textmarking&annotation)


Monthly Administration,classroomteachers

Dailysmallgroupinstructionforstudentremediationandenrichment.




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CentralFocus:Text-basedWriting

SchoolFocusTargetedSchool-basedFocus:Focusedwritingresponseswithanemphasisontheprewritingprocedures-analysisofsources,constructionofathesisstatement,andstudenttalkprotocolstoincreaseelaborationTargetedSchool-basedProfessionalDevelopment:WeeklymeetingswiththeELAcoach(AcademicDutyTime)toreviewdata(baselinewritingscoresandinclassassignments)andplanlessonsforindividualgroupsofstudentsbasedonneed(remediation).InstructionalCoachingCycles(signedpartnershipagreements)withidentifiedteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebaselinewritingdatathatisgatheredinSeptember.WritingPlan

LaurelHillSchoolKG-5thWritingInstructionalPlan

2020-2021AllELAteachersingradesK-5will:

• ReviewtheFSA-LikeorFSAwritingrubricwithallstudents.• ImplementWritingSmallGroupsorWritingConferencestoremediatestudentwritingdeficiencyasinformedbyclassroomdataandenrich

studentstothenextscorepointontherubric.• Giveabaselinewritingatthebeginningofeachquartertoinformteachersofwritingneeds• UsedatafrombaselinewritingandCountColdWritestodrivetheirwritinginstruction.

KindergartenUnpackingaPrompt

• Withteachersupportunderstandvocabularyoftheprompt.• Studenttalktorestatepromptintheirownwords• Teachermodelshowtounderlinekeywordsintheprompt• ModeledBUCLbyteacher

o BoxMode(opinion,informational)

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o UnderlinePurposeandAudience,whenapplicableNote:Ifnoaudienceisspecifiedintheprompt,itisunderstoodtheaudienceisa“knowledgeableperson”

o CircleTopico Listanyacademic/domainspecificwordsifpresent

TextMarking&Annotations• Teachermodelsandguidestextmarkingandannotationsusingpagescopiedfromafamiliartextforthewholeyear.• Teacherswillusepreviousreadingseries’leveledreadersfortextmarkingandannotations.

PlanningfortheEssay

• Modeledandsharedplanning• Graphicorganizers• StudentresponsesbasedonpromptedTDQsandteacherleadtextmarking• Oraldictationtoteacher

AnalysisandSynthesisofMultipleSources• Withpromptingandsupport,analyzetwosourcesINDEPENDENTLYofeachotherbeforetyingthemtogether• ModelsynthesisoftwosourcesbyQ4.

WritingIntroductions• WithpromptingandsupportstudentswillwriteatopicsentencebyQ4• Modelingandsharedwriting

WritingConclusions• Teacherswillmodelrestatingthetopicsentenceasthelastsentenceofyourwriting.• Modelingandsharedwriting

CitingRelevantEvidence• Withpromptingandsupportstudentwillrespondtoteacherleaddiscussionofasource.• Withpromptingandsupportstudentswillbeabletoverballyranktwopiecesofevidenceforrelevancetotheprompt.

ElaborationTechniquesandStrategies• Teachermodeledandguidedthroughannotationsofthetext• Teacherquestioningandstudentresponse• Teacherswillmodel“ConnectionstoSelf”fromthe6-ElaborativeTechniquesstrategy

UsingInternalandExternalTransitions• Modeledandsharedwriting• Storyframeswithgradualrelease• StorySequencing

IncludingContentSpecificVocabulary• Modeledcircling,underlining,anddefiningwordsduringtextmarking• Anchorchartsforwords• Usethewordsinsharedwriting• TDQswrittenanddiscusswithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)

FirstGradeUnpackingaPrompt

• Studenttalktostatethepurposeforthewriting.• Underlinekeywordsinthepromptwithgradualrelease

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• TeachermodeledBUCL-graduallyreleasetosharedBUCLbyQuarter3o BoxtheMode(opinion,informational)o Underlinepurposeandaudience,whenapplicable;Ifthereisnotdeterminedaudience,itisunderstoodtheaudienceisa“knowledgeableperson”.o Circlethetopicoftheessayo Listanyacademic/domainspecificwordsthatshouldbeusedintheresponsefromtheprompt.

TextMarking&Annotations• Teachermodelsandguidestextmarkingandsomeannotationwith/forthestudents

o Annotationwillbetaughtandmodelednotbeforethefirstsemesterwithgreatcareastonotoverwhelmtheprewritingprocess.• Studentswilltextmarkallpossiblepiecesofevidencefortheprompt• Studentsandteacherswillrankevidencetodeterminethemostrelevanttotheprompt.

o Thiswillbedonethroughtheuseofpointedstudenttalkactivitiesandengagementstrategies.PlanningfortheEssay

• Modeledandsharedplanning(gradualrelease)• Graphicorganizersprovidedtoaidinplanningforwritingtoaspecificmode(promptdriven).• StudentresponsesbasedonpromptedTDQsandtextmarking

AnalysisandSynthesisofMultipleSources• Withpromptingandsupport,studentswillanalyzetwosourcesindependentlyofeachotherbeforetyingthemtogether• Withpromptingandsupport,synthesize2sourcesbyquarter3.

WritingIntroductions• Modeledandscaffoldedrestatementofthepromptusingstudents’ownwords• Studentswillwriteatopicsentenceindependentlybyquarter3• Teacherswillprovide,instruct,andsupporttheuseofpromptstartersandsentenceframes.• Sharedintroductionwritingwithagradualreleasemodel

WritingConclusions• Modelingandscaffoldingofrestatingthetopicsentenceusingrephrasedwords-studentsindependentbyquarter4.• Teacherswillscaffoldstudentswithpromptstartersand/orsentenceframes.

CitingRelevantEvidence• Withpromptingandsupportstudentswillbeabletorankevidenceforrelevance.• Citewheretheyfoundtherelevantevidence.• Studentswillengageinstudenttalkactivitiestorankevidence

ElaborationTechniquesandStrategies• Teacherpromptedquestioningandstudent’sresponsesthroughstudenttalkandannotationofsources.• Teacherswillmodelandsupportstudentstouse“ConnectionstoSelfandAnotherText”fromthe6-ElaborativeTechniquesstrategy.

UsingInternalandExternalTransitions• Withpromptingandsupport,thestudentswillusestoryframes.• Graphicorganizers(sequencing)• Anchorchartswithtransitionsforstudentstoreferencewhenwriting• Studentswilltextmarkexamplesoftransitionsinexemplarwriting

IncludingContentSpecificVocabulary• Circling,underlining,anddefiningwordsduringtextmarking• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)

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SecondGradeUnpackingthePrompt

• Stateageneralpurposeforwritingbasedontheprompt• Underlinethepurposeforwritingintheprompt• StudentandteachersharedBUCLprompts

o Boxthemode(opinion,information)o Underlinethepurposeandaudience,whenapplicable;Ifnoaudienceisspecifiedintheprompt,itisunderstoodtheaudienceisa“knowledgeable

person”o Circlethetopico Listanyacademic/domainspecificwordsifpresent

TextMarking&Annotation• Teachermodelsandguidestextmarking&annotating• Studentswilltextmarkpossiblepiecesofevidencefortheprompt• Studentsandteacherswillrankevidencetodeterminethemostrelevanttothepromptwithagradualreleasemodel.

PlanningforEssay• Sharedplanningwithfeedback(gradualrelease)• Graphicorganizers• StudentresponsesbasedonpromptedTDQsandtextmarking

AnalysisandSynthesisofMultipleSources• Withpromptingandsupport,analyzetwosourcesindependentlyofeachotherbeforetyingthemtogether• Withpromptingandsupportsynthesizetwosources(gradualrelease)byquarter3.

WritingIntroductions• Sentenceframes/promptstarters• Sharedwritingwithgradualreleasemodel

WritingConclusions• Modeledandscaffoldingofrestatingthetopicsentenceusingrephrasedwords.Studentsindependentbyquarter3.• Teacherswillscaffoldstudentswithpromptstartersorsentenceframes

CitingRelevantEvidence• Anchorchartforsentencestemstociteevidence;Example:Theauthorstates_________;Insource2itstates_________.• Studentswillcollaboratively(throughstudenttalkandclassdiscussions)rankevidencebasedonrelevancetotheprompt• Citewherestudentfoundevidence(withteachersupport)

ElaborationTechniquesandStrategies• Teacherpromptedquestioningandstudents’responsesthroughstudenttalkandannotationofsourceswithgradualreleasetoindependence.• Teacherswillmodelandsupportstudentstouse“ConnectionstoSelfandAnotherText”fromthe6-ElaborativeTechniquesstrategy.

UsingInternalandExternalTransitions• Transitionwordbanks• Graphicorganizers• Anchorchartwithtransitionsforstudentstoreferencewhenwriting• Studentswilltextmarkexamplesoftransitionsinexemplarwriting

IncludingContentSpecificVocabulary

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• Circling,underlining,anddefiningwordsduringtextmarking• Modeledandsharedwriting• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)

ThirdGradeUnpackingthePrompt

• StudentandteachersharedBUCLpromptswithgradualreleasetoindependentbyquarter2o Boxthemode(opinion,informational)o Underlinepurposeandaudience,whenapplicable;Ifnoaudienceisspecificintheprompt,itisunderstoodtheaudienceisa“knowledgeable


TextMarking&Annotation

• Studentswilluseunpackedpromptstoguideandsetthepurposefortextmarkingandannotationwithannotationsmodeledduringquarter1(gradualrelease)

• Studentswillrankevidenceforrelevance• Studentswillparticipateinstudenttalkactivitiestojustifytextmarkingandannotations.

PlanningfortheEssay

• Gradualrelease(model,shared,independent)“BoxesandBullets”{thesisstatementgoesinthebox,andthetwoorthreebulletsarewordsorphrasesthatrepresentthetwoorthreetopicsofthebodyparagraphs.

• Independentplanningbyquarter3AnalysisandSynthesisofMultipleSources

• Studentswillanalyzeandsynthesizethreesourcesbyquarter3• Teacherswillincorporatethefollowingstrategiestoencouragestudents’analysisandsynthesisofandacrossmultiplesources:

o TeacherwillcreateTDQswithanemphasisonphase2and3whichrequiresstudentstoanalyzemultiplesourceso Studenttalkstrategiesthatrequirestudentstosynthesizeacrossmultiplesourceso Visualstrategiessuchashighlightersandgraphicorganizerstomakeconnectionsacrossmultiplesources

WritingIntroductions

• TeacherwillusemodelingandexemplarwritingsfromFSAsamplersettoshowintroductoryparagraphs• Withpromptingandsupportstudentswillwritethesisstatementsasthemainideafortheiressay• Directlyteachintroductiontypes:funnel,dramatic,quotation,turnabout,interestingfacts,anecdote(story);andmodeltheirusethroughmodeledand

sharedwriting• Sharedwritingasneeded

WritingConclusions

• Teacherwillprovideexplicitinstructionandmodelingon3-Stepconclusionwriting:restatementofthesis,synthesisofnewand/orinterestingidea,andfinalgeneralizedthought

• Anchorchartwillbecreatedanddisplayedforstudentstorefertowhenwritingconclusions• Directlyteachconclusiontypes:2Cents,CalltoAction,andFutureSignificance;modeltheirusesthroughmodeledandsharedwritings

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CitingRelevantEvidence

• Teacherswillprovideinstructiononandcontinuousreviewof“evidence”portionoftheFSA-likerubric• Teacherswillmodelandscaffoldstudentstoanalyzetheirowntextmarkings• Anchorchartofsentencestemsforcitingevidence

ElaborationTechniquesandStrategies

• TeacherswillwriteTDQsthatrequirestudentstosynthesizeacrosssources• Teacherswillutilizestudenttalkstrategiessuchas:SocraticSeminar,PhilosophicalChairs,4-Corners,andFishbowltoincreaseelaborationbeforewriting• Teacherswillprovidedirectinstructiontomodelandgraduallyreleasetheuseofthe6-ElaborativeTechniques

UsingInternalandExternalTransitions

• TeacherswilluseFSAandOCSDsamplersetstomodelandshowtheexemplaryuseofinternalandexternaltransitions• Studentswilltextmarkexamplesoftransitionsinexemplarwriting• Studentswillindependentlyutilizeexternaltransitionsintheirwriting


• Circling,underlining,anddefiningwordsduringtextmarking• Modeledandsharedwriting• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)

FourthGrade

UnpackingthePrompt

• StudentwillindependentlyBUCLPromptso Boxthemode(opinion,informational)o Underlinepurposeandaudience,whenapplicable;Ifnoaudienceisspecificintheprompt,itisunderstoodtheaudienceisa“knowledgeable


TextMarking&Annotations

• Studentswilluseunpackedpromptstoguideandsetthepurposefortextmarkingandannotations• Studentswillrankevidenceforrelevance• Studentswillparticipateinstudenttalkactivitiestojustifytextmarkingandannotations

PlanningfortheEssay

• TeacherswillteachplanningwithBoxesandBullets{Thesisstatementgoesinthebox,andthetwoorthreebulletsarewordsorphrasesthatrepresentthetwoorthreetopicsofthebodyparagraphs.

• TeacherswillmakeconnectionstoinformationaltextsinreadingwithBoxesandBullets(mainideaandsupportingdetails)toconnectreadingandwritingforstudents

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AnalysisandSynthesisofMultipleSources

• Studentswillanalyzeandsynthesizethreesourcesbyquarter3• Teacherswillincorporatethefollowingstrategiestoencouragestudents’analysisandsynthesisofandacrossmultiplesources

o TeachercreatedTDQswithanemphasisonphase2and3whichrequiresstudentstoanalyzemultiplesourceso Studenttalkstrategiesthatrequirestudentstosynthesizeacrossmultiplesourceso Visualstrategiessuchashighlightersandgraphicorganizerstomakeconnectionsacrossmultiplesources


• TeacherwillusemodelingandexemplarwritingsfromFSAsamplersettoshowexemplaryintroductoryparagraphs• Studentswillindependentlywritethesisstatementsasthemainideafortheiressay• Studentswillwritethesisstatementsaspracticeinstationsand/orsmallgroups-sentenceframesavailablefordifferentiation• Directlyteachintroductiontypes:funnel,dramatic,quotation,turnabout,interestingfacts,anecdote(story);andmodeltheirusethroughmodeledand

sharedwritingWritingConclusions

• Teacherwillprovideexplicitinstructionandmodelingon3-StepConclusionWriting:Restatementofthesis,Synthesisofanewand/orinterestingidea,andfinalgeneralizedthought

• Studentswillbeginindependentlywritinga3-StepConclusionaftermodelinganddirectinstruction• Anchorchartwillbecreatedanddisplayedforstudentstorefertowhenwritingconclusions• Directlyteachconclusiontypes:2Cents,CalltoAction,andFutureSignificance;modeltheirusesthroughmodeledandsharedwritings


• Teacherswillprovideinstructiononandcontinuousreviewof“evidence”portionoftheFSA-likerubric• Teacherswillmodelandscaffoldstudentstoanalyzetheirowntextmarkings• Anchorchartofsentencestemsforcitingrelevantevidence


• TeacherswillwriteTDQsthatrequirestudentstosynthesizeacrosssources• Teacherswillutilizestudenttalkstrategiessuchas:SocraticSeminar,PhilosophicalChairs,4-Corner,andFishbowltoincreaseelaborationbeforewriting• Teacherswillprovidedirectinstructionandmodelingforthe6-ElaborativeTechniques


• TeacherswilluseFSAandOCSDSamplerSetstomodelandshowtheexemplaryuseofinternalandexternaltransitions• Studentswilltextmarkexamplesoftransitionsinexemplarwriting• Studentswillindependently(byquarter3)useinternalandexternaltransitionsintheirwriting


• Circling,underlining,anddefiningwordsduringtextmarking• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)

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FifthGrade

UnpackingthePrompt

• StudentwillindependentlyBUCLPromptso Boxthemode(opinionandinformational)o Underlinethepurposeandaudience,whenapplicable:Ifnoaudienceisspecifiedintheprompt,itisunderstoodtheaudienceisa“knowledgeable

person”o Circlethetopicintheprompto Listanyacademic/domainspecificwordsifpresent

TextMarkingandAnnotation

• Studentswilluseunpackedpromptstoguideandsetthepurposefortextmarkingandannotation• Studentswillindependentlyrankevidenceforrelevancetotheprompt• Studentswillparticipateinstudenttalkactivitiestojustifytextmarkingandannotations

PlanningfortheEssay

• TeacherswillteachplanningwithBoxesandBullets{Thesisstatementgoesinthebox,andthetwoorthreebulletsarewordsorphrasesthatrepresentthetwoorthreetopicsofthebodyparagraphs

• TeacherswillmakeconnectionstoinformationaltextsinreadingwithBoxesandBullets(mainideaandsupportingdetails)toshowstudentstheconnectionbetweenreadingandwriting


• Studentswillanalyzeandsynthesizethreesourcesbyquarter3.• Teacherswillincorporatethefollowingstrategiestoencouragestudents’analysisandsynthesisofandacrossmultiplesources

o TeachercreatedTDQswithanemphasisonphase2and3whichrequiresstudentstoanalyzemultiplesourceso Studenttalkstrategiesthatrequirestudentstosynthesizeacrossmultiplesourceso Visualstrategiessuchashighlightersandgraphicorganizerstomakeconnectionsacrossmultiplesources


• TeacherwillusemodelingandexemplarwritingsfromFSAsamplersettoshowexemplaryintroductoryparagraphs• Studentswillindependentlywritethesisstatementsasthemainideafortheiressay• Studentswillwritethesisstatementsaspracticeinstationsand/orsmallgroups• Directlyteachintroductiontypes:funnel,dramatic,quotation,turnabout,interestingfacts,anecdote(story);andmodeltheirusethroughmodeledand

sharedwritingWritingConclusions

• Teacherwillprovideexplicitinstructionandmodelingon3-StepConclusionWriting:restatementofthesis,synthesisofanewand/orinterestingidea,andfinalgeneralizedthought

• Studentswillbeginindependentlywritinga3-StepConclusionaftermodelinganddirectinstruction• Anchorchartwillbecreatedanddisplayedforstudentstorefertowhenwritingconclusions• Directlyteachconclusiontypes:2Cents,CalltoAction,andFutureSignificance;modeltheirusesthroughmodeledandsharedwritings

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• Teacherswillprovideinstructiononandcontinuousreviewof“evidence”portionoftheFSA-Likerubric• Teacherswillmodelandscaffoldstudentstoanalyzetheirowntextmarkings• Anchorchartofsentencestemsforcitingrelevantevidence• Teacherswillmodelandscaffoldstudentstoaccuratequotingandcitingofsourceswithintheiressay


• TeacherswillwriteTDQsthatrequirestudentstosynthesizeacrosssources.• Teacherswillutilizestudenttalkstrategiessuchas:SocraticSeminar,PhilosophicalChairs,4-Corners,andFishbowltoincreaseelaborationbeforewriting• Teacherswillprovidedirectinstructionandmodelingforthe6-ElaborativeTechniques• Studentswillindependentlyusethe6-ElaborativeTechniquesintheirwriting


• TeacherswilluseFSAandOCSDSamplerSetstomodelandshowtheexemplaryuseofinternalandexternaltransitions• Studentswilltextmarkexamplesoftransitionsinexemplarwriting• Studentswillindependently(byquarter2)useinternalandexternaltransitionsintheirwriting


• Circling,underlining,anddefiningwordsduringtextmarking• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6) GlossaryofTerms• GradualRelease-teacherbeginswithmodelingtheskillfollowedbyagradualreleaseofresponsibilityforthestudent.Thiswouldinclude“Ido,wedo,y’alldo,

youdo.”• Phase-referringtotheclusterofFloridastandards(1,2,or3)

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorExplicitprewritinginstruction-analysisofsources,thesisstatementwriting,andstudenttalktoincreaseelaboration

Walkthroughs,observations,conversationswithadmin,andPLCs


Useofexemplarwritingsfordirectinstruction



Writingconferencingand/orsmallgroupwriting



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ELALevels1and2FocusSchoolFocusTargetedSchool-basedFocus:TeacherswillroutinelyimplementpurposefulinteractionswithtextsthroughtheuseofiReady(Toolboxandtechnology)inpurposefulstationsandtargetedsmallgroups.TargetedSchool-basedProfessionalDevelopment:

• YearlyTitleIContactMeetings• iReadyTrainingsandProfessionalDevelopmentSessions• WeeklyAcademicDutytimestomeetwithadministratorand/orinstructionalcoachtodiscussstudentprogress,data,andneeds

fortheTitleprogram

ActionStepsforRemediationIntervention/TitleIImplementationActionSteps(TeachersandStudents):IdentifiedTitleIstudentsingradesK-3willparticipateinindividualizedand/orsmallgroupdifferentiatedmultisensoryinstructionusingMaxScholar/OrtonGillinghamanditsassociatedresources5daysaweekwithstudentsthatareidentifiedashavingasignificantreadingdeficiencyasperiReadyDiagnosticdata.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.IdentifiedTitleIstudentsingrades3-5willparticipateinindividualizedand/orsmallgroupdifferentiatedinstructionusingtheiReadyELAmodelandReadyToolboxresources2-3daysaweek.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.TheTitleIRemediationTeacherwillutilizeiReadyELAmodeltoinstructstudentsingrades3-5throughindividualizedand/orsmallgroupdifferentiatedinstructionbasedontheInstructionalGroupingProfile.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.TheTitleIRemediationTeacherwillorganizedataforandmeetwithallelementaryteachersregardingtheiriReadyminutesandaccuracytoboostimprovementandinvolvementwiththeiReadyprograminthegeneraleducationclassroomwithallstudents.

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TheTitleIRemediationTeacherwilluseiReadyandattendancedatatorecognizeclasseseachweekthatareexcellingwithatrophyfortheweek.TheTitleIRemediationTeacherwillcreate,model,andpostnorms/routinestofacilitateiReadyELAimplementationandtomaximizelearningopportunitiesforstudentsTheTitleIRemediationTeacherwillestablishELAgoalswithstudentsbasedontheiriReadydataandconductweeklyconferencestoreviewpercentageratesandprogresstowardtheirgoals.TitleIstudentswillchart/graphtheirprogressofiReadyELAlessonscompletedwithpercentageratestowardidentifiedgoals.Teacherswillestablishandstudentswillparticipateinaweekly45minuteiReadyELAroutinewithaddedsmallgroupand/orindividualizedinstructiontomeetspecificneedsofstudentsbasedondata.ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorWeeklystudentdatachatsregardingiReadysuccessesandprogresstowardidentifiedgoals


Weekly Administration,TitleIteacher

Individualized,differentiatedsmallgroupandstationactivitiesbasedontheInstructionalGroupingProfilereport.



MaxScholarimplementationforK-3studentsidentifiesashavingasignificantreadingdeficiencybyiReadydiagnosticdata

Walkthroughs,conversationswithadmin,PLCs



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PandemicELAInstructionalGapsFocus-ElementarySchoolFocusTargetedSchool-basedFocus:Teacherswillusestandards,AchievementLevelDescriptors,LearningProgressionsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresduring2019-20SYbyhavingadifferentiationblockspecificallyinplacefortheuseofremediationofpreviousyears’gaps.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthesummermonths,teacherswillreachouttotheirpreviousstudentstoofferaSummerBridgePacket.TheschoolwillprintthepacketsforallthatrequestDuringthe1stquarterofschool,allELAteacherswillincludestationandstationactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingthecompanionstandards’ALDorLP.ThesestandardsmaybeinfluencedbyiReadyDiagnosticdatagatheredinthefirstmonthsofschool.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.DailyReadingWarm-Upsingrades3-5thefirstquarterthatincorporatestandardsfromthepreciousyeartospiral/instructstudentsonstandardsnottaughtduetoCOVID-19schoolclosures.MusicTimeutilized(atleast3daysperweek)asanextra30minutesofsmallgroupremediationforidentifiedstudents-ThiswillbecomeaDifferentiatedInstructionalBlockfor3daysperweek,withtwodayssetasideforplanningwiththeinstructionalcoachormeetingwithadmintodiscussdataand/orSPPinitiatives.

a. iReadyonlineinstructionandtheReadyToolboxmaterialswillbeutilizedaftergivingtheiReadyDiagnosticAssessmentandanalyzingtheInstructionalGroupingProfileandStandardsReport.

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorReviewstationsofpreviousschoolyear’sstandards-quarter1,thenweanoffasneeded



Readingwarm-ups(grades3-5)withstandardsaddressedfrompreviousyear



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UtilizetheMusictimeatleast3daysperweekforremediationofskillgapsduetoCOVID-19schoolclosures(differentiatedinstructionalblock)




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SecondaryCentralFocus:ELAFocusKeepingtheendinmind,usetheELAStandards,ItemSpecifications,AchievementLevelDescriptors(ALDs),anddata(e.g.,FSA,formative)todesignengaginglessons:• UseELAresourcessuchasFloridaCollections,Achieve3000,andCommonLittoplaninstructionallessons/units• DevelopFSAstylequestionsandassessmentstoaccompanyinstructionallessons/units• Usedata(e.g.,FSA,formative)todrivewholegroupinstructionandcooperativegroups

SchoolFocusTargetedSchool-basedFocus:RoutineimplementationofstandardsbasedreadingandwritinginstructionthatempowersstudentstothinkcriticallyaboutcomplextextsTargetedSchool-basedProfessionalDevelopment:CommonplanningscheduledforcollaborationamongELAteacherswithregardstostandardsbasedplanningInstructionalcoachingcycleswithidentifiedteachersregardingspecificinstructionalstrategiesand/orstandardsMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedontheiReadyDiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Beginningwiththestandards,ItemSpecifications,ALDs,androutinelycreatingpurposefulinteractionswithtexts,teacherswillincorporatecomponentsofEverydayInstructionalReadingintovariousmodesofinstructiontoengagewithcomplextexts.Theinstructionwillinclude:A- Variousmodesofinstructionaldelivery

1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussions,cooperativelearninggroups,andwrittenresponses.

2. Differentiatedinstructionthatincludescooperativelearninggroups(CLGs),stations,andteacherledsmallgroupinstructionutilizingassessmentdata(FSA,iReady,classroomassessments)toplanforstudentgroupingsandactivities.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.

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3. Intertextuallessons(EIRs)thatincludethefollowingcomponents:multiplecomplexsources,textdependentquestions,textmarking&annotations,purposefulstudenttalk,writingthroughreading,focusedculminatingtask.

4. TeacherswillhaveaccesstotheOdellresourcesandframeworktoexplicitlymodelandscaffoldstudentstopurposefullyinteractwithtexts.

B- Multiplesource/Complextexts1. Varioussourceswillbeutilizedtoensureappropriatetextcomplexitywhenchoosingsources(EngageNewYork,CommonLit,

Newsela,Achieve3000,Odell,FloridaCollections,etc.)2. StudentswillbeexplicitlytaughthowtocriticallyanalyzeonesourceforKeyIdeasandDetailsbeforesynthesizingmultiple

sources.3. Instructionwillfocusonstudentsmakingconnectionsandsynthesizingmultiplesourcesandevaluatingtherelationshipamong

textselections.4. BytheendofthefirstsemesterELAstudentswillbeabletoconnectthreeormoresourcestoanswerTDQs,recognize

themes/ideas,and/orcompleteaculminatingtask.C- TextDependentQuestions(TDQs)

1. Teacherswillwriteoreditstandardsbased,rigorousTDQstodriveallcomponentsoftheELAclassroom(wholegroup,smallgroup,stations,cooperativelearninggroups,intertextuallessons).

2. TeacherswillusecarefullycraftedTDQstoleadandscaffoldstudents(breadcrumbs)toaculminatingtask.3. TDQswilldrivepurposefulstudenttalkopportunitiestoengagestudentswiththetext(s).4. TeacherswillspiralpreviouslytaughtskillsandstandardsthroughaWeekly(2-3daysperweek)ReadingWarm-Up.Teacherswill

usesourcespreviouslyanalyzed,createTDQsatvaryingphases,DOKs,anditemtypesalignedtothosesources,andexplicitlymodelthroughthinkaloudhowtorespondtotheTDQ.• ReadingWarm-Upswillalsoincludeexplicitvocabularyinstructionandpractice.

D- TextMarking&Annotation1. TeacherswillmodelandscaffoldpurposefultextmarkingandannotationswithrespecttoaTDQorculminatingtask.2. Afterexplicitlyteachermodelingandscaffoldingstudentswillbegintopurposefullyandcustomarilytextmark&annotatebased

onaTDQorculminatingtask.3. StudentswillusetextmarkingandannotationsasevidenceandelaborationwhenwritingresponsestoTDQsandwritingprompts

E- PurposefulStudentTalk1. StudentswillengagewithtextsandtheirassociatedTDQsthroughcommonstudenttalkstrategiesandprotocolssuchasSocratic

Seminar,Converstations,Think-Pair-Share,Go-Go-Mo,FourCorners,Snowball,etc.2. Teacherswillplanforpurposefulengagementbyincludingstudenttalkprotocolsintodailywholegroupandsmallgrouplessons.

F- WritingThroughReading

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1. TeacherswillplanforpurposefulengagementwithtextsusingWritingthroughReadingactivitiessuchas:ExitTickets,GraphicOrganizers,StopandJot,citingrelevantevidence(ranking),etc.

2. Thewritingprocesswillbefurthersupportedthroughtheincorporationofintertextuallessons(oritscomponents)intodailyinstruction.

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorPurposefulinteractionswithtexts:textmarking&annotations,studenttalk,multiplecomplexsources,culminatingtasks


Weekly Administration,classroomteacher

Differentiatedinstructionbasedondata(iReady,FSA,classroomformativeassessments)-cooperativelearninggroups,stations,teacherledsmallgroupinstruction



Weeklyreadingwarm-ups Walkthroughs,observations,conversationswithadmin,andPLCs



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SecondaryCentralFocus:Text-basedWriting

SchoolFocusTargetedSchool-basedFocus:Organized,focused,andsupportedstudentwritingwithanemphasisondevelopedevidenceandelaborationwithintheresponse.TargetedSchool-basedProfessionalDevelopment:WeeklymeetingswiththeELAcoach(AcademicDutyTime)toreviewdata(baselinewritingscoresandinclassassignments)andplanlessonsforindividualgroupsofstudentsbasedonneed(remediation).InstructionalCoachingCycles(signedpartnershipagreements)withidentifiedteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebaselinewritingdata.WritingPlan

LaurelHillSchoolSecondaryWritingInstructionalPlan2020-2021

AllELAteachersingrades6-10will:• ProvideahardcopyofandinstructionontheFSArubrics(argumentationandinformational)andrefertothisoftenwheninstructiononwritingisoccurring• ProvidepracticeopportunitiesforstudentstobuildwritingstaminaandefficienttimingforFSAtimerestraints

6thGradeUnpackingaPrompt

• Teacherswillinstructstudentstoreadthepromptinsearchofawordorwordsthatindicatethemodeofwriting(argumentationorinformational).• Studentswillidentifythetextstructureoftheiressaybasedonthemodeandprompt• Studentswillunderlinethetaskandidentifytheaudienceandtoneoftheessay• Studentswillrestatethetaskintheirownwords.• Studentswillidentifywordsthatmustbeusedintheessaythatareintheprompt• Studentswilltentativelychooseanargumentordecideonamainideabasedontheirownthoughtsandopinionsandtheprompttohelpdeterminetext

markingprocedures..TextMarking&Annotations

• TeacherswillmodelusingtheFSAand/orOCSDWritingExemplarSetstomodelhowunpackingthepromptdeterminespurposefultextmarking.• Teacherswillgraduallyrelease(Ido,Wedo,Youdo)responsibilitiesregardingpurposefultextmarkingbasedonthepromptandtentativeargumentor

mainidea.• Teacherswillprovideopportunitiesforcooperativegroupsandstudenttalktojustifypurposefultextmarkingandhowitrelatestotheprompt.

PlanningfortheEssay

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• Teacherswillexposestudentstoandmodeltheuseofmultiplegraphicorganizerstohelpdevelopastructureofanessay.• TeacherswilluseFSAexemplarstomodeltextstructuredevelopment.• Studentswillcreateclaims(thesisstatements)ofpromptswithfeedbackfromteacher


• TeacherswillwriteandimplementTDQswithafocusonPhase2and3whichrequirestudentstoanalyzeandsynthesizeacrossmultiplesources.• Studentswillbeabletoanswerthefollowingquestionwhenreadingasetoftexts:“Whywerethesetextspairedtogetherforthisprompt?Howarethey

related?”• Teacherswillmodelprogressionofanalysisrequiredtosynthesizeinformationandideasfrommultiplesources.• Teacherswillprovidedirectinstructiononhowideasinatextsetarepresentedandwhichideasneedtobeinferredfromnotonlythetext,butalsotheway

thepassagesetsareputtogether.• Studentswillroutinelyusemultiplesourceswhenpurposefullyinteractingwithtext.

WritingIntroductions• Teacherswillprovidemodelingandscaffoldingongrabbingthereader’sattentionthrougharelevantstatementinaneffectiveintroduction.• Teacherswillinstructstudentsandgiveroutinefeedbackonstrongclaimsthatdriveyouressay.• Studentswillorientthereadertothetopicoftheessaywithaneffectiveclaim.• Studentswillstatetheideasorconceptsthatwillbeexplainedandthenanalyzedusingsources.• TeacherswillutilizetheFSAexemplarpaperstoprovideamodelforaneffectiveintroduction.• StudentswillroutinelyusetheirFSArubrictodeterminetheeffectivenessoftheirintroductions.

WritingConclusions• Teacherwillmodel,instruct,andemphasizetheelementsofaneffectiveconclusion:explainswhythismatters,revisitstheclaim,synthesizesthemain

pointsoftheessay,extensionbeyondtheessay.• Teacherwillprovideexplicitinstructionandremediationinsmallergroups(whenneeded)onrestatementofclaims,synthesizingofmainpoints,andan

extensionorgeneralizationbeyondtheessay.• Teacherandstudentswillcreateananchorchartorreferencesheetcontainingthecomponentsofaneffectiveconclusion.• Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteeffectiveconclusionswithguidancefromtheteachertoward

independency.CitingRelevantEvidence

• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttocitingevidencefromsources.• Teacherswillmodelandprovideopportunitiesforstudenttalkandindependentpracticeregardingrelevantvs.irrelevantevidence.• Teacherswillprovidedirectinstructiononnotrelyingononesourceforevidence.• Teacherswillprovideinstructiononnotusinginsidequotes.• Teacherswillprovidedirectinstructiononandprovidepracticeopportunitiesforsummarizingandparaphrasing(anddeterminingthedifferencebetween

these).• TeacherswillprovidestudentswithexamplesofplagiarizedpapersthatreceivedCopyCodesfromFSAscorers.• Studentswillusehighlighterstodetermineiftheiressayisexcessivelyreliantonsummaryandifthereareoriginalthoughtsand/orsynthesisofsources.

ElaborationTechniquesandStrategies• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttoelaboration.• Teacherswilldefinethetermelaborationasaddingevidencefrommultiplesourcesandexplainingtheconnectionsbetweenthosetwopiecesofevidence.• Teacherwillprovideinstructiononandexamplesofthe6ElaborativeTechniques.• StudentswilluseOCSDandFSAexemplarsetstodetermineeffectiveandineffectiveelaboration.


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• Teacherswillexplainthedifferencebetweenandmodeltheeffectiveuseofbothinternalandexternaltransitions.• Teacherwillcreateananchorchartorreferencesheetofeffectiveinternalandexternaltransitions.• TeacherwilluseFSAandOCSDWritingSamplerSetstomodeleffectiveuseoftransitionalwords,ideas,sentences,andphrases.• Teacherandstudentwillutilizesharedandindependentpracticetocreatewritingusingtransitionalwordsandphrasesduringindependentworkand

duringsmallgroup.• StudentswilluseFSARubrictoself-assessandrevisetheirtransitionusageintheirwriting.

IncludingContentSpecificVocabulary• Teacherswillprovideexplicitinstructiononreferringtothesourcestoidentifycontentspecificvocabulary.• Teacherwillmodeltheidentificationofandwritinginthemarginofcontentspecificvocabularytobeusedintheirwriting.• Teachersandstudentswillparticipateinsharedreading/writingtaskstoidentifycontentspecificvocabularywithinthetext.• Teacherwillprovideexplicitinstructionontheuseofcontextcluestodeterminethemeaningofunknowncontentspecificvocabulary.• Teacherwillprovideexplicitinstructiononhowandwhentosuethecontentspecificvocabularyfromsourcematerialtoenhancetheirwriting• TeacheruseFSAandOCSDexemplarsetstoshoweffectiveuseofcontentspecificvocabularyuse.• TeachercreatePhase2TDQsfocusingoncontentspecificvocabularyforstudentstorespondusingstudenttalkand/orcooperativegroupactivities.

7thand8thGradesUnpackingaPrompt

• Teacherswillinstructstudentstoreadthepromptinsearchofawordorwordsthatindicatethemodeofwriting(argumentationorinformational).• Studentswillidentifythetextstructureoftheiressaybasedonthemodeandprompt• Studentswillunderlinethetaskandidentifytheaudienceandtoneoftheessay• Studentswillrestatethetaskintheirownwords.• Studentswillidentifywordsthatmustbeusedintheessaythatareintheprompt• Studentswilltentativelychooseanargumentordecideonamainideabasedontheirownthoughtsandopinionsandtheprompttohelpdeterminetext

markingprocedures.TextMarking&Annotations


mainidea.• Teacherswillprovideopportunitiesforcooperativegroupsandstudenttalktojustifypurposefultextmarkingandhowitrelatestotheprompt.• Teacherswillmodelandprovideopportunitiesforpracticeannotatingwithrespecttothe6ElaborativeTechniques.

PlanningfortheEssay• Teacherswillexposestudentstoandmodeltheuseofmultiplegraphicorganizerstohelpdevelopastructureofanessay.• TeacherswilluseFSAexemplarstomodeltextstructuredevelopment.

Studentswillcreateclaims(thesisstatements)ofpromptswithfeedbackfromteacher• Teacherswillmodelandscaffoldstudentstodevelopingcounterclaims.

AnalysisandSynthesisofMultipleSources• TeacherswillwriteandimplementTDQswithafocusonPhase2and3whichrequirestudentstoanalyzeandsynthesizeacrossmultiplesources.• Studentswillbeabletoanswerthefollowingquestionwhenreadingasetoftexts:“Whywerethesetextspairedtogetherforthisprompt?Howarethey



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WritingIntroductions• Teacherswillprovidemodelingandscaffoldingongrabbingthereader’sattentionthrougharelevantstatementinaneffectiveintroduction.• Teacherswillinstructstudentsandgiveroutinefeedbackonstrongclaimsthatdriveyouressay.• Studentswillorientthereadertothetopicoftheessaywithaneffectiveclaim.• Studentswillstatetheideasorconceptsthatwillbeexplainedandthenanalyzedusingsources.• TeacherswillutilizetheFSAexemplarpaperstoprovideamodelforaneffectiveintroduction.• StudentswillroutinelyusetheirFSArubrictodeterminetheeffectivenessoftheirintroductions.



extensionorgeneralizationbeyondtheessay.• Teacherandstudentswillcreateananchorchartorreferencesheetcontainingthecomponentsofaneffectiveconclusion.

Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteeffectiveconclusionswithguidancefromtheteachertowardindependency

CitingRelevantEvidence• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttocitingevidencefromsources.• Teacherswillmodelandprovideopportunitiesforstudenttalkandindependentpracticeregardingrelevantvs.irrelevantevidence.• Teacherswillprovidedirectinstructiononnotrelyingononesourceforevidence.• Teacherswillprovideinstructiononnotusinginsidequotes.• Teacherswillprovidedirectinstructiononandprovidepracticeopportunitiesforsummarizingandparaphrasing(anddeterminingthedifferencebetween

these).• TeacherswillprovidestudentswithexamplesofplagiarizedpapersthatreceivedCopyCodesfromFSAscorers.

Studentswillusehighlighterstodetermineiftheiressayisexcessivelyreliantonsummaryandifthereareoriginalthoughtsand/orsynthesisofsources.


UsingInternalandExternalTransitions• Teacherswillexplainthedifferencebetweenandmodeltheeffectiveuseofbothinternalandexternaltransitions.• Teacherwillcreateananchorchartorreferencesheetofeffectiveinternalandexternaltransitions.• TeacherwilluseFSAandOCSDWritingSamplerSetstomodeleffectiveuseoftransitionalwords,ideas,sentences,andphrases.• Teacherandstudentwillutilizesharedandindependentpracticetocreatewritingusingtransitionalwordsandphrasesduringindependentworkand


IncludingContentSpecificVocabulary• Teacherswillprovideexplicitinstructiononreferringtothesourcestoidentifycontentspecificvocabulary.• Teacherwillmodeltheidentificationofandwritinginthemarginofcontentspecificvocabularytobeusedintheirwriting.• Teachersandstudentswillparticipateinsharedreading/writingtaskstoidentifycontentspecificvocabularywithinthetext.

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• Teacherwillprovideexplicitinstructionontheuseofcontextcluestodeterminethemeaningofunknowncontentspecificvocabulary.• Teacherwillprovideexplicitinstructiononhowandwhentosuethecontentspecificvocabularyfromsourcematerialtoenhancetheirwriting• TeacheruseFSAandOCSDexemplarsetstoshoweffectiveuseofcontentspecificvocabularyuse.

TeachercreatePhase2TDQsfocusingoncontentspecificvocabularyforstudentstorespondusingstudenttalkand/orcooperativegroupactivities.

9thand10thGrades

UnpackingthePrompt• Teacherswillinstructstudentstoreadthepromptinsearchofawordorwordsthatindicatethemodeofwriting(argumentationorinformational).• Studentswillidentifythetextstructureoftheiressaybasedonthemodeandprompt• Studentswillunderlinethetaskandidentifytheaudienceandtoneoftheessay• Studentswillrestatethetaskintheirownwords.• Studentswillidentifywordsthatmustbeusedintheessaythatareintheprompt• Studentswilltentativelychooseanargumentordecideonamainideabasedontheirownthoughtsandopinionsandtheprompttohelpdeterminetext

markingprocedures..TextMarking&Annotation


mainidea.• Teacherswillprovideopportunitiesforcooperativegroupsandstudenttalktojustifypurposefultextmarkingandhowitrelatestotheprompt.• Teacherswillmodelandprovideopportunitiesforpracticeannotatingwithrespecttothe6ElaborativeTechniques.

PlanningforEssay• Teacherswillexposestudentstoandmodeltheuseofmultiplegraphicorganizerstohelpdevelopastructureofanessay.• TeacherswilluseFSAexemplarstomodeltextstructuredevelopment.

Studentswillcreateclaims(thesisstatements)ofpromptswithfeedbackfromteacher• Studentswilldevelopingcounterclaims.

AnalysisandSynthesisofMultipleSources• TeacherswillwriteandimplementTDQswithafocusonPhase2and3whichrequirestudentstoanalyzeandsynthesizeacrossmultiplesources.• Studentswillbeabletoanswerthefollowingquestionwhenreadingasetoftexts:“Whywerethesetextspairedtogetherforthisprompt?Howarethey



WritingIntroductions• Teacherswillprovidemodelingandscaffoldingongrabbingthereader’sattentionthrougharelevantstatementinaneffectiveintroduction.• Teacherswillinstructstudentsandgiveroutinefeedbackonstrongclaimsthatdriveyouressay.• Studentswillorientthereadertothetopicoftheessaywithaneffectiveclaim.• Studentswillstatetheideasorconceptsthatwillbeexplainedandthenanalyzedusingsources.• TeacherswillutilizetheFSAexemplarpaperstoprovideamodelforaneffectiveintroduction.• StudentswillroutinelyusetheirFSArubrictodeterminetheeffectivenessofandself-assesstheirintroductions.• Teacherwillimplementsharedwritingofeffectiveintroductions.

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extensionorgeneralizationbeyondtheessay.• Teacherandstudentswillcreateananchorchartorreferencesheetcontainingthecomponentsofaneffectiveconclusion.

Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteeffectiveconclusionswithguidancefromtheteachertowardindependency

CitingRelevantEvidence• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttocitingevidencefromsources.• Teacherswillmodelandprovideopportunitiesforstudenttalkandindependentpracticeregardingrelevantvs.irrelevantevidence.• Teacherswillprovidedirectinstructiononnotrelyingononesourceforevidence.• Teacherswillprovideinstructiononnotusinginsidequotes.• Teacherswillprovidedirectinstructiononandprovidepracticeopportunitiesforsummarizingandparaphrasing(anddeterminingthedifferencebetween

these).• TeacherswillprovidestudentswithexamplesofplagiarizedpapersthatreceivedCopyCodesfromFSAscorers.• Studentswillusehighlighterstodetermineiftheiressayisexcessivelyreliantonsummaryandifthereareoriginalthoughtsand/orsynthesisofsources.


UsingInternalandExternalTransitions• Teacherswillexplainthedifferencebetweenandmodeltheeffectiveuseofbothinternalandexternaltransitions.• Teacherwillcreateananchorchartorreferencesheetofeffectiveinternalandexternaltransitions.• TeacherwilluseFSAandOCSDWritingSamplerSetstomodeleffectiveuseoftransitionalwords,ideas,sentences,andphrases.• Teacherandstudentwillutilizesharedandindependentpracticetocreatewritingusingtransitionalwordsandphrasesduringindependentworkand



• Teacherswillprovideexplicitinstructiononreferringtothesourcestoidentifycontentspecificvocabulary.• Teacherwillmodeltheidentificationofandwritinginthemarginofcontentspecificvocabularytobeusedintheirwriting.• Teachersandstudentswillparticipateinsharedreading/writingtaskstoidentifycontentspecificvocabularywithinthetext.• Teacherwillprovideexplicitinstructionontheuseofcontextcluestodeterminethemeaningofunknowncontentspecificvocabulary.• Teacherwillprovideexplicitinstructiononhowandwhentosuethecontentspecificvocabularyfromsourcematerialtoenhancetheirwriting• TeacheruseFSAandOCSDexemplarsetstoshoweffectiveuseofcontentspecificvocabularyuse.

TeachercreatePhase2TDQsfocusingoncontentspecificvocabularyforstudentstorespondusingstudenttalkand/orcooperativegroupactivities.

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ProgressMonitoringInitiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitor

Explicitwritinginstructionandopportunitiesforpractice


Monthly Administration,classroomteacher

UsingFSAsamplersetsandexemplarpapersforinstructionalpurposes



Writingconferences Walkthroughs,observations,conversationswithadmin,andPLCs

Quarterly Administration,classroomteacher


\

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ELALevels1and2Focus-IntensiveReadingSchoolFocusTargetedSchool-basedFocus:TheIntensiveReadingteacherwillroutinelyimplementtheBalancedLiteracyModelincorporatingcomponentsofintertextualreadingandfoundationalreadingstrategieslessonstoempowerstudentstofluentlyreadingandthinkcriticallyaboutcomplextexts.TargetedSchool-basedProfessionalDevelopment:WeeklymeetingswithInstructionalLiteracyCoachtoprovidesupportneededwithIntensiveReadingremediationbasedondatacollectedfromiReady(middlegrades)andAcheive3000(highschool).InstructionalCoachingCycles(signedpartnershipagreements)withidentifiedteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebeginningoftheyeardiagnosticdata(iReadyDiagnosticandAchieve3000levelset).ActionStepsforRemediationIntervention/TitleIImplementationActionSteps(TeachersandStudents):TheIntensiveReadingteacherwillroutinely

A- ImplementaBalancedLiteracyModelintheIRclassroomtoincludevariousmodesofinstructionaldelivery1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussions,andcooperativelearning

groups.2. Differentiatedinstructionthatincludesteacherledsmallgroupinstruction,differentiatedstations,cooperativelearninggroups,

andwritingthroughreading.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.a. AnalyzeFSAALDstobetterunderstandwhatisexpectedforproficiencyandlearninggainsb. Incorporatestandardsbased,purposefulstationsasneededandindicatedbystudentdata(Achieve3000,teacherformative

assessments)c. Providesmallgroupinstructiontoeachstudenttomeetspecificneeds(enrichmentand/orremediation)basedonformative

assessments.

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d. Usetheongradelevel“StretchArticle”andothercomplextextstoensureexposureandstrategiesforunderstandinggradeappropriateLexilesourceswithscaffoldedsupport.

B- Incorporatecomponentsofintertextualreadinglessons1. ExplicitlyteachstudentshowtocriticallyanalyzeonesourceforKeyIdeasandDetailspriortosynthesizingmultiplesources2. Utilizemultiplesourcesthatmayincludeliterarytexts,informationaltexts,videos/audioclips,pictures,andgraphicstoteach

studentstomakeconnectionsamongandacrosssources.3. IncorporateTDQsofincreasinglevelsofDOKasrequiredbyALDsandItemSpecificationsusingtheOCSDsecondaryresource

forELAtocreatequestionsofappropriaterigor4. ModelforandteachstudentstotextmarkandannotatebasedonanidentifiedtaskinaTDQ

C- Conferencewithstudentsregardingtheirreadingprogress1. UsedatafromAchieve3000,and/orclassroomformativeassessmentstodrivethetopicsoftheseconferences

D- Striveforaminimumof2completeAcheive3000articlesandassociatedassignmentsperweekwithincentivestoincreasepercentageofaccuracyoneach

E- UseKahnAcademyforstudentsingrades9-12alongsideAchieve3000forSATpreptoreceivetheneededconcordancescore.F- Instructstudentsexplicitlyondecodingandfluencystrategiestoincreasetheircomprehension

1. PhonicsforReading(Level3)forstudentsingrades6-82. Fluencychecks(timedandgraphed)

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorBalancedLiteracyModelintheIRclassroom



Acheive3000asremediationcurriculum



FluencyandPhonicsinstructionforthosestudentsthatshowaneed



Intertextuallessoncomponents Walkthroughs,observations,conversationswithadmin,andPLCs



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SecondaryPandemicELAInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:TeacherswillusestandardsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresbyincorporatingstandardsandAchievementLevelDescriptorsfromthepreviousgrades’pacingguides(4thquarter)intotheirdailyinstruction.Allstandardswillbereviewed/taughtbytheendofNovemberwhilealsoembeddingalongsidethecurrentyear’sstandards.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthesummermonths,teacherswillreachouttotheirpreviousstudents(grades6-8)toofferaSummerBridgePacket.TheschoolwillprintthepacketsforallthatrequestDuringthe1stquarterofschool,allELAteacherswillincludestationandstationactivitiesorCooperativeLearningGroupactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingthecompanionstandards’ALD.DailyReadingWarm-Upsthefirstandsecondquarterthatincorporatestandardsfromthepreciousyeartospiral/instructstudentsonstandardsnottaughtduetoCOVID-19schoolclosures.TeacherswillutilizeleveledtextsforstudentsthatshowaneedusingresourcessuchasAchieve3000,CommonLit,andNewsela.ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorActivitiesthatteachandspiralstandardsfrompreviousschoolyear(4thquarter).

PLCs,chatswithAdmin Monthly Adminandclassroomteachers

DailyReadingWarmUpsduringQuarter1and2thatincorporatestandardsfromthepreviousyear.

PLCs,withAdmin Monthly Adminandclassroomteachers

Leveledtextsforinstructionofmoredifficulttasks(differentiation)

PLCs,withAdmin Monthly Adminandclassroomteachers

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SchoolActionPlanSocialStudies

DistrictGoal: Studentsshalldemonstratesocialstudiesproficiencyatorabovetheexpectedgrade

level.

Objectives:CivicsThepercentageofallcurriculumstudentswhowillbeproficientinCivicsasdefinedbytheStateofFloridaontheFloridaCivicsEnd-of-CourseExamswillbeatleast75%.

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SchoolActionPlanMath:Strategies&ProgramstoSupporttheObjectives

CentralFocus:SocialStudiesFocusKeepingtheendinmind,createlessonsbaseduponcontentstandards• Usethebenchmarkclarificationsandcontentlimitstoinformlessondesignwhereappropriate

o UseTestItemSpecificationstodevelopqualityassessmentitemsbaseduponbenchmarkclarificationsandcontentlimits(Civicsand11thUnitedStatesHistory)

• Useresourceseffectivelyinclassroominstructionandplanningo Usetextbooks,ancillarymaterials,FJCC,andSHEG,alongwithathoroughanalysisofpre-selectedFSAstandards,forcollaborative

lessonplanning(WorldHistoryand8thUnitedStates)• UseengagingstrategiesandinstructionalBestPracticesinlessondeliveryandplanning

o ExploreengagingclassroomactivitiesthatsupportEnglishLanguageLearnersaswellasstudentswithgeneralreadingdeficienciesforuseincollaborativelessonplanning(WorldHistoryand8thUnitedStates)

o IntroduceinstructionalBestPracticesandroutinesforlessonplanning(NewSocialStudiesTeachers)SchoolFocusTargetedSchool-basedFocus:SocialStudiesteacherswillroutinelyincorporatecomponentsofintertextuallessons(rigorousTDQs,textmarking,studenttalk,writingthroughreading,culminatingtasks,multiplecomplexsources)intodailyinstructiontopurposefullyengagestudentswithavarietyofvisualandtextualstimuli,suchas:charts,graphs,maps,articles,primarysources,etc.TargetedSchool-basedProfessionalDevelopment:WeeklysessionswithELAinstructionalcoach(meetingsandclassroomvisits)todeveloptheuseofintertextuallessoncomponentsandreadingstrategieswithinthesocialstudiescontent.SpecificCivicsandUSHistoryEOCclassprofessionaldevelopmentsessionsActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Beginningwiththestandardsandroutinelyensuringthatstudentsareactivelyengagedwithcomplexsources,teacherswillincorporatethecomponentsofintertextuallessonsintovariousmodesofstandardsbasedinstructiontoengagestudentswithcomplextexts(sources).

a. Componentsofintertextuallessonsb. Specificstandardstobeassessedbytheculminatingtaskc. Useofmultiplesourcestoincludeatleastoneothersupplementalresourcetotheanchortext(charts,graphs,photographs,videos,

maps,etc.)

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d. DevelopmentofappropriatelyrigorousTDQs(DOK2-3)utilizingthequestionstemsfromtheOCSDMiddleandSecondaryResourceforSocialStudies.

e. PurposefulannotationandtextmarkingthathelpsstudentscompletetheculminatingtaskoranalyzethedocumentsthroughTDQs.f. StudenttalkstrategiesandprotocolsdrivenbyTDQs.g. VariousModesofInstructionalDeliveryh. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussion,cooperativelearninggroups,and

writtenresponses.i. CooperativeLearningGroups/Stationsthatmayincludebutarenotlimitedto:j. Teacherledreview/remediationactivitiesk. Analysisofmaps,charts,andgraphicsl. Analysisofprimaryandsecondarysourcesm. Considerationofsourcecredibilityn. Promotepurposefulstudenttalko. Useofresources(textualandvisual)suchastheStanfordHistoryEducationGroup(SHEG),CommonLit,NationalArchives,FJCC,iCivics,

LiteracyDesignCollaborative(LDC),DBQsetc.p. QuarterlyDocumentBasedQuestions

****TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorPurposefulinteractionswithcomplexsources(intertextuallessoncomponents)



DocumentBasedQuestions(DBQs)



Varioussourcesforcomplextextsandothervisualstimuli




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SchoolActionPlanMath

DistrictGoal: Studentsshalldemonstratemathproficiencyatorabovetheexpectedgradelevel.

Objectives:ThepercentageofallcurriculumstudentswhowillmakelearninggainsinmathasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast75%.Thepercentageofstudentsinthelowest25%whowillmakelearninggainsinmathasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast90%.ThepercentageofLevel4and5studentswhowillmakelearninggainsinmathontheFloridaStandardsAssessmentTestwillbeatleast90%

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ElementaryCentralFocus:MathFocusUseOCSDM3Standards-basedplanningdocumenttocreatestudent-centeredstandards-basedlessons• Collaborativelyreviewstudentdatatoselectanddevelopwhole-groupandsmall-grouplessonsandroutines• Embedinstructionalstrategiestomaketargetedinstructionalchoicesforallstudents(ELLs,ESE,ESSAsub-groups)

SchoolFocusTargetedSchool-basedFocus:TeacherswillusetheOCSDBalancedMathModel(BMM)design,withatargetedfocusonstudentdiscourse,andtheM3documenttoplanandinstructstudentsinmathematicsdaily.TargetedSchool-basedProfessionalDevelopment:TeacherswillmeetwiththeMathInstructionalCoachonaweeklybasistoreviewiReadydataandplanstandardsbasedinstructionforstudents.InstructionalCoachingCycles(partnershipagreements)withidentifiesteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedontheiReadyDiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):1. TeacherswillusetheFloridaMathStandards,ALDs,PLDs,gradelevelcommonassessments,andtheFSAItemSpecificationstoplaneveryday

instructionandserveasaframeworkforassessmentbycreatingavarietyofdifferentiated,spiraled,problemsolvingtasks.SeeOCSDM3documents

2. TeacherswillconsultandusetheappropriategradelevelOCSDCommonAssessmentdocument(grades1-5)forguidanceincumulativeassessmentofgrades1-5mathstandards.

3. Teacherswillplanqualityquestionsandtalkingpointstodrivestudentdiscourseduringwholegroupmini-lessons,smallgroupinstruction,andstationsegmentsoftheBMM.

4. Teacherswillplan,model,instruct,andfacilitatedailyroutinesthatencouragestudentmathdiscourseusingappropriatevocabulary.ExamplesoftheseroutinesareNumberoftheDay,NumberLines,ProblemoftheDay,MathJournalPrompts,EverydayCountsCalendarMath,MysteryNumber,AlikeandDifferent,spiraledstations,etc.

5. Studentswilluseappropriatevocabularytoconversewithoneanotherandaskquestionstoexpressandclarifymathematicalconceptsandideasinwholegroup,smallgroup,andstations.

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6. TeacherswilluseiReadydataandformativeassessmentstodrivethecreationandplanningofsmallgroupinstructionandstations.Teacherwillfrequentlyanalyzenewdatatoadaptgroupsasneeded.TheseactivitieswillhavetobethoughtfullyandpurposefullyplannedforwithcurrentCOVID-19precautionarymeasuresandsafetyrecommendations.

• Level1sand2swillmeet5timesaweek;Level3s,4s,and5swillmeet3daysaweek.• TeacherswilluseALDsandPLDstodifferentiateinstructionforsmallgroupsandstations• IReadyToolboxandinstructionmaterialswillbeusedfordifferentiationpurposes

7. Teacherswillusedataconferencestoassiststudentsinunderstandingandself-monitoringtheirprogressthroughouttheyear.8. TeacherswillcollaboratewithotherNorth-EndOCSDgradelevelcolleaguestoshareresourcesandcreatestandardsbasedaccountable

stations/smallgrouplessons.9. Teachersingrades3-5willutilizeOCSDM3,ALDs,FSAItemSpecifications,FSAPracticeTests,OCSDCommonAssessmentDocuments,andFSA

stylequestionsforsummativeandformativeassessments.TeachersingradesK-2willutilizePLDs,OCSDCommonAssessmentDocuments(1-2),andFSAstylequestionsduringdailyBMMimplementationandincorporateFSAstylequestionsintostudentassessments.

10. Ingrades1-5,teacherswillutilizetheappropriateOCSDCommonAssessmenttomonitorquarterlystudentachievement.11. TeacherswillutilizetheiReadyprogramtoindividualizestationrotationandsmallgroupinstruction.

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorBalancedMathModel Classroomwalkthroughs,

observations,PLCs,Weekly Teachers,administration

DomainSpecificMathStationsandSmallGroupInstruction(COVID-19precautionsinplace)

ClassroomWalkthroughs,observations,

Weekly Teachers,administration

BMMfluencyroutines ClassroomWalkthroughs,observations,


Mathtalkandstudentdiscourse(COVID-19precautionsinplace)

ClassroomWalkthroughs,observations,


FSAStyleassessments ClassroomWalkthroughs,observations,



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ElementaryMathLevels1and2FocusSchoolFocusTargetedSchool-basedFocus:TheTitleIRemediationteacherwilluseFloridamathematicsstandardsfromthepreviousgradealongsidethecurrentstandardstoremediatestudentsinareasofneededasnotedbytheinstructionalgroupingprofileandstandardsreportfromiReady.TargetedSchool-basedProfessionalDevelopment:

• YearlyTitleIContactMeetings• iReadyTrainingsandProfessionalDevelopmentSessions• WeeklyAcademicDutytimestomeetwithadministratorand/ormathinstructionalcoachtodiscussstudentprogress,data,and

needsfortheTitleprogram

ActionStepsforRemediationIntervention/TitleIImplementationActionSteps(TeachersandStudents):1. TitleIremediationteacherwillcreate,model,andpostnormsandroutinestofacilitateiReadyMathematicsimplementation2. IdentifiedTitleIstudentswillusethepostednormsandroutinesduringiReadymathematicsremediationblocktomaximizelearning

opportunities3. TitleIremediationteacherwillutilizetheiReadymathematicsmodeltoinstruct3rd,4th,and5thgradestudentsthroughindividualized

and/orsmallgroupdifferentiatedinstructionalsettingsbasedontheInstructionalGroupingProfile,ReadyToolboxresources,andmanipulatives.

4. IdentifiedTitleIstudentswillparticipateinindividualizedand/orsmallgroupdifferentiatedinstructionusingtheiReadymathematicsmodel,ReadyToolboxresourcesandmanipulatives

5. TitleIremediationteacherwillestablishmathematicalgoalswithstudentsbasedoniReadymathematicsdataandconductweeklyconferencestoreviewpercentagerates.

6. StudentswillchartprogressofiReadymathematicslessonscompletedwithpercentageratestowardidentifiedgoals.7. Teacherwillestablishaweeklyroutineofforty-fiveminutesofiReadymathematicswithsmallgroupand/orone-on-oneremediation.

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8. StudentswillparticipateiniReadymathematicsfor45minutesweeklyandreceivesmallgroupand/oron-on-oneremediationbasedongrouporindividualstudentneed.

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorTeacherledsmallgroups Walkthroughs,observation

Weekly Teacherandadmin

Title1Remediation Walkthroughs,observation

Weekly Teacherandadmin

iReadymathimplementationforremediationofspecificstudents

Walkthroughs,observation Weekly Teacherandadmin


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ElementaryPandemicMathInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:Teacherswillusestandards,AchievementLevelDescriptors,LearningProgressionsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresduring2019-20SYbyhavingadifferentiationblockspecificallyinplacefortheuseofremediationofpreviousyears’gaps.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthesummermonths,teacherswillreachouttotheirpreviousstudentstoofferaSummerBridgePacket.TheschoolwillprintthepacketsforallthatrequestDuringthe1stquarterofschool,allmathteacherswillincludestationandstationactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingthecompanionstandards’ALDorLP.ThesestandardsmaybeinfluencedbyiReadyDiagnosticdatagatheredinthefirstmonthsofschool.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.Dailyspiralingwarm-upactivitiesfrompreviousyear’sstandardswillbeincorporatedusinghighyieldroutines.MusicTimeutilized(atleast1dayperweek)asanextra30minutesofsmallgroupremediationforidentifiedstudents-ThiswillbecomeaDifferentiatedInstructionalBlockfor3daysperweek,withtwodayssetasideforplanningwiththeinstructionalcoachormeetingwithadmintodiscussdataand/orSPPinitiatives(DifferentiatedInstructionalBlock).iReadyonlineinstructionandtheReadyToolboxmaterialswillbeutilizedaftergivingtheiReadyDiagnosticAssessmentandanalyzingtheInstructionalGroupingProfileandStandardsReport.ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorReviewstationsofpreviousschoolyear’sstandards-quarter1,thenweanoffasneeded



Dailyspiralingwarm-upactivitiesfrompreviousyear’sstandardswillbeincorporatedusinghighyieldroutines.



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UtilizetheMusictimeatleast1dayperweekforremediationofskillgapsduetoCOVID-19schoolclosures(differentiatedinstructionalblock)




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SecondaryCentralFocus:MathFocusUseAchievementLevelDescriptors(ALDs)andItemSpecificationstodesigninteractive,engaginglessonswithastrongfocusonstudent-to-studentinteraction• Usemathresourcessuchasthetextbook,MathNation,KhanAcademy,andtechnologytosupportthemathcontent• UsetheALDsandItemSpecificationstocreaterigorousquestionsmirroringtheFSAitemtypes• Useassessmentdata(e.g.,FSA,iReady,formativeassessments)todrivewholegroupinstruction,differentiatedactivities,and

spiralingtasksSchoolFocusTargetedSchool-basedFocus:UtilizetheAchievementLevelDescriptorsandItemSpecificationstopurposefullycreatetargetedlessons,formativeandsummativeassessments,andcooperativelearningopportunitieswhileplanningwiththeendinmind.TargetedSchool-basedProfessionalDevelopment:CommonplanningscheduledforcollaborationamongmathteacherswithregardstostandardsbasedplanningInstructionalcoachingcycleswithidentifiedteachersregardingspecificinstructionalstrategiesand/orstandardsMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebeginningoftheyeardiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):BeginningwiththeFloridaStandards,ALDs,andItemSpecifications,teacherswillroutinelyincorporate:

a- Variousmodesofinstructionaldeliverybydesigningengagingwholegroupinstructionanddifferentiatedlessonstoincludestationssmallgroupinstruction,andcooperativelearningopportunitiesthatplaceastrongfocusonpurposefulstudent-to-studentinteractions.

b- Opportunitiesforstudentstoengageinmathtalktoincludevariousapproachesanderroranalysisusingaccuratelanguage.c- BestpracticeslearnedfromdistrictprovidedPD.d- Avarietyofinstructionalresources(districtprovidedmaterials,textbooks,MathNation,ReadyToolbox,IXL,and/oranythatthe

teacherhaspersonallyresearched)todriveinstructioninordertocreateopportunitiesforstudentstoworkwithsmallgroups.

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e- FormativeandsummativeassessmentsusingtheALDsandItemSpecificationswithsummativeassessmentswrittentomatchFSApercentagesofDOK/ALDlevels;minimumofDOK2/ALD3-60%,minimumofDOK3/ALD4&5-10%,andnomorethan20%DOK1/ALD2.

f- PracticeFSAlikequestions,whicharederiveddirectlyfromALDsandItemSpecifications;TechnologyenhanceditemswillbeincludedintheFSAlikeassessmentoptions

g- Theuseofdata(iReady,FSA,iReady,classroomformativeassessments,etc.)topurposefullyspiralstandards

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorStations,teacherledsmallgroups,and/orcooperativelearningopportunitiesbasedonALDswithafocusonpurposefulstudentengagement



FormativeandsummativeassessmentquestionsbasedonALDsandItemSpecifications



UseofresourcessuchasIXL,ImagineMath,iReady,andMathNation



Assessmentdatatomakeinstructionaldecisions



Studentdatamonitoring-conferencingwithstudents




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SecondaryMathLevels1and2Focus-IntensiveMathSchoolFocusTargetedSchool-basedFocus:Additionalintensivemathcoursewilloffersupporttostudentswithcurrentgradelevelstandardsandspiralingdowntopreviousgradelevellearninggapsanddeficitstobridgegapsbetweencurrentmathperformanceandtheperformanceneededtobesuccessfuloncurrentgradelevelstandards.TargetedSchool-basedProfessionalDevelopment:CommonplanningscheduledforcollaborationamongmathteacherswithregardstostandardsbasedplanningInstructionalcoachingcycleswithidentifiedteachersregardingspecificinstructionalstrategiesand/orstandardsMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebeginningoftheyeardiagnosticdatathatisgatheredinSeptember.ActionStepsforRemediationIntervention/TitleIImplementationActionSteps(TeachersandStudents):TheIntensiveMathClasswillroutinelyincorporateandembedthefollowingstepsand/orcomponents:

1. StudentswilluseImagineMathfor60-90minutesperweekwithagoalof2-3lessonsperweek2. IXLdataandresourcestodifferentiatestudentinstructionforstationandsmallgrouppurposes3. Mathresourcessuchastextbooks,IXL,ReadyTeacherToolbox,andMathNationtosupportandreinforceprogressionoftheALDs

ininstruction.4. Communicatewithclassroommathteachers,ifdifferentthantheIntensiveMathteacher,aboutstudentneedsanddatatosupport

regularmathclassroomlessons.5. Usedata(FSA,iReady,classroomformativeassessments)toguideinstruction,aswellasdevelopingstations,smallgroups,and/or

cooperativelearningactivities.

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorStations,smallgroups,and/orcooperativelearningactivities



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basedonALDswithafocusonpurposefulstudentengagement.FormativeandsummativeassessmentpracticequestionsbasedonALDsandItemSpecifications



UseofiReadyforgrades6-8 Walkthroughs,observations,conversationswithadmin,andPLCs


Assessmentdatatoinformationinstructionaldecisions.



Studentdatamonitoring Walkthroughs,observations,conversationswithadmin,andPLCs



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SecondaryPandemicMathInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:TeacherswillusestandardsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresbyincorporatingstandardsandAchievementLevelDescriptorsfromthepreviousgrades’pacingguides(4thquarter)intotheirdailyinstruction.Allstandardswillbereviewed/taughtbytheendofNovemberwhilealsoembeddingalongsidethecurrentyear’sstandards.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthesummermonths,teacherswillreachouttotheirpreviousstudents(grades6-8)toofferaSummerBridgePacket.TheschoolwillprintthepacketsforallthatrequestDuringthe1stquarterofschool,allmathteacherswillincludestationandstationactivitiesorCooperativeLearningGroupactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingthecompanionstandards’ALD.-precautionstakentoensureCOVID-19safetyrestrictionsarefollowed.Dailyspiralingactivitiesasabell-ringer/warm-upactivitytoreview/teachstandardsthatweremissedinquarter4oflastschoolyear.ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorSpiralingstationsorcooperativegroupactivities(safetyprecautionsduetoCOVID-19)

Walkthroughs,observations,PLCs, Weekly Administration,andclassroomteachers

Dailyspiralingactivitiesasabellringer/warm-upactivitytoreview/teachstandardsthatweremissedinquarter4oflastyear.

Walkthroughs,observations,PLCs, Weekly Administration,andclassroomteachers


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SchoolActionPlanScience

DistrictGoal: Studentsshalldemonstratescienceproficiencyatorabovetheexpectedgradelevel.Objectives:Thepercentageof8thgradestudentswhowillbeproficientinscienceasdefinedbytheStateofFloridaontheStatewideScienceAssessment(SSA)willbeatleast70%.

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SchoolActionPlanScience:Strategies&ProgramstoSupporttheObjectives

ElementaryCentralFocus:ScienceFocusKeepingtheendinmind,useStandardsandItemSpecificationstodesigninteractiveandengaging5ESciencelessons• Engagingwholegroup,cooperativegroup,andstationlearningopportunitieswithanemphasisonstudent-to-studentinteractions• Useassessmentdata(e.g.,SSA,StudyIsland,formativeassessments)todrivethewholegroupinstruction,differentiatedactivities,and

spiralingtasksthatplaceastrongfocusonstudent-to-studentinteractionsSchoolFocusTargetedSchool-basedFocus:Bytheendoftheyear,weexpectourstudentstobeabletodeepentheirunderstandingofsciencestandardsbyengagingstudentswithwholegroup,cooperativelearninggroup,andstationlearningopportunitiestoincreasestudenttostudentinteractionsandlearning;utilizeassessmentdatatocreaterigorous,purposefulactivitiesanddifferentiatedlessonstoincreasecooperativelearningopportunitiesforstudents.TargetedSchool-basedProfessionalDevelopment:CollaborationwiththeschoolELAcoachtocreateandsupporttheimplementationofdifferentiatedreadinglessonsthroughsciencecontentCollaborationwithteachersatLaurelHillandotherschoolstoobserveanddiscusswithveteranteachersaboutusingcooperativegroupsandstationlearningopportunitiesActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):UsingtheFloridaadoptedsciencestandards,ItemSpecifications,andformativeassessmentdata,teacherswillplanforpurposefulengagementwithsciencesourcesandtopicsbyroutinelyimplementing:

A- Variousmodesofinstructionaldelivery1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussion,cooperativelearninggroups,

andwrittenresponsesa. Stationsand/orcooperativegroupstooccuratleastonceaweek

2. Cooperativelearninggroupsand/orstationsthatareinformedbyandplannedfromformativeassessmentdatasuchasStudyIslandandclassroomassessments.Theseactivitiesmayinclude:a. Inquirybasedlearningopportunitiesb. Spiralreviewofstandards(5thgradetospiralgrades3-5sciencestandards)c. Analysisofdata,charts,graphs,videoclips

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d. Evaluationofwordrelationshipse. Teacherledreview/remediationf. Handsonsciencelab/experiments

B- StandardsBasedUnits1. Incorporateatleast3ofthe5E’sduringunits

a. Engageb. Explorec. Elaborated. Evaluate

2. Spiralingactivitiesthatfocusontheinterpretationandanalysisofmultiplesourcesofdata(texts,pictures,charts,graphs,infographics)

3. IncludeassessmentsthatmirrorSSAItemSpecificationswithappropriaterigor(10-20%DOK1;60-80%DOK2;10-20%DOK3)

C- ComponentsofIntertextualLessons1. Standardsbasedlessonswithpurposefulengagementwithcomplexsciencesources2. Includeculminatingtaskstoassessmasteryofsciencestandardsandconcepts3. Incorporatemultiplecomplexsources(sciencerelatedinformationaltexts,graphics,diagrams,charts,graphs,infographics,etc.)

D- Useassessmentformativeassessmentdata(StudyIsland,teachercreated/formativeassessments)1. StudentswillutilizeStudyIslandatleastonceaweek(5thgrade).

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorComponentsofintertextuallessons Walkthroughs,observations,

conversationswithadmin,andPLCsMonthly Administration,classroom

teacherUseofdataforplanningforandspiralinglessons



WeeklyStationsorCooperativeLearningActivities




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ElementaryPandemicScienceInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:TeacherswillusestandardsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresbyincorporatingstandardsandAchievementLevelDescriptorsfromthepreviousgrades’pacingguides(4thquarter)intotheirdailyinstruction.Allstandardswillbereviewed/taughtbytheendofNovemberwhilealsoembeddingalongsidethecurrentyear’sstandards.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthe1stquarterofschool,scienceteacherswillincludestationandstationactivitiesorCooperativeLearningGroupactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingdatacollectedfromStudyIsland(3-5)andotherclassroomformativeassessments.-precautionstakentoensureCOVID-19safetyrestrictionsarefollowed.Spiralingactivitiesasabell-ringer/warm-upactivitytoreview/teachstandardsthatweremissedinquarter4oflastschoolyear.ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorSpiralingstationsand/orcooperativelearninggroupactivitiestoreview/teachstandardsmissedduringCOVID-19schoolclosures(precautionstakentoensureCOVID-19safetyrestrictionsarefollowed._



Spiralingwarmupactivitiesorminilessonsembeddedincurrentgradelevellessons




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SecondaryCentralFocus:ScienceFocusKeepingtheendinmind,useStandardsandItemSpecificationstodesigninteractiveandengaging5ESciencelessons• Engagingwholegroup,cooperativegroup,andstationlearningopportunitieswithanemphasisonstudent-to-studentinteractions• Useassessmentdata(e.g.SSA,StudyIsland,formativeassessments)todrivethewholeinstruction,differentiatedactivities,and

spiralingtasksthatplaceastrongfocusonstudent-to-studentinteractionsSchoolFocusTargetedSchool-basedFocus:Bytheendoftheyear,weexpectourstudentstobeabletodeepentheirunderstandingofFloridaadoptedsciencestandardsbyengagingstudentswithwholegroup,cooperativegroup,andstationlearningopportunitiestoincreasestudenttostudentinteractionsandlearning.Wewillutilizeassessmentdatatocreaterigorous,purposefulactivitiesanddifferentiatedlessonstoincreasecooperativelearningopportunitiesforstudents.TargetedSchool-basedProfessionalDevelopment:ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Usingthestandards,ItemSpecifications,andclassroomformativeassessments,teacherswillplanpurposefulengagementwithsciencesourcesandtopicsbyroutinely:

A- Usevariousmodesofinstructionaldelivery1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussions,cooperativelearninggroups,

andwrittenresponsesa. Stationsand/orcooperativelearninggroupstooccuratleastonceamonth

2. Cooperativelearninggroups/stationsinformedbyformativeassessmentssuchasStudyIslandreports,andclassroomformativeassessmentsthatmayinclude.a. Inquirybasedlearningopportunitiesb. Spiralreviewofstandardsc. Analysisofdata,charts,graphs,videoclips,infographics,etc.d. Evaluationofwordrelationshipse. Teacherledreviewand/orremediationofstandardsandconceptsf. Handsonsciencelabsorexperiments

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B- Standardsbasedunitswhenappropriateandpossible1. Incorporateatleast3ofthe5E’s

a. Engageb. Explorec. Explaind. Elaboratee. Evaluate

2. Spiralingactivitiesthatfocusontheinterpretationandanalysisofmultiplesourcesofdata(texts,pictures,charts,graphs,infographics,etc.)

3. IncludeassessmentsthatmirrorSSAandEOCItemSpecificationswithappropriaterigor(10-20%DOK1;60-80%DOK2;10-20%DOK3)

C- Purposefulinteractionswithsciencesources1. Standardsbasedlessonswithpurposefulengagementwithcomplexsciencesources2. Includeculminatingtaskstoassessmastery3. Incorporatemultiplesources(texts,graphics,diagrams,charts,graphs,infographics,etc.)

D- Useassessmentdatatodriveinstructionandspiralingtasksandstandards(StudyIsland,teachercreatedformativeassessments)1. StudentswillutilizeStudyIslandatleastonceperweek.

ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorStrategiestodeveloppurposefulinteractionswithcomplexsciencesources.



Useofdataforformativeassessmentandspiraling



CooperativeLeaningActivities Walkthroughs,observations,conversationswithadmin,andPLCs



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SecondaryPandemicScienceInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:TeacherswillusestandardsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresbyincorporatingstandardsandAchievementLevelDescriptorsfromthepreviousgrades’pacingguides(4thquarter)intotheirdailyinstruction.Allstandardswillbereviewed/taughtbytheendofNovemberwhilealsoembeddingalongsidethecurrentyear’sstandards.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthe1stquarterofschool,scienceteacherswillincludestationandstationactivitiesorCooperativeLearningGroupactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingdatacollectedfromStudyIslandandotherclassroomformativeassessments.-precautionstakentoensureCOVID-19safetyrestrictionsarefollowed.Spiralingactivitiesasabell-ringer/warm-upactivitytoreview/teachstandardsthatweremissedinquarter4oflastschoolyear.ProgressMonitoring

Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorSpiralingstationsand/orcooperativelearninggroupactivitiestoreview/teachstandardsmissedduringCOVID-19schoolclosures(precautionstakentoensureCOVID-19safetyrestrictionsarefollowed._



Spiralingwarmupactivitiesorminilessonsembeddedincurrentgradelevellessons




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TitleISchools

HowwilltheschoolinvolveparentsandfamilymembersinjointlydevelopingtheTitleIFamilyEngagementPlansanddeterminehowTitleIFamilyEngagementfundswillbespent.Howwillthisplanbemonitoredandbywhom?LaurelHillSchoolwillinvolveparentsandfamilymembersinthedevelopmentoftheTitleIFamilyEngagementPlanbyaskingforparentinputonsurveymonkeyandsendinghomealetteraskingforsuggestions.Also,theTitleIcoordinatorwillaskforinputfortheTitleIFamilyEngagementplanandhowtospendthefundsattheSACmeeting.TheFamilyEngagementPlanwillbemonitoredmonthlybytheTitleIcoordinator,D.McVayandschooladministration

SpecificstrategiesforincreasingFamilyEngagement(includingthosewhohavelimitedEnglishproficiency,thosewithdisabilities,andthosewithmigratorychildren).Howwillimplementationofthesestrategiesbemonitoredandbywhom?*Note:PerESSAaschooldistrictmayreceiveTitleIfundsonlyif:itconductsoutreachtoallparentsandfamilymembers;plansandimplementsprograms,activities,andprocedurestoinvolveparentsandfamilymembersinTitleIPrograms.

• CampReadS’more-Familieswilllearnmoreaboutstrategiesforhowtoincreasereadingachievementwiththeirchildren,andtheycanmakeandtakegamestouseathome.

• MathNight-Familieswilllearnaboutsomespecificstrategiesthattheycanincorporatetoboostmathematicalachievementwiththeirchild,andtheywillhavetheopportunitytomakegamestotakehometosupportmathsuccess.

• I-ReadyNight-Familieswilllearnhowthei-Readyprogramworksandhowtosupportstudentsathomefori-Ready.• ChristmasaroundtheWorld-Everyelementarygradelevelorclassroomwillhaveadifferentcountry.Wewillhaveanighttoinvitefamiliesto

visiteachcountrylearningabouttheimportanceofsupportingeachotherculturaldifferences.Thisnightwillboostculturalresponsivenessandunityatourschoolandinthecommunity.

TheTitleIschoolcoordinator(D.McVay)andschooladministrationwillmonitoranddeterminetheeffectivenessoftheseinitiatives.

PlansforassistingPreschoolchildreninthetransitionfromEarlyChildhoodProgramstolocalElementaryPrograms(PreschoolTransitionStrategies)andElementarytoMiddleSchooltransitionstrategies,orMiddletoHighSchooltransitionstrategies.Howwillthisplanbeimplemented,monitored,andbywhom?AsLaurelHillisaK-12school,manyofthestudentsareexposeddailytotheinsandoutsofstudentsatmuchdifferentlevelsthanthemselves.Tosupportthestudentsthataremovingtothenextlevelofeducation,wewillsupportthembyhavinganopendoorpolicytotheadministrators,schoolcounselor,andtitleIcoordinator.Thesestaffmemberswillbeonalerttokeeptrackofthesuccessesandareasofconcern.Monthlygradeandattendancechecksfromtheassistantprincipalcanhelppinpointareasthatareinneedofassistance.

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Describesupplementalspecializedinstructionalsupportservices(TitleIRemediation),counseling,school-basedmentalhealthprograms,mentoringservices,andotherstrategiestoimprovestudents’skillsoutsidetheacademicsubjectareas.

• TitleIremediationteacherwillcreate,model,andpostnormsandroutinestofacilitateiReadyELAandMathimplementation.IdentifiedTitleIstudentswillusethepostednormsandroutinesduringtheiReadyELAandmathremediationblocktomaximizethelearningopportunities.TitleIremediationteacherwillestablishELAandmathgoalswithstudentsbasedoniReadyELAandmathdataandconductweeklyconferencestoreviewpercentagerates.StudentswillchartprogressofiReadyELAandmathlessonscompletedwithpercentageratestowardidentifiedgoal.Teacherwillestablishaweeklyroutineof45minutesofiReadyELAandmathwithsmallgroupand/orone-on-oneremediation.StudentswillparticipateiniReadyELAandmathfor45minutesweeklyandreceivesmallgroupand/oroneononeremediationbasedongrouporindividualstudentneeds.

• Wehaveafulltimeschoolguidancecounseloronsitetoassistwithanyschoolcounselingthatneedstooccur.Shemakesstudentserviceshertopprioritytoensurethehealthandsafetyofallstudents.

• Acertifiedmentalhealthcounselorisoncampus3daysperweektogiveidentifiedandapprovedstudentscounselingsessionstoaidinmentalhealthandsocialskills.Teachersthatfeelthatastudentisinneedofthisserviceistosubmitarecommendationtoadministrationand/orthementalhealthcounselorforreviewofreferral.

• Mentoringofstudentsisavailablethroughtheguidancedepartmentforstudentsthatareinneed.Outsidecommunitymembersvolunteertheirtimetocometotheschoolasdesignatedtimeaweektoworkwithparticularstudentsinrelationshipbuildingandpositivechoicemaking.

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AccreditationPage

StrategicPlanFocusArea:ImprovingandAdvancingStudentAchievement• Ensureaccessforallstudentstorigorousandchallengingcurriculum• Addressdiverseeducationalneedsthroughacoordinatedsupportsystem• Integratetechnologyinlearningbybotheducatorsandstudents• Useavarietyofmethodstocommunicatestudentprogresswithparentsand

stakeholders

CogniaPerformanceStandardsrelatedtothisFocusAreaLeadershipCapacityDomain1.1 Thesystemcommitstoapurposestatementthatdefinesbeliefsaboutteachingand

learning,includingexpectationsforlearners.1.2 Stakeholderscollectivelydemonstrateactionstoensuretheachievementofthe

system’spurposeanddesiredoutcomesforlearners.1.3 Thesystemengagesinacontinuousimprovementprocessthatproducesevidence,

includingmeasurableresultsofimprovingstudentlearningandprofessionalpractice.

LearningCapacityDomain2.1Learnershaveequitableopportunitiestodevelopskillsandachievethecontentandlearningprioritiesestablishedbythesystem.2.5Educatorsimplementacurriculumthatisbasedonhighexpectationsandprepareslearnersfortheirnextlevels.ResourceCapacityDomain3.2Thesystem’sprofessionallearningstructureandexpectationspromotecollaborationandcollegialitytoimprovelearnerperformanceandorganizationaleffectiveness.

Teachersareprovidedandencouragedtoattendhighqualityprofessionaldevelopmentsessionstoenhancetheircraftofteachingandinturn,providedhighquality,rigorousinstructiontoallstudentsequitablyStudentsingradesK-5willbeprovidedadevice(1:1ratio)touseforacademicenhancementusinginstructionalsoftwareprogramssuchasiReady,Acheive3000,ThinkCentral,MaxScholar,StudiesWeekly,etc.Theseprogramswillgiveteachersformativedatatomakeinstructionaldecisionsfortheirstudentsandtheirdifferentiationneeds.Teacherswillconductparentconferencesviaface-to-face,conferencecall,emails,ClassDojo,Remind101,andZoomvideoconferencingtoensurethatallstakeholdersareuptodatewiththeirstudents’academicprogress.

AccreditationStandards1. LeadershipCapacity2. LearningCapacity3. ResourceCapacity

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AccreditationPage

StrategicPlanFocusArea:LearningandWorkinginaSafeandProductiveEnvironment

• Provideadequateandappropriatefacilities• Provideacultureconducivetolearningandworking• Maintainasafelearningandworkingenvironment

CogniaPerformanceStandardsrelatedtothisFocusAreaLeadershipCapacityDomain1.4Thegoverningauthorityestablishesandensuresadherencetopoliciesthataredesigntosupportsystemeffectiveness.1.7Leadersimplementoperationalprocessesandprocedurestoensureorganizationaleffectivenessinsupportofteachingandlearning.LearningCapacityDomain2.2Thelearningculturepromotescreativity,innovation,andcollaborativeproblem-solving.2.3Thelearningculturedevelopslearners’attitudes,beliefs,andskillsneededforsuccess.2.9Thesystemimplementsprocessestoidentifyandaddressthespecializedneedsoflearners.2.12Thesystemimplementsaprocesstocontinuouslyassessitsprogramsandorganizationalconditionstoimprovestudentlearning.ResourceCapacityDomain3.7Thesystemdemonstratesstrategicresourcemanagementthatincludeslong-rangeplanninganduseofresourcesinsupportofthesystem’spurposeanddirection.3.8Thesystemallocateshuman,material,andfiscalresourcesinalignmentwiththesystem’sidentifiedneedsandprioritiestoimprovestudentperformanceandorganizationaleffectiveness.

Singlepointofentryhasbeenconstructedtoensurethatthesafetyofstudentsandfacultyarebeingmaintainedhtroughouttheschoolday.Thisincludesthemanningofallopengatesduringdrop-offanddismissaleacgday.SafetyprecautionstomitigatethespeadofCOVID-19duringthistimeofaglobalpandemicarebeingputintoplaceinallareasoftheschool

• No-touchthermometertemperaturechecksandwellnessscreeningswilloccureachmorningasstudentsandfacultyarriveoncampus

• Wheneverfeasible,socialdistancingwillbepracticed(6ftapart)• Facemasks,whilenotrequired(otherthanonschoolbuses)willbeHIGHLYencouragedinareasthatsocialdistancingcannot

occur• Handwashingandhandsanitizingwillbeapriorotywhenteachersareplanningforminutesthroughouttheirday• Deskbarriersforstudentsandteacherswillbeprovided

AccreditationStandards1. LeadershipCapacity2. LearningCapacity3. ResourceCapacity

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• Facemasksareprovidedforallstudentsandteachersthatwouldlikeone.