Duval– Englewood High School #90– 2017-18 SIP

Problem Solving Quick Report

Action Plan for Improvement
Problem Solving Key
G = Goal B = Barrier S = Strategy AS = Action Step
STRATEGIC PLAN / PERFORMANCE MANAGEMENT
Step (1-5) / Description / Measurable / Step (1.b, 6-8)
G1. / If Englewood High School teachers participate in common planning and ongoing professional development to effectively craft and implement lessons which utilize the content-specific instructional frameworks, provide evidence of data-driven differentiation, integrate rigor and encourage engagement and ownership, then student achievement and teacher retention will increase in the following targets: / Summative Results
2016-2017
Content Area / Proficiency / Gains / BQ Gains
Reading / 30 / 36 / 28
Math / 60 / 65 / 55
U.S. History / 56
Biology / 51
2017-2018
Content Area / Proficiency / Gains / BQ Gains
Reading / 35 / 38 / 38
Math / 45 / 40 / 40
U.S. History / 60
Biology / 60
Englewood Teacher Retention 2016-2017: 89%
Englewood Teacher Retention 2017-2018: Overall 92%
With 100% retention of first year teachers. / 1.b
Progress Monitoring
  • -Year-Long Professional Development and Culture Calendar
  • -Peer Visitations
  • -Daily and weekly classroom walk-throughs with ongoing follow up and next steps provided
  • -Weekly Instructional Charge Meetings with Admin and Coaches to track observational data and plan next steps for modeling, coaching, peer visits, PLC meetings and data analysis
  • -Review of Performance Matters and FOCUS to track student data and movement
  • -Data chats between teachers, coaches, and administrators
  • -Review of curriculum guides and lesson plans
/ 8
G1.B1 / Teachers actively assessing student data in order to differentiate instruction with fidelity.
G1.B1.S1 / Administrators and coaches will complete instructional walk-throughs with a focus on data-driven instruction and differentiated rotations. / Effectiveness:
  • -Use of classroom observation tool and CAST (for administrators)
  • -Use of Performance Matters to track student data
  • -Classroom exit slips and feedback
  • -Monitoring from Administration and Coaches
/ 7
G1.B1.S1.AS1 / Administrators and coaches will desegregate and review data with teachers during PLC, as well as create differentiated lessons to target deficient standards with students. / Fidelity:
  • -Content area PLC Sign-in sheets and presentations
  • -Student work with rubrics
  • -Performance Matters data
  • -Classroom exit slips and mini assessments
  • -Data Chats with administrators, coaches, and teachers
/ 6
G1.B1.S1.AS2 / Each week, during PLC, teachers will review graded student assessments and re-group students accordingly, as well as determine where any deficiencies lie within teaching the standard and meeting the item specifications of the standard.
G1.B1.S1.AS3 / Administrators and coaches will continue monitoring the grouping and implementation of mini-assessments through December when mid-year scrimmages are administered.
G1.B1.S1.AS4 / Administrators and coaches will desegregate mid-year scrimmage and begin pull-out/pull-in intervention, as well as planning period buy-outs for all state-assessed content areas to further support students in reaching proficiency and/or learning gains.
G1. B2 / 70% of Englewood students are reading below grade level, thus affecting their performance in high accountability content areas. / 7
G1.B2.S1 / The Leadership Team will promote Reading Strategies that will be applied in all content areas, including but not limited to Social Studies, Science, and Electives as well as monitor the use of Achieve3000 and differentiation with fidelity. / Effectiveness:
  • -Constant monitoring of student performance using Performance Matters, Achieve3000, and teacher data.
  • -Weekly visits from Administrators and Deans using a classroom observation tool
/ 7
G1.B2.S1.AS1 / The Leadership and Literacy Team will meet monthly to discuss new Reading strategies that can actively be used in most content areas and help struggling readers familiarize and actively apply a method for deciphering grade level text. / Fidelity:
  • -Content area PLC Sign-in sheets and presentations
  • -Instructional Meetings sign-in sheets and agenda
  • -Achieve3000 Reports
  • -Student work with rubrics and proof of strategy usage
  • -Performance Matters data
  • -Classroom exit slips and mini assessments
  • -Data Chats with administrators, coaches, and teachers
/ 6
G1.B2.S1.AS2 / During the weekly PLC’s, the Reading Strategies will be modeled and reviewed. Teachers will begin using them in the classrooms and administrators will monitor the effective use of these strategies.
G1.B2.S1.AS3 / Monitor Achieve3000 in various content areas, with a focus on Student Usage Reports. Reports will be discussed during weekly Instructional Meetings.
*Use of program in content areas outside of ELA will depend on accessibility to laptop carts.
G1.B2.S1.AS4 / Review standards taught at each content area during weekly Instructional Meetings and how the strategy, Achieve3000, and/or teacher differentiation is helping students reach mastery.
G1.B3 / High accountability math denominators will be greater and will vary depending on prior state assessments taken in addition to housing a larger number of level one and two learners. / 7
G1.B3.S1 / The Administration and Math Coach will meet weekly during Instructional Meetings to discuss, implement, and progress monitor student performance in classes and establish interventions needed via pull-ins and pull-outs. / Effectiveness:
  • -Constant monitoring of student placement and performance against Master Schedule Guidelines
  • -Weekly visits from Administrators and Coaches using a classroom observation tool

G1.B3.AS1 / Use the master scheduling guidelines to appropriately schedule students into classes using double-block opportunities to leverage the most support possible from both a scheduling and teacher capacity perspective. / Fidelity:
  • -Master Schedule Guidelines
  • -Content area PLC Sign-in sheets and presentations
  • -Student work with rubrics
  • -Performance Matters data
  • -Classroom exit slips and mini assessments
  • -Data Chats with administrators, coaches, and teachers

G1.B3.AS2 / Review and monitor students that:
1)Have not taken a state assessment in the last one to two years. Track their mastery of standards in order to achieve Proficiency on state test.
2)Are double-blocked to ensure they meet mastery of standards, as well as improve in learning gains.
G1.B3.AS3 / Discuss teacher and student data in relation to FTE denominators during weekly Instructional Meetings, begin pull-out and push-in intervention in January after carefully discussing student attendance, growth progress, and needs.
G2. / If Englewood High School promotes a school and classroom culture prioritizing student attendance and engagement, state assessment completion percentages will increase in the following areas: / Summative Results:
9th Grade ELA FSA: 97%
10th Grade ELA FSA: 97%
Algebra EOC: 96%
Geometry EOC: 96%
Biology EOC: 96%
US History EOC: 96% / 1.b
Progress Monitoring:
  • Weekly Attendance Tracking
  • Ongoing system of monitoring district and state assessment denominators and completion percentages
  • Creation of Operation Attendance Team comprised of administrative team, counselor, test chair, dean and select teachers
  • Early Release Grade Level and Senior Cohort Meetings that emphasize attendance intervention support and encourage ongoing parent contact efforts on the part of teachers
  • Quarterly Attendance intervention Team Meetings
  • Semester Break Accountability Area Review
/ 8
G2.B1 / High number of ESOL students who frequently migrate to and from their home country.
G2.B1.S1 / Provide ongoing information to ESOL families about the importance of attendance and attention to state assessments. / Effectiveness:
  • Quarterly Events planned and communicated at least 3 weeks in advance.
  • ESOL Home Visit Team comprised of admin, ESOL specialist, teacher and paraprofessional.
  • Sunday evening autocalls in Spanish as well as English; adding Burmese and Arabic messaging prior to state assessment window.
/ 7
G2.B1.S1.AS1 / ESOL Parent Information Meetings / Fidelity:
  • Sign-In Sheets at ESOL Parent Meetings
  • Documentation of ESOL home visits
  • Documentation of ESOL autocalls
/ 6
G2.B1.S1.AS2 / Quarterly ESOL Home Visits
G2.B1.S1.AS3 / Ongoing Autocalls in Native Languages
G2.B1.S2 / Quarterly withdrawal process for 9th, 10th and 11th grade ESOL students with proven evidence of movement from the country. / Effectiveness:
Consistency of Early Release Grade Level Meetings / 7
G2.B1.S2.A1 / Compilation of information from Grade Level Meetings by grade level assigned administrator. / Fidelity:
Documentation of minutes from Early Release Grade Level Meetings by assigned administrator. / 6
G2.B1.S2.A2 / Provide CRT with information to withdrawal students on a monthly basis.
G2.B2 / Inconsistent attendance tracking by teachers within classroom setting
G2.B2.S1 / Weekly Review of Attendance Tracking by Principal / Effectiveness:
Weekly Monitoring by Principal
Necessary communication through email and face-to-face meetings with teachers
G2.B2.S1.AS1 / Attendance Clerk provides Principal with teacher attendance report each Thursday afternoon. Principal emails select teachers on Friday with an attendance reminder. / Fidelity:
  • Weekly Attendance Tracking Reports
  • School-Wide Testing Monitoring Plan
  • Documentation of all principal/teacher communication
  • Documentation of any progressive discipline that occurs

G2.B2.S1.AS2 / Principal meets with teachers each Monday who are not taking consistent and accurate attendance.
G2.B2.S1.AS3 / Principal moves to progressive discipline action with teachers who require more than two meetings.
G2.B3 / Ineffective system of communication and monitoring between test chair and administration.
G2.B3.S1 / Active and ongoing compliance with School-Based Testing Monitoring Plan / Effectiveness:
Daily review and use of the School-Wide Testing Monitoring Plan
G2.B3.S1.AS1 / Weekly meeting with test chair and admin team to review ongoing assessment denominators alongside attendance and completion percentages. / Fidelity:
  • FOCUS class lists
  • Performance matters course lists
  • TIDES Testing Platform
  • District Test Completion Reports
  • FOCUS Attendance Reports

G2.B3.S1.AS2 / Use of Achieve Level Set, Baselines, Mid-Year Scrimmages and State Assessment Retakes to track test completion percentages throughout school year leading up to State Assessment Windows.
G2.B3.S1.AS3 / Increase in test chair/admin team review meetings surrounding state assessment windows.
G2.B3.S1.AS4 / Semester-break pull of accountability area 9th, 10th and 11th grade students who have missed more than 20 school days.