SCHOOL IMPROVEMENT PLAN · 79 % of criteria satisfied NO. This percent is based on a total of 39 criteria that every school must meet, if applicable. Reading • 62% of students reading

Garner Elementary - 0601 – 2008-2009

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SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Dart Meyers SAC Chair: Chris David Superintendent: Dr. Gail McKinzie Date of School Board Approval: 11/18/08

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


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School at a Glance - 2008

AYP: Yes No X Percentage 64 School Grade: C

AYP Status: (Title I schools only) Not SINI

PREVENTIVE (First 4 years of NOT making AYP)

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

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

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


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

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

2007-2008 Adequate Yearly Progress (AYP) Report - School Level - Page 1

Polk FRED G. GARNER ELEMENTARY SCHOOL - 0601

Click here to see a detailed report

Did the School Make Adequate Yearly Progress? NO Percent of Criteria Met: 64%

Total Writing Proficiency Met: NO 2007-2008 School Grade: C

Total Graduation Criterion Met: NA

95% Tested Reading

95% Tested Math

Reading Proficiency Met

Math Proficiency Met

TOTAL YES YES NO NO

WHITE YES YES YES NO

BLACK YES YES NO NO

HISPANIC YES YES NO NO

ASIAN NA NA NA NA

AMERICAN INDIAN NA NA NA NA

ECONOMICALLY DISADVANTAGED YES YES NO NO

ENGLISH LANGUAGE LEARNERS YES YES NO NO

STUDENTS WITH DISABILITIES YES YES NO NO

2006-2007 Adequate Yearly Progress (AYP) Report - School Level - Page 1

Polk FRED G. GARNER ELEMENTARY SCHOOL - 0601


Did the School Make Adequate Yearly Progress? NO Percent of Criteria Met: 79%

http://schoolgrades.fldoe.org/default.asp?action=reportAYP2&thisdistrict=53&thisschoolYear=2007-2008&schoolNumbers=530601&districts=53&schoolYear=2007%2D2008%2C+2006%2D2007%2C+2005%2D2006&school_grade=&report=AYP&level=School&charterStatus=C%2CL%2CR%2CZ



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Total Writing Proficiency Met: YES 2006-2007 School Grade: C


95% Tested Reading

95% Tested Math



TOTAL YES YES YES NO

WHITE YES YES YES YES

BLACK YES YES NO NO

HISPANIC YES YES YES NO

ASIAN NA NA NA NA


ECONOMICALLY DISADVANTAGED YES YES YES NO

ENGLISH LANGUAGE LEARNERS YES YES NO NO

STUDENTS WITH DISABILITIES NO YES NA NA

2005-2006 Adequate Yearly Progress (AYP)

Report - School Level - Page 1 Polk FRED G. GARNER ELEMENTARY

SCHOOL - 0601


Did the School Make Adequate Yearly Progress? Provisional Percent of Criteria Met: 87%

Total Writing Proficiency Met: NO 2005-2006 School Grade: B


95% Tested Reading

95% Tested Math



TOTAL YES YES YES YES

WHITE YES YES YES YES

BLACK YES YES YES YES

HISPANIC YES YES YES YES

ASIAN NA NA NA NA




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ECONOMICALLY DISADVANTAGED YES YES YES YES

ENGLISH LANGUAGE LEARNERS NO YES NA NA

STUDENTS WITH DISABILITIES NO YES NO NO

2007-2008

FRED G. GARNER ELEMENTARY SCHOOL (601) POLK, (53)

2500 HAVENDALE BOULEVARD, WINTER HAVEN, FL 33881-1875 School Phone: 863-965-5455, Principal: DART MYERS

Subject State of Florida A+ Plan Federal No Child Left Behind Act

School Grade

C This grade is calculated by adding points earned

from each of the performance areas below.

64 % of criteria satisfied NO

This percent is based on a total of 39 criteria that every school must meet, if applicable.

Reading

• 59% of students reading at or above grade level• 60% of students making a year's worth of

progress in reading • 65% of struggling students making a year's

worth of progress in reading

BLACK, HISPANIC, ECONOMICALLY DISADVANTAGED, ENGLISH LANGUAGE LEARNERS, STUDENTS WITH DISABILITIES students in this school need improvement in Reading.

Math

• 54% of students at or above grade level in math

• 56% of students making a year's worth of progress in math

• 79% of struggling students making a year's worth of progress in math

WHITE, BLACK, HISPANIC, ECONOMICALLY DISADVANTAGED, ENGLISH LANGUAGE LEARNERS, STUDENTS WITH DISABILITIES students in this school need improvement in Math.

Writing • 71% of students are meeting state standards in

writing.

This school has not met this criteria.

Science • 26% of students at or above grade level in

Science.

Possible Choice Options

• Your child is not eligible for an opportunity scholarship for public school choice under the A+ Plan.

http://schoolgrades.fldoe.org/default.asp?action=verifySelectionSchool&report=AYP&school_grade=&level=School&districts=53&schoolnumbers=530601&schoolYear=2007-2008&returnMessage=Return+to+Report+Card

http://schoolgrades.fldoe.org/default.asp?action=SGdetail1&cosch=530601&thisschoolYear=2007-2008&type=1&schoolNumbers=530601&districts=53&schoolYear=2007%2D2008%2C+2006%2D2007%2C+2005%2D2006&school_grade=&report=RC&level=School&charterStatus=C%2CL%2CR%2CZ&returnMessage=Return+to+Report+Card




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• FRED G. GARNER ELEMENTARY SCHOOL has not met federal adequate yearly progress under No Child Left Behind because it needs improvement in one or more areas. Because this is a Title I school, your student may be eligible for school choice options under No Child Left Behind.

• Contact your district office at 863-534-0521 for other choice options available to you.

**Title I refers to the federal law that provides funding for low-income students. A school is eligible for Title I status when at least 35% (targeted assistance) or 40% (school wide) of its students qualify for free or reduced-price lunch based on their families' income levels.

School Efficiency Indicator for 2007-2008 relates money spent at the school-level with student performance at that school allowing users to evaluate the efficiency and effectiveness compared to other schools.

No ROI Data

2006-2007

FRED G. GARNER ELEMENTARY SCHOOL (601) POLK, (53)

2500 HAVENDALE BOULEVARD, WINTER HAVEN, FL 33881-1875 School Phone: 863-965-5455, Principal: DART MYERS


School Grade

C This grade is calculated by adding

points earned from each of the performance areas below.

79 % of criteria satisfied NO


Reading

• 62% of students reading at or above grade level

• 68% of students making a year's worth of progress in reading

• 65% of struggling students making a year's worth of progress in reading

BLACK, ENGLISH LANGUAGE LEARNERS students in this school need improvement in Reading.

Math



• 67% of struggling students making a year's worth of progress in math

BLACK, HISPANIC, ECONOMICALLY DISADVANTAGED, ENGLISH LANGUAGE LEARNERS students in this school need improvement in Math.

http://roi.fldoe.org/






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Writing • 81% of students are meeting state

standards in writing.

This school has met this criteria.

Science • 28% of students at or above grade

level in Science.



• FRED G. GARNER ELEMENTARY SCHOOL has not met federal adequate yearly progress under No Child Left Behind because it needs improvement in one or more areas. Because this is a Title I school, your student may be eligible for school choice options under No Child Left Behind.




This school is in the middle third of all elementary schools in the state on percent of students making learning gains.

This school is in the middle third of all elementary schools in the state on money spent per student.

2005-2006

FRED G. GARNER ELEMENTARY SCHOOL (601) POLK, (53) 2500 HAVENDALE BOULEVARD, WINTER HAVEN, FL 33881-1875

School Phone: 863-965-5455, Principal: KATHY WALSH





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School Grade

B This grade is calculated by adding

points earned from each of the performance areas below.

87 % of criteria satisfied Provisional AYP


Reading

• 63% of students reading at or above grade level

• 55% of students making a year's worth of progress in reading

• 60% of struggling students making a year's worth of progress in reading

STUDENTS WITH DISABILITIES students in this school need improvement in Reading.

Math



STUDENTS WITH DISABILITIES students in this school need improvement in Math.

Writing • 84% of students are meeting state

standards in writing.

This school has not met this criteria.



• FRED G. GARNER ELEMENTARY SCHOOL has met provisional adequate yearly progress under No Child Left Behind. Because this is a Title I school, your student may be eligible for school choice options under No Child Left Behind.








Garner Elem

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entary - 0601 – 2008-2009

This school is in the lower third of all elementary schools in the state on percent of students making learning gains.

This school is in the middle third of all elementary schools in the state on money spent per student.

page 2

State Law – Florida’s A+ Plan, School Grades: School Grades are based on how well students have mastered the Sunshine State Standards – the skills Florida teachers determined our children must learn at each grade level – which are measured by the Florida Comprehensive Assessment Test (FCAT). Student scores are classified into five achievement levels, with 1 being the lowest and 5 being the highest. Schools earn points based on three things: how well students are doing, how much progress they are making (learning gains), and how much progress struggling students are making in reading and mathematics.

Federal Law – No Child Left Behind Act: requires each subgroup (all ethnic groups, students with disabilities, students learning English, and economically disadvantaged students) in schools, districts, and the state as a whole to make adequate yearly progress (AYP) in reading, mathematics, writing, and graduation rate. Schools that do not make enough progress for two years in a row are in need of improvement, and must provide alternatives to parents – such as transferring to another school or participating in a different program within the school. Schools that need improvement two years in a row (do not make AYP for 3 consecutive years) must provide tutoring.

Staying informed as a parent: For additional information on school grades, adequate yearly progress, and school choice options, please visit the Department of Education’s website at www.fldoe.org or call 1-800-447-1636.

Information on all schools – including which groups of students need to make more progress under federal guidelines – is also available at www.schoolresults.org.

Some questions and resources for parents: Is your child being challenged at his or her school? Has your child’s school given and explained your child’s grades and test results? Have you asked your child’s teacher if your child is on grade level in math and reading? Have you asked for a specific list of skills your child needs to learn?

Information on the Sunshine State Standards is available at www.fldoe.org.

Have you talked with your child’s teacher about his or her progress?

http://www.fldoe.org/



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Have you asked specific questions about your child’s reading ability and needs? How can you help your child become a better reader?

Helpful information is available at www.justreadflorida.com or www.justreadfamilies.org.

Is your child on track for graduation? Is your child on track for being prepared for college? If not, what needs to be done?

Speak to his/her guidance counselor and register on-line to track his/her progress at www.facts.org.

http://www.justreadflorida.com/

http://www.justreadfamilies.org/

http://www.facts.org/


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SCHOOL IMPROVEMENT PLAN Vision/Mission/Belief Statements

Vision: The vision of Garner Elementary is to deliver a rigorous curriculum individualized for student’s unique needs designed to maximize student achievement, while striving to help every student accept responsibility for their own education and enhance their individual potential and ability to become self-sufficient. Mission: The mission of Garner Elementary is to provide all Garner Elementary students with tools and skills needed to realize their highest level of achievement and to motivate students to strive for academic, social and physical excellence through a rigorous quality, and challenging curriculum. Especially targeting those subgroups not making adequate yearly progress (AYP). Belief Statements: Garner Elementary, Hear our ROAR...Greatness. Achievers.Rigorous.Neighborly.Energetic.Relevant and Results. Tigers pursuing excellence. In partnership with our parents, teachers and surrounding community, we will pursue and achieve excellence. In accomplishing our mission and vision, Garner students will:

• Attend school daily • Come to school prepared and ready to learn • Follow the school wide expectations

In accomplishing our missing and vision, Garner parents will be expected to:

• Become more involved in school provided activities and trainings • Attend a minimum of three parent conferences with parents • Communicate through the agenda daily

In accomplishing our mission and vision, Garner staff will:

• Provide rigorous and relevant learning experiences for all students • Attend professional development and trainings • Communicate through the agendas daily with parents • Participate in parent involvement programs

To ensure that the curriculum and instruction is balanced and consistent:

• Addresses the State Standards • Meets the needs of every student individually • Challenges and nurtures creative thinking • Provides extra academic assistance through small group tutoring and extended day activities.


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SCHOOL IMPROVEMENT PLAN School Profile/Demographics

School Profile/Demographics: Garner Elementary is located in the northeast section of Polk County and serves approximately 750 students from PK-5th grade. The school was originally built in 1955. It has been designated a Title 1 school as 89.2% of our students receive free or reduced lunch. Garner Elementary is composed of a diverse population with 35.8% white, 43% black, 18.3% Hispanic, 10% multiracial, and 1% other. Sixteen percent of our total student population is served by exceptional student education; nine units serve students with a wide range of exceptionalities. Approximately 31% of our students receive bus services. We have six regular buses and four ESE buses. One unique characteristic is our campus is very large and the buildings are spread out. One concern is the minimal parent involvement that we are working on trying to increase through Family Fun Nights and other parent programs. The percentage of students who were retained in the same grade for this year, 2006 - 2007, is approximately 9% - while the percentage of students that missed 21 days or more last year is 14.9%. Our stability rate is 89.1%. Our summary achievement for students in grades 3, 4, and 5 scoring Level 3 or higher on the 2008 FCAT according to the AYP report is: Reading– 52%: Math – 48% and Writing – 87%. Last year, Garner has received a grade of C. Thirty-nine indicators are examined to determine if a school is making adequate yearly progress under NCLB. For 2007-2008, Garner did not make AYP. We did not make AYP in the following areas: Reading – Total, Black, Hispanic, Economically Disadvantaged, Students with Disabilities, and English Language Learners; Math – Total, White, Black, Hispanic, Economically Disadvantaged, Students with Disabilities, and English Language Learners. This is the third year for the school not making AYP and students were offered choice with transfer. The school of choice to transfer to is Lake Shipp Elementary. Garner Elementary is a large school with twelve separate buildings housing classrooms, a lunchroom, a media center, three computer labs and the office area. Part of facility is currently occupied by district office personnel. The district provided additional portables to provide the needed classroom space for our growing population. We now have four portables used as classrooms for ESE students. Several of our teachers have applied for and received Teacher-to-Teacher Connection grants. Each grant recipient has been awarded a monetary gift to be used toward the implementation of the grant proposal. Two of our teachers are Nationally Board Certified. There is one additional teacher also working toward her National Board Certification. Our elementary students come from various daycares in the Winter Haven area. They also come from the school’s summer Voluntary PreK program. The Middle Schools that Garner Elementary students attend after completion of 5th grade are Denison Middle, Westwood Middle, Lake Alfred Addair Middle, and Discovery Academy. All schools serve grades 6-8. We are working on building our list of community partners. Currently, we are partnered with Crispers in Winter Haven and Cypress Cathedral. Also, we were an AmeriCorps site for the 2007-2008 school year and we have applied for the Americorps program for the 2008-2009 school year. As of this report, our class size averages are K-21.7, 1st – 20, 2nd – 19, 3rd – 18.9, 4th – 23.2, 5th – 21.7. Based on the 2006-2007 parent survey data, 112 parents agree the school provides challenging work for their child. Seventy-one parents strongly agree that our teachers try to help him him/her learn. Fifty six parents did not know if parents and community are involved in the school.


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Quality Staff

Highly Qualified Certified Administrators: List your school’s highly qualified administrators and briefly describe their credentials and experience with increasing student academic achievement. Principal: Principal: Dart Meyers Degrees: BS in Marketing, Certification in ESE K-12, and Educational Leadership, Master in Educational Leadership Experience: ESE teacher for grades 6-8, Staffing Specialist, 5 1/2 years as assistant principal, 1 ½ yeas as principal, and 11 years total experience. Assistant Principal: Kimberly Massey-Persaud Degrees: BS in Elementary Education, MS in Leadership/Curriculum and Instruction grades K – 12 Experience: 13 years of elementary teaching experience and 2 years of middle school experience. This is her fifth year as a school administrator. Recruitment/Retention of Highly Qualified Teachers: Describe strategies to recruit and retain high-quality, highly qualified teachers to high-need academic areas and schools. Garner Elementary strives to retain our highly qualified teachers by providing peer teachers and orientation programs to support all new teachers. Additionally, we provide weekly and monthly professional development to keep all of our teachers abreast of the newest and most productive research-based techniques. The Polk County school district’s efforts to recruit and retain highly qualified reading teachers has been enhanced by offering many opportunities. Activities include, but are not limited to the following. Develop administrative guide that delineates reading endorsement guidelines Schedule two teacher job fairs Recruit throughout the United States and Mexico for highly qualified reading teachers. Offer conditional employment agreements Develop informational flyer for teachers specifying reading endorsement guidelines and options Provide links on appropriate websites Communicate with higher education and explore options for college credit classes to be offered to teachers at area schools Recruit promising student interns Support the district’s teacher recruitment efforts Support the district’s new teacher program and all Teacher Induction Program Seminar (TIPS) and Facilitating Leaders In Good Habits of Teaching (FLIGHT) trainings Offer incentives, perks, and bonuses Teacher retention is a priority in the district. The retention of highly qualified and reading endorsed reading teachers has presented a challenge, but like all challenges the district is providing opportunities to assist teachers in the area of reading through professional development efforts in the essential components of reading instruction, data analysis to drive instruction, and the latest scientifically-based research as provided by the state’s Reading Academies. The district’s personnel department is collaborating with a local university to provide a master’s program certification for secondary school teachers currently teaching reading. The district makes every effort to provide classes/activities to accommodate teachers working toward reading endorsement through the district’s approved reading endorsement plan. Also, many of the reading coaches in our district are working toward reading endorsement. The district is providing assistance to identify and track professional development activities that meet the requirements for completion of competencies (1-6). Many of the activities are online, others are face-to-face. The district’s ESOL


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department is working with those teachers with the 300-hour ESOL endorsement to become highly qualified through the REESOL endorsement option. Staff List: Please attach a copy of your staff list in MS Word document. Include name, area of certification, endorsements, teaching assignment(s), type of certificate, and number of years teaching.

Name Area of Certification Teaching Field Certification (Professional or

Temporary)

Number of Years Teaching

Brandy Dickerson Elem Ed K-6 Kindergarten Professional 3 Rose Dolemon Elem Ed K-6 Kindergarten Professional 19 Sheila Buell Elem Ed K-6 Kindergarten Professional 2 Wendy Harper Elem Ed K-6 Kindergarten Temporary 3 Christina Hearn Elem Ed K-6 Kindergarten Temporary 3 Marie Lillard Elem Ed K-6 Kindergarten Temporary 2 Shirley Wilt Elem Ed K-6 Kindergarten Professional 10 Mindy Adcock Elem Ed K-6 1st Grade Temporary 3 Patricia Harrison Elem Ed K-6 1st Grade Professional 10 Allison Guerra Elem Ed K-6 Kindergarten Professional 2 Kimberly Meek Elem Ed K-6 1st Grade Professional 7 Rebecca Parker Elem Ed K-6 2nd Grade Professional 4 Nancy Copeland Early Childhoood Ed /

Primary K-3 1st Grade Professional 20

Shanna Preston PreKindergarten/Primary Ed

2nd Grade Temporary 3

Lorianne Edwards Elem Ed 1-6 2nd Grade Professional 3 Gail Postell Elem Ed 1-6 2nd Grade Professional 9 Kimberly Wise Elem Ed K-6 2nd Grade Temporary 3 Mandy Bowman Elem Ed K-6 2nd Grade Professional 3 Alison Schmidt Elem Ed K-6 2nd Grade Professional 4 Erin Rodgers Elem Ed 1-6 LFS Coach Professional 7 Bernadette Alkhatib

Elem Ed 1-6 3rd Grade Professional 25

Jackie Gheen Elem Ed K-6 3rd Grade Professional 11 Keturah Smith Elem Ed 1-6 3rd Grade Professional 28 Jaime Turner Elem Ed K-6 3rd Grade Professional 4 Cynthia Veal Elem Ed 1-6 3rd Grade Professional 13 Erin Bieling Elem Ed K-6 3rd Grade Professional 5 Penny Barber Elem Ed 1-6 4th Grade Professional 8 Jennifer Barthel Elem Ed 1-6 4th Grade Professional 5 Cecilia Black Elem Ed 1-6 4th Grade Professional 16 Dianne Kibby Elem Ed K-6 4th Grade Professional 11 Kristina Robertson

4h Grade Professional 2

Margery Forcier Elem Ed 1-6 5th Grade Professional 19 Samantha Baldus Elem Ed 1-6 5th Grade Professional 3 David Horvatin 5th grade Professional 2 Gerri Thompson-Roux

Elem Ed 1-6 5th Grade Professional 10

Katherine Stoneburner

Elem Ed K-6 5th Grade Professional 2

Elizabeth Gaines School Social Worker PK-12

ESE Teacher Professional 6

Jodi Scobey Speech/Language K-12 Speech/Language Path

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Renee Bissett Exceptional Student Ed ESE Teacher Professional 5 Ellen Dubanevich Exceptional Student Ed ESE Teacher Temporary 2 Karen Hammett Elem Ed 1-6 ESE Teacher Professional 19 Judith Fordham Mentally Handicapped ESE Teacher

EMH/TMH Professional 22

Jo Williams Exceptional Student Ed ESE Teacher ASD Professional 6 Melody Saporta Varying Exceptionalities

K-12 ESE Teacher Resource

Professional 9

Linda Stein Elem Ed 1-6 Title 1 Program Facilitator

Professional 33

Mary Merritt Elem Ed 1-6 Kaplan Spell Read Professional 28 Carrie Morgan Elem Ed 1-6 Reading Coach Professional 27 Debra Suttle Elem Ed K-6 1st Grade Professional 9 Marcella Trump Elem Ed 1-6 1st Grade Professional 23 Cynthia Rodriguez

Guidance and Counseling PK-12

Guidance Professional 2

Melinda Hattaway Educational Media Specialist

Media Professional 23

Amy Kok Elem Ed K-6 Network Manager Professional 20 Christopher Hutchinson

Physical Ed K-12 P.E. Teacher Professional 10

Laura Sutton Art K-12 Art Teacher Professional 15 Patrick Wahl Music K-12 Music teacher Professional 1 Kelly Hagan Guidance and Counseling Guidance Professional 3 Renvy Stephens Varying Exceptionalities ESE Teacher EBD Professional 3 Joanna Galin Varying Exceptionalities ESE Teacher ASD Professional 2 Jessica Raysin Varying Exceptionalities ESE Teacher Professional 1 Charlene Kirkland Varying Exceptionalities ESE Teacher Professional 1

SCHOOL IMPROVEMENT PLAN Additional Requirements

Coordination and Integration Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Please include other Title programs, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and/or job training, as applicable. We have two Head Start programs on campus that will feed into our kindergarten program. We have the DARE program for our 5th grade students. Our ESOL paraeducators conduct the ESOL Backpack program to provide strategies for parents. Schoolwide Improvement Model Describe the evidence-based School Improvement Model at your school. How is this model being implemented, and how has it helped with student achievement? Garner Elementary School is in its eighth year of using the Continuous Improvement Model (CIM). CIM uses the eight step approach to school improvement including: data disaggregation, timeline development, instructional focus, assessment, tutorials, enrichment, maintenance, monitoring. The staff is trained on the CIM. We will be providing professional development on Learning Focused strategies in Math, How to Grade for Learning book study, Reading on the Fab 5, Parent Involvement book study Beyond the Bake Sale. The baseline for assessing student achievement via this improvement model will be established using the data from


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the 2007-2008 FCAT SSS assessment. Teachers will access this information using the IDEAS website. In early fall students are tested using DIBELS, Kaplan, and teacher made assessments to determine areas of need. The assessments are given throughout the year continuously targeting students for additional instruction. The principal, assistant principal, and support teachers will be responsible for overseeing the implementation of the CIM. Communication with Parents NCLB Public School Choice Describe the process used to provide parents with written notice. Garner Elementary provides many opportunities for parents and teachers to communicate with each other. The opportunities include but are not limited to: • Daily communication in agendas concerning homework, behavior and upcoming events • Weekly grade level newsletters and monthly school-wide newsletters • District letters concerning Magnet and Choice schools • District letters concerning State mandated testing • District letters concerning Individual Education Plans (IEP) and notices of conferences • District letters concerning Limited English Proficient status (LEP) • District letters concerning Health Policies • District parental school surveys • Parent letters concerning Academic Success Plans (ASP) • Invitational letters to Open House, Family Library Nights, PTO meetings, SAC meetings, Volunteer functions, trainings, and Parent Involvement Community meetings • Interim reports, progress reports, and report cards generated by EleGrade To accommodate all students, we make every effort to send documents home in parent/guardians’ native language when possible.


Garner Elementary

Hear our ROAR… Greatness Achievers Rigorous Neighborly

Energetic Relevant and Results

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Open House Thursday, September 4th

6:30pm – 8:00pm

The mission of Polk County Schools is to ensure rigorous, relevant learning experiences

that result in high achievement for our students.

We need your feedback! Please provide us with your comments and return this portion to your child’s teacher: __________________________________________________________________________

Pursuing Excellence!

Volume 1, Issue 1 August 2008

School Contact Information Phone: 863-965-5455 Fax: 863-965-5459 Website: schools.polk-fl.net/garner

Points to Remember: Remember to ROAR! Dress appropriately – follow the dress

code Be in breakfast by 7:50am No School – September 1st Kindergarten parent night – Thursday,

September 4th at 5:30pm prior to Open House

First SAC meeting at 5:00pm on Thursday, September 4th

School Advisory Council (SAC) We are ready to begin this year’s SAC process. As a SAC member, you assist in our school goals and help better Garner Elementary. If you or someone you know, would like to be nominated for SAC, please complete the nomination portion below and return it to your child’s teacher by Friday, August 22nd, 2008. ======================

Parent Teacher Organization (PTO) If you would like to become a member of PTO, please contact Linda Stein at (863) 965-5455. We are searching for PTO volunteers to assist with t-shirt sales, fundraisers, and helping teachers around the school.

Welcome to another exciting school year! I am so excited about this school year and all of the great things that will be happening at Garner Elementary.

I would like to thank MidFlorida Federal Credit Union and Branch Manager, Chris David and Crossroads Community Church and Past Mark Nelson for their partnership with Garner. Parents are an important part to our success. Please check your child’s agenda daily and go over their homework each night. Please utilize the agenda to communicate with your child’s teacher. It is important to keep open communication to ensure your child’s success at school.

Again, your involvement is critical to your child’s success and the success at Garner Elementary. Thank you, Dart Meyers, Principal

Welcome Back to the 2008-2009 School Year!

The Garner Leadership team will be meeting with each 3rd, 4th, and 5th grade student to help them set academic and assessment goals. The Leadership team will meet an additional two times during the year with each student to monitor his/her progress towards the

Garner Elementary SAC Nomination for 2008-2009 Name:________________________________________ Child’s Name:__________________________________ Child’s Teacher:________________________________ Address:______________________________________ Phone Number:_______________________

*Please cut out and return to your child’s teacher by Friday, August 22nd*


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NCLB Public School Choice Describe the process used to provide parents with written notification on the academic progress of their child's school in a format and language parents can easily understand. A parent letter is sent home to all students at Garner Elementary stating the school’s academic progress related to school grade and Adequate Yearly Progress (AYP). Based on the AYP status, parents are notified of the options they have regarding the AYP status of the school. Public School Choice Notice to Parents Please attach a copy of the Public School Choice Notice to Parents in MS Word.doc format only. April 28, 2008 Dear Parent, Your child is zoned for Garner Elementary, which receives federal Title I funds to assist students in meeting state achievement standards. Last year, your child’s school did not meet these standards for the second year. This school has been identified as a School in Need of Improvement. This designation alone does not indicate a failing school, but provides a focus on areas for school improvement by principals, teachers, and parents. What are your Choice options? Under the federal No Child Left Behind (NCLB) law, when a school has been identified as a School in Need of Improvement, parents will have options for the following school year in 2008-2009:

• You may choose to have your child remain at the current school. • If your child is eligible for free or reduced-priced lunch, you may choose for your child to remain at the current

school and receive free tutoring “Supplemental Educational Services”. We will send you additional information about free tutoring during the summer, along with a separate application.

• You may choose to transfer your child to one of the schools listed below. If demand for transportation exceeds available funds, by law, transportation will be prioritized to the lowest achieving low-income students.

In the event Garner Elementary meets the AYP standards once results are released, Supplemental Educational Services will not be offered. If you want to transfer your child to another public school, your school options are as follows: Lake Shipp Elementary Grade “A” for 06-07 Met 100% of AYP standards for 06-07 Garden Grove Elementary Grade “A” for 06-07 Met 100% of AYP standards for 06-07 Horizons Elementary Grade “N/A” for 06-07 % of AYP standards for 06-07 N/A Your child’s school Grade “C” for 06-07 Met 79% of AYP standards for 06-07 For more information about your child’s school or other schools in the district, please contact the principal of the school or visit the Florida Department of Education’s website at http://schoolgrades.fldoe.org. It’s up to you! If you want your child to remain at Garner Elementary, you do not need to complete this application or do anything further. If you want your child to go to another school, please complete the attached application and return it to Title I Programs, P.O. Box 391, Bartow, FL 33831 by May 19, 2008. If you have questions or need help with this application, please contact Ava Brown (863-534-9241), Donna Ray (863-519-3602) or Cynthia Stybel (863-534-9242). Sincerely,

http://schoolgrades.fldoe.org/


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Rhonda Ashley Director, Federal Programs Notification of SINI Status Please attach a copy of the Notification of SINI Status to Parents in MS Word.doc format only. September 2, 2008 Dear Parent, Your child attends Garner Elementary, which receives federal Title I funds to assist students in meeting state achievement standards. Your child’s school has not met these standards in reading and math. This school has been identified as a School in Need of Improvement. What are we doing about it? The Polk County School District is providing the following assistance and support to help the students at your child’s school improve their academic achievement:

• Implementing Researched Based Learning Focused Strategies • Provide a rigorous and relevant curriculum with timelines and student learning maps • Provide Supplemental Education Services

What can you do? You are very important to your child’s education. We invite you to become more involved in your child’s school by:

• Attend a minimum of three parent/teacher conferences • Communicate through the agenda daily • Becoming more involved in school provided activities and trainings

For more information about your child’s school or other schools in the district, please contact Dart Meyers at (863) 965-5455 or visit the Florida Department of Education’s website at http://schoolgrades.fldoe.org. Information regarding your child’s teacher and paraprofessional qualifications will be provided to you in a timely manner upon request. You have the right to request the following information:

• Whether the teacher has met the state licensing criteria for the grade levels and subject areas in which the teacher provides instruction

• Whether the teacher is teaching under emergency or other provisional status through which state qualifications of licensing criteria have been waived.

• The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher and the field of discipline of the certification or degree.

• Whether your child is provided services by paraprofessionals, and, if so, their qualifications. You will be notified in writing if your child has been assigned or has been taught for more than four consecutive weeks by a teacher who has not met the No Child Left Behind “highly qualified” criteria. The information regarding the qualifications of your child’s teacher and/or classroom paraprofessionals may be obtained from your child’s principal. Please be assured that the Polk County School District is dedicated to providing your child a quality education. Sincerely, Gail F. McKinzie, Ph.D. Superintendent

http://schoolgrades.fldoe.org/


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Preschool Transition (elementary schools only) Describe the plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable. Garner Elementary offers an Early Intervention Pre-K program. The Florida Kindergarten Readiness Screener (FLKRS) will be administered by the kindergarten teachers to all kindergarten students as an initial diagnostic and a final assessment tool as they prepare to transition to kindergarten. Low-performing students will be targeted early. Once identified, certified teachers will work with low-performing students using iii strategies and developmentally appropriate academics. The staff will provide parents with packets of kindergarten activities, registration materials, and offer workshops to train parents to assist their children at home. The district provides a summer Pre-K program during June and July. The program enables the majority of lower performing students to make a smooth transition to kindergarten. The district will evaluate the effectiveness of the preschool program by comparing FLKRS scores of PreK students versus students who have never been in Prek. The district provides the necessary resources and funds to support the Prek program. For the 2008-2009 school year, Garner Elementary has two Head Start facilities that can accommodate up to 36 students. These students will feed into our kindergarten program. Teacher Mentoring Describe your school’s Teacher Mentoring Program. Garner Elementary strives to retain our highly qualified teachers by providing peer mentoring and orientation programs to support all new teachers. These teachers will complete the FLIGHT training as required by the district. Additionally, we provide weekly and monthly workshops to keep our teachers abreast of the newest and most productive research-based techniques. Our reading coach is responsible for monitoring the beginning teachers. The principal / administrative team / teacher leaders are responsible for the following activities at the school level to support new teachers: • Ensure that all new teachers are assigned a peer teacher • Give feedback on evaluations throughout the year • Remember the difference between coaching and evaluating • Coach the teacher or provide a coach • Look at assignment / duties of new teachers • Look at students assigned to new teachers (number and who) • Ensure supplies and materials are available • Provide an on site orientation • Faculty handbook – have one and make accessible to new teachers ASAP • Follow the PEC/ACE program timeline, ask questions if necessary • Communicate with new teachers (Ask, “How’s it going?”) • Use National Board teachers to assist with coaching and mentoring and leadership roles • Appoint someone at school level to oversee mentoring processes • Encourage new teachers to attend FLIGHT 1 before the end of the year • Ensure that peer teachers are chosen according to strengths • Low performing teachers are identified through classroom observations, walk-throughs, and student data (i.e. DIBELS, SAT 10, FCAT, Kaplan).


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Teacher Mentoring List Please attach a copy of the Teacher Mentoring List in MS Word .doc format only! [Mentor Name, Proven Student Achievement, Mentee Assigned, Planned Mentoring Activities] School Name: Garner Elementary District: Polk Mentor Name Proven Student

Achievement Mentee Assigned Planned Mentoring

Activities Carrie Morgan Allison Guerra Meet weekly to discuss

lesson plans, instructional strategies, and district/school procedures and polices.

The district is doing the following to support new teachers: Reading coaches will attend monthly cadre meetings, district professional development, and state trainings. The coaches will then provide professional development for their faculties in a nonlinear process that takes into account where teachers fall on a continuum of reading instruction. As the professional development liaison within the school, the coach will support, model, and continuously improve instructional programs in reading to assure reading improvement. Administrators will ensure coaches have accessibility to teachers for ongoing professional development opportunities. These opportunities can occur one-on-one, in small groups, or in large group settings. Professional development topics for teachers include: • Reading Block (Elementary, Middle, High) • Flexible grouping and learning centers • Using data to guide instruction • Elaboration on the five components of reading • Meeting the needs of ALL students through differentiating instruction • Scaffolding • Diagnostic assessment • Immediate intensive instruction • Differentiated Literacy Centers

Interactive Word Walls Mentor teachers and reading coaches will develop rapport with the faculty as they begin coaching, mentoring, and planning follow-up sessions with the classrooms teachers. Mentor teachers, based on student data, will serve as model classroom teachers. A model classroom will be used to demonstrate the mentor teacher’s strength in one of the essential components of reading. Responsibilities of the reading coaches and mentor teachers range from providing daily support to implementation of SBRR methods in the classroom. Coaches will demonstrate effective instructional strategies for teachers to collect, interpret, and plan instruction collaboratively based upon student screening as well as diagnostic and progress monitoring assessment data. Analysis of the student performance data will drive the professional development within the district, school, and classroom.


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Extended Learning Opportunities Describe the programs that are provided before and after-school, during the summer, and during the extended school year. In-school school tutoring in math and reading is offered to targeted students in third, fourth, and fifth grades will begin August 25th. Garner also provides extended learning opportunities for subgroups that did not make Adequate Yearly Progress (AYP). Tutoring sessions are held after school for an hour and a half a day, two days a week for approximately six months prior to FCAT testing. Beginning September 6th, we will begin Saturday Academies from 8:30am – 12:00pm for 3rd, 4th, and 5th grade students. Students will be identified and targeted by the following: students with Level 1 & 2 FCAT results as well as results of formative classroom assessments. Our curriculum is technology based with small group instruction by highly qualified teachers. Reports will be generated frequently throughout the program for progress monitoring. In addition, ongoing assessments designed to measure student progress will be administered at least three times per year. Resulting data will be closely monitored to provide direct focus for instruction. Students identified from these ongoing assessments will be provided small group instruction and regrouped after each assessment. Tutoring and mentoring programs will be coordinated among the classroom teacher, coach, and mentor. All activities will be linked to the reading instruction and enhance what is being taught in the reading class. All student progress will be monitored and instruction differentiated based on the students’ needs. Supplemental materials will support the CCRP, be selected from the FCRR website, and contain effective scientifically based research in an effort to improve deficit AYP subgroups. This includes FCAT Explorer, Leap Frog, SRA, and SFA. Kaplan will be used as a pre and post evaluation of the tutoring program. Also, Garner will be offering the Supplemental Education Services (SES) tutoring that is free for all students who are on free or reduced lunch. The hours and days vary by vendor. Schools Graded C or Below

Professional Development: Describe the professional development that supports enhanced and differentiated instructional strategies: We are continuing to provide Thinking Maps professional development which is a set of eight graphic organizers. Based on research, graphic organizers are a top five strategy for impacting student achievement. The Reading Coach is providing training in fluency, vocabulary, guided reading, phonics, phonemic awareness, fluency, and analyzing data. This training will help with differentiating instruction in the classroom. Also, we are providing Learning Focused Strategies training that focuses on utilizing the researched based strategies that impact student achievement. Instructional videos for math will be utilized to help teachers learn effective ways to present math concepts to student in the classroom. Disaggregated Data Describe the use of student achievement data to determine the effectiveness of instructional strategies: On September 10th our district will conduct Data Day at each school analyzing student achievement. Teachers will set student targets to ensure all students make the necessary learning gains. Twice a month data from Kaplan assessments, DIBELS, and other assessments are disaggregated and discussed in grade level meetings with administration. Students need interventions are identified and his/her progress is monitored by the teacher and administration.


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Informal and Formal Assessments Describe the type of ongoing formal and informal assessments to be used during the school year to measure student progress: We will be using the Kaplan assessments in grades 1-5. The assessments will be administered between 3 and 4 times during the school year. Kindergarten will be using FLKRS to assess student skills. All grades will use the DIBELS assessments three times a year. Additionally, teachers will use assessments from their instructional materials to monitor student progress. We also use Title I ongoing assessments three times a year to monitor student progress in math, reading, writing, and science. Additionally, we are using the STAR reading and math assessments, Compass Odyssey assessments, BEAR inventory, AR data, ERDA, DAR, and Fox in the Box. Alternative Instructional Delivery Methods Describe the alternative instructional delivery methods used to support remediation, acceleration, and enrichment strategies: Teachers have an additional thirty minute reading time to group and instruct students based on their academic need. This time is used for differentiating their instruction. We also have Kaplan Spell Read for retained third grade students that provides and additional hour of reading instruction. Fifth grade is ability grouping for math based on the student’s math instructional needs. Teachers are using the Learning Focused Strategies that assist in accelerating student learning and providing remediation/review for students.

SCHOOL IMPROVEMENT PLAN Reading

Needs Assessment: Did all student subgroups meet AYP targets?

The following subgroups did meet the proficiency target as measured by FCAT: White 63%. The following

groups did not meet the proficiency target as measured by FCAT: Total 52%; Black 41%; Hispanic 48%;

Economically Disadvantaged 48%; English Language Learners 45%; Students with Disabilities 20%.

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

Yes, 65% of the lower 25% made learning gains in reading.

Did 50% or more make learning gains?

Yes, 60% of students made learning gains.

Objective:

1. By spring of 2009, 57% of Total students will be at AL 3 or above in Reading as evidenced by the AYP safe harbor report.

2. By spring of 2009, 47% of Black students will be at AL 3 or above in Reading as evidenced by the AYP safe harbor report.

3. By spring of 2009, 53% of Hispanic and Economically Disadvantaged students will be at AL 3 or above in Reading as evidenced by the AYP safe harbor report.


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4. By spring of 2009, 51% of English Language Learning students will be at AL 3 or above in Reading as evidenced by the AYP safe harbor report.

5. By spring of 2009, 28% of Students with Disabilities will be at AL 3 or above in Reading as evidenced by the AYP safe harbor report.

6. By Spring of 2009, 80% of all students per grade level will make Reading learning gains as evidenced by:

1st Grade – DIBELS (increase in instructional level or maintain initial level) 2nd Grade – DIBELS (increase in instructional level or maintain initial level) 3rd Grade – DIBELS (increase in instructional level or maintain initial level) 4th – 5th Grade – FCAT Learning Gains (3 ways: increase Achievement Level, maintain

Achievement Levels 3, 4 & 5, DSS increase for Achievement Level 1 & 2 ) Strategies:

• Diagnostic assessments (DAR, ERDA, and Fox in a Box) will be given to children who have not responded to immediate intensive interventions.

• A school-wide Accelerated Reader Program will support the reading program by motivating students to read.

• Students in 3rd-4th grades will be given time during the school day and during the after-school program to access the FCAT Explorer.

• To prepare students for participation in state wide assessments teachers will work (with Florida Inclusion Network) to provide equitable opportunities for students with disabilities to receive effective educational services.

• Continuation of teacher technology training and application of software including subject specific software, FCAT Explorer, FCAT Test Tools, Sequoyah, Earobics, Compass Learning Lab, STAR Early Literacy, and STAR Reading.

• Individual student data will be analyzed (DIBELS, FCAT, FLKRS, Kaplan) to determine an individualized instructional plan and/or ASP.

• Teachers will become familiar with and use the United Streaming Program as a resource for introducing and supporting reading skills.

• Monthly monitoring of Curriculum Map pacing. • Teachers will use Thinking Maps to extend reading skills. • Implement a Reading Focus Calendar Lessons: September – Compare and Contrast, October –

Sequence, November – Cause and Effect, December – Main Idea, January – Plot, February – Author’s Purpose, and End of February and beginning March review all of the focus skills.

Evaluation: All data will be analyzed and disaggregated within grade level meetings from the following data sources:

• Kaplan • DIBELS • Harcourt Trophies Assessments • Kaplan Spell Read • STAR Early Literacy • Bear Spelling Inventory • Teacher-made Assessments • Circulation records • SES records and data • AR classroom and student data


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Final Evaluation tool will include:

• The 2008-2009 Florida Annual Report Card and Adequate Yearly Progress Report Evidence-Based Program: Harcourt Trophies Reading Program, Kaplan Spell Read, STAR Reading and STAR Early Literacy, Accelerated Reader, LeapFrog, LeapTrack, Earobics, Sequoyah, Odyssey, Reading First, and Kaplan. Weblinks include: www.fldoe.org, ww.fccr.org, www.kaplank12.com Professional Development Aligned with this Objective: Initial training and/or follow-up activities will be provided using research-based reading instructional strategies and data analysis of student testing and other relevant student information. Teachers will also be provided training opportunities to learn to create meaningful relationships between themselves and students. Teachers will submit an evaluation at the end of each training session which will help to monitor the integrity of the implementation. All trainings will be supported by follow up activities. In addition, teachers will receive follow-up training each year with the assistance of the reading coach during planning time and after school. Teachers will receive training on how to interpret test data for each of the students for whom they are responsible and use that data to make decisions about instruction and curriculum. The professional development intervention will focus on Researched Based Strategies for Increasing Student Achievement. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanisms such as: Grade Level/ Vertical Team/Department, Peer Group Learning and Learning Communities. Professional development activity instructional methods applied will include the following: Lecture, Independent Practice, and Individual/Team Problem Solving. Budget:

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

Amount

Harcourt Trophies Title I $10,000

Technology Description of Resources Funding Sources Available

Amount

Scientific Learning Reading Assistant Title I $25,000

Professional Development


http://www.kaplank12.com/


26

Description of Resources Funding Sources Available Amount

How to Grade For Learning Title I $2,500

People, Other Description of Resources Funding Sources Available

Amount

Reading Coach Reading First $75,000 Non-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field that are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All classroom teachers at Garner Elementary are Highly Qualified and/or working toward Highly Qualified status. All teachers have Florida Certification and take trainings and college hours to renew certification every 5 years. Two teachers currently hold National Board Certification with one additional NBC candidate recently submitting portfolio documentation. The reading coach is continually trained in Reading First mandates; research based reading strategies, and initiatives sharing information with teachers. Emphasis on the five components of reading, data driven instruction, and differentiated instruction takes place in grade level meetings facilitated by the reading coach. Teachers are also provided training through the Reading First Academies. The district certification office assists teachers in getting the necessary courses, training, and paperwork to become certified and highly qualified. The district office offers the Alternative Certification Education program to help teachers with certification needs. The Professional Development department offers FLIGHT I, II, III, IV, and V training. The ESOL department offers a variety of ESOL courses throughout the school year. FDLRS offers a variety of courses on a variety of topics to assist teachers with technology needs and instructional strategies. The school provides inservice for teachers to earn inservice points so that they can renew their certificate. Administrators provide a flexible schedule for teachers to attend after school training for certification purposes. Additionally, the school provided a mentor for all new teachers. For paraprofessionals, the district offers classes in preparing for the ParaPro assessment and offers financial assistance in completing college courses to achieve an AA degree. The school assists paraprofessionals in certification needs by directing them to the appropriate contact at the district office. The school has offered technology training and is working on offering training in behavioral strategies.


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SCHOOL IMPROVEMENT PLAN Math

Needs Assessment: Did all student subgroups meet AYP targets?

The following subgroups did not meet the proficiency target as measured by FCAT: Total 48%; White 58%;

Black 38%; Hispanic 40%; Economically Disadvantaged 45%; English Language Learners 40%; Students

with Disabilities 22%

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

Yes, 79% of students in the lower 25% made learning gains.

Did 50% or more make learning gains?

Yes, 56% of all students made learning gains in math.

Objective:

1. By spring of 2009, 63% of White students will be at AL 3 or above in Math as evidenced by the AYP safe harbor report.

2. By spring of 2009, 45% of Black students will be at AL 3 or above in Math as evidenced by the AYP safe harbor report.

3. By spring of 2009, 46% of Hispanic and English Language Learner students will be at AL 3 or above in Math as evidenced by the AYP safe harbor report.

4. By spring of 2009, 51% of Economically Disadvantaged students will be at AL 3 or above in Math as evidenced by the AYP safe harbor report.

5. By spring of 2009, 30% of Students with Disabilities will be at AL 3 or above in Math as evidenced by the AYP safe harbor report.

6. By Spring of 2009, 80% of all students per grade level will make Math learning gains as evidenced by: 1st Grade – Kaplan/Title I Assessments (10% increase from 1st to 3rd assessment) 2nd Grade – Kaplan/Title I Assessments (10% increase from 1st to 3rd assessment) 3rd Grade – Kaplan Assessments (10% increase from 1st to 3rd assessment) 4th – 5th Grade – FCAT Learning Gains (3 ways: increase Achievement Level, maintain

Achievement Levels 3, 4 & 5, DSS increase for Achievement Level 1 & 2 ) Strategies:

• Math Drill Express program to work on basic math fact skills in addition, subtraction, multiplication, and division.

• Implement a Math Focus calendar: August: Operations; September: Place Value; October: Geometry: November: Measurement; December: Fractions/Decimals; January: Data Analysis/Probability; February: Review/Algebraic Thinking; March: Word Problems covering all skills; April: Operations; May: based on student needs from data.


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• Teachers will write Learning Focused Acquisition Lesson Plans for Mathematics. • Teachers will use math journals where students will record Lesson Essential Questions, key vocabulary,

graphic organizers, and answer the Lesson Essential Question • 3rd-5th grade students will have 90 minutes in the computer lab using the Compass Software providing

each student with a diagnostic-prescriptive learning path. • United Streaming will be used as an activator for math lessons. • Individual student data will be analyzed (FCAT, Kaplan, SAT 10) to determine an individual

instructional plan and/or ASP • Classroom data will be used to create small groups to reinforce math skills in the classroom. • Extended Learning will be provided for AYP targeted subgroups for students who are not proficient. • Monthly monitoring of Curriculum Map pacing.

Evaluation: All data will be analyzed and disaggregated within grade level meetings from the following data sources:

• Kaplan • Teacher made assessments based on Curriculum Map Learning Units with questions pulled from Scott

Foresman Chapter Tests (covering only skills taught) • Supplemental Education Services (SES) data and reports • Attendance logs • Pre and post Compass Odyssey Learning Assessments

The final evaluation tool will include:

• The 2008-2009 Florida Annual Report Card and Adequate Yearly Progress Report Evidence-Based Program: Scott Foresman Mathematics Series, Odyssey/Compass Learning, FCAT Explorer, FCAT Simulator, CIM Professional Development Aligned with this Objective: Initial training and/or follow-up activities will be provided using research-based math instructional strategies and data analysis of student testing and other relevant student information. Teachers will also be provided training opportunities to learn how to create meaningful relationships between themselves and students. Teachers will submit an evaluation at the end of each training session which will help to monitor the integrity of the implementation. All trainings will be supported by follow up activities. In addition, teachers will receive follow-up training each year with the assistance of the resource teachers during planning time and after school. Teachers will receive training on how to interpret test data for each of the students for whom they are responsible and use that data to make decisions about instruction and curriculum. The professional development intervention will focus on Researched Based Strategies for Increasing Student Achievement. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanisms such as: Grade Level/ Vertical Team/Department, Peer Group Learning and Learning Communities. Professional development activity instructional methods applied will include the following: Lecture, Independent Practice, and Individual/Team Problem Solving. Budget:


Amount


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LFS strategies notebook & flipchart Title I $4,000 Scott Foresman Math Series Text and Flex $22,000


Amount

Math Drill Express Title I $2,500

Professional Development Description of Resources Funding Sources Available

Amount

Learning Focused Strategies Title I $10,000


Amount

Learning Focused Coach Title I $60,000 Substitutes for training, planning, and conferencing

Title I $10,000

Non-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All classroom teachers at Garner Elementary are Highly Qualified and/or working toward Highly Qualified status. All teachers have Florida Certification and take trainings and college hours to renew certification every 5 years. Two teachers currently hold National Board Certification with one additional NBC candidate recently submitting portfolio documentation. The reading coach is continually trained in Reading First mandates; research based reading strategies, and initiatives sharing information with teachers. Emphasis on the five components of reading, data driven instruction, and differentiated instruction takes place in grade level meetings facilitated by the reading coach. Teachers are also provided training through the Reading First Academies. The district certification office assists teachers in getting the necessary courses, training, and paperwork to become certified and highly qualified. The district office offers the Alternative Certification Education program to help teachers with certification needs. The Professional Development department offers FLIGHT I, II, III, IV, and V


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training. The ESOL department offers a variety of ESOL courses throughout the school year. FDLRS offers a variety of courses on a variety of topics to assist teachers with technology needs and instructional strategies. The school provides inservice for teachers to earn inservice points so that they can renew their certificate. Administrators provide a flexible schedule for teachers to attend after school training for certification purposes. Additionally, the school provided a mentor for all new teachers. For paraprofessionals, the district offers classes in preparing for the ParaPro assessment and offers financial assistance in completing college courses to achieve an AA degree. The school assists paraprofessionals in certification needs by directing them to the appropriate contact at the district office. The school has offered technology training and is working on offering training in behavioral strategies.


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Writing Needs Assessment: In 2008, 71% of Garner’s 4th grade students scored a level 3.5 or higher on the FCAT writes writing test as documented on the school’s report card. 87% of Garner’s students scored a level 3 or higher on FCAT Writes as documented on the Annual Yearly Progress Report. We did not meet the proficiency target for writing in the following subgroups: Total 87% and Economically Disadvantaged 87%.

Objective: By spring of 2009, 88% of Total 4th grade students will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report. By spring of 2009, 88% of 4th grade Economically Disadvantaged students will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report. By spring of 2009, 92% of White 4th grade students will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report. By spring of 2009, 75% of 4th grade students will be at an Essay score of 3.5 or above in Writing as evidenced by the School Grade report. Strategies:

• A school-wide writing curriculum will be implemented for all students in grades K-5. Teachers will allocate at least 20 minutes each day to the writing process (planning, drafting, revising, sharing, and publishing).

• Monthly monitoring of Curriculum Map pacing. • Teachers will instruct students on use of thinking maps and graphic organizers to assist with

brainstorming and planning of ideas. • Vocabulary building activities in science and math will be incorporated in writing responses to FCAT

“Think, Solve, and Explain” formatted questions. • To prepare students for participation in state wide assessments teachers will work (with Florida

Inclusion Network) to provide equitable opportunities for students with disabilities to receive effective educational services.

• Title I ongoing assessments given three times a year. • Teachers will keep writing portfolios for 4th grade students to show continued growth throughout the

school year as well as students’ areas of strength and weakness. Evaluation: All data will be analyzed and disaggregated within grade level meetings from the following data sources:


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• Portfolio samples of daily work for 4th grade students. These will indicate to teachers, parents and students, the increased growth in writing skills of our students.

• Title I ongoing assessments will be used to monitor increased growth in writing skills of individual students as they respond to specific prompts.

• The FCAT Writing practice scores for fourth grade students will be used to determine growth in writing skills for individual students as well as to measure school-wide performance.

The final evaluation tool will include:

• The 2008-2009 Florida Annual Report Card and Adequate Yearly Progress Report Evidence-Based Program: Our language arts curriculum is mapped and benchmarked to the Florida Sunshine State Standards. Write On! was developed using the 3.5 paragraph format which was developed at the University of South Florida Professional Development Aligned with this Objective: All teaching staff will be provided professional development activities and follow-up that includes:

• Implementing successful research-based writing instructional strategies; • Designing and using writing prompts effectively in the classroom; • Scoring papers with the Florida Scoring Rubric; • Using writing in other subject areas such as reading, math, and science; • Incorporating grade level expectations for writing into daily classroom activities. • Teachers will submit an evaluation at the end of each training session which will help to monitor the

integrity of the implementation. • All trainings will be supported by follow up activities. • Teachers have received training on how to interpret test data for each of the students for whom they are

responsible and use that data to make decisions about instruction and curriculum. The professional development intervention will focus on Researched Based Strategies for Increasing Student Achievement. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism (s): Grade Level/Vertical Team/Department Process, Peer Group Learning and Learning Communities. Professional development activity instructional methods applied will include the following: Lecture, Independent Practice, and Individual/Team Problem Solving. Budget:


Amount

Thinking Maps Title I 1,000.00



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Amount Compass Odyssey Writer 0


Amount

Learning Focused Strategies Write to Connect

Title I $1,000


Amount


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Science Needs Assessment: 26% of 5th grade students were considered proficient in Science on FCAT. Objective: By spring of 2009, 33% of 5th grade students will be at Achievement Level 3 or above in Science as evidenced by the School Grade report. Strategies:

• Students will use Odyssey Science Software in 5th grade. • Scholastic Science magazine will be used to enhance instruction. • Vocabulary building activities in science will be incorporated in writing responses to FCAT “Think,

Solve, and Explain” formatted questions in 5th grade • Grades 2-5 will incorporate Reading First through Science into their daily lesson plans. • Monthly monitoring of Curriculum Map pacing. • To prepare students for participation in state wide assessments teachers will work (with Florida

Inclusion Network) to provide equitable opportunities for students with disabilities to receive effective educational services.

Evaluation:

Ongoing assessments will be monitored throughout the 2007-2008 school year these include: • Teacher-made Assessments based on the SSS • Harcourt Science Chapter Tests • Kaplan and Odyssey Science Scores

Final Evaluation tool will include:

• The 2009 School Grade Report Evidence-Based Program: Odyssey Science software, county adopted Harcourt Science curriculum Professional Development Aligned with this Objective: Science resource teacher will provide in-service trainings for all teachers. Teachers will submit an evaluation at the end of each training session which will help to monitor the integrity of the implementation. All trainings will be supported by follow up activities.. Teachers have received training on how to interpret test data for each of the students for whom they are responsible and use that data to make decisions about instruction and curriculum. The professional development intervention will focus on Researched Based Strategies for Increasing Student Achievement. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism (s): Grade Level/VerticalTeam/Department Process, Peer Group Learning and Learning Communities.


35

Professional development activity instructional methods applied will include the following: Lecture, Independent Practice, and Individual/Team Problem Solving. Budget:


Amount

Harcourt Science Title I $2,500


Amount

Compass Odyssey Science Lessons $0


Amount


Amount

Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All classroom teachers at Garner Elementary are Highly Qualified and/or working toward Highly Qualified status. All teachers have Florida Certification and take trainings and college hours to renew certification every 5 years. Two teachers currently hold National Board Certification with one additional NBC candidate recently


36

submitting portfolio documentation. The reading coach is continually trained in Reading First mandates; research based reading strategies, and initiatives sharing information with teachers. Emphasis on the five components of reading, data driven instruction, and differentiated instruction takes place in grade level meetings facilitated by the reading coach. Teachers are also provided training through the Reading First Academies. The district certification office assists teachers in getting the necessary courses, training, and paperwork to become certified and highly qualified. The district office offers the Alternative Certification Education program to help teachers with certification needs. The Professional Development department offers FLIGHT I, II, III, IV, and V training. The ESOL department offers a variety of ESOL courses throughout the school year. FDLRS offers a variety of courses on a variety of topics to assist teachers with technology needs and instructional strategies. The school provides inservice for teachers to earn inservice points so that they can renew their certificate. Administrators provide a flexible schedule for teachers to attend after school training for certification purposes. Additionally, the school provided a mentor for all new teachers. For paraprofessionals, the district offers classes in preparing for the ParaPro assessment and offers financial assistance in completing college courses to achieve an AA degree. The school assists paraprofessionals in certification needs by directing them to the appropriate contact at the district office. The school has offered technology training and is working on offering training in behavioral strategies.


37


Parental Involvement Goal: Parental/Family Involvement Programs Needs Assessment: Based on parent sign in sheets, Title I Parent Surveys, School Report Card, AYP Report, SAC Attendance, PTO Attendance, and Volunteer records:

• There has been a 51% drop in volunteer participation between the 2006-2007 to the 2007-2008 school year.

• Only 20% of parents attended monthly school functions during the 2007-2008 school year. • 25% of scheduled conferences are no shows by parents. • For the 2008-2009 school year, we need more community SAC members, as well as a PTO President

and secretary. • Garner had only 3 parents help in the development of the school parental involvement plan. • 49% of Garner parents feel there is frequent monitoring of student progress. • The following groups did not meet the proficiency target as measured by FCAT reading: Total 52%;

Black 41%; Hispanic 48%; Economically Disadvantaged 48%; English Language Learners 45%; Students with Disabilities 20%.

• The following subgroups did not meet the proficiency target as measured by FCAT Math: Total 48%; White 58%; Black 38%; Hispanic 40%; Economically Disadvantaged 45%; English Language Learners 40%; Students with Disabilities 22% Economically Disadvantaged 48%; English Language Learners 45%; Students with Disabilities 20%.

• 74% of 5th grade students were considered not proficient on FCAT Science. Objective: By the end of the 2008-2009 school year, Garner Elementary will increase parent attendance by 10% at the monthly parent nights as measured by parent sign in sheets. By the end of the 2008-2009 school year, Garner Elementary will increase volunteer participation by 10% as compared to last school year as measured by volunteer records. Strategies: For the 2008-2009 school year, our school will increase parent involvement opportunities by offering the following:

• Monthly newsletters will include an invitation from the teachers to parents to meet regarding reviewing and preparing the next year’s Parental Involvement Plan.

• News letters will include tips and ideas on how to help parents work with their child at home and become a more effective parent.

• Teachers will be trained in techniques for conducting effective parent/teacher/student conferences during the first 9 weeks of school.

• Special academic focus workshops will be held for parents in math during designated Family Fun Nights with specific strategies parents can easily use at home.

• All staff members will be trained in techniques for communicating and greeting parents when they enter the school.

• Provide each student with an Agenda for daily parent/teacher communication.


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• Each grade level will send home a weekly newsletter letting the parents know what is happening in the classroom for the upcoming week. Each newsletter has a parent feedback section.

• Invitations will be given out to our Business Partners to become members of our School Advisory Council.

Evaluation: Parent sign-in sheets at open houses, conferences, parental involvement plan review sessions, Parent workshops and Family Fun Nights will be used to calculate the percentage of parents involved in school programs. Evidence-Based Program: Research shows that parent involvement is essential to increase student achievement Professional Development Aligned with this Objective: Since research indicates the classroom teacher is the key to parent involvement in their child’s education, we will provide professional development (Beyond the Bake Sale) activities for them on how to motivate parents to be involved and how to conduct an effective parent/teacher conference. The professional development intervention will focus on Researched Based Strategies for Increasing Student Achievement. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism (s): Grade Level/Team/Department Process, Peer Group Learning and Learning Communities. Professional development activity instructional methods applied will include the following: Lecture, Independent Practice, and Individual/Team Problem Solving. Budget:


Amount


Amount

School Website None No Cost


Amount

Conducting effective Title I $2,500


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parent/teacher/student conferences


Amount

Student Agendas, Newsletters, Copy Paper, Postage

Title I PTO

$6000 $400 $400

Title I Program Facilitator Title I $66,685


Return on Investment Goal: Return on Investment Needs Assessment: Based on the 2006-2007 Return on Investment (ROI) report, Garner Elementary had a percentile rank of 47. Percentage of the highest ROI value was 58%. We are in the middle third of all elementary schools in the state on percent of students making learning gains. Additionally, we are in the middle third of all elementary schools in the state on money spent per student. Objective: ROI percentile ranking will increase by at least one percentile point. Strategies: Strategies to improve annual learning gains: • Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff • Identify lowest quartile students early and provide additional assistance • Provide strategies to parents for their student’s academic improvement • Continue to provide high quality teacher professional development and monitor its implementation Strategies to lower the cost per weighted full time equivalent (FTE) student: • Reallocate school resources to better implement teaching, learning and class-size mandates (e.g., combine teacher aide positions into a teacher position) • Purchase research-based materials and utilize the district warehouse for materials/supplies • Use purchased programs effectively and increase student participation • Increase participation in programs provided by the Department of • Education, such as FCAT Explorer and Florida Achieves


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• Utilize school and district in-service training Evaluation: The percentage of students with learning gains will be divided by the program costs per weighted FTE students at the school to determine ROI Index.

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 Signature 1) Chris David SAC Chair/Community

2) Dart Meyers Principal

3) Kimberly Massey-Persaud Assistant Principal

4) Linda Stein Support Staff ________________________

5) Monica Davis Community

6) Kevin Meek Community

7) Pamela Jackson Parent

8) Kinju Thompson Parent

9) Carolyn Henry Parent

10) Adrian Cook Parent

11) Patricia Martinez Parent

12) Diana Sosa Parent

13) Kareen Huffman Parent

School Advisory Council Describe the activities of the School Advisory Council. Members

• Determine School Improvement Priorities • Publicize the School Improvement Plan • Support School Improvement Plan implementation • Evaluate the School Improvement Plan


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• 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

• Keep 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 • Seeks input from staff and the SAC on School Improvement Plan, School Budget, Lottery Money, and

School Recognition Funds • Leads revision, implementation, and evaluation of the School Improvement Plan


Final Budget Budget:

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

Description of Resources

Funding Source Available Amount

Harcourt Trophies Reading series texts Title I $10,000 Learning Focused Strategies (LFS)

Notebooks and flip charts

Title I $4,000

Scott Foresman Math textbooks/materials

Text and Flex $22,000

Thinking Maps Graphic organizers Title I $1,000

Technology Description of Resources Funding Source Available

Amount

Scientific Learning Reading Assistant Title I $25,000 Math Drill Express Title I $2,500 Compass Odyssey Writer 0 Compass Odyssey Science 0 Compass Odyssey Reading and Math 0

Professional Development

Description of Resources Funding Source Available Amount


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How to Grade for Learning book study Title I $2,500 Learning Focused Strategies Day 1 and 2 Title I $10,000 Learning Focused Strategies write to connect

Title I $1,000

Conducting effective parent/teacher/student conferences

Title I $2,500

Other

Description of Resources Funding Source Available Amount

Reading Coach Reading First $75,000 Learning Focused Coach Title I $60,000 Title I Program Facilitator Title I $66,685 Substitutes for training, planning, and conferencing

Title I PTO

$10,000

Student agendas, newsletters, copy paper, postage

Title I PTO

$6,000 $400 $400


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 SIP will be monitored by SAC, Administration and monthly grade level meetings with teachers throughout the year 2008-2009 school year. Data will be reviewed and analyzed to adjust strategies for subgroups in an effort to increase student achievement. The final evaluation of the success of the will be the 2009 FCAT and AYP reports.

Documents

SCHOOL IMPROVEMENT PLAN · 79 % of criteria satisfied NO. This percent is based on a total of 39 criteria that every school must meet, if applicable. Reading • 62% of students reading