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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision:
Students at Ralph M. Williams Jr. Elementary discover that learning adds quality to their lives.

Mission:
Our mission is to serve every student with excellence as the standard.

Belief Statements:
Six Conditions for Quality

Quality develops with warm, caring, trusting relationships.
Quality is always useful.
Quality is the best everyone can do at the time.
Quality always feels good.
Quality is never destructive.
Quality can always be improved.

Caring Habits for a Quality School

Listening - Try to understand the perspective of others; be aware of our perceptions and the
perceptions of others.
Supporting - Uphold, value, validate; believe in the other person.
Encouraging - See strength in others; have confidence in others.
Respecting - Hold others in high regard; believe in the person.
Trusting - Communicating "I care;" "I am here to help, not to hurt you."
Accepting - See value, work and capability in others.
Negotiating Disagreements - Value the relationship; agree to talk it out; win/win.

SCHOOL PROFILE DEMOGRAPHICS

Ralph M. Williams Jr. Elementary School, named in memory of a minority educational leader in the local community, opened its campus in one of the Space Coast’s newest development areas with a 940 student station capacity, August, 1999. The facility is a nationally recognized prototype with an enclosed design that serves the community as a special needs shelter. Ralph Williams Elementary is located in a high residential growth area in central Brevard County and accommodates a diverse student population from the Viera East and Cocoa communities. By 2002, the school was utilizing twelve portable classrooms to house over 1130 students. The opening of Manatee Elementary School in Viera West (August 2003) reduced the school membership to less than 800 students, grades K-6. Seventh graders attend either Kennedy Middle School, McNair Magnet School, or Edgewood Jr./Sr. High School (School of Choice) and in ninth grade Rockledge High School or Viera High School.

Ralph Williams Elementary was declared as a Glasser Quality School in 2004-05 by the William Glasser Institute. Teachers have a target goal to sustain classrooms in which students experience an authentic feeling of competence by setting and meeting high achievement expectations. A Glasser Quality School status is determined by using rubrics for measuring Quality School Progress, motivated by wanting to constantly improve, working as a team, and discovering refinements to existing systems.

Of the 802 Ralph Williams Elementary students enrolled in 2008-09, the School Demographic Profile shows the stability rate of 98.21%, free/reduced lunch 19.61%, minority enrollment 36.28%, exceptional education (not gifted) 13.46%, gifted education 1.99% and English Language Learners (ELL) 1.49%. In 2007-08 the Florida Kindergarten Readiness Screener (FLKRS) for students entering kindergarten shows that 99 out of 112 students meet the state's expectations for readiness, which was 90%.

Ralph Williams Elementary has attained a Florida School “Grade A” seven consecutive years. The school ranks in the the upper quartile in comparison with other elementary schools in the state. The 2007-08 School Accountability Report for Florida School Grades documents that Williams Elementary earned a total of 655 points for meeting high standards in reading, mathematics, writing, science and learning gains. The total points required for a grade of "A" was 525 or more. Ralph Williams attained a ranking of #70 in the state of Florida out of 1,728 elementary schools and (#12 in Brevard out of 57) in the state of Florida for 2007-2008. Student data reports show a 95.88 % average daily attendance rate in 2007-08. The 2007-08 NCLB School Accountability Report indicates that 92% of the students are meeting high standards in reading, 94% in mathematics, 77% in writing and 87% in science. Student learning gains are rated at 80% in reading and 80% in mathematics. Seventy-two (72%) of students in reading and sixty-seven (73%) in mathematics in the lowest quartile made learning gains. One hundred percent (100%) of the students were tested. Under the Federal NCLB legislation, the 2008 Adequate Yearly Progress (AYP) Report shows Williams Elementary students as meeting 100% of the criteria for all ethnic groups including the Economically Disadvantaged, Limited English Proficiency, and Student with Disabilities.

The 2007-08 NCLB School Public Accountability Report documents FCAT Sunshine State Standards assessment results by Grade: Percent at Level 3 or above as follows:


Grade 3 Reading: 82% Mathematics: 90%
Grade 4 Reading: 93% Mathematics: 89%
Grade 5 Reading: 87% Mathematics: 86%
Grade 6 Reading: 87% Mathematics: 90%

The percentage of students in 2007-08 scoring at Level 3 or above for all grades in reading and mathematics increased in comparison to 2006-07 results. The school results for the FCAT in reading and mathematics are at or above district and state scores.

The teacher and staff data from the 2007-08 NCLB School Public Accountability Report shows Williams Elementary as a learning environment that is conducive to teaching and learning. Of the fifty-six (56) teachers employed in 2007-08, one was newly hired as a result of an increase in student membership and implementation of the district’s class size reduction plan. The core academic classes (100%) were taught by in-field teachers who are highly qualified under the NCLB legislation including instructional assistants. Seventeen (17) are National Board Certified Teachers (NBCT), 59.3% (32) hold a Bachelor's Degree and 40.7% (22) a Master's Degree. The administration encourages and supports any teacher who applies for NBCT. Approximately 70% of the faculty and staff are certified or are completing their training through the William Glasser Institute.

The 2007-08, Brevard Public Schools Client Survey strongly agree and agree rankings further illustrates that Williams Elementary provides a safe and healthy environment, a viable curriculum, and parent involvement. Parents assigned strongly agree and agree ratings in their surveys such as: clean and pleasant environment (97%), safe and orderly environment (96%), informative printed communications (96%), overall quality of school (95%), quality instructional materials (95%), teachers and administrators hold high expectations for student learning (94%), adequate progress reporting (94%), teachers are of high quality (94%), school's facilities are adequate (93%), school regularly communicates using a variety of methods (92%), willingness to listen to parent concerns (92%), sufficient parental opportunities (92%) and high quality educational program (91%). The above results from the Client Survey are priorities for school improvement and professional development, which align with the District Strategic Plan objectives.

Parent involvement through Parent Teacher Organization (PTO), District Parent Leadership Meetings, and School Advisory Council (SAC) meetings have resulted in increased extra-curricular programs in 2007-08 to develop student leadership and increase parental involvement. In addition to various partnerships with community businesses, elementary and high school students benefit from a unique written mentoring agreement with Rockledge High School that strengthens connections within the feeder system.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

Graded F schools are provided a list of higher performing schools of similar demographics to enable administrators and faculties to collaborate with one another. Identify your school match and describe the collaborative plans and activities.

Ralph Williams Elementary received a school performance grade of A. Therefore, the school match does not apply to Ralph Williams Elementary.

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Cynthia S. Ford, a professional educator with thirty-eight years of diversified experience, has been the Principal of Ralph M. Williams Jr. Elementary School for the last nine years, since its opening August, 1999. Previously, she was the principal at Hans Christian Andersen Elementary for 6 1/2 years following a 3 three year assignment as the principal of three separate Brevard Public School facilities for trainable and profoundly handicapped students and the Brevard Detention Center. Prior to a lateral move as principal, Mrs. Ford held several administrative assignments in the Division of Exceptional Student Education and Student Services. Other positions included 11 years as Admission Director for Exceptional Student Education and 3 years as Florida Regional Diagnostic and Resource System Coordinator for Brevard and Indian River Counties. In 1974, she was employed with the Brevard Public Schools as a Staffing Specialist for Exceptional Student Education. Additionally, her experience includes 4 years teaching exceptional education students in Florida and Alabama. Ms. Ford was the 2003 Brevard County Elementary Principal of the Year. She earned a Master of Arts in Specific Learning Disabilities from the University of Alabama and a Bachelor of Arts in Mental Retardation from the University of Florida. Graduate courses for certification in Educational Leadership were taken through the University of Central Florida. She is certified as a Basic Practicum Supervisor with the William Glasser Institute. Ms. Ford's priority is successfully moving the faculty and staff towards a system, which focuses on creating a quality workplace. The entire system is designed to help students improve their lives through learning the information, skills, and character traits that will help them live successfully and responsibily, now and in the future.


Tami L. Lanterman, Ralph M. Williams Jr. Elementary School's Assistant Principal, is in her twenty-third year in education, this being her fifth year as Assistant Principal. Ms. Lanterman holds a Bachelor of Science in Elementary Education from Indiana University of Pennsylvania. She earned a Master of Science in Education and an Educational Specialist in Educational Leadership from Nova Southeastern University. Her areas of certification are: Elementary Education (1-6), Primary Education (K-3), Educational Leadership (K-12) and an ESOL Endorsement. Prior to her arrival at Williams, Ms. Lanterman taught kindergarten, first, second, third and sixth grades in the Brevard Public Schools. She just completed the Preparing New Principals' Program (PNPP) and will be adding School Principal to her areas of certification. She has been recognized as the Brevard Math Educator of the Year and Teacher of the Year for Spessard Holland Elementary School. Ms. Lanterman enjoys working with classroom teachers as an instructional leader to ensure a quality educational experience for all students.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

We have two teachers at Williams Elementary who are teaching out of field, Amanda Wisniewski and Brenda Goncalo. Amanda Wisniewski is out of field in Gifted Education and Brenda Goncalo is out of field in Elementary Education. To be certified in gifted, Ms. Wisniewski needs a total of five classes. So far she has completed four classes toward her certification in gifted. She plans on taking her last class during the 2008-2009 school year and will be certified in Gifted Education. Ms. Goncalo has signed up to take the subject area test for Elementary Education during the 2008-2009 school year to become certified in Elementary Education.

The following strategies are utilized to recruit and retain high-quality, highly qualified teachers:

Work with the district recruiting office to offer pre-contract binders for highly qualified
teacher candidates.
Encourage and support teachers to add Reading Endorsement to their professional
certificate.
Encourage and support teachers to add ESOL Endorsement and/or ESOL Coverage to their professional
certificate.
Provide additional staff development and materials for teachers in areas of need as indicated through data analysis.
Identify a building level Reading Coach/Literacy Coach to mentor teachers in reading.
Participate in the district's job fair.
Partner with local education colleges in the hiring and placement of junior/senior interns.
 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

Not required for Ralph Williams Elementary.

School Wide Improvement Model

Note: Required for Title I

1. Disaggregating Test Scores - Williams Elementary utilizes a continuous progress model of school improvement. FCAT scores are disaggregated annually by student groups to identify strengths and/or weaknesses that require student improvement and/or enrichment. The data is provided for each teacher at the beginning of the school year so that effective instruction can be implemented to best meet student needs.
2. Development of Instructional Time Line - All teachers participate in "By the Numbers" training. This training provides additional disaggregated FCAT results that assist teachers in identifying student needs and academic benchmarks to plan instruction accordingly through the school year.
3. Delivery of Instructional Focus - Sunshine State Standards, Grade Level Expectations and Quality Indicators are coordinated within the instructional planning process and are identified in the teachers' daily lesson plans.
4. Assessment - Students are frequently assessed related to defined learning expectations. Frequent forms of assessment provide teachers the opportunity to detect and modify instructional needs on a continuous basis. Additionally, technology based programs such as: FCAT Explorer, Reading Counts, Scholastic Reading Inventory (SRI), Earobics, Rosetta Stone, and Classworks are used to monitor students' progress.
5. Tutorials - Students attend small group instruction with teachers in grades kindergarten through six. The Academic Support Program/Saturday School is designed to provide individualized assistance and redmediation for below grade level, lowest 25% and Level 1 and 2 students.
6. Maintenance - textbooks in reading and mathematics, hands-on manipulative materials, and computer programs are utilized to re-teach and reinforce learning objectives. This ensures students retain what they have learned and alerts teachers to students' needs for additional instruction.
7. Technology - utilize the Williams Elementary 2007-2008 "Inventory of Teacher Technology Skills" school results to assess teacher proficiency in technology in the following areas: 1) Basic Operations (93%), 2) Productivity (90%), 3) Communication (98%), 4) Research (87%) Planning, 5) Management and Instruction (95%), and 6) Social, Ethical, Legal and Human Issues (88%).

NCLB Public School Choice

Note: Required for Title I

The Ralph M. Williams Newsletter is a bi-weekly newsletter provided to families sent electronically and/or printed copies. This newsletter provides parents with information regarding special concerns, upcoming events, student and school recognition, and other school related items of interest. Our school website and/or teacher web pages also offer a variety of communication to our parents.

The school and the district have access to the SynerVoice. Special school messages can be auto-called to all students' homes when needed. In addition, teachers and grade levels send home a variety of newsletters and information.

Students in grades 3-6 are provided a Student Planner. These are to be used by teachers to keep parents informed of assignments on a daily basis, as well as information regarding their child's progress.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Each spring Williams Elementary hosts a Kindergarten Open House. Students who will enter kindergarten the following August are invited to visit the school with their parents. An overview of the instructional program is provided along with general information about the school. Students and parents have an opportunity to meet the kindergarten teachers, visit the classrooms and tour the school. Parents are given guidance to prepare their child for their kindergarten experience. A question and answer period is also included.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

All new teachers assigned to Williams Elementary participate in the Brevard County Induction Program (BCIP). Each new teacher receives a mentor teacher to help with concerns and issues regarding teaching or district requirements. The mentor teachers continually work through formal and informal meetings with the new teachers in a variety of performance areas including but not limited to instructional strands, professional standard strands, and student response strands. All assigned mentor teachers must have Clinical Educator Training prior to participating in this capacity. We have no new teachers at Ralph Williams this year. Ms. Lanterman, Assistant Principal, is in charge of the induction program at Ralph Williams Elementary and is responsible for assigning mentor teachers to each new teacher. Ms. Joye Kralovec, NBCT Media Specialist, is also involved with the new teachers as the Mentoring Contact for our school. All new teachers at Ralph Williams Elementary need to have a satisfactory interim evaluation based on their 45th day of teaching.

No Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Ralph Williams Elementary offers after school extended learning opportunities for students with academic weaknesses through our Academic Support Program (ASP)/Saturday School. Reading, Mathematics, and Science are directly addressed and writing instruction is integrated into the instruction. Data from FCAT results and classroom assessments are used to diagnose and presribe remedial focus on an individual basis. Technology assisted instruction is included in our after school After School Program/Saturday School. Additional extended learning opportunities are provided by clubs and teacher/parent led activities. Williams sponsors: Robotics, Scrabble Club, Lego Club, Math Club, and Call of the Crane Student Newspaper. We have an active beginning and intermediate strings program and chorus. We have an active School Ambassador/Recycling (Safety Patrol) program.

Ralph Williams Elementary offers an Academic Support Program (ASP) for grades 1-6.

Third grade FCAT reading Level 1 students are the priority. Also, any students who scored in the lowest 25% and/or score a level two on FCAT in grades 3-6. Due to the low number of students that fall into this category, one third grade reading class will be offered along with one for each grade level. These classes will meet Monday and Tuesday from 2:30-3:30 pm. The reading classes will run October through December. The teachers will use small groups, supplemental materials, computer lab stations and FCAT Explorer.

Saturday School will be offered for six Saturdays starting in January and ending in March prior to FCAT testing in grades three through six in reading and mathematics. Saturday School will be a total of three hours an hour and a half of instruction in reading and mathemtics on each Saturday. The teacher will utilize small groups, hands on activities, and supplemental activites as the instructional model.

The Academic Support Program for Science will be on Wednesdays from 2:30-3:30 pm from January through March for fifth grades students who are below grade level and sixth grade students who scored below 300 on the 2008 science portion of the FCAT. The hands on instructional format will focus on strands identified on the progress monitoring plan of each student utilizing hands on science instruction and supplemental materials.

Students at Ralph Williams will be eligible for the Academic Support Program and/or Saturday School in the following order:

Reading/Mathematics
1. Students in Grade 3 who scored Level 1 in Reading on the 2008 FCAT.
2. Lowest 25% in Reading.
3. K-6 students who are identified as deficient in Reading and Mathematics.

Science:
1. Grade 6 and retained grade 5 students who scored below 300 on the Spring 2008 grade 5 FCAT Science.
2. Grade 5 students in danger of failing science.
3. Grade 5 students who display deficiencies in Science.

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:	The results of the 2008 FCAT Sunshine State Standards reading test were as follows: 92% of students in grades 3-6 scored at or above grade level. 80% of students in grades 3-6 made annual learning gains in reading. 72% of students in grades 3-6 of the lowest 25% made learning gains in reading.
*Objective:	The percent of third through sixth grade students scoring greater than or equal to achievement Level 3 in Reading on the FCAT Sunshine State Standards will increase from 82% to 85% (third), 93% to 96% (fourth), 87% to 90% (fifth), and 87% to 90% (sixth) in 2009. The percent of students in grades 3-6 meeting high standards in reading will increase from 92% to 95% in 2009. The percent of students in grades 3-6 who made annual learning gains in reading will increase from 80% to 85% in 2009. The percent of students of the lowest 25% who made annual learning gains in reading will increase from 72% to 77% in 2009.
*Strategies:	1. Implement pupil/teacher ratio of 18:1 in grades K-3 and 22:1 in grades 4-6. 2. Develop an electronic Progress Monitoring Plan (PMP) for eligible students to identify strategies that will improve student performance and acquisition of skills necessary for mastery of the Sunshine State Standards. 3. Utilize "By the Numbers" and "Beyond the Numbers" format to analyze data from previous FCAT reading assessments to identify areas of strengths and weaknesses. 4. Monitor student progress throughout the year through benchmark and diagnostic testing, district required assessments, Classworks diagnostic reports, Reading Counts diagnostic reports, DIBELS/ORF/FORF, Earobics, Developmental Reading Assessment (DRA) which measure comprehension, Rigby PM Benchmark Kit, Qualitative Reading Inventory (QRI), Monster Test, Orbit Wrap, and Macmillan McGraw-Hill Running Records that measure fluency with correct words per minute. 5. Provide a 90+ minute uninterrupted reading block, which provides for differentiated instruction in small flexible groups focusing on word attack and comprehension monitoring strategies to include basic and Exceptional Student Education (ESE) students based on each student's instructional level. In addition, provide additional time for immediate, intensive intervention (iii) for struggling students. 6. Address K-6 Sunshine State Standards, Grade Level Expectations, and benchmarks through the core reading program (Macmillan McGraw-Hill) with a focus on the five essential elements of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. 7. Continue to implement modifications for Exceptional Student Education (ESE) and English Language Learners (ELL) in basic and exceptional education classrooms. 8. Provide extra reading support, guided reading/individualized instruction to targeted students through the following programs: Academic Support Program and Saturday School. 9. Utilize Specific Learning Disabilities resource program services for qualified reading students. 10. Continue the use of Reading Counts in kindergarten through sixth grade classrooms, including ESE classrooms to increase reading comprehension and promote a love of reading. 11. Provide extra support using supplemental materials and strategies such as: Triumphs, CRISS/NICK, SRA Reading Mastery/Corrective Reading, Leveled Readers, Decodable Readers, Phonics Readers, Early Intervention Kit, Leveled Readers Bookroom, etc. to students identified as below grade level readers. 12. Provide Summer Opportunities for Advancement and Remediation (SOAR) for grade 3 students who score Level 1 on the FCAT in reading. 13. Provide limited opportunities for staff to attend workshops, conferences and seminars in the use of alternative reading programs and instructional support strategies. 14. Disseminate information gained at district curriculum meetings, workshops, conferences, and faculty members with expertise in reading to assist with staff development needs. 15. Provide common planning time for grade level reading curriculum articulation and monitoring of student achievement, particulary the lowest 25%. 16. Provide enhancement opportunitites to promote reading such as: Sunshine State Books, Book Buddies, etc. 17. Continue to use technology as a learning tool to provide students with individualized instruction, skill practice, and remediation activities (FCAT Explorer, Classworks, Earobics, SRI etc.). 18. Use a variety of strategies to immerse students in language and print such as word walls, vocabulary activities, listening centers, and literature circles. 19. Organize Book Bash teams (grades 3-6) to participate in the district sponsored reading event. 20. Host at least two book fairs annually to provide opportunities for families to supplement their home libraries. 21. Host a parent education night aimed at increasing parents' understanding of FCAT and how to assist their child's reading, mathematics, writing and science achievement. 22. Provide FCAT preparation sessions on Saturdays six weeks prior to FCAT. 23. Create a Professional Development Plan/Action Reserach Plan (PDP) with all teachers with objectives and strategies for reading using action research. 24. Review disaggregated FCAT student data with all teachers for their current grade level using the Student Desktop Data System. 25. Complete progress monitoring/diagnostic tools using the DIBELS/ORF reading assessments in grades one through five. Sixth grade students will complete the FORF assessment. 26. Provide small group differentiated instruction based on student assessment scores in the reading strands of FCAT or where weaknesses were indicated on DIBELS. 27. Facilitate collaboration among teachers and the media specialist to address specific classroom-based needs. 28. Conduct weekly grade level meetings with teachers and administrators to discuss below grade level students and level 1 and 2 readers. 29. Provide supplemental FCAT practice materials in grades 2-6 (Ex. CARS, STARS, Florida FCAT Reading Coach, Measuring Up, Test Ready, etc). 30. Align the teaching curriculum with the scope and sequence of the district approved curriculum. 31. Establish a Professional Learning Community for Reading/Reading Leadership Team to provide reading training and peer mentoring. 32. Identify a school Reading Coach/Literacy Coach to serve on the Professional Learning Community for Reading. 33. Utilize DOL (Daily Oral Language) activities in classrooms. 34. Provide assessment training to include training on FCAT Item Specifications, diagnosing data, and implications for adjusting reading instruction. 35. Teach and practice standardized testing formats such as: short response, extended response, and multiple choice. 36. Utilize Florida Reads! Report on the 2008 FCAT Reading Released Items (Fourth Grade). 37. Adminster the Scholastic Reading Inventory (SRI) in grades 2-6 three times a year for progress monitoring. 38. Adminster the Phonological Assessment Screener Instrument (PASI) and Phonics Screening Instrument (PSI) for phonemic/phonics awareness for progress monitoring in grades K-3. 39. Implement with Viera High School a Service Learning Grant with twenty (20) third grade students three times per year in reading. 40. Host quarterly Reading Coach/Literacy Coach reading workshops for teachers to incorporate reading strategies into their classrooms. 41. Implement a Partners in Print parent workshop for students of grades K-2 to demonstrate reading strategies presented by teachers to help their child at home. 42. Utilize the K-6 Assessment/Curriculum Decision Trees for progress monitoring. 43. Encourage the use of classroom computers in reading instruction, which was 1 computer for every 5 students. 44. Continue to implement the use of Thinking Maps with reading instruction. 45. Provide ongoing transitional training on inclusive education guidelines, strategies for multilevel instruction, core curriculum adaptations, technology integration, and service delivery models (push-in, pull-out, and walk-to-intervention). 46. Adminster the Error Pattern Analysis to students in grades 2-6 who score High Risk (HR) and/or Moderate Risk (MR) on the Oral Reading Fluency (ORF) test on DIBELS. 47. Provide Level 1 or below grade level (iii) students with daily remediation in grades K-6. 48. Identify the highest and lowest 25% in each classroom and in the school. The following strategies are part of our K-12 Fail Safe Literacy Plan: Goals: We commit to providing explicit and systematic instruction in phonics, fluency, phonemic awareness, vocabulary and comprehension. We commit to the Gradual Release Model as a model of instruction for reading comprehension strategy and skill lessons. We commit to instruction in and opportunities (oral, written, discussion, reader's theater, projects) for response to literature. We commit to reading aloud to our students everyday. We commit to providing students time (everyday) for independent reading. Exemplars •Intergrate comprehension strategies in both reading instruction and the content areas. •Embed fluency practice in daily reading practices of both reading and content instruction. •Read aloud to students EVERY day. •Utilize the "I Do, We Do, You Do" model in reading and content area instruction. •Create and utilize a goal setting structure for students to take part in thier own reading progress monitoring as it relates to what and how much they read. •Students will learn and utilize many different formats for response to literature and content area response (Thinking Maps, Note-Taking, Journal Writing, Exit Slips) •Students will learn, practice, and utilize oral formats (plays, presentation, etc.) in reading and the content areas.
*Evaluation:	Student progress will be monitored throughout the school year using a variety of assessments such as: Macmillan McGraw-Hill assessments and fluency tests, running records, Scholastic Reading Inventory (SRI), Reading Counts diagnostic reports, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Oral Reading Fluency (ORF), and teacher made assessments. The Desktop Stuednt Data System will be utilized to identify areas of strengths and weaknesses to target instruction. Records for enrichment programs, remedial programs, and the Academic Support Program (ASP) will be reviewed. The objective will be met if there is a 5% increase in students making annual learning gains in reading on the 2009 FCAT Sunshine State Standards reading test.
*Evidence-based Program(s):	FCAT, CELLA, FLKRS, Macmillan McGraw-Hill Core Reading Program, Macmillan McGraw-Hill Triumphs, SRA Reading Mastery/Corrective Reading, Cool Tools, Florida Center for Reading Research Student Center Activities (FCRR), Classworks, Running Records (Macmillan/Developmental Reading Assessment (DRA)/Rigby PM Benchmark Kit, PASI, PSI, Earobics, DIBELS/ORF/FORF,and Developmental Assessment of Reading (DAR), and Reading Counts.
*Professional Development:	Teachers will attend district, state, and school workshops. The continued use of district resources such as the Student Desktop Data System and the A3 Progress Monitoring System will occur. Ralph Williams Elementary has also established a Reading Leadership Team to focus on school-wide needs. They will host quarterly Professional Learning Communities to promote collegiality as teachers research and keep current on best practices. Many of our teachers are still in need of the Co-Teaching training due to our increased inclusion efforts in grades K-6. CRISS/NICK, Book Studies, Classroom Walk-Through Training, Classworks, FCAT Explorer, By and Beyond the Numbers, Florida Reading Association (FRA) Conference, Florida Association of Media in Education (FAME) Just Read Conference, and Professional Learning Community for Reading/Reading Leadership Team.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Textbook Maintenance District Textbooks $16,460.00 Macmillan McGraw-Hill Treasures School Improvement Funds $1,500.00 Macmillan McGraw Hill Treasures District Textbooks $75,662.58 Total: $93,622.58 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 Floida Association of Media in Education (FAME) Conference School Improvement Funds $300.00 Total: $300.00 Other Description of Resources Funding Source Available Amount Reading Academic Support Program District Funds $4,830.00 State Media Allocation State Media Funds $4,489.00 Book Collection Development Funds State Media Funds $5,000.00 Total: $14,319.00 Final Total: $108,241.58
*Non-Highly Qualified Instructors:	All of the teachers at Ralph M. Williams Jr. Elementary are Highly Qualifed Instructors.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The results of the 2008 FCAT Sunshine State Standards mathematics test were as follows: 94% of students in grades 3-6 scored at or above grade level. 80% of students in grades 3-6 made annual learning gains in mathematics. 73% of students in grades 3-6 of the lowest 25% made annual learning gains in mathematics.
*Objective:	The percent of third through sixth grade students scoring greater than or equal to achievement Level 3 in Mathematics on the FCAT Sunshine State Standards will increase from 90% to 93% (third), 89% to 92% (fourth), 86% to 89% (fifth), and 90% to 93% (sixth) in 2009. The percent of students in grades 3-6 meeting high standards in mathematics will increase from 94% to 97% in 2009. The percent of students in grades 3-6 who made annual learning gains in mathematics will increase from 80% to 83% in 2009. The percent of students of the lowest 25% who made annual learning gains in mathematics will increase from 73% to 76% in 2009.
*Strategies:	1. Implement pupil/teacher ratio of 18:1 in grades K-3 and 22:1 in grades 4-6. 2. Develop an electronic Progress Monitoring Plan (PMP) for eligible students to identify stratagies that will improve student performance and acquisition of skills necessary for mastery of the Sunshine State Standards. 3. Utilize "By the Numbers" and "Beyond the Numbers" format to analyze data from previous FCAT mathematics assessments to identify areas of strengths and weaknesses. 4. Monitor student progress throughout the year through diagnostic testing, district required assessments, and Classworks diagnostic reports. 5. Provide teachers with ac copy of the FCAT Item Specifications and diagnose the data and implications for adjusting mathematics instruction. 6. Address K-6 Sunshine State Standards, Grade Level Expectations, and benchmarks through the district adopted MacMillan-McGraw Hill mathematics series with an emphasis on Number Sense, Concepts and Operations, Measurement, Geometry and Spatial Sense, Algebraic Thinking, Data Analysis and Probability. 7. Continue to implement modifications for English Langauge Learners (ELL) in the basic and Exceptional Student Education (ESE) classrooms. 8. Provide extra mathematics support to targeted students through the Academic Support Program (ASP) and Saturday School. 9. Use flexible groupings and collaborative settings to meet the needs of students at all levels of mathematics achievement, including students in basic and exceptional student education classrooms. 10. Provide students time to learn and practice the most commonly used vocabulary on standardized mathematics tests. 11. Teach and practice standardized testing formats such as: short response, extended response, gridded response, and multiple choice. 12. Continue to utilize Specific Learning Disabilities resource program services for mathematics students who qualify. 13. Provide opportunities for staff to attend workshops, conferences and seminars in the use of alternative mathematics programs and instructional support strategies (use of manipulatives, AIMS, GEMS, etc.). 14. Disseminate information gained at district curriculum meetings, workshops, conferences and seminars during grade level and faculty meetings. 15. Implement a common planning time for grade level mathematics curriculum articulation. 16. Provide enrichment opportunitites to promote mathematics such as: Daily Oral Mathematics, Problem of the Day, Math Bowl, FCAT practice books, math games, and real world simulations. 17. Continue to use technology as a learning tool to provide students with individualized instruction, skill practice, and remediation activities. This includes software that supports the MacMillan McGraw-Hill mathematics program, FCAT Explorer, and Classworks. 18. Use hands-on activities, manipulatives, and other supplemental materials to further develop mathematical concepts for students in all grades. 19. Provide a parent education night aimed at increasing parents' understanding of FCAT mathematics and how to assist in their child's mathematics achievement. 20. Provide FCAT preparation sessions on Saturdays during the weeks preceding FCAT. 21. Align the teaching curriculum with the scope and sequence of the district approved curriculum and pacing charts. 22. Identify a school math contact to provide school-based training and mentoring. 23. Identify students' strengths and weaknesses in the area of mathematics through data analysis of district assessments and ongoing diagnostic and program monitoring assessments. 24. Provide FCAT practice materials in grades 2-6 (Ex. CAMS, STAMS, Florida FCAT Mathematics Coach, Measuring Up, Test Ready). 25. Utilze Florida Solves! Report on the 2008 FCAT Mathematics Released Items (Grade 5). 26. Use Teaching Tools for Mathematics in grades K-6, a Brevard Public Schools Resource Book to enhance mathematics instruction. 27. Continue to implement the use of Thinking Maps with mathematics instruction. 28. Encourage the use of classroom computers in mathematics instruction, which is 1 computer for every 5 students. 29. Provide ongoing transitional training or inclusive education guidelines, strategies for multilevel instruction, core curriculum adaptations, technology integration, and service delivery models (push-in, pull-out, and walk-to-intervention). 30. Identify the highest and lowest 25% in each classroom and in the school.
*Evaluation:	Student progress will be monitored throughout the school year using a variety of assessments such as: MacMillan McGraw-Hill math program diagnostics and end of the year tests, other district required unit assessments, and teacher made assessments. Desktop Student Data System will be utilized to identify areas of strengths and weaknesses to target instruction. Records for enrichment programs, remedial programs, and the Academic Support Program (ASP) will be reviewed. The objective will be met if there is a 5% increase in students making annual learning gains in mathematics on 2009 FCAT Sunshine State Standards mathematics test.
*Evidence-based Program(s):	FCAT, MacMillan McGraw-Hill Mathematics Core Curriculum, Classworks, AIMS, GEMS, FCAT Explorer, and District Mathematics Resources.
*Professional Development:	Teachers will participate in staff development opportunities offered through the district. At the school level, a Mathematics Leadership Team was developed to focus on our specific needs as identified through data disaggregation. Teachers will need continued staff development relating to the Next Generation Sunshine State Mathematics Standards. Training in Item Specifications for Short/Extended response will be available to teachers. There is a need for opportunities for teachers to participate in book studies utilizing the mathematics resource books. Many of our teachers are still in need of the Co-Teaching training due to our increased inclusion efforts in grades K-6. District Math Contact Meetings, District offered Mathematics Trainings, Professional Learning Community for Mathematics/Mathematics Leadership Team, Teaching Tools for Mathematics, Good Questions for Math Teaching, Curriculum Focal Points, Setting Our Sights on Mathematics, Teaching Student-Centered Mathematics, Super Source Books, and Writing in Mathematics.
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 Teaching Student Centered Mathematics Resource Books/AIMS Solve It! Resource Books School Improvement Funds $800.00 Mathematics Academic Support Program District Funds $4,830.00 Math Manipulatives School Improvement Funds $500.00 Total: $6,130.00 Final Total: $6,130.00
*Non-Highly Qualified Instructors:	All of the teachers at Ralph M. Williams Jr. Elementary are Highly Qualified Instructors.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The results of the 2008 FCAT Sunshine State Standards writing test were as follows: 77% of students in grade 4 scored at or above grade level. 76% of students in grade 4 scored a 3.5 on the FCAT Writing. 61% of students in grade 4 scored a 4.0 on the FCAT Writing.
*Objective:	The percent of fourth grade students scoring greater than or equal to achievement Level 3 (4.0 or above) in writing on the FCAT Writing will increase from 61% to 64% in 2009. The percent of fourth grade students meeting high standards in writing will increase from 77% to 80% in 2009.
*Strategies:	1. Implement pupil/teacher ratio of 18:1 in grades K-3 and 22:1 in grades 4-6. 2. Analyze data from previous FCAT writing assessments to identify trends, strengths, and weaknesses. 3. Require student revisions to include correct spelling, grammar, and punctuation in formal writing communication in grades 2-6. 4. Provide more opportunities for authentic writing such as: reflection journals and autobiographies. 5. Provide opportunities for staff to attend workshops, conferences and seminars in writing instruction (CRISS/NICK, Six Traits of Writing, Melissa Forney, etc.). 6. Utilize the District writing test to drive instruction of the target skills in grade 4. 7. Use flexible groupings and collaborative settings to meet the needs of students at all levels of writing. 8. Continue to provide enhancement opportunities to promote writing such as: poetry contests/readings, Discovering Quality Literature Day, and the Young Authors' Conference. 9. Use literature to present quality writing examples. 10. Use a variety of strategies to immerse students in language and print such as: word walls, vocabulary, fluency, and listening centers. 11. Continue to use technology as a writing tool to provide students with planning, editing, writing, and publishing skills. 12. Continue to follow the district writing plan and district writing assessments for students in grades 2-6. 13. Utilize a school writing contact to facilitate implementation of the writing plan as well as mentoring the instructional staff for staff development opportunities. 14. Facilitate monthly meetings to identify and monitor writing goals and discuss effective methods of reaching those goals. 15. Implement student goal setting with all students, including Exceptional Student Education (ESE) and English Language Learners (ELL). 16. Provide a Progress Monitoring Plan (PMP) for students in grade 5 with a 4.0 or less on the 2008 FCAT Writing test. 17. Use FCAT writing rubric to evaluate writing with all grade levels and students including Exceptional Student Education (ESE) and English Language Learners (ELL). 18. Use Six Traits and district mandated writing strategies. 19. Provide kindergarten through 6th grade teachers with training and support in the Six Traits of Writing program. 20. Encourage teacher attendance at school and district level workshops related to writing instruction and achievement. 21. Use FCAT supplemental writing materials (FCAT Coach, Measuring Up, etc.), with students in grades 3 and 4 including Exceptional Student Education (ESE) and English Language Learners (ELL). 22. Provide writing binders that contain writing specifications, rubrics, writing aids, and journaling sections to students in 3rd and 4th grade for daily expository and narrative writing practice. 23. Implement formative writing assessments throughout the year for all students including Exceptional Student Education (ESE) and English Language Learners (ELL). 24. Provide FCAT scoring training to teachers in grades kindergarten through 6th grade. 25. Utilize Florida Writes! Report on the 2008 FCAT Writing+ Assessment (Grade 4). 26. Review and improve a grade 4 writing plan that incorporates monthly writing strategies and activities. 27. Implement in grades K-6 that writing across the curriculum should be integrated into all subject areas. 28. Encourage that Elaboration be emphasized in all subject areas of the curriculum. 29. Implement the use of writing instruction in the classroom daily schedules in grades K-6. 30. Continue to the use the Practice for FCAT Writing books in grades 3 and 4 to improve conventions on the FCAT Writing test. 31. Utilize the writing spreadsheet to collect and analyze the District writing assessments given in: September, November, February and April. 32. Implement writing only in response to literature in the 90 minute reading block. 33. Utilize the 2008 FCAT Writing CD to analyze student FCAT prompts. 34. Continue to implement the use of Thinking Maps with writing instruction. 35. Provide ongoing transitional training on inclusive education guidelines, strategies for multilevel instruction, core curriculum adaptations, technology integration, and service delivery models (push-in, pull-out, and walk-to-intervention).
*Evaluation:	Student progress will be monitored throughout the school year using a variety of assessments such as: District Writing Assessments, writing portfolios and notebooks, teacher designed projects and rubrics, and the writing portions of other curriculum area assessment tests. Records for enrichment programs, remedial programs and the Academic Support Program (ASP) will be reviewed. The Desktop Student Data System will be utilized to identify areas of strengths and weaknesses to target instruction. The objective will be met if there is a 3% increase in students scoring at or above 4.0 on the essay portion of the FCAT Writing test.
*Evidence-based Program(s):	Faculty meetings and small break-out sessions are planned for our entire staff to be updated on the process of scoring student writing samples using rubric criteria. Teachers will continue to participate in Thinking Maps and follow-up activities. Teachers will have the opportunity to attend national and local writing consultant workshops (Nancy Prizito and Melissa Forney) when availible. Many of our teachers are still in need of the Co-Teaching training due to our increased inclusion efforts in grades K-6. FCAT, Write Source, Four Square, Power Writing, Six Traits of Writing, Classworks, Thinking Maps, Melissa Forney. In addition, we will use the district published Writing Resource Guide, Piece by Piece, Elaboration, Developing Ideas, and Developing the Craft 2nd Edition, and Extreme Makeover: Conventions and Writing Skills Edition.
*Professional Development:	FCAT Rubric Scoring Training, Six Traits of Writing, District Writing Contact Meetings, Professional Learning Community for Writing/Writing Leadership Team, and District/school-based writing workshops. Additionally, the Writing Leadership Team will plan school-wide graphic organizers, grade appropriate transitions, grade appropriate target skills and support implementation of the District Piece by Piece writing guide that builds from each grade level.
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 Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The percent of fifth grade students scoring greater than or equal to achievement Level 3 in Science on the FCAT Sunshine State Standards will increase from 80% to 83% in 2009. The percent of students in fifth grade meeting high standards in science will increase from 87% to 90% in 2009. Fifth grade students earned an average scale score of 356 on the 2008 FCAT Science test. The fifth graders will increase the scale score from 356 to 359 in 2009. The district average was 334 and the state average was 310 on the 2008 FCAT. Fifth grade students earned and average of 5.47% for our 2008 FCAT Science performance task score. The fifth graders will increase the performance task score to a 5.8% in 2009.
*Objective:	The results of the 2008 FCAT Sunshine State Standards science test were as follows: 77% of students in grade 5 scored at or above grade level. The percent of fifth grade students scoring greater than or equal to achievement Level 3 in Science on the FCAT Sunshine State Standards will increase from 70% to 73% in 2008. The fifth grade students earned an average scale score of 349 on the 2007 FCAT Science test and will increase the scale score by 3 points to 352 on the 2008 FCAT Science test. The Science FCAT district average was 336 and the state average was 306.
*Strategies:	1. Conduct grade level meetings to analyze data, identify and monitor science goals, discuss effective methods of reaching these goals, and focus on scientific method. 2. Implement student goal setting with all students including Exceptional Student Education (ESE) and English Language Learners (ELL). 3. Utilize the classrooms as a hands-on lab to include interactive activities to develop a deeper understanding of scientific concepts. 4. Increase participation by all students in grades 3 through 6 in the school science fair using the scientific process. 5. Conduct a "Science Fair Night" to help parents and their children with science fair projects. 6. Utilize Science practice materials in all grade levels. 7. Utilize FCAT Science Test Item Specifications to guide instruction in all classes, using texts as a resource. 8. Disaggregate the FCAT science data from 2008 to use as a needs assessment. Make annually assessed benchmarks a high priority particularly with Exceptional Student Education (ESE) and English Language Learners (ELL). Design long term projects to remediate "needs" areas. 9. Encourage teachers to participate in school level and district level science training opportunities. 10. Participate in the district sponsored "Lagoon Quest" (4th) and "Space Week" (6th) programs. 11. Implement pupil/teacher ratio of 18:1 in grades K-3 and 22:1 in grades 4-6. 12. Analyze data from previous FCAT science assessments to identify trends, strengths, and weaknesses. 13. Address K-6 Sunshine State Standards, Quality Indicators, and benchmarks through the district adopted Pearson Scott/Foresman Science series with an emphasis on Earth and Space, Physical, Life, and Nature of Science. 14. Follow the scope and sequence and pacing charts of the district approved program. 15. Utilize a variety of supplemental resources for students needing additional support (Florida FCAT Science Coach, Measuring Up, Reading First Through Science,Test Ready, etc.). 16. Provide minimal opportunities for staff to attend workshops, conferences and seminars in the use of science programs and instructional support strategies. Increase time spent on hands-on, minds-on explorations. (AIMS, Science Conferences and Workshops). 17. Promote non-fiction book titles which focus on science topics through media center activities. 18. Use hands-on activities, manipulatives, and other supplemental materials to further develop science concepts for students in all grades, including ESE classrooms. 19. Identify/continue a science leadership team to provide school-based training, mentoring and support for hands-on/minds-on teaching. 20. Administer formative and summative student assessments that assure accountability, represent grade reporting, implement lesson planning that is responsive to the students' instructional needs. 21. Utilize the teaching of writing in science, focusing on benchmarks marked as "Short Response" or "Extended Response" by the Florida Department of Education. 22. Provide help to teachers to teach the benchmarks by using Scott Foresman as a resource. The program is not page by page as per the CSI: Brevard. 23. Use the correlation of the science textbook to the FCAT tested benchmarks, so that teachers can readily access the pages where tested benchmarks are covered. 24. Study the FCAT content focus the Department of Education has on their website, which shows the number of points on the FCAT for each benchmark. 25. Incorporate the use of AIMS, GEMS, and other outside resources to supplement the Science text. 26. Continue to implement the use of Thinking Maps with science instruction. 27. Provide "Take It to Your Seat" file folder science activities and VersaTiles Science activities for classroom use. 28. Provide a Science Extravaganza evening that includes hands-on investigations conducted by students and celebrates the completion of science fair projects. 29. Provide students help with science fair projects. The activity teachers can help to support student research, write the summary, type, make graphs, or decorate student science fair boards. 30. Provide teacher training and support on how to do science fair projects for new and interested teachers. 31. Create a Science Fair notebook with handouts to share with all teachers. Post on the school server under Teacher Resources. 32. Implement the Brevard Public Schools CSI - Creating Science Inquiry Guide in grades K-6. 33. Utilize Florida Inquires! Report on the 2008 FCAT Science Released Items (Grade 5). 34. Implement an inquiry-based program as detailed in CSI: Brevard. 35. Provide a Big 11 Day for fifth grade students to participate in an entire day of experiments and activities focused on the benchmarks that are annually assessed on FCAT. 36. Implement the District's TASK-Force program to increase technical writing skills in grades 3-6. 37. Analyze the extended response answers for science to help teachers reflect on what worked last year. The average score on the 2008 FCAT is 5.47 for the performance task points earned for science. 38. Promote a school-wide study of frogs, frog-related literature, and how frogs interact with environmental issues called "Williams is Agog with Frogs". 39. Invite Science Key Leaders such as: Nature Conservancy, Harris Corporation, and National Energy Foundation to present a better understanding of science to students. 40. Encourage the use of classroom computers in science instruction, which is 1 computer for every 5 students. 41. Provide training from the Florida Inclusion Network (FIN) for education guidelines, strategies for multilevel instruction, core curriculum, adaptations, technology integration, and service delivery models (push-in, pull-out, and walk-to-intervention). 42. Implement the Toyota Tapestry Grant "Actively Involved in Scientific Thinking". 43. Implement the Harris Critical Needs Grant "Stem Festivals" such as: CSI Mystery Festival, Build It Festival, Electrical Circuits and Math Around the World. 44. Provide an All Girls Robotics team to promote females to consider STEM fields. 45. Continue grant writing at the school level to fund future scientific endeavors.
*Evaluation:	Student progress will be monitored throughout the school year using a variety of assessments such as: Scott Foresman Science assessment tests, classroom performance, teacher made assessments, hands-on projects, and science fair projects. Desktop Student Data System will be utilized to identify strengths and weaknesses to target instruction. Records for enrichment programs, remedial programs, and the Academic Support Program (ASP) will be reviewed. The objective will be met if there is a 3% increase in students scoring greater than or equal to achievement Level 3 on the 2009 FCAT Sunshine State Standards Science test.
*Evidence-based Program(s):	FCAT, Pearson/ScottForesman Science, District TASK - Force Guides, CSI: Brevard, Science Court, FOSS Kits, Sciencesaurus, GEMS, AIMS materials are used to assist in teaching the Sunshine State Standards in science. The FCAT Test Item Specifications are also used to ensure that appropriate skills and content are taught in a meaningful, hands-on manner.
*Professional Development:	Teachers will participate in district offered staff development opportunities including specific workshops for fourth and sixth grade teachers relevant to district-sponsored field trips in these grade levels (Lagoon Quest and Space Camp). Teachers will participate in professional development opportunities which include Thinking Maps in Science and writing science performance task items. There is a continued need for further training in the next generation of Sunshine State Science Standards. Science Court training will be provided and implemented as part of our Academic Support Program. Many of our teachers are still in need of the Co-Teaching training due to our increased inclusion efforts in grades K-6. District offered science trainings, District Science Fair Workshop, AIMS training, Science related conferences sponsored by state professional organizations/science related trainings, and school-level trainings taught by the Professional Learning Community for Science/Science Leadership Team.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Science Court Materials District Funds $640.00 Total: $640.00 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 Area III/IV Science Fair Judges School Improvement Plan $260.00 Science Academic Support Program District Funds $713.00 Science Fair Activities School Improvement Funds $200.00 Total: $1,173.00 Final Total: $1,813.00
*Non-Highly Qualified Instructors:	All of the teachers at Ralph M. Williams Jr. Elementary are Highly Qualified Instructors.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	The Volunteer in Public Schools (VIPS) shows that Ralph Williams Elementary had 6,425.65 hours, or 7.9 hours per student, for the 2007-2008 school year.
*Objective:	Increase the total number of volunteer hours at Ralph Williams Elementary to 10,348 hours, an average of 13.0 hours per student by March 31, 2009. Increase the number of business partners at Ralph Williams to four (4) as evidenced by completed Business Partnership Agreements on file with the Office of District Communications. The 2008-2009 volunteer year runs from April 1, 2008 to March 31, 2009.
*Strategies:	1. Provide a Parent Information Night for grades K-2 and 3-6 and an Open House at the beginning of the school year for all parents in K-6 to learn about our school. 2. Invite parents and community members into the school to volunteer in classrooms as tutors, mentors, and helpers. 3. Use school newsletters, website, parent information nights, open house, PTO events and parent education nights to inform parents, business partners, volunteers, and community members about school events, and volunteering opportunities. 4. Utilize the same communication formats to communicate and publicize district policies of special significance to students and their families. 5. Provide training for school volunteers and continue to implement a mentoring program for students called Peers As Mentors (PAM) with Rockledge High. 6. Meet the Five Star School guildelines as determined by the Florida Department of Education Commissioner's Community Involvement Council. 7. Provide opportunities for parents to become better informed about curriculum and test strategies through a variety of school sponsored workshops. 8. Invite parents and community members into the school for special celebrations. 9. Implement methods of tracking and communicating volunteer hours for parent and community involvement at school functions. 10. Increase the use of classroom teacher web pages to improve communication with parents regarding school events and volunteer opportunities. 11. Designate a volunteer coordinator who will attend district training on managing the school volunteer program and disseminate information to school staff. 12. Develop business partnerships with clear educational goals. 13. Continue to support the Parent Teacher Organization by encouraging participation by administrators and teachers. 14. Utilize the SynerVoice to communicate essential information about upcoming events to parents. 15. Provide a Volunteer Welcome that will be held in the fall to share information about volunteering. 16. Utilize our school website developed to provide parents with access to school news and information throughout the year. 17. Support a Volunteer Breakfast that will be held in the spring to thank school volunteers for their hours of service. 18. Utilize the VIPS system to run bi-weekly or monthly volunteer reports. 19. Implement the opportunity of all hours volunteered outside the normal school day from school are keyed into VIPS. 20. Provide the opportunity for NBCT mentoring hours outside the contractual obligations be keyed into VIPS. 21. Provide an opportunity for students to enter all their student volunteer hours into VIPS. 22. Encourage that all in-kind gifts made by parents are converted to hours are entered into VIPS. 23. Implement the "Be There" campaign to inspire parents and supports schools. 24. Implement a Partners in Print parent workshop for students in grades K-2 to demonstrate reading strategies. 25. Provide a "Summer Slide" night for parents to encourage reading across the content areas. 26. Implement with Viera High School a Service Learning Grant with twenty (20) third grade students.
*Evaluation:	The school calendar will reflect actual events held throughout he school year. The number of business partner agreement forms will indicate the number of business partners for our school. The objective will be met when the March 31, 2008 VIPS (Volunteers In Public Schools) report shows an increase in the number of volunteer hours that equals an average of 12.8 hours per student.
*Evidence-based Program(s):	Peers As Mentors (PAM), Volunteers in Public Schools (VIPS), and Business Partnerships.
*Professional Development:	The school volunteer coordinator will attend district training on managing the volunteer program at the school level. The coordinator will train school staff on volunteer program requirements and strategies for utilizing volunteers in the classroom.
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 Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	Compared to similar schools Ralph M. Williams Elementary's percentile ranking is 87% and the percent of the highest Return on Investment (ROI) value is 73% for 2006-2007. At this time the 2007-2008 Return on Investment (ROI) is not available for Ralph M. Williams Elementary.
Objective:	Ralph M. Williams Elementary's Return On Investment (ROI) percentile ranking will increase by at least one percentile point.
Strategies:	Strategies to improve annual learning gains: Use student data and analysis results to find or construct more effective educational strategies that fit the needs of students and staff. Identify lowest quartile students early and provide additional assistance. Provide strategies to parents for their student's academic improvement. Continue to provide high quality teacher professioanl development and monitor its implementation. Strategies to lower the cost per weighted fulltime equivalent student: Reallocate school resources to better implement teaching, learning and class-size mandates; i.e., push in, pull out system. Purchase research-based materials and utilize the district warehouse for materials/supplies, utilize the Florida School Book Depository (FSBD). Use purchased programs effectively and increase student participation. Increase participation in the programs provided by the Deprtment of Education, such as FCAT Explorer and Florida Achieves. Utilze school and district inservice training.
Evaluation:	See core subject area goals/objectives - Reading, Mathematics, Writing, and Science.
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Attendance
Needs Assessment:	Ralph Williams Elementary students had a 95.88% attendance rate during the 2007-2008 school year.
Objective:	Ralph Willams Elementary will maintain or improve the attendance rate of 95.88% to 96% during the 2008-2009 school year.
Strategies:	1. Recognize students' with perfect attendance during progress reports in the school newsletter. 2. Utilize the Brevard Public Schools Student Handbook to remind parents of the attendance policy. 3. Implement hand-washing procedures in the classroom to help curb the spread of germs for less absences. 4. Encourage the use of handsanitizer regularly throughout the school day. 5. Monitor the timely manner of withdrawals and related absences by the Attendance Clerk. 6. Monitor that the classroom teachers are changing absences to tardies when students arrive late. 7. Implement a procedure that the classrom teacher will initiate a phone call home if the student has three absences. 8. Provide a Child Study Team meeting due to excessive absences for attendance issues. 9. Notify the truancy officer for excessive absences when necessary. 10. Provide parent letters during progress reports to students with excessive absences and/or tardies. 11. Notify parents about school days and holidays though the school newsletter, SynerVoice, and school marquee. 12. Continue to send a parent letter during progress reports during the 1st and 3rd nine week period if there are six or more absences during the 1st and/or 2nd semester. 13. Continue to send a parent letter during progress reports during the 2nd and 4th nine week period if there are nine or more days of absence during the 1st and/or 2nd semester. 14. Continue to send a parent letter each nine week period during progress report for ten or more tardies.
Evaluation:	The objective will be met if the 2008-2009 attandance rates maintain or increase from 95.88% to 96%.
Evidence-based Program(s):	District attendance reports for Ralph Williams from the Leadership Team Packets.
Professional Development:	Office Staff will attend any training sessions offered by the District, District Leadership Team Packets, Attendance memos, Crosspoint Training for Teachers.
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 Attendance Goal
Additional Goal: Rigor and Relevance (SSNP)
Needs Assessment:	The results of the 2008 FCAT Sunshine State Standards reading test were as follows: 87% of the grade 6 students scored level 3 and above in reading. 90% of the grade 6 students scored level 3 and above in mathematics.
Objective:	The percent of sixth graders scoring greater than or equal to acheivement Level 3 in reading on the FCAT Sunshine State Standards will increase from 87% to 90% in 2009. The percent of sixth graders scoring greater than or equal to acheivement Level 3 and above in mathematics on the FCAT Sunshine State Standards will increase from 90% to 93% in 2009.
Strategies:	1. Provide teachers with the list of Quality Indicators for reading, mathematics, science, social studies, and writing instruction so they can incorporate research-based strategies into their classrooms to enhance and extend the curriculum. 2. Provide small group instruction to target students who are able to move beyond the basic curriculum for enrichment. 3. Use a variety of assessments (Scholastic Reading Inventory (SRI), Reading Benchmark Tests, Classworks, Great Books, Hands-On Equations, etc.) to monitor student growth and identify students for enrichment. 4. Encourage staff development opportunities to provide strategies for extending and enhancing the basic curriculum. 5. Encourage student participation in district competitions in the areas of music, art, mathematics, science, reading, social studies and writing. 6. Provide the school level contacts in reading, mathematics, science, social studies, and writing time to share at faculty meetings for extending the curriculum. 7. Encourage students to participate in Young Authors' Conference and Quality Literature Day to provide them with practical opportunities and authentic audiences. 8. Utilize the gifted student teacher to enhance the gifted program by offering the 6th graders a variety of learning opportunities. 9. Encourage goal setting in all curriculm areas to promote self-motovation and accelerated learning. 10. Increase use of higher order thinking activities in instruction to enhance the ability of students to apply knowledge to real world situations. 11. Participate in the district sponsored "Space Week" program for grade 6 and utilize the program materials. 11. Promote the use of enrichment programs for grade 6 as a part of Summer Opportunties for Advancement and Remediation (SOAR) if offered. 12. Provide the opportunity for students eligible for the gifted student program to accelerate higher learning oppotunites. 13. Implement a 6th grade parent night to discuss the Secondary Schools of National Prominence (SSNP) and Bright Future Scholarships. 14. Incorpoarte the use of Larry Bell's 12 words and UNRAVEL into the school curriculum. 15. Provide websites and/or articles to the 6th grade classes to highlight specific information on careers to help with their Individualized Program of Study. 16. Provide opportunities for grade 6 students to participate in Robotics, Odyssey of the Mind, and Future Problem Solving. 17. Discuss and send home a parent letter regarding the Brevard Public Schools Student Progression Plan with sixth grade students about Middle School Promotion Requirements.
Evaluation:	Student progress will be monitored throughout the school year using a variety of assessments related to each curriculum area. Desktop Student Data System will be utilized to identify areas of strengths and weaknesses to target instruction. Records for enrichment programs will be reviewed. The objective will be met if there is a 3% increase in students scoring greater than or equal to achievement Level 3 in grade 6 on the 2009 FCAT Sunshine State Standards reading and mathematics test.
Evidence-based Program(s):	FCAT, School Visitations by McNair Magnet School and Kennedy Middle School, Parent Night at Edgewood Jr./Sr. High School, Sixth Grade Secondary Schools of Ntional Prominence (SSNP)/Furture Scholarship Parent Night. Administration meeting with sixth grade students during the activity schedule.
Professional Development:	Seventh Grade Articulation Meetings, Grade Level Team Meetings for Sixth grade teachers, e-mails, and memos.
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 Rigor and Relevance (SSNP) Goal
Additional Goal: Technology
Needs Assessment:	On the 2007-2008 Florida Innovates Inventory of Teacher Technology Skills Survey, Ralph Williams teachers scored an average of 87% or higher on all 6 sections of the skills survey. While Ralph Williams meets the 1:1 teacher to modern computer ratio identified in the District Technology Plan, it falls short of the 5:1 student to modern computer ratio that is identified in the First in Florida Strategic Plan goal. Ralph Williams' current ratio for students is 5:1. There are currently 142 modern student computers. A total of 16 are needed to meet the ratio. In 2007-2008, Ralph Williams purged 42 obsolete computers from its inventory and 60 modern computers were acquired. Current funding source projects for Ralph Williams will allow us to acquire about 50 modern student computers during the 2008-2009 school year. Zero percent of Ralph Williams' academic classrooms meet the basic requirements of the 21st Century Classroom as identified in the goal to "Enhance Student Learning Opportunities & Experiences" section of the District Technology Plan. Ralph Williams currently has three classrooms that are 21st Century which are: two computer labs and the media center. Ralph Williams currently has six 21st Century classroom carts that are shared between grades one through six.
Objective:	1. By 2009, 100% of Ralph Williams teachers in grades 3-6 will be using Edline to report grades, homework and attendance via the Internet as evidenced by Edline Utilization Reports. (Alignment: District Technology Plan Goal - Increase Parent and Community Communications) 2. By 2010, Ralph Williams will achieve a student to modern computer ratio of fewer than 5:1 as evidenced by Computer Inventory Reports. (Alignment: District Technology Plan Goal - Enhance Student Learning Opportunities and Experiences) 3. By 2009, Ralph Williams will have a plan to implement the Make It Take It Program. (Alignment: District Technology Plan Goal - Enhance Student Learning Opportunities and Experiences) 4. By 2010, 100% of Ralph Williams classrooms will be equipped with 21st Century equipment that will meet the Sunrise Standards Implementation guidelines depending upon district funding. 5. By 2009, Ralph Williams will have an established a Legos Robotics Team that will participate in at least one competition.
Strategies:	1. Develop a plan for delivering age-appropriate Internet safety curriculum to students. (Alignment: District Technology Plan goal - Enhance Student Learning Opportunities and Experiences) 2. Develop and implement a plan for the Make It Take It program. (Alignment: District Technology Plan goal - Enhance Student Learning Opportunities and Experiences) 3. Launch an instructional professional learning community for technology after school based on the needs of the teachers encompassing a variety of technology skill topics throughout the year. 4. Institute an Edline reporting cycle in grades 3-6. 5. Recruit members of the community with the necessary skills to assist with the plan to implement the Make It Take It program. 6. Select a member from each grade level to serve as technology experts. These individuals will provide tech support and assistance in implementation of technology into the day to day classroom routine.
Evaluation:	The Technology Committee will review the school improvement plan on an annual basis to ensure that Ralph Williams is moving forward in all areas of technology acquisition and integration. The results of the Florida Inventory of Teacher Technology Skills will be reviewed to ensure that we are on track with the workstation replenishment program. Edline/GradeQuick utilization reports will be reviewed regularly to ensure that Ralph Williams is on track in the implementation of this program. Florida Innovates School Survey will be used to assess teachers knowledge in six different areas of computer competency. The six areas are: Basic Operations, Productivity, Communication, Research, Planning, Management and Instruction, and Social, Ethical, Legal and Human Issues. We will also use Edline Utilization Reports to monitor teacher utilization. The following items will also be utilized: Computer Inventory Refreshment Computer Acquisition Summary Computer Disposition Summary Technology Planning Committee Roster
Evidence-based Program(s):	Ralph Williams will continue to offer training through workshops where topics will be addressed based on the needs of the students as well as the teachers. These sessions will be held on at least a monthly basis after school. Interactive devices such as Qomo pads and Classroom Response Systems will be incorporated into many of our 21st Century classrooms during the 2009-2010 school year.
Professional Development:	Ralph Williams will continue to participate in school level and district trainings. The Technology Integrator Team will continue to be utilized for Edline, GradeQuick, webpage design and other district programs. School needs will be met primarily through our Technology Leadership Team sessions or on a one-to-one basis.
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 Microsoft Office 2007 LicensesDot CamsProjectors Technology Funds $3,800.00 Fifty Lenovo Student Stations District Technology Replenishment Funds $40,332.27 Total: $44,132.27 Professional Development Description of Resources Funding Source Available Amount Florida Education Technology Conference (FETC) School Improvement Funds $215.00 Total: $215.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $44,347.27
End of Technology Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Textbook Maintenance	District Textbooks	$16,460.00
Reading	Macmillan McGraw-Hill Treasures	School Improvement Funds	$1,500.00
Reading	Macmillan McGraw Hill Treasures	District Textbooks	$75,662.58
Science	Science Court Materials	District Funds	$640.00
Total: $94,262.58
Technology
Goal	Description of Resources	Funding Source	Available Amount
Technology	Microsoft Office 2007 LicensesDot CamsProjectors	Technology Funds	$3,800.00
Technology	Fifty Lenovo Student Stations	District Technology Replenishment Funds	$40,332.27
Total: $44,132.27
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Floida Association of Media in Education (FAME) Conference	School Improvement Funds	$300.00
Technology	Florida Education Technology Conference (FETC)	School Improvement Funds	$215.00
Total: $515.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Reading Academic Support Program	District Funds	$4,830.00
Reading	State Media Allocation	State Media Funds	$4,489.00
Reading	Book Collection Development Funds	State Media Funds	$5,000.00
Mathematics	Teaching Student Centered Mathematics Resource Books/AIMS Solve It! Resource Books	School Improvement Funds	$800.00
Mathematics	Mathematics Academic Support Program	District Funds	$4,830.00
Mathematics	Math Manipulatives	School Improvement Funds	$500.00
Science	Area III/IV Science Fair Judges	School Improvement Plan	$260.00
Science	Science Academic Support Program	District Funds	$713.00
Science	Science Fair Activities	School Improvement Funds	$200.00
Total: $21,622.00
Final Total: $160,531.85

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.

No. Disagree with the above statement.

SAC Involvement

Ralph Williams Elementary School Advisory Council (SAC) is composed of a 60% (parent/community member) to a 40% (school staff) ratio. The SAC is responsible for advising the principal and for making decisions regarding various school issues including assistance in developing and implementing the School Improvement Plan. The SAC is responsible for determining the expenditure of the $5.00 per student budget allocated by the state to the SAC for school improvement. The SAC, along with the entire school staff, must determine how the School Recognition money earned through the Florida A+ Plan will be spent, within the guidelines established by state statute. Bylaws have been approved and are reviewed annually. These bylaws, which are aligned with governing state statutes, describe SAC duties and responsibilities, and establish how members will be selected.

SAC Members

IMPLEMENTATION EVALUATION

The Ralph Williams School Advisory Council will review the School Improvement Plan on a quarterly basis to monitor the ongoing progress of the plan. The administrators and teachers will use a variety of assessments results from the following tools: Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Oral Reading Fluency (ORF), Florida Oral Reading Fluency (FORF), Classworks Diagnostic and Summative Reports, and district required assessments for Reading, Mathematics, Writing, and Science to monitor the school-wide progress on the School Improvement Plan goals. The final evaluation on the extent of successful implementation of the School Improvement Plan will occur when all the data from the Florida Comprehensive Assessment Test, Adequate Yearly Progress, and School Grade for the 2008-2009 school year have been received to determine whether Williams Elementary has successfully met the state School Improvement Plan goals. Adequate Yearly Progress for Williams Elementary will be met by meeting the requirements for the State of Florida A+ plan school grade of A and satisfying 100% of the criteria of the federal No Child Left Behind Act. Furthermore, there will be a 5% increase in the percent of students in grades 3-6 who make annual learning gains in reading and mathematics. The number of students for 2008-09 will show the proficiency criteria at Levels 3, 4 & 5 in reading by 58% and in mathematics by 62%. Our school data will show evidence of a positive change for each school improvement plan objective.

The final evaluation of the implementation of the School Improvement Plan will occur when all data from FCAT, AYP Status and the School Grade have been received in order to determine the school has been successful in meeting the stated 2008-2009 School Improvement Plan goals and objectives.

In order to achieve adequate progress, Ralph Williams Elementary School will endeavor to maintain it’s “A” status and continue to meet the requirements for the federal No Child Left Behind Act.

Professional Development:
Reading
Teachers will attend district, state, and school workshops. The continued use of district resources such as the Student Desktop Data System and the A3 Progress Monitoring System will occur. Ralph Williams Elementary has also established a Reading Leadership Team to focus on school-wide needs. They will host quarterly Professional Learning Communities to promote collegiality as teachers research and keep current on best practices. Many of our teachers are still in need of the Co-Teaching training due to our increased inclusion efforts in grades K-6.

FCAT, CELLA, FLKRS, Macmillan McGraw-Hill Core Reading Program, Macmillan McGraw-Hill Triumphs, SRA Reading Mastery/Corrective Reading, Cool Tools, Florida Center for Reading Research Student Center Activities (FCRR), Classworks, Earobics,DIBELS/ORF/FORF,and Reading Counts.

Mathematics
Teachers will participate in staff development opportunities offered through the district. At the school level, a Mathematics Leadership Team was developed to focus on our specific needs as identified through data disaggregation. Teachers will need continued staff development relating to the Next Generation Sunshine State Mathematics Standards. Training in Item Specifications for Short/Extended response will be available to teachers. There is a need for opportunities for teachers to participate in book studies utilizing the mathematics resource books. Many of our teachers are still in need of the Co-Teaching training due to our increased inclusion efforts in grades K-6.

District Math Contact Meetings, District offered Mathematics Trainings, Professional Learning Community for Mathematics/Mathematics Leadership Team, Teaching Tools for Mathematics, Setting Our Sights on Mathematics, Teaching Student-Centered Mathematics, Good Questions for Math Teaching, Curriculum Focal Points, Super Source Books, and Writing in Mathematics.

Writing
Faculty meetings and small break-out sessions are planned for our staff to be updated on the process of scoring student writing samples using rubric criteria. Teachers will continue to participate in Thinking Maps and follow-up activities. Teachers will have the opportunity to attend national and local writing consultant workshops (Nancy Prizito and Melissa Forney) when available. Many of our teachers are still in need of the Co-Teaching training due to our increased inclusion efforts in grades K-6.

FCAT, Write Source, Four Square, Power Writing, Six Traits of Writing, Classworks, Thinking Maps, Melissa Forney. In addition, we will use the district published Writing Resource Guide, Piece by Piece, Elaboration, Developing Ideas, and Developing the Craft 2nd Edition, and Extreme Makeover: Conventions and Writing Skills Edition.

Science
Teachers will participate in district offered staff development opportunities including specific workshops for fourth and sixth grade teachers relevant to district-sponsored field trips in these grade levels (Lagoon Quest and Space Camp). Teachers will participate in professional development opportunities which include Thinking Maps in Science and writing science performance task items. There is a continued need for further training in the next generation of Sunshine State Science Standards. Science Court training will be provided and implemented as part of our Academic Support Program. Many of our teachers are still in need of the Co-Teaching training due to our increased inclusion efforts in grades K-6.

District offered science trainings, Area II/IV Science Fair, District Science Fair Workshop, AIMS training, Science related conferences sponsored by state professional organizations/science related trainings, and school-level trainings taught by the Professional Learning Community for Science/Science Leadership Team.


Parental Involvement
Parents will attend the Ralph Williams Elementary School Volunteer Orientation Program in October of every year. School and district personnel will attend required workshops and training sessions for volunteers. Mentors will be trained to work with students in academic and social areas. A volunteer coordinator will be assigned each year to assist with logging volunteer hours. Volunteers will attend training sessions to learn about procedures.

The school volunteer coordinator will attend district training on managing the volunteer program at the school level. The coordinator will train school staff on volunteer program requirements and strategies for utilizing volunteers in the classroom.

Technology
Ralph Williams will continue to participate in school level and district trainings. The Technology Integrator Team will continue to be utilized for Edline, GradeQuick, webpage design and any other district programs. School needs will be met primarily through our Technology Leadership Team sessions or on a one-to-one basis.

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