differentiated accountability initial sustainability review fpe

September 7, 2012

Our student population based on August 2012 membership. Our student demographics are as follows:

77% Caucasian 24% African-American 11% Hispanic 8% Indian/Mixed 2% Asian 19% Students With Disabilities (SWD) 72% Free or Reduced Lunch (Sept. 4, 2012) <1% Migrant The average daily absentee rate for our school is approximately 7.17 % and Fruitland Park has a student mobility of 9.0% based on trend data for 2011-2012.

Total School Population (325) White (246) Black (75) Economically Disadvantaged (243) SWD (39) Hispanic (36) ELL (9)

Access Data Base monitoring system

Edusoft Mini-Assessments (IFLs) Achieves Mini-Assessments CWT Data Student Data Binders Success Board Progress Checker electronic folder

for every teacher including all students

Reading FPE 2012 Performance

FPE Goals 2013

District 2012 Performance

District Goals2013

Proficiency

52% 60% 56% 59%

Learning Gains

61% 67% 64% 67%

Learning Gains, Low 25%

69% 75% 66% 69%

Initiate Kagan structures schoolwide across all subjects to promote oral language skills and rich, text based discussions

Supplement reading curriculum with “Great Books” literature using shared inquiry strategies to dig deeper better preparing for Common Core

Use Fetzer strategies mirroring CIS (Comprehension Instructional Sequence lesson) to read complex text closely

Integrate FPE Reading Block Summary Card establishing a school culture for whole group instruction, guided small group instruction, stations, progress monitoring, and non negotiables

Continue DBQ for 4th and 5th grade and scaffold lessons to pilot in 3rd grade

Continue DAILY 5 with PLC’s targeted to teacher needs for creating and monitoring stations including Word Work, Read to Self/Someone, Work on Writing with response to text

Provide PD and build teacher resources for Words Their Way, Fetzer Phonics, and Making Words, to strengthen phonics skills

Continue utilizing special area teachers (Music, Media, Computer) and Title 1 personnel for targeted small group and individual remediation

Continue use of Thinking Maps

Continue Weekly Reader and Science Spin magazines for informational text reading activities

Integrate the use of Achieves mini assessments in grades 3-5 for progress monitoring of benchmarks utilizing county blueprints and task cards as resources

Ignite a passion for reading school wide including using Reading Surveys to uncover student interests empowering teachers as “Book Whisperers”

Promote weekly student Book Talks encouraging students to recommend books to peers on morning announcements

PAWS will be utilized to support struggling readers

Math FPE 2012 Performance

FPE Goals 2013

District 2012 Performance

District Goals2013

Proficiency

55% 65% 57% 60%

Learning Gains

64% 70% 66% 69%

Learning Gains, Low 25%

65% 70% 64% 67%

Continue the 90 minute math block Initiate Kagan structures schoolwide across all

subjects to promote oral language skills and rich, text based discussions

Sustain the use of manipulatives and hands-on activities

• Building problem solving strategies• Bridging concrete, representational, and

abstract thinking

Continue the use of Thinking Maps and support teachers with their implementation

Continue to support and to train teachers in the Go Math! series and instructional strategies

Support the Daily Instructional Focus Lessons (Wylie’s Warm-ups) and weekly mini assessments

Continue to use the disaggregated data to better align intervention and extension stations

Utilize the District Curriculum Specialist/Coach for instructional strategies, modeling lessons and PLC projects including peer observations

Continue to implement AIMS activities integrating Math with Science

Utilize additional Title I teachers for skill focused small group instruction

Integrate FPE Math Block Summary Card establishing a school culture for whole group instruction, guided small group instruction, gradual release, progress monitoring, and non negotiables

Writing FPE 2012 Performance

FPE Goals 2013

District 2012 Performance

District Goals2013

Proficiency @ Level 4

27% 82% 44% 82%

Proficiency @ Level 3

77% 82% 79% 82%

PARCC Model of Content Framework Chart

Students will write over extended time frames for a range of discipline specific tasks, purposes and audience.Continue to emphasize Response-to-Text tasks in the Daily 5 station structure.Use mentor text as examples for writing craft skills to enhance clarity, support, and voice.Continue Document Based Questions to express an opinion or make an argument. Continue Professional Development Writing PLCs for training and support.

Continue to provide Writing Family Nights Follow best practices in the 2012-2013

District Writing Curriculum Blueprints (4th grade).

Continue to coach the classroom teacher and to conduct small group instruction

Continue use of Thinking Maps At-A-Glance Writing Organizers – Nancy

Fetzer Writing Connections Developing a Writing Coaching Card to

align the rubrics with the skills and expectations K-5

Science FPE 2012 Performance

FPE Goals 2013

District 2012 Performance

District Goals2013

Proficiency

48% 52% 49% 52%

Grades K-5 will continue to integrate Science into both the Reading and Math blocks

Utilize “Picture Perfect Science” resources in each grade level integrating literature and real world applications of math and science concepts

Continue to integrate AIMS activities into Math and Science lessons

Continue STEM extension activities for 3rd, 4th and 5th graders

Continue to provide support and resources for Science content during the Reading Block

Sustain hands on lab activities and experiments weekly for all 5th grade classes

Integrate the use of Science Achieves mini assessments in grade 5 for progress monitoring of benchmarks utilizing county blueprints and task cards as resources

Continue use of Thinking Maps Support teachers in using MyScience online

PBS Team will have Tier III training Team will continue training of new staff on

schoolwide behavioral systems Team will complete training on Leaps Social

Skills behavioral program for all teachers and specific assistants through PLC meetings

PBS team members will train teachers in the tracking of behavioral issues through the new state web site in PLC meetings

PBS team will continue to utilize a refined Check In - Check Out system with data tracking and train teachers in the revised system

Continue to support and implement the Tier II and III Interventions:

Reading: Differentiated Instruction, Small groups, Literacy Stations, Earobics, Lexia, Strategic Harcourt Interventions, Fast Forward, Words Their Way, Title I teachers for skill focused small group instruction

Math: Differentiated Instruction, small groups, Everglades Math Program, Title I teachers for skill focused small group instruction

Behavior: Continue to implement charting on students’ targeted behavior with the Guidance Counselor, LEAPS Social Skill Program

Continue training and support for Writing IEPs utilizing district support staff

Sustain the assessment of students for individual goal development appropriate for continued progress monitoring

Progress monitoring on a continued basis through routinely scheduled meetings and electronic files

Provide continued web based training and site support for LEAPS

Provide Behavioral Training to Teacher Assistants

Build the curriculum capacity in self contained classrooms

Building a deeper understanding of NGSS with Alt. Assess

• First Grade on site Professional Development Day

• Nancy Fetzer on site training Comprehension emphasis on fiction and non-fiction Chunking to support analysis, reflection, and research Emphasis on text coding specifically informational text

• Kagan Training for all Teachers

• 8 Mathematical Practices

• K-2 Thinking Math Instructional Strategies

• Implementation NGSS-CORE Workshop Curriculum Blueprints Task Cards Coaching Cards/Summary Cards

• Continue Thinking Maps

• Writing Teams

• Two Close Read in-services with Kevin Smith

Great Books Supplemental Materials K-5 Great Book’s “Shared Inquiry” Professional

Development , CCS Leadership Team Attended FLDOE State Common Core

Training Continued support for Nancy Fetzer’s

ELA Common Core instructional strategies

VisionA dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate

with the skills needed to succeed in postsecondary education and the workplace.

MissionThe mission on the Lake County Schools is to

provide every student with individual opportunities to excel.

2B C2 READY = 2 (C+Z) THE FUTURE

Culturally Embedded(Level 3)

Intentionally Structured and

Enforced (Level 2)

In Name Only(Level 1)

Evidence that all members of the school community are steadfast in this belief. All are willing to do what is necessary to meet high standards. There is active implementation, follow-up, and feedback.

Leaders clearly support the constructs of the concepts by providing the formalized structures required. The work is thought of as an obligation to be met. There is evidence of follow-up and feedback.

Concepts are talked about. Concepts are thought of as “another thing to do”. Leaders tend to make broad-based decisions with limited or no follow-up or feedback.

There is a sense of commitment.

There is a sense of compliance.

There is a sense of accountability.

Culturally Embedded(Level 3)

Intentionally Structured and

Enforced (Level 2)

In Name Only(Level 1)

There is a sense of commitment.

There is a sense of compliance.

There is a limited sense of

accountability.

1. Organize: Stakeholder Data in Spring/Summer

a. Site based Writing Teams b. Attendance at Summer

Inst. c. State, District, and Site

based assessments

2. Plan: FPE sets Goals based on

Federal, State, District Goals a. Teacher Involvement and

feedback

3. Implement: a. In progress b. See Progress Monitoring slide

4. Sustain: a. Each year FPE Evaluates systems approach utilizing PSDM

Culturally Embedded(Level 3)

Intentionally Structured and Enforced

(Level 2)

In Name Only(Level 1)

There is a sense of commitment.

There is a sense of compliance.

There is a limited sense of

accountability.

1. Knowledge & Use of CCSS

a. K-1 has been trained CCSS

b.Additional site Workshops

Staff Dev. on Text Complexity, DOK,

Model Classrooms, DRI Model

Classrooms, Peer Mentoring/Feedback

2. Common &Collaborative Planning Time

a. Vertical and Horizontal PLC

Culturally Embedded(Level 3)

Intentionally Structured and Enforced

(Level 2)

In Name Only(Level 1)

There is a sense of commitment.

There is a sense of compliance.

There is a limited sense of

accountability.

3. Interdisciplinary Content Int.

a. 75% and above of K-1 are integrating math and ELA core subjects.

b.alignment, projects, across

content writing

4. Frequency of Problem-Based Learning

a. Planned staff dev.

5. Student Collaboration a. 90% of teachers are Kagan trained.

6. Integrated Technology a. Electronic Science Fair b. COWs, C. Rem. Comp Teacher

Culturally Embedded(Level 3)

Intentionally Structured and

Enforced (Level 2)

In Name Only(Level 1)

There is a sense of commitment.

There is a sense of compliance.

There is a limited sense of

accountability.

1. Established Culture and Norms

2. Master schedule supports common and vertical planning.

3. Building Teacher leaders and Train the Trainers

4. Refined to incorporate the 4 question of learning

Culturally Embedded(Level 3)

Intentionally Structured and

Enforced (Level 2)

In Name Only(Level 1)

There is a sense of commitment.

There is a sense of compliance.

There is a limited sense of

accountability.

1. Adopted FCIM Model2. Incorporated cycle into

data analysis and Progress Monitoring at leadership level and most classrooms.

3. Need to emphasis follow-through interventions with fidelity and adjust instructional activities as we cycle on specific skills.

Culturally Embedded(Level 3)

Intentionally Structured and

Enforced (Level 2)

In Name Only(Level 1)

There is a sense of commitment.

There is a sense of compliance.

There is a limited sense of

accountability.

1. Structured System2. Varied our

interventions 3. Used FCIM to Review

MTSS4. Utilized PSDM with

faculty5. In the process of

Revamping6. Adjusted Budget to

include ½ RtI manager and TA

Culturally Embedded(Level 3)

Intentionally Structured and

Enforced (Level 2)

In Name Only(Level 1)

There is a sense of commitment.

There is a sense of compliance.

There is a limited sense of accountability.

Leadership Member Trained in previous years.Fourth Grade Team Trained in year 2010-11.Model Classrooms instituted.Fidelity compromised based on attrition, funding, and support.

Where are we on the C2 Ready Continuum?

What is the plan to sustain this year’s work?

What actions will be taken and who is responsible?

What worked well and what do we still need to refine?

What level of support do we need from the district and what can we sustain on our own at the school level?