VISION and MISSION STATEMENTS

Vision

Oscar J. Pope Elementary has support from the staff, parents and the community. Our students are successful and actively engaged in active, purposeful, hands on activities. Our teachers are enthusiastic and all classrooms present a warm and inviting atmosphere where the love of reading and writing is consistently encouraged. Learning experiences that involve critical thinking and problem solving are evident. Technology is used to help students’ - access knowledge and to practice the skills necessary for success in the workforce. Our campus provides a safe and orderly environment for all. All students demonstrate respect for school rules. Staff members and transportation staff reinforce those rules in a positive manner.

Mission
At Oscar J. Pope Elementary, we believe that all can and will learn. We expect everyone to work together, respect themselves and each other and to learn the skills that are taught.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Oscar J. Pope Elementary School was built in 1965 and serves students in grades PK through 5. Our school is unique in that we have a general education program (K-5) as well as a high percentage of students with disabilities. Our special education programs include Autistic, Hearing Impaired, Profoundly Mentally Handicapped as well as part-time or full-time programs for Educable Mentally Handicapped, Specific Learning Disabilities, Language Disabilities, and the Physically Impaired.


Unique School Strengths for Next Year

Science AIF, Math AIF, and Reading AIF. We extended our instructional day to 400 so that our percent of time on task would be greater.


Unique School Weaknesses for Next Year

Change in administration- New Principal, New Assistant Principal
OJP has a high mobility rate and that was proven when one teacher compared her kindergarten class to the 3rd grade class 3 years later and found that only 5 of her original 20 were still at our school.


Student Demographics

The population demographics are 49.77% white, 21.89% African American, 22.35% Hispanic, .69% Asian and 5.30% Multiracial. Approximately 24.65% of our students are disabled, 90.32% are economically disadvantaged, and 12.44% are Limited English Proficient.


Student Attendance Rates

A three year review of student attendance rates: 06-07: 93.09%, 07-08: 93.21%, 08-09: 92.96%.


Student Mobility

2008-2009-Students enrolled after day 15, or withdrawn after day 15 and before the end of the year was 212. Students enrolled on or after day 16 were 548. We had a 38.69% mobility rate for the 08-09 school year.

2007-2008- Students enrolled after day 15, or withdrawn after day 15 and before the end of the year was 218. Students enrolled on or after day 16 were 561. We had a 38.86% mobility rate for the 07-08 school year.


Student Suspension Rates

2006-2007: Out of School Days: 83, Action 39; In-School Suspension Days- 4, Action 4.

2007-2008: Out of School Days: 95, Action 34; In-School Suspension Days- 7, Action 4.

2008-2009: Out of School Days: 174, Action 71; In-School Suspension Days- 10, Action 8.


Student Retention Rates

2006-2007: K-13 students retained, 72 students enrolled with a retention rate of 18.06%. First Grade: 8-Retained, 68 students enrolled with a retention rate of 11.76%. Second Grade: 4 students retained, 74 students enrolled with a retention rate of 5.41%. Third Grade: 3 students retained, 55 students enrolled with a retention rate of 5.45%. Fourth Grade: 1 student retained, 68 students enrolled with a retention rate of 1.47%. Fifth Grade: 2 students retained, 46 students enrolled with a retention rate of 4.35%.

2007-2008: K- 5 students retained, 90 students enrolled with a retention rate of 5.56%. First Grade: 0-Retained, 74 students enrolled with a retention rate of 0.0%. Second Grade: 1 student retained, 72 students enrolled with a retention rate of 1.39%. Third Grade: 8 students retained, 77 students enrolled with a retention rate of 10.39%. Fourth Grade: 0 students retained, 61 students enrolled with a retention rate of 0.0%. Fifth Grade: 0 students retained, 68 students enrolled with a retention rate of 0.0%.

2008-2009: K- 10 students retained, 84 students enrolled with a retention rate of 11.90%. First Grade: 9-Retained, 80 students enrolled with a retention rate of 11.25%. Second Grade: 6 students retained, 70 students enrolled with a retention rate of 8.57%. Third Grade: 15 students retained, 64 students enrolled with a retention rate of 23.44%. Fourth Grade: 0 students retained, 60 students enrolled with a retention rate of 0.0%. Fifth Grade: 0 students retained, 63 students enrolled with a retention rate of 0.0%.


Class Size

A point has been made to reduce class sizes in all grade levels. Our school average for the past two years: Grades PK-3 2006-07: 12.47, 2007-08: 13.15. Grades 4-5 2006-07: 11.52 2007-08 13.23.


Academic Performance of Feeder Pattern

N/A


Partnerships and Grants

We have developed and maintained relationships with several business and community partners that have worked with Oscar J. Pope Elementary to provide support and assistance to our students and their families. Summit Consulting, a provider of workers’ compensation insurance, has worked extensively with our school in providing mentors through the Big Brothers/Big Sisters, school supplies, clothes, and holiday food baskets and gifts for students. First Presbyterian Church of Lakeland, a local church, has been instrumental in volunteering their time to improve the landscaping on school grounds and has also provided school supplies, clothing and shoes, and has provided food items to our families during the holiday season. McKesson Foundation, a group affiliated with McKesson’s pharmaceutical and medical/surgical supply company, provided Oscar J. Pope Elementary with a $12,000.00 grant. Specifically, this grant money was used to purchase educational materials, therapeutic equipment and consumable health supplies to benefit current and future students in accessing the school’s curriculum and campus while satisfying the adaptive goals of many of our handicapped students.


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 Angela Gordon BA-Elementary Education, Master of Science-Educational Leadership, University of South Florida 7 AP of Anna Woodbury Elementary in 2008-2009:

Grade: A-Reading-70%-students reading at or above grade level, 62% of students making a year’s worth of progress in reading; 63% of struggling students making a year’s worth of progress in reading. Math -76% of students at or above grade level in math; 62% of students making a year’s worth of progress in math, 77% of struggling students making a year’s worth of progress in math. Writing -91% of students are meeting state standards in writing. Science-46% of students at or above grade level in Science. AYP: 90% of criteria satisfied. Hispanic, Economically Disadvantaged and English Language Learners (ELL) did not make AYP in Math. Only Whites made AYP in Math. English Language Learners (ELL) did not make AYP in Reading. Whites, Hispanic, and Economic Disadvantaged made AYP in Reading.
2007-2008: Grade: C-69% of students reading at or above grade level, 52% of students making a year’s worth of progress in reading, 46% of struggling students making a year’s worth of progress in reading. Math-75% of students at or above grade level, 52% of students making a year’s worth of progress in math, 44% of struggling students making a year’s worth of progress in math. Writing-81% of students are meeting state standards in writing. Science-38% of students at or above grade level in Science. AYP: 95% of criteria satisfied. Hispanic, English Language Learners (ELL) did not make AYP in Reading. All subgroups met AYP in math.
2006-2007: Grade A: Reading-73% of students reading at or above grade level, 77% of students making a year’s worth of progress in reading, 70% of struggling students making a year’s worth of progress in reading. Math-71% of students at or above grade level in math, 60% of students making a year’s worth of progress in math, 65% of struggling students making a year’s worth of progress in math. Writing-96% of students met state standards in writing. Science-30% of students at or above grade level in Science. All subgroups made AYP.
Assis Principal Qvonda Birdsong BA-Business Education, Florida A&M University
Masters of Science- Educational Leadership, Nova Southeastern University
Reading Coach/Resource Teacher
Alta Vista Elementary
Grade: C -Reading-50%-students reading at or above grade level, 61% of students making a year’s worth of progress in reading; 73% of struggling students making a year’s worth of progress in reading. Math -55% of students at or above grade level in math; 63% of students making a year’s worth of progress in math, 56% of struggling students making a year’s worth of progress in math. Writing -79% of students are meeting state standards in writing. Science-11% of students at or above grade level in Science. AYP: 95% of criteria satisfied. White students did not make AYP in Math or Reading. All other sub groups made AYP.

Teacher -Inwood Elementary
2007-2008: Grade: B -68% of students reading at or above grade level, 68% of students making a year’s worth of progress in reading, 74% of struggling students making a year’s worth of progress in reading. Math-65% of students at or above grade level, 56% of students making a year’s worth of progress in math, 53% of struggling students making a year’s worth of progress in math. Writing-93% of students meting state standards in writing. Science-26% of students at or above grade level in Science. AYP: 90% of criteria satisfied. Black students did not make AYP in Reading. Black and economically Disadvantaged students did not meet AYP in math

Teacher-Kathleen Elementary
2006-2007: Grade A: Reading-77% of students reading at or above grade level, 68% of students making a year’s worth of progress in reading, 82% of struggling students making a year’s worth of progress in reading. Math-71% of students at or above grade level in math, 66% of students making a year’s worth of progress in math, 74% of struggling students making a year’s worth of progress in math. Writing-100% of students met state standards in writing. Science-45% of students at or above grade level in Science. All subgroups made AYP.

* 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 TBA TBA TBA
Math Ryan Mate Professional Educators Certificate, Elementary Education 1-6
Educational Leadership, K-12
ESOL Endorsement
Masters Degree in Ed.Leadership

3 2008-2009:
3rd Grade Summer Reading Camp Director (Crystal Lake Elementary)
14% Increase in Passing Rate on SAT 10 Assessment from Previous Year
48% Passed Portfolio D Assessment
Jewett School of Arts (Academic Coach for Reading & Math)
School Grade: A
95% of AYP Criteria Met
Total Reading On Grade Level: 80%

Total Math on Grade Level: 72%

White& Economic Subgroups Met AYP Target for Reading & Math
Jewett Middle Academy (Reading Coach)
School Grade: A
100% of AYP Criteria Met

Total Reading on Grade Level: 83%

All Subgroups met AYP Target
Prior Performance Record: 2007-2008:
Auburndale Central Elementary School 2007-2008 (Title One)
School Grade: C
90% of AYP Target Met

Total Reading on Grade Level: 54%

Total Math on Grade Level: 52%

White & Economically Disadvantaged Met AYP Standards


Prior Performance Record: 2006-2007
Auburndale Central Elementary School 2006-2007 (Title One)
School Grade: B
95% of AYP Target Met

Total Reading on Grade Level: 53%

Total Math on Grade Level: 52%

White Subgroup Met AYP Standards
Science Polly Burkhart BA-Drama/Psychology, Allegheny College, Meadville, PA

MA-Education, Allegheny College, Meadville, PA
Professional Educator’s Certification
Elementary Ed. (1-6)
Middle Grades English (5-9)
Middle Grades Science (5-9)
ESOL Endorsement
Gifted Endorsement
National Board Certification
Early Adolescent Science
2008-2009 School Grade A
AYP achieved in all sub groups
Science Mastery: 55%

* 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. Regular meetings of new teachers with Principal
Principal on-going







2. Attend all job fairs offered by Polk County to attract/recruit high quality, highly qualified teachers to high-need academic areas Principal Spring 2010
3. Partnering new teachers with veteran staff Assistant Principal on-going


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
N/A N/A N/A N/A


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
403402533281000372


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Andrea Gelfuso Audra Pierce Ms. Pierce is a first year teacher and Ms.Gelfuso is our Title I Teacher trainer with many years of experience. The mentor and mentee are meeting biweekly in a professional learning community to discuss
evidence-based strategies for each domain. The Reading AIF, Math AIF and Science AIF will also be modeling lessons.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Services are provided to ensure students requiring additional remediation are assisted through after-school programs or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided.


Title I, Part C- Migrant

Migrant Liaison provides services and support to students and parents. The liaison coordinates with Title I and other programs to ensure student needs are met.


Title I, Part D

District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out Prevention programs.


Title II

District receives supplemental funds for improving basic education programs through the purchase of small equipment to supplement education programs. New technology in classrooms will increase the instructional strategies provided to students and new instructional software will enhance literacy and math skills of struggling students.


Title III

Services are provided through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners.


Title X- Homeless

District Homeless Social Worker works closely with the school’s guidance counselor in providing resources (clothing, school supplies, social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.


Supplemental Academic Instruction (SAI)

Oscar J. Pope Elementary utilizes the Supplemental Academic funding to provide additional academic instruction to increase the achievement of non-proficient students. The funding is used to pay for the Kaplan Spell Read teacher. This program specifically targets students who are deficient in reading and provides them with immediate and intensive intervention in phonemic awareness, phonics, fluency and reading comprehension.


Violence Prevention Programs

The school participates in the district’s non-violence and anti-drug program that incorporates field trips and community service.


Nutrition Programs

Oscar J. Pope Elementary provides a breakfast and lunch program for students daily.


Housing Programs

N/A


Head Start

NA


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.

School-based RtI Team

Angela Gordon-Principal: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementation RTI, conducts assessment of RTI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RTI implementation and communicates with parents regarding school-based RTI plans and activities.

Qvonda Birdsong-Assistant Principal: Supports a common vision for the use of data-based decision-making, ensures that the school-based team is implementation RTI, conducts assessment of RTI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RTI implementation and communicates with parents regarding school-based RTI plans and activities.

Lisa Rockett- ESE facilitator/Ann Smith-ESE teacher: Provide information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 intervention, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Andrea Gelfuso-Title I Facilitator/LFS Coach/-TBA/Ryan Mate/Polly Burkhart-Reading,Math and Science AIF’s: 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 patters 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 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.

Lori Garner-School Psychologist: Participates in collection, interpretation and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.

Kristen Stokes/School Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students.

Sharonda Spencer/Lori Long- Intermediate/Primary Instructors: Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2
interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Temi French/Lisa Wright- Speech Pathologists-Educates the team in the role language plays in curriculum, assessment, and instruction as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systemic patterns of student need with respect to language skills.


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

The Leadership Team will focus meetings around one question: How do we develop and maintain a problem-solving system to bring out the best in our school, our teachers, and in our students? The team meets once a week to engage in the following activities:
Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and
classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting
benchmarks. Based on the above information, the team will identify professional development and resources. The team will
also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice
new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and
making decisions about implementation. e.g. meeting processes and roles/functions).


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

The 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.

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 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.

The RTI leadership team will provide professional development during teachers’ common planning time and small group sessions throughout the year. The PS/RTI overview will be provided in 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 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: Strengths: 68% of 4th grade students at or above grade level. Weaknesses: 38% of 3rd graders at or above grade level in reading, 46% of 5th graders at or above grade level in reading. 35% of 5th graders made a learning gain in reading. 33% of the lowest 25% made learning gains. No sub-groups made AYP in reading.

Math: Strengths: 74% of 4th graders are at or above grade level. Black sub-group made AYP in math. Weaknesses: 65% of 3rd graders at or above grade level in math. 49% of 5th graders at or above grade level in math. 37% of the lowest 25% made learning gains. 52% of students made a learning gain in math. No sub-groups, except black, made AYP in math.

Writing: Strengths: 92% of students are meeting high standards in writing.

Science: Weaknesses: 21% of students are at or above grade level in 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 all areas. 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 in combination with weak areas as identified by FAIR. 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. The IFC’s and mini-lessons for writing, math, and science have been started by each grade level under the direction of district coordinators. The implementation of the mini-lessons will be monitored by the AIF, school leadership team, and administration.


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

Reading: Main idea and Words and Phrases.
Math: Number sense, algebraic thinking, and measurement.
Science: Physical and Chemical Sciences, Earth and Space Sciences, Life and Environmental Sciences,Scientific Thinking


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

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


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

N/A


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

N/A




DO

Direct the Instructional Focus


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


Aligned and prioritized curriculum maps and course 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.


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, Math, Science and Writing mini-lessons have been written for grades 3 - 5. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLCs dealing with curriculum and instruction. The mini-lessons are organized by instructional day as well as strategy.


How will instructional focus lessons be revised and monitored?

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




CHECK

Assessment


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


FAIR, READ 180, Fast Forward, 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?

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.


Harcourt Trophies series will be used as the Core Reading Program. Kaplan Spell Read will be implemented for targeted students for intensive instruction.


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.

Students who exceed mastery level are accelerated during differentiated instruction groups and are given enrichment activities when needed.


Describe how students are identified for enrichment strategies.

Students are identified during mini-assessments, teacher observation, classroom tests, assignments etc.




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)
Kindergarten Teachers, AIF’s, Title I facilitator, ESE teachers, Admin Cathy Acton Weekly Mondays during common planning time Analyze the effectiveness of IFC’s, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
1st grade teachers, , AIF’s, Title I facilitator, ESE teachers, Admin Lori Long Weekly Tuesdays during common planning time Analyze the effectiveness of IFC’s, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
2nd grade teachers, AIF’s, Title I facilitator, ESE teachers, Admin Sarah Conner Weekly Mondays during common planning time Analyze the effectiveness of IFC’s, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
3rd grade teachers, AIF’s, Title I facilitator, ESE teachers, Admin Teresa Patrick Weekly Tuesdays during common planning time Analyze the effectiveness of IFC’s, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
4th grade Teachers, AIF’s, Title I facilitator, ESE teachers, Admin Shaundra Schlapia Weekly Mondays during common planning time Analyze the effectiveness of IFC’s, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
5th grade teachers, AIF’s, Title I facilitator, ESE teachers, Admin Sharonda Spencer Weekly Tuesdays during common planning time Analyze the effectiveness of IFC’s, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
Leadership Team Principal Weekly Fridays at 8:30 am Discuss expectations, walk-thru look-fors, LFS strategies, mini-lessons etc….
PBS/RTI Team Administration Weekly Thursdays at 3:20 pm Discuss data, behaviors etc.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

A Kindergarten Roundup is held in the spring of each year. Parents are invited to meet the teachers and administrators and tour the school with their pre-school child. During Roundup the parents are given a Readiness booklet to help prepare their children in the transition from Pre-k to Kindergarten.

The Kindergarten students are administered the Florida Kindergarten Readiness Screening (FLKRS) and the FAIR in September. Information gathered from these two screenings will allow the teachers to determine the appropriate readiness levels of their students. Oscar J Pope has two ESE Pre-school classes. The teachers of these students work closely with the regular education kindergarten teachers to determine the best placement for the ESE students that will be moving into kindergarten the following year. Preschool students in the Oscar J Pope school zone can access Voluntary Pre-K program through Alpha Care Preschool which is a daycare/preschool in our area.


Postsecondary Transition

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

N/A



 

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 9/29/2009 6:12:19 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.

No. Disagree with the above statement.

Measures Being Taken to Comply with SAC Requirement

TBA



Projected use of SAC FundsAmount
No data submitted



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


TBA


SAC Members

 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Polk School District
OSCAR J. POPE ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 51%  62%  92%  21%  226   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 42%  52%      94  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? 33% (NO)  37% (NO)      70  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         390   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         F  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    OSCAR J. POPE ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 71%  65%  89%  17%  242   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 68%  67%      135  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 63% (YES)  70% (YES)      133  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         510   
    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
    OSCAR J. POPE ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 71%  71%  88%  40%  270   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%  69%      134  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 60% (YES)  53% (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         517   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested