2. S.T.A.R. Summer
Institute 2012
“Reaching For The S.T.A.R.s”

3. S.T.A.R. Summer Institute Events
Day 1 – July 31st
Day 2 – August 1st
Day 3 – August 2nd
• Program Overview • Corrective Reading • Corrective Reading
• Data Chat Training Training continued
• Breakout Sessions • Reading • Reading
for New and Development Development
Returning Teachers (Returning 2/3) (New 2/3, 4/5)
• Create our first • Math • Math
Professional Development Development
Learning (Returning 2/3) (New 2/3, 4/5)
Community • Incorporating
• Mentors Technology within
the Classroom
3

4. S.T.A.R. Support Team
REGAN Admin
COPELAND
• COORDINATOR LAURA
Coaches
CAMPBELL
ASHLEY BARR • LITERACY ANGELA
Advocates
• DATA WALL
MANAGER
RAE CHUNG JOANNE
Test Administrators
• MATH
DENISE WESTHOFF
LAURIE
JOHNSON SWEAT LAURIE
JANET
BOURDON
• ADMIN BROWN
ASSISTANT
• MATH & SUSIE
LITERACY MARSHALL
BETTY
JESSICA BENTLEY
COPPAGE
• TECHNOLOGY
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5. Elementary S.T.A.R. Overview
Sites
• Andrew Robinson • Martin Luther King
• Beauclerc • Oak Hill
• Chimney Lakes • Oceanway
• Crystal Springs • Pickett
• Hyde Grove • Rufus Payne
• Jacksonville Heights • Sadie Tillis
• Joseph Finegan • West Riverside
• Mandarin Oaks
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6. Elementary S.T.A.R. Overview
Goal
Provide students who are two or
more years overage and low
performing with the opportunity
to remediate and achieve grade
level proficiency.
6

7. DATA AND STATISTICS
STAR 2011-12 Results
7

8. Elementary S.T.A.R. Overview
Overage Statistics
2010-11 Statistics 2011-12 Statistics
• 9,478 (32.6%) of elementary • 12,801 (44.7%) of elementary
students were not proficient students were not proficient
on the Reading FCAT on the Reading FCAT
• 3,055 students were retained • 5,258 students were retained
this year this year
• 13,183 students were overage • 13,355 students were overage
in 2010-2011 in 2011-2012
Years Overage # Students Years Overage # Students
1 Year 11,023 1 Year 11,443
2 Years 1,961 2 Years 1,761
3 Years 182 3 Years 141
4 Years 17 4 Years 10 8

9. Elementary S.T.A.R. Overview
Goals and Accountability 2011-12
Increase academic
Increase student
coaching to support
advocacy with an
instruction and
additional part-time
fidelity of
advocate to help
implementation
with individual case
within S.T.A.R.
management
classrooms
Increase academic
Increase technology performance of
integration to S.T.A.R. students
compared to students
engage more of a like population
students in the that did not participate
learning process in S.T.A.R., as
measured by the FCAT
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10. Goals and
Increase student advocacy with an additional part-
time advocate to help with individual case District Strategic Plan Strategies
management
Accountability
Strategy 1.A: Provide additional support for all low performing
•Edelman Funded Initiatives: Provided individual and small
group counseling and/or mentoring to 65 students who
students in all schools.
S.T.A.R. teachers identified as needing behavioral, social, Strategy 2.C: Increase effective academic interventions and
and or emotional support on a weekly or bi-weekly basis safety net programs.
District Strategic Plan Strategies
Increase technology integration to engage more Strategy 1.C: Increase the use of effective instructional
students in the learning process
practices, including diversity and differentiation, in literacy,
•Edelman Funded Initiatives: Edelman funds placed a mathematics, and science leading to gains in student
technology specialist in our schools to help support best
practice with the use of available curriculum and technology achievement.
to enhance students’ learning and engagement Strategy 2.C: Increase effective academic interventions and
safety net programs
Strategy 1.A: Provide additional support for all low
performing students in all schools
Increase academic coaching to support instruction
and fidelity of implementation within S.T.A.R. District Strategic Plan Strategies
classrooms Strategy 1.C: Increase the use of effective instructional
•Edelman Funded Initiatives: The funds allowed us to offer multiple practices, including diversity and differentiation, in
opportunities to engage S.T.A.R. teachers in professional
development throughout the year that contributed to the increased literacy, mathematics, and science leading to gains in
fidelity of our program. Specifically: student achievement.
•Summer Institute - Gave a venue for intense three day training
that included specific professional development from a program Strategy 2.C: Increase effective academic interventions
consultant and curriculum specialists targeted for our special and safety net programs
population.
•Quarterly Professional Development - Addressed teacher/student
Strategy 3.C: Strengthen professional development to
specific needs, analyzed performance data, summarized trends meet the needs of instructional staffs, school-based and
from site visits and reinforced best practice. District leaders.
Increase academic performance of S.T.A.R. students
compared to students of a like population that did
not participate in S.T.A.R., as measured by the FCAT
District Strategic Plan Strategies
•Edelman Funded Initiatives: The newly added support
positions and prescriptive professional development Strategy 2.C: Increase effective academic interventions and
contributed to our students’ academic performance. Career safety net programs.
and collegiate-oriented field trips helped students draw
connections between the relevance of their academic 10
success and their future.

11. DEFINING THE UPCOMING
SCHOOL YEAR
STAR 2012-13 Summation
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12. Elementary S.T.A.R. Defining the Year
Target Population
• STAR is designed to target students that are 2
or more years overage as defined by the
Multiple Pathways Overage Formula.
• Formula is based on September 1st grade placement.
• Curriculum is set to target low performing
students and build foundational skills.
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13. Elementary S.T.A.R. Defining the Year
Curriculum Changes
RETURNING NEW
• EnVisions • Do the Math
• Houghton Mifflin • Math Libraries
• SOAR to Success • Interactive Read
• REACH Higher Alouds
• Compass Odyssey • Corrective Reading in
• Number Worlds some 4th/5th
classrooms
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14. Elementary S.T.A.R. Defining the Year
Curriculum Guide
Reading Writing Math Science Social Studies
REACH Higher: Decoding, EnVision/Math
Comprehension, Ind. REACH Higher - Investigations (Core), REACH Higher - REACH Higher -
Reading/Compass Reasoning/Writing/Vocab Number Worlds, Do The Comprehension small Comprehension small
2nd
Odyssey, Interactive ulary Math, Math Navigator, group group
Read Alouds (30-45 minutes) and Compass Odyssey (30 minutes)* (30 minutes)*
(150 minutes) (120 minutes)
REACH Higher: Decoding, EnVision/Math
Comprehension, Ind. REACH Higher - Investigations (Core), Core Curriculum and Core Curriculum and
Reading/Compass Reasoning/Writing/Vocab Number Worlds, Do The Compass Odyssey - Small Compass Odyssey - Small
3rd
Odyssey, Interactive ulary Math, Math Navigator and groups groups
Read Alouds (30-45 minutes) Compass Odyssey (30 minutes)* (30 minutes)*
(150 minutes) (120 minutes)
Houghton Mifflin, (REACH EnVision/Math Core Curriculum, Core Curriculum,
Houghton Mifflin or
Higher), Soar to Success, Investigations (Core), Do Compass Odyssey, Compass Odyssey,
various school-based
4th Compass Odyssey, The Math, Number Worlds independent/group work independent/group work
resources
Interactive Read Alouds, and Compass Odyssey - Small groups - Small groups
(40 minutes)
(110 minutes) (105 minutes) (60 minute rotation) (60 minute rotation)
Houghton Mifflin, (REACH EnVision/Math Core Curriculum, Core Curriculum,
Houghton Mifflin or
Higher), Soar to Success, Investigations (Core), Do Compass Odyssey, Compass Odyssey,
various school-based
5th Compass Odyssey, The Math, Number Worlds independent/group work independent/group work
resources
Interactive Read Alouds and Compass Odyssey - Small groups - Small groups
(40 minutes)
(110 minutes) (105 minutes) (60 minutes) (60 minutes)
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15. Elementary S.T.A.R. Defining the Year
Expectations of Full Fidelity
Expectations in place
Implementation of STAR Model •Effectively implementing the STAR Model during the reading
within the reading block block
Implementation of Compass Odyssey •Reports show expectations are on target for completion of the
Reading required curriculum
•Teacher and Para are trained; all components are fully
REACH Higher: 2/3
implemented
Soar to Success: 4/5 •Para is trained; Soar to Success is fully implemented
Implementation of STAR Model
•Effectively implementing the STAR Model during the math block
within the math block
Implementation of Compass Odyssey •Reports show expectations are on target for completion of the
Math required curriculum
Implementation of Do The Math •Para is trained and fully implementing the supplemental program
(Number Worlds) program within a small group setting on a daily basis
Professional Development •Has attended three or more STAR professional development
Participation trainings
15

16. Elementary S.T.A.R. Defining the Year
Classroom Support
Additional Support Continued Support
• Janet Brown – • Regan Copeland – STAR
Coordinator
Literacy and Math • Angela Wall – Student Advocacy
Coach • Laura Campbell – Literacy Coach
• Rae Chung – Math Coach
• Denise Sweat – Student
Advocacy
• Jessica Coppage – Technology
Integration
• Full Time Paraprofessional
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17. Elementary S.T.A.R. Defining the Year
When to Call a Student Advocate…
• When you need assistance with behavior interventions or
classroom management
• A student has withdrawn or been added to your class
• A student shows multiple signs of neglect
• You need assistance with RTI documentation or meetings
• When you need assistance with parent conferences for
behavior or academics
• A student critically needs a mentor or buddy
• When you have referred students with attendance
problems to your guidance counselor but need additional
support with parents and or attendance officers
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18. Additional Resources
• STAR • Standards- • Accelerated • DJJ schools
Based Learning • Drop Back In
Promotion Centers (ALC) Academy (DBI)
• Middle Grades • Graduation • Duval Virtual
STAR Initiative Instruction
• Weldon • Performance- Academy
Academy Based • School For the
Diploma Future
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