school improvement plan - polk · “davenport school of the arts” – 2008-2009 school...

“Davenport School of the Arts” – 2008-2009

SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Brian Kier SAC Chair: Scott Dwyer Superintendent: Dr. Gail McKinzie Date of School Board Approval: 11/18/08

School at a Glance - 2008

AYP: Yes No X_____ Percentage 97% School Grade: A

"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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Vision/ Mission/ Belief Statements Vision: Members of the Davenport School of the Arts community are committed to becoming self-directed, life-long learners in a nurturing and stimulating environment, which fosters high expectations and academic excellence. Mission: Through an innovative arts-infused curriculum, Davenport School of the Arts enriches the growth of each child in a collaborative, nurturing environment. Belief Statements: All students can be successful learners. Professional staff development will increase the understanding of how to effectively implement instructional strategies and methods to meet the needs of diverse students in reading, writing, math and science. A safe, stimulating and nurturing environment is essential for instruction and learning. A strong home-school connection will increase student achievement. Providing an arts-infused curriculum is essential for improving student achievement as well as creating life-long learners.

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SCHOOL IMPROVEMENT PLAN School Profile/Demographics

School Profile/Demographics: Davenport School of the Arts is a kindergarten through eighth grade choice school for the arts, located in rural east Polk County, with an emphasis on infusing the arts with academics. Students zoned for seven elementary and two middle schools have an opportunity to apply and be accepted to attend Davenport School of the Arts. Our current enrollment is 728. Our student population consists of 43.7% White, 19.6% Black, 32.1% Hispanic, 1.4% Asian, .1% American Indian, and 3.2% multiracial. 61.6% of our students are on free and reduced meals. 9% of our students are Limited English Proficient Students, 5% of our students are in Alpha and 7% are Students with Disabilities. 70% of students at or above grade level as evidenced by the FCAT SSS reading assessment. 67% of students at or above grade level as evidence by the FCAT SSS math assessment. Kindergarten through third grade has an 18:1 student-teacher ratio. Middle school has an average 24:1 student-teacher ratio. .8% of students school-wide were retained. Davenport SOTA has a capped student enrollment of 728 students and currently has approximately 1100 students on an enrollment waiting list. Davenport SOTA campus consists of a main 3-story building; which includes 12 classrooms, guidance offices, ESOL office and an office suite. Also on the campus there is a music suite, media center, art and dance studio with locker rooms, an amphitheatre with drama lab, a Compass lab, several classroom wings, 19 portable classrooms and a cafeteria. Prior to our transformation into a school of the arts, vacancies and recruiting new teachers was a problem. We would average hiring and training ten new teachers per year. Since becoming an arts infused school, our teacher retention rate is extremely high and when we have vacancies, we’ve been successful in obtaining quality teachers through local job fairs and School Board advertisements. Our community/business partners are very supportive in all aspects of our school. Through monetary donations, volunteering on campus, and sponsoring student participation in local functions, community involvement has increased significantly since we became a school of the arts. Our campus is open to our community for town council meetings, civic functions, community events and joint ventures. Our school continues to offer programs, tutorial classes and materials to accomplish our School Improvement Goals. We offer clubs for students to be involved in during the after school program. All students scoring a Level 1 or Level 2 on standardized tests are required to attend two days of after school tutorial. We have also received the prestigious honor of being named a ‘Music Demonstration School’ for the State of Florida for the years 2003-2006 and 2007-2010. We were also the representative for the state of Florida for the national “Kennedy Center Award” for our performing arts. We were also named a Florida Arts Demonstration School for 2007-2010.

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Highly Qualified Certified Administrators: Brian Kier, Principal of Davenport School of the Arts, has been an administrator in the Polk County School system for 15 years. He has been at Davenport School of the Arts for 10 years. Mr. Kier graduated from Clemson University with a Bachelor of the Arts Degree in Elementary Education and a Master’s Degree in Educational Leadership from Nova Southeastern University. Davenport became an art school in 2000, after receiving a failing grade from the state. He has brought an innovative curriculum to our school with the infusion of the arts being the main focus. Our school went from being a failing school in 1998 to an “A” school in 2003. With this commitment to education, our school currently has 100% of our academic teachers offering after school tutoring to their students. He often serves on different state-wide committees and has been a guest speaker to share about the successes in our school. He was named the ‘Administrator of the Year’ by the Florida Music Educator’s Association. Tammy Farrens, Assistant Principal of Curriculum, is serving her third year as an administrator in the Polk County school system. Mrs. Farrens earned her Bachelor Degree in Elementary Education from Warner Southern College and her Master’s Degree in Educational Leadership from the University of South Florida. Mrs. Farrens has 14 years of teaching experience. She taught four years at Loughman Oaks Elementary as a 3rd grade teacher and teacher of gifted students K-5. She then taught gifted students for seven years at Bethune Academy. In 2003, Mrs. Farrens joined the staff at Davenport School of the Arts as a middle school reading/language arts teacher and was instrumental in transforming the school from a K-5 to a K-8 school. She taught Language Arts and Reading to Middle School students until 2006. She took a major role in reorganizing our reading program and Read 180 to provide extra support for low performing students. She is currently working closely with the Reading coach to provide extra remediation for fourth and fifth grade students who scored Levels 1 and 2 on FCAT Reading. Cindy Braaten, Assistant Principal of Administration, is serving her first year as an administrator in the Polk County school system. Mrs. Braaten earned her Bachelor Degree in Elementary Education from Warner Southern College in 2000 and earned her Master’s Degree from Nova Southeastern University in 2006. Mrs. Braaten has 8 years teaching experience. In 2005, Mrs. Braaten earned National Board Certification of Professional Teaching Standards. She began her career in Palm Beach County in August 2000 teaching 5th grade at Poinciana Elementary School. She began her career with Polk County Schools as a 1st grade teacher at Hillcrest Elementary in August 2001. From August 2002 – May 2005 Mrs. Braaten taught 1st and 2nd grades at Eagle Lake Elementary School. In 2005, she accepted a 6th grade Language Arts teaching position at McLaughlin Middle School. During this year, she received a Service Learning Grant, “Operation Marine Support”, and was honored at the district Learn and Serve Awards Ceremony. Since August 2006, she has served as the Title One Program Facilitator at McLaughlin Middle School and Fine Arts Academy. Mrs. Braaten was appointed as Davenport School of the Arts Assistant Principal in June 2008.

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READING at Proficiency Level (AL 3.0 and above) Subgroup 2006 2007 Change

06 to 07 2008 Change 07 to 08

Total 62 69 7 70 1 White 68 79 11 78 -1 Black 42 50 8 54 4 Hispanic 58 63 5 63 0 Asian 0 0 Am. Indian 0 0 Econ. Disadv. 56 65 9 64 -1 ELL 0 0 SWD 32 0 0

MATH at Proficiency Level (AL 3.0 and above) Subgroup 2006 2007 Change

06 to 07 2008 Change 07 to 08

Total 69 72 3 67 -5 White 75 80 5 74 -6 Black 51 51 0 50 -1 Hispanic 66 71 5 64 -7 Asian 0 0 Am. Indian 0 0 Econ. Disadv. 63 69 6 61 -8 ELL 0 0 SWD 40 0 0

WRITING (Essay score of 3.0 and higher)

Subgroup 2006 2007 Change 06 to 07 2008 Change

07 to 08 Total 95 98 3 95+ White 97 96 -1 0 0 Black 0 0 0 Hispanic 92 100 8 0 0 Asian 0 0 0 Am. Indian 0 0 0 Econ. Disadv. 94 100 6 0 0 ELL 0 0 0 SWD 0 0 0 Note: In order to maintain the anonymity and privacy of students, proficiency data is not displayed for values <=5% and >=95%

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SCHOOL GRADES THREE-YEAR TREND

READING

2006 2007Change 06 to 07 2008

Change 07 to 08

% Meeting High Standards (AL3 and above)

64 72 8 74 2

% Making Learning Gains* 55 65 10 67 2

Learning Gains of Lowest 25%* 56 73 17 63 -10

MATH

2006 2007Change 06 to 07 2008

Change 07 to 08


71 75 4 70 -5

% Making Learning Gains* 70 75 5 67 -8

Learning Gains of Lowest 25%*

81 64 -17

WRITING (Essay score of 3.5 and higher)

2006 2007Change 06 to 07 2008

Change 07 to 08

% Meeting High Standards

86 90 4 92 2

SCIENCE

2006 2007Change 06 to 07 2008

Change 07 to 08


44 54 10

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Secondary School Redesign (new State requirement, Sec. 1003.413, F.S.)

Different Innovative Approaches to Instruction

Arts infused learning is integrated into the general education curriculum.

Responsibility of Teaching Reading for Every Teacher Every teacher integrates reading skills into the content areas by using graphic organizers, summarizing and main idea skills, and implementing the use of classroom libraries. CRISS strategies are used throughout the content areas.

Quality Professional Development for Teachers and Leaders

Teachers and paraprofessionals participate in monthly professional development with the reading coach and administration as well as Dr. Richard Culyer, a reading consultant.

Small Learning Communities

Teachers participate in book studies and weekly grade level planning sessions.

Intensive Intervention in Reading and Mathematics Students are provided an uninterrupted 90 minute reading block for elementary with iii for students identified as needing additional interventions. Middle school students scoring Levels 1 or 2 on FCAT reading and math receive additional intensive instruction. The READ180 program for middle school as well as Culyer reading strategies implemented in the content areas are interventions also implemented to aid struggling readers.

Course Choice Based on Student Goals/Interests/Talent

Students in grades 4-8 are given the opportunity to pursue the arts interest of their choice. Students who meet academic criteria have the option of taking Algebra I for high school credit in 8th grade. Technology classes are offered for middle school students as an elective or after school club.

Master Schedules Based on Student Needs

Students are scheduled based on academic needs and interests according to their arts focus.

Parental Access and Support

Parents have access to parent viewer for Pinnacle and Academic Success Conference nights are scheduled three times a year.

Applied and Integrated Courses

Students are offered career planning courses that are integrated into the 7th and 8th grade social studies courses. Technology courses with school to work applications are offered to students who are interested. Integrated courses such as intensive math are offered to students needing remediation due to FCAT scores.

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Academic and Career Planning

Academic and Career Planning is integrated into the social studies courses for 7th and 8th grades.

Staff List

Name Area of

Certification Teaching Field Certification

(Professional or Temporary)

Number of Years Teaching

Anderson, Pamela Elementary Education K – 6

Elementary-Third grade

Temporary 8

Baldwin, Melanie Guidance-Counseling, Math

Guidance Counselor-Middle

Professional 4

Behnke, Joyce Art (K-12) Art Professional 24 Best, Kimberly Elementary

Education 1 – 6 Elementary-Third grade

Professional 9

Bowman, Jakelyn English 5-9; Rdg. Endorsement

Middle-English/Reading

Professional 16

Braaten, Cynthia Ed. Leadership; Elem. Ed 1-6 Primary Ed K-3

Assistant Principal Professional 8

Cain, Sandra Drama 6-12 Drama Professional 8 Canady, Judith Educational Media

Specialist Media Specialist Professional 18

Carlow, Tinamarie

Dance Dance Expert In Field 4

Carter, Kimaley Elementary Education K – 6

Elementary-Third grade

Professional 19

Chan, Victoria Guidance and Counseling

Guidance Counselor-Elem.

Professional 6

Clanton, Judith Ed. Leadership; Elem. Ed 1-6

Reading Resource Professional 25

Coogler, Stacey Elementary Education K-6

Elementary-Fifth grade

Professional 2

Cotney, Deborah Mentally Handicapped; ESE

ESE-TMH Professional 15

Cranston, Marie Elementary Education 1-6

Elementary-Third Professional 8

Edmonds, Christina

Art K-12 Art Professional 1

Farrens, Tammy Ed. Leadership; Elem. Ed. 1-6, Language Arts 5-9

Assistant Principal Professional 16

Fenton, Pamela Elementary Education K-6

Elementary-First Professional 9

Flesch, Sharon Elementary Ed. K-6; Gifted

Gifted Professional 30

Frier, Patti Middle-Math & Integrated

Middle-Social Studies Professional 12

Gamache, Kristin Elementary Education K-6

Middle-Math Temporary 1

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Gotshall, Erica Elementary Education K-6

Elementary-Kindergarten

Professional 3

Gravitt, Elizabeth Elem. Ed. K-6;cid. Integrated

Middle-English/Reading

Professional 14

Guira, Kyle Music K-12 Music Professional 8 Hazen, Kendra Elementary

Education K-6 Middle-Social Studies Temporary 1

Herring, Mitzi Elementary Education 1-6

Elementary-Fifth Professional 10

Hill, Stacy Specific Learning Disabilities

ESE-V.E. Professional 12

Hoffmann, Constance

Elementary Education K-6

Elementary-Fourth Professional 5

Howe, Leslie Middle Grades Integrated

Middle-Language Arts Temporary 1

Huffman, Bonnie Elementary Education 1-6


Jackson, Louella Elementary Education 1-6


Jost, Myriah Dance Dance Expert In Field 2 Jump, Douglas Industrial Arts;

Technology Technology Professional 7

Jump, Michele Art K-12; ESE ESE-TMH Professional 9 Kaiser, Caroline Preschool Ed; Pre-K

handicap Elementary-Kindergarten

Professional 26

Katz, Janice Pre-Kindergarten; Primary Ed

Elementary-Kindergarten

Professional 8

Kier, Brian School Principal; Elem. Ed.1-6

Principal Professional 22

McNeer, Angela Middle Math; Psych. 6-12

Middle-Math Professional 10

McNulty, Shannon

Elem. Ed K-6; Sociology 6-12

Elementary-Fifth Professional 9

Menzie, Kendra Music K-12 Music Professional 2 Miller, Tracy Middle Grades

Mathematics Middle-Math Professional 4

Morris, Leigh Ann

Elementary Education 1-6

Elementary-Second Professional 17

Moszenberg, Robert

Drama 6-12; English 6-12

Drama Professional 4

Moulton, Dawn Elem.Ed.K-6;Mid. Integrated

Middle-Science Temporary 1

Peace, Kristi Reading K-12; Elem. Ed. K-6

Middle-Reading Temporary 2

Peters, Andrea Ed. Media; Elem. Ed 1-6

Middle-Gifted Professional 18

Rico, Nicole Elementary Education K-6


Rudolph, Jason Elementary Education K-6


Searls, Susan Physical Education K-12

Physical Education Professional 11

Sisco, Leslie Pre- Elementary-Second Professional 7

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Kindergarten/Primary Ed

Smokay, Sarah Music K-12 Music Professional 0 Spatafore, Sally Elementary

Education K-6 Elementary-Fifth Professional 34

Steinmetz, Mary Elementary Education 1-6

Middle School-Language Arts

Professional 3

Stephens, Courtney

Elementary Education K-6

Elementary-Second Professional 5

Suggs, Mary Music K-12 Music Professional 22 Turlington, Sonya Elementary

Education 1-6 Elementary-Fourth Professional 11

Varner, Nancy Art K-12 Art Temporary 2 Wiley, Mary Beth Elementary

Education 1-6 Elementary-Second Professional 8

Wilmoth, Anthony

Biology 6-12; Mid. Integrated

Middle-Science Professional 18

Wilmoth, Edna Elem. Ed 1-6; Reading K-12

Professional 24

High Quality, Highly Qualified Teachers: Both administrators attended the Polk County Job Fair and the Great Florida Teach-In to recruit teachers that are highly qualified and fit the profile of our school. Teachers are hired that possess a desire to work in a school with a high focus on academics as well as in the arts. In order to retain quality staff that we have hired, we assign mentors for all new teachers to our school. They assist with curriculum, routine procedures, county requirements and guidelines. Administration embraces an open door policy for the school community. We have frequent staff cook-outs and get-togethers in an effort to maintain high staff morale. This year we opened our school year with a school wide theme, It’s Showtime”.

Coordination and Integration: Program Purpose Fund

Source Coordinate w/Other Services?

If “Yes”, how will the programs be coordinated to support student achievement?

Extended Learning Plan Funds

100% of the classroom teachers will provide tutoring to our students who are in the lowest 25%. If we have space and a parent requests that their child receive tutoring, we will make exceptions.

local Yes We are targeting specific skills of need that based on assessments taken by the classroom teachers identifying areas of weaknesses.

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School Wide Improvement Model The research based School Improvement Model at our school was designed as a tool to assist in building a curriculum that leads to success for all students. Our plan provides our SAC, instructional staff, support staff and administration with an intensive plan of action to address the academic needs as well as student weaknesses. The school wide improvement model at Davenport School of the Arts is a Nine Step Process. • Step 1: The research-based model begins with disaggregating test data for our school. The main data source is the FCAT SSS and FCAT NRT assessments. Data analyzed includes percent of students scoring at or above Level 3, percent of students in grades 3-8 who made learning gains, percent of students in the lowest 25% who made progress and percent of participation. • Step 2: The need to set up an Instructional Time Line is a very important step. Priorities are set according to the greatest gaps in performance and a plan is made based on the number of instructional days available. • Step 3: Identifying the strengths and weaknesses of our instruction is the next step. As teachers analyze the data from their students, they will identify the Sunshine State Standards as well as testing strands that their students have not mastered. • Step 4: Identifying and targeting the needs for Professional Development topics. After analyzing the data, the needs for upcoming Professional Development activities will be decided on. • Step 5: Using our on-going assessments to identify the specific areas of strengths and weaknesses for each student. Students who need remediation and/or immediate intensive instruction in the areas of reading, writing, math and science will have an Academic Improvement Plan (AIP). These students will be involved in our Extended Learning Program (Mi-Casa, Su-Casa) for after school tutoring. • Step 6: Our planning stages for our Extended Learning Program through our 21st Century Grant – “Mi Casa, Su Casa”. Tutorial services are provided for all students on an AIP in our after school program. Tutorial services are also provided before and during school. Students work in small groups with instruction prescribed for their areas of weakness. • Step 7: Our enrichment activities that are provided before, during and after school. Students use Odyssey, FCAT Explorer, Leap Frog, Accelerated Reader, STAR and other programs in our Compass Learning Labs. All students attend at least one 45 minute class per week. “Spell, P.A.T., Read” is used with selected 3rd grade students for one hour daily. • Step 8: This is the maintenance part of our plan. We will develop and implement a plan for instruction, assessment and maintenance of the benchmarks in our lowest 25% and our students not meeting our goals for Adequate Yearly Progress. • Step 9: This is the monitoring of our school wide model. Students will be given assessments at regular intervals to determine if progress is being made. Results from assessments will determine the areas in which further remediation will be needed. Revisiting the students AIP, portfolio and progress report will be necessary to determine success. Quarterly meetings will be held to discuss and monitor students being targeted for our improvement model. School Advisory Council Members • Determine School Improvement Priorities • Publicize the School Improvement Plan • Support School Improvement Plan implementation

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• Evaluate the School Improvement Plan • Assist in decision making process and approval of expenditures of District Lottery Funds and School Recognition Funds, as well as review School Budget Chair • Schedules SAC meetings • Sets Agenda with Principal • Sends Meeting Notice, including agenda, 2 weeks prior to meeting • Facilitates meeting • Determines strategy for making plans available Principal – is a SAC member • Keeps up to date with legislation governing School Advisory Councils • Facilitates election process stated in by-laws • Provides testing, behavior, discipline and attendance data to the SAC Preschool Transition (elementary schools only) There is a Head Start program and a pre-kindergarten program located on our campus; however, Preschool Transition to our school is different than regular elementary schools. We are a choice school, so we don’t offer the traditional Kindergarten Round-up. The preschoolers are given a tour and take an active part in a one-day session with our kindergarten classes. Parents are encouraged to apply, but acceptance into kindergarten for the pre-kindergarten students located on our campus is not guaranteed. After we receive a list of students that will be enrolled in our Kindergarten classes, we offer a “New Student Orientation” which is held in May before the school year ends. The incoming kindergartners meet with our Kindergarten teachers on an individual basis prior to the school year beginning. These students are given the FLKRS test and the first conference with the parents is held. This assessment allows the teacher to determine what level the student is performing on and an idea of readiness for each individual student. Teacher Mentoring Teachers that are new to our district are required to attend TIPS. TIPS training includes instruction in the following topics:

• The Effective Teacher (Accomplished Practices) • Classroom Management • Lesson Planning, Sunshine State Standards, Bloom’s Taxonomy • ESE and ESOL accommodations • Ethics

At the school level each beginning teacher is assigned a mentor. This year, our reading coaches are serving as primary mentors. This person serves as a support person during the first year of employment. During the first week teachers are on campus, a national board certified teacher provides an onsite orientation training to assist in daily routines. Tammy Farrens, the assistant principal meets with all new employees to go over faculty handbook and various procedures. The assistant principal is in charge of overseeing the mentoring process in meeting with the teacher and their peer mentor. The meetings are to discuss evaluations, problem areas, strengths, and classroom observations.

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Teachers will be observed and assessed using the district’s summative and formative observation schedule throughout the year. Teachers who have needs identified through self and administrative observation tools will be given professional development opportunities and possibly a professional development plan (PDP). Additional support will also be provided by the instructional coach/mentors, who will meet on a weekly basis. Current mentee/mentor list: Kelly Yordy, middle school language arts - Andrea Gelfuso, National Board Certified mentor Jennifer Valencia, music- Mary Anne Suggs – National Board Certified mentor Extended Learning Opportunities Davenport School of the Arts participates in the 21st Century Grant Program “Mi Casa Su Casa”. It provides the following extended learning opportunities:

• math and reading tutoring o Students are selected based on FCAT scores of levels 1and 2, SAT10 Data,

ongoing assessments, DIBELS, and sub groups not making AYP. o instructional tools and strategies include Harcourt intervention materials,

Compass Lab, guided reading, vocabulary review, and the use of math manipulatives

o Davenport SOTA expects all students in tutoring to make learning gains by providing extensive remediation and content scaffolding

o Learning gains will be measured by FCAT, SAT10, ongoing assessments and DIBELS

o Lessons from Kaplan Achievement Planner • academic enrichment clubs • fitness activities including “Walk For Life” • summer program that provides academic and physical activities

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Reading Needs Assessment: The majority of subgroups were identified on the Adequate Yearly Progress Report as being proficient in the area of reading. However, one subgroup that is still in need of making substantial gains are the African-American students. After reviewing the 2007-2008 FCAT SSS reading data, it has been determined that 51% of African-American students scored a Level 1 or Level 2. Objective:

1. By Spring of 2009, 56% of African-American students will be at Achievement Level 3 or above in Reading as evidenced by Safe Harbor of the AYP report.

2. By Spring of 2009, 80% of all students per grade level will make Reading learning gains

as evidenced by FCAT learning gains (3 ways: increase Achievement Level, maintain Achievement Levels 3, 4 & 5, DSS increase for Achievement Level 1 & 2 )

Strategies: List strategies that… Apply to all students:

• Staff Development training (mastery-based instructional strategies provided by Dr. Richard Culyter, reading consultant) and implementation of a 90 minute reading block in grades K-8 with the infusion of the arts as a component. Teachers without their ESOL endorsement will participate in professional development until endorsement is achieved.

• Reading instructional strategies will be integrated with grade level themes, technology, Sunshine State Standards, Grade Level Expectations, Whole Schools and HOT Schools Strategies, Kagan Cooperative Learning Strategies and Farr Reading Strategies.

• ESOL Paraprofessional and Reading Resource Paraprofessional will continue to work with students during their Reading and Language Arts Blocks.

• Implement Learning Focused Strategies and Curriculum Maps using the focus lessons and timelines

Relate to differentiated instruction:

• Use Technology and the internet to enhance reading using Accelerated Reader, Compass/Odyssey, FCAT Explorer and Harcourt Software to reinforce reading skills, document progress and proficiency.

• Small group differentiated instruction is implemented during the 90 minute reading block. Students receive instruction on their instructional reading level as well as with on-grade level materials.

Provide immediate interventions for students you have identified as struggling: • Implementation of the Spell, Read, P.A.T. Program for 20 students in 3rd and 2nd grades.

This program provides reduced student/teacher ratios with a highly qualified teacher trained extensively in the program.

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• Students in grades 6-8 that are performing at a Level 1 or a low Level 2 on the FCAT SSS will be enrolled in an additional 90 minute course of Intensive Reading Remediation (READ 180, FastForward).

• Provide continued after school tutorial support for identified subgroups not making AYP and individuals scoring FCAT levels 1 or 2, and/or lowest 25% two times weekly in reading.

• Use reading strategies in the content area with emphasis on CReating Independence through Student-owned Strategies (CRISS).

• Monitor results on Kaplan ongoing assessments three times per year. • Utilize the district’s curriculum map schedule to focus on FCAT- tested and targeted

SSS benchmarks. • Students not meeting AYP will be in iii reading groups. • Monitor SIP and instruction/assessments through lesson plans and walkthroughs. • Small group immediate intensive intervention for students with disabilities by the

inclusion teacher and ESE paraprofessional. Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: Grade level meetings are scheduled biweekly to discuss curriculum needs, student progress and professional development. Evaluation: Formative Evaluations: The DIBELS test will be administered three times a year to all students in grades 1-5. Middle School students will be administered Fluency Probes three times a year. The SAI teacher will input weekly progress reports for students in the Spell, Read, P.A.T. program. Harcourt Diagnostic Assessments will be administered as needed. Kaplan will be used three times a year in grades 3-8. ESOL assessments such as the CELLA will be used to determine proficiency for students who are identified as LEP students. Teachers and administrators will evaluate student learning gains and needs through FCAT data on school’s annual data day. Teachers will use data from ongoing assessments, Kaplan Achievement Planner, DIBELS, and Compass/Odyssey to develop lessons and guide instruction for all AYP subgroups. Evidence-Based Program: K–6 Harcourt Reading Program (A research based, basal reading program) Read 180 for Level 1 and Level 2 students in 7th and 8th grade FastForward for Level 1 and 2 students in 6th grade Implementation of Culyer reading strategies Additional Strategies/Programs Used: Farr Reading Strategies Kagan Cooperative Learning CRISS Strategies Kaplan SpellRead Accelerated Reading Program

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Professional Development Aligned with this Objective: Research-based professional development by Dr. Richard Culyer Farr Reading Strategies and CRISS will be taught by peers in school-wide professional development. Kagan Cooperative Learning Strategies for new teachers and refresher courses for those wishing to attend Reading Endorsement for middle school teachers by 2009 Kaplan SpellRead – All instructors in this area receive 10 days of intensive training before the implementation of the program DIBELS – For all staff that will be administering this test to the students Reading First Academy for all teachers in grades K-3 Harcourt Reading Strategies provided by the District Read 180 – Middle School Reading Teachers FastForward IDEAS training Data Analysis - Professional Development provided by the Assistant Principal Curriculum Mapping Vocabulary Strategies CRISS training Learning Focused Strategies Budget:

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

Amount

Harcourt Trophies reading series n/a READ180 n/a FastForward n/a

Technology Description of Resources Funding Source Available

Amount

FastForward reading program district Read180 district

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Professional Development Description of Resources Funding Source Available

Amount

Mastery based instructional strategies in reading provided by Dr. Richard Culyer

Professional development

8530.00

Kagan Train the Trainer training and recertification

3500.00

Other Description of Resources Funding Source Available

Amount

Highly Qualified Instructors All teachers in K-5 are Highly Qualified. Kindergarten – Carolyn Kaiser, Janice Katz and Erica Gotshall First Grade – Katrina Jackson, Bonnie Hoffman, Pamela Fenton Second Grade – Leigh Ann Morris, Mary Beth Wiley, Courtney Stephens and Leslie Sisco Third Grade – Kim Carter, Kimberly Best, Pamela Anderson and Marie Cranston Fourth Grade – Sonya Turlington, Jason Rudolph, Nicole Rico and Connie Hoffmann Fifth Grade – Mitzi Herring, Shannon McNulty, Sally Spatafore and Stacie Coogler Middle School 6th, 7th, 8th Grades – Alisha Steinmetz 6th, 7th, 8th

Grades – Jakelyn Bowman-Reading Endorsed 6th, 7th, 8th Grades – Kristie Peace Language Arts Instructional Coach K-5 – Judie Clanton (Master’s Degree Educational Leadership) SAI Unit – Karline Wilmoth (Master’s Degree in Reading) When teachers/paraprofessionals come to us not highly qualified, we supply testing dates and information. The district provides study guides for subject area tests and often provides tutoring sessions.

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Math Needs Assessment: All subgroups met Adequate Yearly Progress through the Student Growth Model criteria. The total number of students must increase 1%, the African-American subgroup must increase 18%, the Hispanic subgroup must increase 4%, and the economically disadvantaged subgroup must increase 7% to maintain adequate yearly progress. Objective:

1. By Spring of 2009, 58 % of African-American students will be at Achievement Level 3 or above in Math as evidenced by Safe Harbor of the AYP report.

2. By Spring of 2009, 68% of Total students will be at AL 3 or above in Math as evidenced by the AYP Report.

3. By Spring of 2009, 80% of all students per grade level will make Math learning gains as

evidenced by FCAT learning gains (3 ways: increase Achievement Level, maintain Achievement Levels 3, 4 & 5, DSS increase for Achievement Level 1 & 2 )

Strategies: List strategies that… Apply to all students:

• Teachers will integrate math instructional strategies with grade level themes, technology, Sunshine

State Standards, Whole Schools and Hot Schools Strategies, Kagan Cooperative Learning strategies and the Head-Pollett Math Program.

• Students will use technology and the internet to enhance math using Compass, FCAT Explorer and

Scott Foresman software. Teachers will document progress and monitor proficiency. Two Compass Labs are available to students before and after school five days per week in addition to their regularly scheduled time during school hours. This lab is coordinated by a paraprofessional.

• Teachers will implement Learning Focused Strategies as they are provided training throughout the school year.

Relate to differentiated instruction: Students receive differentiated instruction during the 60 minute math block by providing instructional strategies, small group instruction and materials for students at varying academic levels.

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Provide immediate interventions for students you have identified as struggling:

• Teachers will provide a sixty minute after school tutorial program two times per week. Special consideration will be given to students in sub groups not meeting AYP. These courses will be taught with a lower student-teacher ratio.

• Monitor results on Kaplan ongoing assessments three times per year. Based on Kaplan data, students are provided additional support for remediation and content scaffolding using the Kaplan Achievement Planner.

Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: Grade level meetings are scheduled biweekly to discuss curriculum needs, student progress and professional development.

Evaluation: Kaplan will be administered 3 times a year to students in grades 3-8. Compass Odyssey assessment will be administered 4 times a year to determine needs in specific areas. FCAT Sunshine State Standards and Norm Reference Test at are administered in March to grades 1-8. Student progress will be monitored by administration, Title 1 program facilitator, and guidance. Teachers and administrators will evaluate student learning gains and needs through FCAT data on school’s annual data day. Evidence-Based Program: Scott Foresman Mathematics Program (district research based textbook series) Head-Pollett Math Program (Hands-on) Compass Odyssey Lab Professional Development Aligned with this Objective: The district offers professional development opportunities to staff throughout the school year . Budget:


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Amount


Amount

Highly Qualified Instructors All teachers in K-5 are Highly Qualified. Kindergarten – Carolyn Kaiser, Janice Katz and Erica Gotshall First Grade – Katrina Jackson, Bonnie Hoffman, Pamela Fenton Second Grade – Leigh Ann Morris, Mary Beth Wiley, Courtney Stephens and Leslie Sisco Third Grade – Kim Carter, Kimberly Best, Pamela Anderson and Marie Cranston Fourth Grade – Sonya Turlington, Jason Rudolph, Nicole Rico and Connie Hoffmann Fifth Grade – Mitzi Herring, Shannon McNulty, Sally Spatafore and Stacie Coogler Middle School 6th grade- Kristen Gamache 6th, 7th, 8th

Grades – Tracy Miller 6th, 7th, 8th Grades – Angela McNeer When teachers/paraprofessionals come to us not highly qualified, we supply testing dates and information. The district provides study guides for subject area tests and often provides tutoring sessions.

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Writing Needs Assessment: Eight percent of combined students in 4th and 8th grades did not score 3.5 or above on the essay portion of the Florida writing assessment. Objective: By Spring, of 2009, 93% of 4th Grade students will be at an Essay score of 3.5 or above in Writing as evidenced by the AYP report. By Spring, of 2009, 93% of 8th Grade students will be at an Essay score of 3.5 or above in Writing as evidenced by the School Grade report. Strategies: List strategies that… Apply to all students:

• Continue the writing program using the 3.5/3.8 and 5 paragraph format in grades K-8. • Offer in-service training in expository, narrative and persuasive writing for new staff

members. • Professional Development will include updates on new strategies during team planning

and on professional development days. • Paraprofessionals will be working with those students scoring below a Level 3.5 on

quarterly benchmark assessments. • Arts infused writing classes are offered for students to improve writing skills. Students

use photography to springboard writing topics to create a literary magazine which is published annually.

• Power writing, Kathy Robinson writing strategies, and 6 + 1 Writing traits will be used to increase writing achievement.

Relate to differentiated instruction: Students are provided opportunities to work in small groups according to individual needs. Provide immediate interventions for students you have identified as struggling: After school tutorial is provided for students who have writing deficiencies. CRISS strategies are implemented to provide practice using graphic organizers and writing opportunities in the content areas.

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Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: Grade level meetings are scheduled biweekly to discuss curriculum needs, student progress and professional development. Evaluation: Writing proficiency will be measured using teacher made quarterly benchmark assessments, team and peer review of student writing samples and the FCAT Writing Assessment for grades 4 and 8 at the end of the 2008-09 school year. Student progress will be monitored by the Support Facilitator and administration. Evidence-Based Program: Effective Writing Strategies using 3.5/3.8 and 5 paragraph essays. Kathy Robinson Techniques (3.5 – 3 ideas expressed in 5 sentences, and 3.8 – 3 ideas expressed in 8 sentences and strategies from 6 + 1 Traits of Writing. Professional Development Aligned with this Objective: Teachers will participate in a book study on 6 + 1 Traits of Writing, attend district sponsored professional development pertaining to writing, and collaborate in vertical team settings to align school wide writing program. Budget:


Amount


Amount


Amount

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Amount

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SCHOOL IMPROVEMENT PLAN Science

Needs Assessment: Based on FCATSSS and Kaplan Science data we determined that students’ greatest areas of need are scientific thinking and performance task items. Only 54% of students in 5th and 8th grades attending Davenport SOTA scored at or above AL3. Objective: By Spring of 2009, the mean scale score will match or exceed the district as evidenced by the FCAT Summary Report. Strategies: List strategies that… Apply to all students:

• During the 2008-09 school year, teachers will continue to implement a balanced science program using Harcourt Science materials

• Teachers will integrate science into other content areas by using CRISS and Kagan Strategies.

• Teachers will continue to integrate their Science lessons using the Harcourt Reading Program.

Relate to differentiated instruction:

• Teachers will use the leveled science readers to supplement instruction and independent learning activities.

Provide immediate interventions for students you have identified as struggling:

• After school tutoring is offered. • Small group instruction is provided to remediate and scaffold content learning. • Use of Harcourt below level readers for low performing students.

Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: Grade level meetings are scheduled biweekly to discuss curriculum needs, student progress and professional development.

Evaluation: The effectiveness of the science program will be assessed using Kaplan diagnostic assessments for grades 5 and 8. Quarterly Benchmark Assessments (QBAs) using Harcourt assessment tools will be used for grades 1 through 4. Middle school science QBAs for grades 6 and 7 will consist of assessment materials supported by the district adopted Glencoe science materials. The

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classroom teachers, assistant principal and instructional support teacher will evaluate the data received from the FCAT SSS Science scores and continue to build a Science Curriculum based on student needs. Evidence-Based Program: District/State approved Harcourt Science materials and Glencoe middle school science materials are used to support instruction of the Sunshine State Standards in science. Use of Kaplan K-12 achievement planner to guide instruction. Professional Development Aligned with this Objective: Teachers will attend professional development opportunities in the science content area offered by the district. Teachers will receive inservice on the Kaplan K-12 achievement planner as well as the district curriculum maps for science. Training will be scheduled for the K-12 achievement planner, Harcourt science components, and Glencoe science during teacher planning block times and/ or our monthly inservice training meetings. We will evaluate results through the use of ongoing assessments. Evidence of implementation will be monitored using lesson plans and walkthroughs. Budget:


Amount


Amount


Amount

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Amount

Non-Highly Qualified Instructors All teachers in K-5 are Highly Qualified. Kindergarten – Carolyn Kaiser, Janice Katz and Erica Gotshall First Grade – Katrina Jackson, Bonnie Hoffman, Pamela Fenton Second Grade – Leigh Ann Morris, Mary Beth Wiley, Courtney Stephens and Leslie Sisco Third Grade – Kim Carter, Kimberly Best, Pamela Anderson and Marie Cranston Fourth Grade – Sonya Turlington, Jason Rudolph, Nicole Rico and Connie Hoffmann Fifth Grade – Mitzi Herring, Shannon McNulty, Sally Spatafore and Stacie Coogler Middle School 6th, 7th, 8th Grades – Tony Wilmoth 6th, 7th, 8th

Grades – Dawn Moulton When teachers/paraprofessionals come to us not highly qualified, we supply testing dates and information. The district provides study guides for subject area tests and often provides tutoring sessions.

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SCHOOL IMPROVEMENT PLAN Parental Involvement

Goal: Parental/Family Involvement Programs Needs Assessment: All parents will be provided written notice regarding school improvement status. Translated copies will also be available non-English speaking parents. Goal Statement: To increase parent/family involvement and home-school communication as evidenced by sign-in sheets and conference logs. Objective: To increase family/parental involvement attendance at school functions by 10% during the 2008-09 school year. Strategies: 1. Coffee Club - Offered once a month for parents 2. Agendas purchased and used for parents to communicate effectively with the school and teachers. 3. Utilize Connect Ed to inform parents of upcoming events. 4. Provide a Spanish translator. 5. Involvement opportunities will be provided through PTO meetings, Open House, Space Night, Book Fair Family Night, and Open House. Evaluation: A parent survey that is conducted two times a year to give feedback for future goals and needs, sign-in sheets for all school functions will be used to determine if a 10% improvement in attendance has been made. Conference logs will be used in grades K-5 to determine the percent of parents attending a face-to-face conference during the year. Research-Based Program: Not Applicable Professional Development Aligned with this Objective: Training on our Volunteer Program will be provided to parents in the fall during a parent breakfast. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Research-based

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Programs Research-based Resources

Agenda Planners

Technology

Professional Development

Other *Refreshments for meetings.

PTO

As needed

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SCHOOL IMPROVEMENT PLAN Additional Goals

Goal: Technology Needs Assessment: Technology training is a requirement for all teachers and administrators. We currently have 16 teachers with at least Tech II certification and 5 teachers who are completing the remedial training for certification. We have 1 teacher who has completed Tech III Teacher certification. The Network Manager is also Tech III certified. Students in the 2nd through 5th grades will use Odyssey Enterprise web based software to increase Reading proficiency. Goal Statement: To increase the Teacher/Administration Tech certification and increase student achievement in the area of reading in order to make AYP. Objective: We will increase the number of teachers and administrators by 50% that will obtain their Tech II certification as defined by the School Board of Polk County. Twenty percent of the students scoring in the lowest 25 percentile on standardized reading tests will improve their scores to help DSA meet AYP requirements. Strategies: 1. On-site trainings are made available to our staff before and after school. 2. Training opportunities are provided by our district. 3. Incentives are given to those who complete their Tech I, Tech II and Tech III certification. 4. Utilize the Odyssey Labs and Kaplan Achievement Planner to improve student achievement in reading. Evaluation: The use and implementation of the various technology courses offered will be observed. Certification in either the Tech I or Tech II program will be acquired by all Instructional Personnel. Quarterly Benchmark Assessments will be used to track student improvement in reading. Research-Based Program: Technology training follows the basic guidelines set up by "ISTE NETS for Teachers" and includes the following standards: Technology Operations and Concepts; Planning and Designing Learning Environments and Experiences; Assessment and Evaluation; Productivity and Professional Practice; Social, Ethical, Legal, and Human Issues. Odyssey is developed based on Florida Sunshine State Standards. Professional Development Aligned with this Objective: Tech I training includes the following: Marco Polo, FCAT Explorer, Teacher Web Resources, Grade 2, Pinnacle for teachers, Word, Outlook, Excel, Troubleshooting, Windows Desktop, PowerPoint and an additional 10 hours of technology elective course work (Compass, Career & Research, Photoshop, Excel, Access, Accent, etc.) Tech II training includes the following: Tech I certification, Digital Cameras in Teaching, Access - Basic, Excel - Basic, Outlook Intermediate and 6 additional hours of technology electives.

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Kaplan and IDEAS Training will be provided for all teachers by school based trainers. Odyssey training is provided by the Odyssey site coordinator. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Research-based Programs

Odyssey/Kaplan District/School Based Trainers

Research-based Resources

Odyssey

Technology

PCSB/State PSTF


Provided by Technology Resource Teacher

N/A 0

Other

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SCHOOL IMPROVEMENT PLAN Additional Goals

Goal: Fine Arts Goal Statement: Through an arts integration approach to learning students will increase achievement levels on standardized assessments. Needs Assessment: Students need to increase performance on the arts essential criteria end of the year assessments. Objective: By Spring 2009, 80% of students participating in the pre, post tests for the essential criteria in the arts content areas will meet proficiency standards. Strategies:

• Arts and classroom teachers will coordinate arts infused lessons integrating content areas to provide an alternative instructional approach to learning.

• Coteaching opportunities are scheduled to allow for arts integration opportunities in the general education classroom.

Evaluation: Arts essential criteria assessments will be administered at the beginning and end of the school year. Evidence-Based Program: Arts teachers use the essential criteria for their arts discipline to drive instructional focus. Professional Development Aligned with this Objective: Arts teachers attend various conferences throughout the school year to participate in professional development opportunities.

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

Description of Resources Funding Source Available Amount


Amount


Amount


Amount

Non-Highly Qualified Instructors All arts teachers are highly qualified with the exception of dance, which are considered experts in their field.

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SCHOOL IMPROVEMENT PLAN 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 Member’s Signature

1) Brian Kier Principal

2) Scott Dwyer SAC chairperson

3) Tammy Farrens Assistant Principal

4) Cindy Braaten Assistant Principal

5) Janet Aviles Parent

6) Margarita Andrade Parent

7) Leslie Barhatkov Parent

8) Cynthia Bennett Parent

9) Patricia Cantu Parent

10) Bertha Gutierrez Parent

11) Kathy Thomas Parent

12) Phyllis White Parent

13) Lisa Dudney Paraprofessional

14) Katrina Jackson Teacher

15) Nicole Rico Teacher

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School Advisory Council Describe the activities of the School Advisory Council. Members • Determine School Improvement Priorities • Formulate and review the School Improvement Plan and Title I Parental Involvement Policy • Support School Improvement Plan implementation • Evaluate the School Improvement Plan • Assist in decision making process and approval of expenditures of District Lottery Funds and School Recognition Funds, as well as review School Budget. Chair • Schedules SAC meetings • Sets Agenda with Principal • Sends Meeting Notice, including agenda, 2 weeks prior to meeting • Facilitates meeting • Determines strategy for making plans available Principal -is a SAC member • Keeps up to date with legislation that governs School Advisory Councils • Facilitates election process stated in by-laws

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SCHOOL IMPROVEMENT PLAN Final Budget

Budget:

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

Description of Resources

Funding Source Available Amount

Technology Description of

Resources Funding Source

Available Amount


Amount



Other


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SCHOOL IMPROVEMENT PLAN Implementation Evaluation

Implementation Evaluation: Describe plans for ongoing and final evaluation on the extent of successful implementation of the school improvement plan and other school improvement efforts. The School Advisory Committee meets four times a year to review the School Improvement Plan to monitor and evaluate success of implementation.

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school improvement plan - polk · “davenport school of the arts” – 2008-2009 school...

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