Executive Summary. Allamanda Elementary School

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1 The School District of Palm Beach County Mrs. Marilu Garcia, Principal Allamanda Drive Palm Beach Gardens, FL Document Generated On December 13, 2012

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 4 Additional Information 5

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Allamanda Elementary is located in the heart of Palm Beach Gardens, the north area of Palm Beach County. The school is home to a diverse population, serving grades kindergarten through fifth. Our demographics consist of approximately 44% white, 19% black, 27% Hispanic, and 10% other. Enrollment at Allamanda Elementary is currently 670 students. We are also the north area cluster site for students with autism. We currently have 13 self- contained autistic classrooms servicing 100 children within the autism spectrum. We also have 4 classrooms whose students are intellectually disabled. We are a Title I school with 55% of our students eligible for free and/or reduced lunch. We are a neighborhood school serving a diverse socio-economic section of northern Palm Beach County. Allamanda was built in 1964 and in 2007 the eight classroom buildings were razed and a new building was built. We have six kindergarten classrooms, six first grade classrooms, five second grade classrooms, five third and fourth grade classrooms and four fifth grade classrooms. A majority of our grade levels are departmentalized where teachers with the best expertise in reading, math and writing teach those areas. Our staff consists of 73 instructional members with 62 non-instructional support staff. With 125 staff members, in that regard we are larger than most Palm Beach County middle schools. 97.3% of our staff is considered highly effective and we have 43% with 15 or more years of experience. Page 2

5 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The Allamanda community supports an environment where "Learning to Care, Caring to Learn" is nurtured through all aspects of the curriculum, preparing each student to achieve success in elementary school and on to middle, high school and beyond. Students, educators, and families collaborate to make Allamanda a safe school where students can maximize their potential in reading, mathematics, writing, and science. Educational programs will be tailored to fit individual student needs, to ensure performance on or above grade level for all. At Allamanda we have a fluid curriculum anchored in the district curricular format, Learning Village. Three years ago we introduced the Lucy Calkins Writer's Workshop model beginning in Kindergarten and have built a culture around the idea that each student has the capability to write and express him or herself in a structured, foundationally correct style. Last year we began to use the reader's workshop model as well. In blending these two models we are focusing the reading/writing instructional time in these areas. Page 3

6 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. The Allamanda community supports an environment where "Learning to Care, Caring to Learn" is nurtured through all aspects of the curriculum, preparing each student to achieve success in elementary school and on to middle, high school and beyond. Students, educators, and families collaborate to make Allamanda a safe school where students can maximize their potential in reading, mathematics, writing, and science. Educational programs will be tailored to fit individual student needs, to ensure performance on or above grade level for all. At Allamanda we have a fluid curriculum anchored in the district curricular format, Learning Village. Three years ago we introduced the Lucy Calkins Writer's Workshop model beginning in Kindergarten and have built a culture around the idea that each student has the capability to write and express him or herself in a structured, foundationally correct style. Last year we began to use the reader's workshop model as well. In blending these two models we are focusing the reading/writing instructional time in these areas. Allamanda's school grade has been an A for the last three years. In the area of reading based on the Florida Comprehensive Assessment Test (FCAT) our per cent meeting high standards was 88% in 2010, 89% in 2011 and 69% in Our per cent meeting high standards in math for that time span was 88% in 2010, 89% in 2011 and 63% in In writing our percent meeting high standards was 96 in 2010, 98 in 2011 and 92 in In science our per cent with high standards in 2010 was76%, in 2011 it was 73% and in 2012 it was 72%. We feel that the drop in our scores was impacted greatly by the change to FCAT 2.0 and the inclusion of our ESE students who take the assessment in our percentages as well as the ESE students who take the Floridea Alternative Assessment (FAA). Our percentages making learining gains held steady in reading from 76% (2010), to 76% (2011) to 72% (2012). In math the percentages went from 72% in 2010 to 75% in 2011 to 57% in Our greatest increase was in the area of our lowest 25% in reading which incresed from 69% and 67% in 2010 and 2011 to 82% in Our lowest 25% in math was at 72% in 2010 and 59% in both 2011 and Based on our FCAT data, our areas of strength have been in the area of reading; percentage of students in grades 4 and 5 who made learning gains and the percentages of students in our lowest 25% who made learning gains. Our areas of weakness in reading were the percent above profeciency, the percentage of black and hispanic students who scored at or above grade level, and the percentage of economically disadvantaged students who passed FCAT reading. In math, our strengths are in the fact that 57% of our students in grades 4 and 5 made learning gains and 78% of our economically disadvantaged students passed the math FCAT. Our areas that need improvement are that only 61% of our grade 3-5 students were proficient in math and only 57% of our lowest 25% in grades 4 and 5 showed learning gains. Also, only 66% of our black students were proficient in math. In science, our success was that 71% of our fifth graders scored a level 3 or higher, but only 22% were proficient, scoring level 4 or 5. Our writing FCAT scores showed that 99% of our fourth graders scored a level 3 or above, while 92% reached high standards of level 4 or 5. Page 4

7 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. In recent years our population has grown tremendously. As recently as 2007 we had four classes at each grade level and half the number of ASD classrooms. This has been a challenge both from a staffing standpoint and a physical one. Despite the fact that we had a new facility built just 4 years ago, this past year we needed to convert a media storage area in the media center into a computer lab as we had to use one of our two labs for a classroom. Additionally, two sets of back to back resource rooms had walls knocked down in order to create full sized rooms for classrooms. With our expanded population, our fine arts schedule has been greatly impacted with inclusion students adding to each regular education class in out art, music, physical education and media/technology rotation. Page 5

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