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2011
-
201
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School Improvement Plan (SIP)
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Form SIP
-
1

June 2011



1

Rule 6A
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1.099811

Revised June 1, 2011 FRH




F
LORIDA
D
EPARTMENT OF
E
DUCATION
















School Improvement Plan (SIP)

Form SIP
-
1


2011
-
2012




2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



2

Rule 6A
-
1.099811

Revised June 1, 2011 FRH



2011



2012

SCHOOL IMPROVEMENT PLAN



PART I: SCHOOL INFORMATION



School Na
me:

Williston Elementary

District Name:

School Board of Levy County

Principal:

Marla Hiers

Superintendent:

Robert Hastings

SAC Chair:

Mary Guinsler

Date of School Board Approval:


Student Achievement Data:



The following links will open in a separate
browser window
.
.


School Grades Trend Data


(
Use th
is data to complete Sections 1
-
4

of the reading and math
ematics

goals and Section
s
1

and 2

of the writing and s
cience goals.
)

Adequate Yearly Progress (AYP) Trend Data

(Use
this data to complete Section
s

5
A
-
5D

of the
reading and

mathematics goals and Section 3
A
-
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 increasi
ng
student

achievement

at each school
. I
nclude

history of school grades, FCAT performance

(Pe
rcentage data for Proficiency
, Learning
Gains, Lowest 25%)
, and Adequate Yearly Progress (AYP).


Position

Name

Degree
(
s
)
/

Certification(s)

Number of
Years at
Current School

Number of Years
as an
Administrator

Prior Performance Record (include prior School Grades
, FCAT
(Proficiency
, Learning Gains, Lowest 25%),

and AYP
information
along with the associated school year)

Principal


Marla Hiers

Bachelor’s Degree from

Tri
-
State University

Elementary Education

Master’s Degree from the

University of South

Florida in Educational


4 years

20

years

Year Grade Score AYP

03/04 B 396 90%

04/05 B 393 93%

05/06 A 428 100%

06/07 B 511 92%

1
0/11 B 508 74%

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Leadership

Certifications:

School Principal (all

levels)

Elementary Education (1
-

6)

ESOL K
-
12 /Endorsement

Specific Learning

Disabilities (K
-
12)

NEFEC Principal
Leadership Academy Tier
II

School Leaders Program


Assistant
Principal

Angel Thomas

Bachelor’s Degree from

Jacksonville University

Master’s Degree from St.

Leo University

Educational Leadership

(K
-
12)

Elementary 1
-
6

Middle Grades Integrated

Curriculum

Reading
Endorsement (all

grades)

1 year

2 years

Year Grade Score AYP

09/10

A 581 95%

10/11 B 508 74%



Highly Qualified Instructional Coaches


List your school’s highly
qualified
instructional coaches and
briefly describe
their certification(s), number of years at the current school, number of years as a
n instructional

coach
,
and their prior performance record

with increasing
student

achievement at each school
. Include

hi
story of
school grades, FCAT performance

(Pe
rcentage 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
read
ing, mathematics, or science

and work only at the school site
.


Subject

Area

Name

Degree(s)/

Certification(s)

Number of
Years at
Current School

Number of Years as
an

Instructional

Coach

Prior Performance Record (include prior School Grades,
FCAT
(Proficiency
, Learning Gains, Lowest 25%), and AYP
information along with the associated school year)


Reading
Coach

Barbara

Hoyt

Bachelor’s Degree in

Adult Education Master’s

of Science Degree in

Elementary Education

Certifications: Elementary


4 years

2 years

Year Grade Score AYP %



08/09 A 559 90%

09/10 B 502 77%

10/11 B 508

74%

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Education,

ESOL

Endorsed, Reading

Endorsed

RtI Coach

Chloe
Kidd





Bachelor’s Degree in

Elementary Education


St. Leo University,

Master’s Degree in

Instructional Leadership


St. Leo University

ESOL Endorsed

5 years

2 years

Year Grade Score AYP %



08/09
A 559 90%

09/10 B 502 77%

10/11 B 508 74%


Highly Qualified Teachers


Describe
the
school
-
based
strate
gies
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.

Representatives attended recruitment fairs at the University of
Florida, Florida State University, Florida Agriculture and
Mechanical University, Valdosta State University, Florida Southern
University, North Florida University, Central Florida University,

and
the Minority Recruitment Job Fair.

Mrs. Hiers

On
-
going


2. Relationships have been developed with St. Leo University and
the University of Florida, as well as Central Florida Community
College. Provides mock interviews for prospective teachers

Mrs. Hiers

On
-
going


3 An on
-
line application that principals and other administrators may
view directly is in use. Applicants may complete an on
-
line
application 24/7 which is user friendly. Principals may use this as a
screening mechanism.

Mrs. Hiers

Mrs. Thomas

On
-
going


4.

Opportunities and assistance will be provided for
paraprofessionals to attend ESE workshops as well as attend CARD
(Center For Autism Related Disorders) workshops. This will better
prepare them to work with ESE students and stud
ents with Autism
Spectrum Disorders.

5. Bi
-
weekly meetings are held with paraprofessionals, teachers, and
the reading coach to examine current needs and concerns associated
with working with children across grade levels.

Mrs. Hiers





Mrs. Hiers


On
-
going





On
-
going



Non
-
Highly Qualified Instructors

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


Nam
e

Certification

Teaching Assignment

Professional Development/Support to
Become Highly Qualified

Lindsey Dubock

Elementary Ed Certified

Third Grade

ESOL Courses

Steve Van Zwienen

Elementary Ed Certified

Fifth Grade

ESOL Courses

Neige Snider

Elementary Ed Certified

Fourth Grade

ESOL Courses


Staff
Demographics


Please
complete the following demographic information about the instructional staff in the school
.



*
When using percentages, include the number of teachers the percentage represents (e.g., 70% (35))
.


Total Number
of Instructional
Staff

% of First
-
Year
Teachers

% of Teachers
with 1
-
5

Years of
Experience

% of Teachers
with 6
-
1
4

Years of
Experience

% of Teachers
with 15+ Years

of

Experience

% of Teachers
with Advanced
Degrees

%

Highly
Qualified

Teachers

% Reading
Endorsed
Teachers

% National
Board Certified
Teachers

%

ESOL Endorsed

Teachers

33

0% (0)

30% (11)

21% (7)

46% (15)

36% (12)

100% ( 33)

27% (9)

.3% (1)

61% (20)


Teacher Mentoring Program


Please describe the schoo
l’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

Mary Guinsler

Courtney Edwards

Mary is a highly qualified teacher and team
facilitator f
or third grade. She has been
trained by the county this year to be our
mentor teacher trainer,
having the
responsibility of training all mentor
teachers on campus. She
has worked on
curricular mapping
for the county
and is in
close proximity to Courtney.

A mentoring program is provided for
first and second year teachers. They are
provided with a highly qualified,
experienced teacher with Clinical
Educator training

to
assist and guide
them in the area of instruction,
planning, discipline, and other
activities. Individual and small group
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meetings will include: regular face
-
to
-
face meetings, workshops, in
-
services,
and team meetings. Pre and post
observations are documen
ted for
beginning teachers: peer teachers keep
a file and check off required
competencies as well as report to the
principal. Deficiencies are noted and
assistance provided. A checklist and
the
completed packet of the above
standards is used for evaluat
ion
purposes. The principal, mentor and
teacher sign
-
off on achieved
competencies and then forward to the
District Personnel Office at the end of
the year.

Paige Mace

Ryan Sullivan

Paige is a high performing ESE teacher,
team facilitator, and a staff tra
iner with
strategies and resources. Ryan
and Paige
are on the same team.

Same as above.

Joelene Vining

Neige Snider

Joelene is one of the Fourth Grade
facilitators, highly qualified, and a trainer
on our campus for Writers in Control and
SUMS. She is in
close proximity to Neige
and both are on the fourth grade team.

Same as above.



Additional Requirements

Coordination and Integration
-
Title I Schools Only

Please describe how federal, state, and local services and programs will be coordinate
d and
integrated in the school
.
I
nclude 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 educati
on
, and/or job training, as applicable.


Title I, Part A

Services

are

provided

to

ensure

students

requiring

additional

remediation

are

assisted

through

after
-
school

programs

or

summer

school.

The

district

coordinates

with

Title

II

and

Title

III

in

ensuring

staff

development

needs

are

provided.

Title I, Part C
-

Migrant

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Migrant

Liaison

provides

services

and

support

to

students

and

parents.

The

liaison

coordinates

with

Title

I,

district,

school

administration

and

other

programs

to

ensure

student

needs

are

met.

Title I, Part D

N/A

Title II

District

receives

supplemental

funds

for

improving

basic

education

programs

through

the

purchase

of

small

equipment.

New

technology

in

classrooms

will

increase

the

instructional

strategies

provided

to

students

and

new

in
structional

software

will

enhance

literacy

and

math

skills

of

struggling

students.

Funds

at

Williston

Elementary

School

are

used

to

provide

professional

development
.

Title III

Services

are

provided

through

the

district

for

education

materials

and

ELL

dis
trict

support

services

to

improve

the

education

of

immigrant

and

English

Language

Learners.

An

ESOL

aide

is

provided

once

the

school

has

reached

15

ESOL/LY

students.

Title X
-

Homeless

District

Homeless

Social

Worker

provides

resources

(clothing,

school

su
pplies,

social

services

referrals)

for

students

identified

as

homeless

under

the

McKinney
-
Vento

Act

to

eliminate

barriers

for

a

free

and

appropriate

education.

Our

school

social

worker

provides

transportation

and

collaborates

with

local

social

services

to

provide

support.

Supplemental Academic Instruction (SAI)

WES

provides

before

and

after

school

tutoring

with

these

funds

to

support

struggling

students'

learning.

Highly

qualified

teachers

and

para
-
professionals

will

be

utilized.

These

tutoring

services

will

target

students

who

are

not

receiving

Supplemental

Education

Services,

and

those

who

are

in

those

subgroups

that

did

not

make

AYP.

We

will

also

offer

tutoring

to

those

ELL

students

who

are

demonstrating

a

need

for

supplemental

instruction

beyond

the

s
chool

day.

Violence Prevention Programs

The

Levy

County

Sheriff’s

Office

provides

a

Safe

and

Drug

Free

school

unit.

We

have

a

Bullying

Prevention

program

and

a

curriculum

that

addresses

character

education

and

conflict

resolution.

CDS

also

provides

a

full

time

counselor

to

meet

with

each

class

once

a

week

implementing

a

program

called,

“Too

Good

for

Drugs,

Too

Good

for

Violence”.

Our

school

is

also

a

PBS

school

which

focuses

on

and

reward

positive

behaviors.

Nutrition Programs

Every

classroom

teacher

prov
ides

at

least

five

hours

of

documented

nutrition

instruction.

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Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

During our Career Day
,

hosted by our special are team and the guidance department,

various careers are shared and demonstrated for our students.

Job Training

The Senior Community Service Employment Program places senior citizens at our school to learn a trade and gain skills to beco
me employed in a specific field. This internship
may
be for up to two years or until they find employment.

Other


Response to

Instruction/
Intervention

(RtI)


School
-
B
ased RtI Team

Identify the school
-
based RtI Leadership Team.


Principal
-

Marla Hiers

Assistant Principal
-

Angel Thomas

Reading Coach
-

Barbara Hoyt

RtI Teacher
-

Chloe
Gabriel(Kidd)

Guidance Counselor
-

Celeste Greenlee

Classroom 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 t
o
organize/coordinate RtI efforts?

The purpose of the RtI Leadership team is to provide high quality instruction /intervention matched to student need and
analyze performance and learning rate over time to make decisions and to guide instruction.


The tea
m also educates parents about RtI practices and
criteria.

The RtI Leadership team will meet bi
-
weekly with every teacher individually to engage in one or more of the following activities:

Review and interpret student data, at the grade level and classroom
level,

through Performance Matters, grades, observations (Academic and Behavior) to
make instructional decisions; the implementation of research
-
based, scientifically validated strategies and resources; identify students who are meeting and
or exceeding be
nchmarks, at moderate risk or at high risk for not meeting benchmarks; identify needs for professional development; create an
d
communicate

intervention plans and progress to all personnel involved; understand criteria for knowing when to increase and decre
ase intensity of a
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student's interventions.



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?



All team members were involved with disaggregating, reviewing and reflecting on the prior year’s data.

The team provided data on Tier I, II and III targets
and academic areas neede
d to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the developmen
t of a
systematic approach to teaching (Gradual Release, Essential Questions, Research
-
based strategies and resources, higher order

questioning); and aligned
processes and procedures.




RtI Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, s
cience, writing, and behavior.

Baseline data: CIM
Assessments, FAIR, FCAT, Levy Interim Assessments (LIA)

Progress Monitoring: CIM Assessments, FAIR, common assessments, tier II and tier III research
-
based common assessments

Midyear: CIM Assessments, FAIR, LIA

End of year: FAIR, CIM Assessments, FCAT, LIA

Frequency of data chats: bi
-
weekly, which include parent, teacher and student



Describe the plan to train staff on RtI.

Professional Development sessions will occur during grade level meetings and early release days throughout the school year

by the RtI

teacher, Chloe Kidd.








Literacy Leadership
Team (LLT
)



School
-
Based Literacy Leadership Team


Identify the school
-
based Literacy Leadership Team (LLT).

Marla Hiers, Angel Thomas, Mary Guinsler, Hillary Cribbs, Joelene Vining, Tina Roberts, Jeanne Dubois, Nancy Bowman, Paige Ma
ce, Donna Lovvorn, Helen
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Darling, Barbara Hoyt, Chloe Kidd


Describe how the school
-
based LLT functions (e.g., meeting processes
and roles/functions).

The first Monday of the month grade levels will meet with
administration. The LLT will meet the second Monday of the month or more if needed. An agenda is established based on the SI
P, concerns from grade level
meetings, progress mo
nitoring data, intervention needs, and an opportunity given for members to voice concerns, problem
-
solve, research solutions, and find research
based alternatives. The third Monday of the month grade level teams will meet together.

What will be the major

initiatives of the LLT this year?

Working together across grade levels and using every resource possible to create a better intervention schedule that moves ou
r bottom quartile and subgroups up:
every child making AYP through whole group instruction, abil
ity grouped intervention teams, SUMS math and science, manipulative, resources, technology.





NCLB Public School Choice




Notification of School in Need of Improvement (SINI) Status

Upload

a copy of the Notification of SINI Status to Parents

in the designated upload link on the “Upload” page
.




Public School Choice with Transportation (CWT) Notification

Upload

a

copy of the CWT Notification to Parents

in the designated upload link on the “Upload” page
.




Supplemental Educational Services (SES)
Notification

Upload
a copy of the SES Notification to Parents

in the designated upload link on the “Upload” page
.



*Elementary Title I Schools Only: Pre
-
School Transition

Describe plans for assisting preschool children in transition from early childhood p
rograms to local elementary school programs as applicable.


We assist our sister school, JBES, in sending out information to parents about enrollment and up
-
coming deadlines, promotions, and general information.



*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.




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N/A











*High Schools Only


Note: Required for Hig
h 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 releva
nce to their future?



N/A



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



N/A



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
.



N/A


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PART II: EXPECTED IMPROVEMENTS

Reading

Goal
s


* 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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strateg
y

Person or Position
Responsible for
M
onitoring

Process Used to Determine
E
ffectiveness of

Strateg
y

Evaluation Tool

1.

Students achieving proficiency (FCAT Level 3) in
reading


Reading Goal #1:

1.1.


Due to time constraints,

planning high level and high
complexity

lessons and
centers in a challenge.


Lack of parental support and
excessive absences and
tardies impact the
achievement of students.


Adequate time for teaching
and re
-
teaching skills, small
group time and
scheduling
additional support time
continue to be a
concern
.


Incomplete/inconsistent
monitoring system by the
administration for
supplemental
programs such
as Success Maker, CIM
1.1
.

Teachers and staff will plan
targeted intensive
thirty minute
intervention and enrichment
groups using FCAT data and
previous year’s assessment data
as a guide to
determine groups
and assign additional support
staff and ESE teachers. Regular
education teachers and ESE
teachers will be trained in co
-
teaching in order to best meet the
needs o
f students during
intervention and

enrichment
time.


Utilize reading coac
h,

curriculum coach, RtI

teacher, and curriculum

facilitators to mentor, review,

and coordinate curriculum

delivery based on data

analysis
.

1.1.


Classroom teachers
,
support

staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

1.1
.

Student progress toward the
mastery of grade level skills and the
effectiveness of strategies and
programs will be monitored
through the use of Florida Achieves
and interim assessments.

Student data will be reviewed
throughout the year through the use
of PLCs.


1.1.

Students will be

evaluated
through weekly Macmillan
McGraw
-
Hill skill

tests
,
Florida

Achieves
benchmark assessments,
Levy County Interim
Assessments, FAIR,
fluency tests,
and the

FCAT Reading
Assessment.


86% of students will earn a
level 3 or above

on the

201
2

FCAT

2.0
Reading
Assessment

.



201
1

Current
L
evel of
Performance:*

201
2

Expected
L
evel of
Performance:*

3
rd
-
70%(113)

4
th
-
65%(101)

5
th
-
59%(102)

3
rd
-
86%(141)

4
th
-
86%(132)

5
th
-

86%(144)

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checks, FCAT Explorer, AR,
Rosetta Stone, Earobics,

and
Waterford
.


Lack of
p
arent training for
Skyward as a

new tool to
improve student performance
.















During the ninety minute reading
block and intervention, t
eachers
will work with the reading coach
to consistently
implement Team
Read
, Jr. Great Books

and
CRISS strategies while including
differentiated

rigorous tasks at
centers and a variety of high
complexity texts.


Teachers will plan
and
implement
lessons, using the
Levy County Curriculum
Maps

and vocabulary list
s, which

include high complexity texts,
quadrant D activities, the gradual
release model for instruction,
and high level questioning.

Lessons will engage students
through the use of Class Pads,
interactive whiteboards, and
group work.


The media specialis
t will provide
lessons on reading strategies,
informational text and research
process skills.


Teachers will communicate with
parents regarding student
progress
, New Generation
Sunshine State Standards,

and
grade level
expectations through
the use of daily planners, student
led data chats, parent
conferences,
Annual Title I
Parent Orientation
Open House,
the
student compact poster,
newsletters
, phone calls,
e
-
mails,
and “Parent Tips” display
ed

at
local businesses.


Tea
chers and support staff will
provide a morning homework
club for students to receive extra
help with homework, reading
AR, taking AR tests, and using
Rosetta Stone, Success
-
maker,
and FCAT Explorer.


2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



14

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


Incorporate three book studies
for teachers on addressi
ng the
needs of our students and
achievement: “12 Powerful
Words,” by Larry Bell,
“Comprehension
-
Going
Forward,” by Heinemann, and
a

review of
“A Framework for
Understanding Poverty,” by
Ruby Payne
.


Grade level teams will revise the
AR Program to include
a broader
variety of text types.


Canvas the community to locate
“off campus” locations for
tutoring, homework clubs, and
parent training.


The media center
will
open
before and after school and
during monthly Literacy Night
featuring “Wildcat Readers and
Computer Cats.”


Establish convenient user
-
friendly parent training sessions
for Skyward in August,
September, and October both on
and off campus.


Teachers will require students to
answer in complete se
ntences
through the use of “T.A.G.,


Turn question ar
ound, Answer
questions, Give evidence to
support your answer.


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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2. Students achieving above proficiency

(FCAT Levels 4 and 5) in reading


Reading Goal #2:

2.1.

Due to time constraints,
planning high level and high
c
omplexity lessons and
2.1.

In addition to the
strategies listed
for Goal #1:


2
.1.


Classroom teachers
,
support

staff, reading
coach, RtI teacher, and
2
.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
2.1
.

Students will be evaluated
through weekly Macmillan
McGraw
-
Hill skill

tes
ts
,
2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



15

Rule 6A
-
1.099811

Revised June 1, 2011 FRH



Students ea
rning a level 4 or
5 on the 2011

FCAT
2.0
Reading Assessment will
m
aintain or increase their
level on the 2012
FCAT 2.0
Reading Assessment.


201
1

Current
L
evel of
Performance:*

201
2

Expected
L
evel of
Performance:*

centers is

a challenge.


Lack of student

engagement.


Lack of parental support and
excessive absences and
tardies impact the
achievement of students.


Adequate time for teaching
and re
-
teaching skills, small
group time and scheduling
additional support time
continue

to be a concern.


Incomplete/inconsistent
monitoring system by the
administration for special
programs such as Success
Maker, CIM checks, FCAT
Explorer, AR, Rosetta Stone,
Earobics, and Waterford.


Lack of p
arent training for
Skyward as a

new tool to
imp
rove student performance





Continue serving gifted and
talented students through an
enrichment intervention group
with the gifted teacher.


Training on inclusion of
enrichment for gifted and
talented students during the
ninety minute reading block.


Teachers will plan and
implement engaging and
enriching lessons during the
ninety minute reading block.


Challenge
students to read books
from
th
e Sunshine State Readers
list.


Encourage students through the
use of AR incentives and
recognition at AR/Honor Roll
assemblies.


Provide opportunities for
students to complete projects to
demonstrate knowledge

of
various skills throughout all
content a
reas.




administration will
monitor student progress
and the effectiveness of
strategies.

st
rategies and programs will be
monitored through the use of
Florida Achieves and interim
assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


Florida

Achieves
benchmark assessments,
Levy County Interim
Assessments, FAIR,
fluency tests,
and the

FCAT Reading
Assessment.

3rd
-
30% (48)

4
th
-
30% (47)

5
th
-
31% (53)

3rd
-
40%(66)

4
th
-
40%(62)

5
th
-
40%(63)


2.2.


2.2.

2.2.

2.2.

2.2.

2.3


2.3

2.3

2.3

2.3

Based on the

analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effe
ctiveness of

Strategy

Evaluation Tool

3. Percentage of students making Learning Gains in
reading


Reading Goal #3:

3.1.


Due to time constraints,
planning high level and high
complexity lessons and
centers in a challenge.


Lack of parental support and
excessive absences and
tardies impact the
achievement of students.


3.1.

In addition to the strategies for
Goal #1:


Teachers will use research based
programs, ORTON, Earobics,
Success Maker, and Read
Naturally to help students close
the achievement gap.


After school tutoring will be
offered

for all students scoring a
3
.1.


Classroom teachers
,
support

staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

3
.1.

Student progress toward the
mastery of
grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and interim
assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.

3.1
.

Students will be evaluated
through weekly Macmillan
McGraw
-
Hill skill

tests
,
Florida

Achieves
benchmark assessments,
Levy County Interim
Assessments, FAIR,
fluency tests,
and the

FCAT Reading
Assessment.


Students earning a Level

1 or
2
on the 201
1

FCAT
2.0
Reading Assessment will
increase their DSS score by
one year, as evidenced by the
201
1

Current
L
evel of
Performance:*

201
2

Expected
L
evel of
Performance:*


3
rd
-

30% (49)


3
rd
-
40%(66)

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



16

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


learning gain calculations

on
the 2012 FCAT 2.0 FCAT
Reading Assessment.


4
th
-
35% (54)

5
th
-
41% (70)

4
th
-
45%(69)

5
th
-
50%(84)


Adequate time for teaching
and re
-
teaching skills, small
group time and scheduling
additional support time
continue to be a concern.


Incomplete/inconsistent
monitoring system by the
administration for special
programs such as Success
Maker, CIM checks, FCAT
Explorer, AR, Rosetta Stone,
Earobics, and Waterford.


Lack of p
arent training for
Skyward as a

new tool to
improve student performance.
















level 1 or 2 on the FCAT

2.0
Reading Assessment
.


Summer school will be offered
for students in third grade
scoring a level 1

on the FCAT
2.0 Reading Assessment
.


Provide incentives for students
showing growth on Interim
Assessments.


Provide extra suppor
t for
struggling students during the
ninety minute reading block and
intervention.


Teachers will maintain high
expectations for students and
include opportunities for
students to participate in
rigorous tasks, even if they are
difficult for them.


Teach
ers will include instruction
in the five components of
reading, using research based
curriculum from the Macmillan
McGraw
-
Hill reading series or
other approved programs.

Monitor student progress and
utilize the RtI process to improve
students’

achievement

and
identify student needs.



U
tilize volunteers as mentors to
read with students and check
homework.


Provide interventions with lower
student/teacher ratios and more
prescriptive instruction.


Teachers will provide explicit
and consistent vocabulary
i
nstruction through the use of the
“Twelve Powerful Words,” by
Larry Bell and the curriculum
map

s list of vocabulary words.


Teachers will implement the

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



17

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


strategies from Larry Bell,
“Comprehension
-
Going
Forward,” by Heineman, and
“A
Framework for Understanding
Poverty,” by
Ruby Payne
.


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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making
learning gains in reading


Reading Goal #4:

4
.1.

Due to time constraints,
planning high level and high
complexity lessons and
centers in a challenge.


Lack of parental support and
excessive absences and
tardies impact the
achievement of students.


Adequate time for teaching
and re
-
teaching skills, small
group time and scheduling
additional support time
continue to be a concern.


Incomplete/inconsistent
monitoring system by the
administration for special
programs such as Success
Maker, CIM checks, FCAT
Explorer, AR, Rosetta Stone,
Earobics, and Waterford.


Lack of p
arent training for
Skyward as a

new tool to
improve student performance.












4
.1.

In addition to the strategies for
Goal #1

and 3
:


Students with significant deficits
will participate in the “Failure
Free” reading program.







4
.1.


Classroom teachers
,
support

staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

4
.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and interim
assessments.

Student data will be reviewed
throughout the year through the
us
e of PLCs.


4.1
.

Students will be evaluated
through weekly Macmillan
McGraw
-
Hill skill

tests
,
Florida

Achieves
benchmark assessments,
Levy County Interim
Assessments, FAIR,
fluency tests,
and the

FCAT Reading
Assessment.

Students identified in the
lowest

quartile will make
adeq
uate learning gains
by
increasing a level or showing
one year’s growth as
evidenced by the learning
gain calculations

on the 201
2

FCAT 2.0 Reading
Assessment.


2011

Current
L
evel of
Performance:*

201
2

Expected
L
evel of
Performance:*

3
rd
-

NA

4
th
-
63% (22)

5
th
-

49% (21)


122/486 will
make
adequate
learning gains

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



18

Rule 6A
-
1.099811

Revised June 1, 2011 FRH







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
“Guiding Questions”, identify and define areas in need of
improvement for the
applicable

subgroup
(s)
:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Use
d to Determine
Effectiveness of

Strategy

Evaluation Tool

5A. Student subgroups
not making Adequate
Yearly Progress (AYP) in
reading


Reading Goal #5A:


Reading Goal #5A:

Ethnicity

(White, Black, Hispanic, Asian,

American Indian)



5A.1.

.



E
xcessive
absences

due to
economic hardships: parents
working more than one job
with limited transportation


.

Parents’ ability to participate
in school events on campus,
due to tr
ansportation and
work schedules



Communication barriers due
to non
-
English speaking

parents and guardians


Student achievement hindered
by disabilities and life
altering situations affecting
academic growth


Lack of background
knowledge
and language
development
from limited

exposure to enrichment
activities and language









5A.1.

In

addition to the strategies listed
for Goals 1, 3, and 4:


Utilize research based programs
such as Language! and
Sortegories, for the development
of vocabulary and language
skills.


Provide transportation as needed
for parents to attend evening
conferences

and school activities
through the use of our social
worker.


Intervention groups and full
inclusion push
-
in time adds
additional support for students
needing extra support


Utilize local
African
American/
black churches to
disseminate supplies, provide
fre
e tutoring, and mentoring to
students in need.


The school will visit local
churches and daycares to request
the use of their facilities to
provide free tutoring and parent
workshops in a convenient
location within the community.


Teachers and staff will p
rovide
an environment that is culturally
friendly, literature that is diverse
and opportunities for diverse
leaders to participate in literacy
5
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

5
.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
strategies and pro
grams will be
monitored through the use of
Florida Achieves and interim
assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


5.1
.

Students will be evaluated
through weekly Macmillan
McGraw
-
Hill skill tests,
Florida Achi
eves
benchmark assessments,
Levy County Interim
Assessments, FAIR,
fluency tests,
and the

FCAT Reading
Assessment.


86% of students identified in the

black and white
subgroups

will
achieve a level three or above on
the 201
2

FCAT 2.0 Reading
Assessment.


2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

White:

71
%
(
238)

Black:

46
%
(
47)

Hispa
nic:
55
%(
32
)

White:

86%
(
195)

Black:

86%
(
54)

Hispanic:86%(
32

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



19

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


programs.


Teachers and staff will attend
professional development
through in
-
services or PD
-
360
focused on impro
ving instruction
for struggling black students and
language development.


Students will have an
opportunity to celebrate “Black
History Month” through the use
of classroom projects and
culturally diverse literature.


Orton groups
are

formed for

students n
eeding additional
language/vocabulary support


A variety of times will be
provided throughout the
day/evening for parents to attend
school functions



Fifth grade teachers will utilize
Read Naturally for diverse
students.


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
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Deter
mine
Effectiveness of

Strategy

Evaluation Tool

5
B
. Student subgroups
not
making
Adequate
Yearly Progress (AYP) in
reading


Reading Goal #5B:


Reading Goal #5
B
:

E
nglish
L
anguage
L
earners (ELL)




5B.1.





5B.1.

5B.1.

5B.1.

5B.1.


86% of students
identified in the
ELL subgroup will achieve a level
of three or above on the 2012
FCAT 2.0 Reading Assessment.




2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

3
rd
-
55%(6)

4
th
-
0% (0)

5
th
-

14%(1)

3
rd
-
60%(4)

4
th
-
60%(4)

5
th
-
20%(1)


5B.2.

5B.2.

5B.2.

5B.2.

5B.2.

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



20

Rule 6A
-
1.099811

Revised June 1, 2011 FRH















5B.3.

5B.3.

5B.3.

5B.3.

5B.3.

Based on the analysis of student achievement data, and
reference

to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5C. Student subgroups
not making Adequate
Yearly Progress (AYP) in
reading


Reading Goal #5C:



Reading Goal
#5C:

Students with Disabilities
(SWD)



5C.1.


Due to time constraints,
planning high level and high
complexity lessons and
centers in a challenge.


Lack of parental support and
excessive absences and
tardies

impact the
achievement of students.


Adequate

time for teaching
and re
-
teaching skills, small
group time and scheduling
additional support time
continue to be a concern.


Incomplete/inconsistent
monitoring system by the
administration for special
programs such as Success
Maker, CIM checks, FCAT
Expl
orer, AR, Rosetta Stone,
Earobics, and Waterford.


Lack of p
arent training for
Skyward as a

new tool to
improve student performance.


Parents’ ability to participate
5C.1.

In addition to the strategies listed
for Goals 1, 3,and 4:


ESE teachers will meet with
parents, regular education
teachers, administration, the
reading coach, RtI

coach, or any
other faculty member needed to
write an Individualized
Educational Plan (IEP) for
students with disabilities.


Teachers and staff will work in
conjunction with CARD to
provide
strategies for success
with Autistic Spectrum Disorder.


Teacher
s will utilize outside
agencies such as MDTP, FDLRS
and SEDNET, for additional
support and strategies for
working with learning disabled
students.


Teachers will review IEPs and
keep them in lesson plan books
for easy access during planning.


ESE teachers and
paraprofessionals will provide
5C
.1.


Classroom teachers
,
support

staff, reading
coach, RtI teacher, and
admini
stration will
monitor student progress
and the effectiveness of
strategies.

5C.1
.

Student progress toward the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and interim
assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


5C.1
.

Students will be evaluated
through weekly Macmillan
McGraw
-
Hill skill

tests
,
Florida

Achieves
benchmark assessments,
Levy County Interim
Assessments, FAIR,
flue
ncy tests,
and the

FCAT Reading
Assessment.


The number of students achieving
a three or above on the 2012 FCAT
2.0 Reading Assessment in the
subgroup of Students with
Disabilities will increase by 10%.











2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

3
rd
-
35% (11
/32
)

4
th

-
20% (7
/35)

5
th



26% (8
/31)

3
rd
-
45%(14
/
32
)

4
th
-

30%(8
/
26
)

5
th
-
36%(
14
/
39
)

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



21

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


in school events on campus,
due to transportation and
work schedules.


Students
reading
independently two or more
levels below grade level.














additional support for learning
disabled and struggling students
within the regular classroom
setting


Faculty and staff will reconsider
the use of the Waterford
program.



The ESE department will
provide pr
ofessional
development on processing
deficiencies during d
ata days in
August and review
additional
strategies and resources available
for learning disabled students.












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
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5D. Student subgroups
not making Adequate
Yearly Progress (AYP) in
reading


Reading Goal #5D:



Reading Goal #5D:

Economically
Disadvantaged



5D.1.

Due to time constraints,
planning high level and high
complexity lessons and
centers in

a challenge.


Lack of parental support and
excessive absences and
tardies impact the
achievement of students.


Adequate time for teaching
and re
-
teaching skills, small
group time and scheduling
additional support time
continue to be a concern.


5D.1.

In addition to the strategies list
for Goals 1,2,3, and 4:


The school will collect and
disseminate donated supplies
from churches and local
organiza
tions.


Students will be invited to
participate in SES tutoring
regardless of their FCAT levels.


Provide an opportunity for
parents to connect with local
resources such as social workers,
job placement agencies,
5D
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

5D
.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and interim
assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


5D.1
.

Students will be evaluated
through weekly Mac
millan
McGraw
-
Hill skill tests,
Florida Achieves
benchmark assessments,
Levy County Interim
Assessments, FAIR,
fluency tests,
and the

FCAT Reading
Assessment.


86% of students identified in the
Economically Disadvantaged
subgroup will achieve a
level
three or above on the 2012

FCAT 2.0 Reading Assessment.



2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

3
rd
-
63% (67)

4
th
-

59% (75)

5
th



54% (63)

3rd
-

86%(
104)

4
th
-
86% (
91)

5
th
-
86% (
110)

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



22

Rule 6A
-
1.099811

Revised June 1, 2011 FRH





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

and/or PLC Focus


Grade
Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy

for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

1.
Essential Six
,

2.5 Components of Reading

3. Vocabulary/ Language

4. Intervention Groups and
Strategies

All Grade Levels

Barba
ra
Hoyt
/Chloe Kidd

School
-
wide

Early Release, Grade
Level
Planning, Summer 2011

Lesson Plans, Walkthroughs, Teacher
Conferences

Administration/Barbara Hoyt

5

.
Inclusion of
enrichment
activities for gifted and
talented students during the
reading block.

All Grade Levels

Lisa Posteraro

School
-
wide

Early
Release, Grade Level
Planning, Summer 2011

Lesson Plans, Walkthroughs, Teacher
Conferences

Administration

6.
Processing Deficiencies
and Resources for available
through ESE

7.CARD
-

Autistic Spectrum
Disorder



8.Improving instruction for
struggling Black
Students


9. Using Technology in the
All Grade Levels


All Grade Levels





All Grade Levels



All Grade Levels

ESE Team




PD 360






Charlie Watson

School
-
wide







School
-
wide


School
-
wide


Early
Release, Grade Level
Planning, Summer 2011




Early Release, Grade Level
Planning, Summer 2011


Early Release, Grade Level
Planning, Summer 2011


Lesson Plans, Walkthroughs, Teacher
Conferences





Lesson Plans, Walkthroughs, Teacher
Conferences



Lesson Plans, Walkthroughs, Teacher
Administration






Administration




Administration



Incomplet
e/inconsistent
monitoring system by the
administration for special
programs such as Success
Maker, CIM checks, FCAT
Explorer, AR, Rosetta Stone,
Earobics, and Waterford.


Lack of p
arent training for
Skyward as a

new tool to
improve student performance.


Pa
rents’ ability to participate
in school events on campus,
due to transportation and
work schedules.

counselors, faith based agencies
that prov
ide assistance and
resources.







5D.2.


5D.2.

5D.2.

5D.2.

5D.2.

5D.3.


5D.3.

5D.3.

5D.3.

5D.3.

2011
-
201
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School Improvement Plan (SIP)
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Form SIP
-
1

June 2011



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Rule 6A
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Revised June 1, 2011 FRH


Classroom



10
. Lesson Studies



11. T
ext Complexity



12.

Orton Gillingham



13. ESOL Courses





All Grade Levels


All Grade Levels


Selected teachers



Selected teachers









Hoyt, Thomas,

Hiers, Thomas

Hoyt

Mace




District/NEFEC




School
-
wide


School
-
wide

Selected grades

Selected teachers

Early Release, Grade Level
Planning, Summer 2011


Early Release, Grade Level
Planning, Summer 2011

After School hours

Early Release, Planning, After
School hours

Conferences


Chapter summaries


Lesson Plans, Walkthr
oughs, Teacher
Conferences

Lesson Plans, Walkthroughs, Teacher
Conferences

District documentation






Administration

Administration

Administration


Administration


Reading 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

Amount

After
-
school tutoring

Family Literacy Nights

Staff salaries


Title I, Part A


12,869
.00


$5l0.00

Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount

Improving
Teacher proficiency

Hoyt

Title I Part A


$25,150.00

Orton Gillingham

Mace

Title I Part A


$3,000.00

Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount

Book Studies

Books

Title I Part A


$200.00

Subtotal:


Total:

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



24

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Revised June 1, 2011 FRH


End of Reading Goals

Mathematics Goals


* 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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strateg
y

Evaluation Tool

1. Studen
ts achieving proficiency (
Level 3) in
mathematics


Mathematics Goal #1:

1.1.

Students processing
deficiencies, lack of
background knowledge and
learning gaps hindered
success.


Students’ learning gaps and
lack of basic math
foundations.


Student attendance, class
sizes, teacher shortage, lack
of support staff, schedules
and adequate teaching time
are barriers for closing the
math achievement gap for
struggling students.















1.1.

Teachers and staff will plan
targeted intensive
thirty minute
intervention and enrichment
groups using FCAT data and
previous year’s assessment data
as a guide to determine groups
and assign additional support
staff and ESE teachers. Regular

education teachers and ESE
teachers will be trained in co
-
teaching in order to best meet the
needs of students during
intervention and enrichment
time.


Utilize curriculum coach, RtI

teacher, and curriculum

facilitators to mentor, review,

and coordinat
e curriculum

delivery based on data

analysis.


Teachers will plan and
implement lessons, using the
Levy County Curriculum Maps
and vocabulary lists, which

include

quadrant D activities, the
gradual release model for
instruction, and high level
questioning.


Teachers will use
FCAT/Academic language
during daily activities.



Lessons will engage students
through the use of Class Pads,
interactive whiteboards,

Math
Connects and SUMS
1
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

1
.1.

Student progress

toward the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of
PLCs.


1.1
.

Students will be evaluated
through weekly skill tests,
Florida Achieves
benchmark assessments,
Levy County Interim
Assessments, and the
FCAT 2.0 Math
Assessment.



86% of s
tudents
will
earn a
Level 3
or above
on the 201
2

FCAT
2.0 Math

Assessment
.


.





2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

3
rd
:
76%
(
123
/161

4
th
:
65%(101
/155
)

5
th
:

51
%(
87
/171
)

3
rd
-
86%(141)

4
th
-
86%(132)

5
th
-
86%(144)

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



25

Rule 6A
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Revised June 1, 2011 FRH


manipulatives, math journaling,
and group work.

Teachers will include
differentiated instruction and
math strategy centers.



The art teacher will include
lessons related to geometry
during weekly art class.


Teachers will communicate with
parents regarding student
progress, New Generation
Sunshine Sta
te Standards, and
grade level expectations through
the use of daily planners, student
led data chats, parent
conferences,

Annual Title I

Parent Orientation
Open House,
the student compact poster,
newsletters, phone calls, e
-
mails,

“Home to School Connectio
n


newsletter

of parent tips,
and
“Parent Tips” displayed at local
businesses.


Teachers and support staff will
provide a morning homework
club for students to re
ceive extra
help with homework and an
opportunity for math fact
practice.


Administrators wi
ll c
anvas the
community to locate “off
campus” locations for tutoring,
homework clubs, and parent
training.


Establish convenient user
-
friendly parent training sessions
for Skyward in August,
September, and October both on
and off campus.


The media center

will continue
to offer math liter
ature for check
out by students and teachers.


Teachers and administration will
encourage student achievement
2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



26

Rule 6A
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Revised June 1, 2011 FRH


through the use of goals and
incentives.


5
th

Grade teachers will provide
an opportunity for parents to
receive
math tools, tips and
support during monthly
SAC/PTO/School Meetings.


Teachers will provide an
opportunity for students to use
interactive math sites for
practice.


The school website will provide
multiple resources for students
and parents to use at home.


The parent resource room will
include materials for parents to
use at home.



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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to De
termine
Effectiveness of

Strategy

Evaluation Tool

2. Students achieving above proficiency

(
Levels 4 and 5) in mathematics


Mathematics Goal #2:

2.1.

Student attendance, class
sizes, teacher shortage, lack
of support staff, student
engagement,
schedules and
adequate teaching time are
barriers for closing the math
achievement gap for
struggling students.













2.1.

In addition to the strategies listed
for Goal #1:

Continue serving gifted and
talented students through an
enrichment intervention group
with the gifted teacher.


Training on inclusion of
enrichment for gifted and
talented students during the sixty
minute math block

through the
use of i
nteractive center
s and
activities
.


Provide opportunities for
students to complete projects to
demonstrate knowledge of
various skills throughout all
content areas.


2
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor st
udent progress
and the effectiveness of
strategies.

2
.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessme
nts.

Student data will be reviewed
throughout the year through the
use of PLCs.


2.1
.

Students will be evaluated
through weekly skill tests,
Florida Achieves
benchmark assessments,
Levy County Interim
Assessments, and the
FCAT 2.0 Math
Assessment.



S
tudents earning a Level 4

or
5
on the 201
1

FCAT
2.0
Math

Assessment will
mai
ntain or increase their
level on the 2012 FCAT 2.0
Math Assessment
.






2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

3
rd
:
50%(81/161)

4
th
:
28%(43/155)

5
th
:
27%(46/171)

3
rd
-
55%
(90/164)

4
th
-
33% (50/154)

5
th
-
32% (53/168)

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



27

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2.2.

2.2.

2.2.

2.2.

2.2.

2.3


2.3

2.3

2.3

2.3

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in
need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

3. Percentage of students making
learning g
ains in
mathematics
(
excluding 9
th

grade; learning gains will
not be available for this grade)


Mathematics Goal #3:

3.1.

Students processing
deficiencies, lack of
background knowledge and
learning gaps hindered
success.


Students’ learning gaps and
lack of basic math
foundations.


Student attendance, class
sizes, teacher shortage, lack
of support staff, schedules
and adequate teaching time
are barriers for closing the
math achievement gap for
struggling students.

















3.1.

In addition to the strategies
l
isted for Goal #1
:


After school tutoring will be
offered

for all students scoring a
level 1 or 2 on the FCAT

2.0
Math Assessment
.


Teachers and administration will
p
rovide incentives for students
showing growth
on Interim
Assessments.


Provide extra support for
struggling students during the
sixty minute math block and
intervention.


Teachers will maintain high
expectations for students and
include opportunities for
students to participate in
rigorous tasks, ev
en if they are
difficult for them.



When available utilize
volunteers as mentors to
work

with students and check
homework.


Provide interventions with lower
student/teacher ratios and more
prescriptive instruction.


Teachers will provide explicit
and co
nsistent vocabulary
instruction through the use of the
“Twelve Powerful Words,” by
Larry Bell and the curriculum
maps list of vocabulary words.

3
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

3
.1.

Student progress toward the
mastery of grade le
vel skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


3.1
.

Students will be
evaluated
through weekly skill tests,
Florida Achieves
benchmark assessments,
Levy County Interim
Assessments, and the
FCAT 2.0 Math
Assessment.

Students earning a Level 1 or
2 on the 201
1

FCAT 2.0
Math
Assessment will
increase their DSS score by
one year
, as evidenced by the
learning gain calculations

on
the 2012 FCAT 2.0
Math

Assessment.





2011

Current
L
evel of
Performance:*

201
2
Expected
L
evel of
Performance:*

3
rd
:24%
(38
/161
)

4
th
: 35%(5
4
/155
)

5
th
: 50%
(85
/171
)

3
rd
:29%(NA)

4
th
-
40%(NA)

5
th
-
55%(NA)

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



28

Rule 6A
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Revised June 1, 2011 FRH



Teachers will implement
the
strategies from Larry Bell
and
Ruby Payne


Teachers will post FCAT
academic vocabul
ary from
curriculum maps and other
resources.



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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making
learning gains in mathematics


Mathematics Goal #4:

4.1.

Students processing
deficiencies, lack of
background knowledge and
learning gaps hindered
success.


Students’ learning gaps and
lack of basic math
foundations.


Student attendance, class
sizes, teacher shortage, lack
of support staff, schedules
and adequ
ate teaching time
are barriers for closing the
math achievement gap for
struggling students.




4.1.

In addition to t
he strategies listed
for Goal 1
and 3
:



Monitor student progress and
utilize the RtI

process to improve
students’ achievement and
identify student needs.




4
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

4
.1.

Student progress towar
d the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


4.1
.

Students will be evaluated
through weekly skill tests,
Florida Achieves
benchmark assessments,
Levy County Interim
Assessments, and the
FCAT 2.0 Math
Assessment.



86% of students identified as
lowest quartile will achieve a
level three or above on

the 2012
FCAT 2.0 Math Assessment




2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

3
rd
: NA

4
th
: 53%(18/34)

5
th
:65%(28/43)

3
rd
-
86%(35)

4
th
-
86%(33)

5
th
-
86%(42)


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
“Guiding Questions”, identify and define areas in need of
improvement for the applicable subgroup(s):

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Us
ed to Determine
Effectiveness of

Strategy

Evaluation Tool

5A. Student subgroups
not

making Adequate
Yearly Progress (AYP) in
mathematics


Mathematics Goal #5A:

Ethnicity

(White, Black, Hispanic, Asian,

American Indian)


5A.1.


Students processing
deficiencies, lack of
background knowledge and
learning gaps hindered
5A.1.

In addition to the strategies listed
for Goals 1, 3, and 4:


Provide transportation as needed
5A
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
5A
.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
5A.1
.

Students will be evaluated
through weekly skill tests,
Florida Achieves
benchmark assessments,
2011
-
201
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School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



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Mathematics Goal #5A:


success.


Students’ learning gaps and
lack of basic math
foundations.


Student attendance, class
sizes, teacher shortage, lack
of support staff, schedules
and adeq
uate teaching time
are barriers for closing the
math achievement gap for
struggling students.














for parents to attend evening
conferences and
school activities
through the use of our social
worker.


Utilize local
African
American/
black churches to
disseminate supplies, provide
free tutoring, and mentoring to
students in need.


The school will visit local
churches and daycares to request
the use
of their facilities to
provide free tutoring and parent
workshops in a convenient
location within the community.


Teachers and staff will provide
an environment that is culturally
friendly,
math
literature that is
diverse and opportunities for
diverse le
aders to participate in
motivational
programs.


Teachers and staff will attend
professional development
through in
-
services or PD
-
360
focused on improving instruction
for struggling
African
American/
black students.


Teachers will invite parents to
attend c
onferences, parent
workshops, and Literacy Night
through the use of the newsletter,
phone calls, and planners.



monitor student progress
and the effectiveness of

strategies.

monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
thr
oughout the year through the
use of PLCs.


Levy County Interim
Assessments, and the
FCAT 2.0 Math
Assessment.



86% of students identified in the
White,
Black, Hispanic and
Asian

subgroups will achieve a
level three or above on the 2012
FCAT 2.0 Math Assessment.





2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

White:
71% (238)

Black:
45
% (47)

Hispanic:
57%(32

Asian:


White:
86%
(195)

Black:
86%
(54)

Hispanic:
86%(32

Asian:
86%(2)



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
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5
B
. Student subgroups
not
making
Adequate
Yearly Progress (AYP) in
mathematics


Mathematics Goal #5B:

English Language
Learners (ELL)



5B.1.





5B.1.

5B.1.

5B.1.

5B.1.

2011
-
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School Improvement Plan (SIP)
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Form SIP
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June 2011



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Revised June 1, 2011 FRH


Mathematics Goal #5B:













86% of students identified in the
ELL subgroup will achieve a level
three or above

on the 2012 FCAT
2.0 Math Assessment.





2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

3
rd
-
73% (8/11)

4
th
-
75%(3/4)

5
th
-
29%(2/7)

3
rd
-
86
%(
6)

4
th
-
86
%(
6)

5
th
-
86
%(
2)





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
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5C. Student subgroups
not making Adequate
Yearly Progress (AYP) in
mathematics


Mathematics Goal #5C:

Mathematics Goal #5C:

Students with Disabilities
(SWD)



5C.1.


Students processing
deficiencies, lack of
background knowledge and
learning gaps hindered
success.


Students’ learning gaps and
lack of basic math
foundations.


Student attendance, class
sizes, teacher shortage, lack
of support staff, schedules
and adequ
ate teaching time
are barriers for closing the
math achievement gap for
struggling students.














5C.1.

In addition to the strategies listed
for Goals 1, 3,and 4:


ESE teachers will meet with
parents, regular education
teachers, administration, the
reading coach, RtI coach, or any
other faculty member needed to
write an Individualized
Educational Plan (IEP) for
students with disabilities.


Teachers and staff will wor
k in
conjunction with CARD to
provide strategies for success
with Autistic Spectrum Disorder.


Teachers will utilize outside
agencies such as MDTP, FDLRS
and SEDNET, for additional
support and strategies for
working with learning disabled
students.


Teach
ers will review IEPs and
keep them in lesson plan books
for easy access during planning.


ESE teachers and
paraprofessionals will provide
5C
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

5C
.1.

Student progress tow
ard the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of PLCs
.


5C.1
.

Students will be evaluated
through weekly skill tests,
Florida Achieves
benchmark assessments,
Levy County Interim
Assessments, and the
FCAT 2.0 Math
Assessment.


86% of students identified in the
students with disabilities
subgroup will achieve a level
three or above on the 2012
FCAT 2.0 Math Assessment.





2011

Current
L
evel of
Performance:*

2012

Expected
L
evel of
Performance:*

3
rd
:
39% (12)

4
th
:

26% (9)

5
th
:

13% (4)

3
rd
-
86%(
27
/
32
)

4
th
-
86%(
22
/
26
)

5
th
-
86%(
33
/
39
)

2011
-
201
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School Improvement Plan (SIP)
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Form SIP
-
1

June 2011



31

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additional support for learning
disabled and struggling students
within the regular classroom
setting


The ESE departm
ent will
provide professional
development on processing
deficiencies during data days in
August and review of additional
strategies and resources available
for learning disabled students.


Teachers and parents will be
trained on using math novels and
other

available resources through
the media center and parent
resource lab.




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
“Guiding Questions”, identify and define areas in need
of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5D. Student subgroups
not making Adequate
Yearly Progress (AYP) in
mathematics


Mathematics Goal #5D:

Mathematics Goal #5D:

Economically
Disadvantaged



5D.1.

Lack of parental support and
excessive absences and
tardies

impact the
achievement of students.


Adequate time for teaching
and reteaching skills, small
group time and scheduling
additional support time
continue to be a concern.


Incomplete/inconsistent
monitoring system by the
administration for special
programs

such as Success
Maker, CIM checks, FCAT
Explorer, AR, Rosetta Stone,
Earobics, and Waterford.


Lack of p
arent training for
Skyward as a

new tool to
improve student performance.

5D.1.

In addition to the strategies list
for Goals 1,2,3, and 4:


The school will collect and
disseminate donated supplies
from churches and local
organizations.


Students will be invited to
participate in SES tutoring
regardless
of their FCAT levels.



5D
.1.


Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

5D
.1.

Student progress toward the
mastery of grade level skills
and the
effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


5D.1
.

Students will be evaluated
through
weekly skill tests,
Florida Achieves
benchmark assessments,
Levy County Interim
Assessments, and the
FCAT 2.0 Math
Assessment.

.

86% of students identified in the
Economically
Disadvantaged
subgroup

will achieve a level
three or above on the 2012
FCAT 2.0

Math

Assessment.



2011

Current
Level of
Performance:*

201
2

Expected
L
evel of
Performance:*

57% (207)

86%

(305/355)

2011
-
201
2

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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

and/or PLC Focus


Grade
Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

1
.Inclusion

of enrichment

activities for gifted and
talented students during the
math

block.

All Grade Levels

Lisa Posteraro

School
-
wide

Early Release, Grade Level
Planning, Summer 2011

Lesson Plans, Walkthroughs, Teacher
Conferences

Administration

2
.Processing Deficiencies
and Resources for available
through ESE


3
.CARD
-

Autistic Spectrum
Disorder


4
.Improving instruction for
struggling Black Students


4
. Using Technology in the
Classroom

All Grade Levels






All Grade Levels



All Grade Levels


ESE

Team






PD 360



Charlie Watson


School
-
wide






School
-
wide



School
-
wide


Early Release, Grade Level
Planning, Summer 2011




Early Release, Grade Level
Planning, Summer 2011



Early Release, Grade Level
Planning, Summer 2011


Lesson Plans,
Walkthroughs, Teacher
Conferences




Lesson Plans, Walkthroughs, Teacher
Conferences



Lesson Plans, Walkthroughs, Teacher
Conferences



Administration





Administration




Administration

Mathematics 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

Amount

After School Tutoring

Personnel

Title I Part A

Already entered
in

reading

Parent training events

Personnel

Title I Part A

Already entered
in parent involvement

Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount


Parents’ ability to participate
in school events on campus,
due to transporta
tion and
work schedules.


5D.2.


5D.2.

5D.2.

5D.2.

5D.2.

5D.3.


5D.3.

5D.3.

5D.3.

5D.3.

2011
-
201
2

School Improvement Plan (SIP)
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Form SIP
-
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Subtotal:

Professional Development

Strategy

Description of
Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:


Total:

End of Mathematics Goals


Science Goals


* 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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1.

Students achieving proficiency (FCAT Level 3) in
science


Science Goal #1:

1.1.

Students lack background
knowledge and experience
with science materials and
content.


Students’ level of
independent critical thinking
about science.









1.1.

Students will have the
opportunity to participate in
cross
-
grade level labs.


“Lab buddies” will be used to
provide an opportunity or fifth
grade students to work with third
grade students.


Science objectives and essential
questions will be communic
ated
to parents via classroom
newsletters.


Students will participate in a
variety of experiments,
1.1.

Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor studen
t progress
and the effectiveness of
strategies.

1.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


1.1.

Students will be evaluated
through weekly skill tests,
Florida Achieves
benchmark assessments,
Levy County Interim
Assessments, and the
FCAT Science
Assessment.



60
% of students will score a Level
3 or higher on the 2012 FCAT
Science Assessment
.




2011

Current
L
evel of
Performance:*

201
2

Expected
L
evel of
Performance:*

50
%
(79/178)

60
%

(101
/168)

2011
-
201
2

School Improvement Plan (SIP)
-
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explorations, demonstrations,
and investigations in order to
gain an understanding of the
Scientific Process.


Students will have an
opportunity to lead s
mall and
whole group think
-
alouds.


Student data from Florida
Achieves and Levy County
Interim Assessments will be
used to determine classroom
focus.



Teachers will be trained in how
to best utilize the new textbook
adoption, National Geographic.



SUMS S
cience kits will be
correlated to test item
specifications and focus will be
on tested benchmarks.


Students will participate in a
field trip to Cedar Key.



Teachers will plan and
implement lessons, using the
Levy County Curriculum Maps
and vocabulary
lists, which

include

quadrant D activities, the
gradual release model for
instruction, and high level
questioning.


Teachers will use
FCAT/Academic language
during daily activities.



Lessons will engage students
through the use of Class Pads,
interactive

whiteboards
, and
project based learning.



Provide an opportunity for
science related guest speakers to
share information and motivate
2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



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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

and/or PLC Focus


Grade
Level/Subject

PD
Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible

for
Monitoring

1.
National Geographic
Textbook Adoption Training

All Grade Levels


School
-
wide

Pre
-
planning

Lesson Plans, Observations, Walk
-
throughs,
and Conferences with teachers

Administration

2.SUMS Review

All Grade Levels

Jeanne Dubois

School
-
wide

Early Release Days, Grade Level
Planning

Lesson Plans, Observations, Walk
-
throughs,
and Conferences with teachers

Administration

3.Curriculum Maps and New
Assessments

All Grade Levels

Tracy Kirby,
Joelene Vining,
Teri Dixon, and
Serena Thiessen

School
-
wid
e

Pre
-
planning

Lesson Plans, Observations, Walk
-
throughs,
and Conferences with teachers

Administration


Science Budget

(Insert rows as needed)

Include only school
-
based funded activities/materials and exc
lude district funded activities
/materials.

students.



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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to De
termine
Effectiveness of

Strategy

Evaluation Tool

2.

Students achieving above proficiency

(FCAT Levels 4 and 5) in science


Science

Goal #2:

2.1.


Independent critical thinking
about science.














2.1.

In addition to the strategies listed
for

Goal #1:


Teachers will include
differentiated instruction and
interactive science centers for
students finishing early.


Teachers will provide an
opportunity for students to create
PowerPoint projects related to
science.



2.1

.

Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

2.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
strategies and pro
grams will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


2.1.


Students
achieving level 4 and 5
on interim assessments will
maintain
their level or increase
their level on the 2012 FCAT
Science Assessment.





2011

Current
Level of
Performance:*

201
2

Expected
Level of
Performance:*

5
th
:
1
0%(17/171
)

5
th
:
20%(33)


2.2.

2.2.

2.2.

2.2.

2.2.

2.3

2.3

2.3

2.3

2.3

2011
-
201
2

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

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description
of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:


Total:

End of Science Goals


Writing Goals


* 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
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1.

Students achieving
Adequate Yearly Progress


(FCAT Level
3
.0 and higher
) in writing


Writing Goal #1:

1.1.

Students’

use of low level
vocabulary, transitional
phrases, limited creative skills,
1.1.

Teachers will implement Writers

in Control writing curriculum in

third and fourth grade.

1.1.

Classroom teachers,
support staff, reading
coach, RtI teacher, and
1.1.

Student progress toward the
mastery of grade level skills
and the effectiveness of
1.1.


Teachers will use the DOE
six
-
point rubric, portfolios,
2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
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June 2011



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9
3
% of the fourth grade
students will achieve a 3.0
or higher in the area of
writing.





2011

Current L
evel

of Performance:*

201
2

Expected
L
evel of
Performance:*

and sentence structure.


Students’ ability to support and
elaborate writing.














Teachers will use Melissa

Forney and Collins Writing
Program for additional
resources.


Fourth grade teachers will

extend an invitation, for a select

group of students, to attend an
after school Writing Club in
order to enhance writing skills
and vocabulary.


Teachers will encourage

students to read challenging

books that include examples of
a

variety of writing skills.


Third and Fourth grade s
tudents
will practice writing

to a prompt
in forty
-
five minutes

throug
h
monthly school
-
wide

writing
prompts. Scores will be
recorded in a consistent fo
rmat
for third and fourth grade and
discussed
during monthly grade
level meetings.


Teachers will send home

materials with strategies to help

students increase writing skills.


T
eachers will provide

opportunities for students to use

the six
-
point rubric for self
-
reflection.



Teachers will implement

a daily

language drill addressing
grammar and vocabulary skills.

The grammar drill will address
sentence structure, mechanics,
and punctuation.


Utilize curriculum coach, RtI

teacher, and curriculum

facilitators to mentor, review,

and coordinate curricul
um

delivery based on data

analysis.


administration will
monitor student progress
and the effectiveness of
strategies.


strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year thr
ough the
use of PLCs.



monthly writing prompts
and grades as en evaluation
tool.

93% (144)

93%(143/154)

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



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Teachers will plan and
implement lessons, using the
Levy County Curriculum Maps
and vocabulary lists, which

include

quadrant D activities, the
gradual release model for
instruction, and high level
questioning.



Lessons will engage students
through the use of
the Elmo,
Class Pads, interactive
whiteboards,

and
collaborative
group work.



Teachers will communicate with
parents regarding student
progress, New Generation
Sunshine State Standards, and
grade level expec
tations through
the use of daily planners, student
led data chats, parent
conferences, Open House,

Parent Writing Night,
the student
compact poster, newsletters,
phone calls, e
-
mails,

“Home to
School Connection”


newsletter
of parent tips,
and “Parent Tip
s”
displayed at local businesses.


Teachers will provide more
opportunities throughout the year
for students to do thematic
writing, writing for a purpose,
display

writings, present writing
to other students at diff
erent
grade levels and parents, and
display exemplary writing in
area businesses.


Third grade teachers will
communicate with second grade
teachers regarding the writing
requirements for third grade
students.


Teachers will include practice
for spelling words from the most
commonly misspelle
d words list.


Teachers and students will work
2011
-
201
2

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-
Form SIP
-
1

June 2011



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together to create precision in
words choice.


Teachers will include strategies
from the “Collins Writing
Program,” across all content
areas.


Teachers will work together
across grade levels and schools
to p
artner score writing.





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
“Guiding Questions”, identify and define
areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2
A
. Student
subgroups not
making
Adequate
Yearly Progress
(AYP) in writing


Writing Goal #
2
A:

Writing Goal #
2
A:

Ethnicity

(White, Black, Hispanic, Asian,

American Indian)


2
A.1.

Parents lack familiarity with

the writing format.


Students lack the vocabulary

or background knowledge to

draw from in order to extend

basic vocabulary.


-
Students often use slang

words or improper grammar

when speaking, which is

reflected in their writing.









2
A.1.

In addition to the strategies listed
for Goal #1:


Teachers will provide a word
wall to
encourage students to use
strong verbs and higher
vocabulary.


Students will be given an
opportunity to participate in a
Fall Vocabulary Parade.


Teachers will provide writing
centers connected to reading for
students during the ninety
minute reading
block.


Teachers will use CRISS reading
and writing strategies to improve
writing skills.

2
A.1.

Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

2
A.1

.

Stud
ent progress toward the
mastery of grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through

the
use of PLCs.


2
A.1.

Teachers will use the DOE
six
-
point rubric, portfolios,
monthly writing prompts
and grades as en evaluation
tool



90% of the
student
s

identified in th
e

white and
black subgroups will score
a 3.0 or higher on the 2012
FCAT Writing Assessment.




2011

Current L
evel
of Performance:*

201
2

Expected
L
evel of
Performance:*

White:

79% (81)

Black:

46% (17)

Hispanic:

90%
( 69 /77)

90%( 17 /19)

90%(10/12)


2
A.2.

2
A.2.

2
A.2.

2
A.2.

2
A.2.

2
A.3.

2
A.3.

2
A.3.

2
A.3.

2
A.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2
B
. Student subgroups
not
making
Adequate
Yearly Progress (AYP) in
Writing Goal #
2
B:

English Language
Learners (ELL)

2
B.1.



3B.1.

2
B.1.

2
B.1.


2
B.1.

2011
-
201
2

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writing


Writing Goal #
2
B:

















90% of ELL students in fourth
grade will achieve at least a 3.0 or
higher on the 2012 Florida Writes

Assessment.




2011

Current
L
evel of
Performance:*

201
2

Expected
L
evel

of
Performance:*

4
th
-
75%(3/4)

4
th
-
90%(


2
B.2.


2
B.2.

2
B.2.

2
B.2.

2
B.2.

2
B.3.


2
B.3.

2
B.3.

2
B.3.

2
B.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2
C
. Student subgroups
not
making
Adequate
Yearly Progress (AYP) in
writing


Writing Goal #
2
C:

Writing Goal #
2
C:

Students with Disabilities
(SWD)



2
C.1.


Parents lack familiarity with

the writing format.


Students lack the vocabulary

or background knowledge to

draw from in order to
extend

basic vocabulary.


-
Students often use slang

words or improper grammar

when speaking, which is

reflected in their writing.

















2
C.1.

In addition to the strategies listed
for Goal 1 and 2A:


ESE teachers will provide
additional support to students
with disabilities.


During reading and writing,
teachers will work with students
to build background knowledge.


Teachers will work with students
in small groups to teach
strategies for finding key

words
in the writing prompt.



2
C.1.

Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

2
C.1.

Student progress toward the
mastery of grade level skills
and

the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


2
C.1.

Teachers will use the DOE
six
-
p
oint rubric, portfolios,
monthly writing prompts
and grades as en evaluation
tool


90% of the student identified in the
students with disabilities subgroup
will score a 3.0 or higher on the
2012 FCAT Writing Assessment.






2011

Current
L
evel of
Performance:*

201
2

Expected
L
evel of
Performance:*

4
th
-
82%(31/38)

4
th
-
83%(
22

/
26
)

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



41

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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

and/or PLC Focus


Grade
Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

“Collins Writing Program”
Techniques

All Grades


Joelene Vining,
Neige Snide, Tina
School
-
wide


Pre
-
plan
n
ing


Lesson plans, classroom observations, walk
-
throughs, and teacher conferences.

Administration



2
C.2.


2
C.2.

2
C.2.

2
C.2.

2
C.2.

2
C.3.


2
C.3.

2
C.3.

2
C.3.

2
C.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”,
identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2
D
. Student subgroups
not
making
Adequate
Yearly Progress (AYP) in
writing


Writing Goal #
2
D:

Writing Goal #
2
D:

Economically
Disadvantaged



2
D.1.

Parents lack familiarity with

the writing format.


Students lack the vocabulary

or background knowledge to

draw from in order to extend

basic vocabulary.


-
Students often use slang

words or improper grammar

when speaking, which is

reflected in their writing.

















2
D.1.


In addition to the strategies for
Goals 1, 2A, and 2C:


Teachers will work with local
churches and daycares to

provide
additional free tutoring and
parent workshops at a
convenient location.


Provide transportation as needed
for parents to attend evening
conferences and school activities
through the use of our social
worker.


Additional support will be
provided th
rough the use of
mentors and volunteers when
available.



2
D.1.

Classroom teachers,
support staff, reading
coach, RtI teacher, and
administration will
monitor student progress
and the effectiveness of
strategies.

2
D.1.

Student progress toward the
mastery o
f grade level skills
and the effectiveness of
strategies and programs will be
monitored through the use of
Florida Achieves and county
developed interim assessments.

Student data will be reviewed
throughout the year through the
use of PLCs.


2
D.1.

Teacher
s will use the DOE
six
-
point rubric, portfolios,
monthly writing prompts
and grades as en evaluation
tool



90% of the student identified in the
Economically
Disadvantaged
subgroup

will score a 3.0 or higher
on the 2012 FCAT Writing
Assessment.





2011

Current
L
evel of
Performance:*

201
2

Expected
L
evel of
Performance:*

4
th
-
93%(108/116)

4
th
-
94%(99/106


2
D.2.


2
D.2.

2
D.2.

2
D.2.

2
D.2.

2
D.3.


2
D.3.

2
D.3.

2
D.3.

2
D.3.

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



42

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Revised June 1, 2011 FRH



Roberts



Scoring Using the Six Point
Ru
bric


Third and Fourth


Joelene
Vining/Nancy
Bowman


Third and fourth grade teachers


Early release days and grade
level planning


Lesson plans, classroom observations, walk
-
throughs, and teacher conferences.


Administration


















Writing Budget

(Insert rows as needed)

Include only school
-
based funded activities/materials and exc
lude district funded activities
/materials.

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

Strategy

Description of Resources

Funding Source

Amount

Scoring Writing Prompts

Personnel

Title I Part A


$1,023.00

Tutoring

Personnel

Title I Part A

See Reading Tutoring

Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount

Parent Writing Workshop

Personnel & Supplies

Title I Part A

See #6 under Reading

Subtotal:


Total:

End of Writing Goals


2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



43

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


Attendance Goal
(
s
)


* 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
Questions”, identify and define areas in need of improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Attendance

Attendance Goal #1:

1.1.

family to family spreading of
germs.

1.1.

Attendance contracts

1.1.

administration

1.1.

Attendance printouts

1.1.

Skyward


To decrease the
number of students
with excessive
absences

by 10%

(18).

2011

Current
Attendance Rate
:*


2012

Expected
Attendance Rate
:*


99%



.

99%



2011

Current
Number of

Students
with
Excessive
Absences


(10 or more)


2012

Expected

Number of Students
with Excessive
Absences

(10 or more)

182

164

2011

Current
Number

of
Students with
Excessive Tardies
(10 or more)


2012

Expected

Number of

Students with
Excessive Tardies


(10 or more)


224


200


1.2.

Transportation for students
who miss the bus or live
within the 2
-
mile courtesy
zone.


1.2.

Phone
call to parents when
students are approaching the
limit

1.1.

administration

1.1.

Attendance printouts

1.1.

Skyward

1.3.


1.3.

Letter from school nurse
concerning fevers over 100
degrees F and returning to
school.

1.3

School clinic




1.3.

Excuse notes




1.3.

Skyward







1.4

Offering flu
-
mist at no cost to
students with parent permission

School clinic

Parent permission slips

Skyward








2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



44

Rule 6A
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1.099811

Revised June 1, 2011 FRH















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

and/or PLC Focus


Grade
Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

New Attendance
Policy

All Staf
f

Angel
Thomas

School
-
wide

Aug. 10,15

Attendance/tardy forms/sign in
sheets

Angel Thomas
















Attendance 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

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description
of Resources

Funding Source

Amount


























2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



45

Rule 6A
-
1.099811

Revised June 1, 2011 FRH






Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:


Total:

End of Attendance Goals



Suspension Goal
(
s
)


* 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
Questions”, identify and define areas in need of improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Suspension

Suspension Goal #1:

1.1.


External factors from home
that affect student
behavior

1.1.


Explicitly teach classroom,
playground, bus, cafeteria, etc.
rules.

1.1


Classroom teacher,
guidance counselor,
administration
.

1.1.


Discipline reports

1.1.


Skyward, RtI:B



To reduce the
occurrences
and students that are
serving In School
Suspension




2011

Total N
umber
of

In

School
Suspensions

2012

Expected
N
umber of

In
-

School
Suspensions

69

62


2011

Total Number
of Students
Suspended

In
-
School

2012

Expected
Number of Students
Suspended

In
-
School

49


44

2011

Number of Out
-
of
-
School
Suspensions

2012

Expected
Number of

Out
-
of
-
School
Suspensions

25


22

2011

Total Number
of Students
Suspended

2012

Expected
Number of Students
Suspended

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



46

Rule 6A
-
1.099811

Revised June 1, 2011 FRH





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

and/or PLC Focus


Grade
Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or
school
-
wide)

Target Dates
and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

New District Att. Policy

All grade levels

Angel Thomas

School
-
wide

Pre
-
planning

Attendance
sheets/sign in logs

Angel Thomas

Discipline Data

All grade levels

Angel Thomas

School
-
wide

Pre
-
planning

Referrals on
-
line

Angel Thomas









Suspension 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

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount





Out
-

of
-

School

Out
-

of
-
School


18


16


1.2.

1.2.


Going to the classroom to take
care of minor referrals

1.2.


ISS aide, guidance
counselor, administration

1.2.


Discipline reports

Skyward, RtI:B

1.3
.

1.3
.


Positive Referrals
-
rewarding
students for good behavior

1.3
.


Administration, ISS aide

Discipline reports

1.3
.


Skyward, RtI:B

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



47

Rule 6A
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1.099811

Revised June 1, 2011 FRH






Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:


Total:

End of Suspension Goals


Dropout Prevention

Goal
(
s
)


Note: Required for High School
-

F.S., Sec.
1003.53


* 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
“Guiding Questions”, identify and define areas in need of
improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1.
Dropout Prevention


Dropout Prevention

Goal #1:

*Please refer to the percentage of
students

who
dropped
out during the
2010
-
2
01
1

school year
.


1.1.


1.1.

1.1.

1.1.

1.1.



Enter narrative for the goal
in this box.





2011

Current
Dropout Rate
:*

2012

Expected
Dropout Rate
:*

Enter numerical
data for
dropout
rate
in this box.

Enter numerical data
for expected
dropout
rate

in this box.

2011

Current
Graduation Rate
:*

2012

Expected
Graduation Rate
:*

Enter numerical
data for
graduation rate
in
this box.

Enter numerical data
for expected
graduation rate

in
this box.


1.2.

1.2.

1.2.

1.2.

1.2.

1.3.

1.3.

1.3.

1.3.

1.3.

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



48

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


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

and/or PLC Focus


Grade
Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subj
ect, grade level, or
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring
























Dropout Prevention

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

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:

Total:

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



49

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


End of
Dropout Prevention

Goa
l(s)


Parent Involvement Goal
(
s
)


* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).


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

and/or PLC Focus


Grade
Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or
school
-
wide)

Target Dates and Schedules

(e.g. , Early
Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

























PARENT INVOLVEMENT

GOAL(S)

Problem
-
solving

Process to Parent Involvement


Based on the analysis of parent involvement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Parent Involvement


Parent Involvement Goal #1:

*Please refer to the percentage of parents who
participated in school activities, duplicated or
unduplicated
.


1.1.


1.1.

1.1.

1.1.

1.1.



Enter narrative for the goal in
this box.





2011

Current
level of Parent
Involvement:*

2012

Expected
level of Parent
Involvement:*

Enter numerical
data for current
level of
parent
involvement in

this box.

Enter
numerical
data for expected
level

of
parent
involvement in

this box.


1.2.


1.2.

1.2.

1.2.

1.2.

1.3.


1.3.

1.3.

1.3.

1.3.

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



50

Rule 6A
-
1.099811

Revised June 1, 2011 FRH





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

Amount

Parent training events

Personnel

Title I Part A


$1,344.00





Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount

Tech Nights

Personnel

Title I Part A


$64.00





Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:

Total:

End of Parent Involvement
Goa
l(


Additional Goal
(
s
)


* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



51

Rule 6A
-
1.099811

Revised June 1, 2011 FRH




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

and/or PLC Focus


Grade
Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring























Additional Goal
(
s
)

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

Amount









Subtotal:

Technology


ADDITIONAL GOAL
(
S
)

Problem
-
Solving
Process to Increase
Student Achievement


Based on the analysis of
school

data, identify and define


areas in need of improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Additional Goal

Additional Goal #1:

1.1.













1.1.

1.1.

1.1.

1.1.



Enter narrative for the goal in
this box.





2011

Current
L
evel :*

2012

Expected
L
evel :*

Enter n
umerical
data for

current

goal

in this box.

Enter
numerical
data for
expected
goal

in this box.


1.2.


1.2.

1.2.

1.2.

1.2.

1.3.


1.3.

1.3.

1.3.

1.3.

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



52

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount









Subtotal:


Total:

End of Additional Goa
l(s)



FINAL BUDGET
(Insert rows as
needed)

Please provide the total budget from each section.

Reading Budget

T
otal:

Mathematics Budget

T
otal:

Science Budget

T
otal:

Writing Budget

Total:

Attendance Budget

Total:

Suspension Budget

Total:

2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



53

Rule 6A
-
1.099811

Revised June 1, 2011 FRH


Dropout Prevention Budget

Total:

Parent Involvement Budget

Total:

Additional Goals

Total:




Grand Total:











Differentiated Accountability


School
-
level Differentiated Accountability

(DA)

Compliance

Please
cho
o
se the school’s

DA Status.
(
To activate the c
heckbox: 1. double
click the desired box; 2.w
hen the menu pops up, select “checked” under “Default
Value” header;
3. Select “OK”,
this will place an “x”

in the box.)

School Differentiated Accountability Status

Intervene

X
Correct II

Prevent II

Correct I

Prevent I

N/A




Upload

a

copy of the Differentiated Accountability C
h
e
cklist

in the designated upload link on the “Upload” page


School Advisory Council

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. Th
e 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, a
nd economic community served by the school. Please verify the statement above by selecting “Yes” or “No” below.


2011
-
201
2

School Improvement Plan (SIP)
-
Form SIP
-
1

June 2011



54

Rule 6A
-
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Revised June 1, 2011 FRH



X

Yes












No



If No, describe measures being taken to comply with SAC requirement.







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


Classroom
& grade level supplies.


Describe
projected use of SAC funds.

Amount