VISION and MISSION STATEMENTS

Our Vision:
Ponce de Leon Elementary realizes that emerging trends in education show that simply hearing the academics is not satisfactory but that a student must be immersed within the subject matter. Children are versatile; therefore our teaching styles, strategies, and resources must accommodate that versatility. Although our teaching strategies may come and go and teaching styles change to meet the needs of future students, there are core beliefs that remain constant and true. Over the years there has been a focus on providing our children with a love for learning in order to facilitate intellectual growth that will accommodate them in their struggle to keep up with the fast-paced, constantly changing world we live in. That focus continues to remain strong and steadfast within Ponce de Leon Elementary School.

Our Mission:
Our mission at Ponce de Leon Elementary School is to ensure that all students experience an educational environment that urges them towards the achievement of their maximum potential. We recognize that in order to achieve this we must view each child as being unique, with his or her own special assets and abilities to offer. Our mission is concerned with uncovering those assets and abilities and providing opportunities for our students to develop them. In this way, we hope to teach each student how he or she can meaningfully contribute to our world and become a successful, productive citizen of our society.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Ponce de Leon Elementary is a Title I school. We took occupancy of our school in the fall of 1980 with classes for Kindergarten through Fifth grades. Until that time we were part of Ponce de Leon School, a kindergarten through twelfth grade school. We now are the feeder school for Ponce de Leon High School which is a sixth through twelfth grade school. In 1989, a community elementary school in the county, Prosperity Elementary, was closed and the students were moved to Ponce de Leon Elementary. In 1990, we added a Pre-Kindergarten class to our campus.
We are a Title I school with 76% of our students qualifying for free and reduced lunches and we are recipients of the Reading First Grant. The majority of our faculty have attended the Reading First Teacher Academy and 29.6% of our faculty members have their reading endorsement.



Unique School Strengths for Next Year

Ponce de Leon Elementary is very proud of the fact that our writing scores increased from 84% of our students scoring a Level 3 or above in 2008 to 92% scoring a Level 3 or above in 2009 as reported by our Adequate Yearly Progress report.


Unique School Weaknesses for Next Year

PdlE's FCAT Writing score was stated to be a strength for us, but it is also going to be a challenge to maintain at least 90% of our students scoring a Level 3 or above on the 2010 assessment. We also have several other areas that our school will be focusing on this school year to improve our students' academic success. We did not make Adequate Yearly Progress in the following areas: Reading: only 62% of our Total Population scored at or above grade level; only 59% of our Economically Disadvantaged students scored at or above grade level. Math: only 64% of our Total Population scored at or above grade level; only 63% of our Economically Disadvantaged students scored at or above grade level. Science: only 35% of our Total Population scored at or above grade level.

Due to budget cuts, the school is being asked to share its reading coach with the district office. Paraprofessionals and faculty members not assigned to classrooms are being used to substitute in classrooms. Both of these issues are giving our classroom teachers and students less support.


Student Demographics

Ponce de Leon Elementary School is located in one of the lower socio-economic areas of Florida, we consist of 347 students from a predominantly economically disadvantaged community. 98.1% of our students are White, 1.6% Hispanic and .3% is Asian, American Indian or Multiracial. Approximately 76% of our students have qualified for free or reduced lunches.


Student Attendance Rates

The percent of students absent 21 days or more dropped from 15.6% percent during the 2007-2008 school year to 9.94% during the 2008-2009 school year.


Student Mobility

There was a total of 367 students during the 2008-2009 school year. Seventy-four students withdrew and entered PdLE during the 2008-2009 school year. The student mobility rate is 20.16%.


Student Suspension Rates

There was 1 student placed in In School Suspension (ISS) during the 2008-2009 school year.


Student Retention Rates

Our retention rate is 3.5%.
Kindergarten - 5 students
Third Grade - 5 students
Fifth Grade - 3 students


Class Size

The average class size in general education classrooms is: Pre Kindergarten is 18 students, Kindergarten 19 students, First Grade 17.6 students, Second Grade 16.3 students, Third Grade 15.75 students, Fourth Grade 19.6 students, and Fifth Grade 17.3 students.

The teacher to student ratio is:
PK - 3 - 17.14 students per teacher
4 -5 - 18.5 students per teacher

The average class size in our ESE department is 8.5 students.


Academic Performance of Feeder Pattern

PdLE serves as a VPK-5 school and does not have any feeder schools. Some of our students entering kindergarten however, do attend a Head Start program before attending PdLE. Research data (FLIKRS) has shown that students attending a Head Start program score higher on the kindergarten readiness assessment.
PdLE serves as the feeder school to Ponce de Leon High School grades 6th through 12th.


Partnerships and Grants

Ponce de Leon Elementary will continue its strong partnership with Ponce de Leon High School's Teen Mentors program. They will provide our low performing second grade students with reading tutoring.

Through the 21st Century Grant, we run an afterschool program that gives our students the opportunity to be tutored in all subject areas and provides physical activities for them four days a week.

We will continue our business partnerships with Kea-Ash Inc. (labor and materials), Arban & Associates (labor and materials), CHELCO (report card covers) Lowes (10% school discounts), and Pizza Hut (free personal pan pizzas as incentives for students for meeting reading goals) to help provide additional resources to enhance our students' academic and physical needs.


STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
Principal Woodrow Vaughan BS - Elementary Education, University of West Florida
MA - Administration/Supersvison, Troy State Universtiy 		20 20 2008-2009
School Grade C
Reading Mastery 68%, Math Mastery 69%, Writing Mastery 80%, Science Mastery 35%. AYP not met, 85%. Total Population Reading 62%, Totlal Population Math 64%, Economically Disadvantaged Reading 59%, Math 63%.
2007-2008
School Grade B
Reading Mastery 76%, Math Mastery 68%, Writing Mastery 65%, Science Mastery 42%. AYP not met, 97%. Writing did not increase by 1%.
2006-2007
School Grade A
Reading Mastery 76%, Math Mastery 67%, Writing Mastery 70%, Science Mastery 23%. AYP met, 100%.
2005-2006
School Grade C Reading Mastery 73%, Math mastery 57%, Writing Mastery 63%. AYP not met, 92%. Students with Disabilities - Reading / Math, Economically Disadvantaged students - Math.
2004-2005
School Grade C
Reading Mastery 71%, Math Mastery 66%, Writing Mastery 38%. AYP not met, 93%. Writing did not increase by 1%, Students With Disabilities - Math.
2003-2004
School grade A. Reading Mastery - 74%, Math Mastery 69%, Writing Mastery 60%. AYP not met, 97%. Writing did not increase by 1%.
2002-2003
School grade C. Reading Mastery 56%, Math Mastery 49%, Writing Mastery 59%. AYP not met. Students With Disabilities - Reading/ Math, Economically Disadvantaged - Math.
2001-2002
School Grade C.
Reading Mastery 58%, Math Mastery 51%, Writing Mastery 50%.
2000-2001 School Grade B
1999-1998 School Grade C.
1998-1999
School Grade D.
Assis Principal Pamela Price MA - Elementary Education, University of West Florida 11 4 2008-2009
School Grade C
Reading Mastery 68%, Math Mastry 69%, Writing Mastery 80%, Science Mastery 35%. AYP not met, 85%. Total Population Reading 62%, Totlal Population Math 64%, Economically Disadvantaged Reading 59%, Math 63%.
2007-2008
School Grade B
Reading Mastery 76%, Math Mastery 68%, Writing Mastery 65%, Science Mastery 42%. AYP not met, 97%. Writing did not increase by 1%.
2006-2007
School Grade A
Reading Mastery 76%, Math Mastery 67%, Writing Mastery 70%, Science Mastery 23%. AYP met, 100%.
2005-2006
School Grade C Reading mastery 73%, Math Mastery 57%, Writing Mastery 63%. AYP not met, 92%. Students with Disabilities - Reading / Math, Economically Disadvantaged students - Math.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
Reading Tonya McInnis MA - Educational Leadership from University of West Florida
Reading Endorsed 		1 5 First Year at Ponce de Leon Elementary

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1. The principal will meet regularly with all new teachers. Woodrow Vaughan, Principal no new teachers at this time
2. Partner new teachers with veteran teachers. Pamela Price, Assistant Principal no new teachers at this time


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
No data submitted


Staff Demographics

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed
2707.429.6633710029.63.73.7


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Sherron Galloway Todd Jones Mentors teaching experience at same grade level and prior FCAT data New and newly transferred teachers are entered into our Teacher Mentoring Program for one year, or as deemed necessary by the administration. The Assistant Principal/Curriculum Coordinator, Pamela Price, is in charge of setting up the Teacher Mentoring Program with the mentor, who is the grade level chair. The Curriculum Coordinator meets during pre-school with the new teacher to go over the core curriculum, Teacher Handbook and answer any questions that the new teacher might have about our school. The grade level chair meets weekly, or more often if needed, with the new teacher. Through the year, these meetings move through three stages. The first stage focuses on practical skills and information - where to order supplies, how to organize the classroom to maintain order and ease in movement, where to locate instructional materials. The second stage concentrates more on the art and science of teaching while polishing classroom management skills. The third stage shifts its focus to a deeper understanding of instructional strategies and ongoing professional development that is based on the assessed needs of students. By modeling reflective thinking practices through each of these stages, mentors enhance both their own and the new teachers' professional growth moving the new teacher beyond the plan-teach-evaluate mode to a higher level of joint assessment and reflection. At the end of the school term the new teacher, mentor, and curriculum coordinator meet to evaluate the successfulness of the mentoring program. Each participant is asked to complete an evaluation of the mentoring process before the meeting. The evaluations are reviewed during the final meeting along with the quality of classroom learning (data review).



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Services are provided to ensure students requiring additional remediation are assisted through after-school programs such as SES (Supplemental Education Services). The LEA will provide on-going consultation and Technical Assistance through the Title I Coordinator. This consultation and technical assistance will include help in analyzing data from FCAT. Additionally, technical assistance will address school implementation of the Title I requirements for parental involvement and professional development. The assistance will include help in identifying and implementing instructional strategies and methods of instruction that are based on scientifically-based research and that have proven effective in addressing the specific instructional issues that caused the school to be identified as in need of improvement. Also, assistance will focus on analyzing and revising the school's budget so that the school's resources are more effectively allocated to the activities most likely to increase student academic achievement and to remove the school from improvement status.


Title I, Part C- Migrant

Our school based Title I person will coordinate with Title I and other programs to ensure student needs are met. Holmes County School District and Title I collaborates with the Panhandle Area Educational Consortium to provide migrant education services. Services include wide-range, comprehensive family support through networking with other agencies programs and services to assist migrant parents and their children, including referral of eligible secondary students to GED programs.


Title I, Part D

Holmes County School District collaborates with the Holmes County Sheriff Department through an agreement related to sharing information relevant to the prevention of delinquency behaviors for at-risk students. Increased collaboration will improve prevention programs, early identification and early intervention for students at-risk.


Title II

Title II, Part A, provides professional development activities and also provides teachers for class size reduction. Holmes District Schools helps our school purchase small technological equipment to be used in the classrooms through Title II, Part D. New technology purchased through these funds will increase the instructional strategies provided to students and will enhance literacy and mathematic skills of all students.


Title III

Our district helps us purchase educational materials for ELL students and immigrants through these funds.


Title X- Homeless

District provides resources (clothing, school supplies, social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.


Supplemental Academic Instruction (SAI)

Supplemental Academic Instruction (SAI) assists in supporting Third Grade Summer Reading Camp.


Violence Prevention Programs

Title IV-Safe and Drug Free schools program provides curriculum, professional development, and trained substance abuse prevention personnel to promote a safe school environment. These monies provide our 2nd and 5th grade students a program entitled, "To Good For Drugs" that teaches our students how they can be drug free along with how they can avoid peer pressure and stress.


Nutrition Programs

N/A


Housing Programs

N/A


Head Start

We are one of the three schools in the district that receives students from the Holmes County Head Start program. Our district provides the students at Head Start with Speech and Language Therapy when they are needed to help prepare these students for school. Each spring the Head Start students who will be attending our school the following fall are brought on campus to spend the morning part of the day in one of our kindergarten classrooms. While they are on the campus, they visit with the kindergarten students in class, on the playground, and also eat lunch with them in the cafeteria to help with their transition to our school. During the spring, our kindergarten parents also meet with the Head Start children's parents at a luncheon to answer their questions and provide some tips on how to prepare their kindergartners for school.


Adult Education

N/A


Career and Technical Education

N/A


Job Training

N/A


Other

Title VI funds provide after school tutoring for qualified students. It also provides us with professional development and training for our teachers and administrators since we are a SINI school.


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

The school-based RtI Leadership Team consists of the following:
Mr. Vaughan, Principal
Ms. Price, Assistant Principal
Ms. Bell, Guidance Counselor
Ms. Driggers, Speech Pathologist
School based ESE Department
Ms. Brooks, General Education Teacher
General Education Teacher
Parent


Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

This team meets monthly to assess the RTI plan and check implementation progress. The role of the team is to assist the teachers in implementing RTI and identifying students and providing strategies for teachers to use to increase instructional time with students.
Tier 1: Teacher observes student exhibiting a problem. Data is collected based on observations, screeners, and classroom performance. Universal interventions are implemented. Guidance and parents are notified regarding student's progress and universal interventions tried. If needed, guidance counselor will obtain consent for hearing and vision screenings. If interventions are successful, Tier 1 is continued and monitored. If interventions are not successful, Tier 2 is begun.
Tier 2: Teacher will complete Intervention Referral and Request for Intervention Team Meeting on appropriate form and submits to guidance counselor. Parents are invited to a meeting by the classroom teacher. Team formally reviews Tier 1 data. Interventions are determined by team. Parents complete a Social/Developmental History (conducted by guidance). Interventions are monitored and documented on appropriate forms. Teacher meets with RtI to informally discuss student's progress. Parents are invited to meeting 2 of Tier 2. Data is reviewed with parents. Decision is made to fade interventions or proceed to Tier 3.
Tier 3: RtI team targets and develops intensive interventions. Plan is recorded on appropriate forms. Interventions continue to be monitored and documented. Meeting with RtI team is conducted to determine to continue interventions or recommend an ESE evaluation. IF ESE evaluation is recommended, appropriate forms are completed by guidance. District conducts evaluation. Staffing meeting is conducted to determine eligibility. If no disability is determined, faculty continues with interventions and monitoring. If disability is determined, an IEP is developed at the staffing.


Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The team assists in writing goals and objectives for the plan and identifies strategies to use to implement the plan. The team uses progress monitoring data to review the progress being made to achieve the goals in the plan.




RtI Implementation

Describe the data management system used to summarize tiered data.

Tier 1: General education teacher will collect relevant data based on classroom performance and screeners/observations recording information on approved school board documents.
Tier 2: Interventions and progress will be monitored and listed on approved school board documents. Guidance will retain the records.
Tier 3: Data is collected and reviewed. Progress will be listed n approved school board documents. Guidance will retain records.


Describe the plan to train staff on RtI.

Guidance attended a workshop on PS/RtI Training of Trainers.
Administration and staff attended training during pre-school.
On-going training for teachers provided by the Guidance Department.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?


Strengths
Writing - Our 4th grade writing scores increased from 84% to 92% of our students scoring a three or above on a six point rubric as reported on the AYP report.

Weaknesses
Mathematics - We did not meet AYP with our general education population (64%) or our students with disabilities (63%). Fifty percent of our lower quartile students met higher standards.

Reading - We did not meet AYP with our general education population (62%) or our students with disabilities (59%). Our lower quartile students were below 50% meeting higher standards.

Attendance - We found that our district attendance policies are vague and lack consistency from school to school.


Instructional Calendar Development


What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Our School Improvement Team members met during the summer of 2009 to review our FCAT Data. Clusters for Mathematics, Reading and Science were analyzed for each grade level. Students who were weak in each cluster were identified and plans for small group instruction was made for these students.

Our school will be following the Differentiated Accountability: Continuous Improvement Model. Teachers will be given training on the website developed by the Bureau of School Improvement.


Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

We will be using the Benchmark calendar that is suggested in the DA CIM resources.


What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

Students who are weak in each Mathematics, Reading and Science clusters were identified during the summer of 2009.
Mathematics - small groups will be pulled daily for 30 minutes at a time by their classroom teacher to work on weak cluster areas...Florida Department of Education's Differentiated Accountability assessments along with 2009 FCAT cluster data will be used to select students for these groups
Reading - small groups will be pulled daily for 30 minutes at a time by their classroom teacher to work on their weak cluster areas...FAIR along with 2009 FCAT cluster data will be used to select students for these groups
Science - we will be using the Florida Department of Education's Differentiated Accountability baseline data...after these have been established small groups will be pulled daily for 30 minutes at a time by their classroom teacher to work on their weak cluster areas.


How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

Students are given opportunities to explore careers and investigate the relevance to their futures as they learn about careers in their Reading, Math, Science and Social Studies classes. They are able to access websites and research materials in our Media Center to explore careers that interest them.


How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

Business and community members are invited to speak with our elementary school students about their career choices and give our students the opportunity to ask questions about their career's educational requirements and what skills they learned in elementary school that they use on a daily basis. At appropriate times, our students are able to take field trips to businesses to see the relationships between the subjects they are taught and the relevance to the job.




DO

Direct the Instructional Focus


How are lesson plans and instructional delivery aligned across grade levels and subject areas?


Grade level teachers meet weekly to create lesson plans driven by differentiated instruction that is based on student needs. Teachers share best practices and resources. Cross grade level meetings are also held at least two times per year.


How are instructional focus lessons developed and delivered?

Teachers will be using the Benchmark Mini-Lessons developed by the Bureau of School Improvement daily in Reading, Math and Science at the beginning of the each subject lesson.


How will instructional focus lessons be revised and monitored?

Teachers and administrators will monitor students' mastery of Benchmark Mini-Lessons and will revise them as needed to meet individual student needs.




CHECK

Assessment


Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.


SRA Imagine It! Benchmark Assessments at the beginning, middle and end-of the year, FAIR, WriteScore Writing Assessments five times before FCAT Writing, Base-line and Mid-Year assessments from Bureau of School Improvement, Teacher made assessments, FCAT Testmaker, Saxon Math beginning, middle and end-of the year assessments


How are assessments used to identify students reaching mastery and those not reaching mastery?

The assessment results are disaggregated to identify students in need of intervention. Once a student receives intervention for two to four weeks another assessment is given to determine mastery.


Maintenance


How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Progress monitoring assessments are analyzed for student weaknesses in particular strands and benchmarks. Revisions and modifications will be made to meet individual student needs.


Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

The progress monitoring assessment is given and disaggregated by the RtI Leadership Team. The team determines student needs or identifies students in need of intervention as well as instructional modifications needed. This review occurs bi-weekly to every four weeks.


Monitoring


Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The Principal and leadership team will be observing focus lessons in classrooms and reviewing assessment data with teachers. They will provide support for the teachers in continuing the CIM model.




ACT

Supplemental and Intensive Instruction/Interventions


Identify the core, supplemental, and intensive instruction and interventions.


Reading: SRA Imgaine IT!, SRA Interventions in Reading, FCAT Explorer, FAIR, Read Naturally, Elements of Vocabulary
Math: Saxon Math, FCAT Explorer
Writing: 6 Traits Writing Model
Science: Harcourt, Measuring Up!


How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

Resources from state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs such as SuccessMaker in addition to Internet instructional Web sites such as FCAT Explorer will be utilized. Teachers will use instructional strategies or best practices discussed in Professional Learning Communities and Grade Level Meetings to provide different methods of instruction to students in non-mastered areas. Students consistently demonstrating non-mastery will be referred to the RtI Leadership Team.


How does the school identify staff’s professional development needs to improve their instructional strategies?

Administrators will use observations to look for needs in instructional delivery and classroom management. Surveys of teacher's needs will be reviewed along with students' academic performance, and data analysis to determine the need for professional development throughout the year.


Which students will be targeted for supplemental and intensive instruction/interventions?

As a result of on-going progress monitoring and observations, by the classroom teacher, administrators and reading coach, students who exhibit non-mastery of targeted skills will receive supplemental and intensive instruction/interventions during the school day in their classrooms and through pull-out programs. SES services will be offered to qualifying students who are not mastering skills.


How will the effectiveness of the interventions be measured throughout the year?

All teachers of non-mastering students and RtI Leadership Team members will meet to discuss their evidence and documentation of strategies and interventions that have been previously utilized for the student. Not only academic limitations, but attendance and behavior issues will be addressed. Strategies that are unsuccessful will be discontinued and replaced with alternate interventions. Assessments generated through FCAT Testmaker will be used to determine the effectiveness of supplemental instruction.


Enrichment


Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Our Media Specialist, Mrs. Gwen Zorn, encourages students to participate in the Sunshine State Young Readers program. This program encourages students to read a certain percentage of the recommended books from the Sunshine State Reading selection and the students provide her with a summary of the books and are allowed to vote for their favorite book at the conclusion of the program.

Our Accelerated Reading program from Renaissance Learning encourages students to set reading goals within their reading zones with their teachers help, take computer generated comprehension test and earn points based on the number of correct answers given on the test. Students who earn their reading goals have their names displayed on a bulletin board.

Students work on Reading and Math at their own pace weekly in our Computer Lab using Pearson Learning's SuccessMaker program.

Students who are identified as gifted through the Ditrict Office's ESE Department participate in an enrichment program weekly at our school.





Describe how students are identified for enrichment strategies.

Students who exceed classroom and or FCAT expectations are considered for participation in the districts gifted program.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
Grade Level Teams, Reading Coach, and Administrative Team Tonya McInnis, Reading Coach Monthly On-going September 2009 through June 2010 Analyze the effectiveness of the Reading Benchmark Mini- Lessons and Mini-Assessments to determine neccessary revisions. Data analysis of all progress monitoring, including but not limited to FAIR, assessment results.
Each Grade Level Team and Assistant Principal/Curriculum Coodinator Grade Level Chairs One day each week during grade levels planning time. On-going September 2009 through June 2010 Lesson Study centered on planning with and utlizing the research-based lesson delivery model. Data of common assessments will be analyzed.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

PdLE has a Voluntary Pre-Kindergarten program based on our campus that serves 18 students with one full time instructor and one full time aide. The Pre-K students use the school facilities and join the student body for special programs when they are age appropriate. We are also one of the three schools in the district that receives students from the Holmes County Head Start program. Our district provides the students at Head Start with Speech and Language Therapy when they are needed to help prepare these students for school. Each spring the Head Start students who will be attending our school the following fall are brought on campus to spend the morning part of the day in one of our kindergarten classrooms. While they are on the campus, they visit with the kindergarten students in class, on the playground, and also eat lunch with them in the cafeteria to help with their transition to our school. During the spring, our kindergarten parents also meet with the Head Start children's parents at a luncheon to answer their questions and provide some tips on how to prepare their kindergartners for school.


Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 12:23:12 PM)



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 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.



Projected use of SAC FundsAmount
Classroom Technology / Student Incentives 2500



Describe the Activities of the School Advisory Council for the Upcoming Year


The primary objective of the Council is to serve in an advisory capacity on mattters which affect our school, students, and the community by providing an opportunity to participate in the development of educational priorities, assessment of school needs, and identification of local resources. Included in these duties are:
1. Assisting in the preparation, monitoring and evaluation of the School Improvement Plan, Florida School Report, and accreditation report (FS229.58 (2)).
2. Acting as a liaison between the various constituents represented on the council and the school.
3. Sharing in the development of school goals.
4. Assisting in obtaining community resources to provide support for present and future school programs.
5. Providing assistance as the Principal may request in the preparation of the school budget (FS 229,255 (1)).
6. Reviewing the impact of property development and zoning changes within the school's attendance area.
7. Performing other functions as requested by the Principal.
8. Approving all school improvement fund expenditures as provided by Florida law.

The Council meets quarterly in a public forum to ensure that the above mentioned activities are carried out and that there is sufficient parent and community involvement and input given to the Council. Additional committee meetings are held as needed to address State Goals.

The 2009-2010 School Advisory Council will be elected during on Septepber 24, 2009. 2008-2009 Council Members and Committee Assignments:

Woodrow Vaughan, Principal - Indoor Environmental Air Quality
Pamela Price, Assistant Principal/Curriculum Coordinator - Parental Involvement
Anissa Locke, Teacher - Reading
Penney Brooks, Teacher - Writing
Zan Byrd, Support Staff - School Safety and Discipline
Bobby Sasnett, Community - Student Health and Fitness
Robert Locke, Business - Math
Teresa Shinkman, Parent - Math
Teresa Miller, Parent - Reading
Debra Smith, Parent - Parental Involvement
Scottie Prescott, Parent - Science
Kim Tate, Parent - School Safety and Discipline
Michelle McDuffie, Parent - Science
Joni Winchester - Parent - Math
Andrea Schiller - Parent - Reading
Shalea Powell, SAC Chairperson/Parent/School Support Personnel - Indoor Environmental Air Quality


SAC Members

Members
1)  Woodrow Vaughan,   Principal
2)  Shalee Powell,   SAC Chair
3)  Anissa Locke,   Teacher
4)  Penney Brooks,   Teacher
5)  Bobby Sasnett,   Business Member
6)  Robert Locke,   Business Member
7)  Theresa Miller,   Parent
8)  Teresa Shinkman,   Parent
9)  Debra Smith,   Parent
10)  Scottie Prescott,   Parent
11)  Kim Tate,   Parent
12)  Michelle McDuffie,   Parent
13)  Joni Winchester,   Parent
14)  Andrea Schiller,   Parent
15)  Zan Byrd,   School Support Personnel
16)  Pamela Price,   Assistant Principal
 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Holmes School District
PONCE DE LEON ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 68%  69%  80%  35%  252   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 61%  56%      117  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 43% (NO)  50% (YES)      93  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         462   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Holmes School District
    PONCE DE LEON ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 76%  68%  65%  42%  251   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 70%  58%      128  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 65% (YES)  53% (YES)      118  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         497   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    Holmes School District
    PONCE DE LEON ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 76%  67%  70%  23%  236   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 67%  80%      147  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 57% (YES)  90% (YES)      147  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         530   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested