Transcript Slide 1

2009-10
School Improvement Template
Update Briefing
Wade Davis, Ed.D.
Research, Evaluation, Accountability Department
Osceola School District
Example Only
2009 – 2010 SCHOOL IMPROVEMENT PLAN
School Name: Excellence Community
District Name: Tecumsah
Principal: John Davis
SAC Chair: Patricia Jones
Superintendent: Dr. Daniel Rogers
Date of School Board Approval: Pending
VISION/ MISSION/BELIEF STATEMENTS


Excellence for ALL ...Whatever it Takes!
Excellence Community School will provide an
education that promotes academic and career
success through rigorous and relevant curriculum
taught by highly qualified and caring teachers and
staff.
PART I: CURRENT SCHOOL STATUS
SCHOOL PROFILE/DEMOGRAPHICS
Excellence Community School will be celebrating its 25th Year Anniversary this school year. EMS is the proud recipient of
the Blue Ribbon School of Excellence Award for leadership and equity in education, the Five Star School Award for parent
involvement, and the National Service Learning Leader school designation for community service with education as the
focus.
Strengths: “A” school for 7 years in a row, reduced suspension from 200 to 75, named a model school for “Positive
Behavior Support
Weaknesses: The school has lost enrollment two years in a row reducing staff by 30. Reduced funding will require cutbacks
in extracurricular activities and academic electives
Our demographics:
Male 52.3% Female 47.69%
Hispanic 46% , White 40%, Black 6.1%, Multiracial 4.4%,
Asian/Pacific 3.2%, Indian/Alaskan .3%,
Disabled 16.9%,
Economically Disadvantaged 56%,
LEP 14.4%,
Migrant 0%
Attendance 96% exceeds state and district average
Mobility 32%
Suspension rate ISS 49, OSS 1
Student retention decreased 4 percentage points from 8% two years ago
Class sizeK-5 - 17.8-1, 6-8 21.5-1
Academic Performance of Feeder schools -NA
STUDENT ACHIEVEMENT DATA
Note: The following links will open in a separate browser window. Longitudinal data will be displayed in
the print view of the SIP.
School Grades Trend Data
Adequate Yearly Progress (AYP) Trend Data
Florida Comprehensive Assessment Test (FCAT) Trend Data
HIGHLY QUALIFIED ADMINISTRATORS
List your school’s highly qualified administrators and briefly describe their credentials, number of years at
the school, and their experience with increasing student academic achievement, including history of
school grades, FCAT performance, and Adequate Yearly Progress (AYP).
Position
Name
Certification(s)
Number of
Years at
Number of Years as
an Administrator
Principal
Charles
Thomason
BA- Elementary
Education,
University of
Florida; Master of
ScienceEducational
Leadership,
University of
Miami; Principal
Certification
2
6
Assistant
Principal
Cindy Wade
BS- Elementary
Education, FSU
MS Reading
Central Michigan
2
4
Qualifications and Prior
Performance Record (include
prior School Grades and AYP
along with the associated school
year)
Principal Excellence CS 2007-09
Grade A, Reading Mastery 75%,
Math Mastery 65% , Science
71%, AYP 90%,Milton ES, Assist
Prin, 2 years,2005-07 Grade B,
AYP-no),
Eagle ES Grade A 2003-05 AYPyes 92% Reading 72%, Math
67%, Science 66%
AP Excellence CS ,2007-09,
Grade A, AYP -yes, AP Oaks ES
Grade A Reading Mastery 82%
Math 77%
HIGHLY QUALIFIED INSTRUCTIONAL COACHES
List your school’s highly qualified instructional coaches and briefly describe their credentials, number of years at
the school, and their experience with increasing student academic achievement, including history of school
grades, FCAT performance, and Adequate Yearly Progress (AYP). Instructional coaches described in this section
are only those who are fully released or part-time teachers in reading, mathematics, or science, and work only at
the
school
site. Name
Subject
Area
Certification(s)
Number of Years at Number of Years as
Qualifications and Prior
Reading
Cynthia
Franks
Professional
Educator’s: Early
Childhood Ed.
Nursery –
Kindergarten
Elementary Ed. 1-6
Reading K-12
1
a Coach
Performance Record
(including prior School
Grades and AYP along
with the associated
school year)
3
2008-2009: Grade B.
Reading Mastery: 55%,
Learning Gains: 50%,
Lowest 25% Gains:
62%.
Hispanic, FRPL, ELL,
and SWD did not make
AYP in reading. White
and Total subgroups
made AYP in reading.
2007-2008: Grade D.
Reading Mastery: 50%,
Learning Gains: 52%,
Lowest 25% Gains:
58%.
Only White subgroup
made AYP in reading.
HIGHLY QUALIFIED TEACHERS
Describe strategies to recruit and retain high quality, highly qualified teachers to high-need
academic areas and the school.
Description of Strategy
Person Responsible Projected
Completion
Date
Differentiated pay for high need areas
Principal
August
Teacher Mentored support
Dept. Chair/AP
On-going
Professional Development seminars and
conferences
District/Principal
On-going
Regular meeting with new teachers by principal
Principal
On-going
College campus Job Fairs and
email recruiters at Universities
Guidance Counselor
April 2010
Subject/grade level common planning and
meetings formalized
Department chairs
On-going
Not Applicable
(If not, please
explain why)
Non-Highly Qualified Instructors
List all instructional staff and paraprofessionals who are teaching out-of-field and/or are
NOT highly qualified.
Name
Certification
Teaching
Assignment
Professional Development/Support to
Become Highly Qualified
Carmen Long
Professional
Educator’s:
Mathematics 5-9
7th Grade Science
Ms. Long has been given an out-of-field
waiver and is registered to take courses to
complete science certification in the spring.
Ms. Long is partnered with Mr. Wimberley,
Science Chair.
Valarie Peters
Professional
Educator’s:
Elementary
Education
7th and 8th Grade
Language Arts
Ms. Peters is preparing to take additional
tests for further certification. Ms. Peters is
partnered with Ms. Garcia, National Bd.
Certified.
Tasha Williams
Temporary
Educator’s
6th Grade Language
Arts
Ms. Lake is registered to take a final course
for certification this spring. Ms. Lake is
partnered with Mr. Brown, who has been
teaching Language Arts at Sunshine for 5
years.
Staff Demographics [To be provided by the District]
Please complete the following demographic information about the instructional staff in the
school who are teaching at least one academic course:
Total
% of FirstNumber of Year
Instructio Teachers
nal Staff
50
10
% of Teachers
with 1-4 Years
of Experience
20
% of
Teachers
with 5-15
Years of
Experience
50
% of
Teachers
with 15+
Years of
Experience
20
% of
Teachers
with
Advanced
Degrees
25
% Highly
Qualified
%
Endorsed
Teachers
% National
Board
Certified
Teachers
%
ESOL
Endorsed
100
20
2
90
Teacher Mentoring Program
Please describe the school’s teacher mentoring program by including the names of
mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring
activities.
Name
Mentee
Assigned
Rationale for
Pairing
Planned
Maria Quo
(Science)
Ms. Lake’s students have
shown below average
performance levels in
Science Achievement.
Ms. Quo’s students have
shown improvement by
scoring at high
performance levels in
Science Achievement.
Laura Berris
Jonathon Perez (Social Studies)
Mr. Perez has not
previously incorporated
reading strategies into
social studies. Ms. Berris
is Nationally Board
Certified, and has
completed the IB training.
The mentor and mentee are
meeting biweekly in a
professional learning
community to discuss
evidence-based strategies
for each domain. Mentor is
given release time to
observe . Time is given for
feedback, coaching and
planning.
The mentor and mentee are
meeting biweekly in a
professional learning
community to discuss
evidence-based strategies
for each domain. The
Reading Coach is also
modeling lessons using
reading and writing
strategies to teach social
studies concepts.
Mentoring
Activities
ADDITIONAL REQUIREMENTS
Coordination and Integration (for Title I schools only)
Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title
programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.
Title I, Part A
Services are provided to ensure students requiring additional remediation are assisted through after-school programs or
summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided.
Title I, Part C- Migrant
Migrant Liaison provides services and support to students and parents. The liaison coordinates with Title I and other
programs to ensure student needs are met.
Title I, Part D
District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district
Drop-out Prevention programs.
Title II
District receives supplemental funds for improving basic education programs through the purchase of small equipment to
supplement education programs. New technology in classrooms will increase the instructional strategies provided to
students and new instructional software will enhance literacy and math skills of struggling students. Funds at Sunshine
Middle are used to purchase SuccessMaker licenses and provide professional development for SuccessMaker.
Title III
Services are provided through the district for education materials and ELL district support services to improve the education
of immigrant and English Language Learners.
Title IV
Safe and Drug Free Schools: District receives funds for programs (Red Ribbon Week, Mentors at Middle Schools, etc.) that
support prevention of violence in and around the school. These programs prevent the use of alcohol, tobacco, drugs and
foster a safe, drug free learning environment supporting student achievement.
Title X- Homeless
District Homeless Social Worker provides resources (clothing, school supplies, social services referrals) for students
identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.
Supplemental Academic Instruction (SAI)
SAI funds will be coordinated with Title I funds to provide summer school for Level 1 readers. SAI funds will be used to
expand the summer program to all Level 2 students.
Violence Prevention Programs
The school offers a non-violence and anti-drug program to students that incorporates field trips, community service, drug
tests, and counseling.
Nutrition Programs
N/A
Housing Programs
N/A
Head Start
N/A
Adult Education
N/A
Career and Technical Education
Proposals are submitted annually to enhance selected Vocational Programs for regular, disadvantaged, and handicapped
students in grades 7-12.
Job Training
A partnership with the city will provide students with a job skills program that will allow students the opportunity to learn
how to create a resume, dress for success, and perform well during a job interview.
Other
N/A
Response to Instruction/Intervention (RtI)
RtI Coordination and Integration
Describe how federal, state, and local services and programs will be coordinated and
integrated into the RtI Implementation Plan.
Within an RtI framework, resources are allocated in direct proportion to student needs. This framework is depicted as a
three-tier model that uses increasingly more intense instruction and interventions. Data collected at each tier are used to
measure the efficacy of the interventions so that meaningful decisions can be made about which instruction and
interventions should be maintained and layered.
SES, extended learning, compass labs, TeenBiz, homeless and migrant support
School-based RtI Team
Identify the school-based RtI Leadership Team. Principal, RtI Facilitator, Data coach, Instructional coaches, Specialists,
Teachers, Counselors, Student Services
Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions. Based on
need assessments to determine professional development The Leadership Team will focus meetings around one question:
How do we develop and maintain a problem-solving system to bring out the best in our schools, our teachers, and in our
students? The team meets once a week to engage in activities:---------
Describe the role of the school-based RtI Leadership Team, the development and implementation of the school
improvement plan. The RtI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team
provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations
for instruction (Rigor, Relevance, Relationship); --------
RtI Implementation
Describe the data management system used to summarize tiered data.
Baseline data: Progress Monitoring and Reporting Network (PMRN), Assessment and Information Management System
(AIMS web), Curriculum Based Measurement (CBM), FCAT Simulation Midyear: Florida Assessments for Instruction in
Reading (FAIR), Diagnostic Assessment for Reading (DAR), Early Reading Diagnostic Assessment (ERDA)
End of year: FAIR, AIMS web, FCAT Frequency of Data Days: twice a month for analysis
Describe the plan to train staff on RtI
Professional development will be provided during teachers’ common planning time and small sessions will occur
throughout the year. Two PD sessions entitled: “RtI: Problem Solving Model: Building Consensus Implementing and
Sustaining Problem-Solving/RtI” and “RtI: Challenges to Implementation Data-based Decision-making.
School wide Continuous Improvement Model
Describe the continuous school improvement model at your school. For each step in the
eight-step process, please describe the following:
PLAN
Data Disaggregation: 2008-2009 FCAT Data
What strengths and weaknesses were identified in the 2009 data by grade level and/or subject area Strengths: Across all
grade levels, students are performing at district and state averages in Geometry content. 93% of students meet standards
in writing. The number of students below grade level in math and reading has decreased.
Weaknesses: Across all grade levels, the lowest content area in math is measurement.
Instructional Calendar Development
What is the process for developing an instructional focus calendar for reading, writing, mathematics, and science? When
IFC created? Data was used? Teachers involved? How administration monitor IFC benchmark alignment ? What
assistance given to teachers ?
Which instructional benchmarks were given priority focus for each content area?
Reading: Main Idea/Purpose was the least proficient strand. Writing: Organization was the least proficient . Mathematics:
Number Sense was the least proficient strand . Science: Scientific Thinking was the least proficient .
DO
Direct the Instructional Focus
How are lessons plans and delivery aligned across grade levels and subject areas?
How are instructional focus lessons developed and delivered? Developed during summer workshop and provided to
teachers before the start of school and through out the year
How will instructional focus lessons be revised and monitored? Weekly common planning
How will teachers and Administrators ensure focus lessons are effective? Data review of mini-assessments, walkthroughs
, progress monitoring of mastery proficiency
Check
Assessment
Describe the types of ongoing formal assessments to be used during the school year to measure student progress in core,
supplemental, and intensive instruction/intervention.
Mini-assessments based on the focus lessons will be administered.
Ten questions per Benchmark will be utilized for assessment purposes.
The assessments will be administered on a monthly basis.
How are assessments used to identify students reaching mastery and those not reaching mastery? Mastery will be set at
80%. Assessment results will determine instructional focus for whole group lessons and also differentiate instruction to
provide intensive focus
ACT
Supplemental and Intensive Instruction/Interventions
Which will be targeted for supplemental and intensive instruction/interventions? As a result of progress monitoring and
classroom observations by teacher and coaches
Describe the supplemental and intensive instruction/interventions used throughout the core content areas. Professional
Learning Communities provide different instructional methods,
How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target
areas? Resources from state adopted books, computerized programs,. SuccessMaker and Internet Web site FCAT Explorer
How will the effectiveness of the interventions be measured throughout the year? All personnel providing services will meet
to discuss and implement new strategies
Enrichment
Describe how students are identified for enrichment strategies. FCAT results and teacher recommendations based on
proficiency and mastery of skills and parent conferences
Describe the alternative instructional delivery methods used to support acceleration and enrichment strategies. Students
who exceed mastery participate in gifted or pre-IB program
Maintenance
How is ongoing assessment and maintenance of benchmark mastery for each grade level and content area built into the
instructional focus calendar? Students at or above mastery will receive opportunities to enhance or enrich skills by project
activities, hands-on activities to reinforce skills
Describe the process and schedule for teams to review progress monitoring data and identify the instructional
modifications needed. Teachers will meet alternating weeks by grade and content area. A record of meeting notes will be
submitted to Admin . staff
Monitoring
Describe the principal’s and leadership team’s roles as instructional leaders and how are they continuously involved in the
teaching and learning process? The principal and team will meet either weekly or individually to discuss assessment
results and student progress.
Professional Learning Communities
Describe the school’s use of professional learning communities as a vehicle for maintaining
and improving the instructional focus. Include the following:
PLC Organization
(grade level, subject,
etc.)
PLC Leader
Frequency of PLC
Meetings
Schedule
(when)
Primary Focus of
PLC (include Lesson
Study and Data
Analysis)
6th, 7th and 8th grade
reading teachers, reading
coach, ESE teachers and
ESOL teacher.
Kathy Blake, Reading
Department Head
Weekly
Tuesdays during
common planning
time.
Analyze the
effectiveness of the
Reading FCIM calendars,
mini-lessons, miniassessments, tutorials,
PART II: EXPECTED IMPROVEMENTS
Reading Goal
Needs Assessment:
Based on School Grade and Adequate Yearly Progress Data:
Did the percent proficient increase?
Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?
Did 50% or more of the lowest 25% make learning gains?
Did 50% or more make learning gains?
Based on the
Objective Linked Action Step
Person
Evaluation Tool
Needs
to Area of
Responsible for Used to
Assessment,
Improvement
Monitoring the Determine
Identify
Action Step
Effectiveness of
Area(s) for
Action Step
Improvement
In grades 6-8,
55% of students
achieved
mastery on FCAT
Reading
In grades 6-8 ,
72% of the
students will
achieve mastery
for reading on
the 2010 FCAT
Reading Test.
1. The school will
implement the new
FAIR assessments
to monitor student
progress.
1. Principal and the
Reading Coach
1. Review FAIR
data reports to
ensure teachers
are assessing
students.
1. Printout of FAIR
assessments.
2. Include higherorder questions in
lesson plans.
2. Principal and the
Reading Coach
3. Develop an
Instructional Focus
Calendar Language
Arts
3. Reading Coach,
Language Arts Chair
2. Lesson plans
will be reviewed
during
walkthroughs
3. Admin. will be
aware of the IFC’s
focus and monitor
2. Classroom
walkthrough log and
focused
walkthroughs.
3. Effectiveness will
be determined
through FAIR
assessments.
Professional Development Aligned with Objective
Objective
Addressed
Content/Topic
Facilitator
Target
Date
Strategy for
Follow-up/
Monitoring
Person Responsible for
Monitoring
In grades 6-8 , 72% of
the students will
achieve mastery for
reading on the 2010
FCAT Reading Test.
Effective
Implementation
of the
Instructional
Focus Calendar
Reading Coach
August
2009
Lesson Plans
Classroom
Visits
Principal,
Reading Coach
In grades 6-8, 68% of
students will achieve
learning gains on the
2010 e FCAT Reading
Test.
Effective use of
the Reading
Coach's time.
District
Language Arts
Supervisor
AugustSeptember
2009
The coach's
weekly log
will be shared
with Principal
Reading
Coach
Principal,
Reading Coach
District Language Arts
Supervisor
For Schools with Grades 6-12, Describe the Plan to Ensure Responsibility of Teaching
Reading for Every Teacher
On a bi-weekly basis, the Reading Coaches will review an activity from the “Lessons Learned” book to build the knowledge
base of all teachers. Instructional Focus Calendars will also be used in social studies that will be aligned with the reading
instructional focus. The school will participate in a comprehensive reading block where every teacher will teach a schoolwide novel and vocabulary.
Budget:
Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)
Objective
Description of
Funding
Available amount
In grades 6-8, 68% of students will achieve Resources
Source
$10,000
learning gains on the 2010 administration
of the FCAT Reading Test.
Read 180
District
Total:
Technology
Objective
In grades 6-8 , 72% of the students will
achieve mastery for reading on the 2010
FCAT Reading Test.
Description of
Resources
Smart Boards
Funding
Source
Available Amount
$7000
Title I
Total:
Professional Development
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Other
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Final Total:
Mathematics
Based on School Grade and Adequate Yearly Progress Data:
Did the percent proficient increase?
Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?
Did 50% or more of the lowest 25% make learning gains?
Did 50% or more make learning gains?
Based on the
Objective Linked Action Step
Person
Evaluation Tool Used
Needs Assessment, to Area of
Responsible for
to Determine
Identify Area(s) for Improvement
Monitoring the
Effectiveness of
Improvement
Action Step
Action Step
In Grades 6-8,
46% of students
achieved mastery on
2009 FCAT Math
In grade 6-8, 74%
of students achieve
mastery on 2010
FCAT Math
1. Common board
configuration
including
objectives, essential
questions ,date
agenda, homework.
2. Utilize FCIM to
identify students
needing intervention
and enrichment
Principal,
Mathematics Coach
1. Reports generated
from classroom
walkthroughs.
2. Progress of all students
on assessment.
3. Review student
grouping charts to
ensure they are
redesigned to target
student needs
Professional Development Aligned with Objective
Objective
Addressed
Content/Topic
Facilitator
Target
Date
Strategy for
Follow-up/
Monitoring
Person Responsible for
Monitoring
74% of 6-8
students will
achieve
mastery on the
2010 the FCAT
Mathematics
Effective
Implementation of
the Instructional
Focus Calendar
Math Coach
August
2009
Modeling of
Lessons
Classroom Visits
Principal,
Mathematics Coach
Budget:
Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)
Objective:
Description of
Funding
In grades 6-8, 74% of Students With Disabilities Resources
Source
will achieve mastery on the 2010 administration
of the FCAT Mathematics Test.
Manipulatives and
Various Math
supplies
Available Amount
$5000
Title I
Total:
Technology
Objective
In grade 6-8, 74% of students will achieve
mastery on the 2010 administration of the FCAT
Mathematics Test.
Description of
Resources
Compass Learning
Funding
Source
Available Amount
$2000
District
Total:
Professional Development
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Other
Objective
Description of
Resources
Funding
Source
Available Amount
SCIENCE
Needs Assessment:
Based on School Grade Data:
Did the percent proficient increase or was the percent proficient maintained?
Based on the
Needs Assessment,
Identify Area(s) for
Improvement
Based on 2009,
FCAT Science data,
37% of students
achieved level three
and above.
Objective
Action Step
Linked to
Area of
Improvemen
t
Given
instruction
based on the
Sunshine State
Standards, 50%
of students will
score at level
three or above
on the 2010
FCAT Science
Assessment.
1. Utilize handson laboratory
experiments
three times per
week using the
science stations.
2. Provide realworld science
experiences and
engaging
activities.
Person
Responsible for
Monitoring the
Action Step
Evaluation Tool Used to
Determine Effectiveness of Action
Step
1. Principal and
Science Coach
1. The created lab
schedule will be
implemented with
fidelity and
monitored by the
Principal.
2. Teachers will
require students to
read a National
Geographic article
twice a week for
homework..
2. Principal and
Science Coach
1. Improvement on
the science miniassessments.
2. Improvement on
the science miniassessments.
Professional Development Aligned with Objective
Objective
Addressed
Content/Topic
Based on the
Florida’s Continuous
Sunshine State
Improvement Model
Standards, 50% Training
of students will
score at level 3+
2010 FCAT
Science.
Facilitator
Target
Date
Strategy for
Follow-up/
Monitoring
Person Responsible for
Monitoring
DOE Specialist
August
2009
Common planning
minutes will be
reviewed to ensure
data trends are
discussed and
lesson plans are
developed
Principal,
Science Coach
Budget:
Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)
Objective
Description of
Funding
Given instruction based on the Sunshine State
Resources
Source
Standards, 50% of students will score at level
three or above on the 2010 FCAT Science
Assessment.
National
Geographic science
set
Available Amount
$1500
Title 1
Total:
Technology
Objective
Given instruction based on the Sunshine State
Standards, 50% of students will score at level
three or above on the 2010 FCAT Science
Assessment.
Description of
Resources
Funding
Source
Available Amount
$1000
GLOBE instrument Excellence
kits
Grant
Total:
Professional Development
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Other
Objective
Description of
Resources
Funding
Source
Available Amount
WRITING
Needs Assessment:
Based on School Grade and Adequate Yearly Progress Data:
Did the percent proficient increase if below 90%? If at or above 90%, was the percent proficient
maintained or increased from the prior year?
Based on the
Objective
Action Step
Person
Evaluation Tool
Needs
Linked to Area
Responsible
Used to
Assessment,
of Improvement
for Monitoring Determine
Identify Area(s)
the Action Step Effectiveness of
for Improvement
Action Step
On the 2009
administration of
the FCAT Writing
Test, 93% of the
students in 8th
grade scored level
3.5 or above in
writing.
On the 2010
administration of
the FCAT Writing
Test, 95% of the 8th
grade students will
achieve a 3.5 or
above.
Students will use
the writing
process daily; all
writing will be
dated, and
recorded in a
journal,
2. The revision
and editing
process will be
explicitly taught .
Students will use
the writing process
daily; all writing will
be dated, and
recorded in a
journal, notebook,
or work folder for
monitoring
2. Reading Coach,
Principal
Principal,
Reading Coach
Progress between
the Pretest Prompt
and Mid-year
Prompt.
2. Administration
will monitor
revision and
editing process s.
2. Progress between
the Pretest Prompt
and Mid-year
Prompt.
Professional Development Aligned with Objective
Objective
Addressed
Content/Topic
Facilitator
Target
Date
Strategy for
Follow-up/
Monitoring
Person Responsible
for Monitoring
FCAT Writing
Test, 95% of the
8th grader will
achieve a 3.5 or
above.
Teaching the use of
revision and editing
strategies.
District
Language Arts
Supervisor
September
2009
Monitor student
writing portfolios,
notebooks or
journals..
Principal,
Reading Coach
District Language Arts
Supervisor
Budget:
Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)
Objective
Description of
Funding
On the 2010 administration of the FCAT Writing Resources
Source
Test, 95% of the 8th grade students will achieve a Temporary
3.5 or above.
Coverage for
Professional
Development
Available Amount
$1000
District
Total:
Technology
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Professional Development
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Other
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Parent Involvement Goal
Needs Assessment:
Based on information from School Grade and Adequate Yearly Progress Data:
Were parent involvement activities and strategies targeted to areas of academic need?
Based on information from surveys, evaluations, agendas, or sign-ins:
Was the percent of parent participation in school activities maintained or increased from the prior year?
Generally, what strategies or activities can be employed to increase parent involvement?
Based on the Needs
Assessment, Identify
Area(s) for
Improvement
35% of migrant
students achieved
mastery on the 2009
FCAT Reading Test.
Objective Linked
to Area of
Improvement
72% of migrant
students will
achieve mastery
on the 2010
FCAT Reading
Test.
Action Step
Person
Responsible for
Monitoring the
Action Step
1. Encourage
migrant families
to participate in
Families Building
Better Readers.
2. Offer monthly
Reading Nights
with bilingual
books.
Process Used to
Determine
Effectiveness of
Action Step
Evaluation Tool
1. Migrant Liaison
and Reading Coach
1. Collect
1. Parent
participation data
Attendance Sign-In
and survey families. sheets.
2. Reading Coach
and Migrant Liaison
2. Collect
2. Parent
participation data
Attendance Sign-In
and survey families. sheets.
Professional Development Aligned with this Objective
Objective Addressed
Increase teacher
parent
communication to
80%,
Content/Topic
Effective two-way
communication
Facilitator
PIRC
of FND
Target Date Strategy for Followup/ Monitoring
Prior to
start of
school
Parent liaison will
participate in
planning to provide
follow-up
Person Responsible for
Monitoring
Parent Liaison
Budget:
Core Curriculum and Supplemental Evidence-based Program(s)/Material(s)
Description of
Objective
Funding
Resources
In grade 6-8, 74% of students will achieve
Source
mastery on the 2010 administration of the FCAT
Mathematics Test.
MAPPS Training
and Materials
Available Amount
$500
Title I
Total:
Technology
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Professional Development
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Other
Objective
Description of
Resources
Funding
Source
Available Amount
Total:
Other Goals
Needs Assessment:
Other Goals might include: Technology, Health & Wellness, Drop-out prevention, Safety
Based on the Needs Content/ Action
Step
Assessment, Identify Topic
Area(s) for
Improvement
Person
Responsible
Evaluation Tool Used to
Determine Effectiveness of
Action Step
Professional Development Aligned with this Objective
Objective
Addressed
Content/T Facilitator
opic
Target Date
Strategy for
Follow-up/
Monitoring
Person
Responsible
FINAL BUDGET
Budget
Evidence-based Program(s)/Materials(s)
Goal
Description of Resources
Funding Source
Available Amount
In grades 6-8, 68% of students will achieve
Reading gains on the
50% of students will score at level three or
above on the 2010 FCAT Science
In grade 6-8, 74% of students will achieve
mastery on the 2010 FCAT Test.
Read 180
District Funds
10,000
National Geographic science
set
MAPPS Training and Materials
Title I
2,000
Title I
500
Total: $ 12,500
Technology
Goal
In grades 6-8 , 72% of the students will
achieve mastery reading 2010 FCAT
Description of Resources
Smart Boards
Funding Source
Title I
Available Amount
7,000
In grade 6-8,
74% of students will achieve mastery on
the 2010 FCAT Mathematics Test.
Compass Learning
District
2,000
Total: $ 9,000
Professional Development
Goal
Description of Resources
Funding Source
Available Amount
In grades 6-8 , 72% of the students will
achieve mastery for reading on the 2010
FCAT Reading Test.
Development of Social
Studies Focus CalendarsStipends for Summer PD
Title I
8,000
In grade 6-8, 74% of students will
achieve mastery on the 2010 FCAT Math.
On the 2010 administration of the FCAT
Writing Test, 95% of the 8th grade
students will achieve a 3.5 or above.
Temporary Coverage for
Professional Development
Temporary Coverage for
Professional Development
Title II
2,000
District
1,000
Total: $ 11,500
Differentiated Accountability
School-level Differentiated Accountability Compliance
 Attach school’s Differentiated Accountability Checklist of Compliance
School Differentiated Accountability Status
Intervene 
Correct II 
Prevent II 
Correct I 
Prevent I 
School Advisory Council
School Advisory Council (SAC) Membership Compliance
The majority of the SAC members are not employed by the school district. The SAC is composed of
the principal and an appropriately balanced number of teachers, education support employees,
students (for middle, junior high and high school only), parents, and other business and community
citizens who are representative of the ethnic, racial, and economic community served by the school.
X Yes
X Yes
No
No
Projected Activities Supported with SAC Funds
Open House Booth
Amount
50.
Florida Council of Teachers of English Conference 4 teachers registration, September
450.
Florida Educator’s Technical Conference 3 teachers, registration October
425.
Florida Association of Science Teachers Conference # teachers Nov
385.
Mrs. Jane Roberts for substitute to attend Classroom Art Conference Oct 1
100.
Agendas from PRIDE 700
Jeopardy game for
6th
grade FCAT
1500.
650.
Michelle Puppets sunshine standards program K-3 on nutrition
300.
Mr. John Melton AVID training for HS
150.
Student incentive awards- all grades
500.
ALLPRODAD-iMOM program Parent Involvement goal
Teacher Appreciation Week
500.
500.
Describe the activities of the School Advisory Council
Advisory Council
Assists in developing or reviewing school vision
Collects and analyzes external community data with internal school information for needs assessment
Assists in the preparation and evaluation of the school improvement plan
Advertises the final draft of the SIP and conducts a public meeting for community suggestions and modifications
Budgeting & Personnel
Develops plan for expenditure and ensuring alignment of SIP funds to specific school goal objectives
Assists with the preparation of school’s annual budget
Approves SAC fund expenditure to ensure accordance with specific SIP objectives
Implementation
Communicate to community SIP implementation process
Supports SIP and assists principal and staff in implementation when appropriate
Serves as community advocate and assists in public relations for SIP
Evaluation
Provides ongoing review of progress toward implementation of SIP goals
Evaluates outcomes for success by monitoring short and long term objectives
SAC Membership Roster
List of Members
Member Name
Role Represented (SAC Chair, Principal, Parent, Student,
Business Member, Community Member, Teacher, or School
Support Staff )
John Brake
Principal
Susan Jones
Parent
Maria Rivera
Business Partner (Chick-fil-A)
James Fujino
Community , Pastor- Crest Baptist Church
Joan Morris
Teacher 5th grade
Pete Eden
Parent
Pat Dawson
Teacher 3rd Grade
Wayne Kandy
Parent
Joe Smalley
Parent
Jane Dores
Community- Chamber of Commerce
Jean Simmons
Teacher Kindergarten
Angela Tarres
Parent
Walter james
Parent
Elaina Eiko
Parent