date submitted...aice advanced international certificate of ... technology-based communications such...

SAC funds in the amount of $0,

will primarily be used for no SAC funds awarded

Brooke Barron

Sue Igleburger

Date Submitted: 9/2/16

Dates of Revision:

School Performance Plan

2016-2017 School Name: Pryor Middle School

Legend

AICE Advanced International Certificate of

Education

MtSS Multi-tiered System of Supports

AP Advanced Placement NGCAR-

PD

Next Generation Content Area Reading

Professional Development

DA Differentiated Accountability NGSSS Next Generation Sunshine State Standards

DEA Discovery Education Assessment PERT Postsecondary Education Readiness Test

ED Economically Disadvantaged PMP Progress Monitoring Plan

ELA English Language Arts PMS Progress Monitoring System

ELL English Language Learners POC Plan of Care

EOC End of Course Exam PPP Pupil Progression Plan

ESE Exceptional Student Education PSAT Preliminary Scholastic Aptitude Test

ESSA Every Student Succeeds Act SAC School Advisory Council

FAIR Florida Assessment for Instruction in

Reading

SAI Supplemental Academic Instruction

F/R Free & Reduced SAT 10 Stanford Achievement Test

FS Florida Standards SESAT Stanford Early School Achievement Test

FSA Florida Standards Assessment SPP/SIP School Performance Plan/School

Improvement Plan

IB International Baccalaureate SWD Students with Disabilities

IEP Individualized Education Program VE Varying Exceptionalities

IPDP Individualized Professional Development

Plan

Okaloosa County School District

Vision Statement:

We inspire a lifelong passion for learning.

Mission Statement:

We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their

families, communities, and the world.

Core Values:

Accountability: We, working in conjunction with students’ families, accept responsibility to ensure student learning, to pursue excellence, and to

hold high standards for all.

Citizenship: We prepare all students to exercise the duties, rights, and privileges of being a citizen in a local community and global society.

Excellence: We pursue the highest academic, extracurricular, and personal/professional standards through continuous reflection and improvement.

Integrity: We embrace a culture in which individuals adhere to exemplary standards and act honorably.

Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and

resilience to be lifelong learners.

Respect: We show regard and consideration for all through a culture of dignity, diversity, and empathy.

Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others.

2

School Performance Team

Identify the names and titles of the School Performance Plan developers.

Name Title

Brooke Barron Principal

Peggy Nehring Assistant Principal

Ron Panucci Assistant Principal

Linda Tyce, Leann Miller Instructional Coach

Tamara Sager ELA Department Chair

Pamela Summers Math Department Chair

Sandra Gainey Social Studies Department Chair

Kelly Sweitzer Science Department Chair

Cassandra Hardy, Tia Mitchell ELA Teachers

Toni Bevino, Kristi Jens, Sarah Lancaster, Katie Walden, Luann Zant ELA/IR Teachers

Ginger Clark, Stephanie Randall, Leslie Sintes Math/IM Teachers

Stephanie Thetford Math Curriculum Specialist

Beth Clary Science Teacher

Stakeholder Involvement: Describe the process taken to create the School Performance Plan.

The development of the SPP is ongoing from May through September each year. The process begins at the end of each school year by reviewing implementation

of the current SPP and determining what instructional steps can be improved or changed along with associated PD needs to prepare for the upcoming school

year.

The OCSD Curriculum and Instruction team disseminates focus areas and professional development to school leaders during monthly principal's meetings. Our

principal shares this information with faculty and staff, starting with the Anchors leadership team composed of department heads, grade level chairs,

Administration, and guidance at the regularly scheduled monthly Anchors team meeting. The principal invites the core SPP team of administrators, department

heads, and instructional coaches to the OCSD Curriculum and Instruction SPP Workshop. All teachers are, then, invited to join the SPP Team for summer

meetings to develop specifics for the Pryor SPP. During pre-planning, departments meet to review the draft SPP and submit any revisions. Departments develop

and submit their segment of the draft SPP. Administration reviews draft submissions and collaborates with department heads and instructional coaches to

revise. The draft SPP is submitted to OCSD Curriculum for feedback and recommendations. Administration and faculty work with the SAC to make final

revisions. The SPP is submitted to the SAC and OCSD Board for approval.

3

School Profile W. C. Pryor Middle School was established in 1958 and is located in Fort Walton Beach, Florida. The school is part of the south zone of the Okaloosa County

School District. The majority of our students entering 6th grade come from 4 main feeder elementary schools: Wright Elementary School, Kenwood

Elementary School, Longwood Elementary School, and Shalimar Elementary School. Our exiting 8th graders matriculate to Choctawhatchee High School

located directly across the street.

Currently 674 students are enrolled in grades 6-8 at W. C. Pryor Middle School. Of these students, 45.8% are White, 2.7% are Asian, 19.1% are African

American, 19.6% are Hispanic, and 12.8% are multi-racial. 8.16% of Pryor students are English language learners, and 16.75% are enrolled in exceptional

education programs, including gifted. Over 75% of Pryor's student population is eligible for free or reduced meals.

The school's diverse population requires a wide range of instructional and guidance expertise. Teachers are Pryor know how to incorporate best practices to

engage and meet the varying academic and social/emotional need of our students.

We meet the needs of accelerated learners with SAILS, a dynamic advanced placement that blends advanced academics with real-world applications to

prepare students for the rigors of high school and beyond. Students in the SAILS program are prepared for the rigors of AP and IB at Choctawhatchee. SAILS

program components are enrollment in a minimum of 3 advanced classes, maintaining C's or higher in all classes, and completing 10 hours of community

service during the year. Pryor students can transfer up to 30 hours of community service to Choctawhatchee to be used toward Bright Future Scholarships and

IB diplomas. Students can earn high school credit in IT, Web, Engineering, Algebra I Honors, Geometry Honors, Physical Science Honors, and Spanish I. Students

can earn industry certifications in tech courses.

Students who need remediation are placed into 100-minute blocks of ELA paired with IR or math paired with IM. Students needing both math and reading

remediation are placed in an additional 23-minute remediation homeroom. Pryor also offers before and after school tutoring for additional help for struggling

students.

4

Community and Parent Awareness

5

Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school?

Based on AdvancED survey data, positive aspects of Pryor Middle School include:

1) Pryor staff members believe that the school's leadership implements a continuous improvement process that provides clear direction for improving conditions

that support student learning.

2) Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school's purpose, direction,

and the educational program

3)Pryor engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.

What does the data tell you regarding the opportunities for improvement in your school?

Overall, the greatest opportunities for improvement, as indicated by AdvancED survey results are: 1) Teachers engaging students in their learning through instructional strategies to ensure achievement of learning expectations 2) The school engaging families in meaningful ways in their children's education and keeping them informed of their children's progress.

Provide a description of the various forms of communication to your community and parents.

W. C. Pryor Middle School employs a wide range of communication tools, such as: 1. Monthly School Advisory Council meetings 9. Progress reports and report cards 2. Online portal to check student grades and attendance 10. "Good News" post cards 3. School website, Teacher-created websites 11. Student Planner and Handbook 4. iOCSD app 12. Open House 5. Facebook 13. New Student Orientation 6. ConnectEd mass communication call-out system 14. Conferences 7. Technology-based communications such as Remind 101, Weebly, EdModo 15. Feeder school visits/6th Grade Registration Fair 8. Quarterly newsletters

6

Historical School Grade Data

Mid

dle

Sch

oo

l

Sch

oo

l Yea

r

% E

ngl

ish

/Lan

guag

e A

rts

% M

ath

emat

ics

% S

cien

ce

% S

oci

al S

tud

ies

(C

ivic

s EO

C)

% E

ngl

ish

/Lan

guag

e A

rts

% M

ath

emat

ics

% E

ngl

ish

/Lan

guag

e A

rts:

Lo

w 2

5%

% M

ath

emat

ics:

Lo

w 2

5%

Tota

l Po

ints

Ear

ned

Tota

l Co

mp

on

ents

Ove

rall

Per

cen

tage

Gra

de

Titl

e I*

Free

or

Red

uce

d L

un

ch R

ate

*

Min

ori

ty R

ate

*

Pryor 2015 54 64 62 62 304 5 61 B NO 65 51

Pryor 2016 47 63 63 69 43 58 39 53 490 9 54 B NO 70 51

District 2016 63 71 69 80 55 61 44 49 63 A

State 2016 53 54 56 68 52 52 41 41 56 B

*Percentages not Counted in Calculation

56

62

Achievement Learning GainsAcceleration

Success

% o

f St

ud

ents

Pas

sin

g H

igh

Sch

oo

l

EOC

& In

du

stry

Cer

tifi

cati

on

s

55

62

7

School Action Plan

ELA: Reading & Writing

District Goal: Students shall demonstrate reading proficiency at or above the expected grade level.

Objectives:

The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on the

Florida Standards Assessment Test will be at least 65 %.

The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on the


The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards Assessment Test

will be at least 65 %

8

FSA ELA Data (By Grade)

ELA: Data

Numbers in a red font denote a score below the district average.

'14 '15 '16 '14 '15 '16 '14 '15 '16

202 189 207 223 190 192 187 194 187

60 47 38 57 47 37 68 62 58

Level 5 8 3 3 9 8 5 13 7 9

Level 4 17 16 12 20 17 15 14 24 21

Level 3 35 28 23 29 22 17 41 31 28

Level 2 25 31 33 26 28 34 21 23 26

Level 1 15 23 29 16 25 29 11 15 17

M 57 44 31 58 49 31 68 64 52

F 64 50 44 56 45 45 69 60 64

A 100 100 83 57 80 50 80 83 100

B 50 31 33 37 30 15 68 56 32

H 44 39 34 39 29 19 61 33 43

I 0 50 0 50 33 50 50 50 33

M 52 70 30 65 42 44 50 75 57

W 70 46 41 70 60 49 72 72 68

ESE 24 12 16 38 24 9 50 37 40

ELL 19 0 5 0 0 0 0 0 0

F/R 52 41 29 46 38 31 62 51 50

1 72 54 43 66 55 49 76 65 56

2 65 53 42 65 53 43 73 61 55

3 82 62 69 71 73 71 68 73 76

4 63 61 61 74 62 58 67 65 67

5 54 50 60 49 58 60

Pryor

ELA

FCAT (2014) / FSA (2015-16) [%Proficient]

Gender

Ethnicity

Overall Proficiency

Group

Strands (% Correct)

6 7 8

# Students Tested

'14 '15 '16 '14 '15 '16 '14 '15 '16

202 189 207 223 190 192 187 194 187

-11 -14 -24 -10 -17 -20 +1 -6 -11

-4 -7 -6 -5 -6 -8 -3 -6 -5

-8 -9 -14 -3 -6 -6 -8 +0 -4

+1 +3 -3 -3 -5 -6 +12 0 -2

+5 +5 +8 +6 +5 +8 -2 +3 +7

+6 +8 +16 +5 +11 +12 +1 +3 +4

-11 -11 -25 -5 -10 -20 +5 +2 -11

-11 -16 -22 -16 -23 -18 -4 -15 -13

+25 +32 +11 -25 +2 -14 +5 +4 +23

-3 -10 -10 -5 -14 -27 +23 +11 -13

-13 -13 -15 -16 -19 -24 +0 -25 -8

-67 +25 -69 +7 -30 +28 -12 -21 -21

-19 +9 -28 -11 -23 -8 -17 +8 -15

-6 -18 -25 -3 -8 -12 -1 -1 -6

-11 -10 -5 +3 -4 -11 +18 +4 +7

-1 -4 -11 0 -6 -3 -20 -7 -7

-6 -5 -19 -6 -12 -11 +8 -3 -5

-5 -6 -15 -5 -6 -7 -2 -2 -3 Str.1

-4 -6 -12 -4 -9 -8 -2 -3 -3 Str.2

-4 -8 -7 -4 -8 -6 -3 -4 -3 Str.3

-5 -4 -3 -3 -5 -7 -1 -4 -5 Str.4

-5 -13 -7 -7 -3 -5 Str.5

86 7FCAT (2014) / FSA (2015-16) [%Diff. from District]

STRANDS Conversion

FCAT (2014) FSA (2015-16)

Lit Analysis Key Ideas

Information Integ of Knowl

Vocab Language

Reading Appl Writing

Craft & Struc

9

School Action Plan

ELA (Reading): Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths?

Students scoring Level 5 increased by 2% in 8th grade. Hispanic students increased proficiency by 10% from previous year in 8th grade. In 6th and 8th grade, performance improved in Strand 3, Language. In 8th grade, performance increased in Strand 5, Craft and Structure.

What does the analysis tell you about your school’s opportunities to improve?

Pryor has an opportunity to grow in every single area of ELA across the board. Innovations and practices put in place for the 2016-17 school year are a direct result of thorough analysis of previous year's data.

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School Action Plan

ELA: Strategies & Programs to Support the Objectives

ELA Focus 1

Focus: Using Close Reading and Everyday Instructional Reading to teach the Standards and Item Specifications

Goal: By the end of the year, we expect our students to be able to… … read and analyze increasingly complex text while incorporating components of

Everyday Instructional Reading in order to respond to multiple texts through writing and purposeful discussion

Professional Development and Activities:

District:

The central message professional development (September, October, November/December, January/February) will focus on using Close Reading and Everyday

Instructional Reading to teach the Standards and Item Specifications:

o Aligning instructional resources (i.e., textbook, novels, etc.) to teach the Standards

o Emphasizing complex text while using multiple sources

o Emphasizing the Culminating Activity (Phase 4)

o Emphasizing the three phases of Text Dependent Questions

Phase 1: Key Ideas & Details

Phase 2: Craft & Structure

Phase 3: Integration of Knowledge

o Emphasizing purposeful Text Marking

o Incorporating purposeful Student Talk and Writing Through Reading Tasks through Whole and Cooperative Learning Groups

School-based:

• As part of school-based professional development, teachers will meet following central message professional development and at department meetings

in order to work with instructional coach, other teachers, and administration for the purpose of:

o Collaboration to plan and create Everyday Instructional Reading Lessons aligned to the Standards and Item Specifications:

Text-Dependent Questions encompassing Phases 1-3 at the higher range of Depth of Knowledge

Text marking/note-taking based on TDQ's

Authentic opportunities for Student Talk based on TDQ's

Writing through Reading tasks based on TDQ's

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Utilizing multiple sources (complex texts)

o Collaboration to write Text-Dependent Questions which are aligned to the Task Demands of the Item Specifications and FSA Achievement Level

Descriptors and lead students to answering higher level Depth of Knowledge questions

o Collaboration to create culminating activities and/or formative assessments of various complexity aligned directly to Standards

o Collaboration to design formative assessments which are modeled after the FSA Item Specifications

o Analysis of FSA Achievement Level Descriptors following Central Message PD

o Collaboration to plan opportunities for Interactive Whole Group instruction and Cooperative Learning Groups • Based on teacher need and interest as evidenced in Needs Assessment, differentiated professional development will be offered on Everyday

Instructional Reading writing higher level questions using ALDs, Everyday Instructional Reading, and the FSA Writing Rubric for all ELA and social studies

teachers.

• Training for Coach Digital for all ELA teachers and classroom aides

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Action Steps for Implementation:

Administrative Implementation Action Steps:

o By May 6, 2016-Administer/ Review Needs Assessment survey to determine PD needs before end of school.

o By June 22, 2016-Meet with Department Heads to collaborate on implementation of Professional Development based on Needs Assessment.

o By June 30, 2016-Include calendar dates for Professional Development (Central Message and School-Based) on the Master Calendar

o By June 30, 2016-Create the half-day PD schedule (remaining 2.5 hours) based on groupings.

o By June 30, 2016-Order from Print Shop Standards, Item Specifications, and Achievement Level Descriptors for every ELA teacher.

o By July 29, 2016- Schedule school wide DEA testing for all students.

o By July 31, 2016- Order Text-Dependent Question Stems Flip Chart from Print Shop for all teachers

o By August 10, 2016- Obtain substitute teachers for half-day trainings and school-based PD days.

o By August 15, 2016- Add new teachers to PD groupings.

o By July 15, 2016-order Coach Digital for use school-wide for ELA acceleration and remediation; Schedule training for Coach Digital

Classroom Implementation Action Steps (Teachers and Students):


o Teachers will align instruction to Standards and Item Specifications- not only addressing the complexity of the standards, but also the Assessment Limits,

Task Demands, and OCSD Question Stem Flip Charts while utilizing textbook, novels, primary and secondary source materials, etc.

o Teachers will set classroom norms for small group talk and tasks to promote purposeful Student Talk.

o Students will adhere to protocols for small group talk and tasks.

o Students will utilize student talk strategies (ex. body voting, talk moves, silent discussions, Socratic Seminars, sentence frames, etc.) to respond to

standards based questions to prepare for writing tasks or whole group discussions.

o Teachers will create opportunities for purposeful Student Talk through teacher created TDQs at various levels of complexity including DOK levels 3-4.

o Students will utilize purposeful Student Talk to respond to standard based questions to prepare for writing tasks or whole group discussions.

o Teachers will create Everyday Instructional Reading Lessons (scaffolding as needed) utilizing:

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o Multiple sources

o TDQs from Phases 1-3 at higher level DOKs for writing and discussion

o Questions from various sources which have been modified to include all three phases of TDQs and at the higher levels of DOK

o Text marking/note-taking based on TDQs

o Purposeful Student Talk opportunities (with appropriate protocols) in cooperative groups that will lead them to the Culminating Task

o Complex Standards-based Culminating Tasks

o Teachers will utilize the Sample Questions from the Item Specifications and Achievement Level Descriptors regularly in order to assess student progress

as they develop questions of increasing complexity in order to meet the full scope of the Standards.

o Teachers will provide opportunities during interactive whole group instruction for students to work in cooperative groups to respond to TDQs and analyze

multiple sources

o Students will independently apply Everyday Instructional Reading components:

Note-taking/text-marking

Student Talk (with appropriate protocols)

Answering Text-Dependent Questions at all three phases and at a higher DOK

Analysis of multiple complex texts

Complete Writing Through Reading tasks based on TDQs

o In cooperative groups, students will write and answer text-dependent questions at varying levels of DOK.

o Teachers will create opportunities for students to use Coach Digital as part of instruction.

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Progress Monitoring:

Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor

Standards-based teacher

created/modified TDQs written at

varying level DOKs

Ongoing Formal and Informal Observations,

Lesson Plans

Department meetings, common

planning

Post district message Pryor PD

Administration

Department Chair

Instructional Coach

Everyday Instructional Reading

lessons which include TDQs, text-

marking, note-taking, Writing through

Reading, and leading to a Culminating

Task

Weekly, Monthly Formal and Informal Observations,

Lesson Plans

Collaborative planning

Administration

Department Chair, Instructional

Coach, Teacher planning partners

Utilizing Complex Texts and multiple

resources which are aligned to

Standards and Item Specifications


Lesson Plans, Coach Digital usage

logs

Collaborative planning

Administration


Coach, Teacher planning partners

Purposeful Student Talk based on

TDQs

Weekly Formal and Informal Observations,

Lesson Plans

Administration

Cooperative Groups during Interactive

Whole Group Instruction for the

purpose of authentic discussion,

textual analysis, responding to text,

and writing groups

Ongoing Formal and Informal Observations,

Lesson Plans

Administration

Coach Digital Monthly Coach Digital Reports, Lesson Plans,

Walk-throughs

Administration

Evaluation:

Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester):

Refinement of Goal (Completed at the Beginning of Second Semester):

15

School Action Plan


ELA Focus 2

Focus: Writing: Argumentative & Informational/Expository

Goal: By the end of the year, we expect our students to be able to… synthesize relevant information from multiple sources in order to write academically

(text-based), moving beyond a summary of sources.


District:

The central message will be provided through the Writing Working Groups and will focus on individual components of effective writing, including the following:

o Using Rubrics/FSA Writing Sampler Sets to calibrate teacher scoring and inform instruction

o Increase student knowledge and use of the Rubrics

o Differentiated writing instruction based on student needs identified through the Rubrics

o Writing the Essay

How are we unpacking the prompt?

How are we addressing purposeful text marking specific to the prompt?

How are we planning for the essay?

How are we scaffolding instruction as we build from one source to multiple sources?

How are we addressing writing an introduction?

How are we addressing writing a conclusion?

How are we addressing citing the evidence?

How are we addressing elaboration?

How are we addressing transitions?

How are we addressing content specific (from the sources) vocabulary?

School-based:

• Quarterly calibration of student writing with each grade level ELA teacher (August-baseline, October, November, January)

• Based on teacher need as evidenced in Needs Assessment, differentiated Writing Professional Development will be delivered by school-based and/or

district Instructional Coach for all ELA teachers:

o Calibration using Writing Rubric

o Appropriate Use of strong and relevant Text Evidence

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o Introductions and Conclusions

o Synthesis and Elaboration

• Writing Working Group member will provide instructional information and/or strategies following each of the Writing Working Group Trainings.

Trainings will include:

o Using FSA Sampler Sets, Okaloosa Writing Exemplars and Achievement Level Descriptors effectively to drive writing instruction

o Analyzing and writing text-based writing prompts

o Using Everyday Instructional Reading to promote synthesis of sources and elaboration

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• June 3, 2016- Analyze Needs Assessment with AP, Writing Working Group Members, Instructional Coach, and Grade-Level Chairs

• By June 29, 2016- Meet with Leadership Team (to include the Writing Working Group members) to finalize calendar dates for all professional

development, testing, grade-level meetings, and school-wide writings on the Master Calendar.

• By July 11, 2016- Order FSA Writing Sampler Sets and Rubrics from Print Shop for teachers and students

• By August 10, 2016- Secure substitutes for all writing trainings

• By August 18, 2016- Meet with grade levels to finalize school writing plan

• Following each school-wide writing, meet with ELA teachers in order to assess student progress and monitor/adjust school-wide writing plan


Unpacking the Prompt

Instruction:

• All teachers will use common processes to unpack the prompt:

1. Circle Topic

2. Underline Purpose and Audience, when applicable

o Note: If no audience is specified in the prompt, it is understood the audience is a “knowledgeable person”

3. Box the Mode (Argumentative, Informational)

4. List any academic/domain specific words (if present)

PATS – a mnemonic to remember how to unpack the prompt

P Purpose – Students circle key words from the prompt that indicate whether they will be arguing or informing.

A Audience – Underline the audience.

T Task – Box what the prompt is asking you to write about.

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S Structure – Outline how you will organize your essay.

• Teacher models the process for unpacking the prompt using the FSA Writing Sampler Sets and/or Okaloosa Writing Exemplars

Student Outcomes:

• Strategies will be used to help students practice unpacking the prompt in Everyday Instructional Reading tasks

• Students will write a possible prompt for a given mode of writing. Student prompts will be used as a tool for instruction (i.e., students unpack each other’s

prompts).

Note: A student should later practice coding response written to prompts using the coding process above, in order to determine that they have addressed all aspects

of the prompt.

Purposeful Text Marking Specific to Prompt through Everyday Instructional Reading

Instruction:

• Teacher will use FSA Writing Sample Sets and/or Okaloosa Writing Exemplars to model how unpacking the prompt determines purposeful text marking.

Example: Your art teacher has asked that you write a paper about a specific kind of art. Write an explanatory essay about

art created from found or recycled items.

Possible Purposeful Text Marking: F= found art; R= recycled art

Student Outcomes:

• Students will use unpacked prompts (from previous section) to determine a possible purposeful text marking.

• Using Student Talk, students will justify their purposeful text marking and how it relates to the prompt.

Instruction:

• Teacher will provide explicit instruction on why multiple sources might be required to respond to a given prompt as well as why sources might be paired

together.

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o Example: At least two texts are typically needed for a compare/contrast.

o Focus on idea-driven writing by teaching strategies to gather ideas from texts (“Say, How, Mean, Matter…,”). Emphasis should also be placed on which

strategies best fit particular passage sets and prompts.

• Teacher will model progression of analysis required moving from one text to multiple sources.

o This includes explicit instruction on:

Text type (i.e., letter, newspaper article, blog, etc.)

Text and non-text stimulus (i.e., cartoons, pictures, charts/graphics, etc.)

How multiple texts are related (i.e., content, theme, pro/con, etc.)

• Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated small groups, and Everyday Instructional

Reading tasks.

Everyday Instructional Reading Connections:

• Teacher will create text dependent questions (with an emphasis on Phase 2 and 3) requiring students to analyze multiple sources.

• Teacher will provide collaborative opportunities for students to pair given sources together to create their own writing tasks.

o Example: Groups are provided with four potential sources and students must determine the three that best fit together and create a relevant prompt.

Planning for the Essay

Instruction:

• Teacher and students will unpack the Purpose, Focus, and Organization (PFO) category of the FSA Writing Rubrics (argumentative, informational) by

conducting an Everyday Instructional Read of each score point:

o Highlight key terms in each section.

o As a class, define and analyze each highlighted key term

Example: “fully sustained”- What does this mean?

o Identify and discuss the elements of each score point

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Example: How is a “3” in PFO different from a “4” in PFO?

• Create anchor chart of text structures (Compare/Contrast, Problem/Solution, How/Why, Sequence, etc.) with appropriate graphic organizer.

• Teacher will create Everyday Instructional Reading tasks requiring students to:

o Unpack a prompt

o Create a purposeful text marking pertaining to the prompt

o Analyze a text to determine text structure

o Complete appropriate graphic organizer (corresponding to text structure)

Student Outcomes:

• Students will list attributes to describe each score point of the FSA Writing Rubrics for PFO.

• Students will learn how to systematically unpack a prompt/writing task

• Students will complete Everyday Instructional Reading tasks.

Writing an Introduction

Instruction:

• Teacher will provide explicit instruction on:

o Grabbing the reader’s attention through a relevant statement related to the topic of the prompt.

o Orienting the reader to the topic of the essay (answering the prompt)

o Stating the ideas or concepts that will be explained using sources (thesis statement/controlling idea)

• Teacher and students will create an anchor chart containing the three components of an introduction. When used effectively, “the introduction is the

doorway to an essay that invites the reader to enter.”

• Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to identify attributes of an introduction. Teacher will model color-coded

method found in Additional Notes section to identify the thesis/claim.

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• Teacher and students will utilize shared and interactive writing to collaboratively write introductions.

• Teachers will utilize formative assessments to determine student mastery of writing an introduction. Small, targeted writing groups will be established

based on formative assessment results for remediation/acceleration purposes.


• To build writing stamina, teacher will provide students a specified time (refer to Additional Notes section) to unpack the prompt, develop purposeful text

marking, and write an introduction

Student Outcomes:

• Students will practice writing introductions using the three components of an introduction.

• Using introductions from the FSA Writing Sampler Sets and Okaloosa Writing Exemplars, students will rewrite a low scoring introduction.

• Students will utilize the color-coded method found in Additional Notes section to identify their thesis/claim.

• Using the FSA Writing Rubric, students will self-assess their introductions in writing and revise writing as needed.

Writing a Conclusion

Instruction:

• Teacher will define the term conclusion:

o The last paragraph of an essay that explains why it all matters. It answers the question “So what?” A good conclusion revisits the thesis statement,

synthesizes the main points of the essay, and extends beyond the essay.

• Teacher will provide explicit instruction on:

o Thesis Statement: Usually the first sentence of a conclusion revisits the controlling idea of an essay, but is phrased differently from the original thesis

found in the introduction

o Synthesis: The element of a conclusion that brings together the points of an essay in a new and interesting way to make a generalization or to draw a

conclusion.

o Extension: A memorable thought or idea that extends beyond the essay and pushes the reader into the real world.

• Teacher and students will create an anchor chart containing the three components of a conclusion.

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• Teacher and students will utilize shared and interactive writing to collaboratively write conclusions. Teacher will model color-coded method found in

Additional Notes section to identify the concluding sentence.


• To build writing stamina, teacher will provide students a specified time (refer to Additional Notes section) to unpack the prompt, develop purposeful text

marking, and write an introduction and/or conclusion.

Student Outcomes:

• Students will analyze FSA Writing Sampler Sets and Okaloosa Writing Exemplars to identify effective and ineffective conclusions.

• Students will practice writing conclusions based on their introductions from the previous section.

• Students will utilize the color-coded method found in Additional Notes section to identify their concluding sentence.

• Using the FSA Writing Rubric, students will self-assess their conclusions in writing and revise writing as needed.

Determining and Citing Relevant Evidence

Instruction:

• Teacher and students will unpack the Evidence and Elaboration (EE) category of the FSA Writing Rubrics (argumentative, informational) by conducting

an Everyday Instructional Read of each score point

o Highlight key terms in each section.

o As a class, define and analyze each highlighted key term

Example: “relevant evidence integrated smoothly and thoroughly”- What does this mean?

o Identify and discuss the elements of each score point

Example: How is a “3” in EE different from a “4” in EE?

• Teacher will provide explicit instruction in determining relevant vs. irrelevant evidence from student’s own text marking.

• Teacher will provide explicit instruction on not over relying on one source when selecting relevant evidence.

• Teacher will provide explicit instruction on the three types of evidence:

23

1. Quotations: Text that is taken word for word from the source material. A writer must give credit to the author when using a quotation. Direct quotes should

be used sparingly in an essay.

o I read…

o I learned…

o The author said...

o In the text it says…

o In paragraph __ it says…

2. Paraphrasing: Condensing a passage from the source material and putting it into your own words.

3. Summarizing: Putting the main idea(s) and main point(s) into your own words. Summaries are broad overviews of the source material.

Note: A student paper that is entirely summary, will result in a score point of 2 in Evidence and Elaboration.

• Teacher will provide explicit instruction on how to determine which of the three types of evidence will be most effective, based on their text marking and

purpose.

• Teacher will model color-coded method found in Additional Notes section to identify text evidence.


• Prior to writing, students will utilize purposeful Student Talk to share and justify relevant text evidence.

• After selecting evidence for the body paragraph graphic organizer, students will utilize purposeful Student Talk to explain the type(s) of evidence

(quotation, paraphrasing, summarizing) which will be used to most effectively respond to a given prompt.

NOTE: The body paragraph graphic organizer combines the district provided Warrant Workout and Say/ Mean/ Matter chart. It is attached.

Student Outcomes:

• Students will list attributes to describe each score point of the FSA Writing Rubrics for EE.

• Students will evaluate their text markings to determine relevant vs. irrelevant evidence.

• Students will effectively use all three types of evidence in both their essay writing and Everyday Instructional Reading tasks.

24

• Students will utilize the color-coded method found in Additional Notes section to identify their text evidence.

Elaboration

Instruction:

• Teacher will define the term elaboration:

o Elaborating is adding details/evidence and explaining connections. This is the way a writer makes connections between ideas for the reader for further their

understanding. Even though the connections may be obvious to you (the writer), your essay needs to understand your ideas without you being there to explain

them.

• Teacher will provide explicit instruction on the effective use of the six elaborative techniques:

1. Connections to Self/World/Text

2. Explaining Cause and Effect (or “If… then…”)

3. Making a Comparison or Contrast

4. Using Definitions

5. Using a Real Life Example

6. Make a Figurative Comparison (Metaphor or Analogy)

• Teacher will model the use of the body paragraph graphic organizer to assist in developing strong elaboration. This includes explicit instruction on which

text evidence is worthy of elaboration and why.

• Teacher and students will utilize shared and interactive writing to practice developing elaboration using the body paragraph graphic organizer.

• Teacher will model color-coded method found in Additional Notes section to identify elaboration in FSA Writing Sampler Sets and Okaloosa Writing

Exemplars.

• Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to show examples of effective and ineffective elaboration.


• Students will engage in Socratic Seminars and Fish Bowl Activities using multiple sources, teacher created text dependent questions, citing relevant

sources, and adding purposeful elaboration.

25

• After selecting relevant evidence for the Body paragraph graphic organizer, students will utilize purposeful Student Talk to develop and justify the type(s)

of elaboration used.

Student Outcomes:

• Students will evaluate and revise student writing (FSA Writing Sampler Sets and Okaloosa Writing Exemplars) containing weak elaboration.

• Using the FSA Writing Rubric, students will self-assess their use of elaboration in writing and revise writing as needed.

• Students will effectively use the elaborative techniques both in their essay writing and Everyday Instructional Reading tasks.

• Students will utilize the color-coded method found in Additional Notes section to identify their elaboration.

Transitions

Instruction:

• Teacher will define the term transition:

o Transitions are the words and phrases that serve as a bridge from one idea to the next or one sentence to the next (internal transitions), or one paragraph to

the next (external transitions). Transitions are like the glue that holds a writer’s ideas together so the reader will not get lost in the reading.

• Teacher and students will create an anchor chart of effective internal and external transitions.

• Teacher will model color-coded method found in Additional Notes section to identify transitions in writing.

• Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to model effective use of transitional words and phrases.

• Teacher and students will utilize shared and interactive writing to create writing using transitional words and phrases.

Student Outcomes:

• Using the FSA Writing Rubrics, students will evaluate and revise usage of transitions in writing (FSA Writing Sampler Sets and Okaloosa Writing

Exemplars).

• Students will routinely use transitions in both their essay writing and Everyday Instructional Reading tasks.

• Students will utilize the color-coded method found in Additional Notes section to identify their transitions.

• Using the FSA Writing Rubric, students will self-assess their use of transitions in writing and revise writing as needed.

26

Content Specific (from the sources) Vocabulary

Instruction:

• Teacher will provide explicit instruction on referring to the source(s) to identify content specific vocabulary.

• Teacher will model writing content specific vocabulary in the margin of text.

• Teacher and students will utilize shared reading/writing to identify content specific vocabulary within text.

• Teacher will provide explicit instruction on how to use context clues to determine the meaning of unknown content specific vocabulary.

• Teacher will provide explicit instruction on how and when to use content specific vocabulary from source material to enhance writing.

• Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to demonstrate effective use of content specific vocabulary.

• Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks.


• Teacher will create Phase 2 text dependent questions focusing on content specific vocabulary.

• Teacher will provide opportunities for students to apply instruction on content specific vocabulary in Everyday Instructional Reading tasks (i.e., Writing

Through Reading, Student Talk).

Student Outcomes:

• Students will identify content specific vocabulary in their writing.

• Cooperative groups will collaborate to add relevant content specific vocabulary to a piece of writing.

• Students will revise writing (FSA Writing Sampler Set and Okaloosa Writing Exemplars) with ineffective use of content specific vocabulary.

• Students will routinely be provided opportunities to utilize content specific vocabulary from sources in essay writing and Everyday Instructional Reading

tasks.

Additional Information

• Components of essay writing can be taught and practiced in isolation, however students should routinely be provided opportunities to write complete

essays.

27

• Teachers and students will use common color coding technique to assist in identifying components of essay writing:

o Orange: Thesis/Claim

o Green: Text Evidence

o Pink: Elaboration

o Yellow: Transitions

o Blue: Concluding Sentence

• In order to develop stamina, students will routinely write a text-based essay to a given prompt. Students should be aware of the estimated time they should

take on the FSA writing assessment for each component of essay writing:

o Unpacking the prompt: 5 minutes

o Reading/text marking: 35 minutes

o Planning: 20 minutes

o Writing the essay: 50 minutes

o Revising/Editing: 10 minutes

28



Quarterly Writing

Calibration/Scoring

Quarterly Student samples, meeting notes, lesson

plans

Department Chair, Administration

Unpacking the Prompt, Purposeful

Text Marking Related to the Prompt

(from Writing Plan)


Lesson Plans, student samples, anchor

charts

Department meetings, Common

planning,Post-OCSD message Pryor

PD time

Administration


Coach

Planning for the Essay using Multiple

Sources (from Writing Plan)



charts



PD time

Administration


Coach

Writing Effective Introduction and

Conclusion with Appropriate

Transitions between Ideas (from

Writing Plan)



charts



PD time

Administration


Coach

Determining and Citing Strong &

Relevant Text Evidence using Content

Specific Vocabulary (from Writing

Plan)

Weekly, Monthly Formal and Informal Evaluations,


charts



PD time

Administration


Coach

Effective Elaboration (from Writing

Plan)



charts



PD time

Administration


Coach

29

Evaluation:



30

School Action Plan


ELA Levels 1 and 2 Focus

Focus: Everyday Instructional Reading/ Writing

Goal: By the end of the year, we expect our students to be able to… … read and analyze increasingly complex text while incorporating components of

Everyday Instructional Reading in order to respond to multiple texts through writing and purposeful discussion


School-based:

Training for Achieve 3000 for all IR teachers and classroom assistants Training on Coach Digital program for all ELA teachers and classroom assistants

31



By July 15, 2016-Implement 100-minute block periods of ELA/IR into master schedule.

By July 15, 2016-Schedule select students into a remedial reading homeroom.

By July 15, 2016-Implement a Developing English Language class for ELLs who have been in the country for less than 2 years in lieu of an IR class.

By July 15, 2016-Purchase Coach Digital and schedule training.

By July 15, 2016-Obtain funds to implement flexible seating in block classrooms to enhance instruction and student engagement.

By August 30, 2016-Ensure flexible seating furniture has been ordered.

By July 15, 2016-Purchase additional Chromebooks to allocate 6 Chromebooks to each IR classroom for small group instruction.

By August 10, 2016-Schedule each IR class into the computer lab 1 day per week for whole group lab instruction using Achieve3000


Teachers will scaffold reading and writing tasks into smaller, more manageable chunks.

Teachers will ask text-dependent questions on an increasingly rigorous basis to encourage students to increase their critical thinking skills.

In cooperative groups, students will write and answer text-dependent questions at a higher DOK.

Students will utilize sentence frames for both writing and student talk.

Teachers will provide students with explicit academic vocabulary instruction.

Students will utilize graphic organizers in order to deepen their understanding of a text.

Students will receive remedial instruction during homeroom in the area(s) of reading or writing.

Students will receive remedial instruction during Intensive Reading/ Language Arts Blocks

Students will receive remedial instruction during POC after school tutoring.

Intensive Reading (Teachers and Students):

Teachers will provide a classroom structure that includes small group instruction.

Teachers will implement each segment of the Balanced Literacy model.

Teachers will model higher order thinking, comprehension strategies, and word analysis strategies.

Teachers will utilize think alouds to reveal thought processes that effective readers employ while reading.

Teachers will assess student development through observations, conferences, and conversations.

32

Students will use digital platforms including Achieve3000 and Coach Digital to work at their individual Lexile level.

Students will clarify learning with student talk strategies when prompted by the teacher.

Students will reread text and write for a variety of purposes.

Developing English Language teacher will assist students using Rosetta Stone and pilot textbook program provided by OCSD.

NGCAR-PD (Teachers and Students):

Teacher facilitates close reading and purposeful text marking practices.

Students will reread and generate TDQs for discussion in collaborative groups to deepen their understanding of the text.

Students will utilize sentence frames to incorporate text evidence to validate responses within the collaborative group setting.

Students will evaluate the quality of text evidence for both purposeful discussions and written responses.

Teachers will guide and prompt students to summarize text and develop questions about what they have read.

33



Cooperative Groups during Interactive

Whole Group Instruction for the

purpose of authentic discussion,

textual analysis, responding to text,

and writing groups.

Ongoing Formal and Informal Evaluations,

Lesson Plans

Administration

Purposeful Student Talk Weekly Formal and Informal Evaluations,

Lesson Plans

Teacher Observation

Administration

Teacher

Standards-based teacher

created/modified TDQs written at

increasingly rigorous DOKs

Ongoing Formal and Informal Evaluations,

Lesson Plans

Collaborative planning, Department

Meetings

Administration


Coach

Scaffolded everyday Instructional

Reading lessons which include TDQs,

text-marking, note-taking, Writing

through Reading, and leading to a

Culminating Task.


Lesson Plans

Collaborative planning, Department

meetings

Administration


Coach

Coach Digital, Achieve3000 monthly Usage logs, progress reports, lesson

plans

Administration

IR Teachers, Instructional Coach

Evaluation:



34

School Action Plan


ELA Subgroup Focus

Subgroup: Free/Reduced Lunch Students Focus: Everyday Instructional Reading/ Writing

Goal: By the end of the year, we expect our students to be able to… read and analyze increasingly complex text while incorporating components of Everyday

Instructional Reading in order to respond to multiple texts through writing and purposeful discussion.


School-based:

School-wide poverty training led by Dr. Sandy Arteaga to address best practices to use when workiing low SES students. After school POC tutoring to include a snack each afternoon. Provide mentors for students struggling in specific academic areas and/or life skills. Provide clothing to students in need.

35



Schedule Poverty training and obtain substitute teachers for 2 days.

Identify low SES students to monitor progress.

Recruit and assign mentors.

Work with food service to implement after school snack program on campus.


Teachers will allow students to eat a healthy snack during class to ensure healthy nutrition and brain function.

Teachers will strive to create a pleasant, upbeat classroom environment that incorporates movement and music when appropriate.

Teachers will adjust expectations for homework assignments to ensure they are not punitive.

Students will increase participation in classroom activities.

Students will participate in POC tutoring.

Select students will meet with a mentor on a regular basis.



POC Tutoring 4 times per week Attendance Log POC Teachers, Administration

POC Tutoring Snack 4 times per week Snack log Lunchroom Monitor, Administration

Mentoring Monthly Mentor log Guidance counselor

36

Evaluation:



37

School Action Plan

Social Studies

District Goal: Students shall demonstrate social studies proficiency at or above the expected grade level.

Objectives:

Civics

The percentage of all curriculum students who will be proficient in Civics as defined by the State of Florida on the Florida

Civics End-of-Course Exams will be at least 75 %.

38

Civics Proficiency (By School)

Social Studies: Data


'14 '15 '16

190 186

61 68

Level 5 11 12

Level 4 17 20

Level 3 32 35

Level 2 21 22

Level 1 18 11

M 63 71

F 58 63

A 100 75

B 48 62

H 33 59

I 100 50

M 64 68

W 71 72

ESE 40 52

ELL 7 63

F/R 52 63

48 50

53 56

52 55

48 49

Civics

Pryor

Gender

Ethnicity

Overall Proficiency

Group

%Proficient

# Students Tested

Gov. Proc.

Func. Of Gov't

Civics EOC

Purp. Of Gov't

Role of Cit.

'14 '15 '16

190 186

-17 -12

-12 -14

-7 -3

+3 +6

+7 +9

+10 +3

-12 -9

-22 -16

+13 -7

-10 -1

-30 -10

0 -6

-14 -11

-10 -11

-8 -1

-18 +25

-14 -6

-10 -10

-10 -6

-9 -8

-8 -9

Civics EOC%Diff. from District

39

School Action Plan

Social Studies: Strategies & Programs to Support the Objectives

Social Studies Focus

Focus: Utilizing instructional resources as a means to teach the standards through Everyday Instructional Reading Goal: By the end of the year, we expect our students to be able to… effectively engage in the process of Everyday Instructional Reading to master the Social

Studies Standards.


District:

The central message professional development (September, October, November/December, January/February) will focus on using the Standards and Item

Specifications to drive the instruction through:

o Developing purposeful text dependent questions

o Utilizing purposeful text marking

o Purposeful Writing through Reading tasks

o Creating purposeful Student Talk opportunities

School-based:

PD for all social studies teachers spiraling back to prior PD focus areas

• Based on teacher need and interest as evidenced in the Needs Assessment Survey, differentiated professional development will be offered on Everyday

Instructional Reading:

o Prior PD Focuses for All Teachers

o Creating standards based TDQs

o Purposeful Student Talk based on TDQs

o Text marking/note taking based on TDQs

o Utilizing multiple sources (e.g., primary and secondary sources, websites, National Archives)

o DBQ and Scoring DBQ essays using FSA Rubric

o Subject Area Planning Meetings

40



• By May 6, 2016 – Administer Needs Assessment for Professional Development before end of school

• By June 17, 2016 – Identify Central Message and School Based PD teacher groupings

• By June 22, 2016 – Meet with Department Heads and grade-level chairs to collaborate on implementation and create schedule of specific Professional

Development based on Needs Assessment

• By July 30, 2016 – Add calendar dates for Professional Development (Central Message and School-Based) to Master Calendar

• By July 30, 2016 – Create the half-day PD schedule (remaining 2.5 hours of District PD) based on calendar and groupings

• By July 30, 2016 – Order (from OCSD Print Shop) course specific standards, Item Specifications, and Question Stem Flip Chart

• By August 10, 2016 – Obtain substitute teachers for half-day trainings and school-based PD days • Monthly - Instructional coach or social studies teachers will share one best practice or instructional strategy at each faculty meeting


• Teachers will use course Standards (including Florida Standards for Literacy in the Content Areas), Item Specifications, and the Question Stem Flip Chart

to develop lessons and teacher-created TDQs at various levels of complexity (including DOK levels 3-4) to assist students in mastering the Social Studies

Standards.

• Teachers will set classroom norms for small group talk and tasks to promote purposeful Student Talk.

• Students will adhere to protocols for small group talk and tasks.

• Teachers will create opportunities for purposeful Student Talk through teacher created TDQs at various levels of complexity including DOK levels 3-4.

• Students will utilize student talk strategies (ex. body voting, talk moves, silent discussions, Socratic Seminars, sentence frames, etc.) to respond to


• Teachers will routinely implement Everyday Instructional Reading strategies specifically incorporating text marking/note-taking, student talk, and

Writing Through Reading to meet the Social Studies Standards.

• Students will utilize text marking/note-taking, Writing through Reading, and Student Talk during Everyday Instructional Reading.

• Students will analyze multiple sources (primary/secondary sources, National Archives, FJCC Website, articles, video, etc.) to answer teacher created

41

TDQs of varying levels of complexity including DOK levels 3-4 constructed from standards to make intertextual connections.

• Students will work collaboratively to analyze primary and secondary sources to respond to teacher-created Text Dependent Questions at the higher

DOKs to make intertextual connections.

• Teachers will create standards-based Culminating Tasks requiring textual evidence.

• Students will respond in writing to short response and multi-paragraph essays in order to show analysis of text. Analysis of multiple sources will be

evidenced through text marking/note taking, purposeful Student Talk, textual evidence/citation.

• Teachers will implement the DBQ Project materials with fidelity (at least once per quarter)

• Students will utilize components of Everyday Instructional Reading while analyzing DBQ materials

Everyday Instructional Reading Components:

o Purposeful text marking/note taking

o Purposeful Student Talk

Implementation Monitoring:


Everyday Instructional Reading Lessons using protocol

Weekly, Monthly Formal and Informal Evaluations, Lesson Plans

Administration, COACH, TEACHER

Teacher Created TDQ’s at the higher levels of DOK to instruct writing



Purposeful Student Talk Weekly, Monthly Formal and Informal Evaluations, Lesson Plans


Utilizing Multiple Resources including primary/secondary sources



Standards based Culminating Tasks Weekly, Monthly Formal and Informal Evaluations, Lesson Plans


DBQ Project Quarterly Formal and Informal Evaluations, Lesson Plans


42

Evaluation:



43

School Action Plan

Math

District Goal: Students shall demonstrate math proficiency at or above the expected grade level.

Objectives:

The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on the Florida

Standards Assessment Test will be at least65%.

The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the


The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment Test will

be at least 70 %

44

FSA Math Proficiency (By Grade)

Math: Data


'14 '15 '16 '14 '15 '16 '14 '15 '16

201 191 208 221 178 181 188 143 147

53 49 42 64 50 53 66 75 77

Level 5 2 4 3 6 11 5 7 28 31

Level 4 19 12 11 19 14 15 17 21 18

Level 3 32 34 28 38 25 33 41 26 28

Level 2 30 34 32 23 23 27 22 15 13

Level 1 16 17 25 14 27 20 12 10 10

M 56 48 40 71 57 57 66 79 76

F 50 51 45 56 43 47 66 71 77

A 83 100 75 86 67 86 91 100 100

B 40 43 37 49 27 38 59 67 50

H 36 32 40 50 24 32 71 57 68

I 0 50 0 50 0 0 50 100 50

M 56 59 33 65 63 56 64 100 90

W 62 53 47 72 69 65 65 83 87

ESE 21 32 28 41 45 30 43 72 55

ELL 13 0 26 14 6 20 0 11 40

F/R 42 45 34 52 43 48 61 73 72

56 53 38 58 41 51 62 45 56

44 41 38 48 39 34 56 60 63

52 47 38 62 37 45 49 54

51 46 66 51 54 61 65 61

61 67 65 53

Pryor

Math

Geometry

Ratio/Pro/Func

Stats/Prob

Number Sys

6 7 8

# Students Tested

Overall Proficiency

Gender

Ethnicity

Group

Expressions

FCAT (2014) / FSA (2015-16) [%Proficient]

'14 '15 '16 '14 '15 '16 '14 '15 '16

201 191 208 221 178 181 188 143 147

-11 -12 -17 -4 -17 -18 -1 +1 +4

-9 -6 -6 -4 -2 -11 -6 +7 +8

-4 -12 -10 -5 -7 -9 -3 +0 -1

+2 +6 0 +5 -7 +1 +8 -5 -2

+7 +8 +6 +1 +2 +9 +2 0 -4

+4 +4 +11 +4 +15 +9 -2 -1 -1

-7 -12 -20 +3 -11 -15 +0 +6 +7

-15 -11 -14 -13 -23 -23 -2 -3 +2

-1 +26 -3 -3 -13 -2 +8 +13 +12

-4 +2 -6 +5 -14 -7 +18 +16 +1

-17 -21 -14 -10 -23 -27 +13 -15 +3

-56 +25 -58 +7 -60 -33 -19 0 -20

-2 +1 -21 -8 -6 -13 -4 +25 +19

-7 -13 -16 +0 -5 -12 -5 +5 +9

-8 +4 +0 +9 +11 -8 +9 +23 +11

-13 -12 -2 -6 -7 -7 -28 -24 +7

-6 -4 -13 0 -10 -11 +8 +8 +10

-6 -7 -11 -3 -9 -11 -2 +3 +2

-9 -6 -9 -4 -7 -12 -2 +1 +1

-7 -8 -12 -5 -10 -10 +2 +6

-5 -7 -5 -11 -11 -3 +3 +2

-6 -9 -7 -13

FCAT (2014) / FSA (2015-16) [%Diff. from District]

6 7 8

45

FSA Math Data (By Grade)

Math: Data


'14 '15 '16 '14 '15 '16

58 55 45 13 14 14

93 100 100 100 100 93

Level 5 22 44 36 77 79 71

Level 4 28 35 40 23 14 21

Level 3 43 22 24 7

Level 2 7 7

Level 1

M 93 100 100 100 100 80

F 93 100 100 100 100 100

A 100 100 100 100 100 100

B 100 100 100 100

H 100 100 100 100 100

I 100 100 100

M 100 100 100 100

W 89 100 100 100 100 90

ESE 100 100 100

ELL

F/R 90 100 100 100 100 75

1 59 54 52 82 87 75

2 61 48 45 84 83 69

3 61 66 46 78 54 58

Pryor

Math

Strands (% Correct)

%Proficient

Group

Alg 1 EOC Geo EOC

# Students Tested

Overall Proficiency

Gender

Ethnicity

'14 '15 '16 '14 '15 '16

58 55 45 13 14 14

-4 +5 +5 0 +1 -7

-22 +3 -9 +3 +27 +19

+4 +1 +10 +1 -10 -5

+13 +1 +4 -15

+5 +7

-3 +7 +6 0 +1 -19

-5 +3 +4 0 +2 0

+3 0 +8 0 0 0

+7 +18 +14 0

0 +13 0 0 0

0 0 0

+2 +6 +5 0

-8 +3 +5 0 +1 -9

+8 +23 +7

-4 +15 +13 0 +5 -21

-11 0 -2 -2 +8 +4

-4 +1 -3 +6 +9 +8

-6 +3 -1 -2 +3 +5

%Diff. from District

Alg 1 EOC Geo EOC

Alg Model Func Model

Strand 3

Algebra (FCAT 2014) Functions Polynomials Radicals

Test Strand 1 Strand 2

Stat Numb

Geometry (FCAT 2014) 2-Dim 3-Dim Trig

Geometry (FSA 2015-16) Congr, Rt Tri Circ, Meas Modeling

Algebra (FSA 2015-16)

46

School Action Plan

Math: Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths?

Overall 8th grade proficiency increased with 77% of students proficient (4% higher than district average). Overall 76% of students made learning gains. 100% of Algebra I Honors students scored proficient. 93% of Geometry students scored proficient. In Geometry, Pryor students scored higher than the district average in every strand. In Strand 2-Circumference and Measurement, Pryor students scored 8% above district average.

What does the analysis tell you about your school’s opportunities to improve?

6th and 7th grade math declined in proficiency. 6th grade performance decreased in all but 1 strand (Number Systems) and 7th grade performance decreased in all but 2 strands (Statistics and Probability and Ratios, Proportions, and Function). In 7th grade, a large drop in female performance compared to the district (23% below).

47

School Action Plan

Math: Strategies & Programs to Support the Objectives

Math Focus

Focus: Strategies to Support Standards-based Instruction and Assessments

Goal: By the end of the year, we expect our students to be able to… actively participate in interactive whole group and cooperative groups incorporating

purposeful student talk to solve complex problems (FSA, EOC) aligned to Standards and Item Specifications.


District:


Specifications to drive all instructional decisions through the Backward Design process:

o Designing formative and summative assessments which are derived directly from the Standards and Item Specifications

o Embedding math practices, student talk, and spiraling to strengthen the students’ ability to master a standard

o Utilizing math resources such as Textbook, Math Nation, CPALMS, etc. to master a standard

o Developing purposeful small group activities to drive standards based instruction and increase student talk

School-based:

• Based on teacher need and interest, differentiated professional development will be offered on:

o Math Talk for both interactive whole group and small group

o Creation of common formative and summative assessments aligned to the course standards

o Prior Professional Development to new teachers

• During the district half-day session and bimonthly math department meetings teachers will focus on:

o collaboratively creating common assessments mirroring the Item Specification’s format (ex. FSA, AP, IB, etc.) with assessments comprised of a minimum

of 60 % DOK 2, at least 10% DOK 3, and no more than 20% DOK 1.

o facilitating purposeful Student Talk components in both Interactive Whole Group and Cooperative Groups

o utilizing math resources such as Coach Digital, C-Palms, etc.

o analyzing data (FSA, DEA, common assessments, etc.)

48

o Spiraling activities (i.e. student spiral portfolio, bell ringers, formative and summative assessments) based on student data

• School-wide focus on creating a classroom arrangement, which is conducive to small group learning and purposeful student talk.

• Training will be provided to all teachers on how to analyze DEA data and reports.

49




Administrative Implementation Action Steps

o By May 6, 2016- Administer Needs Assessment for Professional Development before the end of school

o By June 22, 2016 – Meet with Department Heads and grade-level chairs to collaborate on implementation of Professional Development based on Needs

Assessment

o By July 30, 2016 – Create a school-based SPP checklist with the Leadership Team

o By July 30, 2016 – Schedule common planning days during morning duty for math teachers on the Master Calendar.

o By July 30, 2016 – Include calendar dates for Professional Development (Central Message and School-Based) on the Master Calendar

o By July 30, 2016 – Create the half day PD schedule (remaining 2.5 hours) based on calendar and groupings

o By July 30, 20116 –Schedule dates for Math Department Meetings on the Master Calendar

o By July 30, 2016 - Order from Print Shop Item Specifications and Achievement Level Descriptions for all teachers.

During preplanning, schedule meeting with Intensive Math teachers and Curriculum Specialist, Stephanie Thetford, to discuss implementation of Best

Practice for purposeful Math Talk in both small and Interactive Whole Group and emphasize the importance of common assessments for like courses using Items

Specs Assessments should be comprised of a minimum of 60 % DOK 2, at least 10% DOK 3, and no more than 20% DOK 1.

o By August 10, 2016 – Schedule DEA testing and follow-up data chats with teachers

o By August 10, 2016 – Obtain substitute teachers for half-day training and school-based PD days

o By August 15, 2016 – Add new teacher to PD groupings



• Teachers will use Course Standards, Item Specifications, and Achievement Level Descriptions to develop lessons, complex questions, and assessments.

o Teachers will utilize common formative and summative assessments to drive Standard-based instruction (assessments comprised of a minimum of 60 %

DOK 2, at least 10% DOK 3, and no more than 20% DOK 1).

50

• Students will take common formative assessments and summative assessments, which will include spiraling of Standards.

• Teachers will utilize Coach Digital, C-Palms, etc. resources to support the complexity of the Standard.

• Students will utilize Coach Digital and other resources to support the comprehension of the Standard.

• Teachers will instruct, provide practice, and assess standards using the Item Specifications for students to respond and answer FSA-like questions.

• Students will practice, be able to answer, and write FSA-like questions both in groups and individually.

• Students will keep a portfolio of questions from classroom FSA-like assessments to be utilized both as a form of review and as a tool to write their own

FSA-like questions.

• Teachers will use the Standards checklist and Achievement Level Descriptors to provide differentiated stations, which includes remediation, enhancement,

and spiraling.

• Students will participate in stations for the purpose of differentiation, based on their standards checklists.

• Teachers will arrange the classroom space to be a positive learning environment that routinely includes small group activities based on student needs.

• Teachers will set classroom norms for small group talk and activities to allow for all students to have the opportunity to contribute to their learning.

• Students will adhere to protocols for small group talk and activities in order to demonstrate proficiency.

• Teachers will utilize results e.g. DEA, Coach Digital, as well as classroom formative and summative assessments, to inform instruction, create stations,

and spiraling.

• Teachers will include purposeful spiraling on assessments, bell ringers, exit passes, and stations to ensure the mastery of all standards for all students.

• Students will participate in spiral activities to reinforce their understanding of the standard.

• Teachers will create opportunities for purposeful Student Talk/discussion through purposeful standard based questions.

• Teachers will utilize Student Talk as a means of formative assessment in order to place students in small groups.

• Students will use Student Talk to help effectively construct their knowledge.

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Use data from DEA Testing Ongoing DEA Reports Teacher/Administration

Think Through Math, Coach Digital Monthly Usage Logs Administration

Student Math Talk Protocols in

interactive whole group instruction

and cooperative group

Quarterly Formal and Informal Evaluations,

Lesson Plans

Administration

Creating Common Standardized

Assessments including spiraled

questions (assessments comprised of a

minimum of 60 % DOK 2, at least

10% DOK 3, and no more than 20%

DOK 1.)

Monthly Formal and Informal Evaluations,

Lesson Plans

Administration

Curriculum Focused Department

Meetings (including the use Math

Resources such as Math Nation)

Monthly Agenda and notes from meeting,

Common Planning, Lesson Plans

Department Chair, Administration

Course Standards Checklist Focus Monthly Standards Checklists Department Chair, Administration

Evaluation:



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School Action Plan


Math Levels 1 and 2 Focus

Focus: Standards-based learning through backwards design

Goal: By the end of the year, we expect our students to be able to… apply strategies and concepts learned in Intensive Math, the Math/IM block, and Math

remediation homeroom to fill learning gaps and to solve complex problems based on current grade level standards.


School-based:

Coach Digital trainings during first nine weeks provided for math teachers and classroom assistants

Collaborative planning regularly using backward design, standards-based instruction

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By July 15, 2016-Implement 100-minute block periods of Math/IM into master schedule.

By July 15, 2016-Schedule select students into a remedial math homeroom.

By July 15, 2016-Purchase Coach Digital and schedule training.

By July 15, 2016-Obtain funds to implement flexible seating in select block classrooms to enhance instruction and student engagement.

By August 30, 2016-Ensure flexible seating furniture has been ordered.

By July 15, 2016-Purchase additional Chromebooks to allocate 6 Chromebooks to each IM classroom for small group instruction.


Teachers will use technology-based resources including Coach Digital, and Khan Academy to deepen students' understanding and

problem-solving ability.

Teachers will instruct using a combination of whole group, small group, and one-on-one instruction.

Teachers will make use of charts, graphs, diagrams in an increasingly rigorous basis to encourage students to increase their critical thinking skills.

Students will work in cooperative groups to solve problems at varying levels of complexity.

Teachers will provide students with explicit academic vocabulary instruction.

Teachers will use formative and summative assessments, including DEA, to progress monitor, determine heterogenous/homogenous grouping, and address

individual student needs.

Intensive Math (Teachers and Students):

Identified students will receive remedial instruction using ThinkThroughMath and Coach Digital web-based resources, small group, and on 1-on-1 instruction

during homeroom in math based on student need as indicated by progress monitoring data and collegial conversations with on-grade level math teachers.

Students will receive remedial instruction during 100-minute Intensive Math/ Math Blocks that includes that includes whole group direct instruction, station work,

purposeful spiraling, small group, 1-on-1, technology resources (Think Through Math and Coach Digital), and a balance of work between grade level standards

and strengthening weak areas as indicated by progress monitoring data.

Students will receive remedial instruction during 50-minute stand-alone Intensive Math classes using ThinkThroughMath and Coach Digital web-based resources,

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small group, and on 1-on-1 instruction based on student need as indicated by progress monitoring data and collegial conversations with on-grade level math

teachers.

Students will receive remedial instruction during POC after school tutoring two days per week to strengthen areas where students are struggling with grade level

and previously learned standards as indicated by data. Tutors will work 1-on-1 and in small group

IM Teachers will use Think Through Math to fill gaps with previously taught standards.

Students will work a customized pathway of prerequisite math skills deficiency individualized to their level of achievement.

Students will maintain a journal of problems and solutions showing their work as they go.

IM teachers will balance instruction to include reinforcement of grade level standards along with remediation to fill gaps.

Students will solve problems using Coach Digital to solve FSA test item types.

IM/Math Block teachers will structure the 100-minute instructional period to incorporate direct instruction, small group instruction, math stations, and digital

platforms.

Teachers will arrange classrooms conducive to collaborative groups and student talk.

Students will work together to solve problems using appropriate math vocabulary.

IM and grade level math teachers plan collaboratively to follow standards and the district pacing guide.

Classroom assistants will work with students in small group and one on one.

IM teachers will collaboratively review student data (FSA, DEA, Coach Digital, TTM) and use the information for purposeful spiraling and student groupings.

Teachers will conference one-on-one with students to discuss progress.

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Think Through Math Weekly, Monthly Usage logs, progress reports, lesson

plans

Teachers, Administration

Stations Weekly, Monthly Walkthroughs, Lesson Plans Administration

Coach Digital Monthly Usage logs, progress reports, lesson

plans

Administration

Classroom arrangement Weekly Walkthroughs Administration

Evaluation:



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School Action Plan


Math Subgroup Focus

Subgroup: Free/Reduced Focus:

Goal: By the end of the year, we expect our students to be able to…


School-based:

School-wide poverty training led by Dr. Sandy Arteaga to address best practices to use when workiing low SES students.

After school POC tutoring to include a snack each afternoon.

Provide mentors for students struggling in specific academic areas and/or life skills.

Provide clothing to students in need.

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Schedule Poverty training and obtain substitute teachers for 2 days.

Identify low SES students to monitor progress.

Recruit and assign mentors.

Work with food service to implement after school snack program on campus.


Teachers will allow students to eat a healthy snack during class to ensure healthy nutrition and brain function.

Teachers will strive to create a pleasant, upbeat classroom environment that incorporates movement and music when appropriate.

Teachers will adjust expectations for homework assignments to ensure they are not punitive.

Students will increase participation in classroom activities.

Students will participate in POC tutoring.

Select students will meet with a mentor on a regular basis.



POC Tutoring 4 times per week Attendance logs Administration, POC Tutors

POC Tutoring Snack 4 times per week Snack log Administration,Lunchroom Monitor

Mentoring Monthly Mentor log Guidance counselor

Best Practices from Poverty Training Monthly Lesson Plans Administration

Evaluation:



59

School Action Plan

Science

District Goal: Students shall demonstrate science proficiency at or above the expected grade level.

Objectives:

The percentage of all curriculum students who will be proficient in science as defined by the State of Florida on the 8th Grade

Statewide Science Assessment (SSA) will be at least 65 %.

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School Action Plan

Science: Data


'14 '15 '16

188 199 189

60 58 61

Level 5 13 22 21

Level 4 23 17 19

Level 3 23 19 21

Level 2 26 30 27

Level 1 14 13 12

M 62 66 63

F 58 49 58

A 91 83 100

B 43 35 29

H 65 35 33

I 50 100 33

M 50 92 65

W 64 68 76

ESE 52 27 33

ELL 0 0 0

F/R 52 45 49

67 66 74

64 62 67

69 73 72

68 70 68

Pryor

Science

Gender

Ethnicity

Grade 8

Group

Overall Proficiency

# Students Tested

Nature

Earth/Space

Physical Sci.

Life Science

%Proficient

'14 '15 '16

188 199 189

-2 -5 -6

-4 +2 -3

+5 -1 +1

-3 -6 -4

-1 +3 +4

+3 +2 +2

-1 +1 -3

-3 -11 -10

+21 +7 +22

+10 0 -12

+7 -19 -16

+12 +14 -33

-10 +28 +0

-4 0 +3

+20 -4 0

-11 -12 -10

+6 0 -3

-1 -3 -1

-2 -2 -4

-2 +2 -1

-2 +0 -2

Grade 8%Diff. from District

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School Action Plan

Science: Strategies & Programs to Support the Objective

Science Focus

Focus: Strategies to Support Standards-Based Instruction and Assessments

Goal: By the end of the year, we expect our students to be able to… deepen their understanding of science standards while utilizing components of Everyday

Instructional Reading and purposeful small group activities.


District:


Specifications to drive all instructional decisions with an emphasis on:

o Developing purposeful small group activities to drive standard based instruction and increase student talk

o Creating targeted spiraling small group activities

o Utilizing instructional resources as a means to teach the standards through Everyday Instructional Reading

o Developing purposeful text dependent questions at various levels of complexity

o Utilizing purposeful text marking

o Writing through Reading tasks

School-based:

• Based on teacher need and interest as evidenced in the Needs Assessment Survey, differentiated professional development will be offered on Everyday

Instructional Reading:

o Teacher created text dependent questions (TDQs) at various levels of complexity including DOK levels 2-4

o Appropriate use of multiple sources

o Text marking/note taking from teacher created TDQs using multiple sources

o Purposeful Student talk

o Writing Through Reading

o Culminating activities

• Subject Area Planning Meetings to create/discuss:

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o Classroom arrangements, which provide positive small group environments conducive to purposeful student talk (Departmental Meeting)

o Exemplar task and samples (Departmental Meeting)

Writing Through Reading

Spiraling activities (i.e. Spiral Station, bell ringers, formative and summative assessment) based on student data

Exemplar formative assessment strategies

Common standards-based assessments for each unit and semester.

o Common standards-based lessons using Everyday Instructional Reading to include (Remaining 2.5 hours of central message PD):

Small group activities

o Purposeful student talk component

Purposeful and focused classroom visits to observe and reflect upon an Everyday Instructional Reading lesson that includes small group instruction and purposeful student talk at least once per semester (20 days of school based PD)

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Administrative Implementation Action Steps: Administrative Implementation Action Steps:

• By May 6, 2016 – Administer Needs Assessment for Professional Development before end of school.

• By June 17, 2016 – Identify Central Message and School Based PD teacher groupings.

• By June 22, 2016 – Meet with Department Heads and grade-level chairs to collaborate on implementation and create schedule of specific Professional

Development based on Needs Assessment

• By June 30, 2016 – Create a school-based SPP checklist with the Leadership Team.

• By June 30, 2016 – Add calendar dates for Professional Development (Central Message and School-Based) to Master Calendar.

• By June 30, 2016 – Create the half-day PD schedule (remaining 2.5 hours of District PD) based on calendar and groupings.

• By June 30, 2016 – Order (from OCSD Print Shop) grade/course specific standards, state item specifications, pacing guides and Webb’s Depth of

Knowledge Guide to give to teachers during pre-planning.

• By June 30, 2016 – Purchase Coach books for Biology Science teachers.

• By June 30, 2016 – Research classroom environments and set ups that are conducive to small group activities and student talk opportunities and present

examples during pre-planning.

• By June 30, 2016 - Prepare a half-day session during Pre-Planning with science teacher leader to provide overview(s) on science standard pacing,

Everyday Instructional Reading, anchor charts, Depth of Knowledge Guide and resources outside of textbook (to increase use of pictures, charts and graphs).

• By July 31, 2016 – Schedule DEA Testing for Tests A, B, and C and follow up data chats with teachers.

• By August 10, 2016 – Obtain substitute teachers for half-day trainings and school-based PD days.

Classroom Implementation Action Steps (Teachers and Students): • Teachers will use course standards and item specifications to develop lessons, teacher created TDQs at various levels of complexity including DOK levels

3-4, and assessments to assist students in mastering the Science Standards.

• Teachers will arrange the classroom space to promote a positive hands-on, small group-learning environment.

• Teachers will set classroom norms for small group talk and tasks.

• Students will adhere to protocols for small group talk and tasks.

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• Teachers will create opportunities for purposeful student talk through teacher created TDQs at various levels of complexity including DOK levels 3-4.

• Students will utilize student talk strategies (ex. body voting, talk moves, silent discussions, Socratic Seminars, sentence frames, etc.) to respond to


• Teachers will routinely implement Everyday Instructional Reading strategies specifically incorporating teacher created TDQs, text marking/note-taking,

student talk, and writing through reading to meet the science literacy standard requirements and assist students in mastering the Science Standards.

• Students will utilize text marking/note-taking, writing through reading, and student talk during Everyday Instructional Reading.

• Students will analyze multiple sources (e.g., textbook, article, video, experimental data, etc.) to answer teacher created TDQs of varying levels of

complexity including DOK levels 3-4 constructed from standards and item specifications.

• Teachers will administer and analyze DEA Science Test A, B and C to inform instruction.

• Teachers will create spiral activities (i.e. Spiral Small Groups/Station, bell ringers, formative and summative assessment) based on DEA, formative and

summative assessment data using multiple resources (i.e. Textbooks, Coach books, experimental data, etc.)

• Students will participate in differentiated spiraling activities (i.e. Spiral Small Groups/Station, bell ringers, formative and summative assessment) based

DEA, formative, and summative assessment data.

• Teachers will administer hands-on activities to incorporate small groups targeted on writing and item specifications (i.e. Quick labs, stations,

manipulatives, etc.)

• Students will participate in hands-on activities to incorporate small groups targeted on writing and item specifications (i.e. Quick labs, stations,

manipulatives, etc.)

• Students will use Study Island to review and reinforce standards.

65



Use of Item Specifications as an

instructional tool and mastery

evaluated by common standards-based

assessments.

Ongoing Evaluations, Walk Throughs, Lesson

Plans, and Progress Chats

Department Meetings

Administration

Department Chair

Everyday Instructional Reading

To include:

• Teacher Created TDQ’s

including DOK levels 3 and 4

• Small Group Activities

• Purposeful Student Talk

• Hands-on activities (inquiry,

quick labs, stations, manipulatives,

etc)

Weekly, Monthly Evaluations, Walk Throughs, Lesson


Department meetings: Minutes

reflecting discussion, Samples of

student work

Common planning meetings: lesson

plans, materials used

Administration

Department Chair

Common planning partners

Utilizing Multiple Resources (e.g.,

textbook, article, video, experimental

data, etc.)

Weekly, Monthly Department and Common Planning

meetings

Evaluations, Walk Throughs, Lesson


Department Chair, Common planning

partner

Administration

Peer Observation Semester or Quarterly Observation Notes Sheet Administration

Science DEA Test A, B, and C Three Tests DEA Reports Teacher/Administration

Spiraling Activities (i.e. Spiral Small

Groups/Station, bell ringers, formative

and summative assessment)

Weekly, Monthly Evaluations, Walk Throughs, Lesson


Department meetings: Minutes

reflecting discussion, Samples of

student work

Common planning meetings: lesson

plans, materials used

Administration

Department Chair, Common planning

partner

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Evaluation:



67

Accreditation Page

Focus Area 1: Improving and Advancing Student Achievement

Goals: Ensure access for all students to rigorous and challenging curriculum

Address diverse educational needs through a coordinated support system

Integrate technology in learning by both educators and students

Use a variety of methods to communicate student progress with parents and stakeholders

Students at Pryor have access to advanced courses, high school credit courses, and industry-certification earning courses.

Pryor implements a Multi-Tiered System of Support to identify students of concern and set goals to improve academic performance, behavior, and/or

attendance. Pryor has a large amount of digital resources available to students of all abilities, such as, but not limited to Chromebooks, iPads, computer labs,

DEA, Think Through Math, Achieve 3000, Khan Academy, Microsoft Office, Solidworks, Dreamweaver, Study Island. Pryor uses a variety of methods to

communicate student progress with parents and stakeholders, such as:

1. Monthly School Advisory Council meetings 9. Progress reports and report cards

2. Online portal to check student grades and attendance 10. "Good News" post cards

3. School website, Teacher-created websites 11. Student Planner and Handbook

4. iOCSD app 12. Open House

5. Facebook 13. New Student Orientation

6. ConnectEd mass communication call-out system 14. Conferences

7. Technology-based communications such as Remind 101, Weebly, EdModo 15. Feeder school visits/6th Grade Registration Fair

8. Quarterly newsletters

Accreditation Standards

1. Purpose and Direction

2. Governance and Leadership

3. Teaching and Assessing for Learning

4. Resources and Support Systems

5. Using Results for Continuous Improvement

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Focus Area 2: Learning and Working in a Safe and Productive Environment

Goals:

Provide adequate and appropriate facilities

Provide a culture conducive to learning and working

Maintain a safe learning and working environment

Adequate and appropriate facilities are provided through:

- Administration oversees facility maintenance.

- Maintenance and custodial services are provided to ensure upkeep and safety.

- Cafeteria staff follows state, federal, and local regulations for food and nutrition.

Pryor provides a culture conducive to learning and working:

- Guidance ensures students are appropriately placed into courses and monitors pupil progression.

- ESE department manage individual case loads through partnership with classroom teachers, students, and parents to ensure progress toward meeting

identified goals.

- MTSS process is in place to identify academic, behavioral, and attendance concerns and address students' needs through interventions.

- Department and grade level meetings are conducted monthly to address SPP focus area action plans, pacing guides, teaching strategies, and student

progress.

- Professional Learning Communities focus on various topics (such as, student engagement, technology, cross-curricular instruction) to advance student

learning and promote professional growth.

Pryor maintains a safe learning and working environment:

- School Resource Officer is onsite daily.

- Teachers and staff have assigned duty stations.

- Building is secured.

- A tiered discipline plan prevents disruption during class.

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- A crisis plan is in place to address emergencies that may be encountered at the school.

- The school conducts requisite safety drills.

date submitted...aice advanced international certificate of ... technology-based communications such...

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