SIP_2014-15_06-Broward_5325-Hollywood_Acad_Of_Arts_&_Scien

Hollywood Academy Of Arts
& Science
2014-15 School Improvement Plan

Hollywood Academy Of Arts & Science
1705 VAN BUREN ST, Hollywood, FL 33020
hollywoodcharter.org
School Demographics
School Type Title I Free/Reduced Price Lunch
Elementary No 51%
Alternative/ESE Center Charter School Minority
No Yes 57%
School Grades History
Year 2013-14 2012-13 2011-12 2010-11
Grade A B A A
School Board Approval
This plan is pending approval by the Broward County School Board.
SIP Authority and Template
Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and require
implementation of a school improvement plan (SIP) for each school in the district.
The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for
traditional public schools and incorporates all components required for schools receiving Title I funds. This
template is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all non-
charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all other
schools, the district may use a template of its choosing. All districts must submit annual assurances that their
plans meet statutory requirements.
This document was prepared by school and district leadership using the Florida Department of Education’s
school improvement planning web application located at https://www.floridaCIMS.org.
Broward - 5325 - Hollywood Acad Of Arts & Scien - 2014-15 SIP
Last Modified: 7/20/2015 Page 2 https://www.floridacims.org

Table of Contents
4Purpose and Outline of the SIP
5Differentiated Accountability
8Current School Status
188-Step Planning and Problem Solving Implementation
18Goals Summary
18Goals Detail
25Action Plan for Improvement
61Appendix 1: Implementation Timeline
65Appendix 2: Professional Development and Technical Assistance Outlines
66Professional Development Opportunities
73Technical Assistance Items
74Appendix 3: Budget to Support Goals

Purpose and Outline of the SIP
The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals,
create an action plan and monitor progress. A corollary at the district level is the District Improvement and
Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school
and district goals in order to align resources. The Florida Department of Education encourages schools to use
the SIP as a “living document” by continually updating, refining and using the plan to guide their work
throughout the year. This printed version represents the SIP as of the “Date Modified” listed in the footer.
Part I: Current School Status
Part I organizes the current status of the school around five domains inspired by the 5Essentials framework:
Supportive Environment, Family and Community Involvement, Effective Leadership, Public and Collaborative
Teaching, and Ambitious Instruction and Learning. Questions regarding the school’s Multi-Tiered System of
Supports have been embedded throughout this part to demonstrate how data is used by stakeholders to
understand the needs of all students and allocate appropriate resources in proportion to those needs.
Part II: Needs Assessment
Part II requires the school to review performance and early warning systems data in order to develop strategic
goals and associated data targets (i.e., “SMART goals”) for the coming school year in context of the school’s
greatest strengths and needs. An online tool was developed, which includes data visualizations and processing
questions to support problem identification, problem analysis and strategic goal formulation.
Part III: 8-Step Planning and Problem Solving for Implementation
Part III enables the school to develop implementation plans for its highest-priority goals. With the overview of
the current state of the school in mind and the strategic goals identified through the needs assessment, the
planning team engages in a facilitated planning and problem-solving process, through which they
• Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1)
• Identify resources available to support the goals and barriers that could hinder achieving those goals
(Step 2)
• Select high-priority barriers they want to address initially (Step 3)
• Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7)
• Determine how they will monitor progress toward each goal (Step 8)
Appendices
The following appendices, automatically-generated from content entered in Part III, are included in this
document:
• Appendix 1 is a timeline of all action steps and monitoring activities
• Appendix 2 is an outline of all professional development opportunities and technical assistance items
• Appendix 3 is a report of the budget needed to implement the strategies

Differentiated Accountability
Florida’s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated by
need according to performance data, and provided to schools and districts in order to improve leadership
capacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadership
to design, implement and refine improvement plans, as well as provide instructional coaching, as needed.
DA Regions
Florida’s DA network is divided into five geographical regions, each served by a field team led by a regional
executive director (RED).
DA Categories
Traditional public schools are classified at the start of each school year, based upon the most recently released
school grades (A-F), into one of the following categories:
• Not in DA – currently A or B with no F in prior three years; charter schools; ungraded schools
• Monitoring Only – currently A or B with at least one F in the prior three years
• Prevent – currently C
• Focus – currently D
◦ Planning – two consecutive grades of D (i.e., DD), or a grade of F immediately followed by a
grade of D in the most recent grades release (i.e., FD)
◦ Implementing – two consecutive grades of D in the most recent grades release preceded by a
grade below C (i.e., FDD or DDD)
• Priority – currently F
◦ Planning – declined to a grade of F in the most recent grades release and have not received a
planning year or implemented a turnaround option during the previous school year
◦ Implementing – two consecutive grades of F (i.e., FF), or three consecutive grades below C
with an F in the most recent grades release (i.e., FDF or DDF)
DA Turnaround and Monitoring Statuses
Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses:
• Former F – currently A-D with at least one F in the prior three years; SIP is monitored by FDOE
• Planning – Focus Planning and Priority Planning; district is planning for possible turnaround
• Implementing – Focus Implementing and Priority Implementing; district is implementing the
Turnaround Option Plan (TOP)
2014-15 DA Category and Statuses
DA Category Region RED
Not In DA 5 Gayle Sitter
Former F Turnaround Status
No

Part I: Current School Status
Supportive Environment
School Mission and Vision
Provide the school's mission statement
Hollywood Academy of Arts & Science is committed to educational excellence every time.
Provide the school's vision statement
Vision
Hollywood Academy of Arts & Science puts students first by providing:
Environment: A safe, secure, and caring climate that allows students to learn and teachers to teach.
Data: Ongoing assessments at all levels that drive daily instruction and align school-wide goals in
order to maximize student achievement.
Instruction: Researched and standards based instruction that meets the need of every student.
Parent Involvement: Opportunities for all parents to actively participate in their child's education and
development.
Character Education: A model that instills a respect for school, staff, and others in a culture of
kindness.
Professionalism: A staff that believes in continual professional growth, personal accountability, and
high moral and ethical standards.
School Environment
Describe the process by which the school learns about students' cultures and builds
relationships between teachers and students
Parents are asked to provide information regarding cultural affiliations during the registration process.
Teachers also ask parents to complete a short questionnaire during "Meet & Greet," which takes
place just prior to first day of school.
Describe how the school creates an environment where students feel safe and respected
before, during and after school
HAAS employs a "Zero Tolerance" policy in regard to bullying and general disrespect. Students are
expected to treat everyone within the HAAS family with dignity and respect, as are teachers and
administrators. Students are given a voice and are expected to effectively and appropriately
communicate their frustrations when necessary. If they have difficult with this, they are coached by
teachers and administrators to ensure effective communication at all times.
Describe the schoolwide behavioral system in place that aids in minimizing distractions to
keep students engaged during instructional time. This may include, but is not limited to,
established protocols for disciplinary incidents, clear behavioral expectations, and training for
school personnel to ensure the system is fairly and consistently enforced
At HAAS, we do implement the Broward County Code of Conduct with fidelty. We ensrue that we
follow both District and State guidelines. In addition, we have implemented positive reinforcement
systems that recognize appropriate behavior. In the Elementary School, teachers have implemented
the Responsive Classroom Model, a research- and evidence-based approach to education that is
associated with greater teacher effectiveness, higher student achievement, and improved school
climate. It has been recognized by the Collaborative for Academic, Social, and Emotional Learning
(CASEL) as one of the most well-designed, evidence-based social and emotional learning programs.

Describe how the school ensures the social-emotional needs of all students are being met,
which may include providing counseling, mentoring and other pupil services
Hollywood Academy of Arts and Science will promote a technique that will yield improved academic
results, self -development and character education. Teaching techniques go well beyond Florida
Sunshine State Standards' focus into broad levels of skill-building. These methods, when combined
with traditional instructional strategies, will give our students a strong information foundation and skills
repertoire upon which to build their future.
Guaranteed and Viable Curriculum
With the CSUSA Guaranteed and Viable Curriculum at its core, the Charter Schools USA Educational
Model provides the process for improving student learning and academic achievement. Our
Guaranteed and Viable Curriculum is aligned to specific Next Generation Sunshine State Standards
and is the framework of what is taught at each grade level. By aligning to the Common Core State
Standards, the Guaranteed and Viable Curriculum ensures high expectations with a focus on college
and career readiness from primary grades through high school. Timely and specific feedback based
upon formative assessments of student performance on grade level expectations is given to establish
individualized goals for all students and to modify instruction to meet the learning needs of all
students.
Character Education
Character education develops students socially, ethically and academically. Charter Schools USA's
Character Education includes the implementation of the Responsive Classroom mode which is at the
core of each CSUSA school's curriculum. Our goal is to not only develop good students, but also
good citizens. As a part of this effort HAAS is an integrated part of the neighborhood that surrounds it.
We rely on partnerships with community organizations and local businesses to drive their innovative
character-based educational programs.
The Community of Character framework integrates a focus on academic rigor, citizenship, and
experiential learning where teachers and students apply KNIGHTS (character education
programming) in a real community environment within the school and provide opportunities for
interaction with external partners throughout the school and across the community. Small learning
partnership environments are created in areas such as community service, investors and
entrepreneurship, scientific learning, media and the news, cultural awareness and the arts, student
government, and a host of others designed to capitalize on community partnerships and providing
students with experiential learning opportunities geared toward academic and postsecondary
success.
Individualized Approach To Learning
Personal Learning Plan (PLP) for each student that will assess his/her skill level when he/ she enrolls
in the school. A path for growth is designed for each student which is periodically reassessed to
determine skill development. The PLP will ensure that the individual needs of each student are met
and will provide parents the opportunity to participate in educational goal setting and monitoring of
their child's academic progress.
Parental Involvement
We know that children enjoy greater success in school when the adults they admire most take an
interest in their education. Our students' parents are required to commit to 20 volunteer hours each
year (30 for 2 or more children) for the school. These hours foster closer relationships and ensure a
more secure learning environment.
Social Services
HAAS does provide its families in need with Social Workers as needed, and employs a Student-
Service Coordinator who works one-on-one with students who display a need for social-emotional
intervention. We work closely with the District, The Department of Children and Families as well as
with the YES team.
Early Warning Systems
The school's response to this section may 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).

Describe the school's early warning system and provide a list of the early warning indicators
used in the system
HAAS EWS includes students with excessive absences, tardies, or early releases, excessive
suspensions (internal or external), course failure in ELA or mathematics, a level 1 on the FACT in
Reading or Mathematics (2013-2014), or a failing grade on the Florida Standardized Assessment in
ELA or Mathematics (2014-2015).
Provide the following data related to the school's early warning system
The number of students by grade level that exhibit each early warning indicator:
Grade Level
Indicator
K 1 2 3 4 5
Total
Attendance below 90 percent 2 1 0 2 0 1 6
One or more suspensions 1 1 1 2 4 1 10
Course failure in ELA or Math 0 0 0 0 0 0
Level 1 on statewide assessment 0 0 0 10 22 44 76
The number of students identified by the system as exhibiting two or more early warning
indicators:
Grade Level
Indicator
3
Total
Students exhibiting two or more indicators 1 1
Describe all intervention strategies employed by the school to improve the academic
performance of students identified by the early warning system
Parents of students with excessive absences, tardies, and early releases were assigned a School
Social Worker. Administrators met with families of students with excessive suspensions to implement
effective behavior management strategies. Behavior contracts were also developed and student
behavior was monitored daily by administration. Intervention for students who were failing ELA or
mathematics courses or who scored a Level 1 on Statewide assessments were provided extra time
for homework completion as well as appropriate intensive interventions during and after school. RTI
measures were put into place for several struggling students and were monitored by classroom
teachers as well as the ESE Specialist.
Family and Community Involvement
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(iii)(I)(aa).
Describe how the school works at building positive relationships with families to increase
involvement, including efforts to communicate the school's mission and vision, and keep parents
informed of their child's progress
Title I schools use the Parent Involvement Plan (PIP) to meet the requirements of 20 U.S.C. § 6314(b)(1)(F).
Will the school use its PIP to satisfy this question?
No
PIP Link
The school completes a Parental Involvement Plan (PIP), which is available at the school site.
Description

Parents are required to provide 20 volunteer hours for one child and 30 volunteer hours for two or
more children. Volunteer opportunities exist within and outside of school and include cafeteria duty,
assisting with HAAS sponsored activities and school functions, dismissal and arrival, chaperoning
field trips, assisting teachers in and out of the classroom, etc.
Describe the process by which the school builds and sustains partnerships with the local
community for the purpose of securing and utilizing resources to support the school and student
achievement
Our goal is to not only develop good students, but also good citizens. As a part of this effort, HAAS is an
integrated part of the neighborhood that surrounds it. Our school relies on partnerships with community
organizations and local businesses to drive our innovative character-based educational programs.
The Community of Character framework integrates a focus on academic rigor, citizenship, and
experiential learning where teachers and students apply methodologies from the Responsive Classroom
Model as well as our KNIGHTS program (character education programming) in a real community
environment within the school and provide opportunities for interaction with external partners throughout
the school and across the community. Small learning partnership environments are created in areas
such as community service, investors and entrepreneurship, scientific learning, media and the news,
cultural awareness and the arts, student government, and a host of others designed to capitalize on
community partnerships and providing students with experiential learning opportunities geared toward
academic and postsecondary success.
Effective Leadership
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(H).
School Leadership Team
Membership
Identify the name, email address and position title for each member of the school leadership team.:
Name Title
Fulton, Donte Principal
Vicino, Deborah Assistant Principal
Goldberg, Jacob Assistant Principal
Gwyn, Cynthia Instructional Coach
Chancerel, Rochel Instructional Coach
Duties
Describe the roles and responsibilities of the members, including how they serve as
instructional leaders and practice shared decision making
The school based RtI Leadership Team includes the school’s administration, reading coach, ESE
specialist, and ESE teachers. The school based RtI Team meets weekly to analyze and disaggregate
formative data. The team reviews instructional focus calendars and creates intervention and
remediation plans to aid students that are struggling with concepts and standards. The team also
disaggregates data to ensure that enrichment is provided for students that have mastered concepts
Describe the process through which school leadership identifies and aligns all available
resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students
and maximize desired student outcomes. Include the methodology for coordinating and
supplementing federal, state and local funds, services and programs. Provide the person(s)

responsible, frequency of meetings, how an inventory of resources is maintained and any
problem-solving activities used to determine how to apply resources for the highest impact
The RtI Leadership Team has an important role in the development and implementation of the SIP.
The team analyzes and disaggregates data to help drive instruction. The team provides support,
training, and guidance to General Education teachers and monitors the plan to ensure that goals are
being met and student achievement is positively impacted.
School Advisory Council (SAC)
Membership
Identify the name and stakeholder group for each member of the SAC.:
Name Stakeholder Group
Donte Fulton-Collins Principal
Deborah Vicino Principal
Cynthia Gwyn Education Support Employee
Hilary FIne Teacher
Leah Kiley Teacher
Nicole Rico Teacher
Kristin Ward Teacher
Wilna Henri Student
ELA Co-Chair (Pending) Parent
ELA Co-Chair (Pending) Parent
Math Co-Chair (Pending) Parent
Science Co-Chair (Pending) Parent
Kate McCarthy Business/Community
Janet Cutro Business/Community
Jordan Canal Business/Community
Sheona Farruggio Business/Community
Susan Rakes Business/Community
Sinisa Mikalacki Business/Community
Student
Duties
Provide a description of the SAC's involvement with the following activities, as required by
section 1001.452(2), Florida Statutes
Evaluation of last year's school improvement plan
Last year we exceeded our goals and made great strides in ELA and mathematics - both with our
general education students as well as with our lowest 25%. After suffering the loss of our school
grade in 2012-2013, HAAS is proud to have reclaimed its school grade of "A" this past school hear.
HAAS intends to maintain its "A" with continued hard work and a focus on both proficiency and
student learning gains. Improvements spanned all grade levels and subject areas, and our focus must
remain consistent in order to maintain our school grade. Our primary focus for the next three years
includes learning gains in math as well as staff and student satisfaction with our Character Education
Program.

Development of this school improvement plan
The SAC committee chairs develop SIP goals in partnership with the School Leadership Team. The
SIP is then presented to the SAC members for a vote of approval.
Preparation of the school's annual budget and plan
The school's annual budget is prepared by the School Leadership Team in conjunction with our
Finance Department. The finance department provides us with a financial analyst who works closely
with the school leadership. Once the budget is complete, it is take to the Education Team, the IT
Department, and the FFE Department. It then goes before our Governing Board for final approval.
Describe the use of school improvement funds allocated last year, including the amount
budgeted for each project
NA
Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding the
establishment requirements and duties of the SAC
No
If the school is not in compliance, describe the measures being implemented to meet SAC
requirements
Literacy Leadership Team (LLT)
Membership
Identify the name, email address and position title for each member of the school-based LLT.:
Name Title
Fulton, Donte Principal
Vicino, Deborah Assistant Principal
Gwyn, Cynthia Instructional Coach
Upadhya, Louisa Teacher, K-12
Duties
Describe how the LLT promotes literacy within the school
The school-based LLT meets weekly throughout the school year and analyzes and disaggregates
data to determine content mastery and proficiency so that teachers are better equipped to drive
instruction appropriately. In addition, the data allows the LLT to create and facilitate intervention and
enrichment programs across the curriculum. The analysis of RtI, differentiated instruction and student
engagement will be the major initiatives of the school-based Literacy Leadership Team. The goal is
for students to master specific standards which will positively affect their standardized test scores.
Public and Collaborative Teaching
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(D).
Describe the school's strategies to encourage positive working relationships between teachers,
including collaborative planning and instruction
Our teachers participate in targeted PD workshops bi-monthly and are exposed to teachers and
strategies at all grade levels. They plan together as a team weekly with an emphasis on thematic
planning. We hold full-faculty meetings monthly where we celebrate birthdays as well as myriad contest
winner. Teachers are encouraged to contribute to a "Tree of Life," where they post positive statements

about team members. If their post is randomly selected prior to it being posted, the author receives a gift
card. Teachers are required to observe other classrooms at least twice a month, and then meet with
those teachers in order to reflect and provide feedback.
Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field,
effective teachers to the school
1. Interview Committee: Donte’ Fulton-Collins, Deborah Vicino, Jacob Goldberg
2. New Teacher Induction: CSUSA & HAAS
3. Teacher Learning Community: Rochelle Chancerel
4. Incentive Pay
5. Stipends for Team Leaders and After-school Enrichment Teachers
Describe the school's teacher mentoring program, including the rationale for pairings and
planned mentoring activities
Experienced team leaders will provide support in school processes, procedures, lesson planning, child
study, etc. to new team members. Team leaders and their team members meet in weekly team meetings.
Team leaders are also available daily before and after school, and during planning periods to meet with
team members as needed.
Ambitious Instruction and Learning
Instructional Programs and Strategies
Instructional Programs
Describe how the school ensures its core instructional programs and materials are aligned to
Florida's standards
Our Education Team at the Corporate Level researches and suggests curriculum for our network of
schools. All curriculum is approved by the Florida Department of Education and is aligned with the
Common Core standards. Our CRTs research additional resources for our students and ensures that
they, too, are aligned with Common Core and Florida Standards.
Instructional Strategies
Describe how the school uses data to provide and differentiate instruction to meet the diverse
needs of students. Provide examples of how instruction is modified or supplemented to assist
students having difficulty attaining the proficient or advanced level on state assessments
At HAAS, we analyze the previous year's data prior to placing students in their classes. Students are
tracked according to ability in grades 2-5, and Benchmark Data is analyzed carefully each quarter.
The Leadership team a long with General Education teachers, CRTs, ESE teachers, and
Interventionists analyze and disaggregate the data so that instruction is driven appropriately. The
Leadership Team provides training, support, and guidance to General Education teachers and
monitors their plans to ensure that goals and met and student achievement is positively impacted.
The Leadership Team also ensures that enrichment opportunities are provided to students who have
mastered concepts or those who are struggling with them. Teachers have received PD centered
around differentiated instruction and it is common practice to differentiate instruction according to
quarterly Benchmark data as well as weekly in-class assessments.
Provide the following information for each strategy the school uses to increase the amount
and quality of learning time and help enrich and accelerate the curriculum:

Strategy: Extended School Day
Minutes added to school year: 2,400
Students receive intensive instruction in identified areas of weakness. The minutes allotted are
per subject area. Many students receive intensive instruction in more than one subject area.
Strategy Rationale
Students who are deficient in certain concepts need extra time and individualized instruction to
master those concepts.
Strategy Purpose(s)
• Core Academic Instruction
Person(s) responsible for monitoring implementation of the strategy
Williams, Veronica, vwilliams@hollywoodcharter.org
Data that is or will be collected and how it is analyzed to determine effectiveness of the
strategy
Data is collected through class assessments and benchmark data.
Strategy: Extended School Day
Da Vinci Reading and Math - Students receive 45 minutes of additional instruction in math/
reading 1-2 times per week.
Strategy Rationale
Research shows that student achievement increases when additional instructional minutes are
added to their school day.
Strategy Purpose(s)
• Core Academic Instruction
Gwyn, Cynthia, cgwyn@hollywoodcharter.org
strategy
We collect class assessment data as well as Benchmark data. We analyze the data to identify
trends in achievement on an individual student basis. If learning gains increase, we know that the
strategy is effective.

Strategy: Weekend Program
Students receive intensive instruction in identified areas of weakness. The minutes allotted are
per subject area. Many students receive intensive instruction in more than one subject area.
Strategy Rationale
Students who are deficient in certain concepts need extra time and individualized instruction to
master those concepts.
Strategy Purpose(s)
• Enrichment
Fulton, Donte, dfulton@hollywoodcharter.org
strategy
Data is collected through class assessments and benchmark data.
Student Transition and Readiness
PreK-12 Transition
The school's response to this question may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(G).
Describe the strategies the school employs to support incoming and outgoing cohorts of
students in transition from one school level to another
We host curriculum nights for each grade level in which we explain in detail what is required for
students to matriculate to the next grade level. We also discuss SB Policy 6000.1. at this time.
College and Career Readiness
Describe the strategies the school uses to advance college and career awareness, which may
include establishing partnerships with business, industry or community organizations
All teachers are required to post their College Diplomas in their rooms as well as their Teaching
Certificates. University Pennants decorate all of the hallways, and students are encouraged to
research and discuss different colleges during our very own College Awareness Week, which takes
place the second week of September.
Identify the career and technical education programs available to students and industry
certifications that may be earned through those respective programs
NA
Describe efforts the school has taken to integrate career and technical education with
academic courses (e.g., industrial biotechnology) to support student achievement
NA
Describe strategies for improving student readiness for the public postsecondary level based
on annual analysis of the High School Feedback Report, as required by section 1008.37(4),
Florida Statutes

NA

ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiency
goal is impossible. Therefore, we are focusing on increasing learning gains for all of our
students.
ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25%
will make learning gains on the 2015 Reading FSA.
CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will score
proficient in reading, and 50% will score proficient in writing.
Math - Because we have no prior data to compare to this year's FSA, establishing a proficiency
goal is impossible. Therefore, we are focusing on increasing learning gains for all of our
students.
FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest
25% will make learning gains on the 2015 FSA.
FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a
Level 4 or 5 on the 2015 FCAT.
School Improvement Goals
The following key is intended to help readers understand how the sections of this document correspond to the
steps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The Quick
Key numbers can help registered users go directly to the point of entry for any given goal, barrier and strategy
within the online survey.
Problem Solving Key
G = Goal
B =
Barrier
S = Strategy
1 = Problem Solving Step S123456 = Quick Key
Strategic Goals Summary
G1.
G2.
G3.
G4.
G5.
G6.
Strategic Goals Detail
For each strategic goal, this section lists the associated targets (i.e., “SMART goals”), resources available to
support movement toward the goal, barriers to achieving the goal, and the plan for monitoring progress toward
the goal

G039655
G1. ELA - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal is
impossible. Therefore, we are focusing on increasing learning gains for all of our students. 1a
Targets Supported 1b
Indicator Annual Target
AMO Reading - All Students 79.0
Resources Available to Support the Goal 2
• PD, Data Chats, PLCs
• Classroom Walkthroughs and Teacher Observations, including discussions regarding lesson
planning.
• Ongoing meetings with Child Study teams.
Targeted Barriers to Achieving the Goal 3
• Lack of experience in lesson planning, student engagement, and differentiated instruction.
• Lack of understanding of research-based instructional strategies.
• Lack of experience/understanding of the RtI process.
Plan to Monitor Progress Toward G1. 8
Effectiveness of PD in the areas of lesson planning, differentiated instruction and student egagment.
Person Responsible
Donte Fulton
Schedule
Quarterly, from 9/4/2014 to 5/28/2015
Evidence of Completion
Benchmark Data and FSA Results

G039656
G2. ELA - 76% of students will make learning gains on the 2015 FSA and 73% of the lowest 25% will make
learning gains on the 2015 Reading FSA. 1a
AMO Reading - All Students 79.0
• PD, Data Chats, CLassroom Walkthroughs and Teacher Observations (including discussion
regarding lesson planning), Ongoing Meetings with CSTs
• Lack of experience in lesson planning.
• Lack of experience using research-based instructional strategies
• Lack of experience/understanding of RtI process
• Unfamiliarity with FSA and Test Specs
Data Chats, Benchmark Results, School Enrichment Programs (During and after school)
Person Responsible
Donte Fulton
Schedule
Benchmark Results, CAMs, FSA Results

G039657
G3. CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will score proficient in
reading, and 50% will score proficient in writing. 1a
AMO Reading - ELL 68.0
• CELLA Tests, ESOL Strategy Matrix
• Vocabulary Deficiency
• Need for Individualized Instruction
• Reading Comprehension
• Cultural Differences
Proficiency Scores
Person Responsible
Donte Fulton
Schedule
CELLA, Benchmark Data, CMA Data, FSA Data, IPT

G039659
G4. Math - Because we have no prior data to compare to this year's FSA, establishing a proficiency goal is
impossible. Therefore, we are focusing on increasing learning gains for all of our students. 1a
AMO Math - All Students 83.0
• PD, Data Chats, PLCs
• Classroom Walkthroughs and Teacher Observations
• Ongoing meetings with Child Study teams.
• Lack of experience in lesson planning, student engagement, and differentiated instruction.
• Lack of understanding of research-based instructional strategies.
• Lack of experience/understanding of the RTI process.
• Unfamiliarity with FSA and Test Specs
PD in the areas of lesson planning, differentiated instruction and student egagement.
Person Responsible
Donte Fulton
Schedule
Benchmark Data and FSA Results

G039660
G5. FSA Math: 76% of students will make learning gains on the 2015 FSA and 72% of the lowest 25% will
make learning gains on the 2015 FSA. 1a
AMO Math - All Students 83.0
• PD, PLCs, Data Chats, Classroom Walkthroughs, Teacher Performance Evaluations, Ongoing
meetings with CRTs
• Lack of experience in Lesson Planning
• Lack of experience using research-based instructional strategies
• Lack of experience/understanding with/of the RtI process
Data Chats, Benchmark Results, School Enrichment Programs (During and after school)
Person Responsible
Donte Fulton
Schedule
On 5/28/2015
Benchmark Data, CMAs, FSA Results

G039661
G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or
5 on the 2015 FCAT. 1a
FCAT 2.0 Science Proficiency 80.0
• PD, Data Chats, PLCs, Classroom Walk-throughs and Teacher Performance Evaluations,
Ongoing Meetings with Child Study Teams
• Lack of Prior Knowledge
• Concept Comprehension
• Vocabulary
Student Benchmark Scores
Person Responsible
Donte Fulton
Schedule
Benchmark Results, FCAT Results

G039655
B095832
S107000
Action Plan for Improvement
For each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists the
rationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that have
been identified as necessary to implementing the strategy, including details such as the point person, timing
and duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring the
implementation and effectiveness of the respective strategy.
Problem Solving Key
G = Goal
B =
Barrier
S = Strategy
1 = Problem Solving Step S123456 = Quick Key
impossible. Therefore, we are focusing on increasing learning gains for all of our students. 1
G1.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction. 2
G1.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction. 4
Strategy Rationale
Action Step 1 5
Develop PD to address deficiencies in lesson planning and differentiated instruction.
Person Responsible
Cynthia Gwyn
Schedule
On 5/21/2015
PD/PLC Calendar

Plan to Monitor Fidelity of Implementation of G1.B1.S1 6
Implementation of PD
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 8/28/2014 to 5/28/2015
PD/PLC Sign-in Sheets
Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7
Clear understanding of lesson planning, differentiated instruction, and student engagement
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/2/2014 to 5/28/2015
Classroom Walk-throughs, Teacher Performance Evaluations, Lesson Plans

B095833
S107001
G1.B2 Lack of understanding of research-based instructional strategies. 2
G1.B2.S1 Create and revise PD so that is aligned with PLCs 4
Strategy Rationale
Action Step 1 5
PD in Research-based Instructional Strategies
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/28/2015
PD Calendars
Professional Learning Communities
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/28/2015
PLC Sign-in Sheets, Attendance at Data Chats

S107002
Utilization of Research-based Instructional Strategies
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/28/2015
Lesson Plans, Classroom Walkthroughs and Teacher Performance Evaluations
G1.B2.S2 Conduct classroom walkthroughs and teacher observations with lesson plan reviews and
follow-up. 4
Strategy Rationale
Action Step 1 5
Classroom Walkthroughs and Teacher Observations
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Administrative Walkthrough/Observation Results Posted in SIS. Post-evaluation
Conferences.
Evaluation/Observations
Person Responsible
Deborah Vicino
Schedule
Monthly, from 9/1/2014 to 5/28/2015
Evaluation /Observation Forms

B095834
S107003
Appropriate PD is aligned with PLC
Person Responsible
Cynthia Gwyn
Schedule
On 11/28/2014
PD Calendars and Data Chats
G1.B3 Lack of experience/understanding of the RtI process. 2
G1.B3.S1 Ongoing PD and ongoing child study team meetings to determine interventions in the tiers of
the RtI. 4
Strategy Rationale
Action Step 1 5
PD targeted toward RtI
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/28/2015
Signed PLC Forms, Completed RtI Tracking Sheets

Implementation of PD, Compliance with RtI Process
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/28/2015
PLC Sign-in Forms, Completed RtI Documentation
Effective Implementation of RtI
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Follow-up Meetings with ESE Specialist, Completed RtI Documentation, Data Chats

G039656
B095835
S107004
learning gains on the 2015 Reading FSA. 1
G2.B1 Lack of experience in lesson planning. 2
G2.B1.S1 Create and revise appropriate PD to ensure it is aligned with PLCs 4
Strategy Rationale
Action Step 1 5
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 10/1/2014 to 5/29/2015
PD/PLC Calendar
PD Calendar, PLC Calendar, Data Chats
Person Responsible
Cynthia Gwyn
Schedule
PLC Sign-in Sheets, Attendance in Data Chats

B095836
S107005
PD in the areas of lesson planning, differentiated instruction, and student engagement.
Person Responsible
Deborah Vicino
Schedule
Class room walk-throughs, Teacher Performance Evaluations
G2.B2 Lack of experience using research-based instructional strategies 2
G2.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies. 4
Strategy Rationale
Action Step 1 5
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/29/2015
PD Calendars

Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 8/28/2014 to 5/29/2015
PLC sign-in sheets
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Weekly Assessments, Classroom Walkthroughs, Teacher Performance Evaluations

B095837
S107006
G2.B3 Lack of experience/understanding of RtI process 2
G2.B3.S1 On-going PD and Child Study Team meetings to determine appropriate RtI interventions. 4
Strategy Rationale
Action Step 1 5
PD Targeted toward RtI
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/29/2015
PLC Sign-in Sheets
Implementation of PD and RtI Strategies
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Completed RtI Paperwork, Leadership Agendas

B097937
S109262
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/25/2014 to 5/28/2015
Follow-up Conversations with Team Members, Completed RtI Paperwork
G2.B4 Unfamiliarity with FSA and Test Specs 2
G2.B4.S1 Download Test Specs and Provide to Teachers 4
Strategy Rationale
Action Step 1 5
Expose Teachers to FSA Test Specs
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 3/27/2015
Classroom Assessments that Mirror FSA Test Specs

S109263
Review Class Assessments
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Class walk-throughs, follow-up discussions regarding assessments
Review Common Monthly Assessment Data for increases in Student Achievement
Person Responsible
Donte Fulton
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Common Monthly Assessment Data (Performance Matters)
G2.B4.S2 Implement monthly mini-assessments aligned with test specs to assess student progress. 4
Strategy Rationale
Action Step 1 5
Administration of Common Monthly Assessments (CMAs)
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Lesson Plans, Scanned CMAs

CMAs administered in a true testing environment
Person Responsible
Jennifer Becraft
Schedule
Monthly, from 9/29/2014 to 3/27/2015
CMAs distributed via the testing room and collected by test monitors. No sound or
movement during testing window.
Administration will monitor halls and testing procedures.
Person Responsible
Jacob Goldberg
Schedule
Monthly, from 9/29/2014 to 3/27/2015
Data Chats

G039657
B095838
S107007
G3. CELLA - 68% of ELL students will score proficient in Listening/Speaking, 50% will score proficient in
reading, and 50% will score proficient in writing. 1
G3.B1 Vocabulary Deficiency 2
G3.B1.S1 Classroom teachers will utilize ESOL Strategies Matrix and include vocabulary strategies in
lesson plans. Teachers will use targeted instruction to increase student vocabulary skills. 4
Strategy Rationale
Action Step 1 5
Utilization of ESOL Matrix
Person Responsible
Jennifer Becraft
Schedule
Weekly, from 8/18/2014 to 6/4/2015
Lesson Plans, Walk-throughs
Vocabulary Strategies
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Lesson plans, Walk-throughs

S107008
Increase Student Vocabulary
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 8/18/2014 to 6/4/2015
Vocabulary Assessments, Teacher Conversations/Observations
G3.B1.S2 Intervention in a small group setting (Da Vinci Reading Pull Out) for individualized assistance/
instruction. 4
Strategy Rationale
Action Step 1 5
Intervention
Person Responsible
Cynthia Gwyn
Schedule
On 2/27/2015
Schedules, Assessments
Reading Pull-Outs
Person Responsible
Louisa Upadhya
Schedule
Weekly, from 9/1/2014 to 5/1/2015
Schedules, Lesson Plans

B095839
S107009
Targeted Instruction
Person Responsible
Deborah Vicino
Schedule
Weekly, from 8/25/2014 to 5/29/2015
Teacher Observations, Pull-Out Teacher Observations
G3.B2 Need for Individualized Instruction 2
G3.B2.S1 Intervention in small group settings. 4
Strategy Rationale
Action Step 1 5
Reading Pull-out Teachers will provide individualized instruction/assistance in listening/speaking,
reading comprehension, and writing.
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/8/2015
Classroom Teacher and Reading Coach Observations, Reading Comprehension
Assessments

Small Group Intervention
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/15/2014 to 5/8/2015
Reading Coach Schedules
Person Responsible
Deborah Vicino
Schedule
Monthly, from 9/9/2014 to 5/8/2015
Teacher Observations, Reading and Vocabulary Assessments

B095840
S107010
G3.B3 Reading Comprehension 2
G3.B3.S1 Classroom teachers will utilize research based instructional strategies to teach reading skills
to ensure an increase in reading comprehension. 4
Strategy Rationale
Action Step 1 5
PD research based instructional strategies
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 4/30/2015
PLC Sign-in Sheets
PD
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 4/30/2015
PLC Communication Forms

B095841
S107011
Increase in Comprehension
Person Responsible
Cynthia Gwyn
Schedule
On 5/29/2015
Teacher Observation, Reading Comprehension Assessments, CMAs
G3.B4 Cultural Differences 2
G3.B4.S1 Classroom teachers will utilize research-based instructional strategies to teach reading skills
in order to increase student understanding. 4
Strategy Rationale
Action Step 1 5
Increase Student Understanding
Person Responsible
Jennifer Becraft
Schedule
Weekly, from 8/11/2014 to 6/4/2015
Assessments, Lesson Plans, Teacher Observations

Utilization of Research Based Instructional Strategies
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/9/2014 to 5/29/2015
Classroom Walk-throughs and Teacher Observations
Increase in Student Understanding
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/9/2014 to 5/29/2015
Lesson Plan Reviews, Teacher Observations, Assessments

G039659
B095844
S107015
impossible. Therefore, we are focusing on increasing learning gains for all of our students. 1
G4.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction. 2
G4.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction 4
Strategy Rationale
Action Step 1 5
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
PD/PLC Calendar
Implementation of PD
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
PD Calendars, PLC Sign-in Sheets

B095845
S107016
Clear Understanding of Lesson Planning and Differentiated Instruction
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/1/2014 to 5/29/2015
G4.B2 Lack of understanding of research-based instructional strategies. 2
Strategy Rationale
Action Step 1 5
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
PD/PLC Calendars and Data Chat Schedules

Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
PD Calendars, PLC Sign-in Sheets
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Weekly Assessments, Classroom Walkthroughs, Teacher Performance Evaluations

B095846
S107017
G4.B3 Lack of experience/understanding of the RTI process. 2
G4.B3.S1 Ongoing PD and Child Study Team Meetings to determine appropriate RtI interventions 4
Strategy Rationale
Action Step 1 5
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Signed PLC Communication Forms
Implementation of PD and RtI Interventions, Compliance with RtI Process
Person Responsible
Rochel Chancerel
Schedule
On 5/29/2015
Implementation of PD and RtI Interventions, Compliance with RtI Process

B098044
S109364
Determine Effectiveness of PD and RtI Interventions
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
G4.B4 Unfamiliarity with FSA and Test Specs 2
G4.B4.S1 Implement monthly mini-assessments aligned with test specs to assess student progress. 4
Strategy Rationale
Action Step 1 5
Administration of Common Monthly Assessments (CMAs)
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 3/27/2015
Classroom Assessments that Mirror FSA Test Specs

S137552
CMAs Administered in a true testing environment
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Monitor Halls and testing procedures
Person Responsible
Jacob Goldberg
Schedule
Monthly, from 10/1/2014 to 3/27/2015
Data Chats
G4.B4.S2 Download Test Specs and Provide to Teachers 4
Strategy Rationale
Action Step 1 5
Expose Teachers to FSA Test Specs
Person Responsible
Rochel Chancerel
Schedule
On 3/27/2015
Classroom Assessments (Should Mirror FSA Test Specs)

Review Class Assessments
Person Responsible
Rochel Chancerel
Schedule
On 3/27/2015
Review CMA Data for increases in Student Achievement
Person Responsible
Donte Fulton
Schedule
Monthly, from 10/1/2014 to 3/27/2015
CMA Data (Performance Matters)

G039660
B095847
S107018
make learning gains on the 2015 FSA. 1
G5.B1 Lack of experience in Lesson Planning 2
G5.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction. 4
Strategy Rationale
Action Step 1 5
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 10/1/2014 to 5/29/2015
PD/PLC Calendar
PD Calendar, PLC Calendar, Data Chats
Person Responsible
Cynthia Gwyn
Schedule
PLC/PD Sign-in Sheets

B095848
S107019
Clear Understanding of lesson planning, differentiated instruction, and Student Engagement
Person Responsible
Deborah Vicino
Schedule
Weekly, from 8/28/2014 to 10/6/2014
G5.B2 Lack of experience using research-based instructional strategies 2
Strategy Rationale
Action Step 1 5
Person Responsible
Rochel Chancerel
Schedule
Monthly, from 9/1/2014 to 5/29/2015
PD Calendars

Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 8/28/2014 to 5/29/2015
PLC Sign-in sheets
Understanding and Implementation of Research-based Instructional Strategies
Person Responsible
Deborah Vicino
Schedule
On 5/29/2015
Classroom Walk-throughs and Teacher Performance Evaluations

B095849
S107020
G5.B3 Lack of experience/understanding with/of the RtI process 2
G5.B3.S1 On-going and PD and Child Study Team meetings to determine appropriate tiered
interventions. 4
Strategy Rationale
Action Step 1 5
PD targeted toward RtI Process
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 11/29/2014
PLC sign-in sheets
Implementation of RTI, Compliance with RtI Process
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/1/2014 to 5/29/2015
Leadership Agendas, Completed RtI Documentation

G039661
B095850
S107021
Person Responsible
Kathleen Smallwood
Schedule
Monthly, from 9/25/2014 to 5/28/2015
G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or 5
on the 2015 FCAT. 1
G6.B1 Lack of Prior Knowledge 2
G6.B1.S1 Discovery by individual exploration. 4
Strategy Rationale
Action Step 1 5
Provide weekly opportunities for individual exploration in science lab.
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Lab Completions

S107022
Utilization of Science Lab
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Science Lab Calendar/Sign-up Sheets, Lesson Plans, Teacher Performance Evaluations
Science Lab Usage
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Student Portfolios, Benchmark Data, FCAT Results
G6.B1.S2 Implementation of Differentiated Instruction 4
Strategy Rationale
Action Step 1 5
PD in the area of Differentiated Instruction
Person Responsible
Cynthia Gwyn
Schedule
Monthly, from 9/1/2014 to 5/29/2015
PLC Sign-in Sheets

Utilization of DI in the Classroom
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Lesson Plans, Classroom Walk-throughs
Effectiveness of DI
Person Responsible
Deborah Vicino
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Weekly Assessments, Benchmark Data, FCAT Results

B095851
S107023
G6.B2 Concept Comprehension 2
G6.B2.S1 Students will use technology to reinforce abstract concepts taught in the classroom. 4
Strategy Rationale
Action Step 1 5
Monthly Computer Lab Use
Person Responsible
Cynthia Gwyn
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Computer Lab Sign-up Sheets
Utilization of Computer Labs and Science-related Computer Programs
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Lesson Plans, Grade books

B095852
S107024
Comprehension of Abstract Concepts
Person Responsible
Rochel Chancerel
Schedule
On 5/28/2015
G6.B3 Vocabulary 2
G6.B3.S1 Students will aide in the creation of interactive word walls to increase comprehension of
science-related vocabulary. 4
Strategy Rationale
Action Step 1 5
Student-generated interactive word walls.
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Student-generated Interactive word walls visible in classroom/lab.

Creation of Student-generated Interaction of Word Wall
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Classroom Walkthroughs, Teacher Performance Evaluations
Vocabulary Comprehension
Person Responsible
Rochel Chancerel
Schedule
Weekly, from 9/1/2014 to 5/29/2015
Appendix 1: Implementation Timeline
Action steps and monitoring activities identified in the SIP as necessary to achieve the school’s goals.
Source
Task, Action Step or Monitoring
Activity
Who
Start Date
(where
applicable)
Deliverable or Evidence of
Completion
Due Date/
End Date
G1.B1.S1.A1
Develop PD to address deficiencies in
lesson planning and differentiated
instruction.
Gwyn, Cynthia 9/1/2014 PD/PLC Calendar
5/21/2015
one-time
G1.B2.S1.A1
PD in Research-based Instructional
Strategies
Gwyn, Cynthia 9/1/2014 PD Calendars
5/28/2015
weekly
G1.B2.S2.A1
Classroom Walkthroughs and Teacher
Observations
Gwyn, Cynthia 9/1/2014
Administrative Walkthrough/Observation
Results Posted in SIS. Post-evaluation
Conferences.
5/29/2015
weekly
G1.B3.S1.A1 PD targeted toward RtI Gwyn, Cynthia 9/1/2014
Signed PLC Forms, Completed RtI
Tracking Sheets
5/28/2015
monthly
G2.B1.S1.A1
instruction.
5/29/2015
monthly
G2.B2.S1.A1
Strategies
Gwyn, Cynthia 9/1/2014 PD Calendars
5/29/2015
monthly

Source
Activity
Who
Start Date
(where
applicable)
Completion
Due Date/
End Date
G2.B3.S1.A1 PD Targeted toward RtI Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets
5/29/2015
monthly
G3.B1.S1.A1 Utilization of ESOL Matrix Becraft, Jennifer 8/18/2014 Lesson Plans, Walk-throughs
6/4/2015
weekly
G3.B1.S2.A1 Intervention Gwyn, Cynthia 9/1/2014 Schedules, Assessments
2/27/2015
one-time
G3.B2.S1.A1
Reading Pull-out Teachers will provide
individualized instruction/assistance in
listening/speaking, reading
comprehension, and writing.
Classroom Teacher and Reading Coach
Observations, Reading Comprehension
Assessments
5/8/2015
weekly
G3.B3.S1.A1
PD research based instructional
strategies
Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets
4/30/2015
monthly
G3.B4.S1.A1 Increase Student Understanding Becraft, Jennifer 8/11/2014
Assessments, Lesson Plans, Teacher
Observations
6/4/2015
weekly
G4.B1.S1.A1
instruction.
Chancerel, Rochel 9/1/2014 PD/PLC Calendar
5/29/2015
monthly
G4.B2.S1.A1
Strategies
Chancerel, Rochel 9/1/2014
PD/PLC Calendars and Data Chat
Schedules
5/29/2015
monthly
G4.B3.S1.A1 PD Targeted toward RtI
Smallwood,
Kathleen
9/1/2014 Signed PLC Communication Forms
5/29/2015
monthly
G5.B1.S1.A1
instruction.
5/29/2015
monthly
G5.B2.S1.A1
Strategies
Chancerel, Rochel 9/1/2014 PD Calendars
5/29/2015
monthly
G5.B3.S1.A1 PD targeted toward RtI Process Gwyn, Cynthia 9/1/2014 PLC sign-in sheets
11/29/2014
monthly
G6.B1.S1.A1
Provide weekly opportunities for
individual exploration in science lab.
Chancerel, Rochel 9/1/2014 Lab Completions
5/29/2015
weekly
G6.B1.S2.A1
PD in the area of Differentiated
Instruction
Gwyn, Cynthia 9/1/2014 PLC Sign-in Sheets
5/29/2015
monthly
G6.B2.S1.A1 Monthly Computer Lab Use Gwyn, Cynthia 9/1/2014 Computer Lab Sign-up Sheets
5/29/2015
weekly
G6.B3.S1.A1
Student-generated interactive word
walls.
Student-generated Interactive word
walls visible in classroom/lab.
5/29/2015
weekly
G2.B4.S2.A1
Administration of Common Monthly
Assessments (CMAs)
Gwyn, Cynthia 10/1/2014 Lesson Plans, Scanned CMAs
3/27/2015
monthly
G2.B4.S1.A1 Expose Teachers to FSA Test Specs Gwyn, Cynthia 9/1/2014
Classroom Assessments that Mirror
FSA Test Specs
3/27/2015
monthly
G4.B4.S1.A1
Administration of Common Monthly
Assessments (CMAs)
Classroom Assessments that Mirror
FSA Test Specs
3/27/2015
monthly
G4.B4.S2.A1 Expose Teachers to FSA Test Specs Chancerel, Rochel 10/1/2014
Classroom Assessments (Should Mirror
FSA Test Specs)
3/27/2015
one-time
G1.MA1
Effectiveness of PD in the areas of
lesson planning, differentiated
instruction and student egagment.
Fulton, Donte 9/4/2014 Benchmark Data and FSA Results
5/28/2015
quarterly
G1.B1.S1.MA1
Clear understanding of lesson planning,
differentiated instruction, and student
engagement
Classroom Walk-throughs, Teacher
Performance Evaluations, Lesson Plans
5/28/2015
monthly
G1.B1.S1.MA1 Implementation of PD Gwyn, Cynthia 8/28/2014 PD/PLC Sign-in Sheets
5/28/2015
monthly
G1.B2.S1.MA1
Utilization of Research-based
Lesson Plans, Classroom Walkthroughs
and Teacher Performance Evaluations
5/28/2015
monthly
G1.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 9/1/2014
PLC Sign-in Sheets, Attendance at Data
Chats
5/28/2015
monthly

Source
Activity
Who
Start Date
(where
applicable)
Completion
Due Date/
End Date
G1.B3.S1.MA1 Effective Implementation of RtI
Smallwood,
Kathleen
9/1/2014
Follow-up Meetings with ESE Specialist,
Completed RtI Documentation, Data
Chats
5/29/2015
monthly
G1.B3.S1.MA1
Implementation of PD, Compliance with
RtI Process
Smallwood,
Kathleen
9/1/2014
PLC Sign-in Forms, Completed RtI
Documentation
5/28/2015
monthly
G1.B2.S2.MA1 Appropriate PD is aligned with PLC Gwyn, Cynthia 9/1/2014 PD Calendars and Data Chats
11/28/2014
one-time
G1.B2.S2.MA1 Evaluation/Observations Vicino, Deborah 9/1/2014 Evaluation /Observation Forms
5/28/2015
monthly
G2.MA1
Data Chats, Benchmark Results, School
Enrichment Programs (During and after
school)
Fulton, Donte 9/17/2014
Benchmark Results, CAMs, FSA
Results
3/25/2015
quarterly
G2.B1.S1.MA1
PD in the areas of lesson planning,
differentiated instruction, and student
engagement.
Vicino, Deborah 8/28/2014
Class room walk-throughs, Teacher
Performance Evaluations
8/28/2014
quarterly
G2.B1.S1.MA1
PD Calendar, PLC Calendar, Data
Chats
PLC Sign-in Sheets, Attendance in Data
Chats
5/28/2015
quarterly
G2.B2.S1.MA1
Weekly Assessments, Classroom
Walkthroughs, Teacher Performance
Evaluations
5/29/2015
weekly
G2.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 8/28/2014 PLC sign-in sheets
5/29/2015
monthly
Smallwood,
Kathleen
9/25/2014
Follow-up Conversations with Team
Members, Completed RtI Paperwork
5/28/2015
monthly
G2.B3.S1.MA1
Implementation of PD and RtI
Strategies
Smallwood,
Kathleen
9/1/2014
Completed RtI Paperwork, Leadership
Agendas
5/29/2015
monthly
G2.B4.S1.MA1
Review Common Monthly Assessment
Data for increases in Student
Achievement
Fulton, Donte 10/1/2014
Common Monthly Assessment Data
(Performance Matters)
3/27/2015
monthly
G2.B4.S1.MA1 Review Class Assessments Gwyn, Cynthia 10/1/2014
Class walk-throughs, follow-up
discussions regarding assessments
3/27/2015
monthly
G2.B4.S2.MA1
Administration will monitor halls and
testing procedures.
Goldberg, Jacob 9/29/2014 Data Chats
3/27/2015
monthly
G2.B4.S2.MA1
CMAs administered in a true testing
environment
Becraft, Jennifer 9/29/2014
CMAs distributed via the testing room
and collected by test monitors. No
sound or movement during testing
window.
3/27/2015
monthly
G3.MA1 Proficiency Scores Fulton, Donte 8/26/2014
CELLA, Benchmark Data, CMA Data,
FSA Data, IPT
5/29/2015
quarterly
G3.B1.S1.MA1 Increase Student Vocabulary Gwyn, Cynthia 8/18/2014
Vocabulary Assessments, Teacher
Conversations/Observations
6/4/2015
monthly
G3.B1.S1.MA1 Vocabulary Strategies Gwyn, Cynthia 9/1/2014 Lesson plans, Walk-throughs
5/29/2015
weekly
G3.B2.S1.MA1 Instructional Strategies Vicino, Deborah 9/9/2014
Teacher Observations, Reading and
Vocabulary Assessments
5/8/2015
monthly
G3.B2.S1.MA1 Small Group Intervention Gwyn, Cynthia 9/15/2014 Reading Coach Schedules
5/8/2015
weekly
G3.B3.S1.MA1 Increase in Comprehension Gwyn, Cynthia 9/1/2014
Teacher Observation, Reading
Comprehension Assessments, CMAs
5/29/2015
one-time
G3.B3.S1.MA1 PD Gwyn, Cynthia 9/1/2014 PLC Communication Forms
4/30/2015
monthly
G3.B4.S1.MA1 Increase in Student Understanding Vicino, Deborah 9/9/2014
Lesson Plan Reviews, Teacher
Observations, Assessments
5/29/2015
weekly
G3.B4.S1.MA1
Utilization of Research Based
Classroom Walk-throughs and Teacher
Observations
5/29/2015
weekly
G3.B1.S2.MA1 Targeted Instruction Vicino, Deborah 8/25/2014
Teacher Observations, Pull-Out Teacher
Observations
5/29/2015
weekly

Source
Activity
Who
Start Date
(where
applicable)
Completion
Due Date/
End Date
G3.B1.S2.MA1 Reading Pull-Outs Upadhya, Louisa 9/1/2014 Schedules, Lesson Plans
5/1/2015
weekly
G4.MA1
PD in the areas of lesson planning,
differentiated instruction and student
egagement.
Fulton, Donte 9/4/2014 Benchmark Data and FSA Results
5/28/2015
quarterly
G4.B1.S1.MA1
Clear Understanding of Lesson
Planning and Differentiated Instruction
5/29/2015
weekly
G4.B1.S1.MA1 Implementation of PD Chancerel, Rochel 9/1/2014 PD Calendars, PLC Sign-in Sheets
5/29/2015
monthly
G4.B2.S1.MA1
Weekly Assessments, Classroom
Walkthroughs, Teacher Performance
Evaluations
5/29/2015
weekly
G4.B2.S1.MA1 Professional Learning Communities Chancerel, Rochel 9/1/2014 PD Calendars, PLC Sign-in Sheets
5/29/2015
monthly
G4.B3.S1.MA1
Determine Effectiveness of PD and RtI
Interventions
Smallwood,
Kathleen
9/1/2014
Chats
5/29/2015
monthly
G4.B3.S1.MA1
Interventions, Compliance with RtI
Process
Interventions, Compliance with RtI
Process
5/29/2015
one-time
G4.B4.S1.MA1 Monitor Halls and testing procedures Goldberg, Jacob 10/1/2014 Data Chats
3/27/2015
monthly
G4.B4.S1.MA1
CMAs Administered in a true testing
environment
3/27/2015
monthly
G4.B4.S2.MA1
Review CMA Data for increases in
Student Achievement
Fulton, Donte 10/1/2014 CMA Data (Performance Matters)
3/27/2015
monthly
G4.B4.S2.MA1 Review Class Assessments Chancerel, Rochel 10/1/2014
3/27/2015
one-time
G5.MA1
Data Chats, Benchmark Results, School
Enrichment Programs (During and after
school)
Fulton, Donte 10/1/2014 Benchmark Data, CMAs, FSA Results
5/28/2015
one-time
G5.B1.S1.MA1
Clear Understanding of lesson planning,
differentiated instruction, and Student
Engagement
10/6/2014
weekly
G5.B1.S1.MA1
PD Calendar, PLC Calendar, Data
Chats
Gwyn, Cynthia 8/28/2014 PLC/PD Sign-in Sheets
5/28/2015
quarterly
G5.B2.S1.MA1
Understanding and Implementation of
Research-based Instructional Strategies
Classroom Walk-throughs and Teacher
5/29/2015
one-time
G5.B2.S1.MA1 Professional Learning Communities Gwyn, Cynthia 8/28/2014 PLC Sign-in sheets
5/29/2015
monthly
Smallwood,
Kathleen
9/25/2014
Chats
5/28/2015
monthly
G5.B3.S1.MA1
Implementation of RTI, Compliance with
RtI Process
Smallwood,
Kathleen
9/1/2014
Leadership Agendas, Completed RtI
Documentation
5/29/2015
monthly
G6.MA1 Student Benchmark Scores Fulton, Donte 10/1/2014 Benchmark Results, FCAT Results
4/24/2015
quarterly
G6.B1.S1.MA1 Science Lab Usage Chancerel, Rochel 9/1/2014
Student Portfolios, Benchmark Data,
FCAT Results
5/29/2015
weekly
G6.B1.S1.MA1 Utilization of Science Lab Chancerel, Rochel 9/1/2014
Science Lab Calendar/Sign-up Sheets,
Lesson Plans, Teacher Performance
Evaluations
5/29/2015
weekly
G6.B2.S1.MA1 Comprehension of Abstract Concepts Chancerel, Rochel 10/1/2014
Weekly Assessments, Benchmark Data,
FCAT Results
5/28/2015
one-time
G6.B2.S1.MA1
Utilization of Computer Labs and
Science-related Computer Programs
Chancerel, Rochel 9/1/2014 Lesson Plans, Grade books
5/29/2015
weekly
G6.B3.S1.MA1 Vocabulary Comprehension Chancerel, Rochel 9/1/2014
FCAT Results
5/29/2015
weekly

Source
Activity
Who
Start Date
(where
applicable)
Completion
Due Date/
End Date
G6.B3.S1.MA1
Creation of Student-generated
Interaction of Word Wall
Classroom Walkthroughs, Teacher
5/29/2015
weekly
G6.B1.S2.MA1 Effectiveness of DI Vicino, Deborah 9/1/2014
FCAT Results
5/29/2015
weekly
G6.B1.S2.MA1 Utilization of DI in the Classroom Gwyn, Cynthia 9/1/2014
Lesson Plans, Classroom Walk-
throughs
5/29/2015
weekly
Appendix 2: Professional Development and Technical Assistance Outlines
Professional development opportunities and technical assistance items identified in the SIP as action steps to
achieve the school's goals.

Professional Development Opportuntities
Professional development opportunities identified in the SIP as action steps to achieve the school's goals.
impossible. Therefore, we are focusing on increasing learning gains for all of our students.
G1.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction.
G1.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction.
PD Opportunity 1
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
On 5/21/2015
G1.B2 Lack of understanding of research-based instructional strategies.
G1.B2.S1 Create and revise PD so that is aligned with PLCs
PD Opportunity 1
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Weekly, from 9/1/2014 to 5/28/2015

G1.B3 Lack of experience/understanding of the RtI process.
G1.B3.S1 Ongoing PD and ongoing child study team meetings to determine interventions in the tiers of
the RtI.
PD Opportunity 1
PD targeted toward RtI
Facilitator
ESE Specialist, ESE Teachers
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/28/2015
learning gains on the 2015 Reading FSA.
G2.B1 Lack of experience in lesson planning.
G2.B1.S1 Create and revise appropriate PD to ensure it is aligned with PLCs
PD Opportunity 1
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 10/1/2014 to 5/29/2015

G2.B2 Lack of experience using research-based instructional strategies
G2.B2.S1 Create and revise PD targeted to Research-based Instructional Strategies.
PD Opportunity 1
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
G2.B3 Lack of experience/understanding of RtI process
G2.B3.S1 On-going PD and Child Study Team meetings to determine appropriate RtI interventions.
PD Opportunity 1
Facilitator
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015

impossible. Therefore, we are focusing on increasing learning gains for all of our students.
G4.B1 Lack of experience in lesson planning, student engagement, and differentiated instruction.
G4.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction
PD Opportunity 1
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
G4.B2 Lack of understanding of research-based instructional strategies.
PD Opportunity 1
Facilitator
PLC Leaders
Participants
Classroom Teachers, Pull-out Teachers, ESE Specialist, ESE Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015

G4.B3 Lack of experience/understanding of the RTI process.
G4.B3.S1 Ongoing PD and Child Study Team Meetings to determine appropriate RtI interventions
PD Opportunity 1
Facilitator
Participants
Classroom Teachers, Pull-Out Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
make learning gains on the 2015 FSA.
G5.B1 Lack of experience in Lesson Planning
G5.B1.S1 On-going PD in Lesson Planning and Differentiated Instruction.
PD Opportunity 1
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 10/1/2014 to 5/29/2015

G5.B2 Lack of experience using research-based instructional strategies
PD Opportunity 1
Facilitator
PLC Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015
G5.B3 Lack of experience/understanding with/of the RtI process
G5.B3.S1 On-going and PD and Child Study Team meetings to determine appropriate tiered
interventions.
PD Opportunity 1
PD targeted toward RtI Process
Facilitator
Participants
Classroom teachers, Pull-out teachers
Schedule
Monthly, from 9/1/2014 to 11/29/2014

G6. FCAT Science - 40% of students will score a Level 3 on the 2015 FCAT and 40% will score a Level 4 or 5
on the 2015 FCAT.
G6.B1 Lack of Prior Knowledge
G6.B1.S2 Implementation of Differentiated Instruction
PD Opportunity 1
PD in the area of Differentiated Instruction
Facilitator
Team Leaders
Participants
Classroom Teachers
Schedule
Monthly, from 9/1/2014 to 5/29/2015

Technical Assistance Items
Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals.

Budget Rollup
Summary
Description Total
Grand Total 0

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