West Holly Woo Des Sip Revised

8/8/2019 West Holly Woo Des Sip Revised

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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM

2010 2011 SCHOOL IMPROVEMENT PLAN

School Name: WEST HOLLYWOOD ELEMENTARY SCHOOL

District Name: Broward

Principal: Aimee Zekofsky

SAC Chair: Diana Ortiz

Superintendent: James F. Notter

Date of School Board Approval: December 7, 2010

Last Modified on: 08-23-2010

Dr.Eric J.Smith, Commission

Florida Department of Educati325 West Gaines Street

Tallahassee, Florida 32399

Dr.Frances Haithcock, ChanceK-12 Public Schools

Florida Department of Educati325 West Gaines Street

Tallahassee, Florida 32399

PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

Note: 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 Section 1 of the writing and science goals.)

Adequate Yearly Progress (AYP) Trend Data

(Use this data to complete Section 5 of the reading and mathematics goals and Section 3 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 schools 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. Includehistory of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate YearlyProgress (AYP).

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

List your schools highly qualified instructional coaches and briefly describe their certification(s), number of years at the currentschool, number of years as an instructional coach, and their prior performance record with increasing student achievement at eachschool. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), andAdequate 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.

Position NameDegree(s)/

Certification(s)

# ofYears atCurrentSchool

# of Years asan

Administrator

Prior Performance Record (includeprior School Grades, FCAT (High

Standards, Learning Gains, Lowest25%), and AYP information along with

the associated school year)

Principal AimeeZekofsky

BS NaturalScience, Mastersin Administrationand Supervision

2 17.5

2009 - 2010 AYP C2008 2009 AYP 90% A2007 2008 AYP 74% C2006 2007 AYP 82% C2005 2006 AYP 85% B2004 2005 AYP 83% C

Assis Principal Patrick Sauer

BS ElementaryEducation,Masters degree MontessoriEducation,Certification inEducationalLeadership

3 3 2009-2010 AYP C2008-2009 AYP 100% A


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HIGHLY QUALIFIED TEACHERS

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

Non-Highly Qualified Instructors

List all instructional staff and paraprofessionals who are teaching out -of-field and/or who are NOT highly qualified.

Staff Demographics

Please complete the following demographic information about the instructional staff in the school who are teaching at least oneacademic course.

Subject Area NameDegree(s)/

Certification(s)

# ofYears atCurrentSchool

# of Years asan

InstructionalCoach

Prior Performance Record (includeprior School Grades, FCAT

(Proficiency, Learning Gains, Lowest25%), and AYP information along with

the associated school year)

Reading Vicki Elwell

BA, from OhioState,BS fromGeorgiaStateM.Ed Reading k-12 from FloridaInternationalUniversityPrimary K-3/Reading K-

12/ESOLendorsed

4 2

2009-2010 AYP C2008-2009 -Accelerated Literacy Learning(A.L.L.teacher) - 1st grade reading interventionfor at risk for literacy students (bottom20%) After daily instruction in A.L.L., of the

29 students, 93% moved from an Areading level to an I reading level (I is therequired level to articulate from 1st grade).

Description of StrategyPerson

Responsible

ProjectedCompletion

Date

Not Applicable (If not, pleaseexplain why)

1 NESSDeborahKhadaran June 4, 2011 NA we have no new teachers

2 TribesLaurieSeperson June 4, 2011

3 Bringing Team Leaders back two days prior to the regularschool year. AimeeZekofsky August 10-11,2011

4 Mentoring and coachingAdministrationand teamleaders

May 31, 2011

Name CertificationTeaching

Assignment

ProfessionalDevelopment/Support

to Become HighlyQualified

NA NA NA NA

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

Teacher Mentoring Program

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

Total Numberof

InstructionalStaff

% ofFirst-YearTeachers

% ofTeacherswith 1-5Years of

Experience

% ofTeacherswith 6-14Years of

Experience

% ofTeacherswith 15+Years of

Experience

% ofTeachers

withAdvancedDegrees

% HighlyQualifiedTeachers

% ReadingEndorsedTeachers

% NationalBoard

CertifiedTeachers

% ESOLEndorsedTeachers

34 0.0%(0) 5.9%(2) 58.8%(20) 35.3%(12) 38.2%(13) 100.0%(34) 11.8%(4) 32.4%(11) 100.0%(34)

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Nanci RodaKarenRamgadoo

Team Leadercoaching ateacher newto the gradelevel

Weekly meetings andprofessional development

Team Leader


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ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include otherTitle programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutritionprograms, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.

Jennifer Ovalles Diana Ortizcoaching ateacher newto the gradelevel

Weekly meetings andprofessional development

Title I, Part A

These funds help supplement the salaries of teachers and paraprofessionals that work with low performing students.Parental activities are planned that will assist parents in helping their child(ren) improve academic performance. These fundsalso enable staff development activities to take place.

Title I, Part C- Migrant

NA

Title I, Part D

NA

Title II

NA

Title III

NA

Title X- Homeless

NA

Supplemental Academic Instruction (SAI)

26,488 used on salary for a teacher working with low performing students.

Violence Prevention Programs

NA

Nutrition Programs

NA

Housing Programs

NA

Head Start

The total allotment is ?$153,426?. This money will be used for two teacher's and two paraprofessional's salaries, field trips,andsupplies. Head Start teachers will collaborate with district Head Start facilitators to determine appropriate assessments anddevelop a timeline for their administration. The Head Start Parent Educator will facilitate a Kindergarten Orientation to HeadStart parents transition their children from preschool to kindergarten.

Adult Education

NA

Career and Technical Education

NA


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NCLB Public School Choice

Notification of (School in Need of Improvement) SINI Status

No Attached a copy of the Notification of SINI Status to Parents

Public School Choice with Transportation (CWT) NotificationNo Attached a copy of the CWT Notification to Parents

Notification of (School in Need of Improvement) SINI StatusNo Attached a copy of the SES Notification to Parents

*Elementary Title I Schools Only: Pre-School Transition

Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs asapplicable.

*Grades 6-12 Only

Sec. 1003.413(b) F.S.

For 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 andrelevance to their future?

What will be the major initiatives of the LLT this year?

This years initiatives for the LLT are increasing vocabulary skills schoolwide, improving small group instruction within gradesK-2, and grades 3-5 will be focusing on improving the use of literacy centers.

We assist preschool children in transition from early childhood by offering a Head Start Program for those who qualify. Theprogram allows students to start school prior to the Kindergarten year to give them an early educational start. The teacherconducts home visits that enable parents and students to adjust to the new school schedule and procedures. West Hollywood Elementary will host an international luncheon for preschool parents. Students who are scheduled to enter the school starting at the Kindergarten level are invited to the Kindergarten Round Upat the end of the previous school year. This event is held at the end of every year, and welcomes new parents and students. They are able to tour the school, meet the K teachers, and ask questions to get ready for the next school year. Thenparents have the summer to put into place strategies learned to ready students for the upcoming school year. Prior to students starting Kindergarten they attend an Open House the Friday before school starts. This event allowsparents and students to see their new classroom, meet the teacher, learn K expectations and procedures. After the school year is in full swing, the Kindergarten Team hosts a Family night. This eventcovers strategies to help students and parents succeed! Teachers also conference with parents individually to meet individual

needs they may have.To ensure school readiness, the Head Start (HS) Program has implemented a new literacy, math, and science curricula inclassrooms. The program has aligned the literacy and math standards with the K -3 national standards to improve educationaloutcomes. This transparent connection between curricula and child expectations has contributed to better prepare studentsto succeed in kindergarten. An end of the year Creative Curr iculum Continuum report, detailing studentsongoingassessment, is placed in the studentscumulative folder to familiarize kindergarten teachers with the HS studentsprogress inthe program.Regarding the logistics of registering students at the elementary schools, the Head Start Program ensures a smoothtransition to kindergarten by clearly specifying the necessary enrollment processes and timelines to all families participating inthe program. The HS family services support team and the HS teachers provide ongoing guidance to the HS families byindicating the studentscorresponding home school, immunization requirements, and dates scheduled for kindergartenroundup at those schools.`


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How does the school incorporate studentsacademic and career planning, as well as promote student course selections, so thatstudentscourse 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 School

Feedback Report


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PART II: EXPECTED IMPROVEMENTS

Reading Goals

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

Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:

1. Students achieving proficiency (FCAT Level 3) in

reading

Reading Goal #1:

43% of our students achieved level 3 in reading. 46% ofour students will achieve level3 in the Reading FCAT.Currently 73% of our students achieved readingproficiency. The percent increase of students achievingproficiency is 5%. By 2011 Reading FCAT, 75% of ourstudents will achieve reading proficiency.

2010 Current Level of Performance:* 2011 Expected Level of Performance:*

43% (88) 46% (95)

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier Strategy

Person orPosition

Responsible forMonitoring

Process Used toDetermine

Effectiveness ofStrategy

Evaluation Tool

1

Classroom libraries areinsufficient for theneeds of our students.

Use of the resourceroom with leveledreaders across genresand content areas toteach readingstrategies.

Reading Coach test score analysis FCATBAT I and BAT IIMINI BATSDAR

DRATrophiesTreasures

2

Students lack ofknowledge applyinghigher order thinking

skills, comprehensionstrategies, andvocabulary strategiesdue to limited Englishproficiency.

Teachers will emphasizehigherorder thinking skills,

comprehensionstrategies,and vocabularystrategies acrosscurriculum.(CRISS Strategies)

1.2. AssistantPrincipal andPrincipal

CWT FCAT scoresMini-bats

3

Difficulty using flexiblegrouping.

Use of Rigby, DRA, IRI,and/or Trophiesinventory placementtest (4-5) to placestudents in smallreading groups. Otherassessments countyapproved.

Team leaders,AssistantPrincipal, Principal

Test score analysis FCAT, Mini BATs,BAT I & II,teacherobservation, endof selectiontests, RigbyRunning Records

4

Students lack ofexposure to earlyliteracy skills.

1.4 As a preventativemeasure, selected 1stgrade students that areexperiencing readingdifficulties will attend areading recoveryprogram that will beavailable part time.

AssistantPrincipal, Principal

Test score analysis Rigby RunningRecords


2. Students achieving above proficiency (FCAT

Levels 4 and 5) in reading Based on 2010 FCAT data, 30 % of students achieved


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Reading Goal #2:above proficiency.


30% (63) 33% (70)



Person orPosition




Evaluation Tool

1

2.1. Students scoringlevels 4 and 5 are notreceiving enoughenrichment activities.

2.1. Teachers willincorporatedifferentiated learningcenters in order toaccommodate thevariety of learningabilities

PrincipalAssistant Principal

Test score analysis,CWT

FCAT, Mini BATs,BAT I & II,teacherobservation, endof selectiontests, RigbyRunning Records

2

Reading groups havenot targeted the

specific literacy need ofthe student.

Teachers in grades K-2will use components ofComprehension,Accuracy, Fluency, andExpand vocabulary(CAF) strategies toimprove literacy skills inreading groups.



FCAT, Mini BATs,BAT I & II,

teacherobservation, endof selectiontests, RigbyRunning Records

3

2.3 Insufficient use ofhigher order questioningtechniques and thinkingskills.

Teachers will receivetraining in WebbsDepth of Knowledge forhigher level questioning.



FCAT, Mini BATs,BAT I & II,teacherobservation, endof selectiontests, RigbyRunning Records


3. Percentage of students making Learning Gains in

reading

Reading Goal #3:

63% of students made learning gains in reading. 13% ofstudents decrease in reading gains. On the 2011 ReadingFCAT 66% of students will make learning gains in reading.


63% (107) 66% (113)



Person orPosition




Evaluation Tool

1

Ensuring that allstudents receive a 90minute uninterruptedreading block.

K-5 will be authenticallyengaged inuninterrupted readingblock, a minimum of 90minutes daily.

Reading CoachAssistant PrincipalPrincipal

CWTData analysisconversations

Mini BATs, BAT I& II, teacherobservation,end of selectiontests, RigbyRunning RecordsFAIR(Kindergartenonly

Need assistance in Reading Coach will Principal, Test score analysis


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2

identifying the correctintervention.

conduct training. Inaddition the use ofPMP, IEP Goals, ESEdata, and instructionalmodel to dictatestudent placement in aresearch basedintervention readingprogram. All studentswill go through theBrowardCounty Decision Treeprocess to determine

areasof weakness

AssistantPrincipal, ReadingCoach, TeamLeaders

observations Mini BATSTeacherobservationEnd of Selectiontest

3

Need assistance inidentifying the correctintervention.

Reading Coach willconduct training. Inaddition the use ofPMP, IEP Goals, ESEdata, and instructionalmodel to dictatestudent placement in aresearch basedintervention readingprogram. All studentswill go through theBrowardCounty Decision Tree

process to determineareasof weakness

Principal,AssistantPrincipal, ReadingCoach, TeamLeaders

Test score analysisobservations

Mini BATSTeacherobservationEnd of Selectiontest

4

Lack of school wideconsistency in properidentification ofstudents who require aPMP.

Review of studentsperformanceassessmentsthat meet criteria forProgressive MonitoringPlacement, with readingcoach.

Reading Coach,A.P, Principal

Data Chats, monitoringform


5

3.4 Students aredeficient in Referenceand researchknowledge.

Reference and Research

activities will beimplemented in grades

K-5. For example,grades 2-5 will create apresentation usingvarious forms oftechnology (i.e.keynote, inspiration,kidspiration, powerpointand other softwareavailable at school).

Reading Coach,Administration

observation and testscoreanalysis

Mini BATSTeacherobservationEnd of Selection

test

6

Insufficient use ofvaried teaching stylesto meet learning stylesof students.

Identifyng studentlearning styles throughadministering a learningstyle inventory. Inaddition, Technologywill be used to supportreading instruction.Software programs willInclude Success Maker,

Destination Reading,FCAT simulation,Leap Frog, Earobics,andFCAT Explorer.

Reading Coach,A.P., Prinipal

observation and testscoreanalysis



4. Percentage of students in Lowest 25% making 52% of students scoring in the lowest quartile achieved a


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learning gains in reading

Reading Goal #4:

years worth of progress in reading. There was a 16 %decrease from last years scores. 55% of studentsscoring in the lowest quartile will achieve a years worthof progress in reading on the 2011 Reading FCAT.


52% (22) 55% (24)



Person orPosition




Evaluation Tool

1

4.1. Core readingcurriculum over looksstruggling readers.

Wilson Fundations andTriumphs will beimplemented in Firstthrough Grade 3 as asupplement/interventionto the readingcurriculum.

Reading coach,A.P., Principal

observation and testscoreanalysisFCAT

TeacherobservationEnd of SelectiontestsMini BATSBAT I BAT II

2

Students previouslyexposed to core readingcurriculum did not makeadequate progress.

Selected students inGrade 3 will participateinthe Kaleidoscopereadingprogram based on need.

Use of the decisionTree will determinewhat program studentswill participate in.

Reading coach,A.P.Principal

CWTData AnalysisConversations

FCATMini BATSBAT I BAT IIEnd of Selectiontests

3

Reading and writing aresometimes taught asseparate subject areas.

Components ofBalanced Literacy willbe present in grades K-2 with at homeenhancements.

Reading Coach,A.P., Principal

observation test scoreanalysisReading Log

Running Records

4

Some teachers are notreferring students tothe CPST when gainsare not met.

Students performing inthe lowest quartile,not making progress via

PMP interventions, willbe placed in theComprehensive ProblemSolving process todetermine any specialneeds using the RTIprocess.

ESE SpecialistCase Managerclassroomteacher,Administration

Teacher observationtest score analysisCWTTeam meetingsData chats

FCATMini BATSBAT I, BAT II,teacherobservation

5

Students need moretime to review readingstrategies after theschool day is over.

Selected students willattend FCAT ReadingCamp.

Reading coach,SAC chair,Principal, AP



6

4.6 Outdated computerhardware doesnt havethe capability tosupport virtualmanipulatives andteachers are unable toaccess internetprograms

Receive additionalfunding to buyhardware

Reading coach,SAC chair



Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the applicable subgroup(s):


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5A. Student subgroups not making Adequate Yearly

Progress (AYP) in reading

Reading Goal #5A:

In the 2010 Reading FCAT the student subgroups notmaking AYP are Black students at 53% (which made a 1%increase from 2009), Hispanic students 64% (which madea 1% increase from 2009) scoring at or above grade levelin reading. In the 2011 Reading FCAT the studentsubgroups not making AYP will increase by 3%.

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


Black: 53% (30), Hispanic: 64% (89) Black: 56% (32) Hispanic: 68% (95)



Person orPosition




Evaluation Tool

1

Students are notplaced in theappropriate interventionprogram.

Provide an interventionreading program forstrugglingreaders not meetingAYPcriteria, and retainedstudents using BrowardCountys strugglingreaders chart tofacilitatethe decision makingprocess to identifyspecific area inneed ofremediation as evidenceby DAR screenings.

Reading Coach,A.P., Principal

Teacher observationEnd of Selection tests

Running RecordsFCATMini BATSBAT I BAT II

2

Core reading programdoes not meet all theneeds for selectedstudents.

Differentiated readingprograms such asPhonics for Reading,Quick Reads,Soar to Success, andWilson Fundations willbeutilized as needed.Teachers will use otherdifferentiated programsapproved by BrowardCounty.

Reading Coach,A.P.

observation and testscore analysis

FCATMini BATSBAT I BAT IITeacherobservationEnd of Selectiontests

Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following subgroup:

5B. Student subgroups not making Adequate Yearly


Reading Goal #5B:

49% of ELL students did not make AYP. On the 2011Reading FCAT 55% of ELL students will make AYP.

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


49% (29) 55% (33)


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Person orPosition



Effectiveness of

Strategy

Evaluation Tool

1

. Inadequate EnglishLanguage Acquisition.

Provide an interventionreading program (i.e.Fast Track) forstruggling readersbased on BrowardCountys strugglingreaders chart.

Classroomteacher, ReadingCoach, A.P.Principal

teacher observation,test scoreanalysis


2

Teachers need to usea variety of learningmodalities at the sametime of instruction.

Teachers of ELLstudents will haveaccess to documentcameras andstudents will receiveELLstrategies

Team leader,Reading Coach,Administration

CWT, test scoreanalysis


3

ELL students do nothave access totechnology at homeand have not beenexposed to technology.

Technology will be usedto support readinginstruction in theclassrooms. Softwareprograms will includeDestination Reading,FCAT simulation, LeapFrog, Earobics, andFCAT Explorer.Programs like RosettaStone will be used forA1 to B1 students.Use of PrometheanBoards in selectclassrooms to enhancestudent participation.

Team leader,Reading Coach,Administration

CWT test scoreanalysis

FCATMini BATSBAT I BAT IITeacherobservationEnd of SelectiontestsComputergeneratedreports


5C. Student subgroups not making Adequate Yearly


Reading Goal #5C:

18% of SWD students did not make AYP. On the 2011Reading FCAT 27% of SWD students will make AYP.

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


18% (7) 27% (11)



Person orPosition




Evaluation Tool

SWD Students needadequate time to

master reading skills

Students need to beprovided with intensive

interventions


Reading Coach

CWTobservation - test

score

FCATMini BATS

BAT I BAT II


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1

being taught. analysis TeacherobservationEnd of SelectiontestsComputergeneratedreports

2

Given assessments arenot adequatelyanalyzed

Analysis of assessmentswill guide instruction

PrincipalAssistant PrincipalReading Coach

CWTobservation - testscoreanalysis

FCATMini BATSBAT I BAT IITeacherobservationEnd of SelectiontestsComputergeneratedreports

3

5C.3. Additional smallgroup instruction isneeded.

Students will receiveadditional push in/pullout services

ESE Specialist CWTData analysisconversations


Computergeneratedreports


5D. Student subgroups not making Adequate Yearly


Reading Goal #5D:

62% of Economically disadvantaged students did notmeet AYP. On the 2011Reading FCAT 66% will meet AYP.

Writing Goal #5D: Economically Disadvantaged


62% (133) 66% (142)



Person orPosition




Evaluation Tool

1

5D.1. Limited amount ofearly literatureexposure.

Provide an interventionprogram for strugglingreaders not meetingAYP criteria usingBroward Countysstruggling readers chartto facilitate thedecision making processto identify specific areain need of remediation.

Reading CoachAdministrationTeam leaders

observation, test scoreanalysis, CWT


Deficit in decoding longwords and fluency.

Students in grades 4-5will receive small groupinstruction using theREWARDS (Reading

Reading coach,administration,Team Leaders

test score analysis,CWT

FCATMini BATSBAT I BAT IITeacher


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2 Excellence: WordAttack &RateDevelopmentStrategies) interventionprogram

observationEnd of Selectiontests

Professional Development (PD) aligned with Strategies through Professional Learning Community

(PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topicand/or PLC Focus

GradeLevel/Subject

PDFacilitatorand/or PLC

Leader

PD Participants(e.g. , PLC,

subject, gradelevel, or school-

wide)

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

(e.g., frequencyof meetings)

Strategy forFollow-

up/Monitoring

Person orPosition


Literacy/Writing K-5/reading ReadingCoach

K-5, arepresenativefrom each gradelevel

MonthlyMeeting notes A.P./Principal

Daily 5/CAFE K-5/reading First Grade

team leader

K-5 , arepresenative

from each gradelevel

Monthly observationsAdministration

Small groupinstruction

K-2/Reading KarenCarlsonK-2 August 17, 2010 CWT

A.P./Principal

LiteracyCenters 3-5/Reading

JoanneSterling 3-5 August 19,2010 CWT

A.P./Principal

WebbsDepth ofknowledge /Reading

K-5 PatrickSauerK-5 September23,2010 CWT A.P./Principal

Reading Budget:

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

Strategy Description of Resources Funding SourceAvailable

Amount

As a preventative measure,students that are experiencingreading difficulties will attendreceive assistance from theReading Remediation Teacher

Reading Remediation Teacher Regular Budget $1,850.00

Students will be instructed inphonics to help improve reading

strategies

Month by Month phonics- books

for literacy

Title 1 $180.00

Additional small group instructionto enhance reading strategies FCAT Reading Camp

Regular budget Title1 1- (if fundsavailable) Accountability $3,779.00

Teachers will incorporatedifferentiated learning centers inorder to accommodate thevariety of learning abilities.

Differentiated Centers Title 1 $1,350.00

Subtotal: $7,159.00

Technology


Amount

No Data No Data No Data $0.00

Subtotal: $0.00

Professional Development


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Amount

Use of Rigby (K-3) to placestudents in small readinggroups.

Small Group Instruction K-2 Title 1 $2,000.00

Using differentiated centers tomeet the needs of students Literacy Centers Title 1 $2,000.00

Training staff on use of Daily 5reading instruction

Training staff on use of Daily 5reading instruction Daily 5 DVDkit- Fostering LiteracyIndependence

Title 1 $275.00

Training staff on use of CAFbook CAF DVD Title 1 $229.00

International ReadingAssociation Conference Registration fees Title 1 $1,120.00

Classroom walk throughs CWT Title 1 $360.00

Management System to enhancesmall group instruction based onstudents needs inComprehension, Accuracy,Fluency, and vocabulary

Daily 5/CAF training Title 1 $6,903.00

Subtotal: $12,887.00

Other


Amount


Subtotal: $0.00

Grand Total: $20,046.00

End ofReading Goals


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Mathematics Goals




mathematics

Mathematics Goal #1:

39% of students scored a level 3 in the 2010 Math FCATassessment. 43% of students will score at or above

grade level in math FCAT 2011.


39% (80) 43% (89)



Person orPosition

Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1

Difficulty using andunderstanding newmath series.

Teachers in grades K-5willaccess Math BEEPlessonplans to aid in guidinginstruction

A.P, team leaders The assessments will be

analyzed and used toguideinstruction as well asmonitoring throughobservation and CWT.

The BenchmarkAssessmentTest (BAT) will be

administered inSeptemberand December.

2

Teachers lack ofknowledge in specific

grade level skills due tograde level change.

Use modified districtCurriculum Map - IFC'S

to guide and monitorthe delivery of mathcurriculum, whichidentifies specific grade

level skills withaccompanying lessonsfor daily instructions

A.P.Principal

The assessments will be

analyzed and used toguideinstruction as well asmonitoring throughobservation and CWT

Assessmentprovided by

Textbookpublisher.

3

The need for more pushin type of instruction,and the need for morepersonnel

America Counts tutorswill be providingtutoring for strugglingstudents inmathematics.

Reading Coach CWTTeacher observation

chapter testsFCAT

4

New math series is to

be implemented 2010-2011 school year

2 teachers from each

grade level will be sentto the Go Mathtrainings. Then theseteachers will traincolleagues on usage ofthe new series.

Reading Coach,

AP

CWT

Teacher observation

chapter tests

FCAT



Levels 4 and 5) in mathematics 35% of students scored levels 4 and 5 on the 2010 MathFCAT Assessment. 38% of students will score level 4 and


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Mathematics Goal #2: 5 on the 2011 Math FCAT Assessment.


35% (73) 38% (80)


Anticipated Barrier StrategyPerson orPosition




Evaluation Tool

1

2.1. Students scoringlevel 4 and 5s are notchallenged enoughduring math instruction.

Teachers will havemath stations wherethese students mathabilities will beenriched. Thesestations may includeacademic math games.

AP, Principal CWTTeacher observation

chapter testsBeginning, Middle,End of year testsFCAT


3. Percentage of students making Learning Gains in

mathematics

Mathematics Goal #3:

56% of students have made learning gains in math basedon the 2010 FCAT Math assessment. 59 % will makelearning gains in the 2011 FCAT Math assessment.


56% (94) 59% (100)



Person orPosition



Effectiveness of

Strategy

Evaluation Tool

1

Unable to groupstudents.

Teachers will administermath placement testsin order to form flexibleability groups.

A.P.Principal, ReadingCoach


analyzed and used toguideinstruction as well asmonitoring throughobservation and CWT

Textbookassessment

2

Students need variousforms of instruction. Technology will be usedtosupport mathinstruction in increasingindividual mathematicalskills and to providereinforcement forstudents in the lowerquartile.Software programs willinclude DestinationMath,FCAT Simulation, andFCAT Explorer.

A.P.PrincipalTeam Leaders

The assessments will beanalyzed and used toguideinstruction as well asmonitoring throughobservation and CWT

Mini BATstextbookassessments

Parents lack someknowledge of math skills

Primary and

Intermediateteamleaders, A.P.

The assessments will be classroom teststeacher


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19/39

4reinforce skills alreadylearned. individual mathematical

skills and to providereinforcement forstudentsin the lower quartile.

5

We need to focus onthe students strengthsand weaknesses.

Disaggregate data bystrengths andweaknessesto modify instructionalfocus calendar. (FCAT,BAT, & Mini-assessments)

Team leadersReading Coach,A.P.


analyzed and used toguideinstruction as well asmonitoring throughobservation

FCAT, BAT I, II, &Mini-assessments

6

4.6 Studentsmaintaining or achievinggrade level proficiency.

Identify and targetlevel 1, level 2, and lowlevel 3students to providethemthe necessaryassistanceto achieve or maintaingrade level proficiency

A.P., PrincipalTeam Leaders

CWT Mini BATsBAT I BAT II

Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the applicable subgroup(s):

5A. Student subgroups not making Adequate Yearly

Progress (AYP) in mathematics

Mathematics Goal #5A:

In the 2010 Student subgroups not making Adequate

Yearly Progress (AYP) , student subgroups not makingAdequate Yearly Progress (AYP) are Black students whichreceived 54% and Hispanic students at a 66% scoring ator above. In the 2011 math FCAT student subgroups willmake a 3% increase.

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


Black: 54% (31), Hispanic: 66% (92) Black: 57% (33), Hispanic: 69% (97)



Person orPosition



Effectiveness of

Strategy

Evaluation Tool

1

These students needadditional one on oneassistance

Hispanic / Blackstudents will receivepush-in assistancefrom America Countstutors toreview mathematiccontent.

Reading coach,A.P.

CWTteacher observation

Mini BATsBAT I BAT II

2

5A.2. Unsure of the

strategies available.

Ensure that all the

needs of students in allsub groupsare addressed byimplementing strategiesfrom the strugglingmath chart available oncab.

Reading coach,

team leaders,A.P.



Chapter tests

BAT 1 and II

3

Student progress in notdiscussed enough.

Monthly grade levelmeetings to addressstudent needs andaccomplishments.

Team leader,Administration



Publisher checkpointassessmentsCWT observations


20/39


5B. Student subgroups not making Adequate Yearly


Mathematics Goal #5B:

In the 2010 math FCAT 56% of ELL students scored at orabove

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


56% (33) 61% (36)



Person orPosition




Evaluation Tool

1

Once students havebeen taught a skill,they need to reviewthe skill again.

At risk ELL students willalso receive small groupinstruction and practiceskill with Soar toSuccess math

Reading coach,Administration

CWT, Teacherobservation



5C. Student subgroups not making Adequate Yearly


Mathematics Goal #5C:

In the 2010 math FCAT 21% of SWD students scored ator above

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


21% (8) 29% (12)



Person or

PositionResponsible for

Monitoring

Process Used to

DetermineEffectiveness of

Strategy

Evaluation Tool

1

5C.1. SWD need moresmall group instruction

Students will receivedifferentiated smallgroup instruction threetimes a week

Team leadersReading Coach,Administration


analyzed and used toguideinstruction as well asmonitoring throughobservations


2Insufficient use ofdiagnostic assessments

Diagnostic assessmentswill guide instruction


Go math assessmentsBeginning, middle, Endof year

Chapter testsCWT observations


21/39


5D. Student subgroups not making Adequate Yearly


Mathematics Goal #5D:

In the 2010 math FCAT 64% of ED students scored at orabove



64% (137) 68% (146)



Person orPosition




Evaluation Tool

1

5D.1. Students lackexposure tomathematical language

Students will use wordbanks to place mathvocabulary.



Publisher checkpointassessments

2

Students need to useavailable manipulativeswhen learning newlessons

When teaching newstrategies teachers willutilize manipulatives







PDContent /Topic

and/or PLCFocus

GradeLevel/Subject

PD Facilitatorand/or PLC

Leader



wide)

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


Strategy forFollow-

up/Monitoring

Person orPosition

Responsiblefor Monitoring

MathCommittee K-5/ math Team Leader

One representativefrom each gradelevel

First Tuesday ofevery month.

Report from teamleader at teamleader meetings. PrincipalSAC Chair

Go MathTraining

K-5

Faculty whowere trained

by district overthe summer

All grade levelsattend schooltraining

August 18th, 2010 observations Principal

Mathematics Budget:



Amount

Differential instruction Helping instruct students at theirdifferentiated levels Title 1 $2,350.00

Subtotal: $2,350.00


22/39

Technology


Amount


Subtotal: $0.00



Amount


Subtotal: $0.00

Other


Amount

Data will be analyzed and usedto guide instruction Data Analysis Title 1 $2,350.00

Subtotal: $2,350.00


End ofMathematics Goals

Science Goals




science

Science Goal #1:

39% of 5th grade students scored a level 3 on the 2010FCAT Science assessment. On the 2011 FCAT Scienceassessment, 42% of 5th grade students will score a level3. 43% of 5th grade students scored at or above level 3on the 2010 FCAT Science assessment. On the 2011FCAT Science assessment, 46% of 5th grade studentswill score at or above level 3.


39% ( 28 ) 42% ( 31 )



Person or


Monitoring

Process Used to


Strategy

Evaluation Tool

1

Teachers may not beup to date with thechanges to sciencecurriculum

Utilize district createdlesson plans (BEEP) andInstructional FocusCalendar toguide instruction.

AP, Principal Monthly grade levelmeetings to addressstudent needs andaccomplishments;teacherneeds andaccomplishments-Teacherreview safety insciencepolicy and procedurebooklet with allstudents.-Administer mini-assessments andmonitormastery of benchmarksevery 2 weeks

benchmarksSampleScience FCATAssessmentdeveloped by thestate;available throughDOEwebsite providedto schools byDistrict. ScienceTest Items andPerformanceTaskSpecificationsfor Grades 5FCAT DailiesScience KitEvaluationHarcourt Science

workbook


23/39

activities

2

1.2. Students are notexposed to real lifescience experiments athome.

K-5 teachers willconductscience experimentswithstudents using thesciencekits.

AP, Principal Students will viewUnitedStreaming, and BECONbroadcasts weekly

BenchmarksSampleScience FCATAssessmentdeveloped by thestate;available throughDOEwebsite providedto schools byDistrict. Grades 5FCAT DailiesScience KitEvaluationHarcourtScience workbookactivities

3

1.3. Our students needmore exposure toscience during schoolhours.

Science concepts willbeintegrated with readingblock center activitiesin K-5

Administration Monitor reports fromFCATExplorer for Grade 5.Data chats to analyzeassessment data

BenchmarksSampleScience FCATAssessmentdeveloped by thestate;available through

DOEwebsite providedto schools byDistrict. Grades 5FCAT DailiesScience KitEvaluationHarcourtScience workbookactivities

4

Parents are not awareof how to conduct ascience experiment.

We will host a sciencenight where parentscan witness what isinvolved in a scienceproject and learn the

essential questionsthey can ask theirchildren whileconducting a scienceexperiment at home.

ScienceCommittee admin

Data Chats, sciencetests, parentattendance

Science KitEvaluationHarcourtScience workbookactivities

5

1.5 Teachers need tobe aware of theirstudents strengths andweaknesses in the areaof science.

Broward County miniScience assessmentswill be used to guideinstruction in grade 5.

administration School will providementors for new andstruggling teachers.

Science KitEvaluationHarcourt Scienceworkbookactivities

6

Students need moretime with a certifiedprofessional to reviewscience skills beingtaught in school.

Science Camp will beheld for 5th gradestudents.

administration Monitor reports fromFCATExplorer for Grade 5Data chats to analyzeassessment data

Science KitEvaluationHarcourt Scienceworkbookactivities



Levels 4 and 5) in science

Science Goal #2:

4% students scored above proficiency in science on the2010 Science FCAT assessment. 7% of Fifth gradestudents will score above proficiency as evidenced bythe 2011 Science FCAT assessment


4% (3) 7% (6)


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Person or


Monitoring

Process Used to


Strategy

Evaluation Tool

1

Students scoring levels4 and 5s need toreceive enrichmentactivities.

Maintain a Scienceresourcearea (Science Lab)for K-5 where theteachers will perform

demonstrations andstudents will performhands-on scienceactivities.

Administration Students will createscience projects tosharewith school. CWTResults of mini

assessmentsas discussed in datachats.

BenchmarksSampleScience FCATAssessmentdeveloped by the

state;available throughDOEwebsite providedto schools byDistrict. FCATDailiesScience KitEvaluationHarcourtScience workbookactivities

2

Children need to beinstructed usingtechnology wherelearning is interactive.

Teachers willutilize the prometheanboard and/orpromethean softwarewhen deliveringscience instruction.

Administration CWT Broward CountyMiniScienceAssessmentsScience Journals




PDContent /Topic

and/or PLCFocus

GradeLevel/Subject

PDFacilitator

and/or PLCLeader



wide)

Target Dates andSchedules(e.g. ,

Early Release) andSchedules (e.g.,

frequency ofmeetings)

Strategy forFollow-

up/Monitoring

Person orPosition


ScienceCommittee

K-5 Team LeaderA representativefrom each gradelevel

Third Tuesday ofevery month Committee notes

and sign in

Administration

Science Budget:



Amount


Subtotal: $0.00

Technology


Amount



25/39

Subtotal: $0.00



Amount

Use of "Science ProceduralNotebook Purchase Procedural notebook Title 1 $350.00

Staff training in the use ofScience Procedural Notebookfor implementation

Science Procedural notebooktraining Title 1 $4,734.00

Subtotal: $5,084.00

Other


Amount


Subtotal: $0.00


End ofScience Goals

Writing Goals



1. Students achieving Adequate Yearly Progress

(FCAT Level 3.0 and higher) in writing

Writing Goal #1:

94% of Fourth grade students achieved proficiency on2010 FCAT WRITES. 95% of Fourth grade students willachieve proficiency on the 2011 FCAT WRITES.


14% (12 ) 15% (13)



Person orPosition



Effectiveness of

Strategy

Evaluation Tool

1

Students need to beaware of the six traitsin writing.

Grades K-5 willimplementthe district's writingmodel -6 Traits and criticalcontentwriting in conjunctionwith BEEP plans.

administration Academic PerformanceConferences conducted

every month aftermonthlywriting promptadministered.

Teacher gradingof writingprompts.

2

Students come inwithout knowledge ofcommon FCATlanguage.

Students in grades K-5willbe exposed to commonlanguage For FCATWriting.

Administration Academic PerformanceConferences conducted


Teacherevaluation ofwriting samples

3

LEP students need avariety of strategies tobe used when receivingwriting instruction.

ESOL writing strategieswillbe used to provideadditional instruction toLEPstudents in grades K-5.


every month aftermonthlywriting prompt

administered.

Teacherevaluation ofwriting samples


26/39

4

45 minutes to an hourof writing instruction isnot enough time towork with thosestudents who needmore interventions.

Conduct writing campforGrade 4 studentsone hour per week withintenseintervention forstudentsscoring less than a 4.0on the Novemberprompt.



teacher analysisof writingprompts.


2. Student subgroups not making Adequate Yearly

Progress (AYP) in writing

Writing Goal #2A:

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




Person orPositionResponsibleforMonitoring

Process Used toDetermineEffectiveness ofStrategy

Evaluation Tool

No Data Submitted




Writing Goal #2B:

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




Person orPositionResponsible

forMonitoring

Process Used toDetermineEffectiveness of

Strategy

Evaluation Tool

No Data Submitted


27/39




Writing Goal #2C:

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





forMonitoring



Evaluation Tool

No Data Submitted




Writing Goal #2D:





Person orPosition

ResponsibleforMonitoring

Process Used to

DetermineEffectiveness ofStrategy

Evaluation Tool

No Data Submitted




Target Dates


28/39

PD

Content /Topic

and/or PLCFocus

Grade

Level/Subject

PD Facilitator

and/or PLCLeader

PD

Participants(e.g. ,

PLC,subject,grade level, orschool-wide)

and Schedules(e.g. , Early

Release) and

Schedules(e.g.,


Strategy for

Follow-up/Monitoring

Person orPosition


No Data Submitted

Writing Budget:



Amount

Small group instruction toremediate writing skills FCAT Writing Camp Accountability $1,000.00

Subtotal: $1,000.00

Technology


Amount


Subtotal: $0.00



Amount


Subtotal: $0.00

Other


Amount


Subtotal: $0.00


End ofWriting Goals

Attendance Goal(s)


Based on the analysis of attendance data, and reference to Guiding Questions, identify and define areas in needof improvement:

1. Attendance

Attendance Goal #1:

94% of our students have been in attendance for the2009-2010 school year. School rate attendance willincrease 95% for the 2010-2011 school year.

2010 Current Attendance Rate:* 2011 Expected Attendance Rate:*

94% (583) 95% (589)

2010 Current Number of Students with Excessive

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

Absences (10 or more)

38% (235)? 32% (200)

2010 Current Number of Students with ExcessiveTardies (10 or more)

2011 Expected Number of Students with ExcessiveTardies (10 or more)


29/39

34% (210) 32% (200)



Person or


Monitoring

Process Used to


Strategy

Evaluation Tool

1

Some students havetoo many absence

Administration will meet

with parents regardingthe absences. Socialworker will make homevisits

AdministrationPercent of students inattendance

Attendancerecords

2

Late students 1.2. Have teacherskeep track of latestudents and emailadministration at theend of each quarter tocontact parents aboutthe tardy issue.

Administration Percent of students inattendance

Attendancerecords

3

Late students Coffee Socials in theam to stress to theparents the importanceof getting students toschool on time.

Administration Percent of students inattendance

Attendancerecords




PDContent /Topic

and/or PLCFocus

GradeLevel/Subject

PDFacilitator

and/or PLCLeader

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

level, or school-wide)

Target Dates and

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


Strategy for Follow-up/Monitoring

Person orPosition


Parentalinvolvement/Leadershipteam

K-5 Team leader school wide Fourth Tuesday ofthe month

Coffee Socialsmeetings where it willbe stressed theimportance of gettingstudents to school ontime.

Principal

Attendance Budget:



Amount


Subtotal: $0.00

Technology


Amount


Subtotal: $0.00


30/39



Amount


Subtotal: $0.00

Other


Amount


Subtotal: $0.00

Grand Total: $0.00

End ofAttendance Goal(s)

Suspension Goal(s)


Based on the analysis of suspension data, and reference to Guiding Questions, identify and define areas in needof improvement:

1. Suspension

Suspension Goal #1:

5% of students were suspended during the 2009-2010

school year. Suspensions will decrease by 1% for the2010-2011 school year.

2010 Total Number of In School Suspensions 2011 Expected Number of In- School Suspensions

1% (5) 1% (4)

2010 Total Number of Students Suspended In School2011 Expected Number of Students Suspended In

School

5% (31) 4% (25)

2010 Number of Out-of-School Suspensions2011 Expected Number of Out-of-SchoolSuspensions

3% (24) 2% (23)

2010 Total Number of Students Suspended Out ofSchool

2011 Expected Number of Students Suspended Outof School

2% (23)? 2% (23)?



Person orPosition



Effectiveness of

Strategy

Evaluation Tool

1

We do not havepersonnel during theday to stay with a childto give them a timeout.

Teachers may startgiving out detentionsfor students who needbehavior modification.

Administration

Suspension Reports

DMS

Need a Discipline policy

in place.

During the beginning of

the 2010-2011 school

Administration Suspension Reports DMS


31/39

2

year teachers will beinformed of thediscipline policy.




PD

Content /Topic

and/or PLCFocus

Grade

Level/Subject

PD Facilitator

and/or PLCLeader

PD

Participants(e.g. ,

PLC,subject,grade level, orschool-wide)

Target Datesand Schedules

(e.g. , EarlyRelease) and

Schedules(e.g.,


Strategy for

Follow-up/Monitoring

Person orPosition


No Data Submitted

Suspension Budget:



Amount


Subtotal: $0.00

Technology

Strategy Description of Resources Funding Source AvailableAmount


Subtotal: $0.00



Amount


Subtotal: $0.00

Other


Amount


Subtotal: $0.00

Grand Total: $0.00

End ofSuspension Goal(s)

Dropout Prevention Goal(s)

Note: Required for High School - F.S., Sec. 1003.53


Based on the analysis of parent involvement data, and reference to Guiding Questions, identify and define areas

in need of improvement:


32/39

1. Dropout Prevention

Dropout Prevention Goal #1:

*Please refer to the percentage of students who

dropped out during the 2009-2010 school year.

2010 Current Dropout Rate:* 2011 Expected Dropout Rate:*

2010 Current Graduation Rate:* 2011 Expected Graduation Rate:*




forMonitoring



Evaluation Tool

No Data Submitted




PD

Content /Topicand/or PLC

Focus

GradeLevel/Subject

PD Facilitatorand/or PLC

Leader

PD

Participants(e.g. ,

PLC,subject,

grade level, orschool-wide)

Target Dates

and Schedules(e.g. , Early

Release) andSchedules

(e.g.,frequency ofmeetings)

Strategy forFollow-

up/Monitoring

Person orPosition


No Data Submitted

Dropout Prevention Budget:



Amount


Subtotal: $0.00

Technology


Amount


Subtotal: $0.00


33/39



Amount


Subtotal: $0.00

Other


Amount


Subtotal: $0.00

Grand Total: $0.00

End ofDropout Prevention Goal(s)

Parent Involvement Goal(s)


Based on the analysis of parent involvement data, and reference to Guiding Questions, identify and define areasin need of improvement:

1. Parent Involvement

Parent Involvement Goal #1:

*Please refer to the percentage of parents who

participated in school activities, duplicated or

unduplicated.

2010 Current Level of Parent Involvement:* 2011 Expected Level of Parent Involvement:*



Person orPositionResponsibleforMonitoring

Process Used toDetermineEffectiveness ofStrategy

Evaluation Tool

No Data Submitted




PDContent /Topic

and/or PLCFocus

GradeLevel/Subject

PDFacilitator

and/or PLCLeader



wide)

Target Dates andSchedules(e.g. ,

Early Release) andSchedules (e.g.,


Strategy forFollow-

up/Monitoring

Person orPosition



34/39

Leadershipteam

K-5 Team LeaderTeachers aspiring tofutureadministrators

Fourth Tuesday ofevery month

Parent sign insheets Principal

Principal

Parent Involvement Budget:



Amount


Subtotal: $0.00

Technology


Amount


Subtotal: $0.00



Amount

Parents will be provided withgrade specific instructionalresources that they can use athome.

Family Nights Title 1 $2,827.00

Training for Teachers andParents in Winning and KeepingParent Support

Teachers and Parents inWinning and Keeping ParentSupport

Title 1 $2,367.00

Staff training for Teachers andParents in Winning and KeepingParent Support

Online Course Title 1 $400.00

Subtotal: $5,594.00

Other


Amount


Subtotal: $0.00


End ofParent InvolvementGoal(s)


35/39

Additional Goal(s)No Additional Goal was submitted for this school


36/39

FINAL BUDGET


Goal StrategyDescription ofResources

Funding Source Available Amount

Reading

As a preventativemeasure, studentsthat are experiencingreading difficulties willattend receive

assistance from theReading RemediationTeacher

Reading RemediationTeacher Regular Budget $1,850.00

Reading

Students will beinstructed in phonics tohelp improve readingstrategies

Month by Monthphonics- books forliteracy

Title 1 $180.00

ReadingAdditional small groupinstruction to enhancereading strategies

FCAT Reading CampRegular budget Title11- (if funds available)Accountability

$3,779.00

Reading

Teachers willincorporatedifferentiated learningcenters in order toaccommodate thevariety of learningabilities.

Differentiated Centers Title 1 $1,350.00

Mathematics Differential instructionHelping instructstudents at theirdifferentiated levels

Title 1 $2,350.00

WritingSmall group instructionto remediate writingskills

FCAT Writing Camp Accountability $1,000.00


Technology



No Data No Data No Data No Data $0.00

Subtotal: $0.00


Goal StrategyDescription ofResources Funding Source Available Amount

ReadingUse of Rigby (K-3) toplace students in smallreading groups.

Small Group InstructionK-2 Title 1 $2,000.00

ReadingUsing differentiatedcenters to meet theneeds of students

Literacy Centers Title 1 $2,000.00

ReadingTraining staff on use ofDaily 5 readinginstruction

Training staff on use ofDaily 5 readinginstruction Daily 5 DVDkit- Fostering LiteracyIndependence

Title 1 $275.00

Reading Training staff on use ofCAF book CAF DVD Title 1 $229.00

Reading International ReadingAssociation Conference Registration fees Title 1 $1,120.00

Reading Classroom walkthroughs CWT Title 1 $360.00

Reading

Management Systemto enhance small groupinstruction based onstudents needs inComprehension,Accuracy, Fluency, andvocabulary

Daily 5/CAF training Title 1 $6,903.00

ScienceUse of "ScienceProcedural NotebookPurchase

Procedural notebook Title 1 $350.00

Science

Staff training in the useof Science ProceduralNotebook forimplementation

Science Proceduralnotebook training Title 1 $4,734.00

Parents will be


37/39

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached Schools Differentiated Accountability Checklist of Compliance

School Advisory Council

Parental Involvementprovided with gradespecific instructionalresources that theycan use at home.

Family Nights Title 1 $2,827.00

Parental Involvement

Training for Teachersand Parents in Winningand Keeping ParentSupport

Teachers and Parentsin Winning and KeepingParent Support

Title 1 $2,367.00

Parental Involvement

Staff training forTeachers and Parentsin Winning andKeeping ParentSupport

Online Course Title 1 $400.00


Other



MathematicsData will be analyzedand used to guideinstruction

Data Analysis Title 1 $2,350.00

Subtotal: $2,350.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkj Prevent Inmlkj NAnmlkji

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriatelybalanced number of teachers, education support employees, students (for middle and high school only), parents, and other businessand community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

FCAT Academic Camps $2,779.00

Describe the activities of the School Advisory Council for the upcoming year

Will meet on the second Tuesday of each month starting September. Months include: September, October, November, December,February, April, and May


38/39

AYP DATA

SCHOOL GRADE DATA

No Data FoundNo Data FoundNo Data Found

Broward School DistrictWEST HOLLYWOOD ELEMENTARY SCHOOL2008-2009

Reading Math Writing ScienceGrade

PointsEarned

% Meeting HighStandards(FCAT Level 3and Above)

68% 75% 96% 23% 262

Writing and Science: Takes into account the% scoring 3.5 and above on Writing and the% scoring 3 and above on Science.Sometimes the District writing and/or scienceaverage is substituted for the writing and/orscience component.

% of StudentsMaking LearningGains

70% 71% 141

3 ways to make gains: Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level1 or 2

AdequateProgress ofLowest 25% inthe School?

68% (YES) 73% (YES) 141

Adequate Progress based on gains of lowest25% of students in reading and math. Yes,if 50% or more make gai ns in both readingand math.

Points Earned 544Percent Tested

= 99%

Percent of eligible students tested

School Grade A Grade based on total points, adequateprogress, and % of students tested


Reading Math Writing ScienceGradePointsEarned


59% 69% 88% 25% 241



67% 71% 138



75% (YES) 74% (YES) 149


Points Earned 528Percent Tested= 99%

Percent of eligible students tested

School Grade A Grade based on total points, adequateprogress, and % of students tested


Reading Math Writing ScienceGradePointsEarned


62% 65% 93% 36% 256



68% 59% 127



56% (YES) 63% (YES) 119


Points Earned 502Percent Tested

= 100%Percent of eligible students tested


39/39

School Grade BGrade based on total points, adequateprogress, and % of students tested

West Holly Woo Des Sip Revised

Documents