FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN

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1 FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN School: Sterling Park Elementary School District: 59 - Seminole Principal: Frank Haynie SAC Chair: Diane Couch Superintendent: Dr. Walt Griffin School Board Approval Date: 11/19/2013 Last Modified on: 10/22/2013 Pam Stewart, Commissioner Florida Department of Education 325 West Gaines Street Tallahassee, FL Address: Physical 905 EAGLE CIR S Casselberry, FL Mailing 905 EAGLE CIR S Casselberry, FL Phone Number: Web Address: Address: School Type: Alternative: Charter: Title I: Elementary School No No No Free/Reduced Lunch: 56% Minority: 46% School Grade History: B A A A NOTE Sections marked N/A in the online application have been excluded from this document. For privacy reasons, data representing fewer than 10 students or teachers have been excluded from this document

2 Current School Status School Information School-Level Information School Sterling Park Elementary Schl Principal's name Frank Haynie School Advisory Council chair's name Diane Couch Names and position titles of the School-Based Leadership Team (SBLT) Name Frank Haynie Debbie Jose Fallon Crosby Kathy Stanchina Mary Timmerman Sarah Wilson Title Principal Assistant Principal Guidance Counselor Reading Coach Mentor/Teacher Teacher District-Level Information District Seminole Superintendent's name Dr. Walt Griffin Date of school board approval of SIP 11/19/2013 School Advisory Council (SAC) This section meets the requirements of Section 1114(b)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Section 1114(b)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe the membership of the SAC including position titles Frank Haynie, Principal Debbie Jose, Assistant Principal Dianne Couch SAC President David Lamb, Teacher Jill Fierle, SAC Secretary Kris Ramsay, Teacher Margaret Glener, Classroom Assistant Pat Amento, Community Member Erica Montolva-Reynoso, Parent Reina Saillant, Parent Scott Blondin, Parent Peter Glener, Community Member Mary Timmerman, Teacher Describe the involvement of the SAC in the development of this school improvement plan The Sterling Park School Advisory Council shall promote communications and involvement among the faculty, parents, students, and community of Sterling Park Elementary School. Such involvement shall be in accordance with Florida Statute , and shall include the following goals: 1. To serve as a resource for the principal, who remains responsible for all decisions affecting the school. 2. To identify the school s strengths and weaknesses, and to make recommendations to the principal Page 2 of 22 Last Modified: 10/22/2013

3 regarding school-wide problems. The principal will make the final decision on recommendations. 3. To assist in the preparation and evaluation of the School Improvement Plan as defined in section (16) Florida Statutes. 4. To provide such assistance as the principal may request in preparing the school s annual budget plan. 5. The SAC is actively involved in the evaluation of school performance data and preparation of the school s improvement plan and annual budget. Describe the activities of the SAC for the upcoming school year The SAC is actively involved with the evaluation of school data in an effort to provide input on implementation of instructional interventions through-out the school year. Describe the projected use of school improvement funds and include the amount allocated to each project Some of the projected ideas for the school improvement funds include: additional library books to support the AR program, teacher resources to help in supporting the lowest quartile students, and technology resources (programs, mimio lessons) to support reading and math. Verify that your school is in compliance with Section , F.S., regarding the establishment duties of the School Advisory Council by selecting one of the boxes below In Compliance If no, describe the measures being taken to comply with SAC requirements Highly Qualified Staff This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Administrators # Administrators 2 # Receiving Effective rating or higher (not entered because basis is < 10) Administrator Information: Frank Haynie Principal Years as Administrator: 17 Years at Current School: 5 Credentials Performance Record School Principal Educational Leadership Elementary Education Science A A B Page 3 of 22 Last Modified: 10/22/2013

4 Debbie Jose Asst Principal Years as Administrator: 3 Years at Current School: 1 Credentials Performance Record Degrees: Bachelor of Arts- Child Studies and Psychology Bachelor of Science- Elementary Education (1-6) Master of Science- Educational Leadership Certifications: Educational Leadership Elementary Education Gifted Education A A A Instructional Coaches # Instructional Coaches 2 # Receiving Effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Kathy Stanchina Full-time / District-based Areas Credentials Performance Record Years as Coach: 17 Years at Current School: 24 Reading/Literacy, Data, RtI/MTSS Early Childhood Education/Nursery-Kindergarten Elementary Education 1-6 ESOL Endorsement Mentally Handicapped K - 12 Reading K - 12 Reading Endorsement A A B Kelly Stumpf Full-time / District-based Areas Years as Coach: 5 Years at Current School: 11 Reading/Literacy Credentials Elementary Education 1-6 English Speakers of Other Languages/ ESOL Endorsement Reading Endorsement Performance Record A A B Classroom Teachers # of classroom teachers 57 # receiving effective rating or higher 0, 0% Page 4 of 22 Last Modified: 10/22/2013

5 # Highly Qualified Teacher (HQT), as defined in 20 U.S.C. 7801(23) 98% # certified in-field, pursuant to Section (2), F.S. 56, 98% # ESOL endorsed 44, 77% # reading endorsed 15, 26% # with advanced degrees 21, 37% # National Board Certified 0, 0% # first-year teachers 6, 11% # with 1-5 years of experience 14, 25% # with 6-14 years of experience 23, 40% # with 15 or more years of experience 15, 26% Education Paraprofessionals, pursuant to s (2)(e) # of paraprofessionals 5 # Highly Qualified, as defined in 20 U.S.C. 6319(c) 5, 100% Other Instructional Personnel # of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education Paraprofessionals 0 # receiving effective rating or higher (not entered because basis is < 10) Teacher Recruitment and Retention Strategies This section meets the requirements of Section 1114(b)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Section 1114(b)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe your school's strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school; include the person responsible. Seminole County Public Schools is always looking for highly qualified, certified teachers to teach our students. The method of recruitment is defined based on the need. Seminole County Public Schools reputation of being an A school district brings to us thousands of highly qualified applicants. One of our recruitment strategies is our partnership with State and private colleges and universities. We welcome university and college interns and field study students to our district not only from the State of Florida University System but also out of state. Annually our district participates in many university job fairs and minority and veteran job fairs. This year we have gone out of the United States and are bringing on board a few teachers from Spain to teach the dual language classes. The district supports all teachers but especially new teachers with mentoring programs. We also provide in-services and workshops. New teachers with zero years of experience are assigned a one on one mentor. This support is provided beyond the first year. Teacher Mentoring Program/Plan This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b). Page 5 of 22 Last Modified: 10/22/2013

6 Describe your school's teacher mentoring program/plan including the rationale for pairings and the planned mentoring activities Our school has a school-wide mentor who works with administration to coordinate all mentoring activities on our campus. This school-wide mentor was trained by our county s new teacher facilitator and given materials and agendas to support the new teachers during this calendar year. Before school began, our new teachers spent a day with our school-wide mentor and were given a campus tour and oriented to important procedures and policies that will affect them as they begin the school year. Once school begins, these new teachers meet weekly with the mentor and other guest speakers for the first nine weeks of school. They hold monthly meetings after the first nine weeks to follow an agenda of recommended topics that are appropriate for each teacher s given situation. The mentor maintains a meeting log that lists dates of meetings, attendees, and topics. Whether the new teacher is working with a school-wide mentor, peer teacher, or alternative certification mentor, he or she is working with an individual who has been trained by our county to support the teacher s various needs. Each of these mentor roles are fine-tuned each year based on the feedback from our new teachers the year before. Multi-Tiered System of Supports (MTSS) / Response to Instruction/Intervention (RtI) This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe your school's data-based problem-solving processes for the implementation and monitoring of your MTSS and SIP structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs Each grade level is assessed in the areas of phonics & comprehension reading skills. Students that are not performing at grade level expectation are flagged for intervention in the area of need. Small group instruction is provided by teachers, the reading specialist, and paraprofessionals. After 4-6 weeks of intervention, the MTSS team meets to discuss the progress of students participating in the intervention groups. Students that have mastered the skills are moved to the next area of need. Students that do not master the intervention skill will continue to work on the skill, and MTSS team will determine if a different curriculum needs to be provided to the student or if the student is in need of evaluations for possible special education services. What is the function and responsibility of each school-based leadership team member as related to the school's MTSS and the SIP? Certified School Counselor - analyzes intervention data; keeps accurate record of interventions; maintains calendar of MTSS follow-up meetings; participates in MTSS meetings. Reading Specialist - completes evaluations of students to determine area of need for intervention; records student progress; participates in MTSS meetings. Teachers - identify students that are in need of intervention, maintain parent contact, participates in MTSS meetings, and monitors student progress Administration - ensure implementation of intervention groups with various staff members; participate in MTSS meetings Describe the systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP The MTSS team meets weekly with individual teachers to discuss specific student progress. Monthly grade level team MTSS meetings are held to discuss intervention strategies for classroom use. Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance) Page 6 of 22 Last Modified: 10/22/2013

7 Sterling Park Elementary utilizes EdInsight, which is a district-wide database that includes student data. EdInsight allows for tracking of at-risk students in the areas of reading, math, science, behavior, and attendance. Teachers are required to maintain data sheets that include progress monitoring data for reading, math, science (5th grade), and writing. Sterling Park Elementary utilizes Discovery Education assessments to gain data to determine areas of need in accordance with state standards in the areas of Language Arts, Reading, Math, and Science. Sterling Park Elementary utilizes Scholastic Reading Inventory (SRI) to gain data related to student's reading comprehension level. The SRI is used as a progress monitoring data instrument for students in grades 2-5. Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents Grade level meetings are held to discuss the MTSS process to teachers, so they have a clear understanding of which students may be in need of various interventions for academics, behavior, attendance, etc. The certified school counselor holds staff meetings to discuss the MTSS process to the staff. During parent conferences, the MTSS process is explained to parents of students that are tier 2 and tier 3 in the areas of academics, behavior, or attendance. The reading specialists meet with grade level teams to discuss interventions to be provided, and ensure that students in need of intervention are identified. Increased Learning Time/Extended Learning Opportunities This section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L , NCLB, codified at 20 U.S.C. 6314(b). Research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum: Strategy: Before or After School Program Minutes added to school year: 2,160 Strategy Purpose(s) Instruction in core academic subjects, Teacher collaboration, planning and professional development Strategy Description Sterling Park will host before and after school tutorials with emphasis on Reading and Math. Many of our students will need transportation home because of limited home resources. For this reason, we want to provide a bus to transport students. How is data collected and analyzed to determine the effectiveness of this strategy? There will be a pre-test, mid-test, and a post test to determine the effectiveness of the strategies used. Who is responsible for monitoring implementation of this strategy? Administrators and teachers will be responsible for implementation and monitoring of the strategies used. Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Name Frank Haynie Debbie Jose Fallon Crosby Title Principal Assistant Principal Guidance Counselor Page 7 of 22 Last Modified: 10/22/2013

8 Kelly Stumpf Kathy Stanchina Reading Coach Reading Coach Describe how the school-based LLT functions (e.g., meeting processes, roles, functions) The LLT will meet as needed to analyze student data, set goals, and monitor growth. The team will look at the data from assessments given and use the data to help drive classroom instruction. Student performance will be closely monitored and interventions will be implemented as needed. The LLT will work closely with the MTSS Team to ensure these interventions are successful. The LLT will assist with focusing on areas of literacy concerns such as ensuring text complexity, close reading and rereading of text is central to all subjects. The members will identify literacy resources, materials, and software that support and enhance student achievement. This team will play a role in organizing professional development based on the identified needs of the school. They will play a role in coordinating professional learning community activities that support the needs of the school and are research based reading strategies. What will be the major initiatives of the LLT this year? One of our major initiatives will be to increase the percentage of students who are at or above proficiency with an emphasis on reading across curriculum. Another important emphasis will be placed on those students identified as our lowest quartile and addressing their specific needs to aid in their success. The LLT will be knowledgeable about the District Reading Curriculum and literacy related information. The team will support the teachers with the new Reading Street Series by ensuring that concerns are addressed and needs are supported through Staff Development and PLC's. Preschool Transition This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs, as applicable Students in the Voluntary Pre-K (VPK) Program visit the kindergarten classrooms at the end of the school year to learn about what to expect in kindergarten. During the summer, students entering kindergarten in selected Title I Schools can attend Kinder Camp to help prepare them for success in kindergarten. Schools offer an Open House before school starts and kindergarten teachers are available for individual conferences. Expected Improvements This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L , NCLB, codified at 20 U.S.C. 6314(b). Area 1: Reading Page 8 of 22 Last Modified: 10/22/2013

9 Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 80% 72% No 82% American Indian Asian 83% 79% No 85% Black/African American 48% 41% No 54% Hispanic 78% 74% No 80% White 83% 79% No 85% English language learners 56% 47% No 60% Students with disabilities 65% 50% No 69% Economically disadvantaged 74% 60% No 77% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 29% Students scoring at or above Achievement Level % 53% Florida Alternate Assessment (FAA) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 0% Students scoring at or above Level 7 [data excluded for privacy reasons] 100% Learning Gains 2013 Actual # 2013 Actual % 2014 Target % Students making learning gains (FCAT 2.0 and FAA) % 66% Students in lowest 25% making learning gains (FCAT 2.0) Comprehensive English Language Learning Assessment (CELLA) 27 49% 66% Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non-ell students) Students scoring proficient in reading (students read grade-level text in English in a manner similar to non- ELL students) Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ell students) 2013 Actual # 2013 Actual % 2014 Target % 30 67% 70% 16 36% 46% 18 39% 49% Page 9 of 22 Last Modified: 10/22/2013

10 Area 2: Writing Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at or above 3.5 Florida Alternate Assessment (FAA) Students scoring at or above Level Actual # 2013 Actual % 2014 Target % 65 63% 73% [data excluded for privacy reasons] 100% Area 3: Mathematics Elementary and Middle School Mathematics Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0 and EOC assessments, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 79% 72% No 81% American Indian Asian 100% 86% No 100% Black/African American 68% 44% No 72% Hispanic 74% 75% Yes 77% White 82% 77% No 84% English language learners 65% 63% No 68% Students with disabilities 74% 61% No 77% Economically disadvantaged 73% 60% No 75% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 32% Students scoring at or above Achievement Level % 47% Florida Alternate Assessment (FAA) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 15% Students scoring at or above Level 7 [data excluded for privacy reasons] 90% Learning Gains 2013 Actual # 2013 Actual % 2014 Target % Learning Gains % 66% Students in lowest 25% making learning gains (FCAT 2.0 and EOC) Area 4: Science Elementary School Science Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 20 39% 66% 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 30% Students scoring at or above Achievement Level % 36% Page 10 of 22 Last Modified: 10/22/2013

11 Florida Alternate Assessment (FAA) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 0% Students scoring at or above Level 7 [data excluded for privacy reasons] 100% Area 5: Science, Technology, Engineering, and Mathematics (STEM) All Levels # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs) Participation in STEM-related experiences provided for students 2013 Actual # 2013 Actual % 2014 Target % 29% Area 8: Early Warning Systems Elementary School Indicators Students who miss 10 percent or more of available instructional time 2013 Actual # 2013 Actual % 2014 Target % 57 8% 5% Students retained, pursuant to s , F.S. 9 1% 0% Students who are not proficient in reading by third grade 24 23% 18% Students who receive two or more behavior referrals 6 1% 0% Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S. 5 1% 0% Area 9: Parent Involvement Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe parental involvement targets for your school The goal at Sterling Park Elementary is to involve parents and community members in children's education in order to achieve lifelong student success. This goal is met through an active Parent Teacher Association (PTA), School Advisory Council (SAC), Dividends and Partners in Education. Currently, our PTA is made up of approximately 150 members. The PTA helps organize hard-working, dedicated volunteers. They also provide communication between the school and home through the production of information flyers, general meetings and updates on Face-book. Finally, the PTA organizes fundraisers that raise funds that are used for books, technology and other educational resources. The SCHOOL ADVISORY COUNCIL (SAC) is an advisory board formed to work with the administration in adapting and adopting the School Improvement Plan (SIP). The members are elected to the council and serve for a specific period of time with monthly meetings. Dividends are parents and community members that come into the school and volunteer their time and assistance to students. Currently, Sterling Park has 100 dividends. Business Partners offer support through teacher and student incentives, various reading programs, as well as donations. Sterling Park believes in parent communication. Skyward's Family Access is a free internet based website that allows parents the ability to track their students grades, assignments and attendance. Along with Family Access, Sterling Park has a school website that offers parents and community members up to date school information. Page 11 of 22 Last Modified: 10/22/2013

12 Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Parent logged into Skyward Parent Portal at least once during school year % 25% Page 12 of 22 Last Modified: 10/22/2013

13 Goals Summary Goal #1: To increase the percent of accountability group students achieving proficiency (Level 3+) on the 2014 FCAT 2.0 Math and FCAT 2.0 Reading. Goal #2: To increase the percent of accountability group students achieving proficiency( Score 4.0+) on the 2014 FCAT Writing. Goals Detail Goal #1: To increase the percent of accountability group students achieving proficiency (Level 3+) on the 2014 FCAT 2.0 Math and FCAT 2.0 Reading. Targets Supported Reading Reading - AMO's Reading - FCAT2.0 Reading - FAA Reading - Learning Gains Reading - CELLA Math Math - Elementary and Middle School Math - Elementary and Middle AMO's Math - Elementary and Middle FCAT 2.0 Math - Elementary and Middle FAA Math - Elementary and Middle Learning Gains Science Science - Elementary School Parental Involvement EWS - Elementary School Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Resources Include: instructional materials, staffing, technology and other resources A lack of parental support in addressing the needs of students. Page 13 of 22 Last Modified: 10/22/2013

14 Plan to Monitor Progress Toward the Goal DE, SRI, PSI, PASI, DRA, Oral Reading Fluency, and Reading Street benchmark assessments, Go Math Assessments, teacher checklist Administration, Literacy Team, Teachers DE Reading/Math - three times/year Gr. 3-5, four times/year Gr. Kg-2, DE Science- three times/year SRI- Gr three times/year, monthly for below level students PASI- Kindergarten, as needed for others DRA- as needed ORF- Gr. 1-5-monthly Reading Street Assessments- baseline, weekly, unit and end of the year Go Math- Beginning of the Year, Prerequisite, chapter tests Teacher Checklist- Primary Grades Data meetings will be scheduled for data analysis. Goal #2: To increase the percent of accountability group students achieving proficiency( Score 4.0+) on the 2014 FCAT Writing. Targets Supported Reading - FAA Reading - Learning Gains Reading - CELLA Writing Parental Involvement Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Resources include: instructional materials, staffing and technology Lack of background knowledge Plan to Monitor Progress Toward the Goal Writings will be graded by two evaluators and results will be discussed Stengths and weaknesses of the writing will be determined. Intervention activities will be planned to address areas of weakness Administration Monthly Scheduled data anaylsis meetings, Grade Level PLCs Action Plan for Improvement Page 14 of 22 Last Modified: 10/22/2013

15 Goal #1: Barrier #1: Strategy #1 to Overcome the Barrier To increase the percent of accountability group students achieving proficiency (Level 3+) on the 2014 FCAT 2.0 Math and FCAT 2.0 Reading. A lack of parental support in addressing the needs of students. Family Nights with a focus on math, reading, writing and science Step #1 to Implement Strategy #1 - Budget Item Family Nights will be organized throughout the school year. The focus of each Family Night will be on reading, math, writing and science best practices. Administration, Literacy Team, Classroom Teachers, Math Committee, Technology Committee Friends of the Library- October 4-3:00-6:00 Reading/Literacy Night--October 17-6:30-8:00 Math Night- November 14-6:30-8:00 FCAT Writing Night- TBD Science Night- January 23-6:30-8:00 FCAT Informational Night- TBD Technology Night- April 10-6:30-8:00 Sign-in sheets, informational flyers Plan to Monitor Fidelity of Implementation of Strategy #1 for Overcoming Barrier #1 to Goal #1 Administration will meet with each committee to develop a plan for each family night. Administration, Committee Chair, Committee members Montioring will occur prior to the event to ensure plan, personnell and resources are ready, during the event and after event to determine effectiveness Evidence of Completion Sign in sheets, exit slips, feedback from committee members Plan to Monitor Effectiveness of Strategy #1 for Overcoming Barrier #1 to Goal #1 Sign-in sheets, exit slips Committee Members After each family event Collect feedback from teachers and parents. Page 15 of 22 Last Modified: 10/22/2013

16 Goal #1: Barrier #1: Strategy #2 to Overcome the Barrier To increase the percent of accountability group students achieving proficiency (Level 3+) on the 2014 FCAT 2.0 Math and FCAT 2.0 Reading. A lack of parental support in addressing the needs of students. Before school, after school tutorial and tutorial support during the day Step #1 to Implement Strategy #2 - Budget Item Tutoring sessions will be implemented - reading, writing and math Administration, Classroom Teachers, Tutors 3- tutoring sessions, 2 days/wk, 6 week sessions Before school After school In school Tutorial Support Pre and post test, DE results, SRI results Plan to Monitor Fidelity of Implementation of Strategy #2 for Overcoming Barrier #1 to Goal #1 Attendance Records, Data Records Administration, Lead Teacher Daily-Attendance, Pre and post test results, daily observations Evidence of Completion Post test results, attendance records, teacher feedback Plan to Monitor Effectiveness of Strategy #2 for Overcoming Barrier #1 to Goal #1 Pre tests, post tests Classroom teachers, literacy support, administration Prior to tutoring sessions and directly after tutorial sessions Post test results Page 16 of 22 Last Modified: 10/22/2013

17 Goal #2: Barrier #1: Strategy #1 to Overcome the Barrier To increase the percent of accountability group students achieving proficiency( Score 4.0+) on the 2014 FCAT Writing. Lack of background knowledge Students will be given opportunities for timed brainstorming to generate ideas. Step #1 to Implement Strategy #1 Teachers will set aside time during thier writing block for brainstorming. Classroom teachers Throughout the school year Lesson plans Plan to Monitor Fidelity of Implementation of Strategy #1 for Overcoming Barrier #1 to Goal #2 Lesson plans will be checked weekly by the Assistant Principal, Strategy will be discussed at weekly team planning meeting Administration, Team Leader Weekly Evidence of Completion Lesson plans, weekly team notes Plan to Monitor Effectiveness of Strategy #1 for Overcoming Barrier #1 to Goal #2 PMA results, Writing prompt scores Teachers After testing Gradebook, writing portfolios Page 17 of 22 Last Modified: 10/22/2013

18 Goal #2: Barrier #1: Strategy #2 to Overcome the Barrier To increase the percent of accountability group students achieving proficiency( Score 4.0+) on the 2014 FCAT Writing. Lack of background knowledge Fourth Grade teachers will be provided with time to conference one-on-one with their students individually to discuss strategies that will improve their writing. Step #1 to Implement Strategy #2 - Budget Item Teachers will be given an opportunity to meet with each student to conference one-on-one about their writing. Subsitutes will be provided to meet this action step. Administration will approve substitutes to come into the school, so that teachers can have time to conference with students. Teachers will conference with students. Substitutes/Assistants/ Litearacy Coaches will provide coverage for classes. As needed Lesson Plans Writing Portfolios Plan to Monitor Fidelity of Implementation of Strategy #2 for Overcoming Barrier #1 to Goal #2 Fourth grade teachers will be granted substitutes or in-school support for one-on-one conferencing. Administration During each request Evidence of Completion Lesson plans, writing portfolios Plan to Monitor Effectiveness of Strategy #2 for Overcoming Barrier #1 to Goal #2 Writing Samples, PMA results, Writing Prompt scores Classroom Teachers Throughout the school year Schedule data anlaysis meetings, Writing PLCs Page 18 of 22 Last Modified: 10/22/2013

19 Goal #2: Barrier #1: Strategy #3 to Overcome the Barrier To increase the percent of accountability group students achieving proficiency( Score 4.0+) on the 2014 FCAT Writing. Lack of background knowledge Provide Teachers On Assignment (TOA) to model writing lessons with students as building teachers observe. Step #1 to Implement Strategy #3 - Budget Item - PD Opportunity Classroom teachers will attend professional development sessions and observe model lessons by TOAs. Administration will oversee this action step. October 2, 2013 October 16, 2013 (other dates TBD) Learning logs, teacher feedback, sign-in sheets Facilitator: Teachers on Assignment- Shannon Caden Pat Goldman Participants: Classroom Teachers Plan to Monitor Fidelity of Implementation of Strategy #3 for Overcoming Barrier #1 to Goal #2 Administration will complete walkthroughs, observation Administration Bi-weekly Evidence of Completion Student writing samples, PMA results Plan to Monitor Effectiveness of Strategy #3 for Overcoming Barrier #1 to Goal #2 Sample writings will be collected and discussed with teams in a PLC for evidence of effective writing. Classroom teachers Data will be collected on an ongoing basis. Writing samples and PMA results Coordination and Integration This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L , NCLB, codified at 20 U.S.C. 6314(b). Page 19 of 22 Last Modified: 10/22/2013

20 This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe how federal, state, and local funds, services, and programs will be coordinated and integrated in the school. Include Title I, Part A; Title I, Part C Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X Homeless; Supplemental Academic Instruction (SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, as applicable to your school Sterling Park Elementary School will coordinate Supplemental Academic Instruction and Exceptional Student Education funds to provide additional academic tutorial and/or intervention time for students in need of remediation. These funding sources are coordinated to maximize the number of students and the amount of services available for academic interventions. In addition, the school district coordinates IDEA funds to provide our school additional paraprofessionals that facilitate small group instruction during the school day. The coordination and integration of these funds and services ensure students are provided the time and support needed to master the standards and improve academic achievement. Professional Development This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b), by demonstrating high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievement standards. This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b), by demonstrating high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievement standards. Professional development opportunities identified in the SIP as action steps to achieve the school's goals: Budget Goal #2: To increase the percent of accountability group students achieving proficiency( Score 4.0+) on the 2014 FCAT Writing. Barrier #1: Lack of background knowledge Strategy #3: Provide Teachers On Assignment (TOA) to model writing lessons with students as building teachers observe. Action Step #1: Classroom teachers will attend professional development sessions and observe model lessons by TOAs. Facilitator leader Teachers on Assignment- Shannon Caden Pat Goldman Participants Classroom Teachers Target dates or schedule October 2, 2013 October 16, 2013 (other dates TBD) Evidence of Completion and Person Responsible for Monitoring Learning logs, teacher feedback, sign-in sheets (Person Responsible: Administration will oversee this action step. ) Budget Summary by Goal Goal Description Total Goal #1 To increase the percent of accountability group students achieving proficiency (Level 3+) on the 2014 FCAT 2.0 Math and FCAT 2.0 Reading. $25,863 Page 20 of 22 Last Modified: 10/22/2013

21 Goal #2 To increase the percent of accountability group students achieving proficiency( Score 4.0+) on the 2014 FCAT Writing. $1,100 Total $26,963 Budget Summary by Resource Type and Funding Source Resource Type Other Total School Improvement Funds $863 $863 Tutorial $25,000 $25,000 PD Funds $1,100 $1,100 Total $26,963 $26,963 Budget Detail Goal #1: To increase the percent of accountability group students achieving proficiency (Level 3+) on the 2014 FCAT 2.0 Math and FCAT 2.0 Reading. Barrier #1: A lack of parental support in addressing the needs of students. Strategy #1: Family Nights with a focus on math, reading, writing and science Action Step #1: Family Nights will be organized throughout the school year. The focus of each Family Night will be on reading, math, writing and science best practices. Resource Type Resource Funding Source Other Amount Needed $863 Make and take activities for parents, supplies for activities School Improvement Funds Strategy #2: Before school, after school tutorial and tutorial support during the day Action Step #1: Tutoring sessions will be implemented - reading, writing and math Resource Type Resource Funding Source Other Personnel Tutorial Amount Needed $25,000 Goal #2: To increase the percent of accountability group students achieving proficiency( Score 4.0+) on the 2014 FCAT Writing. Barrier #1: Lack of background knowledge Strategy #2: Fourth Grade teachers will be provided with time to conference one-on-one with their students individually to discuss strategies that will improve their writing. Action Step #1: Teachers will be given an opportunity to meet with each student to conference one-onone about their writing. Subsitutes will be provided to meet this action step. Resource Type Resource Funding Source Other Substitute teacher PD Funds Amount Needed $800 Page 21 of 22 Last Modified: 10/22/2013

22 Strategy #3: Provide Teachers On Assignment (TOA) to model writing lessons with students as building teachers observe. Action Step #1: Classroom teachers will attend professional development sessions and observe model lessons by TOAs. Resource Type Resource Funding Source Other Substitute Teachers PD Funds Amount Needed $300 Page 22 of 22 Last Modified: 10/22/2013

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