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




1) Summarize the process utilized for writing this plan. Include how parents, school staff, and others were involved. 
Flagler County School District has been involved in a process of continuous improvement during this past year. We have several groups who have reviewed data, researched best practices and made recommendations for improvement. These groups include the Gap Commission, a group of school, parents and community members who are reviewing the gaps in acheivement between subgroups of students, a District Advisory Committee comprised of parent and teacher representatives from each school's advisory committee and the Strategic Planning Committe, a large group of teachers, school and district administrators, board members and parents who have developed the district's vision, mission and goals. In addition the Flagler County Public School's District Office compiled the schools' plans and have assessed the areas of need based on those school plans. School Advisory Councils have worked together to have input into the development of the plans. A district wide session was held for reviewing the plans between school and district representatives.
Principals, Assistant Principals and District Curriculum Staff have met regularly to discuss improvement plans with a formal peer review meeting held in August.



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 schools - The comprehensive core reading programs(CCRP), Harcourt, adopted in Flagler County for the elementary schools has been reviewed and is on the state adopted list! The CCRP serves as the basis for all reading instruction in all of the elementary schools. The reading program provides direction and ancillary materials that address differentiation of instruction in reading for advanced and struggling readers. The program provides additional support materials to meet the needs of students with disablities and LEP students. Using the CCRP as a guide, elementary school teachers will introduce concepts at grade level and then use the guidance provided in the program to differentiate instruction in small, flexible groups according to data acquired through core program assessments, DIBELS, Scholastic Reading Inventory, Kaplan, teacher observation, and diagnostic assessment information.

Middle School -Middle schools utilize Language! for students identified with fluency and decoding issues, Scott Foresman is used with all 6th grade students. All teachers are trained in research-based strategies through the Florida Reading Initiative.

High School - High schools schedule students who are struggling readers into classes which utilize Scholastic READ 180. All teachers are trained in research-based strategies through the Florida Reading Initiative.


3) List and describe specific scientifically research-based mathematics programs and instructional strategies the district will use at each level (elementary, middle, high). 
Elementary Schools - Harcourt, SRA Connecting Mathematics Concepts, AIMS, CCC Success Maker and Riverdeep Destination Math are used for core curriculum and math instructional support. Progress Monitoring 4 times per year has been implemented using Kaplan in grades 3-5. A district developed assessment has been implemented district wide in grades K-2. Before and after school tutoring in mathematics is be offered to students at elementary schools. New standards in mathematics are being rolled out in grades K-2 and will be formally implemented in grades 3-12 during the 2009-2010 school year. New curriculum maps are being developed to align to the new standards. Common assessments are being develped to align with the curriculum maps.

Middle Schools - Middle Schools have adopted the McDougall Littell mathematics program for and has adopted Pre-Algebra and Algebra grades 6-8 by the same publisher. Middle schools also offer Riverdeep to assist with math instruction. A common program of study has been implemented at the middle school level to ensure the math progression is appropriate for student achievement levels. Common assessments have been implemented for credit math courses at the middle school level.

High Schools - High schools have adopted McDougall Littell for instruction in mathematics. The use Geometers, Sketchpad, Maple and Boser math to supplement the instructional program.

The district is committed to using Reciprocal Teaching, QAR, Quantum Learning, and Pre and post test strategies.



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)" 
Each school is using the first professional development day to faciliate a review of data. Each principal and data leadership team will facilitate the DART model to review state, district and school data. Teachers will be provided their individual classroom data from last year and a look at student needs for the upcoming year. Teachers will develop goals for addressing the areas of instructional need. Students who need assistance will be identified and targeted for specific classroom instruction and provided with instructional mentors.

Middle and High Schools are targeting 25 students who are most struggling to receive targeted interventions including individual mentors, tutors, homework help, regular monitoring by mentors, guidance counselors, schools administrators, parents and teachers. This group of students will be closely evaluated to determine successful interventions which can be replicated with larger groups of students.

To monitor implementation of the K-12 Comprehensive Research-Based Reading Plan the district contact or designee will conduct fidelity checks at regular intervals that include, at a minimum, the following items. The usage of the CCRP, CIRP, SIRP and the fidelity of implementation, usage of supplemental reading materials, interview of the principal and reading coach, review and collection of classroom walkthrough as a “snapshot” of instructional practices, and overall compliance with the school reading plan and reading block schedule.

District developed fidelity checklists provide further guidelines that include number and intensity of site visits.

The number of fidelity checks per year will depend on the level of need of the school. (Low Risk Schools earning a School Grade of “A” or “B” under the A+ Plan will have biannual fidelity checks. Moderate Risk Schools that earned a School grade of “C” or were unable to receive a school grade or is a new school/ new administration under the A+ Plan will have three times per year fidelity checks. High Risk Schools earning a “D” or “F” under the A+ Plan will have quarterly fidelity checks. The Fidelity Checklists are located in the Appendix.

To further monitor principals and schools to determine how well they are meeting the requirements of this plan, districts will examine the following data:

-K-5 Reading coaches will input all DIBELS scores three times per year into the Progress Monitoring and Reporting Network (PMRN).
-K-5 Reading Coaches will report to the district contact the growth reports from Kaplan or SRI, grades 2-5, three times per year.
-6-12 Reading Coaches will input MAZE scores, for all level 1 and select level 2 students, three times per year into MIS.
-This data will be collected following each progress monitoring period and the district will then analyze the data by grade level at each school.



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.  
Each school has reviewed their data and aligned their professional development to the needs of the teachers and students. Each elementary school is conducting school wide professional development in the areas of identified need. Venn Logic (mathematics), Quantum Learning, Ruby Payne's (Understanding Poverty), Postive Behavioral Supports, Single School Culture, Mary Lewis Writing, reading strategies and Differentiated Instruction are being offered as the core activities this year.




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? 
Each school receiving Title I dollars is allocated 10% of the Title I funds for professional development purposes. Bunnell, Wadsworth Elementary and Rymfire Elementary schools are providing training for teachers in Ruby Payne's (A Framework for Understanding Poverty), Venn-logic Mathematics, and Quatum Learning. Training will provided throughout the year with follow-up monitoring from district and school administration.



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).  
Students with disabilities will gain a minimum of 7% (in students scoring level 3 and above) in each grade level on state administered reading and 7% points on math tests based.
Black students will gain a minimum of 8% (in students scoring level 3 and above) in each grade level on state administered, reading and 10% on math tests based on district student disaggregated data.



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.  
Students with disabilities and black males have been identified as our target population. Although we have made many strides, we are going to focus our efforts on these students by identifying focusing on school climate and building relationships. All teachers will review the data and have regular meetings to discuss these students with other faculty and receive assistance from outside resources. A mentor program is being established to work with targeted students to support them in academic achievement. In reviewing our data and conducting a 306 degree evaluation of our school climate, we have noted that there are perceptions and community concerns that may be impacting the success of our students. Thus the reason for a focus on Positive Behavioral Supports, Single School Culture, Champs and a Framework for Understanding Poverty. It is our hope that if we are able to build stable, welcoming environments and continue to build relationships with students and families that students achievement will increase. Additional emphasis is being placed on data anlysis and school level support in analyizing student data, grade level data and school data and to make instructional changes based on results. Fidelity checks have been aligned to the progress monitoring schedule for a more comprehensive review of instructional practices and student achievement. More emphasis is being placed on schools not making AYP. A more formalized teacher mentor program has been established providing more support to new and early career teachers as well as teachers in need of additional support.





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?  
All schools are using Supplemental Academic Instructional dollars to support before and/or after school tutoring programs. This instruction focuses on mathematics, writing and/or reading. The instruction is delivered through carefully selected teachers and computer assisted programs. Summer programs consist of Summer Reading Camp for third graders not proficient in reading, extended school year for eligible students with disabilities and other opportunties through Adult and Community Education.
In addition, secondary programs include sessions before and after school that focus on homework assistance and FCAT retake classes. Mentors from the African American Cultural Society also offer tutoring on both high school and middle schools campuses to students who have struggled with FCAT or want to pursue higher scores on the PSAT and SAT.



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?  
Each school is required by State Statute to secure a School Advisory Council comprised of parents and teachers. Each SAC has been part of the development, review and approval process for the School Improvement Plans.
Title I conducts a survey of parents through a newsletter and there is a parent involvement committee at each school and the district level.


11) Describe specific strategies the district will use for planning and implementing effective parent involvement activities that will result in increased participation.  
Parental involvement will be encouraged by holding FCAT informational meetings, information and communication through emails, the Flagler County School District website and monthly newsletters, PTO, "Meet the Teacher Day", Math and Parent Partnerships, Families Building Better Readers Workshop, Phone Master Messages and Parent/Teacher Organizations. Parents are considered partners in their child's education and will be informed on a regular basis regarding homework assignments and student progress. Elementary schools hold face to face individual parent conferences twice a year to discuss student progress. Each school also holds a curriculum night and invite parents to talk to teachers about the curriculum at that school.



District Assistance and Intervention

12) Describe how the district will assist schools and School Advisory Councils with analysis of student data. 
As mentioned previously, each school principal and leadership data team have been provided with the state, district and school data. This data is dissagreggated and also provided by grade and classroom teacher. The district is using the DART model to assist schools in dissaggregating and analyzing their school data. A training for all school administrators and data leadership teams is conducted annually.
The school board approved two early release days for the 2008-09 school year to focus specifically on data. Early release days are aligned to the progress monitoring calendar so that results and analysis is immediate.


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 has developed a comprehensive plan for professional development plan. A tiered approach to professional development is being implemented with identified PD for early career teachers, mid career teachers and teacher leaders. Professional development days will be focused on data analysis and school-wide training at elementary and focused content instruction for secondary teachers. Disrict staff work directly with school administrators to determine the targeted professional development that is school based.


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 took a more focused approach to developing school and district budgets during the spring of 2007. Each school and department developed budgets based on the district's Strategic Plan and the schools needs based on data. The schools board scheduled several days to review the budgets publicly in a workshop setting prior to approving each budget and the district's overall budget.


15) Describe how the district will implement teacher and school leadership mentor programs at the schools listed above.  
The district is send a team of district and school staff to the mentoring conference being offered by DOE. The team will return and develop a plan for a more formalized approach to mentoring. The district currently assigns a mentor to new teachers, but does not have a formal way of monitoring the effectiveness of the program. The new plan will include training for mentors, support, description of responsibilities and evaluation.


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).  
The district provides technical assistance for program specific needs through professional development for teachers and will implement a plan for evaluating the effectiveness of instructional programs. The district will also provide additional assistance as requested. The Title I Director will meet with the principal and key staff periodically to review data and any need for instructional changes within the school. The North East Florida Educational Consortium will provide two content experts to conduct regular PD3 walk throughs and provide data and recommendations to the schools.



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. 
Part of the district's Strategic Plan is to develop and implement a plan for evaluating instructional programs, software and training to determine if dollars are being spent appropriately and whether or not the district is getting a good Return on Investment. The district has asked the schools to identify programs which need to be formally evaluated during the 2007-08 school year. The district and all schools in Flagler County received an "A" grade without an increase in budget. The school and district budgets have been greatly reduced for the 2008-09 school year without effecting programs and student achievement.


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.  
The major assistance being provided to schools this year is to ensure that all staff are fully trained on instructional materials and software that is available for instructional purposes. Implementation of programs will be rigourous as we know that implementation and student gains are highly correlated.
Again, data teams have been developed and are being supported by the district level administrative team. Professional development is aligned to the needs of the schools based on those results. Regular principal and assistant principal meetings occur on a monthly basis and focus on the academic achievement of students.



Corrective Action

19) Identify and list the schools designated for corrective action 

SchoolName: LEWIS E. WADSWORTH ELEMENTARY

Select at least one of the following responsibilities for corrective action and explain how your district will provide technical assistance to the identified school/s. PL116(b)(7)(C);

Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation;
Extend the length of the school year or school day;
Replace the school staff who contributed to the school not making adequate progress;
Significantly decrease management authority at the school;
Restructure the internal organization of the school; or
Appoint one or more outside experts to advise the school on (1) how to revise and strengthen the improvement plan it created while in school improvement status; and (2) how to address the specific issues underlying the school's continued inability to make AYP. §1116(b)(7)(C); §200.42


Wadsworth Elementary School achieved 97% of the Adequate Yearly Progress criterion during the 2007-2008 school year. It received a school grade of “A.” One minority subgroup did not achieve the goals set for reading and math.

Wadsworth Elementary School will use two North East Florida Educational Consortium (NEFEC) consultants during the 2008-2009 school year to monitor the achievement data and progress monitoring data for the school. The NEFEC consultant will coordinate with the regular cycle of progress monitoring established by the district and their planned consultation accordingly. The consultants will meet with a district level contact person to review the results of the 1st round of progress monitoring at Wadsworth Elementary School and then initiate services to the school. These consultants will use the PD3 classroom walk through system three times during the school year and meet with school administration after completion of each the walk through. The consultants will make recommendations for drilling down data areas and aligning instructional strategies based on data results as well as help the school make revisions to their School Improvement Plan and the mid year report as necessary. Monitoring and consultation will be on going through the school year. The consultants will address issues related to the minority sub group that prevented the school from making AYP during the 2007-2008 school year.

Additionally, the District Leadership Team will continue monitoring the progress of the school and its instructional programs. The NEFEC consultants will share information with this team as well as Wadsworth school administration. The district team will consist of:
The Assistant Superintendent of Instruction and Accountability
The District Level Reading Specialist
The District Level Math Specialist
The Director of Exceptional Student Services
The Director of Professional Development and Instructional Programs
The District Level Data Specialist

The Title I Coordinator will continue the monthly monitoring of the school by meeting with the school administration and monitoring the budget expenditures for Title I, Part A, the Title I Choice with Transportation, the Title I Corrective Action, and Title I SINI projects. Data will be used and learning gains will be reviewed continuously though out the 2008-2009 school year.

The Assistant Superintendant of Instruction and Accountability, the District Level Reading Specialist, the District Level Math Specialist, the District Level Data Specialist and the Director of Exceptional Student Education have met with the school administration to discuss instructional programs and will monitor the results based on the student progress monitoring data gathered at specified intervals through the 2008-2009 school year.

The District Level Math Specialist, the District Level Reading Specialist and the District Level Data Specialist will focus on the data results for the black sub group in reading and math to be sure the instructional programs are meeting the needs of the sub group. This minority subgroup did not make AYP in reading and math as demonstrated by the 2008 FCAT results. Fidelity checks will be done three times during the school year by the District Level Math and Reading Specialists.

Professional Development activities provided by the district are monitored by the District Director of Professional Development and Instructional Programs and the Director of Exceptional Student Education and are selected with the collaboration of the school administration based on data from the 2007-2008 FCAT results as well as the monitoring of data thought out the current school year. These directors work in coordination with the Title I Coordinator to be sure that the needs of the school, the staff and the students are served with on going data driven professional development.

-- End of Corrective Action Plan Report for LEWIS E. WADSWORTH ELEMENTARY --





20) How will the District ensure that all students have the option to transfer to another public school? 
Parents will be sent a letter and notice will be made available to all new students regarding AYP Choice with Transportation. If requests for choice exceed available funds for CWT students who are the lowest performing students in the school will be offered transportation. Students who are not lowest performing will be offered choice without transportation. The lowest performing students are those students who are at the 25th percentile or lower on the SAT 10, Lovel 1 on the FCAT or an equivalent to Level 1 on another standardized measure. Kindergarten students who have attended an early intervention program during the 2007-08 school year would be considered lowest performing. Choice options are also posted on the Brighthouse Public Service Bulletin Board.


21) How will the District ensure that Supplemental Educational Services are available to eligible students in the identified school(s)? 
Initial information regarding SES was mailed directly to parents in early August. This packet includes the application form, the provider directory and a letter of explanation on what SES is and how families qualify. Names of qualified students are provided to the school by the Food Service Dept. All letters are translated into Spanish and Haitian-Creole. Posters are provided to the Department of Children and Families, the Flagler County Health Department, the local library, day care centers and school. Backpack mailings will be sent home with students a week prior to the parent-provider fair. Information will be made available on the website and Brighthouse community service channel. The Title I Director will facilitate an informational meeting with all school staff to orient them to the services, eligibility requirements and referral process. Students will be prioritized based on grade levels (students in grades 3-5) who corse level 1 or 2 on the FCAT and students in grades 1 and 2 who score at the 25th percentile on SAT 10.


22) How will the District­ continue to provide technical assistance to the identified school(s)? 
The district Title I Director will meet monthly with the school administrations. The District Math, Reading and Science specialists will focus on the data results for the sub groups not making AYP. Fidelity checks will be conducted by the specialists three times during the school year with immediate feedback to the school.
Professional development activities probided by the district at both the district and school sites are monitored by the District Director of Professional Development. Follow-up and implementation is part of the monitoring with technical assistance being provided as needed.
Principal meetings are facilitated by the superintendent and curriculum department twice a month and a focus is placed on data and instructional stategies.



School Restructuring

23) Identify and list the schools designated for restructuring. 


SchoolName: BUNNELL ELEMENTARY SCHOOL
Tier:   - Tier I: Schools with a school grade of A that have met at least 90 percent of adequate yearly progress (AYP) indicators; or schools with a school grade of B that have met at least 80 percent of AYP indicators


Indicate your selection by choosing either A) Federal Requirements or B) State Guidance


A) Federal Requirements

(8) RESTRUCTURING- (B) ALTERNATIVE GOVERNANCE – Not later than the beginning of the school year following the year in which the local educational agency implements subparagraph (A), the local educational agency shall implement ONE OF THE FOLLOWING alternative governance arrangements for the school consistent with State law:

(i) Reopening the school as a public charter school.
(ii) Replacing all or most of the school staff (which may include the principal) who are relevant to the failure to make adequate yearly progress.
(iii) Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school.
(iv) Turning the operation of the school over to the State educational agency, if permitted under State law and agreed to by the State.
(v) Any other major restructuring of the school's governance arrangement that makes fundamental reforms, such as significant changes in the school's staffing and governance, to improve student academic achievement in the school and that has substantial promise of enabling the school to make adequate yearly progress as defined in the State plan under section 1111(b)(2). In the case of a rural local educational agency with a total of less than 600 students in average daily attendance at the schools that are served by the agency and all of whose schools have a School Locale Code of 7 or 8, as determined by the Secretary, the Secretary shall, at such agency's request, provide technical assistance to such agency for the purpose of implementing this clause.  





Summarize the restructuring plan to be undertaken by the first day of school year 2008-2009. Include any actions intended to raise the performance of specific subgroups, teacher effectiveness, or increase instructional time. Include information on changes to instructional and administrative staff, including their demonstrated record of effectiveness with low-performing students and/or schools.


Administration at Bunnell Elementary School monitored data with the assistance of the District Data Specialist, the District Reading Curriculum Specialist and the District Math Curriculum Specialist throughout the school year. Data was reviewed at the school level, grade levels and class levels. Teacher performance evaluations reflected teacher effectiveness in working with identified classroom and individual student needs. Five teachers who were considered by the school administration to be ineffective during the 2007-2008 school year, were not rehired for the 2008-2009 school year.

Teachers from within the district who were highly qualified and expressed an interest in working with a School-wide Title I Program were interviewed. Administration reviewed years of experience, past proven effectiveness, areas of expertise and the needs of Bunnell Elementary School and its students. Bunnell Elementary School failed to make Adequate Yearly Progress in the black minority population reading and math. Bunnell Elementary School also recognizes that it has a growing population of English Language Learners.

Six teachers from other schools were selected based on the criteria and needs of Bunnell Elementary School. The following staff was added to Bunnell Elementary School for the 2008-2009 school year.

• A highly qualified kindergarten teacher who will serve as an inclusion classroom
teacher. This teacher holds Elementary Education and Exceptional Education
certifications along with an ESOL endorsement. This is an enthusiastic teacher
beginning a second year with the district.

• A highly qualified second grade teacher who has Primary Education and ESOL
certifications along with a Reading Endorsement. This teacher has been a district
workshop trainer. This teacher is beginning a second year with the district.

• A highly qualified third grade teacher who will serve as an inclusion classroom
teacher, has six years of experience, certifications in Elementary Education,
Educational Leadership and an EdS in Curriculum and Instructional with a focus on
Exceptional Student Education. This teacher has received performance pay for
raising student achievement.

• A highly qualified third grade teacher who is a district workshop trainer, has
certifications in Elementary Education and ESOL as well has Social Science for
grades 6-12 and has four years of experience.

• A highly qualified third grade teacher with four years of experience who is a district
workshop trainer, has received performance pay for raising student achievement, has
certification in Elementary Education, English (6-12) and holds a Reading
Endorsement. This individual has been a Reading Coach, and Intervention Specialist,
has a Master’s Degree in Reading and is currently working on a doctorial program.

• A highly qualified teachers who will teach Science on the “wheel”, has certifications
in Elementary Education, General Science (grades 5-9) with fifteen years of
experience. This teacher has received performance pay for raising student
achievement and is a district trainer.

One of the most important factors in raising student achievement is having highly qualified teacher on staff. According to research teacher subject-matter knowledge is directly correlated with student learning gains. In this era of high standards and high expectations, having highly qualified teachers has never been more important. Bunnell
Elementary School has added six highly qualified teachers who have demonstrated that
their work raises student achievement.

Bunnell Elementary School has developed a plan to target the needs of black students in reading and math. This plan includes revising the master schedule to provide for a 45 minute school-wide reading intervention block. This 45 minutes will be used to target individual student needs by reducing the teacher student ratio, providing for specific remedial materials to target instructional needs, and to provide for flexible/differentiated grouping based on progress monitoring. The administrative staff has hired new teachers based on instructional strengths and expertise with low performing students.

All teachers will participate in a 2 day Quantum Learning Professional Development with in classroom coaching provided by Quantum trainers.

All teachers will also be updated in training from Sherri Colarusso using the Vennlogic Making Math Connections training.

Kaplan reading, math and science assessments will be used 3 times a year in grades 3-5 to monitor achievement toward mastery of grade level benchmarks. Grade level teams will have monthly data review meetings to look at progress monitoring data and curriculum based assessments. This data will be used to realign intervention groups.

Bunnell Elementary is working to provide tutoring services to all students in need of academic support. This is done by coordinating SES, 21st Century and SAI services to target students in need based on AYP/FCAT/SAT 10 data. BES guidance, admin, and Title I staff will make home visits to ensure parent notification of available tutoring services.

Evidence-based activities for Instructional Staff
If there are no changes to the final plan in evidence-based activities for instructional staff, please check this box.

# of Staff:
77
 Content or Skills Area:
Reading/ Math/ Science
Activity:
Quantum Learning- Teachers will participate in a year 2 extension with in-classroom modeling and coaching from Quantum trainers. Quantum Learning for Teachers is a professional development program for educators that provides a proven research-based approach to curriculum design and delivery. Methods include the steps for building a strong foundation, a positive atmosphere of rapport and respect, and a supportive environment. Quantum Learning teacher workshops and training also include steps for improving presentation skills, designing engaging lessons and identifying and reaching all types of learners. Educators learn strategies for effective classroom management, accelerating learning, making content more meaningful, and supporting standards-based curriculum. The Quantum Learning model demonstrated a consistent pattern of positive impact on student achievement in 18 schools in four states. This impact included statistically and educationally significant gains in reading, mathematics, writing and more comprehensive measures of core academic achievement. Students who have participated in schools implementing QL, have also shown a pattern of greater gains in achievement than comparison sample students not participating in the QL model. (External Evaluator for Program Improvement Schools William Benn and Associates, 2003) After Quantum Learning, 98% of at-risk children have been successful in achieving average or above average success in literacy acquisition skills and are no longer in need of special education. (Action Research, 2000 Waterloo Region School District, Canada)
Outcome Measure:
By the end of the 2008-2009 school year, teachers in grades K-5 will demonstrate the tenets of Quantum Learning at least 50% of the instructional time as documented in lesson plans and verified by weekly walk through visits by admin., coaches, and trainers.
# of Staff:
77
 Content or Skills Area:
Reading
Activity:
Teachers in grades K-5 will participate in a Debbie Miller-Reading with Meaning book study with the academic coaches. Teachers will use the strategies to enhance lesson design and differentiated reading instruction. Coaches will provide in classroom modeling and coaching as follow-up. Lesson plans will document strategy instruction and differentiation daily.
Outcome Measure:
By the end of the 2008-2009 school year, teachers in grades K-5 will use Debbie Miller strategies to design differentiated reading lessons and centers. Lesson plans will be monitored weekly by administration, and instructional strategies will be documented through weekly classroom walk through visits.
# of Staff:
100
 Content or Skills Area:
Behavior/Safety
Activity:
Positive Behavioral Support (PBS) will be implemented school-wide to provide for a proactive approach to discipline. Teachers will design common area expectations that fit the identified guiding principles of behavior.
Outcome Measure:
School-wide discipline data will be input into the SWIS data software. Data will be monitored on a weekly/monthly basis. By the end of the 2008-2009 school year, we will see a 25% reduction in discipline referrals, which will decrease time out of class, thus increasing instructional time.
# of Staff:
77
 Content or Skills Area:
Technology/Reading/Math/Science
Activity:
All teachers grades K-5 will have the opportunity to participate in a summer Technology Boot-Camp. The focus of the camp will be technology integration to enhance reading, math and science instruction. Teachers will design lessons using aligned to educational standards and objectives. Technology integration will be noted in weekly lesson plans and observed during weekly classroom walk through visits.
Outcome Measure:
Teachers will complete Pre/Post data on in-classroom usage and track the # hours of technology integrated instruction. Students in grades 3-5 will participate in an online survey/inventory on technology and student engagement.
# of Staff:
5
 Content or Skills Area:
Reading
Activity:
100% of teachers will be trained through either the Reading First Reading Intervention Training, Florida Reading Initiative, or Reading First training. Teachers will be designing lessons that incorporate the five areas of reading, differentiated groups and centers, and intensive small group instruction for targeted students. Teachers will provide 45 minutes of intervention daily addressing the individual needs of targeted students.
Outcome Measure:
Lesson plans and instruction will be monitored weekly through lesson plan review and classroom walk through using the Reading First Classroom Walk Through guidelines.
# of Staff:
100
 Content or Skills Area:
Diversity Training
Activity:
100 % of teachers will participate in Ruby Payne Training through a monthly series. The focus will be to develop an awareness of the hidden rules of class, discipline interventions, and building relationships. This training will provide staff with the skills to effectively work with children and families from all socioeconomic backgrounds.
Outcome Measure:
There will be a decrease of 25 % in discipline referrals, , which will decrease time out of class, thus increasing instructional time.
# of Staff:
30
 Content or Skills Area:
Math
Activity:
Teachers will participate in a Venn Logic- Year 2 extension with in classroom coaching. Teachers in grades K-2 will be trained to plan using the new Math Standards correlation and curriculum mapping using the new math standards. “An educator for 33 years, Sherry Colarusso brings a wealth of experiences to each and every workshop she conducts. Having taught Pre-K through college, Mrs. Colarusso’s broad range of experience gives a complete scope and sequence for learning mathematics to the workshops that Sherry conducts, in addition to a refreshing and balanced delivery. These experiences and expertise culminated two years ago with the development of the Vennlogic Making Math Connections workshops—a Pre-K--Grade 2 version and a Grade 3-5 version. Her thorough knowledge of the mathematics strands Pre-K--Grade 12 makes both Making Math Connections workshops compact and instructionally dense. Data Analysis is woven throughout all strands, with a strong focus on the integration of mathematics through literature, manipulatives, and technology. Overriding all activities is the theme of problem solving and critical thinking. “
Outcome Measure:
Teachers will plan math lessons using the Kaplan Numeracy Centers weekly. Lesson plans and instruction will be monitored through weekly collection, review, and classroom walk through visits.




Evidence-based activities for Administrative Personnel
If there are no changes to the final plan in evidence-based activities for administrative personnel, please check this box.

# of Staff:
3
 Content or Skills Area:
Technology
Activity:
Administrators will have the opportunity to participate in a summer Technology Boot-Camp. The focus of the camp will be technology integration to enhance reading, math and science instruction. Teachers will design lessons using aligned to educational standards and objectives. Technology integration will be noted in weekly lesson plans and observed during weekly classroom walk through visits.
Outcome Measure:
Administrators will collaborate with district technology staff to ensure that teachers are receiving follow-up training and support.
# of Staff:
2
 Content or Skills Area:
Reading
Activity:
School Admin. will participate with reading coach in the Reading First Summer Leadership Conference.
Outcome Measure:
Administration will work with the reading coach and literacy team to develop a school-wide intervention program to meet the needs of low achieving students, with a focus on AYP subgroups not meeting goals.
# of Staff:
3
 Content or Skills Area:
Diversity
Activity:
100 % of admin. will participate in Ruby Payne training through a monthly series. The focus will be to develop an awareness of the hidden rules of class, discipline interventions, and building relationships. This training will provide staff with the skills to effectively work with children and families from all socioeconomic backgrounds.
Outcome Measure:
100 % of administration will participate in Ruby Payne training. There will be a decrease of 25 % in discipline referrals, which will decrease time out of class, thus increasing instructional time.
# of Staff:
3
 Content or Skills Area:
Behavior/Safety
Activity:
Positive Behavioral Support (PBS) will be implemented school-wide to provide for a proactive approach to discipline. Administration will work with teachers to design common area expectations that fit the identified guiding principles of behavior. The guiding principles and expectations will be taught daily in a proactive approach to discipline.
Outcome Measure:
School-wide discipline data will be input into the SWIS data software. Data will be monitored on a weekly/monthly basis by admnistration. Monthly PBS mtgs. will be held to review the data with the PBS leadership team. By the end of the 2008-2009 school year, we will see a 25% reduction in discipline referrals, which will decrease time out of class, thus increasing instructional time.




Alternative Governance

No alternative governance
Reopen the school as a charter school
Replace all or most of the school staff
Contract with another organization or company to operate school
Other  

If you checked 'Other' please describe in the space provided below


Oversight of Bunnell Elementary School by the district will be increased by assigning a District Level Leadership Team to the school. That team will include:

The Assistant Superintendent of Instruction and Accountability
The District Level Reading Specialist
The District Level Math Specialist
The Director of Exceptional Student Services
The Director of Professional Development
The District Level Data Specialist

The Title I Coordinator will continue the monthly monitoring of the school by meeting with the school administration and monitoring the budget expenditures for Title I, Part A, the Title I Choice with Transportation, the Title I Corrective Action , Title I SINI projects. Additionally, the Title I Coordinator, the District Level Reading Specialist and the District Level Math Specialist will review the effective use of the Reading and Math coach positions that are funded through Title I, Part A and Reading First projects. Data will be used and learning gains will be reviewed though out the 2008-2009 school year.

The Assistant Superintendant of Instruction and Accountability, the District Level Reading Specialist, the District Level Math Specialist, the District Level Data Specialist and the Director of Exceptional Student Education have met with the school administration to discuss implementation of the instruction programs and will monitor the results based on the student progress monitoring data gathered at specified intervals through the 2008-2009 school year.

The District Level Math Specialist, the District Level Reading Specialist and the District Level Data Specialist will focus on the data results for the black sub group in reading and math to be sure the instructional programs are meeting the needs of the sub group. This minority subgroup did not make AYP in reading and math as demonstrated by the 2008 FCAT results. Fidelity checks will be done three times during the school year by the District Level Math and Reading Specialists.

Professional Development activities provided by the district are monitored by the District Director of Professional Development and the Director of Exceptional Student Education and are selected with the collaboration of the school administration based on data from the 2007-2008 FCAT results as well as the monitoring of data thought out the current school year. These directors work in coordination with the Title I Coordinator to be sure that the needs of the school, the staff and the students are served with on going data driven professional development.

Additionally, the District Level Math Specialist and the District Level Data Specialist have been assigned an additional 15% of their time to Bunnell Elementary School to work on implementation of the new Math standards with administration and staff and continuously monitor the data with the school administration and staff.


Change in the governance structure of the school in a significant manner that either diminishes school-based management and decision making or increases control, monitoring, and oversight of the school’s operations and educational program by the District.

If not planning to make significant changes to the governance structure, please check this box.



Reorganizing the school (smaller autonomous learning communities, combining with a higher-performing school, expanding or narrowing the grades served).

If not planning on reorganizing schools, please check this box.




Implement all required elements of Assistance Plus

The school will implement all required elements of Assistance Plus
No changes to the Assistance Plus template
Changes to the Assistance Plus template will be submitted in the Fall



Based on the school’s history and prior support and interventions by the District, describe why this action is likely to result in higher student performance.


Over the past several years, Bunnell Elementary has gone through several major changes. Due to extreme growth within our district, we had to rezone prior to the 2005-2006 school year. This rezoning resulted in an increase in minority students and an increase in the percentage of students qualifying for free or reduced lunch. Bunnell Elementary has lost 77 students due to AYP choice with transportation for the 2008-2009 school year.

Due to growth and the opening of new schools, Bunnell Elementary has had an approximate 50% turn over ratio in staff. This required additional staff training in reading, math, and writing. We believe that FCAT scores will continue to improve for all subgroups as the level of staff training and focused academic intervention increases.

Describe the process by which parents, the community, and teachers were (a) notified that the school is in restructuring status; (b) provided the opportunity to comment prior to any action being taken; and invited to participate in the development of the restructuring plan described above. [ESEA§1116(b)(8)(C)]


Parents have been updated at all SAC and PTO meetings. All school data has been reviewed and discussed. Any plans for restructuring have been presented and input has been solicited. Any updates/revisions will be presented at SAC, PTO and School Board mtgs. which are televised throughout the district. All plans are/will be posted or linked to the district/school website.




-- End of School Restructuring Report for BUNNELL ELEMENTARY SCHOOL --




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? 
Early notification of Choice with Transportation (CWT) will be offered to parents of students at Bunnell Elementary School.Two schools will be offered as choice. Families of all enrolled students will be mailed a letter regarding early choice options. Backpack mailings will also be sent home with students. All new enrollees will be provided with the same information and be allowed choice options. Students who are not lowest performing will be offered choice without transportation. The lowest performing students are those students who are at the 25th percentile or lower on the SAT 10, Lovel 1 on the FCAT or an equivalent to Level 1 on another standardized measure. Kindergarten students who have attended an early intervention program during the 2007-08 school year would be considered lowest performing. Choice options are also posted on the Brighthouse Public Service Bulletin Board.


25) How will your district continue to ensure that Supplemental Educational Services are available to all eligible students? 
Initial information regarding SES was mailed directly to parents in early August. This packet includes the application form, the provider directory and a letter of explanation on what SES is and how families qualify. Names of qualified students are provided to the school by the Food Service Dept. All letters are translated into Spanish and Haitian-Creole. Posters are provided to the Department of Children and Families, the Flagler County Health Department, the local library, day care centers and school. Backpack mailings will be sent home with students a week prior to the parent-provider fair. Information will be made available on the website and Brighthouse community service channel. The Title I Director will facilitate an informational meeting with all school staff to orient them to the services, eligibility requirements and referral process. Students will be prioritized based on grade levels (students in grades 3-5) who corse level 1 or 2 on the FCAT and students in grades 1 and 2 who score at the 25th percentile on SAT 10.


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. 
Student progress will be monitored on an ongoing basis to determine a need for intervention, effectiveness of interventions provided, and to adjust instruction as needed. DIBELS will be administered 3X per year and reported on the Progress Monitoring and Reporting Network. Further assessments will include Kaplan for grades 3-5 to measure comprehension. SRI is available as a progress monitor for grade 2, and as an additional progress check for grades 2-5. The district core reading series for grades K-5 will be Harcourt. Weekly lesson assessments are available to monitor student progress, as well as theme assessments that occur every 5 weeks.

Writing will be assessed 3x times per year using Write Score in grades 3-4.

Kaplan will also be used to assess math in grades 3-5, 3x per year and science in grade 5, 3x per year.

Grade level teams will meet with the school based data team quarterly to review progress monitoring and CBM data. The school data team will meet with the District Accountability team 3 times per year immediately following the progress monitoring window.