FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN

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1 FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN School: 0621 Blue Lake Elementary School District: 64 Volusia Principal: Willie Williams SAC Chair: Tony Sharpe Superintendent: Dr. Margaret A Smith School Board Approval Date: 11/05/2013 Last Modified on: 10/31/2013 Pam Stewart, Commissioner Florida Department of Education 325 West Gaines Street Tallahassee, FL Address: Physical 282 N BLUE LAKE AVE Deland, FL Mailing 282 N BLUE LAKE AVE Deland, FL Phone Number: Web Address: Address: School Type: Alternative: Charter: Title I: Elementary School No No Yes Free/Reduced Lunch: 79% Minority: 57% School Grade History: C B 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 Volusia 0621 Blue Lake Elementary School FDOE SIP Current School Status School Information SchoolLevel Information School Blue Lake Elementary School Principal's name Willie Williams School Advisory Council chair's name Tony Sharpe Names and position titles of the SchoolBased Leadership Team (SBLT) Name Willie Williams Kimberley McKinney Sarah Collins Tracy Tomlinson Lisa Sylvester Title Principal Assistant Principal Reading Coach Math Coach Reading Intervention DistrictLevel Information District Volusia Superintendent's name Dr. Margaret A Smith Date of school board approval of SIP 11/05/2013 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). Describe the membership of the SAC including position titles Early, Tracey Parent Gipson, Jason Parent Hurta, Leslie Parent Lawson, Jan Support Staff McKinney, Kimberley Assistant Principal Murray, Julie Teacher PiechuraCouture, Kathy Community Member/Business Partner (Stetson University) RobertsNeira, Nicole Parent Trullinger, Dawn Parent/Business Partner Vergara, Katherine Parent Sharp, Tony Parent Williams, Willie Principal Currently 77% of our committee is made up of nonvolusia county employees. Describe the involvement of the SAC in the development of this school improvement plan After reviewing relevant data, the council members have an opportunity to provide input for the development of the plan. The final plan is approved by the members. The plan will be monitored throughout the year and the members will be updated on the progression towards reaching the goal(s) addressed in the plan. Describe the activities of the SAC for the upcoming school year Page 2 of 26 Last Modified: 10/31/2013

3 Volusia 0621 Blue Lake Elementary School FDOE SIP The School Advisory Council will meet monthly, At every meeting, the council will review the Title I budget, monitor progress of the school improvement plan and will be updated on the school and district's current events. Describe the projected use of school improvement funds and include the amount allocated to each project There are no school improvement funds at this time. 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). Administrators # Administrators 2 # Receiving Effective rating or higher (not entered because basis is < 10) Administrator Information: Page 3 of 26 Last Modified: 10/31/2013

4 Volusia 0621 Blue Lake Elementary School FDOE SIP Willie Williams Principal Years as Administrator: 12 Years at Current School: 4 Credentials B.A. Political Science & M.S. in Educational Leadership Performance Record c school 55% r level 3 or above 54% m level 3 or above 55% r and 65% m making learning gains 54% r and 59% m lowest 25% making gains 2011/2012 B School,(55%R/56%M* 3 or above,66%r/54%m* LG, 24%R/57%M* L 25%) *= % proficient 2010/2011 A School, AYP 77%,77%R/79%M H.S, 63%R/69%M LG, 67%R/79%M L 25% 2009/2010 A School, AYP 100%, 90%R/91%M, 72% R/60 %M LG, 65%R/78%M L 25% 2008/2009 B School, AYP 85%, 68% R/60% M, 60% R/ 58% M LG, 69% R/57% M L25%) 2007/2008 C School, AYP 77%, 63%R/62%M, 60% R/65%M LG, 58% R/ 81% L25%) 2006/2007 C School, AYP 95% (64% R/ 61%M, 59% R/66% M LG, 65% R/66% M L25%) 2005/2006 B School, AYP 87% (29% R/60% M, 42%R/69% M LG, 47% R/73% M L 25%) Page 4 of 26 Last Modified: 10/31/2013

5 Volusia 0621 Blue Lake Elementary School FDOE SIP /2005 C School, AYP 83%(33% R/61% M) (45% R/67% M LG)( 50% R/NS M L25%) Page 5 of 26 Last Modified: 10/31/2013

6 Volusia 0621 Blue Lake Elementary School FDOE SIP Kimberley McKinney Asst Principal Years as Administrator: 8 Years at Current School: 10 Credentials B.A. Elementary Education & M.S. in Educational Leadership Performance Record c school 55% r level 3 or above 54% m level 3 or above 55% r and 65% m making learning gains 54% r and 59% m lowest 25% making gains 2011/2012 B School,(55%R/56%M* 3 or above,66%r/54%m* LG, 24%R/57%M* L 25%) *= % proficient 2010/2011 A School, AYP 77%,77%R/79%M H.S, 63%R/69%M LG, 67%R/79%M L 25% 2009/2010 A School, AYP 100%, 90%R/91%M, 72% R/60 %M LG, 65%R/78%M L 25% 2008/2009 B School, AYP 85%, 68% R/60% M, 60% R/ 58% M LG, 69% R/57% M L25%) 2007/2008 C School, AYP 77%, 63%R/62%M, 60% R/65%M LG, 58% R/ 81% L25%) 2006/2007 C School, AYP 95% (64% R/ 61%M, 59% R/66% M LG, 65% R/66% M L25%) 2 005/2006 B School, AYP 87% (29% R/60% M, 42%R/69% M LG, 47% R/73% M Page 6 of 26 Last Modified: 10/31/2013

7 Volusia 0621 Blue Lake Elementary School FDOE SIP Instructional Coaches # Instructional Coaches 2 L 25%) 2004/2005 C School, AYP 83%(33% R/61% M) (45% R/67% M LG)( 50% R/NS M L25%) # Receiving Effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Page 7 of 26 Last Modified: 10/31/2013

8 Volusia 0621 Blue Lake Elementary School FDOE SIP Sarah Collins Fulltime / Schoolbased Areas Credentials Years as Coach: 8 Years at Current School: 20 Reading/Literacy B.S. Aviation Business Administration, Elementary Education Certification, ESOL Endorsement. M.A. Curriculum & Instruction Performance Record c school 55% r level 3 or above 54% m level 3 or above 55% r and 65% m making learning gains 54% r and 59% m lowest 25% making gains 2011/2012 B School,(55%R/56%M* 3 or above,66%r/54%m* LG, 24%R/57%M* L 25%) *= % proficient 2010/2011 A School, AYP 77%,77%R/79%M H.S, 63%R/69%M LG, 67%R/79%M L 25% 2009/2010 A School, AYP 100%, 90%R/91%M, 72% R/60 %M LG, 65%R/78%M L 25% 2008/2009 B School, AYP 85%, 68% R/60% M, 60% R/ 58% M LG, 69% R/57% M L25%) 2007/2008 C School, AYP 77%, 63%R/62%M, 60% R/65%M LG, 58% R/ 81% L25%) 2006/2007 C School, AYP 95% (64% R/ 61%M, 59% R/66% M LG, 65% Page 8 of 26 Last Modified: 10/31/2013

9 Volusia 0621 Blue Lake Elementary School FDOE SIP R/66% M L25%) 2 005/2006 B School, AYP 87% (29% R/60% M, 42%R/69% M LG, 47% R/73% M L 25%) 2004/2005 C School, AYP 83%(33% R/61% M) (45% R/67% M LG)( 50% R/NS M L25%) Page 9 of 26 Last Modified: 10/31/2013

10 Volusia 0621 Blue Lake Elementary School FDOE SIP Tracy Tomlinson Parttime / Districtbased Areas Years as Coach: 2 Years at Current School: 17 Mathematics Credentials B.S Elementary Education 16 ESOL Endorsement Performance Record c school 55% r level 3 or above 54% m level 3 or above 55% r and 65% m making learning gains 54% r and 59% m lowest 25% making gains 2011/2012 B School,55%R/56%M* 3 or above,66%r/54%m* LG, 24%R/57%M* L 25%) *= % proficient 2010/2011 A School, AYP 77%,77%R/79%M H.S, 63%R/69%M LG, 67%R/79%M L 25% 2009/2010 A School, AYP 85%, 79% R/82%M, 72%R/58% M LG, 69%R/63%M L25% 2008/2009 A School, AYP 92%,79%R/85%M, 71%R/75%M LG, 67%R/76%M L25% 2007/2008 B School, AYP 87%,78%R/81%M, 65%R/65%M LG, 69%R/56%M L25%, 2006/2007 A School, AYP 95%,73%R/78%M, 69%R/76%M LG, 65%R/80%M L25% Classroom Teachers # of classroom teachers 54 # receiving effective rating or higher 0% Page 10 of 26 Last Modified: 10/31/2013

11 Volusia 0621 Blue Lake Elementary School FDOE SIP # Highly Qualified Teacher (HQT), as defined in 20 U.S.C. 7801(23) 100% # certified infield, pursuant to Section (2), F.S., 0% # ESOL endorsed 36, 67% # reading endorsed 8, 15% # with advanced degrees 15, 28% # National Board Certified 0, 0% # firstyear teachers 9, 17% # with 15 years of experience 4, 7% # with 614 years of experience 16, 30% # with 15 or more years of experience 25, 46% Education Paraprofessionals # of paraprofessionals 7 # Highly Qualified, as defined in 20 U.S.C. 6319(c) 7, 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). Describe your school's strategies to recruit and retain highly qualified, certifiedinfield, effective teachers to the school; include the person responsible. 1. Celebrations/Teacher Recognitions Administration and Sunshine Committee 2. Promotion of School (Brochures, Advertisement) Administration and PTA 3. New Teacher Programs (Individualized PD, mentors, peer classroom visits) Administration/PAR Teacher 4. Leadership Opportunities Administration 5. PLC Activities Instructional Coaches/Administration 6. Professional Development Instructional coaches/administration 7. Participation in District Job Fair and Recruitment Activities Administration The principal contacts local colleges and universities in an effort to recruit upcoming graduates. School administration participates in the district sponsored job fairs. In an effort to retain highly qualified teachers, the school will encourage participation in new teacher programs (Empowering Educators for Excellence, mentors, peer classroom visits), professional development and PLC activities. Leadership opportunities will be provided as well as celebrations and teacher recognition. 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). Describe your school's teacher mentoring program/plan including the rationale for pairings and the planned mentoring activities Page 11 of 26 Last Modified: 10/31/2013

12 Volusia 0621 Blue Lake Elementary School FDOE SIP New teachers are pared with experience teachers for mentoring. The pairing are made based on grade level and job roles. Mentoring teacher activities include team planning, grade level meetings, PLCs, and professional development. Support/Planning/E3 Empowering Educators for Excellence (Teacher induction program) new teachers are also support by grade chirs MultiTiered System of Supports (MTSS) / Response to 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). Describe your school's databased problemsolving 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 The school improvement plan is data driven and focuses on areas of school based need for both specific content areas as well as specific student populations. Similarly, MTSS is a datadriven framework that seeks to find solutions/resources matched in intensity to student need in academic and behavioral areas. The MTSS framework follows the district s fourstep problem solving process, with RtI as an integral component of the process. As a result, the school improvement plan is based on a strategic analysis of data, and identified resources (as identified by the MTSS school based leadership team) are matched to the needs of the students/schools. Building the SIP within the context of MTSS results in the school determining the areas of most significant need and, as importantly, enables the school to develop a plan that can be addressed based on existing resources. What is the function and responsibility of each schoolbased leadership team member as related to the school's MTSS and the SIP? Administratorsoverseeing all phases related to MTSS and SIP PST Chair, School Social Worker and School Psychologistoverseeing the PST process and early warning systems GradeLevel Team Leaderscommunication with administration on a weekly basis through PLC minutes related to data analysis and progress toward SIP goal(s) Instructional Coachescommunication with grade levels and administration concerning data analysis and monitoring progress towards achieving the SIP goal(s) Describe the systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP The schoolbased MTSS leadership team meets regularly throughout the school year in order to address the academic and behavioral needs that develop throughout the year, as well as to monitor outcomes of supports and interventions. 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) Pinnacle Gradebook provides evidence of performance in core instruction across content areas. In addition, information gleaned from FAIR assessments, DRAs, OPM probes, interim assessments and FCAT provide valuable information regarding reading performance for both individuals and groups of students. Interim assessments and FCAT also provide critical information regarding student performance in the areas of mathematics, science, and writing. Pinnacle Insight reports provide further information regarding performance by both individual and groups of students (disaggregated by specific groups) in order to inform instruction and intervention. Behavioral expectations are communicated by the school to all students and parents. Those students who do not obtain Page 12 of 26 Last Modified: 10/31/2013

13 Volusia 0621 Blue Lake Elementary School FDOE SIP proficiency in behavioral expectations are provided supports and interventions matched to student need. Office discipline data are maintained and monitored by the school site. Tier 2 and tier 3 supports/interventions and the response to these interventions are entered into the electronic PST system. Summary reports within the system are available to MTSS schoolbased leadership (i.e. the Principal, PST Chair, and school psychologist). Describe the plan to support understanding of MTSS and build capacity in databased problem solving for staff and parents Schoolbased support for MTSS will be provided by the District MTSS Leadership Team. In turn, the schoolbased MTSS Leadership team will disseminate relevant MTSS information to teachers and parents. Databased meetings throughout the school year will identify those students in need of academic and/or behavioral supports. Furthermore, based on this databased decision making, supports will be implemented and monitored. Schoolspecific reports, such as those available in Pinnacle Insight, will facilitate the development of a databased MTSS framework. This data, in conjunction with identified schoolbased tiered resources, will ensure that a MultiTiered System of Supports is an overarching framework that guides the work of the school. 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). Researchbased 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: 180 Strategy Purpose(s) Strategy Description Students & Tutors Achieving Results (STAR) is an after school Tutoring Program being implemented at Blue Lake. The tutoring program includes access to iready Internet based instruction and facetoface instruction. How is data collected and analyzed to determine the effectiveness of this strategy? pre/post test and progress monitoring through school room data including FAIR, SIPPs, and district assessments Who is responsible for monitoring implementation of this strategy? STAR coordinator Literacy Leadership Team (LLT) Names and position titles of the members of the schoolbased LLT Name Willie F. Williams Kimberley McKinney Sarah Collins Kelly Long Lisa Sylvester Naii Colon Meredith Kelly Pam Kump Title Principal Assistant Principal Reading Coach Kindergarten Teacher Reading Intervention Fourth Grade Teacher First Grade Chair Fifth Grade Teacher Page 13 of 26 Last Modified: 10/31/2013

14 Volusia 0621 Blue Lake Elementary School FDOE SIP Barbara Stevens Robin Diedrichs Tia Simon Tami Hassell Cecelia Helton Nancy Legaspi Guidance Fourth Grade Chair ESE Support Facilitator ESE Support Facilitator ESE Seperate Class Teacher ESOL Teacher Describe how the schoolbased LLT functions (e.g., meeting processes, roles, functions) Administration: Provides a common vision for the use of databased decisionmaking by promoting MTSS and the K12 Reading Plan; ensures that educators are implementing the District's Progress Monitoring Plan (PMP)accessible through the K12 curriculum link of the Volusia County Schools' webpage.; monitors students who do not respond to core instruction and are in need of immediate intensive intervention; supports the Problem Solving Team (PST); ensures that adequate professional development is scheduled for the faculty. GradeLevel Team Leaders: Provide information about core instruction; participate in student data collection; deliver Tier 1 instruction/intervention; collaborate with other teachers that provide Tier 2 interventions; integrate Tier 1 materials/instruction with Tier 2/Tier 3 activities. The school s Literacy Leadership Team functions as a natural extension of the school s Problem Solving Team (PST). The school s PST includes MTSS as an explicit step of problem solving and addresses individual as well as class, gradelevel and schoolwide issues. The PST is embedded in the infrastructure of the school. Core members of the PST are the principal, assistant principal, curriculum specialists, instructional coaches, school psychologist, speech/language clinician, school counselor, school social worker, and ad hoc teachers. In addition, since parent collaboration is essential for the success of PS/MTSS implementation, parent input will be actively sought to enhance student outcomes. The school s leadership team will focus PS/MTSS meetings around two PLC essential questions: 1) How will we respond when they don t learn? and 2) How will we respond when they already know it? The team meets regularly to engage in the following activities: Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and the classroom level to identify student who are either meeting/exceeding expectations or those who are at risk for not meeting benchmarks. For those students who are at risk, tiered level supports are in place to address the deficits and to ensure gradelevel proficiency as appropriate. For those students who are exceeding expectations, enrichment activities are in place to ensure acceleration of learning. What will be the major initiatives of the LLT this year? increase the classroom teacher's understanding of Common Core Standards and implementation of effective instructional strategies delve into data for use in instructional planning providing professional development opportunities for teachers 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). Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs, as applicable The District, in conjunction with the local Head Start agency, Early Learning Coalition, VPK Sites and other local preschool facilities, coordinates efforts to promote continuity of services and effective transitions for children and their families. These include: Providing the opportunity for ongoing communication between agencies to facilitate coordination of programs and shared expectations for children s learning and development as the children transition to elementary school. Collaborating and participating in joint professional development, including transitionrelated training for school staff Page 14 of 26 Last Modified: 10/31/2013

15 Volusia 0621 Blue Lake Elementary School FDOE SIP and preschool staff when feasible. Providing to the preschool agencies local public school policies, kindergarten registration, kindergarten orientation and other relevant information to ease the transition of children and families. College and Career Readiness This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)(cc), P.L , NCLB, codified at 20 U.S.C. 6314(b). How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future? N/A How does the school promote academic and career planning, including advising on course selections, so that each student's course of study is personally meaningful? N/A Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A10.038, F.A.C N/A Page 15 of 26 Last Modified: 10/31/2013

16 Volusia 0621 Blue Lake Elementary School FDOE SIP 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). Area 1: Reading 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 63% 45% No 66% American Indian Asian Black/African American 41% 23% No 47% Hispanic 64% 33% No 68% White 78% 62% No 81% English language learners 67% 26% No 70% Students with disabilities 48% 15% No 54% Economically disadvantaged 58% 40% No 62% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 40% Students scoring at or above Achievement Level % 26% 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] 0% Learning Gains 2013 Actual # 2013 Actual % 2014 Target % Students making learning gains (FCAT 2.0 and FAA) 92 55% 70% Students in lowest 25% making learning gains (FCAT 2.0) Comprehensive English Language Learning Assessment (CELLA) 25 54% 70% Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to nonell students) Students scoring proficient in reading (students read gradelevel 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 nonell students) 2013 Actual # 2013 Actual % 2014 Target % 60 56% 58% 32 30% 32% 28 26% 28% Page 16 of 26 Last Modified: 10/31/2013

17 Volusia 0621 Blue Lake Elementary School FDOE SIP 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 % 50 60% 60% [data excluded for privacy reasons] 0% 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 62% 55% No 66% American Indian Asian Black/African American 45% 34% No 51% Hispanic 60% 49% No 64% White 81% 68% No 83% English language learners 65% 45% No 69% Students with disabilities 36% 21% No 42% Economically disadvantaged 57% 50% No 61% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 35% Students scoring at or above Achievement Level % 31% Learning Gains 2013 Actual # 2013 Actual % 2014 Target % Learning Gains % 70% 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) 27 59% 70% 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 36% Students scoring at or above Achievement Level % 29% 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] 0% Page 17 of 26 Last Modified: 10/31/2013

18 Volusia 0621 Blue Lake Elementary School FDOE SIP Area 5: Science, Technology, Engineering, and Mathematics (STEM) All Levels # of STEMrelated experiences provided for students (e.g. robotics competitions; field trips; science fairs) Participation in STEMrelated experiences provided for students 2013 Actual # 2013 Actual % 2014 Target % 70% 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 % Students retained, pursuant to s , F.S. 28 6% 5% Students who are not proficient in reading by third grade Students who receive two or more behavior referrals 59 8% 7% Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S % 4% 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 Refer to PIP Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Refer to PIP Area 10: Additional Targets Description of additional targets Involve a cross section of subgroups in our after school activities ( DaVinci Club and STAR tutoring) to extend their learning time for success in the classroom. Specific Additional Targets Target 2013 Actual # 2013 Actual % 2014 Target % Increase student achievement on FCAT either through learning gains or high performing categories 60% 65% Page 18 of 26 Last Modified: 10/31/2013

19 Volusia 0621 Blue Lake Elementary School FDOE SIP Goals Summary Goal #1: All teachers will plan and implement effective instruction aligned to standards including strategies and accommodations for all students:black, Hispanic, White, English Language Learners, Students with Disabilities, and E.D. Goals Detail Goal #1: All teachers will plan and implement effective instruction aligned to standards including strategies and accommodations for all students:black, Hispanic, White, English Language Learners, Students with Disabilities, and E.D. Targets Supported Reading Reading AMO's Reading FCAT2.0 Reading FAA Reading Learning Gains Reading CELLA Writing 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 STEM Parental Involvement EWS EWS Elementary School Page 19 of 26 Last Modified: 10/31/2013

20 Volusia 0621 Blue Lake Elementary School FDOE SIP Resources Available to Support the Goal Targeted Barriers to Achieving the Goal coaches/interventions sub budget for PD and follow up Title I, ISTTOA, district support liason, CCIA team, Literacy Team, PAR teacher, PAR mentor 36 teachers ESOL endorsed PD days and early release PD days 8 teachers with Reading endorsement data notebooks common planning administrative support mentoring program STARR tutoring Catalyst District Staff Development 15 teachers with advanced degrees Waterford IPAD & IPODS for student use 54 highly qualified teachers Edmodo CPalms SIPPS Elements of reading vocabulary Early reading intervention/kindergarten Early intervention in reading/ese self contained Title 1 funding Lack of teachers understanding of data and progress monitoring Lack of differentiated instruction and small group instruction Plan to Monitor Progress Toward the Goal Action: Pinnacle, Achievement Series, meetings and data notebooks Person or Persons Responsible: administration and district staff Target Dates or Schedule: ongoing; minimum of once per nine weeks Evidence of Completion: data notebooks including district and formative assessment information Action Plan for Improvement Page 20 of 26 Last Modified: 10/31/2013

21 Volusia 0621 Blue Lake Elementary School FDOE SIP Goal #1: Barrier #1: Strategy #1 to Overcome the Barrier All teachers will plan and implement effective instruction aligned to standards including strategies and accommodations for all students:black, Hispanic, White, English Language Learners, Students with Disabilities, and E.D. Lack of teachers understanding of data and progress monitoring provide time to understand, analyze, and respond to data Action: schedule periodic data meetings Step #1 to Implement Strategy #1 Budget Item PD Opportunity Person or Persons Responsible: instructional staff Target Dates or Schedule: minimum of once a nine weeks Evidence of Completion: data notebooks and agendas Facilitator: leadership team Participants: coaches, intervention, administration, instructional staff, and district staff Plan to Monitor Fidelity of Implementation of Strategy #1 for Overcoming Barrier #1 to Goal #1 Action: Pinnacle, Achievement Series, meetings and data notebooks Person or Persons Responsible: administration, and leadership team Target Dates or Schedule: ongoing; minimum of once per nine weeks Evidence of Completion data notebooks, agendas, and signin sheets Plan to Monitor Effectiveness of Strategy #1 for Overcoming Barrier #1 to Goal #1 Action: Pinnacle, Achievement Series, meetings and data notebooks Person or Persons Responsible: administration and district staff Target Dates or Schedule: ongoing; minimum of once per nine weeks Evidence of Completion: data notebooks Page 21 of 26 Last Modified: 10/31/2013

22 Volusia 0621 Blue Lake Elementary School FDOE SIP Goal #1: Barrier #2: Strategy #3 to Overcome the Barrier All teachers will plan and implement effective instruction aligned to standards including strategies and accommodations for all students:black, Hispanic, White, English Language Learners, Students with Disabilities, and E.D. Lack of differentiated instruction and small group instruction Support provided to assist or model lessons aligned to CCSS Step #1 to Implement Strategy #3 Budget Item PD Opportunity Action: district and school based professional development Person or Persons Responsible: instructional staff Target Dates or Schedule: PLC, specific professional development days, during and after school Evidence of Completion: signin sheets, agendas, and Interactive Teacher Notebooks Facilitator: district support staff, school leadership team, and instructional staff Participants: instructional staff Plan to Monitor Fidelity of Implementation of Strategy #3 for Overcoming Barrier #2 to Goal #1 Action: classroom instructional practice Person or Persons Responsible: administration and district staff Target Dates or Schedule: ongoing Evidence of Completion walk through, observations Plan to Monitor Effectiveness of Strategy #3 for Overcoming Barrier #2 to Goal #1 Action: classroom instructional practice Person or Persons Responsible: administration and district staff Target Dates or Schedule: ongoing Evidence of Completion: walk through and observations Page 22 of 26 Last Modified: 10/31/2013

23 Volusia 0621 Blue Lake Elementary School FDOE SIP 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). 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 Under Title I Part A our school works with outside agencies that provide specific services to targeted children and their families. These organizations team with our school to provide specific services to students, parents, and staff, including all special needs groups. It is the expectation of those involved in these partnerships that the activities and services will benefit the students by providing the children served with the support, tools, and materials they need to be ready to learn as they move down the appropriate path to graduation. Programs supported by Title I at Blue Lake Elementary School: Supplemental materials and supplies needed to close the achievement gap Supplemental funds for ongoing staff development as determined by the results of FCAT data Reading Coach & Math Coach for the purpose of comprehensive staff development Family Center Paraprofessional who facilitates our extensive parent involvement program Reading Intervention Teacher to provide interventions for students in need via a pushin model Math Intervention Teacher to provide interventions for students in need via a pushin model The District Migrant Education Program Coordinator, Migrant Advocates and Migrant Recruiters work together to provide services and support to the migrant students and their parents. The MEP Coordinator works with Title I and other programs to ensure student needs are met. The Migrant Education Program provides the following: Academic Assistance through credit accrual/recovery, tutoring, and summer school Translation Services for parent/teacher conferences Parental support through parent/kid activity nights and workshops on school success Migrant Parent Advisory Council (MPAC) Medical Assistance through referrals to outside community agencies Food Assistance through referrals to food assistance programs Title I, Part D The district receives funds to support the N & D programs to accelerate the rate of student achievement and close the achievement gaps for students in these programs. Services are coordinated with district DJJ and Neglected programs. Students are transitioned from DJJ centers back into the district schools with a transition plan to ensure academic and social success. Title II The district receives federal funds to provide access to Professional Development activities for public and private school teachers and principals in the core subject areas to ensure quality instruction and student success. Title III The District ESOL Coordinator and staff provide ongoing support and Professional Development to teachers to ensure instructional best practices are utilized. Teachers consistently monitor the progress of ELL students to identify specific needs, as well as target interventions and enrichments that ensure the appropriate pathway toward graduation. Title X Homeless The school works closely with Pam Woods, Title X Coordinator, to ensure that homeless students have the materials and resources they need to be successful. Supplemental Academic Instruction (SAI) The district provides remedial and supplemental instructional resources to students who fail to meet performance levels. The school offers the following nonviolence and antidrug programs: Student Mentoring Program Page 23 of 26 Last Modified: 10/31/2013

24 Volusia 0621 Blue Lake Elementary School FDOE SIP Peer Mediation Program Suicide Prevention Program Bullying Program Blue Lake Elementary offers a variety of nutrition programs including: Free and Reduced Meal Plan Wellness Policy School Plan Nutrition and Wellness classes Running Club Head Start The District, in conjunction with the Head Start agency serving the community, coordinates efforts to promote continuity of services and effective transitions for children and their families. These include: Providing the opportunity for ongoing channels of communication with Head Start to facilitate coordination of programs and for shared expectations for children s learning and development as the children transition to elementary school. Assisting in the development of a systematic procedure for transferring, with parental consent, Head Start program records, for each participating child to the school in which such child will enroll. Collaborating and participating in joint Professional Development, including transitionrelated training for school staff and Head Start staff when feasible. Coordinating the services being provided by Head Start with services in elementary schools. Providing to the Head Start agency local public school policies, kindergarten registration and other relevant information to ease the transition of children and families from Head Start. Job Training Blue Lake Elementary School offers students career awareness opportunities through Jr. Achievement programs, job shadowing opportunities, guest speakers from business and industry, and field trips to business and industry locations. Page 24 of 26 Last Modified: 10/31/2013

25 Volusia 0621 Blue Lake Elementary School FDOE SIP Appendix 1: Professional Development Plan to Support School Improvement Goals 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 highquality 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: Goal #1: All teachers will plan and implement effective instruction aligned to standards including strategies and accommodations for all students:black, Hispanic, White, English Language Learners, Students with Disabilities, and E.D. Barrier #1: Lack of teachers understanding of data and progress monitoring Strategy #1: provide time to understand, analyze, and respond to data Action Step #1: schedule periodic data meetings Facilitator leader leadership team Participants coaches, intervention, administration, instructional staff, and district staff Target dates or schedule minimum of once a nine weeks Evidence of Completion and Person Responsible for Monitoring data notebooks and agendas (Person Responsible: instructional staff ) Barrier #2: Lack of differentiated instruction and small group instruction Strategy #3: Support provided to assist or model lessons aligned to CCSS Action Step #1: district and school based professional development Facilitator leader district support staff, school leadership team, and instructional staff Participants instructional staff Target dates or schedule PLC, specific professional development days, during and after school Evidence of Completion and Person Responsible for Monitoring signin sheets, agendas, and Interactive Teacher Notebooks (Person Responsible: instructional staff) Page 25 of 26 Last Modified: 10/31/2013

26 Volusia 0621 Blue Lake Elementary School FDOE SIP Appendix 2: Budget to Support School Improvement Goals Budget Summary by Goal Goal Description Total Total $0 Budget Summary by Resource Type and Funding Source Resource Type Evidence Based Program Total $0 $0 Total $0 $0 Budget Detail Goal #1: All teachers will plan and implement effective instruction aligned to standards including strategies and accommodations for all students:black, Hispanic, White, English Language Learners, Students with Disabilities, and E.D. Barrier #1: Lack of teachers understanding of data and progress monitoring Strategy #1: provide time to understand, analyze, and respond to data Action Step #1: schedule periodic data meetings Resource Type Resource Funding Source Amount Needed EvidenceBased Program Barrier #2: Lack of differentiated instruction and small group instruction Strategy #3: Support provided to assist or model lessons aligned to CCSS Action Step #1: district and school based professional development Resource Type Resource Funding Source Amount Needed EvidenceBased Program Page 26 of 26 Last Modified: 10/31/2013

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