VISION and MISSION STATEMENTS

Vision: Crystal Lake Elementary School will provide quality education based on the skills needed for the twenty-first century. An integrated curriculum, implementation of effective teaching strategies based on the research-based practices of Learning Focused Strategies, cooperative/collaborative learning and the use of technology will be the educational focus to maximize the full potential of our students. The staff will provide a nurturing, literature-based environment with direct relationship to real-world applications through hands-on experiences, thus facilitating learning and enhancing student achievement. We believe that appropriate motivation will enable each child to learn. Through Positive Behavior Support, our students will learn to accept responsibility for their actions. Staff, students, parents and the community will work together positively and effectively to achieve our mission for Crystal Lake Elementary.

Mission:
The Mission of Crystal Lake Elementary is to ensure rigorous, relevant learning experiences that result in high achievement. The school will work together with parents and the community to provide a safe, challenging learning environment that ensures that all students thrive academically, emotionally and socially to become life-long learners and productive citizens.

Belief Statements: At Crystal Lake Elementary we believe…
• Teachers and staff embrace the philosophy that all students can learn and achieve high standards regardless of language, disability, and/or economic situation.
• All instruction focuses on meeting students’ individual needs.
• A safe and secure environment is essential for teaching and learning.
• Parent and community involvement are critical to student achievement.
• Teachers have an unconditional dedication and commitment to their students.
• Quality professional development enhances the school and instruction.
• Students will become productive citizens and contributing members of society.
• Students will Show Respect, Outstanding Character, Academic Price, and Resolve Problems - S.O.A.R.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School


Crystal Lake Elementary School is a Pre-K through 5th grade facility located in east Lakeland within the Central Florida School district of Polk County. The school campus is adjacent to Crystal Lake Middle School. Eighty-seven percent of our exiting 5th graders attend Crystal Lake Middle. The school facility, built in 1960, is of brick construction and enclosed by a six-foot security fence that limits access to the campus except through the front office area. The campus consists of 6 buildings connected by open walkways, an administrative building, a media center, a cafetorium, and 11 portable buildings. The cafetorium is in the center of the school and serves breakfast and lunch each day. The cafetorium is also used for programs, award ceremonies, and after school activities. Our physical education facilities consist of 2 large blacktop areas, a covered pavilion, 2 storage buildings and a small office for the physical education coach. The art room and music room are centrally located so that all classrooms have easy access. A seventh building of 6 classrooms, 3 resource rooms and 2 computer labs was built in 1988 to accommodate the impact of the continued growth of the neighborhood. During the 2008-2009 school year, the school acquired a new road to enhance school safety and a new marquee designed to improve communication. In order to improve instruction in the arts, a new kiln was installed during the summer of 2009.


Unique School Strengths for Next Year

After increasing the number of students making adequate yearly progress from 74% to 90% and demonstrating increases in the number of subgroups making AYP, the status of Crystal Lake Elementary improved from Correct II to Correct I according to the Differentiated Accountability Model. In addition to improved FCAT scores, Crystal Lake Elementary School increased the number of students proficient in writing, setting a school record of 100% of students passing the writing portion of FCAT as indicated by the state’s AYP report.

In the 2008-2009 year Crystal Lake Elementary was recognized and awarded in the following areas. The school was named as a “SMART Showcase School” for its innovative approach to teaching and learning through technology. During the 2009-2010 year, Crystal Lake Elementary will be a model school for teachers throughout the nation to visit and observe teaching through the integration of technology. The school’s kindergarten department was awarded a grant from the Disney Corporation, designed to enhance school readiness for incoming students. The school has met the criteria for the Department of Education’s Five Star School designation for the current school year. This designation recognizes outstanding business and community partnerships, student service projects, volunteers and family involvement.

The 2009-2010 school year, Crystal Lake Elementary is excited to provide additional support of Math, Science, and Reading Resource teachers to model and assist with small group instruction.


Unique School Weaknesses for Next Year

As a result of Crystal Lake Elementary’s AYP status the school continues to lose students due to choice for transfer under NCLB. Declining enrollment has resulted in the loss of a Pre-K teacher.


Student Demographics

Crystal Lake Elementary School is a Title 1 school with 91.27% of its enrollment eligible for free or reduced lunch. Crystal Lake Elementary has a total school population of 573 students. Of Crystal Lake’s students, 34.55% are White, 35.43% are Black, 21.47% are Hispanic, 1.92% is Asian, 0.7% is Indian, and 5.93% are Multiracial. Additionally, 14.66% of students are English Language Learners (ELL) and 14.14% are Students With Disabilities (SWD).


Student Attendance Rates

Crystal Lake Elementary School has improved its overall attendance rate for the past three years: Crystal Lake Elementary School, 2006-2007: 93.21%; 2007-2008: 94%; 2008-2009: 94.41%;
Polk County School District 2006-2007: 94.10%; 2007-2008: 94.32%; 2008-2009: 94.56%.


Student Mobility

The mobility rate of the school during 2007-2008 was 41.28%; 2008-2009 was 42.45%. Mobility is defined as the enrollment or withdrawal of a student at any time during the school year not including the first 15 days of school divided by the total number of students who attended the school during that year after the 15th day.


Student Suspension Rates

During 2006-2007: In-School 0, Out-of-School 376; 2007-2008: In-School 3, Out-of-School 215; 2008-2009: In-School 1, Out-of-School 274.


Student Retention Rates

During 2008-2009: Grade K, 1.39%; Grade 1, 10.98%; Grade 2, 3.70%; Grade 3, 20.21%; Grade 4, 0%; Grade 5, 0%.


Class Size

A point has been made to reduce class sizes at Crystal Lake Elementary School to reduce discipline problems and strengthen one-to-one relationships between students and teachers. The average class size in Regular Education classrooms is: Pre-K through 3rd Grade 2006-2007: 16.34% and 2007-2008: 15.65%; Grades 4 and 5 2006-2007: 19.61% and 2007-2008 18.39%.


Academic Performance of Feeder Pattern

The Middle School in Crystal Lake Elementary School’s Feeder Pattern, Crystal Lake Middle School, maintained its school grade of “C”. Crystal Lake Middle School’s AYP status improved from 72% to 74%, and the school is a Correct II school on the Differentiated Accountability Model. Hispanic, White, Black, and Economically Disadvantaged students did not make AYP in Reading. White, Economically Disadvantaged and Students with Disabilities did not make AYP in Math. The school did not make AYP in the area of Writing.


Partnerships and Grants

Crystal Lake Elementary will continue to improve community school relationships. We currently have community relationships with Southeastern University, Lakeland Christina Rotary, Junior Achievement, Learning Resource Center, Big Brothers and Big Sisters, United Way, Junior League of Lakeland, and Kiwanis as well as a growing number of volunteers. Our business and community volunteers work in a variety of areas to enhance our school. Some of those areas include:
• Classroom tutors
• Teacher mentoring
• Chaperoning
• Classroom speaking
• Career Day
• Guest Readers
• Family Night Sponsors
• SAC Membership

In addition to these partnerships Crystal Lake Elementary received a grant from the Disney Corporation to help ease the transition of Kindergarten students to school.


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 Joseph A. Griffin, Jr. BA – Music Merchandising, Bethune-Cookman College; Master of Science – Educational Leadership, Nova University; Principal Certification – State of Florida 5 16 Principal, Crystal Lake Elementary – 2008-2009:
Grade: C, Reading Mastery: 58%, Math Mastery: 64%, Science Mastery: 23%, Writing Mastery: 92%. AYP: 90%, Black and Econ. Disadvant. subgroups did not make AYP in Reading; Hispanic subgroup did not make AYP in Math. White and Hispanic subgroups made AYP in Reading, White, Black and Econ. Disadvant. subgroups made AYP in Math. 4th grade students made AYP in Writing with 100%.
2007-2008: Grade C, Reading Mastery: 55%, Math Mastery: 64%, Science Mastery: 19%, Writing Mastery: 81%. AYP: 74%, White, Black, Hispanic and Econ. Disadvant. subgroups did not make AYP in Reading, Black, Hispanic and Econ. Disadvant. subgroups did not make AYP in Math. Only the White subgroup made AYP in Math. 4th grade students did not make AYP in Writing with 89% from 94%.
2006-2007: Grade B, Reading Mastery: 48%, Math Mastery: 59%, Science Mastery: 22%, Writing Mastery: 87%. AYP: 62%, White, Black, Hispanic, ELL, SWD and Econ. Disadvant. subgroups did not make AYP in Reading, White, Black, Hispanic, ELL, SWD and Econ. Disadvant. subgroups did not make AYP in Math. 4th grade students made AYP in Writing with 94%. 2005-2006: Grade C: Reading Mastery: 53%, Math Mastery: 48%, Writing Mastery: 85%. AYP: 74%, Hispanic and SWD subgroups did not make AYP in Reading. White, Black and Econ. Disadvant. subgroups made AYP in Reading, Black, Hispanic, Econ. Disadvant. and SWD subgroups did not make AYP in Math. Only the White subgroup made AYP in Math. 4th grade students did not make AYP in Writing with 84% from 90%. 2004-2005 Grade C: Reading Mastery: 60%, Math Mastery: 49%, Writing Mastery: 88%. AYP: 77%, Hispanic and SWD subgroups did not make AYP in Reading. White, Black and Econ. Disadvant. subgroups made AYP in Reading. Black, Hispanic, Econ. Disadvant., and SWD subgroups did not make AYP in Math. Only the White subgroup made AYP in Math. 4th grade students made AYP in Writing with 90% from 83%.
Assistant Principal, Socrum Elementary in 2003-2004: Grade B: Reading Mastery: 69%, Math Mastery: 60%, Writing Mastery: 83%. AYP: 93%, All subgroups made AYP in Reading. White, Black and Econ. Disadvant. subgroups made AYP in Reading. Black and SWD subgroups did not make AYP in Math. White and Econ. Disadvant. subgroups made AYP in Math. 4th grade students made AYP in Writing with 90%.
Assis Principal Mrs. Kerry S. Chapman BA – Elementary Education, University of Florida; Masters of Education, University of Florida; Masters of Educational Leadership, University of South Florida; Certification – Educational Leadership, State of Florida. 3 3 Assistant Principal, Crystal Lake Elementary – 2008-2009:
Grade: C, Reading Mastery: 58%, Math Mastery: 64%, Science Mastery: 23%, Writing Mastery: 92%. AYP: 90%, Black and Econ. Disadvant. subgroups did not make AYP in Reading; Hispanic subgroup did not make AYP in Math. White and Hispanic subgroups made AYP in Reading, White, Black and Econ. Disadvant. subgroups made AYP in Math. 4th grade students made AYP in Writing with 100%.
2007-2008: Grade C, Reading Mastery: 55%, Math Mastery: 64%, Science Mastery: 19%, Writing Mastery: 81%. AYP: 74%, White, Black, Hispanic and Econ. Disadvant. subgroups did not make AYP in Reading, Black, Hispanic and Econ. Disadvant. subgroups did not make AYP in Math. Only the White subgroup made AYP in Math. 4th grade students did not make AYP in Writing with 89% from 94%.
2006-2007: Grade B, Reading Mastery: 48%, Math Mastery: 59%, Science Mastery: 22%, Writing Mastery: 87%. AYP: 62%, White, Black, Hispanic, ELL, SWD and Econ. Disadvant. subgroups did not make AYP in Reading, White, Black, Hispanic, ELL, SWD and Econ. Disadvant. subgroups did not make AYP in Math. 4th grade students made AYP in Writing with 94%.

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
Reading Mrs. Sherry Pittman BS – Elementary Education, University of South Florida, Certification – Reading Endorsement, State of Florida 4 4 2008-2009: Grade: C, Reading Mastery: 58%, Learning Gains: 62%, Lowest 25% Gains: 55%. Black and Econ. Disadvant. subgroups did not make AYP in Reading, White and Hispanic subgroups made AYP in Reading. 2007-2008: Grade C, Reading Mastery: 55%, Learning Gains: 58%, Lowest 25% Gains: 77%. White, Black, Hispanic and Econ. Disadvant. subgroups did not make AYP in Reading.

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


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1. New Teacher Orientation at School Site Principal, Leadership PLC August, 2009
2. Assignment of Mentors Principal, AIF Coordinator June, 2010
3. Monthly Meetings with New Teachers Principal June, 2010
4. Recruitment through district HRD department Principal On-Going


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
None, All Staff are Highly N/A N/A N/A


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
41237273671002060


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Michelle Casper Elena Giarratano Mrs. Giarratano is a second year teacher who is in need of additional support in the area of curriculum for Exceptional Student Education (ESE). The mentor & mentee meet monthly designed to complete the requirements of professional development teacher program outlined by the district.
Sherry Pittman Shauna Bergwall Mrs. Bergwall is a first year teacher involved in our new teacher mentor program. The mentor & mentee meet monthly designed to complete the requirements of the new teacher program outlined by the district.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I, Part A, funds school-wide services to Crystal Lake Elementary. The Title I funds provide supplemental instructional resources and interventions for students with academic achievement needs. Title I, Part A, support provides after-school and summer instructional programs, supplemental instructional materials, resource teachers, technology for students, professional development for the staff, and resources for parents.


Title I, Part C- Migrant

Migrant students enrolled in Crystal Lake Elementary will be assisted by the school and by the District Migrant Education Program (MEP). Students will be prioritized by the MEP for supplemental services based on need and migrant status. MEP Teacher Advocates, assigned to schools with high percentages of migrant students, monitor the progress of these high need students and provide or coordinate supplemental academic support. Migrant Home-School Liaisons identify and recruit migrant students and their families for the MEP. They provide support to both students and parents in locating services necessary to ensure the academic success of these students whose education has been interrupted by numerous moves.


Title I, Part D

Title I, Part D, provides Transition Facilitators to assist students with transition from Department of Juvenile Justice (DJJ) facilities back into their zoned school. The Transition Facilitators communicate with the Guidance Counselors at schools to facilitate the transfer of records and appropriate placement.


Title II

Professional development resources are available to Title I schools through Title II funds. In addition, School Technology Services provide technical support, technology training, and licenses for software programs and web-based access via Title II-D funds. Funds available to Crystal Lake Elementary are used to purchase staff development initiatives for the year.


Title III

Title III provides supplemental resources for English Language Learners (ELL) and their teachers in Title I schools, as well as professional learning opportunities for school staff.


Title X- Homeless

The Hearth program, funded through Title X, provides support for identified homeless students. Title I provides support for this program, and many activities implemented by the Hearth program are carried out in cooperation with the Migrant Education Program (MEP) funded through Title I, Part C.


Supplemental Academic Instruction (SAI)

SAI unit(s) provided to Crystal Lake Elementary enhances student achievement by remediation of struggling students in reading in 3rd & 4th grades.


Violence Prevention Programs

Title IV provides violence and drug prevention programs in schools in order to promote a safe school environment. Examples of violence prevention programs include anti-bullying, gang awareness, gun awareness, etc.


Nutrition Programs

This school is a location for a summer feeding program for the community.


Housing Programs

N/A


Head Start

Head Start is located on our campus. Resources are provided to the program to assist in the transition of students from pre-k to kindergarten. Head Start teachers may participate in professional learning opportunities offered to school staff, and they are involved in Professional Learning Community activities with kindergarten teachers. Parents of Head Start students are invited to participate in parent workshops and activities provided by the school.


Adult Education

N/A


Career and Technical Education

N/A


Job Training

N/A


Other

N/A


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

1. Joseph A. Griffin, Jr. – Principal
2. Kerry Chapman – Assistant Principal
3. Melissa Warner – 2nd Grade Teacher (Primary)
4. Lisa Tucker – Math/Science Resource Teacher
5. Michelle Casper - Positive Behavior Support Coordinator
6. Sherry Pittman – Academic Intervention Facilitator (Reading)
7. Jenifer Martin – Guidance Counselor
8. Geoff Freebern – School Psychologist
9. Homer Spencer – ESE Inclusion Teacher
10. LaToya Wiggins – ESE Inclusion Teacher
11. Shanna Scott – ESE Pre K Teacher
ALL MEMBERS WILL MAINTAIN THE CONFIDENTIALITY OF THE INFORMATION SHARED IN PS/RtI LEADERSHIP TEAM MEETINGS.
Principal: The Principal provides a common vision for the use of data-based decision –making, models the Problem Solving Process; supervises the development of a strong infrastructure for implementation of PS/RtI; ensures that the school-based team is implementing PS/RtI; conducts assessment of PS/RtI skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate professional learning to support PS/RtI implementation; develops a culture of expectation with the school staff for the implementation of PS/RtI schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.
Assistant Principal: Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a strong infrastructure of resources for the implementation of PS/RtI, further assists the principal in the assessment of PS/RtI skills, implementation of intervention support and documentation, professional learning, and communication with parents concerning PS/RtI plans and activities.
Selected General Education Teachers: (Recommend at least one Primary Teacher and one Intermediate Teacher) – Provides information about core instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 interventions; and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.
Academic Intervention Facilitator: Develops, leads, and evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk,” assists in the design and implementation for progress monitoring, data collection, and data analysis, participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.
School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical evaluation; assists in facilitation data-based decision making activities.


PS/RtI Behavior Representative (PBS): Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists with professional development for behavior concerns; assists in facilitation data-based decision making activities.
Speech Language Pathologist: Educates the team in the role language plays in curriculum assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systematic patterns of student need with respect to language skills.
Guidance Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success.
Technology Specialist: Develops or brokers technology necessary to manage and display data, provides professional development and technical support to teachers and staff regarding data management and graphic display.

12. Twilla Hunt – Network Para
13. Michelle Smith – Speech Pathologist


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

The PS/RtI Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model.
The PS/RtI Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities:
o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks. This will be done at least three times per year or more frequently if new data is available.
o Help referring teachers design feasible strategies and interventions for struggling students by collaborating regularly, problem solving, sharing effective practices, evaluating implementation, assist in making decisions for school, teacher, student improvement.
o Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.
o Focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring.
o Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and support teachers in carrying out intervention plans.


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

The PS/RtI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and aligned processes and procedures.




RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data is gathered through August and September. FAIR data is processed through the Progress Monitoring and Reporting Network (PMRN). Kindergarten and First Grade data is gathered for the SBAR. First and Second Grade instructional data is gathered from the previous year SAT 10. Third through Tenth Grade instructional data is gathered from the previous year’s FCAT scores.
Progress Monitoring data is gathered mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. Kindergarten and First Grade data is gathered for the SBAR every nine weeks. Other Progress Monitoring data is collected as needed for classroom or student progress. This information may be obtained by probes, Quick Reads, Fluency checks, etc.
Diagnostic Assessment data is gathered through the FAIR, ERDA, and DAR
End of Year data is gathered through FAIR, SAT 10, FCAT, and SBAR.
Data is discussed and analyzed at least monthly at the PS/RtI Leadership Team Meetings.


Describe the plan to train staff on RtI.

Professional learning will be provided during the teachers’ common planning time and sessions will occur throughout the year. The PS/RtI Overview will be provided in mid-August/September. The District has five other mini-modules that will be provided throughout the year. The PS/RtI Leadership Team will evaluate additional staff Professional Learning needs during the monthly PS/RtI Leadership Team meetings.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


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


Strengths: Crystal Lake Elementary School increased the number of students proficient in writing, setting a school record of 100% of students passing the writing portion of FCAT as indicated by the state’s AYP report. The percent of students demonstrating proficiency increased by 4% in the areas of Reading and Math. Students performed just below the district average in all content areas by 1 point. This marks improvement from 3-4 points from the previous year.
Weaknesses: The lowest content areas continue to be in the areas of Main Idea and Comparisons for all grade levels. In Math, Measurement and Geometry continue to be areas that need improvement for Grades 3-5.


Instructional Calendar Development


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

As an initial step towards implementing FCIM the Crystal Lake Elementary will focus on the area of reading. The district has created reading curriculum maps that are accompanied by a course timeline. The course timeline is the starting point for each school’s Instructional Focus Calendar. The district has also developed a timeline for Reading Comprehension Mini-Lessons which will serve as the school’s Reading Instructional Focus calendar. The implementation of the reading mini-lessons will be monitored by the AIF, school leadership team, and administration. Monthly PLC (grade level/department/team) meetings will be held to adjust the pacing of the mini-lessons.


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

Reading: Comparison and Main Idea were the least proficient strands and will be given first priority.


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

Disaggregation of FCAT data and monthly data PLCs (grade level/department/team) will use the data from FAIR and other progress monitoring tools to identify student needs and provide appropriated interventions.


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

A focus of the school is for teachers to explain to students the purpose of learning the curriculum to ensure that the understanding of the content is relevant. Teachers provide students with non-fiction reading passages to help students understand “real world” content and concepts.


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?

The administration conducts goal conferences with students designed to assist students in the development and management of individual academic goals. Career planning and course selections are not done due to the school is K-5. However, students are exposed to various careers through their participation and exposure in both the annual Career Day and Junior Achievement Biz-Town experiences (Grade 5).




DO

Direct the Instructional Focus


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


Aligned and prioritized curriculum maps and time lines are used in all core areas. Teachers implement the EATS model for planning and delivery of core curriculum which includes essential questions, activating strategies, high-yield teaching strategies, summarizing and then reteaching as necessary. The district-wide Monthly Reading Comprehension Focus will be used as the basis of the reading mini-lessons.


How are instructional focus lessons developed and delivered?

Model instructional focus lessons were developed by master teachers and are posted within the district curriculum maps for all to use for core instruction. Collaborative PLCs will use the EATS model for creating additional acquisition lessons. Best practices, coaching and support for using Learning Focused Strategies will be provided by the principal, assistant principal, and leadership team. Reading comprehension mini-lessons have been written for grades 3 - 10. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLCs dealing with curriculum and instruction. The mini-lessons are organized by instructional day as well as strategy.


How will instructional focus lessons be revised and monitored?

Vertical teams and articulation centered on high quality student work and the results of mini-assessments will guide further revisions or refinements of the instructional focus lessons. Classroom walk-throughs will be used to monitor the quality and effectiveness of the 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.


FAIR, Fast Forward, Harcourt Trophies, Voyager, 100 Book Challenge, Compass Odyssey, Reading Assistant, AR will be sources of ongoing formative assessments and data.


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

Achievement thresholds will be set for each grade level and subject area. Students not reaching the threshold will be targeted for additional support as well as monitoring. Formative benchmark assessments are consistently used: school-wide and in all core areas. They are given frequently and used for monitoring student progress, as well as for planning and instruction.


Maintenance


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

Dates for ongoing assessments and spiraled review are built into the instructional focus calendar at the conclusion of each month’s comprehension focus. Additional learning opportunities will be offered to struggling students.


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.

PLCs (grade level/department/team) will meet monthly to review the most current progress monitoring data and in turn make instructional recommendations to include both interventions as well as enrichment strategies for subgroups of students, as well as individual students.


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 administrators and the leadership team facilitate PLCs with staff members/teams which address data, student work, instruction and curriculum. The administrators and the leadership team schedule coaching and monitoring visits to classrooms on a regular basis.




ACT

Supplemental and Intensive Instruction/Interventions


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


Harcourt Trophies, SRA Reading Mastery, Compass Odyssey, Scientific Learning Fast ForWord, Scientific Learning, Reading Assistant, Accelerated Reader, Voyager and the 100 Book Challenge curriculum.


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

Multiple opportunities for researched based extended learning activities including: extended time for math and /or reading, extended day, summer school, accelerating and previewing, as well as re-teaching.


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

The Learning Focused Implementation Tool will be administered at the start of the 2009 – 2010 school year to help identify areas of need for professional development.


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

Any student scoring a Level 1 or 2; a student with an Academic Success Plan; or a student who is struggling with the Core instruction.


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

Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, FAIR, and Teacher Monitoring Conferences with the Administration.


Enrichment


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

Students who exceed mastery levels participate in the school’s gifted program. Additional instructional activities (extended thinking) are given to students who exceed in the area of reading.


Describe how students are identified for enrichment strategies.

FCAT results, On-going assessments, and formative assessments are used to identify students for enrichment.




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)
Literacy PLC, representatives from each grade level. Sherry Pittman, AIF Facilitator Monthly Mondays after school Researched based strategies in Reading, Book study on struggling readers
Math PLC, representatives from each grade level. Lisa Tucker, Math/Science Resource Teacher Monthly Mondays after school Researched based strategies in Math, Book study on explicit instruction strategies in Math.
Science PLC, representatives from each grade level Howard Mathis, 5th Grade Teacher Monthly Mondays after school Researched based strategies in Science, Book study on explicit instruction strategies in Science.
Leadership PLC, grade level chairs from each grade Principal Monthly Mondays after school Lesson Study centered on school leadership, building capacity in the school building.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Florida requires that communities collaborate to prepare children and families for children’s success in school. Crystal Lake supports the transition from preschool to elementary school in many ways. Our school has a Pre-kindergarten unit staffed with 1 CDAT paraprofessional and 2 ESE Pre-kindergarten units staffed with certified teachers and highly qualified paraprofessionals. Our Pre-K class is part of the Polk Pre-K School Readiness program built on the premise of quality early childhood education, designed to provide a safe and nurturing environment that promotes the physical, social, emotional and cognitive development of young children while responding to the needs of the families. Child Find is available to assist families of preschoolers with low readiness rates. The following three government-supplemented programs emphasizing school readiness are available in our area: Head Start, School Readiness Program, Florida Voluntary Pre-K Program and Youth and Family Alternatives, Inc. Our Kindergarten staff works closely with the pre-kindergarten and area preschool providers to insure a smooth transition-to-school. Our pre-kindergarten classes and area preschools are invited to tour our school and kindergarten classrooms. Kindergarten Teachers as well as office staff collaborate to offer a “Kindergarten Round Up” conducted in the spring of every school year to introduce the incoming kindergartners and parents to Crystal Lake Elementary. New kindergarten families are supported in their transition to school through a kindergarten “Boo-Hoo Breakfast”, where they are introduced to staff and offered opportunities to ask and answer questions. Newsletters, flyers and other important information are sent home to our Pre-K students and families announcing happenings and expectations for school. Pre-K parents have the opportunity to visit the school and receive handouts dealing with kindergarten expectations. Kindergarten students are assessed using the FLKRS process throughout the school year. This data is used to indicate the students’ development and readiness for school as well as monitoring progress. 80% of students screened using SRUSS and in 2008 at Crystal Lake Elementary were within the range of what is expected for children of this age level. Our school allocates funds from our Title 1 budget to implement activities to help with the transition from Pre-K to Kindergarten. Parent surveys and evaluation components are used to evaluate the quality and effectiveness of the plan and transition programs.


Postsecondary Transition

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

N/A - School is an Elementary School.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/10/2009 4:27:32 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
Supplemental Supplies to Class Rooms 2000
Professional Development for Teachers & Administrators 2200



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


The SAC committee will help oversee the implementation of the SIP plan for the 2009-2010 year. The SAC will meet monthly during the school year. The SAC will also assist in the school qualifying for the state 5-Star Award status. The SAC will have representation at the District DAC meetings, which are help every quarter.


SAC Members

Members
1)  Joseph A. Griffin, Jr.,   Principal
2)  Barb Kulp,   SAC Chair
3)  Carla Johnson,   Teacher
4)  Michelle Casper,   Teacher
5)  Leemans Diaz DeJesus,   Parent
6)  Kristie Jeanes,   Parent
7)  Nora Restrepo,   Parent
8)  Carina Campbell,   Parent
9)  Nikia Moore Decosey,   Parent
10)  Vivian Patterson,   Parent
11)  Charise Callahan,   Parent
12)  Theresa Ashe,   Community Member
13)  Keri White,   Community Member
14)  Deanna Gambill,   School Support Personnel
15)  Kerry Chapman,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk CRYSTAL LAKE ELEMENTARY SCHOOL 0101
Number of students enrolled in the grades tested:
 Read: 238
Math: 238   		2008-2009
School Grade1:		 C   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  100  Y  100  Y  53  N  60  N  89     Y      NA  52  47  N 45  40  Y 61  N  63  NA 
WHITE  99  Y  99  Y  62  N  70  Y      NA      NA  44  38  Y 37  30  NA 62  NA  68  NA 
BLACK  100  Y  100  Y  43  N  59  N      NA      NA  60  57  N 52  41  Y 57  N  65  NA 
HISPANIC  100  Y  100  Y  55  N  53  N      NA      NA  55  45  Y 45  47  N 63  NA  53  N 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  50  N  60  N  88     Y      NA  51  50  N 46  40  Y 59  N  62  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk CRYSTAL LAKE ELEMENTARY SCHOOL 0101
Number of students enrolled in the grades tested:
 Read: 205
Math: 205   		2007-2008
School Grade1:		 C   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N
TOTAL4  99  Y  99  Y  48  N  55  N  94   89  N      NA  60  52  NA 50  45  NA 57  NA  59  NA 
WHITE  99  Y  99  Y  56  N  63  Y      NA      NA  52  44  NA 50  37  NA 52  NA  65  NA 
BLACK  99  Y  99  Y  40  N  48  N      NA      NA  68  60  NA 51  52  NA 48  NA  54  NA 
HISPANIC  98  Y  98  Y  45  N  55  N      NA      NA  69  55  NA 55  45  NA 69  NA  54  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  98  Y  49  N  54  N  94   88  N      NA  65  51  NA 53  46  NA 59  NA  59  NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk CRYSTAL LAKE ELEMENTARY SCHOOL 0101
Number of students enrolled in the grades tested:
 Read: 274
Math: 274   		2006-2007
School Grade1:		 B   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		51% scoring at or above grade level in Reading? 56% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N
TOTAL4  100  Y  99  Y  40  N  50  N  84   94  Y      NA  56  60  NA 57  50  NA 47  NA  64  NA 
WHITE  100  Y  100  Y  48  N  50  N  83     Y      NA  47  51  NA 50  50  NA 56  NA  65  NA 
BLACK  100  Y  99  Y  32  N  49  N    93  Y      NA  64  65  NA 64  51  NA 38  NA  60  NA 
HISPANIC  99  Y  96  Y  31  N  45  N      NA      NA  69  70  NA 63  55  NA 38  NA  65  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  98  Y  35  N  47  N  83   94  Y      NA  60  66  NA 60  53  NA 43  NA  61  NA 
ENGLISH LANGUAGE LEARNERS  98  Y  94  N  21  N  26  N      NA      NA    70  NA 72  74  NA 33  NA  49  NA 
STUDENTS WITH DISABILITIES  100  Y  98  Y  13  N  23  N      NA      NA  73  86  NA 82  77  NA 28  NA  47  NA 


SCHOOL GRADE DATA

Polk School District
CRYSTAL LAKE ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 58%  64%  92%  23%  237   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 62%  70%      132  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? 55% (YES)  69% (YES)      124  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         493   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    CRYSTAL LAKE ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 55%  64%  81%  19%  219   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 58%  64%      122  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? 77% (YES)  63% (YES)      140  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         481   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    CRYSTAL LAKE ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 48%  59%  87%  22%  216   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 65%  73%      138  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? 69% (YES)  82% (YES)      151  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         505   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested