SCHOOL IMPROVEMENT PLAN · Crystal Lake Elementary School is a Title 1 school with 87.24% of its enrollment eligible for free or reduced lunch. In the 2007-2008 school year, Crystal

“Crystal Lake Elementary” – 2008-2009

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SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Joseph A. Griffin, Jr. SAC Chair: 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."


School at a Glance - 2008

AYP: Yes

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No X Percentage 74% 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: SINI-3 Consequence: Choice with Transfer, Supplemental Education Services, Corrective Action Holding: Yes No Subject: Reading Math Category:

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

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

“Crystal Lake Elementary” – 2008-2009 KEY: Holding = Maintain previous year’s SINI status and level of NCLB consequences SINI = Schools In Need of Improvement Category = Level of action given based on SINI status, school grade, and AYP percentage

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

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CRYSTAL LAKE ELEMENTARY AYP

THREE-YEAR TREND

READING at Proficiency Level (AL 3.0 and above)

Subgroup 2006 2007 Change 06 to 07 2008 Change

07 to 08

Total 47 40 -7 48 8

White 54 48 -6 56 8

Black 45 32 -13 40 8

Hispanic 37 31 -6 45 14

Asian 0 0

Am. Indian 0 0

Econ. Disadv. 46 35 -11 49 14

ELL 21 0 0

SWD 22 13 -9 0

MATH at Proficiency Level (AL 3.0 and above)

Subgroup 2006 2007 Change 06 to 07 2008 Change

07 to 08

Total 43 50 7 55 5

White 50 50 0 63 13

Black 36 49 13 48 -1

Hispanic 37 45 8 55 10

Asian 0 0

Am. Indian 0 0

Econ. Disadv. 40 47 7 54 7

ELL 26 0 0

SWD 18 23 5 0


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WRITING (Essay score of 3.0 and higher)

Subgroup 2006 2007 Change

06 to 07 2008 Change 07 to 08

Total 84 94 10 89 -5

White 83 100 17 0

Black 93 0 0

Hispanic 0 0

Asian 0 0

Am. Indian 0 0

Econ. Disadv. 83 94 11 88 -6

ELL 0 0

SWD 0 0

SCHOOL GRADES THREE-YEAR TREND

READING

2006 2007Change 06 to 07 2008

Change 07 to 08

% Meeting High Standards (AL3 and above)

53 48 -5 55 7

% Making Learning Gains* 49 65 16 58 -7

Learning Gains of Lowest 25%*

59 69 10 77 8

MATH

2006 2007Change 06 to 07 2008

Change 07 to 08


48 59 11 64 5

% Making Learning Gains* 55 73 18 64 -9

Learning Gains of Lowest 25%* 82 63 -19

WRITING (Essay score of 3.5 and higher)

2006 2007Change 06 to 07 2008

Change 07 to 08

% Meeting High Standards 85 87 2 81 -6


SCIENCE

2006 2007Change 06 to 07 2008

Change 07 to 08


22 19 -3

*Ways to Make Learning Gains: Improve a level - when students improve their FCAT achievement level from one year to the next. Maintain a level - when students maintain their achievement levels within, 3, 4 or 5 from one year to the next. One year’s growth for AL 2 and 2 – when students demonstrate more than one year’s growth within Levels 1 or 2, as measured by an increase in their FCAT developmental scores from one year to the next.

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SCHOOL IMPROVEMENT PLAN Vision/Mission/Belief Statements

Vision: Crystal Lake Elementary School will provide quality education based on the skills needed for the twenty-first century. An integrated curriculum, implementation of effective teaching strategies based on the research-based practices of Learning Focused Strategies, cooperative/collaborative learning and the use of technology will be the educational focus to maximize the full potential of our students. The staff will provide a nurturing, literature-based environment with direct relationship to real-world applications through hands-on experiences, thus facilitating learning and enhancing student achievement. We believe that appropriate motivation will enable each child to learn. Through Positive Behavior Support, our students will learn to accept responsibility for their actions. Staff, students, parents and the community will work together positively and effectively to achieve our mission for Crystal Lake Elementary. Mission: “Creating Learning Experiences to Soar above and beyond…” The Mission of Crystal Lake Elementary is to ensure rigorous, relevant learning experiences that result in high achievement. The school will work together with parents and the community to provide a safe, challenging learning environment that ensures that all students thrive academically, emotionally and socially to become life-long learners and productive citizens. Belief Statements: At Crystal Lake Elementary we believe…

• Teachers and staff must embrace the philosophy that all students can learn and achieve high standards. of academic excellence regardless of language, disability, or economic/family situation.

• All instruction must focus on meeting students’ individual needs. • A safe and secure environment is essential for teaching and learning. • Parent and community involvement are critical to student achievement. • Teachers must have an unconditional dedication and commitment to their students. • Quality professional staff development enhances the school and instruction. • Students must become productive citizens and contributing members of society. • Students must Show Respect, Outstanding Character, Academic Price, and Resolve Problems - S.O.A.R.


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School Profile/Demographics

School Profile/Demographics: Crystal Lake Elementary School is a Pre-K through 5th grade facility located in east Lakeland within the Central Florida School district of Polk County. The school campus is adjacent to Crystal Lake Middle School. Eighty-seven percent of our exiting 5th graders attend Crystal Lake Middle. Crystal Lake Elementary School is a Title 1 school with 87.24% of its enrollment eligible for free or reduced lunch. In the 2007-2008 school year, Crystal Lake Elementary has a total school population of 428 students. 51.4 percent of the students were male and 48.6 percent were female. Crystal Lake has a minority rate of 62.1%. Of Crystal Lake’s students, 37.8% are White, 32.2% are Black, 24.5% are Hispanic, 1.6% is Asian, 0.9% is Indian and 2.8% are Multiracial. Our LEP population is currently at 14.7% of the population which is slightly above our district’s average of 7.8%. The stability rate at Crystal Lake Elementary is 87% compared to the District’s rate of 92.4% and the State’s stability rate of 93.8%. A challenge we face is the number of students with excessive absents. Crystal Lake had 11.1% of the students absent 21+ days, which is considerably higher than the District’s average of 7.8% and the State’s average of 6.8%. According to the School Board of Polk County, Crystal Lake’s retention rate 1.5% to include one 2nd grade student and six 3rd grade students. Our school implements an inclusion model for all students with special needs. This model consists of students served in both co-teach and support facilitation arrangements. We service 13.3% of students in our Exceptional Student Education program. Many of our students have special needs which include speech impaired, language impaired, and specific learning disabilities, educable mentally handicapped, trainable mentally handicapped and other health impaired. Crystal Lake Elementary School provides a high-quality staff committed to teaching. Approximately 21.6% of the teachers hold a master’s degree and 78.4% hold only bachelor’s degree. Our staff includes 44 instructional staff. In addition, our school has 2 administrators, 1 guidance counselor, a reading coach, 1 physical education teacher, 1 art teacher, 1 music teacher, one media specialist, 1 Title 1 Implementation Facilitator/LFS Coach, 1 speech pathologist, 1 ESOL teacher, 2 ESE Pre-Kindergarten Teachers, 3 Exceptional Student Education Inclusion Teachers, and 1 Exceptional Student Education Self-Contained Teacher. In addition to certificated personnel Crystal Lake also has 1 family involvement paraprofessional, 1 media paraprofessional, 2 CDAT Pre-Kindergarten Paraprofessionals, 1 computer lab paraprofessional, 1 network paraprofessional, 1 PE paraprofessional, 1 office paraprofessional, 2 Exceptional Student Education pre-kindergarten paraprofessionals, and 3 Exceptional Student Education self-contained paraprofessionals. The school also has a LPN employed full time in the clinic. There are 2 office secretaries, 3 full-time and 1 half-time custodian, as well as 10 cafeteria workers. Class size/teacher ranges from 18 to 1 (K-3), and up to 22 to 1 (4-5). Effective the 2008-2009 year, Crystal Lake Elementary was awarded a Head Start grant for 4 year old students. The program consists of 6 units, consisting of a total of 108 students, 12 CDAT paraprofessionals, and 2 site coordinators designed to prepare children for school readiness. Crystal Lake Elementary is both a participant in the state 21st-century after-school grant targeting Level 1 and Level 2 students in 2nd – 5th grades, and the University of North Carolina’s Promoting Academic Success (P.A.S,) grant focusing on African-American and Hispanic males in Pre K – 3rd Grades.


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The school facility, built in 1960, is of brick construction and enclosed by a six-foot security fence that limits access to the campus except through the front office area. The campus consists of 6 buildings connected by open walkways, an administrative building, a media center, a cafetorium, and 11 portable buildings. The cafetorium is in the center of the school and serves breakfast and lunch each day. The cafetorium is also used for programs, award ceremonies, and after school activities. Our physical education facilities consist of 2 large blacktop areas, a covered pavilion, 2 storage buildings and a small office for the physical education coach. The art room and music room are centrally located so that all classrooms have easy access. A seventh building of 6 classrooms, 3 resource rooms and 2 computer lab was built in 1988 to accommodate the impact of the continued growth of the neighborhood. Plans for future construction consist of both a 6 to 8 classroom addition and a new media center. Crystal Lake Elementary is working to improve community school relationships. We currently have community relationships with Southeastern University, Lakeland High School, Junior Achievement, Learning Resource Center, Blue Cross/Blue Shield, CSX Industries, and Kiwanis as well as a growing number of volunteers. Our business and community volunteers work in a variety of areas to enhance our school. Some of those areas include:

• Classroom tutors • Teacher mentoring • Chaperoning • Classroom speaking • Career Day • Guest Readers • Family Night Sponsors • SAC Membership

During the past few years, our top priority has been in improving test scores in reading, mathematics as well as building the capacity of teachers and staff to provide quality reading and mathematics instruction and student growth so that “No Child is Left Behind.” We are a Reading First school having received the state grant in 2002. Our reading program is focused on what research states works by incorporating the five components of reading instruction in the classroom. Core and supplemental researched based materials are used to guide instruction and to ensure compliance with the Reading First grant. We have expanded teacher knowledge of how to best teach both reading and mathematics through scientific research based professional development activities. EET, Enhancing Education through Technology is an active grant in our school’s classrooms. Our school is currently using an inclusion model to serve both our ESE and ESOL students. However, we do have one self-contained classroom for some ESE students. We also have one Pre-kindergarten and two Pre-kindergarten ESE units to prepare our students for kindergarten. Kaplan Spell/Read is used for remediation of Tier 3, Tier 2, and Tier 1 3rd grade students in reading. On the 2007-2008 FCAT SSS, Crystal Lake Elementary School had 56% of its third grade students meeting high standards in reading and 68% of third grade students meeting high standards in math. The percent of fourth grade students meeting high standards in reading was 50% and 52% in math. 43% of our fifth grade students met high standards in reading, 43% in math, and 11% in science. On the FCAT SSS Reading 45% of our 3rd through 5th grade students scored a Level 1 or Level 2. On the FCAT SSS Math, 36% of our 3rd through 5th graders scored a level 1 or level 2. Results from the 2007-2008 FCAT indicated a decrease in learning gains in reading from 65% to 58% and a decrease in learning gains in math from 73% to 64%. Students in the lowest quartile in reading demonstrated an increase in learning gains from 69% to 77%. Students in lowest quartile in math demonstrated a decrease in learning gains from 82% to 63%. The percent of 4th grade students who


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scored 3.0 in writing decreased from 87% to 81%. The percent of 5th grade students meeting high standards in science decreased from 22% to 19%. As a result of both the increase in proficiency for both math and reading, the increase in learning gains in reading of students which scored in the lowest quartile along with the decrease in percentages of learning gains for math, writing and science, our school declined in the school grade from a “B” in 2006-2007 to a “C” in 2007-2008. Although we are making gains in proficiency, we are identified as a school classified as “Correct II” of the state’s Differentiated Accountability Plan”. The following subgroups did not make adequate yearly progress according to the state guidelines in reading: White, Black, Hispanic, and Economically Disadvantaged. The following subgroups did not make adequate yearly progress according to the state guidelines in math: Black, Hispanic, and Economically Disadvantaged.


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Quality Staff

Highly Qualified Certified Administrators: Joe Griffin, Principal, has a proven track record for increasing student achievement. Before coming to Crystal Lake Elementary, he served in a leadership capacity at Socrum Elementary and was instrumental in the improvement of Socrum’s grade from a “C” to an “A”. He was also instrumental during the 2007-2007 year in improving Crystal Lake Elementary's grade from a "C" to a "B". He has a total of 22 years experience as an educator, 15 of which he has served as an administrator. Mr. Griffin has a Masters Degree in Educational Leadership and has served on numerous committees for both the Instructional Division at the District Office and on the Promise Cohort for mathematics for the state of Florida. Kerry Chapman, Assistant Principal, has eleven years of teaching experience including experience as a reading coach and two years as an administrator. She holds a master’s degree in both Elementary Education and another in Educational Leadership. During the four years Mrs. Chapman spent at Scott Lake Elementary as a 1st grade teacher and reading coach, the school received an “A” state grade and met AYP each year. Crystal Lake Elementary’s administrative staff takes an active leadership role in providing research-based staff development and curriculum that is aligned with the state and district requirements. The administrators work closely with the School Advisory Committee as well as community resources to provide quality education. Mr. Griffin and Mrs. Chapman are committed to providing long-term professional development and curriculum that actively engages staff and students in learning new skills and knowledge. They work closely with the teachers to analyze their individual class profiles and give them tools to effectively meet the individual needs of their diverse student population. Recruitment/Retention of Highly Qualified Teachers: At Crystal Lake Elementary we focus on hiring highly qualified applicants. Mr. Griffin, our principal, and our school’s recruitment team attends several job fairs both representing our school and the district. The Polk County School District efforts to recruit and retain highly qualified teachers have been enhanced by offering many opportunities. Activities include, but are not limited to the following:

• Recruit throughout the US for highly qualified teachers. • Offer conditional employment agreements • Develop informational flyer for teachers regarding guidelines • 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 • Offer incentives, perks and bonuses

In an effort to retain high quality staff at Crystal Lake Elementary, activities include but are not limited to the following:

• New teachers meet monthly to address school related concerns. These meetings are designed to meet the needs of beginning teachers in a comfortable and open environment.

• Both administrators attended and recruited highly qualified, certified and qualified staff from the 2008 Highly Qualified job fair.


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• Mr. Griffin has an open door policy regarding school issues that allow teachers/staff to give and receive

immediate feedback on school and personal related matters. • Materials and resources are provided to ensure the staff has the necessary tools to enhance student

achievement. • Professional development opportunities are ongoing throughout the year (i.e., curriculum mapping,

Kagan training, Advance organizers through Learning Focused Strategies, Data Analysis, etc.) • Professional Learning Cadres are established to enhance teacher learning and development. • Faculty book studies are on-going for all staff throughout the academic year. • A team is established consisting of both administration and teachers designed to actively recruit and

retain high-quality new teachers during both spring and summer job fairs.

In a Title I school, Paraprofessionals must meet the criteria of having either an associates’ degree, hold 60 hours toward a bachelor’s degree, or pass the Para-Pro State Examination. In our district, those seeking to become qualified status toward working as a paraprofessional in a Title I school, are offered assistance in the way of tutoring in reading and math and are provided with training and additional professional development to pass the state examination. Staff List: School Name: Crystal Lake Elementary District: Polk Name Area(s) of

Certification Endorsement(s) Teaching

Assignment(s) Type of Certificate

Number of Years Teaching

Anderson, Philip Music K-12 Reading, ESOL Music Professional 4 Arnold, Deborah Elem. K-6 ESOL First Grade Professional 5 Bass, Deidra Elem. K-6 Second Grade Professional 6 Berry, Deborah PreK-3 & ESE ESE TMH Professional 10 Bohlinger, Brenda PE K-12 & ESE ESOL PE Professional 8 Bunt, Elizabeth Elem. 1-6 ESOL Resource Teacher Professional 10 Casper, Michelle Elem. 1-6 &

ESE ESOL ESE Professional 5

Cecilio, April Elem. K-6 Fifth Grade Professional 5 Chapman, Kerry Ed. Leadership ESOL Assistant Principal Professional 13 Cusick, Marianne Elem. 1-6 First Grade Professional 0 Davis, Genae Elem. 1-6/ESE Fourth Grade Professional 6 Eichenberger, Sharlene

ESE ESOL ESE Pre K Professional 7

Fischer, Anita Elem. 1-6 ESOL Third Grade Professional 6 Floyd, Mary Elem. 1-6 ESOL Second Grade Professional 27 Garcia-Hughes, Karina

Elem. K-6 Kindergarten Professional 4

Gautier, Jessica Elem. 1-6 ESOL Third Grade Temporary 1 Giarratano, Elena ESE ESE Self-Contained Professional 0 Glover, Amanda Elem. 1-6 Fifth Grade Temporary 0 Griffin, Joseph Ed. Leadership ESOL Principal Professional 23


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Hogan, Johnny Elem. K-6 ESOL Fifth Grade Professional 9 Holseth, Michelle Elem. 1-6 ESOL Fourth Grade Professional 14 Jiles, Yolanda Elem PreK -3 First Grade Professional 3 Johnson, Carla Elem K-6 Third Grade Professional 7 Lockhart, Kristen Elem. K-6 ESOL Second Grade Temporary 1 Lopez, Elizabeth Elem. K-6 Kindergarten Professional 3 Martin, Jenifer Guidance Pre K-

12 ESOL Guidance Professional 30

Petersen, Christina Elem. 1-6 ESOL Third Grade Temporary 0 Rinehart, Elaine Elem. K-6 ESOL Professional Temporary 26 Scott, Shanna ESE ESE Pre K Temporary 2 Smith, Janet Elem. 1-6 ESOL Fourth Grade Professional 5 Spencer, Homer ESE ESOL ESE Inclusion Professional 5 Steele, Jessica Elem. K-6 First Grade Professional 4 Tucker, Elizabeth Elem. K-6 ESOL Fifth Grade Professional 5 Warner, Melissa Elem. K-6 ESOL Second Grade Temporary 1 Waterson, Cheryl Elem. K-6 ESOL Third Grade Professional 30 Wayne, Patrice Elem. 1-6 Third Grade Temporary 0 West, Mary Elem. K-6 ESOL Kindergarten Professional 28 Wilkerson, Anwar Art Art Professional 4 Williams, Denise Elem. K-6 ESOL Kindergarten Professional 11 Woodington, Kathleen

Elem. K-6 ESOL Kindergarten Professional 7

Pittman, Sherry Elem. 1-6 Reading & ESOL Reading Coach Professional 17 Shoemaker, Judy ESE Title 1 Program Professional 14 Perez, Angelica Elem. K-6 ESOL ESOL Teacher Professional 6 Persohn, Lindsay Media ESOL Media Specialist Professional 6


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Additional Requirements

Coordination and Integration Program Purpose Source Coordinate How will the program w/other Services? be coordinated to support student achievement? Title 1 Provide Federal Yes Professional Development Professional are offered to address the Development academic needs of the school. to increase These funds are supported through teacher /staff Title 1 funds. Effectiveness. Reading First To provide State Yes Reading First funds will be Additional coordinated with Title 1 funds to Reading provide extra support and Instruction resources for students not making Support AYP.

and Reading Coaches Head Start To promote Federal Yes Head Start Funds will be School coordinated with Title 1 funds Readiness to provide parent involvement Among 4-year activities among parents of Students Head Start students. School Wide Improvement Model Crystal Lake Elementary School is using the Learning-Focus Strategies by Max Thompson. A thorough analysis of test data and survey data is conducted in the four times each year following each ongoing assessment and yearly FCAT administration. Test results are disaggregated by student group (ethnicity, students with disabilities and economically disadvantaged). From this process, students are hot listed for immediate intensive instruction. The data is prepared and presented to teachers at the beginning of the following school year. Crystal Lake Elementary School has a Title 1 Implementation Facilitator/LFS Coach who conducts weekly professional development with teachers to implement the Plan, Do, Check, Act continuum. Administration and teachers are working together to analyze the QBAs to create focus lessons based on the deficient skills of our students. The focus lessons are taught weekly, assessed weekly, and enriched or remediated continuously. Goals and objectives have been set and an instructional timeline has been created. An instructional focus calendar/curriculum map has been developed so that teachers and administrators know what objectives are being taught and the length of time spent teaching the objectives.


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Administrators meet weekly with grade level teams to discuss regular/weekly Kaplan Progress Checks, design instructional strategies to address specific deficiencies both in overall classroom performance and individual student needs, plan for upcoming weeks, and to address any concerns that teachers may have with regards to both the Learning-Focused Solution initiatives. Strategies for improvement have been carefully researched and only scientifically based programs will be implemented to insure that student gains will be realized in all areas. For example, Reading First is implemented K-3 and Harcourt Trophies K-5. Continuous professional development in reading is provided by our onsite Reading Coach. We are using the Scott Foresman Math series K-5 with an emphasis on math literacy. A school-wide spiral writing program is in place and will be supported this year by continued staff development. The Title 1 Program Facilitator that provides Assessments will drive the academic focus and provide direction as we move toward adequate yearly progress. Teachers use formative evaluation to determine the degree to which students understand the information being taught. Struggling students will find assistance through our tutorial programs, extended learning, CIM Model, and immediate intensive interventions including the Spell Read P.A.T. program. Small group instruction is provided to students who are working below grade level. Teachers in all grade levels and areas provide remedial activities. A challenging curriculum is in place to meet the needs of students at all levels. Materials are provided for continued review and re-teaching of objectives which allow students to retain what they have learned. Careful analysis of data from final evaluations will be conducted. We will know that this process has been successful when all our students have reached or exceeded state expectations. The leadership team at Crystal Lake Elementary including, the principal, assistant principal, grade chairs and resource personnel, are responsible for monitoring the implementation of the LFS process. NCLB Public School Choice When Crystal Lake Elementary was noted as not making Adequate Yearly Progress based upon the progress of each of the subgroups of students for a third year in a row, a letter from the district superintendent was sent home to notify parents of our students of the choice options for their child’s education. An explanation of the possible choices and the process to attend another Polk County school that had met AYP was included in the letter. Communication was given to all households in English. It was also available in Spanish and Haitian Creole. Interpretation and translation services were provided upon request. The two options included: remain at Crystal Lake and receive free after-school tutoring (District Approved Supplemental Education Services). OR Apply for a prioritized AYP Choice seat at a school in your transportation zone that has not been identified for improvement. Transportation will be provided. All communication from the No Child Left Behind option was reported in Crystal Lake’s newsletter. Polk County’s Title 1 Department provided information on the website. Crystal Lake makes a great effort to be sure that the lines of communication between home and school are always open and that school personnel are available to parents as much as absolutely possible. All teachers have computers with e-mail capability in their classroom giving them a technological method to communicate


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with parents and guardians. Open House nights and orientations are held to provide times for parents to meet teachers and visit their children’s classrooms. Calendars and school newsletters are sent home monthly. Classroom teachers individually communicate with parents through agenda planners and parent conferences. The Family Involvement Brochure and the Parent/Teacher/School Contract is translated into Spanish for our Hispanic families. Our ESOL teacher is available to translate other important information and assist in parent conferences. Interim grade reports are sent at mid-term to give parents an ongoing knowledge of student progress. Crystal Lake Elementary is proud of student achievement and the ongoing efforts of the students to make positive choices. Award Assemblies are given every grading period to communicate to the Crystal Lake community that we are making strides toward excellence. The school maintains a website for parents to access information including links to other resources to as further enhance home-school communication and student achievement. Crystal Lake hosts a variety of evening events for families. Parents are invited to participate in Family Fun Nights supported by Title 1. All of the evenings focus on the curriculum and ways parents can help students at home. Public School Choice Notice to Parents Dear Parent, Your child is zoned for Crystal Lake 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 fifth 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 in the near future, 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.

If you want to transfer your child to another public school, your school options are as follows: Lime Street Elementary Grade “A” for 06-07 Met 100% of AYP standards for 06-07 Highlands Grove Elementary Grade N/A for 06-07 % of AYP standards for 06-07 N/A Your child’s school Grade “B” for 06-07 Met 62% of AYP standards for 06-07 For more information about your child’s school or other schools in the district, please contact the principal 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 Crystal Lake Elementary, you do not need to complete this application or do anything further.

http://schoolgrades.fldoe.org/

“Crystal Lake Elementary” – 2008-2009 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, Rhonda Ashley Director, Federal Programs Notification of SINI Status Dear Parent, Re: Adequate Yearly Progress (AYP) Status and “Right to Know” Your child attends Crystal Lake 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 writing for this year which affected safe harbor for math and reading. This school has been identified as a School in Correct II status. 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:

1. On-going professional development in effective student achievement strategies is offered to all teachers. 2. After-school tutoring will be available to all struggling students in reading, writing and math. 3. State approved providers will be available to tutor students who qualify for free/or reduced lunch after school. 4. The school is staffed with highly qualified and certified staff members. 5. On-going assessments will be used to monitor student achievement of all students.

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:

1. Becoming members of both PTA and School Advisory Council. 2. Scheduling regular conferences with your child’s teacher to discuss his/her academic progress. 3. Checking the agenda for regular communication and homework. 4. Attending the scheduled after school parent nights.

For more information about your child’s school or other schools in the district, please contact Joseph A. Griffin, Jr. at (863) 499-2966 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.

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http://schoolgrades.fldoe.org/


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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 Preschool Transition (elementary schools only) Florida requires that communities collaborate to prepare children and families for children’s success in school. Crystal Lake supports the transition from preschool to elementary school in many ways. Our school has a Pre-kindergarten unit staffed with 2 CDAT paraprofessionals and 2 ESE Pre-kindergarten units staffed with certified teachers and highly qualified paraprofessionals. Our Pre-K class is part of the Polk Pre-K School Readiness program built on the premise of quality early childhood education, designed to provide a safe and nurturing environment that promotes the physical, social, emotional and cognitive development of young children while responding to the needs of the families. Child Find is available to assist families of preschoolers with low readiness rates. The following three government-supplemented programs emphasizing school readiness are available as a part of our school program: Head Start, School Readiness Program, Florida Voluntary Pre-K Program and Youth and Family Alternatives, Inc. Our Kindergarten staff works closely with the pre-kindergarten and area preschool providers to insure a smooth transition-to-school. staff responsible for implementing these strategies includes our Pre-K, ESE Pre-K, Head Start teachers and staff in cooperation with our kindergarten teachers. Our pre-kindergarten classes and area preschools are invited to tour our school and kindergarten classrooms. Kindergarten Teachers as well as office staff collaborate to offer a “Kindergarten Round Up” conducted in the spring of every school year to introduce the incoming kindergarteners and parents to Crystal Lake Elementary. New kindergarten families are supported in their transition to school through a kindergarten “Boo-Hoo Breakfast”, where they are introduced to staff and offered opportunities to ask and answer questions. Newsletters, flyers and other important information are sent home to our Pre-K students and families announcing happenings and expectations for school. Pre-K parents have the opportunity to visit the school and receive handouts dealing with kindergarten expectations. Kindergarten students are assessed using the FLKRS process throughout the school year. This data is used to indicate the students’ development and readiness for school as well as monitoring progress. 64% of students screened using SRUSS and ESI-K in 2005 at Crystal Lake Elementary were within the range of what is expected for children of this age level. Our school allocates funds from our Title 1 budget to implement activities to help with the transition from Pre-K to Kindergarten. Parent surveys and evaluation components are used to evaluate the quality and effectiveness of the plan and transition programs.


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Teacher Mentoring Crystal Lake Elementary supports new teachers through a process that incorporates peer teacher assignments, ongoing monitoring, coaching/guidance and performance reviews. Mrs. Pittman, reading coach, is responsible for mentoring new teachers. Mrs. Chapman, assistant principal, is responsible for monitoring Crystal Lake’s teacher mentoring program. After an initial observation, the Teachers, Mrs. Pittman, and Mrs. Chapman work together in developing a Professional Development Plan. A mid-year observation and review is conducted, as well as an ending observation, using the Florida Performance Measurement System (scientifically based performance measurement system). All new teachers have at least three formative evaluations per year. Any teacher that is new to Crystal Lake Elementary, whether they are a first year teacher or a veteran teacher, is assigned to work with Mrs. Chapman and Mrs. Pittman. Mrs. Chapman and Mrs. Pittman assist the new teacher in understanding the expectations, routines and procedures specific to their grade level or team. Weekly grade level meetings are held for articulation. The administration also meets with the new teachers monthly to communicate expectations and answer any questions they may have. This professional dialogue is meant to be supportive and offers the new teachers an avenue to reassure and clarify potential areas of need. Support is also provided in the curriculum areas through the use of a Reading Coach, Title 1 Program Facilitator, Technology Tech Coaches and a Guidance Counselor providing coverage to send teachers to another classroom to observe specific teaching strategies and interventions. First year teachers are provided support through our District Teacher Induction Program Seminar (TIPS). TIPS training include instruction in the following topics: The Effective Teacher, Classroom Management, Lesson Planning, SSS, Bloom’s Taxonomy, ESE and ESOL Accommodations, and Ethics. First year teachers can attend two FLIGHT sessions. New teachers choose sessions according to interest and need. The sessions are structured in small discussion group format utilizing National Board Certified Teachers as the discussion leaders. All teachers who are new to the district are required to attend New Employee Orientation (NEO). NEO includes information on topics such as payroll, insurance, sexual harassment, blood borne pathogens, Outlook, and certification. At Crystal Lake low performing teachers are identified through previous year(s) performance as reflected on their year-end evaluation and administrator’s observations (Polk K-12 Comprehensive Research Based Reading Plan). Teachers, along with administrators, develop a Professional Development Plan that outlines a focus of inquiry and professional responsibilities for improvement. The results of the PDSPs are evaluated annually and specific data is included to indicate the progress made toward the goal of increasing student achievement. A mid-year observation and review is conducted, as well as an ending observation, using the Florida Performance Measurement System (scientifically based performance measurement system). Teachers identified as Level 1, needing maximum support, will be provided with the following support:

• A Professional Growth Plan • Professional Development through HRD • Bimonthly professional development trainings based on data gathered from DIBELS and other progress

monitoring assessment tools. • Weekly meetings with the Reading Coach • Mentor or National Board Certified Teachers


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• Demonstration of lessons. As a result of these processes, new teachers will be expected will be highly effective and will increase student learning and achievement within our school. Teachers will be evaluated based upon student achievement rates as indicated through both summative and formative assessments. Teacher Mentoring List TEACHER MENTORING LIST School Name: Crystal Lake Elementary District: Polk Mentor Name Proven Student

Achievement Mentee Assigned Planned Mentoring

Activities Sherry Pittman Reading Coach Marinna Cusick School Level New

Teacher Program 9 (10 mos.)

Sherry Pittman Reading Coach Elena Giarratano School Level New Teacher Program 9 (10 mos.)

Sherry Pittman Reading Coach Amanda Glover School Level New Teacher Program 9 (10 mos.)

Sherry Pittman Reading Coach Christina Petersen School Level New Teacher Program 9 (10 mos.)

Sherry Pittman Reading Coach Patrice Wayne School Level New Teacher Program 9 (10 mos.)

Sherry Pittman Reading Coach LaToya Wiggins School Level New Teacher Program 9 (10 mos.)

Extended Learning Opportunities Crystal Lake Elementary Saturday Academy, an extended learning program, takes place before and after school from October through February on two Saturdays per month prior to FCAT testing. Extended learning opportunities will be provided for students on the prioritized list based on scores of 1 or 2 on the 2008 FCAT and other assessments, in accordance with NCLB requirements for not making AYP. Reports will be generated frequently throughout the program to be used for progress monitoring. Primary students are identified by analysis of their DIBELS data. Intermediate students are identified as needing additional help by analysis of their DIBELS and FCAT SSS/NRT Data. It provides tutorial services for students performing in the bottom quartile in the areas of reading and math. Special emphasis has been placed on targeting the following


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subgroups: Students with Disabilities, Hispanics, African-American, and Economically Disadvantaged. Remedial assistance in the area of math and reading will be provided to these subgroups. Teachers will adjust curriculum in reading and math based on student performance. Our curriculum will be technology based with small group instruction by highly qualified teachers. Research-based programs along with Compass Lab technology are offered to meet the needs of students in our Extended Learning initiative. Summer reading camps offer additional opportunities for low performing students (FCAT levels 1 and 2) in Grade 3. Due to the fact that we did not make Adequate Yearly Progress, Crystal Lake Elementary School students enrolled in free or reduced lunch programs may receive free after school tutoring provided by District Approved Supplementary Educational Services (SES). The Administrative staff at Crystal Lake oversees the Extended Learning Program. It is the goal of the participants in the extended learning program for all subgroups to meet or exceed state standards as identified by the 2007-2008 FCAT. In addition, it is the goal of the extended learning program to assist Crystal Lake Elementary School to make adequate yearly progress in both reading (65% level 3 or higher) and math (68% level 3 or higher), or decrease the number of non-proficient students in the targeted subgroups in both reading and math by 10% in grades 3, 4, and 5. Progress toward this goal will be measured using the quarterly benchmark and progress monitoring assessments (Kaplan Reading and Math for grades 1 through 5) and DIBELS assessments administered three times each year. These scores will be compared to the 2008 FCAT as well as baseline assessments given in August 2008 to evaluate improvement / progress toward goal and to determine additional needs to be targeted. Schools Graded C or Below

Professional Development: Utilizing the data from the 2008-2009 FCAT, SAT-10, DIBELS, ongoing and Kaplan Baseline assessments, and recommendations from Learning Focused Strategies, the Leadership team at CLE established a yearlong plan for providing our instructional staff with the needed professional development to carry out the reading goal of our school-wide improvement plan. Teachers will receive ongoing training in effective reading instruction practices during their planning block and after school by the Reading Coach, Assistant Principal and Title 1 Program Facilitator/LFS Coach. The Reading Coach also provides further professional development during the 120 minute reading block by modeling lessons, co-teaching and observations using the coaching model. The process is overseen and evaluated by the Administrative staff. An analysis of student achievement data allows our staff to evaluate the effectiveness of our professional development and provides direction for further training needs. The teachers will receive training in the following areas:

• Polk County Schools K-12 Comprehensive Researched-Based Reading Plan • Words-Their-Way • Data Analysis for Grouping • Data Analysis for Developing Intervention Strategies • Effective use of classroom libraries • Implementing the Continuous Improvement Model • Learning Focused Strategies • Guided Reading strategies


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Professional development will focus on the Reading Sunshine State Standards. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School-wide In-service Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching. Utilizing the data from the 2007-2008 FCAT Mathematics Assessment, ongoing and Kaplan Baseline assessments, and recommendations from Learning Focused Strategies, the Leadership team at CLE established a yearlong plan for providing our instructional staff with the needed professional development to carry out the math goal of our school-wide improvement plan. Teachers will receive ongoing training in effective math instruction practices to address both the identified targeted FCAT Item Specifications and the targeted subgroups not met from the 2007-2008 AYP report. The trainings will be conducted during their planning block by both Learning-Focused, Inc., the Leadership Team focusing on the Acaletics processes, initiatives from the Polk County School District, and the Administration of Crystal Lake Elementary. The Administrative staff at Crystal Lake Elementary has established a yearlong plan for providing our instructional staff with the needed professional development to carry out our school-wide improvement model. Teachers are trained in writing initiatives during their planning times and after school. The process is overseen and evaluated by the Administrative staff. The Administration and Writing Consultant provide monitoring and coaching as teachers implement new strategies. An analysis of student achievement data allows our staff to evaluate the effectiveness of our writing professional development and provides direction for further training needs. The professional development intervention will focus on the Writing Sunshine State Standards. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group, Learning Community Process and School-wide In-service Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching. Disaggregated Data Kaplan Progress Checks will be utilized by the classroom teacher regularly in grades 3 through 5 to monitor progress toward benchmark mastery in reading. Kaplan Baseline Assessments will be utilized as Kaplan Baseline assessments/progress monitoring 1. Student use of STaR Reading and Accelerated Reader will be monitored with number of assessments passed at 90% or higher recorded. All data will be recorded by teachers for use in data conference with administration. Teachers will meet weekly with the administration to discuss and evaluate the effectiveness of instructional strategies designed to address student needs in all subgroups as measured by the 2008 FCAT, DIBELS, Kaplan Baseline (1 and 2) and Kaplan Baseline assessments (3, 4, and 5) and to design additional strategies to improve student performance . Kaplan On-Going Monitoring Assessments (Grades 1-5) given three times a year will reveal student progress and provide direction for teachers for differentiated instruction and flexible small group needs. STaR Math and Kaplan Progress Check assessments will provide teachers with monthly skill level monitoring of student progress in mathematics. Teachers will meet with the administration and the Title 1 Program Facilitator by grade level to review the data after each period assessment.


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Informal and Formal Assessments Kaplan Progress Checks will be utilized by the classroom teacher regularly in grades 3 through 5 to monitor progress toward benchmark mastery in both reading and math. Kaplan Baseline Assessments will be utilized as Kaplan Baseline assessments/progress monitoring 1. Student use of STaR Reader, StaR Math, Acaletics Progress Test, FCAT Released Tests, and Accelerated Reader will be monitored with number of assessments passed at 90% or higher recorded. All data will be recorded by teachers for use in data conference with administration. Teachers will meet weekly with the administration to discuss and evaluate the effectiveness of instructional strategies designed to address student needs in all subgroups as measured by the 2008 FCAT, DIBELS, Kaplan Baseline (1 and 2) and Kaplan Baseline assessments (3, 4, and 5) and to design additional strategies to improve student performance. Kaplan Baseline assessments (Grades 1-2) will be given each quarter as well as regular/monthly Kaplan Progress Checks. Teachers will meet weekly with the administration to review data and plan for enrichment and tutorial in mathematics Alternative Instructional Delivery Methods Kaplan Spell/Read will be utilized to address the remediation needs of Tier 2 and 3 3rd grade students who scored Level 1 on the 2008 FCAT SSS Reading assessment. The program will also address Level 1 and Level 2 4th grade students who were served previously in Kaplan Spell/Read. These students will be served by the Kaplan Spell/Read instructor in a 5:1 ratio remedial arrangement during the student activity block. The program assists in the development of the student’s mastery of skills in the 5 areas of reading.


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Reading Needs Assessment: Data from FCAT SSS, FCAT NRT, SAT 10, and DIBELS was collected and analyzed by grade level groups and by the school’s leadership team to compare with data from the previous year in order to determine areas of need and focus. The points possible on the four clusters tested on FCAT were examined. That evidence indicates that we increased in proficiency from the 2006-2007 to the 2007-2008 FCAT SSS however, we are still below state averages in Grades 4 & 5 for main idea/purpose, words/phrases, comparisons, and reference/research. The only exception was that 3rd grade students matched the state average for reference/research however; fell below the state averages for main idea/purpose, words/phrases, and comparisons. The School Grade Report shows an increase from 48% to 55% of the students who met high standards in reading, 69% to 77% of the students who scored in the lowest 25% who made learning gains. However, we demonstrated a decrease from 65% to 58% of the students who made learning gains. of the students met high standards in reading, however 65% made learning gains and 69% of the lowest 25% made learning gains. The 2007-2008 AYP Report shows that all subgroups did not make adequate yearly progress in reading however, all subgroups increased in proficiency from the previous year. White students increased in proficiency from 48% to 56%, Hispanic students increased in proficiency from 31% to 45%, African-American students increased in proficiency from 32% to 40%, and Economically Disadvantaged students increased in proficiency from 35% to 49%. ESOL and ESE students did not have enough students tested to determine proficiency comparisons for the 2007-2008 year. Scores from these subgroups will need to be increased to meet rising expectations. SAT /10 data for first and second grade indicate that 57% of first grade and 67 % of second grade scored in the bottom half of the National Quartiles. Data from the last DIBELS assessment administration of 2007-2008 year indicates that Oral Reading Fluency is an area that needs improvement. Teachers are provided with a Data Notebook which enabled them to analyze data and keep on-going assessment information. The Polk County Schools K-12 Comprehensive Researched-Based Reading Plan was used to formulate strategies to use in the areas in need of improvement. Objective: #1 By Spring 2009, 65% of total students will be at AL 3 or above in Reading as evidenced by the AYP Report. This represents a 17% increase of proficient students from 2007-2008. Objective #2: By Spring 2009, 80% of the Lowest Quartile will make Learning Gains in Reading as evidenced by the School Grade Report. This represents a 3% increase from 2007-2008. Objective #3: By Spring 2009, 80% of Survey 2 and 3 (Oct. and Feb. FTE) students in grades 3, 4, and 5 will make Learning Gains in Reading as evidenced by FCAT SSS Reading. This represents a 22% increase from 2007-2008.


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Objective: #4: By Spring 2009, 54% of total tested students will be at AL 3 or above in Reading as evidenced by Safe Harbor of the AYP Report, 61% of White students will be at AL3 or above in Reading as evidenced by Safe Harbor of the AYP Report, 46% of African-American students will be at AL3 or above in Reading as evidenced by Safe Harbor of the AYP Report, 51% of Hispanic students will be at AL3 or above in Reading as evidenced by Safe Harbor of the AYP Report, and 55% of the Economically Disadvantaged students will be at AL3 or above as evidenced by Safe Harbor of the AYP Report. This represents a 10% decrease in the number non-proficient students tested of the above subgroups from the previous year. Strategies:

1. Continue with a 120-minute reading block that includes scientifically based strategies (Reading

First, Learning Focused Strategies) to deliver initial instruction and intensive interventions to provide students with differentiated instruction driven by progress monitoring data. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Title 1 Program Facilitator, Classroom Teachers Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (regular /monthly Kaplan Progress Checks and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: Just Read Florida! 8-Step CIM Model, Learning Focused Strategies, Kaplan Achievement Planner

2. Provide the Kaplan Spell, Read intervention program to remediate the phonological auditory

process in order to better decode words. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Kaplan Spell-Read Teacher Timeline: Fall 2008 implementation with ongoing monitoring (Towre Test, Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: Kaplan Spell, Read Intervention Program, Kaplan Achievement Planner

3. Students with disabilities population to be served through a school-wide inclusion model to

include Learning Focused Strategies such as previewing, building background knowledge, and graphic organizers. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, ESE Inclusion Teachers, Title I Implementation Facilitator/LFS Coach Timeline: Fall 2008 implementation with ongoing monitoring (regular/monthly Kaplan Progress Checks, Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: Just Read Florida! Kaplan Achievement Planner, Learning Focused Strategies

4. Provide students in the above subgroups intervention strategies to include Harcourt Trophies

Intervention Kits, STaR Reader, Quick Reads, and Soliloquy Reading Assistant to increase fluency and close the achievement gap. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, ESOL Teacher, ESE Teachers Timeline: Fall 2008 implementation with ongoing monitoring (regular/weekly Kaplan Progress


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Checks and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: Just Read Florida! Kaplan Achievement Planner,

5. Provide an Extended Learning Plan (ELP) to include both before and after school tutoring,

Saturday Academy, Supplemental Educational Services (SES), and 21st Century after school program (Building Bridges) for the targeted subgroups identified by AYP and for students scoring in the lowest 25% using the Compass Learning Lab and Soliloquy Reading Assistant. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, Title I Paraprofessional, Guidance Counselor, 21st Century Staff, SES tutors, ELP Program Staff Timeline: Fall 2008 implementation with ongoing monitoring (regular Kaplan Progress Checks, Compass Odyssey, and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: Title 1, Kaplan Achievement Planner, Title I Paraprofessional, Quick Reads, Compass Odyssey

6. The Reading Coach, the Assistant Principal, District level Learning Focused Trainers and the

Title 1 Program Facilitator will provide support, training, and model best practices for teachers, and present staff development related to reading that will address deficiencies in targeted subgroups. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, Title 1 Program Facilitator/LFS Coach, District Title I Professional Development Staff, Consultants and Trainers Timeline: Fall 2008 implementation with ongoing monitoring through teacher observations, conferencing and lesson plan analysis until 2009 FCAT. Resources: Just Read Florida! Learning Focused Strategies, Words Their Way, Literacy Centers, LeapFrog systems, trade books for guided reading

7. Provide technology opportunities in the classroom and computer lab including Compass

Learning software, FCAT Explorer, Soliloquy Reading Assistant, and LeapFrog/LeapTrack, to address remediation and reinforcement of reading skills among the targeted subgroups (ESE, ESOL, low SES, and other targeted subgroups). Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, Title 1 Program Facilitator/LFS Coach, Technology Paraprofessional Timeline: Fall 2007 implementation with ongoing monitoring until 2008-2009 FCAT assessment Resources: Just Read Florida! Compass Learning, FL DOE, LeapFrog / LeapTrack

8. Monitor student progress throughout the year using DIBELS, Kaplan Baseline Assessments, Accelerated Reader, STAR Reader, Compass Odyssey, Kaplan Progress Checks, and teacher developed assessments for targeted subgroups Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, Title 1 Program Facilitator/LFS Coach Timeline: Fall 2008 implementation with ongoing monitoring until 2008-2009 FCAT assessment Resources: Just Read Florida! , Kaplan, STAR Reader, Accelerated Reader


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9. Continue the use of Accelerated Reader to motivate students to read, increase the number of books read per year and provide opportunities for reading. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, Media Specialist Timeline: Fall 2008 implementation with ongoing monitoring of Accelerated Reader student reports until 2009 FCAT assessment Resources: Just Read Florida!, Classroom Libraries, Accelerated Reader, Media Resources.

10. Acquire non-fiction trade books for use with students at their instructional level to reinforce reading expository text using guided reading techniques. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers Timeline: Fall 2008 implementation with ongoing monitoring through teacher observations and lesson plan analysis until 2008-2009 FCAT assessment Resources: Just Read Florida!, Title 1 Resources

11. Teachers will implement the use of Learning Focused Solution Strategies to enhance the

development of higher order thinking skills. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, Title I Implementation Facilitator. Timeline: Fall 2008 implementation with ongoing monitoring through teacher observations and lesson plan analysis until 2008-2009 FCAT assessment Resources: Just Read Florida! Title 1 Resources

12. Implement Polk County Curriculum Timeline to include weekly focus mini-lessons and

assessments designed to address specific benchmark deficiencies as identified by the regular/weekly Kaplan Progress Checks and Kaplan Baseline Assessments in August, November, and April and 2007-2008 FCAT. The results of the SIP, the regular/weekly Kaplan Progress Checks and the benchmark assessment process will be monitored through individual teacher meetings with administration, and monthly SAC meetings to determine additional needs for targeted subgroups. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, Title 1 Program Facilitator/LFS Coach Timeline: Fall 2008 implementation with ongoing monitoring until 2008-2009 FCAT assessment

13. Align the 120-minute reading block for targeted students in grades 3, 4, and 5 to consist of direct

instruction with high-yield and higher order strategies as outlined in the Learning Focused Strategies model. Person(s) Responsible: Principal, Assistant Principal, Reading Coach, Classroom Teachers, Resource Teachers Timeline: Fall 2008 implementation with ongoing monitoring through teacher observation and lesson plan analysis until 2008-2009 FCAT assessment Resources: Just Read Florida!, Learning Focused Strategies


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Evaluation: DIBELS progress monitoring given three times a year will reveal student progress and provide direction for differentiated instruction and flexible small group needs. Teachers will conference with the Reading Coach by grade level to review data after each DIBELS assessment. Kaplan Baseline assessments will be given each quarter as well as regular/weekly Kaplan Progress Checks. Teachers will meet weekly with the administration to review data and plan for enrichment and tutorial. Additional assessments may also include Harcourt Trophies, Compass Lab, and STAR Early Literacy materials. Final evaluation will be 2009 FCAT SSS for grades 3-5, and SAT 10 for grades 1 and 2. After the 2009 test administration, teachers will meet by grade levels to review FCAT and SAT 10 data. All subgroups will make AYP by meeting or exceeding the state proficiency target of __% or decreasing the number non-proficient students in any subgroup not making the target by 10 %. Kaplan Progress Checks will be utilized by the classroom teacher regularly in grades 3 through 5 to monitor progress toward benchmark mastery in reading. Kaplan Baseline Assessments will be utilized as Kaplan Baseline assessments/progress monitoring 1. Student use of STaR Reading and Accelerated Reader will be monitored with number of assessments passed at 90% or higher recorded. All data will be recorded by teachers for use in data conference with administration. Teachers will meet weekly with the administration to discuss and evaluate the effectiveness of instructional strategies designed to address student needs in all subgroups as measured by the 2008 FCAT, DIBELS, Kaplan Baseline (1 and 2) and Kaplan Baseline assessments (3, 4, and 5) and to design additional strategies to improve student performance. The school will examine the Extended Learning Plan (ELP) to include both before and after school tutoring, Saturday Academy, Supplemental Educational Services (SES), and 21st Century after school program (Building Bridges) for the targeted subgroups identified by AYP and for students scoring in the lowest 25%, to determine the programs’ effectiveness for the year. Research-Based Program:

1. Reading First, a Federal and State Grant program focusing on both instruction and assessment in the five areas of reading 2. Harcourt Trophies, a scientifically based basal reading series adopted by the Polk County School System. 3. Kaplan Spell, Read, a phonological program endorsed by FCRR, designed to remediate 3rd grade students in the five areas of reading 4. Compass Lab, a prescriptive computer software program designed to remediate and enrich students in the Florida SSS 5. Quick Reads, a fluency intervention program, centering on science and social studies in the content of reading 6. Soliloquy Reading Assistant, a computer fluency intervention program, designed to increase the rate of fluency among low-performing students in reading 7. EdMark Reading program will be utilized for self-contained ESE and targeted ESE resource students to improve proficiency in phonics and reading comprehension


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Professional Development Aligned with this Objective: Utilizing the data from the 2008-2009 FCAT, SAT-10, DIBELS, ongoing and Kaplan Baseline assessments, and recommendations from Learning Focused Strategies, the Leadership team at CLE established a yearlong plan for providing our instructional staff with the needed professional development to carry out the reading goal of our school-wide improvement plan. Teachers will receive ongoing training in effective reading instruction practices during their planning block and after school by the Reading Coach, Assistant Principal and Title 1 Program Facilitator/LFS Coach. The Reading Coach also provides further professional development during the 120 minute reading block by modeling lessons, co-teaching and observations using the coaching model. The process is overseen and evaluated by the Administrative staff. An analysis of student achievement data allows our staff to evaluate the effectiveness of our professional development and provides direction for further training needs. The teachers will receive training in the following areas:

• Polk County Schools K-12 Comprehensive Researched-Based Reading Plan • Words-Their-Way • Data Analysis for Grouping • Data Analysis for Developing Intervention Strategies • Effective use of classroom libraries • Implementing the Continuous Improvement Model • Learning Focused Strategies • Guided Reading strategies

Professional development will focus on the Reading Sunshine State Standards. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School-wide In-service Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching. Participants will provide feedback and evaluate the quality of the professional development activities by completing the District HRD Professional Development Activities Evaluation Form (HRD Form 005) at the completion of program activities. In addition, the principal and assistant principal will interact with participants to gather perceptions as to the quality and relevance of the professional development during planning, interim and summary conversations concerning the Individual Professional Growth Plan (IPGP). Members of the school leadership team will monitor the integrity of this professional development initiative. Documentation of successful participation by staff in professional development activities related to this content will be tracked using district HRD Sign-in Sheets and Individual Professional Growth Plan (IPGP) processes and completion of related conversations that occur between teachers and school leaders. Specific objectives for the activities will be identified and participants will be assessed in relation to those objectives by applying the following strategies: Product Development and Observed Application. Participant feedback will be analyzed to ensure relevance and coherence of the professional development content and to ensure that applied learning strategies are appropriate to the intended goal. Knowledge of human learning and change will be applied and will include modeling of effective teaching practices as well as practice and feedback. Activities will be delivered through a variety of technologies that support individual and group learning.


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Participant records of successful completion will be maintained and In-service Credit will be reported to HRD in accordance with district and state requirements. Successful acquisition of the professional development content and implementation of the related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom. Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of FCAT Data DIBELS and Teacher-constructed Assessments. Budget:

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

Amount

Words Their Way Reading First 2500.00

Technology Description of Resources Funding Sources Available

Amount

Renaissance Learning Title 1 5000.00


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Professional Development Description of Resources Funding Sources Available

Amount

Learning Focused Strategies (substitutes) Title 1 10000.00

People, Other Description of Resources Funding Sources Available

Amount

Reading Coach Reading First 60000.00 Non-Highly Qualified Certified Out-of-Field Instructors All staff is in field, highly qualified, certified and qualified for the 2008-2009 year.


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Math Needs Assessment: Data from FCAT Data from FCAT SSS, FCAT NRT, and SAT 10 was collected and analyzed by grade level groups and by the school’s leadership team to compare with data from the previous year in order to determine areas of need and focus. The points possible on all clusters tested on FCAT were examined. That evidence indicates that we increased in proficiency from the 2006-2007 to the 2007-2008 FCAT SSS however, we are still below the state averages in Grades 3-5. The School Grade Report shows an increase from 58% to 64% of the students who met high standards in math however; we demonstrated a decrease from 73% to 64% of students who made learning gains, and from 82% to 63% of students who scored in the lowest 25% who made learning gains. The 2007-2008 AYP Report shows that all subgroups mentioned below with the exception of White students did not make adequate yearly progress in math. White students met adequate yearly progress status in math with 63% proficiency. Additionally, all subgroups except African-American students increased in proficiency from the previous year. White students increased in proficiency from 50% to 63%, Hispanic students increased in proficiency from 45% to 55%, Economically Disadvantaged students increased in proficiency from 47% to54%. African American students decreased in proficiency from 49% to 48%. ESOL and ESE students did not have enough students tested to determine proficiency comparisons for the 2007-2008 year. Objective: #1 By Spring of 2009, 80% of the Third Grade students at Crystal Lake Elementary will be at AL3 or above as evidenced by the FCAT Summary Report. This represents a 12% increase in proficiency from the previous year. 68% of the Fourth Grade students will be at AL 3 or above in Math as evidenced by the FCAT Summary Report. This represents a 16% increase in proficiency from the previous year. 68% of the Fifth Grade students will be at AL 3 or above in Math as evidenced by the FCAT Summary Report. This represents a 25% increase in proficiency from the previous year. Objective: #2 By Spring 2009, 61% of total tested students will be at AL 3 or above in Math as evidenced by Safe Harbor of the AYP Report, 68% of White students will be at AL3 or above in Math as evidenced by Safe Harbor of the AYP Report, 54% of African-American students will be at AL3 or above as evidenced by Safe Harbor of the AYP Report, 61% of Hispanic students will be at AL3 or above as evidenced by Safe Harbor of the AYP Report, and 60% of the Economically Disadvantaged students will be at AL3 or above as evidenced by Safe Harbor of the AYP Report. This represents a 10% decrease in the number non-proficient students tested of the above subgroups from the previous year. Objective: #3 By Spring of 2009, 80% of all students per grade level will make Math learning gains as evidenced by:

2nd Grade – SAT 10 - increase in NCE from prior year. 3rd Grade – Attainment of Achievement Level 3 or higher 4th – 5th Grade – FCAT Learning Gains (3 ways: increase Achievement Level, maintain

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


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Strategies:

1. Implement at least a 60-minute math block that includes scientifically based strategies to deliver initial instruction and intensive interventions to provide students with differentiated instruction driven by progress monitoring data. Implement both Scott Foresman Math Series along with the Acaletics Supplemental Math designed to reinforce real-world concepts and skills acquisition in mathematics. Person(s) Responsible: Principal, Leadership Team, Title 1 Program Facilitator & Classroom Teachers Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies, Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: FL DOE, Scott Foresman Math Basal, STaR Math Assessments, Kaplan Monitoring Assessments, Acaletics Math, Math Party, EveryDay Counts Math, Broward County Math Dailies, SMAD Math and Compass Odyssey Technology.

2. Daily Instruction to include Scott Foresman text, EveryDay Math, Math Party, Boward County Math

Dailies, SMAD Math and Acaletics Supplemental Math. Person(s) Responsible: Principal, Leadership Team, Title 1 Program Facilitator, Classroom Teachers. Professional Development: Provide professional learning community sessions for new teachers on the use of the Acaletics Math program; provide new teachers in grades 1-5 with both training and instructional strategies in mathematics using the Learning Focus instructional model as part of the CIM process. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies, Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: FL DOE, Scott Foresman Math Basal, STaR Math Assessments, Kaplan Monitoring Assessments, Acaletics Math, Math Party, EveryDay Counts Math, Broward County Math Dailies, SMAD Math and Compass Odyssey Technology.

3. Students with disabilities will continue to be served through a school wide inclusion (co-teach and support facilitation model). Person(s) Responsible: Principal, ESE Leadership Team, Classroom Teachers, ESE Resource Teachers, & Guidance Counselor. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies, Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: FL DOE, Scott Foresman Math Basal, STaR Math Assessments, Kaplan Monitoring Assessments, Acaletics Math, Math Party, EveryDay Counts Math, Broward County Math Dailies, SMAD Math and Compass Odyssey Technology.


34

4. Provide students in the above subgroups intervention strategies to include 30-minute intensive

intervention strategies, Acaletics Math Small Group Strategies, Learning Focus instructional strategies, Math Party, Kaplan Skilltivity Lessons, Broward County Math Dailies, SMAD Math and Compass Odyssey 90-Minute DIP Project. Person(s) Responsible: Principal, Leadership Team, Title 1 Program Facilitator & Classroom Teachers. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies, Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: FL DOE, Scott Foresman Math Basal, STaR Math Assessments, Kaplan Skill Lessons, Acaletics Math, Math Party, EveryDay Counts Math, Broward County Math Dailies, SMAD Math and Compass Odyssey Technology.

5. Provide an Extended Learning Plan (ELP Saturday Academy)/Supplemental Educational Services (SES), and 21st Century after school program (Building Bridges) for the targeted subgroups identified by AYP and for students scoring in the lowest 25% in an after school setting using the Compass Learning Lab, State SES Instructors, and Classroom Teachers. Person(s) Responsible: Principal, Leadership Team, Assistant Principal, Guidance Counselor (School SES Coordinator), School 21st Century Coordinator and Classroom Teachers. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies, Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: FL DOE, Scott Foresman Math Basal, STaR Math Assessments, Kaplan Skill Lessons, Acaletics Math, Math Party, EveryDay Counts Math, Broward County Math Dailies, SMAD Math and Compass Odyssey Technology.

6. Provide technology opportunities in the classroom and computer lab including Compass Learning software. STAR Math software, and FCAT Explorer to provide remediation and reinforcement of math skills. Person(s) Responsible: Principal, Assistant Principal, Title 1 Program Facilitator, Classroom Teachers, Technology Resource Teacher Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies, Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: FL DOE, Scott Foresman Math Basal, STaR Math Assessments, Kaplan Skill Lessons, Acaletics Math, Math Party, EveryDay Counts Math, Broward County Math Dailies, SMAD Math and Compass Odyssey Technology.

7. Monitor both student progress and teacher implementation of the 9 Effective Strategies that Influence student achievement throughout the year using Kaplan Ongoing assessments, Kaplan Progress Checks, Acaletics Progress Monitoring assessments, STaR Math assessments, teacher classroom walkthrough observations, teacher lesson plan checks, and teacher quarterly monitoring conversations. Person(s) Responsible: Principal, Title 1 Program Facilitator/LFS Coach, Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies,


35

Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: FL DOE, Scott Foresman Math Basal, STaR Math Assessments, Kaplan Skill Lessons, Acaletics Math, Math Party, EveryDay Counts Math, Broward County Math Dailies, LFS Strategies, Teacher Lesson Plans, SMAD Math and Compass Odyssey Technology.

8. Implement grade level focus calendars embedded with both the New Sunshine State Standards and the Polk County Curriculum Maps. Grade Level Leadership Team representatives to the district Math curriculum and the Principal will facilitate the training for teachers and monitor the use of the focus calendars. Person(s) Responsible: Principal, Leadership Team, and Classroom Teachers. Timeline: Fall 2007 implementation with ongoing monitoring throughout the year. Resources: FL DOE, Scott Foresman Math Responsible: Principal, Title 1 Program Facilitator/LFS Coach, Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies, Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: FL DOE, Scott Foresman Math Basal, STaR Math Assessments, Kaplan Skill Lessons, Acaletics Math, Math Party, EveryDay Counts Math, Broward County Math Dailies, LFS Strategies, Teacher Lesson Plans, SMAD Math and Compass Odyssey Technology.

9. Increase family participation by providing family involvement opportunities through math projects and home-school connected activities. Resources: FL DOE, Scott Foresman Math Responsible: Principal, Title 1 Program Facilitator/LFS Coach, Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the District Learning Focused Strategies, Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, Acaletics Progress Monitoring Assessments, FCAT Math Released Test Results, STaR Math, Compass Odyssey and Kaplan Baseline Assessments in August, November, and February and 2008-2009 FCAT). Resources: Compass Odyssey Technology and FCAT Explorer.

Evaluation: Kaplan On-Going Monitoring Assessments (Grades 1-5) given three times a year will reveal student progress and provide direction for teachers for differentiated instruction and flexible small group needs. STaR Math and Kaplan Progress Check assessments will provide teachers with monthly skill level monitoring of student progress in mathematics. Teachers will meet with the administration and the Title 1 Program Facilitator by grade level to review the data after each period assessment. Kaplan Baseline assessments (Grades 1-2) will be given each quarter as well as regular/monthly Kaplan Progress Checks. Teachers will meet weekly with the administration to review data and plan for enrichment and tutorial. Final evaluation will be 2008-2009 FCAT SSS for grades 3-5. Teachers will meet by grade levels to review FCAT data. All subgroups will make AYP by meeting or exceeding the state proficiency target of 68% or decreasing the number of non-proficient students in any subgroup not making the target by 10 %. Teachers will also meet with the administration to discuss and evaluate the effectiveness of instructional strategies designed to address student needs in all subgroups as measured by the 2008 FCAT and Kaplan Baseline assessments (3, 4, and 5) and to design additional strategies to improve student performance


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The school will examine the Extended Learning Plan (ELP) to include both before and after school tutoring, Saturday Academy, Supplemental Educational Services (SES), and 21st Century after school program (Building Bridges) for the targeted subgroups identified by AYP and for students scoring in the lowest 25%, to determine the programs’ effectiveness for the year. Research-Based Program:

1. Compass Odyssey, a prescriptive computer software program designed to remediate and enrich students in the Florida SSS 2. Scott Foresman Math Series, a scientifically based basal math series adopted by the Polk County School System. 3. Advance organizers through Learning Focused Strategies, a research based organizational strategy with a focus on using graphic organizers 4. Acaletics, a scientifically based supplemental math program designed to reinforce math skill concepts which mirror the Florida Sunshine State Standards. 5. Write Math: Just Turn and Share Centers, a research based mathematics program designed on real-world concepts 6. Everyday Counts, a research based mathematics program designed to reinforce math concepts using a bulletin board. 7. Broward County Math Dailies, practice daily math problems aligned to the state standards designed to reinforce math concepts. 8. SMAD Math, math fluency strategy sheets designed to increase fluency in addition, subtraction, multiplication and division.

Professional Development Aligned with this Objective: Utilizing the data from the 2007-2008 FCAT Mathematics Assessment, ongoing and Kaplan Baseline assessments, and recommendations from Learning Focused Strategies, the Leadership team at CLE established a yearlong plan for providing our instructional staff with the needed professional development to carry out the math goal of our school-wide improvement plan. Teachers will receive ongoing training in effective math instruction practices to address both the identified targeted FCAT Item Specifications and the targeted subgroups not met from the 2007-2008 AYP report. The trainings will be conducted during their planning block by both Learning-Focused, Inc., the Leadership Team focusing on the Acaletics processes, initiatives from the Polk County School District, and the Administration of Crystal Lake Elementary. Budget:


Amount

Acaletics Title 1 30000.00


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Amount

none


Amount

Learning Focused Strategies (substitutes) Title 1 Included in Reading


Amount

none Non-Highly Qualified Certified Out-of-Field Instructors All staff is in field, highly qualified, certified and qualified for the 2008-2009 year.


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SCHOOL IMPROVEMENT PLAN Writing

Needs Assessment: Data from 2007-2008 FCAT Writing was collected and analyzed by both the 4th grade team and by the school’s leadership team to compare with data from the previous year in order to determine areas of need and focus. The points possible on the in narrative, expository, and multiple choice tested items on the FCAT Writing Plus were examined. Based upon data from the 2007-2008 FCAT Writing Plus, 81% of the students tested in Grade 4 scored 3.5 or higher. This resulted in a decrease of 6% from the previous year. The 2007-2008 AYP Report shows that the total students tested in 4th grade declined from 94% to 89%, a decrease of 5%. Additionally, Economically Disadvantaged students tested in 4th grade declined from 94% to 88%, a decrease of 6%. Students in the above subgroups will need to improve in proficiency standards from the previous year in order to demonstrate progress in writing. Progress toward goal will be monitored through quarterly benchmark assessments. Objective 1:

By Spring, of 2009, 90% of 4th grade students will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report.

Objective 2:

By Spring, of 2009, 90% 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.

Did the percent proficient increase?

Strategies:

1. Continue to implement a daily school wide writing program that contains the following elements: planning, drafting, revising, sharing publishing. Person(s) Responsible: Principal, Assistant Principal, Classroom Teachers, Title 1 Program Facilitator/LFS Coach. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Crystal Lake Elementary Ongoing Writing Assessments in August, November, and April and 2008-2009 FCAT).

2. Provide consultative services (Write Reflections) for narrative and expository writing strategies.

Consultant will also work with small groups of students to reinforce skills taught in class. Person(s) Responsible: Principal, Assistant Principal, Classroom Teachers, Title 1 Program Facilitator/LFS Coach. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Crystal Lake Elementary Ongoing Writing Assessments in August, November, and April and 2008-2009 FCAT). Consultative services agreement to provide nine days of professional development/modeling from Write Reflections, Inc.


39

3. Provide Administrative leadership for the school wide writing program as well as provide professional

development in writing throughout the curriculum. Person(s) Responsible: Principal, Assistant Principal. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Crystal Lake Elementary Ongoing Writing Assessments in August, November, and April and 2008-2009 FCAT)

4. Students with disabilities population is served through a school wide inclusion model. Person(s)

Responsible: Principal, Assistant Principal, Classroom Teachers, Title 1 Program Facilitator/LFS Coach, ESE Teachers. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Crystal Lake Elementary Ongoing Writing Assessments in August, November, and April and 2008-2009 FCAT)

5. Provide technology opportunities in the classroom and computer lab including Compass Learning

software, FCAT Explorer, and Writers Lab, to provide remediation and reinforcement of writing skills. Person(s) Responsible: Principal, Assistant Principal, Classroom Teachers, Title 1 Program Facilitator/LFS Coach, Technology Paraprofessional. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model.

6. Students will use advance organizers through Learning Focused Strategies to develop higher order

thinking skills as well as organize thoughts to summarize or write about a topic. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Crystal Lake Elementary Ongoing Writing Assessments in August, November, and April and 2008-2009 FCAT).

7. Increase family participation by providing family involvement opportunities through writing projects

and home-school connected activities. Person(s) Responsible: Principal, Assistant Principal, Classroom Teachers, Title 1 Program Facilitator/LFS Timeline: Fall 2008 implementation with 6 scheduled activities during the 2008-2009 year. Monitoring will be conducted through the use of Title 1 parent surveys.

8. The Administration will provide support, training and model best practices for teachers, present staff

development issues related to writing. Person(s) Responsible: Principal, Assistant Principal, Classroom Teachers, Title 1 Program Facilitator/LFS Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Crystal Lake Elementary Ongoing Writing Assessments in August, November, and April and 2008-2009 FCAT).

9. Implement Polk County Curriculum Timeline and Crystal Lake Elementary Focus Calendars to include

weekly focus mini-lessons and assessments designed to address specific benchmark deficiencies as identified by the and Crystal Lake Elementary Ongoing Writing Assessments in August, November, and April and the 2008-2009 FCAT). The results of the SIP, the regular/weekly benchmark assessment process will be monitored through individual teacher meetings with administration and monthly SAC meetings to determine additional needs for targeted subgroups. Person(s) Responsible: Principal Assistant Principal, Classroom Teachers, Title 1 Program Facilitator Timeline: Fall 2008 implementation with ongoing monitoring until 2009 FCAT


40

Evaluation: Crystal Lake Elementary School Ongoing Assessments progress monitoring given three times a year will reveal student progress and provide direction for teachers for differentiated instruction and flexible small group needs. Teachers will meet with the administration and the Title 1 Program Facilitator by grade level to review the data after each period assessment. Crystal Lake Elementary Ongoing Assessments will be given each quarter. Teachers will meet monthly with both the Administration and the Title I Implementation Facilitator to review data and plan for enrichment and tutorial. Final evaluation will be 2008-2009 FCAT Writing for Grade 4. All subgroups will make AYP by meeting or exceeding the state proficiency target of 3.0 or increasing the number proficient in any subgroup not making the target by 1%. The school will examine the Extended Learning Plan (ELP) to include both before and after school tutoring, Saturday Academy, Supplemental Educational Services (SES), and 21st Century after school program (Building Bridges) for the targeted subgroups identified by AYP and for students scoring in the lowest 25%, to determine the programs’ effectiveness for the year. Evidence-Based Program: 1. Write Reflections, a spiral writing program with a focus on both narrative and expository writing styles 2. Writers’ Lab, a writing computer program focusing on using technology to enhance narrative and expository writing Professional Development Aligned with this Objective: The Administrative staff at Crystal Lake Elementary has established a yearlong plan for providing our instructional staff with the needed professional development to carry out our school-wide improvement model. Teachers are trained in writing initiatives during their planning times and after school. The process is overseen and evaluated by the Administrative staff. The Administration and Writing Consultant provide monitoring and coaching as teachers implement new strategies. An analysis of student achievement data allows our staff to evaluate the effectiveness of our writing professional development and provides direction for further training needs. The professional development intervention will focus on the Writing Sunshine State Standards. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group, Learning Community Process and School-wide In-service Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching. Participants will provide feedback and evaluate the quality of the professional development activities by completing the District HRD Professional Development Activities Evaluation Form (HRD Form 005) at the completion of program activities. In addition, the principal and assistant principal will interact with participants to gather perceptions as to the quality and relevance of the professional development during planning, interim and summary conversations concerning the Individual Professional Growth Plan (IPGP). Members of the school leadership team will monitor the integrity of this professional development initiative. Documentation of successful participation by staff in professional development activities related to this content will be tracked using district HRD Sign-in Sheets and Individual Professional Growth Plan (IPGP) processes and completion of related conversations that occur between teachers and school leaders. Specific objectives for


41

the activities will be identified and participants will be assessed in relation to those objectives by applying the following strategies: Product Development and Observed Application. Participant feedback will be analyzed to ensure relevance and coherence of the professional development content and to ensure that applied learning strategies are appropriate to the intended goal. Knowledge of human learning and change will be applied and will include modeling of effective teaching practices as well as practice and feedback. Activities will be delivered through a variety of technologies that support individual and group learning. Participant records of successful completion will be maintained and In-service Credit will be reported to HRD in accordance with district and state requirements. Successful acquisition of the professional development content and implementation of the related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom. Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of FCAT Data and Teacher-constructed Assessments. Budget:


Amount

Write Reflections Title 1 9000.00


Amount

None


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Amount

Write Reflections Title 1 Included in Evidenced-Based Program


Amount

none


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Science Needs Assessment: Data from 2007-2008 FCAT SSS was collected and analyzed both by the 5th grade team and school leadership team to compare with data from the previous year in order to determine areas of need and focus. The points possible on all clusters tested on FCAT were examined. That evidence indicates that we are below the state and district averages in Grade 5. The points possible scores were examined for the following four clusters: Physical and Chemical, Earth and Space, Life and Environmental and Scientific Thinking and evidence showed that we need to work on all of the subtest areas. Our percent proficiency fell from 22% to 19%. This represents a 3% point decrease from the previous year. Objective 1: By Spring, 2009, 33% of Survey 2 and 3 (Oct. and Feb. FTE) 5th grade students will be at AL 3.0 or above in Science as evidenced by the School Grade Report. This represents an increase of 14% in proficiency from the previous year. Objective 2: By Spring, 2009, the mean scale score will match or exceed the district as evidenced by the FCAT Summary Report. Strategies:

1. Polk County curriculum timelines will be utilized in grades K – 5 to identify specific grade level skills for daily instruction that will ensure the instructional focus is taught at appropriate intervals and to ensure that SSS Benchmarks in science are addressed by FCAT testing date. Assessments will be analyzed by grade levels to identify skills in need of remediation. Person(s) Responsible: Principal, Title 1 Program Facilitator, Classroom Teachers. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Monitoring Schedule (Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: FL DOE, Harcourt Science text, National Science Education Standards.

2. Provide quality inquiry based science instruction during the K-5 science block all to grade level students, including subgroup populations, through the use of the Harcourt Science textbook, scientific vocabulary, hands-on activities, the science process, and the use of the FCAT format during instruction. Teachers will use the Florida SSS for Science to provide a framework for activities that are aligned to the Grade Level Expectations as a guide for planning daily lessons. Person(s) Responsible: Principal, Title I Implementation Facilitators, Classroom Teachers. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Kaplan


44

Progress Checks, Kaplan Progress Monitoring Assessments and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: FL DOE, Harcourt Science text, National Science Education Standards.

3. Implement Polk County Curriculum Timeline and Crystal Lake Elementary Focus Calendars to include weekly focus mini-lessons and assessments designed to address specific benchmark deficiencies as identified by the and Kaplan Baseline Assessments in August, November, and April and the 2008-2009 FCAT). The results of the SIP, the regular/weekly Kaplan Progress Checks and the benchmark assessment process will be monitored through individual teacher meetings with administration, and monthly SAC meetings to determine additional needs for targeted subgroups. Person(s) Responsible: Principal, Title I Implementation Facilitators, Classroom Teachers. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: FL DOE, Harcourt Science text, National Science Education Standards.

4. Provide technology opportunities in the classroom and use the science component in the Compass lab for reinforcement, remediation, or enrichment of science concepts for 5th grade tested students. The Network Para along with classroom teachers will provide compass Lab training. Person(s) Responsible: Principal, Network Para, and 5th Grade Classroom Teachers. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: FL DOE, Harcourt Science text, National Science Education Standards.

5. Utilize non-fiction reading material for use with students at their instructional level. Provide science vocabulary for each grade level and provide professional development on reading and vocabulary strategies using expository text and integrating skills. Fifth Grade teachers will utilize FCAT Science Vocabulary during both reading and science blocks to enhance student vocabulary knowledge, teacher vocabulary instruction, and curriculum. Person(s) Responsible: Principal, Media Specialist and Classroom Teachers. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: FL DOE, Harcourt Science text, National Science Education Standards.

6. Monitor both student progress and teacher implementation of the 9 Effective Strategies that Influence student achievement throughout the year using Kaplan Ongoing assessments, Kaplan Progress Checks, teacher classroom walkthrough observations, teacher lesson plan checks, and teacher quarterly monitoring conversations. Person(s) Responsible: Principal. Timeline: Fall 2008 implementation with ongoing monitoring throughout the year as indicated by the school’s Continuous Improvement Model (Kaplan Progress Checks, Kaplan Progress Monitoring Assessments, and Kaplan Baseline Assessments in August, November, and April and 2008-2009 FCAT). Resources: FL DOE, Harcourt Science text, National Science Education Standards.


45

Evaluation: Kaplan Assessments (Grade 5) progress monitoring given three times a year will reveal student progress and provide direction for teachers for differentiated instruction and flexible small group needs. Teachers will meet with the administration and the Title 1 Program Facilitator by grade level to review the data after each period assessment. Kaplan Baseline assessments (Grade 5) will be given each quarter. Teachers will meet weekly with the Title 1 Program Facilitator to review data and plan for enrichment and tutorial. Teachers will meet by grade levels to review 2007-2008 FCAT Science results. Assessments may also include Harcourt materials. Interim evaluation will include chapter tests and student project evaluation. Pre and post sample FCAT tests help determine test preparedness. Final evaluation will be the 2008-2009 FCAT SSS Science Assessment. Fifth grade students, including subgroup populations, will improve on the state mandated FCAT Science Assessment The school will examine the Extended Learning Plan (ELP) to include both before and after school tutoring, Saturday Academy, Supplemental Educational Services (SES), and 21st Century after school program (Building Bridges) for the targeted subgroups identified by AYP and for students scoring in the lowest 25%, to determine the programs’ effectiveness for the year. Research-Based Program:

1. Harcourt Science, a research-based basal adopted series and approved for use in Polk County Schools 2. Compass Lab, prescriptive computer software, designed to assist targeted students in science

benchmarks 3. National Science Education Standards, a descriptive list of standards and expectations aligned to the

Florida Grade Level Expectations in Science. 4. Science Vocabulary from Kathy Robinson, usage of vocabulary phrases in the content of both science

and reading. Professional Development Aligned with this Objective: Utilizing the data from the 2007-2008 FCAT Science results, ongoing and Kaplan Baseline assessments, and recommendations from Learning Focused Strategies, the Leadership team at CLE established a yearlong plan for providing our instructional staff with the needed professional development to carry out the science goal of our school-wide improvement plan. Teachers will receive ongoing training in effective science instruction practices to address both the identified targeted FCAT Item Specifications. The trainings will be conducted during their planning block, weekly grade level meetings, trainings provided by Learning-Focused, Inc., through an initiative from the Polk County School District, and both the Administration and Network Para of Crystal Lake Elementary.


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Budget:


Amount

Science Court Title 1 7000.00


Amount

none


Amount

Steve Spangler Training District 300.00


Amount

Consumables and supplies Title 1 and District 2000.00 -Highly Qualified Certified Out-of-Field Instructors All staff is in field, highly qualified, certified and qualified for the 2008-2009 year.


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SCHOOL IMPROVEMENT PLAN Parental Involvement

Needs Assessment: Crystal Lake Elementary School provides many opportunities to address Federal, State, District and School priorities that support Family Involvement. Data from the 2007-2008 annual Title 1 parent and staff surveys, school activity sign-in/evaluation sheets, parent conference logs and mid/year end summaries were collected and analyzed by the school’s leadership team and classroom teachers to determine areas of focus. The data indicated that 857 people attend our parent involvement functions during the 2007-2008 year. Data also showed that only 86% of parents signed the Title 1 school compacts and 74% attended an annual parent/teacher conference. The data was examined and evidence showed that we need to continue work on more opportunities for parent input and activities that promote student achievement, communication and involvement. All sources of data indicate need for more workshops, conferences, parent representation on SAC and volunteer opportunities must increase. Objective 1: Implement a school-wide initiative designed to build capacity for giving parents more information and the tools necessary to help their child be more successful as measured by the 2008-2009 Parent Surveys. Objective 2: Increase the number of parents attending conferences from 74% to 80% as by 2008-2009 Title I Parent Conference logs. Objective 3: Increase the level of communication between the school and families whose English is a second language. Objective 4: Increase the level of involvement of fathers of both Hispanic and African-American male Pre k – 3rd grade students. Strategies:

1. Distribute to parents the written district and school Title 1 Family Involvement plan in English and Spanish. The Title 1 Program Facilitator will be responsible for providing this to all parents. . Person(s) Responsible: Principal, Assistant Principal, Title I Implementation Facilitator, Title I Family Involvement Paraprofessional Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement”.

2. Utilize a Title 1 Family Involvement Paraprofessional to facilitate home/school communications, assist

with home visits, and assist in the Title 1 Resource room. The Administrative team will create the job expectations and schedule of the paraprofessional. Person(s) Responsible: Principal, Assistant Principal, Title 1 Program Facilitator , Title I Family Involvement Paraprofessional


48

Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement”

3. Communicate through the use of agendas, newsletters and phone calls to notify parents of activities

designed to increase student achievement. Communication will be in English, Spanish and Creole Person(s) Responsible: Principal, Assistant Principal, Title I Implementation Facilitator, Title I Family Involvement Paraprofessional Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement”

4. Request parents to respond to newsletters with suggestions or ideas to improve Crystal Lake

Elementary. The Title 1 Instructional Support Teacher will collect and analyze suggestions/data and share information with the Leadership team. Person(s) Responsible: Principal, Assistant Principal, Title 1 Program Facilitator , Title I Family Involvement Paraprofessional Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement”

5. Provide opportunities for families, including all subgroup families, to participate in school activities that provide information on ways to support student learning as it relates to reading, writing, math and science (Family Nights, Parent/Teacher Conferences, Parent workshops on FCAT, Families Building Better Readers, Math strategies, and volunteer experiences) Title I Parent Involvement Paraprofessional Person(s) Responsible: Principal, Assistant Principal, Title 1 Program Facilitator, Title I Family Involvement Paraprofessional Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement”

6. Convene an annual meeting to which all parents of participating children shall be invited and encouraged to attend. The meeting will inform parents of their school’s participation in Title 1, its requirements, and their right to be involved. The Title 1 Program Facilitator will facilitate the annual meeting. Person(s) Responsible: Principal, Assistant Principal, Title 1 Program Facilitator, Title I Parent Involvement Paraprofessional Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement”

7. Inform parents of their student’s academic progress through the use of assessment reports such as

DIBELS, interims, AIPs and individual conferences. Person(s) Responsible: Principal, Assistant Principal, Reading Coach Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement

8. Encourage Family Involvement to support their child’s education through the use of the Connect to Ed r (phone tree). Person(s) Responsible: Principal, Assistant Principal, Title I Family Involvement Paraprofessional Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement”


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9. Jointly develop with parents a school-parent compact that outlines how parents, the entire school staff,

and students will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards. Person(s) Responsible: Principal, Assistant Principal, Title I Implementation Facilitator, Title I Parent Involvement Paraprofessional Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement”

10. Promote active participation in School Advisory Council (SAC).

Person(s) Responsible: Principal, Assistant Principal, Title I Implementation Facilitator, Title I Parent Involvement Paraprofessional Timeline: Fall 2008 implementation with on-going monitoring Resources: FL Department of Education, in the Office of School Improvement Wave Series, “Strategies that Enhance Parent and Family Involvement

Evaluation: Title 1 documents will reflect a 5% increase in the percent of parents represented at the annual Title 1 parent meeting and parent/teacher conferences as indicated by sign-in sheets and surveys. Other data sources for evaluation will include: Sign-in sheets, evaluations, and annual parent and staff surveys. The volunteer documents will reflect a 2% increase in the number of volunteer hours logged for the 2007-2008 school year. Budget:


Amount

none


Amount

none


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Amount

Family Friendly Training for Teachers District 0 FBBR Training of Trainers, Volunteer & Vendor Showcase

District 0


Amount

Student Agendas Parent Workshops

Title 1 5000.00

Family Involvement Paraprofessional Title 1 28000.00 Supplies for Parent Nights Title 1 4000.00


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Return on Investment

Needs Assessment: At Crystal Lake Elementary, 58% of students showed learning gains in Reading in 2008 and 64% of students showed learning gains in mathematics in 2008. Crystal Lake Elementary’s ROI index is currently at 62%. Objective 1: At Crystal Lake Elementary, 80% of our students will show Reading Learning Gains based on FCAT performance on the 2008-2009 test and 80% of our students will show learning gains in mathematics on the 2008-2009 test. This will increase the learning gain percentages and improve our school’s ROI index. Strategies: Crystal Lake Elementary will use the following to improve annual learning gains and lower the cost per weighted fulltime equivalent student: 1. Student data to secure educational strategies/programs that meets the needs of all subgroups. 2. Early intervention for students in the lowest quartile. 3. Parental Involvement programs designed to give parents strategies to work effectively with students. 4. Increase student participation in programs provided by the Department of Education (e.g. FCAT Explorer Evaluation: The percentage of students with learning gains will be divided by the program costs per weighted FTE


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SAC Members

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

Member’s Name Position Signature

1) Joseph A Griffin Principal

2) Kerry Chapman Assistant Principal

3) Barbara Kulp PTA President

4) Deanna Gambill Paraprofessional

5) Christine Wood Paraprofessional

6) Cheryl Waterson Teacher

7) Steven Kulp Parent

8) Nora Restrepo Parent

9) Yara Sevillano Parent

10) Valerie Eckart Parent

11) Sallie Brisbane Parent

12) Shawanda Bonner Community Member


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School Advisory Council The School Advisory Council (SAC) at Crystal Lake Elementary is the sole body responsible for final decision making at the school relating to implementation of the school improvement plan. SAC members are elected by their respective peer groups at the school in a fair and equitable manner. The principal is responsible for ensuring that the elections take place and the composition of the SAC complies with the law. The SAC election process is as follows:

1. The principal will inform the school and community that nominations to the school’s advisory council are invited including parents of upcoming students.

2. The invitation for nomination must clearly note a deadline, membership categories and the process (time, date, event) by which the vote shall be taken.

3. After elections have taken place, the principal shall submit the list of members to the School Board, which includes name and ethnic/racial category.

4. Documentation of the nomination and election process will be maintained at the school as a public record. Once Council membership is approved by the School Board, a copy of the approved form is posted on the school board website.

5. Vacancies in any membership category during the year may be filled by principal appointment. The principal will inform the Community Involvement Office of any replaced members.

Crystal Lake’s SAC consists of a team of people representing various aspects of our community – parents, teachers, administrators, business people, support staff and interested community members. The members meet quarterly to keep abreast of current school issues and to assist in the development, monitoring and evaluation of the school improvement plan. The SAC committee reviews current test data in order to completely assess the needs of our students. Using this knowledge, appropriate goals are identified along with strategies to enhance student learning. SAC reviews the current budget status, the proposals of expenditures and vote on the disbursements of funds. Our advisory committee serves as a liaison to the administration focusing on concerns and suggestions from the community. The funds used by SAC come from District lottery funds. Approximately $7000.00 is awarded to the school from this fund. This money is used to enhance instruction throughout the school.


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Final Budget Budget:

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

Description of Resources

Funding Source Available Amount

Technology

Description of Resources Funding Source Available Amount

Professional Development


Other



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Implementation Evaluation

Implementation Evaluation: During the 2008-2009 school year, Crystal Lake Elementary’s School Improvement Plan will be monitored to determine the adequate progress for our school. Our SIP contains specific goals, strategies, and activities based on analysis of our 2005-2008 student achievement data which led to identification of our targeted needs. Regular assessment and monitoring procedures are a part of our plan. District and site based staff development are also included. During the past two years there has been an increase in the percent of students scoring at a high proficient level. The level of proficiency in Reading increased from 48% in 2006-2007 to 55% in 2007-2008. Writing decreased from 87% scoring 3.5 and above in 2007 to 81 % scoring 3.5 and above in 2008. Math increased from 59% in 2006-2007 to 64% in 2007-2008. However, the percent of students in the lowest quartile making gains in Reading decreased from 65% in 2006-2007 to 58% in 2007-2008, and Math decreased from 73% in 2006-2007 to 64% in 2007-2008. The goal is that we will continue to make learning gains, but in a more substantial manner. Our ultimate goal is to have each subgroup score 68% on Math and 65% in Reading. Our main area of concern is our students’ in the subgroup populations. We continue to miss the target proficiency levels in reading and math, even though our goals are more strategically planned. Initially, staff has spent grade level meetings analyzing our school data on the FCAT SSS Assessments in reading and math. During the summer of 2008, the Crystal Lake Elementary Leadership Team, Administrators and Title 1 Support Teachers met to analyze data and create an instructional timeline and instructional focus calendars. We used this data to choose our strategies and interventions for the SIP. We then met in small groups to outline and formulate the specific plans for improvement in reading, math, science and writing. The Leadership team reviewed the information provided by the small groups to finalize the plan. Coaching and monitoring on the instructional focus calendars will continue throughout the year. The implementation of the Learning Focus Strategies will be monitored by administrative and curriculum support staff. Weekly grade level meetings with the school grade level teams, the administrative team and curriculum support coaches will ensure that the components of the model are being followed and that teachers are accountable for lesson planning and student monitoring. The instructional staff identified increasing time on task by improving student discipline as a school-wide need. The staff has implemented Positive Behavior Support to use school-wide. We used this data to choose our strategies and interventions for the SIP. We plan to meet in small groups to outline and formulate the specific plans for improvement in reading, math and writing. The Leadership team will review the information provided by the small groups to finalize the plan. Our SIP contains specific goals, strategies, and activities based on analysis of our 2005-2008 student achievement data which led to identification of our targeted needs. Regular assessment and monitoring procedures are part of our plan. District and site based staff development are also included. Monthly benchmark mini-assessments in reading, math and science will be utilized to assess student achievement. Focus lessons and mini–lessons as well as maintenance lessons were developed by the math and reading curriculum team and are implemented by teachers. All lessons, assessments, and monitoring pieces are aligned with FCAT – tested SSS benchmarks. DIBELS Assessments will also be used to assess Kaplan student progress in Reading. Administrators will visit the classrooms daily to complete an extensive observation and to monitor the implementation of the Instructional Focus Calendars which include reteaching for deficient areas. The Reading Coach and Title 1 Program Facilitator/LFS Coach will assist in monitoring program implementation and data analysis of student achievement. The Reading Coach and teachers are involved in Team meetings monthly to review data and to collaboratively plan lessons for reteaching and enrichment as


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well as readdress and revise the Instructional Focus Calendar if necessary. Students who are in the lower 25th percentile will be targeted for remediation and students at mastery will have enrichment activities provided for them. Crystal Lake Elementary has linked disaggregated student achievement data, student and instructional personnel needs to the school improvement t plan. Training needs identified by the teachers in conjunction with needs identified by data analysis include Technology, Reading, Kagan Cooperative Learning Structures, Hands-on Math, Writing, Differentiated Instruction, Inquiry Based Science Lessons and Classroom management. Based upon disaggregated data, student needs, and personnel needs, specific training and ongoing staff development activities that continue and have taken place are Cooperative Discipline, Differentiated Instruction, and Continuous Improvement Model, Curriculum mapping, Hands-on Math, Differentiated Instruction and Reading First training. An on-going assessment plan is in place to monitor student achievement throughout the year. Assessment tools incorporated into the plan include Kaplan Baseline Assessments, Compass Odyssey Kaplan Assessments, DIBELS, STAR and the assessment components of Harcourt Trophies and Scott Foresman Math, as well as the required district math and reading assessments. Crystal Lake Elementary is also participating in a pilot of the SRA Reading Mastery program in grade 3. In order to ensure the implementation of a sound evaluation process, Crystal Lake Elementary Administrative Team, Classroom Teachers and Instructional Support Staff will collect and analyze data Kaplan. The data collected will be analyzed and if problems are perceived from assessment data, the Classroom Teachers will communicate with the Administrative Team regarding the lack of academic improvement and /or lack of fidelity in implementation to determine an immediate intervention plan. The intervention plan will include the use of professional development, model lessons, and increased monitoring through bi-monthly or weekly assessments. In order to make adequate progress the school will improve to at least a grade of B and at least 80% of the lowest 25% of students will demonstrate annual learning gains on the FCAT criterion referenced reading assessment. All subgroups represented at Crystal Lake Elementary School (white, black, Hispanic, economically disadvantaged, and ESE) will achieve AYP according to the definition of Safe Harbor.


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Florida Department of Education Resources

NCLB School Public Accountability Reports

Teacher Professional Development

Promising Practices Resources

Promising Practices Framework - Self-Audits; Just for the Kids

The Tool belt: A Collection of Data-Driven Decision-Making Tools for Educators; NCREL

Tools for School Improvement Planning; Annenberg

Promising Instructional Practices from the School Recognition Database

http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm

http://www.fldoe.org/profdev/inserv.asp

http://www.just4kids.org/en/research_policy/best_practices/about_framework.cfm

http://www.ncrel.org/datause/

http://www.annenberginstitute.org/tools/index.php

http://www.flbsi.org/SchoolRecognition/viewreports.aspx

Documents

SCHOOL IMPROVEMENT PLAN · Crystal Lake Elementary School is a Title 1 school with 87.24% of its enrollment eligible for free or reduced lunch. In the 2007-2008 school year, Crystal