school improvement plan - polk county public schools · 2008-10-14 · socrum elementary 2008-2009...

Socrum Elementary 2008-2009

1

SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Jack Cline SAC Chair: Superintendent: Dr. Gail McKinzie Date of School Board Approval: 11/18/08

"The mission of Polk County Public Schools is to ensure rigorous, relevant learning experiences that result in high achievement for our students."


2

School at a Glance - 2008

AYP: Yes No X Percentage 97 School Grade: C

AYP Status: (Title I schools only) Not SINI

PREVENTIVE (First 4 years of NOT making AYP)

X SINI-1 Consequence: Choice with Transfer, Supplemental Education Services Holding: Yes No Subject: Reading Math Category: SINI-2 Consequence: Choice with Transfer, Supplemental Education Services Holding: Yes No Subject: Reading Math Category: SINI-3 Consequence: Choice with Transfer, Supplemental Education Services, Corrective Action Holding: Yes No Subject: Reading Math Category:

CORRECTIVE (Failed to achieve AYP for 5 or more years)

SINI-4 Consequence: Choice with Transfer, Supplemental Education Services, Restructuring Planning Holding: Yes No Subject: Reading Math Category: SINI-5 Consequence: Choice with Transfer, Supplemental Education Services, Restructuring Holding: Yes No Subject: Reading Math Category:


3


Vision/Mission/Belief Statements

Vision: Socrum Elementary is working to become an institution that equips students academically and socially with the tools that will foster learning to enable all students to be successful. Mission: Socrum Elementary School exists to ensure rigorous, relevant learning experiences that result in an increase in performance and high achievement for all students. Belief Statements: All teachers can find ways for all students to learn. A cooperative relationship between the staff, parents and students will provide an environment that expects Learning for All-Whatever it Takes.


4

SCHOOL IMPROVEMENT PLAN School Profile/Demographics

School Profile/Demographics: Socrum Elementary School was built in 1991 on approximately 25 acres in Northern Polk County. The area is historic and located in the Florida Green Swamp, a rural and agricultural area. Socrum has six separate buildings with classrooms arranged around shared office areas. There are currently three portables on campus. The three portables house the Head Start Program for students living in Northwest Polk County. Socrum is a school of 550 students from varied cultural backgrounds. While Socrum is situated in a rural setting, students also attend from downtown Lakeland. Socrum has 66% white, 16.2% African American, 11.1% Hispanic and 6.8% other. Socrum has 65.6% of its students on free or reduced lunch and is a Title I school serving low social-economic students. The stability rate for the school is 91% Students’ absences for 21 days or more for 2007-2008 at Socrum were 14% compared to the District average at 8.6% and the State average at 7.4%. The retention rate for the school in 2007-2008 was approximately 10%. The percent of students with disabilities is 11.6%. The percentage of students with limited English skills is 8.7%. After attending Socrum, students feed into Kathleen Middle School, Lake Gibson Middle School, and Sleepy Hill Middle School. Socrum receives the Reading First Grant and is in its fifth year of implementation. Socrum is fortunate to receive the Spell, Read Kaplan program for our low achieving third graders. Included in our grants is the Extended Learning Program, which provides extended instruction for all of our K-5 students. Title VI funds are used to buy resources for the media center. Local business partners are involved by sharing career experiences and making donations for student activities. Our special programs include: speech and language, profoundly mentally handicapped, varying exceptionalities for resource and self-contained students, developmental primary and pre-K ESE. The average student-teacher ratio for class size is 18 to 1 with class size ranging from 16 to 22 students in regular education classes. In 2008, Socrum Elementary had 23% third graders, 34% fourth graders and 36% fifth graders receiving Level 1 and 2 on the FCAT in Reading. The school had 19% third graders, 29% fourth graders and 52% fifth graders receiving Level 1 and 2 in Math. Socrum had 71% receiving a Level 1 or 2 in science. Finally, 7% of the students received a Level 2.5 or below on Florida Writes in 2008. In the past three years, Socrum has received a C, A, and B according to the state grading system.


5

Quality Staff

Highly Qualified Certified Administrators: List your school’s highly qualified administrators and briefly describe their credentials and experience with increasing student academic achievement. The school Principal, Jack Cline, has masters’ degrees in Elementary Education, Curriculum and Instruction and Educational Leadership. He has served as an administrator for 24 years. Prior to administration, he taught for twelve years. He has worked in several low-socioeconomic schools both as a teacher and as an administrator. Test scores and school grading improved under his guidance. He has served as Principal at Socrum Elementary for four and one-half years. He promotes professional development in all curriculum areas with an emphasis on reading and math. He is experienced in analyzing data and the implementation of scientifically based researched programs and initiatives. These programs include: Harcourt Trophies Reading Series, Scott Foresman Addison Wesley Math, Reading First Initiative, writing and science. He is actively involved in training teachers in effective teaching strategies such as Thinking Maps, differentiated instruction and has conducted in-service training on FPMS. He meets with teachers regularly to analyze data and to discuss the types of interventions that are needed to bring about student success. Student achievement has steadily increased during the years of his leadership. The school Assistant Principal, Amy Burkey, has a BS degree in Elementary Education and a MS degree in Educational Leadership. This is her first year as an administrator. She has previously taught second grade, Kaplan Spell Read, served as a Learning Focused Solutions Coach and Title One Program Facilitator, and been a Summer Reading Camp Director. All of her teaching experience has been in Title One schools. She has planned and implemented family involvement activities, facilitated school-wide tutoring programs for students on free and reduced lunch, and been an active member on several School Advisory Council and School Improvement Committees.


6

Recruitment/Retention of Highly Qualified Teachers: Describe strategies to recruit and retain high-quality, highly qualified teachers to high-need academic areas and schools. The Polk County School District efforts to recruit and retain highly qualified reading teachers have been enhanced by offering many opportunities. Activities include, but are not limited to the following. � Develop administrative guide that delineates reading endorsement guidelines � Schedule two teacher job fairs � Recruit throughout the United States and Mexico for highly qualified reading teachers. � Offer conditional employment agreements � Develop informational flyer for teachers specifying reading endorsement guidelines and options � Provide links on appropriate websites � Communicate with higher education and explore options for college credit classes to be offered to teachers at area schools � Recruit promising student interns � Support the district’s teacher recruitment efforts � Support the district’s new teacher program and all Teacher Induction Program Seminar (TIPS) and Facilitating Leaders in Good Habits of Teaching (FLIGHT) trainings � Offer incentives, perks, and bonuses Teacher retention is a priority in the district. The retention of highly qualified and reading endorsed reading teachers has presented a challenge, but like all challenges the district is providing opportunities to assist teachers in the area of reading through professional development efforts, in the essential components of reading instruction, data analysis to drive instruction, and the latest scientifically-based research as provided by the state’s Reading Academies. The district’s personnel department is collaborating with a local university to provide a master’s program certification for secondary school teachers currently teaching reading. The district makes every effort to provide classes/activities to accommodate teachers working toward reading endorsement through the district’s approved reading endorsement plan. Also, many of the reading coaches in our district are also working toward reading endorsement. The district is providing assistance to identify and track professional development activities that meet the requirements for completion of competencies (1-6). Many of the activities are online, others are face-to-face. The district’s ESOL department is working with those teachers with the 300-hour ESOL endorsement to become highly qualified through the REESOL endorsement option. The Principal actively recruits highly qualified staff at local and district job fairs. Staff List: School Name: Socrum Elementary District: Polk

Name Area(s) of Certification

Endorsement(s) Teaching Assignment(s)

Type of Certificate

Number of Years Teaching

Jack Cline Elementary Education, Educational Leadership, Curriculum and Instruction

Administration Professional 37

Amy Burkey

Elementary Education, Ed. Leadership, ESE

ESOL Administration Professional 8


7

Kate Young K-12 Art ESOL K-5 Professional 9 Marguerita Coon

Counselor Ed., Mental Retardation Motor Disabilities

K-12 Professional 29

Mandy Cyr Media K-12 Elementary Temporary 4 Katie Sherrouse

Elem. Ed., Early Childhood, SLD, Educational. Leadership

ESOL Title 1 Resource Teacher

Professional 16

Sarah DeJesus

Elem Ed Kindergarten Temporary 1

Rhonda Rountree

Elementary Education 1-6

ESOL Grade 2 Spell, Read

Professional 11

Pam English Elementary Ed., Gifted

ESOL Gifted Resource Professional 29

Lawrence Brown

Music Education

ESOL K-12 Professional 31

Gary Conley

Physical Education

ESOL K-12 Professional 31

Carrie Frederick

Speech and Language K-12

ESOL Speech Pathologist

Professional 3

Bill Elliott Art K-12 ESOL Network Manager

Professional 13

Amy Vance ESE SLD, School Psychologist

ESOL School Psychologist

Professional 10

Lauri Christopher

K-3 Primary Ed, Gifted Ed, K-12 Reading

ESOL Reading Coach Professional 22

Mary Greer Elementary Education, Early Childhood

ESOL Kindergarten Professional 15

Jinney Malaowski

Pre-K Primary, Elementary Education 1-5


Shawna Taylor

Elementary Education, Early Childhood


Kimberly Wagner

Elementary Education


Amy Warner

Elementary Education K-6

ESOL Kindergarten Temporary 4

Kimberli Fagan


ESOL First Grade Professional 4

Rhonda Hammock



Susan Jacoby



Nancy Taylor



ESOL Fourth Grade Professional 29


8

Heather Wilde



Amanda Black

Elementary Education 1-6, Reading Ed. K-12

ESOL Second Grade Professional 8

Kerri Penland



Andrea Scarborough



Missy Stilwell



Saundra Villiers



Katie Denis Elementary Education K-6

ESOL Second Grade Temporary 2

Christina Hiott


ESOL Third Grade Professional 6

Joette MacBlane



Seth Miller Elementary Education 1-6

ESOL Third Grade Temporary 2

Dawn Fagan Elementary Education 1-6

ESOL First Grade Temporary 2

Jaton McGrath



Heather McKnight



Amanda Herndon


ESOL Fifth Grade Professional 9

Margaret Bourke



Laura Ritzheimer



Diane Mikolon

Elementary Education, Early Childhood


Kyle Murphy



Ryan Foster Elementary Education


Laurie Croft Elementary Education


Jennifer Elrod



Michelle Phillips

SLD, Elementary Ed., Primary

ESOL ESE Self-Contained Gr. 1-5

Professional 11

Gina Baldwin

ESE K-12, Elementary

ESOL ESE Resource Temporary 4

Elisa Cross ESE, Psychology6-12

ESOL ESE Pre-K Professional 10

Karen O’Neill

Elem. Educ, Early Childhood



9

SCHOOL IMPROVEMENT PLAN Additional Requirements

Coordination and Integration Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Please include other Title programs, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and/or job training, as applicable. Socrum Elementary is a school wide Title 1 school. In addition, the school also houses the Head Start program on the campus. The Principal and Assistant Principal monitor the coordination of these programs during the school year. Schoolwide Improvement Model Describe the evidence-based School Improvement Model at your school. How is this model being implemented, and how has it helped with student achievement? Socrum Elementary uses the Florida Continuous Improvement Model. This eight step process is used for the development of the School Improvement Plan. Step 1-This model begins with disaggregating test data for the school. This is done by the administration, support teachers and classroom teachers within the first month of school. The main data sources used are the FCAT SSS, FCAT NRT, SAT 10, DIBELs, Peabody, ECHOS and data from the IDEAS website. Data analysis includes looking at the percent of students scoring at a Level 3 or above, the percent of students in grades 3, 4 and 5, who make learning gains, the percent of students in levels 1 and 2 who make progress and the percent of participation. Data analysis includes looking at instructional levels for all students. All AYP subgroups are taken into consideration. Step 2-This step includes setting the Instructional Time Line. Instructional priorities are set according to the greatest gaps in performance and a plan is made hinging on the number of instructional days available. Goals are set for each grade level, as well as the subgroups within each grade level. This is done by the administration, support teachers and classroom teachers within the first month of school. Step 3-Identifying the Instructional Focus within the first month of school is the next step. The teachers and support staff are responsible for analyzing the student data. The teachers will identify the students’ needs based on the Sunshine State Standards. Step 4-Diagnostic screening and outcome measures will be used to identify areas of strengths and weaknesses. Students who need remediation and/or immediate intensive intervention in the areas of reading, writing or math will have an Academic Success Plan (ASP). Assessments will be ongoing throughout the year given by teachers, support staff and administrators. Students who do not show mastery will receive tutorial services by the classroom teacher, support staff or paraprofessionals. Step 5-Tutorial services will be provided by the classroom teachers, ESE teachers, support staff and paraprofessionals before, during and after the school day. Students will work in small groups with differentiated instruction. Step 6-Students will use the FCAT Explorer, Compass Lab, Kaplan and challenging higher level thinking opportunities monitored by teachers for enrichment. Step 7-A plan will be developed and implemented by the teachers for instruction, assessment, maintenance and ongoing monitoring, which will address the benchmarks of the lowest achieving students. The professional development will be differentiated instruction based on teacher needs according to their students’ test data. Professional developmental presented by the reading coach and the teacher trainer will include collegial studies, Kagan training, in-class modeling, action research and Make and Take workshops. Step 8-Students will be given assessments by classroom teachers and support staff at regular intervals to


10

monitor progress. (i.e. DIBELS). If progress is not being made by students, diagnostic tools will be used to determine areas needing further remediation. The School Improvement Model is an ongoing yearlong process. Ongoing assessments are given in August, January and May. Teachers assess students using chapter tests, quizzes and observation during and after units are presented. Additional focus on a skill is implemented when a need is identified. The assessment process is monitored by the administration and support staff using plan books, classroom observations and the ongoing assessments. NCLB Public School Choice Describe the process used to provide parents with written notification on the academic progress of their child's school in a format and language parents can easily understand. Parents are notified using written letters sent home about the Choice, AYP and SINI status of Socrum Elementary. In addition, parents are provided with monthly school newsletters, phone messages using the EdConnect and other materials throughout the school year.


11

Public School Choice Notice to Parents April 28, 2008 Dear Parent, Your child is zoned for Socrum Elementary, which receives federal Title I funds to assist students in meeting state achievement standards. Last year, your child’s school did not meet these standards. This school will be identified as a School in Need of Improvement if it does not meet the standards for a second year. This designation alone does not indicate a failing school, but provides a focus on areas for school improvement by principals, teachers, and parents. What are your Choice options? Under the federal No Child Left Behind (NCLB) law, when a school has been identified as a School in Need of Improvement, parents will have options for the following school year in 2008-2009:

• You may choose to have your child remain at the current school. • You may choose to transfer your child to one of the schools listed below. If demand for transportation exceeds

available funds, by law, transportation will be prioritized to the lowest achieving low-income students.* *Please note: Your transfer option will be finalized once Adequate Yearly Progress (AYP) results are determined for all schools by the Florida Department of Education. These results are expected to be released mid-July. In the event Socrum Elementary meets the AYP standards once results are released, the transfer option will not be available. If you want to transfer your child to another public school, your school options are as follows: Kathleen Elementary Grade “A” for 06-07 Met 100% of AYP standards for 06-07 Dr. N.E. Roberts Elementary Grade “B” for 06-07 Met 95% of AYP standards for 06-07 Churchwell Elementary Grade “A” for 06-07 Met 100% of AYP standards for 06-07

Your child’s school Grade “A” for 06-07 Met 95% of AYP standards for 06-07 For more information about your child’s school or other schools in the district, please contact the principal of the school or visit the Florida Department of Education’s website at http://schoolgrades.fldoe.org. It’s up to you! If you want your child to remain at Socrum Elementary, you do not need to complete this application or do anything further. If you want your child to go to another school, please complete the attached application and return it to Title I Programs, P.O. Box 391, Bartow, FL 33831 by May 19, 2008. If you have questions or need help with this application, please contact Ava Brown (863-534-9241), Donna Ray (863-519-3602) or Cynthia Stybel (863-534-9242). Sincerely, Rhonda Ashley Director, Federal Programs

http://schoolgrades.fldoe.org/


12

Notification of SINI Status September 2, 2008 Dear Parent, Re: Adequate Yearly Progress (AYP) Status and “Right to Know” Your child attends Socrum Elementary, which receives federal Title I funds to assist students in meeting state achievement standards. Your child’s school did not meet these standards in math in the 2007-2008 school year. This school has been identified as a School in Need of Improvement. What are we doing about it? The Polk County School District is providing the following assistance and support to help the students at your child’s school improve their academic achievement:

• After school tutoring for students receiving free or reduced lunch • Extended Learning math tutoring for all students built into the school day • Instruction following the Learning Focused Solutions model

What can you do? You are very important to your child’s education. We invite you to become more involved in your child’s school by:

• Practicing math skills with your child daily • Communicating frequently with your child’s teacher • Participating in workshops and family involvement activities

For more information about your child’s school or other schools in the district, please contact Jack Cline at (863) 853-6050 or visit the Florida Department of Education’s website at http://schoolgrades.fldoe.org. Information regarding your child’s teacher and paraprofessional qualifications will be provided to you in a timely manner upon request. You have the right to request the following information:

• Whether the teacher has met the state licensing criteria for the grade levels and subject areas in which the teacher provides instruction

• Whether the teacher is teaching under emergency or other provisional status through which state qualifications of licensing criteria have been waived.

• The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher and the field of discipline of the certification or degree.

• Whether your child is provided services by paraprofessionals, and, if so, their qualifications. You will be notified in writing if your child has been assigned or has been taught for more than four consecutive weeks by a teacher who has not met the No Child Left Behind “highly qualified” criteria. The information regarding the qualifications of your child’s teacher and/or classroom paraprofessionals may be obtained from your child’s principal. Please be assured that the Polk County School District is dedicated to providing your child a quality education. Sincerely, Gail F. McKinzie, Ph.D. Superintendent

http://schoolgrades.fldoe.org/


13

Preschool Transition (elementary schools only) Describe the plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable. To assist preschool children in transition from early childhood programs to Socrum Elementary, the following is provided:

• Early kindergarten registration, Round-Up • Overview of Curriculum, expectations given to parents • Teacher evaluation of the ECHOS testing, which shows students’ readiness • Pre-Kindergarten and Head Start visits to Kindergarten classrooms

Parents and incoming kindergarten students are invited to Kindergarten Round-up, curriculum overview and orientation. Each of the events was established to help parents and students make the transition to elementary school. The teachers, Title 1 Facilitator and administration are responsible for these programs. Meet-and-Greet for kindergarten parents, facilitated by the Title 1 Facilitator and administration, is scheduled for the first day of school to increase parental involvement and communication, as their children transition to the elementary school setting. Title I funds provide the resources for the parental involvement. Parent surveys are used to evaluate the quality and effectiveness of the transition programs. The effectiveness of our preschool transition is determined by the number of students who pre-register and the number of parents applying to be volunteers at the school. Teacher Mentoring Describe your school’s Teacher Mentoring Program. New teachers are given support provided by teacher mentors and the reading coach in the areas of math, reading, writing and science. Low performing teachers are given additional support from the reading coach, instructional support teacher and administrators. New teachers and struggling teachers are encouraged and permitted to attend off-campus professional development. Collegial studies and in class modeling, also assist struggling and new teachers. The assistant principal is responsible for monitoring the program. Low-performing teachers are identified by trends in test scores such as DIBELs, FCAT, SAT 10, Kaplan Assessments, Peabody and Gates McGinite. The expected result of the teacher mentoring program would be for the Ongoing Assessment scores of the new and struggling teachers’ students to be reflective of scores obtained by other members of the same grade level. New teachers are evaluated at least three times a year according to Ongoing Assessments. Observations by administration and peer reviews with the mentoring teacher will occur at least twice a month. The reading coach is meeting on a weekly basis after school hours with new teachers. Our main focus is to bring and retain highly qualified and effective teachers to our school. Socrum Elementary School currently has:

• Two National Board Certified Teachers, who provide mentoring to new and struggling teachers within the school, additional teachers, are working toward this certification.

• Outstanding Reading Coach, who works with all staff in grades K-5 leading collegial studies, analyzing data, leading in-services in the five components of reading and modeling effective reading strategies within the classroom setting. The Reading Coach provides mentoring and coaching for new and struggling teachers, as well as experienced teachers and paraprofessionals.

• Outstanding Title 1 Facilitator, who provides Title I resources and support for the instructional staff. • Accomplished Practices Competence Documentation, which provides monitoring for effective

instruction. • Three trained technology mentors who provide technological assistance and training to the instructional

staff.


14

What the district is doing: Reading coaches will attend monthly cadre meetings, district professional development, and state trainings. The coaches will then provide professional development for their faculties in a nonlinear process that takes into account where teachers fall on a continuum of reading instruction. As the professional development liaison within the school, the coach will support, model, and continuously improve instructional programs in reading to assure reading improvement. Administrators will ensure coaches have accessibility to teachers for ongoing professional development opportunities. These opportunities can occur one-on-one, in small groups, or in large group settings. Professional development topics for teachers include: � Reading Block (Elementary, Middle, High) � Flexible grouping and learning centers � Using data to guide instruction � Elaboration on the five components of reading � Meeting the needs of ALL students through differentiating instruction � Scaffolding � Diagnostic assessment � Immediate intensive instruction � Differentiated Literacy Centers � Interactive Word Walls Mentor teachers and reading coaches will develop rapport with the faculty as they begin coaching, mentoring, and planning follow-up sessions with the classrooms teachers. Mentor teachers, based on student data, will serve as model classroom teachers. A model classroom will be used to demonstrate the mentor teacher’s strength in one of the essential components of reading. Responsibilities of the reading coaches and mentor teachers range from providing daily support to implementation of SBRR methods in the classroom. Coaches will demonstrate effective instructional strategies for teachers to collect, interpret, and plan instruction collaboratively based upon student screening, diagnostic and progress monitoring assessment data. Analysis of the student performance data will drive the professional development within the district, within a school, and in the classroom. Teacher Mentoring List Socrum Elementary currently has no teachers in the Teacher Mentoring Program. Extended Learning Opportunities Describe the programs that are provided before and after-school, during the summer, and during the extended school year.

Polk County School Board provides a district-wide summer reading camp for retained 3rd grade students. Socrum Elementary School provides extended learning opportunities before, during and after the school day for low performing students at all grade levels. These tutoring sessions include reading, math and writing. Students selected for extended learning opportunities have been given various assessments to determine individual student need. These include, but are not limited to: DIBELs, FCAT, SAT/10, Kaplan Assessments, Fox in the Box, and ERDA. These assessments are used for progress monitoring purposes one to four times a year. Small, flexible pull-out groups with highly qualified teachers provide remediation and practice. Local college and university interns and paraprofessionals are utilized for tutoring and working with students on a weekly basis. Targeted students include African American students, English Language Learners and students with disabilities. Strategies being implemented are Compass Lab, Trophies reading series, small group instruction, Kagan cooperative learning, Spell, Read and mentoring. The percentage of students scoring a level 1 in reading and math are expected to decrease. Teachers monitor students’ progress by looking at data after remediation and redirect focus as needed. African American students have been targeted for extended learning and remain on


15

campus participating in our (Extended Learning Program) ELP until 2:45. All students have the opportunity to participate in the ELP. Schools Graded C or Below

Professional Development: Describe the professional development that supports enhanced and differentiated instructional strategies: Professional Development will be provided for all teachers throughout the school year in Learning Focused Strategies with an emphasis in Math. The administration and LFS facilitator will monitor the professional development progress of all instructional teachers. Disaggregated Data Describe the use of student achievement data to determine the effectiveness of instructional strategies: 1. Teachers will review their DIBELS, Kaplan and previous SAT/10, and/or FCAT data and set achievement goals for their students. 2. Teachers will review their students’ results in Kaplan reading and math with the Principal and Assistant Principal after each assessment and adjust their instruction accordingly. 3. All data will remain in the Teacher Data Notebook. Informal and Formal Assessments Describe the type of ongoing formal and informal assessments to be used during the school year to measure student progress: 1. Teachers in 3rd, 4th, & 5th grades will administer reading assessments from Kaplan, which is aligned with the FL SSS in reading at least three times before FCAT Reading. Teachers will review their students’ results after each assessment and adjust their instruction accordingly. 2. Teachers in 1st & 2nd grades will administer reading assessments from Kaplan, which is aligned with the FL SSS in reading at least three times during the School year. Teachers will review their students’ results after each assessment, and adjust their instruction accordingly. 3. 1st-5th Teachers will meet every 9 weeks with the Administrators and/or the Reading Coach, or Instructional Support teacher to analyze their students’ reading progress based on students’ performance. 4. Classroom teachers in 3rd, 4th, & 5th grades will administer Math assessments from Kaplan, which is aligned with the FL SSS in math at least three times before FCAT Math. Teachers will review their students’ results after each assessment, and adjust their instruction accordingly. 5. Classroom teachers in 1st & 2nd grades will administer Math assessments from Kaplan, which is aligned with the FL SSS in math at least three times during the school year. Teachers will review their students’ results after each assessment, and adjust their instruction accordingly. 6. Teachers will monitor their students’ daily homework, problem solving, weekly concept practice and concept checks in math, and students’ write to summarize responses. These concept practice and concept checks are aligned with the FL SSS benchmarks. Alternative Instructional Delivery Methods Describe the alternative instructional delivery methods used to support remediation, acceleration, and enrichment strategies: 1. Struggling Students will be identified and scheduled for additional instruction in reading using Odyssey strategies. 2. Students in Kindergarten through fifth grade will receive additional instruction in Math, Reading and Science through the use of small group instruction with our Title One staff.


16


Reading Needs Assessment: Using 2008 FCAT data to determine AYP and school grade, the Socrum Elementary Needs Assessment was analyzed by the Administration and staff and determined the following. The students met the AYP target in Reading for all of the measured subgroups. The lower 25% of the students tested in Reading made learning gains. In addition, 50% or more made learning gains. Finally, 70% of the 3rd, 4th, and 5th grade students tested were proficient in Reading. Objective: By Spring of 2009, 80 % of our students will make learning gains in reading as evidenced by the FCAT AYP Report. By Spring of 2009, 76 % of our students in 3-5th grades will be at Achievement Level 3 or above in Reading as evidenced by the FCAT AYP Report. By Spring of 2009 76 % of our African American students will score at Achievement Level 3 or above; or make safe harbor as evidenced by the FCAT AYP Report. Strategies: List strategies that… Apply to all students:

• To monitor and diagnose areas of need in reading, three times per year teachers will use Dibels, Harcourt Assessments, Kaplan, Bear Assessment, ERDA, DAR, or Fox in a Box to identify, diagnose, and group students for instructional purposes.

• Teachers will implement an uninterrupted 90 minute reading block.

• In addition to the reading block ESE teachers, general education teachers, and trained paraprofessionals

will meet five times per week with students for small group data driven instruction.

• Parents will be invited to a family night in which reading activities will be featured two times per year

• Teachers will implement Learning Focused Solutions format when planning and teaching reading lessons.

Relate to differential instruction:

• Using data teachers will implement small group instruction with students five times per week.

• Grade levels K-5 will have an assigned and trained Para-professional to support small group instruction.

• The ESE teacher will work with regular education teachers to meet with ESE students on a regular basis.

• Provide immediate interventions for students you have identified as struggling:


17

• Students identified as struggling through data will receive additional intensive instruction outside the 90 minute reading block.

• Teachers will meet with administrator once per month to discuss student progress and ongoing

interventions for struggling students.

• Teachers will use technology to differentiate student instruction which will include but not be limited to smartboards, software, Internet access.

Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions:

• Grade levels will conduct weekly grade level meetings to discussed current reading topics.

• Teachers will meet after school one time per month for best practices and training on current reading topics.

Evaluation: All teachers will have a data notebook that contains their students’ data from a variety of sources. The effectiveness of each objective will be evaluated based on the students’ results on the research based assessments. The teachers will evaluate using Compass Lab, Quarterly Benchmark Assessments, Dibels, Fox in a Box, ERDA, DAR, Harcourt Assessments, Bear Assessment, FCAT SSS, Peabody Picture Vocabulary Test and Title I on-going assessments to monitor progress toward each objective and to determine if the objective has been met. Evidence-Based Program:

• Harcourt Trophies • Sing Spell Read Write • Spell Read • SRA • Accelerated Reader • Learning Focused Strategies

Professional Development Aligned with this Objective: The reading coach will implement differentiated professional development based on student data. Staff development topics will include Learning Focused Strategies, brain based learning, as well as continued professional development in the five areas of reading including phonemic awareness, phonics, fluency, comprehension, and vocabulary. Budget:

Evidence-Based Program(s)/Material(s) Description of Resources Funding Sources Available

Amount

Harcourt Trophies, Sing Spell Reading Write, Spell Read, SRA, Accelerated Reader

Internal Accounts, Title I, Lottery, ESE

$20,000

Trophies Intervention, classroom libraries, SAI, Internal $4,000


18

Steck-Vaughn Accounts, Reading First

Technology

Description of Resources Funding Sources Available Amount

Leap Frog State Technology Grant, ESE, Internal Accounts, Title I

$15,000

Kaplan $4,000

Professional Development Description of Resources Funding Sources Available

Amount

Collegial Study Books Lottery, Internal Accounts, Title I, Reading First, Staff Development, Title II

$5,000

Supplies (chart tablets, markers, laminating film, paper supplies)

Lottery, Internal Accounts, Title I, Reading First, Staff Development

$500

Differentiated instruction, Reading First Five Essential Components, word walls, small group instruction, classroom libraries, cooperative learning, summarizing strategies, Learning Focused Solutions, and literacy centers


$500

People, Other


Learning Focused Solutions Lottery, Internal Accounts, Title I, Reading First, Staff Development, Title II

$5,000

Non-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field that are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All teachers are Highly-Qualified.


19

SCHOOL IMPROVEMENT PLAN Math

Needs Assessment: The Socrum Elementary Needs Assessment was analyzed by the Administration and staff and determined the following. The students did not meet the AYP target for Math. 50% or more of the lower 25% did not make learning gains. In addition, 50% or more of the 3rd, 4th, and 5th grade students made learning gains. Finally, the percent proficient increased in 2008 from the 2007 SSS FCAT Math AYP data. Objective: By Spring of 2009, 80 % of our students will make learning gains in math as evidenced by the FCAT AYP Report. By Spring of 2009, 72 % of our students in 3-5th grades will be at Achievement Level 3 or above in Math as evidenced by the FCAT AYP Report. By Spring of 2009 62% of our African American students will score at Achievement Level 3 or above; or make safe harbor as evidenced by the FCAT AYP Report. Strategies: List strategies that… Apply to all students:

• Teachers will use ongoing assessments such Kaplan, Scott-Foresman assessments, Compass Lab, STAR Math, Math Facts in a Flash and diagnostics tests, for all subgroups and low performing students at least three times a year.

• Teachers will implement a daily 60 minute math block using Scott-Foresman as the core program.

• In addition to the math block, ESE teachers and general education teachers will meet five times a week with small groups during the Extended Learning Program using differentiated instruction based on student data.

• Parents will be invited to attend a family night in which math activities and resources will be available two times during the school year.

• Teachers will implement Learning Focused Solutions when planning and teaching math lessons.

Relate to differential instruction: • ESE teacher will work with regular education teachers to meet the needs of the SWD on a daily basis. • Grade levels K-2 will have an assigned Para-professional to support small group instruction in

classrooms. • The supplemental program Math Party will be used with SWD students in grades 3-5.

Provide immediate interventions for students you have identified as struggling:

• Teachers will use portfolios with student work samples and assessment data. This data will be collected at the beginning, middle, and end of the school year to track progress.


20

• Teachers will meet with administrator once per month to discuss student progress and ongoing interventions for struggling student.

• Teachers will use technology to differentiate student instruction. (i.e. smartboard, software, internet…)

• Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions:

• Grade levels will conduct weekly meetings to discuss current math topics

• Teachers will meet after school onetime per month for best practices and training on current math topics Evaluation: All teachers will have a data notebook that contains their students’ data from a variety of sources. The effectiveness of each objective will be evaluated based on the students’ results of the research-based assessments. The teachers will evaluate using Compass Lab, Quarterly Benchmark Assessments, FCAT SSS, FCAT NRT, SAT 10 and Title I on-going assessments to monitor progress toward each objective and to determine if the objective has been met. Evidence-Based Program:

• Scott-Foresman Addison Wesley Math • Everyday Counts Calendar Math • Compass Learning • Math Facts In a Flash • STAR math

Professional Development Aligned with this Objective: The Title 1 Facilitator will implement staff development based on student data. Staff development topics will include: Teacher workshops in the 5 NCTM content standards, Math Facts in a Flash, Collegial Study, Mini Title I Presentations, STAR Math, Scott-Foresman, and cooperative learning. Teachers will receive training in Learning Focused Solutions. Budget:


Amount

Scott Foresman, Everyday Counts Calendar Math

Internal Accounts, Title I, Title II

$5,000

Technology


Compass Learning, Scott Foresman Software, Math Facts in a Flash, STAR Math


$3,000


21


Amount

Collegial Studies, Staff Cooperative Learning, LFS Training


$3,000

People, Other


Non-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All teachers are Highly Qualified.


22


Writing Needs Assessment: The Socrum Elementary Needs Assessment was analyzed by the Administration and staff and determined the following. The students did not increase the writing proficiency for the AYP target during the 2008 FCAT Writing administration. The overall percentage decreased from 95% in 2007 to 93% in 2008. Objective: By Spring, of 2009, 95 % of 4th Grade students will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report. Strategies: List strategies that… Apply to all students:

• Administration will monitor teachers by observation and plan book checks to verify the implementation of the school’s year long writing program at all grade levels.

• Teachers will continue to use the writing rubrics developed by the grade levels.

• The staff will provide a parent workshop about writing to provide an awareness of the expectations of

the FCAT writing assessment.

• Teachers will continue to use Word Walls in classrooms.

• Teachers will provide a writing block each day for shared and independent writing.

• Teachers will continue the use of writing portfolios to include three school wide writing prompts to be administered at the beginning, middle, and end of the school year.

Relate to differential instruction:

• Teachers will provide small group instruction for struggling students. Provide immediate interventions for students you have identified as struggling:

• Teachers will work with small groups on individual writing needs immediately following the ongoing assessment administration

Evaluation: All teachers will have a data notebook that contains their students’ data from a variety of sources. The effectiveness of each objective will be evaluated based on the students’ results of the research-based assessments. The teachers will evaluate using Title I on-going assessments to monitor progress toward each objective and to determine if the objective has been met. Final evaluation will be made using the FCAT Writes testing. Evidence-Based Program: Just Write- Kathy Robinson


23

Professional Development Aligned with this Objective: Collegial Study Grade Level reviews Staff modeling and monitoring Narrative and Expository writing Budget:


Amount

Kathy Robinson Title I $1,000

Technology Description of Resources Funding Sources Available

Amount

Professional Development


People, Other



24


Science Needs Assessment: Socrum Elementary’s FCAT data was analyzed by the administration and staff and the following was determined. Socrum scored a 32%, below the state average score of 43% and the district average of 36%. Socrum needs to improve SSS FCAT Science results during the 2009 FCAT Science administration. Objective: By Spring of 2009, 80 % of 5 th grade students will make learning gains in Science as evidenced by the School Grade report. By Spring of 2009, 43 % of 5 th grade students will be at Achievement Level three or above in Science as evidenced by the School Grade report. Strategies: List strategies that… Apply to all students:

• All teachers will instruct using the district approved research based text, Harcourt.

• All teachers will plan and teach following the Polk County Science Curriculum Maps.

• All grade levels will emphasize scientific thinking throughout the year.

• Teachers will continue acquisition of leveled classroom library books, videos and software both fiction and non-fiction relating to science.

• Science vocabulary and hands-on activities will be used by all teachers.

• Progress monitoring will be used by teachers for all students and subgroups three times a year through the use of ongoing assessments to monitor student achievement in science.

Relate to differential instruction: • Science Leveled Readers will be used in small group instruction.

• Technology will be used to assist students at various academic levels.

• Provide immediate interventions for students you have identified as struggling:

• Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions:

• Grade levels will conduct weekly meetings to discuss current science topics.

• Teachers will meet after school one time per month for best practices and training on current science

topics.


25

Evaluation: Analysis of the 2008 FCAT SSS Science scores for 5th grade students will be used to determine student achievement. All teachers will have a data notebook that contains their students’ data from a variety of sources. The effectiveness of each objective will be evaluated based on the student results of the research-based assessments. The teachers will evaluate using FCAT Science SSS and Title I ongoing assessments to monitor progress toward each objective and to determine if the objective has been obtained. Evidence-Based Program:

• Harcourt Science Professional Development Aligned with this Objective: Contact teacher will attend the trainings for SSS Science provided by the district. She will bring what she has learned back to the staff and train the teachers. Teachers will attend LFS training. Budget:


Amount

Harcourt Science District Funds

Technology Description of Resources Funding Sources Available

Amount

Harcourt Science CD/ROM, online resources

District Funds



People, Other


Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All teachers are Highly Qualified.


26


Parental Involvement Goal: Parental/Family Involvement Programs Needs Assessment: The results of the Spring 2008 Successful School Surveys given to all parents and teachers indicated parents would like more opportunities for input and teachers would like more parental involvement. The intermediate teachers requested a reading/writing/math family night and the primary teachers requested student programs and parent workshops. The Family Night evaluation forms given to all parents in attendance indicated that parents would like to attend parenting workshops to assist their children with academics. Objective: By the end of the 2008-2009 school year, Socrum will increase the number of parents participating in family involvement activities by 10% (parent/teacher conferences, annual meeting, workshops, training, SAC, PTO, volunteer tutors, other parent volunteers, attendance at classroom programs, art, P.E. and music programs). Strategies:

• The school will distribute monthly newsletters with school information, activities and events.

• The Title 1 Facilitator will use the School Connect-Ed computer system to contact groups of parents.

• Classroom teachers will send student agendas home for daily home-school communication.

• The Title 1 Facilitator and classroom teachers will offer family nights in which families participate in activities together.

• The Title 1 Facilitator and resource teacher will provide parenting classes to help parents work with their child in reading, math, writing and discipline.

• Parents will be included in the review and rewriting of the Schoolwide Compact.

• Parents will be included in the review and writing of the Parental Involvement Plan.

• The Title 1 Facilitator will conduct a mini-meeting to review ideas for establishing Family School Partnerships based on the book Beyond the Bake Sale by Anne Henderson.

Evaluation: • Standard evaluation form given at each workshop

• Number of parents attending workshops, determined by sign in sheets

• Volunteer hours logged • Parent satisfaction survey

• The number of resources and materials distributed to families


27

• Copies of newsletters or record of distribution

• Informal evaluation in newsletters to check if parents have read tips and found them helpful

• List of trainings and conferences attended by staff

Evidence-Based Program: US DOE (Parent Involvement Resources) (www.ed.gov)

FLDOE (Bureau of Family and Community Outreach – FBBR, Just Read, Families) (www.firn.edu.doe/family)

Partnership for Family Involvement (www.floridapartnership.usf.edu Professional Development Aligned with this Objective: Handbook: The ABC's of How to Work with Parents Love & Logic staff training Title I Best Practices Escape School and Safety Program provided by Polk County Sheriff Department and Dignity Memorial Establishing Family-School Partnerships Parent Awareness Math Workshops Thinking Maps for Parents Budget:


Amount

Technology



Amount

Title I Parent Workshops, Parent Involvement

Title I $1,000

People, Other


Family Nights Title I $2,000

http://www.ed.gov/

http://www.firn.edu.doe/family

http://www.floridapartnership.usf.edu/


28


Return on Investment Goal: Return on Investment Needs Assessment: Compared to similar schools, Socrum’s percentile ranking is 48 and the percent of the highest ROI value is 57%. Objective: Socrum Elementary’s ROI percentile ranking will increase by one percentile point during the 2008-2009 school year. Strategies: Strategies to improve annual learning gains:

• Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff

• Identify lowest quartile students early and provide additional assistance • Provide strategies to parents for their student’s academic improvement • Continue to provide high quality teacher professional development and monitor its implementation

Strategies to lower the cost per weighted fulltime equivalent student: • Reallocate school resources to better implement teaching, learning and class-size mandates; i.e.,

combine teacher aide positions into a teacher position • Purchase research-based materials and utilize the district warehouse for materials/supplies • Use purchased programs effectively and increase student participation • Increase participation in programs provided by the Department of Education such as FCAT Explorer and

Florida Achieves • Utilize school and district in-service training

Evaluation: The percentage of students with learning gains will be divided by the program costs per weighted FTE students at the school.


29

SCHOOL IMPROVEMENT PLAN SAC Members

Yes No The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school? Measures Being Taken to Comply with SAC Requirement (complete only if your school is out of compliance).

Member’s Name Position Signature

1) ____Jack Cline_____ _ Principal ______

2) ____Amy Burkey___ Assistant Principal __________

3) Margarita Coon_ Guidance ________________________

4) Amanda Herndon Teacher ________________________

5) ___Angela Clark __ Paraprofessional ____________

6) _Margaretia Rosado_ Paraprofessional __________________

7) __Buddy Taylor ___ Community Member ____________

8) Jack English __ Community Member ________________________

9) ____Derek Cyr ____ Community Member _____

10) _____Stormy Hill __ Parent ____________

11) Jessica Jenkins__ Parent ________________________

12) ___Christy Walker__ Parent _____________

13) ___Bobby Ford __ Parent ____________

14) __Vancilla Williams_ Parent __________________

15) ____Aleli Flores _ Parent ____________

16) ___Jeffery Flores ___ Parent ____________


30

School Advisory Council Describe the activities of the School Advisory Council. The school advisory council shall be the sole body responsible for final decision making at the school relating to implementation of the provisions of SS. 1001.42(16) and 1008.345. A majority of the members of each school advisory council must be persons who are not employed by the school. Each advisory council shall be composed of the principal and an appropriately balanced number of teachers, education support employees, students, parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school. Council members representing teachers, education support employees, students, and parents shall be elected by their respective peer groups at the school in a fair and equitable manner as follows: 1. Teachers shall be elected by teachers. 2. Education support employees shall be elected by education support employees. 3. Students shall be elected by students. 4. Parents shall be elected by parents.


31


Final Budget Budget:

Evidence-Based Program(s)/Material(s)

Description of Resources

Funding Source Available Amount

Harcourt Trophies, Sing Spell Reading Write, Spell Read, SRA, Accelerated Reader

Internal Accounts, Title I, Lottery, ESE

$20,000

Trophies Intervention, classroom libraries, Steck-Vaughn

SAI, Internal Accounts, Reading First

$4,000

Scott Foresman, Everyday Counts Calendar Math


$5,000

Kathy Robinson Title I $1,000 Harcourt Science District Funds

Technology

Description of Resources Funding Source Available Amount

Leap Frog State Technology Grant, ESE, Internal Accounts, Title I

$15,000

Kaplan $4,000 Compass Learning, Scott Foresman Software, Math Facts in a Flash, STAR Math


$3,000

Harcourt Science CD/ROM, online resources

District Funds



Collegial Study Books Lottery, Internal Accounts, Title I, Reading First, Staff Development, Title II

$5,000

Supplies (chart tablets, markers, laminating film, paper supplies)

Lottery, Internal Accounts, Title I,

$500


32

Reading First, Staff Development

Differentiated instruction, Reading First Five Essential Components, word walls, small group instruction, classroom libraries, cooperative learning, summarizing strategies, Learning Focused Solutions, and literacy centers


$500

Collegial Studies, Staff Cooperative Learning, LFS Training


$3,000

Title I Parent Workshops, Parent Involvement

Title I $1,000

Other


Learning Focused Solutions Lottery, Internal Accounts, Title I, Reading First, Staff Development, Title II

$5,000

Family Nights Title I $1,500

SCHOOL IMPROVEMENT PLAN Implementation Evaluation

Implementation Evaluation: Describe plans for ongoing and final evaluation on the extent of successful implementation of the school improvement plan and other school improvement efforts. The School Improvement Plan will be reviewed continuously throughout the year for revision. The improvement efforts will be reported to the District throughout the year in the Mid-year and End-of-the year review report.


33

Florida Department of Education Resources

NCLB School Public Accountability Reports

Teacher Professional Development

Promising Practices Resources

Promising Practices Framework - Self-Audits; Just for the Kids

The Toolbelt: A Collection of Data-Driven Decision-Making Tools for Educators; NCREL

Tools for School Improvement Planning; Annenberg

Promising Instructional Practices from the School Recognition Database

http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm

http://www.fldoe.org/profdev/inserv.asp

http://www.just4kids.org/en/research_policy/best_practices/about_framework.cfm

http://www.ncrel.org/datause/

http://www.annenberginstitute.org/tools/index.php

http://www.flbsi.org/SchoolRecognition/viewreports.aspx

school improvement plan - polk county public schools · 2008-10-14 · socrum elementary 2008-2009...

Documents