FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: EDGAR L. PADGETT ELEMENTARY

District Name: Polk

Principal: Tanya D. Matthews

SAC Chair: Leonard Bell

Superintendent: Gail Mckenzie

Date of School Board Approval:

Last Modified on: 10-16-2009

Dr.Eric J.Smith, Commissioner
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399

Dr.Frances Haithcock, Chancellor
K-12 Public Schools
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

Vision Statement
Padgett Elementary is committed to providing a quality education to all students. The teachers, staff, families and community volunteers strive to build life long learners. Padgett Elementary is continuously working on producing technologically proficient students who will make positive contributions to society. We believe all students will learn.

Mission Statement
Padgett Elementary- a diverse learning community, strongly committed to preparing all students to become problem solvers and lifelong learners through the use of rigorous and relevant learning and in a collaborative effort with teachers, staff, families, and community volunteers to increase student achievement.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Padgett Elementary is a Title I school in SINI 4 status with a grade of “B”. It is located in Northwest Lakeland at 110 Leelon Road. It houses approximately 644 students in grades K-5. It is a single story, brick facility with six buildings a campus that was built in 1964. The main building, known as Libertyville, has the school office and cafeteria along with first and second grade. A second building, known as Freedom Land, houses all kindergarten students, one first grade class, and one Pre-K class. The third building, Democracy Island, houses third grade, an ESE/self contained/resource unit, and Art. The fourth building is our Media Center. Fourth and fifth grade students are housed in two separate buildings, known as Patriots Place.

Unique School Strengths for Next Year

Padgett Elementary increased in the area of Writing with ninety-eight of the fourth grade students meeting high standards. Student mobility decreased by 2.04%. The school also decreased its out of school suspension rate from 200 days to 156 days. Three additional bilingual non-instructional staff were hired due to the increase in bilingual students. Each returning staff member has been trained on the Learning Focused Solutions Model and will continue with implementation. The school will have a Title I Academic Intervention Facilitator, who will oversee the implementation of the Florida Assessment of Instruction in Reading, and assist with professional development and academic coaching. All fourth grade teachers will receive Smart Boards which will enhance technology within the classroom. The school also purchased Smart Boards, which will be utilized in all fifth grade classrooms. Padgett Elementary continues Five Star School recognition, based on consistent Parent Involvement.

Unique School Weaknesses for Next Year

The school grade decreased to a “B” and did not make AYP due to a drop in the percent proficient of students meeting high standards. Based on 2008-2009 data, the school did not perform well on Main Idea and Compare and Contrast in Reading, and Number Sense and Algebraic Thinking in Math. Fifth grade Science scored below the District Average..

Student Demographics

Padgett Elementary serves a multi-ethnic population that consists of approximately 650 students. The student population mirrors the community with 53.99% of the students being white, 20.71% black, 18.05% Hispanics, 1.33% Asian, .59% Indian, and 5.33% multiracial. Economically Disadvantaged represents 71.75% of the population. Student With Disabilities (SWD) accounts for 69%, and 13.46% are English Language Learners (ELL).

Student Attendance Rates

Padgett Elementary has a .66% decrease in student attendance rates during the past three years.
2006-07 (94.60%), 2007-08 (94.07%), 2008-09 (93.94%).

Student Mobility

The mobility rate of the school for 2007-08 school year was 25%; 2008-2009 was 23%,

Student Suspension Rates

2006-07 OSS Actions (60), ISS Actions (94); 2007-08 OSS Actions (169), ISS Actions (126); 2008-09 OSS (119), ISS Actions (45).
The suspension rates have fluctuated over the past three years.

Student Retention Rates

2006-07 3rd Grade (5.94%), 4th Grade (.94%), 5th Grade (0)

2007-08 3rd Grade (8.87%), 4th Grade (0), 5th Grade (0)

2008-09 3rd Grade (17.36%), 4th Grade (0), 5th Grade (0)

The student retention rate in 3rd grade has increased due to the number of students not passing the FCAT. Fourth & 5th grade retention rate is zero.

Class Size

The average class size in 2007-08 in one teacher to 18 students in PreK-3.); one teacher to 19 students in grades 4-8.

Academic Performance of Feeder Pattern

The Pre-K students that enrolled in Padgett during the 2008-2009 year, scored a Readiness Rate of 288 out of 300.

Partnerships and Grants

The school will continue its partnership with the Lakeland Rotary, which provides resources, supplies, and clothing for the students. We also receive student uniforms and belts from the Needle Guild. Padgett Elementary will also continue its relationship with the Lakeland Housing Authority, which provides after school tutoring for students. We also partner with local restaurants by participating in Spirit Nights. The school receives funds, which are used for instructional materials and supplies.

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

Position	Name	Degree(s)/ Certification(s)	# of Years at Current School	# of Years as an Administrator	Prior Performance Record *
Principal	Tanya D. Matthews	BS-Elementary Ed. MS-Ed Leadership Certified School Principal	8	13	Principal of Padgett Elementary in 2008-2009 Grade B, Reading: 64%, Math: 67%, Writing: 98%, Science: 36%. AYP: 85%, Black and Economically Disadvantaged didn’t make AYP in Reading and Math. Hispanic didn’t make AYP in Math. 2007-2008: Grade A, Reading: 70%, Math: 71%, Writing: 95%, Science: 36%, AYP: 92%, Black did not make AYP in Reading and Math. Economically Disadvantaged did not make AYP in Math. 2006-2007: Grade A, All subgroups made AYP-100% 2005-2006: Grade B, Reading: 62%, Math: 60, Writing: 86%, Science: 32%. AYP: 92%, Black did not make in Reading and Math. Economically Disadvantaged did not make AYP in Math. 2004-2005: Grade B, Reading: 67%, Math: 67%, Writing: 64%. AYP: 100%. 2003-2004 Grade C, Reading: 65%, Math: 52%, Writing: 75%, AYP: 87%, Black did not make AYP in Math. Students with Disabilities (SWD) did not make AYP in Reading & Math.
Assis Principal	Walter Smith	BS P. E. MS-Ed	5	6	Assistant Principal of Padgett Elementary in 2008-2009: Grade B, Reading: 64%, Math: 67%, Writing: 98%, Science: 36%. AYP: 85%, Black and Economically Disadvantaged didn’t make AYP in Reading and Math. Hispanic didn’t make AYP in Math. 2007-2008: Grade A, Reading: 70%, Math: 71%, Writing:95%, Science: 36%, AYP: 92%, Black did not make AYP in Reading and Math. Economically Disadvantaged did not make AYP in Math. 2006-2007: Grade A, All subgroups made AYP-100% 2005-2006: Grade B, Reading: 62%, Math: 60, Writing: 86%, Science: 32%. AYP: 92%, Black did not make in Reading and Math. Economically Disadvantaged did not make AYP in Math. 2004-2005: Grade B, Reading: 67%, Math: 67%, Writing: 64%. AYP; 100%.

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject Area	Name	Degree(s)/ Certification(s)	# of Years at Current School	# of Years as a Coach	Prior Performance Record *
Reading	Davina Burdick	BS- Elem Ed. , Reading and ESOL Endorsed	7	2	2008-2009 Grade B, Reading: 64%, Learning Gains: 62%, Lowest 25% Gains: 57%. Black and Economically Disadvantaged didn’t make AYP in Reading and Math. Hispanic didn’t make AYP in Math. White subgroup make AYP in reading. 2007-2008: Grade A, Reading: 70%, Learning Gains: 65%, Lowest 25% Gains: 69%. Black did not make AYP in Reading and Math. Economically Disadvantaged did not make AYP in Math. White, Total, and Hispanic subgroups made AYP. 2006-2007: Grade A, All subgroups made AYP-100% 2005-2006: Grade B, Reading: 62%, Math: 60, Writing: 86%, Science: 32%. AYP:92%, Black did not make in Reading and Math. Economically Disadvantaged did not make AYP in Math. 2004-2005: Grade B, Reading: 67%, Math:67%, Writing:64%.

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

HIGHLY QUALIFIED TEACHERS

Description of Strategy	Person Responsible	Projected Completion Date
1. Meetings with Administration and new/struggling teachers bi-weekly	Principal and Assistant Principal	on-going
2. New teachers meet weekly with Team Leader in PLC	Principal and Assistant Principal	on-going
3. Mentoring new/struggling teachers	AIF	on-going
4. Review district highly qualified list	Principal	Spring & Summer

Non-Highly Qualified Instructors

Name	Certification	Teaching Assignment	Professional Development/Support to Become Highly Qualified
No data submitted

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
46	4.3	45.65	32.61	17.39	34.78	100	8.7	4.35	54.35

Teacher Mentoring Program

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring Activities
Davina Burdick	New/or struggling teacher	Teacher needs support with planning effective instructional strategies.	Weekly support meetings/professional development to discuss implementation of strategies. The mentee will observe mentor modeling effective strategies and provide feedback to mentee.
Davina Burdick	Struggling teachers	Teachers experiencing difficulty incorporating reading strategies into Science and Social Studies.	Weekly support meetings to discuss implementation of strategies. The mentee will observe mentor modeling effective Reading strategies and feedback will be provided.

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

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

N/A

Title I, Part D

Title II

The district receives funds to improve basic education programs.

Title III

Funds are provided through the district.

Title X- Homeless

The district Hearth Project provides clothing and housing for families that are homeless

Supplemental Academic Instruction (SAI)

SAI unit(s) provided to Padgett Elementary enhances student achievement by providing small group instruction through the Kaplan Spell Read Program. The areas of focus are: Phonemic Awareness, Phonics, Reading Comprehension, Vocabulary, Fluency, and Oral Language, with a Writing component.

Violence Prevention Programs

Our school Guidance Counselor provides Violence Prevention Programs and activities for the students through Character Building, Drug Awareness, and Anti Bullying sessions. Professional development is also offered to teachers and administration.

Nutrition Programs

N/A

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Tanya Matthews, Principal; Walter Smith, A. P., Stephanie Brooks, ESE Teacher; Davina Burdick, AIF; Amy Vance, School Psychologist; Siohoua Henderson, Title I Program Facilitator; Patricia Dorsey, Third Grade Teacher; Pat Coughlin, Guidance Counselor; Shari Young, Tech Specialist; Tracy Flowers; PS/RTI Behavior Rep

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

The PS/RtI Leadership Team will meet once per month 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 meets 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?

Strengths:
The number of students below grade level in 4th grade Reading decreased. Ninety-eight percent of the 4th grade students met proficiency on FCAT Writes. Narrative Writing exceeded the district average.

Weaknesses:
Third grade scored well in all the cluster strands for Math except Number Sense. Fourth grade scored well in all cluster strands in Math except Algebraic Thinking. Fifth grade scored lowest in all content areas. Fifth grade Science scored below the district average. Overall 3rd and 5th grade experienced a decrease in all areas.

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, our 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)?

In grades 3-5 Reading, the priority focus based on need is: Main Idea-Plot & Purpose; Compare & Contrast-Cause & Effect. In grades 3-5, the priority focus in Math is Number Sense, Measurement, Geometry, Algebraic Thinking, and Data Analysis. The priority focus in Science for grades 3-5 is Physical & Chemical, Earth & Space, Life & Environment, & Scientific Thinking.

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

Disaggregation of FCAT data and monthly data PLCs (grade level/department/team) will use the data from FAIR and other progress monitoring tools to identify student needs and provide appropriated interventions.

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

Our students participate in Chorus, Strings, E-Team, Pride Team, Book Bowl, and the Great American Teach-In.

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

N/A

Direct the Instructional Focus

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

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

How are instructional focus lessons developed and delivered?

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

How will instructional focus lessons be revised and monitored?

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

CHECK

Assessment

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

FAIR, Fast ForWord, 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 materials are: Harcourt Trophies for Reading, Harcourt Intervention Program, Scott Foresman Math, Harcourt Science and Health.
Intensive Instruction-Voyager Passport, Fast ForWord, Acaletics Math, FCAT Explorer, Kaplan Spell Read, Metropolitan Reading Program, CARS/STARS, CAMS/STAMS, Reading Assistant ,& Forty Days of FCAT

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. (Individual schools may have other specific tools that can be listed here.)

Enrichment

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

These methods include providing activities and projects that involve utilizing higher level skills, such as: application, analysis, synthesis, and evaluation. In addition, students are required to engage in question/answer relations, mapping, opinion/proof, problem solving, sentence synthesis, and hypothesis/conclusion.

Describe how students are identified for enrichment strategies.

Students are identified based on their past academic performance, FCAT Level 4 & 5, teacher recommendation. Parent requests are also taken into consideration.

Professional Learning Communities

PLC Organization (grade level, subject, etc.)	PLC Leader	Frequency of PLC Meetings	Schedule (when)	Primary Focus of PLC (include Lesson Study and Data Analysis)
3rd, 4th, 5th grade team leaders-Reading	Ms. Burdick AIF Ms. Urban, 3rd Grade Chair Ms. Cloud, 4th Grade Chair, Ms. Coleman, 5th Grade Chair	Weekly	Monday during Planning time	Analyze the effectiveness of the Reading FCIM calendars, mini- lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any revisions.
3rd, 4th, 5th grade team leaders-Math	Ms. Burdick AIF Ms. Urban, 3rd Grade Chair Ms. Cloud, 4th Grade Chair, Ms. Coleman, 5th Grade Chair	Weekly	Monday during planning time	Analyze the effectiveness of the Math FCIM calendars, mini- lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any revisions.
3rd, 4th, 5th grade team leaders-Science	Ms. Burdick AIF Ms. Urban, 3rd Grade Chair Ms. Cloud, 4th Grade Chair, Ms. Coleman, 5th Grade Chair	Weekly	Ms. Burdick AIF Ms. Urban, 3rd Grade Chair Ms. Cloud, 4th Grade Chair, Ms. Coleman, 5th Grade Chair	Analyze the effectiveness of the Science FCIM calendars, mini- lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any revisions.
3rd, 4th grade Writing	Mrs. Urban 3rd Grade Chair, Ms. Cloud 4th Grade Chair Mr. Smith, AP Mrs. Henderson, Title I Facilitator	Monthly	Third Friday of the month during planning time.	Reviewing and scoring writing samples using the Rubric.
Grade Level Team	Ms. Henderson, Title I Facilitator Mrs. Ely, K-Chair Ms. Rios, 1st Grade Chair Ms. Patterson, 2nd Grade Chair- Ms. Urban, 3rd Grade Chair Ms. Cloud, 4th Grade Chair, Ms. Coleman, 5th Grade Chair	Monthly	Second Thursday after school.	Discuss grade level expectations.

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status
Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 9/14/2009 8:05:38 AM)
Public School Choice with Transportation (CWT) Notification
Show Attached Public School Choice with Transportation (CWT) Notification (Uploaded on 9/14/2009 12:03:22 PM)
Notification of (School in Need of Improvement) SINI Status
Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 9/14/2009 8:06:07 AM)

Pre-School Transition

Students entering Kindergarten are given the opportunity to become orientated to Padgett through a variety of programs. Potential Padgett Patriots and their families are invited to visit Padgett during the annual Kindergarten Spring Tea. The Spring Tea takes place after spring break and provides an opportunity for parents to observe what students will learn during Kindergarten. The program is advertised through flyers and on the school marquee. Parents meet the Kindergarten teachers during the Spring Tea. A second event is the Kindergarten Round Up. During this event, incoming students and their parents are invited to visit our campus. Visitors are taken on a tour of the campus. They are introduced to the Kindergarten teachers. Teachers explain the Kindergarten curriculum to parents. Parents are encouraged to register their child, join PTA, and register to become volunteers. To assist in the transition from pre-kindergarten to Kindergarten, parents are given a self-assessment guide. This guide entitled “Readiness for Kindergarten” briefly highlights the Kindergarten standards. The guide includes a self-assessment for parents to help determine if the child is ready to attend Kindergarten. It also explains how parents help their child prepare for Kindergarten. In addition to passing out literature, parents are encouraged to assist with the transition by eating lunch with their child. Before students enter Kindergarten, those who are not ready for Kindergarten are encouraged to participate in the Voluntary Pre-K program offered by the county. This program focuses on getting students ready for kindergarten. Once children have entered Kindergarten, the Kindergarten teachers will assess the child’s readiness by administering FLKRS (Florida Kindergarten Readiness Screener). If the screening indicates the student needs assistance in an area that is developmental, the teacher can provide activities to assist in the child’s development. Students are also screened using FAIR (Florida Assessment on Instruction in Reading. Teachers will use the results to identify areas of need. Flexible groups are developed to provide necessary interventions. The teachers responsible for the implementation of this program are the Kindergarten teachers and the Title I Facilitator.
Currently, the school has a 9X7 Pre-K Inclusion Unit which includes 1 ESE Pre-K teacher, 1 ESE Pre-K Para, and 1 School Readiness CDAT.

Postsecondary Transition

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

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment:

Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 64% of students achieved mastery on the 2009 administration of the FCAT Reading Test.			In grades 3-5, 72% of the students will achieve mastery for reading on the 2010 FCAT. Reading Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Padgett will implement the new Fair assessments to monitor student progress.	Principal and Academic Intervention Facilitator.	Review FAIR data reports to ensure teachers are assessing students according to the schedule.	Printout of FAIR assessments.
2	Include higher order questions in lessons plans.	Principal and Academic Intervention Facilitator	Classroom walkthrough log and focused walkthroughs to determine frequency of higher order questions.	FAIR assesments
3	Develop an Instructional Focus Calendar for Reading and Language Arts classes.	Academic Intervention Facilitator, Title I Facilitator	Administration will be aware of the Instructional Focus Calendar’s schedule and monitor implementation through classroom walkthroughs.	Effectiveness will be determined through FAIR assessments.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 62% of students achieved Learning gains on the 2009 administration of the FCAT Reading Test.			In grades 3-5, 70% of the students will achieve learning gains on the 2010 FCAT Reading Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Student Achievements Chats will be conducted with all students following FAIR assessments.	Principal, Academic Intervention Facilitator	Administrators will review log for Student Achievement Chats during walkthroughs.	Administrators will randomly ask students how they performed on their most recent assessments to determine if Data Chats are successful.
2	Teachers will integrate reading skills in Social Studies and Science	Principal, Academic Intervention Facilitator Classroom teacher	During walkthroughs, administrators will monitor the frequency of teaching to reading benchmarks in Social Studies and Science.	FAIR assessments will be disaggregated by classrooms teachers to determine the effectiveness of the reading benchmark instruction in Social Studies and Science.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Reading data, 45% of the Black subgroup in grades 3-5 scored at or above Level 3			Increase the percent of Black subgroup in grades 3-5 scoring at or above Level 3 from 45% to 72% on the 2010 FCAT Reading
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Tier 1: Determine core instructional needs by reviewing FAIR assessment data for the Black subgroup. Plan differentiated instruction using evidence-based instruction/interventions within 90-minute reading block	AIF	Student progress is assessed using FAIR Ongoing Progress Monitoring every 20 days. Percent of students making adequate progress toward benchmark is calculated.	FAIR OPM data will be used to determine Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.
2	Tier 2: Plan supplemental instruction/intervention for students not responding to core instruction. Focus of instruction is determined by review of FAIR data and will include explicit instruction, modeled instruction, guided and independent practice.	AIF	Student progress is assessed using FAIR OPM every 20 days for all students receiving Tier 2 supplemental instruction. Percent of students making adequate progress toward benchmark is calculated.	FAIR OPM data will be used to determine Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.
3	Tier 3: Plan targeted intervention for students not responding to core plus supplemental instruction using problem-solving process. Interventions will be matched to individual student needs, be evidenced-based, and provided in addition to Core.	RTI team	Student progress is assessed using FAIR OPM every 20 days for all students receiving Tier 3 targeted intervention. Adequate progress is determined by comparing student’s trendline to aimline.	FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and Benchmark 2 towards Benchmark 3.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Reading data, 56% of the Economically Disadvantaged in grades 3-5 scored at or above Level 3.			Increase the percent of Economically Disadvantaged in grades 3-5 scoring at or above a Level 3 from 56% to 72% on the 2010 FCAT Reading.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Tier 1: Determine core instructional needs by reviewing FAIR assessment data for all Economically Disadvantaged. Plan differentiated instruction using evidence-based instruction/interventions within 90-minute reading block.	AIF	Student progress is assessed using FAIR Ongoing Progress Monitoring every 20 days. Percent of students making adequate progress toward benchmark is calculated.	FAIR OPM data will be used to determine Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.
2	Tier 2: Plan supplemental instruction/intervention for students not responding to core instruction. Focus of instruction is determined by review of FAIR data and will include explicit instruction, modeled instruction, guided and independent practice.	AIF	Student progress is assessed using FAIR OPM every 20 days for all students receiving Tier 2 supplemental instruction. Percent of students making adequate progress toward benchmark is calculated.	. FAIR OPM data will be used to determine Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.
3	Tier 3: Plan targeted intervention for students not responding to core plus supplemental instruction using problem-solving process. Interventions will be matched to individual student Needs, be evidenced-based, and provided in addition to Core.	RtI Team	Student progress is assessed using FAIR OPM every 20 days for all students receiving Tier 3 targeted intervention. Adequate progress is determined by comparing student’s trendline to aimline.	FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and Benchmark 2 towards Benchmark 3.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Reading data, 63% of the Hispanic subgroup in grades 3-5 scored at or above Level 3.			Increase the percent of the Hispanic subgroup in grades 3-5 scoring at or above a Level 3 from 63% to 72% on the 2010 FCAT Reading.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	. Tier 1: Determine core instructional needs by reviewing FAIR assessment data for the Hispanic Subgroup. Plan differentiated instruction	AIF	Student progress is assessed using FAIR Ongoing Progress Monitoring every 20 days. Percent of students making adequate progress toward benchmark is calculated.	FAIR OPM data will be used to determine Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3
2	Tier 2: Plan supplemental instruction/intervention for students not responding to core instruction. Focus of instruction is determined by review of FAIR data and will include explicit instruction, modeled instruction, guided and independent practice.	AIF	Student progress is assessed using FAIR OPM every 20 days for all students receiving Tier 2 supplemental instruction. Percent of students making adequate progress toward benchmark is calculated.	FAIR OPM data will be used to determine Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.
3	Tier 3: Plan targeted intervention for students not responding to core plus supplemental instruction using problem-solving process. Interventions will be matched to individual student needs, be evidenced-based, and provided in addition to Core.	RTI Team	Student progress is assessed using FAIR OPM every 20 days for all students receiving Tier 3 targeted intervention. Adequate progress is determined by comparing student’s trendline to aimline.	FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and Benchmark 2 towards Benchmark 3.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
In grades 3-5, 72% of the students will achieve mastery for reading on the 2010 FCAT Reading Test	Effective implementation of the Instructional Focus Calendar.	AIF	September 2009	Lesson Plans Classroom visits	Principal Assistant Principal AIF
In grades 3-5, 70% of the students will achieve learning gains on the 2010 FCAT Reading Test	Effective use of the Academic Intervention Facilitator ‘s time	District Supervisor	August-September 2009	The AIF’s weekly log will be shared with the Principal and AIF	Principal AIF District Supervisor
Increase the percent of Black subgroup in grades 3-5 scoring at or above a Level 3 from 45% to 72% on the 2010 FCAT Reading Test.	Learning Focus Solutions(LFS) Model	AIF	September 2009	Focused walkthroughs with Principal and AIF to observe the frequency and effectiveness of using the strategies embedded in the LFS Model.	Principal AIF
Increase the percent of the Hispanic subgroup in grades 3-5 scoring at or above a Level 3 on the 2010 FCAT Reading Test.	Learning Focus Solutions(LFS) Model	AIF	September 2009	Focused walkthroughs with Principal and AIF to observe the frequency and effectiveness of using the strategies embedded in the LFS Model.	Principal AIF
Increase the percent of Economically Disadvantaged in grades 3-5 scoring at or above a Level 3 from 56% to 72% on the 2010 FCAT Test.	Learning Focus Solutions(LFS) Model Learning Focus Solutions(LFS) Model	AIF	September 2009	Focused walkthroughs with Principal and AIF to observe the frequency and effectiveness of using the strategies embedded in the LFS Model.	Principal AIF

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every Teacher

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
100 Book Challenge, Words Their Way, Voyager	Title I, District Funds	$0.00
100 Book Challenge, Words Their Way, Kaplan SpellRead, Voyager	Title I, District Funds	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
Smart Boards* Fast ForWord FCAT Explorer AR	District Operating Budget Internal Accounts	$2,800.00
Total: $2,800.00
Professional Development
Description of Resources	Funding Source	Available Amount
Learning Focus Solutions, Instructional Focus Calendars Kagan Cooperative Learning Voyager Passport Fast ForWord	District Title I	$3,000.00
Total: $3,000.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $5,800.00

End of Reading Goal

Mathematics Goal

Needs Assessment:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 67% of students achieved mastery on the 2009 administration of the FCAT Math Test.			In grades 3-5, 74% of the students will achieve mastery for math on the 2010 FCAT Math Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Learning Focused Solutions Model will be used to focus on the objectives, and essential questions.	. Principal, AP, and Title I Facilitator	Focused walkthroughs by the administration will be used to ensure all teachers are using the LFS Strategies and the FCIM	Reports generated from walkthroughs.
2	Utilize the FCIM to identify students in the core curriculum needing intervention and enrichment.	Principal and Title I Facilitator	Review student grouping charts frequently and ensure groups are redesigned to target the need of students based on assessment.	Progress of all students on assessments.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 45% of the Black subgroup achieved mastery on the 2009 FCAT Math Test.			In grades 3-5, 74% of the Black subgroup will achieve mastery on the 2010 FCAT Math Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Increase the use of manipulatives, math centers, and hands-on activities to reinforce mathematics concepts.	Principal, Title I Facilitator	Title I Facilitator will assist teachers with organizing, and the administration will ensure activities are implemented.	Progress of students on assessments.
2	2. Identify and monitor the progress of the lowest 25 percentile. consistently; revise instruction and intervention groups as indicated by student progress.	Principal, Title I Facilitator	2. Maintain a record of strategies and interventions utilized with lowest 25 percentile.	Increased achievement between assessments.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 60% of the Hispanic subgroup achieved mastery on the 2009 FCAT Math Test.			In grades 3-5, 74% of the Hispanic subgroup will achieve mastery on the 2010 FCAT Math Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	. Increase the use of manipulatives, math centers, and hands-on activities to reinforce mathematics concepts.	. Principal, Title I Facilitator	Title I Facilitator will assist teachers with organizing, and the administration will ensure activities are implemented.	Progress of students on assessments
2	. Identify and monitor the progress of the lowest 25 percentile consistently; revise instruction and intervention groups as indicated by student progress.	Principal, Title I Facilitator	Maintain a record of strategies and interventions utilized with lowest 25 percentile.	Increased achievement between assessments.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 59% of the Economic Disadvantaged subgroup achieved mastery on the 2009 FCAT Math Test.			In grades 3-5, 74% of the Economic Disadvantaged subgroup will achieve mastery on the 2010 FCAT Math Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Increase the use of manipulatives, math centers, and hands-on activities to reinforce mathematics concepts.	Principal, Title I Facilitator	Title I Facilitator will assist teachers with organizing, and the administration will ensure activities are implemented	Progress of students on assessments.
2	Identify and monitor the progress of the lowest 25 percentile consistently; revise instruction and intervention groups as indicated by student.	Principal, Title I Facilitator	. Maintain a record of strategies and interventions utilized with lowest 25 percentile.	Increased achievement between assessments.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 63% of the students achieved learning gains on the 2009 FCAT Math Test.			In grades 3-5, 71% of the students achieved learning gains the 2010 FCAT Math Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	. Increase the use of manipulatives, math centers, and hands-on activities to reinforce mathematics concepts.	Principal, Title I Facilitator	Title I Facilitator will assist teachers with organizing, and the administration will ensure activities are implemented.	Progress of students on assessments.
2	Tier 2: Plan supplemental instruction/intervention for students not responding to core instruction. Focus of instruction is determined by common assessment data and will include explicit instruction, modeled instruction, guided practice and independent practice. Supplemental instruction is provided in addition to core instruction.	Title I Facilitator	. Grade level teams will review results of assessment data every 4 weeks to determine progress toward benchmark.	Assessments are tied to Next Generation Math Standards are administered weekly.
3	Tier 3: Plan targeted intervention for students not responding to core plus instruction using problem solving process. Interventions will be matched to individual student needs, be evidence based, and provided in addition to core instruction.	RTI Team	Grade level teams will review results of assessment data bi-weekly to determine progress toward benchmark.	Next Generation Math Standards assessments are administered weekly.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
In grades 3-5, 74% of the students will achieve mastery for math on the 2010 FCAT Math Test.	Implementation of the instructional Focus Calendar. Effective use of manipulatives, centers, and hands on activities.	Title I Facilitator	September-October 2009	Classroom walkthroughs by administration	Administration Title I Facilitator
In grades 3-5, 72% of the Black, Hispanic, and Economically Disadvantaged subgroup will achieve mastery on the 2010 FCAT Math Test.	Implementation of the instructional Focus Calendar. Effective use of manipulatives, centers, and hands on activities.	Title 1 Facilitator	September 2009	Observation of Math Center use and Lesson Plans	Principal, Assistant Principal, Title I Facilitator
In grades 3-5, 71% of the students achieved learning gains the 2010 FCAT Math Test	Implementation of the instructional Focus Calendar. Effective use of manipulatives, centers, and hands on activities	Title 1 Facilitator	September 2009	Observation of Math Center use and Lesson Plans	Principal, Assistant Principal, Title I Facilitator
In grades 3-5%, 66% of the lowest percentile will make learning gains the 2010 FCAT Math Test.	Implementation of the instructional Focus Calendar. Effective use of manipulatives, centers, and hands on activities.	District Contact Title 1 Facilitator	Teacher training by September 2009	Targeted Walkthroughs and observation of Math Center use and Lesson Plans	District Contact, Principal, Assistant Principal, Title I Facilitator

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Saturday Academy	Title I	$5,000.00
Total: $5,000.00
Technology
Description of Resources	Funding Source	Available Amount
Compass Odyssey	NONE	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Substitute for teacher coverage.	Title I	$1,350.00
Total: $1,350.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $6,350.00

End of Mathematics Goal

Science Goal

Needs Assessment:

Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Science Data, 36% of the 5th grade students scored at Level 3 or above.			Sixty percent of students will score at level three or above on the 2010 FCAT Science Assessment.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Students will participate in lab experiences 3 times per week.	Title I Facilitator and Assistant Principal	The lab will be monitored by the Assistant Principal	Improvement on Science mini-assessments
2	Provide real world science experiences and engaging activities	Principal and Assistant Principal	Teachers will require student s to read National Geographic Article once a week for homework. Home work will be review consistently by the Coach and the AP	Teachers will require student s to read National Geographic Article once a week for homework. Home work will be review consistently by the Coach and the AP

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Science Data, 36% of the 5th grade students scored at Level 3 or above.			Sixty percent of students will score at level three or above on the 2010 FCAT Science Assessment.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Tier 1: All students will complete hands-on lab activities weekly and use lab reports to document hands-on investigations	Classroom teachers and Assistant Principal	Grade-level teams will review results of assessment data every six weeks to determine progress toward benchmark.	Assessments on the Florida Science Standards are administered weekly.
2	2. Tier 2: Students not responding adequately to core instruction will be provided supplemental, small group science instruction twice per week for 30 minutes during homeroom period or before/after school tutorial sessions.	Grade Chair	Grade level teams review results of assessment data every 4 weeks to determine progress toward benchmark.	Assessments on the Florida Science Standards administered weekly.
3	Students not responding to core plus supplemental instruction will receive targeted intervention developed through the use of the problem-solving process. Interventions will be matched to individual student needs, evidence-based, and provided in addition to core.	RTI Team	Grade level teams review results of assessment data every 4 weeks to determine progress toward benchmark.	Assessments tied to Florida Science Standards administered weekly

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Sixty percent of the students will score at level three or above on the 2010 FCAT Science Assessment.	FCIM Training	District Facilitator	Fall 2009	Review data and monitor and lesson plans	Principal Title I Facilitator
Sixty percent of the students will score at level three or above on the 2010 FCAT Science Assessment.	Effective instruction in Science	District Facilitator	Fall 2009	Assistant Principal will monitor strategies	Assistant Principal

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Science Court* Harcourt Science	Title I	$1,000.00
Total: $1,000.00
Technology
Description of Resources	Funding Source	Available Amount
Harcourt Science Technology Component	NONE	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Subs for teachers	Title I	$450.00
Total: $450.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $1,450.00

End of Science Goal

Writing Goal

Needs Assessment:

Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Writing Assessment, 98 % of the 4th student score Level 3.5 and above in Writing.			On the 2010 FCAT Writing, 99% of the 4th grade students will score level 3.5 or above.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Students will use the writing process daily, all will be dated, and recorded in a journal, notebook, or work folder for monitoring of the student performance.	Principal and Title I Facilitator	.A weekly sample will be provided for the Principal to review	Progress between the Pretest Prompt and the Mid-year Prompt.
2	The revision and editing process will be explicitly taught and seen in student writing drafts.	Principal and Title I Facilitator	Administration will monitor revision and editing process by reviewing student drafts.	Progress between the Pretest Prompt and the Mid-year Prompt.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Writing Assessment, 98 % of the 4th student score Level 3.5 and above in Writing.			On the 2010 FCAT Writing , 99% of the 4th grade students will score level 3.5 or above
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

Tier I: Students use writing process daily: all writing will be dated, and recorded in an journal for monitoring growth.

.Principal and Title I Facilitator

Students writing samples will be reviewed and scored weekly by teacher. Percent of students making adequate progress toward goal will be determined every monthly by comparing writing data to the expectations.

Scored writing samples will be used to determine progress between the Pre-test Prompt and Mid-year Prompt.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
On the 2010 FCAT Writing , 99% of the 4th grade students will score level 3.5 or above	Teaching and reviewing the rubric, writing and editing process	Write Math Consultant	Sept.-2009 January 2010	Monitor student narrative and expository essays.	Writing consultant, classroom teacher, Principal, & AP

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Write Math	Title I	$800.00
Total: $800.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Writing Consultant	Title I	$5,000.00
Total: $5,000.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $5,800.00

End of Science Goal

Parent Involvement Goal

Needs Assessment:

Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Reading data, 45% of the Black subgroup in grades 3-5 scored at or above Level 3.			Increase the percent of Black subgroup in grades 3-5 scoring at or above a Level 3 from 45% to 72% on the 2010 FCAT Reading.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Encourage parents to have their child participate in the Saturday Academy.	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Mrs. Burdick’ AIF Ms. Flowers, Spell Read	Collect participation data and student progress	Student attendance & student achievement data
2	Student attendance & student achievement data	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Mrs. Burdick’ AIF	Collect participation data and survey parents	Parent Sign In sheets & survey results
3	Offer Family FCAT Reading Night	. Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Mrs. Burdick’ AIF	Collect participation data and survey parents	Parent Sign In sheets & survey parents

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Reading data, 56% of the Economically Disadvantaged in grades 3-5 scored at or above Level 3.			Increase the percent of Economically Disadvantaged in grades 3-5 scoring at or above a Level 3 from 56% to 72% on the 2010 FCAT Reading.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Encourage parents to participate in the Supplemental Education Services program.	. Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Mrs. Burdick’ AIF Ms. Flowers, Spell Read	Collect participation data and student progress	Student attendance & achievement data
2	Offer bi-monthly reading workshops	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Mrs. Burdick’ AIF	Collect participation data and survey parents	Parent Sign In sheets and evaluation results
3	. Offer Family FCAT Reading Night	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Mrs. Burdick’ AIF	Collect participation data and survey parents	Parent Sign In sheets and evaluation results

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 FCAT Reading data, 63% of the Hispanic subgroup in grades 3-5 scored at or above Level 3.			Increase the percent of the Hispanic subgroup in grades 3-5 scoring at or above a Level 3 from 63% to 72% on the 2010 FCAT Reading.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	. Encourage parents to actively participate in the ESOL FCAT Backpack program.	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Mrs. Burdick’ AIF Ms. Cortes, ESOL Para Ms. Guadalupe, ESOL Para	. Collect participation data and student progress	Student data collection
2	. Offer bi-monthly reading workshops with translators	. Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Ms. Cortes, ESOL Para Ms. Guadalupe, ESOL Para	Collect participation data and survey families	Parent Sign In sheets and evaluation results
3	Offer Family FCAT Reading Night	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Mrs. Burdick’ AIF Ms. Cortes, ESOL Para Ms. Guadalupe, ESOL Para	Collect participation data and survey families	Parent Sign In sheets and evaluation results

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 45% of the Black subgroup achieved mastery on the 2009 FCAT Math Test.			In grades 3-5, 72% of the Black subgroup will achieve mastery on the 2010 FCAT Math Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Encourage parents to have their children participate in the Saturday Academy.	. Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Ms. Flowers, Read, Spell	Collect participation data and student progress	Student attendance and student achievement
2	Offer Family Math Nights	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator	Collect participation data and survey families	Parent Sign In sheets and evaluation results

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 60% of the Hispanic subgroup achieved mastery on the 2009 FCAT Math Test.			In grades 3-5, 72% of the Hispanic subgroup will achieve mastery on the 2010 FCAT Math Test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Encourage parents to have their children participate in the Saturday Academy.	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Ms. Cortes, ESOL Para Ms. Guadalupe, ESOL Para	Collect participation data and survey families	. Parent Sign In sheets and evaluation results
2	Offer Family Math Nights	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator Ms. Cortes, ESOL Para Ms. Guadalupe, ESOL Para	Collect participation data and survey families	Parent Sign In sheets and evaluation results

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In grades 3-5, 59% of the Economic Disadvantaged subgroup achieved mastery on the 2009 FCAT Math Test.			In grades 3-5, 72% of the Economic Disadvantaged subgroup will achieve mastery on the 2010 FCAT Math Test
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Encourage parents to participate in Supplemental Education Services.	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator	Collect participation data and student progress	Student attendance and student achievement
2	Offer Family FCAT Math Nights	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator	. Collect participation data and student progress	Student attendance and student achievement
3	Encourage parents to have their children participate in the Saturday Academy	Ms. Matthews, Principal Mrs. Henderson, Title I Facilitator	Collect participation data and student progress	Student attendance and student achievement

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Increase the percent of the Hispanic subgroup in grades 3-5 scoring at or above a Level 3 from 63% to 72% on the 2010 FCAT Reading.	FCAT Reading strategies for ESOL students	District ESOL Dept	October	Monitor students who receive FCAT Backpacks	Mrs. Henderson, Title I Facilitator Ms. Cortes, ESOL Para Ms. Guadalupe, ESOL Para

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
ESOL Backpack for students	District ESOL	$0.00
Total: $0.00
Other
Description of Resources	Funding Source	Available Amount
Student Agendas	Title I	$4,000.00
Total: $4,000.00
Final Total: $4,000.00

End of Parent Involvement Goal

Other Goals

Behavior Goal:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
ased on the 2008-2009 data, 115 students were suspended. Out of that percent, 46% were African American, 49% were White, and 4% were Hispanic			By May 2010, reduce the suspension days by 20% (from 115 days to 95 days).
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Tier 1: Implement the Positive Behavior Support (PBS). Reinforce classroom rules and expectations for all students. Continue the school wide recognition program, (Hall of Fame)and (Keys to Character).	Administration and Guidance Counselor	Collect and analyze suspension data monthly. Determine percent of students suspended.	Frequency count of suspension days.
2	Tier 2: Small group counseling. Bi-weekly check in/check out Mentoring Program for "at risk" students.	Guidance Counselor	Collect and analyze data bi-weekly for students recieving Tier 2 interventions. Determine frequency of suspensions.	Frequency count of suspension days for Teir 2 students.
3	Tier 3: Daily check in/check out Mentoring Program. Daily one on one counseling. Functional Behavior Assesment, and Behavior Intervention Plan	Guidance Counselor	Collect and analyze data bi-weekly for students recieving Tier 3 interventions. Determine frequency of suspensions.	Frequency count of suspension days for Teir 3 students.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
No data submitted

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $0.00

End of Behavior Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	100 Book Challenge, Words Their Way, Voyager	Title I, District Funds	$0.00
Reading	100 Book Challenge, Words Their Way, Kaplan SpellRead, Voyager	Title I, District Funds	$0.00
Mathematics	Saturday Academy	Title I	$5,000.00
Writing	Write Math	Title I	$800.00
Science	Science Court* Harcourt Science	Title I	$1,000.00
Total: $6,800.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Smart Boards* Fast ForWord FCAT Explorer AR	District Operating Budget Internal Accounts	$2,800.00
Mathematics	Compass Odyssey	NONE	$0.00
Science	Harcourt Science Technology Component	NONE	$0.00
Total: $2,800.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Learning Focus Solutions, Instructional Focus Calendars Kagan Cooperative Learning Voyager Passport Fast ForWord	District Title I	$3,000.00
Mathematics	Substitute for teacher coverage.	Title I	$1,350.00
Writing	Writing Consultant	Title I	$5,000.00
Science	Subs for teachers	Title I	$450.00
Parental Involvement	ESOL Backpack for students	District ESOL	$0.00
Total: $9,800.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Parental Involvement	Student Agendas	Title I	$4,000.00
Total: $4,000.00
Final Total: $23,400.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/12/2009 1:51:38 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 Funds	Amount
To purchase materials, supplies, and equipment for classroom usage, and/or sub teachers for professional development.	0

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

*Assist with development & revision of the School Improvement Plan
*Decide how to spend Lottery Budget and approve it.
*Approve whether we will apply for the Five Star Award

SAC Members

Members
1) Tanya Matthews, Principal
2) Karrie Chaney, Teacher
3) Kristen Chaiz, Teacher
4) Kimberly Olsen, Parent
5) Marqueta Figurs, Parent
6) Joanie Lester, Parent
7) Lisa Vasconcellos, Parent
8) Leonard Bell, Parent
9) Allison Medlin, Parent
10) Shannon Everett, Parent
11) Rebecca Ulrich, Parent
12) Marvet Brooks, Parent
13) Jennifer Dunn, Parent
14) Davina Burdick, School Support Personnel
15) Siohoua Henderson, School Support Personnel
16) Shari Young, School Support Personnel
17) Simoni Limeira, School Support Personnel
18) Walter Smith, Assistant Principal

AYP DATA

No Data Found
No Data Found
No Data Found

SCHOOL GRADE DATA

Polk School District EDGAR L. PADGETT ELEMENTARY 2008-2009
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	64%	67%	98%	36%	265	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	62%	63%			125	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)	61% (YES)			118	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					508
Percent Tested = 99%						Percent of eligible students tested
School Grade					B	Grade based on total points, adequate progress, and % of students tested

Polk School District EDGAR L. PADGETT ELEMENTARY 2007-2008
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	70%	71%	95%	36%	272	Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains	65%	64%			129	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?	69% (YES)	56% (YES)			125	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					526
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 EDGAR L. PADGETT ELEMENTARY 2006-2007
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	69%	71%	86%	32%	258	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%	74%			141	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?	67% (YES)	69% (YES)			136	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 = 100%						Percent of eligible students tested
School Grade					A	Grade based on total points, adequate progress, and % of students tested

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Unique School Strengths for Next Year

Unique School Weaknesses for Next Year

Student Demographics

Student Attendance Rates

Student Mobility

Student Suspension Rates

Student Retention Rates

Class Size

Academic Performance of Feeder Pattern

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

School Wide Florida’s Continuous Improvement Model

Professional Learning Communities

NCLB Public School Choice

Pre-School Transition

Postsecondary Transition

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Mathematics Goal

Science Goal

Writing Goal

Parent Involvement Goal

Other Goals

Behavior Goal:

FINAL BUDGET

Differentiated Accountability

School Advisory Council

School Advisory Council (SAC) Membership Compliance

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

SAC Members

AYP DATA

SCHOOL GRADE DATA

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN