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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

The mission of Timber Trace Elementary School is to provide an education that prepares every child for successful life-long learning and for responsible citizenship. Parents, community, staff and students will share the responsibility of education in a safe climate that facilitates student achievement through active learning, self-esteem and mutual respect.

SCHOOL PROFILE DEMOGRAPHICS

Timber Trace Community Elementary School, opened in 1991, is located in Palm Beach County in the city of Palm Beach Gardens. This school has a diverse boundary area, serving students in Palm Beach Gardens. The majority of students are drawn from the community that surrounds Timber Trace Elementary School. Under the provision of the School Choice Plan and the NCLB Plan, families that reside in Riviera Beach or a SAC area with a poor performing school may choose Timber Trace for attendance.

This year the school's boundaries were changed to accommodate the opening of a new school built within our former school boundaries. Two SAC areas will be attending the new school, reducing the school population from 960 to 835.

The staff at Timber Trace Elementary School is dedicated and hardworking, with a low rate of mobility. Six new teachers joined the staff to cover teachers on leave or to replace a teacher who moved to the new school. Of the 63 teachers on staff, 21% hold a master's degree. One teacher has earned her doctorate. All of the teachers are teaching within their field of certification except four teachers of the gifted who are working toward their endorsement.

Timber Trace Elementary School has been annually named a Florida Department of Education Five Star Award Winner and a Golden School Winner. As measured by state rankings, Timber Trace's student outcomes meet high state and national testing standards. Since opening, the school has maintained accreditation by the Southern Association of Colleges and Schools and has also been named as a STAR award winner.

As of October 2008, school-wide enrollment was 835. Including the gifted classes, the school-wide average class size was 19 students. The average class size was less than 18 for primary grades (K-3) and less than 22 for intermediate grades (4-5).

The school hosts one in-house nurse and a Blue Ribbon-winning School Age Child Care (SACC). Other interventions available to qualified students include: Supplemental Academic Instruction (SAI- 3rd grade), English Language Learners (ELL), Exceptional Student Education (ESE), and Power to Read Program(funded by a grant from the Raymond Foundation and Pratt and Whitney Aircraft). The ESE program is fully inclusive education and one LLD unit.

To ensure a safe and orderly environment, a school-wide positive discipline plan is used. The guidance counselor provides district-mandated character education lessons as well as conflict resolution skills. In addition, the counselor provides occasional one-on-one counseling, group counseling, and referrals to outside community agencies.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Sue Z. Slone, the Principal of Timber Trace Elementary, is currently certified in Early Childhood Education, Elementary Education, and School Principal. With a masters degree in Elementary and Early Childhood Education and an Educational Specialist degree in Educational Leadership.
Kathy Pasquariello, the Assistant Principal of Timber Trace Elementary, holds a bachelor's degree in Elementary and Special Education, a masters degree in Special Education and a specialist of education in Educational Leadership.

Both administrators at the school have effectively guided school toward improved student academic achievement. School centers served have maintained or improved their school grades to meet high standards and the administrators have been recognized by the Florida Commissioner of Education for their leadership in reaching outstanding yearly academic progress.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

All teachers at Timber Trace who were employed by the District in October 2008 are highly qualified except 2 who need the EE subject area exam. Four teachers are working on their gifted endorsement.  

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

N/A

School Wide Improvement Model

Note: Required for Title I

N/A

NCLB Public School Choice

Note: Required for Title I

N/A

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

N/A

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

N/A

No Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

N/A

SCHOOLS GRADED C OR BELOW

Professional Development

N/A

Disaggregated Data

N/A

Informal and Formal Assessments

N/A

Alternative Instructional Delivery Methods

N/A

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

N/A

Responsibility of Teaching Reading for Every Teacher

N/A

Quality Professional Development for Teachers and Leaders

N/A

Small Learning Communities (SLC)

N/A

Intensive Intervention in Reading and Mathematics

N/A

Parental Access and Support

N/A

Applied and Integrated Courses

N/A

Course Choice Based on Student Goals / Interests / Talent

N/A

Master Schedules Based on Student Needs

N/A

Academic and Career Planning

N/A

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the 2008 School Accountability Report, 90% of 3rd, 4th, and 5th grade students performed at Level 3 or above in reading. 79% of the students made a year's worth of progress in reading. Of the students in the lowest 25%, 72% demonstrated learning gains in reading. The school made AYP for all sub groups.
*Objective:	By June 30, 2009: 92% of grade 3-5 accountability students will score Level 3 or above on the FCAT Reading. 83% of the accountability students will make learning gains in reading. 80% of the students in the lowest 25% will show learning gains in reading.
*Strategies:	1. Fountas and Pinnell Benchmark Assessment System will be used with all students K-3. Assessment data will be used to provide instruction at the appropriate level for each student utilizing leveled readers from new MacMillan reading program as well as the resource room. 2. Teachers use collaboration time to review grade level expectations, analyze data collected from common assessments and share effective teaching strategies in order to improve reading instruction and achievement. 3. Teachers plan their professional development in the area of reading to include professional reading, collegial conversation and action research in order to improve reading achievement. 4. Teachers make use of alternative assessments as well as traditional tests for screening, diagnostics and progress monitoring of students’ strengths/weaknesses. (See list of Evaluation tools). Data will be entered into the EDW and teachers will access this information to develop and implement plans to target the weak areas in K-5 reading with special emphasis on comprehension. 5. Teachers utilize Reading Counts and Accelerated Reader to encourage students to read and to check reading comprehension. Implement incentive programs for student participation and success in the use of Reading Counts and Accelerated Reader. These include book lunches with the principal and Million Word Reader Awards. 6. Reading fluency will be checked in a systematic way in grades 2-5 using DIBELS and other fluency probes four times a year in order to plan appropriate instruction in the area of fluency. An Oral Reading Quality Scale will be used in conjunction with fluency probes. 7. Teachers provide instruction in the 5 essential components of reading: phonemic awareness, phonics, vocabulary, fluency and comprehension. A balanced literacy framework will be utilized including: read aloud, guided reading, shared reading, independent reading, working with words, decoding strategies, fluency building and comprehension strategies. Vocabulary development and oral language will be emphasized across all content areas. 8. Exceptional Education Teachers will work cooperatively with the regular education teachers to create an inclusive learning environment for ESE students. 9. The Harcourt science and Houghton Mifflin social studies series will provide opportunities to read in the content area. Teachers use the series to teach reading skills aligned with the Sunshine State Standards. 10. A resource room will continue to be developed to provide teachers with leveled books for reading instruction as well as books to be used with at risk students, for literature circle groups or whole class novel discussion. 11. Arts and Science teachers teach basic reading skills and FCAT skills through their area of expertise. 12. Opportunities will be provided for teachers to meet and discuss curriculum areas across grade levels, including having classroom buddies. 13. Teachers give high-needs students the extra time and instruction they need to succeed. This includes utilizing Supplemental Academic Improvement Program (SAI), all Exceptional Student Education (ESE) (i.e.speech and language impaired, varying exceptionalities/specific learning disabled) and English Language Learners (ELL) programs to identify and meet the needs of differentiated groups of students. They also support the social and academic resiliency of high-needs students. 14. The Power to Read program will be used to develop phono graphic skills in struggling readers, primarily in grades K-2. 15. Technology teacher and classroom teachers use technology to enhance lessons, provide practice, differentiate instruction, and provide opportunities to read in the content areas. Programs such as Riverdeep Reading, Tumblebooks, FCAT Explorer and Read, Write and Gold are utilized. 16. Increase reading of non fiction text. Use Time for Kids in each classroom. The following strategies address the appreciation of multi cultural diversity. 17. Purchase materials for the media center to enhance selections for/from diverse populations. 18. Provide differentiated instruction to meet the needs of each student to ensure a year's growth for each student. 19. Art and music standards are developed through a multi cultural approach using artifacts and art and music samples from a variety of cultures. 20. Use Time for Kids which provides much multicultural information.
*Evaluation:	Evaluation will include District SSS Reading Diagnostic test, FCAT SSS Reading Assessment, SRI, STAR, DIBELS, reading fluency assessment, Fountas & Pinnell Benchmark Assessment System, Princeton Review Assessments, Oral Language Assessment and classroom assessment.
*Evidence-based Program(s):	Research indicates teachers and students in balanced literacy programs tend to perform better than in traditional programs (e.g., Wharton-MacDonald, Pressley, & Mistretta, 1997). In balanced reading instruction, skilled and well-informed teachers teach students both the structure of language and how to construct meaning as they interact with various texts. Balanced instruction involves teachers in planning assessment-based instruction incorporating research-based practices. Some of the strategies incorporated are supported by more than 1,000 of the highest-quality and most useful research studies and summaries available corresponding to the Effective Schooling Practices developed by the Northwest Regional Laboratory. Liebling (1998) presented the following summary of research-based best instructional practices developing young readers and writers: ---Classrooms organized as learning centers that encourage embedding language and literacy within discovery and play activities. ---A print-rich classroom environment that encourages associations of spoken words with signs in the classroom. An important component of a print-rich environment is a class library containing a wide variety of texts. ---Oral language activities, involving singing and reciting verses, dramatizing stories and rhymes, and discussing word meaning, ideas, books, and experiences to build receptive and expressive language and verbal reasoning, and engaging in discussion to improve comprehension and thinking skills. ---Phonemic awareness activities, including identifying words not belonging in a sequence; singing involving play with phonemes or requiring substitution of words and word parts in rhyming patterns; and body movements to indicate the number of syllables or patterns in songs, stories, or words, as well as segmenting words into component sounds and blending sounds into real words; and changing the beginning, middle, or ending of words to create new words. ---Print and syntactic awareness activities to build purpose of reading, knowledge of words, letters, sentences, and paragraphs. ---Explicit instruction in alphabet recognition and writing: Acquiring knowledge of letter names and learning to write all upper and lower case letters. ---Independent reading in which children have daily opportunities to read high quality books of their own choosing independently or with a peer. Children have daily opportunities to choose books they want to read or reread independently or with a friend. ---Shared, interactive storybook reading through daily reading aloud at home and at school. Fluent readers model the reading process, and children share in the reading. Reading with discussion of books read at home and at school promotes appreciation and text comprehension, storytelling and re-telling. Teachers engage children in reading-process activities: pre-reading predictions and setting contexts for reading; during-reading questioning and response conversation, and post-reading activities to encourage reflection on meaning. ---Daily guided reading activities involving explicit teaching of word recognition and comprehension strategies for approaching and entering text. Word study to build vocabulary and spelling ability is a regular part of instruction. Liebling, C. (1998). In the beginning: Helping all children achieve early literacy. (Report No. CS 013 196). Portsmouth, NH: RMC Research Corporation. (Eric Document Reproduction Service No. ED 419 227). Wharton-MacDonald, R., Pressley, M., & Mistretta, J. (1997). Outstanding literacy instruction in first grade: Teacher practices and student achievement. (Reading Research Report No. 81). Athens, GA: National Reading Center.
*Professional Development:	Professional development in the use of the Fountas & Pinnell Benchmark Assessment System as well as Balanced literacy will be provided for all teachers K-5 including ESE and ELL. Professional reading material will be provided to teachers in grades 3 and 5 to enhance instruction in the area of comprehension.Teachers new to the school will receive training in Accelerated Reader and Reading Counts. A reading contact person will be identified and recieve training in balanced literacy along with administration. Information will be shared with staff.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Teaching for Comprehenstion and Fluency Internal Accounts $90.00 Total: $90.00 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 Strategies that Work & Still Learning to Read professional reading Internal Accounts $482.00 Total: $482.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $572.00
*Non-Highly Qualified Instructors:	Currently three teachers are not highly qualified in ESOL, they are taking courses toward this endorsement. Two of these teachers need to take the EE SAE and plan to take care of this during the school year. Four teachers are out of field for gifted and all are working on this endorsement.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the 2008 School Accountability Report, 90% of 3rd, 4th, and 5th grade students performed at Level 3 or above in mathematics; 84% of the students made learning gains in math. 88% of the lowest 25% made learning gains. There was an increase in gains for all students as well as the lowest 25%. All AYP goals were met in math.
*Objective:	By June 30, 2008, the percent of grade 3-5 accountability students scoring at or above Level 3 on the FCAT SSS Mathematics will be 90% or greater. 72% of the students will make learning gains in math and 65% of the lowest 25% of students will make learning gains.
*Strategies:	1. School wide assessment of math fact fluency will be done four times a year for students in grades 1-5 and at the end of the year for kindergarten students. The assessment will take place at the beginning of the year for baseline data and will be administered at the end of each marking period to determine growth in the area. Teachers use the data to plan instruction, set goals with students and to inform parents. Math Masters Awards will go to students who can complete 30 problems in one minute. 2. Teachers in grades 3 through 5 use Hands on Equations to develop algebraic thinking and problem solving skills. 3. Emphasis will be placed on math vocabulary. Math words will be color coded on word walls. 4. Harcourt Math series will be used K-5 with differentiated instruction provided based upon the needs of the students. 5. Teachers utilize Every Day Counts on a daily basis. 6. Sunshine Math is made available for student use at home. 7. Teachers collaborate on math achievement using common assessments to determine student areas of need and effective teaching practices. They utilize materials that correspond to the Sunshine State Standards and correspond to the state measurement system (FCAT, NRT, SSS Diagnostics, etc.). 8. Arts and Science teachers will incorporate math skills in their program. 9. The technology teacher and classroom teachers use technology to enhance lessons, provide practice, differentiate instruction, and assess student achievement in the area of Math. Programs such as Riverdeep Math, FCAT Exploreer, Graph Club, and Harcourt Math software are utilized. 10. Depth in math understanding will be fostered through the use of hands on experiences as well as cooperative learning. 11. Educational Data Warehouse will be used in grades 3-5 to monitor student acheivement on the Sunshine State Standards.
*Evaluation:	Evaluation will include school wide math fact fluency assessment, District SSS Mathematics Diagnostic test and FCAT Mathematics Assessment, Harcourt Math series assessments.
*Evidence-based Program(s):	The review of mathematics instruction research is inconclusive about a specific best practice. The dispute in the math world between those advocating a return to basics and those who favor the “new math” has been dubbed the “math wars.” However, some things do emerge as essential practices for student success in mathematics: curriculum and instruction are aligned to academic standards; instruction and assessment are designed to develop students’ reasoning and problem-solving skills; and mathematics instruction is aligned to applications relevant to the students. This research supports the use of the Harcourt mathematics series. Best Practices: Mathematics (PSEA) http://www.psea.org/article.cfm?SID=196
*Professional Development:	Hands on Equations training will be provided for teachers new to the school and refreshers for teachers requesting assistance.
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
*Non-Highly Qualified Instructors:	Currently three teachers are not highly qualified in ESOL, they are taking courses toward this endorsement. Two of these teachers need to take the EE SAE and plan to take care of this during the school year. Four teachers are out of field for gifted and all are working on this endorsement.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the 2008 School Accountability Report, 83% of 4th grade students performed at Level 3.5 or above in writing. This was a decrease from the previous year.
*Objective:	By June 30, 2009, at least 90% of students will score a 3.5 or higher on the FCAT SSS writing assessment.
*Strategies:	1. School wide assessment of writing will be done at least 4 times a year. A baseline will be done early in school with subsequent assessment done at the end of each marking period in grades 1-5. Kindergarten students are assessed twice a year. Scoring will be done by two teachers and information will be shared at collaboration meetings. 2. Data analysis will drive the direction for writing instruction in each classroom and at all grade levels. 3. Teachers develop a mutual understanding of the writing rubric across all grade levels and the 6+1 traits rubrics for their grade level. They will use assessment checklists based on the FCAT Writing Rubric to score papers. Samples of student writing that has been scored as 5.5 or 6 is shared with students for discussion and goal setting. 4. Teachers utilize 6+1 writing traits from professional development opportunities and the use of the writing continuum to increase writing achievement. Writing across the content areas will be used in all classrooms daily. Teachers will conference with students about their writing on a regular basis. Writers' Handbook will be used as a resource at home and at school. 5. Writing will incorporated into all subject areas. Writing in response to reading will be assessed through the Fountas & Pinnell Benchmark Assessment in grades K-3. 6. Teachers use technology to enhance lessons, provide practice, differentiate instruction, and provide opportunities to write in the content areas. Programs such as Kidspiration, Inspiration and Read, Write, Gold will be utilized. 7. Writers workshop training will be provided for teachers and will begin to be incorporated into the instructional day.
*Evaluation:	Evaluation will include the FCAT SSS Writing assessment and school wide writing assessment with collaborative scoring.
*Evidence-based Program(s):	Recent research provides information on successful features of writing instruction and achievement, and indeed, one feature is clear: students experienced with writing more than one draft of a paper, and students whose writing was saved in folders or portfolios, achieved higher average scores than their peers who did not write multiple drafts or save their writing. (1998 NAEP Report Card; see http://nces.ed.gov/nationsreportcard/ writing.) Yet despite such findings, recent studies of the status of writing in the school curriculum also show that too often students are asked to write infrequently and within a narrow range of genres and for limited purposes. Clearly refining your district or school practices can insure that teachers are incorporating key writing experiences that contribute to the development of skilled student writers. School Policies and Plans for Writing http://www.ncte.org/prog/writing/policy ---Writing activities including group story-writing, language-experience stories, writing to promote phonemic awareness and letter knowledge, and independent writing of stories encouraging the use of invented spelling. Opportunities to share writing with peers in conferences, writing clubs, and in the “Author’s Chair” are encouraged. (pp. 20-22) ---Daily guided writing involving explicit instruction in the writing process and use of correct spelling, syntactic structure, and writing conventions. Children have opportunities to learn to write a variety of text types for a variety of audiences and communicative purposes. Instruction in writing nonfiction includes access to informational sources including the library and the Internet, note taking, and organization of ideas by topic sentences and paragraphs. Liebling, C. (1998).
*Professional Development:	Writers' Workshop will be part of the professional development activities all year. Fourth grade teachers will do a book study using The Resourceful Writing Teacher by Jenny Mechem Bender. Read, Write and Gold training will be provided to all inclusion 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 The Resourceful Writing Teacher Internal Accounts $250.00 Total: $250.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $250.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	In 2008, 77% of the students scored a level 3 or above on science FCAT.
*Objective:	By June 30, 2009, 79% of the fifth grade students will score a level 3 or above on the FCAT Science.
*Strategies:	1. Teachers provide science instruction appropriate to support core benchmarks of the Sunshine State Standards for each grade level. 2. Teachers in grades 3-5 will actively use the new Harcourt Science text as a part of their reading program with special emphasis on non fiction reading, table, graph and chart reading. 3. The science teacher will instruct students K-5 in a hands on lab. 4. Teachers facilitate students' participation in hands on science investigation twice a month. 5. Media program will use science as a research topic. 6. Students receive instruction and practice with classroom tasks and assessments that are in the format of FCAT. 7. The technology teacher and classroom teachers use technology to enhance lessons, provide practice, differentiate instruction, and provide opportunities to read in the content area. Programs such as Science Court, Brain Pop, United Streaming , FCAT Explorer will be used. 8. School wide participation in the Science/Math Fair emphasizing the scientic process in grades K-5. PTA meeting prior to Fair will be held to assist parents and students with ideas for the projects. 9. A science resource room for manipulatives will be made available to all teachers.
*Evaluation:	Evaluation will include the FCAT Science Assessment and Harcourt science text assessments.
*Evidence-based Program(s):	Incorporating assessment into the learning process is critical to developing learners capable of creating their own knowledge. At the state and local levels, curriculum frameworks must be developed that provide meaningful learning for all students, take a more holistic approach to science curricula, and provide new forms of assessment. Most important, the frameworks should emphasize the processes of science. The facilities used in science learning - both inside and outside of the school - should be up-to-date and available for student use. Increase access to technology by making the technology-delivery system more user-friendly and providing easy access to data for learners of all ages. Elizabeth Stage from the National Research Council. Excerpted from Gateway to the Future: Exploring Science Through Technology, produced by NCREL and the Great Lakes Collaborative (1993).
*Professional Development:	Independent/district sponsored workshops as available.
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 Funding for Resource Room Grant from Northern Palm Beach County Chamber of Commerce $500.00 Total: $500.00 Final Total: $500.00
*Non-Highly Qualified Instructors:	Currently three teachers are not highly qualified in ESOL, they are taking courses toward this endorsement. Two of these teachers need to take the EE SAE and plan to take care of this during the school year. Four teachers are out of field for gifted and all are working on this endorsement.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	N/A
*Objective:
*Strategies:
*Evaluation:
*Evidence-based Program(s):
*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 No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	N/A
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Single School Culture
Needs Assessment:	During the school year, academic, behavior and/or climate needs assessment will be conducted and may include the following: state, district, school and/or classroom assessment date, climate surveys, discipline data.
Objective:	By June 2009, 100% of the core subject teachers will analyze assessments (diagnostics, district and/or classroom common assessments, etc.) for patterns of strengths and weaknesses during Learning Team Meetings as documented by the appropriate process summary forms. EDW will be used to collect assessment information and provide reports to teachers on student achievement towards SSS. Staff will continue to be trained in "Capturing Kids Hearts" as funds permit.
Strategies:	1. The core subject area teachers will attend Learning Team Meetings to focus on accelerating student achievement. Special emphasis will be placed on examining student work and planning for student learning. 2. Staff will continue to be trained in "Capturing Kids Hearts" to assist in building a classroom community that functions under a class social contract. 3. Student council will sponsor an "Adopt a Spot" campaign to keep the campus free of trash. Special emphais will be placed on us caring for our school community. 4. Student council will assist in the school wide recycling of paper.
Evaluation:	The staff will conduct and document regularly scheduled Learning Team Meetings.
Evidence-based Program(s):	When curriculum is well-articulated, aligned to assessments, and school leaders monitor the extent to which it is actually covered, the measureable impact increases from 7 percentile points to 31 percentile points in student achievement (MCREL2000). When a Single School Culture is established school-wide, it creates a philosophy and atmosphere that supports increased student achievement, promotes shared accountability and increases teacher and student efficacy. Single School Culture fosters continuous improvement by encouraging teachers to create rigorous assessments and assignments that are aligned to the standards, articulate the learning targets and motivate students. Students can believe in their ability to perform at high levels, know where they are in relation to their academic targets, understand how to use feedback to improve and can communicate their academic progress. For further research, please see the following websites: www.assessmentinst.org, www.edtrust.org, www.daggett.com.
Professional Development:	Capturing Kids Hearts training for teachers. Training in the input and running of reports in the Educational Data Warehouse.
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 Single School Culture Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Teaching for Comprehenstion and Fluency	Internal Accounts	$90.00
Total: $90.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Strategies that Work & Still Learning to Read professional reading	Internal Accounts	$482.00
Writing	The Resourceful Writing Teacher	Internal Accounts	$250.00
Total: $732.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Science	Funding for Resource Room	Grant from Northern Palm Beach County Chamber of Commerce	$500.00
Total: $500.00
Final Total: $1,322.00

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

School Advisory Council is very active in reviewing the budget, in providing input into the spending of the A+ money, providing support to the school through the School Improvement Funds. The SAC listens to community, parent and staff concerns and makes suggestions for problem solving. The SAC reveiws the school improvement objectives and plan and approves it for the school.

SAC Members

IMPLEMENTATION EVALUATION

Math fluency and reading comprehension will be evaluated at the end of each marking period.
Writing progress in grades 3-5 will be monitored 2 times prior to winter break and at least 2 times later in the year. First and second grade writing will be assessed prior to the end of each marking period.
Reading and math diagnostic tests will be taken prior to the FCAT administration in March. Results from these assessments will be discussed at Learning Team meetings and used to plan instruction.
Teachers will communicate student achievement with parents at least six times a year. Progress Monitoring Plans will be written for students experiencing difficulty in reading, math, writing or science. These plans will be shared with parents during the first marking period or as a need arises.
FCAT reading, writing, math and science results will be reviewed upon receipt in May.
Teachers will meet with administration at least twice a year to discuss student achievement and plan for future instruction. Teachers in the ESOL, ESE and SAI programs will also review student progress with administration at least twice a year.
Progress will be monitored for ELL students an additional two times per year.
Teachers will share information gained during book reviews and professional development activities with their Learning Teams and administration on a regular basis.
This plan will be considered successfully implemented if 80% of the objectives are met.

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