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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

The mission of the Baker County Pre-K/Kindergarten Center is to prepare a "garden" of children where growing and learning begin.

The vision of the Baker County Pre-K/Kindergarten Center is to prepare individuals to be life long learners and responsible citizens of good character.

Belief Statement: All children can learn. Parents must be involved in their child's education. Teachers, Staff and Administrators must be life long learners. A safe and secure school is essential to an effective learning environment.

SCHOOL PROFILE DEMOGRAPHICS

The Baker County Pre-K/Kindergarten Center began construction in the spring of 2005. Our school opened in the Fall of 2005 and we are in our fourth year as a school site. The school consists of 5 buildings with 36 classrooms for Pre-K and Kindergarten students. We have administration offices, a nurse’s station, and a guidance suite in building 1. We also have two computer labs, one for Pre-K and one for Kindergarten students. Our facility serves the needs of all Pre-K and Kindergarten students for the entire district. It is unique in that it is the only Pre-K/Kindergarten Center in northeast Florida.
The PKK Center has a direct feeder system for the students. After kindergarten, the students attend Macclenny Elementary or Westside Elementary for grades 1-3, Keller Intermediate for grades 4-5, Baker County Middle School for grades 6-8 and Baker County High School for grades 9 – 12.

We offer a well-balanced curriculum that embraces an integrated activity based approach to education.

Parents participate at a high level, making many programs and activities possible. Celebrations and programs such as Spirit Day, “KinderChorus”, Curriculum Nights, Track & Field Day, Spring Fling, Class Plays and Productions on stage, Reading in the Park, and Graduation Celebrations are made possible by active community support.

The schools in the community of Baker enjoy tremendous support from the local merchants. Several of the businesses are Partners in Education with not just one but all of the schools. Food Lion, Wal-Mart, Burger King, Wendy's, A & R Construction and Exxon Gas are just a few that can be depended upon to support the schools.


Our kindergarten classes have 20 to 1 pupil-teacher ratio and our Pre-K classes have 10 to 1 pupil-teacher ratio.
The Baker County Pre-K/Kindergarten Center has 534 students. Our student population is 83.7% White, 12.7% Black, 1.3% Hispanic, .4% Asian, and 1.9% multiracial. For the 2007-2008 school year, 53% were on free/reduced lunch.
We have 26 teachers, 20 paraprofessionals/support staff, 1 guidance counselor, and 2 administrators that work at the PKK Center.
Both administrators have been trained in SUMS, Curriculum Mapping, and FRI strategies. Together they have 30 plus years of teaching kindergarten. Both are instructional leaders that insist on high standards of teaching and learning.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Highly Qualified Administrators
Mrs. Sherrie Raulerson holds a Masters in Administration and Supervision. She also holds a bachelor’s degree in Elementary Education with an emphasis in Early Childhood and is National Board Certified in Early Childhood. She has 22 years of educational experience. She was assistant principal at Macclenny Elementary before being assigned as principal at the Baker County Pre-K/Kindergarten Center. She is now in her fourth year as principal here.

Mrs. Bonnie Jones is beginning her third year as assistant principal.
Mrs. Jones holds a Master’s Degree in Elementary Education and is certified in primary education and educational leadership. She served as Reading Coach at the PKK Center prior to being assigned as assistant principal. Bonnie Jones has completed Level 2A of North East Florida Educational Consortium’s Promising Leader’s Academy and is working on completion of Level 2B.

The administrators are committed to staying abreast of the most current research based programs developed for early childhood. They have attended the Just Read Florida conference annually and attended sessions on data analysis. Both administrators are supporting school wide implementation of Positive Behavior Support (P.B.S.) For two consecutive summers, Mrs. Raulerson and Mrs. Jones attended the SUMS academy with the entire staff. They are doing daily walkthroughs, observing teachers, holding data meetings, and giving feedback to teachers to improve their teaching strategies in the classrooms.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

The Baker County Pre-K/Kindergarten has a low teacher turnover rate. For the past two years, we have not hired any new teachers. We have a family atmosphere and a strong sense of collegiality where teachers work diligently to provide a quality education.
Through NEFEC and its Foundation for Rural Education Excellence, Baker County Schools participates in teacher recruitment efforts designed to help districts "grow their own". Specifically, partnerships between high schools and local community colleges have been established to increase interest in teaching within the northeast Florida region through the establishment of educational academies in high schools that provide college credits to students who enter the field of education.

School administrators from each school have opportunities to attend teach-in sessions at the University of North Florida, University of Florida and St. Leo College to recruit new teachers for our schools.

In addition, NEFEC and its Foundation are establishing a retention program that will increase mentoring to beginning, alternatively certified, and struggling teachers. Through NEFEC's newly created mentor cadre, high performing teachers are receiving training in mentoring skills and being matched with teachers in need of a mentor.
Our district has developed a training manual designed to help new teachers become more familiar with programs, strategies and information that pertain to each school’s site.
To further the district's efforts to retain highly qualified reading teachers, teachers are given a variety of opportunities to receive endorsement in reading, ESOL certification, and other professional development.



 

No Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

If a principal recognizes that data shows that a teacher is in need of intervention, the principal will meet with the teacher to discuss areas of concern/need, review available options, and assist the teacher in the development or revision of the IPDP to reflect the appropriate interventions. Options for assisting the teacher include, but are not limited to ; one on one coaching opportunities with a high performing teacher in that area ; assignment to a mentor teacher; or peer review.
Instructional Strategies are consistent with the Sunshine State Standards. Every strategy we utilize is based on student need as determined by the systematic collection, disaggregation and dissemination of data. In addition to curriculum assessment data, analysis are also conducted of the Gates McGinitie, pre and post test data, DIBELS, FLKRS, and teacher-made tests. The analysis of this data shows students' strengths and weaknesses as they relate to the Sunshine State Standards for each subject area. The analysis of this data affords teachers the opportunity to adjust instruction in order to meet the academic needs of individual students. If determined that students need additional curricular or instructional attention, the needed curriculum adjustments are made. For example, a 65 minute block of time is allocated daily specifically for reading intervention and enrichment in the morning. The classroom teacher utilizes this time for small group instruction and literacy centers, enabling her to work with all the students in her class and deliver differentiated instruction. Resource teachers, the speech pathologist, and instructional assistants are assigned in these classrooms during this time to assist the classroom teacher.
All of our teachers have participated in the Florida Reading Initiative training that focuses on effective instruction of vocabulary, fluency, phonics, phonemic awareness, and comprehension.
During the 2008-2009 school year, we will continue to focus on the "Essential Six" strategies that have been identified as being imperative to successful reading instruction. In addition, we will learn how to gauge the effectiveness of our intervention and enrichment. This data will drive instructional focus. During the summer of 2008, all Kindergarten teachers completed their second year of Students Using Math and Science (SUMS) training. The purpose of the SUMS training is to provide our kindergarten students with purposeful, hands-on inquiry-based math and science instruction.
The PKK Center embraces the School Improvement Model. This summer, team leaders have reviewed our map and made updates, reviewed successes and areas of need to our map. Additions and corrections were made to our map. Our map is in constant review and is a working document to improve instruction and academic focus in the classroom.
The Baker County Pre-K/Kindergarten Center has joined efforts with all Baker County schools to implement Positive Behavior Support (PBS). Positive Behavior Support is a program that encourages and establishes desired student behavior. The Kinderkitten staff will teach and model the expectations and rules of our classrooms, cafeteria, hallways and resource through role play, skits, classroom lessons, etc. We will reward our students for positive behavior using these newly learned behavior skills by giving students “KinderCash”. Students can then spend the “KinderCash” on various rewards, special activities and items from the “Kinderkitten” store. Misbehavior and response to behavior will be documented by teachers using a Behavior Tracking Form. The data from the documentation will be entered into the SWIS software system by our data processor. The core PBS team will analyze data collected and stored in the SWIS software system in order to pinpoint the location, time, and frequency of student misbehavior, uncovering any patterns. This will enable the team to brainstorm solutions, or response to interventions to recurring misbehaviors and correct them.

NCLB Public School Choice

Note: Required for Title I

Communication with parents is a priority for all staff at the Baker County Pre-K/Kindergarten Center. Required parent conferences are the major means of communication with parents. At this conference, teachers review all information included in the nine weeks report card and skills checklist. This report card also provides information about attendance and conduct. At these parent conferences, the teacher reviews the students' progress. Parents are given suggested strategies to assist their children. We also have response to intervention (R.T.I.) meetings that allow a team of professionals to share their areas of expertise and brainstorm ideas on how to help the child academically, as well as behaviorally. Teachers also communicate with parents by sending notes home, phone calls,individual classroom activites and informal parent conferences throughout the nine weeks. Teachers communicate with parents through a weekly newsletter. They are also required to make two positive parent contacts per week. The school also sends home a monthly newsletter called "KinderKitten News" which details activities for all students for the upcoming month, as well as enriching activities that parents can do at home with their children. At kindergarten orientation before school starts, each parent receives a parent/student handbook that helps acclimate them to our school and their childrens’ first experience with school.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

The PKK Center will collaborate with other agencies to prepare students for entrances into kindergarten by:
1.Identifying students in need of transition services
2. Utilizing age appropriate curriculum and strategies/ Links to Literacy
and Saxon Early Learning Curriculum
3. Participating in School Readiness Coalition planning
4.Providing School Readiness and VPK classes during the school year
as well as VPK classes during the summer
5. Spring Pre-K and Kindergarten Round up / Enroll students for Pre-K
and Kindergarten
6. Identifying students' eligibility for ESOL, Migrant services and ESE
services
Collaboration between all Voluntary Pre-K (VPK) providers is consistent and on-going in order to facilitate an effective transition for young children into the kindergarten program at the Baker County Pre-K/Kindergarten Center. Our school serves 166 four year olds in a VPK program/School Readiness programs. The PKK Center serves the needs of special needs students in mainstreamed classrooms with E.S.E. teachers, C.D.A. certified instructors, and para-professionals. On-going and consistent communication between the PKK Center, Head Start, and other local private day cares provides for a smooth transition for these young children. We consistently share professional development opportunities, instructional strategies, resources and an array of learning opportunities to enhance the skills of the young children. Every effort is made to ensure the academic success of these children as they enter kindergarten ready to learn.

We also provide a "Staggered Start" for all kindergarten and pre-k students. This program allows small groups of 3 to 4 students to attend school the first four days of school. This promotes an easier transition into school and helps children adjust to school more successfully. The small groups affords the teacher the opportunity to get to know the children better, as well as assess the students so they can meet the needs of each student and individualize their instructional strategies.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

The PKK Centers' mentoring program has been very successful. All beginning teachers are paired with an experienced teacher, a peer teacher or mentor. This pairing is accomplished by placing teachers together who teach on the same team and are "neighbors". Mentor teachers are located in close proximity to the beginning teacher. Mentors and mentees meet on a regular basis, both formally and informally. Prior to assignment, each beginning teacher attends a week-long training conducted by the district office staff. Mentors are responsible for helping the inexperienced teacher identify strengths and weaknesses, and also help devise a plan to address areas of weakness. Mentors and administrators conduct observations of the beginning teachers. Each beginning teacher's identified weaknesses are tied to Professional Development through the Individual Professional Development Plan. Administrators monitor the teacher mentoring activities.
We have also developed a "TEAM FAMILY" concept. We have paired up teams of four that are composed of four teachers with different strengths, abilities, years of experience, and expertise. They collaborate on a weekly basis using data, their curriculum maps, evidence based materials, and a team approach to discuss and study the students within their team. Using the expertise and ideas of others on their team, they problem solve and find new ways to meet academic, social and emotional needs of their students. Each team has a team leader that records the findings and ideas that they formulate during their meetings and then bring back their results to a leadership team that meets once a month. We have found this collaboration to be one of the most beneficial concepts that impacts student and teacher growth.

No Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

VPK Summer School: The Baker County Pre-K/Kindergarten Center provides a Summer VPK program. We served sixty-seven four olds last summer. We provided 300 hours of quality instruction that helped prepare these children for our kindergarten program. There was a 10 to 1 ratio during the summer.
Technology: There are a minimum of four student computers in every classroom. Every team of four teachers has a SMART Board with a LCD projector and laptop that can be used for power point presentations, DIBELS reinforcement websites, and other educational software. We have two computer labs in which all students in our school rotate either every day or several times per week to access programs such as Jump Start Reading and Fast Forward.
We purchased 20 new computers last year and have just completed implementing a new brain researched software program called Fast Forward. This lab was piloted by our Pre-K students for the 2007-2008 school year. We will track the Pre-K students that are currently kindergartners to assess the effectiveness of the Fast Forward program. All kindergarten teachers have laptop computers which enables them to prepare lessons at home as well as analyze and disaggregate data.
Music/Learning Reinforcement: The "KinderChorus" is based on the early childhood philosophy of young children learning new skills and retaining them more quickly using music. We are continuing this successful program this year and building in more time for additional students to participate. Students are rotated in each month to allow as many students as possible to participate in this before school activity. At the end of their monthly rotation, the students are given the opportunity to perform their skill based music presentation at public events such as: school board meetings, Baker County Fair, Bus Driver Appreciation Brunch, Volunteer Banquet, Nursing Home etc.
The PKK Center Extended Day Program (EDEP) provides students opportunities with homework assistance, the practice of basic skills, participation in health related activities, and enriching thematic units.
The media center is open before- and after-school for student and parent check-out. The media specialist also provides a book fair once a year that gives parents and students an opportunity to purchase books that are appropriate for their age level and reading abilities. The media specialist, along with all of our kindergarten teachers, present an AR night that in-services parents about the Accelerated Reading program and how their child will progress through this program as they continue their educational experience in the Baker County school system. We open up our computer lab and model how to read the book and take an AR test with each child.

Each kindergarten teacher or team has a parent/curriculum night. They provide all parents with the opportunity to come in during the evening to learn more about the kindergarten curriculum and how to assist their children at home with homework and how to reinforce phonics rules and math concepts. They provide a handout with tips and suggestions for parents to use throughout the year.

The PKK Center also provides "School Readiness Nights". This program provides children who will be attending kindergarten the next year the opportunity to come for five evenings with their parents to transition into the kindergarten program. We have four kindergarten teachers who collaborate together to provide learning opportunities for the children as well as the parents. They invite special guest speakers such as: school superintendent, principal, school nurse, cafeteria manager, bus drivers, guidance counselor and other school personnel that help provide insightful information for our future kindergarten students.

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

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Students reading success is measured through an assessment called DIBELS (Diagnostic Indicator of Basic Early Literacy Skills) Data analysis is based upon the DIBELS scores and curriculum-based assessments for reading.
*Objective:	75 % of students in kindergarten will score initial range on the third and final DIBELS assessment in April 2009.
*Strategies:	1. Weekly grade level or team meetings will center on student work or the examination of assessment data and best practices for addressing challenges shared. This process will allow teachers to assist each other in how to drive instruction using data, provide an avenue for professional development, and result in the growth of a learning community that will sustain continuously improving instructional practices. 2. The instructional leadership team (principal, assistant principal, and team leaders ) will meet quarterly to examine progress monitoring data. Based upon that data, the instructional leadership team may meet periodically with the teams to guide the general direction of instruction and receive input from teachers. 3. At the beginning of the school year, during the development of the School Improvement Plan and at the end of the year, the principal will organize team meetings to examine student data and work collected. This process will ensure that teachers will develop a better understanding of the developmental process of reading, which will assist them in moving through the curriculum at an appropriate pace. 4. The differentiation of instruction in reading and across the curriculum is key in meeting the needs of the low performing students. Low performing students on the DIBELS will receive immediate, intensive intervention during the additional 30-minute intervention reading block. Teachers will apply strategies expressively designed for low performing students when working with students in small, flexible groups. 5. Instructional differentiation is not just for accommodating the needs of the struggling reader. Teachers will differentiate instruction for students on and above grade level to challenge those students to greater reading proficiency and applications. Teachers will provide explicit instruction in comprehension strategies at advanced levels in small groups. Work in learning centers will be tiered to provide stimulating, thought provoking activities that will challenge on grade level learners to use reading as a tool and to develop higher levels of thinking. Conversations of best practices for accomplishing this goal will be embedded in weekly grade level meetings that are focused on the analysis of student work, assessment data and best practices. 6. Students will receive high-quality, explicit, and systematic instruction in the reading classroom during a 90-minute block of uninterrupted time. a. During the first 25-45 minutes of instruction, an initial lesson will be presented to the whole group using the CCRP reading lesson plan. During the remaining 45-65 minutes, instruction will then be differentiated according to assessment data as the teacher meets with small, flexible groups. Teachers will meet with 3-4 groups from 15-20 minutes each. At this time, the teacher may use ancillary materials from the CCRP, research-based instructional protocols, or supplemental materials to differentiate the instruction presented in whole group lesson through explicit instruction. Learning centers or cooperative learning groups are used to practice and reinforce instruction with activities that promote high student engagement for students who are not meeting with the teacher. Student placement in groups is flexible, and different curricula may be in use to instruct these different groups. There is active student engagement in a variety of reading-based activities, which connect to the five essential components of reading and to overall, clearly articulated academic goals. b. Immediate intensive intervention for students struggling in reading, based on progress monitoring and outcome measures will be provided during the 30-minute intervention block, which will follow the 90-minute initial instruction reading block. The intensive instruction will occur with a reduced pupil teacher ratio. c. Each classroom will provide a print rich environment, which includes the following utilization of: Classroom libraries with leveled text used during initial and intensive reading instruction, Word walls and interactive word wall activities to increase oral and written vocabulary used during all instruction, Literacy learning centers (reading stations) and or cooperative learning groups with tasks designed to meet the groups' identified needs, and instruction activities. The print rich environment will enable teachers to keep student actively engaged during instruction and practice activities. 7. Integration of authentic literature into the reading program is a critical component of a print rich environment. Teachers will be trained in how to match leveled texts to student needs. The schools use leveled Accelerated Reader books in their classroom libraries and in the school media centers. 8. Reading instruction does not stop at the end of the 90-minute reading block. Reading comprehension strategies and vocabulary strategies will be taught in conjunction with instruction in subject areas across the curriculum using adopted text and additional leveled texts that address the content covered in the adopted text. a. Guided instruction in comprehension strategies before, during and after reading through explicit modeling (think alouds), practice in instructional level texts, and feedback during reading, and language arts lessons.
*Evaluation:	1.The third assessment results of the DIBELS will reflect 75% of the kindergarten students scored at or above grade level. 2.. Continuous monitoring of student progress with McGraw Hill Triumphs, Scott Foresman My Sidewalk Intervention or K-PALS. 3. Continuous monitoring of student progress with Technology/ Galgano DIBELS Website 4.Teachers will implement a continuous improvement model using a professional learning community to align instruction with the required Sunshine State 5. Standards and make adjustments based on the data collected.
*Evidence-based Program(s):	a. All comprehensive core reading programs (CCRP) used in the Baker County School District elementary schools have been approved by Just Read Florida! PKK Center uses McGraw Hill Florida Treasures as the CCRP, Saxon Phonics, McGraw Hill Triumphs intervention, Scott Foresman My Sidewalks Early Intervention, K-PALS and quality literacy centers during their 90-minute reading block. The CCRP's serve as the basis for all reading instruction.. Each of the reading programs provides direction and ancillary materials that address differentiation of instruction in reading for advanced and struggling readers. Using the CCRP as a guide, teachers will introduce concepts at grade level and then use the guidance provided in the programs to differentiate instruction in small flexible groups according to data acquired through DIBELS, teacher observation, and diagnostic assessment information. b. Supplemental reading program (SRP) materials will be used in several ways during the 90-minute reading block. First, according to assessment data, teachers may use supplemental materials to assist in the differentiation of explicit instruction in small, flexible groups. Supplemental materials may also be used in learning centers to support concepts taught during lessons from the CCRP, for practice on previously taught concepts. c. Intervention programs for struggling readers will range in intensity of use in accordance with the needs of students indicated by progress monitoring. Students may require placement in a highly structured program or require less structured intervention such as explicit teacher directed instruction using manipulatives to segment, manipulate or blend phonemes in words. This intensive intervention instruction will take place during the 30-minute reading block, prior tothe initial 90-minute reading instruction. d. Materials and programs, including educational software, will be used to provide additional support in reading growth for all children and will not substitute for explicit instruction by a highly qualified teacher. Educational software will be used primarily to support activities in learning centers within the classroom. Motivational programs such as Accelerated Reader (AR) will be used as one tool for motivating students to read widely outside of the reading block.
*Professional Development:	Principal l. The principal and assistant principal will provide inservice on the school's comprehensive reading plan pre-planning hours before students arrive. Lead Teachers will demonstrate lessons for teachers using scientifically-based reading materials. Through the professional development offered by NEFEC and the district, teachers will be given access to a variety of appropriate materials and will be provided tools for utilizing these materials in classrooms. 2. Lead Teachers will provide inservice to teachers on classroom set ups for effective reading instruction. Examples include effective and ineffective word walls, use of leveled texts,strategies for providing an environment conducive to small group instruction and reciprical teaching. *Principals will meet with individual teachers to plan individual goals in the Fall in order to formulate individual classroom/student performance goals for the upcoming year. *Each individual teacher must develop one reading goal as part of their IPDP. *In order to receive a successful performance evaluation, the teacher must demonstrate success that the majority of the individual performance plan goals have been met as well as a successful score on the overall performance review. *The principal and assistant principal will conduct CWT's in an effort to gather information and identify target areas to be addressed with specific teachers. *Once areas are identified, administrators will work collaboratively to develop a schedule for modeling appropriate reading strategies for specific teachers. *The principal will work with the instructional leadership team to determine professional development to be delivered based upon school data.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount McGraw Hill Florida Treasures and Triumphs $51,676.99 Saxon Phonics Refill Kits Textbook $8,519.61 Total: $60,196.60 Technology Description of Resources Funding Source Available Amount A.R. Technology Support FastForward Software Renewal Technology E.S.E. and Title I $299.00 FastForward Software Renewal E.S.E. and Title I $4,500.00 Computers and Equipment Technology $5,913.20 Computers and Equipment Episcopal $4,267.14 Total: $14,979.34 Professional Development Description of Resources Funding Source Available Amount Team Time for Essential Six FRI strategies See Narrative $0.00 Reading Text Book Adoption to Review Various Reading Series for 2008-2009 adoption General $183.00 Total: $183.00 Other Description of Resources Funding Source Available Amount Gates MacGinitie Assessment for Kindergarten Textbook $1,686.37 Total: $1,686.37 Final Total: $77,045.31
*Non-Highly Qualified Instructors:
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The students at the Baker County Pre-K/Kindergarten Center need a mathematics curriculum that goes beyond procedural skills and prepares them for a world in which they need to reason and solve problems. Our focus will be implementing the Florida SUMS initiative schoolwide. This program provides effective instruction that teaches students key mathematical concepts and problem solving.
*Objective:	80% of kindergarten students will score 77% or above on the fourth nine weeks checklist.
*Strategies:	SUMS TRAINING Teachers will use a researched based math program: Houghton Mifflin Math Series. Teachers will implement daily data activities. Teachers will use SUMS investigations during math instruction. Teachers will use SUMS math manipulative kits to implement hands-on learning with math. Teachers will use student math journals to problem solve, reflect on their learning and self assessment activities.
*Evaluation:	Student scores on fourth nine weeks kindergarten checklist. Student journal entries Student samples from investigations Student work Teacher Observations of investigations with students Classroom Walk-Through Houghton Mifflin Chapter Test Teacher made checklist and report cards that are tied to Sunshine State Standards
*Evidence-based Program(s):	SUMS (Students Using Math and Science) Houghton Mifflin Math Series
*Professional Development:	Kindergarten teachers participated in year two/ week long SUMS training Coaching and Mentoring for implementation of hands-on small group instruction and learning centers. On-going training with two of our teachers who are designated SUMS trainers for the state of Florida Team Meetings to look at data and strategies to meet the needs of students using SUMS.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Year 2 SUMS Books Title II Funds $6,000.00 Houghton Mifflin Workbooks Textbooks $9,940.55 Total: $15,940.55 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Team Time See Narrative $0.00 SUMS Train the Trainer Sessions Northeast Florida Educational Consortium $732.00 Follow up Summer SUMS training Title II Funds $15,181.47 Total: $15,913.47 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $31,854.02
*Non-Highly Qualified Instructors:
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Kindergarten students need a foundation of writing skills to be able to effectively communicate ideas and information.
*Objective:	80% of kindergarten students will write a complete sentence using captilization, punctuation, and inventive spelling to communicate a thought or idea.
*Strategies:	We will use the following resources in our classes to build the students writing skills. 1. Shared Writing 7. Story Maps 2.Model Writing 8. Word Walls 3.Morning Messages 9. Writing the Room 4. Journal Writing 10. Writing Centers 5. FRI Strategies 11. McGraw Hill Florida Treasures Reading Series 6. WOW Words 12.Labeling the room
*Evaluation:	Individual students will show growth in pre-writing skills as demonstrated in their personal journals and classroom writing prompts.
*Evidence-based Program(s):	Saxon Phonics McGraw Hill Florida Treasures FRI Strategies Predictable Charts (Shared Writing for K & 1st Grade) by Dorothy Hall & Elaine Williams Month-by-Month Reading, Writing and Phonics by Dorothy Hall & Patricia Cunningham Making Alphabet Books to Teach Letters and Sounds by Dorothy Hall Writing Mini Lessons for Kindergarten by Dorothy Hall & Elaine Williams The Teachers Guide to Building Blocks by Dorothy Hall & Elaine Williams
*Professional Development:	Our professional development for writing this year will consist of the following in-house inservice opportunities for all teachers: Reciprocal Teaching September 20th Learning Literacy Through Music October 18th Elkonin Boxes November 7th Shared Writing December 5th Story Maps January 10th Questioning February 7th
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Action Research in Developmental Writing Northeast Florida Educational Consortium $650.00 Total: $650.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $650.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	In order to prepare our students for school success in science and reading comprehension, we have to begin the process in kindergarten. We must be aware of the powerful relationship between meaningful science learning and reading comprehension. These curriculum areas support and enhance each other.
*Objective:	Classroom teachers will integrate key reading comprehension strategies as part of their guided reading instruction using informational texts.
*Strategies:	1. Apply reading comprehension strategies ( summarization,questioning,prior knowledge, graphic organizers, and text features, FRI essential six strategies) 2. Curriculum map designed to integrate science units into the reading and math curriculum.
*Evaluation:	Documentation of the Sunshine State Standards into daily lesson plans and the school wide curriculum map.
*Evidence-based Program(s):	Scott Foresman Science Series SUMS ( Students Using Math & Science) McGraw Hill Treasures Reading Series
*Professional Development:	1. All teachers will complete Florida Reading Initiative Training, which contains strategies used in our Science series. 2. Observe veteran teachers that are using Science successfully in their classrooms. 3. All teachers trained in SUMS during the Summer
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount SUMS Science Weather Kits Northeast Florida Consortium $8,000.00 SUMS Science Balls and Ramps, Living Things, and Trees Northeast Florida Consortium $3,000.00 Total: $11,000.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount FCR Stem Science Workshop General Fund $91.50 Total: $91.50 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $11,091.50
*Non-Highly Qualified Instructors:	All teachers are certified and teaching in field. Kindergarten: Lisa Alderman, Simone Bennett, Jan Betros, Stephanie Combs, Cherry Drummond, Dee Dee Hand, Kelly Horne, Jessica Kish, Pam Kosier, Kimbra Lane, Vivian Lucas, Amanda McCook, Kelly McLarty, Emily Nafe, Tanyia Rowan, Sonja St. John, Rachel Sweat, Tara Thompson, Janet Waller, Kelly Wilkerson We have three teachers that are waiting on National Board Certification results. ESE Certified Teachers: Leanne Levinson & Carol Stoops Media Specialist: Staci Staples P.E./Intervention Leader: Rachel Lewis Guidance Counselor: Becky Nix working towards guidance certification PK Teachers: CDA Certified: Jana Crews, Kristi Combs, Diane Kirby, Rhonda McCormick, Pat McNeil, Jalinda Owens, Kelly Yeager PK Teacher/Early Childhood Degree/ PK Lead Teacher: Joy Thrift PK Paraprofessionals: Kathy Crews, Lettie Crews, Jackie Schatz, Stephanie Wingard, LouAnn Mann, Lisa Sollicito, Sandy Harrell, Cheryl Collins
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	The latest research on parent/school collaboration and teacher observation confirms the assumption that students whose parents are actively involved in their child's education will demonstrate significantly greater academic success. Through SAC committee reports, there is a need for continued and improved parental and community involvement.
*Objective:	Objective 1: Data collected from parent nights, SAC meeting discussions, parent/teacher conferences, parent surveys, phone calls and notes will indicate an improvement in parent and community involvement. We will implement the opportunity for parents to attend either an A.M. or a P.M. SAC meeting to accommodate their work schedules and increase the participation by 5% from last years attendance. We will also increase parent and community members participation in our schools by offering additional school wide activities.
*Strategies:	* Continue SAC team as a support organization for teachers, parents and students. *Continue staggered start conferences for incoming kindergarten parents *Parental/Community Involvement with Positive Behavior Support (PBS) *Use talents of parents to coordinate Cafeteria Mural reinforcing Good Character * “Daddy Day” Helping Hands inviting Parents in to help with beautification project for school grounds *Continue recognition of parent volunteers through annual appreciation events and articles in local newspapers and school newsletters. *Monitor Climate Surveys/Questions to determine if parent concerns/interests are being addressed *Teacher/parent communication with the home through: 1. Dispersing school calendars to parents 2. Kindergarten Orientation 3. Weekly Newsletters to parents 4. A.M. and P.m. SAC meetings *Nine Weeks conferences with parents to review student progress *"Boo Hoo" Room for parents leaving their children at school for the first time. * Mother's Day Tea
*Evaluation:	Data collected from parent nights, SAC meeting discussions, parent/teacher conferences, parent surveys, phone calls and notes will indicate an improvement in parent and community involvement. We will implement the opportunity for parents to attend either an A.M. or a P.M. SAC meeting to accommodate their work schedules and increase the participation by 5% from last years attendance. We will also increase parent and community members participation in our schools by offering additional school wide activities.
*Evidence-based Program(s):	N/A
*Professional Development:	Training and Collaborative relations with parents and community members on the Positive Behavior Support System
*Objective:	Objective 2: 100% of parents will be informed of our school mission, programs, and student progress.
*Strategies:	1. Distribute and use of student handbook and planners 2. Provide information through local newspapers 3. Update and maintain school Website 4. Provide monthly schoolwide newsletter 5. Use of outdoor marquee 6. Provide weekly grade-level newsletters 7. Parents will be provided information regarding qualifications of teacher and paraprofessionals upon request 8. Invite parents and community members to participate in career awareness program 9.Provide monthly meetings for Parents 10. Utilize and maintain volunteer program 11. Provide monthly meetings for School Improvement 12. Provide parents with the parental involvement policy 13. Encourage parents to read to their child/children at home every night
*Evaluation:	1. Maintain and review documentation of types of communication to parents, including newsletters, choice options, teacher information with dates.
*Evidence-based Program(s):	N/A
*Professional Development:	Teachers are provided with training on how to develop effective and positive parent/teacher communication.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Copy paper for newsletters $3,480.00 Total: $3,480.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Food and supplies for Volunteer Banquet General Fund $500.00 Spring Fling General Fund $2,000.00 Total: $2,500.00 Final Total: $5,980.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: School Readiness
Needs Assessment:	If Florida is to meet its goal of 100% proficiency in reading and mathematics by the end of third grade, it must be acknowledged that for some children, an achievement gap exists upon their entry to school.
Objective:	Increase performance on benchmarks across developmental areas such as: proficiency in naming letters, recognition of beginning sounds in an orally presented word. Our 2006-2007 school year Pre-K Program received a Readiness Rate score of 268 out of a possible 300. Our 2007-2008 Readiness Rate will be available in early March. For the 2008-2009 school year, the Pre-K program’s goal is to achieve a Readiness Rate of 270 out of a possible 300.
Strategies:	1. Identify students in need of transition services. 2. Utilize age appropriate curriculum and strategies. 3. Participate in the Office of Early Learning Coalition planning. 4. Identify students’ eligibility for Migrant Services and ESE services. 5. Utilize evidence based technology. 6. School Improvement Model/Curriculum Mapping
Evaluation:	1. Basic Skills Checklist. 2. DECA-Devereux Early Child Childhood Assessment 3. TERA-3 Test of Early Reading Ability-v.3 4. Portage Guide Child Observation & Planning Tool 5. Checklist of Sunshine State Standards 6. Fast Forward Student Report Data 7. FDLRS Child Find 8. Early Childhood Environmental Rating Scale
Evidence-based Program(s):	1. Saxon Early Learning Curriculum 2. Links to Literacy 3. CRISS Strategies 4. FRI Strategies 5. Developmentally appropriate practices in classroom settings 6. Crisis Prevention Intervention (C.P.I.) 7. Fast Forward/ Scientific Learning Software 8. Positive Behavior Support (P.B.S.)
Professional Development:	1. Continuous training in the Saxon Early Learning curriculum and developmentally appropriate practices. 2. VPK Standards Training (introductory and update session) 3. Office of Early Learning Child Care Professionals Training 4. Child Study Team Training 5. Response to Intervention (R.T.I.) Training 6. Smartboard Technology Workshop 7. Classroom Management Workshop 8. Training in ECERS (Early Childhood Environmental Rating Scale) 9. Inclusion Training with Occupational Therapy and Physical Therapy information 10. Behavioral Issues/Behavior Management Workshop
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Personnel for Kindergarten Readiness Program Title I $1,650.00 Kindergarten Readiness Advertising Title I $325.00 Materials and Supplies for Kindergarten Readiness Title 1 $1,775.00 Total: $3,750.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $3,750.00
End of School Readiness Goal
Additional Goal: School Safety
Needs Assessment:	Our primary goal at the Pre-K/Kindergarten Center is provide a safe learning environment for all children. It is very important that procedures and training be implemented to ensure that our children and staff are safe.
Objective:	In light of the primary concern for the safety of all students, staff and visitors, administrators and all staff continually assess all issues related to buildings and grounds that result in a safety hazard for persons on campus. When unsafe conditions are cited, they are immediately reported to the administration for the appropriate measures to be taken.
Strategies:	The Baker County Pre-K/Kindergarten Center is committed to working closely with all stakeholders to address all safety issues that would impede the well-being of our students. Climate surveys of parents and staff will indicate a 90% approval rating by parents and staff with regard to safety for all students. * Playground equipment inspections will be completed every two months by maintenance department to ensure safety. * All classroom intercom systems will be installed or repaired and in good working condition * Regular weekly control of wasps, bees, ants, and other pests. * Principal & Assistant Principal certification by the FEMA/Emergency Management Institute. * Principal & Assistant Principal will complete The Baker County Crisis Management Plan. * Address security issues on an as-needed basis. * Positive Behavior Support Implementation
Evaluation:	On-going communication with school and district staff as well as parents and all other stakeholders. Climate surveys of parents and staff will indicate a 90% approval rating by parents and staff with regard to safety for all students.
Evidence-based Program(s):	Not applicable
Professional Development:	Principal and Assistant Principal Certification by the FEMA/Emergency Management Institute and The Baker County Crisis Management Plan
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Keeping Track General Fund $2,500.00 Dymo Stickers for Keeping Track Program Safety $318.00 SWIS School Wide Information System Technology $250.00 Total: $3,068.00 Professional Development Description of Resources Funding Source Available Amount Crisis Development Plan See Narrative $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $3,068.00
End of School Safety Goal
Additional Goal: Technology
Needs Assessment:	Teachers and staff will gather data related to the school survey, 2008-2009 DIBELS and 2009 Gates MacGinitie scores, and other relevant data. The analysis of this data will be considered in light of the impact of technology on student achievement.
Objective:	By the end of 2008-2009 school year,100% of the instructional Pre-K and kindergarten staff will utilize the Smart Boards & website programs related to DIBELS as a tool for enhancing student achievement.
Strategies:	*Teachers will utilize technology as an instructional tool in class on a rotation basis as determined by their teams of four. *Teachers will utilize all available software to enhance student achievement 1) Galgano Dibels.com 2) Starfall.com 3) saxonpublishers.harcourtachieve.com 4)earobics.com/gamegoo/ 5)funbrain.com 6)pbskids.org 7)fccr.org/curriculum/studentcenter activities.htm 8)janbrett.com/games/interactive_enhtm# 9)getreadyto read.org 10)primarygames.com/games.htm
Evaluation:	The administration will observe Smartboard lessons being implemented into classroom instruction in classrooms during classroom walk-throughs as well as teacher evaluations.
Evidence-based Program(s):	DIBELS Earobics PBSKIDS
Professional Development:	SMARTBOARD Initial Training for Pre-K-October 7 SMARTBOARD Training Follow up November 3
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount (5) MacBook Laptop Computers Technology $5,868.00 Dongles Technology $44.20 SMARTBOARDS Episcopal $1,800.00 Projectors Episcopal $1,199.98 (2) MacBook Laptop Computers Episcopal $1,998.00 (2) MacBook Laptop Computers Episcopal $1,998.00 Total: $12,908.18 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $12,908.18
End of Technology Goal
Additional Goal:
Needs Assessment:
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	McGraw Hill Florida Treasures and Triumphs		$51,676.99
Reading	Saxon Phonics Refill Kits	Textbook	$8,519.61
Mathematics	Year 2 SUMS Books	Title II Funds	$6,000.00
Mathematics	Houghton Mifflin Workbooks	Textbooks	$9,940.55
Science	SUMS Science Weather Kits	Northeast Florida Consortium	$8,000.00
Science	SUMS Science Balls and Ramps, Living Things, and Trees	Northeast Florida Consortium	$3,000.00
Parental Involvement	Copy paper for newsletters		$3,480.00
School Readiness	Personnel for Kindergarten Readiness Program	Title I	$1,650.00
School Readiness	Kindergarten Readiness Advertising	Title I	$325.00
School Readiness	Materials and Supplies for Kindergarten Readiness	Title 1	$1,775.00
Total: $94,367.15
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	A.R. Technology Support FastForward Software Renewal	Technology E.S.E. and Title I	$299.00
Reading	FastForward Software Renewal	E.S.E. and Title I	$4,500.00
Reading	Computers and Equipment	Technology	$5,913.20
Reading	Computers and Equipment	Episcopal	$4,267.14
School Safety	Keeping Track	General Fund	$2,500.00
School Safety	Dymo Stickers for Keeping Track Program	Safety	$318.00
School Safety	SWIS School Wide Information System	Technology	$250.00
Technology	(5) MacBook Laptop Computers	Technology	$5,868.00
Technology	Dongles	Technology	$44.20
Technology	SMARTBOARDS	Episcopal	$1,800.00
Technology	Projectors	Episcopal	$1,199.98
Technology	(2) MacBook Laptop Computers	Episcopal	$1,998.00
Technology	(2) MacBook Laptop Computers	Episcopal	$1,998.00
Total: $30,955.52
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Team Time for Essential Six FRI strategies	See Narrative	$0.00
Reading	Reading Text Book Adoption to Review Various Reading Series for 2008-2009 adoption	General	$183.00
Mathematics	Team Time	See Narrative	$0.00
Mathematics	SUMS Train the Trainer Sessions	Northeast Florida Educational Consortium	$732.00
Mathematics	Follow up Summer SUMS training	Title II Funds	$15,181.47
Writing	Action Research in Developmental Writing	Northeast Florida Educational Consortium	$650.00
Science	FCR Stem Science Workshop	General Fund	$91.50
School Safety	Crisis Development Plan	See Narrative	$0.00
Total: $16,837.97
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Gates MacGinitie Assessment for Kindergarten	Textbook	$1,686.37
Parental Involvement	Food and supplies for Volunteer Banquet	General Fund	$500.00
Parental Involvement	Spring Fling	General Fund	$2,000.00
Total: $4,186.37
Final Total: $146,347.01

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 is an active part of our school partnership and decision making team. We meet each month and the council helps make decisions that impact student growth/learning, safety, technology, and activities to encourage parent involvement. The council helps with everything from our newly implemented Positive Behavior Support, Fire Safety Week, Bus Driver Appreciation Week, Field Trips, Teacher Appreciation Week, Fund Raising Activities, Book Fair, classroom projects, tutoring students, reading in the park, Track & Field Day, Wildcat Spirit Day, Spring Fling, and many other activities for our students. We depend on our council and they are an integral part of our school.

SAC Members

IMPLEMENTATION EVALUATION

The Baker County Pre-K/Kindergarten's definition of adequate progress will be determined by whether or not the measurable objectives contained within this plan have been attained for the 2007-2008 school 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
	0	0	0	0	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
	0	0	0	0	0	0	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
	0	0	0	0	0	0	0	0	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
	0	0	0	0	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

End of Baseline Data Report

Mid-Year Report

2008 SCHOOL IMPROVEMENT MID-YEAR REPORT Differentiated Accountability Status:

End of Mid-Year Report

AYP DATA

SCHOOL GRADE DATA