VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

VISION STATEMENT

In an effort for every student to reach his/her potential and express individuality we are committed to the development of critical thinking skills, strong character, healthy decision-making, the pursuit of knowledge and a commitment to community.

MISSION STATEMENT

As an extension of home, family and the community the mission of Jay Elementary is to create, enhance and maximize the personal, academic, and healthy success of each student in an effort to develop viable, valuable and productive citizens of the community and society.


SCHOOL PROFILE DEMOGRAPHICS

Jay Elementary School is located in the northwest corner of Santa Rosa County, less than 15 miles from the Alabama state line, in the one mile square town of Jay. Jay has no bus, train, aerial public transportation services, or corporate enterprises other than Quantul Refinery.  The town of Jay, population 577, consists of fewer than 40 privately owned businesses, six churches, city park, volunteer fire station, post office, city hall, community center, library, hospital, and one school campus shared by Jay Elementary and Jay High. Jay Elementary's enrollment, 563, travels from surrounding communities as far as 10 miles away, and is comprised of approximately 96.8% White, 0.53% Hispanic, 0.71% Asian, 1.59% American Indian, 13% disabled, and 42% economically disadvantaged.  Approximately 48% of students are female and 52% are male. The faculty is comprised of 1 administrator, and 39.8 teachers holding 24 bachelor's degrees, and 16 master's degrees; all teaching in-field.  Thirty-one  teachers are in self-contained classrooms (Pre-K-6). These are supported by programs such as guidance (1 teacher), Title 1/READ 180 (1 teacher), Academic Intervention Specialist (1 teacher), physical education (2 teachers), music (.8 teacher), media/technology (1 media specialist), and exceptional education (2 varying exceptionalities teachers, and 1 speech pathologist).  Itinerant services include Exceptional Student Education (ESE) liaison, school psychologist, occupational therapist, physical therapist, one instructor for English Speakers of Other Languages (ESOL), hearing impaired interpreter and adaptive physical education and are provided by county staff. Contracted counselor services are provided by Lakeview Center, Inc.  Itinerant and counseling services are on scheduled days only. Additionally, our non-instructional staff consists of two secretaries, one data clerk, one health technician,six full time paraprofessionals and one half time paraprofessional , one school helper and several custodians.There are approximately 90 ESE students participating in one or more ESE programs including Speech, Language, Specific Learning Disabilities, Educable Mentally Handicapped, Trainable Mentally Handicapped, Other Health Impaired, Orthopedically Impaired, Occupational Therapy, Physical Therapy, Hearing Impaired, Gifted, Autistic, and Developmentally Delayed.  Reading intervention programs and Title I programs in grades 1, 2, and 3 serve 40 students with 2 of these participating in multiple programs with one-on-one or face-to-face instruction.  There are 44 students being served in Title 1/Intensive Reading in grades 4, 5, and 6 in a classroom small group instruction utilizing Title I, Academic intervention specialist teachers, and Paraprofessionals to address all students scoring level 1 and 2 on FCAT, those scoring in the 30th percentile and below on NRT, and our lowest quartile.  All  students who scored either in the lower quartile, Level 1 or 2 on the FCAT, and the 30th percentile or below on the NRT in reading are served in the classrooms and/or computer lab with Intensive Reading and/or Title 1 Reading instruction.  Included in these numbers are 32 fourth,fifth and sixth grade students who are provided with 90 minutes of READ 180 instruction daily. Self-contained classrooms utilize a teacher terminal and up to 5 student computers daily with research-based instructional/management programs such as SuccessMaker Enterprise, Star Early Literacy, Accelerated Math (AM), Accelerated Grammar and Spelling (AG&S), Acclerated Vocabulary (AV),and Accelerated Reader (AR).  These programs, along with FCAT EXPLORER are available in the computer labs to all appropriate grades. Students in grades 2-6 participate for 30 minutes of daily instruction in the computer labs. Teachers utilize additional time in the individual classrooms for computer usage. Students in 1st grade have access to the computer lab and classroom computer stations for utilization of SME, Starfall and other educational enrichment programs. School Improvement and Title I funds have provided After School Tutoring and Supplemental Educational Services programs in math, reading and writing.  Grant monies from such sources as Aerospace, Florida Literacy and Reading Excellence (FLaRE), ExxonMobile Individual Grants, Safe and Drug Free Schools, and Title I have been used to  provide character education assemblies and recognition and motivational items for the program Drug Awareness Resistance Education (DARE),  and purchase
technology/software, instructional materials, and student planners.  In addition, these funds have assisted in providing books on tapes to motivate struggling readers, and much more. Jay Elementary has approximately thirty partners in education, over 275 volunteers, and a very supportive PTO.  The school has consecutively received the Golden School Award since 1983.


SCHOOL MATCH

Note: Required for all Assistance Plus Schools

Not Required for Jay Elementary


QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Danny Carnley became the principal of Jay Elementary School in January 2008. Mr. Carnley received a Bachelor's  Degree in Specific Learning Disabilities/Varying Exceptionalities in 1991 and a Master's Degree in Educational Leadership in 1998 from the University of West Florida in Pensacola, Florida.  He began his career in Santa Rosa COunty at Gulf Breeze High School where he served for seven years as an ESE teacher.  In 1998, he became dean of students at Pace Middle School which transformed into Avalon Middle School where he served for three years.  During the 2001-2002 school year, he was the administrative intern at Hobbs Middle School.  At the end of that year, he became the assistant principal of Holley Navarre Middle School where he served for four years.  In 2006, he relocated to become the assistant principal of Sims Middle School where he served until becoming the principal of Jay Elementary.  During the time that Mr. Carnley has serve as an administrator every school at which he has served has received an "A" grade each year. 
CARNLEY, JAMES D.
CONTRACT TYPE: A
CERTIFICATE EXPIRES:
2013
EXPERIENCE - TEACH: 11 ADMIN:6
JOB TITLES: PRINCIPAL, ELEMENTARY SCHOOL
DEGREES/MAJORS:
BACHELOR EMOT DIST/SLD/VE KG-12
MASTERS EDUCATIONAL LEADERSHIP NO LEVEL
CERTIFICATION LEVELS AND SUBJECT AREAS:
GRADES K-12 SPEC LEARN DISAB
NO SPECIFIED LEVEL
SCHOOL PRINCIPAL

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Recruitment: Jay Elementary School advertises vacant teaching positions on the Santa Rosa County District Schools website’s job line to recruit highly qualified teachers certified to teach in needed academic areas.  To recruit highly qualified candidates, the school district and local community colleges have organized competency-based alternative certification programs.  Anyone with a non-education bachelor's degree can be qualified to teach within a year.  Retention: The District's Title One budget contains identified funding for professional development to ensure that all teachers of core academic subjects are highly qualified.  To retain highly qualified individuals, we provide opportunities to teachers for professional development by keeping them informed of upcoming trainings provided by the district.  At the beginning of each school year, new teachers attend a two-day orientation.  Teachers hired during the school year are required to attend a full day orientation session.  Throughout the school year the District will be providing professional development sessions on such topics as time management, planning, classroom management, and best practices, as part of the new teacher program.  In addition, the District has implemented a new mentoring program that provides new teachers with mentors at  their local school.  The District also utilizes the High Objective Uniform State Standard of Evaluation (HOUSSE) Plan as a method other than certification or subject testing by which experienced teachers may document subject content competency and knowledge in core academic subjects the teacher is teaching.  Funding is also provided from School-based Title One funds to fulfill professional development needs of teachers in needed areas of re-certification, or for the  enhancement of knowledge and skills. Paraprofessionals:  The District has also developed a Paraprofessional Training Program to meet statutory requirements for teacher assistants employed.  Throughout the school year the District also provides professional development for the Paraprofessional. Santa Rosa District Schools Human Resources Department posts all instructional positions on its web site and in the summer also provides a telephone job line that provides information about positions. The web site supplies the instructional application and the procedures flow chart that explains clearly the steps required to become a Santa Rosa teacher. Our reputation for excellence and salaries competitive with neighboring districts make employment here attractive. Teacher turnover is minimal. The district conducts a two-day new employee orientation before pre-planning each year, and at each school site new teachers typically are assigned a teacher mentor to ease their transition. Teachers hired during the school year also attend district induction activities. Instructional applications must be complete and on file in the Human Resource Office before candidates can be interviewed for positions. The district certification specialist screens applications to determine which ones are or will be highly qualified teachers. Principals needing to hire teachers contact the district office for candidates who are highly qualified. The district typically is able to fill most instructional positions with highly qualified teachers. Additionally, Santa Rosa District has been proactive in providing opportunities for its instructional staff to become highly qualified teachers.  

Show Attached Staff List 


ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

Headstart, Pre-Kindergarten early intervention classes, the DARE program, Homeless education services and a District Family Literacy Specialist are all resources available to students and families in our school area.

School Wide Improvement Model

Note: Required for Title I

Florida's Continuous Improvement Model (FCIM)

This instructional model is designed to promote student success at every level. The school principal assumes the role of instructional leader and promotes effective instructional techniques in the school setting.The FCIM also is used to determine professional development needs for teachers throughout the year. One of the critical components of the FCIM is the role of data disaggregation. Student data is analyzed, broken into pieces and results are displayed. This information is then assessed to prioritize school based student needs. The Sunshine State Standards and FCAT resources are then reviewed to identify specific learning deficiencies. After these steps are completed, the curriculum and classroom instruction, and assessment tools are targeted to focus on the needs by implementing new learning activities and other learning resources.
After identifying the weakest assessed benchmarks, the school develops an Instructional Focus Calendar. This process provides the sequence for teaching, re-teaching and assessing tested benchmarks. Teachers develop instructional focus lessons to provide multiple methods of teaching an identified standard. These focus lessons and benchmark standards are then assessed. These are mini-assessments that are designed to be short, formative descriptions of student understanding. Mini-assessment questions are designed to model the style of question on statewide assessments.
Students demonstrating mastery on the mini-assessments are given enrichment opportunities. These activities provide students with an opportunity to experience new concepts, more challenging content, and activities promoting higher order thinking strategies. The students not achieving mastery of the mini-assessments are provided with opportunities for re-teaching the concept, checking student understanding and promoting continual learning in small group settings.
The success of the FCIM is determined by the monitoring of the program implementation at the school site. The principal and administrative team monitor for focused instruction on assessed benchmarks, that student learning in maintained, frequent opportunities for assessment, timely interventions and assessment data is used to improve classroom instruction and student learning.

The program outline follows this form:
Plan: data analysis
instructional focus calendar
Do: instructional focus lessons
Check: Mini-assessment
Maintenance
Monitoring
Act: Tutorials
Enrichment

Early Intervention Program Description

A. PROGRAM DESCRIPTION: The school will implement an initiative for school-wide reform that increases the amount and quality of learning time for students in grades K-3, the Early Intervention Program.


Needs Assessment: The school, in collaboration with parents, community partners and Title I schools, has determined that a primary (K-3) Early Intervention Program is needed to ensure that all students develop the foundational skills necessary for academic success. The program design calls for intensive interventions for struggling readers with special emphasis on subgroups not making adequate yearly progress, accelerated student performance for all students, and school-level monitoring and regular adjustments to meet the needs of individual students.

Program Goals:

1. Provide research-based literacy instruction implementing intensive intervention and/or acceleration for all K-3 students, not just 1st graders (HARCOURT)
2. Encourage flexibility to schools in developing their own unique intervention plans consistent with research-based practices
3. Offer guidance and resources to schools in developing their plans
4. Implement just-in-time intervention for at risk students to decrease the number of ESE referrals
5. Increase opportunities for literacy staff development focusing on data analysis, data-driven decision making, and differentiated instruction
6. Expand and refine opportunities for parental involvement, especially for hard-to-reach parents
7. Maximize existing human resources to increase the ratio of instructional personnel available to provide intervention and support for struggling readers
8. Enhance implementation of the District K-12 Comprehensive Research-Based Reading Plan (The Literacy Plan)

Frequency and Duration: The Early Intervention Program K-3 will operate on a daily basis (4 or 5 times per week) throughout the school year with supplemental before- and after-school tutoring and during the summer (as funding permits). Low-cost implementers (students from the University of West Florida) with appropriate training may conduct supplemental activities. The school has written an Early Intervention Program Plan documenting implementation of program components. The school will implement one of three research-based strategies for implementation: 1) An Academic Intervention Specialist and other teachers (Paraprofessionals, ESE teachers, volunteers, mentors) come into the classroom and work with some of the small groups providing differentiated reading instruction during the 90-minute reading block. 2) An Academic Intervention Specialist will provide intensive 90-minute instruction outside the regularly scheduled 90-minute reading block. Instruction will be coordinated with the regular classroom instruction. 3) The school will identify one or more intervention classrooms at each grade level and students walk to the intervention classroom for the 90-minute reading block. A key to the successful school-level intervention system is regular Early Intervention Program team meetings will involve the classroom teachers and Academic Intervention Specialists to discuss student needs and progress. Computer-assisted instruction and a continuum of research-based curriculum and intervention strategies provide the academic framework for implementation of the Early Intervention Program. Strategies will include, but not be limited to, small group reading instruction using a differentiated teaching model and extensive parent involvement.

Scientific Research Base: Source 1: Torgesen, Joseph (2006): Intensive Reading Interventions for Struggling Readers in Early Elementary School, A Principal’s Guide. “Today’s teachers are being trained to meet the needs of a broader range of students than ever before. However, the diversity of students, and the needs of many students, are simply too great to expect the regular classroom teacher, by herself, to meet the needs of all students. Many students, for example, may require at least three or four times as much instruction as the average student if they are to maintain normal progress in learning to read. In many classrooms, the number of students who will require this amount of additional instruction may approach 50 or 60% of the class – the regular classroom teacher simply does not have the time or resources to provide the required amount of instruction within the school day for the most at-risk students.” Schools will choose one of three models proposed by Joseph K. Torgesen from the Florida Center for Reading Research (www.centeroninstruction.org)

Source 2: Scammaca, Nancy; Vaughn, Sharon, Roberts, Greg (2007): Extending Reading Interventions in Grades K-3, From Research to Practice. Florida Center on Instruction, Florida State University. www.centeroninstruction.org

A synthesis on 12 studies published between 1995 and 2005 in peer-reviewed journals for students in grades K-3 concludes the following key implications consistent with the Santa Rosa County Early Intervention Program Design: 1) Extensive interventions can be effective even when provided by relatively low-cost implementers when appropriate trainings is provided and the interventions are fairly structured and delivered one-on-one or in groups of two or three students. 2) Extensive interventions appear to be maintained over time, at least into second grade. 3) Effective early interventions shared four essential elements: training in phonological awareness, decoding, and wordy study; guided and independent reading of progressively more difficult texts; writing exercises; and engaging students in practicing comprehensive strategies while reading text. 4) The program will include small group instruction, daily or near-daily frequency of intervention sessions, and early identification (in K or Grade 1) of students in need of intervention.

Description of the Academic Intervention Specialist (AIS) assigned roles
The district assisted with the assignment of AIS position. One Lead Academic Intervention Specialist will coordinate program activities. Each AIS will spend a portion of their time assigned to the following roles:

o Teaching the lowest performing students: A minimum of 20%
o Parent Involvement Activities: 10%
o Planning: 10%
o Conducting Professional Development (Whole faculty, small group, coach, AIS-Teacher Conferences): 20%
o Student Assessment and Data Analysis: 20%
o Meetings: 5%
o Attending Professional Development Activities, including weekly school-based activities and monthly cadre meetings: 15%

Qualifications: In Santa Rosa District, the Board-approved qualifications to become an Academic Intervention Specialist are to hold a Bachelor’s Degree or higher from an accredited institution, currently hold or eligible for Florida teaching certificate K-3 or K-6, and be Highly Qualified to teach students K-3. The AIS must also have five years elementary experience and provide a favorable recommendation from their current principal or immediate supervisor. The District requires the Lead Academic Intervention Specialist to Master’s degree or higher from an accredited institution or the equivalent in experience (i.e., 3-5 years experience as a teacher leader, currently hold or eligible for Florida teaching certificate or appropriate license, and five years of experience in elementary education.


Data Analysis: The AIS will collaborate with grade level teams to use diagnostic tools such as DIBELS, STAR EARLY LITERACY, SuccessMaker Reports, CCRP assessments, SIRP assessments, READ 180 reports, ERDA, DAR and/or classroom assessments to meet and discuss gains or lack of gains and use the data to make instructional decisions related to individuals and groups of students.

Monitoring implementation of the Program: The Lead Academic Intervention Specialist and/or other district staff will conduct on-site visits to determine how well schools are meeting the requirements of the Early Intervention Program. The Lead Academic Intervention Specialist and/or district staff will observe in teachers’ classroom to provide support to teachers on their implementation of research-based instruction in reading. Although the primary focus will be on level 1 and level 2 students in grades K-3, the Lead Academic Intervention Specialist and district contact will monitor content area teachers in grades K-3 for teaching content-appropriate strategies and providing opportunities to apply strategies taught in reading classes. The district has developed checklists for walk-through visits. Principals share and discuss the checklists with all teachers before its implementation. Data collected during monitoring visits may include review of principal walk-through documentation and instructional interventions for teaches, as well as student assessments such as fluency measures, miscue analyses, running records, CCRP-based and SIRP-based assessments, and comprehension checks. During the 2008-09 school year, the District will explore the feasibility of implementing a technology-based system for gathering walk-through monitoring data. Frequency of district monitoring visits will be based on fidelity of implementation of the Early Intervention Program Plan and gains or lack of gains in reading achievement of level 1 and level 2 students. For low-risk schools, program staff will conduct fidelity checks every 18 weeks. For schools making progress, the Lead AIS or district staff will conduct fidelity checks every 9 weeks. For Schools In Need of Improvement, staff will conduct fidelity checks every 6 weeks. The District will provide an Academic Support Team for schools in Corrective Action, Planning for Restructuring, or Restructuring.

Coordination with the K-12 Comprehensive Research-Based Reading Plan and School Improvement Plans: Academic Intervention Specialists will coordinate all plans and activities with the K-12 Comprehensive Research-Based Reading Plan and school-based School Improvement Plans. Specifically, the district has aligned program goals and objectives to the following Reading Plan activities:

1. When the District assigns a Reading Coach, the Academic Intervention Specialist (AIS) will coordinate all activities with the Coach.
2. Where the District has not assigned a Reading Coach, the AIS will provide professional development opportunities during non-instructional time. Administrators agree to strongly encourage teachers to allow the AIS to observe in K-3 classrooms, make suggestions about best practices in reading instruction, model lessons using research-based materials for reading, co-teach, conference, etc.
3. Monthly cadre meetings for the AIS staff will include Reading Coaches currently assigned schools.
4. The school level for degree of monitoring will be based on the number of students not making learning gains on FCAT reading, not meeting high standards in reading, or not having the lowest 25% make adequate progress in reading.
5. The school will use the district-selected Comprehensive Core Reading Program, Harcourt, during a 90-minute uninterrupted reading block.
6. The AIS will participate on the school Reading Leadership Team and the School Data Team. An essential component is for the Reading Leadership Team to analyze school data and develop a plan each year to improve student achievement in reading.
7. Data teams are composed of the principal or designee, data coaches, reading coaches, and the AIS. The team analyzes student data from FCAT, Stanford 10, DIBELS, SuccessMaker, and READ 180, etc. to determine problem areas and share these findings with teachers.
8. Principals will provide professional development materials and training opportunities to support the AIS through the District Literacy Plan, School Improvement Plan funds, Title II funds, IDEA funds, Title I funds, and/or site-based funds.
9. The AIS will work with the principal to assist in developing Individual Professional Development Plans based on reading for each teacher involved in the program.
10. The AIS will collaborate with the principal to increase the amount of student reading inside and outside of school by supporting the following types of activities: parent involvement activities focused on reading and participation in Accelerated Reader or Reading Counts, or a combination of both, stories with props, special reading locations in the classroom and school, attending local theater performances, school-wide literacy focus, daily silent sustained reading, volunteer reading mentors, guest readers, ITV focus on literacy, participation in Sunshine State Young Readers, use of Independent Reader and levelized books, teacher read-alouds, authors and storyteller presentations, buddy reading – within and across grade levels, integrating reading in content areas, Book-it program, and Scholastic Guided Reading kits.

B. PROFESSIONAL DEVELOPMENT:

The District attracts and develops high-quality teachers through a recruitment plan, partnership with Pensacola Junior College and the University of West Florida, professional development, and employment packages. The District will coordinate resources with Title II, school improvement funds and school funds to provide professional development activities related to highly qualified, high-quality teachers, and paraprofessionals.

In addition to district-sponsored professional development activities, the Title I, Part A grant and the IDEA grant will provide funding for a train-the-trainer model for Academic Intervention Specialists. Training for all teachers and paraprofessionals K-3, with support activities in grades 4-5 (or 6) at each site over the next three years will provide a broad base of support. Activities will include comprehensive, intensive workshops, learning communities, independent studies, and on-line training activities. Topics may include, but not be limited, to classroom management strategies, utilizing paraprofessionals and volunteers for academic support programs, small-group instruction with a differentiated teaching model, data analysis, integration of technology into the curriculum, parenting and parent involvement, working with parents and students who live in poverty, and assessment strategies. At least one professional development activity will be available per month. Professional development activity timelines will occur over a variety of time lines, ranging from 2-3 sessions to multiple-year initiatives. The District uses an Internet-based system for administering and evaluating professional development activities.

C. ENHANCED PARENTAL INVOLVEMENT.

During the 2008-09 school year, parental involvement activities will be expanded and enhanced through the District Parental Involvement Plan. Ten percent of Academic Intervention Specialists’ time will be dedicated to improving parent involvement in schools. Activities will include, but may not be limited to, Families Building Better Readers workshops, expanded parent resource centers, increased FCAT skill-building events for core content areas, increased program safety, monitoring and evaluation through use of visitor accountability systems at each school, use of standardized parent involvement surveys, activities designed to improve male participation in school activities, etc.


D. COORDINATION OF PROGRAMS AND PARTICIPATION AT THE DISTRICT LEVEL

The District integrates services across schools through the Instructional Services Team and the District Strategic Improvement Plan. Members of the team include Directors and Curriculum Coordinators for all grade levels, student services, Exceptional Student Education, and Pre-Kindergarten programs. This team establishes and monitors program evaluation for all schools under this application to ensure all entitlement programs’ resources are available and fully implemented in collaboration with all other district activities at each school site as supplemental activities. The team reviews budgets, program goals and objectives, and professional development activities prior to the submission of each School Improvement Plan submission to the School Board for approval. The Director of Federal Programs maintains communication throughout the year with the building level administrators through daily e-mail, oral communications, monitoring activities, conference calls, Title I meetings, and monthly Elementary Principals’ meetings. The Instructional Team will measure program outcomes by the 2009 FCAT and SAT 10 test results.

E. PROGRAM EVALUATION

The University of West Florida CORAL Center will deliver the following products and services for the Early Intervention Evaluation Project as proposed by the Santa Rosa County School District Office of Federal Programs:

1. Develop, pilot test, and perform reliability/validity analysis of one teacher self-assessment instrument and one classroom observation assessment instrument utilizing three classrooms prior to the implementation of the evaluation project;

2. Conduct inter-rater reliability analysis of selected external observers on the classroom observation instrument and complete IRB proposal for approval with UWF IRB Board;

3. Align classroom observation instrument, student affect instrument, and teacher self-assessment instrument with research-based practices from the literature that are also conceptually aligned with the intervention models from the literature;

4. Obtain pre and post self-assessment data from teachers involved in the project each of three years (2008-2009, 2009-2010, and 2010-2011);

5. Conduct weekly 40-minute observations using the observation assessment instrument for 32 weeks in 17+ Academic Intervention Specialists & Volunteer Teachers selected classes in year one and 53 District randomly selected classes using graduate students from UWF who have completed observation training and have been approved through inter-rater reliability efforts for the duration of the three year project (2008-2011);

6. Access raw data depicting student achievement that are matched with classrooms that are randomly selected for participation in the evaluation from sources such as Stanford 10, DIBELS, STAR, ESE referrals, DRAII, etc. for the duration of three years (2008-2011);

7. Develop a relational database involving: (a) the teacher professional development information and self-assessment information; (b) the classroom observational data; (c) the student achievement data (created by year and cumulative for three years); and (d) a model of service delivery based on data-driven decision making criteria.

8. Conduct qualitative interviews with 5-teachers and 3-administrators each year for the duration of the three project years (2008-2011);

9. Perform quantitative and qualitative analyses on the relational data base per year and for the combined three-year period;

10. Deliver formative and summative evaluation progress reports (per semester, end of year, and end of project);

11. Deliver final evaluation report for project to district in written and power point presentation modes;

12. Assist the district in disseminating research and evaluation results to local, state, and national audiences through conference presentations and publications.


NCLB Public School Choice

Note: Required for Title I

Jay Elementary School did not make adequate yearly progress (AYP) for the 2007-2008 school year, all parents were notified by a letter in May 2008 that Jay Elementary School will be identified as a school "in need of improvement" until adequate yearly progress (AYP) measures from the No Child Left Behind Act (NCLB) have been met for two consecutive years.  In this letter, parents were alerted regarding choice options available to them. The options were communicated in a way so all parents could understand clearly.  Parents were given two weeks to select the option they preferred.  As students register throughout the year, parents are notfied in writing of the choice options and have up to two weeks to make a decision.  Jay Elementary encourages communication with parents through a variety of media.  Primary teachers use daily and weekly reports to keep parents informed of behavior and work habits.  Weekly newsletters containing assignments, upcoming events, and units of study are sent home. Upper elementary teachers use student planners to communicate daily with parents. All teachers schedule parent conferences.  Mid-term progress reports, as well as report cards, are sent home on a scheduled basis. Home Reports and Discipline Referral forms are used to communicate behavorial, academic, and social problems to parents. The Opportunity to Praise a Student (TOPS) reports from Accelerated Reader (AR), Accelerated Grammar and Spelling (AG&S), and Accelerated Math (AM) are sent home on a regular basis. Phones are located in the majority of classrooms to allow immediate communication or after-school phone conferences.  The public has access to teachers via email. Published newspaper articles and the school marquee inform the community of news and special events.  The school website is updated continuously and is accessible whereever there is internet access. Parents are also kept informed by the ongoing usage of the Connect Ed automated phone system.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Goal: Pre-kindergarten TransitionNeeds Assessment: The pre-kindergarten teachers will meet to review the transition process and address any concerns related to transitioning the five year old pre-kindergarten student into the elementary school setting. Objective:During school year 2008-2009, pre-kindergarten students who will enter kindergarten will be identified and a transition plan will be implemented at the end of the year to facilitate their seamless transition into the kindergarten setting. The Transition Plan will be derived from the Head Start Mental Health and Disabilities Specialist. The pre-kindergarten class will visit a kindergarten classroom and allow the parents to attend, if they so desire. This visit will give the pre-k child and his/her parents an idea of what takes place in the kindergarten classroom. Strategies:The following strategies will be implemented:1) Monitor students’ ages and ensure that the pre-k student engages in the transition process at the end of the year.2) Collaborate with the Kindergarten teacher to facilitate the Transition Day activities.3) Invite the parent to the Transition Day Activities.4) Maintain all documentation as requested by the Head Start Mental Health and Disabilities Specialist.Evaluation:Jay Elementary School will use the following to determine success related to transition for the pre-kindergarten student during the 2008-2009 school year:1) Planning notes2) Attendance3) Contacts, such as phone calls and emails related to Transition Day Activities4) Sign-in sheets5) Evaluation Survey6) The Galileo end of the year report7) Acuscreen resultsResearch-based Programs:Head Start is a research based Early Childhood Program.Professional Development:The quality of the Transition Day Activity will be measured by participant evaluation forms and teacher feedback.


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Teachers at Jay Elementary School are always encouraged to observe fellow teachers and share strategies proven to be successful with students.  Since JES is a small school, teachers experience a degree of interaction with each other which is not always possible on larger school campuses.  Learning communities, school-based inservice and district trainings are available to support new teachers and struggling teachers in the areas of curriculum, instruction, and technology.  A Professional Orientation Program based on Florida law, state board rules, and best practices for beginning teachers is implemented during the first forty-five days of a teacher's employment to increase the effectiveness and efficiency of  services.  The mentoring team, consisting of the principal, a peer teacher, and another professional educator (as defined in the Operating Procedures Manual for the POP) will assist with such duties as resolving conflicts, outlining strategies, conducting formal and informal formative observations, participating in professional development plan inservice activities, assisting with lesson plans, providing feedback, counseling, instruction, resources, support, etc.  Team meetings will allow discussion of role expectations, timelines, and other important matters within district guidelines that are applicable to state laws and rules, although the district allows flexibility in how teams function. Data collection via observations, conferences, student progress and team consensus will be utilized in completion of assessment checklists.  At least two formal summative observations will be made by the principal.  Formative observations can occur as often as needed.  A portfolio of items documenting successful completion of program activities including the following: two recommendation documents, a copy of the temporary certificate, completed accomplished practices checklist, summative observations, formative observations, PDP, an appeal process form, and other items documenting successful performance will be maintained at the school for five years.The principal identifies mentor teachers in the school to serve as model classroom teachers who open their classrooms to support other teachers in providing research-based instruction in reading. Potential areas to target include but are not limited to:*determining appropriate levelized text for students *differentiating instruction *utilizing literacy centers *implementing effective classroom assessment *using assessment data to make instructional decisions *providing effective instruction and assessment in  phonological awareness, phonics, fluency vocabulary, and comprehension.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Jay Elementary School conducts extensive needs assessments/data analysis in determining which students need extended learning opportunities.  The needs of all subgroups of the school population are considered.  Research-based programs and strategies with histories of success are implemented.  Pre/post activity evaluations are conducted to monitor student progress.  Some examples of researched-based programs used in extended learning opportunities include SuccessMaker Enterprises, READ 180, Easy Tech, Accelerated Reader, Accelerated Grammar and Spelling, Accelerated Vocabulary, ClassWorks Gold and Accelerated Math.  Jay Elementary strives to offer many extended learning opportunities including the following:• A display of student art productions in various parts of the campus, as well as school and district art contests, such as the Veteran’s Day Greeting Card contest;• After-school reading, writing, and math tutoring for students scoring in the lower quartile on the FCAT and/or other parameters using such programs as SuccessMaker Enterprises, Accelerated Reader, Accelerated Math, “Aim Higher” FCAT Language Arts workbooks, leveled practice from basal series, and others will be provided dependent on funding• A Summer Reading Program for students who make Level 1 or 2 on the FCAT or 50% and below on the Stanford 10 Test.  Use pre and post tests in STAR Reading to show gains• Parents/community visitation of the Book Fair after school hours;• Annual Chorus Christmas Program, fifth grade Pensacola Symphony trip, and third and fourth grade Opera trips• All-County Chorus performance held in April• Participation of the sixth grade band in one of the Jay High School football games and annual concert held at night;• Annual Jay Christmas Parade with a kindergarten float• Booths in the annual downtown Jay Trick or Treat Event (teachers and students)• Annual visitation to Jay Baptist Hospital for Halloween treats• Decoration of the Christmas tree in downtown Jay (Grades Pre-K-6)*Science Fair *Parent Information Workshops *Parent Resource Room is available for all parents and families *School based website is available to provide parents with information on school events *Lakeview Center Summer Camp for students with emotional needs is conducted on school grounds and provides transportation, meals and certified counselors Supplemental programs will enrich and extend reading instruction of CCRP, supplemental, and intervention programs used during and after the school day. Motivational programs such as Reading Counts and AR will encourage increased reading. The district also will utilize SuccessMaker and READ 180 for before school and after school.


SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods


SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning



 

GOALS

 

ADDITIONAL GOALS

 

FINAL BUDGET

SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle, junior high and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The School Advisory Council meets throughout the year. Notices of the meetings are posted at the school and sent home via the school newsletters.
The School Advisory Council:
• Provides leadership in conducting the annual needs assessment, including the school climate survey process.
• Assists in the preparation and evaluation of the School Improvement Plan.
• Monitors the use of School Improvement funds.
• Assists with defining and monitoring adequate progress and requesting assistance from the School Board when needed.
• Assists in the preparation of the feedback to the Florida Commission on Education Reform and Accountability.
Issues brought before the council include areas such as:
• Parent involvement activities
• School in-service plans
• School curriculum
• Student performance
• School-wide activities
All council members are elected by the appropriate peer group, except the school principal. Membership includes an appropriately balanced number of parents, teachers, educational support employees, and business/community representatives.
All people concerned with Jay Elementary School are invited to provide feedback, participate, and be involved in the work of the Council.
*The membership list of Jay Elementary's School Advisory Council can be found on the last page of this plan.


SAC Members

Members
1)  Danny Carnley,   Principal
2)  Amy Sheppard,   SAC Chair
3)  Jack Floyd,   SAC Chair
4)  Amber Phillips,   Teacher
5)  Cathy Nelson,   Teacher
6)  Nellie Dobson,   Teacher
7)  Ricky Smith,   Business Member
8)  Matthew Martin,   Parent
9)  Jenny Lowry,   Parent
10)  Talia Jackson,   Parent
11)  Dana Dobson,   Parent
12)  Jenny Floyd,   Parent
13)  Dawn Summerlin,   Parent
14)  Rebecka Smith,   Parent
15)  Diane Belanger,   Parent
16)  Sharon Cabaniss,   School Support Personnel

IMPLEMENTATION EVALUATION

According to the 2007-2008 No Child Left Behind-Adequate Yearly Progress (NCLB-AYP), a school makes AYP if:
A). 95% of each of 8 subgroups and all students are tested.
B). Each of the aforementioned groups met the proficiency targets in reading (58%
making level 3 or above), math (62% making level 3 or above), and writing (1% gain over previous year).


 

REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  53 47 71 29 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 4
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  72 28 78 22 55 45 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 5
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  67 33 48 52 0 0 76 24 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 6
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  52 48 9 91 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 7
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 8
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 9
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 10
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 11
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used


Baseline data aggregated at school level

 
 		 Reading
Baseline Data		 Mathematics
Baseline Data		 Writing
Baseline Data		 Science
Baseline Data
Baseline Data
Subgroup(s)
not making
AYP		% mastery%Non- mastery% mastery%Non- mastery% mastery%Non- mastery% mastery%Non- mastery % mastery %Non- mastery
Students with Disabilities 63 37 53 47
Economically Disadvantaged 46 54 42 58

End of Baseline Data Report



Mid-Year Report

 

FCAT Assessed Grade Level: 3
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 53.00 47.00 71.00 29.00 0.00 0.00 0.00 0.00
Mid-Year Data 44.00 56.00 13.00 87.00 0.00 0.00 0.00 0.00
% Change from Baseline Data -9.00 9.00 -58.00 58.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 4
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 72.00 28.00 78.00 22.00 55.00 45.00 0.00 0.00
Mid-Year Data 72.00 28.00 49.00 51.00 70.00 30.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 -29.00 29.00 15.00 -15.00 0.00 0.00

FCAT Assessed Grade Level: 5
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 67.00 33.00 48.00 52.00 0.00 0.00 76.00 24.00
Mid-Year Data 60.00 40.00 22.00 78.00 0.00 0.00 71.00 29.00
% Change from Baseline Data -7.00 7.00 -26.00 26.00 0.00 0.00 -5.00 5.00

 
FCAT Assessed Grade Level: 6
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 52.00 48.00 9.00 91.00 0.00 0.00 0.00 0.00
Mid-Year Data 90.00 10.00 3.00 97.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 38.00 -38.00 -6.00 6.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 7
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 8
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 9
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

 
FCAT Assessed Grade Level: 10
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 11
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

 

Data aggregated at school level.

Subgroup not marking AYP: Students with Disabilities
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 63.00 37.00 53.00 47.00 0.00 0.00
Mid-Year Data 66.00 44.00 66.00 34.00 0.00 0.00
% Change from Baseline Data 3.00 7.00 13.00 -13.00 0.00 0.00
 
Subgroup not marking AYP: Economically Disadvantaged
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 46.00 54.00 42.00 58.00 0.00 0.00
Mid-Year Data 46.00 54.00 48.00 52.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 6.00 -6.00 0.00 0.00



Reading Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

- Significant gains have occurred in grades 6 in the area of reading. Reading gains were greatly correlated to the implementation of READ 180. Read 180 is a scientifically based, data-driven reading program that directly addresses individual needs through adaptive and instructional software, high-interest literature and direct reading instruction in reading skills for students scoring a Level 1 or 2 in FCAT Reading. Strategies were implemented such as screening/assessing/diagnosing/ and monitoring students to determine which individuals needed remediation by using research based testing and reports. These tools included SuccessMaker Enterprises, Harcourt Reading Series, DIBELS, SRUSS, ERDA, DAR, and Accelerated Reader. All classes held a 90 minute uninterrupted Block of Reading and identified students in grades 4-6 received reading instruction in a READ 180 classroom. Third grade students identified with reading difficulties also received additional small group instruction from a reading teacher with specific focus on phonics skills and comprehension strategies. Students in grades 3-5 also received a daily 30 minute computer lab session to focus on areas of need. An additional 30 minutes of immediate intensive reading intervention was provided for students who scored at Level 1 on FCAT Reading or 30th percentile and below on NRT Reading. Teachers also received professional development opportunities in the area of reading instruction and interpreting student data.
- As a result of the percentage of students at mastery level in 3rd and 5th grades, additional time will be provided for reading intervention in small group settings. There will also be an increase in the number of reading activities for students using non-fiction selections for reading practice. The Academic Intervention Specialist (AIS) will also begin working with identified 3rd grade students to develop a plan for increasing individual reading skills in the areas of main idea, comprehension and inference. The AIS teacher and guidance counselor will also collaborate with 4th grade teachers to assist in the implementation of targeted skill instruction in areas of weakness for the various classrooms. All teachers will meet with the Guidance counselor and AIS teacher to begin effectively utilizing the Teacher Resource room and the various materials for classroom instructional usage.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.

Third grade through sixth grade students benefited from the increased instructional opportunities in small group settings provided by the READ 180 program and the Reading resource teacher. Students were provided with multiple opportunities to reinforce and expand reading concepts in various settings. Student progress benefited from the utilization of data-driven decision making by teachers and administration. The individual student data assisted teachers in planning instruction, groupings and intervention activities. The teacher resource room has also been a more active part of planning this school year and has been especially valuable for students living in poverty. Parents have been provided with materials for take-home use in reviewing classroom skills and concepts.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.

In all grade levels: Continue to provide students with multiple opportunities for small group reading instruction. Utilize computer lab sessions to work on individual areas of weakness and concern ( teachers will be required to construct individual courses for individual areas of difficulty); Continue to make data-driven decisions to assist each individual student in reaching mastery; provide parents with multiple parent information meetings and activities.
- Students with disabilities will be receiving additional exposure to Edmark computer software programs, specifically designed for students with learning difficulties. The ESE teacher will also begin working with these students in the regular education environments. She will co-teach with the regular education teachers in 5th grade and work cooperatively with the teachers on other grade levels. In addition, our speech teacher will begin working in the sixth grade READ 180 classroom to provide additional assistance to our Level 1 and Level 2 readers in this grade level.
- Economically disadvantaged students and our racial minority students not making mastery will become a part of a school- wide parental involvement movement. The AIS teacher and Guidance counselor will work closely with teachers and parents to ensure a clear understanding of classroom expectations and provide information and materials for home usage to assist in student comprehension and self-correction techniques.


4. What specific strategies will be used to improve the achievement of non-AYP subgroups?

- Increased opportunities for interest level reading in a variety of settings including individual, partner, cross grade level and pre-recorded reading activities. Students will also be encouraged to engage in reading and researching activities that will utilize library resources and theme-based topics . Teachers will continue to meet with administration and school data team to discuss curriculum decisions and individual needs.
- Regular parent communication and information forms will be distributed, in an effort to inform parents on their child’s individual progress. A school billboard will be utilized to keep parents informed of special events and notices




Mathematics Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

- Declines in mastery were consistent across the grade levels. Students are struggling to maintain adequate progress in the area of mathematics. Student gains are still occurring, but at a much slower pace than is needed for mastery. This unacceptable progress rate is especially noticeable in 3rd grade. Teachers feel there is a huge difference between the amount of word problems in 2nd and 3rd grade math assessments. Students enter 3rd grade on mastery, but there is a vast difference in the expectations during the 3rd grade and on the mid-year assessments. Throughout the grade levels the consensus is that students are continuing to have problems with the math word problems and vocabulary is a primary obstacle with this issue.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.

- Fourth and fifth grade classes have actively utilized Accelerated Math for providing individual practice on areas of weakness and difficulty. The sixth grade classes are ability grouped and this has been very beneficial in the areas of instructional planning and remediation. Third-fifth grade students participate in daily computer lab sessions using various mathematics programs. Students with disabilities also received additional opportunities for instruction in the small group setting with the ESE teacher and aide. These students also had access to Edmark software specifically designed to assist in maximizing learning gains.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.

- Increased utilization of FCAT Explorer in the home and school setting; increased opportunities for practice in assessment scenarios similar to FCAT; increased opportunities for students to practice math concepts in a hands-on environment will be required for all grade levels. Teachers will spend a portion of each day reviewing key math vocabulary words that students are struggling with during assessment and classwork activities. All classrooms will be encouraged to increase the opportunities for hands-on exploration of key concepts and activities involving student peer cooperation. Professional development will be provided for the staff using the Singapore Math approach to math instruction. Facilitators will work cooperatively with teachers to assist in the implementation of this instructional change.
- The Students with Disabilities is an area of concern. These students are following the same trend of making slow progress toward mastery. In an effort to increase mastery, these students will be provided with additional opportunities for computer sessions focusing on specific areas of weakness. The ESE teacher will also spend time daily, working with students in the regular education classroom.


4. What specific strategies will be used to improve the achievement of non-AYP subgroups?

- Increased opportunities for students to work in small groups and use various math materials to gain a more concrete understanding of classroom math skills. Progress monitoring of students to assist in maintaining adequate student progress.




Writing Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

- Student gains have been slow, but consistent. Students appear stronger in the area of narrative writing, than in expository. There is a good grasp on sequential wording. However, all of the students are struggling with expansion on their topics. Teachers are working on strengthening vocabulary knowledge. Students from economically disadvantaged homes are requiring additional instruction on grade level vocabulary comprehension.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.

My Access!, Write Score and Buckle Down have all been enormously helpful in increasing student writing performance. Students have also gained knowledge through the use of whole-group grading on various writing samples. The discussion used during these sessions has been very beneficial. Students are provided with immediate feedback, using a visual prop for instruction. Scheduled student writing samples have been sent to the Write Score company for scoring and input on student writing. A parent education workshop was held to inform parents on the FCAT Writing process and student expectations. Parents were provided with handouts, verbal discussion, door prizes and a free hot meal.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.

- Continue to provide sample scoring sessions, and multiple opportunities to write for various reasons; increase the utilization of My Access! and Write Score to monitor specific areas of weakness for individual students




Science Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

- The number of students at mastery in science has declined since the baseline assessment. Students are struggling with the area of extended response. Students demonstrated difficulties in the area of explaining the steps involved in science concepts. The area of soil and erosion is particularly weak for this group


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.

- SME science exploration activities and online science resources have been helpful to students; students also enjoyed hands on science projects and lessons conducted in the school Science Lab. Monthly “I love Science” lessons have also assisted in explaining selected science concepts and providing students with a variety of approaches to instructional concepts.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.

- Increased opportunities for hands on experimentation; increased activities involving student writing explanations for science outcomes and predictions; in class and in home FCAT Science practice using the online FCAT Explorer Science Mission program; targeted activities for additional exposure to difficult concepts.




Extended Learning Programs for Students

Describe the activities (e.g. after school, pull-outs, etc) that have taken place to date.

SUBJECT AREAFREQUENCYDURATIONTOTAL # OF LEVEL 1 AND 2 STUDENTS IN THE SCHOOLAVERAGE # OF LEVEL 1 AND 2 STUDENTS PARTICIPATINGAVERAGE % OF LEVEL 1 AND 2 STUDENTS PARTICIPATING
Math 4hrs/week 14 weeks 44 13 29.55 %
Writing 6hrs/week 11 weeks 30 20 66.67 %
Reading 4hrs/week 14 weeks 41 8 19.51 %



Please describe the academic improvement that has occurred for participating students (please refer to specific data points).

Students performing in the lowest quartile on 4th grade level writing assessments were invited to participate in a school-based after school writing tutoring program. These students worked in small group settings self-correcting, modeling and scoring various writing prompts with teacher direction. Over 50% of the participating students have shown gains in their individual writing abilities. The improvement has been consistent among narrative and expository prompts.




Research-based Professional Development Activities for Teachers

Describe the professional development activities to date that are aligned with the school’s instructional needs.

NAME OF PROFESSIONAL DEVELOPMENT ACTIVITYDATE
(MM/DD/YYYY)		INSTRUCTIONAL NEEDS ADDRESSED# OF TEACHERS PARTICIPATING
Diffirentiated Instruction 11/8/2008 Individualized instruction based on data 2
Winning Writers 10/8/2008 Writing 4
My Access! 10/8/2008 Writing 8
Active Readers 9/8/2008 Reading/Writing 18
Fun Friday 9/8/2008 Writing/Reading 22
Singapore Math 11/8/2008 Math/Writing 12
Book Study: A Framework For Understanding Poverty 12/8/2008 Instructional needs of economically disavantaged students: reading/writing/math/science 8



Based on the baseline and mid-year data, what additional professional development will be offered before the FCAT to help teachers increase student performance?

Teachers will receive additional training in the areas of reading groupings, data interpretation, math instruction, and individualizing instruction.




Parent Involvement Activities

Describe the parent involvement activities to date that are aligned with the school’s student achievement needs.

ACTIVITYDATE
(MM/DD/YYYY)		ACHIEVEMENT NEED ADDRESSED# OF PARENTS PARTICIPATING
Parent Writing Workshop 12/9/2008 Writing 15
Parent/teacher conferences 8/18/2008 any and/or all 200
Parent Resource Room 1/5/2009 At-home educational materials for academic reinforcement 20
Parent Safari Night 9/8/2008 Writing/math/reading 700
Connect-Ed 8/18/2008 Parent contact: Attendance 73
Connect-Ed 8/18/2008 Parent contact: Outreach 900



Based on the baseline and mid-year data, what additional parent involvement activities will be offered before the FCAT to address student achievement needs?

Parent FCAT information workshops for 3rd-6th grade parents; Parent-teacher conferences will also be held to inform parents of areas of concern and provide materials from the Parent resource room for home usage.




End of Mid-Year Report

 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Santa Rosa School District
JAY ELEMENTARY SCHOOL
2007-2008
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 86%  81%  76%  44%  287   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.
% of Students Making Learning Gains 70%  66%      136  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 52% (YES)  55% (YES)      107  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.
    FCAT Points Earned         530   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade*         A  Grade based on total points, adequate progress, and % of students tested


    Santa Rosa School District
    JAY ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 84%  73%  78%  55%  290   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.
    % of Students Making Learning Gains 73%  62%      135  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 79% (YES)  62% (YES)      141  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.
    FCAT Points Earned         566   
    Percent Tested = 98%           Percent of eligible students tested
    School Grade*         A  Grade based on total points, adequate progress, and % of students tested


    Santa Rosa School District
    JAY ELEMENTARY SCHOOL
    2005-2006
      Reading
          		 Math
          		 Writing
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 84%  78%  75%  237   Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.
    % of Students Making Learning Gains 68%  62%    130  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 60% (YES)      60  Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .
    FCAT Points Earned       427   
    Percent Tested = 99%         Percent of eligible students tested
    School Grade*       A  Grade based on total points, adequate progress, and % of students tested