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VISION and MISSION STATEMENTS

Vision:
“We nurture and expose children to the love of learning, facilitate a desire to continue their education, and maintain a successful level of achievement at each grade level.”



Mission:
We are “COMMITTED TO SUCCESS for students, teachers, staff, and our school system”.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Brief History and Background of the School PROFILE DEMOGRAPHICS
In the 2008-2009 SY, the enrollment for Medart Elementary School was 593 students based on the February 09 FTE report.
Medart Elementary has always been proud of having a faculty that works together in a cohesive manner. We exhibit this through actions, consideration, and respect towards each other with the focus being on the welfare of the school and its’ students. We take pride in our team spirit.
Medart Elementary boasts several National Board Certified Teachers - Beth Brown, Belinda McElroy, Brooke Mohr, Diane Perez, and Virginia Tillman. Michelle Lawhon, second grade teacher, was selected by her co-workers as Medart’s Teacher of the Year. Medart Elementary recognized Russell Herron as Teacher of the Month in January, and Kay Floyd in July. The Wakulla County School Board gave these teachers special recognition during their monthly meetings. Medart’s faculty and staff attended many workshops during the 2008-2009 SY. All of our teachers and paraprofessionals are highly qualified with all teachers in field.
The faculty and staff continue to create student incentive programs to increase interest in reading and encourage good behavior. Within the school, we have a Terrific Kids program, which recognizes and rewards those students who excel in citizenship and work habits. Students are nominated by their teachers and receive recognition and rewards during a televised program via the school’s closed circuit TV system. Students read books checked out from the media center and earn points in the Accelerated Reader Program by correctly responding to questions on AR quizzes taken on our Internet hosted Renaissance Place. We also recognize students who achieve honor roll status, excellent citizenship, and perfect attendance each nine-week term by presenting ribbons with their report cards. At the end of the school year, we have a special assembly for these students where their parents are invited. Trophies, pins, and certificates are awarded for citizenship, academics, the arts, and physical fitness.
This year there were several academic programs offered to Medart Elementary students. These included Title I, which encompasses the entire school population, and Camp TEAM, which is an after school remediation and enrichment program for third, fourth, and fifth grades. These programs were funded with SAC, Title I, and School Recognition funds.
Student assessment is an on-going process in every school district. In Wakulla County this was accomplished through the administration of SAT 10 in second grades in the 2008-2009 SY. Third, fourth, and fifth graders took FCAT SSS in Math and Reading. In addition, fourth graders took FCAT Writing and fifth graders took FCAT Science. Test scores by Wakulla County Schools show that our students excel. Medart continues to do its part in helping our district to achieve high rankings. For the 2007-2008 SY, Medart Elementary made its seventh A in a row with our highest score ever – 594. For the 2008-2009 SY Medart Elementary can boast their eighth ‘A’. We are proud of the accomplishments our student have achieved.
This year Medart Elementary School worked closely with several Flagler College students through internships and practicum activities. Their fresh knowledge was absorbed by some of our veteran teachers, which generated a positive experience for teachers and students alike.
Medart has an exciting and active volunteer program. Many parents, grandparents, aunts, uncles, and community members provide our faculty, staff, and students with help and assistance in enriching activities and educational opportunities. These volunteers have willingly given 5,259 hours of their time to help Medart in its drive to succeed. Our hard working volunteer coordinator, Cindy Russell is coordinating a successful Volunteer Program.
Medart is also proud of its outstanding P.T.O. and the projects undertaken by this group. A landscaping project, which began in the fall of 2002, has continued with the planting of many more trees and shrubs around the school campus. This has helped provide new environmental experiences for our students. Another big project, the annual Carnival, rose over $18,000 gross. Each year, the P.T.O. gives money to teachers for purchasing additional classroom materials. For the 2009-2010 SY, each teacher will receive $100.00 to be spent in the 209-2010 SY for consumable supplies. The faculty and staff are treated several times a year to lunches and breakfasts as a ‘Welcome Back’ or ‘Thank You’ from this wonderful parent group. We are supportive and appreciative of our P.T.O. and look forward to another dynamic year.
In 2008-2009 SY the SAC members voted to adopt the District Mission statement as their own. The prior Mission statement was as follows: The mission of Medart Elementary is to provide a child-centered atmosphere where students are given the opportunity to excel. Our commitment is to provide experiences for personal growth and achievement for all members of the learning community through an enjoyment of learning. We encourage a lasting enthusiasm for learning while stressing moral standards, responsibility, and respect toward others. The school’s Mission and Beliefs were assessed by all stakeholders in the school setting in the 2007-2008 SY. The 2007-2008 SAC and faculty agreed that the Beliefs and Vision needed to be updated to match our high expectations for students to perform at a higher level. Just as the Missions and Beliefs were reestablished for the SACS Report for the Peer Review Team in October 2002, the Mission and Belief statements were updated in the spring of 2008. We feel our Mission and Beliefs are well defined within the focus and boundaries of our expectations.

Unique School Strengths for Next Year

Medart Elementary has a common instructional framework, which guides curriculum, teaching, assessment, and learning climate. The vision statement and mission have assimilated into our culture, and this is proven by the manner in which they are demonstrated in the programs, practices, and working conditions at our school. Staff members worked in cross curricular multi grade level groups during a faculty meeting to reassess our mission statement, consider whether each statement shared our movement in the direction of achieving our school’s vision, and to determine if changes were needed. Each group was asked to write down any examples that they could think of to demonstrate how our school supports our beliefs through allocation of resources, instructional strategies, materials, actions, and programs.

Unique School Weaknesses for Next Year

Based on our 2008-2009 SY results for 3rd-5th grades, the math scores from FCAT were lower. We are going to strive to improve our score through After-School and In-School small groups with the lowest quartile. As result of these test scores, we did not make AYP. With the focus being on student performance, we believe we can improve the test scores.

Student Demographics

Group Female Male School %
White 233 271 84.7
Black 28 33 10.3
Hispanic 2 2 .7
Asian 0 2 .3
Am. Indian 1 1 .3
Multiracial 9 13 3.7

Disabled 34 73 16.3
Economically Disadvantaged 159 171 55.5
ELL
Migrant

Female 275 46.2
Male 320 53.8
Total 595 100.0

Student Attendance Rates

Our attendance rate for 2008-2009 SY was 94.23 compared to the districts rate which was 93.73.

Student Mobility

The student mobility rate was 1% with the stability rate 99%.

Student Suspension Rates

In the 2008-2009 SY three students were suspended. Based on the enrollment of 608 students, the percentage was .4%.

Student Retention Rates

The retention rate for the 2008-09 school year was 6% (37 students)based on enrollment of 608 students.

Class Size

In the 2008-2009 SY class size for K-3 was 17.06, and the class size for 4-5 grades was 20.43.

Academic Performance of Feeder Pattern

The majority of our school's incoming Kindergarten students come from Wakulla Educational Center, Sopchoppy Educational Center, and Trinity Luteran Preschool. All first time kindergarten students during the first 45 days of the 2008-2009 SY were observed and rated using ECHOS with 91% showing scorings of Consistently Demonstrating or Emerging and 9% not yet ready.
Academic Performance of Feeder Pattern
Students at Medart Elementary are scheduled to go to Wakulla Middle School. Wakulla Middle School for the 2008-2009 SY made an ‘A’ grade and made AYP. Writing scores improved by 1%. The number of students below grade level in Reading and Math was less than the prior year. 73% of the students were proficient in Reading and Math.

Partnerships and Grants

We partner with several businesses throughout the year to help the school with services provided to our stakeholders with much emphasis from businesses in helping with our Holiday Festival.

Grants are awarded throughout the year from groups such as: PBS (Positive Behavior Support), PLT (Project Learning Tree), Title I School Improvement, Service Learning, Nutrition Program from University of Florida, and the Wakulla County Extension Office.

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Title 1 funds provide for supplemental materials, equipment, smaller teacher pupil ratio, staff development, remediation, and parent involvement activities.

Title I, Part C- Migrant

Migrant PAEC coordinates services for migrant students. Currently we do not have any migrant students.

Title I, Part D

The district does not receive Title 1, Part D funds.

Title II

Title II, Part A funds are used to fund an elementary Reading/Intervention Coach, and professional development for teachers from all schools based on needs determined by analyzing assessment data. Title II, Part D funds provide staff development addressing incorporating technology into instruction.

Title III

The district does not receive Title III funds. However, services for English Language Learner services are provided by the district student services department.

Title X- Homeless

ARRA Title X funds will support a part-time Homeless Liaison to assist in providing resources (clothing, school supplies, and social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers from a free and appropriate education.

Supplemental Academic Instruction (SAI)

After school remediation

Violence Prevention Programs

Schools offer violence prevention programs and anti-drug programs which are supported by Title IV funds, the community and the Sheriffs Department.

Nutrition Programs

NA

Housing Programs

NA

Head Start

NA

Adult Education

NA

Career and Technical Education

NA

Job Training

NA

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Sharon Kemp - Assistant Principal
Vicki Benton - Student Services and ESE Coordinator
Laurie Beaton - Guidance Counselor
Lori McNally - Speech Language Pathologist
Cynthia Shrestha - Reading Coach
Mary Fort - Staffing Specialist
FSU Psychology Intern
Teachers

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

Classroom teachers sign up for IST (Intervention Support Team) meetings in the guidance office with meetings convening on Wednesday mornings beginning at 8:15 am in Guidance reception area. The RtI Leadership Team addresses the needs of students identified as being at risk through teacher observations and assessments. The team works collaboratively to assist the teacher in developing and executing a plan of interventions to enable the student to be successful. A series of meetings occur over time with documentation of the student's progress in relation to the class as a whole determines subsequent meetings and additional interventions. Ultimately, if the student requires an unmanageable number and/or intensity of interventions to be successful, this group becomes a Child Study Team with the focus on possible ESE placement.

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

RtI Leadership Team will be represented at all SAC meetings to provide input and information regarding RtI.

RtI Implementation

Describe the data management system used to summarize tiered data.

Reading: FAIR (Florida Assessments for Instruction in Reading) will be administered three times during the year. At grades K-8 all students will take the Broad Screen and the Broad Diagnostic Inventory, with targeted students being assessed with the Targeted Diagnostic Inventory. All data is entered into the PMRN (Progress Monitoring Reporting Network). Disaggregated data reports are then available to administrators, teachers and coaches to use in planning for instruction. Ongoing progress monitoring is utilized for Tier II and Tier III students between the assessment windows. This is also part of FAIR.

Math: Grades K-8 will administer the online STAR Math assessments in the fall, winter, and spring to all students for progress monitoring. This data is accessible through Renaissance Place website. Tier II and Tier III students will be given the GMADE from Pearson to determine specific needs in math instruction. This is a paper/pencil group administered math diagnostic. It is available for grades K-12.

Describe the plan to train staff on RtI.

All personnel are required to complete a five-hour online Response to Intervention module. School-based RtI team members will work with faculties to orient them to the district and school plans. A teacher packet has been created and is available to all teachers on the district website. Ongoing training will occur throughout the school year with some utilization of early release days. In addition, the school Intervention Support Team will serve as a training forum for teachers who are working with Tier II and Tier III students.

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:
FCAT Reading - 3rd Grade - Words and Phrases in Context(73.44%);4th Grade - Words and Phrases in Context(81.57%); 5th Grade - Constructs Meaning from Literature(85.47%)

FCAT Math - 3rd Grade - Data Analysis and Probability (74.42%); 4th Grade - Geometry and Spatial Sense (77.14%); 5th Grade - Number Sense, Concepts, and Operations (65.46%)

FCAT Science - 5th Grade - Life and Environmental Sciences (69.61%)

FCAT Writing - 4th Grade - Expository Prompt (83%)

Weaknesses:
FCAT Reading - 3rd Grade - Constructs Meaning from Informational Text (65.61%); 4th Grade - Comparisons and Cause/Effect (65.88%); 5th Grade -Constructs Meaning from Informational Text (69.17%)

FCAT Math - 3rd Grade - Measurements (69.00%); 4th Grade - Measurements (68.12%); 5th Grade - Data Analysis and Probability (57.25%)

FCAT Science - 5th Grade Physical and Chemical Sciences (63.00%)

FCAT Writing - 4th Grade Narrative Prompts (79%)

Instructional Calendar Development

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

Not applicable

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

Reading - Constructs Meaning from Informational Text
Writing - Narrative Prompts
Math - Measurement
Science - Physical and Chemical Sciences

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

Teachers review data from previous year's FCAT using Dash~Board to determine students' individual needs. Differientiated groups are created using this data with instruction targeting specific needs. Following the administration of STAR Math, specific needs will be further ascertained for creating small or individual remediation groups. Special area teachers and administrators will work with these specific groups to help them become successful learners from 2:15-3:00 PM daily Monday through Thursday. Not only will our part time math coach work with small groups of students throughout the day, but she will instruct teachers in appropriate strategies for working with struggling math students.

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

Daily activities linking learning in school to survival in life include students participating in Project Learning Tree lessons, Substance Abuse and Violence Education, Student Council Elections,and applied math/science activities.

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?

Professionals present lessons during Project Learning Tree Week which exposes students to possible careers.

Keep Wakulla Beautiful has encouraged students to become involved in environmental issues affecting them in Wakulla County by sponsoring activities such as trash collection and weighing which connects science and math.

DO

Direct the Instructional Focus

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

Teachers develop curricula for subject areas every six years and choose the state adopted text that is best aligned to the developed curriculum. Teachers develop long range plans for the school year, plans for each of the nine weeks grading periods, and daily lesson plans. Many of the teachers on each grade level work together to develop these plans sharing ideas and best practices including PowerPoint presentations, stragtegies for delivery of lessons, and useful websites. Our art, music,guidance, and media teachers work in conjunction with our classroom teachers to incorporate core course goals into special area lessons.

How are instructional focus lessons developed and delivered?

Not Applicable

How will instructional focus lessons be revised and monitored?

Not Applicable

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.

Students will be assessed in Reading using FAIR and STAR (Reading and Math). Wakulla Writes will be used as an assessment for Writing. In addition, other progress monitoring tools include, Harcourt StoryTown assessments, Harcourt Math assessments, Pearson SuccessMaker Course Reports, and teacher made assessments.

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

Data is reviewed as assessments are administered. Student progress is monitored to determine differentiated grouping.

Maintenance

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

Not Applicable

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.

Grade level teams will meet weekly to review progress monitoring data and share best practices. Grade level chairs will meet with administrators to review assessment data.

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 principal initiates data analysis following the receipt of the FCAT scores. In addition, the principal will hold meetings with fourth and fifth grade teachers to analyze data and plan a course of action for remediation. Administrators will conduct classroom walkthroughs, attend grade level team meetings, and facilitate grade level meetings to review assessment data.

ACT

Supplemental and Intensive Instruction/Interventions

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

Core Instruction: Harcourt StoryTown Reading, Harcourt Math, Houghton Mifflin Science, Houghton Mifflin Social Studies, Six Traits Writing
Supplemental Instruction: Supplemental materials - Harcourt StoryTown and Houghton Mifflin, Pearson SuccessMaker Reading and Math, Accelerated Reader, PALS, FCAT Explorer
Interventions: SRA Reading Mastery Plus, SRA Kaleidoscope, Number Worlds

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

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs or instructional software, such as Pearson SuccessMaker, and web-based software programs, such as FCAT Explorer and Florida Achieves will be used. Best practices and intervention strategies shared in grade level meetings and IST will be utilized to provide alternative instructional methods to reteach non-mastered target areas of instruction. Students demonstrating non-mastery of skills will participate in remediation with special area teachers and administrators.

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

Staff development online surveys are conducted each year to determine the staff development needs. Teachers share with administrators their desire to participate in book studies based on interests and needs in learning new strategies for working with students.

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

Students in the lowest quartile in reading and math. Students identified as 'bubble kids' scoring slightly above or slightly below an FCAT level in reading, math, science, and writing will receive additional instruction/practice.

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

Teachers with administrators will analyze data following each FAIR and STAR assessment in grade level meetings to determine students' progress toward mastery of skills. Students targeted for supplemental instruction and varied interventions will be analyzed individually based on assessment data from the supplemental materials.

Enrichment

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

Pearson SuccessMaker provides for both tutorial and acceleration of skills based on a student's ability and desire to excel. Our gifted program, Accelerated Reader Program, and Camp TEAM our after school remediation/enrichment program offer alternative instructional delivery methods to support acceleration and enrichment.

Describe how students are identified for enrichment strategies.

FCAT and SAT 10 scores, classroom performance, and teacher observations identify students for enrichment strategies.

Professional Learning Communities

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 8/26/2009 11:37:15 AM)
  
  
• Public School Choice with Transportation (CWT) Notification
  No Attached Public School Choice with Transportation (CWT) Notification
  
  
• Notification of (School in Need of Improvement) SINI Status
  Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 8/26/2009 11:36:02 AM)
  
  

Pre-School Transition

Medart Elementary Assistant Principal, Sharon Kemp attended PTA at Wakulla Educational Center (WEC) with Sopchoppy Educational Center (SEC) parents. In the spring meeting the parents and students of Wakulla Educational Center (WEC) with Sopchoppy Educational Center (SEC) were explained registration requirements. In the spring, Pre-K students from WEC, SEC, and Trinity Lutheran Preschool, come to Medart Elementary for a Kindergarten Orientation. Children visit the kindergarten classrooms and tour the school with the Principal or Assistant Principal. Coordination of services and discussions between administrators and teachers from WEC, SEC, and MES make for a smooth transition to kindergarten for the Pre-K students. At Open House, Kindergarten Orientation is provided for students and parents. On the first day of school, Medart encourages parents to come to the Boo-Hoo Breakfast after they take their child to class. This gives parents the opportunity to express their feelings and to be comforted.

Postsecondary Transition

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

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	FCAT Practice	General Revenue, District Funds	$3,000.00
Reading	FAIR		$0.00
Mathematics	Harcourt Math	General Revenue	$3,000.00
Writing	Kathy Orapallo, Writing Consultant	District Funds, Title I	$1,500.00
Science	Science Fair	General Revenue, Title I	$200.00
Parental Involvement	PTO	General Revenue	$0.00
School Safety and Discipline Strategies	PBS	General Revenue, District Funds	$1,500.00
Total: $9,200.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Software and Equipment	General Revenue, Title I School Improvement Funds	$90,000.00
Reading	Dash~Board	District Funds	$0.00
Reading	Renaissance	Book Fair	$3,000.00
Mathematics	United Streaming	General Revenue, Title I	$1,500.00
Mathematics	Pearson SuccessMaker	General Revenue	$3,500.00
Mathematics	FCAT Explorer	State Funds	$0.00
Mathematics	Dash~Board	General Revenue	$0.00
Mathematics	STAR Math	District Funds	$2,000.00
Writing	United Streaming	General Revenue, Title I	$0.00
Science	United Streaming	General Revenue, Title I	$0.00
Science	Websites	District Funds	$0.00
Parental Involvement	Website	District Funds	$0.00
Parental Involvement	Connect-ED	District Funds	$0.00
Parental Involvement	Ed-line	District Funds	$0.00
Total: $100,000.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	FAIR Training	General Revenue	$400.00
Mathematics	K-2 New Generation Math Standards	Title I	$7,000.00
Writing	Kathy Orapallo, Writing Consultant	General Revenue, District Funds	$0.00
School Safety and Discipline Strategies	PBS	District Funds	$0.00
Total: $7,400.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	PBS (Positive Behavior Support)	District Funds	$0.00
Reading	Camp TEAM	School Recognition Funds, Title I	$60,000.00
Mathematics	PBS (Positive Behavior Support)	District Funds	$0.00
Writing	Wakulla Writes!	District Funds	$0.00
Science	GEMS, Project Learning Tree	General Revenue	$200.00
Parental Involvement	Title I Parental Involvement Workshops	Title I	$3,000.00
Parental Involvement	District Climate Surveys	District Funds	$0.00
School Safety and Discipline Strategies	Student Recognition (ribbons and certificates	General Revenue	$300.00
Total: $63,500.00
Final Total: $180,100.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 8/26/2009 1:45:06 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.

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

1. By-Laws will be discussed and ratified at the September 4, 2009 SAC Team Meeting.
2. The dates and topics for the year will be discussed and planned for 2009-2010 SY.
3. On September 4, 2009, Mr. Pearce will discuss money with the SAC Team.
4. The School Advisory Council, faculty, and staff will look at the current expectations produced in the School Improvement Plan for 2009-2010 SY. The expectations will be discussed at Faculty Meetings to decide the Goals, Objectives, and Strategies for the School Improvement Plan 2010-2011 SY. The Goals will be in direct relationship to the District and State mandates; and the Objectives and Strategies, with minor revisions, will help the students at Medart Elementary improve their academic performance. The SAC, faculty, and staff will agree upon all revisions and strategies in May 2010.
5. The school’s SAC will routinely collect data about the school’s instructional and organizational effectiveness as it prepares to develop the School Improvement Plan. This will included a consistent review of student performance data using test data available in Dash~Board, STAR Math, FAIR, Wakulla Writes data, and the instructional practices occurring in the school. This process will be completed in May 2010 with consensus from all stakeholders.
6. The SAC will meet monthly and more as needed starting in September 2009 to formulate the School Improvement Plan for 2010-2011 SY. The SAC will review the progress of the School Improvement Plan for 2009-2010 SY mid-year and at the end of the year.
7. The SAC and the faculty will agree that the Goals are in alignment with the District’s Comprehensive Research-Based Reading Plan and District Accreditation. The faculty and staff will meet several times to improve the plan for the school year 2010-2011.

SAC Members

AYP DATA

SCHOOL GRADE DATA