school improvement plan - polk · our students are zoned to us from poinciana. feeder schools are...

Palmetto Elementary – 2008-2009

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SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Luis P. Alvarez SAC Chair: Kennith Estrada Superintendent: Dr. Gail McKinzie Date of School Board Approval:

"The mission of Polk County Public Schools is to ensure rigorous, relevant learning experiences that result in high achievement for our students."


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School at a Glance - 2008

AYP: Yes No X Percentage 92% School Grade: A

AYP Status: (Title I schools only) Not SINI

PREVENTIVE (First 4 years of NOT making AYP)

SINI-1 Consequence: Choice with Transfer, Supplemental Education Services Holding: Yes No Subject: Reading Math Category: SINI-2 Consequence: Choice with Transfer, Supplemental Education Services Holding: Yes No Subject: Reading Math Category: SINI-3 Consequence: Choice with Transfer, Supplemental Education Services, Corrective Action Holding: Yes No Subject: Reading Math Category:

CORRECTIVE (Failed to achieve AYP for 5 or more years)

SINI-4 Consequence: Choice with Transfer, Supplemental Education Services, Restructuring Planning Holding: Yes No Subject: Reading Math Category: SINI-5 Consequence: Choice with Transfer, Supplemental Education Services, Restructuring Holding: Yes No Subject: Reading Math Category:


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KEY: Holding = Maintain previous year’s SINI status and level of NCLB consequences SINI = Schools In Need of Improvement Category = Level of action given based on SINI status, school grade, and AYP percentage

• I = A’s, B’s, C’s and Ungraded Schools with at least 80% AYP criteria met • II = Schools with less than 80% AYP criteria met, and all D’s and F’s


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(This and the following pages are the location for your Three-Year data, both AYP and School Grades. You can get this information by going to:

• Public Folders • Assessment, Accountability, Evaluation • SIP • Three-Year Data

Select your school’s document and save it to your computer. Next, open the document and hit the “Ctrl” key and the “A” key to select everything in this document. Then, select “Ctrl” key and “C” to copy this information. Next, come to this page in the SIP and paste (“Ctrl” and “V”) the information here. After pasting, please space the information to create a nice looking document. AFTER PASTING, PLEASE DELETE THESE INSTRUCTIONS – THEY DO NOT SELF-DESTRUCT.


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SCHOOL IMPROVEMENT PLAN Vision/Mission/Belief Statements

Vision: The vision of our school is to provide opportunities for students to achieve both cooperatively and individually. We believe it is our responsibility to prepare all students to reach their highest potential and become productive citizens. Mission: The mission at Palmetto Elementary is to provide each student a diverse education in a safe and supportive environment that encourages self-discipline, motivation, and excellence in learning. Belief Statements: At Palmetto Elementary we believe that all students can and will learn. We believe that instruction should be differentiated to meet the needs of all students and that teachers and administration must be committed to providing our students with a quality education.


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School Profile/Demographics

School Profile/Demographics: Palmetto Elementary opened in August 2007, serving grades K-5 and serving the community as a shelter. As a new school, several of the expected statistics have not yet been calculated. Our students are zoned to us from Poinciana. Feeder schools are Dundee Ridge and Haines City High School. Palmetto is a new school and includes 5 buildings with 48 classrooms and 644 students currently present. An Art and Music suite is located on-site, where we are building our chorus and searching for artists for Art Club. Palmetto Elementary, statewide, is a Title I school with 86% of our students receiving free and reduced lunch. The student population is 11.6% White, 24.6% African American, 57% Hispanic, .6% Asian, 1.1 Indian, and 5.1 Multi-racial. Palmetto has a population of 90% minority. Testing Information 2007-2008 PALMETTO ELEMENTARY SCHOOL (1702) POLK, (53) 315 PALMETTO ST, POINCIANA, FL 34759-4366 School Phone: 863-427-6012, Principal: LUIS ALVAREZ SubjectState of Florida A+ Plan Federal No Child Left Behind Act School Grade A This grade is calculated by adding points earned from each of the performance areas below. 92 % of criteria satisfied NO for AYP This percent is based on a total of 39 criteria that every school must meet, if applicable. Reading • 63% of students reading at or above grade level • 63% of students making a year's worth of progress in reading • 67% of struggling students making a year's worth of progress in reading BLACK, ENGLISH LANGUAGE LEARNERS students in this school need improvement in Reading. Math • 67% of students at or above grade level in math • 83% of students making a year's worth of progress in math • 79% of struggling students making a year's worth of progress in math ENGLISH LANGUAGE LEARNERS students in this school need improvement in Math. Writing • 76% of students are meeting state standards in writing. This school has met this criteria.


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Science • 32% of students at or above grade level in Science. **Title I refers to the federal law that provides funding for low-income students. A school is eligible for Title I status when at least 35% (targeted assistance) or 40% (school wide) of its students qualify for free or reduced-price lunch based on their families' income levels. School Efficiency Indicator for 2007-2008 relates money spent at the school-level with student performance at that school allowing users to evaluate the efficiency and effectiveness compared to other schools. Palmetto serves 3% of ESE including Pre-K(9x7, ESE), VE Self-Contained, Gifted, an Emotional Behaviorally Disturbed unit, and Speech and Language. Teacher/Class size ratio is an average of 18 to 1 in Kindergarten through 3rd grade and 22 to 1 in 4th and 5th grade, which makes an average of 18 to 1 in all grades. Our staff population is 47% White, 13% African American, 36% Hispanic, and 4% other. Unique Aspects: Acaletics, Technology, Well seasoned staff, Dual Language, Strings. Being a new school, we are working on community partners. We are currently communicating with Avatar, Publix, MidFlorida Credit Union, and Pollo Tropical.


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Quality Staff

Highly Qualified Certified Administrators: List your school’s highly qualified administrators and briefly describe their credentials and experience with increasing student academic achievement. Principal Luis P. Alvarez, our principal, has 37 years experience in education, 20 of those years as an administrator. He has a Masters Degree in Administration and Supervision. Mr. Alvarez has taught in elementary, middle, and high school. His entire teaching and administrative career has been in low performing school. He knows the needs of all children, especially the bilingual children, having come to this country from Cuba at the age of 16. When addressing student achievement, Mr. Alvarez likes to think outside the box. He does this by: * Offering after school programs 5 days a week to those students who have tested at Level 1 and Level 2. * Inviting the lower level students to a summer camp emphasizing Reading, Writing, Math, and Science. * Having specialized software available on the computers located in the classroom and Computer Labs. * Hiring a consultant to help diagnose student decoding problems. * Analyzing test scores to provide the best possible placement for each child. (Example: Placing upcoming 3rd graders in classrooms with flexible scheduling and a low pupil/teacher ratio and providing a highly qualified paraprofessional to assist the classroom teacher.) * Vice-Chairman of Haines City Regional Chamber of Commerce. * Brought Alta Vista Elementary up from a “D” to a “C”, and then from a “C” to a “B”. * Professional development, Kagan, Acaletics, Larry Bell, and LFS. * Decisions are made on data research. * LFS Strategies in the K-12 plan. * Curriculum Maps Assistant Principal Jennifer Blackburn, Assistant Principal, has a Bachelor of Science in Elementary Education and a Masters Degree in Educational Leadership. Mrs. Blackburn has been a part of Polk County Schools for 8 years; Teaching First Grade, Second Grade, and Teacher Trainer. As the Assistant Principal of Palmetto Elementary, Mrs. Blackburn addresses student success by: * Training teachers in Kagan Cooperative Learning * Providing strategies in the five major components of Reading using Differentiated Instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. * Attends data analysis trainings to aid in the implementation of the Continuous Improvement Model. * Provides high yield strategies through Learning Focus Solutions to increase student achievement in Reading, Writing, Math, and Science. * Working with teachers to analyze data charts of low performing students. * Write From The Beginning Training * Summer School director for 2 years * SES Facilitator


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Recruitment/Retention of Highly Qualified Teachers: Describe strategies to recruit and retain high-quality, highly qualified teachers to high-need academic areas and schools. Strategies to recruit and retain high-quality teachers, is a goal for Palmetto. The school is working hard to build relationships with surrounding businesses. The administration is working towards building communication and team building within the faculty through: * Developing a hospitality committee * Collaboration among grade levels * Team building activities * What we do to retain teachers: Mentoring (National Board), Training, Free assistance for ESOL Certification. Staff List:

NAME AREA OF CERTIFICATION TEACHING FIELD

CERTIFICATE TYPE

# YEARS TEACHING

AMARIS AYALA HERNAIZ

ELEMENTARY ED K-6, FOREIGN LANGUAGE K-1 Teacher, Fourth TEMPORARY 2

DANIELLE L THOMPSON ELEMENTARY ED K-6 Teacher, Third TEMPORARY 2GYORGY HORVATH ELEMENTARY ED K-6 Teacher, First TEMPORARY 5IVELISSE PHILLIPS PREK- PRIMARY ED Teacher, Second TEMPORARY 1LADI APAKA DIGA ELEMENTARY ED K-6 Teacher, KG TEMPORARY 8LINDA M STEMMERMAN ELEMENTARY ED K-6 Teacher, Second PROFFESIONAL 2SAMANTHA CHARESE STULTZ ELEMENTARY ED K-6 Teacher, Third TEMPORARY 2

SHARON A KANE

PREK – PRIMARY ED, PREK HANDICAPPED, ESOL Teacher, PK PROFFESIONAL 4

ANTONIA R ALLEN ELEMENTARY ED 1-6, ESOL

Teacher, Program Facilitator Title I PROFFESIONAL 28

BROOK DEE PEABODY ELEMENTARY ED 1-6, ESOL

Teacher, Network Manager PROFFESIONAL 17

CARMEN E APONTE-ROSA FOREIGN LANG, ESE Teacher, PK PROFFESIONAL 5CAROLYN JEANNE CRAFT

ELEMENTARY ED 1-6, ESOL

Teacher, Instructional Coach PROFFESIONAL 28

CHARLOTTE DARLENE CLIFTON

PRE K-PRIMARY ED, ESOL Teacher, Second PROFFESIONAL 7

CHRISTINA A MATOS ELEMENTARY ED K-6, ESOL Teacher, KG PROFFESIONAL 1

CRISALIE DUEY DELA CRUZ ELEMENTARY ED K-6 Teacher, Fourth PROFFESIONAL 10


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DONNA WALKER THOMPSON

ELEMENTARY ED 1- 6, ESOL Teacher, Fourth PROFFESIONAL 28

FRANCINA LEWIS MAINER

ELEMENTARY ED 1-6, ESOL, GIFTED, MID 5-9 ENGLISH

Teacher, Writing Resource Title I PROFFESIONAL 29

HEATHER LYNN MONTEITH ELEMENTARY ED K-6 Teacher, First PROFFESIONAL 2HECTOR A MARRERO JR ART K-12 Teacher, Art E PROFFESIONAL 9JENNIFER DIANE BLACKBURN

ELEMENTARY ED 1-6, ESOL Asst Prin Elem PROFFESIONAL 7

JENNIFER JOY SMITH ELEMENTARY ED K-6 Teacher, Fourth PROFFESIONAL 12JILLIAN FRANCES GAY PRE K-PRIMARY ED Teacher, Third PROFFESIONAL 4

LILLY W DARITY ELEMENTARY ED 1-6, ESOL,READING K -12 Teacher, Second PROFFESIONAL 28

LINDA S WRAY ELEMENTARY 1-6, ESOL Teacher, Fifth PROFFESIONAL 38

LUIS PABLO ALVAREZ

SCHOOL PRINCIPAL,MATH 6-12,MARKETING 6-12, Principal-Elem PROFFESIONAL 36

LYNDA H WATERS ELEMENTARY ED 1-6, ESOL Teacher, Fifth PROFFESIONAL 24

MARIA MAGDALENA PEREZ

FOREIGN LANG SPANISH K-1, Counselor E PROFFESIONAL 8

MARY A COOK ELEMENTARY ED 1-6, ESOL Teacher, Fourth PROFFESIONAL 9

MILLIE ROMAY GARRISON CAMPBELL

ELEMENTARY ED 1-6, ESOL Teacher, First PROFFESIONAL 24

PAMELA MARIE MCCALL

MEDIA SPECIALIST, ELEMENTARY ED 1-6, ESOL Lib/Med Spec-E PROFFESIONAL 24

ROBERT C HOLMBERG ELEMENTARY ED 1-6, ESOL Teacher, Fifth PROFFESIONAL 7

SARAH BETH SHIFLEY

ELEMENTARY ED K-6, GUIDANCE & COUNSELING PRE K -12 Teacher, Third PROFFESIONAL 4

SARAH M DODSON ELEMENTARY K-6 Teacher, Second PROFFESIONAL 4SMRUTI SHAH SAKATOS MUSIC K- 12 Teacher, Music E PROFFESIONAL 4EMMANUEL RODRIGUEZ RAMOS PHYSICAL ED K- 12 Teacher, PE E TEMPORARY 6

JORGE LARZABAL CRUZ ELEMENTARY ED K-6 Teacher, Fourth TEMPORARY 20

MARIA MORENO

PRE K - PRIMARY ED, FOREIGN LANG SPANISH K-1 Teacher, KG TEMPORARY 3

MARINA GOMEZ PULIDO ELEMENTARY ED K-6 Teacher, Third TEMPORARY 2

MICHAEL J BASTEDO ELEMENTARY ED K-6, ESOL Teacher, Fifth TEMPORARY 2

ROSA IDALY BRADLEY ELEMENTARY ED K-6, PRE K Teacher, Third TEMPORARY 2

TAMARA KAY PERRY ELEMENTARY ED K-6, MID 5-9 ENGLISH Teacher, Second TEMPORARY 2

LAURA BETH WILLOWBY ELEMENTARY ED K-6, ESE Teacher, VE PROFFESIONAL 1


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ALMA GONZALEZ ELEMENTARY ED K-6, ESE, ESOL Teacher, VE PROFFESIONAL 1

JANICE BRIDGES ELEMENTARY ED K-6, ESOL Teacher, First PROFESSIONAL 38

ROBYNN HAMRICK ELEMENTARY ED K-6, ESOL Teacher, KG PROFFESIONAL 5

ANNATJIE DAILEY PRE K-PRIMARY ED Teacher, First TEMPORARY 3

TERESA SHAW PRE K-PRIMARY ED, ESE Teacher, VE TEMPORARY 2


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Additional Requirements

Coordination and Integration Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Please include other Title programs, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and/or job training, as applicable. Schoolwide Improvement Model Describe the evidence-based School Improvement Model at your school. How is this model being implemented, and how has it helped with student achievement* Palmetto Elementary uses an eight step process for their school continuous improvement plan (CIM). The professional development to incorporate this 8 step process was provided in the summer to administration and leadership team by Title One. Administration and leadership team will provide professional development to all staff throughout the year by grade level and faculty meetings. Administration and Leadership team will be responsible for monitoring progress. Professional development will be: reviewing outline of the CIM model, establishing an outline, overview of instructional focus all throughout the year, data analysis with use of frequent assessment, progress monitoring, and maintenance of the CIM plan will begin in August and continue throughout the year. This model begins with disaggregating test data for our school which is based on the Florida Continuous Improvement Model. The main data source is the FCAT SSS assessment. Data analyzed includes percent of students scoring Level 2 or below, Level 3 or above, percent of students in grades 3, 4, and 5 who made learning gains, percent of students in the lowest 25% who made progress and percent of participation. This analysis is carried through all the subgroups for our school. Step 2 – In this process is to set up the instructional time line. Instructional priorities are set according to the greatest gaps in performance and a plan is made as related to the number of instructional days we have available. Goals are set for each grade level, as well as the subgroups within each grade. This timeline is set within the Polk County Curriculum Maps (PCCM). Step 3 – Moves into identifying the Instructional Focus. As teachers analyze the data from their students, they will identify the Sunshine State Standards that their students have not mastered. These assessed benchmarks are identified district wide using the PCCM. Step 4 – Frequent Assessments are the focus for step 4. Diagnostic, screening, progress monitoring, and outcome measures will be used to identify areas of strengths and weaknesses. Students who need remediation and/or immediate intensive intervention in the areas of reading, writing, or math will have an Academic Success Plan (ASP). Quarterly benchmark assessments will be ongoing throughout the school year.


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Step 5 – Students who do not show mastery will receive tutorial services. This is step 5 of our process. Tutorial services will be provided during school and after school. Step 6 – Enrichment strategies are explored in step 6. Students will use FCAT Explorer, Odyssey lab and an additional 45min. for iii. Based on data level 1 students will be provided 20 minutes of intensive intermediate intervention daily. Step 7 – Is the Maintenance of our plan. We will develop and implement a plan for instruction, assessment, and maintenance in the benchmarks of our lowest achieving students. An instructional calendar based on the Continuous Improvement Model (CIM) will be adapted in order to delineate instruction, assessment and maintenance teaching using the standards. Step 8 – The final step in the process is crucial. Step 8 is to Monitor Progress. Students will be given benchmark assessments at regular intervals (4 times a year) to determine progress. If progress is not being made, diagnostic tools will be used to determine areas needing further remediation. This model has helped student achievement by making teachers more aware of the whole group and individual needs and making a specific timeline for mastering each skill. This 8 step process assists student achievement by establishing an instructional yearly timeline, data analysis, high yield strategies, and progress monitoring tools which have increased student achievement by 3%. NCLB Public School Choice Describe the process used to provide parents with written notification on the academic progress of their child's school in a format and language parents can easily understand. All communications will be sent home weekly in a Wednesday Communication folder in English and Spanish. Communications are sent home explaining all state and district mandates. In addition to state and district mandates, a school newsletter is sent home monthly explaining upcoming school activities, awareness of grade level instruction, and important events. Teachers also send home class newsletters, agenda reports, and notes home to keep the lines of communication open between home and school. Our Title One Instructional Support Teacher (IST) and Family Involvement Para work with each grade level to support effective communication between teacher and parent. The following letter is also provided in Spanish: Public School Choice Notice to Parents Please attach a copy of the Public School Choice Notice to Parents in MS Word.doc format only. Notification of SINI Status Please attach a copy of the Notification of SINI Status to Parents in MS Word.doc format only.


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Preschool Transition (elementary schools only) Describe the plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable. Palmetto hosts 2 pre-school sites with one 9x7 Self-Contained and one ESE inclusion. Pre-K students are continuously progress monitored and work within each one of the Individual Educational Plans (IEP). All Preschool teachers complete a data analysis sheet, on each student, to administration to describe specific skills and knowledge as well as the ability to form meaningful relationships. Those with low readiness receive intensive intervention with Speech and Language program, plus assistance from local programs, such as Head Start. In April, Pre-K parents are encouraged to attend a Kindergarten Round-Up. There, parents with their children are able to tour Kindergarten classrooms and meet teachers. Pre-K parents are also given an orientation to assist in the transition by going over state mandates, district expectations, and Sunshine State Standards. Within the first 20 days of Kindergarten, students receive FLKRS, IDEL, DIBELS, and On-Going Assessments to measure academic and physical capabilities. After receiving data Pre-K and Kindergarten teachers meet to discuss strengths and weaknesses of the curriculum. These results assist Pre-K teachers in a needs assessment of last year’s outcomes. It also gives Kindergarten teachers a foundation of the student’s academic knowledge. The teachers will send home a weekly newsletter to be placed in the Wednesday Folder. Funding is provided by District and State Funds. Teacher Mentoring Describe your school’s Teacher Mentoring Program. Our teacher mentoring program involves everyone. Palmetto strives to retain our highly qualified teachers by providing peer teachers and orientation programs to support all new teachers. The instructional coach, Carolyn Craft, is responsible for mentoring all beginning teachers. Mentoring is provided, by the instructional coach, through modeling, classroom observation, and professional development. Additionally, provided are weekly and monthly workshops to keep our teachers abreast of the newest and most productive research-based techniques. Beginning teachers are also provided assistance within their grade level. Each team leader assists any new member with lesson plans, school functions, and grade level needs. Jennifer Blackburn, the assistant principal, is also responsible for monitoring the beginning teachers through observations and evaluations. Low performing teachers are identified by weekly walk-throughs, summative and formative observations. The instructional coach and/or mentors are provided for any struggling teacher. Evaluations are done by the administrative team through summative and formative observations. Also Flight 2 and 3 trainings are checked to ensure eligibility of mentor. Mentors meet weekly or as needed to develop effective teaching strategies, classroom management, and evaluation and feedback on instruction. As a result, high-quality teachers are present and teacher turnover is low. Assigning mentors also produces high quality instruction thus producing high academic performance by students. Mentors and Mentees will be identified as needed. Schedule of mentoring activities will depend on the needs of the teachers.


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Teacher Mentoring List TEACHER MENTORING LIST School Name: Palmetto Elementary District: Polk Mentor Name Proven Student

Achievement Mentee Assigned Planned Mentoring

Activities Carolyn Craft Reading Coach Anita Olah Observing,modeling,PD Carolyn Craft Reading Coach Tina Dailey Observing,modeling,PD Extended Learning Opportunities Describe the programs that are provided before and after-school, during the summer, and during the extended school year. Unfortunately, we do not meet the requirements for the Supplemental Educational Services. However, our dedicated teachers here at Palmetto Elementary have volunteered their time to tutoring and FCAT preparation. Students are identified based on FCAT, SAT 10, DIBELS, and other diagnostic test scores along with AYP subgroup needs (African American, Hispanic, Economically Disadvantage, Limited English Proficiency). Soliloquy Odyssey FCAT Explorer All level 1 and 2 students, targeted ELL and ESE students will be closely monitored and results from the after FCAT prep will be shared with classroom teachers to target areas of concern and provide alternative strategies to increase student performance. Also, the Media Center has extended the hours before and after school. School book club meets twice a month.


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SCHOOL IMPROVEMENT PLAN Reading

Needs Assessment: Did all student subgroups meet AYP targets*

Did 50% or more of lower 25% make learning gains*

Did 50% or more make learning gains*

Did the percent proficient increase*

2007-2008 School Grade A This grade is calculated by adding points earned from each of the performance areas below. 92 % of criteria satisfied NO This percent is based on a total of 39 criteria that every school must meet, if applicable. Reading • 63% of students reading at or above grade level • 63% of students making a year's worth of progress in reading • 67% of struggling students making a year's worth of progress in reading BLACK, ENGLISH LANGUAGE LEARNERS students in this school need improvement in Reading. Math • 67% of students at or above grade level in math • 83% of students making a year's worth of progress in math • 79% of struggling students making a year's worth of progress in math ENGLISH LANGUAGE LEARNERS students in this school need improvement in Math. Writing • 76% of students are meeting state standards in writing. This school has met this criteria. Science • 32% of students at or above grade level in Science. **Title I refers to the federal law that provides funding for low-income students. A school is eligible for Title I status when at least 35% (targeted assistance) or 40% (school wide) of its students qualify for free or reduced-price lunch based on their families' income levels. School Efficiency Indicator for 2007-2008 relates money spent at the school-level with student performance at that school allowing users to evaluate the efficiency and effectiveness compared to other schools. No ROI Data Student achievement data and professional development information, coupled with FCAT scores, school grade and AYP information comprise the information that leadership and the SAC used to modify this year’s reading objectives.


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Objective: By Spring of 2009, 80 % of 1st grade students will have 80% learning gains.

Grade 2-Sat10-80% Learning Gains Grade 3-FCAT 80% at Level 2 or higher Grade 4-Kaplan 80% at 80% or higher Grade 5- Kaplan 80% at 80% or higher By May 2009, 65% of all students in Grades 3-5 will demonstrate annual learning gains in FCAT Reading. Strategies: The reading block will be increased to 120 minutes per day for students in the lowest quartile. Soliloquy will be used for fluency for grades 2 and 3. All teachers will build and use word walls to improve vocabulary skills. Read-a-louds will continue within the Trophies basal. All students will continue to receive instruction using the Odyssey ILS program. Palmetto will also implement strategies in the district’s K12 Reading Plan to include the Learning Focused Strategies for all students. Iii students reading time will be increased by 20 minutes daily. In addition to the daily 90 minutes, an additional 10 minutes will be provided by the classroom teacher providing immediate intensive intervention to the student’s specific needs as determined by a diagnostic assessment. Each classroom will maintain a carefully assembled classroom library. Reading stations are set up throughout the room in various areas to reinforce and extend learning without the assistance of the teacher. Students practice reading, writing, speaking, listening, and working with letters and words. SRA (Grade 2), Kaplan Spell Read (Grades 3, 4,5 including iii). All teachers will use Thinking Maps graphic organizers and able to create their own through Inspiration. Teachers will also be given one day a month for LFS Unit Planning. : Evaluation: DIBELS, Odyssey, STAR Reading, Harcourt and IDEL. With Kaplan, 1 week after the tests have been scanned, teachers will have the data documented and will disaggregate with administration. Evidence-Based Program: Harcourt Trophies, Reading Intervention, Readers Theater, Soliloquy, Odyssey, Accelerated Reader, Thinking Maps, Study Island, Kaplan Spell Read


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Professional Development Aligned with this Objective: The staff was trained in LFS Days 3 and 4, PBS, Bullying, throughout the year Barbara Block will be coming once a month to work on Classroom Management, with our grant that we were awarded through Boys of Color teachers will become more aware of the needs of minority students and work with their parents on how to help their children become more successful. Odyssey Implementation and data training K-5, Soliloquy training, ESOL Strategies Training. The Instructional Coach and Curriculum support will provide training in the following areas: Professional development Planning Modeling lessons Coaching Coach-teacher conferences Student assessment Data reporting Data analysis Meetings Knowledge building Other (coach will specify activities) In addition, school administrators and instructional coach will work together to schedule and plan professional development based on Scientifically-Based Reading Research (SBRR) and/or study groups designed to increase teachers’ knowledge of SBRR. Coaches will deliver reading/learning strategies to the entire instructional staff during professional development days. At the elementary level, administrators will provide opportunities for the reading coach to assist classroom teachers during common planning times. Since most common planning times at the elementary level consist of Learning Team meetings, the instructional coach will be present, as much as possible to share best practices and instructional strategies related to the focus and results of each Learning Team meeting analysis. Budget:

Evidence-Based Program(s)/Material(s) Description of Resources Funding Sources Available

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Technology Description of Resources Funding Sources Available

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AR and STAR Reading 09 Lottery 1,083.00


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Professional Development Description of Resources Funding Sources Available

Amount

LFS Training Day 3 and 4 and materials Title One 5,100.00

People, Other Description of Resources Funding Sources Available

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Non-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field that are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals.


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Math Needs Assessment: Did all student subgroups meet AYP targets*

Did 50% or more of lower 25% make learning gains*

Did 50% or more make learning gains*

Did the percent proficient increase*

In June 2008, 67% of the students in Grades 3-5 scored level 3 or above on the FCAT Mathematics Assessment.

Objective: By Spring of 2009, 77 % of Grade 3-5 students will be at Achievement Level 3 or above in Math as evidenced by the FCAT . Strategies: List strategies that… Apply to all students: Relate to differential instruction: Provide immediate interventions for students you have identified as struggling: Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: All teachers will implement Everyday Counts daily in grades K-5. Teachers will use Daily Bites, and use Quick Picks each day to reinforce previously taught skills. Math centers will provide differentiated instruction based on student assessments. The math block will be 60 minutes daily with an additional 20 minutes for students in the lowest quartile. Teachers will be implementing our new Sunshine State Standards.


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Teachers will use higher order thinking skills, questioning techniques during instruction for all students and writing for summarization. All students will continue to receive instruction using the Odyssey ILS program. Students will be assessed with Kaplan. The LFS facilitator will provide professional development and model lessons for effective instruction. Larry Bell strategies and 12 Powerful Words

Evaluation: Kaplan Assessment Evidence-Based Program: Larry Bell strategies and 12 Powerful Words Acaletics, Odyssey, Everyday Counts, Daily Bites Professional Development Aligned with this Objective: The staff will be trained on the implementation for Everyday Counts, Odyssey, Thinking Maps & Daily Bites. Budget:


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Non-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals.


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SCHOOL IMPROVEMENT PLAN Writing

Needs Assessment: Did the percent proficient increase*

In 2008, 76% of students met the standards in writing by scoring 3.0 or above on the FCAT Writing Assessment. Objective: By Spring, of 2009, 80 % of 4th Grade students will be at an Essay score of 3.0 or above on FCAT Writing to enable Palmetto to meet AYP goals through safe harbor. Strategies: List strategies that… Apply to all students: Relate to differential instruction: Provide immediate interventions for students you have identified as struggling: Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: Teachers will receive staff development ongoing via school level resource writing teacher. Training will be in the areas of the writing process plan for instruction of individual traits within content area instruction. Teachers will integrate technology, use computers to publish writing pieces, use the Internet to research appropriate information for reports. All 4th grade students will participate in school wide writing prompts that will take place in the cafeteria, the first Tuesday of each month. Feedback will be given back to each student within 72 hours.

Evaluation: FCAT rubric use for evaluation aligned to Florida Writes.


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Monitoring will be done through monthly writing prompts which will be administered school wide. QBA writing prompts will be used 3 times a year. Evidence-Based Program: Kathy Robinson, Melissa Forney, Thinking Maps, Word Wall Professional Development Aligned with this Objective: FCAT Prep Workshop for Florida Writes grades 3-5. Professional development in scaffolding writing process K-5. Budget:


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Science Needs Assessment: For June 2008, 32% of our students scored level 3 or above on Science FCAT Assessment Test. This year we would like at least 40% of our students scoring level 3 or higher. Objective: By Spring of 2009, 40 % of 5th grade students will be at Achievement Level three or above in Science as evidenced by the School Grade report. Strategies: List strategies that… Apply to all students: Relate to differential instruction: Provide immediate interventions for students you have identified as struggling: Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: Prepare and follow District Curriculum Maps calendar of when objectives will be taught in grades 1-5. Provide a Science teacher to teach the Science content area in 4th and 5th grades. Students will be instructed using the Harcourt Science Text Book Series grades 1-5. Manipulative and Science-saurus will be used to assist in teaching the benchmarks in grades 1-5. Science centers will be implemented in 5th grade. Students will use technology programs including but not limited to computer labs, FCAT Explorer, Study Island, resources, presentation software and multimedia tools to enhance instruction and provide guided practice and applications of the skills in Science. Use Harcourt Level Science Readers during Reading; 1 day a week or every other week.


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Evaluation: Monitor 5th Grade Science Standard using Kaplan. Monitoring will be done using pre and post tests for grades 4 and 5 (developed by the district) tied to SSS benchmarks, and performance tasks specifications for grade 5 along with basal unit, chapter tests, and FCAT Explorer Science. Evidence-Based Program: Harcourt Science Textbook Series Kaplan Odyssey FCAT Explorer Science Study Island Professional Development Aligned with this Objective: Ongoing workshops covering content, hands on activities, and FCAT Prep.

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Study Island Subscription 09 Lottery 965.00



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-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals.


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SCHOOL IMPROVEMENT PLAN Parental Involvement

Goal: Parental/Family Involvement Programs Needs Assessment: 75% of parents will attend meetings and conferences during the 2008-2009 school year. Objective: By May 2009, 75% of parents will participate in decisions regarding their children’s educational documentation as evidenced by attendance at parent trainings, meetings or conferences. Strategies: A school parental involvement policy will be developed by all stakeholders, at Palmetto Elementary School which will include a school family compact that will be distributed to parents with the back to school information packet. (signed compacts returned will be kept on file at the school) Palmetto Elementary School parents, community members and business partners will be involved in the development and evaluation of the School Improvement Plan. Palmetto Elementary School parents will be involved in decisions about how Title I funds are to be allocated and documentation retained to support this requirement. An annual public meeting will be held in the Lunchroom (AM & PM) to inform all stakeholders included staff, parents, business partners, and community members of the Palmetto’s participation in the Title I school wide program. Child care will be provided. Individual student’s assessment results, including an interpretation of those results will be provided to all parents. A plan will be developed to assist and to support the transition of pre-school students/families from early childhood programs to kindergarten. FCAT Workshops will be scheduled each month in the areas of Reading, Writing, and Mathematics. Parents will have the opportunity to access the Media Center and Computer Lab twice a month to assist their children. We include parents in the review and the writing of the parental involvement plan. Evaluation: The annual Title I survey will be conducted toward the end of the school year. Parent sign-in sheet. Evidence-Based Program: Parent Teacher Organization School, Family, and Community Partnerships Professional Development Aligned with this Objective: Parent grade nights with parental strategies in Math, Science, Reading, and Writing – Related Curriculum.


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Budget:


Amount


Amount


Amount


Amount


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Return on Investment

Goal: Return on Investment Needs Assessment: Compared to similar schools, Palmetto’s percentile ranking is 30 and the percent of the highest ROI is 51. (DOE has not updated website) Palmetto Elementary ROI percentile ranking will increase by at least one percentile point.

Objective: Strategies: Evaluation:

Description of Resources Funding Source Available

Amount

Technology Description of Resources Funding Source Available

Amount

Professional Development Description of Resources Funding Source Available

Amount


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People, Other Description of Resources Funding Source Available

Amount

Non-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals.


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SAC Members

Yes No The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school* Measures Being Taken to Comply with SAC Requirement (complete only if your school is out of compliance).

Member’s Name Position Signature

1) Luis Alvarez Principal

2) Jennifer Blackburn Assistant Principal

3) Antonia Allen Title One

4) Amaris Ayala Teacher

5) Lilly Darity Teacher

6) Marina Moreno Teacher

7) Kennith Estrada Community Member

8) Maribel Gill Community Member

9) Damon Jones Parent

10) Kevin Lewis Parent

11) Tomas Ramos-Ayala Parent

12)Rada Sosa Parent____________

13) Mari Cruz Parent_____________

14) Anibal Sosa Parent_

15) D’Andre Williams Parent_


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School Advisory Council Describe the activities of the School Advisory Council. Palmetto School Advisory Council assists in the preparation, implementation, and evaluation of the School Improvement Plan. The Council makes recommendations and assists the school administration in all areas of school improvement. These functions are performed through participatory decision-making by parents, educators, school staff, business people, and other community members who are stakeholders in the school. The School Advisory Council is in effect for the duration of each school year. At least 51% of the School Advisory Council membership will be composed of parents and community members. Other School Advisory Council members will include administrators, teachers, and education support staff. Members other than administrators of Palmetto School Advisory Council are elected by parents, community members, and education support staff. In the event that the elections do not constitute a membership that is balanced by ethnicity, race, or socioeconomic status of the student population, the principal may appoint members. Community members are appointed by the principal with input from the School Advisory Council membership. All new members joining the Council will receive training prior to or during the first meeting in September. Any member who accumulates 2 consecutive unexplained absences from noticed meetings will be replaced by the principal with School Advisory Council approval. Meeting times and locations will be agreed upon by all members of the School Advisory Council approval. Each meeting shall be held in the cafeteria at 8:15 a.m. Each year the time, date, and place of any meeting may be modified based upon the consensus vote of the members present at any meeting. Notice of each meeting will be given 2 weeks prior to each scheduled meeting by email, mail, phone call. The notice will include any votes that will be presented for a vote to the membership. The operation of the School Advisory Council is governed by Florida Statute 229.58 the policies of the Polk County School District and the Government in the Sunshine Law. Decisions made by the School Advisory Council must be made within the boundaries of Polk County School Board policy. School Board members may review School Advisory Council By-Laws. School Board members approve School Advisory Membership and the School Improvement Plan. The School Advisory Council at Palmetto Elementary functions using all perimeters above and assures the continuous progress of Florida’s eight education goals in the school. The SAC operates within the policies of the School Board and the parameters established by the state legislature. Our school advisory council is composed of teachers, parents, the administrators, support staff, business and community representatives that reflect the ethnic, racial, and socio-economic background of our community. They also participate in the decision-making process regarding school improvement at the school level. The SAC also helps to develop and monitor the activities and progress of the School Improvement Plan (SIP) as well as the school’s annual budget. This includes but not limited to lottery allocations and school recognition funds. The SAC assists in the development of the budget and SIP plan by meeting and reviewing data. After reviewing data recommendations are given to assist in the area of student achievement and progress. Student performance data from DIBELS, Quarterly Benchmark Measures, and Kaplan for grades 3-5 will be used 3 times a year to progress monitor and identify all students K-5 who are at above average, low risk, moderate risk, or high risk of not meeting Grade Level Standards as established by the State of Florida. Further progress monitoring will be done by state-approved diagnostic assessment tools such as Fox in a Box, DAR, ERDA, and/or Bear Spelling. These target specific deficiencies so remediation can begin with student weaknesses. Harcourt Trophies intervention strategies as well as Learning Focused Strategies will be used to assist in the instruction of students scoring in the High Risk category. An Academic Success Plan (ASP) will also be used to work with each one of these students. The Assessment/Curriculum Decision Tree in the K-12


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Reading Plan will also be used to progress monitor students based on students individual need. Teachers will be able to use this data to differentiate instruction. Data will be monitored quarterly with the administration and data study team to provide and establish proper interventions and/or staff development. Administration will also do daily walk-throughs to monitor implementation of focus skills and then provide timely feedback to teachers. Teachers will maintain data charts on each assessment listed: DIBELS, Quarterly Benchmark Assessments, SAT 10, FCAT, Diagnostics, and Reading First Outcome Measures to establish baseline scores, progress monitor and evaluate students and instruction. Teachers will be able to identify the risk levels and specific weaknesses of students using data gathered from the above assessment and progress monitoring tools. Teachers will use these tools to assist in forming flexible groups and how intense instruction should be used to accelerate student performance. Data from IDEAS, Genesis, and FCAT reports will also be used to identify specific FCAT standards and content clusters that have been addressed in the Continuous Improvement Model calendar. Tutorial and Mentoring will be provided to progress monitor and remediate students. Evaluation will consist of the 3rd DIBELS measure, 4th Quarterly Benchmark Assessment, FCAT in Reading and Math, SAT 10 in Reading and Math. After test data is received, teachers will be responsible for analyzing data and working with administration and resource personnel to establish interventions and/or staff professional development. Teachers will maintain data charts on each assessment listed: DIBELS, Scholastic Reading Inventory (SRI), SAT 10, FCAT, Diagnostics, and Reading First Outcome Measures to establish baseline scores, progress monitor and evaluate students and instruction. All Family Involvement activities will be evaluated with parent and teacher survey. A sign-in sheet will be kept for every school event that will reflect parent participation within the school, grade level, and individual class. The Title One Facilitator will monitor and keep record of all participation in the Title One Audit Books. The overall professional development being provided for each objective is being evaluated by recording its success of increasing student performance as related to measures above. Teachers are given the opportunity to acquire professional development based on student achievement need and/or to improve instruction or classroom management. Teachers will analyze student data and identify specific student learning needs. Each teacher will prepare student-learning goals and identify an evaluation process for determining learning gains based on the IPGP student performance goal. All professional development will correlate to student academic needs.


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Final Budget Budget:

Evidence-Based Program(s)/Material(s)

Description of Resources

Funding Source Available Amount

Technology Description of

Resources Funding Source

Available Amount

Technology Description of Resources Funding Source Available

Amount

Professional Development

Description of Resources Funding Source Available Amount

Other

Description of Resources Funding Source Available Amount


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SCHOOL IMPROVEMENT PLAN Implementation Evaluation

Implementation Evaluation: Student performance data from DIBELS, Quarterly Benchmark Measures, and Kaplan for grades 3-5 will be used 3 times a year to progress monitor and identify all students K-5 who are at above average, low risk, moderate risk, or high risk of not meeting Grade Level Standards as established by the State of Florida. Further progress monitoring will be done by state-approved diagnostic assessment tools such as Fox in a Box, DAR, ERDA, and/or Bear Spelling. These target specific deficiencies so remediation can begin with student weaknesses. Harcourt Trophies intervention strategies as well as Learning Focused Strategies will be used to assist in the instruction of students scoring in the High Risk category. An Academic Success Plan (ASP) will also be used to work with each one of these students. The Assessment/Curriculum Decision Tree in the K-12 Reading Plan will also be used to progress monitor students based on students individual need. Teachers will be able to use this data to differentiate instruction. Data will be monitored quarterly with the administration and data study team to provide and establish proper interventions and/or staff development. Administration will also do weekly walk-throughs to monitor implementation of focus skills and then provide timely feedback to teachers. Teachers will maintain data charts on each assessment listed: DIBELS, Quarterly Benchmark Assessments, SAT 10, FCAT, Diagnostics, and Reading First Outcome Measures to establish baseline scores, progress monitor and evaluate students and instruction. Teachers will be able to identify the risk levels and specific weaknesses of students using data gathered from the above assessment and progress monitoring tools. Teachers will use these tools to assist in forming flexible groups and how intense instruction should be used to accelerate student performance. Data from IDEAS, Genesis, and FCAT reports will also be used to identify specific FCAT standards and content clusters that have been addressed in the Continuous Improvement Model calendar. Tutorial and Mentoring will be provided to progress monitor and remediate students. Evaluation will consist of the 3rd DIBELS measure, 4th Quarterly Benchmark Assessment, FCAT in Reading and Math, SAT 10 in Reading and Math, and Gates McGinitie, Peabody (Reading First Outcome Measures). After test data is received, teachers will be responsible for analyzing data and working with administration and resource personnel to establish interventions and/or staff professional development. Teachers will maintain data charts on each assessment listed: DIBELS, Scholastic Reading Inventory (SRI), SAT 10, FCAT, Diagnostics, and Reading First Outcome Measures to establish baseline scores, progress monitor and evaluate students and instruction. All Family Involvement activities will be evaluated with parent and teacher survey. A sign-in sheet will be kept for every school event that will reflect parent participation within the school, grade level, and individual class. The Title One Facilitator will monitor and keep record of all participation in the Title One Audit Books. The overall professional development being provided for each objective is being evaluated by recording its success of increasing student performance as related to measures above. Teachers are given the opportunity to acquire professional development based on student achievement need and/or to improve instruction or classroom management. Teachers will analyze student data and identify specific student learning needs. Each teacher will prepare student-learning goals and identify an evaluation process for determining learning gains based on the IPGP student performance goal. All professional development will correlate to student academic needs.

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