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VISION and MISSION STATEMENTS

The vision of the School District of Lee County is to be a world class school.

The mission of Trafalgar Elementary School is to provide a quality education in a safe and well-managed environment.


Core Values: We believe that all students can learn and that our staff will do whatever it takes to ensure learning.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Trafalgar Elementary presents a comprehensive curriculum in which the primary focus of instruction is on basic skills with an emphasis on reading, writing, math and science. There is a commitment on the part of the administration, teachers, and staff to set high standards for student achievement and the belief in the potential of every child. We provide a safe and caring environment that promotes individual success in academics and inspires students to be life-long learners and good citizens. Researched based strategies are implemented in each grade level, such as intensive reading programs, Kagan Cooperative Learning and Multiple Intelligences. Individual and small group tutoring strategies are incorporated during and after the school day.
All of our teachers are "tech" saavy and utilize "Smart Boards" daily.

Students are encouraged to show responsibility, respect, and compassion for their peers. Our school wide discipline plan, Positive Behavior Support, has reduced the number of serious discipline incidents. A mandatory uniform policy helps to create a learning environment that is safe and conducive for learning. Numerous school-wide recognitions are in place to reinforce our behavior system.

Promotion of home and school relationships and strong communication is a high priority at Trafalgar Elementary. This year we are continuing with the Parent Link Communication System. We are also continuing parent involvement programs such as parent conference nights and Spanish parent nights. We continue to enourage and have strong parental involvement at our PTO and SAC meetings. Curriculum nights and an Academic Fair are planned again this year.

Since Trafalgar Elementary has opened in 2003, we have earned an A through the Department of Education School grading program and met Adequate Yearly Progress According to the Florida Adequate Yearly Progress report. In the 2008-2009 school year, 75% of our students made learning gains in reading and 66% made learning gains in math. In writing 98% of our fourth grade students met or exceeded the standard of 3.5 with our average score of 4.4 being the highest in the district. All of our subgroups met or exceeded the standards. We are continuously working with all of our subgroups, specifically our ESOL and our ESE populations so that they continue to make learning gains.
Trafalgar Elementary will apply for Kagan Model School status during the 2009-2010 school year. We will continue to strive to earn a grade of A and make AYP.

Unique School Strengths for Next Year

All teachers were trained with Kagan Multitple Intelligences this past summer. Our new web-based parent communication, Share Point, will enable teachers to communicate effectively with parents. Two of our teachers are Nationally Board Certified, several have masters degrees. Additionally, we have two Golden Apple recipients and a Lee County teacher of the year on our team. For the past five years we have had finalists and teachers of distinction. Several of our teachers are recent winners of District Teacher of the Year awards in their fields of expertise. Many of our staff members have ESOL, reading, and/or gifted endorsements. Our leadership structure consists of a Principal, Assistant Principal and Grade Level Team Leaders.
For the past five years we have earned Model School status from the Positive Behavior Support team at the University of South Florida. We have also earned the 5 Star Award for Community Involvement for the past few years.
Although all Trafalgar subgroups preformed well on the FCAT, our Economically Disadvantaged students scored well above the District average in both Math and Reading.

Unique School Weaknesses for Next Year

Due to budget constraints, our staff has decreased with the loss of a guidance counselor and a part-time ESE certified teacher. The budget also had an impact on our performing arts program. One AYP subgroup that will be affected by these cuts is our ESE population. We will strive to mitigate the loss.

Student Demographics

School Year 08/09
Total Enrollment - 837
Total Minority - 35.4%
Free and Reduced - 45%
ESE - 10.6%
Gifted - 9%
LEP - 3.1%

Student Attendance Rates

In 2008-2009, the attendance rate was 95.7%.

Student Mobility

Mobility Rate 15.2%
Stability Rate 92.9%
These were both areas of improvement.

Student Suspension Rates

Out of School Suspension 2008-2009 - 24
In school suspension 2008-2009 1.5 days

Student Retention Rates

17 students were retained in 2008-2009
K-8 students
1st-4 students
2nd- 3 students
3rd grade 4 students
4th grade- 3 students
5th grade- 1 student

Class Size

Kindergarten - Grade 3 Average of 16.46 students
Grades 4 - 5 Average of 18.26 students

Academic Performance of Feeder Pattern

There is no discernible pattern of students that attend Trafalgar due to school choice. We are a feeder school for Trafalgar Middle School. The past two years over *** of our 5th grade students have made the transition into 6th grade at Trafalgar Middle.

Partnerships and Grants

Trafalgar Elementary has developed a strong connection with many businesses in our community through the Cape Coral Chamber of Commerce. In the past, we have received grants through Lee County Public Schools Foundation, Target, and Bonita Bay Group to name a few.

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

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

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.

The RtI Leadership Team for Trafalgar Elemetary consists of the following members:
Marie Vetter - Principal
Ann Fainer - Assistant Principal
Nora Kohler - Behavior Specialist
Jill Muller - Speech Pathologist
Karen Friebel- School Pyschologist
Jill Zaiser - Curriculum Specialist/ESOL Specialist
Kathy Eva - Curriculum Specialist
Pat Nelson - Social Worker
Classroom Teacher
School Nurse - When needed
ESE Teacher - When needed

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

The RtI Leadership team at Trafalgar meets on a weekly, monthly, as needed basis to analyze school and/or student progress data in order to monitor the progress of students receiving interventions and to identify students in need of more support. The team uses the five-step problem solving process as outlined in the district’s Response to Intervention Manual. The roles of each member are as follows:

Classroom Teacher
• Keep ongoing progress monitoring notes in a RTI folder (DIBELS, curriculum assessments, SAT 10 or FCAT scores, work samples, anecdotals) to be filed in cumulative folder at the end of each school year or if transferring/withdrawing
• Attend RTI Team meetings to collaborate on & monitor students who are struggling
• Implement interventions designed by RTI Team for students in Tier 2 & 3
• Deliver instructional interventions with fidelity
Reading Specialist
• Attend RTI Team meetings
• Train teachers in interventions, progress monitoring, differentiated instruction
• Implement Tier 2 & 3 interventions
• Keep progress monitoring notes & anecdotals of interventions implemented
• Administer screenings
• Collect school-wide data for team to use in determining at-risk students
Speech-Language Pathologist
• Attend RTI Team meetings for some Tier 2 & Tier 3 students
• Completes Communication Skills screening for students unsuccessful with Tier 2 interventions
• Assist with Tier 2 & 3 interventions through collaboration, training, and/or direct student contact
• Incorporate RTI data when guiding a possible Speech/Language referral & when making eligibility decisions
Principal/Assistant Principal
• Facilitate implementation of RTI in your building
• Provide or coordinate valuable and continuous professional development
• Assign curriculum coaches to implement intervention
• Attend RTI Team meetings to be active in the RTI change process
• Conduct classroom Walk-Throughs to monitor fidelity
Curriculum Specialists
• Schedule and attend RTI Team meetings
• Maintain log of all students involved in the RTI process
• Send parent invites
• Complete necessary RTI forms
• Conduct social-developmental history interviews when requested
Assists with planning and/or implementation of intervention strategies
School Psychologist
• Attend RTI Team meetings on some students in Tier 2 & on all students in Tier 3
• Monitor data collection process for fidelity
• Review & interpret progress monitoring data
• Collaborate with RTI Team on effective instruction & specific interventions
• Incorporate RTI data when guiding a possible ESE referral & when making eligibility decisions
ESE Teacher
• Consult with RTI Team regarding Tier 3 interventions
• Incorporate RTI data when making eligibility decisions
Specialist (Behavior, OT, PT, ASD)
• Consult with RTI Team
• Provide staff trainings
Social Worker
• Attend RTI Team meetings when requested
• Conduct social-developmental history interviews and share with RTI Team
ESOL/ELL Representative
• Attend all RTI Team meetings for identified ELL students, advising and completing LEP paperwork
• Conduct language screenings and assessments
Provide ELL interventions at all tiers

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

The RtI Leadership Team assists with the analysis of school, classroom, and student level data in order to identify areas for school improvement. Additionally, the team assists with the evaluation of the student response to current interventions, curricula, and school systems.

RtI Implementation

Describe the data management system used to summarize tiered data.

Trafalgar Elementary utilizes the district adopted data management system, Pinnacle Analytics and Snap Shot. This allows the school comprehensive access to all school and district databases, thereby assisting with the detailed analysis of district, school, classroom, and student level data. These analyses assist with the tracking of student progress, management of diagnostic, summative, and formative assessment data, and the response of students to implemented interventions.

Describe the plan to train staff on RtI.

The Lee County School District has developed a comprehensive training and support plan for schools. District teams have been established to support schools in the implementation of the RtI process for all students. The teams provide training, coaching, modeling, data analysis, and guidance to assist schools with the implementation of supplemental and intensive strategies designed to improve the educational outcomes for students with academic and behavioral needs.

The teams are comprised of teachers with knowledge in effective instructional practices, data analysis, behavior management techniques, and ESOL strategies. All team members are provided on-going staff development training regarding the RtI process and research based practices to support the academic and behavioral needs of students.

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?

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

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

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?

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

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.

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

Maintenance

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

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.

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.

ACT

Supplemental and Intensive Instruction/Interventions

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

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

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

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

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

Enrichment

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

Describe how students are identified for enrichment strategies.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

• Notification of (School in Need of Improvement) SINI Status
  No Attached Notification of (School in Need of Improvement) SINI Status
  
  
• Public School Choice with Transportation (CWT) Notification
  No Attached Public School Choice with Transportation (CWT) Notification
  
  
• Notification of (School in Need of Improvement) SINI Status
  No Attached Supplemental Educational Services (SES) Notification
  
  

Pre-School Transition

Trafalgar Elementary invites parents and their incoming Kindergarten students to an open house each spring. Students and their parents receive an overview of the Kindergarten program from Mrs. Vetter and Mrs. Fainer through a Power Point presentation. Parents and students then tour the campus and participate in classroom visits.

Postsecondary Transition

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

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Mathematics	Singapore Math Workbooks, TEs, and textbooks	Internal	$1,208.09
Total: $1,208.09
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	Kagan Multiple Intelligence Training	District Monies	$19,195.00
Reading	Kagan Multiple Intelligence Training	Internal Funds	$15,120.00
Reading	Kagan Coaching	Title II	$4,700.00
Writing	Writers In Control	Title II	$2,400.00
Total: $41,415.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $42,623.09

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

Trafalgar elementary SAC approved the SIP on September 3rd 2009. The purpose of School Advisory Council is to perform the functions that are prescribed by the regulations of the School Board. The SAC will assist in the preparation and evaluation of the School improvement Plan, will give advise concerning the annual school budget, and will approve the use of the school improvement funds. Meeting dates and their agendas and posted in the school, emailed to the staff and publicized through the school district.

SAC Members

AYP DATA

SCHOOL GRADE DATA