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VISION and MISSION STATEMENTS

Vision:
Our goal is to make Adequate Yearly Progress as defined by No Child Left Behind, which addresses increasing performance for all students.


Mission:
We at Lake Alfred Elementary believe that through working together all students can and will learn, and based on this belief all our students will master the basic skills at each grade level.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Lake Alfred Elementary is a K-5th school wide Title 1 school located in the small town of Lake Alfred in NE Polk County with 580 students enrolled for the 2008-2009 school year. Presently, our K-5th grade classes are in five classroom wings. Three of these wings were built in 1957, renovated in 1978, and recently renovated in 2006. Two of our classroom wings were completed in 2006. Our media center was built in 1978, and our office was expanded and totally renovated in 2000. Currently, our Pre K class, and Music classes are held in portable classrooms.

Unique School Strengths for Next Year

Lake Alfred Elementary has consistently scored extremely high in Writing. 100% of our students score 3.0 or higher on the FCAT Writes and 98% score 3.5 or higher. We will continue to implement our writing program with fidelity.

Unique School Weaknesses for Next Year

At our school we will focus on improving Reading and Math skills with our Black and Hispanic students to meet our goal of making AYP with these subgroups. 46% of our black students were not proficient in Reading according to the 2009 FCAT administration. 48% of our black students were not proficient in Math according to the 2009 FCAT administration. 49% of our Hispanic students were not proficient in Reading according to the 2009 FCAT administration.

Student Demographics

Our diverse student population consists of the following:
Economically Disadvantaged 77%
African American 28% LEP 11%
Hispanic 21% White 43%
Multi-race 6%
ESE (excluding ALPHA & Speech) 8%

Student Attendance Rates

2008-2009: 95%
2007-2008: 95%
2006-2007: 95%
Lake Alfred’s student attendance is slightly higher than the district average. However, this year we have hired a Parent Involvement Paraprofessional to assist with contacting parents concerning student attendance.

Student Mobility

2008-2009: 28%
2007-2008: 32%
The enrollment or withdrawal of a student is any time during the school year not including the first 15 days of school divided by the total number of student who attended the school during that year after the 15th day.

Student Suspension Rates

79 students were suspended for a total of 133 days for the 2008-2009 school year. 53 students were suspended for 92 days for the 2007-2008 school year. 73 students were suspended for 95 days for the 2007-2008 school year.

Student Retention Rates

6% of total student population were retained for the 2008-2009 school year as follows:
K: 4%
1st: 8%
2nd: 10%
3rd: 12%
4th: 3%
5th: 0

3% of total student population were retained for the 2007-2008 school year as follows:
K: 7%
1st: 3%
2nd: 1%
3rd: 5%
4th: 0
5th: 0

8% of total student population were retained for the 2006-2007 school year as follows:
K: 16%
1st: 10%
2nd: 13%
3rd: 6%
4th: 1%
5th: 2%

Class Size

Our current class size average is Kindergarten to 3rd - 18 students, and in 4th & 5th - 22 students.

Average class size 2006-2007 K-3rd 16.2 4th - 5th 19.8
Average class size 2007-2008 K-3rd 16.53 4th - 5th 19.47

Academic Performance of Feeder Pattern

N/A

Partnerships and Grants

The town of Lake Alfred does not have a lot of businesses for our school to develop as business partners.

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 1 funds are used to pay for an Instructional Support Teacher who trains new 3rd-5th grade teachers in reading, math, writing, science and the use of our school wide effective instructional strategies. She works directly with all 3rd-5th grade teachers in their weekly planning and monitors their implementation of our curriculum and instruction. Title 1 funds are also used to pay for a Literacy teacher who teaches reading and extra reading for struggling readers. Title 1 funds are also used to pay for 2 paraprofessionals: one works in the media center and the other will work with parents to increase our parental involvement and minimize our student absenteeism; both will work with students 1-1 to increase their oral reading fluency.

Title I, Part C- Migrant

None

Title I, Part D

None

Title II

None

Title III

Title III funds pay for two ESOL paras who translate for Hispanic parents as needed and work directly with ESOL students to increase their oral reading fluency, vocabulary, and comprehension in reading, and assist teachers in the classrooms of ESOL students during math instruction.

Title X- Homeless

None

Supplemental Academic Instruction (SAI)

SAI funds provide a Spell Read teacher to assist our most struggling readers as they learn to decode and comprehend.

Violence Prevention Programs

None

Nutrition Programs

None

Housing Programs

None

Head Start

None

Adult Education

None

Career and Technical Education

None

Job Training

None

Other

None

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Sharon Neal- Principal, Linda Munroe - AP, Sarah Clark - Academic Intervention Facilitator, Kristi Cox Title 1 Facilitator, Michelle Carns - Guidance Counselor, Mary McGregor – Psychologist, and Ann Wirka – Speech Language Pathologist

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

The school based leadership team will meet weekly to discuss what they observed during the previous week based on implementation of our effective instructional strategies. Based on this they develop strategies for the upcoming week. Identifies any pressing problems in terms of student behavior and/or student academic achievement. Strategizes possible solutions.

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

Review teacher feedback on how to improve our reading, math, writing, and science programs and incorporate pertinent feedback into SIP.

RtI Implementation

Describe the data management system used to summarize tiered data.

Summative data (Dibels, SAT/10 or FCAT) was used to place students in homogeneous reading groups for 1st-5th grade. Formative data will be used periodically to change reading groups and/or adjust instruction as needed, and to schedule extra help for students struggling in either reading or math.

Describe the plan to train staff on RtI.

The Guidance Counselor and School Psychologist presented an overview on RtI to all teachers during the 2008-2009 school year and will continue this process each year with new teachers. Updates to the RtI process will continue as needed at grade level 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: All of Lake Alfred students are performing above the district average in writing.

Weaknesses: 3rd grade Black and Hispanic students did not meet the AYP criteria in reading. 5th grade Black students did not meet the AYP criteria in math.

Instructional Calendar Development

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

We have a school wide Reading Skill of the month, and a school wide Math Calendar. We teach expository writing the first 12 weeks and narrative writing the second 12 weeks in 4th grade. We follow the County Curriculum map for science in 5th grade.

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

Reading: Reference and research, vocabulary and compare & contrast were the least proficient strands and will be given priority focus.
Science: Earth and Space Science was the least proficient strand and will be given priority focus.
Mathematics: Number sense and algebraic thinking were the least proficient strands 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?

2nd-5th grade students are assigned to extra reading during block based on their SAT/10 scores (below 50th%ile) in reading (2nd) or their FCAT reading scores (Level 1 or 2 for 4th & 5th). If students are not going to extra reading students are assigned to extra math using the same criteria.

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

N/A

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?

N/A

DO

Direct the Instructional Focus

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

An aligned curriculum is scheduled and taught in all core areas. Teachers meet with their grade level colleagues weekly to plan these lessons incorporating strategies to build academic background for the content using the effective instructional strategies of Kagan Cooperative Learning, Thinking Maps, FCAT Reading Stem questions, and Write to Summarize.

How are instructional focus lessons developed and delivered?

Our Resource teachers meets with each grade level to facilitate the development of these focus lessons in reading, math, writing, and science.

How will instructional focus lessons be revised and monitored?

Resource teachers and administrators walk through classrooms; do scheduled observations, and unscheduled observations to ensure the delivery of the focus lessons. These lessons are revised based on how students do on the accompanying assessments.

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, Harcourt Trophies, Compass Odyssey, AR, Soliloquy, FCAT Stem Questions’ tests and Write to summarize products will be sources of ongoing formative assessments.

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

The above assessments will be used to identify students who are not successful. The progress of these students will be reviewed and the appropriate action will be taken (assigned to extra reading or math; change reading groups, assigned to extra fluency help, assigned to after school reading, or math, etc.)

Maintenance

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

Time for Review is built into the calendar since each reading skill is taught for a month. Students are assessed on the appropriate math facts depending on their grade level (1st-5th); students who are unsuccessful on these assessments are remediated.

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.

Resource teachers and administrators will meet with grade levels after each FAIR assessment to adjust reading groups and/or instruction based on students’ progress.

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.

Administrators and the Leadership team facilitate the grade level Professional Learning Communities. These meetings address curriculum, instruction, data, and student work. Administrators and the Leadership team walk through classrooms, do scheduled observations, and unscheduled observations to monitor the implementation of the aligned curriculum and the use of effective instruction.

ACT

Supplemental and Intensive Instruction/Interventions

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

Harcourt Trophies (core) at the appropriate reading level, Roger Farr’s Think-along strategies, Soliloquy (supplemental), Reading Mastery (intensive); Scott Foresman Math for K-2nd; Math Wings for 3rd-5th (core), Scott Foresman and Odyssey Math (supplemental).

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

Reading vocabulary and background is previewed in Think-along classes; FCAT Reading Skills are reviewed in After School Reading. Math benchmarks are reinforced using Odyssey Math in after school math for 3rd, 4th & 5th graders.

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

Teachers reflect on the previous years reading and math program and respective training in terms of what is needed to improve the program in terms of professional development. The LFS Implementation Rubric will be used to determine professional development needs.

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

Students with a Level 1 or 2 in FCAT Reading or below the 50th%ile on SAT/10 are scheduled for extra reading and offered the opportunity to participate in after school reading. Students with a Level 3+ on FCAT Reading or scoring above the 50th%ile on SAT/10 in reading, who are struggling in math are scheduled for extra math in the computer lab and offered the opportunity to participate in after school math.

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

Ongoing formative assessments, student data chats, participation and progress on soliloquy and AR, and Compass Odyssey in math.

Enrichment

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

Students who typically exceed mastery levels participate in the school’s gifted program and E-Team.

Describe how students are identified for enrichment strategies.

Students scoring Levels 4 & 5 on FCAT are taught reading above their grade level through the content area.

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

Lake Alfred Elementary has a county funded PreK program for 3 & 4 year old students. Our PreK program is staffed with two Child Development Associate Teachers (CDAT’s) and is limited to 18 children. In the past, our PreK program has had a waiting list.

Our CDAT’s coordinate with our Kindergarten teachers to facilitate a smooth transition from PreK to Kindergarten. In PreK students are taught appropriate academics in the area of language arts and math. These PreK students are also taught our school-wide procedures for managing student behavior. This combination of academic and school-wide procedures prepares our students for a smooth transition to Kindergarten.

The ECHOS and teacher made assessments in math are used to determine our students’ readiness for Kindergarten. Our teachers use this data to place students in small groups for instruction and to guide their instruction.

Parents have an opportunity to meet all our Kindergarten teachers at an evening meeting in the spring during Kindergarten Round-up. Parents have an opportunity to meet their child’s Kindergarten teacher at Orientation before school starts. Parents have another opportunity to visit with their child’s Kindergarten teacher at Back to School night in early September.

Postsecondary Transition

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

PART II: EXPECTED IMPROVEMENTS

Other Goals

No Other Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	FAIR Assessment	District Funds	$0.00
Mathematics	Math Wings Materials	Title 1	$5,605.00
Writing	Teachers will receive an overview of the Write from the Beginning Program.	Title 1 Facilitator	$0.00
Parental Involvement	Communication Agenda	Title I	$2,501.66
Total: $8,106.66
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Smart BoardsLaptopsEIKI	Title 1	$15,668.00
Total: $15,668.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Kagan Cooperative Learning	Title One	$848.00
Mathematics	Math Wings consultant	Title 1	$1,770.00
Total: $2,618.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Literacy	Title I	$37,626.00
Reading	Title I Facilitator	Title I	$42,900.00
Reading	AIF Coach	ARRA Stimulus	$57,674.00
Total: $138,200.00
Final Total: $164,592.66

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

School Advisory Councils assists in the preparation, implementation, and evaluation of the School Improvement Plan, approval of the school’s budget, lottery allocation and recognition funds. The Council makes recommendations and assists the school administration in all areas of school improvement. These functions are performed through participatory decision-making by parents, educators, school staff, business people, and other community members who are stakeholders in the school.

SAC is in effect for the duration of each school year. 51% of the School Advisory Council membership will be composed of parents who are elected to the SAC by parents.

The SAC Chair-person provides a SAC orientation for new members during the first meeting of the year. Our published By-Laws are reviewed annually and are used as a guide for all SAC meetings. The Council meets monthly at 5:00 pm. The Principal submits a report each month to communicate school activities, business and recommendations while encouraging SAC members’ involvement.

SAC Members

AYP DATA

SCHOOL GRADE DATA