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VISION and MISSION STATEMENTS

Bonifay Elementary School will provide a quality education to students from all backgrounds as they strive to achieve their personal best.

Bonifay Elementary will provide a safe, civil school environment, staffed by highly-qualified teachers, where excellence in student achievement is the goal.

Bonifay Elementary School believes:
*Every child is unique and has a right to learn and be treated as an individual.
*Reading is the cornerstone of education, therefore all students should become an independent life-long reader for learning as well as pleasure.
*Professional staff, as well as students, are lifelong learners.
*Home, school and community are partners in educating our students.
*A safe, civil school environment is conducive to teaching and learning.
*Character development is a vital element of the total education of the student.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Bonifay Elementary School is a Title I public school located in Bonifay, Florida, county seat of Holmes County, a small rural county in the northwest Florida panhandle. Bonifay Elementary moved to its present site in 1970 from the old building, originally Holmes County High School, built in 1902. In the late fifties, grades 7-12 moved to a new high school located behind the old school which continued to house the lower elementary grades until its closing upon completion of Bonifay Elementary at its present site in 1970.

Unique School Strengths for Next Year

Bonifay Elementary has an experienced faculty. We are very motivated this year because we made AYP last year and we were and A school. Our teacher morale has improved and we are ready to continue the improvement we have experienced in student achievement.

Unique School Weaknesses for Next Year

Our fourth grade must remain at 90% proficient or above in the area of writing. Our economically disadvantaged sub-group must achieve 69% proficient in the area of reading. We must achieve these 2 goals to meet AYP this year. Our grade level para-professionals are being used as substitutes. This gives teachers less support in the classroom. We do not have a reading lab this year due to staffing cuts. Teachers must remediate their own students instead of having reading support from the lab. We share a reading coach with the middle school.

Student Demographics

Bonifay Elementary is presently a Pre-K-4 school. Prior to the 2004-05 school year, we also housed 5th grade. Students now move from BES to Bonifay Middle School after completion of 4th grade. We have 54 faculty members and 32 support staff. Current enrollment is approximately 750 students. The ethnic make-up of the school includes 89.46% white students, 4% Black students, 3.33% Hispanic students, 0.66% Asian students, 0.4% Am. Indian students and 2.13% Multiracial students. Students representing ethnic and racial minorities comprise approximately 10% of our student population.

Bonifay Elementary School is located in one of the lower socio-economic areas of Florida, with 63.3% of our children living at or below poverty level. The per capita income of Holmes County is $15,398, which is 67% of the state average.
The percentage of residents below poverty level is 19.1% versus 12.5% for the State of Florida. Holmes County has the highest poverty rate in the State of Florida for female headed families with children under 5 at 72.2%. Unemployment is at 5.5% due in part to the closing of several plants and factories in surrounding areas where many of our residents were employed. The largest employer in the county is the Holmes County School Board with the second largest employer being Holmes Correctional, a state prison located in south Bonifay. Four hundred fifty-eight students, almost two-thirds of our student population, qualify for free or reduced lunches.

Students who speak English as a second language are few in Holmes County. Presently we have 2 students at Bonifay Elementary who require E.S.O.L. (English Speakers of Other Languages) services. Guidance personnel conduct the required screenings to determine the level of services needed by students whose enrollment data so indicate, and then conduct staffings to put those services in place. The district has policies and service plans to provide limited-English students with a quality education in the least restrictive environment.

Bonifay Elementary School houses the only Pre-K handicapped program in the district. Eighty-six percent of students in our Pre-K program qualify for placement by being identified as having special needs. Approximately 18% of our total student population receive services under our Exceptional Student Education program.

Student Attendance Rates

94.97

Student Mobility

Bonifay Elementary has a fairly stable population with a low mobility rate.

Student Suspension Rates

Student Retention Rates

Class Size

All classes at Bonifay Elementary meet the class size requirement.

Academic Performance of Feeder Pattern

Our students go to Bonifay Middle School for fifth through eighth grade.

Partnerships and Grants

Our school has received a grant for the past two years through the 21st Century Community Learning Centers and the Norris D. Langston Youth Scholarship Foundation in Port St. Joe, Florida. This grant provides us with an after-school program offered Monday through Thursday from 2:30-5:30. Students receive homework help, reading and math tutoring, character education, recreation and other enrichment opportunities.

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Students with disabilities have access to the general education curriculum classrooms and the other typical school settings and activities, they receive specially designed instruction and support to meet IEP goals and succeed as learners.We also have programs at our school that coordinate with other state and federal dollars available. We have an After-school program that is funded in part through a 21st Century Community Learning Center grant. This program offers snacks through the Department of Agriculture and the program takes a four part approach to meeting the needs of our students, academics, motivation, enrichment and exposure. Title I, Part A - Title I, Part A provides funding and support for professional development activities, parent involvement activities, technology needs, SES services, etc.

Title I, Part C- Migrant

Title I, Part C - Migrant - addresses the issues that are common to migrant students and assists these students with their educational needs.

Title I, Part D

Title II

3. Title II - provides technology assistance plus scientifically research based materials in classrooms as well as professional development. Title II funds are also used for classroom reduction.

Title III

Title X- Homeless

Title X - Homeless provides funding to assist identified homeless students with school supplies, medical care and tutoring opportunities.

Supplemental Academic Instruction (SAI)

SAI funds are used to support Summer Reading Camp.

Violence Prevention Programs

Nutrition Programs

We also work in conjuction with the Holmes county health department and CARE to provide education in nutrition and healthy lifestyle choices.

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Rodd Jones Principal, Carmen Bush Assistant Principal, Laura Sims Guidance Counselor, Phillip Byrd Technology Coordinator, Melissa Ward Teacher, Sharon Parmer ESE teacher

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.

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

The team helps write goals and objectives for the plan and identifies strategies to use to implement the plan. The team uses progrss 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.

The district is developing a data management system, Dashboard, that is in the implementation phase. We will also use the state data from baseline and mid-year FL-DOE assessments.

Describe the plan to train staff on RtI.

Grade level team meetings facilitated by Laura Sims and Carmen Bush.

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?

Instructional Calendar Development

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

We plan to use the Florida Differentiated Accountability website as a resource. Grade levels will develop and implement their own calendars to use this year for instruction in the SSS. They will be monitored by the leadership team.

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

We will focus on our economically disadvantaged sub-group. This year our goal is for 69% proficiency in this group.

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

Progress monitoring data, teacher input.

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

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?

DO

Direct the Instructional Focus

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

Grade level teams have a common fifty minute planning period daily. This allows time to develop common lesson plans so curriculum is consistently delivered and assessed.

How are instructional focus lessons developed and delivered?

Through grade level meetings and the use of the focus website.

How will instructional focus lessons be revised and monitored?

Teachers will use their progress monitoring data to guide their focus lessons.

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.

The assessments will consist of Think Link in reading and math. The Fair and core benchmark assessments in reading. The state base-line in math.

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

Teachers look at their data and identify the students meeting benchmarks and those that are not.

Maintenance

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

After the focus lesson and mini-assessment the teacher reviews the results and determines the next step to take with the student based on the data.

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.

Grade level meetings will be held monthly with a representative from the RTI team. They will discuss modifications that are practical and effective to be used with the students to increase achievement.

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.

Our school uses Scott-Foresman reading program for the core instruction, My Sidewalks is used for the supplemental and intensive interventions. Great leaps, and read naturally will be used for fluency interventions.

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

The teachers re-teach in small groups or one-on-one for intensive instruction or interventions.

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

The school uses student achievement data to determine weaknesses that need to be addressed.

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

Students not making progress in the regular curriculum.

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

Progress monitoring assessments, publisher tests, fluency probes, teacher developed tests.

Enrichment

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

Alternate response, project based learning.

Describe how students are identified for enrichment strategies.

Students that have mastered the benchmarks and are maintaining high achievement in all areas.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

• Notification of (School in Need of Improvement) SINI Status
  Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 2/5/2010 10:31:11 AM)
  
  
• Public School Choice with Transportation (CWT) Notification
  Show Attached Public School Choice with Transportation (CWT) Notification (Uploaded on 2/5/2010 10:31:39 AM)
  
  
• Notification of (School in Need of Improvement) SINI Status
  Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 2/5/2010 10:31:58 AM)
  
  

Pre-School Transition

In May actual school site visits are made. All Pre-K providers, including Head Start, visit the Kindergarten classrooms, eat lunch and are able to play outside. Also orientation programs are presented by the liaison, upon request. These programs allow parents to receive information regarding expectations, and supplies that are needed. They are provided with materials that may be used for summer activities and enrichment
In order to make the transition from pre-school care to Kindergarten we have an on-going process throughout the year. Kindergarten teachers share with the liaison ideas that Pre-K teachers might use to make the transition a smooth one. The liaison meets periodically with feeder schools to answer their questions and provide materials for additional info.

Postsecondary Transition

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

PART II: EXPECTED IMPROVEMENTS

Other Goals

No Other Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Scott Foresman Reading	District textbook fund	$20,000.00
Mathematics	Harcourt math	District Textbook funds	$25,000.00
Writing	Write Score	Title I	$4,000.00
Total: $49,000.00
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
No Data	No Data	No Data	$0.00
Total: $0.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Parental Involvement	Communicators	Principal's budget	$1,300.00
Total: $1,300.00
Final Total: $50,300.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

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.

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

The school advisory council will meet at least four times during the school year. The council will review student achievement data from the previous year and discuss new strategies and ideas for this year's plan and progress that our school would like to achieve. The council will decide what the school needs to continue improvement in all areas and achieving AYP for two years in a row. The council will approve school improvement monies to be spent at BES during the 2009-2010 school year.

SAC Members

AYP DATA

SCHOOL GRADE DATA