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2011-2012 School Improvement Plan (SIP)-Form SIP-1

FLORIDA DEPARTMENT OF EDUCATION

School Improvement Plan (SIP)Form SIP-1

Proposed for 2011-2012

April 2011 1Rule 6A-1.099811Revised April 29, 2011


2011 – 2012 SCHOOL IMPROVEMENT PLAN

PART I: SCHOOL INFORMATION

School Name: Walker Elementary School District Name: Okaloosa

Principal: Jeanine Kirkland Superintendent: Alexis Tibbetts

SAC Chair: Alicia Humphrey Date of School Board Approval:

Student Achievement Data:

The following links will open in a separate browser window. .

School Grades Trend Data (Use this data to complete Sections 1-4 of the reading and mathematics goals and Sections 1 and 2 of the writing and science goals.)Adequate Yearly Progress (AYP) Trend Data (Use this data to complete Sections 5A-5D of the reading and mathematics goals and Section 3A-3D of the writing goals.)Florida Comprehensive Assessment Test (FCAT) Trend Data (Use this data to inform the problem-solving process when writing goals.)

Highly Qualified Administrators

List your school’s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).

Position Name Degree(s)/Certification(s)

Number of Years at Current School

Number of Years as an Administrator

Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)

Principal Jeanine Kirkland Bachelor of Science: Elementary Education/Early Childhood,Master of Education: Educational

7 5 Principal of Walker Elementary2010-2011 Grade AReading Mastery 88%, Math Mastery 81%Writing Mastery 79%, Science Mastery 54%Learning GainsReading 75%, Math 78%


http://fcat.fldoe.org/results/default.asp

http://schoolgrades.fldoe.org/default.asp?report=AYP

http://schoolgrades.fldoe.org/default.asp

2011-2012 School Improvement Plan (SIP)-Form SIP-1Leadership Reading Endorsement

Lowest 25% Learning GainsReading 68%, Math 78%AYP: 95% of criteria met.Subgroups NOT making AYP in Reading:African- American: 54%Subgroups NOT making AYP in Math:African- American: 56%

2009-2010 Grade BReading Mastery 79%, Math Mastery 78%,Writing Mastery 79%, Science Mastery 60%.Learning GainsReading 59% Math 56%Lowest 25% Learning GainsReading 44%, Math 48%AYP: 90% of criteria met.Subgroups NOT making AYP in Reading: SWD and Economically DisadvantagedSubgroups NOT making AYP in Math:SWD and Economically Disadvantaged2008-2009 Grade AReading Mastery 84%, Math Mastery 78%,Writing Mastery 85%, Science Mastery 50%.Learning GainsReading 65% Math 64%Lowest 25% Learning GainsReading 64%, Math 68%AYP: 87% of criteria met.Subgroups NOT making AYP in Reading: SWD and African AmericansSubgroups NOT making AYP in Math:SWD, African Americans, Economically Disadvantaged

2007-2008 Grade AReading Mastery 86%, Math Mastery 82%,Writing Mastery 61%, Science Mastery 51%Learning GainsReading 65% Math 64%Lowest 25% Learning GainsReading 78%, Math 66%


2011-2012 School Improvement Plan (SIP)-Form SIP-1AYP: 97% of criteria met.Writing Mastery decrease by 8%2006-2007 Grade AReading Mastery 88%, Math Mastery 77%,Writing Mastery 69%, Science Mastery 45%Learning GainsReading 77% Math 62%Lowest 25% Learning GainsReading 65%, Math 58%AYP: 100% of criteria met.

Assistant Principal

Highly Qualified Instructional Coaches

List your school’s highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

SubjectArea

Name Degree(s)/Certification(s)

Number of Years at Current School

Number of Years as an

Instructional Coach

Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)

Reading/ Writing

Elizabeth Bears Masters of ReadingBachelors of Arts in Education – MusicESOLK-12 EndorsementReading K-12 Certification

<1 year 5 years Ruckel Middle School “A” school from 2006 to 2011.2011 AYP Yes

2010-2011 Grade AReading Mastery 92%, Math Mastery 91%Writing Mastery 90%, Science Mastery 85%Learning GainsReading 69% Math 84%Lowest 25% Learning GainsReading 79%, Math 80%AYP: 97% of criteria met.Subgroups NOT making AYP in Math:Economically Disadvantaged

2009-2010 Grade BApril 2011 4Rule 6A-1.099811Revised April 29, 2011

2011-2012 School Improvement Plan (SIP)-Form SIP-1Reading Mastery 79%, Math Mastery 78%,Writing Mastery 79%, Science Mastery 60%.Learning GainsReading 59% Math 56%Lowest 25% Learning GainsReading 44%, Math 48%AYP: 90% of criteria met.Subgroups NOT making AYP in Reading: SWD and Economically DisadvantagedSubgroups NOT making AYP in Math:SWD and Economically Disadvantaged

2008-2009 Grade AReading Mastery 84%, Math Mastery 78%,Writing Mastery 85%, Science Mastery 50%.Learning GainsReading 65% Math 64%Lowest 25% Learning GainsReading 64%, Math 68%AYP: 87% of criteria met.Subgroups NOT making AYP in Reading: SWD and African AmericansSubgroups NOT making AYP in Math:SWD, African Americans, Economically Disadvantaged

2007-2008 Grade AReading Mastery 86%, Math Mastery 82%,Writing Mastery 61%, Science Mastery 51%Learning GainsReading 65% Math 64%Lowest 25% Learning GainsReading 78%, Math 66%AYP: 97% of criteria met.Writing Mastery decrease by 8%

2006-2007 Grade AReading Mastery 88%, Math Mastery 77%,Writing Mastery 69%, Science Mastery 45%Learning GainsReading 77% Math 62%Lowest 25% Learning Gains


2011-2012 School Improvement Plan (SIP)-Form SIP-1Reading 65%, Math 58%AYP: 100% of criteria met.

Highly Qualified Teachers

Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

Description of Strategy Person Responsible Projected Completion Date Not Applicable(If not, please explain why)

1. All teachers at Walker are Highly Qualified – OCSD only refers and recruits Highly Qualified teachers

OCSD Personnel Director Ongoing

2.

3.

4.

Non-Highly Qualified InstructorsList all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.

Name Certification Teaching Assignment Professional Development/Support to Become Highly QualifiedNone

Staff DemographicsPlease complete the following demographic information about the instructional staff in the school. *When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).

Total Number of Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of Experience

% of Teachers with 6-14 Years of Experience

% of Teachers with 15+ Years of Experience

% of Teachers with Advanced Degrees

% Highly Qualified Teachers

% Reading Endorsed Teachers

% National Board Certified Teachers

%ESOL EndorsedTeachers



41 2 % 27% 32% 39% 10% 100% 5% 0 29%

Teacher Mentoring Program

Please describe the school’s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities.

Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities

Regina Crutchfield Christie Payne New hire, new teacher Complete OCSD portfolio, meet regularly for planning, observations and follow-up.

Additional RequirementsCoordination and Integration-Title I Schools Only Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.

Title I, Part AServices are provided to ensure students requiring additional remediation are assessed through after-school programs or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided. Walker students meeting district criteria are assessed and provided with after school tutoring twice a week.Title I, Part C- MigrantAlicia Humphrey – Guidance CounselorMigrant Liaison provides services and support to students and parents. In Okaloosa County the liaison coordinates with Title I and other programs to ensure students needs are met. Walker currently has no students in the migrant population, but the Guidance Counselor contacts parents and helps families to take advantage of needed community services when students enroll.Title I, Part DDistrict receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out Prevention programsTitle IIBased on student achievement data, Walker will continue to have a major training focus for 2011-2012 in differentiated and data based instruction to meet


2011-2012 School Improvement Plan (SIP)-Form SIP-1the complex needs of our students with the addition of Daily 5 framework. This will be addressed using a school-embedded Literacy Coach professional development model and the implementation of Professional Learning Communities for each area of concern.Literacy Teams, lesson study groups, and grade level collaboration provide additional support within our building. Literacy Coaches in each school building provide a job-embedded professional resource. Literacy Coaches receive intensive professional development based on the Florida Professional Development Evaluation Protocol throughout the 2011-2012 School Year. Walker has a 75% Literacy Coach.EETT funds will be used to expand the training opportunities for teachers and administrators district wide. Student engagement and technology integration are the focus of our class offerings at our Tech Lab, at the schools, and on-line. EETT funds also provide both teachers and students with hardware and software to increase teacher exposure to innovative classroom instructional activities that promote and support effective digital resource integration and engaged student learning.

Title IIIServices are provided through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners. Teachers at Walker make use of these support services and materials and incorporate appropriately into daily lessons for students.Title X- HomelessDistrict Homeless Liaison provides resources for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education. Walker students who are identified are contacted by the school staff to provide needed assistance and facilitate contact with community resources.Supplemental Academic Instruction (SAI)SAI funds will be coordinated with Title I funds to provide Summer School for retained students or those who have met Good Cause/Administrative Promotion criteria. At Walker these students are tutored after school, during the summer and with additional instructional staff in the classroom.Violence Prevention ProgramsSafe and Drug Free Schools: District receives funds for programs that support prevention of violence in and around the school. These programs prevent the use of alcohol, tobacco, drugs, and foster a safe, drug free learning environment supporting student achievement. Walker provides anti-bullying lessons that are appropriate for each grade level and celebrates Red Ribbon Week throughout the school.

Nutrition ProgramsThe OCSD School Board has approved a wellness initiative which includes a focus on nutrition. Walker provides breakfast, lunch, and after-school snacks for students.Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other



Response to Instruction/Intervention (RtI)School-Based RtI Team

Identify the school-based RtI Leadership Team.Jeanine Kirkland, Principal: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RTI, ensures implementation of intervention support and documentation, ensures adequate professional development to support RTI implementation, and communicates with parents regarding school-based RTI plans and activities.Paula Richards (Primary) & Tracie Lay (Intermediate)Select General Education Teachers (Primary and Intermediate): Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborate with other staff to implement Tier 2 and Tier 3 interventions.Christie Payne, Amber Crawford, Paula Richard, Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers through supportive activities.Alicia Humphrey - Guidance Counselor: Identifies systematic patterns of student need while working with school personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis; participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.Elizabeth Bears, Literacy Coach: Provides guidance on K-5 reading plan; facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.Linda Cavett, School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.Regina Crutchfield, Speech Language Pathologist: Educates the team in the role language plays in curriculum, assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systemic patterns of student need with respect to language skillsStacy Diven, Student Services Personnel: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, school social workers continue to link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.

Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate RtI efforts?

The team meets once a week to engage in the following activities:Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level, and classroom level to identify students who are at moderate risk or at high risk for not meeting benchmarks. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills. In addition, the team will facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP?

Members of the RTI Leadership Team met with the principal to help develop the School Performance Plan. Team members reviewed and analyzed student,


2011-2012 School Improvement Plan (SIP)-Form SIP-1school, district and state data. Focus strands were identified and compared to the Needs Assessments Survey completed by the teachers. Professional development goals were determined based on data evidence. The team will continue to analyze provided data to target academic and social/emotional areas that need to be addressed; help set clear expectations for instruction (Rigor, Relevance, Relationship);and align processes and procedures for progress monitoring.

RtI Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.Academics will be monitored using grade level appropriate assessments;

Reading- Renaissance Learning, DEA, DRA2, FLRKS, FAIR, Math- Renaissance Learning, DEA, Unit Assessments Science- DEA, Unit Assessments Writing- Monthly school wide writing prompts,

Behavior will be monitored using school wide disciple plan and office referrals.

Data is recorded on OCSD RtI forms and monitored by grade level and/or RtI team during regularly scheduled meetings. Data will be graphed to provide a comparison of students’ performance with that of his peers. As students require more intensive interventions alternative assessments may be necessary to target students’ specific area of need.

Describe the plan to train staff on RtI.The RtI coordinator, Literacy Coach, and Principal will receive training on current processes to continue implementation of the RtI model. The RtI model was implemented at Walker during the 2009-2010 school year. RtI coordinator will review RtI protocol with staff during grade level meetings. Teachers needing assistance with RtI strategies will receive support from the Literacy Coach. Additional trainings of the staff or RtI team will be provided at OCSD or principals discretion.

Literacy Leadership Team (LLT)

School-Based Literacy Leadership Team

Identify the school-based Literacy Leadership Team (LLT).K- Dana Ransom1st – Michelle Williams2nd – Joan Dermody3rd –Lynda Woods4th – Belinda Luenser5th – Sheila PattiLiteracy Coach – Liz BearsSp. Area/ESE- Regina CrutchfieldPrincipal- Jeanine KirklandApril 2011 10Rule 6A-1.099811Revised April 29, 2011

2011-2012 School Improvement Plan (SIP)-Form SIP-1Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).The team meets monthly to coordinate Reading and Writing initiative for the school. Members are given special designations to oversee data and programs that relate to reading or writing instruction in the school, with periodic reviews that require the entire team. This team is responsible for developing specific strategies for the SIP based on the analysis of assessment data for the school, use of AR, Walker Writes, Walker Media Center book selection, and Family Literacy initiatives at our school.What will be the major initiatives of the LLT this year?Continue: Family Literacy Night, Fluency Log, assist in library book selections and replenishment for students reading at higher levels in intermediate grades, and monitoring Walker Writes on a monthly basis. New: Implementation and support of Daily 5/CAFÉ in reading classes, promote pleasure reading in through the use of AR and Book Clubs.

NCLB Public School Choice

Notification of School in Need of Improvement (SINI) Status Upload a copy of the Notification of SINI Status to Parents in the designated upload link on the “Upload” page.

Public School Choice with Transportation (CWT) NotificationUpload a copy of the CWT Notification to Parents in the designated upload link on the “Upload” page.

Supplemental Educational Services (SES) NotificationUpload a copy of the SES Notification to Parents in the designated upload link on the “Upload” page.

*Elementary Title I Schools Only: Pre-School TransitionDescribe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.At Walker Elementary School, incoming Kindergarten students who attend screenings are assessed prior to or entering Kindergarten in order to ascertain individual and group needs and to assist in the development of instructional/intervention programs. All students are assessed within the areas of Basic Skills/School Readiness, Oral Language/Syntax, Print/Letter Knowledge, and Phonological Awareness/Processing. Specifically, the Kindergarten BRIGANCE and selected readiness assessment items will be used to assess basic skills.Screening data will be collected and disaggregated prior to September 25, 2012. Data will be used to plan daily academic and social/emotional instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. Core Kindergarten academic and behavioral instruction will include daily explicit instruction, modeling, guided practice and independent practice of all academic and/or social emotional skills identified by screening data.We will administer the Discovery Education Assessment (DEA) three times a year in order to determine student learning gains and in order to determine the need for changes to the instructional/intervention programs.

*Grades 6-12 Only Sec. 1003.413(b) F.SFor schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.



*High Schools Only

Note: Required for High School- Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report.


http://data.fldoe.org/readiness/


PART II: EXPECTED IMPROVEMENTSReading Goals

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

READING GOALS Problem-Solving Process to Increase Student AchievementBased on the analysis of student achievement data, and reference to

“Guiding Questions”, identify and define areas in need of improvement for the following group:

Anticipated Barrier Strategy Person or Position Responsible for

Monitoring

Process Used to Determine Effectiveness of

Strategy

Evaluation Tool

1. Students achieving proficiency (FCAT Level 3) in reading

Reading Goal #1:

1.1. Student disfluency has a direct influence on comprehension.

1.1. Teachers will conduct a fluency checks on disfluent Gr. 2-5 students 3 times a quarter and graph changes overtime. Fluent students will be progress monitored through 2 fluency per quarter.

1.1. Principal and classroom teachers

1.1. Teachers and students will monitor the graphing of student progress in the fluency log.

1.1. Data collection chart/graph

In 2012, 90% of Walker 3-5 grade students will achieve a level 3 or above on FCAT.

2011 Current Level of Performance:*

2012 Expected Level of Performance:*

3rd Grade – 86%(116)4th Grade- 88%(82)5th Grade- 67%(83)

Total- 88%(324)

3rd Grade –88%(104)4th Grade- 90%(108)5th Grade- 80%(76)

Total- 90%(331)

1.2. Students have difficulty finding the Main Idea in informative text..

1.2. Teachers will explicitly teach the Comprehension Instructional Sequence to be used with informational text across the content areas.


1.2. Teachers will compare pre and post student writings to Sequence questions.

1.2. DEA probes on Main Idea.

1.3. Student lack of background knowledge impacts their ability to develop mastery of grade level vocabulary.

1.3. Vocabulary will be instructed and practiced in a variety of ways, which could include: concept maps, diagrams, fluency folders, individual vocabulary lists, T-charts, picture notes, etc.


1.3. Teacher and students will record and review vocabulary as individually needed in reading folders

1.3. Discovery Education Assessment (DEA) – Words and Phrases section Pre, mid, & post tests

1.4. Students frequently lack metacognitive use of reading strategies.

1.4 Teachers will incorporate direct instruction of reading strategies through the Daily 5/CAFÉ techniques of “Read to Self” and “Check for Understanding.”

1.4 Principal and classroom teachers

1.4 Teacher lesson plans will feature the use Daily 5 in reading block.

1.4 Lesson Plans



Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of

improvement for the following group:


Monitoring


Strategy

Evaluation Tool

2. Students achieving above proficiency(FCAT Levels 4 and 5) in reading

Reading Goal #2:

2.1. Advanced students do not realize that they need to set goals and accomplish them in reading fluency (rate, accuracy, expression).

2.1. Teachers will conference with students 3 times a year to set goals in fluency.

Teachers will conduct a fluency check on disfluent students 3 times a quarter and graph changes overtime. Fluent students will be progress monitored through fluency checks 2 times a quarter.


2.1. Teachers and students will monitor the graphing of student progress in the fluency log and compare results to goals.

2.1. Data collection chart/graph and goal statements.

In 2012, 47% of Walker 3-5 grade students will achieve a level 4 or 5 on FCAT



45%(166) of students scored above proficiency in 2011

47%(168) of students scored above proficiency in 2012

2.2 Students frequently choose books below their instructional level when selecting pleasure reading.

2.2 Students will set and monitor individual reading goals based on their Lexile level. Teachers will instruct students on selecting text.


2.2. Teachers will monitor AR/reading goals per quarter and discuss with students.

2.2. Goal attainment and/or AR points

2.3 Student lack of background knowledge impacts appropriate vocabulary development.

2.3 Students will participate in grade-level appropriate vocabulary attainment through weekly explicit instruction, practice, and voluntary competition.

2.3 Principal, literacy coach, and classroom teachers

2.3 Student use of selected vocabulary in discussions, class writing, and Word Wizard Competitions.

2.3 Quarterly assessments and use in journals




Monitoring


Strategy

Evaluation Tool

3. Percentage of students making Learning Gains in reading

Reading Goal #3:

3.1 Because many students are either above or below grade level in reading, all would benefit from differentiated instruction.

3.1. Teachers will differentiate activities for reading groups, literacy stations, and/or individualized reading materials using a variety of genres, text structures (i.e. graphic novels, Reader’s Theatre, poetry), and learning styles.


3.1. Differentiated activities are listed in lesson plans and compared to results.

3.1. Discovery Education Assessment (DEA) Benchmark reports

In 2012, 77% of Walker 3-5 grade will make learning gains on FCAT.



75% (276) of students made learning gains.

77% (275) of students will make learning gains.

3.2. Walker has a limited library selection due to consumption and loss through use. Classroom

3.2. Teachers will participate in 2 book fairs at our school and encourage the use of book clubs and literature circles. Walker will

3.2.Principal, literacy coach, media specialist, and Classroom Teachers

3.2. An increase in check out records, AR test usage, and list of book purchases for media center.

3.2. Reading Logs


2011-2012 School Improvement Plan (SIP)-Form SIP-1libraries are not robust enough to make up for that limitation.

designate funds to replenish the library and involve PTO, SAC, and community members in these efforts.

2.3 Student lack of background knowledge impacts appropriate vocabulary development.

2.3 Students will participate in grade-level appropriate vocabulary attainment through weekly explicit instruction, practice, and voluntary competition.

2.3 Principal, literacy coach, and classroom teachers

2.3 Student use of selected vocabulary in discussions, class writing, and Word Wizard Competitions.

2.3 Quarterly assessments and use in journals




Monitoring


Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making learning gains in reading

Reading Goal #4:

4.1. Student lack of fluency indicates a problem in decoding.

Lack of fluency impacts acquisition of vocabulary and comprehension.

4.1. Teacher will conference up to 2 times a week on students as needed and graph changes in fluency over time.


4.1. Fluency Conferences 4.1. Data collection chart/graph

In 2012, 70% of Walker’s lowest 25% 3-5 grade students will make learning gains on FCAT.



68% (60) of Walker’s lowest 25% 3-5 grade students made learning gains.

70% (62) of Walker’s lowest 25% 3-5 grade students will make learning gains.

4.2 Teacher incorporation of a variety of informative texts at student lexile level.

4.2. Teachers will explicitly teach the Comprehension Instructional Sequence to be used with informational text across the content areas.


4.2. Teachers will compare pre and post student writings to comprehension prompts or questions.

4.2. Grades on comprehension prompts.

4.3 Vocabulary development to facilitate reading comprehension

4.3 Students will participate in grade-level appropriate vocabulary attainment through weekly explicit instruction and practice.

4.3 Principal, Literacy Coach, and Classroom Teacher

4.3 Quarterly Evaluations 4.3 DEA and Grades

4.4 Student response to interventions during the school day

4.4 Students will be provided specific, targeted instruction.Students will have an opportunity to attend before, during and/or after school tutoring.Students will be instructed and progress monitored by Title I teachers.Students not responding to the above interventions will be reviewed by the RtI and/or

4.4 Principal, Title I teachers and classroom teacher

4.4 Classroom teachers, Title I teachers and students will monitor students performance on weekly assessments, reading logs, and grades.

4.4 Classroom grades and AR


2011-2012 School Improvement Plan (SIP)-Form SIP-1Literacy Leadership team for redirection of instructional focus.


improvement for the applicable subgroup(s):


Monitoring


Strategy

Evaluation Tool

5A. Student subgroups not making Adequate Yearly Progress (AYP) in reading

Reading Goal #5A:

Reading Goal #5A:Ethnicity(White, Black, Hispanic, Asian,American Indian)

5A.1.White:Black:1. Attendance 2. Parent Involvement 3. Discovering student learning and behavior stylesHispanic:Asian:American Indian:

.

5A.1. Students will be provided specific, targeted instruction through before, during and after school tutoring.

Students will be progress monitored and instruction by CRT & Title I teachers.

5A.1. Principal, Title I teachers and classroom teacher

5A.1. Classroom teachers, Title I teachers and students will monitor students performance on weekly assessments, reading logs, and grades.

5A.1.1. Classroom grades2. DEA3. FCAT

In 2012 86% of Black students will make AYP.



White:Black: 54%(30 )Hispanic:Asian:American Indian:

White:Black: 86% (49)Hispanic:Asian:American Indian:

5A.2.1. Attendance2. Parent Involvement3. Discovering student learning and behavior styles.

5A.2. Teacher will conduct a fluency check with conferencing up to 2 times a week on students as needed and graph changes overtime.

Students will receive multi-modal Vocabulary Instruction.

Students will have a mentor assigned to them to show interest in their progress.


5A.2. Classroom teachers, Title I teachers and students will monitor student performance on weekly assessments, reading logs, and grades.

5A.2.1. Classroom grades2. DEA3. FCAT

5A.3. Lack of parent involvement and comfort with attending school events

5A.3Partner with community organization to bring tutoring and/or tutoring training to students and parents at an off-campus location (Rev. Sanford Hayes)

5A.3. Principal, SAC liaison, volunteer teachers, NCLB Specialist

5A.3. Monitor progress of students attending sessions, parent sign-in logs, tutor hours.

5A.3.Grades, classroom assessments, DEA.


2011-2012 School Improvement Plan (SIP)-Form SIP-1Based on the analysis of student achievement data, and reference to

“Guiding Questions”, identify and define areas in need of improvement for the following subgroup:


Monitoring


Strategy

Evaluation Tool

5B. Student subgroups not making Adequate Yearly Progress (AYP) in reading

Reading Goal #5B:

Reading Goal #5B:English Language Learners (ELL)

5B.1. 5B.1. 5B.1. 5B.1. 5B.1.

N/A 2011 Current Level of Performance:*


N/A N/A5B.2. 5B.2. 5B.2. 5B.2. 5B.2.5B.3. 5B.3. 5B.3. 5B.3. 5B.3.


improvement for the following subgroup:


Monitoring


Strategy

Evaluation Tool

5C. Student subgroups not making Adequate Yearly Progress (AYP) in reading

Reading Goal #5C:

Reading Goal #5C:Students with Disabilities (SWD)

5C.1.Students’ lack of response to interventions.

5C.1. Students will receive supplemental academic small group instruction at their instructional level and/or access points for students with significant cognitive disabilities. Students not responding to interventions will be reviewed by the RtI and/or Reading Leadership Teams where the data will be further analyzed for instructional adjustment.

5C.1. Principal, ESE instructors, classroom teacher

5C.1. Individual student goals will be determined in the IEP. ESE teachers will complete a progress report to document students’ progress.

5C.1. Classroom Assessments, DEA, STAR Reading, Alternative Assessments

In 2012, 86% of Walker 3-5 grade students with disabilities will make adequate yearly progress on FCAT.



N/A 86% (36)of students with disabilities will make AYP.

5C.2. Students’ need for engagement through use of technology that provides individual self-paced practice

5C.2. Technology (Whisper phones, listening stations, computer assistance and MP3 players) will be used to provide additional support and accommodations specific to the learning style of each student.

5C.2.ESE instructors, classroom teachers

5C.2 Individual student goals will be determined in the IEP. ESE teachers will complete a progress report to document student progress.

5C.2. Classroom Assessments, DEA, STAR Reading, Alternative Assessments

5C.3.Limited resources such as high-interest, low reading level materials

5C.3. A variety of reading materials (genres and presentations) will be used at the student’s instructional level.

5C.3. ESE instructors, classroom teachers

5C.3. Reading logs will be monitored by the Classroom Teacher.

5C.3. Reading Logs

5C.4.Timely teacher feedback of graded assignments.

5C.4. Students scoring an F in reading or that does not meet their IEP goals will have an

5C.4. ESE instructors, Classroom Teachers

5C.4. Weekly assessments will be monitored in on-line gradebook.

5C.4. Grades


2011-2012 School Improvement Plan (SIP)-Form SIP-1interim IEP meeting to address individual instructional needs.




Monitoring


Strategy

Evaluation Tool

5D. Student subgroups not making Adequate Yearly Progress (AYP) in reading

Reading Goal #5D:

Reading Goal #5D:Economically Disadvantaged

5D.1. Students’ need for supplemental instructional time and multiple opportunities to master reading strategies to be successful.

5D.1. Students will receive supplemental academic instruction in addition to the instructional period.

Mentor services and/or peer tutors will support academic, social and emotional growth.

Teachers will use diverse texts that address needs unique to these learners.

5D.1. Principal, ESE instructors, classroom teacher

5D.1. Resource teachers and classroom teacher will monitor grades to determine academic progress

5D.1. Classroom Assessments, DEA, STAR Reading, Alternative Assessments

In 2012, 86% of Walker 3-5 grade Economically Disadvantaged students will make adequate yearly progress on FCAT..



75%(167) of Economically Disadvantaged Students made AYP.

86% (191) of Economically Disadvantaged Students will make AYP.

5D.2. Students’ lack of opportunity to experience outside school experiences that provide background knowledge for reading comprehension and connections to text.

5D.2. Students learning will be supported through free school supplies, field trip scholarships, community outreach, Rudolph Readers, Helping Hands Fund, and philanthropic organizational support of families throughout the year.

5D.2. Principal, Guidance Counselor and Classroom Teachers

5D.2. Classroom grades and anecdotal notes

5D.2. Classroom grades and performance

5D.3. Attendance by students and parents

5D.3. Students have the opportunity to attend before, during and or after school tutoring.Parent education programs such as Grade Level Parent Night, Family Nights, Home Visits, Technology Workshops, Parent Conferences and Open House.

5D.3. Principal, Guidance Counselor and Classroom Teachers

5D.3. Classroom grades and anecdotal notes, Tutoring attendance charts, Progress Reports

5D.3. . Classroom grades and performance

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD ActivityApril 2011 18Rule 6A-1.099811Revised April 29, 2011

2011-2012 School Improvement Plan (SIP)-Form SIP-1Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topicand/or PLC Focus Grade

Level/Subject

PD Facilitatorand/or

PLC Leader

PD Participants(e.g. , PLC, subject, grade level, or

school-wide)

Target Dates and Schedules(e.g. , Early Release) and

Schedules (e.g., frequency of meetings)

Strategy for Follow-up/Monitoring Person or Position Responsible for Monitoring

The Daily 5 and CAFÉ K-5 Reading PLC Leader subject, grade-level Early Release time

July 2011- May 2012

Teachers will bring completed checklists and data to PLC meetings for analysis and

refinement of instructional focus.

Jeanine KirklandElizabeth Bears

PLC Group Leaders

Comprehension Instructional Sequence

(Elementary Adaptation)

3 – 5 Content Area

Literacy Coach

Informational Text3-5 Early Release time

Teachers implement the strategy with identified students and compare pre-post grades.


PLC Group Leaders

Word Web Vocabulary Curriculum

4-5 and Gifted

Literacy Coach Subject, Grade level November Early Release

Implementing Teacher(s) will be observed by the Literacy Coach

and present to faculty.


Charlotte Wadsworth

Differentiating Instruction for

Diverse PopulationsYear 2

K-5 Volunteer School-wide, subject On-going

Teachers will provide lesson plans and data to PLC and refine instructional focus.


PLC Group Leaders

Reading Budget (Insert rows as needed)Include only school-based funded activities/materials and exclude district funded activities/materials.Evidence-based Program(s)/Materials(s)Strategy Description of Resources Funding Source Available AmountIncorporate Discovery Education Assessments and Resource materials

Online Assessments, Reporting Features and Resource Materials for differentiating instruction.

District Initiative $0

Comprehension Instructional Sequence Handouts None $0Increased number and variety of Library Books for Students requiring challenging texts

Trade Books Instructional Materials-Media $3,089.00

Subtotal: $3,089.00TechnologyStrategy Description of Resources Funding Source Available AmountEducationCity software subscription Web based content specific practice aligned PTO $1,800.00


2011-2012 School Improvement Plan (SIP)-Form SIP-1(Continuing) to NGSSS.Tumblebooks.com Audio library K-5 audio read along library to improve

fluency.Title I $500.00

Subtotal: $2,300.00Professional DevelopmentStrategy Description of Resources Funding Source Available AmountDaily 5 and CAFE Training Materials and Release Time Title I $8,300.00Grades 4-5 and Gifted - Word Web Vocabulary Curriculum

Training and Materials $350.

Subtotal: $8,650.00Other Description of Resources Funding Source AmountDifferentiating with Data and DEA DEA District $0.00

Grand Total: $14,039.00End of Reading Goals


2011-2012 School Improvement Plan (SIP)-Form SIP-1Mathematics Goals

MATHEMATICS GOALS Problem-Solving Process to Increase Student AchievementBased on the analysis of student achievement data, and reference to



Monitoring


Strategy

Evaluation Tool

1. Students achieving proficiency (Level 3) in mathematics

Mathematics Goal #1:

1.1. Student /Teacher transition to GO Math and recently revised OCSD curriculum guide/pacing guide.

1.1. Teachers will provide daily instruction utilizing numerous components of the math series to engage in best practices for instruction and follow the OCSD Curriculum Guide / Quarterly review, AIMS activities with focus on mastery of place value and fractions.


1.1. Lesson Plans, Walk through data, Collegial Data Chats, RtI Documentation

1.1. Benchmark Assessments, mid-chapter checkpoints, end of chapter tests, Unit tests, and DEA

In 2012, 86% of Walker 3-5 grade students will make a level 3 or above on FCAT.



81% (298) Walker 3-5 grade students made a level 3 or above on FCAT.

86% (307) of Walker 3-5 grade students will make a level 3 or above on FCAT.

1.2Students’ need multiple opportunities to demonstrate skill mastery and/or attempt challenging material.

1.2. Teachers will provide daily differentiated instruction including teacher-led small groups and stations, incorporating multiple number sense, geometry, and measurement guided and independent practice activities.

Teachers will incorporate technology for skill practice, remediation and enrichment, and to increase student engagementby including Education City, FCAT Explorer, Accelerated Math, ThinkCentral, and Discovery Education resources.

1.2. Principal and classroom teachers,Math contact

1.2. Lesson Plans, collegial sharing, Walk through data, Computer Lab Schedule

1.2. DEA Assessments (pre, mid, post), Benchmark Assessments, Program tracking, reporting, and usage reports chapter tests, Unit tests





Monitoring


Strategy

Evaluation Tool

2. Students achieving above proficiency(Levels 4 and 5) in mathematics


2.1. Students at these levels regress without adequate challenge and motivational activities.

2.1. Teachers will provide daily instruction in problem solving and real world application.


2.1. Lesson Plans, walk through, collegial data chats

2.1. Benchmark Assessments, mid-chapter checkpoints, end of chapter tests, Unit tests and DEA

In 2012, 30% of Walker 3-5 grade students will make a Level 4 or 5on FCAT.



In 2011, 28% (103) of Walker 3-5 grade students made a Level 4 or 5on FCAT.

In 2012, 30% (107) of Walker 3-5 grade students will make a Level 4 or 5on FCAT.

2.2 Students’ lack of consistent instruction at instructional skill level

2.2. Teachers will provide daily differentiated instruction including teacher-led small groups and stations, incorporating multiple number sense, geometry, and measurement activities.

2.2. Principal and classroom teachers,

2.2. Lesson Plans, walk through, collegial sharing

2.2. DEA Assessments (pre, mid, post), Benchmark Assessments, chapter tests, Unit tests

2.3. Students need for engagement through use of choice and technology that provides individual self-paced practice & enrichment.

2.3. Teachers will provide consistent opportunity for students to practice skills using available technology including Education City, FCAT Explorer, Accelerated Math, ThinkCentral, and Discovery Education.

2.3. Principal, classroom teachers

2.3. Lesson Plans, walk through, Computer Lab

2.3 Program tracking, reporting, and usage reports

2.4. Lack of needed 1:1 student conferencing time

Teachers will set goals based on data analysis of student mastery of benchmarks/sub-skills to modify instruction.

2.4 Principal, Classroom Teachers, PLC members, Math Contact

2.4 PLC minutes/agendas, Unit Plan Goal Form.

2.4 DEA Assessments (pre, mid, post), Benchmark Assessments, chapter tests, Unit tests

2.5.Based on the analysis of student achievement data, and reference to



Monitoring


Strategy

Evaluation Tool

3. Percentage of students making learning gains in mathematics (excluding 9th grade; learning gains will not be available for this grade)


3.1. Students’ insufficient experience in using math vocabulary.

3.1. Vocabulary will be instructed and practiced in a variety of ways, which could include: K.I.M. Chart, hot problems, brain dump, concept maps, diagrams, word walls, math journals/notebooks,T-charts, picture notes, etc.

3.1. Principal, classroom teacher,

3.1. Classroom assessment results and grades will be monitored to determine student’s mastery of skill/concept.

3.1. Chapter quizzes, unit assessments

In 2012, 80% of Walker 3-5 grade students will make learning gains on FCAT.


2012Expected Level of Performance:*



Teachers will instruct test-taking strategies and question/answer relationships.

78% (287) of Walker 3-5 grade students made learning gains on FCAT..

In 2012, 80% (286) of Walker 3-5 grade students will make learning gains on FCAT.

3.2. Students’ inexperience in “unpacking” higher order thinking math problems.

3.2. Emphasis on moderate to high complexity levels of problem solving in classroom instruction.

Emphasis on the language of math in discussion, writing, and reading assignments.Future Mathematician awards



3.2. Benchmark Assessments, mid-chapter checkpoints, end of chapter tests, Unit tests

3.3. 3.3. 3.3. 3..3. 3.3.




Monitoring


Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making learning gains in mathematics


4.1. Lack of student motivation and confidence in math.

4.1. Teachers will provide daily instruction utilizing numerous components of the newly adopted math series to engage in best practices for instruction, focusing on Strategic Intervention and Intensive Intervention provided in the resources of the math series.



4.1. Benchmark Assessments, mid-chapter checkpoints, end of chapter tests, Unit tests

In 2012, 80% of the lowest 25% of Walker 3-5 grade students will make learning gains.



78% (72) of the lowest 25% (92) of Walker 3-5 grade students made learning gains.

80% (70) of the lowest 25% (88) of Walker 3-5 grade students will make learning gains.

4.2. Students have not had sufficient practice in basic skills or access to technology/computers.

4.2. Teachers will provide daily differentiated instruction including teacher-led small groups and stations, incorporating multiple number sense, geometry, and measurement activities.

Teachers will provide consistent opportunity for students to practice skills using available technology including Soar to Success, iTools, Education City, Accelerated Math, ThinkCentral, and Discovery Education.

4.2. Principal and classroom teachers,

4.2. Lesson Plans, walk through, collegial sharing, Computer Lab

4.2. DEA Assessments (pre, mid, post), Benchmark Assessments, chapter tests, Unit testsProgram tracking, reporting, and usage reports


2011-2012 School Improvement Plan (SIP)-Form SIP-14.3Students’ inability to study effectively and gauge progress.

4.4 Teachers will set goals based on data analysis of student mastery of benchmarks/subskills to modify instruction.

4.4 Principal, Classroom Teachers, PLC members, Math Contact

4.4 PLC minutes/agendas, Unit Plan Goal Form.

4.4 DEA Assessments (pre, mid, post), Benchmark Assessments, chapter tests, Unit tests


improvement for the applicable subgroup(s):


Monitoring


Strategy

Evaluation Tool

5A. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics

Mathematics Goal #5A:

Mathematics Goal #5A:Ethnicity(White, Black, Hispanic, Asian,American Indian)

5A.1. Students have not had sufficient practice with basic computational skills & vocabulary.

5A.1. Teachers will provide daily instruction utilizing a variety of components from the math series to engage in best practices for instruction based on student needs.

Teachers will conference with students on a regular basis to provide individual strategy instruction. Vocabulary practice will be provided in a variety of ways.

5A.1. Principal and classroom teachers

5A.1. Unit Plans, walk through, gradebook

5A.1. DEA Assessments (pre, mid, post), Benchmark Assessments, mid-chapter checkpoints, end of chapter tests, Unit tests

In 2012, 86 % of Black students will make AYP.





5A.2. Lack of student motivation and confidence in math.

5A.2. Teachers will provide daily differentiated instruction including teacher-led small groups and stations, incorporating multiple number sense, geometry, and measurement activities.


5A.2. Lesson Plans, walk through, Collegial sharing.

5A.2. DEA Assessments (pre, mid, post), Benchmark Assessments, chapter tests, Unit tests

5A.3White:Black:1. Attendance 2. Parent Involvement 3. Discovering student learning and behavior stylesHispanic:Asian:American Indian:

5A.3. Students will be provided specific, targeted instruction through before, during and after school tutoring.

Students will be progress monitored and instruction by CRT & Title I teachers .


Classroom teachers, Title I teachers and students will monitor student performance on weekly assessments, and grades.

5A.3 DEA Assessments (pre, mid, post), Benchmark Assessments, chapter tests, Unit tests, Accelerated Math

5A.4. Availability of computers /technology.

5A.3. Teachers will provide consistent opportunity for students to practice skills using available technology including Soar to Success, iTools, Education City, Accelerated Math, ThinkCentral, and Discovery Education.


5A.3. Lesson Plans, walk through, Computer Lab

5A.3. Program tracking, reporting, and usage reports

5.A.4 Students’ inability to 5.4 Teachers will set goals based 5.4 Principal, Classroom 5.4 PLC minutes/agendas, Unit 5.4 DEA Assessments


2011-2012 School Improvement Plan (SIP)-Form SIP-1study effectively. on data analysis of student

mastery of benchmarks/sub-skills to modify instruction.

Teachers, PLC members, Math Contact

Plan Goal Form. (pre, mid, post), Benchmark Assessments, chapter tests, Unit tests

5A.5. Lack of parent involvement and comfort with attending school events

5A.5Partner with community organization to bring tutoring and/or tutoring training to students and parents at an off-campus location (Rev. Sanford Hayes)

5A.5. Principal, SAC liaison, volunteer teachers, NCLB Specialist

5A.5. Monitor progress of students attending sessions, parent sign-in logs, tutor hours.

5A.5.Grades, classroom assessments, DEA.




Monitoring


Strategy

Evaluation Tool

5B. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics

Mathematics Goal #5B:

Mathematics Goal #5B:English Language Learners (ELL)

5B.1. 5B.1. 5B.1. 5B.1. 5B.1.

N/A 2011 Current Level of Performance:*


N/ N/A5B.2. 5B.2. 5B.2. 5B.2. 5B.2.

5B.3 5B.3. 5B.3. 5B.3. 5B.3.




Monitoring


Strategy

Evaluation Tool

5C. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics

Mathematics Goal #5C:

Mathematics Goal #5C:Students with Disabilities (SWD)

5C.1.SWD require a variety of presentation methods that allow for instructional needs

5C.1.Teachers will assess and instruct students at present skill levels with modifications and accommodations according to Individual Education Plans

5C.1. Principal, ESE instructors, classroom teacher

5C.1. Teacher s will assess students weekly for 5 consecutive weeks and then progress monitor monthly to develop and monitor trendline using STAR math

5C.1. STAR Math Report

In 2012, 86% of Walker 3-5 grade students with disabilities will make adequate yearly progress on FCAT.



N/A 86% (36) of Walker 3-5 grade students with disabilities will make adequate yearly progress on


2011-2012 School Improvement Plan (SIP)-Form SIP-1FCAT.

5C.2. Students’ need for alternative strategies in math practice.

5C.2. Teachers will instruct using multiple strategies of mathematical applications to address student learning styles. Teachers will provide guided practice in hands-on or pictorial representation of mathematical concepts.

5C.2. Principal, classroom teacher, ESE instructor

5C.2. Classroom assessment results and grades will be monitored to determine student’s mastery of skill/concept.

5C.2. Go Math: benchmark assessments, chapter assessments, mid-chapter checkpoints, and unit tests.DEA, STAR Math, Alternative Assessments

5C.3.Limited access to computers, accessories and student comfort level with assistive technology.

5C.3. Students will participate in math fact fluency (Math Facts in a Flash, Clickers, Games, and Stations) to increase automaticity.


5C.3. Individual student goals will be determined in the IEP. ESE teachers will complete a progress report to document students’ progress

5C.3. Classroom Assessments, DEA, STAR Math, Alternative Assessments

5C.4. Students’ attaining & maintaining grade level benchmark mastery.

5C.4. Students scoring an F in math or not meeting their IEP goals will have an interim IEP meeting to address individual instructional needs


5C.4. Individual student goals will be determined in the IEP. ESE teachers will complete a progress report to document students’ progress

5C.4. Classroom Assessments, DEA, STAR Math, Alternative Assessments




Monitoring


Strategy

Evaluation Tool

5D. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics

Mathematics Goal #5D:

Mathematics Goal #5D:Economically Disadvantaged

5D.1. Lack of relevance to daily lives of students.

5D.1. Teachers instruct using real world applications of math concepts/skills.

Hands-on activities will be implemented in small group instruction.

Students will develop their own word problems using content that is meaningful to them.

5D.1. Principal, classroom teacher

5D.1. Classroom assessment results and grades will be monitored to determine student’s mastery of skill/concept.

5D.1. Go Math: benchmark assessments, chapter assessments, mid-chapter checkpoints, and unit test, DEA

In 2012, 86% of Walker 3-5 grade Economically Disadvantage students will make adequate yearly progress on FCAT.



71% (158) of Walker 3-5 grade Economically Disadvantage students made adequate yearly progress on FCAT.

86% (191) of Walker 3-5 grade Economically Disadvantage students will make adequate yearly progress on FCAT.

5D.2. Variety of student modalities

5D.2. Lessons will be developed and presented using a variety of modalities.

5D.2. Classroom Teachers

5D.2. Lesson plans and Walkthroughs

5D.2. . Go Math: benchmark assessments, chapter assessments, mid-chapter checkpoints, and unit test, DEA

5D.3. Student lack of command of math language

5D.3. Math vocabulary will be explicitly taught and practiced through Think-Pair-Share activities and math journals.

5D.3.Classroom Teachers

5D.3.Lesson plans and Walkthroughs

5D.3. . Go Math: benchmark assessments, chapter assessments, mid-chapter checkpoints, and unit test, DEA



* When using percentages, include the number of students the percentage represents (e.g. 70% (35)).

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD ActivityPlease note that each Strategy does not require a professional development or PLC activity.


Level/Subject


PLC Leader


school-wide)




Differentiated Math Instruction for Diverse Populations K-5 PLC Leader PLC Members

Monthly Early ReleaseTeachers will review current data

and student artifacts at each meeting. Teachers will develop a unit of study based upon results.


PLC Group Leaders

Lesson Study in Math K-5 PLC Leader Math/subject Monthly Early Release

Teachers will increase the complexity level of daily math

instruction through Lesson Study.


PLC Group LeadersTechnology to support Math

Instruction K-5 Volunteer Math/subject TBA Early Release

Teachers will explore ThinkCentral Tutorial from Math Series, specifically; Destination Math Mega Math and use one

or more in a unit of study.


PLC Group Leaders

Mathematics Budget (Insert rows as needed)Include only school-based funded activities/materials and exclude district funded activities /materials.Evidence-based Program(s)/Materials(s)Strategy Description of Resources Funding Source Amount

Subtotal:TechnologyStrategy Description of Resources Funding Source AmountClickers Electronic Response System Title I Supplies, PTO $2500Netbooks (COW) Computers on Wheels Pilot Program OCSD $0


2011-2012 School Improvement Plan (SIP)-Form SIP-1Subtotal:$2500

Professional DevelopmentStrategy Description of Resources Funding Source AmountClicker Training Digital Educators will conduct voluntary

workshops.Title I PD $800

Netbook Training Workshop provided by District Tech Specialist

OCSD $0

Subtotal:$800OtherStrategy Description of Resources Funding Source AmountDEA Resource Exploration DEA website OCSD $0

Subtotal: Total: $3,300.00

End of Mathematics Goals


2011-2012 School Improvement Plan (SIP)-Form SIP-1Science Goals

* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

SCIENCE GOALS Problem-Solving Process to Increase Student AchievementBased on the analysis of student achievement data, and reference to



Monitoring


Strategy

Evaluation Tool

1. Students achieving proficiency (FCAT Level 3) in science

Science Goal #1:

1.1.Differentiated instruction in small groups.

Lack of PD and teacher expertise to improve instruction in Scientific Method

1.1.Teachers will model the scientific method in classroom demonstrations to small groups (grades 1-5) or whole classes (Kindergarten) quarterly for Science Fair type projects or processes (backboard is optional).Each class will create science fair projects with backboards in small group(grades 1-5) or whole class (kindergarten).

1.1.Principal and teacher

1.1.One completed group Science project per nine weeks

1.1.Lesson plans and 4 submitted Science Fair Projects per classroom

In 2012, 65% of Walker 5th grade students will make a level 3 or above on FCAT.



54% (74) of Walker 5th grade students made a level 3 or above on FCAT.

65% (89) of Walker 5th grade students will make a level 3 or above on FCAT.

1.2.Students’ ability to apply scientific method while performing experiments.

1.2.Hands-on lab in partnership with Emerald Coast Science Center. Address the lowest strand from 5th grade FCAT (4th and 5th grades only).

Fourth grade students will engage in a hands-on science field trip to the Biophilia Center

All Walker teachers will participate in monthly Science Days using the ACE Curriculum sponsored by the Civil Air Patrol.

1.2.Principal and teachers

4th grade teachers

1.2.Teachers will review student journals and lab notebooks.

1.2.Chapter Assessments, DEA

1.3.Previous textbook and primary source of instruction did not match NGSSS.

1.3.Teachers will follow the OCSD Curriculum Guide and Florida Standards document assessment dates and implement new textbook.

1.3.Principal & teachers

1.3.Small group instruction, whole group instruction, differentiated stations, hands-on demonstrations

End of Quarter ExamsLesson PlansCollegial Conversations in Weekly Planning meetings

1.4Students’ lack of use of Science vocabulary.

1.4Create and use graphic organizers, notebooks, and/or concept maps etc. to develop a science vocabulary.

1.4Principal & teachers

1.4Students will complete word maps, focused on vocabulary being used in unit of study. The cards are to be shared and referenced in class

1.4Student created science vocabulary cards. Vocabulary use in journals, discussions, and


2011-2012 School Improvement Plan (SIP)-Form SIP-1work and discussion. assessments.




Monitoring


Strategy

Evaluation Tool

2. Students achieving above proficiency(FCAT Levels 4 and 5) in science

Science Goal #2:

2.1.Students need for engagement through use of choice and technology that provides individual self-paced practice & enrichment

2.1.Differentiated instruction in small groups with use of technology such as Education City, FCAT Explorer, and levelized books, group projects.

2.1.Principal and teacher

2.1.Lesson plans, walk through and computer lab scheduling

2.1.Program tracking, reporting, and usage reports

In 2012, 20% of Walker 5th grade students will make a level 4 or 5 on FCAT.



18% (18) of Walker 5th grade made a level 4 or 5 on FCAT.

20% (26) of Walker 5th grade students will make a level 4 or 5 on FCAT.

2.2.Students having materials available to complete project

2.2. Students have the opportunity to complete an individual science fair project for submission in the school science fair competition.

2.2.Teacher and Science Committee

2.2. Increased amount of participation

2.2.Science fair rubric

2.3 2.3 2.3 2.3 2.3



Level/Subject


PLC Leader


school-wide)




ACE Curriculum K-5 PLC Leaders School-wide Early Release Days Lesson Plans Principal

Science Budget (Insert rows as needed)Include only school-based funded activities/materials and exclude district funded activities/materials.Evidence-based Program(s)/Materials(s)Strategy Description of Resources Funding Source AmountHands on Learning ACE Curriculum, Civil Air Patrol General Internal Funds $800

Subtotal:$800


2011-2012 School Improvement Plan (SIP)-Form SIP-1TechnologyStrategy Description of Resources Funding Source Amount

Subtotal:Professional DevelopmentStrategy Description of Resources Funding Source AmountContinue with AIMS Science and hands on materials

Teacher resource and activity books NA $0

Subtotal:$0OtherStrategy Description of Resources Funding Source AmountModeled Science Fair Projects Supplies for projects and display materials Discretionary $1500.Emerald Coast Science Center FCAT Lessons (4th & 5th Grade)

Hands-on lessons, demonstrations, and follow-up lessons for classroom

Discretionary $1300.

Subtotal: $2800.00 Grand Total:$3600.00

End of Science Goals


2011-2012 School Improvement Plan (SIP)-Form SIP-1Writing Goals

* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)). WRITING GOALS Problem-Solving Process to Increase Student Achievement




Monitoring


Strategy

Evaluation Tool

1. Students achieving Adequate Yearly Progress(FCAT Level 3.0 and higher) in writing

Writing Goal #1:

1.1. Adequate turn-around time for conferencing and for students to respond to teacher feedback.

1.1. Students will write monthly to separate school wide prompts for K-2 and 3-5.

Performance will be used for progress monitoring, student conferencing as an instructional tool. Teachers will conference with each student monthly and set an individual goal.

1.1. Classroom Teacher,Principal, Peer scoring partner

1.1. Teacher will administer and score monthly prompts a long with a peer teacher. Scores will be recorded and monitored.

1.1. Monthly prompt and data collection sheet

In 2012, 81% of Walker 4th

grade students will be proficient on FCAT Writes.



79% (104) of Walker 4th grade students were proficient on FCAT Writes.

81% (92) of Walker 4th grade students will be proficient on FCAT Writes.

1.2. Student “habits of mind “ and reluctance to respond in writing to learned material.

1.2. Teachers will incorporate writing within all content area instruction (including civics) using notebooks, journals, extended responses, CRISS strategies, etc.

1.2. Classroom Teacher, Principal

1.2. Classroom assessment results and grades will be monitored to determine student’s mastery of skill/concept.

1.2. Short responses included in Chapter Quizzes, Unit Assessments,

1.3. Assessment tools to measure and determine growth in application of vocabulary and student command of language.

1.3. Students will be instructed in using word choice, vocabulary ideas, focus, conventions and spelling in written form.

Practice will be provided in a variety of ways, which could include: word walls, journals/notebooks, individual dictionaries, read alouds, familiar reads, T-charts, picture notes, etc

1.3. Classroom Teacher, Principal

1.3. Teacher will administer and score monthly prompts along with a peer teacher. Scores will be recorded and monitored.

1.3. Monthly prompt and data collection sheet

1.4Time and resources to build the library and limited faculty expertise in use of mentor texts.

1.4 Teachers will use mentor texts for instruction in writing (especially grammar).

1.4 Classroom TeacherPrincipal

1.4 Teacher will administer and score monthly prompts along with a peer teacher. Scores will be monitored to determine student’s mastery of skill/concept.

1.4 Monthly prompt and data collection sheet.


2011-2012 School Improvement Plan (SIP)-Form SIP-11.5 Money to fund before and after school tutors

1.5 Teachers in grades 4 and 5 will hold a Writing Boot Camp before FL Writes! to immerse students in the skills and mindset for writing well.

1.5 Classroom TeacherPrincipal

1.5 Pre-boot camp prompt average will be compared to post-boot camp prompt average in student conferences.

1.5 Monthly prompt and data collection sheet.




Monitoring


Strategy

Evaluation Tool

2A. Student subgroups not making Adequate Yearly Progress (AYP) in writing

Writing Goal #2A:

Writing Goal #2A:Ethnicity(White, Black, Hispanic, Asian,American Indian)

2A.1.White:Black:Hispanic:Asian:American Indian:

2A.1. 2A.1. 2A.1. 2A.1.

N/A



N/AWhite:Black:Hispanic:Asian:American Indian:

N/AWhite:Black:Hispanic:Asian:American Indian:

2A.2. 2A.2. 2A.2. 2A.2. 2A.2.

2A.3. 2A.3. 2A.3. 2A.3. 2A.3.Based on the analysis of student achievement data, and reference to



Monitoring


Strategy

Evaluation Tool

2B. Student subgroups not making Adequate Yearly Progress (AYP) in writing

Writing Goal #2B:

Writing Goal #2B:English Language Learners (ELL)

2B.1. 3B.1. 2B.1. 2B.1. 2B.1.

N/A2011 Current Level of Performance:*


N/A N/A

2B.2. 2B.2. 2B.2. 2B.2. 2B.2.

2B.3. 2B.3. 2B.3. 2B.3. 2B.3.





Monitoring


Strategy

Evaluation Tool

2C. Student subgroups not making Adequate Yearly Progress (AYP) in writing

Writing Goal #2C:

Writing Goal #2C:Students with Disabilities (SWD)

2C.1. 2C.1. 2C.1. 2C.1. 2C.1.

N/A2011 Current Level of Performance:*


N/A N/A

2C.2. 2C.2. 2C.2. 2C.2. 2C.2.

2C.3. 2C.3. 2C.3. 2C.3. 2C.3.




Monitoring


Strategy

Evaluation Tool

2D. Student subgroups not making Adequate Yearly Progress (AYP) in writing

Writing Goal #2D:

Writing Goal #2D:Economically Disadvantaged

2D.1. 2D.1. 2D.1. 2D.1. 2D.1.

N/A



N/A N/A2D.2. 2D.2. 2D.2. 2D.2. 2D.2.

2D.3. 2D.3. 2D.3. 2D.3. 2D.3.



Level/Subject


PLC Leader


school-wide)




Embracing the Language of Writers(Continued in Year 2)

K-5 Volunteer subject TBA Teachers will collaborate and share their implementation plan and

follow-up at the beginning of the


2011-2012 School Improvement Plan (SIP)-Form SIP-1school year.

Using Model Sentences, Leveled

and Tiered Vocabulary

1-5

Liz BearsJeff Anderson Book Study subject

September-October Teachers will conference with individual students and collaborate

with peer teachers to set goals.

PLC Writing

K-5 PLC Leader subject October-May Early Release

Teachers will review current data and student artifacts at each

meeting. Teachers will develop a unit of study for area of weakness.

Writing Budget (Insert rows as needed)Include only school-based funded activities/materials and exclude district funded activities/materials.Evidence-based Program(s)/Materials(s)Strategy Description of Resources Funding Source Available AmountWriters Boot Camp Tutors Title 1 $1200.00Mentor Text Library 50 books Title 1 $500.00

Subtotal:$1,700.00TechnologyStrategy Description of Resources Funding Source Available Amount

Subtotal: $0Professional DevelopmentStrategy Description of Resources Funding Source Available AmountJeff Anderson Book Study – Ten things every writer needs to know

Books for up to 6 teachers Title I PD $120.00

Word Web Curriculum Books for up to 6 teachers Title I PD $120.00Day by Day by Ruth Ayers and Stacey Shubitz

Books for up to 6 teachers Title I PD $120.00

Subtotal: $360.00Strategy Description of Resources Funding Source AmountConference with students and goal setting

Carbon sheets for teacher and student record

Discretionary $250.00

Grand Total: $2,060.00End of Writing Goals


2011-2012 School Improvement Plan (SIP)-Form SIP-1Attendance Goal(s)


ATTENDANCE GOAL(S) Problem-solving Process to Increase AttendanceBased on the analysis of attendance data, and reference to “Guiding

Questions”, identify and define areas in need of improvement:Anticipated Barrier Strategy Person or Position

Responsible for Monitoring


Strategy

Evaluation Tool

1. AttendanceAttendance Goal #1:

1.1.Parent support of attendance &/or student proclivity to illness

1.1. Ongoing communication with parents to keep them informed of absences/ tardies before they become excessive.

1.1.Principal, Classroom Teacher, Attendance Secretary

1.1. Phone calls and letters to parent when a student is absent for 5 days.

1.1.Attendance card and PAWS attendance history

Walker students have maintained an average attendance rate of 95.14% (687).

The number of students with excessive absences in 2011 was 266. In 2012, excessive absences will decrease by 10%.

2011 Current Attendance Rate:*

2012 Expected Attendance Rate:*

An average of 95.14 (687) students were in attendance during the 2011 school year.

An average attendance rate of 96% of students will be in attendance for the 2012 school year.

2011 Current Number of Students with Excessive Absences (10 or more)

2012 Expected Number of Students with Excessive Absences(10 or more)

266 Excessive Absences

242 Excessive Absences

2011 Current Number of Students with Excessive Tardies (10 or more)

2012 Expected Number ofStudents with Excessive Tardies (10 or more)

92 Excessive Tardies 81 Excessive Tardies

1.2. Parent support of attendance.

1.2. School wide weekly attendance reward from Mrs. Kirkland for each grade level.

1.2. Principal, Classroom Teacher, Attendance Secretary

1.2.Monitor the monthly absences. 1.2. Attendance card and PAWS history.

1.3. Parent support of attendance.

1.3. Phone conferences with parents of children with excessive tardies or absences.

1.3. Principal, Classroom Teacher, Attendance Secretary

1.3. Monitor the monthly absences 1.3. Attendance card and PAWS history.

1.4 Parent support of attendance.

1.4 Automated phone system contact whenever student is absent.

1.4 Principal, Classroom Teacher, Attendance Secretary

1.4 Monitor the monthly absences 1.4 Attendance card and PAWS history.





Level/Subject


PLC Leader


school-wide)




Attendance Budget (Insert rows as needed)Include only school-based funded activities/materials and exclude district funded activities /materials.Evidence-based Program(s)/Materials(s)Strategy Description of Resources Funding Source Amount

Subtotal:TechnologyStrategy Description of Resources Funding Source Amount

Subtotal:Professional DevelopmentStrategy Description of Resources Funding Source Amount

Subtotal:OtherStrategy Description of Resources Funding Source Amount

Subtotal: Total:

End of Attendance GoalsSuspension Goal(s)April 2011 37Rule 6A-1.099811Revised April 29, 2011



SUSPENSION GOAL(S) Problem-solving Process to Decrease SuspensionBased on the analysis of suspension data, and reference to “Guiding

Questions”, identify and define areas in need of improvement:Anticipated Barrier Strategy Person or Position

Responsible for Monitoring


Strategy

Evaluation Tool

1. SuspensionSuspension Goal #1:

1.1.Unexpected student reactions/behaviors and student ownership of responsibility.

1.1. School-wide rules modeled and explicitly taught in order to encourage students to be responsible learners and community members.

1.1. Principal and Teachers

1.1. Reduced amount of referrals resulting in out of school suspension.

1.1. discipline referrals

Walker student out-of-school suspensions increased from 28 in 2010 to 41 in 2011.The number of out of school suspensions will decrease to 37 or less.Increased student ownership of responsibility, respect, and readiness to learn is the vehicle to attain this goal.

2011 Total Number ofIn –School Suspensions

2012 Expected Number ofIn- School Suspensions

13 Total Number of In-School Suspensions

10 In-school Suspensions

2011 Total Number of Students SuspendedIn-School

2012 Expected Number of Students SuspendedIn -School

6 Students suspended in-School

3 Student suspended In-School

2011 Number of Out-of-School Suspensions

2012 Expected Number ofOut-of-School Suspensions

41 out of school suspensions

37 out of school suspensions

2011 Total Number of Students SuspendedOut- of- School

2012 Expected Number of Students SuspendedOut- of-School

16 Students suspended out of school

13 Students suspended out of school

1.2. Unexpected student reactions/behaviors

1.2. Automated phone contacts for positive behaviors and




1.3. Unexpected student reactions/behaviors

1.3. Classroom Student of the Week. Caught being a W.I.S.E. Walker Owl. (Wonderful, Innovative, Studious, Excellent)




1.4 Student disabilities and teacher expertise and implementation of strategies.

1.4Teacher in the EBD classroom and assistants will implement de-escalation methods and instruct students to recognize anger triggers to anticipate and defuse aggressive behaviors

1.4Principal, Discipline Team, EBD Teacher, Assistants,

1.4 Number of referrals for aggressive behavior will be monitored monthly.

1.4Discipline referrals





Level/Subject


PLC Leader


school-wide)




Classroom Management Strategies for Challenging Behaviors

3-5Lois Handzo, Dr. Sylvia Rockwell

Principal, EBD Teacher, Classroom Assistants

8/31/11, 10/14/11, 12/01/11, 1/5/12, 3/1/12, 5/3/12

Site visit from Dr. Rockwell,Monitoring of Referral, Classroom Walk-thoughs

Principal, EBD Teacher, Discipline Committee

Suspension Budget (Insert rows as needed)Include only school-based funded activities/materials and exclude district funded activities /materials.Evidence-based Program(s)/Materials(s)Strategy Description of Resources Funding Source Amount





2011-2012 School Improvement Plan (SIP)-Form SIP-1Subtotal:

Total:End of Suspension Goals

Dropout Prevention Goal(s) Note: Required for High School- F.S., Sec. 1003.53


DROPOUT PREVENTION GOAL(S) Problem-solving Process to Dropout PreventionBased on the analysis of parent involvement data, and reference to

“Guiding Questions”, identify and define areas in need of improvement:


Monitoring


Strategy

Evaluation Tool

1. Dropout Prevention

Dropout Prevention Goal #1:*Please refer to the percentage of students who dropped out during the 2010-2011 school year.

Enter narrative for the goal in this box.

2011 Current Dropout Rate:*

2012 Expected Dropout Rate:*

Enter numerical data for dropout rate in this box.

Enter numerical data for expected dropout rate in this box.

2011 Current Graduation Rate:*

2012 Expected Graduation Rate:*

Enter numerical data for graduation rate in this box.

Enter numerical data for expected graduation rate in this box.

1.2. 1.2. 1.2. 1.2. 1.2.

1.3. 1.3. 1.3. 1.3. 1.3.



Level/Subject


PLC Leader


school-wide)






Dropout Prevention Budget (Insert rows as needed)Include only school-based funded activities/materials and exclude district funded activities /materials.Evidence-based Program(s)/Materials(s)Strategy Description of Resources Funding Source Amount




Subtotal:Total:

End of Dropout Prevention Goal(s)

Parent Involvement Goal(s)


2011-2012 School Improvement Plan (SIP)-Form SIP-1* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

PARENT INVOLVEMENT GOAL(S) Problem-solving Process to Parent InvolvementBased on the analysis of parent involvement data, and reference to

“Guiding Questions”, identify and define areas in need of improvement:


Monitoring


Strategy

Evaluation Tool

1. Parent Involvement

Parent Involvement Goal #1:*Please refer to the percentage of parents who participated in school activities, duplicated or unduplicated.

1.1. Not all parents will be able to attend.78% of parents responded that they were not knowledgeable about grade level skills or FCAT requirements on the Climate Survey.

1.1. Grade Levels will conduct information meetings for parents and/or those interested from each grade level during the fall of the year.

1.1. Principal & Teachers 1.1. Parent participation in discussion and parent suggestions for improvement of the program at Walker.

1.1. Sign-in sheets and suggestion forms.

Walker Elementary provides multiple opportunities for parents to participate in their student’s education. 498 parents accompanied students to Orientation.

Walker earns the Golden School Award for parent volunteer hours with 495 active volunteers.

2011 Current level of Parent Involvement:*

2012 Expected level of Parent Involvement:*

Open House 204 parentsOrientation 498Golden school Award

Open House 250Orientation 650Golden School Award

1.2. Cluster Parent Workshops for Departmentalized grade levels

1.2. Teachers will provide information on homework, classroom expectations, and grade-level specific assessments & promotion criteria.

1.2. Classroom Teachers 1.2. % of parents attending Workshops will be monitored throughout the year.

1.2.Student Grades and signed agenda books.

1.3. 1.3. 1.3. 1.3. 1.3.


PD Content /Topicand/or PLC Focus

Grade Level/Subject


PLC Leader


school-wide)


Schedules (e.g., frequency of



2011-2012 School Improvement Plan (SIP)-Form SIP-1meetings)

Parent Involvement Budget

* Please ensure that items included in the Parental Involvement Policy/Plan (PIP) are outlined in the following budget section.Include only school-based funded activities/materials and exclude district funded activities /materials.Evidence-based Program(s)/Materials(s)Strategy Description of Resources Funding Source AmountGrade-level Expectations Parent Workshops

Refreshments Title I $300

Parent Workshops Speaker & Printed Materials Title I $1100Subtotal:$1400.00

TechnologyStrategy Description of Resources Funding Source Available Amount



Subtotal:Total:

End of Parent Involvement Goal(s)



FINAL BUDGET (Insert rows as needed)Please provide the total budget from each section.Reading Budget

Total: $13,739.00Mathematics Budget

Total: $3,300.00Science Budget

Total: $3,600.00Writing Budget

Total: $2,060.00Attendance Budget

Total:Suspension Budget

Total:Dropout Prevention Budget

Total:Parent Involvement Budget

Total: $1,400.00Additional Goals

Total:

Grand Total: $27,699.00

Differentiated Accountability

School-level Differentiated Accountability (DA) Compliance


2011-2012 School Improvement Plan (SIP)-Form SIP-1Please choose the school’s DA Status. (To activate the checkbox: 1. double click the desired box; 2.when the menu pops up, select “checked” under “Default Value” header; 3. Select “OK”, this will place an “x” in the box.)School Differentiated Accountability Status

Intervene Correct II Prevent II Correct I Prevent I N/A

Upload a copy of the Differentiated Accountability Checklist in the designated upload link on the “Upload” page

School Advisory CouncilSchool Advisory Council (SAC) Membership ComplianceThe 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. Please verify the statement above by selecting “Yes” or “No” below.

Yes No

If No, describe measures being taken to comply with SAC requirement.

Ethnicities that reflect our school are not evident on our SAC. Minorities are encouraged and invited to be part of the committee. Efforts to enlist parents and community members are ongoing.Describe the activities of the School Advisory Council for the upcoming year.

Train new SAC MembersProvide input and review the School Improvement Plan for 2011-12Provide representatives to serve on the Parent Leadership Council on the district levelInform parents concerning state and local initiatives (Class size, New Teacher Evaluation, etc.)Support Family Night activitiesPromote the 5 Star School Award for Walker

Describe projected use of SAC funds. AmountPurchase Library Books to support Reading strategies for Walker Students $2041.

Walker Elementary Data2008 – 2011


2011-2012 School Improvement Plan (SIP)-Form SIP-1Year Reading

% Level 3 & AboveMath

% Level 3 & AboveWriting

% Level 4 & AboveScience

% Level 3 & Above2011 88 81 79 542010 79 78 79 (3.5 & Above) 63.52009 84 78 85 (3.5 & Above) 502008 86 82 61 (3.5 & Above) 51

Year Reading% Learning Gains

Math% Learning Gains

Reading% of Lowest 25% Making

Learning Gains

Math% of Lowest 25% Making

Learning Gains2011 75 78 68 782010 59 56 44 482009 65 64 65 642008 65 64 78 66

Year Subgroups Reading% At or Above Grade Level

Math% At or Above Grade Level

Writing

2011 WhiteAfrican AmericanEc. Disadvantaged

SWD

85%54%75%NA

80%56%71%NA


SWD

79%NA68%45%

74%NA66%55%

NA94%NA


SWD

79%60%73%56%

74%52%67%59%

NA94%NA


SWD

89%67%81%79%

82%63%73%62%

81%NA85%NA


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