Print View of District Improvement, Assistance and Intervention Plan. 2008-2009
Wakulla District

Contact Person:	Beth O'Donnell
Title:	Assistant Superintedent for Instruction
Email:	odonnellb@wakulla.k12.fl.us
Phone Number:	850-926-0065
Fax:	850-926-0123

1) Summarize the process utilized for writing this plan. Include how parents, school staff, and others were involved. 
The process used for writing this plan included meeting with School Improvement Teams from all district schools and the charter school. This involved school and district staff, parents, community members and students. Analysis of data by school and by district was used by disaggregating student data using Snapshot and Dashboard.

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Responsibility 1: Incorporate scientifically-based research programs and strategies that strengthen the core academic program. 


2) List and describe specific scientifically research-based reading programs and instructional strategies the district will use at each level (elementary, middle, high). 
Elementary – The district is implementing Harcourt StoryTown as the core program for Grades K-5. The district will use SRA Reading Mastery Plus, SRA Kaleidoscope, and Harcourt StoryTown Strategic Intervention and Intervention Station for more intensive reading support. FCAT Explorer, Pearson SuccessMaker, and Accelerated Reader are used to supplement. Elementary schools begin with administration of DIBELS and ECHOS screening, as well as a review of FCAT scores and other available data. Based on this information teachers begin comprehensive differentiated and targeted instruction with ongoing progress monitoring. Flexible small group instruction will address specific needs of students. For students who do not make appropriate progress additional diagnostic testing is completed using the DAR or ERDA. All students will a 90 minute uninterrupted reading class, and intensive students will receive additional small-group instruction. All elementary schools are Title I schools and will also target students through inclusion (ESE) and instruction that adheres to Title I guidelines. In addition, COAST Charter School is using Riverdeep for Reading in grades PreK-4 and Open Court. They have opted out of the District Reading Plan.

Middle – The Elements of Literature text with the Reading Skills and Strategies support serves as the core program for middle school students. All Level 1 students receive intensive instruction through the Read 180 program. In addition, Daybook by Great Source is being used for Level 2 students. REWARDS, another research-based reading program, is implemented for all middle school students. Level 1 and 2 reading students are progress monitored using the FORF and Maze a minimum of three times per year. All students have a minimum of 50 minutes per day in Reading in addition to their Language Arts class. Level 1 students participate in a 90-minute block for Reading.

High – Read 180 is in use for Level 1 students. These students receive a daily 90-minute block. EDGE from Hampton Brown is being implemented in Level 2 classrooms. Supplemental materials include, but are not limited to: REWARDS Plus, FCAT Explorer, Impact!, Reading Counts, and a variety of Jamestown materials. Students are progress monitored using the FORF, Maze, and SRI. The DAR is used for additional diagnostic testing.


3) List and describe specific scientifically research-based mathematics programs and instructional strategies the district will use at each level (elementary, middle, high). 
Elementary - Harcourt Math and its supplementary remedial materials will be used, in addition to FCAT Explorer and computer assisted instruction with SuccessMaker (Pearson). Students in need of additional math instruction will be scheduled into Title I classes or pull-out programs, or after school programs offered at all schools. COAST Charter School will use Scott Foresman Math and its supplementary remedial materials, plus Riverdeep software grades PreK-8.

Middle School - Prentice Hall Math and its supplementary remedial materials will be used, in addition to FCAT Explorer. Students in need of extra help will be tutored in remedial classes or after in after school programs. COAST Charter School will use Glencoe Math and its remedial, supplementary materials, FCAT Explorer and will train its teachers in methods such as TII Math through the Institute for Technology and Innovation. They also use Riverdeep for middle school math.

High School - Prentice Hall Math, McDougal Littell Math, Glencoe Math, their supplementary remedial materials and FCAT Explorer will be used at the high school level. Students scoring at Level 1 or 2 on the FCAT Math will be offered an Intensive Basic Skills course in math. All students will be offered math tutoring in small groups and/or individually twice a week after school.

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Responsibility 2: Identify actions that have the greatest likelihood of improving the achievement of participating students in meeting the State's student academic achievement standards. 


4) Identify specific actions that the district will take to ensure the greatest likelihood of improving the achievement for each identified subgroup that did not make adequate yearly progress. Further, describe how the district-level administrator will monitor reading instruction both at the district and school levels. Address the following areas in the Comprehensive K12 Reading Plan: Sec. "Leadership and Monitoring #1 (a-i)" 
The district will take specific actions to ensure improvement of student achievement in several ways. Pertaining to each subgroup that did not make AYP for the district, the areas were reading, math and writing for Students with Disabilities; reading, math and increased graduation rate for Black students; writing for Economically Disadvantaged students; and math for Hispanic students. COAST Charter School also did not make AYP in math with Total, White, and Economically Disadvantaged students. Students needing help in these subgroups, as well as all students scoring below grade level, will be identified through the use of Snapshot and Dashboard software that can also give data about each child’s performance on the separate clusters in reading and in math. This information is used for instructional focus. The district will monitor reading instruction by first making sure all schools implement the 90-minute uninterrupted reading block in elementary school, the 90-minute block for the lowest performing middle and high school students, and a 45-minute reading block for the rest of the middle and high school Level 1 and Level 2 readers. Also, the district will monitor the Reading Coaches at all levels, meeting with them on a regular basis and going over their Reading Coach Time Logs.
The Continuous Improvement Model is being fully implemented for the fifth year at COAST Charter School and for the fourth year at the high school. FOCUS Calendars, research-based FOCUS Lessons have already been developed and a second set was added last year, along with a remediation packet plan and for the high school students to readdress the assessments they did not pass.
A K-5 district-wide Writing Plan will continue to be implemented for the 2008-2009 school year with training from Dr. Cathy Orapollo.
CRISS strategies will be used in math and other areas, as well as more math manipulatives, such as Ellison with Math Set for COAST through a new School Improvement grant.
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Responsibility 3: Address the professional development needs of the instructional staff by committing to spend not less than 10% of the Title I, Part A funds received by the district for each fiscal year (if your district is in improvement status); or, Describe the level of resources the district will commit to address the professional development needs of instructional staff (if your district is in corrective action). 


5) List and describe specific professional development programs that will be provided to staff, that are aligned to the school improvement plans, and that are aligned to both teacher and student needs as evidenced by district student disaggregated achievement data.  
District-delivered professional development will include addressing the writing needs of elementary students as well as supporting writing achievement at other levels. Writing training will include job-embedded coaching with Dr. Kathy Orapallo, training in the Six Traits of Writing, and ongoing action research of best practices in the classroom. COAST Charter School, although they have opted out of the District Reading Plan, continue to be invited to all district professional development. They have been active participants in the ongoing writing training.

Other professional development provided by the district include DIBELS training; state-approved Reading Endorsement classes (offered face-to-face and online); Testing and Accommodations workshops; Data Analysis workshops combined with Linking Data to Instruction; SRA Reading Mastery Plus and Signature Series training, training in implementation of new reading series at elementary, middle and high schools, CRISS training, and ongoing Read 180 training. In addition, district monitor reading programs in all schools through regular visits and observations, as well as data review.

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6) [For districts in improvement status only] How will the district ensure that not less than 10% of Title I, Part A funds are committed to support these professional development programs? 
The district will make a commitment and set aside more than 10% of Title I, Part A funds for these professional development programs. Evidence of participation will be recorded on the electronic Professional Development site (ePDC) from the Panhandle Area Educational Consortium (PAEC). Evidence that this funding will be from Title I, Part A will be obtained through Title I reporting and auditing.

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Responsibility 4: Include specific measurable achievement goals and targets for each student group identified in the disaggregated data. 


7a) List and describe specific measurable achievement goals and targets for each student subgroup that did not meet AYP proficiency targets in reading, mathematics, and/or writing as evidenced by district student disaggregated achievement data.
7b) List and describe specific measurable achievement goals and targets for each student subgroup that is disaggregated but was not addressed in 7a).  
According to the federal NCLB requirements, subgroups not meeting AYP district-wide include black students and students with disabilities in reading and math and Hispanic students in math. The achievement goal for all groups in math for 2008-2009 is a minimum of 68% of students working at or above grade level. In reading, the minimum target is 65% working at or above grade level. In writing, economically disadvantaged and students with disabilities did not improve by 1%, even though they were at 89% and 85% respectively. The target will be to increase by 1%. These targets mirror Florida’s requirements for making AYP in 2008-2009. COAST Charter School has too few students in each subgroup to disaggregate in all areas except the total, white, and economically disadvantaged students in math. Their goal also is 68%.

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Responsibility 5: Address the fundamental teaching and learning needs of each school, and the specific academic problems of low-achieving students, including a determination of why the district's prior plan failed to bring about increased student achievement. 


8) Describe how the fundamental teaching needs and the specific academic problems of level 1 and level 2 students will be addressed by the district, and particular challenges in the district's prior plan that prevented desired increased student achievement.  
The district will continue the reading remediation plan. All Level 1 and Level 2 students in middle and high school will continue to be enrolled in an Intensive Reading course, with the Level 1 students in a 90-minute block of READ 180. In their regular Language Arts or English classes, students will also be taught with the same intensive reading strategies. Students who are shown to be at risk by their assessment scores will be further progress monitored using differentiated instruction, retested, and each group that is still shown to be at risk will get further intensive instruction. Particular challenges with the district's prior plan included the resources to take behavioral issues into account and get students help. Positive Behavior Support has been implemented in almost all of the schools to reward good behavior. Funds have been allocated to help EBD students with teacher training in EDGE. Elementary writing training has been instituted across the district K-5. Writing plans implemented in 2006-2007 for the middle and high school levels were successful; even subgroups not increasing in writing by 1% were at 85% and 89%. Math needs continue to be addressed with curriculum revision a priority this year.

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View Attached Word Document

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Responsibility 6: Incorporate activities before school, after school, during the summer, and during an extension of the school year. 


9) How will the district incorporate activities before school, after school, during the summer, and during an extension of the school year to ensure all subgroups of students will meet the proficiency targets of reading, mathematics, and/or writing at or above grade level for the 2008 - 2009 school year?  
The district supports extensive after school remedial and enrichment programs at each school. Reading, writing, and math will be the main areas of emphasis in the after school programs, which usually run two hours with snacks and district transportation home provided. The high school will continue to run a credit recovery program during and after school with the help of a certified math teacher. In addition, individual tutoring is available two days a week after school. The high school also offers High School Prep course in which Level 1 and Level 2 incoming freshmen are offered an Intensive Reading course in the summer before 9th grade which explores the reading content of their 9th grade textbooks, as well as prepares them with study skills necessary to succeed in high school. Third Grade Summer Reading Camp will be provided for third graders who otherwise may be retained. COAST Charter School also offers extensive after school and summer school remediation programs. They will be the only school eligible for Supplemental Educational Services for 2008-2009, and this process has already begun with a Provider Fair in August, 2008.
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Responsibility 7: Include strategies to promote effective parental involvement in the school. 


10) How will the district ensure parents are involved in the development of the school improvement plan and the process of school review and improvement?  
Parents will be on the School Improvement Teams that develop the School Improvement Plans. They will be involved in the school review and improvement process formally through annual surveys and School Improvement meetings, and informally through open-door policies of administrators and teachers who will bring improvement suggestions to the School Improvement meetings.


11) Describe specific strategies the district will use for planning and implementing effective parent involvement activities that will result in increased participation.  
The district will host a parent night for all Title I schools and their families, with tips on helping children to read better, a guest speaker on "Book a Trip", free books for the children and literature for the parents on FCAT, reading tips, etc., followed by a dinner provided for the parents and their children. Parents will be encouraged to volunteer and mentor in the schools, with the district logging over 20,000 volunteer hours and several schools receiving the Golden School Award for outstanding volunteer hours each year. At COAST Charter School, there is a unique parent involvement contract that is a prerequisite to enrollment. The district plans to continue using these strategies and keep adding to public awareness and involvement through its website, local newspaper, and parent newsletters.Also added will be a Parent Involvement evaluation survey.
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District Assistance and Intervention

12) Describe how the district will assist schools and School Advisory Councils with analysis of student data. 
When test score data initially is published, the district will make the data immediately available on disk to each school. The district will then facilitate the use of Snapshot and Dashboard so that schools can disaggregate their data and share it with their School Improvement Teams to use in setting their goals for the year. The first day of pre-planning is "Data Day" for teachers and administrators to disaggregate data and more readily explain the data to parents and members of the School Improvement Team. Schools were provided with a comprehensive Needs Assessment tool by the Title I Director.


13) Describe how the district will assist schools in identifying and implementing research-based professional development, instructional strategies and methods of instruction addressing the issues that caused the school(s) to be identified for school improvement. 
The district will assist schools in identifying and implementing research-based professional development by funding district initiatives for workshops, inservice, conferences and materials that support the School Improvement goals such as CRISS training. The district also will provide for substitute teachers, facilities, and transportation to further professional development that is reflected in teachers' Professional Development Plans to improve student achievement. Also, the district routinely will hand out information from the Florida Center for Reading Research at staff meetings. Professional development will continue to train teachers to use and interpret screening tools such as the FORF and Maze and those in SRA Corrective Reading. In addition, Reading teachers who have the Level 1 and Level 2 readers will be trained on READ 180 software. Workshops will be held for teachers in all content areas to incorporate reading strategies into their lessons. Six Traits Writing will also be required for all writing teachers K-12 to attend and implement in their classrooms. In addition, the K-5 Writing Plan will be fully supported by the district, including securing a professional trainer and paying for teachers’ substitutes The Reading Endorsement competencies will be offered within the district by local teachers who have been through the training to teach them.


14) Describe how the district will assist schools in analyzing and revising the school budget to more effectively allocate resources to address the issues that caused the schools to be identified for school improvement. 
The district Assistant Superintendent for Administration and the Chief Finance Officer will collaborate with the schools to analyze and revise their budgets as needed with input from the Title I Director. Technical assistance will be made readily available by these staff members, who will come to the schools' sites to make help as accessible as possible. All district and school budgets are being directed toward enhancing student achievement first. For example, to facilitate many professional development activities, meetings of district and school level personnel called the Professional Development Council are held on a regular basis to organize funding contributions from Title I, IDEA, school and district Teacher Training dollars, the Reading Categorical, Title II and Title V, and the district general funds. In addition, the Title I Director will work with the charter school, which is the only school in Correct I, on the latest School Improvement grant.


15) Describe how the district will implement teacher and school leadership mentor programs at the schools listed above.  
National Board Certified teachers and other experienced teachers will take the lead in mentoring teachers to become highly qualified in the areas of need according to the School Improvement Plans. They will plan workshops in the areas of reading, math and writing, as well as help design student after school programs and work with teachers individually. District staff will encourage leadership mentor programs by facilitating a rotating internship of teachers who want to become school and district leaders by pairing them with successful school and district leaders. In addition, all new teachers for the 2008-2009 school year have been paired with a mentor and have been and will be involved in a new, ongoing "Survival Training" throughout the year which gives them the needed support to be successful.


16) List the research-based technical assistance that will be provided by the district to the F schools and the Schools In Need of Improvement (SINI).  
Research-based technical assistance to the schools listed above will include arranging and facilitating inservice on the Reading Endorsement competencies, READ 180, SRA Corrective Reading, SRA Open Court, DIBELS, FORF, Maze and others listed in this plan. The Florida Center for Reading Research website will be referred to for information helpful to give out at staff meetings. The district staff will research programs, presenters, reading materials, diagnostic and progress monitoring instruments to give the school leaders a basis on which to order their materials and train their teachers. In addition, the research-based, state approved Continuous Improvement Model will be continued at COAST Charter School and at Wakulla High School.

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Return on Investment

17) Describe how the district will assist schools in analyzing Return on Investment (ROI) data/information to improve student performance in a fiscally efficient manner. 
Indicators on all of the schools’ Return on Investment gauges are at the midpoint or higher, indicating a respectable Return on Investment. Program and school successes indicate money well spent. The district will help with analyzing Return on Investment by providing the necessary information on district financial indicators such as program costs, taxes, expenditures, etc. The high school accomplished a greater ROI through continued implementation of the Continuous Improvement Model by achieving an "A" rating for 2007-2008.


18) Describe what technical assistance will be provided to schools that have been determined to have a significant discrepancy (gap) between 'Learning Gains' and 'Program Costs'; i.e., low learning gains and high program costs.  
Technical Assistance to the high school includes a district level commitment to continuing the implementation of the Continuous Improvement Model Plan begun in 2005-2006. Over the past three years, the high school showed a gain in every area tested. Technical assistance has been and is being provided in terms of: district funded summer workshops for teachers to design FOCUS Lessons, assessments, and remediation for students in grades 9 and 10; Reading Coach training to facilitate school-wide reading initiatives; and district level Director of Curriculum and Assistant Superintendent of Instruction hosting weekly meetings at the high school to review the CIM process and work on problems and solutions with the teachers.

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Corrective Action

19) Identify and list the schools designated for corrective action 



20) How will the District ensure that all students have the option to transfer to another public school? 
Letters were sent to all COAST parents giving them their option to transfer to another public school, but since COAST is already a school of choice being a charter school, there were few parents interested. They already knew they had that option without the school being in Corrective Action. Also, parents were informed through newspaper articles.


21) How will the District ensure that Supplemental Educational Services are available to eligible students in the identified school(s)? 
The district is committed to facilitating the Supplemental Education Services process for COAST Charter School, the only school that is eligible for SES in 2008-2009. For example, all the required steps have already been taken at this point: notification to parents of their rights to SES for their eligible children (through letters home and publication in the local newspaper); an on-campus Provider Fair through notification to all eligible providers that was conveniently held at COAST's Open House on August 15, 2008; a variety of ways in which parents could sign up for SES such as at the Open House, through the mail, fax, or phone to the district facilitator; and continued compliance with all SES requirements such as approved contract formats being mailed to the providers, etc. by the district Title I Coordinator. All SES requirements are being diligently followed to allow eligible COAST students every opportunity for SES.
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22) How will the District­ continue to provide technical assistance to the identified school(s)? 
The district will continue to provide technical assistance to COAST Charter School by having the district Title I Coordinator handle all the SES arrangements, information, contracts, etc. so that the school does not have to do this paperwork. Also, COAST staff is invited to attend all district workshops on the Continuous Improvement Model, CRISS, Six Traits Writing, etc.
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School Restructuring

23) Identify and list the schools designated for restructuring. 



24) How will your district continue to ensure that all students have the option to transfer to another public school in the district that is not identified for improvement, corrective action, or restructuring? 
Letters will continue to be sent to all COAST parents giving them their option to transfer to another public school, but since COAST is already a school of choice being a charter school, there have been few parents interested, since they already have the option to attend their own public school. Parents know they have that option without the school being in Corrective Action by the very nature of the choice involved in enrolling their children at a charter school. Also, parents will continue to be informed through newspaper articles.


25) How will your district continue to ensure that Supplemental Educational Services are available to all eligible students? 
The district is committed to facilitating the Supplemental Education Services process for COAST Charter School, the only school that is eligible for SES in 2008-2009. For example, all the required steps have already been taken at this point: notification to parents of their right to SES for their eligible children (through letters home and publication in the local newspaper); arrangement for an on-campus Provider Fair through notification to all eligible providers that was conveniently held at COAST's Open House on August 15, 2008; a variety of ways in which parents could sign up for SES such as at the Open House, through the mail, fax, or phone to the district facilitator; and continued compliance with all SES mandates such as approved contract formats being mailed to the providers, etc. by the district Title I Director.


26) Describe how the District will measure progress throughout the year to assist in instructional planning, prior to the administration of the FCAT in Spring 2009. 
•Frequent interim assessments- reading, writing, math
•DIBELS, DAR, FORF
•Assessments based on FCAT test specs and Focus Calendars
•Implementing site visits
•Student progress through SES monitoring