2019-2020 - okaloosa county school district · 2019-09-16 · *the school uses a varity of methods...

SAC funds in the amount of $,

will primarily be used for

Date Submitted:

Dates of Revision:

School Performance Plan 2019-2020

School Name: Shalimar Elementary

Legend

AICE Advanced International Certificate of Education

MtSS Multi-tiered System of Supports

AP Advanced Placement NGCAR-PD

Next Generation Content Area Reading Professional Development

DA Differentiated Accountability NGSSS Next Generation Sunshine State Standards ED Economically Disadvantaged PERT Postsecondary Education Readiness Test ELA English Language Arts PMP Progress Monitoring Plan ELL English Language Learners PMS Progress Monitoring System EOC End of Course Exam POC Plan of Care ESE Exceptional Student Education PPP Pupil Progression Plan ESSA Every Student Succeeds Act PSAT Preliminary Scholastic Aptitude Test FAIR Florida Assessment for Instruction in

Reading SAC School Advisory Council

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

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

Plan VE Varying Exceptionalities

MAP Measures of Academic Progress

Okaloosa County School District

Vision Statement:

We inspire a lifelong passion for learning.

Mission Statement:

We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their families, communities, and the world.

Core Values:

Accountability: We, working in conjunction with students’ families, accept responsibility to ensure student learning, to pursue excellence, and to hold high standards for all.

Citizenship: We prepare all students to exercise the duties, rights, and privileges of being a citizen in a local community and global society.

Excellence: We pursue the highest academic, extracurricular, and personal/professional standards through continuous reflection and improvement.

Integrity: We embrace a culture in which individuals adhere to exemplary standards and act honorably.

Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and resilience to be lifelong learners.

Respect: We show regard and consideration for all through a culture of dignity, diversity, and empathy.

Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others.

2

School Performance Team

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

Name Title

.Kim McSparren Principal

K Armstrong Assistant Principal

Sarah Downs ELA Instructional Coach

Chris Sadler Math Instructional Coach

Jennifer Lewis Title 1 ELA Teacher

Annie Riggins Title 1 Math Teacher

All CRTs via Department Meetings

Stakeholder Involvement: Describe the process taken to create the School Performance Plan.

During individual data chats and all Department meeeting througout the 2019-2020 school year, the administrative team and instructional coaches

met with teachers to discuss student data and needs relating to our current SPP goals. Teacher feedback during PDs and Department meetings,

analysis of small group pre/post lessons and station plans, and targeted administrator walk throughs led the team to determine that we need to

continue building our implementation of differentiating instruction for students through small groups and station tasks. At mid year 2019-2020

departments reviewed and modified last year's SPP to include technology and programs incorporated into stations and modification of DIBs groups

and students receiving remediation. These changes were included in the current SPP plan.

3

School Profile Located in the Panhandle of Florida, Shalimar Elementary School serves approximately 640 students from the Shalimar and Fort Walton Beach

Area. It employees approximately 90 employees. Shalimar was initally SACS accredited in 1966 and has been honored to serve the communities'

students, families and stakeholders since. Shalimar Elementary works together with all stakeholders and has established rigorous academic

standards for our students and are committed to providing high quality differentiated instruction for all students. The school earned an A rating as

established and measured by the State of Florida grade calculation method for 15 years, earning a B in ’16-’17, a C in ‘17-’18 and a B in ’18-’19.

Shalimar focuses on building positive relationships with all stakeholders and proudly serves a diverse population. Shalimar is a Title 1 school with

63.7% Economically Disadvantaged students. Shalimar students are served in Kindergarten (5 classes), First Grade (5 classes), Second Grade (5

classes), Third Grade (6 classes), Fourth Grade (4 classes), and Fifth Grade (6 classes). We also provide services for two Prek classes with

disabilities and two classes servicing students with emotional/behavioral disabilities. We have 120 ESE students receiving services for both

disabilities and gifted instruction and approximately 60 students receiving English Language Learner services. Our Title 1 support team consists of

2 classroom assistants and 2 full time teachers (Reading and Math). Other faculty and support staff offering support for students are: 2

Instructional Coaches, 2 interpreters, 3 classroom assistants, a music teacher, a PE teacher and 2 PE assistants, a Social Worker, a Mental Health

Counselor, a Military Family Life Counselor, a School Psychologist, a Health Tech, a Behavior Specialist, a Speech/Language Therapist and an

Exceptional Student Education teacher. Shalimar also has a full time deputy as an SRO.

Shalimar offers many specials to students: Physical Education, Music, Art, Talented and Gifted, Archery Team, Leadership Team, Patrols, and a

Multicultural Club. We are proud of our family and are committed to our goal of providing a safe learning environment to all.

4

Community and Parent Awareness

5

Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school?

Parents completing the survey show a high strongly agree percentage (at or above 70%) in the following areas:

*emphasis on academic perfomance being the number one priority

*the principal is an effective leader and meets the needs of students

*clear expectations of conduct and behavior are communicated to students

*the school maintains a safe environment

*the school treats everyone fairly, regardless of race, economic status, or other relationships

*parents feel welcome at the school

*parents are satisfied teachers are doing a good job educating students

*the school is well maintained

What does the data tell you regarding the opportunities for improvement in your school?

Two areas showing slightly disagree or strongly disagree are:

*The school uses a varity of methods for parent communication: 11% slightlty disagree and 1% strongly disagree

*Parent input is valued at my child's school: 11% slightly disagree and 4% strongly disagree

Provide a description of the various forms of communication to your community and parents.

Newsletter sent home twice a month and posted on FB page / FB page / teacher newsletters / class DoJo communication / e-mail avalability / Remind

101 / automated callout system / school website / two informational signs in front of school / student communication folders / business parnter letters

/ parent handbook / large digital display in front office

6

Historical School Grade Data

Elem

enta

ry S

cho

ol

Sch

oo

l Yea

r

% E

ngl

ish

/Lan

guag

e A

rts

% M

ath

emat

ics

% S

cien

ce

% E

ngl

ish

/Lan

guag

e A

rts

% M

ath

emat

ics

% E

ngl

ish

/Lan

guag

e A

rts:

Lo

w 2

5%

% M

ath

emat

ics:

Lo

w 2

5%

Tota

l Co

mp

on

ents

Tota

l Po

ints

Ear

ned

Ove

rall

Per

cen

tage

Gra

de

Titl

e I*

Free

or

Red

uce

d L

un

ch R

ate

*

Min

ori

ty R

ate

*

Shalimar 2017 59 60 68 57 45 60 27 7 376 54 B YES 66 32

Shalimar 2018 57 58 61 54 38 50 24 7 342 49 C YES 65 33

Shalimar 2019 68 65 51 65 65 56 54 7 424 61 B YES 64 31

District 2019 65 73 69 57 65 48 53 11 733 67 A 44 32

Statet2019 55 58 56 54 56 45 58 11 652 59 B 55 40

*Percentages not Counted in Calculationt Calculated by Average of all Districts

Achievement Learning Gains

7

School Action Plan ESSA Subgroup: Strategies & Programs to Support the Objectives

ESSA Subgroup Focus

Subgroup: Hispanic Students/Families

School Focus

What is the cause(s) for this subgroup being an area of focus?

Focus on our spanish speaking students and families is necessary in order to include all families in support of student instruction and understanding

of school/county programs, grading, access to instructional materials, understanding of remediation programs and other needed information.

Because many ELL students struggle on FSA and FSA type assessments, they need the support of both school and family in order to be successful.

This year a thoughtful approach for the hispanic culture was used to place students together in classrooms. Because of the dynamics of the hispanic

work culture the students are raised in we are anticipating better communication within the classroom between hispanic students as they participate

in cooperative groupings.

What are we doing to target this subgroup?

Interpreters will help to inform Hispanic families during Open House, Math/Science Nights, and planned meetings (PMPs, parent conferences, etc)

by offering information in spanish. Planned events will include a hispanic component (concerts, book fairs, special programs, awards ceremonies,

field days, etc) so all stakeholders have a full understanding. We will strive to build a postive community with everyone being able to have a voice

and an understanding of all areas of their child's educational journey.

During small group instruction, teachers will utilize accomodations specfic to hispanic students. Whether that be dual language dictionaries,

utilizing the interpreters or peers, or allowing for extra time.

Targeted School-based Professional Development: Tuesday Tips

Department meetings

PLC time will address student needs and plan accordingly

8

Action Steps for Implementation:

Classroom Implementation Action Steps (Teachers and Students):

Teachers will work in collaboration with interpreters to share information with students and families

Teachers will utilize MAP data, WIDA data and FSA data to plan small group instruction in order to have data/information to share with parents

Students will work with teachers and interpreters to work in small groups and differentiated instruction/stations

School Implementation Action Steps (Administration, Teachers, and Students):

Teachers and students will receive training and use specific communication tools both in the classroom and for communicating with parents (i.e.

dictionaries, interpreters, and or DuoLingo).

Intepreters will provide interpretation as needed for conferences, special functions, and explanations regarding students, activites, and special

programs.

Progress Monitoring:

Initiative How Will It Be Monitored Frequency of Official Monitoring Who Is Responsible To Monitor

communication with hispanic

families

newsletters / classroom

newsletters/ all calls / agendas sign

in sheets / parent conference forms

weekly / monthly admin

interpreters

CRTs

Evaluation Following Mid-Year Data:

Evaluation of Targeted School-based Focus & Implementation:

Refinement of Targeted School-based Focus:

9

School Action Plan ELA: Reading & Writing

District Goal: Students shall demonstrate reading proficiency at or above the expected grade level.

Objectives:

The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on

the Florida Standards Assessment Test will be at least 62%.

The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of

Florida on the Florida Standards Assessment Test will be at least 62%.

The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards

Assessment Test will be at least 62%

10

MAP Reading Proficiency (By Grade) ELA (Reading): Data

School Gra

de

Gai

ns

(A-C

)

NO

NO

*

YES*

YES

1 2 3 4 5 Pro

fici

en

t

1 2 3 4 5 Pro

fici

en

t

Shalimar K 85 65 22 13 28 36 5 42 38 12 4 53 9 29 27 16 18 61 +8

zDistrict K 2,117 60 25 15 20 40 8 43 34 12 4 49 17 25 29 15 15 59 +9

Shalimar 1 77 56 25 19 25 31 5 27 35 22 10 68 10 18 35 18 18 71 +4

zDistrict 1 2,041 46 34 20 22 23 11 24 31 20 13 64 16 26 26 18 13 57 -7

Shalimar 2 99 60 23 16 32 29 18 34 16 22 9 47 21 19 27 20 12 60 +12

zDistrict 2 2,147 55 27 19 24 31 19 25 24 18 14 56 18 20 27 23 13 62 +6

2019 MAP Test A-C

ELA COHORT

Stu

de

nts

w/

2-Y

r D

ata Learning Gains

Percentage

Achievement Levels (%)

Test A


Test C

Pro

fici

en

cy T

est

A-C

11

FSA ELA Data (By Grade) ELA: Data

School Grade FSA

2015

FSA

2016

FSA

2017

FSA

2018

FSA

2019Gain/Loss

18-19

Shalimar 3 51 49 58 58 73 +15

District 3 61 66 66 66 66 0

Shalimar 4 66 54 52 49 60 +11

District 4 64 61 66 62 67 +5

Shalimar 5 66 69 60 58 69 +11

District 5 63 62 62 64 67 +3

FSA ELA by Percent Proficient

School Grade

*Header 3

Shalimar 3 56 +0.6 65 +2.6 53 +5.7 83 +12

District 3 56 -2 66 +0.3 51 +1.3 84 +9.7

*Header 4

Shalimar 4 51 +2.1 59 +0.5 50 +6.9 83 +16 50 +0.1 45 0 45 -1 69 +2

District 4 54 0 61 -2 52 +4.1 83 +13 55 +0 50 0 50 -1 75 +2.6

*Header 5

Shalimar 5 51 -6 67 -2 58 -2 82 +7.1 64 +12 62 +11 57 +10 86 +15

District 5 53 -7 72 +0.7 58 -3 83 +4.5 63 +5.3 59 +4.6 56 +4.8 84 +7.8

Write

Purp/Org

Write

Evidence

Write

Convent.

Key

Ideas

Craft &

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Intgr of

KnwlLang Write

Write

Purp/Org

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Evidence

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FSA ELA Strands 2019

% Correct / Increase(+), Decrease(-) from Last Year

12

FSA ELA Data (By Grade) ELA: Data

Sch

oo

l

FSA

Te

st G

rad

e2016 2016

Shalimar 4 57% 55% -1 47% -8 47% +0 54% 45% -9 54% +8 21% -32

* District 4 57% 58% +2 52% -6 60% +8 44% 48% +4 42% -6 50% +8

Shalimar 5 67% 59% -8 63% +4 78% +16 44% 70% +26 44% -25 75% +31

* District 5 59% 62% +3 61% -1 68% +7 45% 47% +2 49% +2 55% +5

FSA ELA Overall Gains Low 25% Gains

2017 2018 2019 2017 2018 2019

13

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

Central Focus: ELA Focus Kindergarten – Grade 2

Keeping the Balanced Literacy Model in mind, use the ELA Foundation Standards and data (e.g., MAP, Max Scholar, iReady,

formative) to create lessons

• Collaboratively develop targeted, engaging multi-sensory phonemic awareness and phonics lessons for use within the Balanced

Literacy Model

• How to use Max Scholar in a blended learning environment for identified students

• Using data (e.g., MAP, iReady, Max Scholar, and formative assessments) to collaboratively plan whole group mini-lessons, small

group instruction, and stations

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School Focus

Targeted School-based Focus: Using data (MAP, iReady, Max Scholar, Smarty Ants, formative assessments, etc.) to collaboratively plan lessons within the Balanced Literacy

Model (shared reading, whole group mini-lessons, small group instruction, and station activities) that support children as they transfer instruction

into independent practice.

• Using Max Scholar and Orton Gillingham strategies with identified students

• Incorporating multi-sensory strategies within standards-based lessons to enhance engagement, memory, and learning (focus on small group

and shared reading)

15

Targeted School-based Professional Development: 1. Pre-planning or faculty meeting in August – Review of terms etc. from our SPP. (Focus #1 and Focus #2)

2. PLC time following Central Message PD will be differentiated. Each PLC session will result in a product to be used in instruction prior to the

next PLC. Time may include planning, aligning, creating, or revising the following:

a. Differentiated small group lessons to meet student needs based on data and tied to standards. (Using TDQs, LPs, Standards, Standards

Resource Book, data, and multi-sensory strategies when applicable).

b. Differentiated stations to meet student needs based on data and tied to standards. (Using TDQs, appropriate text, LPs, Standards, Standards

Resource Book, data, and multi-sensory strategies when applicable).

c. Shared reading or whole group mini-lessons ensuring student engagement and purposeful interactions using appropriate rigor to monitor

student progress in meeting standards and classroom expectations for developmentally appropriate student talk, text marking, annotation,

analyzing, and synthesizing sources (pictures and text, video and text, simple text and more complex text).

3. Tuesday Tips and other Professional Development opportunities will be offered to provide an overview of useful technology resources,

demonstration of multi-sensory and engagement strategies, utilizing multiple data points to guide instruction, and strategies for blending reading

and writing instruction.

4. Embedded coaching (data analysis and planning, co-teaching, modeling, conferencing, coaching cycles, and collegial conversations) will be

used by the ELA instructional coach to support implementation of Central Message and School-based PD initiatives through regular collegial

meetings with grade levels, coaches, and during department meetings.

5. Data analysis/Max Scholar assessment training for teachers: how to administer test, using the data to drive instruction, etc.

6. Creating, analyzing, and refining assessments aligned to the standards and pacing.

7. Opportunities will be provided for identified teachers to observe classroom implementing best practices supporting the central message and

school based professional development initiatives on and off of campus with the guidance of an instructional coach and a debrief discussion.

8. Grade level ELA department meetings, held twice quarterly, analyzing most recent formative and summative assessment data, planning

instruction and assessment for the next cycle with a focus on standards, LPs, and assessment results with administrator and instructional coach

guidance and support

16



1. Teachers will align instruction and assessments within the Balanced Literacy Model to the standards utilizing the Year at a Glance standards

pacing and quality resources. (OCSD TDQ stems, LPs, Standards Resource Books, ReadWorks, Journeys, etc.)

2. Second Grade teachers will assess students on the 248 sight words within the first semester of school using data to drive station and small group

work infusing multi-sensory strategies. The goal is for all students to read the 248 sight words by end of the first semester.

3. Teachers will meet with targeted differentiated small groups daily during the Balanced Literacy Block and in DIBs block. Teachers will use

multiple data points (i.e., MAP, iReady, Max Scholar, Smarty Ants, formative assessments) to form flexible groups and plan differentiated

instruction using LPs to guide expected student outcomes.

a. Small group instruction may consist of: guided reading, conferencing/goal-setting, re-teaching/remediation/enrichment of specific skills,

mini-lessons, purposeful read alouds, shared reading, word work, etc. – incorporating OCSD TDQ stems, LPs, multi-sensory strategies, strategies

from the Standards Resource Book, and specific guidance in developmentally appropriate text marking and annotation.

b. Teachers will create purposeful stations that extend concepts PREVIOUSLY LEARNED during whole group and/or differentiated small

groups to provide students with meaningful PRACTICE with appropriate rigor (differentiated as appropriate and needed using LPs to plan for

expected student outcomes). May look like: a station incorporating differentiated practice from whole group, spiral review, adaptive technology-

based programs, practice applying EIR components w/differentiated text, etc. (Timeline: 1 station in the first ___ weeks and at least two additional

stations by the end of the first 9 weeks. A spiraling station will always be in rotations.)

4. Students will collaborate based on classroom station expectations in order to interact with increasingly complex texts during meaningful

PRACTICE in stations.

5. Teachers will model and incorporate the use of EIR components across the curriculum leading students to engaging and rigorous culminating

tasks. (Focus on: multiple sources, sequenced TDQs, text marking, annotations, student talk)

a. Teachers will implement scaffolded questioning strategies using TDQ stems from Standards Resource book and purposefully sequenced

TDQs for analysis and synthesis leading to a culminating task.

b. Teachers will model strategies for purposeful text marking (for initial comprehension), annotation and notetaking (to track thinking about

relevant information) based on TDQs and/or writing prompt. (May look like: graphic organizers, Cornell notes, picture notes, margin

notes/annotations, highlighting, etc.)

17

c. Teachers will CO-CREATE anchor charts with students and model expectations for interactive notebooks or other writing through reading

tasks.

d. Teachers will use standards, LPs, and the complexity of the lesson to drive selection of appropriate culminating tasks. (May look like:

graphic organizers, student discussion/debate, exit passes, writing task, etc.)

6. Students will actively participate in applying the EIR components across the curriculum in order to think critically about challenging and high

quality texts.



Max Scholar and Orton Gillingham

with identified students

walk throughs, department

meetings, lesson plans,

monthly Admin, teachers

Multi-sensory lessons w/in the

Balanced Literacy Model (small

group & shared reading focus)


meetings, lesson plans





18


Central Focus: ELA Focus Grades 3-5

Keeping the end in mind, use the ELA Standards, Item Specifications, Achievement Level Descriptors (ALDs), and data (e.g., MAP,

FSA, formative) to create lessons

• Collaboratively develop a culminating task (e.g., test, writing task, etc.) that reflects the standard(s) of focus

• Use Item Specifications to create quality questions based on the standards and ALDs which prepare students for the developed

culminating task

• Investigate how to use grade-level texts from Journeys and supplemental materials as a resource to plan lessons which prepare

students for the developed culminating task

19

School Focus

Targeted School-based Focus: Teaching students to think critically and respond (shared writing, short response, student-led discussions, etc.) to challenging and high quality texts

through data driven teacher-led small group instruction, cooperative learning opportunities, and purposeful practice in meaningful stations

differentiated as appropriate and needed.

• Utilize multiple data points (MAP, iReady, FSA, formative assessments, etc.) and standards/ALDs to guide teacher-led small group

instruction and related stations.

• Engage students in purposeful interactions with complex text(s) through the use of EIR components (multiple sources, sequenced TDQs,

text marking, annotations, culminating tasks, and student talk) across reading and writing instruction.

20

Targeted School-based Professional Development: 1. Pre-planning or faculty meeting in August – Review of terms etc. from our SPP. (Focus #1 and Focus #2)

2. PLC time following Central Message PD will be differentiated. Each PLC session will result in a product to be used in instruction prior to the

next PLC. Time may include planning, aligning, creating, or revising the following:

a. Differentiated small group lessons to meet student needs based on data and tied to standards. (Using TDQs, ALDs, Standards, Standards

Resource Book, Item Specs, MAP, and classroom assessments).

b. Differentiated stations to meet student needs based on data and tied to standards. (Using TDQs, appropriate text, ALDs, Standards, Standards

Resource Book, Item Specs, MAP, and classroom assessments).

c. Cooperative learning opportunities and mini-lessons ensuring student engagement and purposeful interactions using appropriate rigor to

monitor student progress in meeting standards and classroom expectations for student talk, text marking, annotation, and analyzing and

synthesizing sources.

3. Tuesday Tips and other Professional Development opportunities will be offered to provide an overview of useful technology resources for

finding text sets (ex. Common Lit), engagement strategies, utilizing multiple data points to guide instruction, and strategies for blending reading

and writing instruction.

4. Embedded coaching (data analysis and planning, co-teaching, modeling, conferencing, coaching cycles, and collegial conversations) will be

used by the ELA instructional coach to support implementation of Central Message and School-based PD initiatives through regular collegial

meetings with grade levels, coaches, and during department meetings.

5. Data analysis/MAP assessment training for new teachers: how to administer test, using the learning continuum, reports and how to use them to

differentiate, etc.

6. Creating, analyzing, and refining assessments aligned to the pacing, standards and item specs.

7. Opportunities will be provided for identified teachers to observe classroom implementing best practices supporting the central message and

school based professional development initiatives on and off of campus with the guidance of an instructional coach and a debrief discussion.

8. Grade level ELA strategy meetings, held twice quarterly, analyzing most recent formative and summative assessment data, planning instruction

and assessment for the next cycle with a focus on standards, ALDs, and item specs with administrator and instructional coach guidance and support

21



1. Teachers will align instruction and assessments within the Balanced Literacy Model to the Standards and Item Specs utilizing quality resources.

(OCSD TDQ stems, ALDs, Standards Resource Books, StoryWorks and StoryWorks Jr., Common Lit, Journeys, etc.)

2. Teachers will meet with targeted differentiated small groups daily during the Balanced Literacy Block and DIBs block. Teachers will use

multiple data points (i.e., MAP, iReady, FSA, formative assessments) to form flexible groups and plan differentiated instruction using ALDs to

guide expected student outcomes.

a. Small group instruction may consist of: guided reading, conferencing/goal-setting, re-teaching/remediation/enrichment of specific skills,

literature circles, mini-lessons, shared reading, purposeful read alouds, etc.) – incorporating OCSD TDQ stems, ALDs, strategies from the

Standards Resource Book, and specific guidance in text marking and annotation.

b. Teachers will create purposeful stations that extend concepts PREVIOUSLY LEARNED during whole group and/or differentiated small

groups to provide students with meaningful PRACTICE with appropriate rigor (differentiated as appropriate and needed using ALDs to plan for

expected student outcomes). May look like: a station incorporating differentiated practice from whole group, spiral review, adaptive technology-

based programs, practice applying EIR components w/differentiated text, etc.

3. Students will collaborate based on classroom station expectations in order to interact with increasingly complex texts during meaningful

PRACTICE in stations.

4. Teachers will model and incorporate the use of EIR components across the curriculum leading students to engaging and rigorous culminating

tasks. (Focus on: multiple sources, sequenced TDQs, text marking, annotations, student talk)

a. Teachers will implement scaffolded questioning strategies with an emphasis on DOK 2 & 3 levels using TDQ stems from Standards

Resource book and purposefully sequenced TDQs for analysis and synthesis leading to a culminating task.

b. Teachers will model strategies for purposeful text marking (for initial comprehension), annotation and notetaking (to track thinking about

relevant information) based on TDQs and/or writing prompt. (May look like: graphic organizers, Cornell notes, picture notes, margin

notes/annotations, highlighting, etc.)

c. Teachers will CO-CREATE anchor charts with students and model expectations for interactive notebooks or other writing through reading

tasks.

22

d. Teachers will use standards, ALDs, item specs, and the complexity of the lesson to drive selection of appropriate culminating tasks. (May

look like: graphic organizers, student discussion/debate, exit passes, writing task, etc.)

5. Students will actively participate in applying the EIR components across the curriculum in order to think critically about challenging and high

quality texts.



Planning with the end in mind

(alignment of instruction to

standards and assessments)

walk throughs, department meeting

agendas, grade level meeting notes

(PLC notes)


Differentiated small group to

remediate and extend student

learning based on data


meetings, lesson plans, grade level

meeting notes (PLC notes)





23


Central Focus: Text-based Writing

School Focus

Targeted School-based Focus Based on FSA Writing Rubric: Purpose, Focus, Organization Evidence and Elaboration Targeted School-based Professional Development: 1. Calibration training will be offered to new teachers or teachers new to a grade level via release time with Literacy Coach or grade level peer

after first Cold Write. Calibration of papers will lead to discussions of trends/needs for classroom instruction and result in planning for mini-

lessons or teaching strategies to meet those needs. (Grade Level Meeting or 1/2 day Release time).

2. Teachers who attend grade level specific trainings offered on Frontline: Professional Growth will share with the grade level during Tuesday

Tips or Grade Level Meetings. Admin will make strategic suggestions of available trainings that would benefit individuals or the school as a

whole.

3. Professional development sessions will be offered to support school focus on PFO by the ELA Instructional Coach and/or Lead Teachers to

support implementation of the school writing plan. (Tuesday Tips, Differentiated Coaching, Calibration Trainings, Optional trainings based on

Grade level/band needs each semester)

4. Writing discussions will occur with 4th and 5th grade ELA teachers, Instructional Coach, and Administration during ELA Department Meetings

to address progress, success, and challenges in working through the sequence of instruction from collaborative planning days in May of 2018.

Revisions and notes will be made as needed during these meetings.

5. Embedded Coaching (co-teaching, modeling, conferencing, collaborative planning, and collegial conversations) will be used by the

Instructional Coach to support the implementation of the Shalimar Elementary School Writing Plan.

Writing Plan: Email School Writing Plan to Denise Reichal to be uploaded to your SPP Document

24



Implementation of Writing Plan

using Sampler Set papers for

Opinion & Informational (4th-5th)

Department Meetings, grade level

meeting notes, lesson plans,

walkthroughs

monthly Administration, ELA teachers

Implementation of Writing Plan

with a focus on PFO K-4

Department Meetings, grade level

meeting notes, lesson plans,

walkthroughs

monthly Administration, ELA teachers




25


ELA Levels 1 and 2 Focus

School Focus

Targeted School-based Focus: Data based differentiated small group instruction to remediate and strengthen skills identified by MAP, iReady, or MaxScholar. Targeted School-based Professional Development: MAP data analysis

MaxScholar data analysis (K-3)

Instructional planning based on individual skill deficits

Action Steps for Remediation:

Intervention/Title I Implementation Action Steps (Teachers and Students): Small group instruction daily using data (formative/summative) to drive instruction

K-3 students will spend a minimum of 20 minutes 3 times a week on the computer portion of the MaxScholar program

Teachers will meet in PLC groups to analyze data, plan and form fluid, skill-based small groups

Students will participate in daily small group instruction targeting areas of need and record their own progress



Differentiated small group

instruction

Lesson plans, walk-throughs, PLC

meeting notes

weekly Administration, ELA teachers

MaxScholar Program w/fidelity MaxScholar reports, walk-

throughs, lesson plans, fidelity logs

weekly Administration, instructional

coach, teachers

26




27

School Action Plan

Math

District Goal: Students shall demonstrate math proficiency at or above the expected grade level.

Objectives:

The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on

the Florida Standards Assessment Test will be at least 62%.

The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida

on the Florida Standards Assessment Test will be at least 62%.

The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment

Test will be at least 62%

28

MAP Math Proficiency (By Grade) Math: Data

School Gra

de

Gai

ns

(A-C

)

NO

NO

*

YES*

YES

1 2 3 4 5 Pro

fici

en

t

1 2 3 4 5 Pro

fici

en

t

Shalimar K 85 65 22 13 20 45 5 42 38 12 4 53 11 20 26 25 19 69 +16

zDistrict K 2,100 69 19 12 23 46 7 43 34 12 4 49 15 13 22 25 24 72 +22

Shalimar 1 77 70 16 14 26 44 5 27 35 22 10 68 9 19 12 25 35 71 +4

zDistrict 1 2,038 57 25 18 24 34 11 24 31 21 13 64 12 17 22 23 26 71 +6

Shalimar 2 99 43 36 21 24 18 18 34 16 22 9 47 17 16 31 24 11 67 +19

zDistrict 2 2,147 49 27 24 27 22 19 25 24 18 14 56 12 17 30 25 17 71 +15

2019 MAP Test A-C

Math COHORT

Stu

de

nts

w/

2-Y

r D

ata Learning Gains

Percentage


Test A


Test C

Pro

fici

en

cy T

est

A-C

29

FSA Math Data (By Grade) Math: Data

School Grade FSA

2015

FSA

2016

FSA

2017

FSA

2018

FSA

2019Gain/Loss

18-19

Shalimar 3 68 72 65 64 65 +1

District 3 71 77 72 72 73 +1

Shalimar 4 75 80 64 56 63 +7

District 4 74 72 77 70 74 +4

Shalimar 5 62 70 44 43 64 +21

District 5 66 70 66 71 71 0

FSA Math by Percent Proficient

School Grade

*Header 3

Shalimar 3 71 -6 62 -1 64 +3.9

District 3 76 -5 68 +1.5 69 +5.8

*Header 4

Shalimar 4 68 -3 68 -3 58 +0.6 62 +3

District 4 69 -4 74 +1.3 63 -3 68 0

*Header 5

Shalimar 5 60 +13 61 +13 48 +9

District 5 63 +1.7 67 +0.4 55 -1

Meas/

Data/Geo

Num/Opp:

Base 10

Oper/Alg/

Fracts

Oper/AlgMeas/

Data/Geo

Num/Opp:

Fractions

Num/Opp:

Base 10

Oper/Alg/

Base 10

FSA Math Stands 2019

% Correct / Increase(+), Decrease(-)

from Last Year

Num/Opp:

Fractions

Meas/

Data/Geo

30

FSA Math Data (By Grade) Math: Data

Sch

oo

l

FSA

Te

st G

rad

e2016 2016

Shalimar 4 77% 61% -15 52% -9 57% +5 52% 41% -11 30% -11 27% -3

*District 4 69% 68% -1 61% -7 69% +8 53% 56% +4 46% -10 50% +3

Shalimar 5 68% 26% -42 18% -7 65% +46 71% 8% -63 11% +3 54% +42

*District 5 65% 59% -6 58% 0 69% +11 55% 46% -9 51% +4 58% +8

FSA Math Overall Gains Low 25% Gains

2017 2018 2019 2017 2018 2019

31

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

Central Focus: Math Focus

Use OCSD M3 Standards-based planning document to create student-centered standards-based lessons

• Collaboratively review student data to select and develop whole-group and small-group lessons and routines

• Differentiate small group lessons using new HMH textbook resources; flipcharts

School Focus

Targeted School-based Focus: Teacher planning and execution of rigorously engaging standards driven mathematics instruction through the Balanced Math Model

1. Collaborative review of math standards using the M3 planning document, HMH resources, and all related assessment data to guide targeted

standards based, differentiated small group instruction and math station activities.

2. Engage students in standards driven interactive math routines with an emphasis on making connections between mathematical ideas and

strategies through student talk, representations (manipulatives, pictures, equations), and questioning.

Targeted School-based Professional Development: Each PLC session following Central Message PD will engage teachers in collaborating as a multi-school hub and across grade level bands to plan

for high quality small group math instruction. Teachers will use Making Sense of Mathematics for Teaching the Small Group by Julie Dixon, Lisa

Brooks, and Melissa Carli as a resource for effective implementation. Additionally, teachers implementing CGI will collaborate and share with the

group their instructional practices within the CGI framework.

PLC time may include planning, aligning, creating, or revising the following:

- Differentiated small group lessons to meet individual student needs based on most recent and/or relevant data including formative

assessment - Common standards-based planning and pacing guide

-Differentiated small group lessons geared toward concept building through manipulative use to meet student needs based on most recent

and/or relevant data including formative assessment - Common standards-based planning and pacing guide

-Differentiated small group lessons incorporating teaching strategies to meet the needs of students within specific sub groups and learning

styles - Common standards-based planning and pacing guide

32

3. Embedded coaching will be used by the math coach and administrator to support implementation of Central Message and School-based PD

initiatives.

Embedded coaching will include:

• Classroom management/Student engagement

• Lesson preparation and planning

• Delivery of instruction

• Coaching Cycles

• Data analysis

• Co-teaching

• Modeling

• Conferencing

• DIBS instructional block

4. Math Department meetings will be held twice per grading quarter for each grade level 1-5. Meetings will include principal, math coach, and

grade level math team. These team meetings will consist of:

• Resource review

• Collaborative SPP review

• Analysis of assessments as aligned to standards

• Discussion and sharing of strategies and practices for differentiating instruction

• Student work analysis based on common formative assessments

5. Tuesday Tips will be offered to provide time for overview and exploration of useful technology resources for routines, small group guided math

lessons, and differentiated station activities.

33

6. Data analysis/MAP assessment training for teachers who are new, new to grade level, and/or new to the math content area, and any other teacher

who wish to refresh knowledge of MAP reports.

Training will include how to read and use MAP reports such as:

• Learning Continuum

• Summary and Quadrant Charts

• Class Breakdown

• Student Profiles

• Resource links tied to data

7. Grade Level meetings with the math coach in January/February to review FSA math testing materials and resources.

8. Station PD for interested teachers to review most current and relevant data that will drive planning and creating differentiated station activities

to meet individual student needs.

9. Teachers will observe classroom implementations of best practices that support the central message and school based professional development

initiatives both on and off campus. These visits will be differentiated to teacher or teacher group needs and include a purpose statement and

timeline for observation activity followed by an implementation agreement and verification.

34



1. Teachers will meet with targeted differentiated small groups daily during the Balanced Math block to include DIB. Teachers will use most

recent/relevant data to form flexible groups and plan differentiated instruction to guide expected student outcomes.

1a. Planning of small group instruction can include:

• Guided math tasks facilitated by questioning and manipulatives

• Formative assessment tasks

• Conferencing/goal setting (i.e. through MAP student goal setting)

• ALD/PLD levels (M3 Documents)

• Remediation/enrichment of specific skills

• Test Item Review

• Ready Teacher Toolbox

• Spiraling

2. Teachers will provide standards based station activities that are differentiated as needed and attend to the RIGOR of the standard(s) which

includes:

• Use of manipulatives or representations to strengthen CONCEPTUAL understanding

• Use of standards based engaging activities that provide PRACTICE with previously learned skills (spiraling) or grade level fact fluency

• Problem solving tasks that allow students to APPLY mathematical understanding of the standard(s)

3. During teacher-led small group instruction and collaborative station activities, students will have opportunities for:

• Guided math tasks with peers and teacher

• Math discussions with peers

35

• Modeling concepts using manipulatives and representations (Rigor)

• Practicing spiraled math concepts (Rigor)

• Applying math skills and concepts (Rigor)

• Recording work and/or thinking processes (accountability)

• Self-assessment of assigned tasks



Standards based planning Math Dept. mtg. agendas/ walk

throughs/

observations/participation in

central message / Collaborative

planning/pacing documents

monthly admin, teachers

Implementation of standards based

whole group and small group

instruction

walk throughs / observations /

teacher discussions / agenda mtg

notes from GL, PD, Dept. mtgs.

daily - standards based small group

monthly - observations, walk

throughs, meeting notes/agendas

admin, teachers




36

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

Math Levels 1 and 2 Focus

School Focus

Targeted School-based Focus: Teacher planning and execution of rigorously engaging standards driven mathematics instruction through the Balanced Math Model

1. Collaborative review of math standards (M3 document, ALDs/PLDs) and all related assessment data to guide targeted standards based

differentiated small group instruction and math station activities.

2. Engage students in standards driven interactive routines with an emphasis on making connections between mathematical ideas and strategies

through student talk, representations (manipulatives, pictures, equations), and questioning.

3. A focus for level ones and twos in small groups (both within iReady pull out, push in programs and CRT guided small groups) will be

conceptual development with the use of manipulatives. Targeted School-based Professional Development: Title Math Instructor will participate in iready training with district remediation specialist.

Using feedback from math department meetings, prior year's data discussions, and end of year needs assessments; PLC time will be used to create

differentiated small group/stations and routines based on standards using the M3 document and HMH small group resources.

Title Math Instructors will attend Central Message Math PD with 4th and 5th grade math teachers.

Continued MAP training: administration, understanding reports, planning, grouping

Incorporating differentiation and accountability within small group and station activities will be built into grade level department meetings and

Tuesday Tips when applicable.

Title Math Instructor will meet with math coach on an as needed basis for questioning and support of best instructional math practices.

37

Action Steps for Remediation:

Intervention/Title I Implementation Action Steps (Teachers and Students): 1. Title 1 math instructor will share i-Ready student profile reports with classroom teachers each diagnostic test.

2. The Title 1 OCSD iReady math program will be utilized for all level 2s in 4th and 5th grade and retained 3rd graders via a pull out model and

small group instruction. All level 1s will be serviced through the i-Ready model of embedding i-Ready instruction in small groups via student i-

Ready workbooks and the i-Ready toolbox activities.

3. Classroom teachers will use M3 document and the Teacher Toolbox (i-Ready) to create small group and station activities

4. Title 1 math instructor will use M3 document and test items specs with i-Ready resources in guiding small group instructions with push-in and

pull-out students.

5. Classroom teachers will use M3 document, test item specs, and the MAP learning continuum to guide small group instruction with Level 1 and

Level 2 students daily.

6. Title 1 math instructor and classroom teachers will use iReady reports, MAP, and teacher observations to teach new content as needed for Level

1 and 2 students by building on student strengths and using manipulatives to allow them to better understand new knowledge and skills.

7. Classroom teachers will instruct level 1 and 2 students for better understanding of math content vocabulary through the use of strategies such as

modeling precise language, interactive vocabulary word walls, vocabulary anchor charts, vocabulary cards, etc.

8. Classroom teachers will utilize their DIBs time to teach missed mathematical concepts through targeted standards based activities based on

students' RIT scores from MAP student profiles.

38



iReady iReady reports, teacher

observation, student work samples,

walk throughs

daily Title 1 math teacher

Classroom teacher

Admin

small group DIBs instruction lesson plans, walk throughs

department meeting agendas/notes

and collaborative planning / pacing

document

daily

monthly

Title 1 math teacher

Classroom teacher

Admin




39

School Action Plan

Science

District Goal: Students shall demonstrate science proficiency at or above the expected grade level.

Objectives:

The percentage of 5th grade students who will be proficient in science as defined by the State of Florida on the

Statewide Science Assessment (SSA) will be at least 62%.

40

School Action Plan Science: Data

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

20

14

20

15

20

16

20

17

20

18

20

19

FCAT SCIENCE 5th Grade

Shalimar 115 57 53 61 66 57 50 -7 75 70 75 73 70 70 73 66 68 73 63 69 75 72 80 78 75 69 72 75 73 71 71 64

DISTRICT 2,463 62 62 62 63 66 63 -3 75 72 75 72 74 73 73 69 68 72 67 71 75 74 79 77 78 72 71 73 73 68 76 71

School/Test

# St

ud

ents

(20

19)

Test Score

20

18

-19

Ch

an

ge

Strand 1 Strand 2 Strand 3 Strand 4

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

41

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

Central Focus: Science Focus

Keeping the end in mind, use Standards and Item Specifications to design interactive and engaging 5E Science lessons

• Engaging whole group, cooperative group, and station learning opportunities with an emphasis on student-to-student interactions

• Use assessment data (e.g., MAP, SSA, Study Island, formative assessments) to drive the whole group instruction, differentiated

activities, and spiraling tasks that place a strong focus on student-to-student interactions

School Focus

Targeted School-based Focus: Develop and implement standards based whole group, mini lessons and small group instruction utilizing Elevate Science text books and Florida

Science Coach Books in order to provide active student engagement through exploring real-life scenerios and making connections to other subject

areas.

Targeted School-based Professional Development: Continued training on Science text book via Tuesday Tips and county science curriculum PD

Department meetings to plan standards based lessons and STEM type activities

Continue to build expertise using Science Question Stem Flip Charts

Study Island Training

Teachers will utilize the county's Science Pacing Guide "A Year at a Glance" to drive instruction at appropriate pace

42

Action Steps for Implementation: Classroom Implementation Action Steps (Teachers and Students): 1. 3rd, 4th, and 5th grade Science teachers will collaborate to prepare standards based inquiry and hands-on activities using Science Question Flip

Chart.

2. Teachers will utilize MAP assessment and may use Quarterly Formative Science Assessments to drive Science instruction in grade 3, 4, 5 and

monitor student progress of mastery of Science strands.

3. Students in grade 3, 4, and 5 will participate in standards based experiments and differentiated small group instruction and stations

4. 3rd and 4th grade Science teachers will use grade level Florida Science Coach books in a small group lesson to support Science curriculum on a

weekly basis infusing questions from Science Question Flip. (5th will spiral using previous grade level coach books when appropriate and Study

Island)

5. All students will participate in hands on inquiry activites no less than 1x a month.



standards based activites lesson plans, walk throughs monthly admin / CRT

Study Island data from Study Island weekly admin / CRT

MAP and Quarterly Assessments data / department meeting

discussions

monthly admin / CRT

Evaluation of Mid-Year Data:



44

School Action Plan CTE/STEMM: Strategies & Programs to Support the Objective

Describe how students are involved in CTE/STEMM activities at your school (e.g., clubs, programs, school initiatives, etc.).

1. Shalimar TAG students (grades 1st - 5th) will participate in a pull out program twice monthly. The program will be supervised by a classroom

teacher and facilitated by the Master Gardners' Association. There are approximately 25 students in the program. The program this school year will

be a science driven program about Soil. The unit of study will last the enitre school year and will consist of hands-on activities and science

experiemnts in order for students to better comprehend the concepts. Research and class discussions also provide opportunities to gain a deeper

understanding of the material. Both the research and the activites/experiments encourage both independent and colaborative group work. The

program offers opportunities to explore chemistry, biology, and botany. The data is tracked via a pre and post test as well as a rubric for the

research project. The primary resource for the program is from The Florida Agriculture in the Classroom and addresses the Florida Science

Standards. Students contibute to research projects at the end of the year, which are submitted to the state and national levels of the Master

Gardners' Association. Objectives for the program this year are:

* To understand soil texture and the properties of different soil types and particles

* To develop an understanding of how soils gold water and other nutrients

* Determine pH values of different soils

* Compare human nutrient needs with plan nutrient needs

* Study the effects of fertilizer on plant growth

* Become familiar with plants that produce their own nitrogen

* Build a bin for vermicomposting

2. Shalimar TAG students in grades 3, 4 and 5 will participate in an additional pull out program twice monthly. The program will be supervised by

a classroom teacher and facilitated by the Emerald Coast Science Center. The hands on activities are standards based and cover disciplines:

Physical Science/ Earth Science/ Space, Earth Science, Life Science; Enginerring, Physical Science/ Simple Machines.Within this program

students will engage in hands on activities such as: inveistigate how mass affects the motion of a robot using Ozobots, learn about the difference

between weathering and erosion, us virtual reality technology to discover and manipulate the solar system, design and make paper circuits to

demonstrate how electrical circuits function as well as constructing an performing tasks to test two simple machines.

45

Title I Schools

How will the school involve parents and family members in jointly developing the Title I Family Engagement Plans and determine how Title I Family

Engagement funds will be spent. How will this plan be monitored and by whom?

All parents are encouraged to participate in the School Advisory Council (SAC) and other parent involvement opportunities at Shalimar. Parents

will be included in the development and implementation of the Parent Involvement Plan by attending School Advisory Council (SAC) meetings,

serving on the SAC committee, and providing input on Title 1 surveys and school climate surveys. The SAC will discuss and review all

suggestions, proposed parent involvement activities, and vote on the best use of the funds for Shalimar. Parent input to changes and/or revisions of

the plan as well as suggestions regarding how the funds are spent will be documented in the SAC meeting minutes and then sent to the Title 1

Contact. At the end of the year, the SAC will review the plan, use the information gathered in the review, suggest improvements for more effective

parental involvement policies, and develop the new plan for the next school year. All documentation with regard to the Parent Involvement Plan

will be kept electronically in the Shalimar Title 1 Compliance Bin as well as submitted to the Florida Department of Education in accordance with

the Elementary and Secondary Education Act.

Specific strategies for increasing Family Engagement (including those who have limited English proficiency, those with disabilities, and those with migratory children). How will implementation of these strategies be monitored and by whom? *Note: Per ESSA a school district may receive Title I funds only if: it conducts outreach to all parents and family members; plans and implements programs, activities, and procedures to involve parents and family members in Title I Programs. A curriculum night/ open house will be held in September to provide parents with information about grade level expectations, curriculum

resources, methods of home-school communication, and how to access online learning tools. Parents will be given the opportunity to schedule

conferences for a time convenient to their schedules. By holding this event early in the school year, we hope to build a stronger parent-school

partnership. A similar parent event night is held in the Spring - Math and Science Night. This event allows for parent participation in hands on

math and science activities.

Shalimar recognizes the need to involve more of our limited English speaker parent population in school activities and academic opportunities.

This need will be addressed by offering our school newsletter translated into Spanish as well as other school documents. In addition, two ELL

translators are on staff and will be present at school functions and/or confernces to assist with communication and provide a welcoming

atmosphere.

All Shalimar parents will be reached through Blackboard Connect for invitations and reminders about school events and happenings. This call-out

system translates into all languages and can be targeted for specific grade levels or interest groups. The school administration will monitor

46

implementation of strategies/initiatives. All parental involvement activities will be documented and kept on file in the Shalimar Title Compliance

Bin maintained by the Title 1 Remediation teachers.

A parent involvement group POD (Parents of Dolphin Students) has been established in place of a PTO. Parent volunteer involvement sheets were

distrubuted at Orientation and advertised. Parents are able to volunteer in a wide variety of areas throughout the school. Parent activity

coordinators will coordinate parent involvement and monitored by administration.

Plans for assisting Preschool children in the transition from Early Childhood Programs to local Elementary Programs (Preschool Transition Strategies)

and Elementary to Middle School transition strategies, or Middle to High School transition strategies. How will this plan be implemented, monitored, and

by whom?

A Preschool Transition Program will be held in the Spring for parents and students entering kindergarten. Invitations will be sent to local

preschools for an informational meeting and a school tour. Parents will be provided with materials to prepare their child for Kindergarten and

children will have breakfast in the school cafeteria and story time in the media center. Shalimar currently houses 2 Prek-D classes and will include

these students and their parents in school events. The students will eat in the cafeteria, visit the library, and interact with Kindergarten students and

teachers to ensure a smooth transition. Title 1 teachers and assistants will present the transition program and guided tours in the Spring under the

direction of Administration. All activities will be documented by the Title 1 contact in the electronic Compliance Bin. Shalimar welcomes school

visits by appointment at any time during the school year.

Describe supplemental specialized instructional support services (Title I Remediation), counseling, school-based mental health programs, mentoring

services, and other strategies to improve students’ skills outside the academic subject areas.

A list of counseling agencies and community resources is available to parents upon request. Helping families make connections with local agencies

and services is ongoing based on individual student needs. Students have access to a speech/language pathologist, an ESE teacher, school

psychologist, a social worker, a health tech, a Military Family Life Counselor, Mental Health Counselor and a behvior specialist.

Physical needs are met by supplying nutritional programs to economically disadvantaged students (Free and Reduced Lunch Program). Students

are helped by Back Pack food programs and local charitable organizations. Shalimar provides services that support counseling, assessment, referral

and educational needs of all students. The MTSS, IEP, 504, and mental health counseling processes are effective in identifying students who

struggle academically and emotionaly.

48

Accreditation Page

Strategic Plan Focus Area: Improving and Advancing Student Achievement

• Ensure access for all students to rigorous and challenging curriculum • Address diverse educational needs through a coordinated support system • Integrate technology in learning by both educators and students • Use a variety of methods to communicate student progress with parents and

stakeholders

AdvancED Performance Standards related to this Focus Area

Leadership Capacity Domain

1.1 The system commits to a purpose statement that defines beliefs about teaching and learning, including expectations for learners.

1.2 Stakeholders collectively demonstrate actions to ensure the achievement of the system’s purpose and desired outcomes for learners.

1.3 The system engages in a continuous improvement process that produces evidence, including measurable results of improving student learning and professional practice.

Learning Capacity Domain

2.1 Learners have equitable opportunities to develop skills and achieve the content and

learning priorities established by the system.

2.5 Educators implement a curriculum that is based on high expectations and prepares

learners for their next levels.

Resource Capacity Domain

3.2 The system’s professional learning structure and expectations promote collaboration

and collegiality to improve learner performance and organizational effectiveness.

Shalimar's current vision and mission statements correlate with county vision and mission and are well communicated to all stakeholder groups.

Both statements are in our parent/student handbook, faculty/staff handbook and on our webpage. Processes for establishing and developing our

School Performance Plan are collaborative with stakeholders and based on input from all involved. Our instructional staff is involved in

continuous data analysis through grade level meetings, faculty meetings, department meetings, and individual data chats with administration.

Shalimar will continue to create learning experience for all students that include the elements of our vision and mission statements. Student

services are developed to meet the physical, social, and emotional needs of students. Our MTSS team meets weekly. The team consists of

administration, guidance, ESE teachers, school psychologist, a behavior specialist and a staffing specialist.

Shalimar maintained a state grade of A since state grades began despite rising to 73% poverty level last school year, earning a B for the 2016-

2017, a C for the 2017-2018 school year and a B for the 2018-2019 school year. We have established and will continue to implement strategic

plans for success of the district, Shalimar Elementary and the students. In order to continue in an upward directions, we must continue to analyze

our data in order to make sound judgments on curriculum and the ability to implement new curriculum with fidelity. Shalimar continues to

provide professional development not only generated by the county message, but through school based needs of the faculty and students. This

year we are hubbing with other elementary schools in order to receive PD and share ideas across schools and grade levels.

Accreditation Standards

1. Leadership Capacity

2. Learning Capacity

3. Resource Capacity

49

We at Shalimar Elementary truly have a shared system of beliefs where student safety and learning come first. There is always a continuous

striving for what can be done for the students in our school system to improve their learning by considering learning styles, to bring the best

programs to our students that will improve their academic success, to meet the needs of all students, to continuously update and use technology

in order to have our students ready for the 21st century, and to always being open to change when it is prudent to do so. Technology serves to

aid students at many levels to provide individualized remediation and enrichment. Parent and student surveys have ranked technology access

highly at Shalimar Elementray. Shalimar provides a wide range of media and information resources with a variety of ways to support the

school's education programs. Resources include curriculum-based books and digital books, media instruction, research materials, and technology

aid in the instruction of the Florida Standards. We have a minimum of 6 student computers in each classroom, 5 iPads in every classroom, an

additional COW (Comupters on Wheels) of 18 - 20 computers. Title support classrooms and ESE rooms all have iPads for instructional use.

Teachers utilize document cameras, projectors and mimeos to aide in engaging instruction.The district and Shalimar work together to make sure

that the students are always the primary target market.

Shalimar Elementary School Leadership and Faculty maximize instructional time, materials, and physical resources to offer excellent

educational opportunities to all students. Instructional time and educational resources are maximized through Shalimar's special education

programs using a push in and pull-out model for Title 1 remediation, ESOL, ESE, and the Talented and Gifted Program to maximize the

instructional time and resources needed to meet the diverse learning needs.

50

Accreditation Page

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

Environment

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

AdvancED Performance Standards related to this Focus Area

Leadership Capacity Domain

1.4 The governing authority establishes and ensures adherence to policies that are

design to support system effectiveness.

1.7 Leaders implement operational processes and procedures to ensure organizational

effectiveness in support of teaching and learning.

Learning Capacity Domain

2.2 The learning culture promotes creativity, innovation, and collaborative problem-

solving.

2.3 The learning culture develops learners’ attitudes, beliefs, and skills needed for

success.

2.9 The system implements processes to identify and address the specialized needs of

learners.

2.12 The system implements a process to continuously assess its programs and

organizational conditions to improve student learning.

Resource Capacity Domain

3.7 The system demonstrates strategic resource management that includes long-range

planning and use of resources in support of the system’s purpose and direction.

3.8 The system allocates human, material, and fiscal resources in alignment with the

system’s identified needs and priorities to improve student performance and

organizational effectiveness.

Okaloosa County and Shalimar Elementary provide in depth professional development to all teachers and administration. There is strong

agreement that our school system and Shalimar Elementary operate under governance and leadership that promotes and supports student

performance, safety and system effectiveness. The governing body supports and allows the district and school leadership the autonomy to

accomplish their daily achievements and instructional goals. The leadership is totally focused on the safety and success for all students. The

county and Shalimar Elementary are very strong in this area. The county and Shalimar are fortunate to have a strong leadership team, which is

constantly looking for ways to support the district as a whole, and support the individual needs of the school and its stakeholders. The Central

Office staff maintains regular communication with the leadership at Shalimar. Handbooks are used by everyone in the school, and policies and

procedures are taught and followed. Communication and collaboration between Shalimar's leaders and our staff is our greatest strength. Plans

are communicated very well at all levels. The continual use of the improvement plan and the SPP guide improvement. Collaboration of all

Accreditation Standards

1. Leadership Capacity

2. Learning Capacity

3. Resource Capacity

51

stakeholders at Shalimar ensures a strong sense of community at our school. Stakeholders have been given ample opportunity to take part in

developing school improvement plans, handbooks, and policy.

The district office and Shalimar work diligently to ensure our school is working effectively. To ensure each aspect of its educational community

is supporting student learning, the district undergoes continual performance monitoring, evaluation, and when necessary, system revision. We

regularly involve and seek input from all stakeholders in quality assurance areas. Areas of strength are leadership and staff continually having

high expectations of students. Holding staff accountable for continuous improvement is clearly evident. The initiatives are clearly driven and

reflected by the board, superintendent, principals, and teachers. The areas of strength begin with our leaders and staff throughout Shalimar

deliberately and consistently working toward continuous improvement to achieve our school's purpose.

Shalimar maintains facilities and equipment to provide a safe, clean and healthy environment. Shalimar has a safety protocol. Shalimar

participates in a monthly fire drills, lock-downs, shelter and severe weather drills (24 drills per year). This school year a busser/video security

system was installed at the front entrance of the school. All visitors and volunteers must check in with the front office via a new security safety

system. Some staff members have been trained in the use of CPR/AED and Stop the Bleed kits. We have a full time health tech and school

resource officer. Monthly Threat Assessement meetings are held to review students of concern, safety and security. The team consists of

administration, SRO, Mental Health Counselor, Social Worker, ESE teacher, and Guidance. Our building is well cleaned due to our custodial

providers. Our lunch menus are well-balanced and meet state nutritional guidelines.