FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: DISTRICT PRE-K PROGRAMS

District Name: Wakulla

Principal: Kim Dutton

SAC Chair: Dawn Chunn

Superintendent: David Miller

Date of School Board Approval: September 14, 2009

Last Modified on: 09-15-2009

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
The vision of the Pre-Kindergarten program is for an equitable future for all children.

Mission
The mission of the Wakulla Pre-Kindergarten program is to provide a positive, safe and healthy learning environment through play, which stimulates and encourages positive self-esteem. This learning environment will be enriched with developmentally appropriate strategies and parent involvement.

Philosophy
The Wakulla Pre-Kindergarten program recognizes that the development of the whole child is essential for learning to take place and that human development can be stimulated and encouraged, but not forced. We recognize that movement is a natural characteristic of the preschool child and is the mode through which learning takes place. We believe in the provision of timely learning experiences that promote growth and development of these children while accommodating each child's unique needs, interests, and abilities. Thus, we see as our purpose, to provide a balanced, nuturing, stimulating, and exploratory program that promotes the total growth and development of the child with a focus on language development.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Part 1: Current School Status

School Profile Demographics
Brief History and Background of the School:
Wakulla Pre Kindergarten is an ESE Pre K program for children with developmental delays or special needs. The school also provides Head Start services to qualifying students ages 3 and 4.

Unique School Strengths for Next Year

Newly formed PTA with involved parental support.

Unique School Weaknesses for Next Year

Our challenge is preparing developmentally delayed students for success in kindergarten.

Student Demographics

97% disabled, 85% white, 11% Black, 2 % Hispanic

Student Attendance Rates

06/07 94%
07/08 93.81%
08/09 93.73%

Student Mobility

Student Suspension Rates

Student Retention Rates

.5%

Class Size

Academic Performance of Feeder Pattern

N/A

Partnerships and Grants

North Florida Head Start

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	Kim Dutton	BS degree in Early Childhood Education in 1985 MS degree in Educational Leadership from University of West Florida in 2002 National Board Certified Teacher 1999 Wakulla County Teacher of the Year 1989 Completion of the Florida Principal Leadership Development Program ESOL Certified	2	4	Highly Qualified

* 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 *
No data submitted

* 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
Provide Best Teaching Practice	Kim Dutton	8/11/09
Provide class management training	Susan Asher/Kim Dutton	On going
Curriculum Training	Kim Dutton	On going-Creative Curriculum Power Point book walk through and refresher

Non-Highly Qualified Instructors

Name	Certification	Teaching Assignment	Professional Development/Support to Become Highly Qualified
Abbiegale Owens	Elem. Educ.	ESE Pre-K	Taking certification test in September

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
15	0	73	13	13	27	93	0	7	100

Teacher Mentoring Program

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring Activities
Toyia Williams	Abbiegale Owens	Taught together during summer school	Weekly meetings, observations

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

N/A

Title I, Part C- Migrant

N/A

Title I, Part D

N/A

Title II

N/A

Title III

N/A

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-based RtI Team

Identify the school-based RtI Leadership Team.

Describe how the school-based RtI Leadership Team functions (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

RtI Implementation

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

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?

Instructional Calendar Development

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

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

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

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

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?

Direct the Instructional Focus

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

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

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.

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

Maintenance

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

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.

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.

ACT

Supplemental and Intensive Instruction/Interventions

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

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

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

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

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

Enrichment

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

Describe how students are identified for enrichment strategies.

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)
No data submitted

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status
No Attached Notification of (School in Need of Improvement) SINI Status
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
No Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

Administrators and teachers from the elementary schools conference with the Preschool teachers to share information regarding best classroom placement and learning styles for the preschool student.
Preschool students participate in a fieldtrip to their future elementary school in May. They tour the school and spend time interacting with kindergarten students in a classroom.

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
Needs Assessment: The Wakulla Pre Kindergarten enrolls a new group of "at risk" students annually. This requires a program rich in language development and literacy awareness. In 2005, the Creative Curriculum was implemented to generate information on student performance in four important areas: social/emotional, cognitive (logical thinking), physical and language development. The Creative Curriculum emphasizes four steps on a developmental continuum of expected developmental milestones from forerunner (lowest level) to step 3 (highest level). This curriculum addressed the educational needs of both ESE (Exceptional Student Education) and typical preschool students. Computer generated reports allow for continued evaluation of student progress.			Objective A: 80% of the kindergarten bound students in attnedance for both FTE reporting peiods will recognize 50% of the upper and lower case alphabet letters. Objective B: 70% of returning students in attendance for both FTE reporting periods will recognize 5 of the basic colors and their first name in print.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

Strategies:
A. Preschool teachers will continue to implement a developmentally appropriate curriculum to enhance language and literacy.
B. Teachers will utilize new technology to enhance language and literacy development.
C. Teachers will participate in appropriate training to gain knowledge in appropriate instructional delivery methods.
D. The Readiness Skills Report will be administered a minimum of two times per year Sept. and May.
E. We will investigate the titles of appropriate stand alone computer software/CD (listening center)for literacy instruction.
F. Teachers will utilize a Pre-K literacy periodical (Clifford or Weekly Reader) to enhance auditory comprehension with non-fiction text.
G. Teachers will investigate/develop a Read at Home program to encourage parents to read with their children (Little Bear Bag). Students can return signed notes for a reading reward.
H. Investigate increasing the number of books currently housed in the library.

The Classroom Teacher

On going
training for the classroom teachers

Students will be assessed using the Readiness Skills Checklist. The data gathered on each student will provide the teacher with an individual child profile. 80% of the kindergarten bound students in attendance for both FTE reporting periods will recognize 50% of the upper and lower case alphabet letters. 70% of returining students in attendance for both FTE reporting periods will recognize 5 of the basic colors and their first name in print.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Objective A & B	Language Arts & Literacy for transitioning to elementary school	Kim Dutton	On going	Teachers will attend a training on the Creative Curriculum. Teachers will attend a training on Safari Montage.	Kim Dutton

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
DLM/Creative Curriculum	District textbook allocation	$2,000.00
Weekly Reader	District textbook allocation	$2,000.00
Literacy take home materials, community restaurant coupon incentives		$500.00
Readiness Skills Checklist	N/A	$0.00
Total: $4,500.00
Technology
Description of Resources	Funding Source	Available Amount
LCD projectors, Safari Montage, White dry erase boards	LCD projectors and White Boards- District allocation Safari Montage- district money	$18,000.00
ATTEN. lab, Missy West	Textbook allocation	$1,500.00
Total: $19,500.00
Professional Development
Description of Resources	Funding Source	Available Amount
In-house "expert" teachers, Early Learning Coaliton Consultant	N/A	$0.00
Total: $0.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $24,000.00

End of Reading Goal

Mathematics Goal

Needs Assessment:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
The Wakulla Pre Kindergarten enrolls a new group of "at risk" students annually. This requires a program rich in exposure to logical thinking skills and mathematical reasoning. In 2005, the Creative Curriculum was implemented to generate information on student performance in four important areas: social/emotional, cognitive (logical thinking), physical and language development. The Creative Curriculum emphasizes four steps on a developmental continuum of expected developmental milestones from forerunner (lowest level) to step 3 (highest level). This curriculum addressed the educational needs of both ESE (Exceptional Student Education) and typical preschool students. Computer generated reports allow for continued evaluation of student progress.			Objective A: 80% of kindergarten bound students for both FTE reporting periods will count up to 10 objects and recognize number concepts to 5 with manipulatives. Objective B: 70% of returning students in attendance for both FTE reporting periods will rote count to 10 recognize 4 of the basic shapes (square, circle, triangle, heart, star).
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

A. Teachers will continue to implement a developmentally appropriate curriculum to enhance logical thinking and mathematical skills.
B. Teachers will utilize appropriate technology to enhance cognitive development and logical thinking skills (Safari Montage, LCD projectors, software).
C. Teachers will participate in appropriate training to gain knowledge in appropriate instructional delivery methods.
D. The school will investigate Project Learning Tree training for teachers.
E. The school will investigate the cost of purchasing updated technology tools to enhance instruction (eBeam, document cameras).
F. The school will investigate the titles of appropriate stand alone computer software for logical thinking and mathematical readiness skills.
G. The school will investigate on campus field trips to enhance the development of logical thinking steps.
H. The school will investigate the purchase of additional building blocks/block room to enrich logical thinking skills.
I. Teachers will incorporate weekly science experiments/activities into lesson plans to enhance logical thinking skills.

The classroom teacher

Teacher training

80% of kindergarten bound students in attendance for both FTE reporting periods will count up to 10 objects and recognize number concepts to 5 with manipulatives.
70 % of returning students in attendance for both FTE reporting periods will rote count to 10 and recognize 4 of the basic shapes (square, circle, triangle, heart, star)

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Objective A & B	Logical Thinking & Mathematical Readiness Skills	Kim Dutton	On going	Teachers will attend training for Safari Montage, Beyond Circle and Center Time & Creative Curriculum	Kim Dutton

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Creative Curriculum & Beyond Centers & Circle Time	District textbook allocation	$1,000.00
Total: $1,000.00
Technology
Description of Resources	Funding Source	Available Amount
LCD projectors, Safari Montage, White dry erase boards	LCD projectors - School Safari Montage -School	$0.00
ATTEN. Lab	N/A	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
In-house "expert" teachers	N/A	$0.00
Total: $0.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $1,000.00

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?

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 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?

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 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?

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 Parent Involvement Goal

Other Goals

Preschool students will be exposed to school routines and social skills for transitioning to elementary school. Goal:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
The Wakulla Pre-Kindergarten enrolls a new group of "at risk" students annually. This requires a program rich in exposure to socal skills and transitioning to elementary school. In 2005, the Creative Curriculum was implemented to generate information on student performance in four important areas: social/emotional, cognitive (logical thinking), physical and language development. The Creative Curriculum emphasizes four steps on a developmental continum of expected developmental milestones from forerunner (lowest level) to step 3 (highest level). This curriculum addressed the educational needs of both ESE (Exceptional Student Education) and typical preschool students. Computer generated reports allow for continued evaluation of student progress.			Objective A: 70% of kindergarten bound students will independently follow school routines and procedures as demonstrated in structured observations 70% of the time by the end of the school year. Objective B: 50% of returning students will follow school routines with assistance as demonstrated in observations 70% of the time by the end of the school year.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

A. The school will investigate a character education program (Becky Bailey - Conscious Discipline).
B. Teachers will continue to utilize the school wide PBS program incentives to manage classrrom behavior and encourage positive choices.
C. All Pre-K students entering kindergarten will visit the elementary school which they will attend.
D. PreK and elementary school representatives will meet to share information on those students entering kindergarten.
E. Teachers will compile Child Profile folders for rising kindergartners.
F. Teachers will develop and model proper procedures for the new playground equipment.

Classroom Teacher & Kim Dutton

Training

N/A

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
Conscious Discipline Live DVD training series	District textbook allocation	$295.00
Total: $295.00
Other
Description of Resources	Funding Source	Available Amount
School wide incentives	donations, school	$500.00
Total: $500.00
Final Total: $795.00

End of Preschool students will be exposed to school routines and social skills for transitioning to elementary school. Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	DLM/Creative Curriculum	District textbook allocation	$2,000.00
Reading	Weekly Reader	District textbook allocation	$2,000.00
Reading	Literacy take home materials, community restaurant coupon incentives		$500.00
Reading	Readiness Skills Checklist	N/A	$0.00
Mathematics	Creative Curriculum & Beyond Centers & Circle Time	District textbook allocation	$1,000.00
Total: $5,500.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	LCD projectors, Safari Montage, White dry erase boards	LCD projectors and White Boards- District allocation Safari Montage- district money	$18,000.00
Reading	ATTEN. lab, Missy West	Textbook allocation	$1,500.00
Mathematics	LCD projectors, Safari Montage, White dry erase boards	LCD projectors - School Safari Montage -School	$0.00
Mathematics	ATTEN. Lab	N/A	$0.00
Total: $19,500.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	In-house "expert" teachers, Early Learning Coaliton Consultant	N/A	$0.00
Mathematics	In-house "expert" teachers	N/A	$0.00
Preschool students will be exposed to school routines and social skills for transitioning to elementary school.	Conscious Discipline Live DVD training series	District textbook allocation	$295.00
Total: $295.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Preschool students will be exposed to school routines and social skills for transitioning to elementary school.	School wide incentives	donations, school	$500.00
Total: $500.00
Final Total: $25,795.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

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
Technology hardware and software	600

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

SAC Members

Members
1) Kim Dutton, Principal
2) Jolly Holmes, SAC Chair
3) Dawn Chunn, SAC Chair
4) Felipe Caquimbo, Parent
5) Alan Ray, Parent
6) Carrie McNair, Parent
7) Linda Magann, Community Member

AYP DATA

SCHOOL GRADE DATA

School District 2008-2009
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	0%	0%	%	%		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	0%	0%				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?	% (0)	% (0)			0	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					0
Percent Tested = 0%						Percent of eligible students tested
School Grade						Grade based on total points, adequate progress, and % of students tested

School District 2007-2008
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	0%	0%	%	%		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	0%	0%				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?	% (0)	% (0)			0	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					0
Percent Tested = 0%						Percent of eligible students tested
School Grade						Grade based on total points, adequate progress, and % of students tested

School District 2006-2007
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	0%	0%	%	%		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	0%	0%				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?	% (0)	% (0)			0	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					0
Percent Tested = 0%						Percent of eligible students tested
School Grade						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

Preschool students will be exposed to school routines and social skills for transitioning to elementary school. 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