Gge 2011 2012 110231 - Sip

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2011-2012 SCHOOL IMPROVEMENT PLAN
School Name: GOLDEN GATE ELEMENTARY SCHOOL District Name: Collier Principal: Charles Frontz SAC Chair: Superintendent: Dr. Kamela Patton Date of School Board Approval: Pending Last Modified on: 9/9/2011
Gerard Robinson, Commissioner Florida Department of Education 325 West Gaines Street Tallahassee, Florida 32399 Dr. Mike Grego, Chancellor K-12 Public Schools Florida Department of Education 325 West Gaines Street Tallahassee, Florida 32399
PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA
Note: The following links will open in a separate browser window. School Grades Trend Data (Use this data to complete Sections 1-4 of the reading and mathematics goals and Section 1 of the writing and science goals.) Adequate Yearly Progress (AYP) Trend Data (Use this data to complete Section 5 of the reading and mathematics goals and Section 3 of the writing goals.) Florida Comprehensive Assessment Test (FCAT) Trend Data (Use this data to inform the problem solving process when writing goals.)
HIGHLY QUALIFIED ADMINISTRATORS

List your schools highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).
# of Years at Current School Prior Performance Record (include prior School Grades, FCAT (High Standards, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
Position
Name
Degree(s)/ Certification(s) Degrees: BA Elementary Education, Bowling Green State University Master of Education Educational Leadership, Nova Southeastern University Florida Certification: School Principals (All Levels) Educational Leadership (All Levels) Elementary Education (Grades 1-6)
# of Years as an Administrator
Principal
Charles Frontz
17
According to State statute, the Superintendent has the authority to strategically place administrators within the school district
Endorsements: English for Speakers of Other Languages
Degrees: B.S. Elementary Education, Concordia University M.S. Educational Leadership, Nova Southeastern University Assis Principal Lynda Walcott Florida Certification: School Principals (All Levels) Educational Leadership (All Levels) Elementary Education (Grades K-6) Degrees: B.S. Elementary Education, University of Florida 4
M.S. Elementary Education, University of Florida EdS Educational Leadership, University of Florida Florida Certification: Educational Leadership (All Levels) Elementary Education (Grades K-6) Endorsements: English for Speakers of Other Languages 1
Assis Principal
Melissa Stamper (Dean of Students)
Gifted
HIGHLY QUALIFIED INSTRUCTIONAL COACHES

List your schools highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.
# of Years at Current School # of Years as an Instructional Coach Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
Subject Area
Name
Degree(s)/ Certification(s) BS Elementary Education, Miami University, MA Reading, Northern Kentucky University Certification: Elementary
Reading
Julianne Stallings
Demonstrates a history of academic excellence and successful past experience with the student population at Golden Gate Elementary.
Education 1-6 Endorsements: Reading ESOL BS Communication/Journalism, University of Minnesota MS Curriculum and Instruction, Science integration endorsement, Florida Gulf Coast University Certification: Elementary Education K-6 Endorsement: ESOL BS Elementary Education, Florida Gulf Coast University Science Kristine Woronowski Certification: Elementary Education K-6 Endorsements: Gifted ESOL 1 Demonstrates a history of academic excellence and successful past experience with the student population at a school with similar demographics.
Math
Kristina Grones
Demonstrates a history of academic excellence and successful past experience with the student population at Golden Gate Elementary.
HIGHLY QUALIFIED TEACHERS

Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.
Person Responsible Principal Principal Assistant Principal Principal Projected Completion Date On-going On-going On-going On-going Not Applicable (If not, please explain why)
Description of Strategy
1 2 3 4 5
Monthly meetings for new teachers with Principal Partnering new teachers with veteran staff Scheduling observations for new teachers of veteran teachers at school and other district schools. Interviews with highly-qualified applicants involving team leaders, Principal, Assistant Principal, and Leadership Team Professional Learning Community work focused on subject areas as well as areas of interest for further study.
Principal/Assistant On-going Principal On-going
Addition of subject area coaches (reading, writing, math, and Subject Area science) for modeling lessons and offering support for Coaches differentiated instruction Principal, Assistant Offer professional growth opportunities during Early Release Principal, days ie. Book Studies, technology training, Instructional Instructional strategies, etc. Coaches, Teachers
On-going
Non-Highly Qualified Instructors

List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.
Professional Development/Support to Become Highly Qualified CCPS policy is to hire only highly qualified teachers. Consequently, all teachers are certified and HQ in their area of assignment. However, some teachers are working toward endorsement in Gifted or ELL. Following the October FTE, we will update this
Name
Certification
Teaching Assignment
document with the official list.
Staff Demographics
Please complete the following demographic information about the instructional staff in the school who are teaching at least one academic course. *When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).
Total Number % of of First-Year Instructional Teachers Staff 71 % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience 28.2%(20) % of Teachers with 15+ Years of Experience 14.1%(10) % of Teachers with Advanced Degrees 31.0%(22) % National % ESOL Board Endorsed Certified Teachers Teachers 0.0%(0) 64.8%(46)
% Highly % Reading Qualified Endorsed Teachers Teachers
16.9%(12) 40.8%(29)
100.0%(71) 5.6%(4)
Teacher Mentoring Program

Please describe the schools teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities.
Mentor Name Mentee Assigned Rationale for Pairing Mrs. Waite is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Mrs. Waite is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Mrs. Waite is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Ms. Merino is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Mrs. Kittleson is an experienced elementary educator. She has received clinical training and Planned Mentoring Activities
Toni Waite
Tiffany Dobson (K)
Weekly meetings, data chats, ongoing data review and discussion, model lesson, instructional coaching, monthly meetings with administrative team
Toni Waite
Darlene Pellechia (K)
Toni Waite
Sara RitchotteBiszant (K)
Jennifer Merino
Kelsey Chiavari (1)
Alyssa Kittleson
Christine Ochs (2)
Weekly meetings, data chats, ongoing data review and discussion, model lesson, instructional coaching,
has supported new teachers successfully in the past. Mrs. Kittleson is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Ms. Weiss is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Mrs. Ledbetter is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Mrs. Ledbetter is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Mrs. Ledbetter is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Ms. Stallings is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Ms. Stallings is an experienced elementary educator. She
monthly meetings with administrative team
Alyssa Kittleson
Kasey Will (2)
Ashley Weiss
Sherri Elmore (3)
Alyssa Ledbetter
Jennifer Dixon (4)
Alyssa Ledbetter
Cassidy Massie (IR)
Alyssa Ledbetter
Jamiee Sidisky (4)
Julie Stallings
Jennifer Hambley (5)
Weekly meetings, data chats, ongoing data
Julie Stallings
Vinessa Igneri (5)
has received clinical training and has supported new teachers successfully in the past. Ms. Stallingsis an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past. Ms. Crowley is an experienced elementary educator. She has received clinical training and has supported new teachers successfully in the past.
review and discussion, model lesson, instructional coaching, monthly meetings with administrative team
Julie Stallings
Patricia Rodriguez (5)
Kari Crowley
Jennifer Scarafile (IR)
ADDITIONAL REQUIREMENTS
Coordination and Integration
Note: 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
The Collier County School district provides a systematic and strategic approach to providing services through the District Strategic Plan, 3 Year Academic Plan, the K-12 Comprehensive Reading Plan and District Consolidated Planning process. Goals and objectives of each program and department are aligned with these overarching district plans. Additionally: Title I Parts A, C, D, and School Improvements (1003a and 1003g) Title II, Part A and Title III are managed out of the same Federal and State Grants Office in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, monthly formal administrative meetings are held to discuss program needs, issues and coordinate efforts. Support staff of the Title I Part A, Title I Part C, Title I Part D, and Title X programs meets regularly to coordinate efforts and receive joint staff development for improving their services. Regularly scheduled Curriculum and Instruction department meetings are scheduled that include district level program coordinators, including IDEA, Perkins, Head Start, Supplemental Academic Instruction, Advanced Placement Initiative, Career and Technical education. Title I Part A in coordination with Title III, Title II Part A, and IDEA will provide Intervention Support Specialist to support academically at risk students. LEA, Title I Basic, Title I Migrant coordinate services to assist homeless parents of homeless children, and shelters representing the homeless children to resolve problems concerning registration and educational services at Title I schools. The LEA provides services in coordination the McKinney-Vento Homeless Assistance Act. Title I Part A, Title II Part A and RTTT fund exam reimbursements to ensure staff meet HQT Requirements. Title I and District joint funding of the Homeless Liaison staff position and use of additional Title I Part A funds to provide after school tutorials for homeless students in non-Title I schools. Title I Part A funds used in collaboration with Title I SIG 1003g, Title II Part A and Reading to fund Reading Coaches at Elementary and Math Intervention Specialist at Middle Schools. As applicable, depending on school: District Oversight Team meetings that provide forum for coordination and integration of resources to support unique needs of school sites. Title I Part A funds also used to provide additional coaches to support lowest performing schools and those in differentiated
Accountability Correct II-D status.
Title I, Part C- Migrant

Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources. Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction. Title I Migrant and school collaboration occurs with local eye doctor to provide eye exams and glasses at no cost to migrant students in need or at a discounted price to our program. Coordination occurs with Homeless Liaison staff and Title I Migrant staff in identifying eligible students and families that can be served as homeless.
Title I, Part D
N/A
Title II
Title II, Part A collaborates with Collier County Public Schools Human Resources in providing funds that are used to reimburse teachers striving to meet Highly Qualified Teacher requirements through subject area tests. This helps ensure that all teachers meet HQT requirements and provide high quality instruction. Title II funds will support schools with instructional coaching, lesson planning and staff development by funding several teachers on special assignment in areas of Math and Science; these staff will integrate with the instructional staff at school sites to ensure high quality instruction differentiated to address unique student needs. Coordination of professional development activities, including those funded by Title II, occurs through the following activities: o Individual schools conduct annual staff development surveys to determine staff development needs. A district comprehensive Staff Development Plan and consolidated planning coordinates all available district resources. o Staff development within a school (including the use of Title I money) is coordinated through the SIP/Title I Plan and comprehensive needs assessment. o Title I and II in-service is coordinated through Learning Support Services departmental curriculum staff. o The Director of Federal and State Grants, Executive Director of Federal and State Grants and ELL, the Chief Academic Officer review the professional development allocations in the Title I plans and in the Title II project. o Reading coaches receive ongoing professional development through their bi-monthly literacy team meetings. The teachers individual plan (IPDP) is based upon an assessment of student learning needs, and this analysis of student achievement data in reading is essential to the creation of each teachers professional development plan. o The district will provide ongoing professional development and support for principals on classroom walk-through strategies, including how to give feedback to teachers. In addition Title II funds are used, in collaboration with Title I, IDEA, District, and Reading funds, to support Reading Coaches at the following schools: BCE, CES, CPE, LES, LOE, LPE, OES, PES, PME, SGE, SPE, TBE, VES, VME, CMS, CPM, GVMS, NNMS, ORMS, PRMS. Math Intervention Specialists will be partially supported from Title II funds, in collaboration with Title I, at the following schools: CMS, CPM, ENMS, GVMS, NNMS, ORMS, PRMS.
Title III
Title X- Homeless
The Collier County School District, through a No Child Left Behind grant, provides support services and resources for homeless students and their families. A homeless liaison works with school staff, Title I Migrant staff, and community agencies, and local shelters to indentify eligible students, expedite school registration and bus transportation, as well as provide school supplies, shoes and uniforms. The homeless liaison aids in securing before and after school care for students when appropriate. The liaison also monitors enrollment data, attendance records, and grades for all homeless students through the district database and school contacts. Coordination services are provided by the LEA as they relate to the McKinney-Vento Homeless Assistance Act. The support staff from the Title I Part A, Title I Part C, Title I Part D, and Title X programs regularly meets to coordinate services as well as participate in staff development. Homeless students and their parents are served by LEA, Title I Basic, Title I Migrant personnel and shelters to address issues concerning the registration and educational services at Title I schools. Title I and district funding provides for after school tutorials for homeless students in non-title I schools.
Supplemental Academic Instruction (SAI)
Violence Prevention Programs
Nutrition Programs
The District is offering breakfast at no charge to all students through the USDA Provision 2 breakfast program. All reduced students are receiving lunch at no charge. The NSLP Fresh Fruit and Vegetable program is being offered in twelve elementary schools. We are continuing to institute the OrganWise program through the University of Florida in qualifying elementary schools.
Housing Programs
N/A
Head Start
The Head Start Program in Collier County Public Schools serves 712 four-year-olds in targeted elementary sites based on the needs of the parents and students. The Head Start Program includes students identified for ESE services, Voluntary Prekindergarten (VPK) students, and students identified as Title I and Migrant. By coordinating efforts and funding, the all encompassing Head Start Program is able to serve approximately 300 additional eligible students than the funding from Head Start alone supports. Head Start provides comprehensive services to eligible families and their children. These comprehensive services include education, social services, parent involvement, and health services. These services are coordinated with the requirements of the other funding sources as a seamless service for parents and our 4-year-old students. The Head Start Program is a vital part of our school community and these students are included in all academic and extra-curricular/enrichment programs as appropriate.
Adult Education
N/A
Career and Technical Education

Career Education participants are measured using Perkins Accountability standards. For school year 2011-12 the local targets are 67% for Academic Attainment Reading, 86.05% for Academic Attainment Math, 94.35% for Secondary Technical Skills, 96.73% for Secondary School Completion, 95.19% for Secondary School Completion, 95.19% for Secondary Graduation Rate, 83.13% for Secondary Placement, 30% for Non-traditional enrollment, and 98.58% for Non-traditional completion rate. Professional development activities will be implemented to upgrade the reading instruction skills of all Career Education teachers. Reading is integrated in all CE courses. EOY Algebra, and Geometry, is integrated into business education, construction, architectural, drafting and technology courses. Teachers are trained to address the needs of ELL and ESE students as needed. Each academy/program has curriculum integration strategies specific for each subject area. Teachers are also encouraged to complete additional endorsements in NG-CAR-PD and ELL. The district conducts NG-CAR-PD courses for CE teachers and selected CE teachers are completing FOR PD online with UCF. FCAT level 2 (fluent) students will be able to complete their intensive reading requirement in CE classes where the teacher has already completed the CAR-PD endorsement. In addition to the Career and Technical courses available to all students, the Collier Skill Training for Employment Program (CO-STEP) is designed to meet the unique needs of students with disabilities. This program provides individualized instruction, training, and counseling services to assist students with disabilities in successfully developing marketable skills in career and technical coursework as well as on-the-job training in the community.
Job Training
Students are offered Job Training programs through a variety of programs. All CE programs offer On-The-Job Training programs for situations where students are paid. Non-Paid opportunities are offered as Executive Internships. Students may also enroll for the Volunteer class which is offered in many school locations.
Other
Response to Instruction/Intervention (RtI)

School-based RtI Team
Identify the school-based RtI Leadership Team. Principal: Charles Frontz
APC: Lynda Walcott Dean: Melissa Stamper Pre-k Teacher-Barbara Leaf Kindergarten Teacher-Cassie Wright First Grade Teacher-Kari Crowley Second Grade Teacher-Alyssa Kittleson Third Grade Teacher-Molly Summer Fourth Grade Teacher-Donna Keehan Fifth Grade Teacher-Suzanne Pleskin Additional Support Faculty ESE/RtI Intervention Support Specialist-Jocelyn Badiu Reading Coach: Julianne Stallings Math Coach: Kristina Grones ELL Contact: Carol Savage Guidance: Candace Wegman and Cara Denny School Psychologist: Alfreedia Solomon Speech/Language Pathologist-Laura Bucknell(when needed) Instructional Resource Teacher-Jennifer Scarafile
Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate RtI efforts? The RtI Leadership Team designates student and adult learning as the first priority using the school vision. The team gears contents and instruction to Sunshine State Standards. The leadership team creates a culture of continuous learning for adults. Within this culture, the instructors use multiple sources of data to assess learning and refine instruction. The leadership team meets with the professional learning communities to: Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks. Based on the above information, the plc will identify needed professional development and resources. The team collaborates regularly, problem solves, shares effective practices, evaluates implementation, makes decisions, and practices new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.
Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP? The School Leadership Team worked in conjunction with the RtI team to create the school improvement plan (SIP). The team provided data on: instructional targets based upon analysis of data, as well as social/emotional areas that warrant goals within the plan. The team helped define clear expectations for instruction; facilitated the development of strategies to meet those goals; and aligned processes and procedures.
RtI Implementation
Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior. Federal, state, and local services and programs will provide human and fiscal resources in the RtI implementation plan. Federal support comes through the allocation of fiscal resources from entitlement grants, such as Title I, II and III, and IDEA. State support, IDEA and Title I will provide instructional materials for core and supplemental instruction, as well as training provided by FLDOE and USF to support the district and school RtI implementation plans. Local and IDEA support is providing a district RtI/PBS coordinator who will meet regularly with building level RtI teams and coordinators to ensure strong implementation of RtI. School teams meet in grade level teams as professional learning communities. During these meetings teams discuss teaching and learning. Teams examine the standards to be taught, share best practices, engage in building common formative assessments and review data. As a team they have strengthened their core teaching and have established that 80% of their students will meet the requirements. Re-teaching will occur as needed for the Tier 1 students. Data Warehouse has been designed to record the minutes from these meetings as well as to follow the progress of groups and individual students. This
Tier 1 data will be used during PLCs to follow the rate of student progress over time. Teachers share results and best practices. As students fail to meet with success in Tier 1 students are referred to the schools RtI team and Tier 2 strategies. The Data Warehouse data management system continues to follow the students progress as monitored by the PMP. Online assessments and other data points are tracked on the charts and graphs in the Data Warehouse.
Describe the plan to train staff on RtI. We continue to provide further reaching support at the school building level, a School-Based ESE/RtI Intervention Support Specialist and a PBS Coach have been designated for every school. The role of the School-Based ESE/RtI INSS is to oversee the problem solving process, ensure the integrity and consistency of implementation of the process, and facilitate the RtI Team Meetings. Continued training will occur under the guidance of the District Coordinator of RtI/PBS through monthly on site walk throughs, problem-solving meetings, and PLC meetings. In addition, the District Coordinator of RtI/PBS will provide monthly follow-up trainings with School-Based ESE/RtI Intervention Support Specialists. Teachers meet with PLCs weekly to discuss RtI implementation at their grade level. Finally, mini workshops on RtI-related topics, such as differentiating instruction, data analysis, and specific intervention training are available through district personnel throughout the school year upon the request of a school administrator. In addition to district face-to-face training, a variety of online tools are available for use in the schools. ANGEL is being used as an online facilitator for RtI related documents, video clips, training materials and power points, research links, intervention tools, and has a district Problem Solving/Response to Intervention manual. In addition, the district has required all instructional personnel (PK-12) to complete RtI training the Direct Steps online training tool. Each staff member will be required to complete 3 courses. All instructors who were employed at Golden Gate Elementary School during the 2010-2011 school year received these trainings. Teachers new to Golden Gate will have the opportunity throughout the 2011-2012 school year to complete these online modules. The PLC teams will continue to monitor progress for all students throughout the year, through the use of the districts Data Warehouse resources.
Literacy Leadership Team (LLT)

School-Based Literacy Leadership Team
Identify the school-based Literacy Leadership Team (LLT). Principal-Charles Frontz Reading Coach-Julianne Stallings Pre-K Teacher-Jen Minoie-Goldberg Kindergarten Teacher-Toni Zepka-Waite 1st grade Teacher-Kelsey Chiavari 2nd grade Teacher-Christine Ochs 3rd grade Teacher-Jennifer Diver 4th grade Teacher-Dave Distelrath 5th grade Teacher-Jennifer Hambley Instructional Resource Teacher-Cassidy Massie Media Specialist-Kelly Knapke
Describe how the school-based LLT functions (e.g., meeting processes and roles/functions). The LLT is driven by a focus upon literacy throughout the school. Through a continued emphasis on strengthening all five components of the reading process: phonics, phonemic awareness, fluency, vocabulary, and comprehension, the students consistently receive direct instruction in reading that relates to more than simply comprehension. In addition, the LLT maintains direction in producing students who can effectively communicate through writing. The LLT provides professional learning communities with data regarding summative and formative assessments. Changes to instruction are refined based upon analysis of this type of data. The LLT: Reviews universal screening data and links to instructional decisions; reviews progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks. Based on the above information, the committee will identify needed professional development and resources. The team collaborates regularly, problem solves, shares effective practices, evaluates implementation, makes
decisions, and practices new processes and skills.
What will be the major initiatives of the LLT this year? *Providing direct and explicit instruction in pre-, during, and post reading comprehension strategies focused on helping them make meaningful connections with texts, including content area textbooks with an emphasis on vocabulary development and effective vocabulary strategies. *Enhancing instructional strategies and professional development that ensure adequate scaffolding and student collaborative learning to support the goal of critical thinking. *Increasing strategies that provide for opportunities for students to learn at higher levels of Blooms Taxonomy, so that material may be understood at greater levels of cognitive complexity.
NCLB Public School Choice

Notification of (School in Need of Improvement) SINI Status View uploaded file (Uploaded on 9/1/2011) Public School Choice with Transportation (CWT) Notification View uploaded file (Uploaded on 9/1/2011) Notification of (School in Need of Improvement) SINI Status View uploaded file (Uploaded on 9/1/2011)
*Elementary Title I Schools Only: Pre-School Transition

Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable. All schools implement a minimum of two transition activities for incoming kindergarten students and their families each year. The spring event includes an orientation for parents and students with registration available at that time. At this event, parents and students meet the teachers, visit classrooms, learn about the expectations and the curriculum, and tour the school. At the spring Orientation and also upon registration, a booklet (available in multiple languages) is provided to all parents. This booklet is designed to help parents look at their childs physical, social, emotional, and cognitive development. It provides checklists and tips to help guide them as they work and play with their child. The checklists contain items that are important to the childs success in kindergarten and are specifically designed for four-year-olds. It also contains school enrollment information and suggestions for the first day of school. Before school begins in mid-August, the schools hold an Open House for all students and parents to attend. The students and parents are given the opportunity to visit their classrooms, tour the school, visit the cafeteria and media center. This helps with the transition to the start of school. The School District of Collier County is also a VPK provider, both during the school year and during the summer session. The school year program includes the Head Start/ESE Inclusion/Title I/Migrant prekindergarten classes and a few full-day and halfday VPK/child care classes. These prekindergarten programs are provided in various school sites across the county. Both programs provide opportunities for students to learn the basics for success in school and also provide an easy transition to kindergarten for the students.
*Grades 6-12 Only

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

Note: Required for High School - Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?
How does the school incorporate students academic and career planning, as well as promote student course selections, so that students course of study is personally meaningful?
Postsecondary Transition
Note: Required for High School - Sec. 1008.37(4), F.S. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the School Feedback Report
PART II: EXPECTED IMPROVEMENTS

Reading Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 1. Students achieving proficiency (FCAT Level 3) in reading Reading Goal #1: The percent of students scoring level 3 on the 2012 FCAT in reading will increase from 38% (119) to 40% (149).
2011 Current Level of Performance:*
2012 Expected Level of Performance:*
38% (119)
40% (149)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 1.1 Administration School Leadership Team Reading Coach RtI Leadership Team Process Used to Determine Effectiveness of Strategy 1.1 Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
Anticipated Barrier 1.1 Gaps in academic language proficiency, prior knowledge, and reading comprehension as a result of students unequal levels of school readiness
Strategy 1.1.A Implement student/teacher student/parent teacher/leadership team data chats 1.1.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies
Evaluation Tool 1.1 Baseline Data Mid Year Data End Of Year Data FAIR Data
1.1.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 1.1.D Teachers in all subject areas will incorporate the use of interactive word walls to enhance content vocabulary instruction 1.1.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 1.1.F Require essential
Administration Benchmark Classroom Walkthrough Assessments Observations (Formal and Informal) Teacher Assessments Leadership Team Monitoring Team Data Binders Planning/Data Chats PLC Notes (Data Administration Warehouse) Monitoring Weekly Lesson Plans (ANGEL) Reading Coachs Log Leadership Team monitoring Student Progression Spreadsheets Quarterly Leadership Team Monitoring Benchmark Assessments
Reading Coach Providing Lesson Observations/Feedback Reading Coach Providing Modeled Lessons
question with Blooms HOTS represented in lesson plans and easily viewable during each lesson for all students in each subject area 1.2 Limited development and use of differentiated tiered reading centers 1.2.A Implement use of student interest inventories and surveys 1.2 Administration School Leadership Team Reading Coach RtI Leadership Team 1.2 Leadership Team Monitoring Student Data Binders 1.2 Baseline Data Mid Year Data End Of Year Data Leadership Team Monitoring PLC Meetings FAIR Data
1.2.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 1.2.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 1.2.D Teachers will increase their knowledge and development of appropriate differentiated instructional practices 1.2.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 1.2.F Utilize Kagan structures to increase student engagement and understanding 1.3 Refer to above Varying levels of school readiness is evident within the GGE student population due to many students coming from homes where English is not their native language or where English is not spoken 1.4 Students lack understanding following initial instruction 4
Benchmark Administration Assessments Classroom Walkthrough Observations (Formal Teacher and Informal) Assessments Leadership Team Monitoring Team Planning/Data Chats Administration Monitoring Weekly Lesson Plans (ANGEL) Leadership Team monitoring Student Progression Spreadsheets Quarterly Leadership Team Monitoring Benchmark Assessments Data Binders PLC Notes (Data Warehouse) Reading Coachs Log
Refer to above
Refer to above
Refer to above
1.4 1.4 Teachers will Administration incorporate FCIM mini- Reading Coach lessons into instruction based on student need
1.4 Teacher observations Team planning
1.4 FAIR Data Benchmark Assessments
PLC meeting minutes in Data Warehouse FCAT 2011-12 Reading Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 2. Students achieving above proficiency (FCAT
Levels 4 and 5) in reading Reading Goal #2:
The percent of students scoring above proficiency (levels 4 and 5) on the 2012 FCAT in reading will increase from 20% (62) to 22% (82).
20% (62)
22% (82)
Problem-Solving Process to Increase Student Achievement Process Used to Determine Effectiveness of Strategy
Strategy 2.1.A Implement student/teacher student/parent teacher/leadership team data chats 2.1.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 2.1.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 2.1.D Teachers in all subject areas will incorporate the use of interactive word walls to enhance content vocabulary instruction 2.1.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 2.1.F Require essential question with Blooms HOTS represented in lesson plans and easily viewable during each lesson for all students in each subject area
Person or Position Responsible for Monitoring
Evaluation Tool 2.1 Baseline Data Mid Year Data End Of Year Data
2.1 2.1 AdministrationSchool Leadership Team Leadership Team Monitoring Student Reading Coach Data Binders RtI Leadership Team Leadership Team Monitoring PLC Meetings
FAIR Data Administration Classroom Walkthrough Benchmark Observations (Formal Assessments and Informal) Teacher Leadership Team Assessments Monitoring Team Planning/Data Chats Data Binders Administration Monitoring Weekly Lesson Plans (ANGEL) Leadership Team monitoring Student Progression Spreadsheets Quarterly Leadership Team Monitoring Benchmark Assessments PLC Notes (Data Warehouse) Reading Coachs Log
Reading Coach Providing Lesson Observations/Feedback
Reading Coach Providing Modeled Lessons
2.2 Limited development and use of differentiated tiered reading centers
2.2.A 2.2 Implement use of Administration student interest School Leadership inventories and surveys Team Reading Coach RtI Leadership Team 2.2.B Teachers and Leadership Team
2.2 Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
2.2 Baseline Data Mid Year Data End Of Year Data
FAIR Data
closely monitors the implementation of identified targeted benchmarks and reading strategies 2.2.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 2.2.D Teachers will increase their knowledge and development of appropriate differentiated instructional practices 2.2.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 2.2.F Utilize Kagan structures to increase student engagement and understanding
Administration Classroom Walkthrough Benchmark Observations (Formal Assessments and Informal) Teacher Leadership Team Assessments Monitoring Team Planning/Data Chats Data Binders Administration Monitoring Weekly Lesson Plans (ANGEL) Leadership Team monitoring Student Progression Spreadsheets Quarterly Leadership Team Monitoring Benchmark Assessments PLC Notes (Data Warehouse) Reading Coachs Log
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 3. Percentage of students making Learning Gains in reading Reading Goal #3: The percent of students achieving learning gains on the 2012 FCAT in reading will increase from 57% (122) to 61% (148).
57% (122)
61% (148)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 3.1 Administration School Leadership Team Reading Coach RtI Leadership Team Process Used to Determine Effectiveness of Strategy 3.1 Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
Strategy 3.1.A Implement student/teacher student/parent teacher/leadership team data chats 3.1.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies
Evaluation Tool 3.1 Baseline Data Mid Year Data End Of Year Data FAIR Data
Administration Benchmark Classroom Walkthrough Assessments Observations (Formal and Informal) Teacher Assessments Leadership Team Monitoring Team Data Binders
3.1.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 3.1.D Teachers in all subject areas will incorporate the use of interactive word walls to enhance content vocabulary instruction 3.1.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 3.1.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 3.1.G Require essential question with Blooms HOTS represented in lesson plans and easily viewable during each lesson for all students in each subject area 3.2 Limited development and use of differentiated tiered reading centers 3.2.A Implement use of student interest inventories and surveys 3.2 Administration School Leadership Team Reading Coach RtI Leadership Team
Planning/Data Chats Administration Monitoring Weekly Lesson Plans (ANGEL) PLC Notes (Data Warehouse) Reading Coachs Log
Leadership Team monitoring Student Progression Spreadsheets Quarterly Leadership Team Monitoring Benchmark Assessments
3.2 Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
3.2 Baseline Data Mid Year Data End Of Year Data FAIR Data
3.2.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 3.2.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 2 3.2.D Teachers will increase their knowledge and development of appropriate differentiated instructional practices 3.2.E Implement strategies with Tier 1 core instruction utilizing the
gradual release model 3.2.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 3.2.G Utilize Kagan structures to increase student engagement and understanding 3.3 Refer to above Varying levels of school readiness is evident within the GGE student population due to many students coming from homes where English is not their native language or where English is not spoken 3.4 Students lack understanding following initial instruction 4 Refer to above Refer to above Refer to above Reading Coach Providing Modeled Lessons
3.4 3.4 Teachers will Administration incorporate FCIM mini- Reading Coach lessons into instruction based on student need
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 4. Percentage of students in Lowest 25% making learning gains in reading Reading Goal #4: The percent of students in Lowest 25% making learning gains on the 2012 FCAT in reading will increase from 53% (28) to 58% (35).
53% (28)
58% (35)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 4.1. Administration School Leadership Team Reading Coach RtI Leadership Team Process Used to Determine Effectiveness of Strategy 4.1. Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
Anticipated Barrier 4.1. Gaps in academic language proficiency, prior knowledge, and reading comprehension as a result of students unequal levels of school readiness
Strategy 4.1.A Implement student/teacher student/parent teacher/leadership team data chats 4.1.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 4.1.C
Evaluation Tool 4.1. Baseline Data Mid Year Data End Of Year Data FAIR Data
Administration Benchmark Classroom Walkthrough Assessments Observations (Formal and Informal) Teacher Assessments Leadership Team Monitoring Team Data Binders Planning/Data Chats
Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 4.1.D Teachers in all subject areas will incorporate the use of interactive word walls to enhance content vocabulary instruction 4.1.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 4.1.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 4.1.G Require essential question with Blooms HOTS represented in lesson plans and easily viewable during each lesson for all students in each subject area 4.2. Limited development and use of differentiated tiered reading centers 4.2.A Implement use of student interest inventories and surveys 4.2. Administration School Leadership Team Reading Coach RtI Leadership Team
Administration Monitoring Weekly Lesson Plans (ANGEL)
PLC Notes (Data Warehouse) Reading Coachs Log
4.2. Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
4.2. Baseline Data Mid Year Data End Of Year Data FAIR Data
4.2.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 4.2.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 2 4.2.D Teachers will increase their knowledge and development of appropriate differentiated instructional practices 4.2.E Implement strategies with Tier 1 core instruction utilizing the gradual release model
4.2.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 4.2.G Utilize Kagan structures to increase student engagement and understanding 4.3 Refer to above Varying levels of school readiness is evident within the GGE student population due to many students coming from homes where English is not their native language or where English is not spoken Refer to above
Refer to above
Refer to above
4.4 4.4 4.4 Students lack Administration understanding following Teachers will Reading Coach initial instruction incorporate FCIM minilessons into instruction based on student need
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the applicable subgroup(s): 5A. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5A: Reading Goal #5A: Ethnicity (White, Black, Hispanic, Asian, American Indian) 2011 Current Level of Performance:* White:59% (16) Black:59% (48) Hispanic:51% (119) American Indian:67% (2) 2012 Expected Level of Performance:* White:63% (17) Black:63% (50) Hispanic:56% (141) American Indian:70% (4) Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 5A.1. Administration School Leadership Team Reading Coach RtI Leadership Team Process Used to Determine Effectiveness of Strategy 5A.1. Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings The percent of students achieving level 3 or higher on the 2012 FCAT in reading in each ethnic subgroup will increase by 10% of the percentage not currently proficient. (See individual subgroups for specific current and expected percentages.)
Anticipated Barrier 5A.1. Gaps in academic language proficiency, prior knowledge, and reading comprehension as a result of students unequal levels of school readiness
Strategy 5A.1.A Implement student/teacher student/parent teacher/leadership team data chats 5A.1.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading
Evaluation Tool 5A.1. Baseline Data Mid Year Data End Of Year Data FAIR Data
Administration Benchmark Classroom Walkthrough Assessments Observations (Formal and Informal) Teacher Assessments Leadership Team
strategies 5A.1.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 5A.1.D Teachers in all subject areas will incorporate the use of interactive word walls to enhance content vocabulary instruction 5A.1.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 5A.1.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students
Monitoring Team Planning/Data Chats Administration Monitoring Weekly Lesson Plans (ANGEL)
Data Binders PLC Notes (Data Warehouse) Reading Coachs Log
5A.1.G Require essential question with Blooms HOTS represented in lesson plans and easily viewable during each lesson for all students in each subject area 5A.2. Limited development and use of differentiated tiered reading centers 5A.2.A Implement use of student interest inventories and surveys 5A.2. Administration School Leadership Team Reading Coach RtI Leadership Team Sheltered Teacher 5A.2. Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings 5A.2. Baseline Data Mid Year Data End Of Year Data FAIR Data
5A.2.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 5A.2.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 2 5A.2.D Teachers will increase their knowledge and development of appropriate differentiated instructional practices 5A.2.E
Implement strategies with Tier 1 core instruction utilizing the gradual release model 5A.2.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 5A.2.G Utilize Kagan structures to increase student engagement and understanding 5A.3 Refer to above Varying levels of school readiness is evident within the GGE student population due to many students coming from homes where English is not their native language or where English is not spoken Refer to above
Refer to above
Refer to above
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following subgroup: 5B. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5B: By the end of the 2011-2012 academic year, 45% of ELL students will have met Adequate Yearly Progress (AYP) in academic reading or will have met AYP through Safe Harbor as measured by FCAT.
Reading Goal #5B: English Language Learners (ELL) 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
39% (48)
45% (78)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 5B.1 Administration School Leadership Team Reading Coach RtI Leadership Team Process Used to Determine Effectiveness of Strategy 5B.1 Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
Anticipated Barrier 5B.1 Gaps in academic language proficiency, prior knowledge, and reading comprehension as a result of students unequal levels of school readiness
Strategy 5B.1.A Implement student/teacher student/parent teacher/leadership team data chats 5B.1.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 5B.1.C Teachers will increase knowledge and practice of instructional strategies in the areas
Evaluation Tool 5B.1 Baseline Data Mid Year Data End Of Year Data FAIR Data
Administration Benchmark Classroom Walkthrough Assessments Observations (Formal and Informal) Teacher Assessments Leadership Team Monitoring Team Data Binders Planning/Data Chats PLC Notes (Data Administration Warehouse) Monitoring Weekly Lesson Plans (ANGEL) Reading Coachs
of word study, vocabulary development and guided reading 5B.1.D Teachers in all subject areas will incorporate the use of interactive word walls to enhance content vocabulary instruction 5B.1.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 5B.1.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 5B.1.G Require essential question with Blooms HOTS represented in lesson plans and easily viewable during each lesson for all students in each subject area 5B.2 Varying levels of school readiness is evident within the GGE student population due to many students coming from homes where English is not their native language or where English is not spoken 5B.2.A Implement student/student, teacher/student, student/parent data chats 5B.2.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 5B.2.C Implement strategies with Tier 1 core instruction utilizing the gradual release model 5B.2.D Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 5B.2.E Utilize Kagan structures to increase student engagement and understanding 5B.2 Administration School Leadership Team Reading Coach RtI Leadership Team
Log Leadership Team monitoring Student Progression Spreadsheets Quarterly Leadership Team Monitoring Benchmark Assessments
5B.2 Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
5B.2 Baseline Data Mid Year Data End Of Year Data FAIR Data
5B.3 Students lack
5B.3 Teachers will
5B.3
5B.3 Teacher observations
5B.3 FAIR Data
understanding following incorporate FCIM mini- Administration initial instruction lessons into instruction Reading Coach based on student need.
Team planning
Benchmark Assessments
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following subgroup: 5C. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5C: The percent of students with disabilities (SWD) achieving level 3 or higher on the 2012 FCAT in reading will increase from 14% (5) to 23% (7).
Reading Goal #5C: Students with Disabilities (SWD) 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
14% (5)
23% (7)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Administration School Leadership Team Reading Coach RtI Leadership Team Process Used to Determine Effectiveness of Strategy 5C.1 Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
Anticipated Barrier 5C.1 Gaps in academic language proficiency, prior knowledge, and reading comprehension as a result of students unequal levels of school readiness
Strategy 5C.1.A Implement student/teacher student/parent teacher/leadership team data chats 5C.1.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 5C.1.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 5C.1.D Teachers in all subject areas will incorporate the use of interactive word walls to enhance content vocabulary instruction 5C.1.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 5C.1.F Provide appropriate Tier
Evaluation Tool 5C.1 Baseline Data Mid Year Data End Of Year Data FAIR Data
2 and Tier 3 services and/or support materials to identified students 5C.1.G Require essential question with Blooms HOTS represented in lesson plans and easily viewable during each lesson for all students in each subject area 5C.2 Limited development and use of differentiated tiered reading centers 5C.2.A Implement use of student interest inventories and surveys 5C.2 Administration School Leadership Team Reading Coach RtI Leadership Team 5C.2 Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings 5C.2 Baseline Data Mid Year Data End Of Year Data FAIR Data
5C.2.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 5C.2.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 2 5C.2.D Teachers will increase their knowledge and development of appropriate differentiated instructional practices 5C.2.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 5C.2.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 5C.2.G Utilize Kagan structures to increase student engagement and understanding
5C.2 5C.2 5C.2 Students lack understanding following Teachers will Administration initial instruction incorporate FCIM mini- Reading Coach lessons into instruction based on student need
5C.2 Teacher observations Team planning
5C.2 FAIR Data Benchmark Assessments
PLC meeting minutes in FCAT 2011-12 Data Warehouse Reading Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas
in need of improvement for the following subgroup: 5D. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5D: The percent of economically disadvantaged students achieving level 3 or higher on the 2012 FCAT in reading will increase from 53% (176) to 58% (202).
Reading Goal #5D: Economically Disadvantaged 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
53% (176)
58% (202)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 5D.1. Administration School Leadership Team Reading Coach RtI Leadership Team Process Used to Determine Effectiveness of Strategy 5D.1. Leadership Team Monitoring Student Data Binders Leadership Team Monitoring PLC Meetings
Anticipated Barrier 5D.1. Gaps in academic language proficiency, prior knowledge, and reading comprehension as a result of students unequal levels of school readiness
Strategy 5D.1.A Implement student/teacher student/parent teacher/leadership team data chats 5D.1.B Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 5D.1.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 5D.1.D Teachers in all subject areas will incorporate the use of interactive word walls to enhance content vocabulary instruction 5D.1.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 5D.1.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students
Evaluation Tool 5D.1. Baseline Data Mid Year Data End Of Year Data FAIR Data
5D.2. Limited development and use of differentiated tiered reading centers
5D.2.A Implement use of student interest inventories and surveys
5D.2. Administration School Leadership Team Reading Coach RtI Leadership
5D.2. Leadership Team Monitoring Student Data Binders Leadership Team
5D.2. Baseline Data Mid Year Data End Of Year Data
5D.2.B Team Teachers and Leadership Team closely monitors the implementation of identified targeted benchmarks and reading strategies 5D.2.C Teachers will increase knowledge and practice of instructional strategies in the areas of word study, vocabulary development and guided reading 2 5D.2.D Teachers will increase their knowledge and development of appropriate differentiated instructional practices 5D.2.E Implement strategies with Tier 1 core instruction utilizing the gradual release model 5D.2.F Provide appropriate Tier 2 and Tier 3 services and/or support materials to identified students 5D.2.G Utilize Kagan structures to increase student engagement and understanding 5D.3 Refer to above Varying levels of school readiness is evident within the GGE student population due to many students coming from homes where English is not their native language or where English is not spoken Refer to above
Monitoring PLC Meetings
FAIR Data
Administration Benchmark Classroom Walkthrough Assessments Observations (Formal and Informal) Teacher Assessments Leadership Team Monitoring Team Data Binders Planning/Data Chats PLC Notes (Data Administration Warehouse) Monitoring Weekly Lesson Plans (ANGEL) Reading Coachs Log Leadership Team monitoring Student Progression Spreadsheets Quarterly Leadership Team Monitoring Benchmark Assessments Reading Coach Providing Lesson Observations/Feedback Reading Coach Providing Modeled Lessons
Refer to above
Refer to above
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
Please note that each Strategy does not require a professional development or PLC activity. Target Dates PD and Schedules PD Participants (e.g. , Early PD Facilitator Content /Topic Grade (e.g. , PLC, Release) and and/or PLC and/or PLC Level/Subject subject, grade Schedules Leader Focus level, or (e.g., school-wide) frequency of meetings) Reciprocal Teaching 3-5 Reading Coach PLC bi-weekly
Strategy for Followup/Monitoring
Modeling, Observation and Coach feedback
Reading Coach
Guided Reading LLI FAIR Instructional Implications Running Records Student Engagement (Kagan) FAIR
K-5
Reading Coach
All new teachers
Monthly
Modeling, Observation and Coach feedback Modeling, Observation and Coach feedback Modeling, Observation and Coach feedback Modeling, Observation and Coach feedback
Reading Coach Reading Coach Reading Coach Reading Coach Leadership Team Reading Coach Reading Coach
K-4
ELL,ESE, Reading Coach Resource teachers Reading Coach All new teachers All new teachers
Monthly During planning and individually Druing planning and individually
K-5
K-5
Reading Coach
K-5
Kagan Select K-5 Representative teachers Reading Coach New teachers All Reading Coach Kindergarten teachers
Classroom August 11-12, walkthroughs/observation 2011 of structures being utilized Planning 1 day during planning Modeling, Observation and Coach feedback Modeling, Observation and Coach feedback
K-5
FLKRS
Reading Budget:
Evidence-based Program(s)/Material(s) Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Technology Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Professional Development Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Other Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Grand Total: $0.00
End of Reading Goals
Mathematics Goals
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 1. Students achieving proficiency (FCAT Level 3) in mathematics Mathematics Goal #1: The percent of students scoring level 3 on the 2012 FCAT in math will increase from 30% (92) to 33% (123).
30% (92)
33% (123)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy 1.1 Teacher observations Team planning PLC minutes in Data Warehouse Lesson Plans
Anticipated Barrier 1.1 Teacher implemention of new math curriculum with fidelity 1
Strategy
Evaluation Tool 1.1 Progress Monitoring, Benchmark Assessments, Baseline, Quarterly, and End-of-Year Assessments
1.1.A 1.1 Planning of lessons with Administration the math coach and Math Coach modeling of lesson 1.1.B Observations of teachers by math coach with feedback provided in a timely manner
1.2 1.2.A 1.2 Gaps in academic Encourage the Administration language proficiency, incorporation of math Math Coach prior knowledge, and journals into daily foundational number procedures. Students sense as a result of will create vocabulary students unequal levels and strategy journals to of school readiness conceptualize new vocabulary and skills taught 2 1.2.B Interactive word walls created by students as a more targeted approach to needs of students 1.2.C Data chats with students and teachers 1.3 Teacher implementation of Next Generation Sunshine State Standards 1.3.A 1.3 Planning of lessons with Administration the math coach and Math Coach modeling of lessons 1.3.B Access of standards through websites 1.4 Students lack understanding following initial instruction 4 1.4 1.4 Teachers will Administration incorporate FCIM mini- Math Coach lessons into instruction based on student need
1.2 1.2 Classroom walkthroughs Weekly probes, benchmark Lesson Plans assessments, Baseline, Data Chats Quarterly, and End-of-Year Assessments
1.3 Teacher observations Team planning PLC minutes in Data Warehouse Lesson Plans 1.4 Teacher observations Team planning
1.3 Weekly probes, benchmark assessments, Baseline, Quarterly, and End-of-Year Assessments 1.4 Math district diagnostic and quarterly assessments,
PLC meeting minutes in curriculum Data Warehouse assessments, FCAT 2011-12 Math Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 2. Students achieving above proficiency (FCAT Levels 4 and 5) in mathematics Mathematics Goal #2: The percent of students scoring above proficiency (levels 4 and 5) on the 2012 FCAT in math will increase from 19% (58) to 21% (78).
19% (58)
21% (78)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy 2.1 Teacher observations
Anticipated Barrier 2.1 Teacher implementationof new math curriculum with fidelity 1
Strategy
Evaluation Tool
2.1.A 2.1 Planning of lessons with Administration the math coach and Math Coach modeling of lesson
2.1.B Observations of teachers by math coach and feedback in a timely manner 2.2 2.2.A 2.2 Gaps in academic Encourage the Administration language proficiency, incorporation of math Math Coach prior knowledge, and journals into daily foundational number procedures. Students sense as a result of will create vocabulary students unequal levels and strategy journals to of school readiness conceptualize new vocabulary and skills taught 2 2.2.B Interactive word walls created by students as a more targeted approach to needs of students 2.2.C Data chats with students and teachers 2.3 Teacher implementationof Next Generation Sunshine State Standards 2.3.A 2.3 Planning of lessons with Administration the math coach and Math Coach modeling of lessons 2.3.B Access of standards through websites
2.1. Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes in Quarterly, and Data Warehouse End-of-Year Assessments Lesson Plans
2.2 2.2 Classroom walkthroughs Weekly probes, benchmark Lesson Plans assessments, Baseline, Data Chats Quarterly, and End-of-Year Assessments
2.3 Teacher observations
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 3. Percentage of students making Learning Gains in
mathematics Mathematics Goal #3:
The percent of students achieving learning gains on the 2012 FCAT in math will increase from 45% (69) to 51% (123).
45% (69)
51% (123)
Anticipated Barrier 3.1 Teacher implementationof new math curriculum with fidelity 1
Strategy
Evaluation Tool
3.1.A 3.1 Planning of lessons with Administration the math coach and Math Coach modeling of lesson 3.1.B Observations of teachers by math coach with feedback provided in a timely manner
3.2. 3.2.A 3.2 Gaps in academic Encourage the Administration language proficiency, incorporation of math Math Coach prior knowledge, and journals into daily foundational number procedures. Students sense as a result of will create vocabulary students unequal levels and strategy journals to of school readiness conceptualize new vocabulary and skills taught 2 3.2.B Interactive word walls created by students as a more targeted approach to needs of students 3.2.C Data chats with students and teachers 3.3. Teacher implementation of Next Generation Sunshine State Standards. 3.3.A 3.3 Planning of lessons with Administration the math coach and Math Coach modeling of lessons. 3.3.B Access of standards through websites. 3.4 Students lack understanding following initial instruction 4 3.4 3.4 Teachers will Administration incorporate FCIM mini- Math Coach lessons into instruction based on student need
3.2. 3.2. Classroom walkthroughs Weekly probes, benchmark Lesson Plans assessments, Baseline, Data Chats Quarterly, and End-of-Year Assessments
3.3. Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes in Quarterly, and Data Warehouse End-of-Year Assessments Lesson Plans 3.4 Teacher observations 3.4 Math district diagnostic and Team planning quarterly assessments, PLC meeting minutes in curriculum Data Warehouse assessments, FCAT 2011-12 Math Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 4. Percentage of students in Lowest 25% making
learning gains in mathematics Mathematics Goal #4:
The percent of students in the lowest 25% making learning gains on the 2012 FCAT in math will increase from 62% (33) to 66% (40).
62% (33)
66% (40)
Anticipated Barrier 4.1 Teacher implementationof new math curriculum with fidelity
Strategy
Evaluation Tool
4.1.A 4.1 Planning of lessons with Administration the math coach and Math Coach modeling of lesson 4.1.B Observations of teachers by math coach and feedback in a timely manner
4.1 Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes in Quarterly, and Data Warehouse End-of-Year Assessments Lesson Plans 4.2 4.2 Classroom walkthroughs Weekly probes, benchmark Lesson Plans assessments, Baseline, Data Chats Quarterly, and End-of-Year Assessments
4.2 4.2.A 4.2 Gaps in academic Encourage the Administration language proficiency, incorporation of math Math Coach prior knowledge, and journals into daily foundational number procedures. Students sense as a result of will create vocabulary students unequal levels and strategy journals to of school readiness conceptualize new vocabulary and skills taught 2 4.2.B Interactive word walls created by students as a more targeted approach to needs of students 4.2.C Data chats with students and teachers 4.3 Teacher implementationof Next Generation Sunshine State Standards 4.3.A 4.3 Planning of lessons with Administration the math coach and Math Coach modeling of lessons 4.3.B Access of standards through websites 4.4 Students lack understanding following initial instruction 4 4.4 4.4 Teachers will Administration incorporate FCIM mini- Math Coach lessons into instruction based on student need
4.3 Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes in Quarterly, and Data Warehouse End-of-Year Assessments Lesson Plans 4.4 Teacher observations 4.4 Math district diagnostic and Team planning quarterly assessments, PLC meeting minutes in curriculum Data Warehouse assessments, FCAT 2011-12 Math Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the applicable subgroup(s): 5A. Student subgroups not making Adequate Yearly The percent of students achieving level 3 or higher on
Progress (AYP) in mathematics Mathematics Goal #5A: Mathematics Goal #5A: Ethnicity (White, Black, Hispanic, Asian, American Indian) 2011 Current Level of Performance:* White:56% (15) Black:36% (29) Hispanic:46% (107) American Indian:67% (2)
the 2012 FCAT in math in each ethnic subgroup will increase by 10% of the percentage not currently proficient. (See individual subgroups for specific current and expected percentages.)
2012 Expected Level of Performance:* White:60% (16) Black:42% (34) Hispanic:51% (129) American Indian:70% (4)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy 5A.1 Teacher observations
Anticipated Barrier 5A.1 Teacher implementationof new math curriculum with fidelity
Strategy
Evaluation Tool
5A.1.A 5A.1 Planning of lessons with Administration the math coach and Math Coach modeling of lesson 5A.1.B Observations of teachers by math coach and feedback in a timely manner
5A.1 Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes in Quarterly, and Data Warehouse End-of-Year Assessments Lesson Plans 5A.2 5A.2 Classroom walkthroughs Weekly probes, benchmark Lesson Plans assessments, Baseline, Data Chats Quarterly, and End-of-Year Assessments
5A.2 5A.2.A 5A.2 Gaps in academic Encourage the Administration language proficiency, incorporation of math Math Coach prior knowledge, and journals into daily foundational number procedures. Students sense as a result of will create vocabulary students unequal levels and strategy journals to of school readiness conceptualize new vocabulary and skills taught 2 5A.2.B Interactive word walls created by students as a more targeted approach to needs of students 5A.2.C Data chats with students and teachers 5A.3 Teacher implementationof Next Generation Sunshine State Standards 5A.3.A 5A.3 Planning of lessons with Administration the math coach and Math Coach modeling of lessons 5A.3.B Access of standards through websites 5A.4 Students lack understanding following initial instruction 4 5A.4 5A.4 Teachers will Administration incorporate FCIM mini- Math Coach lessons into instruction based on student need
5A.3 Teacher observations
5A.3 Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes in Quarterly, and Data Warehouse End-of-Year Assessments Lesson Plans 5A.4 Teacher observations 5A.4 Math district diagnostic and Team planning quarterly assessments, PLC meeting minutes in curriculum Data Warehouse assessments, FCAT 2011-12 Math Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following subgroup:
5B. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5B:
By the end of the 2011-2012 academic year, 47% of ELL students will have met AYP in mathematics or will have met AYP through Safe Harbor as measured by FCAT.
Mathematics Goal #5B: English Language Learners (ELL) 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
41% (51)
47% (81)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy 5B.1 Teacher observations
Anticipated Barrier 5B.1 Teacher implementationof new math curriculum with fidelity
Strategy
Evaluation Tool
5.B.1.A 5B.1 Planning of lessons with Administration the math coach and Math Coach modeling of lesson 5B.1.B Observations of teachers by math coach and feedback in a timely manner
5B.1. Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes in Quarterly, and Data Warehouse End-of-Year Assessments
5B.2 Students come to school with limited prior knowledge and experiences in high level cognitive thinking, speaking, reading, and number sense
5B.2.A 5B.2 Encourage the Administration incorporation of math Math Coach journals into daily procedures. Students will create vocabulary and strategy journals to conceptualize new vocabulary and skills taught 5B.2.B Interactive word walls created by students as a more targeted approach to needs of students 5B.2.C Data chats with students and teachers
5B.2 5B.2 Classroom walkthroughs Weekly probes, benchmark Lesson Plans assessments, Baseline, Data Chats Quarterly, and End-of-Year Assessments
5B.3 Students lack understanding following initial instruction 3
5B.3.A 5B.3 Teachers will Administration incorporate FCIM mini- Math Coach lessons into instruction based on student need
5B.3 Teacher observations
5B.3 Math district diagnostic and Team planning quarterly assessments, PLC meeting minutes in curriculum Data Warehouse assessments, FCAT 2011-12 Math Assessment.
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following subgroup: 5C. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5C: The percent of students with disabilities (SWD) achieving level 3 or higher on the 2012 FCAT in math will increase from 11% (4) to 20% (6).
Mathematics Goal #5C: Students with Disabilities (SWD) 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
11% (4)
20% (6)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy 5C.1 Teacher observations
Anticipated Barrier 5C.1 Teacher implementation of new math curriculum with fidelity 1
Strategy
Evaluation Tool
5C 1.A 5C.1 Planning of lessons with Administration the math coach and Math Coach modeling of lesson 5C.1.B Observations of teachers by math coach and feedback in a timely manner
5C.1. Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes in Quarterly, and Data Warehouse End-of-Year Assessments Lesson Plans 5C.2 5C.2 Classroom walkthroughs Weekly probes, benchmark Lesson Plans assessments, Baseline, Data Chats Quarterly, and End-of-Year Assessments
5C.2 Students come to school with limited prior knowledge and experiences in high level cognitive thinking, speaking, reading, and number sense
5C.2.A Encourage the incorporation of math journals into daily procedures. SWD will create vocabulary and strategy journals to conceptualize new vocabulary and skills taught 5C.2.B Interactive word walls created by students as a more targeted approach to needs of students 5C.2.C Utilize ESE teachers through collaborative scheduling practices
5C.2 Administration Math Coach
5C.3 Students lack understanding following initial instruction 3
5C.3.A 5C.3 Teachers will Administration incorporate FCIM mini- Math Coach lessons into instruction based on student need
5C.3 Teacher observations
5C.3 Math district diagnostic and Team planning quarterly assessments, PLC meeting minutes in curriculum Data Warehouse assessments, FCAT 2011Lesson Plans 12Math Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following subgroup: 5D. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5D: The percent of economically disadvantaged students achieving level 3 or higher on the 2012 FCAT in math will increase from 44% (145) to 50% (175).
Mathematics Goal #5D: Economically Disadvantaged 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
44% (145)
50% (175)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy 5D.1 Teacher observations
Anticipated Barrier 5D.1 Teacher implementationof new math curriculum with fidelity
Strategy
Evaluation Tool
5D.1.A 5D.1 Planning of lessons with Administration the math coach and Math coach modeling of lesson 5D.1.B Observations of teachers by math coach and feedback in a timely manner
5D.1 Weekly probes, benchmark Team planning assessments, Baseline, PLC meeting minutes on Quarterly, and Data Warehouse End-of-Year Assessments Lesson Plans 5D.2 5D.2 Classroom walkthroughs Weekly probes, benchmark Lesson Plans assessments, Baseline, Data Chats Quarterly, and End-of-Year Assessments
5D.2 5D.2.A 5D.2 Gaps in academic Encourage the Administration language proficiency, incorporation of math Math Coach prior knowledge, and journals into daily foundational number procedures. Students sense as a result of will create vocabulary students unequal levels and strategy journals to of school readiness conceptualize new vocabulary and skills taught 2 5D.2.B Interactive word walls created by students as a more targeted approach to needs of students 5D.2.C Data chats with students and teachers 5D.3 Students lack understanding following initial instruction 3 5D.3.A 5D.3 Teachers will Administration incorporate FCIM mini- Math coach lessons into instruction based on student need
5D.3 Teacher observations
5D.3. Math district diagnostic and Team planning quarterly assessments, PLC meeting minutes on curriculum Data Warehouse assessments, FCAT 2011-12 Lesson Plans Math Assessment
Please note that each Strategy does not require a professional development or PLC activity. PD Participants PD PD (e.g. , PLC, Content /Topic Grade Facilitator subject, grade and/or PLC Level/Subject and/or PLC level, or schoolFocus Leader wide) New Teacher Math Training- An Introduction to the Math Curriculum and Target Dates and Schedules(e.g. , Person or Early Release) Strategy for FollowPosition and Schedules up/Monitoring Responsible for (e.g., frequency Monitoring of meetings) Math Coach will coteach, observe, model and plan lessons with new teachers
K-5
Math Coach New teachers and Dean
In-Service Day
Math Coach
Instruction Teams will meet to review quarterly district math assessments Math Implementation Support Book Study Accessible Mathematics10 Instructional Shifts that Raise Students Awareness Math Coach will plan lessons with teams Math Coach that reflects what we Administration have learned from the data Classroom Observations Team PLC meeting notes Administration Math Coach
K-5
Math Coach
Grade-level Teams
During PLCs
K-5
K-5 grade level Math Coach team PLCs and individually
Ongoing throughout the 2011-2012 year
K-5
Math Coach
K-5 teachers (voluntary)
In-Service Days
Math Coach will plan lessons with teams that reflect Math Coach instructional strategies from training
Mathematics Budget:
End of Mathematics Goals
Science Goals
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 1. Students achieving proficiency (FCAT Level 3) in science Science Goal #1: The percent of students scoring level 3 on the 2012 FCAT in science will increase from 25% (23) to 33% (36).
25% (23)
33% (36)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 1.1. Administration Science Coach Process Used to Determine Effectiveness of Strategy 1.1. Science Journals, lesson plans, PLC minutes into DW, classroom walkthroughs, completed lab sheets
Anticipated Barrier 1.1. Students come to school with limited prior knowledge and experiences in high level cognitive thinking, speaking and reading. 1
Strategy 1.1.A. Incorporate content writing into science journals 1.1.B. Incorporate the 5 E lesson planning and delivery model including D.E. Science 1.1.C. Incorporate hands-on scientific method exploration through science labs.
Evaluation Tool 1.1. Pretest/Post test from district, quarterly assessments, FCAT 2012 results (5th grade), Data Chats
1.2. Insufficient teacher practice and/or planning that includes explicit content vocabulary instruction.
1.2. Incorporate content vocabulary student prepared word walls which may include student picture representations
1.2. Administration Science Coach
1.2. Classroom walkthroughs, PLC minutes, lesson plans, science journals
1.2. Pretest/Post test from district, quarterly assessments, FCAT 2012 results (5th grade), data chats
1.3 Students lack understanding following initial instruction. 3
1.3 1.3 Incorporate Kagan Administration strategies to review Science Coach previously learned science concepts giving students multiple opportunities to refer back to their science notebooks.
1.3 1.3 Lesson plans, classroom Science district walkthroughs, PLC team (pre and post) minutes assessments, curriculum assessments, FCAT 2011-12 Science Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 2. Students achieving above proficiency (FCAT Levels 4 and 5) in science Science Goal #2: The percent of students scoring above proficiency (levels 4 and 5) on the 2012 FCAT in science will remain steady at 3% (3).
3% (3)
3% (3)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 2.1. Administration Science Coach Process Used to Determine Effectiveness of Strategy 2.1. Science Journals, lesson plans, PLC minutes into DW, classroom walkthroughs, completed lab sheets
Anticipated Barrier 2.1. Students come to school with limited prior knowledge and experiences in high level cognitive thinking, speaking and reading. 1
Strategy 2.1.A. Incorporate content writing into science journals 2.1.B. Incorporate the 5 E lesson planning and delivery model including D.E. Science
Evaluation Tool 2.1. Pretest/Post test from district, quarterly assessments, FCAT 2012 results (5th grade), Data Chats
2.1.C. Incorporate hands-on scientific method exploration through science labs. 2.2. Insufficient teacher practice and/ or planning that includes explicit content vocabulary instruction. 2.2. Incorporate content vocabulary student prepared word walls which may include student picture representations 2.2. Administration Science Coach 2.2. Classroom walkthroughs, PLC minutes, lesson plans, journals 2.2. Pretest/Post test from district, quarterly assessments, FCAT 2012 results (5th grade), data chats
2.3 Students lack understanding following initial instruction. 3
2.3 2.3 Incorporate Kagan Administration strategies to review Science Coach previously learned science concepts giving students multiple opportunities to refer back to their science notebooks.
2.3 2.3 Lesson plans, classroom Science district walkthroughs, PLC team (pre and post) minutes assessments, curriculum assessments, FCAT 2011-12 Science Assessment
Please note that each Strategy does not require a professional development or PLC activity. Target Dates and PD Participants Schedules(e.g. , (e.g. , PLC, Early Release) subject, grade and Schedules level, or school(e.g., frequency wide) of meetings) School-wide Pre-service week
PD Content /Topic Grade and/or PLC Level/Subject Focus Discovery Education
PD Facilitator and/or PLC Leader
Strategy for Followup/Monitoring Classroom walkthroughs Lesson Plans Attendance sign in sheets Sharing information with assigned grade level teams
Person or Position Responsible for Monitoring Science Coach Administration
K-5
DE Representative
Science Point of Contact Meetings
Science K-6
District Science Coordinators
Points of Contact Ongoing monthly for Grade Levels meetings
Science Coach Administration
Science Budget:
Evidence-based Program(s)/Material(s) Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Technology Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Professional Development Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Other
Strategy No Data
Description of Resources No Data
Funding Source No Data
Available Amount $0.00 Subtotal: $0.00 Grand Total: $0.00
End of Science Goals
Writing Goals
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 1. Students achieving Adequate Yearly Progress (FCAT Level 3.0 and higher) in writing Writing Goal #1: By the end of the 2011-2012 academic year, 100% of students will have met AYP in writing or will have met AYP through Safe Harbor as measured by FCAT
96% (102)
100% (126)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy 1.1 Classroom walkthroughs Lesson plans Team Planning
Anticipated Barrier 1.1 Insufficient background knowledge and/or language development impedes acquisition of developmental writing skills
Strategy
Evaluation Tool 1.1 Monthly writing prompts in grades 1-5 and quarterly data chats
1.1.a 1.1 Administration Students will write daily Teachers throughout all curriculum areas 1.1.b Common grade level graphic organizers will be used to establish a strong framework on brainstorming and organizing information for writing activities
1.2 1.2 Inter-rater reliability in Utilize district writing scoring writing samples anchor papers for student and teacher scoring practice 2 Teachers will trade writing papers monthly to establish reliability in scores across grade level 1.3 Inconsistent instruction utilizing Six Traits in content writing 3
1.2 Administration 1.2 1.2 Reading Coach Inter-rater reliability will Rater scores Team Leaders increase as indicated checked via Data through scoring Warehouse each practice in Data semester Warehouse.
1.3 1.3 Teachers will be Administration provided additional staff Team Leaders development as needed Reading Coach and academic coaches will provide modeled lessons utilizing Six Traits
1.3 1.3 Classroom walkthroughs Data binders and data chats, monthly writing Data Warehouse prompts, Lessons custom assessment plans, PLC data meeting notes Team planning
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas
in need of improvement for the following group: 2. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2A: Writing Goal #2A: Ethnicity (White, Black, Hispanic, Asian, American Indian) 2011 Current Level of Performance:* White: 100%(9) Black: 91%(21) Hispanic: 97%(68) Asian: N/A American Indian: N/A 2012 Expected Level of Performance:* White: 100%(9) Black: 92%(26) Hispanic: 97%(83) Asian: N/A American Indian: N/A Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 2A Administration Reading Coach Team Leaders Process Used to Determine Effectiveness of Strategy 2A.1 Classroom walkthroughs Team Planning Lesson plans By the end of the 2011-2012 academic year, an increase of 10% of students in all subgroups will have met AYP in writing or will have met AYP through Safe Harbor as measured by FCAT
Anticipated Barrier 2A.1 Insufficient student practice to enrich background knowledge and acquisition of developmental writing skills
Strategy 2A.1. Common grade level graphic organizers will be used to establish a strong framework on brainstorming and organizing information for writing activities.
Evaluation Tool 2A.1 Lessons plans, PLC meeting notes
2A.2 Inconsistent 2A.2 2A instruction utilizing Six Teachers will be Administration Traits in content writing provided additional staff Academic development as needed Coaches and academic coaches Team Leaders will provide modeled lessons utilizing Six Traits.
2A.2 Classroom walkthroughs Team Planning Lesson plans
2A.2 Lessons plans, PLC meeting notes, data chats
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 2. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2B: By the end of the 2011-2012 academic year, 97% (62) of ELL students will have met AYP in writing or will have met AYP through Safe Harbor as measured by FCAT
Writing Goal #2B: English Language Learners (ELL) 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
97% (37)
97% (62)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 2B.1 Administration Academic Coaches Team Leaders ELL Immersion Process Used to Determine Effectiveness of Strategy 2B.1 Classroom walkthroughs Team planning Lesson plans
Anticipated Barrier 2B.1 Insufficient background knowledge and/or language development impedes acquisition of developmental writing
Strategy 2B.1 Common grade level graphic organizers will be used, ELL tutors and/or Immersion Teacher will break
Evaluation Tool 2B.1 Lessons plans, PLC meeting notes, data chats
skills
information into smaller Teachers chunks to assist ELL tutors students in planning their writing assignments 2B.2 2B.2 Teachers will be Administration provided additional staff Academic development as needed Coaches and academic coaches Team Leaders will provide modeled ELL Immersion lessons utilizing Six Teachers traits ELL tutors 2B.2 Classroom walkthroughs Team planning Lesson plans 2B.2 Lessons plans, PLC meeting notes, data chats
2B.2 Inconsistent instruction utilizing Six Traits in content writing
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 2. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2C: By the end of the 2011-2012 academic year, 82% (4) of SWD will have met AYP in writing or will have met AYP through Safe Harbor as measured by FCAT
Writing Goal #2C: Students with Disabilities (SWD) 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
80% (8)
82% (4)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 2C.1 Administration Academic Coaches Team Leaders ESE Inclusion Teachers Process Used to Determine Effectiveness of Strategy 2C.1 Classroom walkthroughs Team planning Lesson plans
Anticipated Barrier 2C.1 Insufficient background knowledge and/or language development impedes acquisition of developmental writing skills
Strategy 2C.1 Common grade level graphic organizers will be used, ESE Inclusion teachers will break information into smaller chunks to assist students in planning their writing assignments
Evaluation Tool 2C.1 Lessons plans, PLC meeting notes, data chats
2C.2. Inconsistent instruction utilizing Six Traits in content writing
2C.2 2C.2 Teachers will be Administration provided additional staff Academic development as needed Coaches and academic coaches Team Leaders will provide modeled ESE Inclusion lessons utilizing Six Teachers Traits
2C.2 Classroom walkthroughs Team planning Lesson plans
2C.2 Lessons plans, PLC meeting notes, data chats
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas in need of improvement for the following group: 2. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2D: By the end of the 2011-2012 academic year, 96% (113) of ELL students will have met AYP in writing or will have met AYP through Safe Harbor as measured by FCAT
Writing Goal #2D: Economically Disadvantaged 2011 Current Level of Performance:* 2012 Expected Level of Performance:*
96% (94)
96% (113)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring 2D.1 Administration Academic Coaches Team Leaders ESE/RtI INSS Process Used to Determine Effectiveness of Strategy 2D.1 Classroom walkthroughs Team planning Lesson plans
Anticipated Barrier 2D.1 Insufficient background knowledge and/or language development impedes acquisition of developmental writing skills
Strategy 2D.1 Common grade level graphic organizers will be used, Teachers will break information into smaller chunks to assist students in planning their writing assignments
Evaluation Tool 2D.1 Lessons plans, PLC meeting notes, data chats
2D.2 Inconsistent instruction utilizing Six Traits in content writing
2D.2 2D.2 Teachers will be Administration provided additional staff Academic development as needed Coaches and academic coaches Team Leaders will provide modeled ESE/RtI INSS lessons utilizing Six Traits
2D.2 Classroom walkthroughs Team planning Lesson plans
2D.2 Lessons plans, PLC meeting notes, data chats
Please note that each Strategy does not require a professional development or PLC activity. Target Dates and PD Participants Schedules(e.g. , (e.g. , PLC, Early Release) and subject, grade Schedules (e.g., level, or schoolfrequency of wide) meetings) 1-5 Teachers as teams and/or individually On-going
PD Content /Topic and/or PLC Focus Six Traits Writing training
PD Grade Facilitator Level/Subject and/or PLC Leader Reading Coach
Strategy for Followup/Monitoring Classroom Observations PLC's
Person or Position Responsible for Monitoring Reading Coach Administration
1-5
Writing Budget:
Evidence-based Program(s)/Material(s) Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Technology Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Professional Development Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Other Strategy Description of Resources Funding Source Available Amount
No Data
No Data
No Data
$0.00 Subtotal: $0.00 Grand Total: $0.00
End of Writing Goals
Attendance Goal(s)
Based on the analysis of attendance data, and reference to Guiding Questions, identify and define areas in need of improvement: 1. Attendance Attendance Goal #1: The average daily attendance rate for the FY 11-12 will increase to 98%.
2011 Current Attendance Rate:*
2012 Expected Attendance Rate:*
96%
98%
2011 Current Number of Students with Excessive Absences (10 or more)
2012 Expected Number of Students with Excessive Absences (10 or more)
21% (208)
15% (125)
2011 Current Number of Students with Excessive Tardies (10 or more)
2012 Expected Number of Students with Excessive Tardies (10 or more)
7% (63)
5% (41)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Administration, Guidance, Teachers Process Used to Determine Effectiveness of Strategy
Anticipated Barrier Students often fail to recognize the importance of regularly attending school.
Strategy Closely monitoring of student tardies and absences via Student Pass.
Evaluation Tool
Descreased absences Student Pass evident in Student Pass data.
Please note that each Strategy does not require a professional development or PLC activity. Target Dates PD and Schedules PD PD Participants (e.g. , Early Content /Topic Grade Facilitator (e.g. , PLC, Release) and and/or PLC Level/Subject and/or PLC subject, grade Schedules Focus Leader level, or (e.g., school-wide) frequency of meetings)
Teachers will access
Monitoring of Student Attendance
All Grades
Assistant Principal, Dean of Students
Each Grade Level PLC, Guidance Counselors
Excessive attendance issues will be discussed at PLC's Monthly
attendance data and identify student who have excessive absences, tardies, and early dismissals. School nurse will seek documentation of doctor Assistant visits. Assistant Principal, Principal, Dean Guidance, and Dean of of Students Students will meet with parents of students with excessive absence. Documentation will be provided of truancy laws. Truancy court will be utilized in severe cases. Student Pass data/usage Administration
Student Pass
All Grades
Assistant Principal Dean
School-wide
PLC's
Attendance Budget:
End of Attendance Goal(s)
Suspension Goal(s)
Based on the analysis of suspension data, and reference to Guiding Questions, identify and define areas in need of improvement: 1. Suspension Suspension Goal #1: For the FY 11-12, the number of in-school suspension days assigned and the percentage of students receiving in-school suspension will be decreased by 10%. 2012 Expected Number of In- School Suspensions
2011 Total Number of In School Suspensions
25
2011 Total Number of Students Suspended In School
2012 Expected Number of Students Suspended In School
2% (19)
2011 Number of Out-of-School Suspensions
2012 Expected Number of Out-of-School Suspensions
10
2011 Total Number of Students Suspended Out of School
2012 Expected Number of Students Suspended Out of School
1% (9)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy
Anticipated Barrier Improvement in student behavior management will decrease problem behaviors.
Strategy
Evaluation Tool
Continue utilizing Dean of Students, The PBS committee will Student Pass Positive Behavior PBS Committee review discipline data Support. Incorporate through Student Pass PBS documents more behavioral monthly to determine interventions and focus effectiveness and make on incorporating Love changes for and Logic Strategies in improvement. behavior management plans. Provide positive referrals and other incentives to recognize appropriate behavior.
Please note that each Strategy does not require a professional development or PLC activity. Target Dates and PD Participants PD PD Schedules(e.g. , Early (e.g. , PLC, Content /Topic Grade Facilitator Release) and subject, grade and/or PLC Level/Subject and/or PLC Schedules (e.g., level, or Focus Leader frequency of school-wide) meetings)
Love and Logic strategies
All Grade Levels
Dean of Students, PBS Committee Members
Monthly grade level meetings
Following monthly book talk meetings, the PBS committee will Monthly review of disseminate information discipline data in about incorporating Student Pass will Love and Logic reveal a decrease strategies to their in referrals. teammates at monthly team meetings. PLCs
Dean of Students
ESE/RtI INSS Behavior Interventions All Grade Levels Guidance Counselors PK-5 teachers
Team PLC notes and monitoring the Administration number of office discipline referrals
Suspension Budget:
Evidence-based Program(s)/Material(s)
Strategy The PBS committee will read and discuss Love and Logic by Jim Fay, while communicating strategies to their grade level teams monthly.
Description of Resources Book- Teaching with Love and Logic: Taking Control of the Classroom By: Jim Fay
Funding Source
Available Amount
$225.00
Subtotal: $225.00 Technology Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Professional Development Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Other Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Grand Total: $225.00
End of Suspension Goal(s)
Dropout Prevention Goal(s)

Note: Required for High School - F.S., Sec. 1003.53
Based on the analysis of parent involvement data, and reference to Guiding Questions, identify and define areas in need of improvement: 1. Dropout Prevention Dropout Prevention Goal #1: *Please refer to the percentage of students who dropped out during the 2009-2010 school year.
2011 Current Dropout Rate:*
2012 Expected Dropout Rate:*
2011 Current Graduation Rate:*
2012 Expected Graduation Rate:*
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring
No Data Submitted
Anticipated Barrier
Strategy
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
Please note that each Strategy does not require a professional development or PLC activity.
PD Content /Topic Grade and/or PLC Level/Subject Focus
Target Dates PD and Schedules Participants (e.g. , Early Person or PD Facilitator Strategy for (e.g. , Release) and Position and/or PLC FollowPLC,subject, Schedules Responsible Leader up/Monitoring grade level, or (e.g., for Monitoring school-wide) frequency of meetings) No Data Submitted
Dropout Prevention Budget:
End of Dropout Prevention Goal(s)
Parent Involvement Goal(s)

Based on the analysis of parent involvement data, and reference to Guiding Questions, identify and define areas in need of improvement: 1. Parent Involvement Parent Involvement Goal #1: *Please refer to the percentage of parents who participated in school activities, duplicated or unduplicated. For the FY 11-12, the percentage of parent involvement will increase by 8%.
2011 Current Level of Parent Involvement:*
2012 Expected Level of Parent Involvement:*
32% (271)
40% (334)
Problem-Solving Process to Increase Student Achievement Person or Position Responsible for Monitoring
No Data Submitted
Anticipated Barrier
Strategy
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
Please note that each Strategy does not require a professional development or PLC activity. Target Dates and PD Participants PD Schedules(e.g. , (e.g. , PLC, Facilitator Early Release) subject, grade and/or PLC and Schedules level, or schoolLeader (e.g., frequency of wide) meetings) Office Staff, All non-instructional Early Release Day Staff
PD Content /Topic and/or PLC Focus Creating a Welcoming Environment for Parents Increasing parent involvement and making connections with parents.
Grade Level/Subject
Strategy for Followup/Monitoring Parent Sign in Sheets will reflect an increased level of participation. Parent Sign in Sheets will reflect an increased level of participation. Parent Conferences will be logged on Data Warehouse.
Office Staff, All non-instructional FDLRS Staff
Dean of Students
All Grade Levels
Diana Holden and Sylvia Matthews
All Teacheres in grades K-5, Related Arts
Early Release Day
Dean of Students
Parent Involvement Budget:
Evidence-based Program(s)/Material(s) Strategy Make and Take it Sessions with Parents Description of Resources Materials to be used to create resources for parent and student use at home. Funding Source Available Amount $1,000.00 Subtotal: $1,000.00 Technology Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Professional Development Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Other Strategy Description of Resources Funding Source Available Amount
Provide items to parents to encourage involvement with their childs education.
Parent Involvement Supplies
$0.00 Subtotal: $0.00 Grand Total: $1,000.00
End of Parent Involvement Goal(s)
Additional Goal(s)
No Additional Goal was submitted for this school
FINAL BUDGET
Evidence-based Program(s)/Material(s) Goal Strategy The PBS committee will read and discuss Love and Logic by Jim Fay, while communicating strategies to their grade level teams monthly. Make and Take it Sessions with Parents Description of Resources Book- Teaching with Love and Logic: Taking Control of the Classroom By: Jim Fay Materials to be used to create resources for parent and student use at home. Funding Source Available Amount
Suspension
$225.00
Parent Involvement
$1,000.00
Subtotal: $1,225.00 Technology Goal No Data Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Professional Development Goal No Data Strategy No Data Description of Resources No Data Funding Source No Data Available Amount $0.00 Subtotal: $0.00 Other Goal Strategy Provide items to parents to encourage involvement with their childs education. Description of Resources Parent Involvement Supplies Funding Source Available Amount
Parent Involvement
$0.00
Subtotal: $0.00 Grand Total: $1,225.00
Differentiated Accountability
School-level Differentiated Accountability Compliance
j k l m n Intervene
i j k l m n Correct II
j k l m n Prevent II
j k l m n Correct I
j k l m n Prevent I
j k l m n NA
View uploaded file (Uploaded on 8/30/2011)
School Advisory Council

School Advisory Council (SAC) Membership Compliance
The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school. Yes. Agree with the above statement.
Projected use of SAC Funds No data submitted
Amount
Describe the activities of the School Advisory Council for the upcoming year
Sharing of Title I information Obtain input for SIP Monitor progress of SIP implementation Share/Discuss student progress monitoring data Updates on PBS implementation Input for SAC and school budgets Discussion of Parent Involvement opportunities
AYP DATA
No Data Found No Data Found No Data Found
SCHOOL GRADE DATA

Collier School District GOLDEN GATE ELEMENTARY SCHOOL 2008-2009 Reading Math Writing Science Grade Points Earned 210 Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component. 3 ways to make gains: q Improve FCAT Levels q Maintain Level 3, 4, or 5 q Improve more than one year within Level 1 or 2 Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
% Meeting High Standards (FCAT Level 3 and Above)
61%
53%
76%
20%
% of Students Making 67% Learning Gains
60%
127
Adequate Progress of Lowest 25% in the 66% (YES) 61% (YES) School? FCAT Points Earned Percent Tested = 100% School Grade*
127 464
Percent of eligible students tested C Grade based on total points, adequate progress, and % of students tested
59%
53%
46%
27%
65%
133
140 458
Percent of eligible students tested Grade based on total points, adequate progress, and % of students tested
60%
59%
52%
25%
70%
140
121 457
Percent of eligible students tested C Grade based on total points, adequate progress, and % of students tested

Gge 2011 2012 110231 - Sip

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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2011-2012 SCHOOL IMPROVEMENT PLAN

PART I: CURRENT SCHOOL STATUS

HIGHLY QUALIFIED ADMINISTRATORS

Endorsements: English for Speakers of Other Languages

Melissa Stamper (Dean of Students)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Principal/Assistant On-going Principal On-going

Non-Highly Qualified Instructors

document with the official list.

% Highly % Reading Qualified Endorsed Teachers Teachers

Teacher Mentoring Program

Tiffany Dobson (K)

Darlene Pellechia (K)

Sara RitchotteBiszant (K)

Kelsey Chiavari (1)

Christine Ochs (2)

monthly meetings with administrative team

Kasey Will (2)

Sherri Elmore (3)

Jennifer Dixon (4)

Cassidy Massie (IR)

Jamiee Sidisky (4)

Jennifer Hambley (5)

Weekly meetings, data chats, ongoing data

Vinessa Igneri (5)

Patricia Rodriguez (5)

Jennifer Scarafile (IR)

Accountability Correct II-D status.

Title I, Part C- Migrant

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Career and Technical Education

Response to Instruction/Intervention (RtI)

Literacy Leadership Team (LLT)

decisions, and practices new processes and skills.

NCLB Public School Choice

*Elementary Title I Schools Only: Pre-School Transition

*Grades 6-12 Only

*High Schools Only

PART II: EXPECTED IMPROVEMENTS

2011 Current Level of Performance:*

2012 Expected Level of Performance:*

1.4 Teacher observations Team planning

1.4 FAIR Data Benchmark Assessments

PLC meeting minutes in Data Warehouse FCAT 2011-12 Reading Assessment

Levels 4 and 5) in reading Reading Goal #2:

2011 Current Level of Performance:*

2012 Expected Level of Performance:*

Person or Position Responsible for Monitoring

Reading Coach Providing Lesson Observations/Feedback

Reading Coach Providing Modeled Lessons

2.2 Limited development and use of differentiated tiered reading centers

2.2 Baseline Data Mid Year Data End Of Year Data

Reading Coach Providing Lesson Observations/Feedback

Reading Coach Providing Modeled Lessons

2011 Current Level of Performance:*

2012 Expected Level of Performance:*

Reading Coach Providing Lesson Observations/Feedback

3.4 Teacher observations Team planning

3.4 FAIR Data Benchmark Assessments

PLC meeting minutes in Data Warehouse FCAT 2011-12 Reading Assessment