ed – 43% · nilda diaz - data specialist kathleen egan - clerk christine hunsicker - parent sue...

I. Current School Status:A. School Information:

1. School-Level Information:a. School: Northport K 8 Schoolb. Principal's name: Glenn Rustayc. School Advisory Council chair's name: TBA Oct. Meetingd. Names and position titles of the School-based Leadership Team (SBLT):

Name TitleLorie Monroe Assistant PrincipalBrooke Wigginton Assistant PrincipalJosie Bailey Math CoachDeb Mock Literacy Coach

2. District-Level Information:a. District: St Lucieb. Superintendent's name: Mrs. Genelle Zoratti Yostc. Date of school board approval of SIP: Pending

B. School Advisory Council (SAC):This section meets the requirements of Section 1114(b)(1), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).1. Describe the membership of the SAC including position titles:

The officers will be elected at our second meeting according to school SAC by-laws. Nilda Diaz - Data Specialist Kathleen Egan - Clerk Christine Hunsicker - Parent Sue Matteson - Teacher Ashley Mock - Community Partner Marie Roy - Parent Glenn Rustay - Principal Suzi Scott - Parent Juliette Thelusma - Teacher Marcy Waltz - Parent Angela White - Parent

2. Describe the involvement of the SAC in the development of this school improvement plan:The SAC at Northport in an integral part of the school improvement plan. They are involved in the development of the plan and providefeedback to the school leadership team.

3. Describe the activities of the SAC for the upcoming school year:For the 2013-2014 school year the SAC will... Review and approve the School Improvement Plan Receive monthly updates regarding progress on the SIP Review data from Progress Monitoring assessments Support and plan PBS events Support 8th grade end of year events

4. Describe the projected use of school improvement funds and include the amount allocated to each project:N/A

5. Verify that your school is in compliance with Section 1001.452, F.S., regarding the establishment duties of the School Advisory Councilby selecting one of the boxes below:In Compliance

6. If no, describe the measures being taken to comply with SAC requirements:C. Highly Qualified Staff:

This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).1. Administrators:

a. # Administrators: 3b. # Receiving Effective rating or higher: (not entered because basis is < 10)c. For each of your school's administrators (principal and all assistant principals), complete the following fields:

Administrator Credentials Performance RecordGlenn RustayPrincipal

Elementary Education (1-6) School Principal (All Levels)Years as Administrator: 11 Years at Current School: 5

Principal of Northport K-8 School 2012-2013 School Grade: D Reading Mastery-48%, MathMastery-41%, Writing Mastery-59%, Science-35%, LG in Reading-62%, LG in Math 62%,Lowest 25% LG in Reading-62%, Lowest 25% LGin Math-62%,. AMO Reading Data All – 48% White – 54% Black – 37% Hispanic – 44% Asian – 65% SWD – 27% LEP – 16% ED – 43%

ED – 43% AMO Math Data All – 41% White – 47% Black – 33% Hispanic – 37% Asian – 76% SWD – 21% LEP – 25% ED – 36% 2011-2012 School Grade: C. Reading Mastery-50%, MathMastery-46%, Writing Mastery-70%, Science-36%, LG in Reading-67%, LG in Math 62%,Lowest 25% LG in Reading-61%, Lowest 25% LGin Math-56%,. AMO Reading Data All – 50% White – 58% Black – 39% Hispanic – 45% Asian – 63% Multi-Racial – 58% SWD – 18% LEP – 9% ED – 45% AYP Math Data All – 47% White – 56% Black – 34% Hispanic – 43% Asian – 74% Multi-Racial – 43% SWD – 15% LEP – 0% ED – 43% 2010-11: Grade B: Reading Mastery-67%, MathMastery-59%, Writing Mastery-79%, Science-48%, LG in Reading-65%, LG in Math 67%,Lowest 25% LG in Reading-62%, Lowest 25% LGin Math-74%, AYP 82%: White and Students withDisabilities did not make AYP in Reading. White,Blacks, Economically Disadvantaged and Studentswith Disabilities did not make AYP in Math.

Lorie MonroeAsst Principal

English (5-9) Englsih (6-12) Educational Leadership (All Levels) Reading EndorsementYears as Administrator: 1 Years at Current School: 2

Assistant Principal of Northport K-8 2012-2013 School Grade: D Reading Mastery-48%, MathMastery-41%, Writing Mastery-59%, Science-35%, LG in Reading-62%, LG in Math 62%,Lowest 25% LG in Reading-62%, Lowest 25% LGin Math-62%,. AMO Reading Data All – 48% White – 54% Black – 37% Hispanic – 44% Asian – 65% SWD – 27% LEP – 16% ED – 43% AMO Math Data All – 41% White – 47% Black – 33% Hispanic – 37% Asian – 76% SWD – 21% LEP – 25% ED – 36%

Brooke WiggintonAsst Principal

Social Sciences (6-12) Mathematics (5-9) Educational Leadership (All Levels)Years as Administrator: 3 Years at Current School: 1

Assistant Principal at Port St. Lucie High School 2012-2013: School Grade: Pending Reading Mastery-43%, Math Mastery-33%,Writing Mastery-46%, Science-52%, LG inReading-63%, LG in Math 48%, Lowest 25% LGin Reading-62%, Lowest 25% LG in Math-65% AMO Reading Data All – 43% White – 51% Black – 30%

Black – 30% Hispanic – 36% Asian – 73% SWD – 12% ELL – 12% ED – 37% AMO Math Data All – 33% White – 38% Black – 19% Hispanic – 31% Asian – 70% SWD – 12% ELL– 21% ED – 29% 2011-2012 School Grade: C Reading Mastery-44%, Math Mastery-42%,Writing Mastery-81%, Science-N/A, LG inReading-60%, LG in Math 46%, Lowest 25% LGin Reading-62%, Lowest 25% LG in Math-46% AMO Reading Data All – 44% White – 49% Black – 29% Hispanic – 41% Asian – 63% SWD – 19% ELL – 15% ED – 37% AMO Math Data All – 42% White – 47% Black – 27% Hispanic – 38% SWD – 25% ELL– 22% ED – 37% 2010-2011 School Grade: D Reading Mastery-38%, Math Mastery-59%,Writing Mastery-80%, Science-32%, LG inReading-60%, LG in Math 46%, Lowest 25% LGin Reading-43%, Lowest 25% LG in Math-63%

2. Instructional Coaches:a. # Instructional Coaches: 2b. # Receiving Effective rating or higher: (not entered because basis is < 10)c. For each of your school's instructional coaches, complete the following fields:

Coach Credentials Performance RecordDeborah MockFull-timeSchool-basedAreas: Reading/Literacy

Elementary Education (1-6) English for Speakers of Other Languages (ESOL) Gifted EndorsementYears as Coach: 9 Years at Current School: 4

Literacy Coach – Northport K-8 School 2012-2013 School Grade: D Reading Mastery-48%, MathMastery-41%, Writing Mastery-59%, Science-35%, LG in Reading-62%, LG in Math 62%,Lowest 25% LG in Reading-62%, Lowest 25% LGin Math-62%,. AMO Reading Data All – 48% White – 54% Black – 37% Hispanic – 44% Asian – 65% SWD – 27% LEP – 16% ED – 43% AMO Math Data All – 41% White – 47% Black – 33% Hispanic – 37% Asian – 76% SWD – 21% LEP – 25% ED – 36% 2011-2012 School Grade: C. Reading Mastery-50%, MathMastery-46%, Writing Mastery-70%, Science-36%, LG in Reading-67%, LG in Math 62%,Lowest 25% LG in Reading-61%, Lowest 25% LG

Lowest 25% LG in Reading-61%, Lowest 25% LGin Math-56%,. AMO Reading Data All – 50% White – 58% Black – 39% Hispanic – 45% Asian – 63% Multi-Racial – 58% SWD – 18% LEP – 9% ED – 45% AYP Math Data All – 47% White – 56% Black – 34% Hispanic – 43% Asian – 74% Multi-Racial – 43% SWD – 15% LEP – 0% ED – 43% 2010-11: Grade B: Reading Mastery-67%, MathMastery-59%, Writing Mastery-79%, Science-48%, LG in Reading-65%, LG in Math 67%,Lowest 25% LG in Reading-62%, Lowest 25% LGin Math-74%, AYP 82%: White and Students withDisabilities did not make AYP in Reading. White,Blacks, Economically Disadvantaged and Studentswith Disabilities did not make AYP in Math.

Josie BaileyFull-timeSchool-basedAreas: Mathematics

Mathematics (6-12) Gifted EndorsementYears as Coach: 2 Years at Current School: 10

Northport K-8 School - Math Coach 2012-2013 School Grade: D Reading Mastery-48%, MathMastery-41%, Writing Mastery-59%, Science-35%, LG in Reading-62%, LG in Math 62%,Lowest 25% LG in Reading-62%, Lowest 25% LGin Math-62%,. AMO Reading Data All – 48% White – 54% Black – 37% Hispanic – 44% Asian – 65% SWD – 27% LEP – 16% ED – 43% AMO Math Data All – 41% White – 47% Black – 33% Hispanic – 37% Asian – 76% SWD – 21% LEP – 25% ED – 36% 2011-2012 School Grade: C. Reading Mastery-50%, MathMastery-46%, Writing Mastery-70%, Science-36%, LG in Reading-67%, LG in Math 62%,Lowest 25% LG in Reading-61%, Lowest 25% LGin Math-56%,. AMO Reading Data All – 50% White – 58% Black – 39% Hispanic – 45% Asian – 63% Multi-Racial – 58% SWD – 18% LEP – 9% ED – 45% AYP Math Data All – 47% White – 56% Black – 34% Hispanic – 43% Asian – 74% Multi-Racial – 43% SWD – 15% LEP – 0% ED – 43%

ED – 43% 2010-11: Grade B: Reading Mastery-67%, MathMastery-59%, Writing Mastery-79%, Science-48%, LG in Reading-65%, LG in Math 67%,Lowest 25% LG in Reading-62%, Lowest 25% LGin Math-74%, AYP 82%: White and Students withDisabilities did not make AYP in Reading. White,Blacks, Economically Disadvantaged and Studentswith Disabilities did not make AYP in Math. Reading Mastery- 48%, Math Mastery-41%,Writing Mastery-41%, Science-39%, LG inReading-58%, LG in Math 58%, Lowest 25% LGin Reading-62%, Lowest 25% LG in Math-62%,MIddle School Acceleration-61. AMO Reading Data All – 48% White – 54% Black – 37% Hispanic – 44% Asian – 65% SWD – 27% ELL– 16% ED – 43% AMO Math Data All – 41% White – 47% Black – 33% Hispanic – 37% Asian – 76% SWD – 21% ELL – 25% ED – 36% 2011-2012:Grade C: Reading Mastery-50%, MathMastery-46%, Writing Mastery-70%, Science-36%, LG in Reading-67%, LG in Math 62%,Lowest 25% LG in Reading-61%, Lowest 25% LGin Math-56%,. AMO data not available. AYP Reading Data All – 50% White – 58% Black – 39% Hispanic – 45% Asian – 63% Multi-Racial – 58% SWD – 18% LEP – 9% ED – 45% AYP Math Data All – 47% White – 56% Black – 34% Hispanic – 43% Asian – 74% Multi-Racial – 43% SWD – 15% LEP – 0% ED – 43%

3. Classroom Teachers:a. # of classroom teachers: 83b. # receiving effective rating or higher: , 0%c. # Highly Qualified Teacher (HQT), as defined in 20 U.S.C. § 7801(23): 75, 90%d. # certified in-field, pursuant to Section 1012.2315(2), F.S.: 66, 80%e. # ESOL endorsed: 46, 55%f. # reading endorsed: 15, 18%g. # with advanced degrees: 26, 31%h. # National Board Certified: 5, 6%i. # first-year teachers: 2, 2%j. # with 1-5 years of experience: 16, 19%k. # with 6-14 years of experience: 36, 43%l. # with 15 or more years of experience: 29, 35%

4. Education Paraprofessionals, pursuant to s. 1012.01(2)(e):a. # of paraprofessionals: 12b. # Highly Qualified, as defined in 20 U.S.C. § 6319(c): 1, 8%

5. Other Instructional Personnel:

5. Other Instructional Personnel:a. # of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education

Paraprofessionals: 9b. # receiving effective rating or higher: (not entered because basis is < 10)

6. Teacher Recruitment and Retention Strategies:This section meets the requirements of Section 1114(b)(1)(E), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).a. Describe your school's strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school; include the

person responsible.:- Regularly scheduled meetings of new teachers with the literacy and math coaches for curriculum support in reading and math. - Monthly meetings with administration - Partner new teachers with veteran teachers. - Principal and assistant principals will provide curriculum support in math and writing.

7. Teacher Mentoring Program/Plan:This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).a. Describe your school's teacher mentoring program/plan including the rationale for pairings and the planned mentoring activities:

All first year teachers are provided a mentor who is a veteran teacher that teaches a similar grade level or subject. These mentors are toassist the new teachers throughout the school year. In addition, we will have monthly NEST meetings in which administration, coaches andour district partners will focus on instructional strategies and classroom techniques to improve student achievement.

D. Multi-Tiered System of Supports (MTSS) / Response to Instruction/Intervention (RtI):This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. §6314(b).1. Describe your school's data-based problem-solving processes for the implementation and monitoring of your MTSS and SIP

structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and smallgroup and individual student needs:The MTTS problem-solving process is an integral part of the academic and behavior intervention at Northport K-8 School. Our Mission andVision are stated below: MISSION: The core mission of the MTSS program at Northport K-8 is to promote student achievement and positive decision makingstrategies by employing research-based techniques. VISION: Our school promotes a tiered-level approach to assist students both academically and behaviorally through data analysis, explicitinstruction, and frequent reinforcement. Our school follows St. Lucie County's MTTS plan with fidelity. This plan includes the following: • Problem Solving Team Meetings (once-a-month or as needed) • Bi-monthly MTSS Core Team meetings for behavior and academics • Bi-monthly MTSS Peripheral Team meetings for behavior • Quarterly MTSS administration meetings • Check-in/Check-Out mentoring program • Daily 30 minute Response to Intervention/Walk to Intervention (elementary) • Daily 47 minute Response to Intervention (middle school) • An active Positive Behavior Support (PBS) Program [including a token economy (SAIL NOTES), SAIL Note store (open twice a day), andon-going PBS school-wide and events) • Social Skills Intervention through the Second Step� Program • Anti-Bullying Assembly

2. What is the function and responsibility of each school-based leadership team member as related to the school's MTSS and the SIP? :The function and responsibility of each school-based leadership team member is as follows: Administrator - Glenn Rustay (Principal) Administrator - Lorie Monroe (Assistant Principal) Administrator - Brooke Wigginton (Assistant Principal) District Coach - Sharon Becker (School Psychologist) Team Leader - Janine Wiecks (Teacher) Secretary/Treasurer - Susan Matteson (Teacher) Data Reporter - Agnes Brooks (Dean) Data Reporter - Bill Hicks (Dean) Data Reporter - Tom McDonald (Teacher) MTSS Liaison - Diane Reynolds (Guidance Counselor – Elementary) MTSS Liaison - Candice Zablotny (Guidance Counselor – Middle School) Product Book Co-Manager - Sherri Yacovino (ESE Chair - Middle School) Product Book Co-Manager - Jenna Galbo (ESE Chair - Elementary) Time Keeper/SAIL Note Store Manager – p.m. - Christine Persick (Teacher) Fund Raising/PBS Event Coordinator - Tiffany Tredor (Teacher) Fund Raising/PBS Event Coordinator - Jen Carey (Speech and Language Pathologist) District Specialist - Marcy Drackulich (Behavior Analyst) District Specialist - Mary Beth Makowski (MTSS Specialist) Fund Raising - Michelle McCloskey (Teacher) Literacy Specialist - Deb Mock (Literacy Coach) Math Specialist - Josie Bailey (Math Coach) SAIL Note Store Managers – Lorie Monroe (Assistant Principal), Sarah Lewis (Media Clerk), and Christine Persick (teacher) All members listed above contribute to the discussion and planning of the School Improvement Plan.

3. Describe the systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP:The MTSS Leadership Team will meet on a regular basis to review the data for decision-making. Ideally meetings will be scheduled bi-weekly. The rationale for this cycle is to meet on in a timely manner based on the needs of our students both academically and behaviorally. The team will use the IDEAL (Identify the problem, Define the problem, Explore invention options, Act on the Invention Plan and look atresults) method to govern our meetings as well as school-based established norms. The MTSS Leadership Team will plan to meet with theSchool Advisory Council (SAC) and principal to help develop the SIP. The team will provide data on: Tier 1, 2, and 3 targets; academic andsocial/emotional areas that need to be addressed; help set clear expectations for instruction (Rigor, Relevance, Relationship); facilitate thedevelopment of a systemic approach to teaching. The MTSS core team will collect and manage behavioral data utilizing Skyward. The academic data will be collected and managed utilizingPerformance Matters, Benchmarks, Scholastic Reading Inventory, Easy CBM (grades 1 – 5) , AIMS Web (grades 6-8) FAIR. Data (grade K)and will be analyzed before recommendations are made for appropriate student intervention status: Tier 2 or 3 placements. Additionally, the

and will be analyzed before recommendations are made for appropriate student intervention status: Tier 2 or 3 placements. Additionally, theMTTS Core and Peripheral Team members will assist with the planning and continuous additions to the School Improvement Plan.

4. Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core,supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance):The data sources and management system used to access and analyze data to monitor effectiveness of the core, supplemental, and intensivesupports include the following: Reading: Performance Matters; Easy CBM; AIMs Web; FCAT 2.0; AMOs; FAAs; Progress Monitoring; Skyward – grades; Challenge Camp Writing: FCAT 2.0; Write Score; FAAs; AMOs; Summer Camp; Challenge Camp Math: Performance Matters; Easy CBM; AIMs Web; FCAT 2.0; AMOs; FAAs; Progress Monitoring; Skyward – grades; Challenge Camp Science - Performance Matters; Easy CBM; AIMs Web; FCAT 2.0; AMOs; FAAs; Progress Monitoring; Skyward – grades; Challenge Camp Behavior – Skyward behavior data/graphs; Check-in/Check-Out Graphing data; SAIL Notes – outtake; SAIL Note Store intake; Second StepProgram Engagement/Motivation – Kagan strategies; Mandatory individual student conferencing (all grades and subjects) Attendance – Skyward data; Social Worker’s weekly reports

5. Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents:Through our bi-monthly MTSS Core and Peripheral Team meetings as well as our Problem Solving Team Meetings, we are able to identifystudents who are in need of interventions both academically and behaviorally. Additionally, we regularly communicate and receive inputfrom our Student Advisory Council, our Building Level Problem Team and our Parent-Teacher Organization.

E. Increased Learning Time/Extended Learning Opportunities:This section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L. 107-110,NCLB, codified at 20 U.S.C. § 6314(b).1. Describe research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched

and accelerated curriculum:Strategy Type Minutes Added to

School YearPurpose

Before or After School Program 2,400 Instruction in core academic subjectsStrategy Description Summer Core Academic Writing Program

Minutes added: 240 minutes a day for 10 days=2,400 minutes Strategy Description: Beyond the Write from the Beginning program for third grade students for the2012-2013 school year, we were able to provide upcoming fourth grade students for the 2013-2014school year with extra writing and grammar instruction to the lowest 25% identified through schoolwriting benchmarks.

How is data collected and analyzed todetermine the effectiveness of this strategy?

Portfolio with writing samples/activities and daily conferencing

Who is responsible for monitoringimplementation of this strategy?

A 3rd and a 5th grade teacher

Strategy Type Minutes Added toSchool Year

Purpose

Before or After School Program 23,400 Instruction in core academic subjects, Enrichment activities that contribute to awell-rounded education

Strategy Description The St. Lucie County School District proposes to continue its 21st Century Community Learning Centerprogram that provides students with unique learning opportunities. The after school program will operatein three schools identified as having a large student need and a capacity to run an effective program.Each program has full access to the school facilities, and participants of the program will be engaged inhigh quality learning activities, through hands on short term projects, which are unlike those they mayexperience during the regular school day. These projects and related activities will result in studentgenerated products, representing the academic content integration. All activities are offered to targetstudents and are inclusive of students with disabilities and English language learners, abiding by allguidelines of the Individuals with Disabilities Education Act. The project based learning activities willbe incorporated for 90 minutes each day with an additional hour dedicated to snack, homework help,sports, arts, and mentoring programs. In addition, the district proposes to include workshops and trainingfor parents on a monthly basis, in an effort to build a bridge between home and school, creating acommunity of lifelong learners. Each school site program within the project will operate September 5,2013 through May 30, 2014, Monday – Friday during regular school days (total of 35 weeks or 156 days).The program will operate during the summer from June 13, 2014 through July 11, 2014, Monday –Friday, half days from 7:30 AM till 12:30 PM (total of 4 weeks or 20 days). Each school site will hireone certified teacher per 15 students, one school site coordinator, and one parent liaison.


Benchmark Tests, FCAT Data, and school grades. Data is collected by 21st CCLC project directors incoordination with district based ITS personnel. All data is submitted regularly to an outside evaluator ofthe 21st CCLC program. Dr. Christine Kerstyn. A formative report is submitted to all stakeholders at theend of January 2014. A summative report is submitted prior to August 31, 2014 for the coming schoolyear.


Site Coordinator, Project Director, Site Based Administration

Strategy Type Minutes Added toSchool Year

Purpose

Before or After School Program 4,500 Instruction in core academic subjects, Enrichment activities that contribute to awell-rounded education

Strategy Description Before and After School Core Math, Reading, Writing, and Science Program (Challenge Camp) Minutes added to school year: 2 sessions: 6 weeks and 9 weeks 75 hours approx.=4500 minutes added to school year Strategy Description: Beyond the 120 minutes of literacy instruction, many students need additionaldifferentiated instruction in area of Reading Application. Additional time can be utilized before and

differentiated instruction in area of Reading Application. Additional time can be utilized before andafter school through a tutoring camp. This camp will be called Challenge Camp.


Pre/post assessment and check- in with student’s classroom teacher


Lead Teacher for Challenge Camp

F. Literacy Leadership Team (LLT):1. Identify the names and position titles of the members of your school-based LLT:

Name TitleDeb Mock Literacy CoachLynne Gruszka Media SpecialistLorie Monroe Assistant PrincipalApril Smith Grade 1 teacherKendra Remian Grade 1 teacherVal Niewieroski Art teacherLaura Woodworth Science teacherCarissa Provencher Grade 4 teacherLisa Cash Language Arts teacherGeorgia Stone Social Studies teacherPenny Arbuckle Grade 4 teacherRachel Ellsworth Reading Resource teacherDeb Day Grade 3 teacherGlenda Taylor Grade 3 teacherMelanie Polascak Grade 5 teacherAnne Barbare ESE teacherJosie Bailey Math Coach

2. Describe how the school-based LLT functions (e.g., meeting processes, roles, functions):The Literacy Leadership Team will meet on a monthly basis to recommend literacy activities for Northport. The team will work inconjunction with the MTSSS team and recommend strategies that will increase our student achievement. This team will assist in thepromotion of literacy initiatives.

3. What will be the major initiatives of the LLT this year?:Family Reading Night Celebrate Literacy Week

G. Every Teacher Contributes to Reading Improvement:1. Describe how the school ensures every teacher contributes to the reading improvement of every student:

Our SLC Literacy Routines provides for our Middle School Language Arts teachers best practices in literacy instruction based on currentscientific and evidence based research. Each teacher is expected to follow this daily routine. Resources to support instruction includeLanguage Live!, Read 180. and on level literacy materials. This structure supports the provision of standards based and explicit instruction,based on data, using reading programs and strategies. Content area/Core teachers will also incorporate reading and reading strategies into their subject area through a variety of resources includingthe following: • websites that relate to core curriculum content • trade books • magazines, newspapers • biographies • autobiographies • document-based questioning materials In addition, reading and language arts’ teachers will collaboratively plan with core teachers. The administrators and literacy coach willprovide job-embedded professional development on a regular basis to all content area teachers on incorporating reading into the content area.Staff development for content area teachers will be based on individual needs and student data. Additionally, all middle school teachers are being provided consistent professional development on the Common Core State Standardsthrough our Common Core team. This professional development will provide the knowledge and skills that increase literacy across contentareas and technical subjects. Differentiated instruction, in small groups, will be provided for students who are not making adequate progress in tier one instruction duringa specific block of time during the school day. Using the MTSS model, our school has a Core team and Problem Solving Team comprised of a literacy coach, teachers, school leaders anddistrict support personnel. These teams evaluate instruction and intervention at all tiers and make adjustments to the instruction andintervention based o

H. Preschool Transition:This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).1. Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs,

as applicable:Our school wide program for assisting preschool children in the transition from early childhood programs, to Northport K-8 school include: • coordinating the professional development activities of preschool and kindergarten teachers in order to align pre-kindergarten andkindergarten curricula and goals • align preschool State standards and Common Core State Standards • arranging for kindergarten and preschool teachers to visit each other’s classrooms • having preschool teachers provide the future kindergarten teacher with children’s portfolios or a written record of their learning duringpreschool

preschool • including preschool in the MTSS school-wide plan • providing ELL support • providing academic and behavioral support

I. College and Career Readiness:This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).1. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance

to their future?:At Northport K-8 students are exposed to courses that prepare for college, workforce training and life in a technological society. Theseactivities ensure students have the opportunity to gather, comprehend, evaluate, synthesize, report on information and ideas, and conductoriginal research in order to solve problems. The following courses/projects allow students to see the connections between their course workand future opportunities; Science Fair, Project Lead the Way, Project Citizen, Culinary Arts and Technology courses.

2. How does the school promote academic and career planning, including advising on course selections, so that each student's course ofstudy is personally meaningful?:Social studies classes incorporate career planning within the curriculum. Core academic teachers advise students on course selections for 9thgrade studies based on students' personal interests and academic abilities.

3. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High SchoolFeedback Report (http://data.fldoe.org/readiness/), which is maintained by the Department of Education, pursuant to Rule 6A-10.038,F.A.C:Prepare students for advance course work through our gifted/enrichment classes utilizing differentiated instruction and high-effect sizestrategies.

II. Expected Improvements:This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L. 107-110, NCLB, codified at 20 U.S.C. §6314(b).

A. Area 1: Reading:1. Annual Measurable Objectives (AMOs) - Students scoring at or above Level 3 on FCAT 2.0, or scoring at or above Level 4 on FAA:

Group

2013Target

%

2013Actual

% Target Met?

2014Target

%

All Students 60% 48% No 64%

American Indian

Asian 63% 65% Yes 67%

Black/African American 50% 37% No 55%

Hispanic 59% 44% No 63%

White 65% 54% No 69%

English language learners 35% 16% No 42%

Students with disabilities 38% 27% No 45%

Economically disadvantaged 56% 43% No 60%

2. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0):

2013 Actual # 2013 Actual % 2014 Target %

Students scoring at Achievement Level 3 240 26% 39%

Students scoring at or above Achievement Level 4 178 19% 25%

3. Florida Alternate Assessment (FAA):


Students scoring at Levels 4, 5, and 6 13 43% 60%

Students scoring at or above Level 7 7 23% 37%

4. Learning Gains:


Students making learning gains (FCAT 2.0 and FAA) 534 58% 66%

Students in lowest 25% making learning gains (FCAT 2.0) 144 62% 72%

5. Comprehensive English Language Learning Assessment (CELLA):

2013 Actual

#2013 Actual

%2014 Target

%

Students scoring proficient in listening/speaking (students speak in English and understandspoken English at grade level in a manner similar to non-ELL students)

34 58% 62%

Students scoring proficient in reading (students read grade-level text in English in a mannersimilar to non-ELL students)

17 29% 35%

http://data.fldoe.org/readiness/

Students scoring proficient in writing (students write in English at grade level in a mannersimilar to non-ELL students)

19 32% 40%

6. Postsecondary readiness:

2012 Actual

#2012 Actual

%2014 Target

%

On-time graduates scoring "college ready" on the Postsecondary Education Readiness Test(P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C.

0 0% 0%

B. Area 2: Writing:

2013 Actual #2013 Actual

%2014 Target

%

Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at or above 3.5 119 41% 71%

Florida Alternate Assessment (FAA) Students scoring at or above Level 4 8 67% 71%

C. Area 3: Mathematics:1. Elementary and Middle School Mathematics:

a. Annual Measurable Objectives (AMOs) - students scoring at or above Level 3 on FCAT 2.0 and EOC assessments, or scoring at orabove Level 4 on FAA:

Group

2013Target

%

2013Actual

% Target Met?

2014Target

%

All Students 53% 41% No 57%

American Indian

Asian 63% 76% Yes 67%

Black/African American 43% 33% No 49%

Hispanic 56% 37% No 60%

White 55% 47% No 60%

English language learners 38% 25% No 44%

Students with disabilities 38% 21% No 44%

Economically disadvantaged 50% 36% No 55%

b. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0):




c. Florida Alternate Assessment (FAA):




d. Learning Gains:


Learning Gains 543 58% 66%

Students in lowest 25% making learning gains (FCAT 2.0 and EOC) 145 62% 72%

2. Middle School Acceleration (This target includes Algebra I, Geometry, and Biology):

2013 Actual # 2013 Actual %2014 Target

%

Middle school participation in high school EOC and industry certifications 17 22% 60%

Middle school performance on high school EOC and industry certifications 17 100% 100%

3. High School Mathematics:a. Annual Measurable Objectives (AMOs) - students scoring at or above Level 3 on EOC assessments, or scoring at or above Level 4

on FAA:

Group

2013Target

%

2013Actual

% Target Met?

2014Target

%

All Students 53% No 57%

American Indian

Asian 63% No 67%

Black/African American 43% No 49%

Hispanic 56% No 60%

White 55% No 60%

English language learners 38% No 44%

Students with disabilities 38% No 44%

Economically disadvantaged 50% No 55%

b. Florida Alternate Assessment (FAA):


Students scoring at Levels 4, 5, and 6

Students scoring at or above Level 7

c. Learning Gains:


Students making learning gains (EOC and FAA)

Students in lowest 25% making learning gains (EOC)

d. Postsecondary readiness:

2012 Actual

#2012 Actual

%2014 Target

%

On-time graduates scoring "college ready" on the Postsecondary Education Readiness Test(P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C.

4. Algebra I End-of-Course Assessment (EOC):




5. Geometry End-of-Course Assessment (EOC):


Students scoring at Achievement Level 3

Students scoring at or above Achievement Level 4

D. Area 4: Science:1. Elementary School Science:

a. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0): 2013 Actual # 2013 Actual % 2014 Target %



b. Florida Alternate Assessment (FAA): 2013 Actual # 2013 Actual % 2014 Target %



2. Middle School Science:a. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0):

a. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0): 2013 Actual # 2013 Actual % 2014 Target %



b. Florida Alternate Assessment (FAA): 2013 Actual # 2013 Actual % 2014 Target %



3. High School Science:a. Florida Alternate Assessment (FAA):


Students scoring at Levels 4, 5, and 6

Students scoring at or above Level 7

4. Biology I End-of-Course Assessment (EOC):




E. Area 5: Science, Technology, Engineering, and Mathematics (STEM):1. All levels:

2013 Actual

#2013 Actual

%2014 Target

%

# of STEM-related experiences provided for students (e.g. robotics competitions; fieldtrips; science fairs)

15

Participation in STEM-related experiences provided for students 80%

2. High schools:


%2014 Target

%

Students enrolling in one or more accelerated STEM-related courses

Completion rate (%) for students enrolled in accelerated STEM-related courses

Students taking one or more advanced placement exams for STEM-related courses

CTE-STEM program concentrators

Students taking CTE-STEM industry certification exams

Passing rate (%) for students who take CTE-STEM industry certification exams

F. Area 6: Career and Technical Education (CTE):


%2014 Target

%

Students enrolling in one or more CTE courses 0 0% 0%

Students who have completed one or more CTE courses who enroll in one or moreaccelerated courses

0 0% 0%

Completion rate (%) for CTE students enrolled in accelerated courses 0% 0%

Students taking CTE industry certification exams

Passing rate (%) for students who take CTE industry certification exams

CTE program concentrators 0 0% 0%

CTE teachers holding appropriate industry certifications 0 0% 0%

G. Area 7: Social Studies (Area 7 will not be completed in 2013-14):1. U.S. History End-of-Course Assessment (EOC):

1. U.S. History End-of-Course Assessment (EOC):




2. Civics End-of-Course Assessment (EOC):




H. Area 8: Early Warning Systems:1. Elementary School Indicators:

2013 Actual

#2013 Actual

%2014 Target

%

Students who miss 10 percent or more of available instructional time 41 7% 6%

Students retained, pursuant to s. 1008.25, F.S. 15 2% 2%

Students who are not proficient in reading by third grade 55 54% 38%

Students who receive two or more behavior referrals 46 7% 5%

Students who receive one or more behavior referrals that lead to suspension, as defined ins.1003.01(5), F.S.

106 17% 10%

2. Middle School Indicators:

2013 Actual

#2013 Actual

%2014 Target

%

Students who miss 10 percent or more of available instructional time 72 11% 9%

Students who fail a mathematics course 68 11% 8%

Students who fail an English Language Arts course 17 3% 2%

Students who fail two or more courses in any subject 63 10% 8%

Students who receive two or more behavior referrals 152 24% 20%

Students who receive one or more behavior referrals that leads to suspension, as defined ins.1003.01(5), F.S.

307 48% 35%

3. High School Indicators:

2013 Actual

#2013 Actual

%2014 Target

%

Students who miss 10 percent or more of available instructional time

Students in ninth grade with one or more absences within the first 20 days

Students in ninth grade who fail two or more courses in any subject

Students with grade point average less than 2.0

Students who fail to progress on-time to tenth grade

Students who receive two or more behavior referrals

Students who receive one or more behavior referrals that leads to suspension, as defined ins.1003.01(5), F.S.

4. Graduation:

2012 Actual

#2012 Actual

%2014 Target

%

Students dropping out of school, as defined in s.1003.01(9), F.S.

Students graduating in 4 years, using criteria for the federal uniform graduation rate definedin the Code of Federal Regulations at 34 C.F.R. § 200.19(b)

Academically at-risk students graduating in 4 years, as defined in Rule 6A-1.09981, F.A.C.

Students graduating in 5 years, using criteria defined at 34 C.F.R. § 200.19(b)

I. Area 9: Parent Involvement:

I. Area 9: Parent Involvement:1. Describe parental involvement targets for your school:

The goals of the Northport K-8 Volunteer and Partner program are aligned with the core business of the school. Parent and CommunityInvolvement are key cornerstones of the success of our school. Goals have been developed to not only ensure Parental and CommunityInvolvement at Northport K-8 School but our goals are aligned with the goals of Saint Lucie County School district. Northport K-8 , through a variety of opportunities throughout the school year, will ensure that our goals are met or exceeded. Our target forvolunteer hours is 8050 hours and to increase Business Partners from the community to 7. Goals: To provide individualized educational assistance to students through mentors and tutorships. To relieve the teacher of some non instructional tasks. To reinforce lesson skills To stimulate community interest, concerns and support for the education system. To provide an opportunity for interested community members to become directly involved in the educational process. To strengthen school and community relations through direct and positive participation in the school To promote Goodwill ambassadorship within our community. Opportunities: Veteran Partners In Education Program 2 book fairs with literacy fair PTO meetings monthly Unity Day Bullying Awareness Walk with families in October Community Reading Day 9/11 Commemoration program Grand Parents Day Student of the Month Americorps Mentorship program Jump Into Reading Mentor program Honor Roll 21st Century after school program Participate in Parental Involvement Award Participate in Gold and Silver School Awards Nominate Outstanding Volunteers of the Year Participate in 5 Star Program Activities for Celebrate Literacy Week in January with Parent Invitations In October, Parents and community members will participate in Safe Schools Week and Red Ribbon Week with assistance from CouncelingServices and Resource Officer Institute class and school newsletters as well as Adminstration Connect Ed

2. Specific Parental Involvement Targets:Target 2013 Actual # 2013 Actual % 2014 Target %

To Increase parental involvement 50%

J. Area 10: Additional Targets:1. Description of additional targets:2. Specific Additional Targets:

K. Problem Solving:Goal: By June of 2014, 64% (582) will achieve FCAT levels 3 and above on the 2014 FCAT Reading Test focusing

"Reading Application" by using Tiered instruction and progress monitoring with school and districtassessments.

Supported Areas: Reading - AMO's, Reading - FCAT2.0, Reading - FAA, Reading - Learning Gains, Reading - CELLA, Reading -Postsecondary Readiness, Writing

Resources District professional development team , Administration, Literacy Coach & Math Coach , MTSSS Team, DistrictDifferentiated Accountability Liasion, Office of School Renewal - Instructional Partners, Tier II& III TeacherESOL Para-professional

Monitor Goal Who What When EvidenceAdministration,Literacy Coach,Math Coach,InstructionalPartners, MTSSCore Team,GuidanceCounselors

After baseline,mid-year andpredictiveassessments,Easycbm/AimsWebassessment,JourneysBenchmarkAssessments.

Throughweekly/monthly/quarterlyteam meetings, data chatsas stated in schoolcalendar, MTSS CoreTeam meetings threetimes per year, lessonplans and classroomwalk-throughs.

Through the use of data at scheduled meetingsevaluation of plans/strategies will be addressedusing the following criteria: Positive response -Continue Questionable response - intensify ormodify Poor response- modify or terminateLesson Plan completion with evidence ofCommon Core State Standards along with NextGeneration State Standards. Classroom Walk-throughs.

Selected Barrier: 1) Blending Next Generation Sunshine State Standards along with Common Core State StandardsStrategy: A team of teachers, coaches, and administration will receive professional development from the state and/or district to enhancetheir knowledge of how to blend Common Core State Standards with Next Generation Sunshine State Standards. This team will be utilizedthroughout the year to plan and implement professional development for the staff.Action Step: Who What When Evidence

$ PDTeacher, coaches,administration,Instructional Partners

Plan and implement professional development forblending Common Core State Standards with NextGeneration Sunshine State Standards

School Year2013-2014

Professional development Signin logs

Monitor Fidelity What When EvidenceAdministration, Literacy Coach,Math Coach, Instructional

Planning and implementation of professional development School year2013-2014

Professional development sign inlogs

Math Coach, InstructionalPartners

2013-2014 logs

Monitor Effective What When EvidenceAdministration, Literacy Coach,Math Coach, InstructionalPartners

Evaluation Tool for professional development ProfessionalDevelopmentDays

Lesson plans showing evidenceof Common Core Standardsalong with NGSSS.

Selected Barrier: 1) Blending Next Generation Sunshine State Standards along with Common Core State StandardsStrategy: A team of teachers and coaches will receive training from the Department of Education regarding Common Core State Standards(CCSS). This team will provide professional development for the staff on CCSS.Action Step: Who What When Evidence

$ PDTeacher, coaches,administration, InstructionalPartners

Plan and implement professionaldevelopment for Common Core StateStandards

August 2013 Professional development Sign inlogs

Monitor Fidelity What When EvidenceAdministration, Literacy Coach, MathCoach, Instructional Partners

Professional Development August 2013 Professional Development Sign inlogs

Monitor Effective What When EvidenceAdministration, Literacy Coach, MathCoach, Instructional Partners

Evaluation Tool for ProfessionalDevelopment

ProfessionalDevelopmentDays

Lesson plans showing evidence ofCommon Core State Standards

Selected Barrier: 1) Blending Next Generation Sunshine State Standards along with Common Core State StandardsStrategy: Selected teachers will receive training in Thinking Maps, Wilson Fundations, Kagan, American Reading Company Research Labs,and Language Live!Action Step: Who What When EvidenceMonitor Fidelity What When Evidence Monitor Effective What When Evidence

Selected Barrier: 2) Absenteeism of studentsStrategy: Students with a high rate of absenteeism will be targeted this year to receive additional reading instruction through Americorp andJump Into Reading. These district supported programs provide tutors for students in grades K-2.Action Step: Who What When Evidence

AmeriCorps andJump Into ReadingTutors

Targeted reading instruction forstudents in kindergarten throughsecond grade

School year 2013-2014

Easycbm data of improvement in readingbaseline scores from Fall benchmark to Springbenchmark

Monitor Fidelity What When EvidenceSchool Coordinator andDistrict Coordinator

Daily attendance of students Fall, Winter, andSpring Easycbmassessment

Completion of program with tutor at the end ofthe year Spring Easycbm scores

Monitor Effective What When EvidenceSchool coordinator forprograms

Easycbm progress monitoring test Fall, Winter, andSpring Easycbm

Spring Easycbm Scores. MTSS team will monitorstudents in program and support tutors ifnecessary

Selected Barrier: 2) Absenteeism of studentsStrategy: Student absenteeism will be tracked through the attendance office. Parents will be asked to send in a note explaining absences.Students with more than three unexcused absences will receive phone calls home explaining the importance of school attendance. Ifabsenteeism continues a social worker will be sent out on a home visit.Action Step: Who What When Evidence

Administration, Attendance Clerk, Teachers, SocialWorker, Guidance Counselor

Tracking of student attendance School year2013-2014

Attendance data fromattendance records

Monitor Fidelity What When EvidenceAdministration, Attendance Clerk, Guidance Counselor,MTSSS Core Team

Students with more than threeunexcused absences

Each nineweeks

Attendance data fromattendance office

Monitor Effective What When EvidenceAdministration, MTSS Core Team Effectiveness of tracking student

absenteeismEach nineweeks

Higher attendance rate oftargeted students

Selected Barrier: 3) Lack of technology software that improves computer skillsStrategy: Students are expected to complete the FCAT reading portion on the computer. They have not had practice and experiencecompleting reading passages and answering questions utilizing reading strategies such as: -look back -highlighting -skimming The softwarewe purchase will allow students to practice reading passages and answer questions utilizing these skills. In addition, it will build stamina andconfidence using the computer.Action Step: Who What When Evidence

$ PDAdministration, districtpersonnel, literacy coach,math coach

Determine the software accepted by thedistrict that meet the previousrequirements.

September,2013

Purchased and installed software Studentsutilize the software on a weekly basis SoftwareReports

Monitor Fidelity What When EvidenceAdministration, Literacy Coach &Math Coach

Monitor the software reports forutilization of software

SchoolYear 2013- 2014

Students utilize the purchased software on aweekly basis as evidenced through reports

Monitor Effective What When EvidenceAdministration, literacy coach &math coach

Progress Monitoring Scores & Reports SchoolYear 2013- 2014

Students utilize the purchased software on aweekly basis as evidenced through reports

Selected Barrier: 4) Time for more differentiated instructionStrategy: Tier II instruction time has been implemented into the master schedule for both elementary and middle school. In both elementaryand middle school, students will follow the MTSS "Walk to Intervention" model on a daily basis.Action Step: Who What When Evidence

K-8 Students MTSS allotted classtime

Daily Class course built in to the master schedule Through the use of data at scheduledmeetings evaluation of plans/strategies will be addressed using the followingcriteria: Positive response - Continue Questionable response - intensify or modifyPoor response- modify or terminate Lesson Plan completion with evidence ofCommon Core State Standards along with Next Generation State Standards.Classroom Walk-throughs.

Monitor Fidelity What When EvidenceAdministration,Literacy Coach, MathCoach, InstructionalPartners, MTSS CoreTeam, GuidanceCounselors

Tier IIinstruction/differentiatedinstruction

Weekly Through the use of data at scheduled meetings evaluation of plans/strategies willbe addressed using the following criteria: Positive response - ContinueQuestionable response - intensify or modify Poor response- modify or terminateLesson Plan completion with evidence of Common Core State Standards alongwith Next Generation State Standards. Classroom Walk-throughs.

Monitor Effective What When EvidenceAdministration,Literacy Coach, MathCoach, InstructionalPartners, MTSS CoreTeam, GuidanceCounselors

Through the use of data at scheduled meetings evaluation of plans/strategies willbe addressed using the following criteria: Positive response - ContinueQuestionable response - intensify or modify Poor response- modify or terminateLesson Plan completion with evidence of Common Core State Standards alongwith Next Generation State Standards. Classroom Walk-throughs.

Unselected Strategies Beyond the 120 minutes a day of literacy instruction (elementary) and 94 minutes a day of literacy instruction(middle school), many of our students need additional differentiated instruction in the area of ReadingApplication. Additional time can be utilized before and after school through a tutoring camp. This camp will becalled "Challenge Camp" and target students in the lowest 25% percentile identified through school and districtprogress monitoring.

Goal: By June of 2014, 57% (518) will achieve FCAT levels 3 and above on the 2014 FCAT Math Test focusing onGeometry & Measurement by using Tiered instructional strategies and progress monitoring with school anddistrict assessments.

Supported Areas: Math, Math - Elementary and Middle School, Math - Elementary and Middle AMO's, Math - Elementary andMiddle FCAT 2.0, Math - Elementary and Middle FAA, Math - Elementary and Middle Learning Gains, Math -Middle School Acceleration, Math - High School, Math - High School AMO's, Math - High School PostsecondaryReadiness, Algebra 1 EOC, Geometry EOC, STEM, STEM - All Levels, STEM - High School

Resources District Professional Development Team, Administration, Math Coach, Literacy Coach, MTSS Team, DistrictDifferentiated Accountability Liaison

Monitor Goal Who What When EvidenceAdministration,math coach,literacy coach,instructionalpartners, MTSScore team,guidancecounselors

After baseline,mid-year, andpredictive progressmonitoringassessments;Easycbm/Aimswebassessments.

Throughweekly/monthly/quarterlyteam meetings and datachats as stated in schoolcalendar; MTSS Core teammeetings three times peryear; lesson plans;classroom walk-throughs

Through use of data at scheduled meetings,evaluations of plans/strategies will beaddressed using the following criteria:Positive response-continue Questionableresponse-intensify or modify Poor response-modify or terminate. Lesson Plans withevidence of CCSS with NGSSS. Classroomwalk-throughs

Selected Barrier: Blending Next Generation Sunshine State Standards with Common Core State StandardsStrategy: A team of teachers, coaches, and administration will receive professional development from the district to enhance their knowledgeof how to blend Common Core State Standards with Next Generation Sunshine State Standards. This team will be utilized throughout the yearto plan and implement professional development for the staff.Action Step: Who What When Evidence

$ PDTeachers, coaches,administration,instructional partners

Plan and implement professional development forblending common core state standards with nextgeneration state standards.

August2013-June2014

Professional development sign in logs

Monitor Fidelity What When Evidence

Administration, Math coach,literacy coach, instructionalpartners

Plan and implementation of professionaldevelopment

August2013-June2014

Professional development sign in logs;classroom walkthroughs

Monitor Effective What When EvidenceAdministration, math coach,literacy coach, instructionalpartners

Evaluation tool for professional development ProfessionalDevelopmentdays

Lesson plans showing evidence of CommonCore State Standards with Next GenerationSunshine State Standards.

Unselected Strategies A team of teachers and coaches will receive training from the Department of Education regarding Common CoreState Standards (CCSS). This team will provide professional development for the staff on CCSS

Selected Barrier: Absenteeism of studentsStrategy: Students with a high rate of absenteeism will be targeted this year to receive additional math instruction if their classroom gradefalls below a D.Action Step: Who What When Evidence

Attendanceclerk, mathcoach

If a student has 5 or more absences,the student's math grades will bemonitored. If the student has a D orlower, that student will receiveadditional math tutoring.

August 2013-June 2014after each 9 weeksgrading period or whena student accumulates 5or more absences

Student completion of program with a grade of D orhigher in math as evidenced by 9 weeks grade onreport card.

Monitor Fidelity What When EvidenceTeacher, math coach,attendance clerk,administration

Student attendance and math grade Quarterly during schoolyear 2013-2014

Completion of math class maintaining a grade of Dor higher.

Monitor Effective What When EvidenceTeachers, attendanceclerk, math coach,administration, MTSScore team, instructionalpartners

Daily attendance with math gradesof D or higher.

During school year2013-2014

Through use of data at scheduled meetingsevaluation of grades/attendance will be addressedusing the following criteria: Positive responses-continue Questionable responses-intensify or modifyPoor responses-modify or terminate.

Selected Barrier: Absenteeism of studentsStrategy: Student absenteeism will be tracked through the attendance office. Parents will be asked to send in a note explaining absences.Students with more than three unexcused absences will receive phone calls home explaining the importance of school attendance. Ifabsenteeism continues a social worker will be sent out on a home visit.Action Step: Who What When Evidence

Administration, Attendance Clerk, Teachers, SocialWorker, Guidance Counselor

Tracking of StudentAttendance

School year2013-2014

Attendance data fromattendance records

Monitor Fidelity What When EvidenceAdministration, Attendance Clerk, Teachers, Social Worker,Guidance Counselor, MTSS core team

Students with 3 or moreunexcused absences

Each 9 weeks Attendance data fromattendance records

Monitor Effective What When EvidenceAdministration, MTSS Core Team Effectiveness of tracking

student absenteeismEach 9 weeks Higher attendance rate of

targeted students

Selected Barrier: Lack of technology software that addresses improving computer skillsStrategy: Students are expected to complete the FCAT math portion on the computer. They have not had practice and experience completingreading and answering math questions utilizing strategies such as: -look back -highlighting -skimming -working out problems on paper andthen transposing them onto a computer screen -utilizing online tools, if applicable, such as calculator, graphing tool, ruler, etc. The softwarewe purchase will allow students to practice reading and answering math questions utilizing these skills. In addition, it will build stamina andconfidence using the computer.Action Step: Who What When Evidence

$ PDAdministration, districtpersonnel, math coach,literacy coach

Determine the software accepted by the districtthat meet the requirements within this strategypreviously stated.

September2013

Purchased and installed software. Studentsutilize the software on a weekly basis.Software reports.

Monitor Fidelity What When EvidenceAdministration, Math Coach,Literacy Coach

Monitor the software reports for utilization ofsoftware.

Schoolyear 2013-2014

Students utilize the purchased software ona weekly basis as evidenced throughreports.

Monitor Effective What When EvidenceAdministration, Math Coach,Literacy Coach

Progress Monitoring scores and reports SchoolYear2013-2014

Students utilize the purchased software ona weekly basis as evidenced throughreports.

Selected Barrier: Time for more differentiated instructionStrategy: Beyond the 47 minutes of math instruction, many of our students need additional differentiated instruction in the area of Geometryand Measurement. Additional time can be utilized before and after school through a tutoring camp. This camp will be called "ChallengeCamp" and target students in the lowest 25% percentile identified through school and district progress monitoring.

Action Step: Who What When Evidence

$ PDAdministration, Math Coach, LiteracyCoach, Camp Teachers, CampCoordinator

ChallengeCamp Math

September 2013-May 2014 Improved performance on district andstate assessments.

Monitor Fidelity What When EvidenceAdministration, Math Coach, LiteracyCoach, Camp Coordinator

Attendanceof Campstudents

Every 2 weeks during Challenge campsession

Completion of Camp with 80%attendance rate as evidenced byattendance logs.

Monitor Effective What When EvidenceAdministration, Math Coach, LiteracyCoach, Camp Coordinator

Percentilegains inmath

Fall, Winter, Spring Easycbm, Aimsweb,and district progress monitoringassessments,

Spring assessments data for EasyCbm,Aimsweb, and district progressmonitoring.

Goal: Consistency in teaching the 6-step process through grades 3-8 utilizing a cause & effect hypothesis such as anIf…Then statement that can be proven or disproven by the conclusion that correlates with district rules &regulations on Science Fair.

Supported Areas: Science, Science - Elementary School, Science - Middle SchoolResources • District Professional Development Team • Administration, literacy coach • MTSS Team • District Differentiated

Accountability Liaison

Monitor Goal Who What When EvidenceAdministration,literacy coach,instructionalpartners, MTSSCore Team,guidancecouncilors

Professionaldevelopmentand follow-throughthroughoutthe year

Afterbaseline,midyear,andpredictiveassessments

Through weekly/monthly/quarterly team meetings, data chatsmonthly, MTSS core team meetings three times a year, lessonplans, and classroom walkthroughs Through the use of data atscheduled meetings that evaluate plans/strategies Lesson plancompletion with evidence of Next Generation Sunshine Standardsalong with Common Core State Standards Classroom walkthroughs

Selected Barrier: • Time restraints • Lack of consistency teaching the scientific method grades 3-8 • Lack of prior knowledgeStrategy: • (Lack of consistency) Grades 3-5 will conduct experiments with a lab report. Grades 6-8 will participate in the Science Fair withall certification requirements including background research according to district requirements. • (Lack of prior knowledge) Teachers willreceive professional development from the district to enhance their knowledge of how to teach the scientific method according to districtpolicy. • (Time restraints) o 1. Schedule science earlier in the day for 5th grade and allot more than 20-25 minutes at the end of the day for theteaching of science. o 2. Additional time can be utilized for 5th and 8th grade students before and after school through a tutoring camp. Thiscamp will be called “Challenge Camp” and target students in the lowest 25% percentile identified through school and district progressmonitoring.Action Step: Who What When Evidence

Administration,literacy coach,instructionalpartners, MTSSCore Team,guidance councilors



Through weekly/monthly/quarterly team meetings, data chats monthly, MTSS coreteam meetings three times a year, lesson plans, and classroom walkthroughsThrough the use of data at scheduled meetings that evaluate plans/strategies Lessonplan completion with evidence of Next Generation Sunshine Standards along withCommon Core State Standards Classroom walkthroughs

Monitor Fidelity What When EvidenceAdministration, literacycoach, instructionalpartners, MTSS CoreTeam, guidance councilors




Monitor Effective What When EvidenceAdministration, literacycoach, instructionalpartners, MTSS CoreTeam, guidance councilors




Goal: By June of 2014, 30 % (32) of 5th grade students and 53% (103) of 8th grade students will achieve FCATlevels of 3 & above on the FCAT Science Test focusing on “Nature of Science” by utilizing tiered instruction& progress monitoring.

Supported Areas: Science, Science - Elementary School, Science - Middle SchoolResources • District Professional Development Team • Administration and Literacy Coach • MTSS Team • District

Differentiated Accountability Liaison

Monitor Goal Who What When EvidenceAdministration,literacy coach,instructionalpartners, MTSSCore Team,

Professionaldevelopmentand follow-throughthroughout

Afterbaseline,midyear,andpredictive

Through weekly/monthly/quarterly team meetings, data chatsmonthly, MTSS core team meetings three times a year, lessonplans, and classroom walkthroughs Through the use of data atscheduled meetings that evaluate plans/strategies Lesson plancompletion with evidence of Next Generation Sunshine Standards

Core Team,guidancecouncilors

throughoutthe year

predictiveassessments

completion with evidence of Next Generation Sunshine Standardsalong with Common Core State Standards Classroom walkthroughs

Selected Barrier: • Cumulative exam covering grades 2-5 on the 5th grade FCAT and grades 6-8 on the 8th grade FCAT. • Time Restraintsincluding scheduling restraints • Lack of prior knowledge • Reading comprehension skills and knowledge of vocabulary on grade levelStrategy: • (Cumulative exam) Implementation of internet based programs (Ex. Study Island) to review and assess the students understandingand utilization of the skills in a variety of scenarios. • (Time restraints) o 1. Schedule science earlier in the day for 5th grade and allot morethan 20-25 minutes at the end of the day for the teaching of science. o 2. Additional time can be utilized for 5th and 8th grade students beforeand after school through a tutoring camp. This camp will be called “Challenge Camp” and target students in the lowest 25% percentileidentified through school and district progress monitoring. • (Lack of prior knowledge) Provide real world science experiences and engaginghands-on activities for all students in grades 2-8. • (Reading comprehension) Incorporate reading instruction into the content classroomsutilizing a variety of strategies such as close reading; before, during and after reading strategies; vocabulary comprehension tools; oral readaloud with comprehension checks and other tools and strategies provided to teachers from the literacy coach, district, and professionaldevelopment.Action Step: Who What When Evidence

Administration,literacy coach,instructionalpartners, MTSSCore Team,guidancecouncilors

Plan andimplementprofessionaldevelopment forblendingcommon corestate standardswith nextgeneration statestandards.

After baseline, midyear, and predictiveassessments

Through weekly/monthly/quarterly team meetings, datachats monthly, MTSS core team meetings three times ayear, lesson plans, and classroom walk throughsThrough the use of data at scheduled meetings thatevaluate plans/strategies oLesson plan completion withevidence of Next Generation Sunshine Standards alongwith Common Core State Standards oClassroomwalkthroughs

Monitor Fidelity What When EvidenceAdministration,literacy coach,instructional partners,MTSS Core Team,guidance councilors

Professionaldevelopment andfollow-throughthroughout theyear

After baseline, midyear, and predictiveassessments Throughweekly/monthly/quarterly team meetings,data chats monthly, MTSS core teammeetings three times a year, lesson plans,and classroom walkthroughs Through theuse of data at scheduled meetings thatevaluate plans/strategies

Lesson plan completion with evidence of NextGeneration Sunshine Standards along with CommonCore State Standards Classroom walkthroughs

Monitor Effective What When EvidenceAdministration,literacy coach,instructional partners,MTSS Core Team,guidance councilors

Professionaldevelopment andfollow-throughthroughout theyear

After baseline, midyear, and predictiveassessments

Through weekly/monthly/quarterly team meetings, datachats monthly, MTSS core team meetings three times ayear, lesson plans, and classroom walkthroughsThrough the use of data at scheduled meetings thatevaluate plans/strategies Lesson plan completion withevidence of Next Generation Sunshine Standards alongwith Common Core State Standards Classroomwalkthroughs

Goal: By June of 2014, 71% (202) of 4th & 8th grade students will achieve a 3.5 or above on the 2014 FCAT 2.0writing test, focusing on conventions & details, learning through tiered instruction, collaborative, holisticscoring and Write Score.

Supported Areas: WritingResources Write from the Begining, Write for the Future, Write Score

Monitor Goal Who What When EvidenceAdministration,Literacy Coach,Math Coach,InstructionalPartners, MTSSCore Team,GuidanceCounselors

After baseline,mid-year andpredictive progressmonitoringassessments,Easycbm/AimsWebassessment,JourneysBenchmarkAssessments

Throughweekly/monthly/quarterlyteam meetings,Instructional Focus/datachats as stated in schoolmaster calendar, MTSSCore Team meetingsthree times per year,lesson plans andclassroom walk-throughs.

Through the use of data at scheduled meetingsevaluation of plans/strategies will be addressedusing the following criteria: Positive response -Continue Questionable response - intensify ormodify Poor response- modify or terminateLesson Plan completion with evidence ofCommon Core State Standards along with NextGeneration State Standards. Classroom Walk-throughs

Selected Barrier: Blending Next Generation Sunshine State Standards along with Common Core State StandardsStrategy: A team of teachers, coaches, and administration will receive professional development from the district to enhance their knowledgeof how to blend Common Core State Standards with Next Generation Sunshine State Standards. This team will be utilized throughout the yearto plan and implement professional development for the staff.Action Step: Who What When Evidence

Teacher, coaches, administration,Instructional Partners

Plan and implement professionaldevelopment for blending Common CoreState Standards with Next GenerationSunshine State Standards

School Year2013-2014

Professional development Sign in logs

Monitor Fidelity What When EvidenceAdministration, Literacy Coach, MathCoach, Instructional Partners

Planning and implementation ofprofessional development

School year2013-2014

Professional development sign in logs

Monitor Effective What When EvidenceAdministrAdministration, Literacy Coach,Math Coach, Instructional Partnersation,Literacy Coach, Math Coach, InstructionalPartners

Evaluation Tool for professionaldevelopment

ProfessionalDevelopmentDays

Lesson plans showing evidence ofCommon Core Standards along withNGSSS CBC Boards indicating use ofCommon Core Standards along withNGSS

Selected Barrier: Blending Next Generation Sunshine State Standards along with Common Core State StandardsStrategy: A team of teachers and coaches will receive training from the Department of Education regarding Common Core State Standards(CCSS). This team will provide professional development for the staff on CCSS.Action Step: Who What When EvidenceMonitor Fidelity What When Evidence Monitor Effective What When Evidence

Selected Barrier: Blending Next Generation Sunshine State Standards along with Common Core State StandardsStrategy: Selected teachers will receive training in Write from the Beginning, Write for the Future, Close Reading and Writing, ThinkingMaps and collaborative, holistic scoring.Action Step: Who What When EvidenceMonitor Fidelity What When Evidence Monitor Effective What When Evidence

III. Coordination and Integration:This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

A. Describe how federal, state, and local funds, services, and programs will be coordinated and integrated in the school. Include Title I, PartA; Title I, Part C Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X Homeless; Supplemental Academic Instruction(SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, asapplicable to your school:Title I funds are coordinated with our Title I office at the district level. The Title I guidance includes Mr. Lynch, Mr. Natta and Mrs. Johnson.We meet with both Mr. Natta and Mrs. Johnson at least once per year to review the steps necessary to ensure compliance and integration of theTitle I program with fidelity at Northport. Administration also meets with district Title I personnel monthly to review implementation.

IV. Professional Development:This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b), bydemonstrating high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupilservices personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievementstandards.

A. For each professional development activity identified in Part II as a strategy to eliminate or reduce a barrier to a goal, provide thefollowing information::Item 1: Plan and implement professional development for blending Common Core State Standards with Next Generation Sunshine StateStandards

1. Related Goal, Barrier and Strategy:By June of 2014, 64% (582) will achieve FCAT levels 3 and above on the 2014 FCAT Reading Test focusing "Reading Application" byusing Tiered instruction and progress monitoring with school and district assessments.

1) Blending Next Generation Sunshine State Standards along with Common Core State StandardsA team of teachers, coaches, and administration will receive professional development from the state and/or district to enhance theirknowledge of how to blend Common Core State Standards with Next Generation Sunshine State Standards. This team will be utilizedthroughout the year to plan and implement professional development for the staff.

2. Topic, focus, and content (action step): Plan and implement professional development for blending Common Core State Standards withNext Generation Sunshine State Standards

3. Facilitator or leader: Administration, coaches, and Instructional Partners4. Participants (e.g., Professional Learning Community, grade level, schoolwide):

Teacher, coaches, administration, Instructional Partners5. Target dates or schedule (e.g., early release day, once a month):

School Year 2013-20146. Strategies for follow-up and monitoring, including person responsible:

Professional development Sign in logs Person Responsible: Teacher, coaches, administration, Instructional Partners

Item 2: Plan and implement professional development for Common Core State Standards


1) Blending Next Generation Sunshine State Standards along with Common Core State StandardsA team of teachers and coaches will receive training from the Department of Education regarding Common Core State Standards(CCSS). This team will provide professional development for the staff on CCSS.

2. Topic, focus, and content (action step): Plan and implement professional development for Common Core State Standards3. Facilitator or leader: Common Core School Based Team4. Participants (e.g., Professional Learning Community, grade level, schoolwide):

Teacher, coaches, administration, Instructional Partners5. Target dates or schedule (e.g., early release day, once a month):

August 20136. Strategies for follow-up and monitoring, including person responsible:

Professional development Sign in logs Person Responsible: Teacher, coaches, administration, Instructional Partners

Item 3: Determine the software accepted by the district that meet the previous requirements.


3) Lack of technology software that improves computer skillsStudents are expected to complete the FCAT reading portion on the computer. They have not had practice and experience completingreading passages and answering questions utilizing reading strategies such as: -look back -highlighting -skimming The software wepurchase will allow students to practice reading passages and answer questions utilizing these skills. In addition, it will build staminaand confidence using the computer.

2. Topic, focus, and content (action step): Determine the software accepted by the district that meet the previous requirements.3. Facilitator or leader: Administration, Literacy and Math Coaches4. Participants (e.g., Professional Learning Community, grade level, schoolwide):

Administration, district personnel, literacy coach, math coach5. Target dates or schedule (e.g., early release day, once a month):

September, 20136. Strategies for follow-up and monitoring, including person responsible:

Purchased and installed software Students utilize the software on a weekly basis Software Reports Person Responsible: Administration, district personnel, literacy coach, math coach

Item 4: Challenge Camp Reading


4) Time for more differentiated instructionBeyond the 120 minutes a day of literacy instruction (elementary) and 94 minutes a day of literacy instruction (middle school), manyof our students need additional differentiated instruction in the area of Reading Application. Additional time can be utilized beforeand after school through a tutoring camp. This camp will be called "Challenge Camp" and target students in the lowest 25% percentileidentified through school and district progress monitoring.

2. Topic, focus, and content (action step): Challenge Camp Reading3. Facilitator or leader: Literacy Coach, Math Coach and Challenge Camp Coordinator4. Participants (e.g., Professional Learning Community, grade level, schoolwide):

Administration, Literacy Coach, Math Coach, Teachers, and Camp Coordinator5. Target dates or schedule (e.g., early release day, once a month):

September 2013- May 20146. Strategies for follow-up and monitoring, including person responsible:

Improved performance on district and state assessments Person Responsible: Administration, Literacy Coach, Math Coach, Teachers, andCamp Coordinator

Item 5: Plan and implement professional development for blending common core state standards with next generation state standards.

1. Related Goal, Barrier and Strategy:By June of 2014, 57% (518) will achieve FCAT levels 3 and above on the 2014 FCAT Math Test focusing on Geometry & Measurementby using Tiered instructional strategies and progress monitoring with school and district assessments.

Blending Next Generation Sunshine State Standards with Common Core State StandardsA team of teachers, coaches, and administration will receive professional development from the district to enhance their knowledgeof how to blend Common Core State Standards with Next Generation Sunshine State Standards. This team will be utilized throughoutthe year to plan and implement professional development for the staff.

2. Topic, focus, and content (action step): Plan and implement professional development for blending common core state standards withnext generation state standards.

3. Facilitator or leader: Administration, coaches, instructional partners4. Participants (e.g., Professional Learning Community, grade level, schoolwide):

Teachers, coaches, administration, instructional partners5. Target dates or schedule (e.g., early release day, once a month):

August 2013-June 20146. Strategies for follow-up and monitoring, including person responsible:

Professional development sign in logs Person Responsible: Teachers, coaches, administration, instructional partners

Item 6: Determine the software accepted by the district that meet the requirements within this strategy previously stated.


Lack of technology software that addresses improving computer skillsStudents are expected to complete the FCAT math portion on the computer. They have not had practice and experience completingreading and answering math questions utilizing strategies such as: -look back -highlighting -skimming -working out problems onpaper and then transposing them onto a computer screen -utilizing online tools, if applicable, such as calculator, graphing tool, ruler,etc. The software we purchase will allow students to practice reading and answering math questions utilizing these skills. In addition,it will build stamina and confidence using the computer.

2. Topic, focus, and content (action step): Determine the software accepted by the district that meet the requirements within this strategypreviously stated.

3. Facilitator or leader: Administration, Math Coach, Literacy Coach4. Participants (e.g., Professional Learning Community, grade level, schoolwide):

Administration, district personnel, math coach, literacy coach5. Target dates or schedule (e.g., early release day, once a month):

September 20136. Strategies for follow-up and monitoring, including person responsible:

Purchased and installed software. Students utilize the software on a weekly basis. Software reports. Person Responsible: Administration, district personnel, math coach, literacy coach

Item 7: Challenge Camp Math


Time for more differentiated instructionBeyond the 47 minutes of math instruction, many of our students need additional differentiated instruction in the area of Geometryand Measurement. Additional time can be utilized before and after school through a tutoring camp. This camp will be called"Challenge Camp" and target students in the lowest 25% percentile identified through school and district progress monitoring.

2. Topic, focus, and content (action step): Challenge Camp Math3. Facilitator or leader: Math Coach, Literacy Coach, Camp Coordinator4. Participants (e.g., Professional Learning Community, grade level, schoolwide):

Administration, Math Coach, Literacy Coach, Camp Teachers, Camp Coordinator5. Target dates or schedule (e.g., early release day, once a month):

September 2013-May 20146. Strategies for follow-up and monitoring, including person responsible:

Improved performance on district and state assessments. Person Responsible: Administration, Math Coach, Literacy Coach, CampTeachers, Camp Coordinator

V. Budget:A. Based on the strategies identified during the problem-solving process, create a budget for each school-funded activity including:

Item 1: Plan and implement professional development for blending Common Core State Standards with Next Generation Sunshine StateStandards

1. Related Goal, Barrier, Strategy, and Action Step:By June of 2014, 64% (582) will achieve FCAT levels 3 and above on the 2014 FCAT Reading Test focusing "Reading Application" byusing Tiered instruction and progress monitoring with school and district assessments.

1) Blending Next Generation Sunshine State Standards along with Common Core State StandardsA team of teachers, coaches, and administration will receive professional development from the state and/or district to enhance theirknowledge of how to blend Common Core State Standards with Next Generation Sunshine State Standards. This team will be utilizedthroughout the year to plan and implement professional development for the staff.

Plan and implement professional development for blending Common Core State Standards with Next Generation Sunshine StateStandards

2. Type of resource: Professional Development3. Description of resources: Travel, room & board, conference costs, substitutes4. Funding source: Title I5. Amount needed: $5,000.00

Item 2: Plan and implement professional development for Common Core State Standards


1) Blending Next Generation Sunshine State Standards along with Common Core State StandardsA team of teachers and coaches will receive training from the Department of Education regarding Common Core State Standards(CCSS). This team will provide professional development for the staff on CCSS.

Plan and implement professional development for Common Core State Standards

2. Type of resource: Evidence-Based Program3. Description of resources: Funds to provide substitutes for teachers who are attending the professional development opportunities.4. Funding source: Title I5. Amount needed: $10,000.00

Item 3: Determine the software accepted by the district that meet the previous requirements.


3) Lack of technology software that improves computer skillsStudents are expected to complete the FCAT reading portion on the computer. They have not had practice and experience completingreading passages and answering questions utilizing reading strategies such as: -look back -highlighting -skimming The software wepurchase will allow students to practice reading passages and answer questions utilizing these skills. In addition, it will build staminaand confidence using the computer.

Determine the software accepted by the district that meet the previous requirements.2. Type of resource: Evidence-Based Program3. Description of resources:4. Funding source:5. Amount needed: $0.00

Item 4: Challenge Camp Reading


4) Time for more differentiated instructionBeyond the 120 minutes a day of literacy instruction (elementary) and 94 minutes a day of literacy instruction (middle school), manyof our students need additional differentiated instruction in the area of Reading Application. Additional time can be utilized beforeand after school through a tutoring camp. This camp will be called "Challenge Camp" and target students in the lowest 25% percentileidentified through school and district progress monitoring.

Challenge Camp Reading2. Type of resource: Evidence-Based Program3. Description of resources: Funds to provide for materials and stipends for teachers before and after school tutoring.4. Funding source: Title I5. Amount needed: $12,000.00

Item 5: Plan and implement professional development for blending common core state standards with next generation state standards.

1. Related Goal, Barrier, Strategy, and Action Step:By June of 2014, 57% (518) will achieve FCAT levels 3 and above on the 2014 FCAT Math Test focusing on Geometry & Measurementby using Tiered instructional strategies and progress monitoring with school and district assessments.

Blending Next Generation Sunshine State Standards with Common Core State StandardsA team of teachers, coaches, and administration will receive professional development from the district to enhance their knowledgeof how to blend Common Core State Standards with Next Generation Sunshine State Standards. This team will be utilized throughoutthe year to plan and implement professional development for the staff.

Plan and implement professional development for blending common core state standards with next generation state standards.2. Type of resource: Evidence-Based Program3. Description of resources: Funds to provide substitutes for teachers who are attending the professional development opportunities.4. Funding source: Title I5. Amount needed: $20,000.00

Item 6: Determine the software accepted by the district that meet the requirements within this strategy previously stated.


Lack of technology software that addresses improving computer skillsStudents are expected to complete the FCAT math portion on the computer. They have not had practice and experience completingreading and answering math questions utilizing strategies such as: -look back -highlighting -skimming -working out problems onpaper and then transposing them onto a computer screen -utilizing online tools, if applicable, such as calculator, graphing tool, ruler,etc. The software we purchase will allow students to practice reading and answering math questions utilizing these skills. In addition,it will build stamina and confidence using the computer.

Determine the software accepted by the district that meet the requirements within this strategy previously stated.2. Type of resource: Evidence-Based Program3. Description of resources:4. Funding source:

5. Amount needed:

Item 7: Challenge Camp Math


Time for more differentiated instructionBeyond the 47 minutes of math instruction, many of our students need additional differentiated instruction in the area of Geometryand Measurement. Additional time can be utilized before and after school through a tutoring camp. This camp will be called"Challenge Camp" and target students in the lowest 25% percentile identified through school and district progress monitoring.

Challenge Camp Math2. Type of resource: Evidence-Based Program3. Description of resources: Funds to provide for materials and stipends for teachers before and after school tutoring.4. Funding source: Title I5. Amount needed: $10,000.00

ed – 43% · nilda diaz - data specialist kathleen egan - clerk christine hunsicker - parent sue...

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