VISION and MISSION STATEMENTS

Vision: Members of the Davenport School of the Arts community are committed to becoming self-directed, life-long learners in a nurturing and stimulating environment, which fosters high expectations and academic excellence.


Mission: Through an innovative arts-infused curriculum, Davenport School of the Arts enriches the growth of each child in a collaborative, nurturing environment.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Davenport SOTA campus consists of a main 3-story building; which includes 12 classrooms, guidance offices, ESOL office and an office suite. Also on the campus there is a music suite, media center, art and dance studio with locker rooms, an amphitheatre with drama lab, a Compass lab, several classroom wings, 19 portable classrooms and a cafeteria. Prior to our transformation into a school of the arts, vacancies and recruiting new teachers was a problem. We would average hiring and training ten new teachers per year. Since becoming an arts infused school, our teacher retention rate is extremely high and when we have vacancies, we’ve been successful in obtaining quality teachers through local job fairs and School Board advertisements.


Unique School Strengths for Next Year

Davenport School of the Arts has maintained a school grade of A for the last three years and the primary focus this year will be making AYP. Learning communities, extensive data analysis and professional development will be the focus for the staff to achieve this outcome.


Unique School Weaknesses for Next Year

Due to the academic success of achieving an A grade, budget constraints, and the restructuring of the Reading First initiative, DSOTA lost the reading coach allocation. The establishment of professional learning communities and additional training for the assistant principal of curriculum will help to provide support for the instructional staff. Every effort will be made to continue to provide mentoring opportunities and continued professional development despite the loss of this vital resource position.


Student Demographics

Davenport School of the Arts is a kindergarten through eighth grade choice school for the arts, located in rural east Polk County, with an emphasis on infusing the arts with academics. Students zoned for eight elementary and three middle schools have an opportunity to apply and be accepted to attend Davenport School of the Arts. Our current enrollment is 678. Our student population consists of 44.8% White, 18.1% Black, 32.7% Hispanic, 1.2% Asian, .1% American Indian, and 2.9% multiracial. 61.6% of our students are on free and reduced meals. 9% of our students are Limited English Proficient Students, 5% of our students are in Alpha and 8% are Students with Disabilities. 73% of students at or above grade level as evidenced by the FCAT SSS reading assessment. 71% of students at or above grade level as evidence by the FCAT SSS math assessment. Davenport SOTA has a capped student enrollment of 678 students and currently has approximately 1800 students on an enrollment waiting list.


Student Attendance Rates

The student attendance rate for the 2008-09 school year was 96.77%. The attendance rate for the 2007-08 school year was 96.91%. The 2006-07 attendance rate was 97.15%. The school’s attendance rate three year average is 96.94%. Efforts to increase attendance rates by increased communication through agenda planners, phone calls home after three consecutive absences, a letter home after five absences and parent conferences have been implemented.


Student Mobility

Student mobility rate is 12.32%. This mobility rate comes predominately from the addition of 18 students to our second grade enrollment and 18 students to our fourth grade. This is consistent from year to year.


Student Suspension Rates

The student suspension rates from the 2008-2009 school year have increased from 2007-2008 school year. There were 63 OSS actions resulting in 142 OSS days during the 2008-2009 school year. We assigned 165 ISS days which was a result of 253 ISS actions during the 2008-2009 school year.

There were 67 OSS actions resulting in 22 OSS days during the 2007-2008 school year. We assigned 132 ISS days which was a result of 86 ISS actions during the 2007-2008 school year.

There were 51 OSS actions resulting in 25 OSS days during the 2006-2007 school year. We assigned 124 ISS days which was a result of 98 ISS actions during the 2006-2007 school year.


Student Retention Rates

The student retention rate for the 2008-09 school year was 1.47%.


Class Size

Class size in the general education primary grades classrooms are: kindergarten (18), first grade (18), second grade (18); intermediate grades class sizes are : third grade (18), fourth grade (22), fifth grade (22)
Middle school class averages for sixth grade (24), seventh grade (24) eighth grade (24)


Academic Performance of Feeder Pattern

There are nine elementary schools that feed into Davenport School of the Arts. The majority of our students come from four of them. Eastside Elementary School has made adequate yearly progress for the past two years. Their school grade was an A in 2009 and a B in 2008. Alta Vista Elementary School had a school grade of D in 2008, and a school grade of C in 2009. The school did not make adequate yearly progress either year. Loughman Oaks Elementary School had a 2008 school grade of C and a 2009 grade of B. The school did not make adequate yearly progress either year. Horizons Elementary School
was a new school in 2009. The school grade was a D. Loughman and Eastside are correct I schools, Horizons is a prevent II school, and Eastside is off the matrix.


Partnerships and Grants

Davenport School of the Arts has had a long-standing partnership with local colleges to provide education majors with practicum and internship experiences in the areas of Elementary Education, Language Arts, Math, Social Studies and the performing arts. These experiences not only benefit the university students, in fulfilling graduation requirements, but also provide opportunities for the host teacher to gain valuable information on the latest teaching strategies, and places positive role models in front of our students.

Guest Artists provide opportunities for our students to experience both visually and musically. The partnership with the guest artists has enhanced our Arts program.


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 Brian Kier Bachelor of Arts; Elementary Education
Master’s Degree in Educational Leadership
11 16 2008-09 School grade A ; Reading mastery 73%; Math mastery 71%; Writing mastery 91%; Science mastery 42%; AYP 85%. Black, Hispanic, and economically disadvantaged students did not make AYP in Reading. Hispanic and economically disadvantaged students did not make AYP in math.

2007-08 School grade A; Reading mastery 74%; Math mastery 70%; Writing mastery 92%; Science mastery 54%; AYP 97%. Black students did not make AYP in reading. All students made AYP in math.

2006-07 School grade A; Reading mastery 72%; Math mastery 75%; Writing mastery 90%; Science mastery 44%; AYP 85%. Black students did not make AYP in reading or math.

2005-06 School grade B; Reading mastery 64%; Math mastery 71%; Writing mastery 86%; AYP 97%. Black students did not make AYP in reading. All students made AYP in math.

2004-05 School grade B; Reading mastery 62%; Math mastery 64%; Writing mastery 73%; AYP 100%. All students made AYP in reading and math.
Assis Principal Cindy Braaten Bachelor of Arts; Elementary Education
Master’s Degree; Educational Leadership,
National Board Certified
Certifications:
Primary K-3
Elementary Ed 1-6
Educational Leadership K-12
ESOL Endorsement K-12
1 1 2008-09 School grade A ; Reading mastery 73%; Math mastery 71%; Writing mastery 91%; Science mastery 42%; AYP 85%. Black, Hispanic, and economically disadvantaged students did not make AYP in Reading. Hispanic and economically disadvantaged students did not make AYP in math.
Assis Principal Tammy Farrens Bachelor of Arts; Elementary Education
Master’s Degree; Educational Leadership
Certifications:
Elementary Education 1-6,
English 5-9,
Gifted Endorsement K-12,
ESOL Endorsement K-12,
Educational Leadership K-12
6 3 2008-09 School grade A ; Reading mastery 73%; Math mastery 71%; Writing mastery 91%; Science mastery 42%; AYP 85%. Black, Hispanic, and economically disadvantaged students did not make AYP in Reading. Hispanic and economically disadvantaged students did not make AYP in math.

2007-08 School grade A; Reading mastery 74%; Math mastery 70%; Writing mastery 92%; Science mastery 54%; AYP 97%. Black students did not make AYP in reading. All students made AYP in math.

2006-07 School grade A; Reading mastery 72%; Math mastery 75%; Writing mastery 90%; Science mastery 44%; AYP 85%. Black students did not make AYP in reading or math.

* 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)
1. Regular meetings with new teachers Principal/Assistant Principals Ongoing
2. Partnering new teachers with veteran staff Assistant Principal Ongoing


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
Bentley, Jason K-6 Elementary Ed. 6th grade math Mr. Bentley is currently working on his ESOL endorsement by following the ESOL plan of study outlined by the district ESOL department and is attending classes accordingly. Mr. Bentley has one class to complete his endorsement.
Hazen, Kendra K-6 Elementary Ed.
Middle Grades Integrated Curriculum 5-9
6th and 7th grade Geography Ms. Hazen is currently working on her ESOL endorsement by following the ESOL plan of study outlined by the district ESOL department and is attending classes accordingly.
Howe, Leslie Middle Grades Integrated Curriculum 5-9 8th grade reading and language arts Ms. Howe currently working on her ESOL endorsement by following the ESOL plan of study outlined by the district ESOL department and is attending classes accordingly.
Ms. Howe is currently working toward her reading endorsement. She has completed Competency 2 (FOR-PD). She will attend 120 hours each calendar year to meet requirements of all six competencies.
Anderson, Pamela K-6 Elementary Ed. 3rd Grade Ms. Anderson is currently working on her ESOL endorsement by following the ESOL plan of study outlined by the district ESOL department and is attending classes accordingly.
Steinmetz, Mary 1-6 Elementary Ed. K-5 gifted
6th gifted
Ms. Steinmetz will begin gifted endorsement classes this fall and will complete 120 hours every calendar year until endorsement is complete.


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
557293529351004569


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Tammy Farrens Dawn Moulton Dawn is a new teacher working on alternative certification requirements.
She is paired with a middle school science teacher as well as the assistant principal
Dawn will meet weekly with her content area team to plan and discuss instructional strategies. The assistant principal will meet regularly to assist with reviewing student data and planning for instruction, as well as provide modeling, scheduled observations to provide specific feedback, and provide opportunities for Dawn to observe high performing classroom teachers model instructional strategies.
Tammy Farrens Leslie Howe Leslie is a third year teacher working on alternative certification requirements. Leslie meets with the assistant principal as needed. Leslie has completed the district Professional Educator Competency requirements and is currently working with the ACE program to complete her additional requirements.



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: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is
implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and
documentation, ensures adequate professional development to support RtI implementation, and communicates with parents
regarding school-based RtI plans and activities.
Select General Education Teachers (Primary and Intermediate): Provides information about core instruction, participates
in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2
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 into Tier 3 instruction, and collaborates with general education teachers through such activities as coteaching.
Instructional Coach(es) Reading/Math/Science:
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.
Reading Instructional Specialist: Provides guidance on K-12 reading plan; facilitates and supports data collection
activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.
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
assistance for problem-solving activities including data collection, data analysis, intervention planning, and program
evaluation; facilitates data-based decision making activities.
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 display.
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 systemic
patterns of student need with respect to language skills
Student Services Personnel: Provides quality services and expertise on issues ranging from program design to
assessment and intervention with individual students. In addition to providing interventions, school social workers continue
to link child-serving and community agencies to the schools and families to support the child's academic, emotional,
behavioral, and social success.


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

The Leadership Team will focus meetings around one question: How do we develop and maintain a problem-solving system
to bring out the best in our schools, our teachers, and in our students?
The team meets once a week to engage in the following activities:
Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and
classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting
benchmarks. Based on the above information, the team will identify professional development and resources. The team will
also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice
new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and
making decisions about implementation.


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

Available members of the 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.

Teacher Problem Solving Checklist; Grade Level Problem Solving Checklist; Parent Communication Checklist; Academic Success Plans; Intervention Plan; Academic Behavioral Observation.
Baseline data: Progress Monitoring and Reporting Network (PMRN), Assessment and Information Management System
(AIMS web), DIBELS, Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PMRN, AIMS web, Curriculum Based Measurement (CBM), FCAT Simulation
Midyear: Florida Assessments for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR), Early Reading
Diagnostic Assessment (ERDA)
End of year: FAIR, AIMS web, FCAT
Frequency of Data Days: twice a month for data analysis


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. Two PD sessions entitled: “RtI: Problem Solving Model: Building Consensus Implementing and Sustaining
Problem-Solving/RtI” and “RtI: Challenges to Implementation Data-based Decision-making, and Supporting and Evaluating
Interventions” will take place in mid-August and in October. The RtI team will also evaluate additional staff PD needs during the weekly 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: 73% of students met high standards in reading, 71% in math and 91% in writing.
Weaknesses:
Students across the grade levels are weaker on main idea/author’s purpose and research and reference subgroups on the reading FCAT. Students scored lower on the number sense and measurement strands than algebraic thinking and 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 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: Main Idea/Purpose was the least proficient strand and will be given priority focus.
Writing: Organization was the least proficient strand and will be given priority focus.
Mathematics: Measurement and Number Sense was the least proficient strand and will be given priority focus.
Science: Physical and chemical sciences was the least proficient strand and will be given priority focus.


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 appropriate interventions.


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

The 7th and 8th grade students will work with the CHOICES Planner to research and investigate options for their future. They will also research and identify their strengths and weaknesses and how these pertain to their future options. The students will be able to identify and understand the steps they will need to take, academically, to be successful in their future endeavors. The school offers elective courses in the fine arts that integrate academic subjects as well as connecting school to work with technology and business applications.


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?

Academic and career planning is incorporated into the 7th and 8th grade social studies classes. Middle school students complete course request forms at the end of each year to encourage student participation in course selection. Electives are offered to provide opportunities to participate in real world activities to help with the school to work connection.




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, READ 180, Fast Forward, Harcourt Trophies, Compass Odyssey, 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.


Core Instruction:Harcourt Trophies reading series, Scott Foresman Math, Harcourt Science and Social Studies will be used.
Supplemental and Intensive instruction and interventions: Culyer reading strategies, FastForward, Read180, Scholastic ReadXL, Kaplan SpellRead


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, 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 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, mini-assessments, formative assessments, student data chats, and FAIR. (Individual schools may have other specific tools that can be listed here.)


Enrichment


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

Concepts and curriculum standards are presented to students in both academic and arts classes. Instructional strategies and arts integration lessons are incorporated to challenge and enrich students and present content in a variety of methods to meet the needs of all learners.


Describe how students are identified for enrichment strategies.

Enrichment strategies are provided for all students.




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)
Grade levels K-8

Grade level chairs
A minimum of once per week.
Tuesdays and Thursdays depending on the grade level
K,1st –SBAR dialog
Entire staff Principal, assistant principals Once per month Last Wednesday of the month. Data analysis, inservices on strategies to obtain AYP
Administrative staff Principal Once a week Monday Data analysis, AYP strategies


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Davenport School of the Arts has two voluntary universal pre-k units and two Head Start units housed on its campus. Every effort is made to include those students in activities on the campus that would help in the transition to kindergarten.


Postsecondary Transition

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



 

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 8:10:03 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
No data submitted



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


The SAC committee is involved in the following activities: Determining School Improvement priorities, supporting and evaluating the school improvement plan implementation, assisting in the decision making process and the approval of expenditures of the District Lottery Funds and School Recognition Funds, as well as reviewing the school budget.


SAC Members

Members
1)  Brian Kier,   Principal
2)  Katrina Jackson,   Teacher
3)  Nicole Rico,   Teacher
4)  Travis Resmondo,   Business Member
5)  Shoshanneh Gordon,   Business Member
6)  Tracy Mick-Shoemaker,   Parent
7)  Zran Ashley,   Parent
8)  MaryJane Armagost,   Parent
9)  Deborah Bailey,   Parent
10)  Yoby Alexander,   Parent
11)  Bethany Carr,   Parent
12)  Cindy Bennett,   Parent
13)  Leslie Barhatkov,   Parent
14)  Patty Cantu,   Parent
15)  Bertha Gutierrez,   Parent
16)  Kathy Thomas,   Parent
17)  Phyllis White,   Community Member
18)  Lisa Dudney,   School Support Personnel
19)  Margarita Andrade,   School Support Personnel
20)  Cindy Braaten,   Assistant Principal
21)  Tammy Farrens,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk DAVENPORT SCHOOL OF THE ARTS 0401
Number of students enrolled in the grades tested:
 Read: 509
Math: 509   		2008-2009
School Grade1:		 A   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  69  Y  67  N      Y      NA  30  31  NA 33  33  N 69  NA  67  N 
WHITE  100  Y  100  Y  78  Y  73  Y    94  Y      NA  22  22  NA 26  27  NA 73  NA  68  NA 
BLACK  100  Y  100  Y  56  N  56  N      NA      NA  46  44  N 50  44  Y 60  N  62  NA 
HISPANIC  100  Y  100  Y  59  N  64  N      Y      NA  37  41  N 36  36  N 63  N  67  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  62  N  62  N      Y      NA  36  38  N 39  38  N 63  N  64  N 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  99  Y  99  Y    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk DAVENPORT SCHOOL OF THE ARTS 0401
Number of students enrolled in the grades tested:
 Read: 500
Math: 500   		2007-2008
School Grade1:		 A   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  100  Y  100  Y  70  Y  67  Y      Y      NA  31  30  NA 28  33  NA 64  NA  69  NA 
WHITE  100  Y  100  Y  78  Y  74  Y      Y      NA  21  22  NA 20  26  NA 72  NA  74  NA 
BLACK  100  Y  100  Y  54  N  50  N      NA      NA  50  46  N 49  50  N 49  N  62  Y 
HISPANIC  100  Y  100  Y  63  Y  64  Y      Y      NA  37  37  NA 29  36  NA 62  NA  66  NA 
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  64  Y  61  N      Y      NA  35  36  NA 31  39  N 58  NA  64  Y 
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        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk DAVENPORT SCHOOL OF THE ARTS 0401
Number of students enrolled in the grades tested:
 Read: 439
Math: 439   		2006-2007
School Grade1:		 A   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  98  Y  98  Y  69  Y  72  Y      Y      NA  41  32  NA 31  28  NA 62  NA  72  NA 
WHITE  99  Y  99  Y  79  Y  80  Y      Y      NA  36  23  NA 25  20  NA 65  NA  73  NA 
BLACK  98  Y  98  Y  50  N  51  N      NA      NA  59  53  NA 49  49  NA 46  NA  69  NA 
HISPANIC  97  Y  97  Y  63  Y  71  Y  92     Y      NA  40  37  NA 34  29  NA 62  NA  73  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  98  Y  98  Y  65  Y  69  Y  94     Y      NA  47  36  NA 37  31  NA 60  NA  71  NA 
ENGLISH LANGUAGE LEARNERS  94  N  94  N    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  80  N  82  N    NA    NA      NA      NA      NA     NA        


SCHOOL GRADE DATA

Polk School District
DAVENPORT SCHOOL OF THE ARTS
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 73%  71%  91%  42%  277   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 69%  71%      140  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? 64% (YES)  77% (YES)      141  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.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake         NA  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         558   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    DAVENPORT SCHOOL OF THE ARTS
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 74%  70%  92%  54%  290   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 67%  67%      134  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? 63% (YES)  64% (YES)      127  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.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake         NA  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         551   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    DAVENPORT SCHOOL OF THE ARTS
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 72%  75%  90%  44%  281   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%  75%      140  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)  81% (YES)      154  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.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake         NA  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         575   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested