ruckel spp 2018 - okaloosaschools.com€¦ · ruckel 2016 77 89 85 88 62 83 56 80 58 9 678 75 a no...

SAC funds in the amount of $ will primarily be used for

Paul Whiddon

Garrett Floyd

Date Submitted: 8/31/2018 Dates of Revision:

School Performance Plan 2018-2019

School Name: Ruckel 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 ED Economically Disadvantaged PERT Postsecondary Education Readiness Test ELA English Language Arts PMP Progress Monitoring Plan ELL English Language Learners PMS Progress Monitoring System EOC End of Course Exam POC Plan of Care ESE Exceptional Student Education PPP Pupil Progression Plan ESSA Every Student Succeeds Act PSAT Preliminary Scholastic Aptitude Test FAIR Florida Assessment for Instruction in

Reading SAC School Advisory Council

F/R Free & Reduced SAI Supplemental Academic Instruction FS Florida Standards SAT 10 Stanford Achievement Test FSA Florida Standards Assessment SESAT Stanford Early School Achievement Test IB International Baccalaureate SPP/SIP School Performance Plan/School

Improvement Plan IEP Individualized Education Program SWD Students with Disabilities IPDP Individualized Professional Development

Plan VE Varying Exceptionalities

MAP Measures of Academic Progress

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.

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

Name Title Paul Whiddon Principal Mark Smith AP

Belinda Small AP Susie Watson Dean

Hayley Hallmark SS Chair

Allison Marello ELA Chair Pat Martin Science Chair

Lori Swift Math Chair

Laura Long Cuidance Counselor

Garrett Floyd SAC President

Stakeholder Involvement: Describe the process taken to create the School Performance Plan. Our process for the 2018-19 School Performance Plan began with the review of the 2017-18 SPP document by the Ruckel Middle School SAC Committee. After their review and sanction of the 2012-18 document we entailed how and when this document would be monitored and that it was a fluid document. We discussed that this document was always based on school performance data by both students, teachers and surveys. We also discussed how our Quarterly review and Mid-Year review would influence and shape both the 2017-18 and the 2018-19 SPP. After our Mid-Year review we began the process of developing our 2018-19 SPP through department meetings, grade level meeting, leadership meetings, faculty meetings and SAC meetings. We utilized data from formative testing and DEA to influence this process. On May 22, 2018 we held a Faculty/Department meeting with a focus on the 2018-19 SPP and the focus areas set by the OCSD's Curriculum Department. On June 12th we received some initial data results from FSA testing and some of the department chairs came to school that day and began looking at the data. I distributed the data to the others and we began conversations. We continued this process by holding a SPP workshop at Ruckel Middle School on July 26th. The team in attendance was Principal Paul Whiddon and the department chairs. We then had department meeting on August 7, 2017 during pre-planning that was devoted to the SPP.

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School Profile C.W. Ruckel Middle School was established in 1956. We celebrate 62 years of excellence in academics, athletics, & the arts. Faculty, staff, parents, students, & members of the community are committed to continuous school improvement. The achievement for 2017 was very strong. Ruckel scored 711 points on the criteria for State school grades. This scored ranked Ruckel in the top ten of all middle schools in the State. Our score of 90% achievement in Math was among the highest in the State. Our ELA department had an increase in both achievement and learning gains (80%). Science had an achievement level 82%. Civics achievement was 94% and Algebra and Geometry tested at 100% proficiency. At CHOICE Technology Institute, almost half of our students take a challenging technology course. 85% of Intro to IT students earned Microsoft Industrial Certifications for 2017. 100% of the Web Design students earned Internet Web Professional Industrial Certifications. We will be teaching 5 sections of STEM for 2017-18 and we have also added 3 sections of Italian. Our sports teams held 10 of 18 possible district championships in 2017. RMS band and chorus excelled at district and state levels and earned more All-State positions than any other middle school. Art students earned 67 ribbons at the county art show, including 3D Best of Show and the Van Porter Artist of the Year. Digital Art won 14 ribbons. We have both a varsity and JV academic team and both are very competitive in the District meet. Both cheerleading and dance teams earned many awards. Reading, Advising, and Mentoring Class, held on Fridays, promotes peer support, study skills, and community awareness. RMS serves approximately 1,150 students from varied backgrounds. Many of our students belong to military families, which allow us to have a Military Life Counselor. 20.2% of our students are minorities and 21.3% are economically disadvantaged. Ruckel Middle School has received 18 “A”s. Our guidance department ensures students are appropriately placed within our classes. Ruckel offers high school credit, advanced and remedial level courses, as well as a variety of elective courses. Counselors ensure all students receive schedules matching their unique abilities and interests, while still maintaining class size.

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Community and Parent Awareness

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Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school? The areas that reflected the most positive feedback data from the survey was as follows: 1) Parent’s felt that Ruckel emphasized academic performance as the number one priority at 88% approval. 2) That all children were treated fairly regardless of race, economic status or other relationships at 88% approval. 3) Stakeholders were satisfied that Ruckel teachers do a good job of educating their child at 87% approval. It should also be pointed out that only 6% of survey takers felt that the Guidance Department did not do a good job and only 8% thought that health services were poor. Another strong area reported was that people felt that clear expectations for behavior were communicated at 86% approval.

What does the data tell you regarding the opportunities for improvement in your school? Areas that were reflected as areas that could use growth were as follows: 1) Survey takers felt that the time required to complete homework assignments as being appropriate was low at 52% approval. 2) Parent input was valued at school was 58% approval. 3) The school maintained a safe environment 75% approval.

Provide a description of the various forms of communication to your community and parents. Ruckel uses many avenues to communicate with parents and community. We provide an updated web page. We send out a weekly email to parents in which all teachers and staff can communicate dates, events and successes. Teachers use such apps as Remind and Edmodo to communicate lessons, quizzes and homework. Ruckel has an electronic marques that is updated daily. Ruckel has an orientation for all grade level before school starts each year in which parents and students learn all things “Ruckel”. An Open House is held with in the first 3 weeks of school in which parents can follow their students schedule and meet all of their teachers. Ruckel holds a “Ram Rally” that brings in all upcoming 6th graders and get them acclimated to Ruckel.All staff is on "Remind: for quick communication frpm administration.

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Historical School Grade Data

Acceleration Success

Mid

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Min

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Ruckel 2016 77 89 85 88 62 83 56 80 58 9 678 75 A NO 21 18Ruckel 2017 80 90 82 94 70 85 58 80 72 9 711 79 A NO 21 20Ruckel 2018 75 89 85 89 61 82 48 74 74 9 677 75 A NO 21 18District 2018 63 73 69 82 56 64 49 62 68 9 590 66 AState 2018 42 46 42 65 48 51 43 47 71 9 454 51 C

*Percentages not Counted in Calculation

Achievement Learning Gains

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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 80%. The percentage of students in the lowest 25% 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 Level 4 and 5 students who will make learning gains in reading on the Florida Standards Assessment Test will be at least 80%

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FSA ELA Data (By Grade) ELA: Data

School GradeFSA

2015FSA

2016FSA

2017FSA

2018Gain/Loss

2017-18

Ruckel 6 77 76 79 72 -7District 6 60 61 62 59 -3State 6 51 52 52 52 0Ruckel 7 78 73 80 74 -6District 7 64 57 62 56 -6State 7 51 49 52 51 -1Ruckel 8 80 81 82 80 -2District 8 68 69 65 66 +1State 8 55 57 55 58 +3

FSA ELA by Percent Proficient

School GradeFSA

2015FSA

2016FSA

2017FSA

2018Cohort 2017-18

Ruckel 6 77 76 79 72 naRuckel 7 78 73 80 74 -5Ruckel 8 80 81 82 80 0District 6 60 61 62 59 -3District 7 64 57 62 56 -6District 8 68 69 65 66 +4State 6 51 52 52 52 -1State 7 51 49 52 51 -1State 8 55 57 55 58 +6

FSA ELA by Percent Proficient with Cohort

9

Scho

ol

FSA

Test

Gra

de

2016 2017 2018 2016 2017 2018Ruckel 6 63% 66% 62% 50% 51% 50%*District 6 56% 57% 53% 53% 51% 47%Ruckel 7 62% 71% 56% 59% 59% 42%*District 7 54% 59% 48% 47% 50% 39%Ruckel 8 61% 73% 65% 55% 60% 55%*District 8 64% 64% 61% 58% 60% 55%

FSA ELA Overall Gains Low 25% Gains

School GradeRuckel 6 64 70 70 78 62 60 66 49 84 64 58 56 92District 6 56 64 60 73 59 52 60 42 79 61 56 53 87Ruckel 7 60 69 64 82 67 58 63 58 73 67 61 59 96District 7 51 60 54 75 64 52 55 50 68 64 57 56 91Ruckel 8 67 70 75 85 74 65 78 69 91 76 71 70 97District 8 57 63 66 82 70 59 70 59 87 73 68 67 95

FSA ELA Strands 2017 (% Correct) FSA ELA Strands 2018 (% Correct)

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School Action Plan ELA (Reading): Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? For 2017-18 our data showed that our achievement in ELA was good with 75% of our students being proficient. The only middle school that had higher achievement in the district was STEM. On average Ruckel scored 17 percentage points higher than the other middle schools. 6th grade had 72% proficiency. Our learning gains were decent at 61% for ELA. 6th grade had 62% learning gains with mid ones showing 100% LGs and level 5s showing 80% LGs. All of the 6th grade's status and ethnic groups were over 50%. The 6th grade showed an increase in LGs for the writing strand. In 7th grade 100% of the mid level ones had LGs. 7th grade increased +5 in the writing strand.8th grade had LGs of 65% and were strong in all ethnic groups and free and reduced status. All of the strands increase for the 8th grade with craft and structure having a gain of +12. What does the analysis tell you about your school’s opportunities to improve? Overall Ruckel had a drop in both proficiency and learning gains for all grade levels. We also had a drop in cohort learning gains for all grades except the 8th grade. Our lowest strand for the 6th grade was integration of knowledge at 49%. Our lowest strand for the 7th grade was key ideas and details and integration of knowledge at 58%. Our lowest strand for 8th grade was key idea and detail at 65%. An area of concern is proficiency for ESE students at 24% for 6th graders, 28% for 7th graders and 35% for 8th graders. ELL students were also a concern for the 7th grade. High 2s are a concern for the 6th grade at only 26%. Low and high 2s are a concern for 7th grade at 47% and 33%. For the 8th grade high 2s are a concern at 41%.

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School Action Plan ELA: Strategies & Programs to Support the Objectives

Central Focus: ELA Focus 1 Empowering students to think critically about challenging and high quality texts through:

• Standards-based reading and writing instruction that ensures student engagement through purposeful interactions with TDQs • Standards and ALDs as the starting point for creating appropriately rigorous TDQs which drives the lesson or task • Data (e.g., MAP, FSA, formative assessments) to drive the whole group instruction, differentiated routines and tasks (e.g., stations, teacher-led small groups, and

cooperative learning opportunities) that place a strong focus on student-to-student interactions • EIRs or components of an EIR that include

o Multiple sources with sequenced TDQs written across the texts to promote analysis and synthesis of sources o Standards-based culminating task o Text marking that is related to the TDQ, which helps students with their initial comprehension of texts o Annotations that allow students to monitor and track their thinking about the TDQs, leading to analysis of texts o Engaging in purposeful Student Talk so that students lead the discussion and the teacher acts as a facilitator

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School Focus Targeted School-based Focus: 1. Instruct students on how to identify and write TDQ’s at varying levels of DOK within Phases 1-3. A simple model, guide, and independent practice model for explicit instruction may be used. Application to be utilized during EIR processes beginning second nine weeks or earlier.

2. Focus on Learning Gains for all regular classes by conducting the following best practices:

a. Teach using standard-based direct instruction delivering mini lessons, modeling, and read-alouds based on high quality text at or above grade level.

b. Integrate word study; continue to expand academic vocabulary.

c. Identify student gaps in skills/knowledge through the use of MAP data analysis and observation and design guided small group/individual instruction for students struggling with similar concepts.

d. Design scaffolding lessons and activities to stretch from current level described by ALD’s to the next level and beyond. (For example, if the student is performing at level 2 or 3 ALD then design activity to practice reaching to a level 3 or 4.)

e. Arrange students in groups for cooperative learning tasks and station practice for the purpose of exchanging thoughts, peer support, and higher achievement. 3. There will be a focus on high 2 and low 3s and the use of strategies that actively engage those students. 4. There will be a focus on ESE students and the strategies that will actively engage those students 5. There will be a focus on intergration of knowledge and key idea and details for the 6th and 7th grade. 6. There will be a focus on key idea and detail for the 8th grade. Targeted School-based Professional Development: Emphasis will be targeted on the development of the new ELA teachers at our school. School based Professional Development that targets student engagement through researched based active learning strategies. Professional Development that targets research based strategies that will encourage and motivate our high 2s to become better engaged students. A book study will be done in conjunction with this PD with the book, “Engagement by Design” by Fisher, Frey and Quaglia. The Language Arts Department will meet for one full day in September after attending the first district PD meeting to collaborate as a group on ways to specifically motivate our 2’s and 3’s through the sharing of what each grade level learned at their PD’s and the various writing and reading strategies used in each of our individual classrooms.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Print and supply 100 % of ELA instructors with district created Resource Guides and Florida DOE standards. 2. Provide new teacher(s) with release time to observe interdepartment best practices in ELA. 3. Utilize the OSCD mentor/mentee system as well as our Consulting Teacher resource for educating ELA newcomers on expectations and practices. 4. Reserve portions of department meeting time for teachers to participate in Think-Pair-Share activities specifically related to ALD's practices among ELA department members. 5. Provide and paticipate in the school based Professional Development, district led PD and Book Study with Engagement by Design. 6. Purchased Practice Coach Plus and Coach Practice Test from Triumph Learning for the 6th, 7th, and 8th grades at a cost of $17,885.21 7. Perform walkthroughs and provide feedback on strategies from distict and school based PD that lead to student engagement. 8. Participate in grade level data drag meeting in which level 2 and low 3 students are targeted for intensive active learning strategies. 9 Look for a secure a vehicle for ELA teachers to get together early in the year to collaborate and design writing strategies for all students. Classroom Implementation Action Steps (Teachers and Students): 1. Teacher will give explicit instruction on DOK question levels.

2.Students will be able to identify, write, and respond to various levels of DOK questioning.

3.Using district resource guide, teacher will model text-marking and annotating of text to a variety of purposeful written DOK questions.

4.Using SPEC and/or Say, How, Mean, Matter, and other like strategies, students will synthesize multiple sources scaffolding from two sources by the end of the first 9 weeks to three sources in 6th/7th grade and four sources in 8th grade by the end of the school year.

5.Teachers will use ALD’s and ELA resources to assist in finding and using EIR’s (i.e. Common Lit, Newsela, Achieve 3000, Kelly Gallagher Article of the Week, and Triumph Learning/Coach Performance.)

6.Students will use teacher-issued anchor charts to assist in (to include but not limited to) –text-marking, annotating, questioning, and student talk across the curriculum.

7.Students will engage in various levels of student talk to include but not limited to: Think/Pair/Share, Expert Panel, Socratic Seminar, etc.

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8. Teachers will develop lessons that focus on activities, and students will participate in activities that support intergration of knowledge as well as key idea and detail for the 6th grade. 9.Teachers and students will emphasize key idea and detail and integration of knowledge by creating and performing in activities that emphasize those components.

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

Various Modes of Instruction Monthly Teacher Observation, Lesson Plans, Walk-throughs

Teacher, Administrator

Student Use of Focus Strategies Monthly Walk-throughs, Lesson Plans Administrator Various and Multiple Sources Monthly Lesson Plans, Observations, Walk-

throughs Teacher, Administrator

Text Dependent Questions Monthly

Teacher Interviews, Observations Teacher, Administrator

Depth of Knowledge Questioning/ Achievement Level Descriptors

Monthly Lesson Plans, Teacher Interviews, Observation


Plans Utilizing Stated Resources for Series of Lessons on Finding Key idea/details and Integration of Knowledge

Monthly Standards-based forms, Lesson Plans, Department Meetings, Observations, and Reflections


Evaluation: Evaluation of Targeted School-based Focus & Implementation (Completed at the Beginning of Second Semester): Refinement of Targeted School-based Focus (Completed at the Beginning of Second Semester):

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Central Focus: ELA Focus 2 Writing Plan: Teaching how Analysis and Synthesis lead to Elaboration • Using Rubrics/FSA Writing Sampler Sets to calibrate teacher scoring and inform instruction with an emphasis on Analysis and Synthesis (Evidence and

Elaboration) • Increase student knowledge and use of the Rubrics with a focus on Analysis and Synthesis (Evidence and Elaboration) • Differentiated writing instruction based on student needs identified through the Rubrics with an emphasis on Analysis and Synthesis (Evidence and

Elaboration) o Writing Conferences, Small Group, Stations, etc.

• Writing the Essay o How are we unpacking the prompt? (TDQ) o How are we addressing purposeful text marking and annotations specific to the prompt? (TDQ) o How are we planning for the essay? (Derived from TDQ and text marking/annotations) o How are we scaffolding instruction as we build from one source to multiple sources?

§ This is where an EIR assists in the writing process o How are we addressing writing an introduction? o How are we addressing writing a conclusion? o How are we addressing citing relevant evidence? (EIR) o How are we addressing elaboration? (EIR) o How are we addressing transitions? o How are we addressing content specific vocabulary?

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School Focus To Blend Reading and Writing: Targeted School-based Focus: How are we using TDQs to facilitate student engagement that prepares students for writing tasks? Teachers will use deliberate instructional design to increase student engagement that may include high interest learning activities such as:

• Socratic Seminars.

• EIR’s such as Current Event/Article of the Week assignments.

• Students’ overall comprehension of fiction and non-fiction pieces where text-marking and or annotation leads to a DOK level 4 TDQ.

• Argumentative/ Informational Essay writing.

• Common Lit Fiction and Non-fiction pieces.

• Small and large group discussions which may include but are not limited to Expert Panel, Pop-up Debates, Think-Pair-Share, Jigsaw, and or reciprocal teaching.

• Various Odell Units. How are we using Student Talk as a method to facilitate synthesis in writing? Teachers will design student talk activities which require student synthesis such as

• Socratic Seminars.

• Common Lit Units with high student interest topics from multiple articles.

• Pop up debates/Think-Pair-Share/Jigsaw/Philosophical Chairs/ Expert Panel.

How are we integrating Writing strategies (i.e., SPEC, elaborative techniques) into reading instruction to promote synthesis across sources? Teachers will use various student engagement aides that will ultimately assist the thinking process such as some combination of the following:

• SPEC

• Say, How, Mean, Matter

• Text coding

• Annotating Targeted School-based Professional Development:

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Odell Training June 26th by members of the department (teachers will bring back what is learned and share with the department).

Action Steps for Implementation: Administrative Implementation Action Steps: 1. Provide release time for new teacher(s) interdepartment observations for best practices in writing instruction and small group writing conferences. 2. Supply teachers with printer(s) and ink as necessary to implement wrting plan as intended by department. Writing Plan: Email School Writing Plan to Denise Reichal to be uploaded to your SPP Document


Writing using the EIR process Weekly Lesson plans Teacher Formal Writing Process 4 essays per year Lesson plans/Formal Evaluation Teacher, Administrator Citing Evidence in TDQ answers Monthly Teacher observation, lesson plans,

notebook of exemplars Teacher, Administrator

Student Talk Monthly Monthly Teacher


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ELA Levels 1 and 2 Focus

School Focus Targeted School-based Focus: Increase student knowledge and understanding through Student Interaction Strategies (IR) Through our data drag Tuesdays and the MTSS process we will target students that scored level 1 and 2 on FSA or in the level 1 and 2 range for MAP and will expose those students to active learning strategies. Targeted School-based Professional Development: Provide release time for IR meetings led by district personnel. Provide professional development for all ELA teachers and Intensive Reading teacher that focus on strategies that will actively engage students and motivate level 1 and 2 students to learn the standards.

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Action Steps for Remediation: Administrative Implementation Action Steps: Participate in the data drag meetings on Tuesdays or the MTSS process and locate students that are level 1 and 2 or are struggling academically and are in the MTSS process. Look at Achive 3000 data and support reading teachers with her goals. Support a rewards system in which IR students and level 1 and 2 students are rewarded a certificate, a golden Ruckel pencil and a coupon for ice cream in the cafeteria for meeting reading goals. Support a pull out program for spirialing and remediation for ELA and Math in which students are pulled out of their electives and helped with areas of concern. Purchase Scope Magazines Intensive Reading (Teachers and Students): 1. Focus on IR standards and generating questions and discussion to increase rigor and comprehension. 2. Use differentiated instruction and group scaffolding for understanding high quality texts through Close Reading and Everyday Instructional Reading (EIR).

3. Use high interest articles from Article of the Week, Commonlit, and Coach Plus for measuring kids’ reading and writing abilities.

2. Pull students who fail assignments and discuss the answers individually with them utilizing the parapro.

3. Make note for awareness of students’ weakness based on FSA test scores from the previous year and on Achieve 3000 results. If a student is particularly low in a certain area teachers will target their instruction to meet those needs.

4. Use individual writing conferences to discuss the students’ essays once we have them graded and provide pointers on what they can do to improve.

5. Use every type of graphic organizer possible including vocab charts, SPEC charts, paragraph structure charts/notes, etc.

6. Read aloud to students on many assignments to help with reading fluency and comprehension (stop, talk, think, resume).

8. Use strategies for vocabulary expansion to help them form a title, find the main idea, decide what genre it falls under, understand synonyms, understand antonyms, better comprehend with the questions offered, create Venn Diagrams, and write summaries .

9. ANNOTATION—reading with a pencil in their hand as often as possible!

10.Use the Coach Practice tests periodically to continue brushing up on FSA test questions. 11. Participate in monthly data drag meetings for teachers and identify and struggle students and areas of concern to help plan differentiation.

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Differentiated Strategies 3 or more times a week Walk throughs, Interviews, Lesson Plans

Teachers and Administrators

Individual conferencing 2-3 times a week Walk throughs, Interviews, Lesson Plans


Stretching level 1 and 2s to proficiency

Monthly Monthly data meeting, walkthroughs, monitoring learning gains using multiple data points such as grades, MAP scores, Achieve 3000, and Progress Monitoring Plans.



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ELA Subgroup Focus Subgroup: Low 3’s/High 2’s

School Focus Targeted School-based Focus: We will focus on growth in Learning Gains for the low 3’s/High 2’s with emphasis on students not enrolled in the Intensive Reading course. Because our learning gain here is low, a focus in this area should increase overall ELA achievement. The following emphasis will support the focus:

• Differentiated strategies such as stations, small group activities, and small group pull out with the teacher and resource support.

• Use of the district-developed resource guide to help create higher order questions from the text, use of the ALD’s for student self-assessment and growth, etc.

• Use of the MAP program for assessments and data-driven instruction will keep the focus on fostering higher gains. Targeted School-based Professional Development: • Differentiated strategies, utilization of ALD’s, and development of text dependent questions from the text will be used to drive a culminating activity.

• Continued practice in using MAP in an effort to increase student growth.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Collaborate with teacher to recruit targeted students participation in Success Center and the PUSH

2. Schedule expert/coach to provide on-site professional development on increasing student achievement and engagement in targeted students. 3. Provide book and access to tools for engaging teachers in learning engagment strategies. Classroom Implementation Action Steps (Teachers and Students): 1. Use articles from students expressed interests. Articles may be chosen from sources such as: Article of the Week, Commonlit, and Coach Plus for measuring kids’ reading and writing abilities.

2. Pull students who fail assignments we use from Commonlit or Coach Plus and discuss the answers individually with them.

3. Increase and note awareness of students’ FSA test scores from the previous year so that teachers and students can work together to formulate goals and plans.

4. Use individual writing conferences to discuss the students’ essays once we have them graded and provide feedback on what they can do to improve.

5. Color code these essays after they are graded so that students can evaluate what they may need more of or less of in each essay.

6. Use every type of graphic organizer possible including vocab charts, SPEC charts, paragraph structure charts/notes, etc.

7. Read aloud and model many assignments to help with reading fluency and comprehension (stop, talk, think, resume).

8. Use routine Daily Reading Practice (DRP) to help them form a title, find the main idea, decide what genre it falls under, understand synonyms, understand antonyms, better comprehend with the questions offered, create Venn Diagrams, and write summaries .

9. ANNOTATION—reading actively with a pencil in their hand as often as possible!

10. Use the Coach Practice tests periodically to routinely up on FSA test questions.

11. Document instruction of standards through Standards Based Forms (SBFs) via red folders in teacher lesson plans.

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EIR/Close Reads 3 to 5 times/week Informal observation, formative assessment, lesson plans

Teacher/ Administrator

Student Talk 3 to 5 times/week Informal observation, formative assessment, lesson plans


Utilization of MAP data and tools for tracking learning gains

Fall,Spring, and Winter Informal observation, formative assessment, lesson plans


Teacher-led small groups 3 to 5 times/week Informal observation, formative assessment, lesson plans


Promotion of Success Center attendance

Every 4 ½ weeks Informal observation, formative assessment, lesson plans


On-site PD 1/2 day Sign-in participation sheet/Exit Pass Department Chair/Administrator


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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 90%.

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Civics Proficiency (By School) Social Studies: Data

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

CIVICS

Ruckel 391 n/a 88 88 94 89 -5 68 66 65 73 70 70 70 66 76 69 65 67 67 71 66 63 64 62 63 66DISTRICT n/a 78 80 80 79 -1 59 58 61 64 62 61 62 62 64 62 58 61 63 62 60 55 56 58 55 61STATE n/a 65 67 70 71 +1

Strand 2 Strand 3 Strand 4

Pass %(1st Time Takers)

Origins & Purpose of Law & Gov't

Roles, Rights & Resp. of Citizens

Gov't Polic. & Political Proc. Organiz. & Func. Of Gov't

Strand 1

School/Test#

Stud

ents

201

8 Test Score

2017

-18

Cha

nge

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School Action Plan Social Studies: Strategies & Programs to Support the Objectives

Central Focus: Social Studies Focus Engage in historical thinking and analysis of social studies content through Components of an EIR that focuses on Standards-based instruction and Text-Dependent Questions through:

• Text marking that is related to the TDQ, which helps students with their initial comprehension of texts • Annotations that allow students to monitor and track their thinking about the TDQs, leading to analysis of texts • Engaging in purposeful Student Talk so that students lead the discussion and the teacher acts as a facilitator • Multiple documents as a part of instruction for analysis of primary and secondary sources

o Incorporating and synthesizing Social Studies Resources: DBQ, FJCC, National Archives, Stanford History Education Group (SHEG), LDC, Khan Academy, etc.

School Focus Targeted School-based Focus: Reading and analyzing complex TDQ’s

Use multiple sources at varying DOK levels throughout the year after participating in EIR.

Use various student groups to engage students in student talk

Use purposeful student talk and rigorous culminating tasks based on the standards Targeted School-based Professional Development: Professional Development on project based learning in which students research and present their information

Professional Development on Strategies that increase student engagement towards reluctant learners

During PD, collaborate with other teachers of the same subject to improve teaching strategies and instructional methods used in formulating high level DOK TDQ multiple source lessons for students.

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Action Steps for Implementation: Administrative Implementation Action Steps: -Provide all Civics teachers with copies of the Item Specifications and ALD’s for Civics.

-Provide 3 Chromebook carts (with class set of Chromebooks) for the SS Department’s use.

-Provide each teacher with the newly designed county Question Stem Flip Chart for SS, Writing through Reading Guide, Student talk Guide, Fix-Up Strategies Guide, ELA Common Terms poster for reading and writing and Differentiated Instruction: Strategies, Techniques, and Tools Flip Chart.

-Provide 3 days for Social Studies teachers to collaborate concerning instructional techniques for TDQ’s through EIR and differentiating instruction lessons Continue to furnish teachers with flexible seating that is conducive to small group, stations and collabortive groups. Classroom Implementation Action Steps (Teachers and Students): -Teachers and Students will:

1. Social Studies teachers will teach and use STUDENT TALK activities driven by teacher-created TDQ's to be used purposefully; discuss and analyze text and as an entry point into writing about the text. Social Studies teachers will each selecet three Student Talk activities that will be used consistently in their classroom throughout the year.

2. Social Studies teachers will teach appropriate strategies driven by TDQs to access COMPLEX TEXT that meets the Social Studies standards and will provide scaffolding for students when necessary. The support will include EIR and individual 'fix up' strategies that the students will use on their own when grappling through complex text. The text can be in a variety of forms such as articles, journals, timelines, charts, tables, video clips, political cartoons, infographics, sources etc. The 'fix-up' strategies will be provided by the NGCAR-PD teachers.

3. All Social Studies teachers will integrate map, chart, and graph skills into their subjects. These lessons will emphasize the standards and include DBQ type analysis and include EIR strategies.

4. Social Studies teachers will use the COMMON ACADEMIC VOCABULARY (SS & ELA) such as central idea, claim, and elaboration when creating EIR and DBQ lessons to include questions types, TDQs and domain specific voacabulary. Social Studies teachers will use the listening , speaking, reading and writing standards for their grade level to be incorporated into their daily lessons.

5. Social Studies teachers will use county resource book and strategies during EIR lessons as a means of gathering evidence to analyze documents to help prepare students for writing.

6. Social Studies teachers will scaffold lessons through various EIR lessons and techniques to work toward standards based high level DOK TDQ’s using multiple sources.

7. Social Studies teachers will promote reading for a purpose by using multiple shorter, more complex, articles or text to include text markings, annotations, note

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taking, and TDQ’s

8. Social Studies teachers will use the DBQ process to teach students to: use the close read process, compare multiple sources, provide evidence and elaboration in writing.

9. Social Studies teachers will use differentiation and student groupings with purposeful student talk to enhance instruction, as needed.

10. Social Studies teachers will use rigorous and engaging culminating tasks based on the standards to solidfy retention. 11. Social Studies teachers will work with Instructional Coachto generate FSA Style Writing Prompts that can be addressed by students in paragraphs and DBQ essays. For example: ___Controlling Idea ___Support ___Elaboration Social Studies students will follow the stated rubric and use information from their text markings, annotations, and purposeful conversations to complete the paragraph. 12.. The Social Studies department will work together to plan and implement DBQs in World History and US History which will incorporate EIR strategies such as TDQs and to incorporatnig the standards. Social Studies teachers in World History and US History will teach at least one DBQ lesson per semester. CIVICS IN SOCIAL STUDIES CLASSES 1. Civics teachers will use the Item Specs, Task Cards and FJCC materials. TDQs that include domain specific vocabulary. 2. According to the pacing guide, Civics teachers will spend more time on the areas of need according to formative and summative assessments.

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Classroom implementation of EIR lessons leading to high level DOK TDQ’s

Weekly Lesson Plans Teacher/Admin

District Full Day PD District Schedule Lesson Plans Administration School Site PD 2X a year Administration will participate/Lesson

plans Administration

EIR Lessons Weekly Walkthroughs/Lesson Plans Admin/Dept. Chair DBQ's Semester Walthroughs/Observations Administration Culminating Tasks Semester Walkhroughs/Observations Adminstration


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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 least 89%. The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least 75%. 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 90%

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MAP Math Proficiency (By Grade) Math: Data

School GradeFSA

2015FSA

2016FSA

2017FSA

2018Gain/Loss

2017-18

Ruckel 6 63 79 82 83 +1District 6 57 59 62 61 -1State 6 50 50 51 52 +1Ruckel 7 90 86 90 88 -2District 7 68 72 70 73 +3State 7 52 52 53 54 +1Ruckel 8 92 95 95 88 -7District 8 75 72 67 65 -2State 8 45 48 46 45 -1

FSA Math by Percent Proficient

School GradeFSA

2015FSA

2016FSA

2017FSA

2018Cohort 2017-18

Ruckel 6 63 79 82 83 naRuckel 7 90 86 90 88 +6Ruckel 8 92 95 95 88 -2District 6 57 59 62 61 -5District 7 68 72 70 73 +11District 8 75 72 67 65 -5State 6 50 50 51 52 -5State 7 52 52 53 54 +3State 8 45 48 46 45 -8

FSA Math by Percent Proficient with Cohort

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Scho

ol

FSA

Test

Gra

de

2016 2017 2018 2016 2017 2018Ruckel 6 66% 69% 69% 61% 68% 65%*District 6 50% 52% 55% 49% 46% 60%Ruckel 7 84% 87% 84% 79% 78% 71%*District 7 69% 68% 65% 59% 59% 58%Ruckel 8 95% 95% 88% 98% 91% 64%*District 8 78% 72% 70% 76% 64% 62%Ruckel A1-MS 94% 97% 95%*District A1-MS 77% 84% 74%Ruckel GE-MS 95% 90% 100%*District GE-MS 79% 94% 82%

FSA Math Overall Gains Low 25% Gains

School GradeRatio/Prop

Express/Equat

GeometryStats/Prob

NumberSystem

Ratio/Prop

Express/Equat

GeometryStats/Prob

NumberSystem

Ruckel 6 76 65 52 77 66 75 65 57 78 64District 6 68 55 42 65 56 65 55 44 63 51Ruckel 7 63 65 63 75 81 71 58 63 72 62District 7 48 52 48 62 68 62 49 48 62 48

Express/Equat

Functions GeometryStats/ Prob/

Num SysExpress/

EquatFunctions Geometry

Stats/ Prob/ Num Sys

Ruckel 8 68 68 70 86 63 58 58 76District 8 48 47 47 68 48 42 41 62

FSA Math Stands 2017 (% Correct) FSA Math Stands 2018 (% Correct)

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FSA Math EOC Data (By Grade) Math: Data

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

FSA: Algebra 1 EOCRuckel 147 100 100 100 100 100 0 n/a 72 72 78 73 n/a 65 67 75 74 n/a 85 68 64 60DISTRICT 74 81 73 80 78 -2 n/a 37 39 46 46 n/a 34 34 46 47 n/a 49 32 35 37STATE 66 56 54 62 63 +1* Pearson Algebra 1 for 2014

FSA: Geometry EOC

Ruckel 27 100 100 100 100 0 88 87 84 85 90 87 83 81 67 76 76 84DISTRICT 62 68 69 65 -4 54 46 40 45 45 35 35 31 31 29 30 39STATE 53 51 54 57 +3


Congruance, Similarity, Right Triangles & Trigonometry (%)

Circles, Measurement & Properties with Equations (%)

Modeling with Geometry (%)


Algebra & Modeling (%) Functions & Modeling (%) Statistics & The Number System (%)

Strand 2 Strand 3Strand 1

School/Test#

Stud

ents

201

8 Test Score

2017

-18

Cha

nge

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School Action Plan Math: Assessment Data Analysis

What does the analysis of your school data tell you about your school’s academic strengths? Data that was collected from 2017 – 2018 demonstrates that the percent of students that pass the algebra 1 and geometry EOC at 100% is a strength. It should be pointed out as a strength - is that 87% of our Algebra 1 students scored at a level 5 as compared to 70% of the STEM School students. scored 70% a In Geometry EOC 100% of the students scored at level 5 compared to STEM’s 65% scoring at level 5.Geometry students also had 100% learning gains. Congruence, similarity, right triangles and trigonometry was strong at 85% and was increased by +1 over the previous year. Modeling and geometry was also a strength at 84% and increased by +8 from the previous year. Percent proficiency was a strength in Ruckel Math. 6th grade was at 83% with a +1 gain from the previous year, 7th grade was at 88% and had a +6 cohort gain, 8th grade was at 88% but was down in both proficiency and cohort proficiency. Learning gains were strong in 7th and 8th grade at 84% and 88% respectively and learning gains were strong in Algebra 1 and geometry at 95% and 100%. For the strands; 6th grade was at 78% correct for Statistics and probability for a +1 gain and 7th grade was at 71 % correct Ratio/proportions for a +8 gain. Another strength was how hard our teachers worked. We had 3 six grade teachers make cohort increases of +16, +11 and +7 in proficiency. 7th grade teachers made cohort proficiency gains of +32/86%LG, +27, +13 and +5. 8th grade teacher made cohort gains of +9, +7, +6 and +2. Learning gains was also a strength at Ruckel for the 8th grade at 88% learning gains. The regular 8th grade students (Pre-Algebra) also had an increase in proficiency over last year by increasing from 83% to 89% for a +6 increase. One teacher had 93% proficiency and 58% of her students tested to a level 5. We were especially pleased that only 4% of our students tested to a level 1 in 7th grade and only 2 % tested at level 1 in the 8th grade. Ruckel tested 62% and higher for all ethnic groups in the 6th grade and 67% or higher for all ethnic groups in the 7th and 8th grade.

What does the analysis tell you about your school’s opportunities to improve? An area of concern for Ruckel Math in general is our high 2s and our ESE population. Only 46% of our high 2s in the 6th grade made learning gains. In the 7th grade only 54% of our high 2s had learning gains and only 46% of our ESE population were proficient in math. For the 8th grade only 50% of the high 2s had learning gains. Our low strand for math in 6th grade was geometry at 57%. For 7th grade our low strand was expressions and equations at 58% and our low strand for 8th grade was functions and geometry at 58%. For Algebra 1 there could be a focus on statistics and numbers at 60%. For Geometry there could be a focus on circles, measurement and properties with equations at 81%.6th grade could work toward increasing learning gains form 69%.

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School Action Plan Math: Strategies & Programs to Support the Objectives

Central Focus: Math Focus Utilize the Achievement Level Descriptors (ALDs), Item Specifications and MAP data to purposefully create engaging, targeted lessons through the Backward Design Process. A focus will be placed on:

• Designing engaging Whole Group Instruction and Differentiated Lessons to include Stations, Small Group Instruction, and Cooperative Learning Opportunities that place a strong focus on purposeful student-to- student interaction.

• Utilizing math resources such as: Textbook, Math Nation, Khan Academy, CPALMS, etc. • Designing formative and summative assessments, which are derived directly from the ALDs and Item Specifications. • Using assessment data to purposefully spiral standards

School Focus Targeted School-based Focus: Teachers will continue to increase learning gains and overall student proficiency by creating a differentiated learning environment using technology, manipulatives, mixed-ability groups, peer tutoring, teacher-led small group instruction and cooperative learning opportunities to supplement teacher-delivered whole class instruction. ALDs and Item Specifications will be utilized to design lessons and assessments through the Backward Design Process. MAP data will be used to assess students’ strengths and weaknesses, which will enable teachers to develop plans for appropriate strategies for instruction, spiraling, and differentiation with the overall goal of student engagement to generate high-quality learning. Targeted School-based Professional Development: School-based PD will concentrate on differentiated strategies and cooperative learning opportunities, as well as incorporating technology in the classroom. With six new teachers in our math department, we will review and further emphasize using ALDs and Item Specifications for lesson and assessment development.

MAP training will be presented to assist teachers with analyzing and interpreting MAP Growth Test results.

Teachers will receive training in the PMP-writing process and school-provided leave time to write PMPs for our students.

When available, teachers will attend online textbook training.

Teachers that attend ClassLink PD will assist others in department with using the resources in ClassLink.

Teachers will participate in collegial conversations to discover new and exciting strategies to motivate and engage our students, sharing what works!! Teachers will have a whole day of PD to collaborate and share strategies that bring about increased learning and student engagement in lower level students.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Provide Professional Development (PD) to incorporate Okaloosa County School District (OCSD) PD.

2. Provide opportunities for Algebra and Geometry teachers to attend OCSD PD with Math Nation, and then to attend Ruckel PD for another

course. Teachers are offered the opportunity to attend more than one OCSD PD, as appropriate to their teaching assignment.

3. Provide opportunities for department meetings to support/strengthen horizontal and vertical alignment.

4. Provide copies of ALDs, SBFs, and Item Specifications to all teachers.

5. Common summative assessments will be designed collaboratively and used for courses with the same course code, as appropriate.

6. Provide Coach FSA workbooks to all students and teachers.

7. Provide training for MAP program – how to give the assessments, how to view results, how to analyze and interpret results.

8. Regular classes will be held to a class size of 18-20 students; this is done to help teachers further pinpoint the instructional needs of our

lower-skilled math students. Ruckel does not have intensive math classes this school year.

9. Provide training for ClassLink – teachers new to Ruckel need this, returning teachers will benefit from further training.

10. Attend math department meetings to offer suggestions based on information from district-level personnel. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will continue to increase learning gains and the percentage of proficient students by creating a differentiated learning environment using

technology, manipulatives, mixed-ability groups, peer-tutoring, teacher-led small group instruction, and cooperative learning opportunities to

supplement teacher-delivered whole class instruction.

2. ALDs and Item Specifications will be utilized to design lessons and assessments through the Backward Design Process. MAP results will be utilized for

assessment, student self-assessment, and providing teachers with information to determine appropriate strategies and when/how to differentiate for our

students.

3. Students will learn math concepts and problem solve using student talk in various group settings with cooperative learning strategies.

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4. ALDs will be used for differentiation. Teachers will also access the ALDs information via the OCSD website, Curriculum – Teachers.

5. Students will practice with FSA-type questions on assignments and assessments in order to have a deeper understanding of FSA-type questions. These

types of questions will also be used to strengthen the students’ ability to persevere and correctly solve higher-order thinking (HOT) questions.

6. Students will use online resources via ClassLink to supplement and improve their understanding of concepts, skills and problem-solving strategies.

7. Teachers will use Coach FSA workbooks and other available resources, such as, Math Nation for Algebra and Geometry, Khan Academy, and the

online textbooks, in the classroom to enhance the students’ knowledge and build perseverance when working at appropriate levels of rigor.

8. Teachers will utilize common assessments for courses within the same course code, as appropriate. Teachers use common category percentages for

grading in our math courses.

9. Teachers will use course standards, ALDs and Item Specifications to write questions with varying levels of complexity to follow the county plan:

10-20% ALD - Level 2, 60-80% ALD – Level 3, and 10-20% ALD Levels 4 and 5 on assessments.

10. Instructional decisions will be based on analysis and interpretation of both cause and effect data (to include past DEA, MAP, FSA results) to ensure

applied strategies are working. Teachers will use data to target students’ individual needs.

11. Teachers will document coverage of standards through Standards Based Forms (SBFs) via red folders with their lesson plans and documented

reflections.


Differentiation Strategies Daily SBF, Lesson Plans, Walk-Through Teacher, Administrator School-wide PD Dates set by OCSD Record of Attendance Adminstrator Formative/Summative Assesments As appropriate for instructional needs Lesson Plans Teacher, Administrator MAP data and results analysis Based on testing schedule Data Monitoring via NWEA Teacher, Administrator Utilization of ALD's and Item Specs Weekly Lesson Plans, Walk-Throughs Teacher, Administrator Instructional changes based on data Monthly Department Meetings Teacher, Administrator

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39


Math Levels 1 and 2 Focus

School Focus Targeted School-based Focus: Intensive Math classes are not available at Ruckel this school year. Class sizes in regular classes have been reduced and were created such that each math class would contain similar numbers of lower-level learners. This will allow teachers a more conducive environment to target instruction for the level 1 and 2 students in their classes. This will also allow more opportunities for peer mentoring, differentiation, and purposeful spiraling of necessary content. Targeted School-based Professional Development: District-led PD on effective use of differentiated strategies for lower-level learners.

PD provided for all math teachers to view, analyze, and interpret MAP Growth test results.

District-led PD on effective use of ALDs for self-assessment and differentiation.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Make every effort to limit class sizes of all regular classes to 18-20 students.

2. Classes are created so that each math class contains similar numbers of lower-level learners.

3. RAM class will be held on Fridays for the purpose of Reading, Advising and Mentoring students. This will allow RAM teachers to discuss current grades,

study skills and learning strategies with students.

4. Data from school-wide testing will be provided to teachers. This will allow them to utilize the data for instructional purposes – analyze student strengths,

weaknesses, and develop differentiated assignments and/or assessments.

5. Students will be encouraged to attend Success Center in the Ruckel Media Center (after-school help).

6. Monitor the growth and grades of level 1 and 2 students and support those that are struggling or showing no growth in MAP by providing the opportunity to

be placed in a learning strategies/critical thinking class or entering the MTSS process. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will continue to increase learning gains and the percentage of proficient students by creating a differentiated learning environment using

technology, manipulatives, mixed-ability groups, peer-tutoring, teacher-led small group instruction, and cooperative learning opportunities to supplement

teacher-delivered whole class instruction. Student talk and meaningful math talk will be encouraged.

2. ALDs and Item Specifications will be utilized to design lessons and assessments through the Backward Design Process.

3. MAP results will be utilized for assessment, student self-assessment, and providing teachers with information to determine appropriate strategies and

when/how to differentiate for our students.

4. Teachers and students will utilize the data from MAP Growth test results to target specific instructional needs.

5. Utilize Coach FSA workbooks, as well as BrainPop, their textbook and other online resources to provide additional support for concepts taught in

the classroom.

6. Teachers will conduct data chats with students through individual conferencing. They will do this on a bi-weekly/monthly basis.

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7. Math Teachers may provide before/after-school tutoring and encourage students to attend.

8. All teachers will work with level 1 and 2 students during small group instruction to assist these students with their areas of weakness.

9. Level 1 and 2 students will be supported in areas of weakness using online resources via ClassLink. The math department has three mobile

chromebook/laptop carts for classroom use.

10. Teachers will use small group instruction to reteach as needed. Different levels of notes, scaffolding support, assignments, and/or assessments may be

provided.

11. Summary of strategies for our math department may be viewed as ~ SHIELDS: Students Heading up Instruction (student talk) utilizing Engagement,

Looping (spiraling), and Differentiation Strategies

12. Students and teachers reflect on classroom activities, lessons learned, and assessment results. How can we get better?

13. Students will participate in differentiated strategies activities such as designed small groups, collaborative learning groups, station work and scaffold lessons.

14. Students will utilize ALDs to understand at what level that are performing a standard at and what is needed for them to stretch to a higher level.

15. Students will utilize the item specs in order to understand the standards and how that standard will be tested.

16. Students will participate in spiraling activities that spiral backwards and forward to standard that will be tested.

17. Students will perform concept checks weekly in order to analyze mistakes in their performance.

18. Will conference with their teacher and analyze MAP and testing data to identify areas or strands of weakness.

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Success Center, Teacher after school help

Weekly Sign-in sheet, teacher notes Success Center Facilitators, Classroom Teacher, Administrator

Use of Online Resources via Class Link

As needed Lesson Plans Teacher, Administrato

Differentiation Strategies Daily Lesson Plans, Walk-Throughs Teacher, Administrato Use of ALDs and Item Specs Weekly Lesson Plans, Walk-Throughs Teacher, Administrato Teacher-Student data chat Bi-Weekly,/Monthly Small-Group Chats, Lesson Plans Teacher, Administrato


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Math Subgroup Focus Subgroup: ESE students (many of these strategies can also support our high Level 2/low Level 3 students)

School Focus Targeted School-based Focus: To increase learning gains and overall proficiency levels for our ESE student population. Targeted School-based Professional Development: District-led PD on effective use of differentiated strategies for ESE students.

PD provided for all math teachers to view, analyze, and interpret MAP Growth test results.

District-led PD on effective use of ALDs for self-assessment and differentiation.

PD provided for learning strategies and critical-thinking skills that have been shown to be effective for ESE learners.

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Action Steps for Implementation: Administrative Implementation Action Steps: 1. Provide opportunities for technology practice via ClassLink and other online resources.

2. Attend department meetings, leadership team meetings, and grade-level data chats to listen/discuss students’ progress and teacher instructional needs.

3. When available for OCSD, provide opportunities to attend PD on differentiated strategies, scaffolding, appropriate levels of rigor, and proven ESE strategies

for the general education classroom teacher.

4. Provide opportunities for teachers to visit other teachers’ classrooms to observe the use of differentiated strategies in a different classroom environment.

5. Assist teachers to provide the least restrictive environment for our students to achieve learning gains and reach proficiency levels.

6. Provide time from class to thoroughly review our students’ IEPs, 504 plans, and information in the cumulative folders. Teachers must have the time to know

each of our students and with time to gather the data, we will be able to make informed decisions for our classroom learning environment. Classroom Implementation Action Steps (Teachers and Students): Teachers will choose which of these action steps are best for their students and learning environment.

• Provide visual cues/model

• Model concepts and skills

• Break instruction into simpler steps

• Repeat, reword, rephrase and clarify directions/instructions

• Frequent checking for understanding – formative and summative assessment results can be used to adjust ability-grouping activities

• Activate prior knowledge

• Provide verbal encouragement

• Cue/redirect to task

• Preferential seating near teacher and/or positive student role model

• Daily use of planner to help students to understand and remember what is expected (assignments, assessments, upcoming project due dates, and responsibilities)

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• Consistent, frequent, swift feedback

• Frequent opportunities for cumulative review

• Students explain what they have learned . . . How do you know? Do you agree? Why or why not? Meaningful math talk!

• Direct instruction “I do”, Guided practice “we do”, Independent practice “you do”

• Teacher and students ask many questions and talk about the answers

• Break learning tasks in to small steps

• Frequent questions by teacher and students, with frequent formative assessments

• Scaffolding and review, discuss misconceptions or errors in student work

• Teacher and students write legibly

• Use research-based instructional strategies for students with ESE accommodations

• Exposure to appropriate level of rigor to include HOT questions to provide “productive struggle” opportunities for learning

• Present information in uncluttered and clearly organized manner

• Items arranged in ways that make it clear for students where to start and how to proceed

• Teach students how to organize their materials for their success

• Students have access to only the materials and equipment they need for a particular task

• Predictable routines and procedures to provide structure in the classroom and to help students know what to expect

• Modification of expected outcomes, including differentiation in the amount of daily practice problems

• Extended time for assessments as needed to correctly measure student achievement (achievement of targeted goals) STRATEGIES

Differentiation Strategies

• Students will participate in differentiated strategies activities such as designed small groups, collaborative learning groups, station work and scaffold lessons.

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• Students will utilize ALDs to understand at what level that are performing a standard and what is needed for them to stretch to a higher level.

• Students will utilize the item specs in order to understand the standards and how that standard will be tested.

• Students will participate in spiraling activities that spiral backwards and forward to the standard that will be tested.

• Students will perform concept checks weekly in order to identify strengths and weaknesses in their understanding of the standard.

• Students will conference with their teacher and analyze MAP and testing data to identify areas or strands of weakness.


Weekly Sign-In sheet, teacher notes Success Center Facilitators, Classroom Teacher, Administrator

Use of On-Line resources via ClassLink

As needed Lesson Plans Teacher, Administrator

Differentiation Strategies Daily Lesson Plans, Walk Throughs Teacher, Administrator Use of ALDs and Item Specs Weekly Lesson Plans, Walk Throughs Teacher, Administrator Teacher-Student data chat Bi-weekly, Monthly Lesson Plans, Walk Throughs Teacher, Administrator Monthly Consultation logs Teacher, Administrator


47

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 87%.

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School Action Plan Science: Data

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

FCAT SCIENCE 8th Grade

Ruckel 351 83 83 84 83 85 +2 79 77 83 79 82 77 73 80 77 80 80 81 83 82 87 82 77 79 78 80DISTRICT 63 64 67 65 66 +1 69 68 76 70 70 66 64 70 70 69 72 71 73 74 76 70 70 70 69 72STATE 49 49 50 48 50 +2

AL 3,4,5 (%) Nature of Science (%) Earth/Space Science (%) Physical Science (%) Life Science (%)

Strand 2 Strand 3 Strand 4Strand 1

School/Test#

Stud

ents

201

8 Test Score

2017

-18

Cha

nge

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School Action Plan Science: Strategies & Programs to Support the Objective

Central Focus: Science Focus Use Standards and Item Specifications to design interactive, engaging whole group, cooperative group and station learning opportunities that place a strong focus on student-to-student interaction through:

• Utilizing the 2019 adopted text and technology resources to support the science content • Utilizing Science Standards-Based Question Stems Flip charts to create rigorous Text Dependent Questions (TDQ’s) within components of Everyday Instructional

Reads that support the Science Content through o Text marking that is related to the TDQ, which helps students with their initial comprehension of texts o Annotations that allow students to monitor and track their thinking about the TDQs, leading to analysis of texts o Engaging in purposeful Student Talk so that students lead the discussion and the teacher acts as a facilitator o Multiple Sources to include graphs, charts, data, etc.

• Utilizing assessment data (e.g., MAP, SSA, Study Island, formative assessments) to drive the whole group instruction, differentiated routines and spiraling tasks (e.g., stations, teacher-led small groups, and cooperative learning opportunities) that place a strong focus on student-to-student interactions

School Focus Targeted School-based Focus: Create and incorporate TDQ’s to increase comprehension and design cooperative activities to increase student engagement. Targeted School-based Professional Development: 1. PLCs will be differentiated by grade level and content area to focus on strategies that support the standards.

2. Use of a variety of assessments and progress monitoring resources, such as Study Island, MAP etc., to create

Cooperative groups/Stations/labs.

3. Teacher will develop purposeful small group activities to drive standards based instructions and increase

Student talk.

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Action Steps for Implementation: Administrative Implementation Action Steps: Administrators will perform walk through and provide feedback to teacher that supports best practices that lead to student engagement. That feedback will include ways to effectively use cooperative learning groups, station work, using everyday instructional reads and elements of everyday instructional reads that will support student engagement and the teaching of the standard. Administrators will attend and participate in district led professional development for all grade levels. Administration will support and participate in school led professional development that is researched based and will lead to student engagement and the teaching of the standards. Administrators will provide and participate in training for the diagnostic test MAP. Administration will provide opportunities for science teachers to look at diagnostic testing so that area of weakness can be spiraled into the planning of lessons and so that individual students can be targeted with learning strategies. Administration will provide science teachers with resources that will lead to student engagement and the teaching of the standards, We purchased “S.C.I.E.N.C.E. station lab bundle”. We divided them up by grade level."S.C.I.E.N.C.E. is used to help teacher develop station activities that are tied to the standards and promote student engagement.

. Classroom Implementation Action Steps (Teachers and Students):

1. Science teachers will create opportunities for cooperative learning to increase student engagement.

2. The students will participate in cooperative learning groups/lab groups and engage in student talk to increase

Proficiency with science standards.

3. Science teachers will model text marking of EIR’s or components of EIR to aid in comprehension and facilitate student response to

Text dependent questions.

4. Student will apply text marking skills in their textbooks and/or interactive notebook/binder as a strategy to

Improve comprehension.

5. The science teacher will incorporate Nature of Science (ex. data sets, graphs, predictions, analysis, trends)

Into lessons/assessments to continue spiraling.

6. Science teachers may utilize bell ringer and/or exit passes, based on data (such as tests, item specs, MAPS,

Study island) to: spiral instruction, reinforce vocabulary, practice higher DOK’s, and assess prior knowledge.

7. Students will use bell ringers and/or exit passes to review standards.

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8. Science teachers will create TDQ’s of varying complexity utilizing the science-based questions flipchart to

Increase student comprehension of standards.

9. Science teachers will utilize MAPS to modify instructional practices.

10. 8th grade science teachers will utilize item specifications in development of lessons and assessments.

11. Science teachers will develop purposeful cooperative group activities and station/lab activities to drive standard

Based instruction and increase student talk, engagement, and comprehension.

12. Science teachers will utilize demonstrations that hook students to the standard that is being taught in order to create an an activity in which students dig deeper to increase their learning and engagement.


Cooperative learning Weekly Walk Through, Lesson Plans, Administration/ Department chairs EIR and Components of EIR Weekly Walk Through, Lesson Plans, Administration/ Department chairs Spiraling Weekly Walk Through, Lesson Plans, Administration/ Department chairs Development of TDQs Weekly Walk Through, Lesson Plans, TeacherAdministration/ Department

chairs Standard based instruction Weekly Walk Through, Lesson Plans, Administration/ Department chairs Utilization of MAP Weekly Walk Through, Lesson Plans, Administration/ Department chairs


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Accreditation Page

Strategic Plan Focus Area: Improving and Advancing Student Achievement • 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

AdvancED Performance Standards related to this Focus Area Leadership Capacity Domain 1.1 The system commits to a purpose statement that defines beliefs about teaching and

learning, including expectations for learners. 1.2 Stakeholders collectively demonstrate actions to ensure the achievement of the system’s

purpose and desired outcomes for learners. 1.3 The system engages in a continuous improvement process that produces evidence,

including measurable results of improving student learning and professional practice. Learning Capacity Domain 2.1 Learners have equitable opportunities to develop skills and achieve the content and learning priorities established by the system. 2.5 Educators implement a curriculum that is based on high expectations and prepares learners for their next levels. Resource Capacity Domain 3.2 The system’s professional learning structure and expectations promote collaboration and collegiality to improve learner performance and organizational effectiveness.

Ruckel Middle School promotes differentiation of instruction for all students. Courses at Ruckel are already separated by Regular and Advanced as well as High School Credit Honors courses in Math, IT and Science. This separation provides some differentiation by grouping students more with students at their same level of academic performance. Unfortunately, this also leads to a further lack of individual differentiation in the classroom. Math teachers all perform concept checks after sections are taught - this is a quick efficient way for the teachers to see how the class and individuals are progressing with the concepts. This also allows the teacher to differentiate his/her instruction based on the data. Ruckel Middle School strives to be a school that fosters the Triple A: Academics, Athletics and the Arts! The staff continues to pursue ways to improve in and out of the classroom. Teachers utilize the Professional Development offered by the County through their lesson plans and their collaboration with their peers in and out of our own school. Teachers from Ruckel MS are frequently pursued by other teachers in our county for help and advice in the classroom. They are always willing to share and have fostered that relationship with others.

Tools that have worked well for this school begin with time to plan as groups during each professional development session. This includes vertical alignment for each course as well as continuous spiraling throughout the year. Teachers at each grade level meet monthly for data chats to help identify students in need as well as to assess for those previously identified. MTSS (Multi-Tiered Systems of Support) is also used to help identify students who need differentiation in the classroom. MAP (Measures of Academic Progress) is a platform purchased by our county and utilized numerous times throughout the year to provide testing data on all students. The data from this test is utilized by all teachers to identify strong and weak areas for classes as well as

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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individual students. In addition, our grade book system allows teachers to mark assignments allowing them to be tracked/graphed for any MTSS student. This information, along with our MAP, provides concrete data to the counselors and the teachers on students' overall progress.

MAP and classroom assessments are utilied to individually look at indivual students who are struggling at least once a month during "Data Tuesday." We also go over results individually with students in class and during Friday "Ram Class." We not only do this with our struggling students, but with all students to point out what they can work on to increase learning gains. The results of all of our data are shared with the entire faculty during faculty meetings and with our School Advisory Council during SAC meetings. The results of our FCAT and FSA assessments are embedded in our School Performance Plan and it can viewed on both the OCSD's and Ruckel's website. One area that we will continue to try and improve is continued planned Professional Development in which highly impact teachers at Ruckel conduct PD and share their highly effective strategies.

In addition to our IR classes, all Science students are provided access to programs like Study Island. Ruckel Middle School has a process by which we involve stakeholders. The process is a continuous process that includes at least one documented meeting a week on Tuesdays and a documented meeting once a month on Wednesday. The Tuesday meetings include "Data Tuesday," which looks at student data and develops practices that will help lead to student achievement. Another meeting on Tuesday is department meetings in which teachers, guidance counselors and administrators look at student data and look at methods to improve professional development, testing and instruction in order to improve student learning. Faculty meetings look at school district initiatives and professional development that will help with student achievement. Our School Advisory Council meets one Wednesday a month in which the various stakeholders that make up the group look at budget, school improvement plan and student data in an effort to improve student achievement. An area in which Ruckel could improve would be the integration of all the stakeholders. Evidence of Ruckel Middle School's commitment to improvement of the process in which students continue to improve with learning, thinking and life skill is embedded in the School Performance Plan and the fact that it is developed with input from entire faculty and staff and approved by the School Advisory Council. A commitment to add and improve curriculum is also evidence of Ruckel's commitment to direction and purpose. The addition of STEM classes to all grade levels, Advanced Spanish, and Critical Thinking to all grade levels indicates that Ruckel continues to look for ways to get students ready for the next level of their education and to also begin the process of having students look toward their careers. One other strength of Ruckel that illustrate purpose and direction is with IT and Web Design classes. Ruckel continues to improve upon the number of students that pass State Industry Certification Tests.

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Accreditation Page

Strategic Plan Focus Area: Learning and Working in a Safe and Productive Environment

• Provide adequate and appropriate facilities • Provide a culture conducive to learning and working • Maintain a safe learning and working environment

AdvancED Performance Standards related to this Focus Area Leadership Capacity Domain 1.4 The governing authority establishes and ensures adherence to policies that are design to support system effectiveness. 1.7 Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning. Learning Capacity Domain 2.2 The learning culture promotes creativity, innovation, and collaborative problem-solving. 2.3 The learning culture develops learners’ attitudes, beliefs, and skills needed for success. 2.9 The system implements processes to identify and address the specialized needs of learners. 2.12 The system implements a process to continuously assess its programs and organizational conditions to improve student learning. Resource Capacity Domain 3.7 The system demonstrates strategic resource management that includes long-range planning and use of resources in support of the system’s purpose and direction. 3.8 The system allocates human, material, and fiscal resources in alignment with the system’s identified needs and priorities to improve student performance and organizational effectiveness.

District staffing patterns would indicate that schools are staffed to provide effective support of the district's and school's purpose and mission. Ruckel's bell schedule would be evidence that Ruckel goes above the required number of minutes for instructional time and that the time is divided equally among all classes. School budgets would show that resources are provided for all students. Maintenance records through the "Wolf" program cite that maintenance and safety of the physical plant is systematically maintained and attended to in a prioritized and timely manner. Media center is staffed with a support person and she upgrades the media resources annually. Students and teachers have daily access to the media and its resources. Portable computer labs and permanent labs are available for students and teachers. Staffing pattern would show that Ruckel is staffed with 2 guidance counselors and has access to both a staffing specialist and psychologist. All students have access to the guidance department and they provide services to many students. Lesson plans from the US History teachers would demonstrate that career planning is a part of Ruckel's curriculum. In the areas of resources and support systems, Ruckel's strength is a large infrastructure of technology. This is because of the various IT courses that Ruckel offers and because of a PTO that financially supports new technology and resources for Ruckel annually. District records will show that Ruckel's IT courses generate funding based on students passing state certification test. Ruckel will continue this trend by continuing to offer and run highly effective IT courses and by fostering the continuation of a great PTO. An area of weakness is Ruckel is a 60 year old facility and maintenance is a constant issue. Limited manpower sometimes delays the repair of damaged equipment or buildings. We will continue try to improve this by prioritizing maintenance problems and looking for community resources to help with our

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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School Advisory Council during SAC meetings. The results of our FCAT and FSA assessments are embedded in our School Performance Plan and it can viewed on both the OCSD's and Ruckel's website. One area that we will continue to try and improve is continued planned Professional Development in which highly impact teachers at Ruckel conduct PD and share their highly effective strategies.

In addition to our IR classes, all Science students are provided access to programs like Study Island. Ruckel Middle School has a process by which we involve stakeholders. The process is a continuous process that includes at least one documented meeting a week on Tuesdays and a documented meeting once a month on Wednesday. The Tuesday meetings include "Data Tuesday," which looks at student data and develops practices that will help lead to student achievement. Another meeting on Tuesday is department meetings in which teachers, guidance counselors and administrators look at student data and look at methods to improve professional development, testing and instruction in order to improve student learning. Faculty meetings look at school district initiatives and professional development that will help with student achievement. Our School Advisory Council meets one Wednesday a month in which the various stakeholders that make up the group look at budget, school improvement plan and student data in an effort to improve student achievement. An area in which Ruckel could improve would be the integration of all the stakeholders. Evidence of Ruckel Middle School's commitment to improvement of the process in which students continue to improve with learning, thinking and life skill is embedded in the School Performance Plan and the fact that it is developed with input from entire faculty and staff and approved by the School Advisory Council. A commitment to add and improve curriculum is also evidence of Ruckel's commitment to direction and purpose. The addition of STEM classes to all grade levels, Advanced Spanish, and Critical Thinking to all grade levels indicates that Ruckel continues to look for ways to get students ready for the next level of their education and to also begin the process of having students look toward their careers. One other strength of Ruckel that illustrate purpose and direction is with IT and Web Design classes. Ruckel continues to improve upon the number of students that pass State Industry Certification Tests. Ruckel Middle School's assessment system is clearly used for teacher development of sound practices and to improve student learning. It is a strength that all departments collaborate during their professional development time and look at and discuss strategies that are and have been successful in increasing student learning. They look at both formative and summative assessments to insure that students are proficient at the standards that are being taught and they look for areas in which they need to spiral back to ensure mastery in those areas. An area in which improvement could be realized is to be more consistent with sound practices up and down the grade levels and across the curriculum. We will continue to coordinate the methods and language in relationship to assessments by integrating vertical alignment during department meetings. We will also continue the effort to have the professional development which we have deemed "Collaboration Nation" in which different departments practice professional development together in attempt to help students across the curriculum. A particular strong effort was a collaborative effort with writing between our Social Studies department and Language Arts department in which they designed a grading rubric for writing together and then created a writing exercise in which all of their students participated. We at Ruckel and the OCSD continue to look for ways to increase the data collection and analysis practices of our teachers. One thing that the district has done was to hire a data analyst to collect, analyze and send out data to all of the schools. We utilize this data in the planning of our practices and lessons. We also look at this data, MAP assessment and classroom assessments to individually look at particular students that are struggling at least once a month during "Data Tuesday." We also go over results individually with students in class and during Friday "Ram Class." We not only do this with our struggling students, but with all students to point out what they can work on to increase learning gains. The results of all of our data are shared with the entire faculty during faculty meetings and with our School Advisory Council during SAC meetings. The results of our FCAT and FSA assessments are embedded in our School Performance Plan and it can viewed on both the OCSD's and Ruckel's website. One area that we will continue to try and improve is continued planned Professional Development in which highly

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impact teachers at Ruckel conduct PD and share their highly effective strategies.

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