Verified EESAC Meeting Minutes

Recording Secretary: Marina A. Prieto

Location of meeting: Media Center

Was a quorum established? Yes

Was the meeting advertised? Yes, 08/14/2013

Attendance

Topics Covered

1. Welcome/Introductions/Attendance: Attendance was taken.

2. Minutes from the April meeting were reviewed and approved.

Ms. Amparo Quintero, EESAC Chairperson, requests to step down for the 2014-2015 school year.

EESAC will table voting for new members or any voting as it relates to the committee for the 2014-2015 school year.

3. SIP Review/Updates:

Grade levels met and submitted the information requested at the last EESAC meeting. The result of the discussions as it pertains to the SIP for each grade level is as follows:

First Grade:

Area: Reading
Rationale:
31% Actual
51% Target
Differentiated instruction requires direct correlation with data analysis results.
AR was not delivered with fidelity.
Instruction requires more rigor.

Math:
42% Actual
54% Target
Requires more practice with number sense.

Writing:
24% Actual
32% Target
Lack of understanding of grammar and sentence structure.
Lack of organization and details.

Science:
18% Actual
32% Target
No information provided.

Goal Statements:
All teachers will implement effective teaching instruction aligned to the standards through the gradual release model (GRM) including strategies and accommodations for ELL students.
All teachers will implement effective differentiated instruction with fidelity based on student data.

Data Needed:
The number of STEM (Science, Technology, Engineering, and Mathematics) provided for students will increase by 10 points to 50% and participation in STEM related activities provided for students will increase by 10 points to 60%.
Students who are deemed as developing a pattern of non-attendance, tardiness, suspension, and retention will decrease by 1% and these students will be referred to the MTSS/RtI team.
Students who miss 10% or more of instruction time will be referred to the MTSS/RtI team.

Second Grade:

Area:Reading
31% Actual
51% Target

Rationale:
Accelerated Reader (AR) was not implemented with fidelity due to lack of access to AR books for students.

Math:
42% Actual
54% Target
Lack of problem-solving skills due to low skills in number sense and math vocabulary.

Writing:
24% Actual
32% Target
Lack of understanding of proper sentence structure, lack of organization, details, and closure.

Science:
18% Actual
32% Target
Students are participating in more STEM related experiences through the gradual release model (GRM).

Goal Statements:
All teachers will utilize the Common Core Standards when planning and delivering lessons that accommodate ELL students.
All teachers will collect and analyze student data in order to plan for and implement differentiated instruction.
All teachers will implement effective teaching instruction aligned to standards through the GRM including strategies and accommodations for ELL students.

Data Needed:
Students who are deemed as developing a pattern of non-attendance, tardiness, suspension, or retention will decrease by 1%. Those students will be referred to the MTSS/RtI team.
Students who miss 10% or more of available instruction time will be identified and referred to the MTSS/RtI team.

Third Grade:

Area: Reading
Rationale:
31% Actual
51% Target
Instructional delivery requires more rigor.
Accelerated Reader (AR) was not implemented with fidelity.
Correlation with data analysis is needed for differentiated instruction.

Math:
42% Actual
54% Target
Requires more practice with number sense.

Writing:
24% Actual
32% Target
Lack of understanding of grammar and sentence structure.
Lack of organization and details.

Science:
18% Actual
32% Target
No information provided.

Goal Statements:
By applying the GRM, teachers will perform effective teaching instructions that are aligned to Common Core Standards. This will include special accommodations for ELL students.
The teachers will use the appropriate data to gear differentiated instruction with fidelity.

Data Needed:
Students with poor attendance and retention will decrease by 1%. The above stated students will be referred to the MTSS/RtI team.
Students who miss more than 10% or more of instructional time will also be referred.
The number of STEM related experiences provided for students will increase by 10 points to 50% and participation in STEM related activities provided for students will also increase by 10 points to 60%.


Fourth Grade:

Area:Reading
31% Actual
51% Target
No growth in subgroup B.

Math
42% Actual
54% Target
Subgroups B and SWD are showing a decline.

Writing
24% Actual
32% Target
Not enough data available on OSI link.

Science
18% Actual
32% Target
Not enough data available on OSI link.

Goal Statements:
All teachers will implement effective teaching instruction aligned to standards through the GRM including strategies for ELL students.
Increase the number of STEM related experiences such as project-based learning.
Writing will be part of all content and core areas subjects with an emphasis on higher order thinking prompts/questions.
Implement data driven differentiated instruction with fidelity.

Data Needed:
Reports such as the number of referrals, attendance bulletins, 2013-2014 FCAT Scores.

Fifth Grade:

Area: Reading
Rationale
31% Actual
51% Target
Instructional delivery requires more rigor.
Accelerated Reader (AR) was not implemented with fidelity.
Correlation with data analysis is needed for differentiated instruction.

Math:
42% Actual
54% Target
Requires more practice with number sense.

Writing:
24% Actual
32% Target
Lack of understanding of grammar and sentence structure.
Lack of organization and details.

Science:
18% Actual
32% Target
No information provided.

Goal Statements:
All teachers will implement effective teaching instruction aligned to Standards through the GRM including strategies and accommodations for ELL students.
All teachers will implement effective differentiated instruction with fidelity based on student data reflecting weaknesses in specific benchmark areas.

Data Needed:
The number of STEM related experiences provided for students will increase by 10 points to 50% and participation in STEM related activities provided for students will increase by 10 points to 60%.
Students who are deemed as developing a pattern of non-attendance, tardiness, suspension, or retention will decrease by 1% and these students will be referred to the MTSS/RtI team.
Students who miss 10% or more of available instructional time will also be referred.


4. Response to Intervention (RtI)/Leadership Team Reviews/Updates:

Ms. Maria Y. Rodriguez, Assistant Principal has been very diligent about ensuring that timelines and procedures for SST are adhered to. Primary teachers need to recognize struggling students early in the first 9 weeks of school and grade them according to their performance. Many of our students may have not been previously schooled, but this should not be a factor in determining how they perform in class. Instead they should be closely monitored to see if they should be referred to RtI team.

The Leadership Team meets every week and these meetings are winding down. At the most recent Progress Monitoring meeting with ETO (Educational Transformation Office), the ETO coaches advised that we should plan on continuing our intervention efforts for the 2014-2015 school year. Additionally, because the State of Florida has now changed its protocol, the lowest 300 schools in the state will now be sanctioned based on Reading Proficiency. This could implicate that we will have an extended school day next year.

5. Open Forum/Discussion

School Operations: no issues.

Curriculum Issues:
F.A.I.R. testing results showed low performance in certain grade levels. This will have implications for the upcoming school year.

6. Budget:
A request was made to use EESAC funding to pay for the field day activities for primary and secondary was denied. EESAC funds will rollover to next year. The new administration will have some additional monies for your wish list. There were some requests received by a few grade levels, however, keep in mind that these funds should be used for purchases that will benefit students school wide. Ms. Klein suggested that ink and paper for the poster machine be purchased as this will benefit all students. Teachers would be able to print the anchor charts that ETO suggests be displayed and utilized in your classrooms.

7. Title I:
The budget has been drastically cut. Ms. Klein attended her budget conference on May 5, 2014. Monies have been allocated accordingly.

8. New Business: none.

9. Comments/Concerns:

Kindergarten (Welch): Regarding F.A.I.R. testing…How is it that students leave Kindergarten and know their letters and sounds and yet when they F.A.I.R. test, they show a decline in performance year after year? How would a teacher know what skills to focus on in 1st grade, for example?

(Quintero): The TDI on the F.A.I.R. test shows the area of weakness for each student. As you know, there are teachers who do not provide the proper type of small group instruction. Rather than focus on the skills needed, they have the students read or perform other activities (not FCRR) that students do not need assistance with or activities for which they are not prepared for due to a lack of foundational skills.

First Grade: none

Second Grade: none

Third Grade: none

Fourth Grade: none

Fifth Grade: none

10. Following a call for "Questions, Comments, and Concerns," the meeting was adjourned at 4:15 p.m.