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					2009 – 2010
SCHOOL IMPROVEMENT PLAN

School Name: Bond Elementary School
District Name: Leon County
Principal: Dr. Pam Hightower
SAC Chair: Jamie Steed
Superintendent: Jackie Pons
Date of School Board Approval:

VISION and MISSION STATEMENTS
Mission Statement:
The mission of Bond Elementary School is to prepare students
to be intrinsically motivated, life-long learners who are
successful problem solvers both academically and socially.

Vision:
Bond Elementary School’s vision is to provide a positive
environment that will enhance academic performance with
scientifically based research, professional development and
highly qualified teachers and staff. Collaboration among all
stakeholders will help students achieve to their fullest
potential.




PART I: CURRENT SCHOOL STATUS
SCHOOL PROFILE/DEMOGRAPHICS
Brief History and Background of the School
In 1935, Mrs. Sweet Upson on Saxon Street started Bond Elementary as a private school for
Kindergartners. In 1938, the Bond community raised money to expand the school to include
grades Kindergarten – Third grade. In 1940, grades 4-6 were added and from 1942-1951 the
school served as an elementary, junior-high school. In 1958, 7th, 8th, and 9th grades were
moved to Nims Middle School; the 6th grade students were moved a short time later. In
December of 2004, Bond students and staff were relocated to the Wesson campus where the
school operated separately from Wesson.


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After several years of debate concerning a new school on the Southside, the decision to merge
two schools into a new home was made in 2002. Shortly there after, a search began for a plot of
land to house a new state of the art school on the Southside of town. Several options were
considered and in the summer of 2004, the site was selected. The new school would be erected
on the current Bond site, however, in order for this to happen, the old Bond was to be torn down
in its entirety during the spring of 2005 and construction on the new Bond began shortly there
after.
The Bond staff and students were moved into 27 portables on Wesson‟s campus over the 2004
Winter Break. They opened its doors on the Wesson campus in January of 2005. In April of 2005,
Dr. Pam Hightower was selected as the principal of the soon-to-be combined “School K”. The
merge of the two schools became official in late June and in August of 2005 Elementary K,
formerly Bond-Wesson, opened its doors as one school on the existing Wesson campus.

Construction on the new Bond Elementary began in the spring of 2005, was completed, and
ready for occupancy on August 5, 2006. The new school was built to house over 700 students.
We are proud of the state of the art facility at Bond Elementary. Our community, students,
parents and staff take great pride in our school.
Unique School Strengths for Next Year
We are very proud of the strides in our student achievement. Our school accrued 502 points on
the 2009 FCAT showing increases in math and writing. The data shows that our students made
adequate learning gains. Our students in the lowest 25th percentile also showed gains in math
and writing.

This summer, we are able to bring our teachers back for professional development and cross
curricular-team building. We will be enhancing our schedules by an additional thirty-minutes to
provide remediation/enrichment for all students.

This school year, we will have a Parent Liaison. She will assist in promoting parent involvement.
Her responsibilities include conducting home visits, planning and facilitating parental workshops,
building parents‟ moral, involving the community, and working with business partners.
Unique School Weaknesses for Next Year

Due to budget cuts this fiscal year, Bond Elementary School reduced its staff by four teachers.
Our FCAT data reflects no gains in reading. We will diligently and strategically work to improve
in reading.

Bond Elementary school has a high mobility rate. A lot of students are moving from school to
school. Mobility issues that we are facing have a great impact on student achievement.


Student Demographics
Bond      Asian % Black % Hisp. % Ind. % Multi. % White % Female % Male % Total
Grade   PK    0 0.0%      0 0.0%        0.0%   0 0.0%    0 0.0%   00.0%      0 0.0%    0 0.0%     0
Grade   KG    0 0.0%    112 92.6%       0.0%   1 0.8%    3 2.5%   5 4.1%   53 43.8%   68 56.2%   121
Grade   1     0 0.0%    115 98.3%       0.0%   0 0.0%    2 1.7%   0 0.0%   59 50.4%   58 49.6%   117
Grade   2     0 0.0%    102 97.1%       0.0%   0 0.0%    2 1.9%   1 1.0%   56 53.3%   49 46.7%   105


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Grade 3        1 0.9%      104 96.3%         0.0%  0 0.0%   2 1.9%                1 0.9%          59 54.6%          49 45.4%  108
Grade 4        0 0.0%       72 96.0%        1 1.3% 0 0.0%  1 1.3%                 1 1.3%           34 45.3%          41 54.7%  75
Grade 5        0 0.0%       83 96.5%        0 0.0% 0 0.0%  2 2.3%                 1 1.2%           43 50.0%          43 50.0%  86
Total          1 0.2%      588 96.1%        1 0.2% 1 0.2% 12 2.0% 9              1.5% 304          49.7%            308 50.3% 612

Student Attendance Rates
The average number of students that were present is 608. The average number of students that were enrolled is 661.
The overall attendance rate is 92.0%.
Student Mobility
The student mobility rate is based on the membership for the following school years:
2003-2004 was 90.6%.
2004-2005 was 90.0%.
2005-2006 was 89.9%.
2006-2007 was 86.2%.
2007-2008 was 88.9%.
Student Suspension Rates
The suspension rate for the previous school year is as follows:
School ‐ ISS Unduplicated Asian Black Hispanic Indian Multi                  White Female Male Total All Yr.
                                                                                                      Enrollment
                           0       8         0       0       0       0          2        6        8     709 Rate = 1.1%

       ISS Duplicated
                           0       11        0       0       0       0          2        9        11     709 Rate = 1.6%

Out of School Suspensions
Unduplicated              0            48        0       0       0       0          13       35        48    709 Rate = 6.8%

Out of School Suspensions      0             54          0               0                   0           0         17   37     54
709
Duplicated
Rate = 7.6%

Student Retention Rates
The retention rates for the school previous school year is as follows:
ASIAN        BLACK          HISP      INDIAN         MULTI       WHITE        FEMALE          MALE            TOTAL
  0            208          0           0            5            0            107           106              213
This total includes all students grades K-5.
Class Size
The average class size in grades K-3 was 18 and 4-5 was 20.

Academic Performance of Feeder Pattern
The feeder pattern schools and their academic performance is as follows.

School Name                    2005-2006             2006-2007               2007-2008                  2008-2009
Nims Middle School                D                     F                         C                          D
Fairview Middle School            A                     B                         B                          B
Cobb Middle School                A                     A                         A                          A
Raa Middle School                 A                     A                         A                          A
Rickards High School              C                     C                         C                          C
Godby High School                 D                     D                         C                           F



                                                         Page 3
Academic Partnerships and Grants
  st
21 Century Grant
School Improvement Grant
Partners for Excellence – Supreme Court, Jacob Chapel Church, Department of Transportation, Chi Upsilon Omega
Chapter of Alpha Kappa Alpha Sorority, Inc., One Tech Place, Gate Petroleum, Crispers, Costco, Department of
Education, Ahmed Temple, and Strong and Jones Funeral.


STUDENT ACHIEVEMENT DATA
Note: The following links will open in a separate browser window. Longitudinal data will be displayed
in the print view of the SIP.
School Grades Trend Data
Adequate Yearly Progress (AYP) Trend Data
Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS
List your school‟s highly qualified administrators and briefly describe their certification(s), number of
years at the current school, number of years as an administrator, and their prior performance record
with increasing student achievement at each school, including history of school grades, FCAT
performance, and Adequate Yearly Progress (AYP).
Position    Name                Degree(s)/         Number of   Number of     Prior Performance Record
                                Certification(s)   Years at    Years as      (include prior School Grades,
                                                   Current     an            FCAT, and AYP information
                                                   School      Administrat   along with the associated
                                                               or            school year)
Principal   Pam Hightower       B.S.               3 yrs       30            2007 – D School Grade
                                Elementary Ed.                               56% - Reading 3 or Higher
                                M.Ed                                         69% - Math 3 or Higher
                                Elementary                                   76% - Writing – 21% Science
                                Education                                    AYP: 77%; Did not make AYP
                                Ph.D                                         in reading and math.
                                Educational                                  2008 – C School Grade
                                Leadership                                   58% - Reading, 64% Math,
                                Florida A&M                                  83% - Writing, & 17% Science
                                University                                   AYP: 95%; Economically
                                                                             disadvantaged did not make
                                                                             AYP in reading.
                                                                             2009 – B School Grade
                                                                             56% - Reading, 69% Math,
                                                                             98% Writing, & 23% Science
                                                                             AYP: 79%; Did not make AYP
                                                                             in reading and Math.
Assistant   Brandy Tyler-       B.S. Criminal      3yrs        2 yrs         2007 – D School Grade
Principal   McIntosh            Justice and                                  56% - Reading 3 or Higher
                                Psychology                                   69% - Math 3 or Higher
                                Elementary                                   76% - Writing – 21% Science
                                Education K-6                                AYP: 77%; Did not make AYP
                                M. Ed in                                     in reading and math.
                                Educational                                  2008 – C School Grade
                                Leadership                                   58% - Reading, 64% Math,
                                Florida A&M                                  83% - Writing, & 17% Science
                                University                                   AYP: 95%; Economically



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                                                                                disadvantaged did not make
                                                                                AYP in reading.
                                                                                2009 – B School Grade
                                                                                56% - Reading, 69% Math,
                                                                                98% Writing, & 23% Science
                                                                                AYP: 79%; Did not make AYP
                                                                                in reading and Math.



HIGHLY QUALIFIED INSTRUCTIONAL COACHES
List your school‟s highly qualified instructional coaches and briefly describe their certification(s),
number of years at the current school, number of years as a coach, and their prior performance
record with increasing student achievement at each school, including history of school grades, FCAT
performance, and Adequate Yearly Progress (AYP). Instructional coaches described in this section
are only those who are fully released or part-time teachers in reading, mathematics, or science, and
work only at the school site.
Subject Area     Name            Degree(s)/            Number of   Number of     Prior Performance Record
                                 Certification(s)      Years at    Years as a    (including prior School
                                                       Current     Coach         Grades, FCAT, and AYP
                                                       School                    information along with the
                                                                                 associated school year)
Reading          Jamie Steed     B.S. Biology          3 yrs       2 yrs         2007 – D School Grade
                                 Masters of                                      56% - Reading 3 or Higher
                                 Education                                       69% - Math 3 or Higher
                                 Biology 6-12,                                   76% - Writing – 21% Science
                                 Elementary Ed.                                  AYP: 77%; Did not make
                                 K-6, General                                    AYP in reading and math.
                                 Science 5-9,                                    2008 – C School Grade
                                 Middle Grades                                   58% - Reading, 64% Math,
                                 Integrated                                      83% - Writing, & 17%
                                 Curriculum 5-9                                  Science AYP: 95%;
                                                                                 Economically disadvantaged
                                                                                 did not make AYP in reading.
                                                                                 2009 – B School Grade
                                                                                 56% - Reading, 69% Math,
                                                                                 98% Writing, & 23% Science
                                                                                 AYP: 79%; Did not make
                                                                                 AYP in reading and Math.




HIGHLY QUALIFIED TEACHERS
Describe the school-based strategies that will be used to recruit and retain high quality, highly
qualified teachers to the school.
Description of Strategy                    Person Responsible      Projected             Not Applicable (If
                                                                   Completion Date       not, please explain
                                                                                         why)
1. Cadres, Professional Learning           Principal                On-going
   Communities, and SIP Committees
     st
2. 21 Century                              Principal               June 2010
3. Classroom Walk-Throughs                 Principal and Asst.     On-going
                                           Principal



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     4. Celebrations                              Admin. And Faculty

     Non-Highly Qualified Instructors
     List all instructional staff and paraprofessionals who are teaching out-of-field and/or are NOT highly
     qualified.
     Name                         Certification        Teaching              Professional Development/Support to
                                                       Assignment            Become Highly Qualified




     Staff Demographics
     Please complete the following demographic information about the instructional staff in the school who
     are teaching at least one academic course:
Total           % of       % of         % of         % of         % of        % Highly    %          %           % ESOL
Number of       First-     Teachers     Teachers     Teachers     Teachers    Qualified   Reading    National    Endorsed
Instructional   Year       with 1-5     with 6-14    with 15+     with                    Endorsed   Board
Staff           Teachers   Years of     Years of     Years of     Advanced                Teachers   Certified
                           Experience   Experience   Experience   Degrees                            Teachers
46               .02%         37%          37%         23%          35%         100%        7%         2%          17%




     Teacher Mentoring Program
     Please describe the school‟s teacher mentoring program for new and struggling teachers by including
     the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring
     activities.

     While we have no identified “struggling teachers” at this time, Bond Elementary has an
     ongoing teacher-mentoring program that maintains and accelerates teacher performance.




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ADDITIONAL REQUIREMENTS

Coordination and Integration (for Title I schools only)
Please describe how federal, state, and local services and programs will be coordinated and
integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental
Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing
programs, Head Start, adult education, career and technical education, and/or job training, as
applicable.
Title I, Part A

Services are provided to ensure students requiring additional remediation are assisted through after-school
programs or summer school. The district coordinates with Title II and Title III in ensuring staff development
needs are provided.
Title I, Part C- Migrant
Migrant Liaison provides services and support to students and parents. The liaison coordinates with Title I and
other programs to ensure student needs are met.

Title I, Part D

District receives funds to support the Educational Alternative Outreach program. Services are coordinated
with district Drop-out Prevention and Neglected and Delinquent programs.
Title II

District receives supplemental funds for improving basic education programs through the purchase of small
equipment to supplement education programs. New technology in classrooms will increase the instructional
strategies provided to students and new instructional software will enhance literacy and math skills of
struggling students. Funds at Bond Elementary school are used to provide professional development for
CARS/STARS and CAMS/STAMS, Larger Than Life and progress monitoring.
Title III

Services are provided through the district for education materials and ELL district support services to improve
the education of immigrant and English Language Learners.
Title IV

Safe and Drug Free Schools: District receives funds for programs (Red Ribbon Week and Character
Education) that support prevention of violence in and around the school. These programs prevent the use of
alcohol, tobacco, drugs and foster a safe, drug free learning environment supporting student achievement.
Title X- Homeless

District Homeless Social Worker provides resources (clothing, school supplies, social services referrals) for
students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate
education. Title I provides a resource teacher to support Title I students in non-Title I schools.
Supplemental Academic Instruction (SAI)

ARRA funds will be used to provide an early intervention First Grade Summer Reading Academy
school for Level 1 readers for 2009-2011.
  st
21 Century After School grant funds will be used to expand supplemental services after school and during the
summer to support Level 1 Level 2 students.
Violence Prevention Programs




                                                     Page 7
The school offers a non-violence and anti-drug program to students that incorporates field trips, community
service, drug tests, and counseling.
Nutrition Programs

98% of our students are on free and reduced lunch. We provide breakfast and lunch to all of our students that
are balanced and nutritional.
Housing Programs
We are instituting a community-wide drive in the housing projects that surround and feed into our school. This
drive enables the staff to get into the communities and promote student achievement.
Head Start

N/A
Adult Education

N/A
Career and Technical Education

N/A
Job Training
N/A
Other

N/A




Response to Instruction/Intervention (RtI)
                                           School-based RtI Team
Identify the school-based RtI Leadership Team.
Principal: Provides vision, ensures that the school-based team is implementing RTI, ensures
implementation of intervention support, ensures adequate professional development is provided to
support RTI and communicates with outside stakeholders regarding school-based RTI.
Select General Education Teachers: One representative from each grade level provides information
about core instruction; participates in student data collection; and collaborates with other staff to
ensure implementation of Tier 1, 2 and 3 instruction and support.
Select ESE teachers: Varying exceptionalities, speech and gifted teachers provide information about
intervention instruction, participates in student data collection, collaborating with general education
teachers.
Reading Coach: Teachers will participate in student data collection and evaluation of reading data.
She will collaborate with district personnel to identify appropriate evidence-based intervention
strategies and assists with design and delivery of professional development.
School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates
implementation of intervention plans. Provides professional development and technical assistance for
problem-solving activities.
Program Specialist: Participates in collection, interpretation, and analysis of data; facilitates
implementation of intervention plans. Provides professional development and technical assistance for
problem-solving activities.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).
The school RTI Leadership team focuses on developing and maintaining a problem-solving system to
ensure optimal student achievement for all students.


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The team meets once a week. Examples of activities during weekly meetings include reviewing
student data, screening and progress monitoring. The review of data will facilitate identification of
students who are meeting/exceeding benchmarks, at moderate or high risk for not achieving
benchmarks. Based on evaluation of data and identification of student needs the team will identify
professional development and resources needed.
Describe the role of the school-based RtI Leadership Team in the development and implementation of the
school improvement plan.
The RTI Leadership team met with the administration and other staff representatives to help develop
the SIP. The team also collaborated with the School Advisory Council to obtain input from the council.
The team provided data, helped set goals and expectations, and suggested strategies that would
ensure attainment of instructional goals.

                                                 RtI Implementation
Describe the data management system used to summarize tiered data.
Baseline data is obtained through the FAIR assessment and previous test information. The data is
made available through the use of the Progress Monitoring and Reporting Network (PMRN).
Progress Monitoring is obtained through the administration of FAIR, Curriculum Based
Measurements, Successmaker and other FCAT simulation assessments. (FOCUS mini-assessments)
Midyear data is obtained through FAIR assessments, Successmaker, and other FCAT simulation
assessments.
End of year data is obtained through FAIR, FCAT, and Successmaker.

Describe the plan to train staff on RtI.
Professional development will be provided during teachers‟ common planning time and small sessions
will occur throughout the year. Mini-trainings on RtI topics will be addressed at each monthly staff
meeting.


School Wide Florida’s Continuous Improvement Model
Describe the continuous school improvement model at your school. Please describe the
following:
                                                           PLAN
                                   Data Disaggregation 2008-2009 FCAT Data
What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and
clusters/strands?
          Strengths                                               Weaknesses

3rd Grade:       Geometry (math) 79% Average                      Reading proficiency
                                                                  13% loss in math proficiency
                                                                  12% loss in reading proficiency
                                                                  Number Sense

4th Grade:       98% scored Level 3 or higher in writing          Measurement (math)
                 Geometry (math) 89% Average                      main idea & summarizing (reading)
                 11% increase in math proficiency
                 14% increase in reading proficiency
                 15% increase in writing

5th Grade:       6% increase in science proficiency               2% loss in reading proficiency
                 Number Sense (math) 74%                          Words and Phrases



                                                       Page 9
                  Geometry (math) 73% Average                            Main idea & Summarizing (reading)
                  12% increase in math proficiency                       Low Performance Task Points Earned in Math and
                                                                         Science
                  Increased in science by 5 percent                      Earth and Space Science
                                     Reading is an area of need in all grade level.


                                         Instructional Calendar Development
What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading,
writing, mathematics, and science?
    A selected group of teachers were brought in over the summer to collaboratively develop the framework of the IFC. The
2009 FCAT results were utilized to develop the IFCs. Data results from the August baseline assessments will also be used.
The IFCs were created in July 2009. They will be updated in October 2009 as determined by disaggregated data results
from the baseline data assessments that will be given in August 2009, and then again in January 2010 as determined by the
disaggregated data results from the December Mid-Year assessments. We will, however, closely monitor our IFCS
monthly because of the monthly assessments and the trends the data will reveal in student performance.
    We will administer two major baseline assessments in November and January that will reveal benchmark mastery.
Administrators and teachers will also administer monthly assessments on those benchmarks that were taught that month to
monitor student achievement. Benchmarks are selected as a focus by the students’ overall strengths and weaknesses. The
duration of instruction for each Benchmark is determined by the amount of time spent on the benchmarks prior to FCAT
testing. Teachers will allow the students an opportunity to practice, assess the students’ knowledge and then re-teach the
benchmark as indicated by student progress. Either in a whole group or small group setting.
    Administration will implement a schedule that include classroom visitations, lesson plan evaluations, progress
monitoring meetings, and conducting meetings to ensure that the IFCs are being used effectively. Any teacher who shows
any signs of struggling, will be provided additional assistance by the Reading Coach. Struggling teachers will also have the
opportunity to attend professional development workshops, have a mentor assigned to them, have the opportunities to
engage in observations of teachers who are successful and be an active part of a support group.



Which instructional benchmarks will be given priority focus, based on need, for each content area (reading,
writing, mathematics, and science)?
Reading: Main Idea and Summarizing were the least proficient strands and will be given priority focus.
Writing: Elaboration, Sentence Structure and Details were the least proficient strands and will be given priority focus.
Mathematics: Measurement and Number Sense were the least proficient strands and will be given priority focus.
Science: Earth Science and Space Science were the least proficient strands and will be given priority focus.

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master
schedule?

The administration and teachers reviewed the FCAT scores to determine students’ learning gains per subject area in each
grade level. The administration will implement a continuous cycle of making classroom visitations, evaluating, lesson
plans, monitoring teacher data, and conducting progress monitoring meetings with teachers that are content specific.
Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation.


How does the school incorporate applied and integrated courses to help students see the relationships between
subjects and relevance to their future?
N//A

How does the school incorporate students’ academic and career planning, as well as promote student course
selections, so that students’ course of study is personally meaningful?
N/A




                                                         Page 10
                                                        DO
                                         Direct the Instructional Focus
How are lesson plans and instructional delivery aligned across grade levels and subject areas?
The teachers will work collaboratively during the summer and throughout the school year to plan lessons based
on data that has been provided through FCAT, SAT-10 and AYP measures. The teachers will meet weekly as a
team and plan lessons that are differentiated and engaging to ensure that each student, regardless of learning
levels, are met. We will also have Progress Monitoring meetings to share and disaggregate data to make
curriculum decisions.
How are instructional focus lessons developed and delivered?
Focus lessons are created by the teachers in each subject areas based on student‟s strengths and weaknesses
from the previous school year. Teachers engaged in cross-curricular planning to retrieve concrete data and
learn about student‟s areas of needs in order to plan effectively. The plans are implemented based on agreed
time frames.
How will instructional focus lessons be revised and monitored?
Student mastery on mini-assessments that are based on the focus lessons will determine if the focus lessons
need to be changed, revised or revisited.

                                                      CHECK
                                                   Assessment
Describe the types of ongoing formative assessments to be used during the school year to measure student
progress in core, supplemental, and intensive instruction/intervention.
Mini-Assessments and monthly assessments will be used to determine mastery of focus lesson taught. The test
will consists of ten to fifteen questions. The assessments will be administered bi-weekly and monthly.
How are assessments used to identify students reaching mastery and those not reaching mastery?
Student mastery of benchmarks is 80%. Mastery is 80% to ensure that each student is proficient in their
mastery of each benchmark. If the students are not mastering the benchmarks, then the IFCs will be
restructured to include re-teaching and retesting of the benchmarks that have not been mastered. As we
disaggregate the data, an item analysis is created to show mastery or non-mastery of benchmarks tested for the
school year. This allows teachers to utilize differentiated instruction to re-teach or provide interventions through
intense instruction to those students who are not showing mastery. Any student who is less than 70% will
receive additional support in the areas that show deficiency.
                                                    Maintenance
How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built
into the Instructional Focus Calendar?
Students at or above mastery will receive a plethora of opportunities to engage in activities that enhance or
enrich their current skills through technology, manipulative activities, hands-on projects, or supplemental
activities that are challenging. The lessons will reinforce skills to maintain mastery of those skills for students.
Describe the process and schedule for teams to review progress monitoring data (summative and mini
assessments) to identify the required instructional modifications that are needed to increase student
achievement.
Teachers will meet every week. Teachers will meet collectively, by grade level and by content area. This
rotation will continue throughout the year. The teachers will also meet with the administrators‟ bi-weekly. The
meetings will be facilitated by the team leaders and/or reading coach. These meetings will include an
administrator on a rotational basis. Documentation from each meeting will be submitted to the administrative
staff. Bi-weekly team meetings will address progress monitoring data. Monthly professional learning
communities focuses‟ on student achievement and teacher instructional methods.
                                                     Monitoring
Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously
involved in the teaching and learning process.



                                                     Page 11
The Principal and the Leadership Team (Assistant Principal, Coaches and Team Leaders) will meet with
teachers bi-weekly or one-one to discuss data results and student achievement. During these meetings, lesson
plans, progress monitoring notebooks and student academic plans are used to provide evidence of instruction,
assessment and intensive interventions to address student needs. Progress Monitoring notebooks will be used
to track all data. This data drives curriculum decisions.

                                                       ACT
                            Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.
Resources from the state/district adopted textbooks (Imagine It!, Harcourt Math, Scott Foresman Science,
Melisia Forney, Kathy Robinson, Harcourt Language) and Curriculum Associates (e.g. STARS, CARS I & II,
CAMS I & II, STAMS, Test Ready), which are research based and designed for intensive instruction will be
utilized. Computerized programs or instructional software (e.g. SuccessMaker), in addition to Internet
instructional Web sites such as FCAT Explorer and Gizmo will also be utilized. The interventions in reading are
Early Interventions in Reading, Language for Learning, Corrective, Kaleidoscope, and Reading Mastery. In
interventions in Math are the FOCUS books in the five content areas. The interventions in Science are
Passwords and Test Ready Science. The interventions in writing are the Buckle Down Writing.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered
target areas?
Resources from the state/district adopted textbooks (Imagine It!, Harcourt Math, Scott Foresman Science,
Mellisia Forney, Harcourt Language) and Curriculum Associates (e.g. STARS, CARS I & II, CAMS I & II,
STAMS, Test Ready), which are research based and designed for intensive instruction will be utilized.
Computerized programs or instructional software (e.g. SuccessMaker), in addition to Internet instructional Web
sites such as FCAT Explorer and Gizmo will also be utilized. Teachers will utilize instructional strategies or best
practices discussed in Professional Learning Communities to provide different methods of providing instruction
to students in non-mastered areas. Resources and strategies provided at professional development workshops
will allow teachers to be empowered with the best practices to enhance student achievement. Students‟
consistently demonstrating non-mastery will be encouraged to participate in tutorial sessions after-school
                    st
provided by our 21 Century Program or outside SES tutorial companies. The students will be encouraged to
attend our Saturday School Program during the months of November-March.

How does the school identify staff’s professional development needs to improve their instructional strategies?
Common areas of concern in the areas of instructional delivery, classroom management, word walls, visibility of
objectives, goals and benchmarks, and knowledge of content areas are evidenced by classroom walk-throughs.
Student performance/data analysis, will determine the need for professional development workshops, support
groups and school-wide cadres.

Which students will be targeted for supplemental and intensive instruction/interventions?
Our school has implemented a 2-hour reading block that includes a 30-minute intervention component.
As a result of progress monitoring (class work assignments and assessments results) and observations
(classroom teacher, reading coach, administrators), students who consistently demonstrate academic difficulty,
                                               th                            th
have baseline data that falls in the lowest 25 percentile and our lowest 25 percentile as identified by the
                                   rd th
district through FCAT in grades 3 -5 , will receive supplemental and intensive instructions/interventions during
the last hour of the day. This intensive intervention is an additional remediation/enrichment period to enhance
student achievement. Students not making mastery will be offered regular intervention instruction as well as
assistance from resource teachers.
How will the effectiveness of the interventions be measured throughout the year?

Teachers and other school personnel providing services to students in need of interventions and not meeting
mastery of specific skills will meet with administration to discuss their evidence and/or documentation of
strategies and interventions that have been previously utilized. Factors hindering implementation of a strategy
such as attendance, behavioral concerns and learning disabilities will be addressed and a plan to resolve this
issue will ensue. Strategies that are unsuccessful will be discontinued and replaced with alternative


                                                     Page 12
interventions. Focus and monthly assessments will be used to determine the effectiveness of supplemental
instruction being used.


                                                   Enrichment
Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Students who exceed mastery levels at 90 percent or higher are grouped by ability. These students are also
provided with an additional hour at the for enrichment activities.

Describe how students are identified for enrichment strategies.
Students are grouped by ability who exceed mastery levels in Reading and Mathematics. This allows higher
functioning students to be placed in a class together in order to provide instruction at an accelerated pace. We
thereby, provide enriched skills and activities at their present grade level. In addition with test scores, teacher
recommendations and student academic performances are considered when creating accelerated classes.




Professional Learning Communities
Describe the school‟s use of Professional Learning Communities as a vehicle for maintaining and
improving the instructional focus. Include the following:
PLC Organization          PLC Leader            Frequency of PLC          Schedule (when)     Primary Focus of
(grade level, subject,                          Meetings                                      PLC (include
etc.)                                                                                         Lesson Study and
                                                                                              Data Analysis)
Reading Learning          Jamie Steed –         Bi-Weekly                 Thursdays           Analyze the
Community –               Reading Coach                                   during a            effectiveness of our
   th
K-5 Reading                                                               common              core reading
Teachers                                                                  planning time.      program ImagineIt!,
                                                                                              interventions,
                                                                                              utilizing IFC, mini-
                                                                                              lessons, mini-
                                                                                              assessments,
                                                                                              maintenance,
                                                                                              tutorials, and
                                                                                              enrichments and
                                                                                              monitor pupil
                                                                                              progression and
                                                                                              teacher instruction.
Math Learning             Si-Meon               Bi-Weekly                 Thursdays           Analyze the
                th
Community – K- 5          McFadden – Math                                 during a            effectiveness of our
Math Teachers             Advocate                                        common              core math program,
                                                                          planning time.      Harcourt,
                                                                                              interventions,
                                                                                              utilizing IFC, mini-
                                                                                              lessons, mini-
                                                                                              assessments,
                                                                                              maintenance,
                                                                                              tutorials, and
                                                                                              enrichments and
                                                                                              monitor pupil
                                                                                              progression and
                                                                                              teacher instruction.
Writing Learning          Marion King –         Bi-weekly                 Thursdays           Analyze the



                                                    Page 13
                 th
Community – K-5         Writing Advocate                        during a          effectiveness of our
Writing Teachers                                                common            core writing
                                                                planning time.    program,
                                                                                  interventions,
                                                                                  utilizing IFC, mini-
                                                                                  lessons, mini-
                                                                                  assessments,
                                                                                  maintenance,
                                                                                  tutorials, and
                                                                                  enrichments and
                                                                                  monitor pupil
                                                                                  progression and
                                                                                  teacher instruction.
Science Learning        Brynn Wallace –       Bi-weekly         Thursdays         Analyze the
                 th
Community – K-5         Science Advocate                        during a          effectiveness of our
Grade Science                                                   common            core science
Teachers                                                        planning time.    program,
                                                                                  interventions,
                                                                                  utilizing IFC, mini-
                                                                                  lessons, mini-
                                                                                  assessments,
                                                                                  maintenance,
                                                                                  tutorials, and
                                                                                  enrichments and
                                                                                  monitor pupil
                                                                                  progression and
                                                                                  teacher instruction.
Each content specific   Pam Hightower –       Bi-weekly         Tuesday during    Analyze the
team                    Principal and                           a common          effectiveness of our
                        Brandy Tyler-                           planning time.    core curriculum,
                        McIntosh –                                                interventions,
                        Assistant Principal                                       utilizing IFC, mini-
                                                                                  lessons, mini-
                                                                                  assessments,
                                                                                  maintenance,
                                                                                  tutorials, and
                                                                                  enrichments and
                                                                                  monitor pupil
                                                                                  progression and
                                                                                  teacher instruction.
Technology              Rhonda Harden –       Monthly           Thursday After-   Data Analysis and
Committee               Media Specialist                        school            looking at
                        and Technology                                            integration of
                        Contact                                                   technology in the
                        Perry West –                                              curriculum.
                        Technology
                        Contact Assistant




NCLB Public School Choice (for Title I schools only)

Notification of (School in Need of Improvement) SINI Status
 Attach a copy of the Notification of SINI Status to Parents


                                                 Page 14
Public School Choice with Transportation (CWT) Notification
 Attach a copy of the CWT Notification to Parents

Supplemental Educational Services (SES) Notification
 Attach a copy of the SES Notification to Parents

Pre-School Transition
Describe plans for assisting preschool children in transition from early childhood programs to local
elementary school programs as applicable.

       Families of children who have disabilities have the opportunities and the support of the Pre-K
       Programs. In order for this transition to be successful, dialogue occurs between Bond
       Elementary School, the parents and the local child development centers. We are working
       together to meet the needs of each and every student transitioning into Pre-K. To ensure that
       the needs of the students are being met with the appropriate teachers and personnel, we strongly
       encourage each of the stakeholders listed above to attend all IEP meetings, orientations and,
       initial parent meetings on and off the school site. All incoming kindergarten students are
       assessed upon entering school.

       The first 30 days of school is slated to observational assessments of listening and motor skills.
       FLKRS is administered to determine the validity and reliability of the Kindergarten Readiness
       Program. The Florida Assessment in Reading is a screener that is also utilized to diagnose and
       prescribe interventions that will assist those kindergartners that are struggling. This test
       assesses phonemic awareness, listening comprehension and vocabulary. The data is used to
       determine the instructional needs of the kindergarteners. The child is encouraged during this
       transition and provided with the opportunities through school visits to get acclimated to the
       environment, teachers, staff, and new experiences. These activities occur during the Spring in
       order to fully prepare the students for the transition into the School Readiness/Voluntary
       Prekindergarten Program in the Fall.




Postsecondary Transition
Note: Required for High School- Sec. 1008.37(4), F.S.
Describe strategies for improving student readiness for the public postsecondary level based on
annual analysis of the High School Feedback Report




                                               Page 15
PART II: EXPECTED IMPROVEMENTS
Reading Goal
Needs Assessment:
Based on data from the State of Florida A+ Plan:
    56% of students reading at or above grade level
    63% of students making a year’s worth of progress in reading
    55% of struggling students making a year’s worth of progress in reading

The percentage of students meeting the high standards in reading decreased this school year by two
percentage points. The 3rd grade students decreased by thirteen percent and the 5th grade students
decreased by two percent in reading proficiency.

All student subgroups did not make AYP. Fifty percent of our students in the lowest twenty-fifth
percentile made learning gains. Fifty percent of students that were tested also made learning gains.
Our focus this year is to target all students, especially those students who are in the bottom 25th
percentile. We are pleased with the progress our K-2 reading scores currently shows; however, we will
continue to focus on reading until all students are reading at proficiency. To help us achieve this goal,
we are going to focus extensively on vocabulary, fluency and comprehension.




                                                Page 16
Based on School Grade and Adequate Yearly Progress Data:
Did the total percent proficient increase or decrease? What is the percent change?
What clusters/strands, by grade level, showed decrease in proficiency?
Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?
Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of
students making learning gains?
Did 50% or more of the total number tested make learning gains? What is the percent of students
making learning gains?

Based on the              Objective              Action Step             Person           Process Used to           Evaluation Tool
Needs                     Linked to Area                                 Responsible      Determine
Assessment,               of Improvement                                 for Monitoring   Effectiveness of
Identify Area(s)                                                         the Action       Action Step
for Improvement                                                          Step




In grades 3-5, 56% of     In grades 3-5, 72%     1. The school will      1. Principal,    1. Review FAIR and         1. Printout of FAIR
students achieved         of the students will   implement the FAIR      Assistant        Larger Than Life data     and Larger Than Life
mastery on the            achieve mastery        assessments and         Principal and    reports to ensure         Assessments.
2009 administration of    for reading on the     Larger Than Life to     Reading Coach.   teachers are assessing
the FCAT Reading          2010 FCAT              monitor student                          students according to
Test.                     Reading Test.          progress.                                the designated plan.
                                                 2. The teachers will    2. Principal,    2. Lesson Plans will       2. Classroom
                                                 include higher order    Assistant        be reviewed during        walkthroughs log and
                                                 questions in lesson     Principal and    classroom                 focuses walkthroughs
                                                 plans and in the        Reading Coach.   walkthroughs,             to determine
                                                 delivery of                              observations and bi-      frequency of higher
                                                 instruction.                             weekly submissions.       order questions.
                                                 3. Teachers,            3. Principal,    3. Administration will     3. Effectiveness will
                                                 Administrators and      Assistant        be aware of the IFC‟s     be determined through
                                                 Reading Coach           Principal and    upcoming focus and        FAIR assessments
                                                 Develop an              Reading Coach.   monitor                   and Progress
                                                 Instructional Focus                      implementations           Monitoring notebooks.
                                                 Calendar for                             through classroom
                                                 Reading.                                 walk-throughs, lesson
                                                                                          plans and progress
                                                                                          monitoring meetings.

                          In grades 3-5, 75%     1. Student              1. Principal,    1. Administrators will     1. Administrators will
In grades 3-5, 63% of     of students will       Achievement             Assistant        disaggregate data with    randomly ask students
students achieved         achieve learning       conferences will be     Principal and    the classroom teachers    how they performed
learning gains on the     gains on the 2010      conducted with all      Reading Coach.   through bi-weekly         on their most recent
 2009 administration of   administration of      students following                       progress monitoring       assessment to
the FCAT Reading          the FCAT Reading       FAIR and Larger-                         meetings and make         determine if data
Test                      Test.                  Than-Life                                any necessary             chats are successful.
                                                 assessments.                             adjustments.

                                                 2.Science and           2. Principal,    2. When visiting           2. FAIR and Larger-
                                                 Social Studies          Assistant        classrooms,               Than-Life
                                                 lessons will            Principal and    administrators will pay   assessments will be
                                                 explicitly infuse the   Reading Coach.   close attention to the    disaggregated for
                                                 reading                                  frequency of explicitly   teachers to determine
                                                 benchmarks in                            teaching to the reading   the effectiveness of
                                                 lesson plans and                         benchmarks in science     reading benchmark
                                                 instructional                            and social studies.       instruction in science
                                                 delivery.                                                          and social studies.

                                                 3. Track student        3. Principal,    3. Monthly meetings      3. FCAT Test Maker
                                                 progress through        Assistant        with administrators and assessments will be



                                                                  Page 17
                                               administering            Principal and    teachers to               disaggregated.
                                               monthly                  Reading Coach.   disaggregate data.
                                               Assessments.

Based on the 2009       72% of SWD in          1. Determine core        1. Principal,    1. Student progress is     1. FAIR, LTL and
FCAT Reading data,      grades 3-5 will        instructional needs      Assistant        assessed using FAIR,      OPM data will be used
20% of Students With    score level 3 of the   by reviewing             Principal,       LTL, and Ongoing          to determine progress
Disabilities (SWD) in   2010 FCAT              Imagine It!              Reading Coach    Progress Monitoring       and mastery of each
grades 3-5 scored at    Reading Tests.         Assessments, FAIR                         (OPM) tools every 20 -    benchmark.
or above Level 3                               and Larger-Than-                          90 days
                                               Life assessment
                                               data for all SWDs.
                                               Plan differentiated
                                               instruction using
                                               evidence-based
                                               instruction/interventi
                                               ons within our 90 -
                                               minute reading
                                               block with an
                                               additional 30 –
                                               minutes devoted to
                                               intense
                                               interventions/enrich
                                               ments.

                                               2. Determine core        2. Reading       2. Student progress is     2. FAIR, LTL and
                                               instructional needs      Coach            assessed using FAIR,      OPM data will be used
                                               by reviewing                              LTL and OPM every 60      to determine progress
                                               Imagine It!                               days for all students     and mastery of all
                                               Assessments, FAIR                         receiving supplemental    benchmark.
                                               and Larger-Than-                          instruction.
                                               Life assessment                           Supplemental
                                               data for all SWDs.                        instructional materials
                                               Plan differentiated                       such as
                                               instruction using                         CARS/STARS/FOCUS
                                               evidence-based                            /Test Ready data will
                                               instruction/interventi                    be used to pinpoint a
                                               ons within our 90 -                       specific area of
                                               minute reading                            weakness. The percent
                                               block with an                             of students making
                                               additional 30 –                           adequate progress of
                                               minutes devoted to                        benchmarks is
                                               intense                                   calculated.
                                               interventions/enrich
                                               ments.

                                               3. Plan targeted         3. RTI Team      3. Student progress is     3. FAIR, LTL, OPM,
                                               intervention for                          assessed using FAIR,      CARS/STARS/
                                               students not                              LTL and OPM every 20      FOCUS/Test Ready
                                               responding to core,                       days and/or               data will be used to
                                               iii or supplemental                       CARS/STARS/FOCUS          determine progress
                                               instruction using                         /Test Ready data bi-      and mastery of all
                                               problem-solving                           weekly for all students   benchmarks.
                                               process.                                  receiving targeted
                                               Interventions that                        intervention. Adequate
                                               are utilized                              progress is determined
                                               compliment                                by comparing student‟s
                                               individual student                        progression to pre-
                                               needs, are                                determined levels of
                                               evidence-based,                           expected mastery.
                                               and are provided in
                                               addition to core
                                               curriculum.


Based on the 2009       72% of ED in           1. Determine core        1. Principal,    1. Student progress is     1. FAIR, LTL and
FCAT Reading data,      grades 3-5 will        instructional needs      Assistant        assessed using FAIR,      OPM data will be used
50% of Students that    score level 3 or       by reviewing             Principal,       Larger Than Life, and     to determine progress
Economically            above on the 2010      Imagine It!              Reading Coach    Ongoing Progress          and mastery of each




                                                                Page 18
Disadvantaged (ED) in   FCAT reading test.   Assessments, FAIR                        Monitoring (OPM) tools benchmark.
grades 3-5 scored at                         and Larger-Than-                         every 20 - 90 days
or above Level 3                             Life assessment
                                             data for all
                                             economically
                                             disadvantaged
                                             students. Plan
                                             differentiated
                                             instruction using
                                             evidence-based
                                             instruction/interventi
                                             ons within our 90 -
                                             minute reading
                                             block with an
                                             additional 30 –
                                             minutes devoted to
                                             intense
                                             interventions/enrich
                                             ments.

                                             2. Determine core        2. Reading      2. Student progress is     2. FAIR, LTL and
                                             instructional needs      Coach           assessed using FAIR,      OPM data will be used
                                             by reviewing                             Larger Than Life, and     to determine progress
                                             Imagine It!                              OPM every 60 days for     and mastery of all
                                             Assessments, FAIR                        all students receiving    benchmark.
                                             and Larger-Than-                         supplemental
                                             Life assessment                          instruction.
                                             data for all                             Supplemental
                                             economically                             instructional materials
                                             disadvantaged.                           such as
                                             Plan differentiated                      CARS/STARS/FOCUS
                                             instruction using                        /Test Ready data will
                                             evidence-based                           be used to pinpoint a
                                             instruction/interventi                   specific area of
                                             ons within our 90 -                      weakness. The percent
                                             minute reading                           of students making
                                             block with an                            adequate progress of
                                             additional 30 –                          benchmarks is
                                             minutes devoted to                       calculated.
                                             intense
                                             interventions/enrich
                                             ments.

                                             3. Plan targeted         3. RTI Team     3. Student progress is     3. FAIR, LTL, OPM,
                                             intervention for                         assessed using FAIR,      CARS/STARS/
                                             students not                             LTL and OPM every 20      FOCUS/Test Ready
                                             responding to core,                      days and/or               data will be used to
                                             iii or supplemental                      CARS/STARS/FOCUS          determine progress
                                             instruction using                        /Test Ready data bi-      and mastery of all
                                             problem-solving                          weekly for all students   benchmarks.
                                             process.                                 receiving targeted
                                             Interventions                            intervention. Adequate
                                             compliment                               progress is determined
                                             individual student                       by comparing student‟s
                                             needs, are                               progression to pre-
                                             evidence-based,                          determined levels of
                                             and are provided in                      expected mastery.
                                             addition to core
                                             curriculum.


By May 2009: the        By May of 2010,      1. Determine core        1. Principal,   1. Student progress is     1. FAIR and OPM
mean national           the mean national    instructional needs      Assistant       assessed using FAIR,      data will be used to
percentile for all      percentile for all   by reviewing             Principal,      and Ongoing Progress      determine progress
matched students will   matched students     Imagine It!              Reading Coach   Monitoring (OPM) tools    and mastery of each
be 44 in grade 1 and    will be 65 in        Assessments, FAIR                        every 20 - 90 days        benchmark.
52 in grade 2 as        grades K-1 and 70    and FLKRS data for
measured on SAT/10      in grade 2 as        all economically
Reading                 measured on          disadvantaged
Comprehension.          SAT/10 Reading       students. Plan



                                                              Page 19
                                                differentiated
                         Comprehension      .   instruction using
                                                evidence-based
                                                instruction/interventi
                                                ons within our 90 -
                                                minute reading
                                                block with an
                                                additional 30 –
                                                minutes devoted to
                                                intense
                                                interventions/enrich
                                                ments.

                                                2. Determine core        2. Reading        2. Student progress is     2. FAIR and OPM
                                                instructional needs      Coach             assessed using FAIR       data will be used to
                                                by reviewing                               and OPM every 60          determine progress
                                                Imagine It!                                days for all students     and mastery of all
                                                Assessments, FAIR                          receiving supplemental    benchmark.
                                                and Larger-Than-                           instruction.
                                                Life assessment                            Supplemental
                                                data for all                               instructional materials
                                                economically                               such as
                                                disadvantaged.                             CARS/STARS/Test
                                                Plan differentiated                        Ready data will be
                                                instruction using                          used to pinpoint a
                                                evidence-based                             specific area of
                                                instruction/interventi                     weakness. The percent
                                                ons within our 90 -                        of students making
                                                minute reading                             adequate progress of
                                                block with an                              benchmarks is
                                                additional 30 –                            calculated.
                                                minutes devoted to
                                                intense
                                                interventions/enrich
                                                ments.

                                                3. Plan targeted         3. RTI Team       3. Student progress is     3. FAIR, OPM,
                                                intervention for                           assessed using FAIR,      CARS/STARS/
                                                students not                               OPM every 20 days         FOCUS/Test Ready
                                                responding to core,                        and/or                    data will be used to
                                                iii or supplemental                        CARS/STARS/Test           determine progress
                                                instruction using                          Ready data for all        and mastery of all
                                                problem-solving                            students receiving        benchmarks.
                                                process.                                   targeted intervention.
                                                Interventions                              Adequate progress is
                                                compliment                                 determined by
                                                individual student                         comparing student‟s
                                                needs, are                                 progression to pre-
                                                evidence-based,                            determined levels of
                                                and are provided in                        expected mastery.
                                                addition to core
                                                curriculum.




                                   Professional Development Aligned with Objective
Objective            Content/Topic       Facilitator  Target      Strategy for                          Person Responsible for
Addressed                                             Date        Follow-up/                            Monitoring
                                                                  Monitoring
In grades 3rd-5th,   CARS/STARS –               Pat Thompson      August        Lesson Plans,           Principal, Assistant Principal and
72% of the           Supplement to                                2009          Classroom walk-         Reading Coach
students will be     enhance reading in                                         throughs and
proficient in        the 6 content areas.                                       progress monitoring
reading on the                                                                  meetings
2010 FCAT
Reading Test
In grades K-5th ,    Effective use of           Reading           August        Reading coach‟s log,    Principal and Reading Coach




                                                                 Page 20
72% of the             Reading Coach‟s           Coach        2009        Classroom walk-
students will show     time.                                              throughs and
learning gains on                                                         progress monitoring
the 2010 FCAT                                                             meetings
and SAT-10
Reading Test.
In grades 3rd-5th,     Intensive Interventions   Reading      August      Lesson Plans,          Principal, Assistant Principal and
72% of the                                       Coach and    2009        Classroom visits and   Reading Coach
students that are                                Resource                 progress monitoring
SWD and ED will                                  Teacher                  meetings
show proficiency
2010 FCAT
Reading Test



                                     th
For Schools with Grades K-5 , Describe the Plan to Ensure the Responsibility of Teaching Reading for Every
Teacher

On a bi-weekly basis, the Reading Coach will meet with teachers to discuss and share strategies that will
enhance teacher knowledge of differentiating reading instruction. Teachers will be allowed to work through any
issues with the program in order to gain clarity, so that the intervention programs are used effectively. There will
be an additional thirty minutes added to the reading block that is intensive/enrichment focused. The reading
coach will also spearhead our school-wide Vocabulary Program.




Budget
Evidence-based Program(s)/Materials(s)
Objective                 Description of Resources                   Funding Source                Available Amount

In grades 3rd-5th, 72% of the        Test Ready                      Title I                       $18,630.00
students will be proficient in
reading on the 2010 FCAT
                                     CAR/STARS                       Textbook
Reading Test                         Early Interventions in
                                     Reading
                                     Kaleidoscope Reading
                                     Program
                                     Larger Than Life
                                     Language for Learning
                                     Corrective Reading Program
                                     Rewards
                                     Reading Laboratory
In grades K-5th , 72% of the         Test Ready                      Title I                       $20,000.00
students will show learning gains
on the 2010 FCAT Reading
                                     CAR/STARS                       Textbook
Test.                                Early Interventions in
                                     Reading
                                     Kaleidoscope Reading
                                     Program
                                     Texas Primary Reading
                                     Inventory
                                     Language for Learning
                                     Corrective Reading Program
                                     Reading Laboratory

In grades 3rd-5th, 72% of the        Test Ready                      Title I
students that are SWD and ED
will show proficiency 2010 FCAT
                                     CAR/STARS                       Textbook
Reading Test                         Early Interventions in
                                     Reading


                                                              Page 21
                                 Kaleidoscope Reading
                                 Program
                                 Reading Laboratory
                                 Language for Learning
                                 Corrective Reading Program

                                                                                          $38,630.00 Total:
Technology
Objective                        Description of Resources     Funding Source       Available Amount

In grades 3rd-5th, 72% of the    Template to create FCAT      Technology           $5,000.00
students will be proficient in
                                 practice Test
reading on the 2010 FCAT
Reading Test                     Pearson
                                 Imagine It!
In grades 3rd-5th, 72% of the    Gizmo                        Title I
students will be proficient in
reading on the 2010 FCAT
Reading Test
                                                                                            $5,000.00 Total:
Professional Development
Objective                        Description of Resources     Funding Source       Available Amount

In grades 3rd-5th, 72% of the    CARS/STARS Training,         Title I              Included with material
students will be proficient in
reading on the 2010 FCAT
                                 Imagine IT! Training CIMS                         purchase
Reading Test                     Training, Intensive
                                 Intervention Training
In grades 3rd-5th, 72% of the    Larger Than Life             Title I              Included with material
students will be proficient in
reading on the 2010 FCAT
                                                                                   purchase
Reading Test
In grades 3rd-5th, 72% of the    Pearson                      District             Included with material
students will be proficient in
                                                                                   purchase
reading on the 2010 FCAT
Reading Test
In grades 3rd-5th, 72% of the    Progress Monitoring with     Title I              $5,000.00
students will be proficient in
                                 Dr. Ogawa
reading on the 2010 FCAT
Reading Test
In grades 3rd-5th, 72% of the    Center for Data Driven       Title I              Free
students will be proficient in
reading on the 2010 FCAT
                                 Reform with Mark
Reading Test                     Rolewski
In grades 3rd-5th, 72% of the    Florida Continuous           District             Free
students will be proficient in
                                 Improvement Model
reading on the 2010 FCAT
Reading Test
In grades 3rd-5th, 72% of the    Instructional Focus Days     Title I              $1,200.00
students will be proficient in
reading on the 2010 FCAT
Reading Test
                                                                                     $6,200.00 Grand Total:
Other
Objective                        Description of Resources     Funding Source       Available Amount

All students show                Reading Coach                School Improvement   $55,000.00
proficiency in reading for       Reading Resource Teacher     Grant
the 2009-2010 school
year

                                                                                   $104,830.00 Grand Total:
End of Reading



                                                          Page 22
Mathematics Goal

Based on data from the State of Florida A+ Plan for Bond:
    69% of students scored a Level 3 or above in Math
    62% of students making a year’s worth of progress in math
    76% of struggling students made a year’s growth in math

The percentage of students meeting high standards in math has increased. The students in the assessed
subgroup increased their scores by four percent. The 3rd grade students, however, had a decrease in
math proficiency by thirteen percent. Number Sense is the area they struggled in the most. 4th grade
showed a decrease in the measurement strand. 5th grade show a decrease in number sense and
measurement strands. All student subgroups did not make AYP and they are whole school, black,
economically disadvantaged, and students with disabilities. Our focus will be to target all students and
provide teachers with professional development that would increase student performance at or above
proficiency. Overall, our focus will be placed on increasing student achievement in math school-wide.

Based on School Grade and Adequate Yearly Progress Data:
Did the total percent proficient increase or decrease? What is the percent change?
What clusters/strands, by grade level, showed decrease in proficiency?
Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?
Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of
students making learning gains?
Did 50% or more of the total number tested make learning gains? What is the percent of students
making learning gains?

Based on the              Objective            Action Step           Person            Process Used to           Evaluation Tool
Needs                     Linked to Area                             Responsible       Determine
Assessment,               of Improvement                             for Monitoring    Effectiveness of
Identify Area(s)                                                     the Action        Action Step
for Improvement                                                      Step




In grades 3rd-5th, 69%    In grades 3rd-5th,   1. The school will    1. Principal,     1. Review Larger-          1. Print a copy of
of the students will be   74% of the           continue using        Assistant         Than-Life, Harcourt       Larger-than-Life,
proficient in math on     students will be     Larger-Than-Life,     Principal, Team   and monthly               Harcourt, and monthly
the 2009 FCAT Math        proficient in math   Harcourt and          Leaders           assessments data          assessments.
Test.                     on the 2010 FCAT     monthly                                 reports to ensure
                          Math Test.           assessments                             teachers assessing
                                               created by the                          students according to
                                               FCAT Test Maker                         the created timetable
                                               Program to monitor                      of assessments to be
                                               student progress in                     followed.
                                               mathematics.
                                               2. Common             2. Principal,     2. Lesson plans will be   2. Administration will
                                               configurations        Assistant         reviewed during           maintain a log while




                                                              Page 23
                                              /strategies will be      Principal, Team   classroom                 on classroom
                                              implemented              Leaders           walkthroughs and will     walkthroughs to
                                              including objectives,                      be submitted bi-weekly    determine the
                                              higher-order                               to the Assistant          frequency of higher
                                              thinking questions,                        Principal. Review         order questioning
                                              date, agenda, and                          grouping charts           being used during
                                              homework                                   frequently and ensure     classroom instruction.
                                              assignments.                               groups are redesigned
                                                                                         to target the need of
                                                                                         students based on their
                                                                                         assessments.

                                              3. Develop an            3. Principal,     3. Administration will     3. Effectiveness will
                                              Instructional Focus      Assistant         be aware of the IFC‟s     be determined through
                                              Calendar for             Principal, Team   upcoming focus and        results from the,
                                              Mathematics to           Leaders           monitor                   Larger-Than-Life,
                                              include mini-                              implementations           Harcourt, monthly
                                              lessons and                                through classroom         assessments, and
                                              assessments in                             walk-throughs, lesson     progress monitoring
                                              order to monitor                           plans and progress        notebooks.
                                              student progress.                          monitoring meetings.
                                              Utilize the FCIM to
                                              identify students in
                                              the core curriculum
                                              needing
                                              intervention and
                                              enrichment and
                                              enhance teacher
                                              performance.

In grades 3rd-5th, 62%   In grades K-5th ,    1 Determine core         1. Principal,     1. Grade-level teams       1. Print out copy
of the students          74% of the           instructional needs      Assistant         will review results of    Larger-than-Life,
showed learning gains    students will show   by continue using        Principal, Team   the IFCs, Larger-Than-    Harcourt and monthly
on the 2009 FCAT         learning gains on    Larger-Than-Life,        Leaders, RTI      Life, Harcourt and        assessments/results.
Math Test.               the 2010 Harcourt    Harcourt and             team              monthly assessment        Assessments should
                         and FCAT Math        monthly                                    reports to determine      be tied into the next
                         Tests.               assessments for all                        progress toward           generation math
                                              students with a                            benchmark and ensure      standards
                                              focus on those                             teachers are assessing    administered.
                                              students in the                            students according to
                                              bottom 35th quartile.                      the timetable of
                                              Monitor student                            assessments to be
                                              progress in                                followed.
                                              mathematics and
                                              use the data to
                                              differentiate
                                              instruction using
                                              evidence based
                                              instruction/interventi
                                              ons within the
                                              mathematics block.
                                              2. Plan                  2. Principal,     2. Administrators and      2. Administration will
                                              supplemental             Assistant         Grade-level teams will    maintain a log while
                                              instruction/interventi   Principal, Team   review results of         on classroom
                                              ons for students not     Leaders, RTI      common assessment         walkthroughs to
                                              responding to core       team              data reports to           determine the
                                              instruction. The                           determine progress        frequency of higher
                                              focus of the core                          toward benchmark          order questioning
                                              instruction is                             mastery and ensure        being used classroom
                                              determined by                              teachers are assessing    instruction.
                                              review of common                           students according to
                                              assessment data                            the timetable of
                                              (Larger-Than-Life,                         assessments to be
                                              Harcourt, IFCs, and                        followed.
                                              monthly
                                              assessments). This
                                              process will include
                                              explicit instruction,
                                              guided practice and
                                              independent



                                                               Page 24
                                             practice.
                                             Supplemental
                                             instruction is
                                             provided in addition
                                             to core instruction.
                                             3. Plan targeted        3. Principal,     3. Grade-level teams        3. Effectiveness will
                                             intervention for        Assistant         will review results of     be determined through
                                             students not            Principal, Team   common assessment          results from the
                                             responding to core.     Leaders, RTI      data to bi- weekly to      Larger-Than-Life
                                             Include                 team              determine progress         assessments, and
                                             supplemental                              toward benchmark and       progress monitoring
                                             instruction using the                     ensure teachers are        notebooks
                                             problem-solving                           assessing students
                                             process.                                  according to the
                                             Interventions will be                     timetable of
                                             matched to                                assessments to be
                                             individual student                        followed.
                                             needs, be
                                             evidence-based
                                             and provided in
                                             addition to core
                                             instruction. Develop
                                             an Instructional
                                             Focus Calendar for
                                             Mathematics to
                                             include mini-
                                             lessons and
                                             assessments to
                                             monitor student
                                             progress.

In grades 3-5, 27% of   In grades 3rd-5th,   1. The school will      1. . Principal,   1. Review Larger-           1. Print out copy
Students With           74% of the           continue using          Assistant         Than-Life, Harcourt        Larger-than-Life,
Disabilities tested     students that are    Larger-Than-Life,       Principal, Team   and monthly                Harcourt and monthly
achieved mastery on     SWD will show        Harcourt and            Leaders, RTI      assessments reports to     assessments/results.
the 2009                proficiency 2010     monthly                 team.             ensure teachers            Assessments should
administration of the   FCAT Math Test.      assessments to                            assessing students         be tied into the next
FCAT Mathematics                             monitor student                           according to the           generation math
Test.                                        progress in                               created timetable of       standards
                                             mathematics                               assessments to be          administered.
                                                                                       followed.

                                             2. Include/foster       2. Principal,     2. Lesson plans will be     2. Administration will
                                             higher-order            Assistant         reviewed during            maintain a log while
                                             thinking questions      Principal, Team   classroom                  on classroom
                                             in lesson plans;        Leaders, RTI      walkthroughs and           walkthroughs to
                                             increase the use of     team.             progress monitoring        determine the
                                             math manipulatives                        and will be submitted      frequency of higher
                                             and hands-on                              bi-weekly to the           order questioning
                                             activities to                             Assistant Principal who    being used classroom
                                             reinforce                                 will assist teachers in    instruction.
                                             mathematics                               the creation of centers
                                             concepts.                                 and stations, and
                                                                                       administration will
                                                                                       ensure activities are
                                                                                       being implemented in
                                                                                       classroom instruction.

                                             3. Develop an           3. Principal,     3. Administration will      3. Effectiveness will
                                             Instructional Focus     Assistant         be aware of the            be determined through
                                             Calendar for            Principal, Team   Instructional Focus        results from the
                                             Mathematics to          Leaders, RTI      Calendar‟s upcoming        Larger-Than-Life,
                                             include mini-           team.             focus and monitor          Harcourt and monthly
                                             lessons and                               implementation             assessments, along
                                             assessments to                            through classroom          with progress
                                             monitor student                           walkthroughs.              monitoring notebooks.
                                             progress; identify                        Administration will also
                                             and closely monitor                       maintain a record of
                                             the progress of the                       strategies and




                                                             Page 25
                                             lowest 25th                             interventions utilized
                                             percentile                              with the lowest 25th
                                             consistently, and                       percentile. Teachers
                                             revise instruction                      will also differentiate
                                             and intervention                        the instruction to meet
                                             groups as indicated                     the needs of those
                                             by student                              targeted students.
                                             progress.


In grades 3-5, 27% of   In grades 3rd-5th,   1. The school will    1. . Principal,   1. Review Larger-           1. Print out copy
economically            74% of the           continue using        Assistant         Than-Life, Harcourt        Larger-than-Life,
disadvantaged           students that are    Larger-Than-Life,     Principal, Team   and monthly                Harcourt and monthly
students tested         economically         Harcourt and          Leaders, RTI      assessments reports to     assessments/results.
achieved mastery on     disadvantaged will   monthly               team.             ensure teachers            Assessments should
the 2009                show proficiency     assessments to                          assessing students         be tied into the next
administration of the   2010 FCAT Math       monitor student                         according to the           generation math
FCAT Mathematics        Test.                progress in                             created timetable of       standards
Test.                                        mathematics                             assessments to be          administered.
                                                                                     followed.

                                             2. Include/foster     2. Principal,     2. Lesson plans will be     2. Administration will
                                             higher-order          Assistant         reviewed during            maintain a log while
                                             thinking questions    Principal, Team   classroom                  on classroom
                                             in lesson plans;      Leaders, RTI      walkthroughs and           walkthroughs to
                                             increase the use of   team.             progress monitoring        determine the
                                             math manipulatives                      and will be submitted      frequency of higher
                                             and hands-on                            bi-weekly to the           order questioning
                                             activities to                           Assistant Principal who    being used classroom
                                             reinforce                               will assist teachers in    instruction.
                                             mathematics                             the creation of centers
                                             concepts.                               and stations, and
                                                                                     administration will
                                                                                     ensure activities are
                                                                                     being implemented in
                                                                                     classroom instruction.

                                             3. Develop an         3. Principal,     3. Administration will      3. Effectiveness will
                                             Instructional Focus   Assistant         be aware of the            be determined through
                                             Calendar for          Principal, Team   Instructional Focus        results from the
                                             Mathematics to        Leaders, RTI      Calendar‟s upcoming        Larger-Than-Life,
                                             include mini-         team.             focus and monitor          Harcourt and monthly
                                             lessons and                             implementation             assessments, along
                                             assessments to                          through classroom          with progress
                                             monitor student                         walkthroughs.              monitoring notebooks.
                                             progress; identify                      Administration will also
                                             and closely monitor                     maintain a record of
                                             the progress of the                     strategies and
                                             lowest 25th                             interventions utilized
                                             percentile                              with the lowest 25th
                                             consistently, and                       percentile. Teachers
                                             revise instruction                      will also differentiate
                                             and intervention                        the instruction to meet
                                             groups as indicated                     the needs of those
                                             by student                              targeted students.
                                             progress.


                        By May of 2010,      1. The school will    1. Principal,     1. Review Harcourt,    1. Print a copy of
                        the mean national    continue using        Assistant         math supplements and Harcourt, data from
                        percentile for all   Harcourt and          Principal, Team   monthly assessments supplements and
                        matched students     monthly               Leaders           data reports to ensure monthly assessments.
                        will be 65 in        assessments,                            teachers assessing
                        grades K-1 and 73    CAMS/STAMS,                             students according to
                        in grade 2 as        Test Ready, and                         the created timetable
                        measured on          the FOCUS                               of assessments to be
                        SAT/10 Math.         Program to monitor                      followed.
                                             student progress in
                                             mathematics.




                                                             Page 26
                                                2. Common               2. Principal,      2. Lesson plans will be    2. Administration will
                                                configurations          Assistant          reviewed during           maintain a log while
                                                /strategies will be     Principal, Team    classroom                 on classroom
                                                implemented             Leaders            walkthroughs and will     walkthroughs to
                                                including objectives,                      be submitted bi-weekly    determine the
                                                higher-order                               to the Assistant          frequency of higher
                                                thinking questions,                        Principal. Review         order questioning
                                                data, agenda, and                          grouping charts           being used during
                                                homework                                   frequently and ensure     classroom instruction.
                                                assignments.                               groups are redesigned
                                                                                           to target the need of
                                                                                           students based on their
                                                                                           assessments.

                                                3. Develop an           3. Principal,      3. Administration will     3. Effectiveness will
                                                Instructional Focus     Assistant          be aware of the IFC‟s     be determined through
                                                Calendar for            Principal, Team    upcoming focus and        results from the,
                                                Mathematics to          Leaders            monitor                   Harcourt, monthly
                                                include mini-                              implementations           assessments, math
                                                lessons and                                through classroom         supplements, and
                                                assessments in                             walk-throughs, lesson     progress monitoring
                                                order to monitor                           plans and progress        notebooks.
                                                student progress.                          monitoring meetings.
                                                Utilize the FCIM to
                                                identify students in
                                                the core curriculum
                                                needing
                                                intervention and
                                                enrichment.



                                   Professional Development Aligned with Objective
Objective            Content/Topic       Facilitator  Target      Strategy for                          Person Responsible for
Addressed                                             Date        Follow-up/                            Monitoring
                                                                  Monitoring
In grades 3rd-5th,   CAMS/STAMS –              Pat Thompson      August         Lesson Plans,           Principal and Assistant Principal
74% of the           Supplement to                               2009           Classroom walk-
students will be     enhance math in the 6                                      throughs and
proficient on the    content areas.                                             progress monitoring
2010 FCAT Math.                                                                 meetings
Test
In grades K-5th ,    Differentiating           Reading           August         Reading coach‟s log,    Principal and Assistant Principal
74% of the           Instruction               Coach and         2009           working with teachers
students will show                             Assistant                        on managing effective
learning gains on                              Principal                        small groups,
the 2010 Harcourt                                                               classroom walk-
and FCAT Math                                                                   throughs, and
Tests.                                                                          progress monitoring
                                                                                meetings
In grades 3rd-5th,   Intensive Interventions   Assistant         August         Lesson Plans,           Principal and Assistant Principal
74% of the                                     Principal         2009           Classroom walk-
students that are                                                               throughs and
SWD and ED will                                                                 progress monitoring
show proficiency                                                                meetings
2010 FCAT Math
Test.




Budget
Evidence-based Program(s)/Materials(s)
Objective                 Description of Resources                      Funding Source                    Available Amount




                                                                Page 27
In grades 3rd-5th, 72% of the       Test Ready                   Title I                        $20,000.00
students will be proficient in
reading on the 2010 FCAT Math
                                    CAMS/STAMS                   Textbook
Test                                FOCUS Books
                                    Harcourt
                                    Larger Than Life

In grades K-5th , 72% of the        Test Ready                   Title I                        $3,750.00
students will show learning gains
on the 2010 FCAT Math Test.
                                    CAMS/STAMS                   Textbook
                                    FOCUS Books
                                    Harcourt
                                    Larger Than Life

In grades 3rd-5th, 72% of the       Test Ready                   Title I
students that are SWD and ED
will show proficiency 2010 FCAT
                                    CAMS/STAMS                   Textbook
Reading Test                        FOCUS Books
                                    Harcourt
                                    Larger Than Life
                                                                                                       $23,750.00 Total:
Technology
Objective                           Description of Resources     Funding Source                 Available Amount

In grades 3rd-5th, 74% of the       Template to create FCAT      Title I and District Support   $5,000.00
students will be proficient in
                                    practice Tests
reading on the 2010 FCAT Math
Test                                Pearson SuccessMaker
                                    Harcourt
In grades 3rd-5th, 74% of the       Gizmo                        Title I
students will be proficient in
reading on the 2010 FCAT Math
Test
                                                                                                         $5,000.00 Total:
Professional Development
Objective                           Description of Resources     Funding Source                 Available Amount

In grades 3rd-5th, 74% of the       CAMS/STAMS Training,         Title I                        Included with material
students will be proficient in
reading on the 2010 FCAT Math
                                    Training CIMS Training,                                     purchase
Test                                Intensive Intervention
                                    Training
In grades 3rd-5th, 74% of the       Larger Than Life             Title I                        Included with material
students will be proficient in
reading on the 2010 FCAT Math
                                                                                                purchase
Test
In grades 3rd-5th, 74% of the       Pearson                      District                       Included with material
students will be proficient in
reading on the 2010 FCAT Math
                                                                                                purchase
Test
In grades 3rd-5th, 74% of the       Progress Monitoring with     Title I                        Price stated in reading
students will be proficient in
                                    Dr. Ogawa                                                   section.
reading on the 2010 FCAT Math
Test
In grades 3rd-5th, 74% of the       Center for Data Driven       Title I                        Free
students will be proficient in
reading on the 2010 FCAT Math
                                    Reform with Mark
Test                                Rolewski
In grades 3rd-5th, 74% of the       Florida Continuous           District                       Free
students will be proficient in
                                    Improvement Model
reading on the 2010 FCAT Math
Test
In grades 3rd-5th, 74% of the       Instructional Focus Days     Title I                        Price stated in reading
students will be proficient in
                                                                                                section.
reading on the 2010 FCAT Math
Test




                                                             Page 28
                                                                                                                                  Total:
Other
Objective                           Description of Resources         Funding Source                   Available Amount

All students show                   Math Resource Teacher            School Improvement               $55,000.00
proficiency in math for the                                          Grant
2009-2010 school year.

                                                                                                       $83,750.00 Grand Total:



Science Goal
Needs Assessment:
Based on data from the State of Florida A+ Plan:

         23% of students in 5th grade scored at a level 3 or higher

The percentage of our students meeting high standards has increased this school . The students in the
assessed subgroup increased their scores by six percent. We are working to increase student
achievement in science this school year. Our focus will be to target all students and provide teachers
with professional development that would increase our students’ chances of being successful. Overall,
our focus will be placed on increasing student achievement in science school-wide.

Based on School Grade Data:
Did the total percent proficient increase or was the percent proficient maintained?
What clusters/strands showed decrease in proficiency?

Based on the              Objective          Action Step             Person            Process Used to           Evaluation Tool
Needs                     Linked to Area                             Responsible       Determine
Assessment,               of Improvement                             for Monitoring    Effectiveness of
Identify Area(s)                                                     the Action        Action Step
for Improvement                                                      Step




In grade 5, 23% of the    70% of the         1. The school will      1. Principal,     1. Review Larger-          1. Print a copy of
students are proficient   students in 5th    continue using          Assistant         Than-Life, Harcourt       Larger-than-Life,
in science on the 2009    grade will be      Larger-Than-Life,       Principal, Team   and monthly               Harcourt, and monthly
FCAT Science Test.        proficient in      Harcourt and            Leaders           assessments data          assessments.
                          science on the     monthly                                   reports to ensure
                          2010 FCAT          assessments                               teachers assessing
                          Science Test.      created by the                            students according to
                                             FCAT Test Maker                           the created timetable
                                             Program to monitor                        of assessments to be
                                             student progress in                       followed.
                                             science.
                                             2. Common               2. Principal,     2. Lesson plans will be    2. Administration will
                                             configurations          Assistant         reviewed during           maintain a log while
                                             /strategies will be     Principal, Team   classroom                 on classroom
                                             implemented             Leaders           walkthroughs and will     walkthroughs to
                                             including objectives,                     be submitted bi-weekly    determine the
                                             higher-order                              to the Assistant          frequency of higher
                                             thinking questions,                       Principal. Review         order questioning



                                                             Page 29
                                                date, agenda, and                          grouping charts         being used during
                                                homework                                   frequently and ensure classroom instruction.
                                                assignments.                               groups are redesigned
                                                                                           to target the need of
                                                                                           students based on their
                                                                                           assessments.

                                                3. Develop an           3. Principal,      3. Administration will       3. Effectiveness will
                                                Instructional Focus     Assistant          be aware of the IFC‟s       be determined through
                                                Calendar for            Principal, Team    upcoming focus and          results from the,
                                                Science to include      Leaders            monitor                     Larger-Than-Life,
                                                mini-lessons and                           implementations             Harcourt, monthly
                                                assessments in                             through classroom           assessments, and
                                                order to monitor                           walk-throughs, lesson       progress monitoring
                                                student progress.                          plans and progress          notebooks.
                                                Utilize the FCIM to                        monitoring meetings.
                                                identify students in
                                                the core curriculum
                                                needing
                                                intervention and
                                                enrichment.

In grade 5, .04% of the    In grade 5, 40% of   1. The school will      1. Principal,      1. Review Larger-            1. Print a copy of
students in the lowest     the students will    continue using          Assistant          Than-Life, Harcourt         Larger-than-Life,
25th percentile            be proficient in     Larger-Than-Life,       Principal, Team    and monthly                 Harcourt, science
proficient in science on   science on the       Harcourt and            Leaders, Science   assessments data            labs, and monthly
the 2009 FCAT              2010 FCAT            monthly                 Teachers           reports to ensure           assessments.
Science Test.              Science Test.        assessments                                teachers assessing
                                                created by the                             students according to
                                                FCAT Test Maker                            the created timetable
                                                Program to monitor                         of assessments to be
                                                student progress in                        followed.
                                                science.
                                                2. Common               2. Principal,      2. Lesson plans will be      2. Administration will
                                                configurations          Assistant          reviewed during             maintain a log while
                                                /strategies will be     Principal, Team    classroom                   on classroom
                                                implemented             Leaders, Science   walkthroughs and will       walkthroughs to
                                                including objectives,   Teachers           be submitted bi-weekly      determine the
                                                higher-order                               to the Assistant            frequency of higher
                                                thinking questions,                        Principal. Review           order questioning
                                                date, agenda, and                          grouping charts             being used during
                                                homework                                   frequently and ensure       classroom instruction.
                                                assignments. 5th                           groups are redesigned
                                                grade students will                        to target the need of
                                                utilize laboratory                         students based on their
                                                experiments that                           assessments. Labs will
                                                will provide hands-                        be utilized with fidelity
                                                on learning with                           providing students with
                                                High-Touch, High                           real-world experiences.
                                                Tech.
                                                3. Develop an           3. Principal,      3. Administration will       3. Effectiveness will
                                                Instructional Focus     Assistant          be aware of the IFC‟s       be determined through
                                                Calendar for            Principal, Team    upcoming focus and          results from the,
                                                Science to include      Leaders, Science   monitor                     Larger-Than-Life,
                                                mini-lessons and        Teachers           implementations             Harcourt, monthly
                                                assessments in                             through classroom           assessments,
                                                order to monitor                           walk-throughs, lesson       supplementary
                                                student progress.                          plans and progress          material, and progress
                                                Utilize the FCIM to                        monitoring meetings.        monitoring notebooks.
                                                identify students in
                                                the core curriculum
                                                needing
                                                intervention and
                                                enrichment
                                                supplements such
                                                as Buckle Down,
                                                Passwords and
                                                Test Ready.




                                                                Page 30
                                                 1.              1.                  1.                       1.
                                                 2.              2.                  2.                       2.
                                                 3.              3.                  3.                       3.

                                                 1.              1.                  1.                       1.
                                                 2.              2.                  2.                       2.
                                                 3.              3.                  3.                       3.

                                                 1.              1.                  1.                       1.
                                                 2.              2.                  2.                       2.
                                                 3.              3.                  3.                       3.




                                        Professional Development Aligned with Objective
Objective             Content/Topic           Facilitator  Target      Strategy for               Person Responsible for
Addressed                                                  Date        Follow-up/                 Monitoring
                                                                       Monitoring
In grade 5, 23% of    Differentiating           Reading     August        Reading coach‟s log,    Principal and Assistant Principal
the students are      Instruction               Coach and   2009          working with teachers
proficient in                                   Assistant                 on managing effective
science on the                                  Principal                 small groups,
2009 FCAT                                                                 classroom visits, and
Science Test.                                                             progress monitoring
                                                                          meetings
In grade 5, .04%      Intensive Interventions   Assistant   August        Lesson Plans,           Principal and Assistant Principal
of the students in                              Principal   2009          Classroom walk-
the lowest 25th                                                           throughs and
percentile                                                                progress monitoring
proficient in                                                             meetings
science on the
2009 FCAT
Science Test.
In grade 5, 23% of    Interventions             Judy        August        Lesson Plans,           Principal and Assistant Principal
the students are                                Alexander   2009          Classroom visits and
proficient in                                                             progress monitoring
science on the                                                            meetings
2009 FCAT
Science Test.




Budget
Evidence-based Program(s)/Materials(s)
Objective                Description of Resources               Funding Source                    Available Amount

In grade 5, 70% of the students       Scott Foresman            Title I                           $1,350.00
will be proficient in science on
the 2010 FCAT Science Test.
                                      Snapshots Video Science                                     Purchased by the District
                                      Gizmo
                                      Larger Than Life
In grade 5, 40% of the students       Scott Foresman            Title I                           Purchased by the District
will be proficient in science on
                                      Snapshots Video Science
the 2010 FCAT Science Test.
                                      Gizmo
                                      Larger Than Life
                                                                                                             $1,350.00 Total:
Technology




                                                            Page 31
Objective                          Description of Resources           Funding Source               Available Amount

In grade 5, 70% of the students    Gizmo                              Title I                      $6,500.00
will be proficient in science on
the 2010 FCAT Science Test.
                                   FCAT Test Maker                    Technology Funds
                                   Pearson SuccessMaker
In grade 5, 40% of the students    Gizmo                              Title I
will be proficient in science on
                                   FCAT Test Maker                    Technology Funds
the 2010 FCAT Science Test.
                                   Pearson SuccessMaker
                                                                                                               $6,500.00 Total:
Professional Development
Objective                Description of Resources                     Funding Source               Available Amount

In grade 5, 70% of the students    Gizmo Training                     Title I                      Free
will be proficient in science on
                                   Snapshots Training
the 2010 FCAT Science Test.
In grade 5, 40% of the students    Gizmo Training                     Title I                      Free
will be proficient in science on
                                   Snapshots Training
the 2010 FCAT Science Test.
In grade 5, 40% of the students    Larger Than Life                   Title I                      Free
will be proficient in science on
the 2010 FCAT Science Test
                                                                                                                             Total:
Other
Objective                          Description of Resources           Funding Source               Available Amount



                                                                                                    $11,500.00 Grand Total:
End of Science Goal




Writing Goal
Needs Assessment:
The percentage of students meeting high standards in writing has increased. Last year, 83% of our
students were proficient in writing. The students in the assessed subgroup increased their scores by
fifteen percent. We will continue working on increasing student achievement in writing this school
year. Our focus will be to target all students and provide teachers with professional development that
would increase our students’ chances of being successful. Overall, our focus will be placed on
increasing student achievement in writing school-wide.

Based on the              Objective            Action Step            Person           Process Used to         Evaluation Tool
Needs                     Linked to Area                              Responsible      Determine
Assessment,               of Improvement                              for Monitoring   Effectiveness of
Identify Area(s)                                                      the Action       Action Step
for Improvement                                                       Step




In 4th grade, 98% of      In 4th grade, 100%   1. Students will use   1. Principal,    1. Review Write Score    1. Print a copy of



                                                              Page 32
the students scores a      of the students will   the writing process     Assistant         and Writes Upon            Write Score and chart
3.5 or higher in writing   score a 3.5 or         daily. Students will    Principal, Team   Request to ensure that     student progress with
on the 2009 FCAT           higher in writing on   engage and              Leaders           teachers are assessing     Writes Upon Request.
Writing Test.              the 2010 FCAT          experience how                            students according to      Use the results from
                           Writing Test.          writing actually                          the created timetable      progress monitoring to
                                                  comes alive! They                         of assessments to be       drive instructional and
                                                  will keep a journal                       followed.                  curricular decisions.
                                                  or notebook of all
                                                  writing samples that
                                                  include: narrative,
                                                  expository,
                                                  persuasive, poems,
                                                  plays, monologues,
                                                  commercials, and
                                                  research projects.
                                                  A timetable will be
                                                  in place to track
                                                  student pogress.
                                                  2. Common               2. Principal,     2. Lesson plans will be     2. Administration will
                                                  configurations          Assistant         reviewed during            maintain a log while
                                                  /strategies will be     Principal, Team   classroom                  on classroom
                                                  implemented             Leaders           walkthroughs and will      walkthroughs to
                                                  including objectives,                     be submitted bi-weekly     determine the
                                                  higher-order                              to the Assistant           frequency of higher
                                                  thinking questions,                       Principal. Review          order questioning
                                                  date, agenda, and                         grouping charts            being used during
                                                  homework                                  frequently and ensure      classroom instruction.
                                                  assignments. The                          groups are redesigned
                                                  revision and editing                      to target the need of
                                                  process will be                           students based on their
                                                  explicitly taught and                     assessments.
                                                  seen in student
                                                  writing journals.
                                                  3. Develop an           3. Principal,     3. Administration will      3. Effectiveness will
                                                  Instructional Focus     Assistant         be aware of the IFC‟s      be determined through
                                                  Calendar for            Principal, Team   upcoming focus and         results from the, Write
                                                  Science to include      Leaders           monitor                    Score, Writes Upon
                                                  mini-lessons and                          implementations            Request, monthly
                                                  assessments in                            through classroom          assessments, and
                                                  order to monitor                          walk-throughs, lesson      progress monitoring
                                                  student progress.                         plans and progress         notebooks.
                                                  Utilize the FCIM to                       monitoring meetings.
                                                  identify students in                      A school-wide
                                                  the core curriculum                       consistent method of
                                                  needing                                   writing strategies is
                                                  intervention and                          established. During
                                                  enrichment. Utilize                       class periods, students
                                                  „Write Score”                             will use a strategy that
                                                  assessment to track                       allows the
                                                  student progress as                       administrators to
                                                  well.                                     observe student
                                                                                            progress.

                                                  1.                      1.                1.                         1.
                                                  2.                      2.                2.                         2.
                                                  3.                      3.                3.                         3.

                                                  1.                      1.                1.                         1.
                                                  2.                      2.                2.                         2.
                                                  3.                      3.                3.                         3.

                                                  1.                      1.                1.                         1.
                                                  2.                      2.                2.                         2.
                                                  3.                      3.                3.                         3.

                                                  1.                      1.                1.                         1.
                                                  2.                      2.                2.                         2.




                                                                  Page 33
                                                 3.              3.                  3.                       3.




                                    Professional Development Aligned with Objective
Objective             Content/Topic       Facilitator  Target      Strategy for                   Person Responsible for
Addressed                                              Date        Follow-up/                     Monitoring
                                                                   Monitoring
In 4th grade, 100%    Intensive Interventions   Assistant   August        Lesson Plans,           Principal and Assistant Principal
of the students                                 Principal   2009          Classroom visits and
will score a 3.5 or                                                       progress monitoring
higher in writing                                                         meetings.
on the 2010 FCAT
Writing Test
In 4th grade, 100%    Strategies for            Kathy       September     Lesson Plans,           Principal and Assistant Principal
of the students       Teaching Writing          Robinson    2009          Classroom visits and
will score a 3.5 or                                                       progress monitoring
higher in writing                                                         meetings.
on the 2010 FCAT
Writing Test
In 4th grade, 100%    Strategies for            Connie      October       Lesson Plans,           Principal and Assistant Principal
of the students       Teaching Writing          Pfaender    2009          Classroom visits and
will score a 3.5 or                                                       progress monitoring
higher in writing                                                         meetings.
on the 2010 FCAT
Writing Test




Budget
Evidence-based Program(s)/Materials(s)
Objective                Description of Resources              Funding Source                    Available Amount

In 4th grade, 100% of the          Write Score                 Title I                           $1,300.00
students will score a 3.5 or
higher in writing on the 2010
FCAT Writing Test
In 4th grade, 100% of the          Kathy Robinson              District                          District Sponsored
students will score a 3.5 or
higher in writing on the 2010
FCAT Writing Test
                                                                                                          $1,300.00 Total:
Technology
Objective                          Description of Resources    Funding Source                    Available Amount



                                                                                                                         Total:
Professional Development
Objective                Description of Resources              Funding Source                    Available Amount

In 4th grade, 100% of the          Write Score                 Title I                           1,300.00
students will score a 3.5 or
higher in writing on the 2010
FCAT Writing Test




                                                            Page 34
In 4th grade, 100% of the        Kathy Robinson and              District                          District Sponsored
students will score a 3.5 or
higher in writing on the 2010
                                 provide Subs for the
FCAT Writing Test                Teachers
                                                                                                                        Total:
Other
Objective                        Description of Resources        Funding Source                    Available Amount



                                                                                                    $1,300.00 Grand Total:
End of Writing Goal




Parent Involvement Goal
Needs Assessment:

Our climate survey results indicate that our parents/guardians responded favorably to all. We need an
increase in parent participation and parent communication for academic activities that engage students.
             The school communicates effectively with parents
             The school grounds and building are well maintained
             The school communicates regularly with parents or guardians about students’ needs.
             The parents will volunteer and participate in school activities.
             Provide the parents with more information about learning that can take place at home.


Based on information from School Grade and Adequate Yearly Progress Data:
Were parent involvement activities and strategies targeted to areas of academic need?
Based on information from surveys, evaluations, agendas, or sign-ins:
Was the percent of parent participation in school activities maintained or increased from the prior
year?
Generally, what strategies or activities can be employed to increase parent involvement?

Based on the              Objective          Action Step           Person              Process Used to       Evaluation Tool
Needs                     Linked to Area                           Responsible         Determine
Assessment,               of Improvement                           for Monitoring      Effectiveness of
Identify Area(s)                                                   the Action          Action Step
for Improvement                                                    Step




50% of Economically       72% of             1. Encourage          1. Reading          1. Sign In sheets,     1. Parent evaluation
Disadvantaged             Economically       families to           Coach               agendas, and          surveys.
students achieved         Disadvantaged      participate in        2. Parent Liaison   workshop evaluation
mastery on the 2009       students s will    Families Building                         surveys
FCAT Reading Test.        achieve mastery    Better Readers.
                          on the 2010 FCAT   2. Offer 2 Late       2. Reading          2. Sign In sheets,     2. Parent evaluation
                          Reading Test.      Night Library         Coach and           agendas, and          surveys.



                                                            Page 35
                                                   Workshops.             Media Specialist    workshop evaluation
                                                                                              surveys.
                                                   3. Parents Count       3. Principal and    3. . Sign In sheets,       3. Parent evaluation
                                                                          Parent Liason       agendas, and              surveys.
                                                                                              workshop evaluation
                                                                                              surveys.

60% of Economically         74% of                 1. Every teacher       1. Math Coach       1. Administration will     1. 100% compliance
Disadvantaged               Economically           calls parents within   2. Parent Liaison   review call logs.         indicated on calling
students achieved           Disadvantaged          the first month of                                                   logs.
mastery on the 2009         students will          school to discuss
administration of the       achieve mastery        student‟s
FCAT Mathematics            on the 2010            performance in
Test.                       administration of      class.
                            the FCAT               2. Begin Math and      1. Math Coach       2. Track student           2. Improvement on
                            Mathematics Test.      Parent Quarterly       2. Parent Liaison   assessment data.          the math mini-
                                                   Workshops                                                            assessments.
                                                   3.                     3.                  3.                         3.

School Climate Survey       2010 Climate           1. Evaluate school‟s   1. Principal        1. Collect feedback       1. Parent and
indicated 96% parents       Survey results will    “Family Friendly”      2. Parent Liaison   surveys from parents      Teacher Surveys.
felt there was positive     show an increase       rating.                                    and teachers.
communication               of 2% on positive      2.                     2.                  2.                        2.
between home and            communication
                                                   3.                     3.                  3.                        3.
school.                     between the home
                            and school.

                                                   1.                     1.                  1.                        1.
                                                   2.                     2.                  2.                        2.
                                                   3.                     3.                  3.                        3.

                                                   1.                     1.                  1.                        1.
                                                   2.                     2.                  2.                        2.
                                                   3.                     3.                  3.                        3.


                                   Professional Development Aligned with this Objective
Objective               Content/Topic      Facilitator  Target      Strategy for        Person Responsible for
Addressed                                               Date        Follow-up/          Monitoring
                                                                    Monitoring
50% of                  Parent Counts             Brenetta          November      Parent Surveys,           Principal and Assistant Principal
Economically                                      Lawrence,         2009,         parent meetings and
Disadvantaged                                     Myioshi           January       community meetings.
students achieved                                 Walker and        2010 and
mastery on the                                    Wanda             March 2010
2009 FCAT                                         Daniels
Reading Test.
60% of                  Team                      Brenetta          December      Parent Surveys,           Principal and Assistant Principal
Economically                                      Lawrence          2009 and      parent meetings and
Disadvantaged                                                       April 2010    community meetings.
students achieved
mastery on the
2009
administration of
the FCAT
Mathematics Test.




Budget


                                                                   Page 36
Evidence-based Program(s)/Materials(s)
Objective                Description of Resources                 Funding Source         Available Amount

50% of Economically                 Parenting Counts              Title I                District Sponsored
Disadvantaged students
achieved mastery on the 2009
FCAT Reading Test.
60% of Economically                 Team                          Title I                $75,504.00
Disadvantaged students
achieved mastery on the 2009
                                    2 Parent Liaisons             District and Title I
administration of the FCAT
Mathematics Test.
                                                                                         $75,504.00 Grand Total:
Technology
Objective                           Description of Resources      Funding Source         Available Amount



                                                                                                              Total:
Professional Development
Objective                Description of Resources                 Funding Source         Available Amount



                                                                                                              Total:
Other
Objective                           Description of Resources      Funding Source         Available Amount



                                                                                                              Total:
End of Parent
FINAL BUDGET (Insert Rows as Needed)
Budget
Evidence-based Program(s)/Materials(s)
Objective                 Description of Resources                  Funding Source          Available Amount

In grades 3rd-5th, 72% of the        Test Ready                     Title I                 $18,630.00
students will be proficient in       CAR/STARS                      Textbook
reading on the 2010 FCAT
Reading Test                         Early Interventions in
                                     Reading
                                     Kaleidoscope Reading
                                     Program
                                     Larger Than Life
                                     Language for Learning
                                     Corrective Reading Program
                                     Rewards
In grades K-5th , 72% of the         Test Ready                     Title I                 $20,000.00
students will show learning gains
on the 2010 FCAT Reading
                                     CAR/STARS                      Textbook
Test.                                Early Interventions in
                                     Reading
                                     Kaleidoscope Reading
                                     Program
                                     Texas Primary Reading
                                     Inventory
                                     Language for Learning
                                     Corrective Reading Program



                                                           Page 37
                                    Rewards

In grades 3rd-5th, 72% of the       Test Ready                   Title I          $5,000.00
students that are SWD and ED        CAR/STARS                    Textbook
will show proficiency 2010 FCAT
Reading Test                        Early Interventions in
                                    Reading
                                    Kaleidoscope Reading
                                    Program
                                    Texas Primary Reading
                                    Inventory
                                    Language for Learning
                                    Corrective Reading Program
                                    Reading Laboratory

In grades 3rd-5th, 72% of the       Test Ready                   Title I          $20,000.00
students will be proficient in      CAMS/STAMS                   Textbook
reading on the 2010 FCAT Math
Test                                FOCUS Books
                                    Harcourt
                                    Larger Than Life

In grades K-5th , 72% of the        Test Ready                   Title I          $3,750.00
students will show learning gains   CAMS/STAMS                   Textbook
on the 2010 FCAT Math Test.
                                    FOCUS Books
                                    Harcourt
                                    Larger Than Life

In grades 3rd-5th, 72% of the       Test Ready                   Title I
students that are SWD and ED        CAMS/STAMS                   Textbook
will show proficiency 2010 FCAT
Reading Test                        FOCUS Books
                                    Harcourt
                                    Larger Than Life
In grade 5, 70% of the students     Scott Foresman               Title I          $1,350.00
will be proficient in science on
                                    Snapshots Video Science                       Purchased by the District
the 2010 FCAT Science Test.
                                    Gizmo
                                    Larger Than Life
In grade 5, 40% of the students     Scott Foresman               Title I          Purchased by the District
will be proficient in science on
the 2010 FCAT Science Test.
                                    Snapshots Video Science
                                    Gizmo
                                    Larger Than Life
In 4th grade, 100% of the           Write Score                  Title I          $1,300.00
students will score a 3.5 or
higher in writing on the 2010
FCAT Writing Test
In 4th grade, 100% of the           Kathy Robinson               District         District Sponsored
students will score a 3.5 or
higher in writing on the 2010
FCAT Writing Test




                                                                                                       Total:
Technology
Objective                           Description of Resources     Funding Source   Available Amount

In grades 3rd-5th, 72% of the       Template to create FCAT      Technology       $5,000.00
students will be proficient in
                                    practice Test
reading on the 2010 FCAT
Reading Test                        Pearson



                                                          Page 38
                                   Imagine It!
In grades 3rd-5th, 72% of the      Gizmo                        Title I
students will be proficient in
reading on the 2010 FCAT
Reading Test
In grade 5, 70% of the students    Gizmo                        Title I              $6,500.00
will be proficient in science on
                                   FCAT Test Maker              Technology Funds
the 2010 FCAT Science Test.
                                   Pearson SuccessMaker
In grade 5, 40% of the students    Gizmo                        Title I
will be proficient in science on
the 2010 FCAT Science Test.
                                   FCAT Test Maker              Technology Funds
                                   Pearson SuccessMaker


                                                                                                         Total:
Professional Development
Objective                          Description of Resources     Funding Source       Available Amount

In grades 3rd-5th, 72% of the      CARS/STARS Training,         Title I              Included with material
students will be proficient in
                                   Imagine IT! Training CIMS                         purchase
reading on the 2010 FCAT
Reading Test                       Training, Intensive
                                   Intervention Training
In grades 3rd-5th, 72% of the      Larger Than Life             Title I              Included with material
students will be proficient in
reading on the 2010 FCAT
                                                                                     purchase
Reading Test
In grades 3rd-5th, 72% of the      Pearson                      District             Included with material
students will be proficient in
                                                                                     purchase
reading on the 2010 FCAT
Reading Test
In grades 3rd-5th, 72% of the      Progress Monitoring with     Title I              $5,000.00
students will be proficient in
reading on the 2010 FCAT
                                   Dr. Ogawa
Reading Test
In grades 3rd-5th, 72% of the      Center for Data Driven       Title I              Free
students will be proficient in
reading on the 2010 FCAT
                                   Reform with Mark
Reading Test                       Rolewski
In grades 3rd-5th, 72% of the      Florida Continuous           District             Free
students will be proficient in
                                   Improvement Model
reading on the 2010 FCAT
Reading Test
In grades 3rd-5th, 72% of the      Instructional Focus Days     Title I              $1,200.00
students will be proficient in
reading on the 2010 FCAT
Reading Test

                                                                                                         Total:
Other
Objective                          Description of Resources     Funding Source       Available Amount

All students show                  Reading Resource Teacher     District             $55,000.00
proficiency in reading for                                      School Improvement
the 2009-2010 school                                            Grant
year
All students show                  Math Resource Teacher        School Improvement   $55,000.00
proficiency in math for the                                     Grant
2009-2010 school year.
50% of Economically                Parenting Counts             Title I              $75,504.00
Disadvantaged students
achieved mastery on the 2009
FCAT Reading Test.




                                                            Page 39
                                                                               $273,234.00 Grand Total:




Differentiated Accountability
School-level Differentiated Accountability Compliance

School Differentiated Accountability Status
Intervene           Correct II          Prevent II           Correct I          Prevent I 

 Attach school’s Differentiated Accountability Checklist of Compliance




School Advisory Council
School Advisory Council (SAC) Membership Compliance
The majority of the SAC members are not employed by the school district. The SAC is composed of
the principal and an appropriately balanced number of teachers, education support employees,
students (for middle and high school only), parents, and other business and community citizens who
are representative of the ethnic, racial, and economic community served by the school.

    Yes                                                    No

If No, Measures Being Taken to Comply with SAC Requirement




Projected use of SAC Funds                                                            Amount




Describe the Activities of the School Advisory Council for the Upcoming Year




SAC Membership Roster
List of Members

Member Name                                         Role Represented (SAC Chair, Principal, Parent,
                                                    Student, Business Member, Community Member,
                                                    Teacher, or School Support Staff)




                                              Page 40
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