School Improvement Plan - Berryhill Elementary

Santa Rosa County District Schools

School Improvement Plan 2016-2017

Berryhill Elementary School

Roger Golden

Principal Principal--Signature

Marcia Harnage

School Advisory Chair School Advisory Chair—Signature

Date of School Board Approval

2016-2017 School Improvement Plan

2

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.

The school Advisory Council will provide input and feedback on the development of the School Improvement Plan. Ultimately, the School Advisory Council

will be an integral part of creating the plan and approving the final copy.

2. Describe the activities of the School Advisory Council anticipated for the 2016-2017 school year including the monitoring of this

School Improvement Plan.

The School Advisory Council shall meet four times (once each quarter) and work cooperatively with the administration,

faculty, and staff of the school for the "improvement of student performance. The council will advise and assist in

preparing and evaluating the School Improvement Plan, the Parent Involvement Plan, and the School Compact. It will

also provide assistance in the preparation of the school's annual budget, and assist in determining programs and/or

projects to be funded by School Improvement and Title One funds.

The council will be informed of the progress for each school goal, make recommendations on the accumulation and

reporting of data that are beneficial to parents, assist in analyzing the annual Climate Survey, and act as a positive

liaison between the school and the community by facilitating communication between the school and community.

3. Multi-Tiered System of Supports (MTSS)

Accreditation Standard 3- Teaching and Assessing for Learning

Accreditation Standard 4- Resources and Support System


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School-Based MTSS Team

A. Identify the school-based MTSS leadership team members.

•Roger Golden (Principal) and Dawn Chapman (Assistant Principal) – provide a common vision for the use of data-based

decision-making, ensure that the school-based team is implementing MTSS and ensure implementation of intervention support

and documentation.

•Darla Dunn (Certified School Counselor) – Conducts assessment of MTSS skills of school staff, ensures implementation of

intervention support and documentation, and communicates with teachers and parents regarding school-based MTSS plans and

activities.

•Kaitlyn Carrington (School Psychologist) – Participates in collection, interpretation, and analysis of data; facilitates

development of intervention plans; provides support for intervention fidelity and documentation; provides professional

development and technical assistance for problem-solving activities including data collection, data analysis, intervention

planning, and program evaluation; facilitates data-based decision making activities.

•Julie Hester (Intervention Teacher) - Conducts assessment of MTSS skills of school staff, ensures implementation of

intervention support and documentation, and communicates with teachers and parents regarding school-based MTSS plans and

activities.

•Sarah Rhoades (AIS) - implements the Santa Rosa County School District Early Intervention Program (Grades K-3) by

emphasizing early literacy as a critical component to academic success for every child. She uses Beverly Tyner's model of

small group reading instruction by using differentiated instruction and developmental grouping to support the most at-risk

students. She is active on our MTSS team, ensuring students receive necessary interventions to achieve grade level success.

She attends MTSS meetings and provides any necessary support and documentation.

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

The school-based RtI/MTSS Leadership Team coordinates the implementation of RtI/MTSS at Berryhill Elementary School. The

leadership team schedules RtI/MTSS team meetings and establishes the agenda for each meeting. The leadership team works

with staff in overseeing compliance with the district’s Response RtI/MTSS plan, which includes using appropriate interventions

and tracking those interventions with approved data tools. The RtI/MTSS Leadership Team also coordinates data meetings

among grade or subject areas and advises staff on appropriate interventions for core programs.

C. 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.

The school-based RtI/MTSS Leadership Team assisted the school staff in gathering and analyzing data to use in

developing the School Improvement Plan. The team also provided recommendations for activities in each core academic

area referenced on the School Improvement Plan. For each recommendation, the RtI/MTSS Leadership Team reviewed

student data, developed hypotheses relative to weak areas revealed in the data, considered a variety of options to

address apparent weaknesses, and chose a course of action to address that weakness. The team also recommended to

the SIP writing team a data tool to track the implementation of the activity.


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MTSS Implementation

D. Provide the data source(s) used at each tier for ELA, mathematics and behavior.

Tier I Academics-

Reading- IXL, MobyMax, Discovery Education Reading, STAR Reading, STAR Early Literacy, Rigby Benchmark Assessments,

Journeys Assessments

Mathematics- IXL, MobyMax, Discovery Education Mathematics, Go Math! Assessments

Science- IXL, MobyMax Discovery Education Science

Writing- MobyMax, Teacher Created Resources

Attendance- SMART-Student At-Risk Report

Tier I- Behavior-

Behavior- Discipline referrals and attendance records

Tier II Academics-

Reading- IXL, MobyMax, Discovery Education Reading, Small Group using Beverly Tyner Method, STAR Reading, READ 180,

Rigby Benchmark Assessments, Journeys Assessments

Mathematics- IXL, MobyMax, Discovery Education Mathematics, Go Math Assessments

Science- IXL, MobyMax, Discovery Education Science

Writing- Teacher Created Resources

Attendance - SMART-Student At-Risk Report

Tier II- Behavior-

Behavior - Discipline referrals and attendance records

Tier III Academics-

Reading- IXL, MobyMax, Small Group using Beverly Tyner Method, STAR Reading, READ 180, Rigby Benchmark Assessments,

Journeys Assessments

Mathematics- IXL, MobyMax, Discovery Education Mathematics, Go Math! Assessments

Science- IXL, MobyMax, Discovery Education Science

Writing- Teacher Created Resources

Attendance - SMART-Student At-Risk Report

Tier III- Behavior-

Behavior- Discipline referrals and attendance records


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

The school’s RtI/MTSS leadership team will attend district–provided training sessions during the 16-17 school year. As funding

allows, other members of the school staff will also attend such trainings. Those trained will return to the school and deliver on-

site RtI/MTSS trainings to staff either in large-group faculty meetings or in grade-level sessions. In addition to information

disseminated from the district, the school’s RtI/MTSS leadership team will coordinate on-site trainings developed to train our

staff on procedures, interventions, and documentation specific to our own school. The district will also provide RtI/MTSS staff

development.

4. 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

Provide relevant in-service opportunities Principal

Provide mentors for teachers in the Professional Orientation Program (POP) Assistant Principal

We will work with the district’s recruitment/retention specialist to ensure highly qualified

candidates are interviewed and hired. This includes highly qualified minority applicants and

those in critical shortage areas.

Principal/Assistant Principal

5. Non-Highly Effective Instructors

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

Number of instructional staff and paraprofessionals teaching out-of-field and who

received less than an effective rating.

Strategies to support the staff in becoming highly effective

N/A


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6. Title I Schools A. 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 A funds support supplemental activities to improve the academic achievement of the disadvantaged. Activities include the

following primary activities: 1) The Early Intervention Program: a district initiative to support intervention (Grades K-3) in reading, 2)

provision of extended learning time, 3) a math and science initiative on Next Generation Sunshine State Standards, 4) Parent

Involvement, 5) Professional Development, and 6) school-based initiatives based on student needs. Our school-based Title I Program

works to provide additional programs, curriculum, parent training, personnel, parent involvement, and professional development to staff

so that we may better serve the needs of all students at our school. Our Title I program includes a detailed Parent Involvement Plan as

well as Parent Involvement Activities scheduled throughout the school year. We will utilize funds for two after-school tutoring sessions in

the fall and winter. We'll also utilize funds for professional development activities such as training teachers to administer State mandated

FAIR assessments throughout the year, Learning Communities, and other trainings the district deems appropriate for our staff. We will

utilize funds to upgrade computers, hardware/software, and other technology equipment as needed, and we will utilize funds to pay

teachers stipends for extra time spent writing the School Improvement Plan.

Title I, Part C- Migrant

Santa Rosa County School District collaborates with the Panhandle Area Education Consortium (PAEC) to provide support services for

students eligible for migrant services. The Migrant Liaison, stationed in Escambia County, provides services and support to students and

parents. The Liaison coordinates with Title I and other programs to ensure students’ needs are met.

Title I, Part D

The District receives funds to support the Santa Rosa Youth Academy. Services are coordinated with District Drop-out Prevention

Programs. Services focus on core academic skills, transition, technology support, and careers.

Title II

Teacher and Principal Training and Recruiting Funds ensure activities aligned with state academic content standards, student academic

achievement standards, and state assessments. The District receives funding to support the following activities: 1) provide staff

development sessions in math, reading, writing, and science, 2) participate in state and national conferences, 3) support two curriculum

coordinators in reading/writing and math/science, 4) provide reading coaches at high needs schools, 5) train coaches, 6) training district

data coaches and administrators, 7) conduct new teacher orientation activities, 8) support mentor teachers, 9) improve minority

recruitment, and 10) support professional development for school-based administrators in the area of the Florida Principal Leadership

Standards.

Title III

Services are provided through the District for education materials and ESOL itinerant teachers to improve the education of immigrant and

English Language Learners.


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Title X- Homeless

The District receives McKinney-Vento funds to immediately enroll, maintain enrollment, and promote academic achievement of children

and youth identified as eligible for homeless education. The Communities of Learning/Homeless Education Program collaborates with

approximately 75 local agencies and services to eliminate barriers to a free and appropriate education for homeless students.

Supplemental Academic Instruction (SAI)

Schools are given SAI funds based on student population to conduct before and after school tutoring programs and computer lab

tutoring during the school year.

The K-12 Comprehensive Research-based Reading Plan funds our Summer Reading Camp for Level 1 and 2 third grade

students. Intensive remedial reading instruction is provided along with another opportunity to take the alternate Stanford 10 for Level 1

students as an opportunity for an exemption from mandatory retention.

Violence Prevention Programs

The Project Wisdom Program is provided by for all elementary classes.

The district provides designated grade level presentations for abuse recognition and prevention. All teachers have yearly updated

training on recognizing and reporting of abuse.

The district provides training and support for schools on the topic of Bullying for both victims and perpetrators.

Nutrition Programs

The school works collaboratively with Sodexho Marriott to provide balanced, nutritional meals each day. We also make available to all

parents free/reduced meal applications to ensure that students of families who qualify financially receive meals free or at a reduced rate.

We also provide information to parents that enable them to manage their child's meal account online.

Housing Programs

The District provides housing referral services through the Communities of Learning/Homeless Education Program.

Head Start

Santa Rosa County's Head Start Program provides children with developmentally appropriate activities that enhance the child, emotionally,

socially, physically, and intellectually. Children develop concepts about themselves, others and the world around them by observing and

interacting with other people and objects. Santa Rosa County Pre-kindergarten children seek solutions to concrete problems. Language

arts, math, science, social studies, health and other curriculum are integrated through specials units. Daily activities in these areas are

planned to provide teacher-directed and child initiated experiences in small and large group instruction. Teachers, assistants, and

volunteers receive models, including Creative Curriculum and Scholastic Early Childhood Program.

Learning Concepts and Outcome Goals:

Language Skills : To teach and nurture child to achieve age-appropriate language skills:

naming object/people

appropriate word usage

ask questions

following directions Cognitive Skills: To teach and nurture child to achieve age-appropriate cognitive skills:

matching objects with pictures


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drawing

use of numbers/letters Motor Skills: To teach and nurture child to achieve age-appropriate motor skills:

body movement

manipulation of objects Literacy: To understand:

conversation

stories/songs/poems

to discriminate and identify sounds in spoken language and

show awareness of beginning and ending sounds

to hear and discriminate separate syllables in words

to listen and discuss a variety of fiction and non-fiction books and poetry

to retell and dictate stories from books and experiences

to learn how to handle and care for books

awareness that letters are grouped to form words, and are separated by spaces Socialization Skills: To teach and nurture child to achieve age-appropriate self-help skills:

eating

drinking

dressing

hygiene

use of bathroom facilities Positive Attitude for learning (children): To demonstrate a positive attitude and enthusiasm for learning

Transitional activities are implemented near the end of the school year for both students and parents to visit Kindergarten classrooms and

receive information from K teachers in regards to expectations for incoming Kindergarten students the following year. Berryhill

Elementary is host to one Head Start Program for ages 3 & 4.

Adult Education

Presently there are no programs in the Title 1 Elementary Schools for adult education, career and technical education or job training.

However, career education is taught in all elementary classes and through the career fairs held at the schools. The District provides Adult

Education services through the Adult School. The Adult School is designed to meet the educational goals of adults and youth who have

exited the formal school setting. It is the responsibility of the Adult School to provide an educational atmosphere designed to encourage

personal and intellectual growth towards post-secondary education and/or employment.

Career and Technical Education

Workforce Education programs in Santa Rosa County School District are provided in secondary and postsecondary schools. These

programs are career-oriented with rigorous academic coursework utilizing industry standards. The school provides special guest speakers

throughout the school year.

Job Training


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Job training in Santa Rosa County School District is designed to meet the needs of students, business and industry. Through numerous

secondary and postsecondary training programs, instruction is provided which leads to a highly skilled labor force. Title I schools

frequently refer parents and guardians to services at Locklin Technical Center.

B. Pre-School Transition

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

For many children going to “Big School,” can be very intimidating. For many parents, leaving their young, impressionable child in the

hands of an unknown adult can be a difficult transition. Opportunities are offered for both parents and children to prepare for the

transition from Pre-Kindergarten programs, day cares, and home care to the Elementary School environment. These opportunities are

designed to answer the questions and ease the anxiety of parents, and to introduce children to the nurturing elementary school

environment. Orientation activities for families may include, but are not limited to:

Kindergarten Transition Workshop

Classroom activities including: books, videos and art projects about going to kindergarten

Classroom visits from kindergarten teachers (to read a book about going to kindergarten)

Pre-Kindergarten class visits to a kindergarten classroom

School Orientation Day for parents and children to visit the school and become familiar with drop off/pick up areas, classroom

locations, media center, cafeteria, sign in and safety procedures and a chance to meet teachers and staff, etc.

Pre-Kindergarten Graduation goes beyond recognizing the accomplishments of students and allows one more opportunity for the pre-

kindergarten program to instill the importance of parent involvement throughout their child’s academic career.


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Part II-Expected Outcomes Accreditation Standard 4- Resources and Support System

Area 1- Schoolwide Barriers to Proficiency/ Graduation –

No Schoolwide Barriers

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

(%/#):n/a

For Primary Schools

2015-16 FSA Year-end Results (%/#):59% (218)

For Non-Primary Schools

2016-17 DEA Midyear Goal (%/#): 55% (219)

2016-17 DEA Test D Goal

(%/#):n/a

For Primary Schools

2016-17 FSA Year-end Goal

(%/#): 69% (274)


2B. Percentage scoring at or

above level 4.


(%/#):n/a

For Primary Schools

2015-16 FSA Year-end Results

(%/#):25% (92)


2016-17 DEA Midyear Goal

(%/#): 13% (52)


(%/#):n/a

For Primary Schools


(%/#):26% (103)


ELA-Specific Section

Anticipated Barrier(s) to

reaching goal.

Strategies to Overcome Barrier Person Monitoring

Strategy

Method of Monitoring

Strategy Student Oral Language and

Vocabulary Deficits

Implement read alouds and

integrate new vocabulary across

the curriculum.

Use the Accelerated Reader

Program to increase

comprehension and encourage

independent reading.

Principal

Assistant Principal

Classroom Teachers

Daily reading instruction

by the primary reading

teacher

STAR reports

DEA reports

IXL reports

Moby Max reports

Harcourt Assessments

ENGLISH LANGUAGE ARTS


11

Use STAR, DEA, IXL, and

MobyMax to determine student

progress throughout the year.

Rigby assessments

FSA data

Classroom walk-throughs

Transitioning from paper to

computer-based testing

Utilize the computer lab and COW

for assessments and classroom

activities across the curriculum.

Principal

Assistant Principal

Classroom Teachers

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Transitioning from traditional

assessments of multiple

choice format to “multi-

select” and short response

Utilize Think Central (Harcourt)

for both reading and math which

provides practice for these types

of assessments.

Use computer labs and COW for

classwork and assessments.

Principal

Assistant Principal

Classroom Teachers



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Providing small group and

challenging instruction for the

higher students

Use STAR, DEA, IXL, and

MobyMax reports to determine

student progress throughout the

year.

Implement Teacher/Student data

chats for the purpose of students

knowing how to track their

progress.

Principal

Assistant Principal

Classroom Teachers



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Teachers’ lack of exposure as

it pertains to the new Florida

Standards and FSA

Provide in-service opportunities

as they become available to staff

that pertain to the Florida

Standards.

Teachers will participate in PLC’s

(Professional Learning

Principal

Assistant Principal

Sign-in sheets



12

Communities) that focus on ELA

Florida Standards.

Students’ lack of motivation

to read outside of school

Use Accelerated Reader program

to encourage independent reading

and increase comprehension.

Celebrate AR goal incentives for

students (celebrations/rewards).

Provide parents with resources to

use at home which would include

text-based questioning and

games for comprehension.

Implement two literacy promotion

events, Grandparents Tea, and

Parent Night during fall and spring

Book Fair to encourage/promote

reading at home.

Principal

Assistant Principal

Classroom Teachers

Media Specialist



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Sign-in Sheets

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

2C. Percentage of students

making learning gains in ELA.


(%/#):42% (105)


(%/#):58% (150)


Anticipated Barrier(s) to reaching

goal.

Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy

Student Oral Language

Vocabulary Deficits.

Implement read alouds and

integrate new vocabulary across

the curriculum. Utilizing

intervention teacher and AIS.

Utilize the intervention teacher,

AIS, and paraprofessionals for

additional instruction outside the

90 minute block.


Program to increase

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


13



Use STAR, DEA, IXL, MobyMax

and Read 180 assessments to

determine student progress

throughout the year.



computer-based testing.



activities across the curriculum.

Utilize our intervention teacher

and technology assistant for

before-school tutoring every day

in both computer labs.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Scheduling of small group

instruction for the purpose of

differentiation and the time

to do it with fidelity.

Supplement those individual

student needs with IXL, Read

180, and Moby Max to target

individual skill deficits.

Utilize intervention teacher, AIS,

and paraprofessionals for


90 minute block.

Use Tyner small-group

differentiated strategies will be by

all instructors.

Implement Teacher/student data



progress.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data



multiple choice format to

“multi-select” and short

response.

Utilize Think Central (Harcourt) to

provide practice with these types

of assessments.



Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data



14

Students’ lack of motivation

to read outside of school

Use Accelerated Reader program



Celebrate AR goal incentives for

students (celebrations/rewards).









reading at home.

Principal

Assistant Principal

Classroom Teachers

Media Specialist



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Sign-in Sheets

2D. Percentage of students in

lowest 25% making learning

gains in ELA.


(%/#):42% (28)


(%/#):52% (34)



goal.


Lack of language-rich

environment at home and

motivation to read at home

Use Accelerated Reader Program





learning to track their progress.

Goal incentives (celebrations) for

AR.

Use Book it! (reading rewards).








Principal

Assistant Principal

Classroom Teachers

Media Specialist

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Sign-in Sheets


15


reading at home.

Student Oral Language and

Vocabulary Deficits

Implement interactive read alouds

and integrating new vocabulary

across the curriculum.

Utilize intervention teacher, AIS,

and paraprofessionals for


90 minute block.


Program to increase



Use STAR, DEA, IXL, MobyMax

and Read 180 assessments to

determine student progress

throughout the year.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data





to do it with fidelity

Supplement those individual

student needs with IXL, Read

180, and MobyMax to target

individual skill deficits.

Utilize intervention teacher and

AIS for additional instruction

outside the 90 minute block.

Implement Tyner small-group

differentiated strategies used by

all instructors.




progress.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Varying ability levels among

students in the classroom

Use small-group differentiated

instruction to meet the needs of

each individual student.

Provide one-on-one instruction.

Provide before-school tutoring by

utilizing both computer labs.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

Technology Assistant



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


16


Rigby assessments

FSA data


Some students have difficulty

understanding and

remembering abstract

concepts and need further

skill development

Drill and practice with MobyMax,

IXL, and other supplemental

programs.

Added exposure to subject

through center activities such as

those using hands-on

experiences.


Use mini-lessons that are skill-

focused.



all instructors.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data



multiple choice format to

“multi-select” and short

response.



provides practice with these types

of assessments



Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data



17

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 (%/#):

94% (5)

2F. Percentage of student

accuracy for Task 2.

2015-2016 Results (%/#):

77% (5)

2G. Percentage of student

accuracy for Task 3 (most

complex task).

2015-2016 Results (%/#):

69% (5)

Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy

Student Oral Language

Vocabulary Deficits

Implement interactive read-

alouds and integrating new

vocabulary across the curriculum.

Utilize computer-based programs

(IXL and Moby Max) to provide

additional practice.

Use Tyner small-group

differentiated strategies daily.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data




Differentiate instruction to meet

the needs of each individual

student.

Provide one-on-one and small

group instruction.

Provide hands-on and real world

experiences.

Provide before-school computer

lab

Provide Teacher/Student data

chats.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team




teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data



18

Some students have difficulty

understanding and

remembering abstract

concepts and need further

skill development

Drill and practice with MobyMax,

IXL, and other supplemental

programs.

Add exposure to subject through

center activities such as hands-on

experiences.


Use mini-lessons that are skill-

focused.



all instructors.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team



teacher

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data


Lack of language-rich

environment at home and

motivation to read at home.

Use Accelerated Reader Program





learning to track their progress.

Use goal incentives (celebrations)

for AR.

Use Book it! (reading rewards).









reading at home.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

Media Specialist

STAR reports

DEA reports

IXL reports

Moby Max reports


Rigby assessments

FSA data



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Proposed English/Language Arts Professional Development for 2016-2017

Topic

Facilitator

Targeted Participants

Proposed Dates

PD Follow-up Strategy

Person Responsible

IXL Training Company Rep. Instructional personnel 8/22/16 Data Reports used

Teachers/Administration

PLC's Site trainers Instructional personnel Throughout the school year

Sign-in sheets, PLC

forms, classroom walk-

throughs

Administration

MobyMax Training Company Rep. Instructional personnel 8/12/16 Data Reports used

Teachers/Administration

Tyner Training Beverly Tyner EIP instructors and new

instructional personnel 9/22/16

Sign-in sheets,

classroom walk-

throughs

Administration

Data Meetings Administration Instructional personnel Throughout the school year

Sign-in sheets,

classroom walk-

throughs, Tier II forms

Administration/MTSS

team

District-provided and other in-

service opportunities, as available

State, local,

and national

presenters

Instructional, and Ed.

Support personnel Throughout the school year

Sign-in sheets,

classroom walk-

throughs

Administration

STEAM

Discovery Ed.

and site

trainers

Instructional personnel Throughout the school year

Sign-in sheets,

classroom walk-

throughs

Administration

3 instructional employees will assist

in writing the SIP Administration Instructional personnel August-September - 2016

Ensure all information

is complete before

submitting SIP

Administration

PEARS Mentor

teachers

Instructional

personnel September 2016

Sign-in sheets,

classroom walk-

throughs

Administration


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Area 3: Mathematics

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

3A. Percentage scoring at or above

level 3.


(%/#):n/a

For Primary Schools


(%/#):72% (264)



(%/#): 60% (239)


(%/#):n/a

For Primary Schools


(%/#):75%(299)



above level 4.


(%/#):n/a

For Primary Schools


(%/#):36% (132)



(%/#): 19% (76)


(%/#):n/a

For Primary Schools


(%/#):37% (147)


Mathematics-Specific Section


goal.


Student math vocabulary

deficiencies make it difficult to

process word problems.

Integrate math vocabulary into

all subject areas.

Use student-produced

interactive vocabulary

notebooks.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports

Harcourt assessments

FSA data




Utilize the computer lab and

COW for assessments and

classroom activities.

Principal

Asst. Principal

Classroom teachers

STAR reports

DEA reports

IXL reports

MATHEMATICS


21


for both reading and math

which provides practice for

these types of assessments.

Teachers use the Item Test

Bank Platform to prepare

students for computer-based

FSA testing.

Inclusion teachers

MTSS Team

Moby Max reports


FSA data




differentiation and the time to

do it with fidelity

Target individual student needs

using IXL, MobyMax, DEA math

probes, Reflex, and Prodigy

programs.

Implement Teacher/Student

data chats to enable students to

track their own progress.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

Technology assistant

STAR reports

DEA reports

IXL reports

Moby Max reports


FSA data


Teachers’ lack of exposure as it

pertains to the new Florida

Standards and FSA

Provide in-service opportunities

as they become available to

staff that pertain to the Florida

Standards.

Principal

Assistant Principal

Sign-in sheets


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

(%/#):53% (29)


Goal

(%/#):65% (168)

Mathematics-Specific Section Anticipated Barrier(s) to reaching

goal.


Student math vocabulary

deficiencies make it difficult

to process word problems.

Integrate math vocabulary into all

subject areas.

Use student-produced interactive

vocabulary notebooks.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

Intervention teacher

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


FSA data



22





activities.




of assessments.

Teachers will use the Item Test

Bank Platform to prepare students

for computer-based FSA testing.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers



MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


FSA data





to do it with fidelity


using IXL, and MobyMax, and

Prodigy programs.

Utilize the intervention teacher


intervention purposes/before-

school tutoring in both computer

labs.


chats to enable students to track

their progress.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers



MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


FSA data



multiple-choice format

testing to multi-select and

short response questions

Utilize resources available in our

core curriculum on ThinkCentral

to provide practice with these

types of questions.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


FSA data


3D. Percentage of students in

lowest 25% making learning

gains in math.


Results

(%/#):42% (27)


Goal

(%/#):52% (34)

Mathematics-Specific Section


goal.



23

Students have difficulty

understanding abstract

concepts and recalling basic

facts.

Use small group instruction.


using IXL, MobyMax, DEA probes,

Reflex, and Prodigy programs.





labs.



their progress.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers



MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


FSA data



students in the classroom.



using IXL, MobyMax, Reflex, DEA

probes, and Prodigy programs





labs.



their progress.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers



MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


FSA data



computer-based testing.



activities.




of assessments.

Teachers will use the Item Test

Bank Platform to prepare students

for computer-based FSA testing.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports


FSA data



multiple-choice format

testing to multi-select and

short response questions.

Utilize resources available in our

core curriculum on ThinkCentral

to provide practice with these

types of questions.

Principal

Asst. Principal

Classroom teachers

Inclusion teachers

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports



24

FSA data


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.



complex task).

2015-2016 Results

(%/#):94% (5)

3F. Percentage of student

accuracy for Task 2. 2015-2016 Results

(%/#):74% (5)

3G. Percentage of student


complex task).

2015-2016 Results

(%/#):62% (5)

Anticipated Barrier(s) Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring

Strategy

Students have difficulty

understanding abstract

concepts and recalling basic

facts.


Target individual student

needs using IXL, MobyMax,

DEA probes, and Prodigy

programs

Utilize the intervention

teacher and technology

assistant for intervention

purposes/before-school

tutoring in both computer

labs.


data chats to enable students

to track their progress.

Principal

Assistant Principal

FSAA classroom

teachers

Intervention

teacher

Technology

Assistant

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports

Harcourt

assessments

FSA data

Classroom walk-

throughs


25




Target individual student

needs using IXL, MobyMax,

DEA probes, and Prodigy

programs

Utilize the intervention

teacher and technology

assistant for intervention

purposes/before-school

tutoring in both computer

labs.


data chats to enable students

to track their progress.

Principal

Assistant Principal

FSAA classroom

teachers

Intervention

teacher

Technology

Assistant

MTSS Team

STAR reports

DEA reports

IXL reports

Moby Max reports

Harcourt

assessments

FSA data

Classroom walk-

throughs

Proposed Mathematics Professional Development for 2016-2017

Topic

Facilitator


Proposed Dates


Person Responsible

IXL Training Company Rep. Instructional personnel 8/22/16 Data Reports used Teachers/Administration

MobyMax Training Company Rep. Instructional personnel 8/12/16 Data Reports used Teachers/Administration

PLCs Site trainers Instructional personnel Throughout the school year

Sign-in sheets, PLC


throughs

Administration


Sign-in sheets, Tier II


throughs

Administration

STEAM

Discovery Ed.

and site

trainers


Sign-in sheets,

classroom walk-

throughs

Administration


26

PEARS Mentor

teachers Instructional personnel September 2016

Sign-in sheets,

classroom walk-

throughs

Administration

District-provided and other in-

service opportunities, as available

State, local,

and national

presenters

Instructional and Ed.

Support personnel Throughout the school year

Sign-in sheets,

classroom walk-

throughs

Administration

3 instructional employees will assist

in writing the SIP Administration Instructional personnel August-September - 2016


is complete before

submitting SIP

Administration

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

(%/#):47 (58)


(%/#):40% (58)

2016-17 FCAT Year-end Goal

(%/#):60% (86)


above level 4.

2015-16 FCAT Year-end

Results

(%/#):18% (22)


(%/#): 10% (14)

2016-17 FCAT Year-end Goal

(%/#): 19% (27)

Science-Specific Section Anticipated Barrier(s) to reaching goal. Strategies to Overcome Barrier Person Monitoring Strategy Method of Monitoring Strategy

Limited time for Science

instruction

Implement a Science block into

schedules for grades 3-5.

Incorporate science lessons in

the reading block for all grade

levels (K-5).

Principal

Asst. Principal

Classroom teachers

FSA reports

DEA reports



Students have limited

retention and recall of

previously taught Science

concepts.

Integrate hands-on STEAM

activities into Science

instruction.

Use Harcourt ThinkCentral

virtual labs.

Principal

Asst. Principal

Classroom teachers

FSA reports

DEA reports



Science


27

Implement Science-related field

trips (Marine Science Center in

Navarre).

Schedule guest speakers from

Science-related careers.

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


complex task).

2015-2016 Results

(%/#):90% (1)

4D. Percentage of student

accuracy for Task 2. 2015-2016 Results

(%/#):89% (1)



complex task).

2015-2016 Results

(%/#):75% (1)


Limited time for Science

instruction

Implement a Science

block into schedules for

grades 3-5.

Incorporate science

lessons in the reading

block for all grade levels

(K-5).

Principal

Asst. Principal

FSAA classroom

teachers

FSA reports

DEA reports


Classroom walk-

throughs

Students have limited

retention and recall of

previously taught Science

concepts.

Integrate hands-on

STEAM activities into

Science instruction.

Use Harcourt ThinkCentral

virtual labs.

Implement Science-

related field trips (Marine

Science Center in

Navarre).

Schedule guest speakers

from Science-related

careers

Principal

Asst. Principal

FSAA classroom

teachers

FSA reports

DEA reports


Classroom walk-

throughs


28

Proposed Science Professional Development for 2016-2017

Topic

Facilitator


Proposed Dates


Person Responsible

IXL Training Company Rep. Instructional personnel 8/22/16 Data Reports used Teachers/Administration

MobyMax Training Company Rep. Instructional personnel 8/12/16 Data Reports used Teachers/Administration

District-provided and other

science-related in-service

opportunities, as available.

State, local, and

national

presenters


Sign-in sheets,

classroom walk-

throughs

Administration




throughs

Administration

STEAM Discovery Ed.

and site trainers Instructional personnel Throughout the school year

Sign-in sheets,

classroom walk-

throughs

Administration

3 instructional employees will

assist in writing the SIP. Administration Instructional personnel August-September - 2016


is complete before

submitting SIP

Administration


29

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: 25 (of 779 total

students)

Maintain list of these names.

% of students identified on 8/15/16

promoted to next grade: To be

determined


Low Academic

Achievement/Missed Instruction

RtI/MTSS Interventions.

Early Bird Computer lab.

RtI Facilitator

School Counselor

Administrator

RtI/MTSS Data

FSA Scores – analysis

and review

Frequent Absences

Truancy process/Attendance

monitoring.

Encourage/promote good

attendance habits.

Data Clerk

School Counselor

MTSS Team

Analysis and review of

Attendance reports

Low socioeconomic students

Identify needed resources/refer

to School Counselor/refer to

School Social Worker.

Encourage/promote student-

school connection.

Positive Office Referrals with

positive phone call home.

RtI Facilitator

School Counselor

Administrator

Review and Analysis of

SMART At-Risk Report


FSA/DEA data

Review and monitor

MTSS information and

reports

Homeless/Transitional Housing

Identify needed resources/refer

to School Counselor/refer to

School Social Worker.

Encourage/promote student-

school connection.

Weekly food backpacks.

RtI Facilitator

School Counselor

Administrator


SMART At-Risk Report


FSA/DEA data

Review and monitor

MTSS information and

reports

At-Risk


30

6D- Attendance - Required for all schools.

2015-16 Attendance Rate :

95.36%

2016-17 Attendance Rate Goal : 95%

2015-16 Number of Students with

Excessive Absences (10 or more):

271


Excessive Absences (10 or more) Goal:

270


Excessive Tardies (10 or more):

171


Excessive Tardies (10 or more) Goal: 170


Student Illness

Promote handwashing and

good hygiene.

Promote good nutrition and

health resources.

Refer to clinic and Health Dept.

Nurse.

School Administrator

Data Entry

School Counselor

Health Tech/School

Nurse

SMART Attendance

Reports

MTSS Information and

Agenda

Lack of priorities at home for

education, and unawareness of

the importance of good

attendance

Attendance Matters information

distribution.

Rewards for good attendance.

ITV Messages.

Truancy process including

communication with home –

ConnectED calls.

Parent conferences.

Referral to School Social

Worker for home visits as

needed.


MTSS Team

Data Entry

School Counselor

SMART Attendance

Reports

Rti/MTSS Information

and Agenda

Transportation (not utilizing

bus)

Encourage parents to use

available bus


School Counselor

SMART Attendance

reports


31

6E- Suspension - Required for all schools. 2015-16 Total Number of In –School

Suspensions: 1

2016-17 Total Number of In-School Suspensions

Goal: 0

2015-16 Total Number of Students

Suspended In-School: 1

2016-17 Total Number of Students Suspended In –

School Goal: 0

2015-16 Total Number of Out-of-School

Suspensions: 5

2016-17 Total Number of Out-of-School Suspensions

Goal: 4

2015-16 Total Number of Students

Suspended Out- of- School: 2

2016-17 Total Number of Students Suspended Out-

of-School Goal: 1


Student behavior and lack of

parent support.

Continue low suspension rates

through school-wide discipline

plan.

Classroom management plans.

Identify alternate consequences

when feasible.

Project Wisdom will be used on

ITV to enhance and teach social

skills and proper behavior.

Principal

Assistant Principal

School Counselor

Classroom Teachers

SMART

6F- Parent Involvement - N/A - See Online Parent Involvement Plan

Proposed At-Risk Professional Development for 2016-2017

Topic

Facilitator


Proposed Dates


Person Responsible

McKinney-Vento Liaison Training Dr. Karen

Barber

School

Representatives/Liaisons TBA MyPD Report

Administration

McKinney Vento Legislation and

Homeless Students

School

Counselor Faculty and Staff October 2016

Monitor Homeless

student rates

Administration

School Counselor

Data Meetings Administration All teachers Throughout the year



throughs

Administration

MTSS Team

Florida Counseling Association

Convention

State

Presenters School Counselor October 13 – 15, 2016 Conference Agenda

Administration

School Counselor


32

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


Lack of practice and teacher

awareness of resources

available to use for STEAM

lessons.

Four STEAM teachers will receive

training/coaching from Discovery

Ed. personnel throughout the

year.

STEAM teachers will share

ideas/strategies with other

teachers.

STEAM teachers’ classrooms will

be used as learning labs for other

teachers to observe lessons

taught.

Administration

Discovery Ed.

Personnel

Teachers


DEA reports

IXL, reports

MobyMax,reports

STAR reports

FSA data

Harcourt assessments.

Students who lack ability or

confidence in math and

science.

Extra computer (Early Bird) lab

time made available to students

in need of intervention before

school.

Small-group differentiated

instruction implemented by

classroom teachers, intervention

teacher and paraprofessionals.

Administration

Intervention Teacher


Classroom Teachers


DEA reports

IXL, reports

MobyMax,reports

STAR reports

FSA data

Harcourt assessments.

Students with limited

previous exposures to

Science instruction.

Scheduled daily science

instruction.

Use of Harcourt ThinkCentral

virtual labs.

Administration

Teachers Master Schedule

Parents’ lack of knowledge in

relation to science and math.

STEAM Night for parents and

students

Principal

Assistant Principal

Teachers

Sign-in Sheet


33

Proposed STEAM Professional Development for 2016-2017

Topic

Facilitator


Proposed Dates


Person Responsible

STEAM Trainings Discovery Ed.

Facilitators

School-based STEAM

teachers Throughout the year

Sign-in sheets, STEAM

projects, lesson plans

Administration,

Discovery Ed. coaches

and facilitators

District-provided and other

STEAM-related in-service

opportunities, as available

State, local,

and national

presenters

All teachers Throughout the school year

Sign-in sheets,

Classroom walk-

throughs

Administration

Data Meetings Administration All teachers Throughout the year Sign-in sheets, Administration

Documents

School Improvement Plan - Berryhill Elementary