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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision: A Quest to develop tomorrow’s leaders.
Mission: Our mission is a Quest for educational excellence in a safe and nurturing environment that promotes exemplary character and responsible citizenship.
Belief Statements: All children are unique and talented individuals who can achieve. The primary purpose of a school is to identify and support a positive academic journey for each child. All students should be prepared for the secondary level having a clear understanding of their personal talents.

SCHOOL PROFILE DEMOGRAPHICS

Quest Elementary School
8751 Trafford Drive
Melbourne, FL 32940
(321) 242-1411

Our Motto:
...an adventure in learning

School Profile Demographics

Quest Elementary School is one of Brevard Public Schools newest facilities, having been completed in July 2004. We are located in Viera, northwest of Melbourne, Florida. The school was built in the rapidly growing community of the Viera/Suntree area of Brevard County. Our enrollment is currently 852 students in grades pre-kindergarten through 6th grade. Our students presently move into two middle schools, Kennedy Middle and DeLaura Middle. Our students will attend Viera High School upon completion of middle school.

Quest’s actual student population for the 2007 - 2008 school year was listed at 858 students. We grew steadily throughout the school year with a final count of 902. At the start of the 2008 - 2009 school year, we currently have 856 students at Quest. We have 941 student stations, without program needs such as Exceptional Student Education students being taken into consideration. Our student population is 76.2% white, 5.8 % black, 8.0% Hispanic, 2.9% Asian, .6% American Indian, and 6.4% multiracial. 14.2% of our students are Exceptional Student Education (ESE)-(non-GSP). 6.4% of our students are served in the Gifted Student Program (GSP). 1.3% are English for Speakers of Other Languages (ESOL), while 9.1% are economically disadvantaged and qualify for free/reduced lunch. Our class size for PK - 3 reflects a 17.62 to 1 ratio while our 4-6 class size ratio reflects a 21.55 to 1 ratio. Our attendance rate for the 2007-2008 school year was 95.99%. A total of 2% of our students were retained last year.

Quest’s 2008-09 Business Partners will include an array of businesses, some of which have been continuous supporters of Quest students and staff since the schools opening. Several of the businesses will provide the school with an opportunity to raise money to assist in subsidizing the cost of various school initiatives. Other businesses will support Quest by volunteering and participating in various school events throughout the year. In return, the Quest Family will participate in community functions hosted by our Business Partners. For example, each year Target assists in sponsoring a booth at the American Heart Association Walk, thus Quest will participate as well by passing out water and healthy snacks.

The Business Partners that we intend to partner with are as follows: Domino’s Pizza, Firehouse Subs, Haskins ATA Black Belt Academy, Mary Kay Cosmetics, Mimi’s Café, Panera Bread, Viera Company (non-profit), Health First, Carrabba’s, Planet Smoothie, Steak-N-Shake, Suntree Florist & Gifts, Tastefully Simple, Target, Liberty, and Wachovia.

Quest’s goal is to promote education and to continue to form meaningful positive partnerships between the school, the community, and businesses.

Quest Elementary School’s students, teachers, staff, and families strive for continuous improvement in our academic achievement and school climate. We were ranked 8th in the Brevard County School District and 36th in Florida on the State Accountability Plan of top 100 schools. According to that plan, 96% of our students met high standards in reading, 91% met high standards in math, 97% met high standards in writing, and 81% met high standards in science. 74% of our students made learning gains in reading while 80% of our lowest 25% made learning gains in reading. 76% made annual learning gains in math while 73% of our lowest 25% made learning gains in math.

Quest Elementary school currently has 61 teachers on staff. We have 31 support staff personnel and 2 administrators. We currently have no job vacancies at this time.

Quest is noted in the district as a Music Demonstration School, earning this title during the 2008 school year. During this school year we also proudly attained the Excellence in Visual Arts Award given by the Brevard Cultural Alliance.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mrs. Elia A. Lea, was promoted to Quest Elementary School Principal in August of 2007. She had previously been in the Assistant Principal position since the opening of Quest in August of 2004. Mrs. Lea holds a Bachelor of Science degree in Elementary Education and a Master of Education degree in Educational Leadership from the University of Central Florida. Her certification is in the areas of Educational Leadership, Elementary Education and Primary Education. Prior to her arrival at Quest, Mrs. Lea had taught kindergarten, fourth grade and fifth grade. She also served as an elementary specialist in the Brevard County school system. During Mrs. Lea's service in an administrative capacity, Quest has continually received from the state of Florida an "A" grade and Adequate Yearly Progress status. Mrs. Lea enjoys working with the Quest teachers to ensure a quality educational experience for all students.


Mrs. Cari B. Kupec was appointed as the Assistant Principal at Quest Elementary in July 2008. She earned a Bachelor`s degree in Elementary Education from University of Central Florida in 1995. In 2007 she completed a Master`s degree from Nova Southeastern University. Prior to the position at Quest, she was the Learning Director in the Office of School Choice. She taught third, fourth, and sixth grade at a variety of schools in Brevard. Also, she was a magnet coordinating teacher at a magnet school. Her certification includes Elementary Education and Educational Leadership. Mrs. Kupec is excited to work with the faculty at Quest to meet the district's mission to be first in Florida.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Quest Elementary's administration supports and works to promote teachers working through the National Board Certification process; as well as teachers furthering their education and professional growth by pursuing advanced degrees.

Our Assistant Principal, Cari Kupec, serves as our Induction Program Administrative Contact, supplying guidance and help for new teachers to Quest. In this capacity, Mrs. Kupec also serves as a liaison between the school and the district.

Quest also works with the University of Central Florida, supplying opportunities for both junior and senior interns with experienced and knowledgeable teacher leaders. 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

Quest Elementary School uses the Brevard Public Schools approved school improvement model that ties directly to the district strategic plan and focuses on student performance. This school improvement model is built around a continuous process of school improvement planning and is composed of the following elements:

Part 1 Developing the Profile
Gathering and analyzing information in a variety of critical areas that leads to the development of a comprehensive profile of the students and the community.

Part 2 Defining Beliefs and Mission
Developing school beliefs that guide the development of a mission statement which defines a compelling purpose and direction for the school.

Part 3 Defining Desired Results for Student Learning
Aligning goals and expectations for student learning with the school's beliefs and mission.

Part 4 Analyzing Instructional and Organizational Effectiveness
Analyzing the effectiveness of the school's instructional and organizational practices and reviewing research based indicators of high performing systems of teaching and learning to determine the extent to which these practices are currently evident in the work of the school.

Part 5 Developing the Action Plan
Determining the target area goals for school improvement, the design of the data-driven and research-based school improvement initiatives to achieve the goals, and the timeline and resources required for implementing the strategies.

Part 6 Implementing the Plan and Documenting the Results
Monitoring the implementation of the school improvement plan and collecting evidence of the achievement of the target goals for instruction.

NCLB Public School Choice

Note: Required for Title I

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 Quest Elementary School 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 and visit the classrooms. A tour of the school is included. Parents are given guidance to prepare their child for the Kindergarten experience. A question and answer period is also included.

Quest Elementary has three preschool classes; two preschool handicap classes and one auditory/oral deaf-hard of hearing preschool class. Quest also has a kindergarten auditory/oral class for deaf and hard of hearing students. Meetings to review each student’s Individual Educational Plan (IEP) are scheduled prior to entering kindergarten. Evaluations are conducted to determine academic progress and continued needs and results are shared at the Individual Educational Plan (IEP) meetings.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

All new teachers assigned to Quest participate in the Brevard County Induction Program. 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 standards areas, and student response strands. Mentor teachers must have Clinical Educator Training prior to participation in this capacity. Any teacher who is identified as low performing, will be assigned a mentor teacher. Time is allotted for teachers to meet and to discuss observations, model best practices, and to discuss improvements. Currently all teachers at Quest have effective evaluations and there are no new teachers. Mrs. Kupec, our assistant principal is in charge of the Teacher Mentoring Program at Quest Elementary.

No Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Quest offers after school extended learning opportunities for students with academic weaknesses through our Academic Support Program (ASP). Reading, math, and science are directly addressed and writing instruction is integrated into the instruction. After school remediation is provided by our certified teachers. Data from FCAT results that target the lowest performing 25%, and classroom assessments are used to identify students and their needs. Data is diagnosed and a prescription for remedial focus is assigned on an individual basis. Technology assisted instruction is included in our after school Academic Support Program (ASP) as well as the regularly scheduled day. Our School Advisory Council supports a Writing Support Class to help students struggling with writing skills. Teachers use supplementary materials from the core math program to support our math needs, while Buckle Up and Blast Off materials are used to supplement our reading support.

Reading and Math are a priority in our Academic Support Program. Any 3rd grade student who scored a Level 1 on FCAT reading the previous school year will be provided reading support exclusively. Support will also be provided to all students identified in the lowest 25% and/or identified by a teacher as being a student of concern in either reading or math. The Academic Support Program for reading and math will be held after school for 1 hour, 2 days per week.

The Science Academic Support Program is also a priority. Students who scored below 300 on the FCAT science or who have been identified as needing support will be invited to attend the Science Academic Support Program. This class will be offered after school for 1 hour, 2 days per week. Science classes will focus on the scientific process and will involve hands on activities.

Additional extended learning opportunities are provided by academic teams, clubs, and teacher/parent led activities. Quest sponsors Odyssey of the Mind, Future Problem Solving and Robotics teams. Some of our clubs include a Cardio Club, a Math TiVitz Club, an Earth Club, a Science Club, a Reading Club, and a Foreign Language Club. We have an active beginning and intermediate strings program as well as an intermediate chorus. We also have an active Safety Patrol.

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:	Based upon the 2008 administration of the FCAT, 96% of our students scored at level 3 or above; 62% of our students scored at level 4 or 5. 74% of our students made annual learning gains in reading. 80% of the lowest 25% made learning gains in reading. Our rank in state for 3rd grade reading is currently 161 with 5% of our 3rd grade students scoring at Level 1. All of our subgroups met the Adequate Yearly Progress targets. Based upon the Fail Safe Literacy Plan, students participate in authentic assessment and quality rubric scored projects. Students are involved in Classworks and Reading Counts. Area of need as determined in the Fail Safe Literacy Plan include additional Dynamic Indicators of Basic Early Literacy Skills (DIBELS)training for teachers.
*Objective:	The percent of students scoring at level 4 or 5 will increase by at least 5%, to 67% of all students tested achieving level 4 or above on 2009 FCAT Reading administration.
*Strategies:	Teachers will review disaggregated FCAT student data for their current grade level using the Student Desktop Data. All students in grades Kindergarten through sixth will have a daily 90 minute uninterrupted reading block during which time all 5 areas of reading will be taught: phonemic awareness, phonics, vocabulary, fluency and comprehension. Instruction consists of whole group, small group, explicit instruction, literature circles, and literacy centers. All students in grades Kindergarten through fifth will complete progress monitoring/diagnostic tools using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) reading assessments. Sixth grade students will complete the Florida Oral Reading Fluency (FORF) Students will receive small group differentiated instruction based on how they scored in the reading strands of FCAT. Students will be assessed using the MacMillan MacGraw Hill benchmark tests, district assessments, teacher tests and FCAT. Supplemental assessments may also be given on an individual basis. Such assessments include the Early Reading Diagnostic Assessment (ERDA), Diagnostic Assessment of Reading (DAR), Developmental Reading Assessment (DRA), and running records. Ten teachers will be assigned to co-teach classrooms based on need. Staff Development regarding essential reading/assessment tools will occur, such as focused learning groups on running records. Parent Communication will take place through newsletters (both school wide and individual classrooms), daily folders, Edline, school website, and homework. Help with homework will be available for students in our After Child Care Program. Reading Buddies will be initiated - A technique of partner reading will occur between grade levels. Curriculum Night will be held within the first 9 weeks of school to educate parents on Florida’s Sunshine State Standards and specific Grade Level Expectations. The use of volunteers and readers from the Kiwanis Women’s Club will be utilized to enhance the reading experience. Classroom teachers will collaborate with the Assistant Principal to address specific classroom–based needs. All students will participate in Scholastic Reading Inventory (SRI) and Reading Counts, a computerized reading management program. All students will be encouraged to participate in various reading promotion activities promoted by the school and Parent-Teacher Organization (PTO). Teachers will attend bi-weekly grade level meetings with administrators to discuss level 4 and 5 students. Students will be encouraged to participate in A) Sunshine State Young Readers Award b) Voting – Florida Reading Association Award c) Book Bash d) Reading Club. Quest Press will be utilized to promote the reading and writing connection. Supplemental workbooks (CARS and STARS) and FCAT practice materials will be provided in grades 1st-6th. Purchase and use support materials (ex. CARS and STARS, Reading Longer Passages, subscriptions to Florida Today). School-based Reading Committee and Reading Leadership team will address the needs of reading school-wide. All teachers will create, implement, and assess Professional Development Plans on reading action-research. A Primary and Intermediate Family Reading Night will be implemented to bridge the home-school connection and promote reading. Students will be provided with differentiated instruction, using the Above Grade Level materials provided by the core reading program. FCAT Explorer will be used for students in grades 3, 4, and 6.
*Evaluation:	Results of the core reading assessments, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), district assessments, and in-house records, will be analyzed three times per year to monitor progress of all students. Success of this objective will be evidenced by the results of the FCAT 2009 reading subtest.
*Evidence-based Program(s):	District adopted MacMillan McGraw Hill reading curriculum Classworks
*Professional Development:	Part-time reading coach on site Reading core program training Differentiated Instruction Reading Professional Learning Communities Reading Committee to share strategies at faculty meetings
*Objective:	The percent of students making an annual learning gain will increase by 3% to 77% on the 2009 FCAT Reading administration.
*Strategies:	Teachers will review disaggregated FCAT student data for their current grade level using the Student Desktop Data. Progress Monitoring Plans will be completed for students who are reading substantially deficient or below grade level. All students in grades Kindergarten through sixth will have a daily 90 minute uninterrupted reading block during which time all 5 areas of reading will be taught: phonemic awareness, phonics, vocabulary, fluency and comprehension. Instruction consists of whole group, small group, explicit instruction, literature circles, and literacy centers. All students in grades Kindergarten through fifth will complete progress monitoring/diagnostic tools using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) reading assessments. Sixth grade students will complete the Florida Oral Reading Fluency (FORF). Students will receive small group differentiated instruction based on how they scored in the reading strands of FCAT or where weaknesses were indicated on Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Students will be assessed using the MacMillan McGraw Hill benchmark tests, district assessments, teacher tests and FCAT. Supplemental assessments may also be given on an individual basis. Such assessments include the Early Reading Diagnostic Assessment (ERDA), Diagnostic Assessment of Reading (DAR), Developmental Reading Assessment (DRA), and running records Staff Development regarding essential reading/assessment tools will occur, such as focused learning groups on running records. Students with Disabilities will be included during instruction in the basic classroom for the 90 minute reading block with additional support from the Exceptional Student Education (ESE) teachers. Parent Communication through newsletters (both school wide and individual classrooms), daily folders, Edline, school website, and homework will be utilized. Help with homework will be available for students in our After Child Care Program. Reading Buddies will be initiated - A technique of partner reading will occur between grade levels. Curriculum Night will be held in the first month of school to educate parents on Florida’s Sunshine State Standards and specific Grade Level Expectations. The use of volunteers and readers from the Kiwanis Women’s Club will be utilized to enhance the reading experience. Classroom teachers will collaborate with the Assistant Principal to address specific classroom–based needs. All students participate in Scholastic Reading Inventory (SRI) and Reading Counts, a computerized reading management program. All students will be encouraged to participate in various reading promotion activities promoted by the school and Parent-Teacher Organization (PTO). Teachers will attend bi-weekly grade level meetings with administrators to discuss level 1 and 2 readers. Administrators will meet with all level 1 reading students and their parents. Students will participate in A) Sunshine State Young Readers Award b) Voting – Florida Reading Association Award c) Book Bash d) reading club. Quest Press will be utilized to facilitate the connection between reading and writing. Supplemental workbooks and FCAT practice materials will be provided in grades 1st-6th. Purchase and use support materials (ex. CARS and STARS, subscriptions to Florida Today). After School Support will be available for below grade level readers. School-based Reading Committee and Reading Leadership team will address the needs of reading school-wide. All teachers will create, implement, and assess Professional Development Plans on reading action-research. A Primary and Intermediate Family Reading Night will be implemented to bridge the home-school connection. The implementation of Reading Counts Benchmarks will be established according to grade level. Teachers will follow the inclusion process with all basic and Exceptional Services Education students and instruction will be based on needs. Special focus will be given to the use of strategies used with English Language Learners students. Dictionaries will be purchased and used by English Language Learners students. Voyager Program will be implemented for 2nd and 3rd grade students identified as Intensive Immediate Intervention (iii). Triumphs will be used for students K-6 who are identified below grade level. FCAT Explorer will be used in grades 3, 4, and 6.
*Evaluation:	Results of the core reading assessments, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), district assessments, and in-house records, will be analyzed three times per year to monitor progress of all students. Success of this objective will be evidenced by the results of the FCAT 2009 reading subtest.
*Evidence-based Program(s):	District adopted MacMillan McGraw Hill core reading curriculum Voyager Program
*Professional Development:	Part-time reading coach on site Reading core program training Differentiated Instruction Reading Professional Learning Communities Reading Committee to share strategies at faculty meetings Voyager training for ESE teachers
*Objective:	The percent of students in the lowest quartile making learning gains will increase by 3% to 83% on the 2009 FCAT Reading administration.
*Strategies:	Teachers will review disaggregated FCAT student data for their current grade level using the Student Desktop Data. Teachers will use Student Desktop Data system to identify students who fall into the lowest 25%. Progress Monitoring Plans will be completed for students who are reading substantially deficient or below grade level. All students in grades Kindergarten through sixth will have a daily 90 minute uninterrupted reading block during which time all 5 areas of reading will be taught: phonemic awareness, phonics, vocabulary, fluency and comprehension. Instruction consists of whole group, small group, explicit instruction, literature circles, and literacy centers. Some of the students identified in the lowest 25% subgroup will receive additional reading support through mentors, one-on-one instruction, and co-teach opportunities. All students in grades Kindergarten through fifth will complete progress monitoring/diagnostic tools using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) reading assessments. Sixth grade students will complete the Florida Oral Reading Fluency (FORF). Students will receive small group differentiated instruction based on how they scored in the reading strands of FCAT or where weaknesses were indicated on Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Students will be assessed using the MacMillan McGraw Hill benchmark tests, district assessments, teacher tests and FCAT. Supplemental assessments may also be given on an individual basis. Such assessments include the Early Reading Diagnostic Assessment (ERDA), Diagnostic Assessment of Reading (DAR), Developmental Reading Assessment (DRA), and running records Staff Development regarding essential reading/assessment tools will occur, such as focused learning groups on running records. Students with Disabilities will be included during instruction in the basic classroom for the 90 minute reading block with additional support from the Exceptional Student Education (ESE) teachers. Parent Communication through newsletters (both school wide and individual classrooms), daily folders, Edline, school website, and homework will be utilized. Help with homework will be available for students in our After Child Care Program. Reading Buddies will be initiated - A technique of partner reading will occur between grade levels. Curriculum Night will be held in the first month of school to educate parents on Florida’s Sunshine State Standards and specific Grade Level Expectations. The use of volunteers and readers from the Kiwanis Women’s Club will be utilized to enhance the reading experience. Classroom teachers will collaborate with the Assistant Principal to address specific classroom–based needs. All students participate in Scholastic Reading Inventory (SRI) and Reading Counts, a computerized reading management program. All students will be encouraged to participate in various reading promotion activities promoted by the school and Parent-Teacher Organization (PTO). Teachers will attend bi-weekly grade level meetings with administrators to discuss level 1 and 2 readers. Administrators will meet with all level 1 reading students and their parents. Students will participate in A) Sunshine State Young Readers Award b) Voting – Florida Reading Association Award c) Book Bash d) reading club. Quest Press will be utilized to facilitate the connection between reading and writing. Supplemental workbooks and FCAT practice materials will be provided in grades 1st-6th. Purchase and use support materials (ex. CARS and STARS, subscriptions to Florida Today). After School Support will be available for below grade level readers. School-based Reading Committee and Reading Leadership team will address the needs of reading school-wide. All teachers will create, implement, and assess Professional Development Plans on reading action-research. A Primary and Intermediate Family Reading Night will be implemented to bridge the home-school connection. The implementation of Reading Counts Benchmarks will be established according to grade level. Teachers will follow the inclusion process with all basic and Exceptional Student Education students and instruction will be based on needs. Special focus will be given to the use of strategies used with English Language Learners students. Dictionaries will be purchased and used by English Language Learners students. Voyager Program will be implemented for 2nd and 3rd grade students identified as Intensive Immediate Intervention (iii). Triumphs will be used for students K-6 who are identified below grade level. All level 1 students will be assigned a mentor for positive reinforcement and to create a home/school connection. Teachers will keep Data Binders, to chart progress of each student, for use during meetings with administrators. FCAT Explorer will be used for grades 3,4, and 6.
*Evaluation:	Results of the core reading assessments, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), district assessments, and in-house records, will be analyzed three times per year to monitor progress of all students. Success of this objective will be evidenced by the results of the FCAT 2009 reading subtest.
*Evidence-based Program(s):	District adopted MacMillan McGraw Hill core reading curriculum Voyager Program
*Professional Development:	Part-time reading coach on site Reading core program training Differentiated Instruction Reading Professional Learning Communities Reading Committee to share strategies at faculty meetings Voyager training for ESE teachers
*Objective:	Our 3rd grade reading rank in state will improve by increasing our mean scale score by 3 points to 345 and reducing our Level 1 students by 3% on the 2009 FCAT reading assesment.
*Strategies:	Teachers will review disaggregated FCAT student data for their grade 3 using the Student Desktop Data. Teachers will use Student Desktop Data system to identify retained 3rd grade students who fall into the lowest 25%. Progress Monitoring Plans will be completed for students who are reading substantially deficient or below grade level. All students in 3rd grade will have a daily 90 minute uninterrupted reading block during which time all 5 areas of reading will be taught: phonemic awareness, phonics, vocabulary, fluency and comprehension. Instruction consists of whole group, small group, explicit instruction, literature circles, and literacy centers. Some of the students identified in the lowest 25% subgroup will receive additional reading support through mentors, one-on-one instruction, and co-teach opportunities. All students in grade 3 will complete progress monitoring/diagnostic tools using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) reading assessments. Students will receive small group differentiated instruction based on how they scored in the reading strands of FCAT or where weaknesses were indicated on Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Students will be assessed using the MacMillan McGraw Hill benchmark tests, district assessments, teacher tests and FCAT. Supplemental assessments may also be given on an individual basis. Such assessments include the Early Reading Diagnostic Assessment (ERDA), Diagnostic Assessment of Reading (DAR), Developmental Reading Assessment (DRA), and running records Staff Development regarding essential reading/assessment tools will occur, such as focused learning groups on running records. Students with Disabilities will be included during instruction in the basic classroom for the 90 minute reading block with additional support from the Exceptional Student Education (ESE) teachers. Parent Communication through newsletters (both school wide and individual classrooms), daily folders, Edline, school website, and homework will be utilized. Help with homework will be available for students in our After Child Care Program. Reading Buddies will be initiated - A technique of partner reading will occur between grade levels. Curriculum Night will be held in the first month of school to educate parents on Florida’s Sunshine State Standards and specific Grade Level Expectations. The use of volunteers and readers from the Kiwanis Women’s Club will be utilized to enhance the reading experience. Classroom teachers will collaborate with the Assistant Principal to address specific classroom–based needs. All students participate in Scholastic Reading Inventory (SRI) and Reading Counts, a computerized reading management program. All students will be encouraged to participate in various reading promotion activities promoted by the school and Parent-Teacher Organization (PTO). Teachers will attend bi-weekly grade level meetings with administrators to discuss level 1 and 2 readers. Administrators will meet with all level 1 reading students and their parents. Students will participate in A) Sunshine State Young Readers Award b) Voting – Florida Reading Association Award c) Book Bash d) reading club. Quest Press will be utilized to facilitate the connection between reading and writing. Supplemental workbooks and FCAT practice materials will be provided in grade 3. Purchase and use support materials (ex. CARS and STARS, subscriptions to Florida Today). After School Support will be available for below grade level readers. School-based Reading Committee and Reading Leadership team will address the needs of reading school-wide. All teachers will create, implement, and assess Professional Development Plans on reading action-research. A Primary and Intermediate Family Reading Night will be implemented to bridge the home-school connection. The implementation of Reading Counts Benchmarks will be established according to grade level. Teachers will follow the inclusion process with all basic and Exceptional Student Education students and instruction will be based on needs. Special focus will be given to the use of strategies used with English Language Learners students. Dictionaries will be purchased and used by English Language Learners students. Voyager Program will be implemented for 2nd and 3rd grade students identified as Intensive Immediate Intervention (iii). Triumphs will be used for students in grade 3 who are identified below grade level. All level 1 students will be assigned a mentor for positive reinforcement and to create a home/school connection. Teachers will keep Data Binders, to chart progress of each student, for use during meetings with administrators. FCAT Explorer will be used for grades 3.
*Evaluation:	Results of the core reading assessments, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), district assessments, and in-house records, will be analyzed three times per year to monitor progress of all students. Success of this objective will be evidenced by the results of the FCAT 2009 reading subtest.
*Evidence-based Program(s):	District adopted MacMillan McGraw Hill core reading curriculum Voyager Program
*Professional Development:	Part-time reading coach on site Reading core program training Differentiated Instruction Reading Professional Learning Communities Reading Committee to share strategies at faculty meetings Voyager training for ESE teachers
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount MacMillan MaGraw Hill core reading program District $66,134.00 Reading Counts Media $142.00 Sunshine State Readers PTO $1,516.00 SRA Kits PTO $780.00 CARS & STARS SAC $1,695.00 Total: $70,267.00 Technology Description of Resources Funding Source Available Amount SRI District $0.00 Classworks District $0.00 Voyager District $1,739.00 FCAT Explorer District $0.00 Total: $1,739.00 Professional Development Description of Resources Funding Source Available Amount Core Reading Program Training District $0.00 Reading Leadership Team School Based $0.00 Reading Contact School Based $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Part-Time Reading Coach District $11,795.00 Academic Support Program District $2,530.00 Academic Support Program School Advisory Council $1,000.00 Reading Club School Based $800.00 Total: $16,125.00 Final Total: $88,131.00
*Non-Highly Qualified Instructors:	N/A
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based upon the 2008 administration of the FCAT, 9% of our students scored at level 1 or 2; 91% of our students scored at level 3 or above; 30% of our students scored at level 4 or 5. Annual Learning gains were made by 76% of our students while 73% of the lowest 25% made learning gains. All of our subgroups met the Adequate Yearly Progress targets. We have a chosen school representative who serves as the math liaison between the district and the school. We also have a math committee that strategizes and shares best practices and explores the new next generation of Sunshine State Standards.
*Objective:	The percent of students scoring at level 4 or 5 will increase by at least 5% to 53% or more on the 2009 FCAT Math administration.
*Strategies:	Teachers will review disaggregated FCAT student data during pre-planning to be used in planning and will identify instructional priorities. English for Speakers of Other Languages (ESOL) programs will be assessed, monitored, and given additional accommodations and strategies in math. Students will use math manipulatives and software for activities integrated with social studies and science. Teachers will share and utilize activities learned at inservices, workshops, and conferences. Teachers will utilize test materials that accompany the current math series. Students will participate in morning math activities to enhance problem solving such as problem of the day, FCAT dailies, and video – Math Rap. Students will participate and interact with technology tools such as FCAT Explorer and Classworks - to provide enrichment in math skills and concepts. Students will participate in classroom math center activities including software to increase problem solving strategies and to provide enrichment. Students will use computer assisted instruction and small group instruction for additional skills practice in math – Classworks. Students will be encouraged to participate in the Math Superstars program to enhance critical thinking skills. Qualified students will participate in multiple Math Clubs and selected students will represent the school at the district math competition using critical thinking and problem solving skills. Purchase instructional materials to supplement math program – Purchase children’s literature to supplement the math program. Provide curriculum planning meetings for teachers to discuss Sunshine State Standards, FCAT scores, and strategies for reducing the minority/majority gap through grade level meetings. Flexible grouping, utilizing small group instructional practices. Teachers in K-6 will use common math vocabulary. Students in K-6 will explain their math reasoning in verbal and/or written form. Teachers will write mini-grants to purchase math manipulatives and ancillary materials to support enrichment activities. A math committee will meet monthly to discuss school-wide opportunities and increase parental involvement for advanced math enrichment.
*Evaluation:	2009 FCAT results and district required assessments Inventory tests from the McMillan McGraw Hill textbook company Textbook assessments, teacher observations, and class participation
*Evidence-based Program(s):	McMillan McGraw Hill math series Classworks program AIMS Super Source
*Professional Development:	Florida Council for Teachers of Mathematics Conference Math Contact meetings Math contact sharing strategies through faculty meetings Math Professional Learning Community
*Objective:	By 2009, 81% of students will make a learning gain as evidenced by the results of the Mathematics subtest of the 2009 FCAT.
*Strategies:	Teachers will review disaggregated FCAT student data during pre-planning to be used in planning and will identify instructional priorities. English for Speakers of Other Languages (ESOL) programs will be assessed, monitored, and given additional accommodations and strategies in math. Progress Monitoring Plans will be completed for students who are performing in the substantially deficient range or below grade level range. An Academic Support Program will be available for students who are working below grade level. Students will use math manipulatives and software for activities integrated with social studies and science. Teachers will share and utilize activities learned at inservices, workshops, and conferences. Teachers will utilize test materials that accompany the current math series. Students will participate in morning math activities to enhance problem solving such as problem of the day, FCAT dailies, and video – Math Rap. Students will participate and interact with technology tools such as FCAT Explorer and Classworks - to provide enrichment in math skills and concepts. Students will participate in classroom math center activities including software to increase problem solving strategies and to provide enrichment. Students will use computer assisted instruction and small group instruction for additional skills practice in math – Classworks. Students will be encouraged to participate in the Math Superstars program to enhance critical thinking skills. Qualified students will participate in multiple Math Clubs and selected students will represent the school at the district math competition using critical thinking and problem solving skills. Purchase instructional materials to supplement new math program – Purchase children’s literature to supplement the math program. Provide curriculum planning meetings for teachers to discuss Sunshine State Standards, FCAT scores, and strategies for reducing the minority/majority gap through grade level meetings. Flexible grouping, utilizing small group instructional practices. Teachers in K-6 will use common math vocabulary. Students in K-6 will explain their math reasoning in verbal and/or written form. Teachers will write mini-grants to purchase math manipulatives and ancillary materials to support math activities. A math committee will meet monthly to discuss school-wide opportunities and increase parental involvement for math enrichment.
*Evaluation:	2009 FCAT results and district required assessments Inventory tests from the McMillan McGraw Hill textbook company Textbook assessments, teacher observations, and class participation
*Evidence-based Program(s):	McMillan McGraw Hill math series Classworks program AIMS Super Source
*Professional Development:	Florida Council for Teachers of Mathematics Conference Math Contact meetings Math contact sharing strategies through faculty meetings Math Professional Learning Community
*Objective:	The percent of students in the lowest quartile making learning gains will increase by 5% to 78% on the 2009 FCAT Math administration.
*Strategies:	Teachers will review disaggregated FCAT student data during pre-planning to be used in planning and will identify instructional priorities. English for Speakers of Other Languages (ESOL) programs will be assessed, monitored, and given additional accommodations and strategies in math. Progress Monitoring Plans will be completed for students who are performing in the substantially deficient range or below grade level range. An Academic Support Program will be available for students who are working below grade level. Students will use math manipulatives and software for activities integrated with social studies and science. Teachers will share and utilize activities learned at inservices, workshops, and conferences. Teachers will utilize test materials that accompany the current math series. Students will participate in morning math activities to enhance problem solving such as problem of the day, FCAT dailies, and video – Math Rap. Students will participate and interact with technology tools such as FCAT Explorer and Classworks - to provide enrichment in math skills and concepts. Students will participate in classroom math center activities including software to increase problem solving strategies and to provide enrichment. Students will use computer assisted instruction and small group instruction for additional skills practice in math – Classworks. Students will be encouraged to participate in the Math Superstars program to enhance critical thinking skills. Qualified students will participate in multiple Math Clubs and selected students will represent the school at the district math competition using critical thinking and problem solving skills. Purchase instructional materials to supplement new math program – Purchase children’s literature to supplement the math program. Provide curriculum planning meetings for teachers to discuss Sunshine State Standards, FCAT scores, and strategies for reducing the minority/majority gap through grade level meetings. Flexible grouping, utilizing small group instructional practices. Teachers in K-6 will use common math vocabulary. Students in K-6 will explain their math reasoning in verbal and/or written form. Teachers will write mini-grants to purchase math manipulatives and ancillary materials to support math activities. A math committee will meet monthly to discuss school-wide opportunities and increase parental involvement for math enrichment.
*Evaluation:	2009 FCAT results and district required assessments Inventory tests from the McMillan McGraw Hill textbook company Textbook assessments, teacher observations, and class participation
*Evidence-based Program(s):	McMillan McGraw Hill math series Classworks program AIMS Super Source
*Professional Development:	Florida Council for Teachers of Mathematics Conference Math Contact meetings Math contact sharing strategies through faculty meetings Math Professional Learning Community
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Core Mathematics Program District $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Classworks District $0.00 FCAT Explorer District $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Math Contact School $0.00 Math Leadership Team School $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Academic Support Program District $2,530.00 Math TiVitz/Club School $800.00 Blast Off!/Buckle Up School $0.00 Total: $3,330.00 Final Total: $3,330.00
*Non-Highly Qualified Instructors:	N/A
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	92% of Quest fourth graders scored 4.0 or higher on the 2008 FCAT Writes+ essay test. The combined (Writing to Explain and Writing to Tell a Story) essay score for the 2008 FCAT Writes+ essay portion was 4.5. 97% of Quest fourth graders met high standards in 2008.
*Objective:	Quest fourth graders will increase the percentage of students meeting high standards to 98%.
*Strategies:	Writing will be taught daily at every grade level. Cross curricular writing will be emphasized. Students in grades K-6 will be given regular timed writing assessments to diagnose and monitor writing progress. These assessments will be given at intervals determined by District personnel. Writing instruction will incorporate Six Traits, FCAT elements, the District Writing Plan, and best practices. Teachers in grades K-6 will receive training to address the writing process. A school-wide writing program will be maintained by a committee made up of at least one teacher from each grade level and an administrator. Students in all grades will produce writing samples that may qualify them to attend the county-wide Discovering Quality Literature celebration and/or the Young Authors’ celebration. 5th grade students who receive a 3.5 or below on last year’s FCAT Writes will have a Progress Monitoring Plan to address needs in writing. Quest Press will serve as one resource for students to bind and publish their quality writing. Target skills identified by the School-wide Writing Committee will be incorporated into daily writing lessons. Quest will hold a judged Young Author's Conference held in mid-April. Academic Support Program (ASP) program for 4th graders scoring below 3.5 on District Writing Assessments.
*Evaluation:	District-wide timed writing prompts in grades K-6 at intervals determined by District Grade 4 FCAT Writes+ administered in February 2009 Daily Assessment of students’ writing
*Evidence-based Program(s):	Six Traits Write Source Four Square Melissa Forney and Mary Rose strategies Write All Year Long in grades K-3
*Professional Development:	“In-house” and district-wide training in using Florida rubrics to score essays, lessons on target skills, and ways to encourage elaboration in writing All teachers will be provided with the second edition of the Piece by Piece publication. The book titled Elaboration: Developing Ideas will be shall be shared with all teachers in grades 2-6. The book titled Developing Writing+ Skills will be shared with 2nd and 3rd grade teachers.
*Objective:	Quest fourth graders will increase the average combined essay score on the 2009 administration of FCAT Writes+ to at least 4.7.
*Strategies:	Writing will be taught daily at every grade level. Cross curricular writing will be emphasized. Students in grades K-6 will be given regular timed writing assessments to diagnose and monitor writing progress. These assessments will be given at intervals determined by District personnel. Writing instruction will incorporate Six Traits, FCAT elements, the District Writing Plan, and best practices. Teachers in grades K-6 will receive training to address the writing process. A school-wide writing program will be maintained by a committee made up of at least one teacher from each grade level and an administrator. Students in all grades will produce writing samples that may qualify them to attend the county-wide Discovering Quality Literature celebration and/or the Young Authors’ celebration. 5th grade students who receive a 3.5 or below on last year’s FCAT Writes will have a Progress Monitoring Plan to address needs in writing. Quest Press will serve as one resource for students to bind and publish their quality writing. Target skills identified by the School-wide Writing Committee will be incorporated into daily writing lessons. Quest will hold a judged Young Author's Conference held in mid-April. Academic Support Program (ASP) program for 4th graders scoring below 3.5 on District Writing Assessments.
*Evaluation:	District-wide timed writing prompts in grades K-6 at intervals determined by District Grade 4 FCAT Writes+ administered in February 2009 Daily Assessment of students’ writing
*Evidence-based Program(s):	Six Traits Write Source Four Square Melissa Forney and Mary Rose strategies Write All Year Long in grades K-3
*Professional Development:	“In-house” and district-wide training in using Florida rubrics to score essays, lessons on target skills, and ways to encourage elaboration in writing All teachers will be provided with the second edition of the Piece by Piece publication. The book titled Elaboration: Developing Ideas will be shall be shared with all teachers in grades 2-6. The book titled Developing Writing+ Skills will be shared with 2nd and 3rd grade teachers. The school writing contact and committee will share strategies with the teachers at faculty meetings.
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 In-service workshops District $0.00 Writing Leadership Team School Based $0.00 Writing Contact School Based $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Academic Support Writing Program School Advisory Council $850.00 Total: $850.00 Final Total: $850.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based upon the 2008 administration of the FCAT Science, 81% of our students scored at level 3 and above. The mean scale score for 5th grade was 357.
*Objective:	Students will increase the mean scale score for 5th grade by 5 points to 362.
*Strategies:	Students will utilize the scientific process in classroom experiences - The scientific method will be taught in every classroom and lab so that students understand the process. Students in grades K-6 will use district created tests for assessing, monitoring, and maintenance of science skills. Teachers will increase the use of scientific multimedia materials. Students in K-6 will utilize science videos for instructional focus. A Science Night will take place in order to familiarize parents with the scientific process and science fair projects. At least one grant application per grade level will be encouraged for science activities. An after-school academic support program will be implemented for students who scored below 300 on the 2008 administration of FCAT and/or who demonstrate a deficiency in the area of science. A science committee made of one teacher from each grade level will meet to plan school-wide science activities. Students in grades 3-6 will create class and/or individual projects to be displayed in the school’s science fair. Every teacher will review the test specifications for FCAT test format. Utilize Quest Television (QTV) to introduce science vocabulary and terminology. Encourage the use of science journals at all grade levels. Coordinate with technology and media to introduce and continue review of research skills and bibliography. A science resource teacher will be added to the activity wheel and used to supplement science instruction for all students, K-6. FCAT Explorer will be utilized for 5th grade science students.
*Evaluation:	2009 FCAT Science District required assessments in grades K-6
*Evidence-based Program(s):	District adopted science series Scott Foresman
*Professional Development:	District Offered Science In-services In-school training on grant writing by November Science fair workshop for teachers
*Objective:	The percent of students scoring at level 3 or above will increase by at least 5% from 81% to 86% or above on the 2009 FCAT Science administration.
*Strategies:	Students will utilize the scientific process in classroom experiences - The scientific method will be taught in every classroom and lab so that students understand the process. Students in grades K-6 will use district created tests for assessing, monitoring, and maintenance of science skills. Teachers will increase the use of scientific multimedia materials. Students in K-6 will utilize science videos for instructional focus. A Science Night will take place in order to familiarize parents with the scientific process and science fair projects. At least one grant application per grade level will be encouraged for science activities. An after-school academic support program will be implemented for students who scored below 300 on the 2008 administration of FCAT and/or who demonstrate a deficiency in the area of science. A science committee made of one teacher from each grade level will meet to plan school-wide science activities. Students in grades 3-6 will create class and/or individual projects to be displayed in the school’s science fair. Every teacher will review the test specifications for FCAT test format. Utilize Quest Television (QTV) to introduce science vocabulary and terminology. Encourage the use of science journals at all grade levels. Coordinate with technology and media to introduce and continue review of research skills and bibliography. A science resource teacher will be added to the activity wheel and used to supplement science instruction for all students, K-6. FCAT Explorer will be utilized for 5th grade science students.
*Evaluation:	2009 FCAT Science District required assessments in grades K-6
*Evidence-based Program(s):	District adopted science series Scott Foresman
*Professional Development:	District Offered Science In-services In-school training as needed on grant writing Science fair workshop for teachers
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Core Science Program District $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount FCAT Explorer District $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Science Contact School Based $0.00 Science Committee School Based $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Science Lab District $1,350.00 Academic Support Program District $741.00 Science Club School Based $800.00 Total: $2,891.00 Final Total: $2,891.00
*Non-Highly Qualified Instructors:	N/A
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	Quest's Annual Client Survey results indicated 96% of our clients felt we had a high level of involvement of parents in school affairs. Quest's 2007-2008 goal regarding volunteers hours was met at 15,868.35 hours.
*Objective:	By April 2009, Quest Elementary School will have logged 16,319.48 volunteer hours.
*Strategies:	Promote activities through newsletters, school website and marquee. Provide FCAT informational meetings for parents including writing strategies. Provide Science Fair informational meeting in the evening. Organize and implement a Parent-Teacher Organization (PTO) Family Fun Night several times a year. Increase effectiveness of volunteer program (volunteer appreciation luncheon, recognition through school newsletter). Increase effectiveness of School Advisory Council (post meetings through school newsletter, marquee, & website). Maintain the Quest Press where volunteers "publish" student writing. Hold information sessions for parents of students participating in musical groups like strings and chorus. Invite parents as coaches for Odyssey of the Mind and Future Problem Solving. Celebrate family involvement with a parent led Spring Quest Fest during an evening in April. Utilize volunteers in day to day media center procedures and in special book fair events. Publicize and note the "Be There" campaign for all parents and community members.
*Evaluation:	Sign in sheets Volunteer hour verification through the VIPS computer technology Invitations to luncheon through newsletter and school website
*Evidence-based Program(s):	Not available at this time
*Professional Development:	The school-based Volunteer and Mentor Coordinator will attend district-level training regarding updates in volunteer, mentor, and business partner information. The school-based Volunteer and Mentor Coordinator will provide school-based training to administration and faculty/staff on necessary topics regarding volunteers and mentors: Listed and Registered Volunteers Sexual Predator and Offender Background Checks Importance of volunteers signing in at the front office and obtaining a visitor badge Field Trip requirements Volunteers driving students in their personal cars Upcoming events The Volunteer Coordinator will hold a Volunteer Orientation to introduce a variety of opportunities to parents.
*Objective:	Quest's Annual Client Survey will reflect that 97% or higher of our clients feel we had a high level of involvement of parents in school affairs by May 2008.
*Strategies:	Promote activities through newsletters, school website and marquee. Provide FCAT informational meetings for parents including writing strategies. Provide Science Fair informational meeting in the evening. Organize and implement a Parent-Teacher Organization (PTO) Family Fun Night several times a year. Increase effectiveness of volunteer program (volunteer appreciation luncheon, recognition through school newsletter). Increase effectiveness of School Advisory Council (post meetings through school newsletter, marquee, & website). Maintain the Quest Press where volunteers "publish" student writing. Hold information sessions for parents of students participating in musical groups like strings and chorus. Invite parents as coaches for Odyssey of the Mind and Future Problem Solving. Celebrate family involvement with a parent led Spring Quest Fest during an evening in April. Utilize volunteers in day to day media center procedures and in special book fair events. Publicize and note the "Be There" campaign for all parents and community members.
*Evaluation:	Client survey
*Evidence-based Program(s):	Not available at this time
*Professional Development:	The school-based Volunteer Coordinator will provide a Volunteer Orientation to introduce opportunities to parents for involvement.
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 Volunteers in Public Schools District $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 Volunteer Appreciation Parent Teacher Organization $250.00 Total: $250.00 Final Total: $250.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	Quest's Return on Investment (ROI) is 63 and the percent of the highest Return on Investment (ROI) value is 62%.
Objective:	Quest's Return on Investment (ROI) percentile ranking will increase by at least one percentile point.
Strategies:	Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff. Identify the lowest quartile students early and provide additional assistance. Provide strategies to parents for their student's academic improvement. Continue to provide high quality teacher professional development and monitor its implementation. Purchase research-based materials and utilize the district warehouse for materials/supplies. Use purchased programs effectively and increase student achievement. Increase participation in programs provided by the Department of education, such as FCAT Explorer. Utilize school and district inservice training.
Evaluation:	The percentage of students with learning gains will be divided by the program costs per weighted Full Time Equivalence (FTE) students at the school.
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: SSNP
Needs Assessment:	With the newly passed Secondary Schools of National Prominence (SSNP) initiative, 7th grade students and their parents will need to meet with the school guidance counselor to create an Individualized Program of Study based on students' interests. Quest students do not currently have the opportunity to be exposed to career exploration in a formalized way.
Objective:	By May 2009, 85% of the 6th grade students at Quest Elementary will have participated in Guidance classes aimed at exploring career types as evidenced by their completion of a career interest project.
Strategies:	Provide information to 6th grade students through direct instruction from the school counselor. Have the 6th grade students complete "work personality" inventories to increase their awareness of their personal work styles. Invite guest speakers into the 6th grade classes to discuss career paths. Pair 6th grade students who may need some extra guidance with mentors, as positive role models. Provide websites and/or articles to the 6th grade students which highlight specific information about career choices. Make the school counselor available to meet with 6th grade students individually to discuss students' strengths, interests and dislikes in an attempt to help clarify the students' career interests.
Evaluation:	The students will complete a Career Interest Project before May 2009.
Evidence-based Program(s):	We use materials from America's Career Resource Network.
Professional Development:	Guidance counselor will share strategies with faculty.
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 Work Personality Inventories School Based $100.00 Total: $100.00 Final Total: $100.00
End of SSNP Goal
Additional Goal: Attendance
Needs Assessment:	The 2008 District Annual Attendance Report exhibits the Quest Attendance Rate at 95.99. This is an increase of .68 from 2007, when Quest Attendance Rate was 95.31. The district report also reflects that Quest performed below the district attendance average of 95.52.
Objective:	Quest will increase the attendance rate from 95.99 to 96.5 as measured by the District Annual Attendance Report.
Strategies:	The Quest front office will generate monthly attendance reports by class and distribute to teachers. Quest will conduct monthly acknowledgements of perfect attendance by class in the following ways: Awarding each class with a banner to hang on the door QTV announcements of accomplished classes Scroll winning classes on the TV monitors Print winning classes in the newsletter Award each student with a perfect attendance pencil each 9 week period
Evaluation:	Monthly attendance reports
Evidence-based Program(s):	Not available at this time.
Professional Development:
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 Perfect Attendance Pencils School Based $150.00 Total: $150.00 Final Total: $150.00
End of Attendance Goal
Additional Goal: Technology
Needs Assessment:	On the 2007-2008 Florida Innovates Inventory of Teacher Technology Skills Survey, Quest teachers scored an average of 90% or higher on all 6 sections of the skills survey. While Quest meets the 1:1 teacher to modern computer ratio identified in the District Technology Plan, Quest also meets the 5:1 student to modern computer ratio that is identified in the First in Florida strategic plan goal. There are currently 247 modern student computers. In 2009-2010, Quest will dispose of 56 obsolete computers from its inventory. 57 modern computers will be refreshed for our teachers. 100% of Quest's academic classrooms will 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 by 2010. Quest currently has 100% of teachers utilizing Edline to strengthen parent / teacher communication. At this time 94% of Quest teachers/staff are Discovery STAR Educators.
Objective:	By 2009, Quest Elementary School will implement the Make It Take It program as evidenced by the successful completion of a 12 week course.
Strategies:	Implement the Make It Take It program geared toward 6th grade students. Establish a Make It Take It Advisory Council to consist of 1 teacher, 1 technology associate, 1 technology integrator, and an administrator.
Evaluation:	Student involvement in the Make It Take It program will be the evaluation method for this objective.
Evidence-based Program(s):
Professional Development:	Classes will be held at Quest quarterly to update all staff with technology changes and refreshers. The Technology Associate will obtain more information regarding the Brevard Educational Technology Conference and get Quest involved in this venue.
Objective:	By 2009, Quest will have 100% of staff recognized as a Discovery STAR Educators as recognized by Discovery STAR Educator Brevard report.
Strategies:	Launch an Instructional Technology PLC to consist of 1 teacher representative per grade, the Technology Associate, an Administrator, and the school based Technology teachers.
Evaluation:	The Discovery Education Network and Discovery Streaming Utilization Reports will be utilized to evaluate this objective.
Evidence-based Program(s):	Discovery Streaming, Quest PLC
Professional Development:	Quest will host a Professional Development Day for pre-planning. Quest will also continue to utilize the Technology Integrator Team for technology updates during the school year. Classes will be held at Quest quarterly to update all staff with technology changes and refreshers. The Technology Associate will obtain more information regarding the Brevard Educational Technology Conference and get Quest involved in this venue.
Objective:	By 2010, Quest will complete the 21st Century Classroom initiative as evidenced by 100% of our classrooms being equipped.
Strategies:	Establish 21st Century Classroom materials in the remaining classrooms at Quest. Launch an Instructional Technology PLC to consist of 1 teacher representative per grade level, technology associate, an administrator, and the school based technology teachers.
Evaluation:	Computer inventory listings and the technology planning committee will be utilized for evaluation.
Evidence-based Program(s):
Professional Development:	Quest will host a Professional Development Day for pre-planning. Quest will also continue to utilize the Technology Integrator Team for technology updates during the school year. Classes will be held at Quest quarterly to update all staff with technology changes and refreshers. The Technology Associate will obtain more information regarding the Brevard Educational Technology Conference and get Quest involved in this venue.
Objective:	By 2010, 100% of teachers in grades 2 - 6 will implement RMEasyteach into their curriculum as evidenced by technology integration lesson plans.
Strategies:	Launch an Instructional Technology PLC to consist of 1 teacher representative per grade level, technology associate, an administrator, and the school based technology teachers.
Evaluation:	Professional development needs surveys and Florida innovates school surveys will be utilized as evaluation tools.
Evidence-based Program(s):	RMEasyteach
Professional Development:	Quest will host a Professional Development Day for pre-planning. Quest will also continue to utilize the Technology Integrator Team for technology updates during the school year. Classes will be held at Quest quarterly to update all staff with technology changes and refreshers. The Technology Associate will obtain more information regarding the Brevard Educational Technology Conference and get Quest involved in this venue.
Objective:	By 2009, 100% of students will be instructed on Internet safety as evidenced by the Classroom Performance System Reports.
Strategies:	Develop a plan for delivering age-appropriate Internet safety curriculum to students.
Evaluation:	Student participation will be the evaluation method used for this objective.
Evidence-based Program(s):
Professional Development:	Classes will be held at Quest quarterly to update all staff with technology changes and refreshers.
Objective:	By 2009, all 1st - 6th grade teachers will be using Edline to report grades, homework, and attendance via the Internet as measured by Edline usage reports.
Strategies:	Institute an Edline reporting cycle to reflect grade postings of twice per month and weekly newsletter uploads. Launch an Instructional Technology PLC to consist of 1 teacher representative per grade level, technology associate, an administrator, and the school based technology teachers.
Evaluation:	Edline utilization reports will be used to evaluate this objective.
Evidence-based Program(s):
Professional Development:	Quest will host a Professional Development Day for pre-planning. Quest will also continue to utilize the Technology Integrator Team for technology updates during the school year. Classes will be held at Quest quarterly to update all staff with technology changes and refreshers. The Technology Associate will obtain more information regarding the Brevard Educational Technology Conference and get Quest involved in this venue.
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 District technology funds District $3,416.00 A+ funds School Recognition Funds $7,300.00 Computer Replenishment Program District Workstation Replenishment Program $43,271.05 Total: $53,987.05 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: $53,987.05
End of Technology Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	MacMillan MaGraw Hill core reading program	District	$66,134.00
Reading	Reading Counts	Media	$142.00
Reading	Sunshine State Readers	PTO	$1,516.00
Reading	SRA Kits	PTO	$780.00
Reading	CARS & STARS	SAC	$1,695.00
Mathematics	Core Mathematics Program	District	$0.00
Science	Core Science Program	District	$0.00
Total: $70,267.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	SRI	District	$0.00
Reading	Classworks	District	$0.00
Reading	Voyager	District	$1,739.00
Reading	FCAT Explorer	District	$0.00
Mathematics	Classworks	District	$0.00
Mathematics	FCAT Explorer	District	$0.00
Science	FCAT Explorer	District	$0.00
Parental Involvement	Volunteers in Public Schools	District	$0.00
Technology	District technology funds	District	$3,416.00
Technology	A+ funds	School Recognition Funds	$7,300.00
Technology	Computer Replenishment Program	District Workstation Replenishment Program	$43,271.05
Total: $55,726.05
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Core Reading Program Training	District	$0.00
Reading	Reading Leadership Team	School Based	$0.00
Reading	Reading Contact	School Based	$0.00
Mathematics	Math Contact	School	$0.00
Mathematics	Math Leadership Team	School	$0.00
Writing	In-service workshops	District	$0.00
Writing	Writing Leadership Team	School Based	$0.00
Writing	Writing Contact	School Based	$0.00
Science	Science Contact	School Based	$0.00
Science	Science Committee	School Based	$0.00
Total: $0.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Part-Time Reading Coach	District	$11,795.00
Reading	Academic Support Program	District	$2,530.00
Reading	Academic Support Program	School Advisory Council	$1,000.00
Reading	Reading Club	School Based	$800.00
Mathematics	Academic Support Program	District	$2,530.00
Mathematics	Math TiVitz/Club	School	$800.00
Mathematics	Blast Off!/Buckle Up	School	$0.00
Writing	Academic Support Writing Program	School Advisory Council	$850.00
Science	Science Lab	District	$1,350.00
Science	Academic Support Program	District	$741.00
Science	Science Club	School Based	$800.00
Parental Involvement	Volunteer Appreciation	Parent Teacher Organization	$250.00
SSNP	Work Personality Inventories	School Based	$100.00
Attendance	Perfect Attendance Pencils	School Based	$150.00
Total: $23,696.00
Final Total: $149,689.05

SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

SAC Involvement

Quest’s School Advisory Council (SAC) is composed of a 55% - 45% parent to school staff ratio. The School Advisory Council (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, budgeting, and parent involvement. The School Advisory Council (SAC) is responsible for determining the expenditure of the $5.00 per student budget allocated by the state to the School Advisory Council (SAC) for school improvement. The School Advisory Council (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 School Advisory Council (SAC) duties and responsibilities, and establish how members will be elected or replaced, and set term limits.

SAC Members

IMPLEMENTATION EVALUATION

The School Advisory Council will review the School Improvement Plan on a quarterly basis to monitor ongoing progress. The administration and teachers will use a variety of assessment results from such tools as the DIBELS, FORF, Classworks Diagnostic and Summative Reports, and district required assessments for Reading, Math, Writing, and Science to monitor school-wide progress on the SIP goals.

The final evaluation on the extent of successful implementation of the SIP will occur when all data from the FCAT, Adequate Yearly Progress status, and the School Grade have been received in order to determine whether the school has successfully met the stated SIP goals.

Professional Development from Quest's goals for 2008/20009:
Part-time reading coach on site
Reading core program training
Differentiated Instruction
Reading Professional Learning Communities
Reading Committee to share strategies at faculty meetings
Voyager training for ESE teachers

Florida Council for Teachers of Mathematics Conference
Math Contact meetings
Math contact sharing strategies through faculty meetings
Math Professional Learning Community

“In-house” and district-wide training in using Florida rubrics to score essays, lessons on target skills, and ways to encourage elaboration in writing
All teachers will be provided with the second edition of the Piece by Piece publication.
The book titled Elaboration: Developing Ideas will be shall be shared with all teachers in grades 2-6.
The book titled Developing Writing+ Skills will be shared with 2nd and 3rd grade teachers.
The school writing contact and committee will share strategies with the teachers at faculty meetings.

District Offered Science In-services
In-school training as needed on grant writing
Science fair workshop for teachers

The school-based Volunteer and Mentor Coordinator will attend district-level training regarding updates in volunteer, mentor, and business partner information.
The school-based Volunteer and Mentor Coordinator will provide school-based training to administration and faculty/staff on necessary topics regarding volunteers and mentors:
Listed and Registered Volunteers
Sexual Predator and Offender Background Checks
Importance of volunteers signing in at the front office and obtaining a visitor badge
Field Trip requirements
Volunteers driving students in their personal cars
Upcoming events
The Volunteer Coordinator will hold a Volunteer Orientation to introduce a variety of opportunities to parents.
The school-based Volunteer Coordinator will provide a Volunteer Orientation to introduce opportunities to parents for involvement.

Guidance counselor will share strategies with faculty.

Quest will host a Professional Development Day for pre-planning. Quest will also continue to utilize the Technology Integrator Team for technology updates during the school year. Classes will be held at Quest quarterly to update all staff with technology changes and refreshers. The Technology Associate will obtain more information regarding the Brevard Educational Technology Conference and get Quest involved in this venue.

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