VISION and MISSION STATEMENTS

The mission of Imagine School at North Manatee is to provide students a safe and equitable learning environment that fosters quality academics and positive character development.

Vision Statement

Imagine School at North Manatee is IMAGINE:

Individualized instruction to achieve learning gains.
Making a difference at home and in the community by creating productive citizens.
Achieving lifelong learners through child centered curriculum.
Gaining parental satfisfaction through involvement and decision making.
Instill shared values of integrity, justice and fun through daily experiences.
New school development to promote more opportunities in our growing society.
Ensure economic sustainability by operating within our means.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Brief History and Background of the School
Imagine School at North Manatee is a charter school in Manatee County that services students from Pre Kindergarten through Seventh grade. There are currently 240 students enrolled.

The 2009-10 school year will be the fourth year for Imagine School at North Manatee. Imagine Schools is a charter school management organization that believes that each of its schools should be strong in the areas of academic achievement, parent satisfaction, character development, economic sustainability, and participation in the development of new schools.

The purpose of Imagine Schools is to provide a strong educational service to the students, parents, and communities throughout the United States of America. The purpose of Imagine Schools is to assist parents and guardians by providing a quality education for their children. Three shared values guide our work:

(1)Integrity. Integrity means wholeness, or how things fit together. In the school setting it means we must balance the teaching and modeling of character development and academic achievement. Integrity drives us to live the same values outside the school as we do inside. It requires us to give the same priority to the wise use of resources as we give to developing virtuous characters and attaining academic success. Of course, it also means living up to our commitments to students, parents, and the local community. Integrity requires freedom mixed with responsibility and accountability.

(2)Justice. Justice means to each person what he or she deserves and to each person what is appropriate. Since each student, employee, parent, and organization with whom we interact is unique, each must receive special treatment. Justice does not mean sameness or equality, but that everyone is treated uniquely and appropriately.

(3)Fun. Imagine Schools strives to create the most fun and successful schools possible. The fun value requires extraordinary decentralization of decision-making to teachers, staff, and students to create a joy-filled school. Imagine Schools believes that each person was born to use his mind, heart, and physical skills to take actions, make decisions, and be held responsible for the results. Creating an environment where all stakeholders participate in educational, economic, and administrative decisions and take responsibility for the results is key to having an effective and enjoyable school.

Unique School Strengths for Next Year
Project CHILD (Changing How Instruction for Learning is Delivered) is a research-based teaching and learning system for grades K-5. The emphasis is on reading, writing, and mathematics. Science and social studies topics are incorporated throughout.

CHILD is a three-dimensional model that differs from the one-dimensional traditional model designed around a single teacher in a single grade. The CHILD triangulated design changes the traditional classroom in several dynamic ways.

Three teachers form cluster teams -- one teacher for reading, one for writing, and one for mathematics. Clusters teams work across three grade levels - K-2 for a primary cluster and 3-5 for an intermediate cluster. Teachers work with the same students for three years.

After direct instruction from the teacher, students work independently at three types of learning stations within their cluster. Students rotate to the three classrooms in their cluster. Each classroom has a Computer Station for technology-based work, a Textbook Station for paper/pencil work, and three Activity Stations for hands-on work. There is also a Teacher Station for small group tutorials and individual assistance.

The original research began in 1988 at Florida State University. Dr. Sally Butzin is the senior author. Since then there have been annual updates, along with numerous independent studies that document the effectiveness of the CHILD instructional system. CHILD students have significantly higher academic achievement and better behavior than their peers in traditional classrooms. Parent support and enthusiasm is also very high.


Unique School Strengths for Next Year

Imagine School at North Manatee has the opportunity to offer focused in house staff development due to the addition of a curriculum coordinator. She will assist us in building capacity within our school by training two on site coaches. We have also added a data coach whose role will be assist teachers in using assessment data to drive their classroom instruction.


Unique School Weaknesses for Next Year

The demographics of the school are changing. These changes will have an impact on our subgroups.


Student Demographics

At Imagine School at North Manatee, currently approximately 20% of the student population receives free or reduced-price lunch, The breakdown of the school demographics is currently as follows: 66% White, 18% Hispanic, 10% African American, 4% Asian, and 2% Multiracial.


Student Attendance Rates

The student attendance rate at Imagine School at North Manatee is 94%.


Student Mobility

At Imagine School at North Manatee the mbility rate is 8%.


Student Suspension Rates

Only 2.9% of our students have been suspended.


Student Retention Rates

14? of our students have been retained.


Class Size

VPK: 18 students with one teacher and one aide, K-3: 18 students with one teacher, 4-7: 22 students with one teacher


Academic Performance of Feeder Pattern

We are a school of choice. Therefore, our Feeder Pattern is district wide.


Partnerships and Grants

Currently we are receiving Florida Department of Education Charter School Continuation Grant.


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 Kathleen Beauregard Elementary Ed. K-6 and Ed. Leadership

BA: El. Ed
MA: Ed. Leadership
1 1 As a Staff Developer I worked with seven schools in the Pinellas County School District last year. All of the schools were in Region II. All schools received a school grade of A or B. Barmoor Elemenrary moved from a C to an A.

* 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 *
No data submitted

* 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)
Partner with local colleges and universities Education Programs Principal Ongoing


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
Erin Bogie El. Ed. K-6, English 5-9, Reading Endorsement Self contained 6-7 Study group
Bethany Pisz Temp Cert Math/Science 3-5 Study Group


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
1724651100945012


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Lisa Quiles Marlen Perez Lisa is the most expeirenced primary writing teacher on staff. Marlen is a first year writing teacher. Subject area planning meetings, observations
Melissa Elbert Edward Kreder Melissa is the most experienced primary reading teacher on staff. Edward is a first year primary reading teacher. Subject area planning meetings, observations
Beckie Britto Bethany Pisz Beckie is the most experienced intermediat math teacher on staff. Bethany is a first year intermediate math teacher. Subject area planning meetings, observations



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.

Principal:Kathleen Beauregard, ESE Teacher: Laurie Helmuth, District ESE Coordinator: Tisha Conaway, Primary teacher: Dawn Patterson, Intermediate Teacher/Data Coach: Becki Britto,Site-Based Coaches: Melissa Elbert and Lacy Watson


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

The school RTI Leadership team focuses on developing and maintaining a problem-solving system to ensure optimal student achievement for all students.
The team meets twice a month. Examples of activities during weekly meetings include reviewing student data (screening, progress monitoring). The review of data will facilitate identification of students who are meeting/exceeding benchmarks, at moderate or high risk for not achieving benchmarks. Based on evaluation of data and identification of student needs the team will identify professional development and resources needed.


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

The RTI Leadership team met to help develop the SIP. The team provided data, helped set goals and expectations, and suggested strategies that would ensure attainment of instructional goals.




RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data is obtained through FAIR and SAT 10 assessment and previous years test information. The data is made available through the use of the Progress Monitoring and Reporting Network (PMRN).
Progress Monitoring is obtained through the administration of FAIR. Midyear data is obtained through FAIR assessments. End of year data is obtained through FAIR, FCAT, and SAT 10.


Describe the plan to train staff on RtI.

Professional development will be provided during teachers’ common planning time and small sessions will occur throughout the year. Mini-trainings on RtI topics will be addressed at each monthly staff meeting. ESE teacher will attend district trainings



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?


Third, fourth and fifth grade reading strength was reference/research. Weaknesses were indentifying the main idea. words/phrases, and comparisons. Third and fourth grade math strength was an even distribution of knowledge across the strands of measurement, geometry, algebraic thinking and data analysis. Weakness was number sense. Fifth grade math was weak in all strands. Fifth grade science showed no strengths across the strands of physical and chemical, earth and space, life and environmental, and scientific thinking. Fourth grade writing strength was expository.


Instructional Calendar Development


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

Instructional Focus calendars will be created in August- September, 2009. 2009 FCAT data results will be used to develop the IFC’s in the areas of Reading, Writing, Mathematics, and Science. The first IFC’s will cover the first semester and will be updated in November to include data obtained during the first several months of school from SAT 10, FAIR Assessment baseline and mid-year testing. Grade level/subject area teachers are responsible for developing the calendars. The benchmarks that are emphasized in the calendar are selected based on indicated student strengths and weaknesses. The time allocated in the calendar for each benchmark to be addressed includes instruction, practice, assessment, and re-teaching for each benchmark before FCAT testing.
Administration will monitor the implementation of the IFC’s through classroom walkthrough, evaluating lesson plans, and curriculum meetings with teachers. Teachers who need additional support in implementation of the calendars will be provided professional development and mentoring to ensure understanding and implementation.


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

Main Idea and comparisons will be the focus for reading. Number sense will be the focus for math. Writing will focus on narrative. Science will focus on all strands


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

The instructional delivery model of CHILD uses stations that are differentiated to accommodate students at all levels. Teachers pull small groups of students based on needs to provide focused skill and strategy instruction.


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

The students participate in school wide public service activities throughout the year.


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?

In our Middle School grades students and parents are exposed to curriculum that is offered in order to make informed choices. Teachers and administration offer guidance to students and parents as to course selection the will meet their academic goals and then students complete a course selection form that is approved and signed by the parents.




DO

Direct the Instructional Focus


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


Teachers use the Imagine Curriculum Guide that is aligned to the Sunshine State Standards to plan lessons. The CHILD Task cards are used to plan for differentiated instruction. Subject meetings occur monthly for cross grade level planning


How are instructional focus lessons developed and delivered?

Harcourt is used for research based core instruction.


How will instructional focus lessons be revised and monitored?

Ongoing progress monitoring with FAIR, teacher observation, and bi-weekly Harcourt assessments will be used to track student achievement. Based on mastery or non mastery lessons will be revised/retaught as needed.




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.


FCAT practice test, FAIR, skill based mini assessments, running records


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

Mastery will be 80% to ensure proficiency.


Maintenance


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

Subject meetings occur monthly for cross grade level planning. Cluster meetings (cross curriculum) occur weekly for individual student articulation and planning. Discussion/sharing of student data are part of each of these meetings.


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.

Subject meetings occur monthly for cross grade level planning. Cluster meetings (cross curriculum) occur weekly for individual student articulation and planning. Discussion/sharing of student data are part of each of these meetings.


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.

School administrators will meet with teachers during weekly/monthly curriculum/data meeting as well as one-on-one, as needed, to discuss assessment results and student progress. Lesson plans, data notebooks, and student portfolios will be used to provide evidence of instruction, assessment and differentiation designed to meet student learning needs.




ACT

Supplemental and Intensive Instruction/Interventions


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


Core Curriculum Program Materials: Reading - Harcourt StoryTown Series; Math – Harcourt K-6, Glenco 7; Science – Harcourt all grades; Social Studies – Horzion Harcourt K-5, World Geography Harcourt 6, Civics Glenco 7th
Supplemental Program Materials for all core subjects are from Project CHILD – Institute for School Innovation
Intervention Program Materials: Harcourt Intervention Station; Touch Math


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

Our delivery model provides for group instruction, practice, assessment and through small group stations re-teaching is easily accomplished. Our format allows for fluid grouping of students based on data so students that have not mastered skills and benchmarks have opportunities for re-teaching and students that have mastered skills and benchmarks are provided enrichment activities to continue to reinforce skills as well as application opportunities to use mastered skills in a variety of ways.


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

Administrator observation, CHILD Co-Ordinator observation, Curriculum Co-Ordinator observation, teacher surveys and students performance data/analysis will be used to determine professional development needs


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

Students who show consistent academic difficulty, as determined by assessment results and class work assignments, will be targeted for additional instruction.


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

Progress monitoring data will be used to determine the effectiveness of interventions. Non-academic cause, such as attendance and behavior will also be analyzed to determine if these could be contributing factors to a student’s lack of progress.


Enrichment


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

Club Friday expands the educational experience of all core academic areas and allows for acceleration.


Describe how students are identified for enrichment strategies.

FCAT Scores, teacher recommendation, gifted checklist




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)
Cluster Cluster Leader Monthly Second Wednesday Data Analysis
Subject Area Cluster Leaders Monthly Third Wednesday Lesson Study
Six Measures Measure Leaders Monthly Fourth Wednesday Schoolwide planning/anaylsis


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition


The Voluntary Pre Kindergarten (VPK) program at Imagine School at North Manatee offers great lessons and activities that will prepare our young students for the rigors of our elementary school.

A great deal of emphasis is placed on providing the VPK students with a quality education. It is the school’s goal to see these VPK students progress their way through our elementary school and call Imagine School at North Manatee their school until they successfully complete our seventh grade.
Parent Involvement events for Transitioning Children into Kindergarten include Kindergarten Round Up. This event provides parents with an opportunity to meet the teachers and hear about the academic program. Parents are encouraged to complete the school registration procedure at this time to ensure that the child is able to start school on time.


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



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.

No. Disagree with the above statement.

Measures Being Taken to Comply with SAC Requirement

Advertising in the weekly school newsletter.



Projected use of SAC FundsAmount
Supplemental materials for interventions and science 1210



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



SAC Members

Members
1)  Ms. Kathy Beauregard,   Principal
2)  Mrs. Michelle Grajewski,   SAC Chair
3)  Mrs. Beckie Britto,   Teacher
4)  Megan Husader,   Teacher
5)  Mrs. Nancy Schmidt,   Parent
 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Manatee School District
IMAGINE CHARTER SCHOOL AT NORTH MANATEE
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 71%  69%  84%  47%  271   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 73%  47%      120  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? 73% (YES)  47% (NO)      120  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         511   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    No Data Found
    No Data Found