VISION and MISSION STATEMENTS

Vision Statement:
Learning for All – Whatever it Takes
Our vision, at Walter Caldwell Elementary, is to continually work towards building a learning community where all can and will learn.


Mission Statement:
The mission of Caldwell Elementary is to provide a rigorous and relevant learning experience using scientifically based researched strategies and technologically sound instruction for all.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Caldwell Elementary is a Title One School located in rural Auburndale serving students in Pre-K through fifth grade. Student’s population consists of neighborhood students as well as students bused in from as far away as Winter Haven. 70% of the student population receives free and reduced lunch. The school qualified for Title 1 funding eight years ago. We currently house 17 portable classrooms to help with the overage of students. Our Media Center includes a computer lab and ITV rooms. In addition to the Media Center we have art and music rooms and a science lab.

Due to the fact that Caldwell has been in the Auburndale community for over 48 years, business partners are actively involved by serving as members of our School Advisory Council. Our business partners play an integral part in Caldwell’s mission through the donation of human resources, goods, services and financial donations.

Caldwell’s campus is an Open Campus. The fields are available to the community after school hours and on the weekends for various baseball and soccer teams in the afternoons for practice. The City of Auburndale uses our campus in the summer for their Summer Recreational program.

Caldwell has a very strong group of dedicated teachers who work toward meeting the needs of the total child. Every year in our parent surveys, rate the dedication of the teachers very high. We currently have seven 21st Century Classrooms that use technology as an instructional tool. Our teachers applied and received a grant through a competitive in-house application process. They had to commit to additional training and be willing to share and train others in the future as we expand our 21st Century classrooms, as funding allows. Several of our teachers also participate in the Teacher-to-Teacher Grants program each year which enhances our instructional program.


Unique School Strengths for Next Year

Caldwell has maintained the letter grade of “A” since 2005. The total points earned for this year’s grade was 564. This was a 29 point increase over the 2007-2008 school year. It was the highest point total Caldwell has received.
When analyzing progress in the area of reading achievement, all of the subgroups made learning gains or maintained. There was a 10% increase in struggling students making a year’s gain in reading from 56% to 66%. ESOL students made a 24% increase in the percent proficient in Reading and made a 17% increase in math. In the area of writing, there was a 14% increase in the number of students meeting state standards, from 74% to 88%. The school earned a combined 3.9 overall average, the highest average obtained to this date.

Due to scheduling, we are able to utilize all paraprofessionals and support staff to provide small group tutoring for sixty minutes a day, 4 days a week. In addition, we will be utilizing two paraprofessionals to provide tutoring for students in grades K-2 and 3-5.

Due to the FCAT we are a Correct 1 school on the Differentiated Accountability Matrix, as well as Restructuring, we have extended the school day by fifteen minutes. This will add over an hour of instructional time to each week.

The school has a strong and committed PTA organization. They assist with funding for playground equipment, instructional materials, student incentives, and recruit classroom and school wide volunteers.

We have maintained 5 Star School Recognition since 2001.

The Principal, assistant principal, and Title One Program facilitator participated in a week long leadership conference sponsored by the Council for Educational Change. The conference focused on various leaderships aspects including data analysis, building relationships, student achievement, and the culture and climate of the school.


Unique School Weaknesses for Next Year

These students have consistently missed the AYP proficiency target each year.

In the area of writing, Fourth Grade faces a challenge with maintaining 90% or higher of the students scoring level 3.

Due a decline in enrollment, we lost a second grade, third grade, and fourth grade instructional unit for the 2009-2010 school year.


Student Demographics

Caldwell Elementary School serves a muliti-ethnic school population that consists of 748 students from a predominantly economically disadvantaged community. 57% of these students are white. 24% are black. 16% of these students are Hispanic. 3% are Asian, Indian, or multi-racial. Economically disadvantaged students account for 70% of the school population. Additionally, 13% of the students are students with disabilities. 13% of these students are English Language Learners. Nearly 3% of the student population is considered gifted.


Student Attendance Rates

In 2006-2007 The percent of students missing 21 days as follows:
White – 11%
Black – 10%
Hispanic – 10%
In 2007-2008 The percent of students missing 21 days as follows:
White – 12%
Black – 9%
Hispanic – 10%
During the 2008-2009 The percent of students missing 21 days as follows:
White – 13%
Black – 17%
Hispanic – 9%


Student Mobility

The mobility rate of the school is 16.5%.


Student Suspension Rates

2006-2007: 29 students served in- school; 56 students served out-of-school
2007-2008: 19 students served in-school; 44 students served out-of-school
2008-2009: 6 students served in-school; 70 students served out-of school


Student Retention Rates

The retention rate increased from less than 1% in 2007-2008 to 5% in 2008-2009.


Class Size

The average class size:
Kindergarten class size average is 17.14
First grade class size average is 16.28
Second Grade class size average is 17.14
Third Grade class size average is 16.5
Fourth Grade class size average is 21.83
Fifth Grade class size average is 19.16
In order to strengthen our ESOL program, students are placed in specific classrooms. First grade has 3 ESOL classes, Second Grade has 3 ESOL classes, Third Grade has 2 ESOL classes, Fourth Grade has 3 ESOL classes and Fifth Grade has 4 ESOL classes. There is an average of 4-5 ESOL students per class.
ESE students are served through a pull out program. There are approximately 8 ESE students in First Grade. Second grade has 4 ESE in the grade level. Third grade has approximately 12 students being served in ESE. Fourth Grade has 11 ESE students and Fifth grade has 7 ESE students.


Academic Performance of Feeder Pattern

The majority of our students leave Caldwell and attend Stambaugh Middle School (with a school grade of B, not meeting AYP requirement), Lake Alfred Addair Middle (letter grade C, not meeting AYP requirements) and on to Auburndale High School (letter grade C, not meeting AYP). We have students that also choose to apply to the following middle magnet, choice and/or charter schools: Jewett School of the Arts Jewett Middle Academy (letter grade of an A and meeting AYP requirements), Discovery Academy (letter grade of an A and making AYP requirements), or Berkley Accelerated Middle Charter School (letter grade of an A and not making AYP).


Partnerships and Grants

We currently have seven 21st Century Classrooms that use technology as an instructional tool. Several of our teachers participate in the Teacher-to-Teacher Grants program each year which enhances our instructional program. Cutrale, a business partner, has provided funding to maintain and enhance our RtI:B 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 Deron Williams Degrees
BS Elementary Education Masters – Educational Leadership
Certification:
Elementary Education – Grades 1-6
Educational Leadership Grades K-12
6 6 All Data from Caldwell Elementary School
Principal – 2008-2009 –
School Grade “A”
• Scoring Level 3 or higher
o Reading 77%
o Math 78%
o Writing – 88%
o Science – 50%
• 90% of AYP Criteria Satisfied
• Subgroups not making AYP
o Writing – White
o Reading – Black
o Math – Black
Acting Principal – 2007-2008
School Grade “A”
• Scoring Level 3 or higher
o Reading 72%
o Math 80%
o Writing – 74%
o Science – 47%
• 95% of AYP Criteria Satisfied
• Subgroups not making AYP
o Writing – Free/Reduced
o Reading – Hispanic
o Math – Black
Assistant Principal – 2006-2007
School Grade “A”
• Scoring Level 3 or higher
o Reading 75%
o Math 71%
o Writing – 81%
o Science – 51%
• 97% of AYP Criteria Satisfied
• Subgroups not making AYP
o Reading – Black
Assistant Principal – 2005-2006
School Grade “A”
• Scoring Level 3 or higher
o Reading 73%
o Math 72%
o Writing – 66%
• 97% of AYP Criteria Satisfied
• Subgroups not making AYP
o Writing – Total
Assistant Principal – 2004-2005
School Grade “A”
• Scoring Level 3 or higher
o Reading 77%
o Math 69%
o Writing – 80%
• 100% of AYP Criteria Satisfied
Assis Principal Kathryn Ashmore Degrees
BS Elementary Education
Masters
Curriculum and Instruction
Educational Leadership
Certification:
Elementary Education
Grades 1-6
Educational Leadership K-12
2 2 Caldwell Elementary School
Assistant Principal – 2008-2009
School Grade “A”
• Scoring Level 3 or higher
o Reading 77%
o Math 78%
o Writing – 88%
o Science – 50%
• 90% of AYP Criteria Satisfied
• Subgroups not making AYP
o Writing – White – 89%
o Reading – Black – 52%
o Math – Black – 53%
Acting Assistant Principal – 2007-2008 School Grade “A”
• Scoring Level 3 or higher
o Reading 72%
o Math 80%
o Writing – 74%
o Science – 47%
• 95% of AYP Criteria Satisfied
• Subgroups not making AYP
o Writing – Free/Reduced
o Reading – Hispanic
o Math – Black
Teacher Trainer – 2006-2007
Padgett Elementary School
School Grade “A”
• Scoring Level 3 or higher
o Reading 69%
o Math 71%
o Writing – 86%
100% of AYP Criteria Satisfied

Teacher Trainer – 2005-2006
Padgett Elementary School
School Grade “B”
• Scoring Level 3 or higher
o Reading 62%
o Math 60%
o Writing – 71%
• 92% of AYP Criteria Satisfied Subgroups not making AYP
o Reading – Black
o Math – Black, Free/Reduced

Teacher Trainer – 2004-2005
Padgett Elementary School
School Grade “B”
• Scoring Level 3 or higher
o Reading 67%
o Math 60%
o Writing – 64%
• 100% of AYP Criteria Satisfied

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
Reading David McDonough Degrees
BS Elementary Education
Masters
Curriculum and Instruction
Educational Leadership
Certification:
Elementary Education
Grades K-6
Educational Leadership Certification K-12
6 Itinerant Reading Coach – 2008-2009
Lincoln Academy
School Grade “A”
• Scoring Level 3 or higher
o Reading 96%
o Math 99%
o Writing – 100%
100% of AYP Criteria Satisfied

Reading Coach – 2007-2008
Lincoln Academy
School Grade “A”
• Scoring Level 3 or higher
o Reading 96%
o Math 98%
o Writing – 99%
100% of AYP Criteria Satisfied

Reading Coach – 2006-2007
Padgett Elementary School
School Grade “A”
• Scoring Level 3 or higher
o Reading 69%
o Math 71%
o Writing – 86%
100% of AYP Criteria Satisfied

Reading Coach – 2005-2006
Padgett Elementary School
School Grade “B”
• Scoring Level 3 or higher
o Reading 62%
o Math 60%
o Writing – 71%
• 92% of AYP Criteria Satisfied Subgroups not making AYP
o Reading – Black
o Math – Black, Free/Reduced
Reading Coach – 2004-2005
Padgett Elementary School
School Grade “B”
• Scoring Level 3 or higher
o Reading 67%
o Math 60%
o Writing – 64%
• 100% of AYP Criteria Satisfied
LFS Coach Kimberly Swartz Degrees BS – Psychology
Certification
Elementary Education – K-6
15 2 All Data from Caldwell Elementary School
Position – Title One Program Facilitator
2008-2009 –
School Grade “A”
• Scoring Level 3 or higher
o Reading 77%
o Math 78%
o Writing – 88%
o Science – 50%
• 90% of AYP Criteria Satisfied
• Subgroups not making AYP
o Writing – White
o Reading – Black
o Math – Black
Title One Program Facilitator-2007-2008
School Grade “A”
• Scoring Level 3 or higher
o Reading 72%
o Math 80%
o Writing – 74%
o Science – 47%
• 95% of AYP Criteria Satisfied
• Subgroups not making AYP
o Writing – Free/Reduced
o Reading – Hispanic
o Math – Black
Title One Program Faciliator-2006-2007
School Grade “A”
• Scoring Level 3 or higher
o Reading 75%
o Math 71%
o Writing – 81%
o Science – 51%
• 97% of AYP Criteria Satisfied
• Subgroups not making AYP
o Reading – Black
Title One Program Facilitator - 2005-2006
School Grade “A”
• Scoring Level 3 or higher
o Reading 73%
o Math 72%
o Writing – 66%
• 97% of AYP Criteria Satisfied
• Subgroups not making AYP
o Writing – Total
Title Program Facilitator – 2004-2005
School Grade “A”
• Scoring Level 3 or higher
o Reading 77%
o Math 69%
o Writing – 80%
100% of AYP Criteria Satisfied

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


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1. New Teacher Meetings – new teachers meet with support staff to discuss high yield strategies, classroom management procedures as well as any other needs the new teacher may have Administration, Academic Intervention Facilitator, NBCT Teachers June, 2010
2. Team Interview - The team approach provides input from different perspectives as well as giving the candidate a feel for our school community Administration, Grade Level representation June, 2010
3. Professional Learning Communities – New teachers will participate in Professional Learning Communities that focus on a variety of topics based on student needs as well as professional needs Administration, PLC Leaders June, 2010


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
All Teachers ar highly qualified Not Applicable Not Applicable Not Applicable


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
551352439171000173


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Bobbi Atchison New Read Spell personnel Mrs. Atchison is well versed in the Kaplan Read Spell Program. She will be able to assist teachers new to the program Planning together
Model Lessons
Classroom observations with feedback
Collaboration
Discussion of protocol and guidelines for Read Spell Kaplan.
Sharon Wilbur New 4th Grade Teachers Mrs. Wilbur is a NBCT and has years of experience in 4th Grade Planning together
Model Lessons
Classroom observations with feedback
Collaboration



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I, Part A, funds school-wide services to Caldwell 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, paraprofessionals, technology for students, professional development for the staff, and resources for parents.


Title I, Part C- Migrant

Migrant students enrolled in Caldwell 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 to Caldwell Elementary School are used to purchase consultative services for professional development.


Title III

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


Title X- Homeless

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


Supplemental Academic Instruction (SAI)

SAI unit(s) provided to Caldwell Elementary School by SAI is used to fund the Kaplan Spell Read Program for struggling students in grades 2-4. Students are provided structured instruction in reading.


Violence Prevention Programs

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


Nutrition Programs

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


Housing Programs


Head Start

Head Start 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


Career and Technical Education


Job Training


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Deron Williams - 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.
Kathryn Ashmore – Assistant Principal: Assists in providing 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.
Brandi Miller (First Grade) and Sharon Wilbur (Fourth Grade) 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.
Barbara Truitt (ESE) Teacher: Participates in student data collection, integrates core instructional
activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as co-teaching.
David McDonough – Academic Intervention Facilitator
Develops, leads, and evaluates school core content standards/ programs; identifies and analyzes existing literature on
scientifically based curriculum/behavior assessment and intervention approaches.
Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based
intervention strategies; assists with whole school screening programs that provide early intervening services for children to
be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis;
participates in the design and delivery of professional development; and provides support for assessment and
implementation monitoring.
Kirk Dodson - 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.
Nicole Taylor -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.
Dayle Lieberman - 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
Jean Ann Doyle – Guidance Counselor - 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 PS/RtI Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model.
The PS/RtI Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities:
o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks. This will be done at least three times per year or more frequently if new data is available.
o Help referring teachers design feasible strategies and interventions for struggling students by collaborating regularly, problem solving, sharing effective practices, evaluating implementation, assist in making decisions for school, teacher, student improvement.
o Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.
o Focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring.
o Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and support teachers in carrying out intervention plans.


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

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




RtI Implementation

Describe the data management system used to summarize tiered data.

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


Describe the plan to train staff on RtI.

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



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


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


Areas of Strength
Third Grade
Reading - Compare and Contrast, Words and Phrases, Reference and Research
Fourth Grade
Reading - Compare and Contrast, Words and Phrases, Reference and Research
Fifth Grade
Reading - Compare and Contrast, Words and Phrases, Reference and Research
Math – Data Analysis and Algebraic Thinking
Science – There were no identifiable strengths in this area
Areas of Weakness
Third Grade
Reading – Main Idea/Purpose
Fourth Grade
Reading – Main Idea/Purpose
Fifth Grade
Reading – Main Idea/Purpose


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
Benchmarks that are assessed on Statewide Assessments are given priority when utilizing the curriculum maps. Benchmarks in which subgroups/students demonstrate need are determined through data analysis and are used for instruction during small group instruction and immediate intensive intervention (iii).


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?

A daily focus of the school is for teachers and students to ask each other, “Why are we learning this?”, as well as other activating strategies and summarization strategies to ensure that instruction is always relevant.


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?

Caldwell utilizes the School-to-Work components to incorporate students’ academic and career planning. As the instructional staff presents various units, they look for career connections. They discuss jobs related to the content that is being studied and look for ways to apply current knowledge to that career. Each year the school also hosts the Great-American-Teach-In. During this time community members from the area come and discuss their careers with the students and share how the academics the students are studying tie into their current positions.




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


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

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


Maintenance


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

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


Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

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


Monitoring


Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

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




ACT

Supplemental and Intensive Instruction/Interventions


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


The core instruction comes from Harcourt Trophies
Supplemental Programs – SRA Mastery, Elements of Vocabulary, 100 Book Challenge (Grade 3), Accelerated Reader, Compass Odyssey, FCAT Explorer, Kaplan, SES – Supplemental Education Support
Intensive Instruction and intervention – Voyager Reading, Kaplan Spell Read


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

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


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

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


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

Any student scoring a Level 1 or 2; a student with an 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 charts, data discussions with administration and the academic intervention facilitator and FAIR.


Enrichment


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

Students who typically exceed mastery levels are placed in enrichment groups for reading. Teachers gear instruction to challenge the students at a higher academic level. Specific students are brought before the RtI:B team to discuss possible testing and placement in Alpha. Students who are above average, but do not qualify for any gifted programs are provided enrichment classes with the Alpha teachers. Students are also provided the opportunities to participate in extracurricular activities such as the CBTV News Team. Students on this team help produce and direct the daily school wide news show.


Describe how students are identified for enrichment strategies.

FCAT results, in addition to ongoing assessment results are used to identify students who would benefit from enrichment/acceleration. Teacher recommendation is also taken into consideration and students are provided learning opportunities that are based on areas of weakness and strengths.




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)
High Yield Strategies - Cross Grade Level Administration and member of Leadership Team Monthly Tuesday Afternoons Focus: High Yield Strategies – researched by R. Marzano in Classroom Instruction that Works
Analysis:
Classroom Assessments, Lesson Plan Analysis, Classroom observations
Frame Work for Understanding Poverty -Cross Grade Level Administration and member of Leadership Team Monthly Tuesday Afternoons Focus: Meeting the needs of students coming from poverty
Analysis: Teacher made assessments, ongoing assessments, state assessments, FCIM
Mini-assessment results
Continuous Improvement Model- Cross Grade Level Administration and member of Leadership Team Monthly Tuesday Afternoons Focus: The Plan, Do, Check, Act model and how to effectively apply it – utilizing Closing the Achievement Gap – No Excuses by Davenport and Anderson
Analysis: Analysis of common
assessments and FCIM
Mini-assessment results
Differentiated Instruction- Cross Grade Level Administration and member of Leadership Team Monthly Monthly Tuesday Afternoons Focus: Effectively planning and differentiating instruction for all learners in the classroom – Utilizing The Differentiated Classroom Responding to the Needs of All Learners by Carol Ann Tomlinson
Analysis: Teacher made assessments, ongoing assessments, state assessments, FCIM
Mini-assessment results
Culture and Climate- Cross Grade Level Administration and member of Leadership Team Administration and member of Leadership Team Tuesday Afternoons Focus: Creating a more positive and constructive school environment utilizing – Shaping School Culture book and handbook by Deal and Peterson
Analysis:
School Culture Survey, informal conversations and observations, County wide staff surveys
Effective Instruction /Classroom Management- Cross Grade Level Administration and member of Leadership Team Bi-Monthly Tuesday Afternoons Focus: Effective Instruction and Classroom management – utilizing The First Days of School By Harry Wong
Analysis:
Lesson Plan Analysis, Classroom observations Teacher made assessments, ongoing assessments, state assessments, FCIM
Mini-assessment results
LFS- Cross Grade Level Administration and member of Leadership Team Bi-Monthly Tuesday Afternoons Focus: Strengthening LFS Strategies and moving towards full implementation
Analysis:
Lesson Plan Analysis, Classroom observations Teacher made assessments, ongoing assessments, state assessments, FCIM
Mini-assessment results


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Caldwell Elementary has a 7x9 (Inclusion) Pre-K for three and four year old students. Seven of the students in this unit are ESE and nine are non-ESE students. The school also houses an ESE Self-Contained Pre-K Unit. Our Pre-K teachers coordinate with our kindergarten teachers to facilitate a smooth transition from Pre-K to Kindergarten. In Pre-K, students are taught appropriate academics in the area of language arts and math. Pre-K 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. School Readiness students are assessed by the teacher with an Ages and Stages instrument that coincides with their chronological age as well as the Child Observation Record form. These are then made a part of the student’s portfolio. The curriculum used is based on High Scope, Beyond Centers and Circle Time; both of which are age appropriate to our students. ESE students are assessed by a teacher-made checklist that corresponds to IEP objectives, the Brigance and/or complete psychological evaluations administered by District personnel. Annual IEP reviews discuss achievement of objectives targeted for ESE students. School Readiness students are assessed at the beginning of the year and again at the end of the year. The funding is received through District School Readiness, Operational Budget and Federal Funds through district Child Find.
Pre-School parents have the opportunity to attend all school-wide functions. Daily communication is conducted between teacher and parent through a daily letter home. Monthly newsletters are sent to parents reviewing the past month’s activities and informing parents of the upcoming month.
Kindergarten teachers provide an on-site screening for beginning kindergartners prior to school beginning. The students rotate to each teacher to perform an activity. This gives the teachers and students a chance to interact as well as an opportunity for the students to visit the kindergarten classrooms. Parents and students also have an opportunity to meet their child’s teacher at Orientation before school starts. Weekly newsletters are sent by the teachers for effective parent communication. At the beginning of the year teachers provide a “field trip” to a different area each day. Students are taken to the cafeteria, library, office, music room, art room, PE field, etc. to familiarize students with our school campus. FLKRS screening is conducted by kindergarten teachers and support personnel at the beginning of the school year to all students. The FAIR Assessment is given to all kindergarten students three times a year. These assessments help teachers identify specific strengths and weaknesses.


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



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/9/2009 2:15:49 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


September – Approve School Improvement Plan – Review SAC Bylaws and guidelines – discuss role and procedures of SAC
October – Review School Grade, AYP and review and disaggregate ongoing assessment data – Differentiated Assessment Model – Approval of school budget, lottery allocation, and recognition funds
November - Assist in decision making process and approval of expenditures of District Lottery Funds and School Recognition Funds, as well as review School Budget
January – Review Climate Surveys from County – discuss strategies to address areas of need
February – Review implementation/progress of School Improvement Plan – discuss progress monitoring and Mid-Year Report
March – FCAT and SAT/10 Testing Procedures
April – Progress Monitoring Report Update – discuss ongoing assessment data
May – End of the Year Celebrations – SAC Appreciation


SAC Members

Members
1)  Deron Williams,   Principal
2)  Marsha Bonds,   SAC Chair
3)  Joe Atchison,   Teacher
4)  Katrina Dentel,   Teacher
5)  Michele Bolds,   Teacher
6)  Julie Flowerdew,   Business Member
7)  Deborah Price,   Parent
8)  Barbara Marrero,   Parent
9)  Sharon Tarver,   Parent
10)  Marvin Tarver,   Parent
11)  Rosie Patterson,   Parent
12)  Christian Boston,   Parent
13)  Joel Harshberger,   Community Member
14)  Meredith Niemann,   Community Member
15)  David McDonough,   School Support Personnel
16)  Kimberly Swartz,   School Support Personnel
17)  Kathryn Ashmore,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk WALTER CALDWELL ELEMENTARY SCHOOL 0861
Number of students enrolled in the grades tested:
 Read: 380
Math: 380   		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  99  Y  99  Y  72  Y  74  Y  90   90  Y      NA  31  28  NA 24  26  NA 74  NA  71  NA 
WHITE  99  Y  99  Y  81  Y  82  Y  93   89  N      NA  23  19  NA 13  18  NA 80  NA  75  NA 
BLACK  100  Y  100  Y  52  N  53  N      NA      NA  48  48  NA 51  47  NA 62  NA  63  NA 
HISPANIC  100  Y  100  Y  65  Y  68  Y      NA      NA  43  35  NA 37  32  NA 68  NA  63  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  99  Y  66  Y  68  Y  87   88  Y      NA  40  34  NA 32  32  NA 69  NA  66  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  94  N  94  N    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk WALTER CALDWELL ELEMENTARY SCHOOL 0861
Number of students enrolled in the grades tested:
 Read: 363
Math: 363   		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  99  Y  99  Y  69  Y  76  Y  94   90  Y      NA  28  31  NA 33  24  NA 69  NA  77  NA 
WHITE  99  Y  99  Y  77  Y  87  Y  92   93  Y      NA  19  23  NA 24  13  NA 75  NA  84  NA 
BLACK  99  Y  99  Y  52  N  49  N      NA      NA  53  48  N 50  51  N 59  Y  59  N 
HISPANIC  98  Y  98  Y  57  N  63  Y      NA      NA  31  43  N 49  37  NA 56  N  68  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  60  Y  68  Y  92   87  N      NA  37  40  NA 41  32  NA 64  NA  70  NA 
ENGLISH LANGUAGE LEARNERS  99  Y  99  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  96  Y  96  Y    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk WALTER CALDWELL ELEMENTARY SCHOOL 0861
Number of students enrolled in the grades tested:
 Read: 376
Math: 376   		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  99  Y  99  Y  72  Y  67  Y  77   94  Y      NA  33  31  NA 32  33  NA 68  NA  68  NA 
WHITE  99  Y  99  Y  81  Y  76  Y  79   92  Y      NA  28  22  NA 27  24  NA 77  NA  72  NA 
BLACK  100  Y  100  Y  47  N  50  N      NA      NA    57  NA 49  50  N 43  N  64  Y 
HISPANIC  100  Y  100  Y  69  Y  51  N      NA      NA  42  37  NA 37  49  N 66  NA  62  Y 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  99  Y  63  Y  59  Y  74   92  Y      NA  42  41  NA 38  41  NA 59  NA  64  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  98  Y  98  Y    NA    NA      NA      NA      NA     NA        


SCHOOL GRADE DATA

Polk School District
WALTER CALDWELL ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 77%  78%  88%  50%  293   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 68%  65%      133  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? 66% (YES)  72% (YES)      138  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         564   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    WALTER CALDWELL ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 72%  80%  74%  47%  273   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 59%  72%      131  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? 56% (YES)  75% (YES)      131  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         535   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    WALTER CALDWELL ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 75%  71%  81%  51%  278   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 71%  63%      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)  67% (YES)      130  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         542   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested