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VISION and MISSION STATEMENTS

The mission for Veterans Park Academy for the Arts is: To develop and enrich each student to their highest potential through academics, athletics and the arts.
The vision of the School District of Lee County is: To be a world-class school system.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Veterans Park Academy for the Arts is a K - 8 school serving as the East Zone attractor school for the Arts. The school opened in August 2004, with an enrollment of 850 students. This year our enrollment is 1394 students. We also serve students with
Autism in 5 full time Autistic classrooms as well as one PreK ESE class.
We have 98 instructional staff members and 22 support personnel. Ninety-four teachers are highly qualified. The four teachers who are not highly qualified have compliance plans on file.


Veterans Park Academy for the Arts supports the Lee County School District's vision to be a world class school system. Our mission is to develop and enrich the whole child through academics, the arts, and athletics. Veterans Park is committed to providing students with a learning environment that is both academically rigorous and enriched by the arts. Our priorities are to increase student learning gains in all subject areas and to maintain our status of an 'A' school.

For the 2008-2009 school year Veterans Park made AYP in both reading and math.

Our goal for 2009-2010 is to make AYP for the second year in a row. Our long term goal is to increase the learning gains in all subgroups.

Unique School Strengths for Next Year

Veterans Park is privilege to have a dedicated and knowledgeable staff. The middle school staff will be sending home monthly newsletters to all parents. For the first time VPAA will have a school-wide writing plan to maintain the success achieved on the FCAT Writes.

Unique School Weaknesses for Next Year

Challenges that Veterans Park Academy of the Arts will face in the 2009-2010 school year are two new first year assistant principals as well as budget cuts although we have an increase in enrollment. Veteran's Park Student with Disabilities, Black, and Economically Disadvantaged subgroups will be our biggst challenge in achieving AYP in both reading and math.

Student Demographics

Elementary School Data
08/09 School Year
Total Minority 63.3%
ESE 15.8%
Gifted 1.5%
LEP 3.6%
F/R Lunch 61%

Middle School Data
08/09 School Year
Total Minority 63.6%
ESE 10.6%
Gifted 3.3%
LEP 5.1%
F/R Lunch 61%

Student Attendance Rates

95%

Student Mobility

Mobility
08/09 School Year
Elementary School 16.9%
Middle School 13.7%

Student Suspension Rates

07-08 08-09
Susp Bus Priv 19 37
In school suspension 325 177
Out of school susp 217 79

Veterans Park has reduced the number of out of school and in-school suspensions. We are on a positive trend of ensuring students remain in the classroom.

Student Retention Rates

Class Size

Pk-3 4-8
VETERANS PARK 16.03 18.69

Academic Performance of Feeder Pattern

Veterans Park is a K-8 school. Our feeder school for Veteran's Park Middle is Veteran's Park Elementary

Partnerships and Grants

Veterans Park Academy for the Arts has an active partnership with Lee County Parks and Recreation. They participate in our career day as well as conduct sensitivity training, education on heroes and work with our special needs population. Many businesses participate in fundraising as well as job/career fair including but not limited to Publix, Elite Electrical Contractors, Il Primo Pizza and Wings, Country style Ice Cream, Gulf Coast Symphony.

Through grants VPAA acquired a climbing wall and a Weather bug station. The library started a "Friends of the Library" fundraising group, allowing friends and business to contribute to the library fund.

STUDENT ACHIEVEMENT DATA

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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 coordinates with other programs funded under NCLB through the SIP (School Improvement Plan) process.
The Foundation for Lee County Schools provides resources to teachers to enhance classroom instruction. They also are the liaison between business and community to build partnerships with schools. The Foundation sponsors a Collegium to recognize high quality instructional staff. This benefits the retention of teachers in Title I schools. The resources provided by the Foundation benefit students and teachers as well as enhancing the educational programs in the classrooms. All targeted subgroups of students benefit from these resources. These services will assist schools in increasing student achievement. Collaborative partners include Early Childhood Services (Headstart, VPK); Adult Education; Foundation for Lee County Schools; Youth Coalition; Edison College; Hispanic Chamber of Commerce. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Title I, Part C- Migrant

Title I, Part A coordinates with Title I, Part C to provide expanded academic enrichment opportunities to Migrant students. Services include after school tutorials in reading and math; health services; and literacy workshops for parents as a result of the coordination of these funds. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Title I, Part D

The facilities and schools coordinate with health services (mental and physical) and other social services to meet the need of students returning back to their assigned educational facility. The district Health Services, Student Services, Title I, Title III and ESE departments are all a part of the collaborative effort. For example: social workers from student services has the process and procedures in place to assist students and their families with social services for food stamps and other health services; the ESE Department has established a memorandum of understanding for assistance with housing and counseling services through Ruth Cooper and the Lutheran Service; vocational instructors establish partnership with businesses so students will have an opportunity to continue to develop their vocational skill.

Title II

Title I coordinates with other programs funded under NCLB through the SIP (School Improvement Plan) process. Within this plan, schools complete a Professional Development Plan in collaboration with Title II. The PDP is concentrated in reading, math, science and writing to meet the needs of the targeted subgroups not making AYP. The PDP includes teachers, paraprofessionals, and administrators. As part of the School Advisory Council, parents are included in this planning process. Each school completes a needs assessment before writing goals for the year. School improvement plans are written to ensure compliance with all state and national regulations. This collaboration ensures that all programs funded under NCLB use funds to support schools, not supplant district obligations. All school improvement plans are reviewed at the district level for appropriate use of funds and effectiveness. This district level review prevents duplication of services and facilitates coordination between agencies. Each school's SIP is reviewed by all stakeholders and submitted to the Board for approval. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Title III

Title I, Part A coordinates with Title III to expand academic enrichment opportunities for ELLs. These services include after school tutorials, professional development, supplemental scientifically research based resources and materials. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Title X- Homeless

Title X coordinates with Title I, Part A, to provide comparable services to homeless children who are not attending Title I schools. By providing ongoing collaboration between Title X and Title I, Part A, program staff, the same services for homeless students in non Title I schools are provided to homeless students in Title I schools. In addition to serving homeless students not enrolled in Title I schools, set-aside funds are used to provide services to homeless students who are attending Title I schools. Homeless students who attend Title I school-wide or targeted assistance schools may have unique challenges that are not addressed by the regular Title I program at these schools. These challenges may create barriers to full participation in Title I programs and defeat the overarching program goal of helping all students meet challenging state standards. For instance, students residing in shelters, motels, or other overcrowded conditions may not have a quiet place to study at the end of the day and may require extended after-school library time; tutoring and/or accessibility to tutoring as needed, school supplies, expedited evaluations, extended days/ learning opportunities, Saturday schools, summer academic camps, coordination of services with shelters or other homeless service providers, or, a student who is dealing with the stress and anxiety associated with homelessness may not be able to focus on his or her studies and may benefit from school counseling services. Through Title I, Part A, or Title I, Part A, in conjunction with Title X, McKinney-Vento funding homeless students can take part in services that enable them to benefit more from a school’s Title I program

Supplemental Academic Instruction (SAI)

SAI is used to provide unique learning programs at schools. SAI funds are also used to fund summer school programs throughout the District. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Violence Prevention Programs

The Youth Coalitions within Lee County provide opportunities for partnerships between the District and other social services. These social services assist all at-risk students through after-school programs that include academic, social, and health services. Anticipated outcomes include a safe environment for children and increased academic achievement. Bullying prevention programs are offered throughout the District. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs

Nutrition Programs

Food and Nutrition Services offers healthy meals to all students. This includes ensuring that families are offered free and reduced lunch applications throughout the year. Many Title I schools have also developed “Backpack Programs” in which nutritious food is sent home in a backpack each weekend to struggling families to ensure that children and families have food throughout the week. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Housing Programs

Head Start

Activities with Early Childhood include three blended VPK/Title I classrooms for four-year olds. This is a voluntary program that identifies high-risk students to receive a full year of educational opportunities. The benefits for students include readiness for Kindergarten and focusing on building literacy for early reading skills. The expected outcome is for the four-year old who participates in the programs to be able to perform at the readiness level in all areas of the kindergarten readiness screening. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Adult Education

Adult Education partners with several Title I schools to offer ESOL classes for parents to learn English. Adult Education partners with Title I, Part A to offer paraprofessional classes to prepare paraprofessionals to take the qualifying test, ParaPro. Adult Education instructors review reading, math and writing skills, as well as test administration. Title I paraprofessionals benefit by becoming highly qualified as defined by NCLB. The benefit of these classes is to help the monolingual parents learn English so that they can become more self-sufficient. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Career and Technical Education

Job Training

Other

Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

The RTI Leadership Team for Veterans Park Academy for the Arts consists of the following members:
Tonya Knight, Jo Anne Williams, Krystal Dwyer, Claire Turpin, Michele Tew, Suzzette Esponda, Kelly Maniscalco, Tracey Zenoniani, Michelle Mehl, Claudine Blackburn, Grisel Santiago, Cassie Deboer, Cynthia Gilyard, Shelly Boeck, and Lisa Underwood

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

The RTI Leadership team at Veterans Park Academy for the Arts meets on an 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:
Tonya Knight, Jo Anne Williams, Krystal Dwyer, Claire Turpin, Michele Tew, Suzzette Esponda
• 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
Michelle Mell
• 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
Claudine Blackburn
• 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
Kelly Maniscalco and Tracey Zenoniani
• Facilitate implementation of RTI in your building
• Provide or coordinate valuable and continuous professional development
• Assign paraprofessionals to support RTI implementation when possible
• Attend RTI Team meetings to be active in the RTI change process
• Conduct classroom Walk-Throughs to monitor fidelity
Shelly Boeck and Lisa Underwood
• Often RTI Team facilitators
• 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
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
Cassie DeBoer
• Consult with RTI Team regarding Tier 3 interventions
• Incorporate RTI data when making eligibility decisions
Jackie Otto
• Consult with RTI Team
• Provide staff trainings
Cythia Gilyard
• Attend RTI Team meetings when requested
• Conduct social-developmental history interviews and share with RTI Team
Grisel Santiago
• 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.

Veterans Park Academy for the Arts utilizes the district adopted data management system, Pinnacle Analytics. 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?

For Grades K - 2:
Strengths include Kindergarten and Second Grade SAT 10 scores, while needs/challenges are improving First Grade SAT scores, Science, and K-2 reading and math subgroups

For Grades 3 - 5:
Strengths include third grade reading and math, fourth grade reading, math, and writing scores while needs/challenges are improving third and fourth grade reading and math subgroups; fifth grade reading and math; and fifth grade science subgroups

For 6th - 8th grades:
Strengths include eighth grade writing while needs/improvement includes improving sixth through eighth grade math and reading subgroups; and eighth grade science subgroups

Instructional Calendar Development

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

The IFCs were created in July 2009. The IFC will be updated in October 2009 as determined by disaggregated data results from the September Pre-Test, and again in January 2010 as determined by the disaggregated data results from the December Mid-Term Test.
Veterans Park will be using grade level and department meetings as a way of implementing and monitoring them across the grade level and department. Teachers of all grade levels and subjects will use the IFCs to plan their instruction. District wide baseline, mid and post tests will be used.

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

Reading-comprehension, vocabulary, critical thinking, fluency,and reference/research will be given priority focus.
Math-word problems, measurement,and number sense will be given priority focus
Writing-expository, narrative, writing with elaboration, and sentence structure will be the priority focus
Science-vocabulary, concepts, critical thinking skills, and reading informational text will be given priority focus.

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

Once FCAT scores were released, the administration determined student learning gains by teacher and adjusted the master schedule to prevent low-performing teachers from teaching the same level class again.
An analysis of learning gains allowed the strongest teachers to be paired with the weakest students. Example the strongst teachers are teachng Intensive Math.

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

Veterans Park incorporates elective courses in the areas of arts and technology to enrich the whole child and build revelance between academics and electives.

Teachers and students are encouraged to ask themselves,"Why are we learning this and how is this relevant to the real world?"

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?

Veterans Park Academy for the Arts focuses on visual and performing arts as well as technology. Students are given the opportunity to take classes in visual arts, television production, dance, chorus, keyboarding, strings, as well as computers. The media center supports cross curricular projects and inquiry based learning by collaborating with classroom teachers in all disciplines and grade levels. Electives are based on the students’ requests.

VPAA conducts a career day in the spring each year for 4th and 5th graders.

EPEP is administered through our 8th grade Computer Apps class which is required for all 8th graders to take.

DO

Direct the Instructional Focus

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

Grade level teachers from each subject area worked together to write the IFC based on the benchmarks set up by the state of Florida. They focused on finding strategies, resources, assessments and pacing to achieve student mastery at each level and subject.

Teachers will meet on-going throughout the year, no less than once a month, to share best practices, resources and analyze student data. Once data is analyzed instruction will be modified as well as pacing to increase student achievement.

How are instructional focus lessons developed and delivered?

Focus lessons were developed around the Sunshine State Standards. After FCAT data was analyzed it was determined where there were oppurtunities for learning.
Lesson will be taught daily followed by guided practice and independent practice.

All subject area and grade level teachers will focus on the IFC designed for their specific department or grade level.

How will instructional focus lessons be revised and monitored?

Teachers will work in their departments and grade levels to evaluate and analyze student performance. Lessons will be revised according to the students' progress. Students will each complete data folders to self monitor themselves.

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.

Veterans Park Academy for the Arts will use individual student data folders, weekly curriculum assessments, district assessments, FCAT, SAT-10, and FAIR to measure student progress.

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

After analyzing the formal and informal assessments, data will be used to modify instruction. Teacher's at VPAA will differentiate instruction through re-teaching, use of technology, Marzano strategies, small group instruction, and DI strategies.

Maintenance

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

Teachers will use strategies listed in the District 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.

Grade Department levels will meet no less than once a month to review student progress. Meetings will be facilitated by an administrator and documentation will be kept on file.

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 or a member of the leadership team will be present at each grade and/or department meeting. The leadership team will act as a facilitator, guiding the group and also presenting research based strategies, best practices, and resources. Coaches will work with specific teams as it relates to reading both isolated and cross curricular.

ACT

Supplemental and Intensive Instruction/Interventions

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

Veterans Park Academy will use small group instruction, integrating strategies of Kagan and Spalding, Smart Board lessons, extended morning reading block, tutoring, extended day, Accelerated Reading program, SRA, Triumphs, Great Source, Language!, and credit retrieval to re-teach non-mastered target areas.

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

We will use small group instruction, integrating strategies of Kagan and Spalding, Smart Board lessons, extended morning reading block, tutoring, extended day, Accelerated Reading program, SRA, Triumphs, Great Source, Language!, and credit retrieval to re-teach non-mastered target areas.

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

A needs assessment will be administered to all staff members as well as walkthroughs by the administrators to identify the staff’s professional development needs. Teachers will also request staff development.

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

As a result of progress monitoring (class work assignments and assessment results) and observations (classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions.

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

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions.

Enrichment

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

We offer a critical thinking class as well as advanced classes in all math courses for students who demonstrate mastery. Accelerated Reader Program is used in all grade levels.

Describe how students are identified for enrichment strategies.

FCAT results, in addition to student progress in a specific course, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs. Teacher recommendation is also taken into consideration.

Parent conferences are held with the recommending teacher,instructional coach, guidance counselor, and a member of the leadership or administrative team. The parents are counseled on the expectations for the student in the higher level course, as well as their continued parental involvement.

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

Orientation meetings will be held prior to the start of the school year for kindergarten students and their families to familiarize them with the school and expectations for the coming year.
All students are assessed prior to or upon entering within the areas of Basic Skills/School Readiness, Oral Language/Syntax, Print/Letter Knowledge, and Phonological Awareness/Processing.

Screening data will be collected and aggregated prior to September 10th, 2009. Data will be used to plan daily academic and social/emotional instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. Core Kindergarten academic and behavioral instruction will include daily explicit instruction, modeling, guided practice and independent practice of all academic and/or social emotional skills identified by screening data. Social skills instruction will occur daily for 20 minutes using the Skills Streaming Curriculum and will be reinforced throughout the day through the use of a common language, re-teaching, and positive reinforcement of pro-social behavior.

Screening tools will be re-administered mid-year and at the end of the year in order to determine student learning gains in order to determine the need for changes to the instructional/intervention programs.

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
Mathematics	Sopris West Transitional Math Workbooks	Materials	$1,841.40
Writing	K-8 Writing materials	Materials	$1,000.00
Total: $2,841.40
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Computers	Technology	$30,000.00
Reading	Doc Cameras	Technology	$9,360.00
Reading	Projectors	Technology	$15,720.00
Mathematics	computers	Technology	$30,000.00
Writing	Computers	Technology	$30,000.00
Science	Smart Boards	Technology	$12,000.00
Science	Computers	Technology	$3,600.00
Total: $130,680.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Kagan Cooperative Learning	Title II	$2,878.00
Mathematics	Achievement Series training		$0.00
Writing	Kathy Robinson Writing Training	Title II	$4,629.00
Science	Integration of Math and Science Using the Weatherbug Training	Tilte II	$815.00
Parental Involvement	Parent Involvement Training	Title II	$186.00
Total: $8,508.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	A + Team	ARRA	$8,800.00
Mathematics	Calculators	Materials	$200.00
Mathematics	Math Manipulatives	Materials	$500.00
Science	Chemical Cabinet	Furniture/Materials	$800.00
Science	Hands on lab materials	Materials	$1,000.00
Parental Involvement	Printing costs of Newsletters/Surveys/Parent Climate	Materials	$600.00
Total: $11,900.00
Final Total: $153,929.40

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 8/31/2009 8:41:21 AM)

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 of Veterans Park Academy for the Arts for the 2010-2011 school year would like to work in conjunction with the Parents in Action Group to increase parent and family involvement in all aspects of the school community. SAC approved the SIP at the August 2010 meeting.

SAC Members

AYP DATA

SCHOOL GRADE DATA