2016-2017 School Improvement Plan

Santa Rosa County District Schools

School Improvement Plan

2016-2017

School

PrincipalPrincipal--Signature

School Advisory ChairSchool Advisory Chair—Signature

Date of School Board Approval

Santa Rosa School Improvement Plan- 2016-2017

Part I- Current School Status

Accreditation Standard 1- Purpose and Direction

Accreditation Standard 2- Governance and Leadership

  1. Describe the involvement of the School Advisory Council in the development of this plan.
  1. Describe the activities of the School Advisory Council anticipated for the 2016-2017 school year including the monitoring of this School Improvement Plan.
  1. Multi-Tiered System of Supports (MTSS)

Accreditation Standard 3- Teaching and Assessing for Learning

Accreditation Standard 4- Resources and Support System

School-Based MTSS Team
  1. Identify the school-based MTSS leadership team members.

  1. Describe how the school-based MTSS leadership team functions (e.g., meeting processes and roles/functions).

  1. Describe the role of the school-based MTSS leadership team in the development and implementation of the school improvement plan (SIP). Describe how the problem-solving process was used in developing and implementing the SIP.

MTSS Implementation
  1. Provide the data source(s) used at each tier for ELA, mathematics and behavior.
  • Tier I Academics-
  • Tier I- Behavior-
  • Tier II Academics-
  • Tier II- Behavior-
  • Tier III Academics-
  • Tier III- Behavior-

  1. Describe the plan to train staff on MTSS during the 2016-2017 school year.

  1. Effective and Highly Effective Teachers

Describe the strategies that will be used to recruit and retain high quality, effective teachers to the school.

Description of Strategy / Person Responsible
  1. Non-Highly Effective Instructors

Provide the number of instructional staff teaching out-of-field and received a less thanan effective rating.

Number of instructional staff and paraprofessionals teaching out-of-field and who received less thanan effective rating. / Strategies to support the staff in becoming highly effective
  1. Title I Schools
  1. As applicable, describe how federal, state, and local services and programs will be coordinated and integrated in the school.

Title I, Part A
Title I, Part C- Migrant
Title I, Part D
Title II
Title III
Title X- Homeless
Supplemental Academic Instruction (SAI)
Violence Prevention Programs
Nutrition Programs
Housing Programs
Head Start
Adult Education
Career and Technical Education
Job Training
  1. Pre-School Transition

As applicable, describe plans for assisting preschool children in transition from early childhood programs to local elementary schools.

Part II-Expected Outcomes

Accreditation Standard 4- Resources and Support System

Area 1- Schoolwide Barriers to Proficiency/ Graduation

Required for primary, elementary, middle and high schools.

Data Source for this Schoolwide Goal: ______/ 15-16 Results
(%/#):______/ 16-17 Goal
(%/#):______
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy
Data Source for this Schoolwide Goal: ______/ 15-16 Results
(%/#):______/ 16-17 Goal
(%/#):______
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy
B.
ENGLISH LANGUAGE ARTS

Area 2: English Language Arts

2A-2B-Required for primary, elementary, middle and high schools.

2A.Percentage scoring at or above level 3.
2015-16 DEA Test D Results (%/#):______
For Primary Schools
2015-16 FSA Year-end Results (%/#):______
For Non-Primary Schools / 2016-17DEA Midyear Goal
(%/#):______
2016-17 DEA Test D Goal
(%/#):______
For Primary Schools
2016-17 FSA Year-endGoal
(%/#):______
For Non-Primary Schools / 2B. Percentage scoring at or above level 4.
2015-16 DEA Test D Results
(%/#):______
For Primary Schools
2015-16 FSA Year-end Results
(%/#):______
For Non-Primary Schools / 2016-17 DEA Midyear Goal
(%/#):______
2016-17 DEA Test D Goal
(%/#):______
For Primary Schools
2016-17 FSA Year-end Goal
(%/#):______
For Non-Primary Schools
ELA-Specific Section
Anticipated Barrier(s) to reaching goal. / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

2C-2D -Required for elementary, middle and high schools.

2C.Percentage of students making learning gains in ELA. / 2015-16 FSA Year-end Results
(%/#):______
2016-17 FSA Year-end Goal
(%/#):______
ELA-Specific Section
Anticipated Barrier(s) to reaching goal. / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy
2D.Percentage of students in lowest 25% making learning gains in ELA. / 2015-16 FSA Year-end Results
(%/#):______
2016-17 FSA Year-end Goal
(%/#):______
ELA-Specific Section
Anticipated Barrier(s) to reaching goal. / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

FSAA ELA- Required for schools with students who took the 2015-16 FSAA—The FAA has been replaced with the current FSAA, therefore a comparison for the prior year is unavailable.

2E. Percentage of student accuracy for Task 1 (least complex task). / 2015-2016 Results (%/#):
_____
2F. Percentage of student accuracy for Task 2. / 2015-2016 Results (%/#):
_____
2G. Percentage of student accuracy for Task 3 (most complex task). / 2015-2016 Results (%/#):
_____
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

Proposed English/Language Arts Professional Development for 2016-2017

Topic / Facilitator / Targeted Participants / Proposed Dates / PD Follow-up Strategy / Person Responsible
MATHEMATICS

Area 3: Mathematics

3A-3B.-Required for schools with grades K-8.

3A.Percentage scoring at or above level 3.
2015-16 DEA Test D Results
(%/#):______
For Primary Schools
2015-16 FSA Year-end Results
(%/#):______
For Non-Primary Schools / 2016-17 DEA Midyear Goal
(%/#):______
2016-17 DEA Test D Goal
(%/#):______
For Primary Schools
2016-17 FSA Year-end Goal
(%/#):______
For Non-Primary Schools / 3B. Percentage scoring at or above level 4.
2015-16 DEA Test D Results
(%/#):______
For Primary Schools
2015-16 FSA Year-end Results
(%/#):______
For Non-Primary Schools / 2016-17 DEA Midyear Goal
(%/#):______
2016-17 DEA Test D Goal
(%/#):______
For Primary Schools
2016-17 FSA Year-end Goal
(%/#):______
For Non-Primary Schools
Mathematics-Specific Section
Anticipated Barrier(s) to reaching goal. / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

3C-3D-Required for elementary, middle and high schools.

3C.Percentage of students making learning gains in math. / 2015-16 Math State Assessment(s) Year-end Results
(%/#):______
2016-17 Math State Assessment(s) Year-end Goal
(%/#):______
Mathematics-Specific Section
Anticipated Barrier(s) to reaching goal. / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy
3D.Percentage of students in lowest 25% making learning gains in math. / 2015-16 Math State Assessment(s) Year-end Results
(%/#):______
2016-17 Math State Assessment(s) Year-end Goal
(%/#):______
Mathematics-Specific Section
Anticipated Barrier(s) to reaching goal. / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

FSAA Mathematics- Required for schools with students who took the 2015-16 FSAA—The FAA has been replaced with the current FSAA, therefore a comparison for the prior year is unavailable.

3E. Percentage of student accuracy for Task 1 (least complex task). / 2015-2016 Results
(%/#):_____
3F. Percentage of student accuracy for Task 2. / 2015-2016 Results
(%/#):_____
3G. Percentage of student accuracy for Task 3 (most complex task). / 2015-2016 Results
(%/#):_____
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

Algebra I EOC (3H-3I)-Required for schools who offer the course and administer the Algebra I EOC.

Algebra II EOC (3J-3K)-Required for schools who offer the course and administer the Algebra II EOC.

Geometry EOC (3L-3M)-Required for schools who offer the course and administer the Geometry EOC.

Proposed Mathematics Professional Development for 2016-2017

Topic / Facilitator / Targeted Participants / Proposed Dates / PD Follow-up Strategy / Person Responsible
Science

Area 4: Science- Grades 5 and 8

4A-4B-Required for grades 5 and 8.

4A. Percentage scoring at or above level 3.
2015-16 FCAT Year-end Results
(%/#):______ / 2016-17 DEA Midyear Goal
(%/#):______
2016-17 FCAT Year-end Goal
(%/#):______ / 4B. Percentage scoring at or above level 4.
2015-16 FCAT Year-end Results
(%/#):______ / 2016-17 DEA Midyear Goal
(%/#):______
2016-17 FCAT Year-end Goal
(%/#):______
Science-Specific Section
Anticipated Barrier(s) to reaching goal. / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

FSAA Science- Required for schools with students who took the 2015-16 FSAA—The FAA has been replaced with the current FSAA, therefore a comparison for the prior year is unavailable.

4C. Percentage of student accuracy for Task 1 (least complex task). / 2015-2016 Results
(%/#):_____
4D. Percentage of student accuracy for Task 2. / 2015-2016 Results
(%/#):_____
4E. Percentage of student accuracy for Task 3 (most complex task). / 2015-2016 Results
(%/#):_____
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

Biology I EOC (4F-4G) -Required for schools who offer the course and administer the Biology EOC.

Proposed Science Professional Development for 2016-2017

Topic / Facilitator / Targeted Participants / Proposed Dates / PD Follow-up Strategy / Person Responsible
Social Studies

Area 5: Social Studies

Florida Civics EOC (5A-5B)-Required for schools with grade 7.

Florida US History EOC (5C-5D)-Required for schools who offer the course and administer the Florida US History EOC.

Proposed Social Studies Professional Development for 2016-2017

Topic / Facilitator / Targeted Participants / Proposed Dates / PD Follow-up Strategy / Person Responsible
At-Risk

Area 6: At-Risk Section

6A. Students at Risk-Required for primary, elementary and middle schools.

Number of students with 3 or more At-Risk Indicators as of August 15, 2016
(%/#):______
Maintain list of these names. / % of students identified on 8/15/16 promoted to next grade
(%/#):______
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

6B. At-Risk Graduates-Required for schools with grades 9-12.

6C- Dropout Prevention-Required for schools with grades 9-12.

6D- Attendance -Required for all schools.

2015-16 Attendance Rate
(%/#):_____ / 2016-17 Attendance Rate Goal
(%/#):_____
2015-16 Number of Students with Excessive Absences (10 or more)
(%/#):_____ / 2016-17Number of Students with Excessive Absences (10 or more) Goal
(%/#):_____
2015-16 Number of Students with Excessive Tardies (10 or more)
(%/#):_____ / 2016-17 Number of Students with Excessive Tardies (10 or more) Goal
(%/#):_____
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

6E- Suspension-Required for all schools.

2015-16 Total Number of In –School Suspensions
(%/#):____ / 2016-17 Total Number of In-School Suspensions Goal
(%/#):____
2015-16 Total Number of Students Suspended In-School
(%/#):____ / 2016-17 Total Number of Students Suspended In –School Goal
(%/#):____
2015-16 Total Number of Out-of-School Suspensions
(%/#):____ / 2016-17 Total Number of Out-of-School Suspensions Goal
(%/#):____
2015-16 Total Number of Students Suspended Out- of- School
(%/#):____ / 2016-17 Total Number of Students Suspended Out- of-School Goal
(%/#):____
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

6F- Parent Involvement -Required for all schools.

2015-2016 Performance
(%/#):_____
2016-2017 Goal
(%/#):_____
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

Proposed At-Risk Professional Development for 2016-2017

Topic / Facilitator / Targeted Participants / Proposed Dates / PD Follow-up Strategy / Person Responsible
Science, Technology, Engineering, Arts, and Mathematics

Area 7: Science, Technology, Engineering, and Mathematics (STEAM) -Required for high schools and STEAM schools

7A.Goal Area:STEAM
Goal narrative
Anticipated Barrier(s) / Strategies to Overcome Barrier / Person Monitoring Strategy / Method of Monitoring Strategy

Proposed STEAM Professional Development for 2016-2017

Topic / Facilitator / Targeted Participants / Proposed Dates / PD Follow-up Strategy / Person Responsible
Acceleration Success

Area 8: Career and Technical Education (CTE) -THIS COMPONENT IS COVERED IN AREA 9, THEREFORE THIS SECTION IS NO LONGER APPLICABLE.

Area 9A-9B: Advanced Coursework and/or Industry Certification -Required for middle and high schools.

Florida Senate Bill 850

Area 10A: SB 850Section-Required for schools with grades 6, 7 and/or 8.

Required Items / Strategy to Implement Item / Person Monitoring Strategy / Method of Monitoring Strategy
  1. Provide interdisciplinary planning, collaboration, and instruction

  1. Insure the alignment of curriculum and instructional materials to the state academic standards

  1. Use of learning communities

  1. Use of problem-solving, inquiry-driven research and analytical approaches for students.

  1. Use of strategies and tools based on student needs

  1. Use of competency-based instruction; integrated digital instruction; and project-based instruction

  1. Use of integrated digital instruction; and project-based instruction.

  1. Use of project-based instruction.

  1. Insure availability of CAPE Digital Tool certificates and CAPE industry certifications.

10B. Early Warning Systems--The school's response to this section is to be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III),

(b)(1)(B)(iii)(I), and (b) (1)(I)

Required for schools with grades 6.7, and/or 8.

Describe the school's early warning system by providing information about the system:
Examples: (to be completed individually by the school:
  • At Risk reports from SMART are reviewed each ___ weeks by the leadership team.
  • _____ monitors attendance for all classes on a consistent basis.
  • Students scoring level 1 or 2 on the previous end of the year assessments in reading receive additional interventions provided by a classroom teacher or trained paraprofessional.
  • Students who scored level 1 or 2 in math receive the following remediation: ______

The number of students by grade level who exhibit early warning indicator as of June (A list of these students is to be maintained.)
Early Warning Indicators / Grade 6
Students Off-track / Grade 7
Students Off-track / Grade 8
Students Off-track / Totals for
Students Off-track
  • Attendance below 90 percent

  • One or more suspensions

  • Course failure in English language artsor mathematics

  • Level 1 on statewide assessment in English language arts or mathematics

The number of students identified by the system as exhibiting two or more early warningindicators:
Percent of students with one or more early warning indicators: / ____%
Percent of students with two or more early warning indicators: / ____%
Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system:
Examples (to be completed individually by the school:
  • After school tutoring
  • Intensive classes
  • referral to MTSS team
  • Remediation
  • Individualized schedule based on the student's needs
  • Consistent parent conferences on a regular basis
  • Provide students’ parents a minimum of 10 days’ written notice of such meeting, indicating the meeting’s purpose, time, location, and provide parents the opportunity to participate(This is required by the state.)
  • Initiate a data-based problem-solving process with various teams, such as the school-based leadership team, teacher teams or professional learning communities, and child study team within the school, to modify instruction and intervention within a system of multi-tiered supports to increase the probability that students will regain on-track status or reduce the severity of off-track status.
  • Regularly monitor the effectiveness of supports for off-track students and determine those that may require more intensive, individualized problem solving and supports at the Tier 3 (intensive individualized interventions and supports) level via the child study team. Teams may also identify students who have not been previously identified as needing supports, but begin to demonstrate intense needs and engage in individualize problem solving to determine appropriate supports.

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