2009-10 school improvement template update briefing wade davis, ed.d. research, evaluation,...

2009-10 School Improvement Template

Update Briefing

Wade Davis, Ed.D. Research, Evaluation, Accountability Department

Osceola School District

Excellence for ALL ...Whatever it Takes!

Excellence Community School will provide an education that promotes academic and career success through rigorous and relevant curriculum taught by highly qualified and caring teachers and staff.

Example Only

2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: Excellence CommunityDistrict Name: TecumsahPrincipal: John DavisSAC Chair: Patricia JonesSuperintendent: Dr. Daniel RogersDate of School Board Approval: Pending

VISION/ MISSION/BELIEF STATEMENTS

Excellence Community School will be celebrating its 25th Year Anniversary this school year. EMS is the proud recipient of the Blue Ribbon School of Excellence Award for leadership and equity in education, the Five Star School Award for parent involvement, and the National Service Learning Leader school designation for community service with education as the focus. Strengths: “A” school for 7 years in a row, reduced suspension from 200 to 75, named a model school for “Positive Behavior SupportWeaknesses: The school has lost enrollment two years in a row reducing staff by 30. Reduced funding will require cutbacks in extracurricular activities and academic electives

Our demographics: Male 52.3% Female 47.69%Hispanic 46% , White 40%, Black 6.1%, Multiracial 4.4%, Asian/Pacific 3.2%, Indian/Alaskan .3%, Disabled 16.9%, Economically Disadvantaged 56%, LEP 14.4%, Migrant 0%Attendance 96% exceeds state and district averageMobility 32%Suspension rate ISS 49, OSS 1Student retention decreased 4 percentage points from 8% two years agoClass sizeK-5 - 17.8-1, 6-8 21.5-1Academic Performance of Feeder schools -NA

PART I: CURRENT SCHOOL STATUSSCHOOL PROFILE/DEMOGRAPHICS

Position Name Certification(s) Number of Years at

Number of Years as an Administrator

Qualifications and Prior Performance Record (include prior School Grades and AYP along with the associated school year)

Principal Charles Thomason

BA- Elementary Education, University of Florida; Master of Science- Educational Leadership, University of Miami; Principal Certification

2 6 Principal Excellence CS 2007-09 Grade A, Reading Mastery 75%, Math Mastery 65% , Science 71%, AYP 90%,Milton ES, Assist Prin, 2 years,2005-07 Grade B, AYP-no), Eagle ES Grade A 2003-05 AYP- yes 92% Reading 72%, Math 67%, Science 66%

AssistantPrincipal

Cindy Wade BS- Elementary Education, FSU MS Reading Central Michigan

2 4 AP Excellence CS ,2007-09, Grade A, AYP -yes, AP Oaks ES Grade A Reading Mastery 82% Math 77%

STUDENT ACHIEVEMENT DATANote: 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 DataAdequate Yearly Progress (AYP) Trend DataFlorida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORSList your school’s highly qualified administrators and briefly describe their credentials, number of years at the school, and their experience with increasing student academic achievement, including history of school grades, FCAT performance, and Adequate Yearly Progress (AYP).

Subject Area Name Certification(s) Number of Years at Number of Years as a Coach

Qualifications and Prior Performance Record (including prior School Grades and AYP along with the associated school year)

Reading Cynthia Franks

Professional Educator’s: Early Childhood Ed. Nursery –KindergartenElementary Ed. 1-6Reading K-12

1 3 2008-2009: Grade B. Reading Mastery: 55%, Learning Gains: 50%, Lowest 25% Gains: 62%.Hispanic, FRPL, ELL, and SWD did not make AYP in reading. White and Total subgroups made AYP in reading.2007-2008: Grade D. Reading Mastery: 50%, Learning Gains: 52%, Lowest 25% Gains: 58%. Only White subgroup made AYP in reading.

HIGHLY QUALIFIED INSTRUCTIONAL COACHESList your school’s highly qualified instructional coaches and briefly describe their credentials, number of years at the school, and their experience with increasing student academic achievement, including history of school grades, FCAT performance, and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science, and work only at the school site.

Description of Strategy Person Responsible Projected Completion Date

Not Applicable (If not, please explain why)

Differentiated pay for high need areas Principal August

Teacher Mentored support Dept. Chair/AP On-going

Professional Development seminars and conferences

District/Principal On-going

Regular meeting with new teachers by principal Principal On-going

College campus Job Fairs and email recruiters at Universities

Guidance Counselor April 2010

Subject/grade level common planning and meetings formalized

Department chairs On-going

HIGHLY QUALIFIED TEACHERSDescribe strategies to recruit and retain high quality, highly qualified teachers to high-need academic areas and the school.

Name Certification Teaching Assignment

Professional Development/Support to Become Highly Qualified

Carmen Long Professional Educator’s: Mathematics 5-9

7th Grade Science Ms. Long has been given an out-of-field waiver and is registered to take courses to complete science certification in the spring. Ms. Long is partnered with Mr. Wimberley, Science Chair.

Valarie Peters Professional Educator’s: Elementary Education

7th and 8th Grade Language Arts

Ms. Peters is preparing to take additional tests for further certification. Ms. Peters is partnered with Ms. Garcia, National Bd. Certified.

Tasha Williams Temporary Educator’s

6th Grade Language Arts

Ms. Lake is registered to take a final course for certification this spring. Ms. Lake is partnered with Mr. Brown, who has been teaching Language Arts at Sunshine for 5 years.

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

Total Number of Instructional Staff

% of First-Year Teachers

% of Teachers with 1-4 Years of Experience

% of Teachers with 5-15 Years of Experience

% of Teachers with 15+ Years of Experience

% of Teachers with Advanced Degrees

% Highly Qualified

%Endorsed Teachers

% National Board Certified Teachers

% ESOL Endorsed

50

10 20 50 20 25 100 20 2 90

Staff Demographics [To be provided by the District]Please complete the following demographic information about the instructional staff in the school who are teaching at least one academic course:

Name Mentee Assigned

Rationale for Pairing

Planned Mentoring Activities

Maria Quo (Science) Ms. Lake’s students have shown below average performance levels in Science Achievement. Ms. Quo’s students have shown improvement by scoring at high performance levels in Science Achievement.

The mentor and mentee are meeting biweekly in a professional learning community to discuss evidence-based strategies for each domain. Mentor is given release time to observe . Time is given for feedback, coaching and planning.

Laura Berris Jonathon Perez - (Social Studies)

Mr. Perez has not previously incorporated reading strategies into social studies. Ms. Berris is Nationally Board Certified, and has completed the IB training.

The mentor and mentee are meeting biweekly in a professional learning community to discuss evidence-based strategies for each domain. The Reading Coach is also modeling lessons using reading and writing strategies to teach social studies concepts.

Teacher Mentoring ProgramPlease 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.

Title I, Part AServices are provided to ensure students requiring additional remediation are assisted through after-school programs or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided.

Title I, Part C- MigrantMigrant Liaison provides services and support to students and parents. The liaison coordinates with Title I and other programs to ensure student needs are met.

Title I, Part DDistrict receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out Prevention programs.

Title IIDistrict receives supplemental funds for improving basic education programs through the purchase of small equipment to supplement education programs. New technology in classrooms will increase the instructional strategies provided to students and new instructional software will enhance literacy and math skills of struggling students. Funds at Sunshine Middle are used to purchase SuccessMaker licenses and provide professional development for SuccessMaker.

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

Title IVSafe and Drug Free Schools: District receives funds for programs (Red Ribbon Week, Mentors at Middle Schools, etc.) that support prevention of violence in and around the school. These programs prevent the use of alcohol, tobacco, drugs and foster a safe, drug free learning environment supporting student achievement.

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

Title X- HomelessDistrict Homeless Social Worker provides resources (clothing, school supplies, social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.

Supplemental Academic Instruction (SAI)SAI funds will be coordinated with Title I funds to provide summer school for Level 1 readers. SAI funds will be used to expand the summer program to all Level 2 students.

Violence Prevention ProgramsThe school offers a non-violence and anti-drug program to students that incorporates field trips, community service, drug tests, and counseling.

Nutrition ProgramsN/A

Housing ProgramsN/A

Head StartN/A

Adult EducationN/A

Career and Technical EducationProposals are submitted annually to enhance selected Vocational Programs for regular, disadvantaged, and handicapped students in grades 7-12.

Job TrainingA partnership with the city will provide students with a job skills program that will allow students the opportunity to learn how to create a resume, dress for success, and perform well during a job interview.

OtherN/A

RtI Coordination and IntegrationDescribe how federal, state, and local services and programs will be coordinated and integrated into the RtI Implementation Plan.

Within an RtI framework, resources are allocated in direct proportion to student needs. This framework is depicted as a

three-tier model that uses increasingly more intense instruction and interventions. Data collected at each tier are used to

measure the efficacy of the interventions so that meaningful decisions can be made about which instruction and

interventions should be maintained and layered.SES, extended learning, compass labs, TeenBiz, homeless and migrant support

Response to Instruction/Intervention (RtI)

School-based RtI TeamIdentify the school-based RtI Leadership Team. Principal, RtI Facilitator, Data coach, Instructional coaches, Specialists, Teachers, Counselors, Student Services

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions. Based on need assessments to determine professional development The Leadership Team will focus meetings around one question: How do we develop and maintain a problem-solving system to bring out the best in our schools, our teachers, and in our students? The team meets once a week to engage in activities:---------

Describe the role of the school-based RtI Leadership Team, the development and implementation of the school improvement plan. The RtI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); --------

RtI ImplementationDescribe the data management system used to summarize tiered data. Baseline data: Progress Monitoring and Reporting Network (PMRN), Assessment and Information Management System (AIMS web), Curriculum Based Measurement (CBM), FCAT Simulation Midyear: Florida Assessments for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR), Early Reading Diagnostic Assessment (ERDA)End of year: FAIR, AIMS web, FCAT Frequency of Data Days: twice a month for analysis

Describe the plan to train staff on RtIProfessional development will be provided during teachers’ common planning time and small sessions will occur throughout the year. Two PD sessions entitled: “RtI: Problem Solving Model: Building Consensus Implementing and Sustaining Problem-Solving/RtI” and “RtI: Challenges to Implementation Data-based Decision-making.

School wide Continuous Improvement ModelDescribe the continuous school improvement model at your school. For each step in the eight-step process, please describe the following:

PLANData Disaggregation: 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level and/or subject area Strengths: Across all grade levels, students are performing at district and state averages in Geometry content. 93% of students meet standards in writing. The number of students below grade level in math and reading has decreased.Weaknesses: Across all grade levels, the lowest content area in math is measurement.

Instructional Calendar Development What is the process for developing an instructional focus calendar for reading, writing, mathematics, and science? When IFC created? Data was used? Teachers involved? How administration monitor IFC benchmark alignment ? What assistance given to teachers ?

Which instructional benchmarks were given priority focus for each content area? Reading: Main Idea/Purpose was the least proficient strand. Writing: Organization was the least proficient . Mathematics: Number Sense was the least proficient strand . Science: Scientific Thinking was the least proficient .

DODirect the Instructional Focus

How are lessons plans and delivery aligned across grade levels and subject areas?

How are instructional focus lessons developed and delivered? Developed during summer workshop and provided to teachers before the start of school and through out the year

How will instructional focus lessons be revised and monitored? Weekly common planning

How will teachers and Administrators ensure focus lessons are effective? Data review of mini-assessments, walkthroughs , progress monitoring of mastery proficiency

CheckAssessment

Describe the types of ongoing formal assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention. Mini-assessments based on the focus lessons will be administered.Ten questions per Benchmark will be utilized for assessment purposes.The assessments will be administered on a monthly basis.

How are assessments used to identify students reaching mastery and those not reaching mastery? Mastery will be set at 80%. Assessment results will determine instructional focus for whole group lessons and also differentiate instruction to provide intensive focus

ACTSupplemental and Intensive Instruction/Interventions

Which will be targeted for supplemental and intensive instruction/interventions? As a result of progress monitoring and classroom observations by teacher and coaches

Describe the supplemental and intensive instruction/interventions used throughout the core content areas. Professional Learning Communities provide different instructional methods,

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas? Resources from state adopted books, computerized programs,. SuccessMaker and Internet Web site FCAT ExplorerHow will the effectiveness of the interventions be measured throughout the year? All personnel providing services will meet to discuss and implement new strategies

EnrichmentDescribe how students are identified for enrichment strategies. FCAT results and teacher recommendations based on proficiency and mastery of skills and parent conferences

Describe the alternative instructional delivery methods used to support acceleration and enrichment strategies. Students who exceed mastery participate in gifted or pre-IB program

MaintenanceHow is ongoing assessment and maintenance of benchmark mastery for each grade level and content area built into the instructional focus calendar? Students at or above mastery will receive opportunities to enhance or enrich skills by project activities, hands-on activities to reinforce skillsDescribe the process and schedule for teams to review progress monitoring data and identify the instructional modifications needed. Teachers will meet alternating weeks by grade and content area. A record of meeting notes will be submitted to Admin . staff

MonitoringDescribe the principal’s and leadership team’s roles as instructional leaders and how are they continuously involved in the teaching and learning process? The principal and team will meet either weekly or individually to discuss assessment results and student progress.

PLC Organization (grade level, subject, etc.)

PLC Leader Frequency of PLC Meetings

Schedule (when)

Primary Focus of PLC (include Lesson Study and Data Analysis)

6th, 7th and 8th grade reading teachers, reading coach, ESE teachers and ESOL teacher.

Kathy Blake, Reading Department Head

Weekly Tuesdays during common planning time.

Analyze the effectiveness of the Reading FCIM calendars, mini-lessons, mini-assessments, tutorials,

Professional Learning Communities Describe the school’s use of professional learning communities as a vehicle for maintaining and improving the instructional focus. Include the following:

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

Action Step Person Responsible for Monitoring the Action Step

Evaluation Tool Used to Determine Effectiveness of Action Step

In grades 6-8, 55% of students achieved mastery on FCAT Reading

In grades 6-8 , 72% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

1. The school will implement the new FAIR assessments to monitor student progress.

1. Principal and the Reading Coach

1. Review FAIR data reports to ensure teachers are assessing students.

1. Printout of FAIR assessments.

2. Include higher-order questions in lesson plans.

2. Principal and the Reading Coach

2. Lesson plans will be reviewed during walkthroughs

2. Classroom walkthrough log and focused walkthroughs.

3. Develop an Instructional Focus Calendar Language Arts

3. Reading Coach, Language Arts Chair

3. Admin. will be aware of the IFC’s focus and monitor

3. Effectiveness will be determined through FAIR assessments.

PART II: EXPECTED IMPROVEMENTSReading GoalNeeds Assessment:Based on School Grade and Adequate Yearly Progress Data:Did the percent proficient increase? Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?Did 50% or more of the lowest 25% make learning gains? Did 50% or more make learning gains?

Professional Development Aligned with Objective

Objective Addressed

Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible for Monitoring

In grades 6-8 , 72% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

Effective Implementation of the Instructional Focus Calendar

Reading Coach August2009

Lesson PlansClassroom Visits

Principal,Reading Coach

In grades 6-8, 68% of students will achieve learning gains on the 2010 e FCAT Reading Test.

Effective use of the Reading Coach's time.

District Language Arts Supervisor

August-September2009

The coach's weekly log will be shared with Principal Reading Coach

Principal,Reading CoachDistrict Language Arts Supervisor

For Schools with Grades 6-12, Describe the Plan to Ensure Responsibility of Teaching Reading for Every Teacher

On a bi-weekly basis, the Reading Coaches will review an activity from the “Lessons Learned” book to build the knowledge base of all teachers. Instructional Focus Calendars will also be used in social studies that will be aligned with the reading instructional focus. The school will participate in a comprehensive reading block where every teacher will teach a school-wide novel and vocabulary.

Budget:

Core Curriculum and Supplemental Evidence-based Program(s)/Material(s) ObjectiveIn grades 6-8, 68% of students will achieve learning gains on the 2010 administration of the FCAT Reading Test.

Description of ResourcesRead 180

Funding Source District

Available amount $10,000

Total:

Technology

Objective In grades 6-8 , 72% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

Description of ResourcesSmart Boards

Funding Source Title I

Available Amount $7000

Total:

Professional Development

Objective Description of Resources

Funding Source

Available Amount

Total:

Other


Funding Source

Available Amount

Total:

Final Total:





In Grades 6-8, 46% of students achieved mastery on 2009 FCAT Math

In grade 6-8, 74% of students achieve mastery on 2010 FCAT Math

1. Common board configuration including objectives, essential questions ,date agenda, homework.

2. Utilize FCIM to identify students needing intervention and enrichment

Principal, Mathematics Coach

1. Reports generated from classroom walkthroughs.

2. Progress of all students

on assessment.3. Review student grouping charts to ensure they are redesigned to target student needs

MathematicsBased on School Grade and Adequate Yearly Progress Data:Did the percent proficient increase? Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?Did 50% or more of the lowest 25% make learning gains? Did 50% or more make learning gains?


Objective Addressed




74% of 6-8 students will achieve mastery on the 2010 the FCAT Mathematics

Effective Implementation of the Instructional Focus Calendar

Math Coach August 2009

Modeling of LessonsClassroom Visits

Principal,Mathematics Coach

Budget:

Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)Objective: In grades 6-8, 74% of Students With Disabilities will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Description of Resources Manipulatives and Various Math supplies

FundingSourceTitle I


Total: Technology

ObjectiveIn grade 6-8, 74% of students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Description of ResourcesCompass Learning

Funding Source District


Total:

Professional DevelopmentObjective Description of

ResourcesFunding Source

Available Amount

Total:

OtherObjective Description of


Available Amount

Total:

Final Total:





SCIENCENeeds Assessment:Based on School Grade Data:Did the percent proficient increase or was the percent proficient maintained?


Objective Addressed




Based on the Sunshine State Standards, 50% of students will score at level 3+ 2010 FCAT Science.

Florida’s Continuous Improvement Model Training

DOE Specialist August 2009

Common planning minutes will be reviewed to ensure data trends are discussed and lesson plans are developed

Principal,Science Coach

Based on 2009, FCAT Science data, 37% of students achieved level three and above.

Given instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Assessment.

1. Utilize hands-on laboratory experiments three times per week using the science stations.

1. Principal and Science Coach

1. The created lab schedule will be implemented with fidelity and monitored by the Principal.

1. Improvement on the science mini-assessments.

2. Provide real-world science experiences and engaging activities.

2. Principal and Science Coach

2. Teachers will require students to read a National Geographic article twice a week for homework..

2. Improvement on the science mini-assessments.

Budget:

Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)ObjectiveGiven instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Assessment.

Description of ResourcesNational Geographic science set

Funding Source Title 1


Total:

TechnologyObjectiveGiven instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Assessment.

Description of ResourcesGLOBE instrument kits

Funding SourceExcellence Grant


Total:



Funding Source

Available Amount

Total:

Other


Funding Source

Available Amount

Total:

Final Total:





On the 2009 administration of the FCAT Writing Test, 93% of the students in 8th grade scored level 3.5 or above in writing.

On the 2010 administration of the FCAT Writing Test, 95% of the 8th grade students will achieve a 3.5 or above.

Students will use the writing process daily; all writing will be dated, and recorded in a journal,

Students will use the writing process daily; all writing will be dated, and recorded in a journal, notebook, or work folder for monitoring

Principal, Reading Coach

Progress between the Pretest Prompt and Mid-year Prompt.

2. The revision and editing process will be explicitly taught .

2. Reading Coach,Principal

2. Administration will monitor revision and editing process s.

2. Progress between the Pretest Prompt and Mid-year Prompt.

WRITINGNeeds Assessment:Based on School Grade and Adequate Yearly Progress Data:Did the percent proficient increase if below 90%? If at or above 90%, was the percent proficient maintained or increased from the prior year?


Objective Addressed




FCAT Writing Test, 95% of the 8th grader will achieve a 3.5 or above.

Teaching the use of revision and editing strategies.

District Language Arts Supervisor

September2009

Monitor student writing portfolios, notebooks or journals..

Principal,Reading CoachDistrict Language Arts Supervisor

Budget:

Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)Objective On the 2010 administration of the FCAT Writing Test, 95% of the 8th grade students will achieve a 3.5 or above.

Description of ResourcesTemporary Coverage for Professional Development

Funding SourceDistrict


Total:

TechnologyObjective Description of


Available Amount

Total:



Funding Source

Available Amount

Total:

Other


Funding Source

Available Amount

Total:

Final Total:

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




Process Used to Determine Effectiveness of Action Step

Evaluation Tool

35% of migrant students achieved mastery on the 2009 FCAT Reading Test.

72% of migrant students will achieve mastery on the 2010 FCAT Reading Test.

1. Encourage migrant families to participate in Families Building Better Readers.

1. Migrant Liaison and Reading Coach

1. Collect participation data and survey families.

1. Parent Attendance Sign-In sheets.

2. Offer monthly Reading Nights with bilingual books.

2. Reading Coach and Migrant Liaison

2. Collect participation data and survey families.

2. Parent Attendance Sign-In sheets.

Professional Development Aligned with this ObjectiveObjective Addressed Content/Topic Facilitator Target

DateStrategy for Follow-up/ Monitoring


Increase teacher parent communication to 80%,

Effective two-way communication

PIRC of FND

Prior to start of school

Parent liaison will participate in planning to provide follow-up

Parent Liaison

Budget:

Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)Objective In grade 6-8, 74% of students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Description of ResourcesMAPPS Training and Materials

Funding Source Title I


Total:

TechnologyObjective Description of


Available Amount

Total:



Funding Source

Available Amount

Total:

Other


Funding Source

Available Amount

Total:

Final Total:


Content/Topic

Action Step

Person Responsible


Professional Development Aligned with this Objective

Objective Addressed

Content/Topic

Facilitator Target Date Strategy for Follow-up/ Monitoring

Person Responsible

Other GoalsNeeds Assessment: Other Goals might include: Technology, Health & Wellness, Drop-out prevention, Safety

Budget

Evidence-based Program(s)/Materials(s)

Goal Description of Resources Funding Source Available Amount

In grades 6-8, 68% of students will achieve Reading gains on the

Read 180 District Funds 10,000

50% of students will score at level three or above on the 2010 FCAT Science

National Geographic science set

Title I 2,000

In grade 6-8, 74% of students will achieve mastery on the 2010 FCAT Test.

MAPPS Training and Materials Title I 500

Total: $ 12,500

Technology

FINAL BUDGET

Goal Description of Resources Funding Source Available AmountIn grades 6-8 , 72% of the students will achieve mastery reading 2010 FCAT

Smart Boards Title I 7,000

In grade 6-8, 74% of students will achieve mastery on the 2010 FCAT Mathematics Test.

Compass Learning District 2,000

Total: $ 9,000

Professional DevelopmentGoal Description of Resources Funding Source Available AmountIn grades 6-8 , 72% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

Development of Social Studies Focus Calendars- Stipends for Summer PD

Title I 8,000

In grade 6-8, 74% of students will achieve mastery on the 2010 FCAT Math.

Temporary Coverage for Professional Development

Title II 2,000

On the 2010 administration of the FCAT Writing Test, 95% of the 8th grade students will achieve a 3.5 or above.

Temporary Coverage for Professional Development

District 1,000

Total: $ 11,500

X Yes No

X Yes No

School Advisory CouncilSchool Advisory Council (SAC) Membership ComplianceThe 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, junior high 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.

School Differentiated Accountability Status

Intervene Correct II Prevent II Correct I Prevent I

Differentiated AccountabilitySchool-level Differentiated Accountability Compliance Attach school’s Differentiated Accountability Checklist of Compliance

Projected Activities Supported with SAC Funds Amount

Open House Booth 50.

Florida Council of Teachers of English Conference 4 teachers registration, September 450.

Florida Educator’s Technical Conference 3 teachers, registration October 425.

Florida Association of Science Teachers Conference # teachers Nov 385.

Mrs. Jane Roberts for substitute to attend Classroom Art Conference Oct 1 100.

Agendas from PRIDE 700 1500.

Jeopardy game for 6th grade FCAT 650.

Michelle Puppets sunshine standards program K-3 on nutrition 300.

Mr. John Melton AVID training for HS 150.

Student incentive awards- all grades 500.

ALLPRODAD-iMOM program Parent Involvement goal 500.Teacher Appreciation Week 500.

Describe the activities of the School Advisory Council Advisory Council

Assists in developing or reviewing school vision Collects and analyzes external community data with internal school information for needs assessment Assists in the preparation and evaluation of the school improvement plan Advertises the final draft of the SIP and conducts a public meeting for community suggestions and modifications Budgeting & Personnel

Develops plan for expenditure and ensuring alignment of SIP funds to specific school goal objectives Assists with the preparation of school’s annual budget Approves SAC fund expenditure to ensure accordance with specific SIP objectives Implementation Communicate to community SIP implementation process Supports SIP and assists principal and staff in implementation when appropriate Serves as community advocate and assists in public relations for SIP

Evaluation

Provides ongoing review of progress toward implementation of SIP goals Evaluates outcomes for success by monitoring short and long term objectives

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

John Brake Principal

Susan Jones Parent

Maria Rivera Business Partner (Chick-fil-A)

James Fujino Community , Pastor- Crest Baptist Church

Joan Morris Teacher 5th grade

Pete Eden Parent

Pat Dawson Teacher 3rd Grade

Wayne Kandy Parent

Joe Smalley Parent

Jane Dores Community- Chamber of Commerce

Jean Simmons Teacher Kindergarten

Angela Tarres Parent

Walter james Parent

Elaina Eiko Parent

SAC Membership Roster List of Members

2009-10 school improvement template update briefing wade davis, ed.d. research, evaluation,...

Documents

school improvement plan

model school

excellence community

prior school grades

history of school grades

star school award

excellence community

principal excellence