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VISION and MISSION STATEMENTS

Vision:

Inwood Elementary is committed to developing a stimulating learning environment where all students in every subgroup thrive academically, achieve personal success, possess a sense of accomplishment, display appreciation for diversity and respect for the global environment, and adopt an attitude of lifelong learning in order to become responsible, productive members of society.


Mission:

The mission of Inwood Elementary School is for all students to develop into caring, productive, life-long learners, who accept responsibility for their own learning and behavior.


Belief Statements:
We Believe
Inwood's students can learn.
Inwood's students can make academic gains.
Inwood's students must stop and think to make good choices.
Inwood's learning gains increase when instructional time is not interrupted.
Inwood is a nurturing community.
Inwood values diversity as an asset to the classroom and school environment.
Inwood teachers provide solid support.
Inwood provides a safe and orderly environment.
Inwood's teachers believe they can find ways to differentiate their instruction so all students in every subgroup will achieve.
Inwood benefits from educational partnerships with parents and the surrounding community.

Inwood Elementary is a school where students excel and achieve everyday.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Inwood Elementary, a Polk County Title 1 school, was established in 1927. We are an urban neighborhood, K-5 school with all students living within a two-mile radius, affording us the benefit of frequent contact with parents. No buses are needed; Inwood students are car riders, walkers, or ride bicycles.
First and third grade students enjoy the early 20th century character of the original building. Inwood’s fourth and fifth grade students are housed in two separate quad facilities. The four kindergarten units share adjacent classrooms in one wing. Inwood has seven portables which house second grade, Music, Art, and ESE.

Unique School Strengths for Next Year

The 2009-10 school year is beginning with a very stable staff, adding only one experienced classroom teacher and an experienced P.E. coach to the Inwood faculty. Our 4th grade serves as a model of academic success by implementing research based strategies with fidelity. In order to gain more student contact time we have extended the school day by 30 minutes. Inwood is proud of its Fine Arts program and structured PE program. Two staff members are trained as trainers for the new FAIR. The staff, PTO board, and volunteers are strongly committed to the school’s vision: every child achieves and excels every day. We anticipate earning the 5 Star School status for the fourteenth consecutive year, as well as various grants to support student achievement.

Unique School Weaknesses for Next Year

Due to limited funding, we have fewer paraprofessionals and minimal funds for instructional materials and professional development.

Student Demographics

The school population is approximately 445 students (October 2008 FTE) with 34.09% white, 41.99% African American, 15.8% Hispanic, and 8.12% other ethnicities. Inwood has 54.4% male and 45.6% female. Approximately 84.2% of our students are on free or reduced lunch. Based on this percentage, we qualify for Title I Federal funding. In addition, 9.93% of our students have various disabilities, and 12.64% are Limited English Proficiency (LEP).

Student Attendance Rates

The three year attendance rate has improved gradually over the past three years. In 2007 the attendance rate was 94.6%, in 2008 the attendance rate was 94.75%, and in the 2009 school year the attendance rate was 95.20%.

Student Mobility

Student mobility: 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.
Inwood’s student mobility rate was 25.4% for the 2008 – 2009 school year.

Student Suspension Rates

The student suspension rates for the 2008 – 2009 school year was 79 out-of-school suspensions and 78 in-school suspensions. In 2006-07, we had 53 out-of school suspensions, and 50 ISS; in 2007-08, 107 OSS, and 60 ISS. With the full implementation of Inwood’s PBS program, we anticipate a consistent trend of fewer total suspensions.

Student Retention Rates

Inwood’s student retention rates for the 2008 – 2009 school year was 4.94% in kindergarten, 4.55% in first, 2.11% in second, 5.66% in third, 0.00% in fourth and 0.00% in fifth.

Class Size

Inwood’s average class size for 2008 – 2009 was below the cap for class size reduction: grades K-2 – 18 or fewer students; 3-5 grades – 22 or fewer.

Academic Performance of Feeder Pattern

Inwood Elementary has not made AYP in the past five years in certain sub groups. Fifth grade students that have left Inwood Elementary attend Westwood Middle School, which has not made AYP.

Partnerships and Grants

Inwood has received the 5 Star School Award for thirteen consecutive years. This prestigious recognition would not have been possible without the support and involvement of our Business Partners. Current business partners such as Publix, Beverage Castle, Woodmen of the World, Banana Boat, Pro-Graphics, Mixon's Sunny Ridge Farm, Winter Haven Columbiettes, Winter Haven VFW Auxiliary, Kiwanis, Winter Haven Optimist Club, American Legion, and Walmart, are some of Inwood’s current business partners. Additionally, Garden Grove Church, Christ Community Church and Beymer Methodist Church currently support Inwood students.
Inwood teachers worked jointly with the staff at Winter Haven Public Library to provide a special Family Night at our city’s library. Students' artwork was displayed in the Library showcase, and families had the opportunity to sign up for library cards.
Inwood Elementary has ESE programs that provide support for our striving students. Our gifted students are also provided accelerated opportunities to enhance their knowledge. Inwood’s bi-lingual students are provided ESOL services. We provided translators for parents as needed.
Inwood teachers look for opportunities to enhance their instruction by locating additional funding sources through grants. In 2008- 2009, Miss Hendrix, Mrs. Kuhn, Ms. Moody, Miss Moore, and Mrs. Combee received grants for math, reading, and science instruction. Miss Hendrix and Mrs. Combee received a Southwest Florida Water Management District grant to focus on wetland habitats. The grant writing process has been continued for the 2009-2010 school year.

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

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 Inwood 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 Inwood 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 Inwood Elementary are used to purchase resources for parent communication and involvement.

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)

The SAI unit provided to Inwood Elementary enhances student achievement by providing intensive small group instruction in phonics, phonemic awareness, and comprehension.

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

N/A

Housing Programs

N/A

Head Start

Head Start is/is not 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.

Guidance Counselor – Team Chair, Administrator – Principal or AP, School Psychologist, AIF, Title I PF, ESE representative, general ed representative

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

Bi-monthly meetings will focus on the development and maintenance of a problem-solving system to bring out the best in our teachers and students.
Functions: 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

The RtI Leadership Team will meet with the School Advisory Council (SAC) and principal to help develop the SIP. The team will provide data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; help set clear expectations for instruction (Rigor, Relevance, Relationship); facilitate the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and align processes and procedures. The team will meet with grade levels to identify needs, design intervention plans, and monitor implementation/progress.

RtI Implementation

Describe the data management system used to summarize tiered data.

Progress Monitoring and Reporting Network (PMRN), Assessment and Information Management System
(AIMS web), FAIR, 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 the fall. RtI professional development available in PD 360 will be offered to the staff.

The RtI team will also evaluate additional staff PD needs during the bi-monthly 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:
3rd grade: Reading – Comparisons; Math - Algebraic Thinking
4th grade: Writing – 97% of students scoring at 3.0 or above and 93% scoring 3.5 or above; Reading – Words and Phrases, Reference and Research; Math – Number Sense, Measurement
5th grade – Reading – Comparisons; Math – Number Sense

Weaknesses:
3rd grade: Reading: Words and Phrases; Math: Number Sense and Measurement
4th grade: Reading: Main Idea
5th grade: Reading: Words and Phrases, Main Idea; Math: Measurement, Geometry, Algebraic Thinking

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.

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

3rd grade: Reading: Words and Phrases; Math: Number Sense and Measurement
4th grade: Reading: Main Idea
5th grade: Reading: Words and Phrases, Main Idea; Math: Measurement, Geometry, Algebraic Thinking;Science: Earth and Space Sciences, Scientific Thinking

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. Classroom teachers are responsible for continual student monitoring and immediately addressing student needs in flexible, small group interventions.

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

Teachers have been trained to relate examples to real life models. Teachers are encouraged to take advantage of the PD 360 lessons to support this strategy.

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?

Students will be continually challenged toward higher achievement leading to high school graduation and college plans through pervasive, inspirational modeling by all teachers.

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 re-teaching 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 - 5. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLCs and/or grade level meetings 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, and Accelerated Reader will be sources of ongoing formative assessments and data.

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

Achievement expectations are set for each grade level and subject area. Students not reaching the expectations will be monitored and provided additional support. Frequent formative benchmark assessments are consistently used school-wide in all core areas.

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 comprehension focus. Additional instructional support 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 and all 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: Harcourt-Trophies
Supplemental: SRA, Starfall, Odyssey, Leveled readers, Harcourt interventions, REAL Science, High-Low Reading Passages, 100 Book Club, Ticket to Read, FCRR centers

iii and Interventions: SRA, Voyager, Odyssey

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

All sub-groups not meeting AYP, and including ESOL, ESE, and small instructional groups will receive multiple opportunities for research-based extended learning activities to include: extended time for math and reading; extended day; 3rd grade summer school; accelerating, previewing, and re-teaching.

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

The Learning Focused Implementation Tool (survey) will be administered to teachers 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?

All students in sub-groups not meeting AYP criteria, and students scoring a Level 1 or 2; a student with an ASP; or a student who is struggling with the Core instruction will receive supplemental and iii 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, and state assessments will be used to measure the effectiveness of the interventions.

Enrichment

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

Teachers use technology, book studies, and interest groups to enhance acceleration and enrichment.

Describe how students are identified for enrichment strategies.

Inwood uses a variety of methods to identify students for enrichment strategies, such as teacher observation, test data analysis, and students’ ability to work independently.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

• Notification of (School in Need of Improvement) SINI Status
  Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 9/10/2009 1:18:29 PM)
  
  
• Public School Choice with Transportation (CWT) Notification
  Show Attached Public School Choice with Transportation (CWT) Notification (Uploaded on 9/10/2009 1:30:36 PM)
  
  
• Notification of (School in Need of Improvement) SINI Status
  Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 9/10/2009 1:17:02 PM)
  
  

Pre-School Transition

In April Inwood will host a Kindergarten Round-up family event to register incoming Kindergarteners for the 2010-2011 school year. Attending parents will receive registration packets and a “goodie bag” containing early literacy books, explanation of Kindergarten expectations, and activities parents can use with their children during the summer. Also in April, Inwood will invite the surrounding pre-schools for a half-day visit in our Kindergarten classrooms. This event serves to welcome and prepare the children who will begin school in the fall, as well as show teachers from our feeder pre-schools what is expected of incoming Kindergarten students.

Postsecondary Transition

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

N/A

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Mathematics	Hands-on Math activities	Grants	$750.00
Science	Hands-on Science activities	Grants	$500.00
Total: $1,250.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Mathematics	Technology Peripherals	Grant	$650.00
Science	United Streaming, Mp3 Players,probs	Grants	$1,200.00
Parental Involvement	Title I copier maintenance fee	Title I	$312.00
Technology	FETC three teachers/subs	Title I	$1,000.00
Total: $3,162.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Science	Project Wet/Project Wild workshops	Grants	$850.00
Science			$0.00
Technology	Mp3 Players	Grant	$1,500.00
Total: $2,350.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Resource Books	Title I/ Grants	$3,000.00
Science	Science Fair Materials	PTO	$200.00
Science			$0.00
Parental Involvement	Materials and food supplies for parent meetings	Title I	$675.00
Parental Involvement	Positive postcards/postage	Title I	$75.00
Total: $3,950.00
Final Total: $10,712.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/10/2009 4:31:37 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.

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

SAC Members

AYP DATA

SCHOOL GRADE DATA