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VISION and MISSION STATEMENTS

Vision: Dixieland Elementary will address the achievement needs of all diverse students during the 2008-2009 school year.

Dixieland Elementary will provide a quality education for students as they acquire the skills necessary to succeed in the twenty-first century. A nurturing environment will provide support for integrated curriculum, cooperative learning, and use of technology as the achievement needs are addressed for all diverse students.



Mission:
The mission of Dixieland Elementary is to promote life-long enthusiastic achievement that is relevant and rigorous in a nurturing environment.

Belief Statements:
Our guiding principles are respect, responsibility, perseverance, optimism, and honesty.
Our message:
We believe that learning is for everyone, everyday, everywhere!

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Dixieland Elementary School is one of the few remaining neighborhood schools in Polk County. Dixieland was constructed in 1924 and remodeled to the present state 15 years ago. The campus features an updated two story building with an adjoining kindergarten wing, six portables, cafeteria, and one additional stand alone classroom. All of the classrooms are equipped with ceiling mounted projectors and student computers. Most classrooms are equipped with SMARTBOARDS and other technological tools for instruction. The current enrollment at Dixieland Elementary is 430 students. Our school population is comprised of 36 percent white, 34 percent black, 28 percent Hispanic, 1 percent Asian and 1 percent multiracial. With 87percent of the students receiving free or reduced lunch, Dixieland is a Title I school. The majority of students come from the older neighborhood surrounding the school. Dixieland serves as the site school for the students residing at the Florida Baptist Home. Students not only come from a variety of economic, social, and racial backgrounds, but also have various needs. Nine percent of our students attend special education classes, and nine percent of our students attend classes for students who speak little or no English. In 2007-2008 Dixieland was recognized as a model school by Learning Focused Solutions for leadership with an emphasis on support, monitoring, planning, and classroom application of exemplary instructional practices. Dixieland was also recognized as a Five Star school for involvement with community. Dixieland is supported by the community through an active volunteer program hosted by several neighborhood retirement communities.

Unique School Strengths for Next Year

Dixieland Elementary has made AYP for the past three years. Instructional strategies that are evidence based, and research based have been implemented school wide. The school has a strong support for Hispanic students, including a weekly after school reading club for Hispanic students.

Unique School Weaknesses for Next Year

Dixieland Elementary has consistently closed the gap for African American students in reading and math. However, this subgroup is still lagging behind the other groups within the school.

Student Demographics

Dixieland Elementary School serves a multi-ethnic school population that consists of 430 students from a predominantly economically disadvantaged community. 25% of students are Hispanic, 29% are Black,38% are White, and 8% are American Indian, Asian, or multi-racial. Economically disadvantaged students account for 86% of the population .Additionally, 9% of students are Students with Disabilities (SWD), 11% are classified as English Language Learners (ELL), and nearly 3% of students are gifted.

Student Attendance Rates

Dixieland Elementary has maintained a slight increase over the district during the last three years in attendance.
Dixieland Elementary has exceeded the growth of the district over the years: Dixieland Elementary School,
2006-2007: 95.20%; 2007-2008: 94.65%; 2008-2009: 95.08%; Polk District 2006-2007: 94%; 2007-2008:
94.32%; 2008-2009: 94.56%.

Student Mobility

The mobility rate of the school during 2007-2008 was 38.15%. This number decreased to 29.70% during the 2009-2009 school year.

Student Suspension Rates

2006-2007: Out-of-school 84 days; 2007-2008: Out-of-school 67 days; 2008-2009: Out-of-school 23 days. The suspension rates have decreased over the past three years.

Student Retention Rates

The retention rate slightly increased from 2007-08 (9.67%) to 2008-09 (12.99%). However, the school had a drastic reduction in retentions from 2006-07 (25.87%)

Class Size

The school has maintained the school average for class size in 2006-2007 for K-3 Classrooms at 17.13 and 4-5 Classrooms at 20.23. The class size average for 2007-2008 for K-3 Classrooms was 17.13 and 4-5 Classrooms was 18.95.

Academic Performance of Feeder Pattern

Dixieland Elementary feeds into two middle schools. The majority of students attend Southwest Middle School, which earned a school grade of “A” in 2008-2009. The school did not make AYP. A few students feed to Sleepy Hill Middle School, which earned a grade of “C” and did not make AYP during the 2008-2009 school year.

Partnerships and Grants

Partnerships and Grants
The school will continue its strong partnership with Westminster Presbyterian Church, which
provides a number of resources, including tutors during the school week and tutoring on Saturday mornings for the Hispanic student population.
Dixieland also partners with Lakeland High School through the Teen Trendsetter Grant in which high school students dedicate one hour a week to reading and mentoring for second grade classrooms.
The Lakeland Rotary is also a generous partner in providing school supplies and clothing for students in need.

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, Part A, funds school-wide services to Dixieland Elementary School. 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 Dixieland Elementary School 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 at Dixieland Elementary School are used to purchase Accelerated Reader Web-Based and PD 360 for staff development.

Title III

Title III provides supplemental resources for English Language Learners (ELL) and their teachers in this Title I school, 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 units provided to Dixieland Elementary School enhance achievement by providing small group instruction through the Kaplan Spell Read program for striving readers.

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

Dixieland Elementary is a location for a summer feeding program for the community.

Housing Programs

N/A

Head Start

Head Start is not located on our campus.

Adult Education

N/A

Career and Technical Education

N/A

Job Training

Not Applicable

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Debbie Henderson (Principal), Mary Dwight (Asst. Principal), Arvilla Stokes Facilitator (Guidance Counselor), Peggy Donaldson (ESE Inclusion), Joyce Shrack (ESE ), Julie Dean (School Psychologist), Beth Dawson (Academic Instructional Facilitator), Patty Houk (Classroom Teacher), Steve Myers (Classroom Teacher).

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

The PS/RtI Leadership team will meeting monthly for the purpose of improving school/teacher effectiveness and student achievement using the Problem Solving Model. The Leadership Team will identify students at moderate or high risk for not meeting benchmarks.

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 will meet with the School Advisory Council (SAC) and principal to help develop the School Improvement Plan. The team will focus on students in Tiers 1, 2 and 3 target areas. The team will facilitate the development of a systematic approach to teaching and align processes and procedures.

RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data is collected in 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 and the previous year SAT 10 data for first and second grade. Third through Fifth will use data from the previous year’s FCAT scores. Progress Monitoring is gathered mid-year and toward the end of the year. Other progress monitoring data will be collected every nine weeks. Diagnostic data will be gathered through FAIR. 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 provided five mini-modules that will be provided throughout the year.

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?

Fourth Grade Reading scores excelled with 86% of students proficient in reading. Fifth grade words and phrases had 505 of the mean points earned in fifth grade as an area of weakness. 90% of fourth grade students were proficient in Math, and 82% of third grade students were proficient in math. Geometry and Spatial Sense were strengths in all grades. Fifth Grade students were weak in Data Analysis.

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 school will focus on 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 created a timeline for Reading Comprehension Mini-Lessons which will serve as the school’s Reading Instructional Focus. The implementation of the lessons will be monitored by the AIF, school leadership team, and administration.

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

Priority focus based on school need will be in reading, particularly main idea and author’s purpose, as well as comparisons.
In math priority focus will be based on number sense and algebraic thinking. Science focus will include all benchmarks. Writing will include focus of writing, organization, and conventions of writing.

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 PLCs (team) will use the data from FAIR and other progress monitoring tools to identify student needs and provide appropriate interventions.

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

Dixieland Elementary begins an early focus with students for building expectations that students will graduate from high school.

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?

Administrators meet with students each nine weeks to discuss student progress from benchmark assessments and align progress with year end goal setting and targets.

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 Acquisition Lesson Plans for planning and delivery of core curriculum which includes essential questions, activating strategies, high-yield instructional strategies, summarizing and reteaching as needed. Teachers meet weekly for collaborative planning as grade level teams. 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. Collaborative teams plan units of instruction for reading, math, writing, and science. Unit planning days are dedicated to developing quality focus lessons. School Leadership Team monitors the lesson plans, pacing of instruction, and quality of delivery.

How will instructional focus lessons be revised and monitored?

Vertical teams and articulation centered on high quality student work and the results of progress monitoring will guide the delivery of lessons. Teachers are proficient in the instructional strategy of “error analysis” to monitor common misconceptions in the learning and provide support for re-teaching.

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, Compass Odyssey, Accelerated Reading, Weekly Focus Skill Assessments for Reading

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 progress monitoring, 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. Main Idea is spiraled into weekly lesson plans and taught in each lesson in addition to the focus skill of the month. Additional learning support and scaffolding will be offered to striving 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.

Monthly “Data Day” PLCs will collaborate and review progress monitoring data which will in turn drive instruction. This data will also provide direction for enrichment, target, and striving 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 administration 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 daily basis.

ACT

Supplemental and Intensive Instruction/Interventions

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

Core: Trophies/Harcourt Reading, Math/Scott Foresman
Supplemental: SRA, Kaplan Spell Read, Compass, Odyssey
Intensive: Fast Foward

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

Multiple opportunities for evidence based, research based extending learning activities including: extended time for math and reading, extended day for math and reading, 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 LIFT, or Learning Focused Implementation Tool will be administered at the beginning of the 2009-2010 school year to assist with areas of need for professional development.

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

Any student scoring a Level 1 or Level 2; a student with an ASP, 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 checks, mini-assessments, formative assessments, student data chats, and FAIR.

Enrichment

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

Above level reading instruction will be provided for enrichment. Math enrichment will be provided for students scoring a Level 4 or 5 in math.

Describe how students are identified for enrichment strategies.

Students scoring a Level 4 or 5 in math and/or reading.

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

Dixieland currently has one preschool on campus, a blended unit with ESE students and general education students. The unit is supported by one teacher, one certified assistant (CDAT), and one paraprofessional. The program focuses on preschool standards and socialization skills. The school offers the following activities to facilitate a smooth transition for children coming from local preschools and daycares:
•Provide local daycares with Polk County’s curriculum guide for kindergarten.
•Provide community notification and information concerning pre-registration requirements and an
invitation to an orientation/workshop.
•Provide a preschool orientation (Kindergarten Round-Up) in April that includes school
information, grade level expectations, learning activities, and school readiness information. A
tour of Dixieland’s facility is also offered.
•The Florida Kindergarten Readiness Screener (FLKRS) is given by the classroom teacher to all students enrolling in Kindergarten to assess learning readiness.

Postsecondary Transition

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

NA

PART II: EXPECTED IMPROVEMENTS

Other Goals

No Other Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Learning Focused Instructional Support Materials / Manual	Title I	$3,000.00
Mathematics	Math Journals	Title I	$1,000.00
Writing	Writing Notebooks	Title I	$200.00
Science	Science Journals	Title I	$500.00
Parental Involvement	Services for training and supplies for workshops	Funding provided by Learning Resource Center	$200.00
Total: $4,900.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	FAST FORWARD	District Funding	$0.00
Reading	Document Cameras, SMARTBOARD technology	District, Title I	$6,000.00
Mathematics	SMARTBOARDS	District	$3,000.00
Science	SMARTBOARD technology	District Funds	$3,000.00
Total: $12,000.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Academic Coach, Learning Focused Coach	District, Title I	$120,000.00
Mathematics	Learning Focused Coach	Title I	$65,000.00
Writing	Write Reflections Consultant	Title I	$6,000.00
Science	Learning Focused Coach	Title I	$65,000.00
Total: $256,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $272,900.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

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

The School Advisory Council (SAC) has an important function for the success of Dixieland Elementary School. Listed below are some of the functions of the SAC.
• Reach out to community to obtain more partners
• Review and advise on final review of School Improvement Plan
• Sponsor drives to increase parent involvement
• Assist the school to create and analyze school climate surveys for parents and students
• Review student performance data
• Visit classrooms to review instructional programs and technology

SAC Members

AYP DATA

SCHOOL GRADE DATA