20102011SIP by k135E9

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									2010-2011 School Improvement Plan (SIP)-Form SIP-1




                             FLORIDA DEPARTMENT OF EDUCATION
                                 Differentiated Accountability




                                    School Improvement Plan (SIP)
                                             Form SIP-1

                                                Proposed for 2010-2011


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                                                         2010 – 2011 SCHOOL IMPROVEMENT PLAN


  PART I: SCHOOL INFORMATION

  School Name: Safety Harbor Elementary                                                         District Name: Pinellas
  Principal: Robert Kalach                                                                      Superintendent: Dr. Julie Janssen
  SAC Chair: Debbie Ebersold                                                                    Date of School Board Approval:


  Student Achievement Data:
  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 (Use this data to complete Sections 1-4 of the reading and mathematics goals and Sections 1 and 2 of the writing and science goals.)
  Adequate Yearly Progress (AYP) Trend Data (Use this data to complete Sections 5A-5D of the reading and mathematics goals and Section 3A-3D of the writing goals.)
  Florida Comprehensive Assessment Test (FCAT) Trend Data (Use this data to inform the problem-solving process when writing goals.)


  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. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning
  Gains, Lowest 25%), and Adequate Yearly Progress (AYP).
Position    Name                             Degree(s)/                     Number of          Number of Years      Prior Performance Record (include prior School Grades, FCAT
                                             Certification(s)               Years at           as an                (Proficiency, Learning Gains, Lowest 25%), and AYP information
                                                                            Current School     Administrator        along with the associated school year)
Principal   Robert Kalach                    A.S. St. Petersburg Junior     3                  7                    2009/10 School Grade of A
                                             College                                                                Percent of Students Meeting High Standards:
                                             B.S. University of South                                               Reading – 82%, Mathematics – 81%, Writing – 90%, Science – 51%
                                             Florida                                                                Annual Learning Gains:
                                             M.A. Educational                                                       Reading – 64%, Mathematics – 67%
                                             Leadership, University of                                              Annual Learning Gains of the Lowest 25% in the School:
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                                             South Florida                                                            Reading – 61%, Mathematics – 67%
                                                                                                                      The Only Subgroup not making AYP:
                                                                                                                      Students of SES in the area of Mathematics
Assistant   Mary Jane Gordon                 Ed. Specialist, NOVA           5                    7                    2009/10 School Grade of A
Principal                                    Southeastern University                                                  Percent of Students Meeting High Standards:
                                                                                                                      Reading – 82%, Mathematics – 81%, Writing – 90%, Science – 51%
                                                                                                                      Annual Learning Gains:
                                                                                                                      Reading – 64%, Mathematics – 67%
                                                                                                                      Annual Learning Gains of the Lowest 25% in the School:
                                                                                                                      Reading – 61%, Mathematics – 67%
                                                                                                                      The Only Subgroup not making AYP:
                                                                                                                      Students of SES in the area of Mathematics




  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 an instructional coach,
  and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency,
  Learning Gains, Lowest 25%), 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                 Name                         Degree(s)/                 Number of          Number of Years as    Prior Performance Record (include prior School Grades, FCAT
   Area                                              Certification(s)              Years at                   an           (Proficiency, Learning Gains, Lowest 25%), and AYP
                                                                                Current School       Instructional Coach   information along with the associated school year)
Reading        Sarah Finnemore                 BA in Reading                     2                   3                     2009/10 School Grade of A
and                                                                                                                        Percent of Students Meeting High Standards:
Language                                                                                                                   Reading – 82%, Mathematics – 81%, Writing – 90%, Science –
Arts                                                                                                                       51%
                                                                                                                           Annual Learning Gains:
                                                                                                                           Reading – 64%, Mathematics – 67%
                                                                                                                           Annual Learning Gains of the Lowest 25% in the School:
                                                                                                                           Reading – 61%, Mathematics – 67%
                                                                                                                           The Only Subgroup not making AYP:
                                                                                                                           Students of SES in the area of Mathematics




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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 Completion Date      Not Applicable
                                                                                                                                        (If not, please explain why)
1.   Regular meetings with the administration                           Principal/Assistant Principal    Ongoing
2.   Participation in the EDGE mentoring program as sponsored by        Principal/School based mentors   May 2011
     Pinellas County Schools
3.   Use of part time instructional coaches to support the curriculum   Coaches/Principal/Assistant      Ongoing
     and instruction in the classrooms                                  Principal
4.   Participation in district wide job fair                            Principal                        June 2011




Non-Highly Qualified Instructors
List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.

Name                                            Certification                   Teaching Assignment         Professional Development/Support to Become Highly Qualified
N/A                                             N/A                             N/A                         N/A




Staff Demographics

Please complete the following demographic information about the instructional staff in the school who are teaching at least one academic course.

*When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).
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Total Number       % of First-Year   % of Teachers       % of Teachers        % of Teachers       % of Teachers     % Highly    % Reading        % National        %
of Instructional   Teachers          with 1-5 Years of   with 6-14 Years of   with 15+ Years of   with Advanced     Qualified   Endorsed         Board Certified   ESOL Endorsed
Staff                                Experience          Experience           Experience          Degrees           Teachers    Teachers         Teachers          Teachers

50                 2%                16%                 17%                  24%                 32%               100%        0%               4%                87%




Teacher Mentoring Program

Please describe the school’s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned
mentoring activities.

Mentor Name                                       Mentee Assigned                                 Rationale for Pairing                     Planned Mentoring Activities

Jean Freeman                                      Susan Tighe                                     NCLB Teacher                              Observation, feedback, support team
                                                                                                                                            meetings




Additional Requirements
Coordination and Integration-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 N/A

Title I, Part C- Migrant N/A

 N/A

Title II N/A




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Title X- Homeless
N/A
Supplemental Academic Instruction (SAI)
N/A
Violence Prevention Programs
N/A
Nutrition Programs
N/A
Housing Programs
N/A
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, Assistant Principal, Social Worker, School Psychologist, Guidance Counselor, Behavior Specialist, Grade
Level Teachers

Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to
organize/coordinate RtI efforts? The team meets every Wednesday morning, 7:30-8:30 with an agenda sent prior to the meeting, along with minutes to preview and
update. The team problem solves and analyses academic/behavior data for teacher support. Tier 2 and Tier 3 student interventions and strategies are discussed. The
plan of the SBLT is to provide staff training at monthly meetings or through weekly updates via emails.
Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-
solving process is used in developing and implementing the SIP? Academic data is provided that is aligned to district and state standards, along with social and
behavioral data to progress monitor student expectations.

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                                                                         RtI Implementation
Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.
Florida Assessment for Instruction in Reading (FAIR), Pinellas County Assessment System (PCAS), FCAT. Teacher observation, Portal data of attendance and
disciplinary history, informal classroom observations, report cards, and rubrics.
Describe the plan to train staff on RtI.
Staff meetings and weekly newsletters will communicate updates and district information as needed. Weekly PLC’s with various members of the RTI Leadership
team will disburse timely professional development to keep staff concurrent with state mandates.


Literacy Leadership Team (LLT)
                                                                School-Based Literacy Leadership Team
Identify the school-based Literacy Leadership Team (LLT).
Read 180 teachers, Reading Coach, ESE /VE teacher, Assistant Principal, Extended Learning teachers, Media Specialist, Principal
Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).
Meet to discuss FAIR data, monitor and help to implement 30 minute Stroll to Success school wide
What will be the major initiatives of the LLT this year?
To support teachers in this school goal of 30 minutes and to have monthly data meetings to monitor FAIR and Read 180 information




NCLB Public School Choice

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


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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


*Elementary Title I Schools Only: Pre-School Transition
Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.


N/A



*Grades 6-12 Only Sec. 1003.413(b) F.S
For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.


N/A




*High Schools Only

Note: Required for High School- Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.
How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?
N/A


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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?




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.




PART II: EXPECTED IMPROVEMENTS
Reading Goals
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each
question on the template.


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                                                                      Guiding Questions to Inform the Problem-Solving Process
     Based on 2010 FCAT data, what percentage of students achieved proficiency (FCAT Level 3)?
     Based on 2010 FCAT data, what percentage of students achieved above proficiency (FCAT Levels 4 or 5)?
     Based on a comparison of 2009 FCAT data and 2010 FCAT data, what was the percent increase or decrease of students maintaining proficiency (FCAT Levels 3, 4, 5)?
     What are the anticipated barriers to increasing the percentage of students maintaining proficiency (FCAT Level 3) or moving above proficiency (FCAT Levels 4 or 5) on the
      2011 FCAT?
     For students scoring FCAT Levels 1 or 2, what strategies will be implemented to provide remediation and increase achievement to proficiency (FCAT Level 3)?
     For students scoring FCAT Level 3, what strategies will be implemented to maintain proficiency and/or increase achievement to above proficiency (FCAT Levels 4 or 5)?
     For students scoring FCAT Levels 4 or 5, what strategies will be implemented to maintain above proficiency and provide enrichment?
     What percentage of students made learning gains?
     What was the percent increase or decrease of students making learning gains?
     What are the anticipated barriers to increasing the percentage of students making learning gains?
     What strategies will be implemented to increase and maintain proficiency for these students?
     What additional supplemental interventions/remediation will be provided for students not achieving learning gains?
     What percentage of students in the lowest 25% made learning gains?
     What was the percent increase or decrease in the lowest 25% of students making learning gains?
     What are the anticipated barriers to increasing learning gains in the lowest 25%?
     What additional supplemental interventions/remediation will be provided for students in the lowest 25% not achieving learning gains?
     Which student subgroups did not meet AYP targets?
     What are the anticipated barriers to increasing the number of subgroups making AYP?
     What strategies will be used to ensure students make AYP?
     What clusters/strands, by grade level, showed a decrease in proficiency?
     How will the Instructional Focus Calendar be created to address area(s) of improvement (clusters/strands)?
     How will focus lessons be developed and revised to increase proficiency for these clusters/strands?
     In addition to the baseline and mid-year assessment, how often will interim or mini-assessments be administered?
     How often will teachers and the leadership team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus
      based on the academic needs of students?
     How often will data chats be held at each of the following levels: teacher/student; teacher/administration?
     How will the Problem-solving Model and progress monitoring be utilized to strengthen Response to Intervention (RtI) Tier 1 instruction and differentiation?
     How will the Problem-solving Model and progress monitoring be utilized to identify students in need of RtI Tier 2 supplemental intervention?
     How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of RtI Tier 3 intensive intervention?

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
                 READING GOALS                                                                  Problem-Solving Process to Increase Student Achievement
Based on the analysis of student achievement data, and reference to       Anticipated Barrier          Strategy       Person or Position   Process Used to Determine   Evaluation Tool
    “Guiding Questions”, identify and define areas in need of                                                          Responsible for          Effectiveness of
              improvement for the following group:                                                                       Monitoring                 Strategy



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1. Students achieving proficiency (FCAT Level 3) in 1.1.                             1.1.                            1.1.                                                   1.1.                                1.1.
reading                                             Instruction in skill areas needs Provide instruction both in and Reading Coach                                          FAIR data, progress monitoring      FAIR data
Reading Goal #1:                                                     to support struggling students. outside the reading block based Classroom teacher,                     observations
                                                                     Small groups to meet daily      on individual needs.            Administration
                                    2010 Current 2011 Expected Level
                                                                     and an additional group time
                                    Level of     of Performance:*
                                                                     outside their 90 minute
The percentage of students          Performance:
                                                                     reading block
achieving a Level 3 on the 2011     *
Reading FCAT will increase form 82%               84%
82% to 84%.




                                                                            1.2.                            1.2.                                1.2.                        1.2.                                1.2.
                                                                             Not fully implementing the Continue to model and discuss           Reading Coach,              Walk through                        FAIR data
                                                                            components of the               the components of the structure     Demo Lead teachers          Lesson plans                        Walk through notes
                                                                            architecture of the mini lesson at PLC’s and in classrooms          Administrators
                                                                            during instructional block
                                                                            1.3.                            1.3.                                1.3.                        1.3.                                1.3.
                                                                            Students lack stamina for       Utilize reading logs school wide,   Media Specialist,           Classroom teachers will track and   Reading logs
                                                                            reading when engaged in         check for consistency on grade      Reading Coach,              monitor reading logs and confer     Conference notes
                                                                            Just right books                levels.                             Administration,             with students.                      Walk through
                                                                                                                                                Classroom Teachers

  Based on the analysis of student achievement data, and reference to              Anticipated Barrier                  Strategy                       Person or Position          Process Used to Determine           Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                                         Responsible for                 Effectiveness of
                improvement for the following group:                                                                                                      Monitoring                        Strategy
2. Students achieving above proficiency                                     2.1.                           2.1.                                 2.1.                        2.1.                                2.1.
(FCAT Levels 4 and 5) in reading
Reading Goal #2:
                                     2010 Current       2011 Expected
                                     Level of           Level of
Enter narrative for the goal in this Performance:*      Performance:*
box.                                 Enter numerical    Enter numerical
                                    data for current    data for expected
                                    level of            level of
                                    performance in      performance in
                                    this box.           this box.



                                                                            2.2.                           2.2.                                 2.2.                        2.2.                                2.2.

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                                                                        2.3                          2.3                             2.3                         2.3                                 2.3

  Based on the analysis of student achievement data, and reference to          Anticipated Barrier               Strategy                   Person or Position           Process Used to Determine          Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                              Responsible for                  Effectiveness of
                improvement for the following group:                                                                                           Monitoring                         Strategy
3. Percentage of students making Learning Gains in 3.1.                                              3.1.                             3.1.                       3.1.                                3.1.
                                                   Time constraints of schedule                      Integrate science and social     Classroom teacher          Assessment data, lesson plans       Administration
reading                                            make it difficult to teach all                    studies with leveled readers and                            Walk through
Reading Goal #3:                                   content areas in depth.                           use NF read aloud text to align
                                                                                                     curriculum.
                                   2010 Current      2011 Expected
                                   Level of          Level of
The percentage of students will    Performance:*     Performance:*
increase their learning gain from 64%                65%
64% to 65% in Reading on the
2011 Reading FCAT.




                                                                        3.2.                         3.2.                            3.2.                        3.2.                                3.2.

                                                                        3.3.                         3.3.                            3.3.                        3..3.                               3.3.

  Based on the analysis of student achievement data, and reference to          Anticipated Barrier               Strategy                   Person or Position           Process Used to Determine          Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                              Responsible for                  Effectiveness of
                improvement for the following group:                                                                                           Monitoring                         Strategy
4. Percentage of students in Lowest 25% making                          4.1.                         4.1.                            4.1.                        4.1.                                4.1
learning gains in reading                                               Differentiated instruction   Provide additional support and Classroom teacher            FAIR data used to analyze and       FAIR data
Reading Goal #4:                                                        provided with progress       instruction beyond reading block. Administration            provide nee for further support.    Progress monitoring data.
                                                                        monitoring, small group
                                  2010 Current       2011 Expected
                                                                        setting.
                                  Level of           Level of
The percentage of students in the Performance:*      Performance:*
Lowest 25% will make learning 61%                    62%
gains in reading by increasing
their percentage of 61% to 62%.




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                                                                           4.2.                          4.2.               4.2.                        4.2.                               4.2.

                                                                           4.3                           4.3.               4.3.                        4.3.                               4.3.

  Based on the analysis of student achievement data, and reference to              Anticipated Barrier           Strategy          Person or Position          Process Used to Determine           Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                     Responsible for                 Effectiveness of
             improvement for the applicable subgroup(s):                                                                              Monitoring                        Strategy
5A. Student subgroups               Reading Goal #5A:                      5A.1.                         5A.1.              5A.1.                       5A.1.                              5A.1.
                                                                           White:
not making Adequate                 Ethnicity                              Black:
Yearly Progress (AYP) in            (White, Black, Hispanic, Asian,
                                                                           Hispanic:
                                    American Indian)
reading                                                                    Asian:
                                                                           American Indian:
Reading Goal #5A:

                                     2010 Current      2011 Expected
                                     Level of          Level of
Enter narrative for the goal in this Performance:*     Performance:*
box.                                 Enter numerical   Enter numerical
                                    data for current   data for expected
                                    level of           level of
                                    performance in     performance in
                                    this box.          this box.
                                    White:           White:
                                    Black:           Black:
                                    Hispanic:        Hispanic:
                                    Asian:           Asian:
                                    American Indian: American Indian:
                                                                           5A.2.                         5A.2.              5A.2.                       5A.2.                              5A.2.
                                                                           5A.3.                         5A.3.              5A.3.                       5A.3.                              5A.3.
  Based on the analysis of student achievement data, and reference to           Anticipated Barrier              Strategy      Person or Position           Process Used to Determine              Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                 Responsible for                  Effectiveness of
              improvement for the following subgroup:                                                                             Monitoring                         Strategy
5B. Student subgroups    Reading Goal #5B:                                 5B.1.                         5B.1.              5B.1.                       5B.1.                              5B.1.
not making Adequate      English Language
Yearly Progress (AYP) in Learners (ELL)
reading
Reading Goal #5B:

                                     2010 Current      2011 Expected
                                     Level of          Level of
Enter narrative for the goal in this Performance:*     Performance:*


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box.                                Enter numerical    Enter numerical
                                    data for current   data for expected
                                    level of           level of
                                    performance in     performance in
                                    this box.          this box.
                                                                           5B.2.                         5B.2.                      5B.2.                   5B.2.                             5B.2.
                                                                           5B.3.                         5B.3.                      5B.3.                   5B.3.                             5B.3.
  Based on the analysis of student achievement data, and reference to              Anticipated Barrier             Strategy            Person or Position       Process Used to Determine             Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                          Responsible for             Effectiveness of
              improvement for the following subgroup:                                                                                     Monitoring                     Strategy
5C. Student subgroups    Reading Goal #5C:          5C.1.                                                5C.1.                      5C.1.                   5C.1.                             5C.1.
not making Adequate      Students with Disabilities
Yearly Progress (AYP) in (SWD)
reading
Reading Goal #5C:

                                     2010 Current      2011 Expected
                                     Level of          Level of
Enter narrative for the goal in this Performance:*     Performance:*
box.                                 Enter numerical   Enter numerical
                                    data for current   data for expected
                                    level of           level of
                                    performance in     performance in
                                    this box.          this box.

                                                                           5C.2.                         5C.2.                      5C.2.                   5C.2.                             5C.2.

                                                                           5C.3.                         5C.3.                      5C.3.                   5C.3.                             5C.3.

  Based on the analysis of student achievement data, and reference to              Anticipated Barrier             Strategy            Person or Position        Process Used to Determine            Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                         Responsible for               Effectiveness of
              improvement for the following subgroup:                                                                                     Monitoring                      Strategy
5D. Student subgroups    Reading Goal #5D:                                 5D.1.                        5D.1. Pair with mentor,     5D.1.                   5D.1.                             5D.1.
                                                                           Students may have difficulty volunteer or Kiwanis Club   Community Involvement FAIR and teacher observations,      FAIR data
not making Adequate      Economically                                      gaining access to resources member for assistance.       Liaison, Guidance       documentations, data collection
Yearly Progress (AYP) in Disadvantaged                                     for literacy success.                                    Counselor, Kiwanis Club
reading
Reading Goal #5D:

                                    2010 Current       2011 Expected
                                    Level of           Level of
The percentage of students          Performance:*      Performance:*
Economically Disadvantaged          67%.               72%.
scoring at Level 3 or higher will
increase from 67% to 72%.


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                                                          5D.2. Students do not have     5D.2.                            5D.2.                     5D.2.                            5D.2.
                                                          background knowledge to        Provide resources students can   Classroom Teacher         Monitor use of websites here in  Data logs
                                                          develop strong vocabulary      use at home to include           Media Specialist          school and communicate in agenda District websites
                                                          and reading skills.            technology (Destination                                    with parent for home use
                                                                                         Reading, FCAT, Success Net)
                                                          5D.3.                          5D.3.                            5D.3.                     5D.3.                             5D.3.




             Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                        Please note that each Strategy does not require a professional development or PLC activity.
   PD Content /Topic                                                                                Target Dates and Schedules
                                         PD Facilitator               PD Participants
   and/or PLC Focus        Grade                                                                      (e.g. , Early Release) and                                              Person or Position Responsible for
                                            and/or          (e.g. , PLC, subject, grade level, or                                       Strategy for Follow-up/Monitoring
                        Level/Subject                                                               Schedules (e.g., frequency of                                                        Monitoring
                                          PLC Leader                   school-wide)
                                                                                                               meetings)
Architecture of the                       Reading
                        K-5, ESE                                     School Wide                           Ongoing                        Walk through, PLC’s                         Administration
   Mini Lesson                             Coach

  Data Meetings                          Reading
                        K-5, ESE        Coach, AP,                   School Wide                         FAIR cycles                               PLC’s                              Administration
                                         Principal

Pinellas Vocabulary                       Reading
       Project          K-5, ESE           Coach                    School Wide                            Ongoing                       Walk through, PLC’s                         Administration
                                        AP, Principal


Reading Budget
Include only school-based funded activities/materials and exclude district funded activities/materials.
Evidence-based Program(s)/Materials(s)
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount
N/A                                          N/A                                                       N/A                                                   N/A


                                                                                                                                                                                                   Subtotal:
Technology


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Strategy                                   Description of Resources                      Funding Source                             Available Amount
Classroom Libraries                        Various genres                                Referendum funds                           TBA


                                                                                                                                                                    Subtotal:
Professional Development
Strategy                                   Description of Resources                      Funding Source                             Available Amount
Monthly Meetings with Staff Developer      Reading Coach                                 District                                   PCS Salary-Personnel


                                                                                                                                                                    Subtotal:
Other
Strategy                                   Description of Resources                      Funding Source                             Available Amount
N/A                                        N/A                                           N/A                                        N/A
                                                                                                                                                                Grand Total:
End of Reading Goals

Mathematics Goals
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each
question on the template.

                                                    Guiding Questions to Inform the Problem-Solving Process
   Based on 2010 FCAT data, what percentage of students achieved proficiency (FCAT Level 3)?
   Based on 2010 FCAT data, what percentage of students achieved above proficiency (FCAT Levels 4 or 5)?
   Based on a comparison of 2009 FCAT data and 2010 FCAT data, what was the percent increase or decrease of students maintaining proficiency (FCAT Levels 3, 4, 5)?
   What are the anticipated barriers to increasing the percentage of students maintaining proficiency (FCAT Level 3) or moving above proficiency (FCAT Levels 4 or 5) on the
    2011 FCAT?
   For students scoring FCAT Levels 1 or 2, what strategies will be implemented to provide remediation and increase achievement to proficiency (FCAT Level 3)?
   For students scoring FCAT Level 3, what strategies will be implemented to maintain proficiency and/or increase achievement to above proficiency (FCAT Levels 4 or 5)?
   For students scoring FCAT Levels 4 or 5, what strategies will be implemented to maintain above proficiency and provide enrichment?
   What percentage of students made learning gains?
   What was the percent increase or decrease of students making learning gains?
   What are the anticipated barriers to increasing the percentage of students making learning gains?
   What strategies will be implemented to increase and maintain proficiency for these students?
   What additional supplemental interventions/remediation will be provided for students not achieving learning gains?


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     What percentage of students in the lowest 25% made learning gains?
     What was the percent increase or decrease in the lowest 25% of students making learning gains?
     What are the anticipated barriers to increasing learning gains in the lowest 25%?
     What additional supplemental interventions/remediation will be provided for students in the lowest 25% not achieving learning gains?
     Which student subgroups did not meet AYP targets?
     What are the anticipated barriers to increasing the number of subgroups making AYP?
     What strategies will be used to ensure students make AYP?
     What clusters/strands, by grade level, showed a decrease in proficiency?
     How will the Instructional Focus Calendar be created to address area(s) of improvement (clusters/strands)?
     How will focus lessons be developed and revised to increase proficiency for these clusters/strands?
     In addition to the baseline and mid-year assessment, how often will interim or mini-assessments be administered?
     How often will teachers and the leadership team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus
      based on the academic needs of students?
     How often will data chats be held at each of the following levels: teacher/student; teacher/administration?
     How will the Problem-solving Model and progress monitoring be utilized to strengthen Response to Intervention (RtI) Tier 1 instruction and differentiation?
     How will the Problem-solving Model and progress monitoring be utilized to identify students in need of RtI Tier 2 supplemental intervention?
     How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of RtI Tier 3 intensive intervention?




 * When using percentages, include the number of students the percentage represents (e.g. 70% (35)).
             MATHEMATICS GOALS                                                                       Problem-Solving Process to Increase Student Achievement
 Based on the analysis of student achievement data, and reference to          Anticipated Barrier                 Strategy                      Person or Position          Process Used to Determine          Evaluation Tool
     “Guiding Questions”, identify and define areas in need of                                                                                   Responsible for                 Effectiveness of
               improvement for the following group:                                                                                                Monitoring                        Strategy
1. Students achieving proficiency (FCAT Level 3) in 1.1.                                             1.1                                 1.1                         1.1.                               1.1.
                                                                                                                                         .                                                              Feedback
mathematics                                         Professional Development                           Professional Development will     Principal, math/science     Reflective feedback on lessons     Coach’s Log
Mathematics Goal #1:                                                   was not available for all staff be provided to whole staff        coach, F-STEM trained       conducted with the coach will be
                                                                       in the new standards.           throughout the year and           teacher                     provided to the teacher. Monitor
                                  2010 Current      2011 Expected
                                                                                                       embedded coaching will be                                     use of coach school wide.
                                  Level of          Level of
                                                                                                       provided to classroom teachers
The percentage of students        Performance:*     Performance:*
                                                                                                       by the math/science coach.
scoring a Level 3 on the   81%                      83%                                                Principal and teacher attending
2011 Mathematics FCAT                                                                                  F-STEM will share information
will increase from 81% to                                                                              and provide additional training
                                                                                                       to staff.
83%.




                                  1.2.                                 1.2.                          1.2.                                1.2.                        1.2.                               1.2.

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                                  Students are not receiving             Utilize PLC’s to analyze the    Classroom teacher,                  Track PCAS data to look PLC notes
                                  differentiated instruction with        PCAS data to determine          Administration, Math/Science        for student growth.       PCAS data
                                  fidelity in the area of mathematics.   students’ individual needs.     coach                               Document small group Lesson Plans
                                  1.3.                                   Use lessons in the enVision                                         lesson in lesson plans.
                                  Higher Order questions are not         series to provide small group                                       Summarize data
                                  being asked during math                instruction to students.                                            discussions in PLC notes.
                                  instruction on a regular basis.        1.3.                            1.3.                                1.3.                      1.3.                            1.3.
                                                                         Review talk moves from          Math/science coach                  Classroom Walkthroughs Walkthrough feedback
                                                                         Classroom Discussions and       Administration                      with reflective feedback Lesson Plans
                                                                         utilize the math coach to       Classroom teacher                   will be conducted.        Coach’s Log
                                                                         model and coach in lessons                                          Conferences with the
                                                                         with these moves. Provide                                           coach to plan for
                                                                         visual for question stems and                                       professional development
                                                                         talk move prompts. Utilize                                          in this area will be
                                                                         accountable talk to promote                                         ongoing. Lesson Plans
                                                                         higher order thinking by all                                        will document use of talk
                                                                         students.                                                           moves/HQ.

 Based on the analysis of student achievement data, and reference to          Anticipated Barrier                    Strategy                   Person or Position       Process Used to Determine            Evaluation Tool
     “Guiding Questions”, identify and define areas in need of                                                                                   Responsible for              Effectiveness of
               improvement for the following group:                                                                                                Monitoring                     Strategy
2. Students achieving above proficiency                                  2.1.                            2.1.                                2.1.                    2.1.                                2.1.
                                                                         Higher performing students      Teachers will utilize Every Day     Classroom Teachers      PCAS math scores will be analyzed PCAS data
(FCAT Levels 4 and 5) in mathematics                                     are not enriched by the core    Counts at a grade level above       Administration          to ensure that the high performing Walkthrough notes
Mathematics Goal #2:                                                     curriculum daily in the         what they teach (Bump it UP)        Math/science coach      students continue to make progress.
                                                                         classroom.                      daily Enrichment materials                                  Walkthroughs will be conducted to
                                  2010 Current      2011 Expected
                                                                                                         provided by enVision will be                                monitor the use of EDC with
                                  Level of          Level of
                                                                                                         utilized for these students. High                           fidelity.
The percentage of students        Performance:*     Performance:*
                                                                                                         Performing 5th grade students
scoring a Level 3 on the   33%                      40%                                                  will have the opportunity to
2011 Mathematics FCAT                                                                                    enroll in 6th grade Advanced
will increase from 33% to                                                                                Math based on their
                                                                                                         Developmental 4th grade FCAT
40 %.                                                                                                    score.




                                  2.2.                                   2.2.                            2.2.                                2.2.                      2.2.                            2.2.
                                  Differentiated instruction is not      Small group instruction at a    Classroom Teacher                   Lesson plans will         Lesson Plans
                                  being utilized to enrich students’     deeper level will occur for     Administration                      document small group      PLC notes
                                  math instruction daily.                these students to encourage     Math/Science Coach                  instruction being         Walkthroughs
                                                                         higher order thinking.                                              provided.
                                                                         Student data will be analyzed                                       Coaches can model and
                                                                         so that their instruction                                           support teachers as they
                                                                         matches their needs. Lessons                                        plan and execute lessons
                                                                         will include emphasis on                                            for these high performing
                                                                         discussions, hands on                                               students. Walk throughs
                                                                         problem solving, and                                                with feedback will be

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                                                                        cooperative learning                                               conducted during the
                                                                        activities.                                                        math block. PLC’s can
                                                                                                                                           be used to plan
                                                                                                                                           instruction for these
                                                                                                                                           students.
                                                                        2.3                              2.3                               2.3                     2.3                                    2.3

 Based on the analysis of student achievement data, and reference to          Anticipated Barrier                   Strategy                  Person or Position         Process Used to Determine               Evaluation Tool
     “Guiding Questions”, identify and define areas in need of                                                                                 Responsible for                Effectiveness of
               improvement for the following group:                                                                                              Monitoring                       Strategy
3. Percentage of students making Learning Gains in 3.1.                           3.1.                              3.1.                                           3.1.                                   3.1.
                                                   Students have a difficult time Teachers will incorporate lessons Classroom Teacher, ESE                         PCAS data will be analyzed and         PCAS scores
mathematics                                        “reading” mathematics          that teach test taking strategies teacher, math/science                          used to plan for instruction in this
Mathematics Goal #3:                                                              explicitly. Emphasis will be      coach                                          area.
                                                                                                         placed on math vocabulary.
                                  2010 Current      2011 Expected
                                                                                                         Teachers will model how to read
                                  Level of          Level of
                                                                                                         math questions carefully in a
The percentage of students        Performance:*     Performance:*
                                                                                                         whole group or small group
scoring a Level 3 on the   72%                      82%                                                  setting as needed.
2011 Mathematics FCAT
will increase from 72%
to82 %.




                                  3.2.                                  3.2.                             3.2.                              3.2.                      3.2.                                 3.2.
                                  Students unable to read and           Teachers will provide            Classroom Teacher, ESE            Debrief PCAS math         PCAS data
                                  understand how to answer              students with ample              teacher, Administration           assessment as a PLC and
                                  multistep problems presented on       opportunities to experience                                        determine which
                                  the FCAT.                             multistep problems. Students                                       problems were difficult
                                  3.3.                                  can work with partners and                                         for students to solve.
                                  Students have difficulty explaining   small groups to solve these                                        Utilize those problems as
                                  their thinking process when           problems and share their                                           a instructional tool for
                                  problem solving in mathematics.       thinking/strategies with all.                                      students.
                                                                        Emphasis will be placed on
                                                                        higher order thinking and
                                                                        teachers will model how to
                                                                        break down a problem so
                                                                        students understand the
                                                                        process to solving a multistep
                                                                        problem.
                                                                        3.3.                             3.3.                              3..3.                   3.3.                                   3.3.
                                                                        Teachers will model for          Classroom Teacher,                Teachers will review    Math Journals
                                                                        students how to write a          math/science coach,               these response (math    PLC notes
                                                                        response when explaining         administration                    journals) at PLC;s to
                                                                        thinking during math.                                              determine student
                                                                        Students will write responses                                      understanding and
                                                                        regularly as a way to explain                                      misconceptions.

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                                                                     their thinking. Math /science
                                                                     coach will embed staff
                                                                     development that includes
                                                                     student response.
 Based on the analysis of student achievement data, and reference to       Anticipated Barrier                        Strategy                Person or Position             Process Used to Determine           Evaluation Tool
     “Guiding Questions”, identify and define areas in need of                                                                                 Responsible for                    Effectiveness of
               improvement for the following group:                                                                                              Monitoring                           Strategy
4. Percentage of students in Lowest 25% making                           4.1.                             4.1.                               4.1.                     4.1.                               4.1.
                                                                         Differentiated is not provided   Teachers can use talk moves to Media Specialist,            Students will continue to be       enVision math materials
learning gains in mathematics                                            regularly to our struggling      informally assess students’        Classroom Teacher, ESE   informally assessed to determine   Destination Math
Mathematics Goal #4:                                                     students.                        individual needs for skills and teacher, Administration     growth and understanding of math   FCAT explorer
                                                                                                          strategies that are being taught.                           concepts. Teachers can use the
                                  2010 Current      2011 Expected
                                                                                                          Students will receive                                       technology programs to help
                                  Level of          Level of
                                                                                                          differentiated instruction through                          monitor student progress.
The percentage of students        Performance:*     Performance:*
                                                                                                          technology, small group
scoring a Level 3 on the   67%                      70%                                                   instruction, and individualized
2011 Mathematics FCAT                                                                                     instruction through the use of the
will increase from 67% to                                                                                 enVision materials.
70%.




                                  4.2.                                   4.2.                           4.2.                              4.2.                        4.2.                               4.2.
                                  Specialized programs often             Specialists will work with the Classroom Teacher, ESE            ESE and classroom           Schedules of classroom teachers
                                  interrupt student instruction during   classroom teacher to create a teacher, Administration            teacher schedules will      and ESE teachers.
                                  the math block.                        pull out schedule that aligns                                    need to submitted to
                                                                         with the “beyond the block”                                      administration.
                                                                         time. This will ensure that                                      Schedules will also be
                                                                         students do not miss core                                        discussed at PLCs and
                                                                         instruction.                                                     adjusted to meet the
                                                                                                                                          needs of the students.
                                                                         4.3.                             4.3.                            4.3.                        4.3.                               4.3.

 Based on the analysis of student achievement data, and reference to            Anticipated Barrier                   Strategy                Person or Position             Process Used to Determine           Evaluation Tool
     “Guiding Questions”, identify and define areas in need of                                                                                 Responsible for                    Effectiveness of
            improvement for the applicable subgroup(s):                                                                                          Monitoring                           Strategy
5A. Student subgroups             Mathematics Goal #5A:                  5A.1.                            5A.1.                           5A.1.                       5A.1.                              5A.1.
                                                                         White:
not making Adequate               Ethnicity                              Black:
Yearly Progress (AYP) in          (White, Black, Hispanic, Asian,
                                                                         Hispanic:
                                  American Indian)
mathematics                                                              Asian:
                                                                         American Indian:
Mathematics Goal #5A:


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                                   2010 Current       2011 Expected
                                   Level of           Level of
Enter narrative for the goal in    Performance:*      Performance:*
this box.                          Enter numerical    Enter numerical
                                   data for current   data for expected
                                   level of           level of
                                   performance in     performance in
                                   this box.          this box.
                                   White:           White:
                                   Black:           Black:
                                   Hispanic:        Hispanic:
                                   Asian:           Asian:
                                   American Indian: American Indian:
                                                                          5A.2.                         5A.2.              5A.2.                   5A.2.                           5A.2.
                                                                          5A.3.                         5A.3.              5A.3.                   5A.3.                           5A.3.
  Based on the analysis of student achievement data, and reference to          Anticipated Barrier              Strategy      Person or Position       Process Used to Determine           Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                Responsible for              Effectiveness of
              improvement for the following subgroup:                                                                            Monitoring                     Strategy
5B. Student subgroups    Mathematics Goal #5B:                            5B.1.                         5B.1.              5B.1.                   5B.1.                           5B.1.
not making Adequate      English Language
Yearly Progress (AYP) in Learners (ELL)
mathematics
Mathematics Goal #5B:
                                   2010 Current       2011 Expected
                                   Level of           Level of
Enter narrative for the goal in    Performance:*      Performance:*
this box.
                                   Enter numerical    Enter numerical
                                   data for current   data for expected
                                   level of           level of
                                   performance in     performance in
                                   this box.          this box.
                                                                          5B.2.                         5B.2.              5B.2.                   5B.2.                           5B.2.
                                                                          5B.3                          5B.3.              5B.3.                   5B.3.                           5B.3.

  Based on the analysis of student achievement data, and reference to             Anticipated Barrier           Strategy      Person or Position       Process Used to Determine           Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                Responsible for              Effectiveness of
              improvement for the following subgroup:                                                                            Monitoring                     Strategy
5C. Student subgroups Mathematics Goal #5C: 5C.1.                                                       5C.1.              5C.1.                   5C.1.                           5C.1.
not making Adequate      Students with Disabilities
Yearly Progress (AYP) in (SWD)
mathematics
Mathematics Goal #5C:

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                                    2010 Current       2011 Expected
                                    Level of           Level of
Enter narrative for the goal in     Performance:*      Performance:*
this box.
                                    Enter numerical    Enter numerical
                                    data for current   data for expected
                                    level of           level of
                                    performance in     performance in
                                    this box.          this box.




                                                                           5C.2.                         5C.2.                           5C.2.                   5C.2.                                5C.2.

                                                                           5C.3.                         5C.3.                           5C.3.                   5C.3.                                5C.3.

  Based on the analysis of student achievement data, and reference to              Anticipated Barrier              Strategy                Person or Position        Process Used to Determine               Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                              Responsible for               Effectiveness of
              improvement for the following subgroup:                                                                                          Monitoring                      Strategy
5D. Student subgroups Mathematics Goal #5D:                                5D.1.                         5D.1.                              5D.1.                5D.1.                                5D.1.
                                                                           Students do not have the      Provide resources students can Classroom Teacher,       Teachers will monitor student        Student Data
not making Adequate      Economically                                      background knowledge to be    access at home which include       Media Specialist     computer use in school and use the   User info from technology
Yearly Progress (AYP) in Disadvantaged                                     successful in some areas of   technology sources such as Brain                        planner to communicate the use of    programs such as
mathematics                                                                mathematics                   Pop, Destination Math, and                              other resources. Students will be    Destination and FCAT
                                                                                                         FCAT Explorer as well as math                           assessed on the skills which they    Explorer.
Mathematics Goal #5D:                                                                                    games and practice activities.                          are practicing and results will be
                                    2010 Current       2011 Expected                                     Students will be held                                   discussed in PLC’s.
The percentage of students Level of                    Level of                                          accountable for their use of these
                           Performance:*               Performance:*                                     activities.
scoring a Level 3 on the
2011 Mathematics FCAT 65%                              75%
will increase from 65 % to
75%.




                                                                           5D.2.                         5D.2.                           5D.2.                   5D.2.                                5D.2.

                                                                           5D.3.                         5D.3.                           5D.3.                   5D.3.                                5D.3.


                Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                                     Please note that each Strategy does not require a professional development or PLC activity.
     PD Content /Topic                              PD Facilitator                 PD Participants                Target Dates and Schedules
                                     Grade                                                                                                                                                  Person or Position Responsible for
     and/or PLC Focus                                  and/or            (e.g. , PLC, subject, grade level, or     (e.g. , Early Release) and        Strategy for Follow-up/Monitoring
                                  Level/Subject                                                                                                                                                        Monitoring
                                                     PLC Leader                     school-wide)                 Schedules (e.g., frequency of

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                                                                                             meetings)
                                                                                                                PLC notes, classroom
                                      Coach/Assist                                    Monthly Curriculum
   Training on the          k-5                               Schoolwide                                   walkthroughs, teacher feedback,   Principal, Assistant Principal
                                      ant Principal                                        training
      NGSSS                                                                                                     surveys, observations

Utilization of the new                                                                                          PLC notes, classroom
                                                                                                                                                 Principal, Assistant
      math series           1-5          Teachers             Schoolwide                 Weekly PLC’s      walkthroughs, teacher feedback,
                                                                                                                                                      Principal
                                                                                                                surveys, observations




Mathematics Budget
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy                                   Description of Resources                      Funding Source                        Available Amount



                                                                                                                                                                Subtotal:
Technology
Strategy                                   Description of Resources                      Funding Source                        Available Amount



                                                                                                                                                                Subtotal:
Professional Development
Strategy                                   Description of Resources                      Funding Source                        Available Amount



                                                                                                                                                                Subtotal:
Other
Strategy                                   Description of Resources                      Funding Source                        Available Amount


                                                                                                                                                           Grand Total:
End of Mathematics Goals
June 2010                                                                                                                                                             23
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Science Goals
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each
question on the template.

                                                      Guiding Questions to Inform the Problem-Solving Process
   Based on 2010 FCAT data, what percentage of students achieved proficiency (FCAT Level 3)?
   Based on 2010 FCAT data, what percentage of students achieved above proficiency (FCAT Levels 4 or 5)?
   What are the anticipated barriers to students achieving proficiency (FCAT Level 3) or above proficiency (FCAT Levels 4 or 5) on the 2011 FCAT?
   What benchmarks/strands, by grade level, showed non-proficiency?
   How will the Instructional Focus Calendar be created to address areas of improvement (benchmark(s)/strand(s))?
   How will focus lessons be developed and revised to increase and maintain proficiency for these benchmarks/strands?
   In addition to the baseline and mid-year assessment, how often will interim or mini-assessments be administered?
   How often will teachers and the leadership team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus
    based on the academic needs of students?
   How often will data chats be held at each of the following levels: teacher/student; teacher/administration?
   How will the Problem-solving Model and progress monitoring be utilized to strengthen Response to Intervention (RtI) Tier 1 instruction and differentiation?
   How will the Problem-solving Model and progress monitoring be utilized to identify students in need of RtI Tier 2 supplemental intervention?
   How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of RtI Tier 3 intensive intervention?




June 2010                                                                                                                                                                        24
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 2010-2011 School Improvement Plan (SIP)-Form SIP-1

 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
                   SCIENCE GOALS                                                                       Problem-Solving Process to Increase Student Achievement
 Based on the analysis of student achievement data, and reference to          Anticipated Barrier                  Strategy                    Person or Position          Process Used to Determine          Evaluation Tool
     “Guiding Questions”, identify and define areas in need of                                                                                  Responsible for                 Effectiveness of
               improvement for the following group:                                                                                               Monitoring                        Strategy
1. Students achieving proficiency (FCAT Level 3) in 1.1.                                               1.1.                             1.1.                        1.1.                               1.1.
science
Science Goal #1:                                                       Teachers lack the content    During a Professional Ed Day, Principal and Assistant           Survey Staff to determine specific
                                                                       knowledge of current science offer district science training at Principal.                   science needs in content areas.    Common Assessment Data
                                  2010 Current      2011 Expected
                                                                       standards                    Safety Harbor Elementary that
The percentage of students Level of                 Level of
                                                                                                    will allow for component points.
                           Performance:*            Performance:*
scoring a Level 3 on the
2011 Science FCAT will     51%                      60%
increase from 51% to 60%.




                                                                       1.2.                            1.2.                             1.2.                        1.2.                               1.2.

                                                                       1.3.                            1.3.                             1.3.                        1.3.                               1.3.

 Based on the analysis of student achievement data, and reference to          Anticipated Barrier                  Strategy                    Person or Position          Process Used to Determine          Evaluation Tool
     “Guiding Questions”, identify and define areas in need of                                                                                  Responsible for                 Effectiveness of
               improvement for the following group:                                                                                               Monitoring                        Strategy
2. Students achieving above proficiency                                2.1.                            2.1.                               2.1.                      2.1                                2.1
                                                                       Teachers do not provide         5th grade teachers will administer Classroom teacher         The PCAS assessments will be       PCAS data.
(FCAT Levels 4 and 5) in science                                       students with review of         the 3-5 benchmark assessment to                              debriefed with students, and data
Science Goal #2:                                                       curriculum taught at previous   look for gaps. Technology                                    will be analyzed regularly.
                                                                       grades. Because the             resources such as Successnet,                                Students will document work in
                                  2010 Current      2011 Expected
                                                                       curriculum does not spiral it   BrainPop, Learn 360 and FCAT                                 science journals which can be
The percentage of students Level of                 Level of
                                                                       is difficult for students to    explorer will be used to help fill                           reviewed by the classroom teacher.
                           Performance:*            Performance:*
scoring a Level 3 on the                                               make up for gaps from grade     those gaps.
2011 Science FCAT will     1%                       20%                to grade.
increase from 1% to 20%.




 June 2010                                                                                                                                                                                                                  25
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                                                           2.2.                             2.2.                               2.2.                 2.2.                              2.2.
                                                           Teachers need to provide         Teachers will utilize probes to Teacher, ESE teacher    Analysis of student work with     PCAS data
                                                           students with additional         encourage students to think and                         probes, and conferring notes from
                                                           instruction in critical thinking have to defend their thinking.                          accountable talk.
                                                           and high order thinking skills. Within those probe lessons,
                                                                                            opportunities for accountable
                                                                                            talk and higher order questioning
                                                                                            will be provided.
                                                           2.3                              2.3                                2.3                  2.3                                     2.3
                                                           Not all classes participate in All classes will participate in the Classroom Teacher     Participation rates in science fair     Judging results of science
                                                           the schoolwide science fair schoolwide science fair. Students                                                                    fair.
                                                                                            will be explicity taught skills to
                                                                                            conduct a science experiment

             Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                        Please note that each Strategy does not require a professional development or PLC activity.
   PD Content /Topic                                                                                 Target Dates and Schedules
                                         PD Facilitator               PD Participants
   and/or PLC Focus        Grade                                                                      (e.g. , Early Release) and                                                 Person or Position Responsible for
                                            and/or          (e.g. , PLC, subject, grade level, or                                       Strategy for Follow-up/Monitoring
                        Level/Subject                                                               Schedules (e.g., frequency of                                                           Monitoring
                                          PLC Leader                   school-wide)
                                                                                                               meetings)
 Science Planning
                                                                                                                                                                                          Grade Level Teams
                                                          School Wide PLC’s and Grade
                            K-5                                                                                                        Common Assessment Data
                                                                  Level PLC’s
  Analyzing Data                                                                                                                                                                          Grade Level Teams
                            2-5                                       Data Chats                                                       Common Assessment Data



Science Budget
Include only school-based funded activities/materials and exclude district funded activities/materials.
Evidence-based Program(s)/Materials(s)
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                          Subtotal:
Technology
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



June 2010                                                                                                                                                                                                       26
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                                                                                                                                                                            Subtotal:
Professional Development
Strategy                                    Description of Resources                        Funding Source                                Available Amount



                                                                                                                                                                            Subtotal:
Other
Strategy                                    Description of Resources                        Funding Source                                Available Amount


                                                                                                                                                                       Grand Total:
End of Science Goals

Writing Goals
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each
question on the template.

                                                      Guiding Questions to Inform the Problem-Solving Process
   Based on 2010 FCAT data, what percentage of students achieved Adequate Yearly Progress (AYP) (Levels 3.0 and higher)?
   What are the anticipated barriers to students achieving AYP on the 2011 FCAT?
   Which student subgroups did not achieve AYP targets on the 2010 FCAT?
   What are the anticipated barriers to increasing the number of subgroups achieving AYP on the 2011 FCAT?
   What strategies will be used to ensure students achieve AYP on the 2011 Writing FCAT?
   What types of writing (narrative, expository, persuasive) by grade level, showed a decrease in writing scores?
   How will the Instructional Focus Calendar be created to address areas of improvement for writing skills (focus, organization, support and conventions)?
   How will focus lessons be developed and revised to increase and maintain writing scores?
   In addition to the baseline and mid-year assessment, how often will interim or mini-assessments be administered?
   How often will teachers and the leadership team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus
    based on the academic needs of students?
   How often will data chats be held at each of the following levels: teacher/student; teacher/administration?
   How will the Problem-solving Model and progress monitoring be utilized to strengthen Response to Intervention (RtI) Tier 1 instruction and differentiation?
   How will the Problem-solving Model and progress monitoring be utilized to identify students in need of RtI Tier 2 supplemental intervention?
   How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of RtI Tier 3 intensive intervention?
June 2010                                                                                                                                                                        27
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 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
                    WRITING GOALS                                                                    Problem-Solving Process to Increase Student Achievement
 Based on the analysis of student achievement data, and reference to           Anticipated Barrier              Strategy                 Person or Position          Process Used to Determine          Evaluation Tool
“Guiding Questions”, identify and define areas in need of improvement                                                                     Responsible for                 Effectiveness of
                       for the following group:                                                                                             Monitoring                        Strategy
1. Students achieving Adequate Yearly Progress                          1.1.                         1.1.                         1.1.                        1.1.                               1.1.
                                                                        Limited resources for        Attend county workshops or   Reading Coach               Discuss at PLC’s and arrange for   Walk through
(FCAT Level 3.0-3.9) in writing                                         mentoring or observing other utilize team for support.    Administration              coverage within teams.             Students writing samples
Writing Goal #1:                                                        professionals.
                          2010 Current Level 2011 Expected Level
                          of Performance:*   of Performance:*
The percentage of
students a Level 3 will   90%                   92%
increase from 90% to
92%.




                                                                        1.2.                         1.2.                         1.2.                        1.2.                               1.2.
                                                                        1.3.                         1.3.                         1.3.                        1.3.                               1.3.
 Based on the analysis of student achievement data, and reference to           Anticipated Barrier              Strategy                 Person or Position          Process Used to Determine          Evaluation Tool
“Guiding Questions”, identify and define areas in need of improvement                                                                     Responsible for                 Effectiveness of
                       for the following group:                                                                                             Monitoring                        Strategy




 June 2010                                                                                                                                                                                                            28
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2A. Student               Writing Goal #2A:                              2A.1.                         2A.1.              2A.1.                   2A.1.                           2A.1.
                                                                         White:
subgroups not             Ethnicity                                      Black:
making Adequate           (White, Black, Hispanic, Asian,
                                                                         Hispanic:
                          American Indian)
Yearly Progress                                                          Asian:
(AYP) in writing                                                         American Indian:

Writing Goal #2A:
                          2010 Current Level     2011 Expected Level
                          of Performance:*       of Performance:*
Enter narrative for the
goal in this box.         Enter numerical data   Enter numerical data
                          for current level of   for expected level of
                          performance in this    performance in this
                          box.                   box.
                          White:                 White:
                          Black:                 Black:
                          Hispanic:              Hispanic:
                          Asian:                 Asian:
                          American               American
                          Indian:                Indian:
                                                                         2A.2.                         2A.2.              2A.2.                   2A.2.                           2A.2.
                                                                         2A.3.                         2A.3.              2A.3.                   2A.3.                           2A.3.
 Based on the analysis of student achievement data, and reference to          Anticipated Barrier              Strategy      Person or Position       Process Used to Determine           Evaluation Tool
“Guiding Questions”, identify and define areas in need of improvement                                                         Responsible for              Effectiveness of
                    for the following subgroup:                                                                                 Monitoring                     Strategy
2B. Student subgroups    Writing Goal #2B:                               2B.1.                         3B.1.              2B.1.                   2B.1.                           2B.1.
not making Adequate      English Language
Yearly Progress (AYP) in Learners (ELL)
writing
Writing Goal #2B:
                                  2010 Current       2011 Expected
                                  Level of           Level of
Enter narrative for the goal in   Performance:*      Performance:*
this box.                         Enter numerical    Enter numerical
                                  data for current   data for expected
                                  level of           level of
                                  performance in     performance in
                                  this box.          this box.

                                                                         2B.2.                         2B.2.              2B.2.                   2B.2.                           2B.2.

                                                                         2B.3.                         2B.3.              2B.3.                   2B.3.                           2B.3.

 Based on the analysis of student achievement data, and reference to             Anticipated Barrier           Strategy      Person or Position       Process Used to Determine           Evaluation Tool
“Guiding Questions”, identify and define areas in need of improvement                                                         Responsible for              Effectiveness of
                    for the following subgroup:                                                                                 Monitoring                     Strategy

 June 2010                                                                                                                                                                                              29
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2C. Student subgroups Writing Goal #2C:             2C.1.                                              2C.1.              2C.1.                   2C.1.                           2C.1.
not making Adequate      Students with Disabilities
Yearly Progress (AYP) in (SWD)
writing
Writing Goal #2C:
                                  2010 Current       2011 Expected
                                  Level of           Level of
Enter narrative for the goal in   Performance:*      Performance:*
this box.                         Enter numerical    Enter numerical
                                  data for current   data for expected
                                  level of           level of
                                  performance in     performance in
                                  this box.          this box.


                                                                         2C.2.                         2C.2.              2C.2.                   2C.2.                           2C.2.

                                                                         2C.3.                         2C.3.              2C.3.                   2C.3.                           2C.3.

 Based on the analysis of student achievement data, and reference to             Anticipated Barrier           Strategy      Person or Position       Process Used to Determine           Evaluation Tool
“Guiding Questions”, identify and define areas in need of improvement                                                         Responsible for              Effectiveness of
                    for the following subgroup:                                                                                 Monitoring                     Strategy
2D. Student subgroups Writing Goal #2D:                                  2D.1.                         2D.1.              2D.1.                   2D.1.                           2D.1.
not making Adequate      Economically
Yearly Progress (AYP) in Disadvantaged
writing
Writing Goal #2D:
                                  2010 Current       2011 Expected
                                  Level of           Level of
Enter narrative for the goal in   Performance:*      Performance:*
this box.                         Enter numerical    Enter numerical
                                  data for current   data for expected
                                  level of           level of
                                  performance in     performance in
                                  this box.          this box.


                                                                         2D.2.                         2D.2.              2D.2.                   2D.2.                           2D.2.

                                                                         2D.3.                         2D.3.              2D.3.                   2D.3.                           2D.3.




 June 2010                                                                                                                                                                                              30
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             Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                        Please note that each Strategy does not require a professional development or PLC activity.
   PD Content /Topic                                                                                 Target Dates and Schedules
                                         PD Facilitator               PD Participants
   and/or PLC Focus        Grade                                                                      (e.g. , Early Release) and                                            Person or Position Responsible for
                                            and/or          (e.g. , PLC, subject, grade level, or                                       Strategy for Follow-up/Monitoring
                        Level/Subject                                                               Schedules (e.g., frequency of                                                      Monitoring
                                          PLC Leader                    school-wide)
                                                                                                               meetings)

                                                                                                                                  Discussion, coaching with Reading
  Writing Units of          K-5         Team Leader                  School Wide                              PLC                                                                  Administration
                                                                                                                                                Coach
       Study                              Reading
                                           Coach




Writing Budget
Include only school-based funded activities/materials and exclude district funded activities/materials.
Evidence-based Program(s)/Materials(s)
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount




June 2010                                                                                                                                                                                               31
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                                                                                                                                                         Subtotal:
Technology
Strategy                                   Description of Resources                       Funding Source                           Available Amount



                                                                                                                                                         Subtotal:
Professional Development
Strategy                                   Description of Resources                       Funding Source                           Available Amount



                                                                                                                                                         Subtotal:
Other
Strategy                                   Description of Resources                       Funding Source                           Available Amount


                                                                                                                                                      Grand Total:
End of Writing Goals

Attendance Goal(s)
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each
question on the template.

                                                    Guiding Questions to Inform the Problem-Solving Process
   What was the attendance rate for 2009-2010?
   How many students had excessive absences (10 or more) during the 2009-2010 school year?
   What are the anticipated barriers to decreasing the number of students with excessive absences?
   What strategies and interventions will be utilized to decrease the number of students with excessive absences for 2010-2011?
   How many students had excessive tardies (10 or more) during the 2009-2010 school year?
   What are the anticipated barriers to decreasing the number of students with excessive tardies?
   What strategies and interventions will be utilized to decrease the number students with excessive tardies for 2010-2011?




June 2010                                                                                                                                                     32
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 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
             ATTENDANCE GOAL(S)                                                                                Problem-solving Process to Increase Attendance
 Based on the analysis of attendance data, and reference to “Guiding        Anticipated Barrier                     Strategy                  Person or Position       Process Used to Determine        Evaluation Tool
   Questions”, identify and define areas in need of improvement:                                                                               Responsible for              Effectiveness of
                                                                                                                                                 Monitoring                     Strategy
1. Attendance                                                          1.1.                            1.1.                                1.1.                    1.1.                            1.1.
                                                                       Parents/Guardians do not        Distribution of school wide         Social Worker           Child Study Team                Portal Absence Summary
Attendance Goal #1:
                                                                       understand Attendance           letters to all parents explaining   Assistant Principal                                     Report
                           2010 Current         2011 Expected          expectations, policy, or law.   school’s Attendance                 Principal
                           Attendance Rate:*    Attendance Rate:*                                      expectations, policy, and
Safety Harbor                                                                                          consequences.
Elementary School will     95% 664 students     96% 702 Students
increase its Attendance    2010 Current         2011 Expected                                          Communication between teacher Classroom Teacher             Daily Attendance                Individual Student
rate from 95% to 96% in    Number of Students   Number of Students                                     and parent/guardian when child                                                              Absence Report
2011. We will do this by   with Excessive       with Excessive                                         has been absent/tardy.
decreasing the number of   Absences             Absences
students with Excessive     (10 or more)        (10 or more)
Absences and Tardies by                                                                                Targeted parent/guardian letters Social Worker                                              Individual Student
30%.                       222                  155                                                                                                                Child Study Team
                                                                                                       with specific detail to student  Assistant Principal                                        Absence Report
                                                                                                       attendance issues.               Principal



 June 2010                                                                                                                                                                                                              33
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                 2010 Current         2011 Expected
                 Number of            Number of                                                                                                                                             Individual Student
                                                                                                                                                        Child Study Team
                 Students with        Students with                                         Parent/Staff conferences at Child Social Worker                                                 Absence Report
                 Excessive Tardies    Excessive Tardies                                     Study Team meetings               Assistant Principal
                 (10 or more)          (10 or more)                                                                           Principal
                                                                                                                                                                                            Individual Student
                 136                  95                                                                                                                Child Study Team
                                                                                            Referral to Truancy Intervention Social Worker                                                  Absence Report
                                                                                            Program.

                 1.2. Family Homelessness/Transportation   1.2.                        1.2.                                   1.2.                      1.2.                              1.2.
                 Issues                                    Family Referral to Pinellas Social Worker                          Parent/Staff meetings     Individual Student Absence Report
                                                           County Homeless Education Data Management Tech.                    Child Study Team
                 1.3.                                      Assistance Team.                                                   Meetings
                 Students not feeling welcome in school.                                                                                                Individual Student Absence Report
                                                           Submit transportation request Data Management Tech
                                                           within 24 hours of            Office Clerk                         Child Study Team
                                                           communication of homeless
                                                           status                                                                                       Individual Student Absence Report

                                                           Education to families about      Social Worker
                                                           McKinny Vento Law.                                                 Use of Safety Harbor      Individual Student Absence Report
                                                                                                                              Elementary School
                                                                                                                              newsletter and website.
                                                           Referral of Family to            Social Worker                     Posted Flyers
                                                           community resources.
                                                                                                                              Parent/Staff meetings
                                                                                                                              Child Study Team
                                                                                                                              Meetings
                                                           1.3.                             1.3.                              1.3.                      1.3                               1.3.
                                                           Attendance Rewards               Social Worker                     Child Study Team          Individual Student Absence Report

                                                                                                                                                        Individual Student Absence Report
                                                           Active Anti-Bullying             Guidance Counselor                Child Study Team
                                                           Program                                                                                      Individual Student Absence Report

                                                                                            Social Worker                     Child Study Team
                                                           Tier II Interventions such as:
                                                           Attendance Contracts
                                                           Check In/Check Out
                                                           Peer Groups
                                                           for identified groups of
                                                           students




June 2010                                                                                                                                                                                                        34
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             Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                        Please note that each Strategy does not require a professional development or PLC activity.
   PD Content /Topic                                                                                 Target Dates and Schedules
                                         PD Facilitator               PD Participants
   and/or PLC Focus        Grade                                                                      (e.g. , Early Release) and                                            Person or Position Responsible for
                                            and/or          (e.g. , PLC, subject, grade level, or                                       Strategy for Follow-up/Monitoring
                        Level/Subject                                                               Schedules (e.g., frequency of                                                      Monitoring
                                          PLC Leader                   school-wide)
                                                                                                               meetings)
     Attendance
   Policy/Procedure                     Social Worker                                                                                                                        Social Worker, Assistant
                             All
                                        Asst. Principal
                                                                     School Wide                       October , 2010               Child Study Team meetings to
                                                                                                                                                                                    Principal
                                                                                                                                    discuss barriers/success to staff
                                                                                                                                          following protocol




Attendance Budget
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Technology
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Professional Development
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Other
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount

June 2010                                                                                                                                                                                               35
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                                                                                                                                 Grand Total:
End of Attendance Goals

Suspension Goal(s)
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each
question on the template.


                                                    Guiding Questions to Inform the Problem-Solving Process
   What was the total number of in-school suspensions for 2009-2010?
   What was the total number of out-of school suspensions for 2009-2010?
   What was the total number of students suspended in school in 2009-2010?
   What was the total number of students suspended out of school in 2009-2010?
   What are the anticipated barriers to decreasing the number of suspensions?
   What are the anticipated barriers to decreasing the number of students suspended?
   What strategies and interventions will be utilized to decrease the number of suspensions for 2010-2011?
   What strategies and interventions will be utilized to decrease the number of students suspended for 2010-2011?




June 2010                                                                                                                                36
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 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
              SUSPENSION GOAL(S)                                                                             Problem-solving Process to Decrease Suspension
 Based on the analysis of suspension data, and reference to “Guiding            Anticipated Barrier             Strategy                 Person or Position          Process Used to Determine          Evaluation Tool
   Questions”, identify and define areas in need of improvement:                                                                          Responsible for                 Effectiveness of
                                                                                                                                            Monitoring                        Strategy
1. Suspension                                                            1.1.                         1.1.                        1.1.                        1.1.                               1.1.
Suspension Goal #1:
                                                                         Lack of behavioral           Develop a Schoolwide Behavior SBLT Members              Reduction in the number of         Number of Office
                         2010 Total Number of 2011 Expected              intervention strategies.     Plan                          All Staff                 referrals                          Referrals
                         In –School           Number of                                                                                                       Reduction in the number of         Number of Suspensions
The percentage of        Suspensions          In- School                                                                                                      suspensions
students receiving a In                       Suspensions
School or Out of School 44                    22
Suspension will decrease 2010 Total Number of 2011 Expected
by 50%                   Students Suspended Number of Students
                         In-School            Suspended
                                              In -School
                         Enter numerical data    Enter numerical data
                         for current number of   for expected number
                         students suspended      of students suspended
                          in-school              in- school
                         2010 Number of Out- 2011 Expected
                         of-School           Number of
                         Suspensions         Out-of-School
                                             Suspensions
                         59                      29
                         2010 Total Number of 2011 Expected
                         Students Suspended Number of Students
                         Out- of- School      Suspended
                                              Out- of-School
                         Enter numerical data    Enter numerical data
                         for current number of   for expected number
                         students suspended      of students suspended
                          out- of- school        out- of- school
                                                                         1.2.                         1.2.                        1.2.                        1.2.                               1.2.
                                                                         1.3.                         1.3.                        1.3.                        1.3.                               1.3.




 June 2010                                                                                                                                                                                                           37
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         Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                        Please note that each Strategy does not require a professional development or PLC activity.
   PD Content /Topic                                                                                 Target Dates and Schedules
                                         PD Facilitator               PD Participants
   and/or PLC Focus        Grade                                                                      (e.g. , Early Release) and                                            Person or Position Responsible for
                                            and/or          (e.g. , PLC, subject, grade level, or                                       Strategy for Follow-up/Monitoring
                        Level/Subject                                                               Schedules (e.g., frequency of                                                      Monitoring
                                          PLC Leader                    school-wide)
                                                                                                               meetings)
                                                                                                   Early Release Days                    Meeting Schedules
                                                                                                                                                                                     ProEd Dept.
 Diversity Training         All            District                  ALL STAFF                  Professional Development              Component Feedback Forms
                                                                                                                                                                                      Facilitator
                                                                                                          Days




Suspension Budget
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Technology
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Professional Development
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Other
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount


June 2010                                                                                                                                                                                               38
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                                                                                                                                                                                                     Grand Total:
 End of Suspension Goals

 Dropout Prevention Goal(s)
 Note: Required for High School- F.S., Sec. 1003.53
 Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each
 question on the template.

                                                                     Guiding Questions to Inform the Problem-Solving Process
      What is the current dropout rate? What strategies and interventions will be utilized to decrease the dropout rate?
      What is the current graduation rate? What strategies and interventions will be utilized to increase the graduation rate?
      What is the total number of students retained at each grade level? What strategies and interventions will be utilized to decrease the retention rate?
      What data warning systems are currently in place to identify students at risk of being retained and/or dropping out of school?
      What school-wide activities, strategies, and/or interventions are in place to support students who are at risk of being retained and/or dropping out?
      How will barriers be addressed to prevent students from experiencing course failure, lack of credit attainment, and behavioral issues impacting student achievement?

 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
     DROPOUT PREVENTION GOAL(S)                                                                                Problem-solving Process to Dropout Prevention
  Based on the analysis of parent involvement data, and reference to              Anticipated Barrier            Strategy           Person or Position          Process Used to Determine          Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                      Responsible for                 Effectiveness of
                            improvement:                                                                                               Monitoring                        Strategy
1. Dropout Prevention                                                      1.1.                         1.1.                 1.1.                        1.1.                               1.1.

Dropout Prevention Goal #1:
*Please refer to the percentage of students who dropped
out during the 2009-2010 school year.

                               2010 Current         2011 Expected
                               Dropout Rate:*       Dropout Rate:*
Enter narrative for the goal
in this box.
                               Enter numerical      Enter numerical data
                               data for dropout     for expected dropout
                               rate in this box.    rate in this box.
                               2010 Current         2011 Expected
                               Graduation Rate:*    Graduation Rate:*
                               Enter numerical      Enter numerical data
                               data for             for expected
                               graduation rate in   graduation rate in
                               this box.            this box.
 June 2010                                                                                                                                                                                                       39
 Rule 6A-1.099811
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                                                              1.2.                          1.2.                             1.2.                     1.2.                            1.2.
                                                              1.3.                          1.3.                             1.3.                     1.3.                            1.3.


             Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                          Please note that each Strategy does not require a professional development or PLC activity.
   PD Content /Topic                                                                                   Target Dates and Schedules
                                         PD Facilitator                 PD Participants
   and/or PLC Focus        Grade                                                                        (e.g. , Early Release) and                                            Person or Position Responsible for
                                            and/or            (e.g. , PLC, subject, grade level, or                                       Strategy for Follow-up/Monitoring
                        Level/Subject                                                                 Schedules (e.g., frequency of                                                      Monitoring
                                          PLC Leader                     school-wide)
                                                                                                                 meetings)




Dropout Prevention Budget
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy                                     Description of Resources                                    Funding Source                                        Available Amount



                                                                                                                                                                                                    Subtotal:
Technology
Strategy                                     Description of Resources                                    Funding Source                                        Available Amount



                                                                                                                                                                                                    Subtotal:
Professional Development
Strategy                                     Description of Resources                                    Funding Source                                        Available Amount



                                                                                                                                                                                                    Subtotal:
Other
Strategy                                     Description of Resources                                    Funding Source                                        Available Amount


June 2010                                                                                                                                                                                                 40
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                                                                                                                                                                                                               Grand Total:
 End of Dropout Prevention Goal(s)

 Parent Involvement Goal(s)
 Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each
 question on the template.

                                                                   Guiding Questions to Inform the Problem-Solving Process
                                                                       (Title I Parent Involvement Plan may be uploaded)
     Generally, what strategies or activities can be employed to increase parent involvement?
     How will the school correlate the parental involvement activities with student achievement?

 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
     PARENT INVOLVEMENT GOAL(S)                                                                             Problem-solving Process to Parent Involvement
  Based on the analysis of parent involvement data, and reference to          Anticipated Barrier               Strategy                      Person or Position          Process Used to Determine          Evaluation Tool
      “Guiding Questions”, identify and define areas in need of                                                                                Responsible for                 Effectiveness of
                            improvement:                                                                                                         Monitoring                        Strategy
1. Parent Involvement                                                  1.1.                         1.1.                             1.1.                          1.1.                              1.1.
                                                                       Limited number of planned    Establish a Math and Reading Grade Level Team                  Number of Scheduled Events        Agendas and Attendance
Parent Involvement Goal #1:                                            events for parents and       Night for parents and students Members                         Number of Parents and Students in Records
*Please refer to the percentage of parents who                         students to attend.          can learn to support the content                               attendance
                                                                                                    areas at home.
participated in school activities, duplicated or
unduplicated.

                                   2010 Current      2011 Expected
                                   level of Parent   level of Parent
Increase Family Involvement by     Involvement:*     Involvement:*
20% for each event planned         Not Available     Baseline



                                                                       1.2.                         1.2.                               1.2.                        1.2.                               1.2.
                                                                       Limited event access to      Establish a Science Fair Night     Grade Level Team            Scheduled Event Calendar           Agendas and Attendance
                                                                       families                     where students actually get a      Members                     Number of Students Participating   Records
                                                                                                    chance to present their projects
                                                                       1.3.                         1.3.                               1.3.                        1.3.                               1.3.




 June 2010                                                                                                                                                                                                                 41
 Rule 6A-1.099811
 Revised May 28, 2010
2010-2011 School Improvement Plan (SIP)-Form SIP-1


             Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                        Please note that each Strategy does not require a professional development or PLC activity.
   PD Content /Topic                                                                                 Target Dates and Schedules
                                         PD Facilitator               PD Participants
   and/or PLC Focus        Grade                                                                      (e.g. , Early Release) and                                            Person or Position Responsible for
                                            and/or          (e.g. , PLC, subject, grade level, or                                       Strategy for Follow-up/Monitoring
                        Level/Subject                                                               Schedules (e.g., frequency of                                                      Monitoring
                                          PLC Leader                   school-wide)
                                                                                                               meetings)




Parent Involvement Budget

* Please ensure that items included in the Parental Involvement Policy/Plan (PIP) are outlined in the following budget section.
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Technology
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Professional Development
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount



                                                                                                                                                                                                  Subtotal:
Other
Strategy                                     Description of Resources                                  Funding Source                                        Available Amount


June 2010                                                                                                                                                                                               42
Rule 6A-1.099811
Revised May 28, 2010
 2010-2011 School Improvement Plan (SIP)-Form SIP-1
                                                                                                                                                                                                               Grand Total:
 End of Parent Involvement Goal(s)

 Additional Goal(s)

 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
               ADDITIONAL GOAL(S)                                                                      Problem-Solving Process to Increase Student Achievement
       Based on the analysis of school data, identify and define                 Anticipated Barrier              Strategy                   Person or Position          Process Used to Determine           Evaluation Tool
                    areas in need of improvement:                                                                                             Responsible for                 Effectiveness of
                                                                                                                                                Monitoring                        Strategy
1. Additional Goal                                                        1.1.                         1.1.                           1.1.                        1.1.                                1.1.
Additional Goal #1:
                                    2010 Current      2011 Expected
                                    Level :*          Level :*
Enter narrative for the goal in
this box.                           Enter numerical Enter numerical
                                    data for current data for expected
                                    goal in this box. goal in this box.




                                                                          1.2.                         1.2.                           1.2.                        1.2.                                1.2.

                                                                          1.3.                         1.3.                           1.3.                        1.3.                                1.3.




                Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
                                                                    Please note that each Strategy does not require a professional development or PLC activity.
     PD Content /Topic                                                                                           Target Dates and Schedules
                                                     PD Facilitator               PD Participants
     and/or PLC Focus                Grade                                                                        (e.g. , Early Release) and                                                  Person or Position Responsible for
                                                        and/or          (e.g. , PLC, subject, grade level, or                                       Strategy for Follow-up/Monitoring
                                  Level/Subject                                                                 Schedules (e.g., frequency of                                                            Monitoring
                                                      PLC Leader                    school-wide)
                                                                                                                           meetings)




 June 2010                                                                                                                                                                                                                 43
 Rule 6A-1.099811
 Revised May 28, 2010
2010-2011 School Improvement Plan (SIP)-Form SIP-1




Additional Goal(s) Budget
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy                                   Description of Resources                      Funding Source    Available Amount



                                                                                                                                 Subtotal:
Technology
Strategy                                   Description of Resources                      Funding Source    Available Amount



                                                                                                                                 Subtotal:
Professional Development
Strategy                                   Description of Resources                      Funding Source    Available Amount



                                                                                                                                 Subtotal:
Other
Strategy                                   Description of Resources                      Funding Source    Available Amount



                                                                                                                              Grand Total:
End of Additional Goal(s)




June 2010                                                                                                                             44
Rule 6A-1.099811
Revised May 28, 2010
2010-2011 School Improvement Plan (SIP)-Form SIP-1




FINAL BUDGET (Insert rows as needed)
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy                                   Description of Resources                      Funding Source    Available Amount



                                                                                                                                 Subtotal:
Technology
Strategy                                   Description of Resources                      Funding Source    Available Amount



                                                                                                                                 Subtotal:
Professional Development
Strategy                                   Description of Resources                      Funding Source    Available Amount



                                                                                                                                 Subtotal:
Other
Strategy                                   Description of Resources                      Funding Source    Available Amount



                                                                                                                              Grand Total:




June 2010                                                                                                                             45
Rule 6A-1.099811
Revised May 28, 2010
2010-2011 School Improvement Plan (SIP)-Form SIP-1




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. Please verify the statement above by selecting “Yes” or “No” below.

Yes                                                                            X No


If No, describe measures being taken to comply with SAC requirement.
Recruit by advertising for members to join SAC through: Marquis, School Website, School Newletter, and Personal Phone Calls




Describe projected use of SAC funds.                                                                                                              Amount
N/A




Describe the activities of the School Advisory Council for the upcoming year.

Conduct Monthly Meetings to discuss School Improvement issues as they relate to Federal and State requirements for expected levels of student achievement.

June 2010                                                                                                                                                    46
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Revised May 28, 2010
2010-2011 School Improvement Plan (SIP)-Form SIP-1

School Improvement Planning
DA Requirements                                 Evidence of              Status                   Strategies to         Person           Expected Date
                                                Compliance                                        Attain                Responsible      of Completion
                                                                                                  Compliance
The SAC shall review school performance data       Monthly SAC              Compliance            Share School          School Support   11/10
and determine the causes of low performance.       Meetings-Agenda          Partial Compliance    Performance Data      Team
The SAC shall advise the school on its SIP.        items for                Non-Compliance        with SAC              Members
                                                   input/review                                                         Staff Members
The school shall complete a mid-year narrative     Completed and              Compliance             Complete Report    Total Staff      10/22
report to analyze progress from the baseline to    Submitted Report           Partial Compliance based upon Staff       SAC Members
mid-year assessment that is reported to the                                   Non-Compliance         and SAC Input
Department to identify strategies for student
interventions.
* Non-Title I and Title I A, B, and C schools are required to complete the report only for students not making AYP.
The school shall establish a Literacy Leadership Meeting Schedule             Compliance             Review Data        All Staff        6/11
Team consistent with the K-12 Comprehensive           and Minutes             Partial Compliance FCRR and FCIM
Research-Based Reading Plan.                                                  Non-Compliance         Lessons
The school must offer a flexible number of            Conference              Compliance             Conference         Classroom        6/11
meetings to inform parents of their child’s           Summaries               Partial Compliance Planning Dates         Teachers
performance at school. These meetings shall be                                Non-Compliance         Data Resources
held at convenient times for the teacher and
parent. (Lowest 5%)
Curriculum Aligned and Paced
DA Requirements                                 Evidence of            Status                    Strategies to Attain   Person           Expected Date
                                                Compliance                                       Compliance             Responsible      of Completion

The school shall ensure that students are       Percentage of             Compliance             Implement Pacing       All Staff        6/11
properly placed in rigorous coursework.         Students                  Partial Compliance     Guides
                                                Successfully              Non-Compliance         Coordinated Lesson
                                                meeting grade level                              Plans
                                                expectations
The school must implement the district K-12     Percentage of             Compliance             Implement Pacing       All Staff        6/11
Reading Plan.                                   Students                  Partial Compliance     Guides
                                                Successfully              Non-Compliance         Coordinated Lesson
                                                Meeting Expected                                 Plans
                                                Levels of
                                                Achievement
June 2010                                                                                                                                           47
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Revised May 28, 2010
2010-2011 School Improvement Plan (SIP)-Form SIP-1
Florida’s Continuous Improvement Model
DA Requirements                               Evidence of             Status                  Strategies to Attain    Person          Expected Date
                                              Compliance                                      Compliance              Responsible     of Completion

The school must implement Florida’s           Documentation from        Compliance            Implement Weekly        SBLT            6/11
Response to Intervention model set forth in   SBLT, PLC,                Partial Compliance    School Based            Members
the Statewide RtI Implementation Plan.        PSW,and IEP               Non-Compliance        Leadership Team         Grade Level
                                                                                              Meetings, Weekly        Teams
                                                                                              PLC’s                   Student
                                                                                              Institute PSW as        Services Team
                                                                                              required
The school must implement Florida’s           Lesson Plans              Compliance            Classroom               Classroom       6/11
Continuous Improvement Model (FCIM).          Documenting               Partial Compliance    Implementation          Teachers
(FCIM implemented school-wide)                FCIM Lessons              Non-Compliance                                Staff
                                                                                                                      Developers
 Monitoring Process and Plans
 DA Requirements                                    Evidence of        Status                  Strategies to Attain    Person           Expected Date
                                                    Compliance                                 Compliance              Responsible      of Completion
                                                    SAC Meeting          Compliance            Conduct Quarterly       SAC Chair        6/11
 The school must provide quarterly updates on the   Minutes              Partial Compliance    SAC Meetings to         Principal and
 implementation of the School Improvement Plan to                        Non-Compliance        include                 Assistant
 the School Advisory Council and make updates to                                               Implementation          Principal
 the School Improvement Plan.                                                                  Updates                 SBLT
 The school leadership team must monitor            Meeting              Compliance            Weekly SBLT             SBLT Members     6/11
 implementation of the School Improvement Plan.     Minutes              Partial Compliance    Meetings
                                                    Conference           Non-Compliance        Follow Up Meetings
                                                    Notes                                      as necessary
 The school must participate in a comprehensive     Increase in the      Compliance            Weekly SBLT             All Staff        6/11
 instructional monitoring process.                  Percentage of        Partial Compliance    Meetings
                                                    Students             Non-Compliance        Weekly PLC
                                                    Successfully                               Meetings
                                                    Achieving at                               Faculty Meetings
                                                    Expected
                                                    Levels




June 2010                                                                                                                                        48
Rule 6A-1.099811
Revised May 28, 2010

								
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