VISION and MISSION STATEMENTS

Vision: Purcell Elementary School is committed to excellence with the full support of students, parents, community partners, and staff.


Mission: The mission of Purcell Elementary School is to ensure each student achieves maximum academic potential through a rigorous and relevant curriculum in reading, writing, math, and science while developing the social skills needed to become productive members of society with full involvement of our families.

PBS Slogan: Purcell panthers are problem solvers who use tolerance, respect and responsibility to become life-long learners.

School-wide Expectations:

Problem-solvers
Use Tolerance
Respect
Responsibility


Belief Statements:
We believe that …
• All children can learn.
• Each person is responsible for his/her own actions.
• Parents and the community are partners in our learning community.
• All people have the right to be safe.
• Teachers impact student success through providing a rigorous and
relevant academic focus.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Purcell Elementary School is located in downtown Mulberry. Originally built as the first high school facility in Mulberry in 1924,this site was converted to an elementary school when the new high school was constructed in 1955. Purcell’s physical plant, hindered in its growth by the lack of adequate land area, consists of five main classroom buildings, a gymnasium, dining room, media center, and eight portables housing 435 students. Purcell Elementary is a Title I school that accommodates one pre-K inclusion classroom, one self-contained Varying Exceptionalities classrooms, and 23 traditional classrooms serving Kindergarten through fifth grade. Art, music, computer, physical education, media, and ESE resource classes are also available. Purcell focuses on what research suggests works by incorporating the five components of reading instruction in the classroom. Teachers have been trained and continue to receive coaching and mentoring to instruct students stressing the five components of reading.







Unique School Strengths for Next Year


Purcell Elementary has the strength of a returning staff that has been well trained in research based strategies. This year the staff will focus on using the a school-wide Instructional Focus Calendar, LFS
Learning Focus Strategies with District Support and also working with
Dr. Max Thompson. Our LFS Consultant and School Improvement District personnel along with our Senior Director will be working with the Administrative Team and Classroom teachers in order to raise student achievement.

Our Staff:
90% of the staff has received all four LFS training sessions
90% staff trained in Kagan and Thinking Maps
100% staff trained BBY Math strategies: Number Literacy, What’s My Place? What’s My Value?


Unique School Weaknesses for Next Year


Purcell teachers have been trained using the LFS planning model; however, full understanding and implementation has been slow and inconsistent.

Our number of F/R lunch continues to rise.


Student Demographics

Purcell Elementary tends to stay the same demographic with the exception that our Hispanic population has risen a little. The biggest change we have had is the increase in F/R lunch status. The low SES percentages continue to rise.

White= 52.9%, Black= 15.91%, Hispanic= 28.17%, Asian= 0.43%, Multi= 2.58%,
Total Number of SWD= 55 or 11.83%,
Total Number of ELL= 60 or 12.9%,
Total Number of F/R Lunch= 382 or 82.15%
Total Enrollment 465









Student Attendance Rates

Purcell Elementary attendance rates stay fairly close year to year; however, this past year we used more of the PBS (Positive Behavior Support) for attendance and there was an increase overall in attendance rates.

2006-2007 94.66%
2007-2008 94.91%
2008-2009 95.59%


Student Mobility

Purcell noticed a slight decrease in mobility this past year.

2007-2008 31.89%
2008-2009 28.33%


Student Suspension Rates


Purcell is in our third year of PBS and tend to be following the traditional implementation rates for discipline. The first year we noted a decline in office managed behavior, however, during the second year we have noted an increase. This trend seems typical of PBS schools according to the USF data due to awareness and the building of the program.

2006-2007
OSSDays OSSActions ISSDays ISSActions
114 49 24 27

2007-2008
OSSDays OSSActions ISSDays ISSActions
99 31 25 29

2008-2009
OSSDays OSSActions ISSDays ISSActions
120 58 73 78






Student Retention Rates

Retention rates are determined primarily based on county exit criteria for each grade level. As criteria may or may not change our numbers are reflective of those changes.

2006-2007
Grade Retained (UNOFFICIAL) Enrollment Percent Retained (UNOFFICIAL)
01 8 84 9.52
02 9 80 11.25
03 12 85 14.12
04 0 64 0.00
05 0 79 0.00
KG 19 83 22.89

2007-2008
Grade Retained (UNOFFICIAL) Enrollment Percent Retained (UNOFFICIAL)
01 0 65 0.00
02 0 77 0.00
03 6 70 8.57
04 0 66 0.00
05 0 65 0.00
KG 4 80 5.00

2008-2009
Grade Retained (UNOFFICIAL) Enrollment Percent Retained (UNOFFICIAL)

01 2 80 2.50
02 2 76 2.63
03 10 80 12.50
04 0 68 0.00
05 1 72 1.39
KG 4 72 5.56


Class Size

Purcell meets Class Size school-wide and for most classrooms.

Grades PK-3
School Average
2006-07 2007-08

16.15 16.76

Grades 4-8
School Average

2006-07 2007-08

18.57 17.71





Academic Performance of Feeder Pattern

NA


Partnerships and Grants



AmeriCorp Tutoring, Huntington Learning Center – Fourth grade tutoring, Junior Service League of Lakeland (Reading is Fundamental), Mid-Florida Credit Union- A Gift of Reading Program, VISTE – Tutoring, SES- after school tutoring, Boys and Girls Club, Inc.


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 Ellistine Smith Masters Degree

Educational Leadership

Middle School Social Studies 		10 16 2008-2009 School Grade: C
79% AYP
2007-2008 School Grade: C
85% AYP
2006-2007 School Grade: C
79% AYP
2005-2006 School Grade: B
97% AYP
2004-2005 School Grade: C
100% AYP
2003-2004 School Grade: B
100% AYP
2002-2003 School Grade: A
2001-2002 School Grade: B
Assis Principal Beth Nave Master’s Degree

Educational Leadership

K-3 Early Childhood

1-6 Elem. Ed

Admin. ESOL credits
4 6 2008-2009 School Grade: C
79% AYP
2007-2008 School Grade: C
85% AYP
2006-2007 School Grade: C
79% AYP

The Apple School 8001 –charter school now closed

2005-2006 School Grade: C
AYP data no longer available
2004-2005 School Grade: D
AYP data no longer available

* 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 Ruth Teets Masters Degree in Elementary Curriculum

Certified
K-3 Early Childhood
1-6 Elem. Ed

ESOL Endorsed

Reading Endorsed
3 7 2008-2009 School Grade: C
79% AYP
2007-2008 School Grade: C
85% AYP


* 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. Purcell Elementary School believes that high-quality; highly qualified teachers will positively impact the academic success of our students. There is a strong emphasis on recruiting teachers who have high expectations for and understand the needs of Purcell’s diverse student population. E. Smith/B. Nave
R. Teets
Year- long
2009-2010
2. New teachers are mentored and provided training to assist them in their roles as leaders for our students and parents. Every effort is made to provide new teachers with needed support in getting classroom materials and resources. Every effort is made to foster a team atmosphere where decisions are made together. E. Smith/B. Nave
R. Teets
Year-long
2009-2010


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
NA NA NA NA


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
3311442718810011370


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Ruth Teets Liane Plumhoff AIF- trained Mentor Classroom Management
LFS Planning Model
Literacy Centers
Professional Learning Communities
Ruth Teets Amy Rice AIF- trained Mentor Classroom Management
LFS Planning Model
Literacy Centers
Professional Learning Communities
Ruth Teets Elizabeth Ferguson AIF- trained Mentor Classroom Management
LFS Planning Model
Literacy Centers
Professional Learning Communities



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I, Part A, funds school-wide services to Purcell 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 Purcell 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

NA


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 Purcell Elementary are used to purchase materials from the Professional Development Department for Ruby Payne’s Framework of Poverty workshops.


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 Purcell Elementary enhance student achievement by providing tutoring for struggling students in third grade.


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

NA


Head Start

NA


Adult Education

NA


Career and Technical Education

NA


Job Training

NA


Other

AMERICORP Tutors will provide tutoring in grades K-2


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Ellistine Smith, Principal: (Required Member) The Principal provides a common vision for the use of data-based decision –making, models the Problem Solving Process; supervises the development of a strong infrastructure for implementation of PS/RtI; ensures that the school-based team is implementing PS/RtI; conducts assessment of PS/RtI skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate professional learning to support PS/RtI implementation; develops a culture of expectation with the school staff for the implementation of PS/RtI schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.

Beth Nave, Assistant Principal: Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a strong infrastructure of resources for the implementation of PS/RtI, further assists the principal in the assessment of PS/RtI skills, implementation of intervention support and documentation, professional learning, and communication with parents concerning PS/RtI plans and activities.

A. Owens (primary), C. Thomas (intermediate): (Recommend at least one Primary Teacher and one Intermediate Teacher) – Provides information about core instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 interventions; and integrates Tier 1 materials/instruction with Tier 2/3 activities.

A. Rice, B. Rice, C. Davis Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.

Ruth Teets, 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.

Cindy Irvine, 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 evaluation; assists in facilitation data-based decision making activities.

C. Palelis, K. Hasenmeier, N. Styron, PS/RtI Behavior Representative (PBS): Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists with professional development for behavior concerns; assists in facilitation data-based decision making activities.

Christy Wiggs, 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 systematic patterns of student need with respect to language skills.

Lois Stortz, Guidance Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success.

E. Easterwood, 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 graphic display.


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 Tenth 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?



Reading 3rd grade: Strengths: 2/3 Reference and Research, Weaknesses: 14/24 Main Idea/Purpose, 6/9 Words/Phrases, 6/9 Comparisons,
Reading 4th grade: Strengths: 3/4 Reference and Research, Weaknesses: 13/23 Main Idea/Purpose, 9/17 Comparisons
Reading 5th grade: Strengths: 2/3 Reference and Research, Weaknesses: 8/15 Comparisons, 11/21 Main Idea/Purpose, 3/6 Words/Phrases

Math 3rd grade: Strengths: 4/6 Algebraic Thinking, Weaknesses: 7/12 Number Sense, 4/8 Measurement
Math 4th grade: Strengths: 4/7 Algebraic Thinking,5/7 Data Analysis, 5/7 Geometry Weaknesses: 6/11 Number Sense, 5/8 Measurement
Math 5th grade: Strengths: NA Weaknesses: 6/13 Number Sense, 4/11 Measurement, 6/13 Geometry, 5/11 Algebraic Thinking, 5/12 Data Analysis

Science 5th Grade: Weaknesses: 5/12 Physical/Chemical Science, 6/13 Earth/Space Science, 6/12 Life and Environmental Sciences, 6/13 Scientific Thinking






Instructional Calendar Development


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

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, Words and Phrases, Comparisons,
Math: Number Sense, Measurement, Geometry, Algebraic Thinking, Data Analysis
Writing: Writing to inform, summarization
Science: Physical/Life Sciences, Earth and Space Sciences


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 appropriated interventions.




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

NA


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?

NA




DO

Direct the Instructional Focus


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


Aligned and prioritized curriculum maps and time lines are used in all core areas. Teachers implement the EATS model for planning and delivery of core curriculum which includes essential questions, activating strategies, high-yield teaching strategies, summarizing and then reteaching as necessary. The district-wide Monthly Reading Comprehension Focus will be used as the basis of the reading mini-lessons.


How are instructional focus lessons developed and delivered?

Model instructional focus lessons were developed by master teachers and are posted within the district curriculum maps for all to use for core instruction. Collaborative PLCs will use the EATS model for creating additional acquisition lessons. Best practices, coaching and support for using Learning Focused Strategies will be provided by the principal, assistant principal, and leadership team. Reading comprehension mini-lessons have been written for grades 3 - 10. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLCs dealing with curriculum and instruction. The mini-lessons are organized by instructional day as well as strategy.


How will instructional focus lessons be revised and monitored?

Vertical teams and articulation centered on high quality student work and the results of mini-assessments will guide further revisions or refinements of the instructional focus lessons. Classroom walk-throughs will be used to monitor the quality and effectiveness of the lessons.




CHECK

Assessment


Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.


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, AR will be sources of ongoing formative assessments and data.


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

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


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


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.


Harcourt Reading Series- Core,

SRA Reading Mastery/Fast Cycle – Voyager, 100 Book Club Challenge, Fast Forward supplemental


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 chats, and FAIR.


Enrichment


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

The implementation of technology will provide students enrichment activities that will be organized with the Media Specialist and Network Teacher. Students will create PowerPoint projects through research. Students will also develop and write the daily news program.

Students who need enrichment activities will also receive differentiated instruction through the use of the AR program.

Students will also be given various projects and differentiated assignments through the use of Kagan structures and Thinking Maps activities which provide higher level thinking tasks.


Describe how students are identified for enrichment strategies.

The analysis of the prior year data, FCAT, FAIR assessment, teacher observation, work quality and participation will be utilized for students in order to identify those needed enrichment strategies.




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)
All Grade Levels E. Smith/B. Nave Weekly Tuesday/Wednesday each week during Block planning LFS Acquisition Lesson Planning and Implementation
All Grade Levels E. Smith/B. Nave Monthly Tuesday/Wednesday
each week
Grade Level Data Analysis
PS/RTI Members E. Smith/B. Nave Monthly First Tuesday of the month RTI Implementation school-wide
Vertical Teaming E. Smith/B. Nave Monthly Second Tuesday of the month Targeted implementation research based high yield strategies


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Early identification of kindergarten readiness skills is begun by establishing a link with the local pre-school programs and the Pre-K programs located on the campus. Site visits are made by pre-schoolers during the school year to assist in orienting the students to kindergarten. Classroom visits are made and lunch is eaten with the kindergarten students. Kindergarten Round-Up is used to orient students and parents of the expectations for the upcoming school year and summer packets are provided that include suggestions for parents to use in preparing the child to make a successful transition. Students attending Round-Up are evaluated based on Kindergarten Readiness Skills using teacher-made assessments. Observations are also conducted during the Round-Up by the teachers to assess the developmental level of social skills. Following Round-Up, the kindergarten teachers meet with the administrative team to discuss the positives, what needs to be changed or modified, and what needs to be discarded for the following year. During the school year, FLKRS, FAIR and IDEL will be used as assessment tools. The Reading Coach and Administration will disaggregate the data based on the subgroups and use that data to drive instruction in reading and math. Students who are identified as not showing readiness for kindergarten will be given tutoring by the kindergarten para and AmeriCorps tutors.


Postsecondary Transition

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

NA



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/9/2009 10:13:42 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
Lottery Dollars used for substitutes for teacher training days 2200



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


Roles and Responsibilities of SAC Members
• Determine School Improvement Priorities
• Publicize the School Improvement Plan
• Support School Improvement Plan implementation
• Evaluate the School Improvement Plan
• Assist in decision making process and approval of expenditures of District Lottery Funds and School Recognition Funds, as well as review School Budget

Chair
• Schedules SAC meetings
• Sets Agenda with Principal
• Sends Meeting Notice, including agenda, 2 weeks prior to meeting
• Facilitates meeting
• Determines strategy for making plans available

Principal – is a SAC member
• Keeps up-to-date with legislation governing School Advisory Councils
• Facilitates election process stated in by-laws?
• Provides testing, behavior, discipline and attendance data to the SAC
• Seeks input from staff and the SAC on School Improvement Plan, School Budget, Lottery Money, and School Recognition Funds
• Leads revision, implementation, and evaluation of the School Improvement Plan

The School Advisory Council of Purcell Elementary School is nominated in the following manner:

• All parents have the opportunity to sign up to become a member of the School Advisory Council during our first Open House meeting in August. These volunteers are compiled into a list and then contacted with specific information about the number of SAC meetings during the year and the dates and times of the meetings. Prospective members are asked to verify that they are willing and available to serve as a member. The list is also checked to make sure the racial make-up is comparable to the racial balance in our student population. Ballots are sent home with the students for parents to vote for or against the parents listed and return the ballot to school. A majority vote determines the membership.
• Teachers and support personnel are voted on in a staff meeting.
• Community members are invited to be members of the SAC by the principal.


SAC Members

Members
1)  Ellistine Smith,   Principal
2)  Janiene Bambridge,   SAC Chair
3)  Christine Thomas,   Teacher
4)  Ed Easterwood,   Teacher
5)  Jody Lindsey ,   Parent
6)  Eglantina Morin,   Parent
7)  Shanta Bowers,   Parent
8)  Felipe Nieves,   Parent
9)  Teresa Perez,   Parent
10)  Stacie Ogilvie,   Parent
11)  Winston Minor,   Parent
12)  Elio Reyes,   Parent
13)  Daryle Hart,   Parent
14)  Mike Borders,   Community Member
15)  Norma Reyes,   School Support Personnel
16)  Eva Gomez,   School Support Personnel
17)  Beth Nave,   Assistant Principal
 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Polk School District
PURCELL ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 58%  58%  94%  19%  229   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 45%  57%      102  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? 50% (YES)  63% (YES)      113  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         444   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    PURCELL ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 62%  54%  70%  17%  203   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 52%  55%      107  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? 70% (YES)  73% (YES)      143  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         453   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    PURCELL ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 66%  59%  85%  37%  247   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 67%  60%      127  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? 57% (YES)  59% (YES)      116  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         490   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested