SCHOOL IMPROVEMENT PLAN - Polk · Kingsford Elementary – 2008-2009 1 SCHOOL IMPROVEMENT PLAN District: Polk Principal Name: Brad Knopp SAC Chair: Denise Hunter Superintendent: Dr

Kingsford Elementary – 2008-2009

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SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Brad Knopp SAC Chair: Denise Hunter Superintendent: Dr. Gail McKinzie Date of School Board Approval: 11/18/08

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


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School at a Glance - 2008

AYP: Yes No x Percentage 79 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 x Subject: Reading x Math x Category: II


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(This and the following pages are the location for your Three-Year data, both AYP and School Grades. You can get this information by going to:

• Public Folders • Assessment, Accountability, Evaluation • SIP • Three-Year Data

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 56 61 5 51 -10 White 67 74 7 59 -15 Black 0 0 Hispanic 42 44 2 45 1 Asian 0 0 Am. Indian 0 0 Econ. Disadv. 51 58 7 47 -11 ELL 27 30 3 31 1 SWD 33 0 0

MATH at Proficiency Level (AL 3.0 and above)

Subgroup 2006 2007 Change 06 to 07 2008 Change

07 to 08 Total 59 68 9 65 -3 White 70 77 7 75 -2 Black 0 0 Hispanic 44 57 13 57 0 Asian 0 0 Am. Indian 0 0 Econ. Disadv. 53 66 13 60 -6 ELL 30 47 17 47 0 SWD 0 0

WRITING (Essay score of 3.0 and higher)

Subgroup 2006 2007 Change

06 to 07 2008 Change 07 to 08

Total 91 100 9 88 -12 White 97 0 0 Black 0 0 Hispanic 0 0 Asian 0 0 Am. Indian 0 0 Econ. Disadv. 92 100 8 88 -12 ELL 0 0 SWD 0 0


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SCHOOL GRADES THREE-YEAR TREND

READING

2006 2007Change 06 to 07 2008

Change 07 to 08

% Meeting High Standards (AL3 and above)

64 72 8 59 -13

% Making Learning Gains* 47 67 20 56 -11

Learning Gains of Lowest 25%*

47 63 16 48 -15

MATH

2006 2007Change 06 to 07 2008

Change 07 to 08


68 76 8 74 -2

% Making Learning Gains* 68 77 9 61 -16

Learning Gains of Lowest 25%*

87 53 -34

WRITING (Essay score of 3.5 and higher)

2006 2007Change 06 to 07 2008

Change 07 to 08

% Meeting High Standards 90 95 5 67 -28

SCIENCE

2006 2007Change 06 to 07 2008

Change 07 to 08


36 40 4


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SCHOOL IMPROVEMENT PLAN Vision/Mission/Belief Statements

Vision: At Kingsford Elementary our focus is on a well balanced, core curriculum designed to motivate and academically challenge students of all demographic subgroups and cognitive levels. Reading, mathematics and writing are emphasized; actively engaging students using such learning strategies as: *hands on manipulatives *technology *independent and cooperative grouping *use of media resources *tutoring for Limited English Proficient, Hispanic and students with disabilities, and students in the lowest 25% *peer coaching Teachers and staff members provide a safe and positive learning environment in which students will be expected to exhibit appropriate social skills. Parents support the educational plan of our school by actively interacting with staff members on a regular and on-going basis. A caring atmosphere will be evident throughout the school for all stakeholders. Mission: At Kingsford Elementary we commit to providing a diverse, cooperative, academic learning environment for all students to increase academic achievement. Belief Statements: We believe that: *A caring and cooperative environment is essential for teaching and learning. *Every child can learn. * Appropriate professional development helps to foster a diverse academic learning environment. * Instruction delivered with individual needs monitored will ensure every child's success. *Family involvement enhances student achievement.


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SCHOOL IMPROVEMENT PLAN School Profile/Demographics

Kingsford Elementary is located in southwest rural Polk County and has a diverse population of approximately 530 students that reflects 41.4% white, 9.5% black, 46.5% Hispanic, 0.6% Asian and 2% multiracial. Our students with

disabilities population is 11.9%, and currently 85% of our students receive free or reduced lunch. The student attendance rate is 10.1% absent 21+ days. Retention rate for the 2006-07 year was 2.3% with 12 student retentions.

Our student/teacher ratio is 1:16 in Kindergarten through second grades and 1:20 for third through fifth grades. ***The physical features of our school include 29 classrooms, one of which is the computer lab, Media Center,

Cafeteria and office suite. We have 10 portables which house 5 classes, one ESE, three Pre-K classes, one Speech class, one SAI class, and one Music class. Our needs have changed over the last 7 years as our Hispanic population has soared from 11% to 46.5% due to agricultural opportunities for laborers. ***While Kingsford has historically served a high percentage of impoverished students, ramifications from rezoning resulted in a decrease in middle

income families and an increase in the number of families that face tremendous economic and educational challenges. ***Kingsford students are bused in from outlying rural areas, with some riding buses for 1 hour. Our

farm worker families remain fairly stable with a mobility rate of 7.8% as crops and groves in surrounding areas are harvested year round. We currently have 26.4% of our student population classified as ESOL with a majority non-

English speaking. The families that do stay feel welcomed as reported by the Parent Surveys in spring of 2007. ***Our school community partners include Wal-Mart, Mulberry Chamber of Commerce, Mosaic Incorporated, Badcock Incorporated, Southeastern University, Lamar Signs, Sonic, Golden Corral, Sonny's, and United Way. According to the Genesis database on 8/14/07, 33% of our students in grades 3 – 5 scored in Level 1 or 2 on the FCAT Mathematics and 41% scored in Level 1 or 2 in FCAT Reading. Our retention rate for grades 3 – 5 was 2.3% of the population with a total of 12 students retained in 2007. ***The students in our school stay in the Mulberry community for further education. The school in which we directly feed into is Mulberry Middle School, and after finishing there the students go to Mulberry High School. Kingsford has received an "A" from the state of Florida, six of the last eight years due to the continued efforts of all our staff to meet the needs of our diverse population.

Quality Staff

Highly Qualified Certified Administrators: List your school’s highly qualified administrators and briefly describe their credentials and experience with increasing student academic achievement.


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Principal: Brad Knopp: Brad Knopp has been serving as the principal of Kingsford Elementary since 2006. Prior to coming to our school, he served as a middle school Assistant Principal for five years. Mr. Knopp holds a Bachelor of Science degree in Elementary Education from Pennsylvania State U., having graduated with Highest Honors, a Masters of Science in Educational Leadership from USF and Ed. D Educational Leadership, ABD, from USF. He has previously been a grant winner, Peer teacher and Mentor program initiator. He has also served as a member of the following: textbook adoption committees, community speaker for support of schools, School Advisory Council chair, Polk County Curriculum and Issues Committee, Educational Chair for Mulberry Chamber of Commerce. Schools he was associated with have been "A" schools 10 of 14 years, with three "B's," one “C.” The school where he has been principal has moved in its first year from a “B” to an “A.” The school had math gains of 20% for the 2006-2007 school year. He has recruited highly qualified teachers in all academic areas. Mr. Knopp has developed a dropout prevention program which was recognized as a “Florida State Program of Excellence,” implemented a custom-designed middle school reading program, which led to student achievement gains from 10 to 20% for all students across all grade levels. He has been a presenter for the Florida State Conference for Application of Technology for School Improvement , as well as a presenter at the Florida Association of Superintendents’ Level II Leadership Development Institute: Leading Change. He has served as a Kagan trainer, Florida State Summer Science Institute instructor, and his Science students placed 1st or 2nd six of six years participated, 1999 "Best of Show". As a new middle school start-up administrator he ensured integrity and alignment of curriculum, developed all behavioral guidelines, ordered and accounted for all instructional and facility materials and hired instructional staff. At Kingsford, he has implemented Saturday math and reading camps for a total of 14 weeks a year. The camps take place at the school and in the community. Mr. Knopp serves as one of the instructors at every camp. In leading the school into the “Learning Focused Solutions ********************************* Assistant Principal: Erin Gonyea: Erin Gonyea comes to Kingsford with 30 years of professional educator experience, serving the past two years as part of administrative team at Sikes Elementary, where she participated in all aspects of school leadership. Mrs. Gonyea arrives with a diverse and successful educational career with Polk County Schools, which began in 1978. Mrs. Gonyea graduated with a Bachelors degree in Education from Bridgewater College in Boston, Massachusetts. She holds a Masters in Educational Leadership from the University of South Florida, with honors. Previously, she served as the reading resource teacher at Sikes Elementary School, implementing a new reading program for young readers, improving students reading and FCAT scores with intensive reading instruction. She also acted in an administrative capacity and was responsible for school discipline, attendance, and all special school wide programs. Her proactive approach with students resulted in a decrease in school wide discipline and an overall increase in student attendance at Sikes, contributing and resulting in Sikes “A” school grade status. She was honored as “Teacher of the Year” in 1995. Before her administrative and teaching experience at Sikes Elementary school, Mrs. Gonyea was a Resource Specialist at the District Office in the area of Health and Physical Education. She was responsible for curriculum throughout the district, working with schools and administrators and staff implementing school programs. She has been nationally recognized as one of the founders for implementation of the State of Florida’s Bike Safety Program in schools throughout the state as well as the country. Mrs. Gonyea has written numerous grants for children’s and staff programs. Recruitment/Retention of Highly Qualified Teachers: Describe strategies to recruit and retain high-quality, highly qualified teachers to high-need academic areas and schools. Assiduously poured over 250+ resume’s this past year, searching for the most highly qualified candidates. Searched for candidates from across the state, country and world. If experienced, determined past student success record, including student demographics, then determined level of interpersonal sensitivity for students, questioned at length to determine depth of pedagogical and content knowledge. Followed with in-depth questioning of references.


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STAFF LIST School Name: Kingsford Elementary District: Polk

LAST NAME FIRST NAME JOB DESCRIPTION YS DEGREE BRANCH OF STUDY SUBJECT A

ARGO SHARON Counselor E 20 Master's Guidance (KG-12) ENGLISH TOCHILDRESS FRANCIS Teacher, PE E 14 Bachelor's Phys Ed (KG-12) PHYSICAL EGARDNER ARVIA Teacher, Fifth 38 Bachelor's Elementary Education (1-6) ELEMENTARGONYEA ERIN Asst Prin Elem 28 Master's Adm & Supervision (KG-12) (OLD) HEALTHATFIELD MELISSA Reading Coach, E 33 Bachelor's Ear.Child.Ed/Elem Ed (N-6) (OLD) EARLYKNOPP BRAD Principal-Elem 28 Master's Adm & Supervision (KG-12) EDUCATIONAKULICK DEBORAH Teacher, VE 9 Bachelor's Ear Child/SLD (N-12) ELEMENTARMCKNIGHT JILL Teacher, Fourth 39 Bachelor's Ear.Child.Ed/Elem Ed (N-6) (OLD) EARLYMELTON JANET-REBE Teacher, First 9 Bachelor's Ear.Child.Ed/Elem Ed (N-6) ELEMENTAR

MYRICK MICHAEL TSA, Instr Stf Trng 13 Bachelor's Specific Learning Dis (KG-12 EMOTIONAL

SMITH SARALYN Lib/Med Spec-E 37 Master's Edu Media Spec (KG-12) EDUCATIONASPEAR CYNTHIA Teacher, Fifth 35 Bachelor's Elementary Education (1-6) ELEMENTARWESTMORELAND SUSAN Teacher, First 15 Bachelor's Ear.Child.Ed/Elem Ed (N-6) ELEMENTARWIGGS EVELYN Teacher, Second 16 Bachelor's Elementary Education (1-6) ELEMENTARWILKS JAMES Teacher, Music E 23 Bachelor's Music (KG-12) ELEMENTARPARRISH TINA Teacher, KG 11 Bachelor's El. Ed.(K-6) ELEMENTARTEAL TINA Teacher, KG 8 Bachelor's Elementary Education (1-6) ELEMENTARMORALES JUANA Teacher, Second 9 Bachelor's Elementary Education (1-6) ELEMENTARDHUE MELANIE Teacher, Gifted 8 Bachelor's Elementary Education (1-6) ELEMENTARHUNTER DENISE Teacher, Fifth 4 Bachelor's Elementary Education (1-6) ELEMENTARJONES TRACY Teacher, Other 8 Master's Elementary Education (1-6) ELEMENTARWOODALL MARY Teacher, Second 6 Bachelor's Elementary Education (1-6) ELEMENTARRHODES CHANTEL Teacher, Art E 6 Bachelor's Art Education (KG-12) ART (K-12) DELANEY GLORIA Teacher, Second 6 Bachelor's Elementary Education (1-6) ELEMENTARCARNES JIMA Teacher, VE 5 Bachelor's Political Science (6-12) EXCEPTIONADURDEN JENNIFER Teacher, Fourth 2 Bachelor's Other College Programs ELEMENTARGALLO MARCIA Teacher, VE 5 Bachelor's Speech Correction (KG-12) ENGLISH TORICHARDSON FREDDIE PARAPRO, ESE 4 Bachelor's Elementary Education (1-6) ELEMENTAR

MARRERO CLOTILDE Teacher, KG 4Bachelor's Veri Other College Programs ELEMENTAR

BREGLER HEATHER Teacher, First 3 Bachelor's Elementary Education (1-6) ELEMENTARMELBY CRYSTAL Teacher, Second 3 Bachelor's Elem Ed/ESOL Endorsement ELEMENTARCHESTER AMANDA Teacher, First 3 Bachelor's Elem Ed/ESOL Endorsement ELEMENTAREASTERLING JAMI Teacher, Third 3 Bachelor's Elementary Education (1-6) ELEMENTARRODRIGUEZ CINTRON GELISSA Interpreter, Basic 4 Bachelor's Elementary Education (1-6) ELEMENTARBROCK DENISE Teacher, VE 29 Bachelor's Elementary Education (1-6) ELEMENTARBROWN ALYSSA Teacher, First 2 Bachelor's Elementary Education (1-6) ELEMENTARLAWTON KYLE Teacher, Third 2 Bachelor's Elementary Education (1-6) ELEMENTARNYE GAIL Teacher, Third 8 Master's El. Ed.(1-6) ELEMENTARDEGROOT ASHLEY Teacher, First 2 Bachelor's Elementary Education (1-6) ELEMENTARCHERRY JENNIFER Teacher, Third 1 Bachelor's Elementary Education (1-6) ELEMENTARCARNS LAURA Teacher, Third 1 Bachelor's Elementary Education (1-6) ELEMENTARNICHOLS JENNIFER Teacher, Third 7 Bachelor's Elementary Education (1-6) ELEMENTAR


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SCHOOL IMPROVEMENT PLAN Additional Requirements

Coordination and Integration Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Please include other Title programs, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and/or job training, as applicable. Title I funds are utilized to purchase research-based in-service e.g. LFS writing workshop for entire staff, as well as pay for our highly qualified Title I facilitator and qualified instructional paras, Head Start has been added to our campus, as well as a Head Start family involvement liaison to enhance kindergarten preparedness, school state-funded budget is utilized to fund classroom necessities and curriculum for enhanced delivery of curriculum School-wide Improvement Model Describe the evidence-based School Improvement Model at your school. How is this model being implemented, and how has it helped with student achievement? Learning Focused Solutions is our research-based evidence-based School Improvement Model: it utilizes higher order thinking skill enhancement through cooperative pairs, differentiated instruction, writing for summarization/knowledge acquisition, extending thinking skills, distributed practice, etc. Effects: Kindergarten: majority of students learned 72 sight words, as well as the first nine weeks’ 1st grade sight words, students were able to write 8 connected sentences by end of year; 1st grade: obtained highest scores on SAT 10 in history of the school, students could write 2 ppg. Essays by end of yr.; 2nd grade: took group of below-level students (based on previous year’s scores) and brought them almost to grade level; 3rd grade, by end of year, students were writing 5 ppg. Essays, 4th grade, both veteran teachers’ students scored in the near 80% pass range on FCAT; 5th grade: while entire state was dropping in 5th grade reading scores, our 5th grade scores rose, 5th grade math scores climbed by over 20%!, 20 percentage points higher than the 5th grade had ever scored in the history of the school. NCLB Public School Choice Describe the process used to provide parents with written notification on the academic progress of their child's school in a format and language parents can easily understand. Public School Choice Notice to Parents

Please attach a copy of the Public School Choice Notice to Parents.

Kingsford ementary Letter.do.

Notification of SINI Status

Please attach a copy of the Notification of SINI Status to Parents.

SINI and RTK letter 08-09 - Ki...


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Preschool Transition (elementary schools only) Describe the plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable. Kingsford offers a unique program: “I’m Gonna be a Kindergartener” Over 50% of our incoming students come to school for ½ day for one full week to acclimate prior to the start of the school year. Our pre-k teachers also meet with our kindergarten teachers for vertical articulation sessions Teacher Mentoring Describe your school’s Teacher Mentoring Program. Our reading coach formally mentors all new teachers, in addition, a group of teachers voluntarily each adopt one new teacher to personally mentor. Teacher Mentoring List Please attach a copy of the Teacher Mentoring List in MS Word .doc format only! [Mentor Name, Proven Student Achievement, Mentee Assigned, Planned Mentoring Activities] TEACHER MENTORING LIST School Name: Kingsford Elementary School District: Polk Mentor Name Proven Student

Achievement Mentee Assigned Planned Mentoring

Activities Melissa Hatfield 25+ years of

success Jenna Tuscano: K Weekly mtngs, Kagan

Alicia Figueroa: 4th Coop. learning, elegrade, Tina Parrish: K LFS strategy review, Maria Torres: K What’s My Place, What’s Martha Sosa: 2nd My Value Jennifer Cherry: 3rd Laura Croft: 3rd Extended Learning Opportunities Describe the programs that are provided before and after-school, during the summer, and during the extended school year.

• After school tutorials • Two, seven-week Saturday camps, offered both at school and in a community church location • Summer: Review Camp; Preview Camp; I’m Going to be a Kindergartener for all incoming K students

(one week prior to school year); ESOL summer camp; VPK summer camp; 3rd grade reading summer camp for students who scored level one on prior year FCAT


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Schools Graded C or Below Professional Development: Describe the professional development that supports enhanced and differentiated instructional strategies: Learning Focused Solutions: built-in cooperative pair strategies specifically placed for cognitive acquisition; each teacher conducts differentiated small group lessons throughout the year, based on Kaplan-indicated student areas of need. Disaggregated Data Describe the use of student achievement data to determine the effectiveness of instructional strategies: KAPLAN: periodic benchmark testing to determine specific benchmarks in need of reinforcement; FCAT data analyzed to determine student needs and targets; DIBELS to determine fluency Informal and Formal Assessments Describe the type of ongoing formal and informal assessments to be used during the school year to measure student progress: KAPLAN: periodic benchmark testing to determine specific benchmarks in need of reinforcement; FCAT data analyzed to determine student needs and targets; DIBELS to determine fluency Alternative Instructional Delivery Methods Describe the alternative instructional delivery methods used to support remediation, acceleration, and enrichment strategies: Small group instruction utilized at every level; in 3rd, 4th, 5th grade, every reading class has two or three qualified adult instructors; math, science, and reading classes utilize a preview session at the end of each day to build mental folders for the upcoming week’s curriculum; small groups of students participate in “Working lunch with the Principal” to review math skills; small groups of students are pulled from art/music to help in areas of academic weakness: reading, math, writing; Alpha/gifted program has been added to our campus with a highly qualified instructor


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Reading Needs Assessment: Did all student subgroups meet AYP targets? No

Did 50% or more of lower 25% make learning gains? No

Did 50% or more make learning gains? No

Did the percent proficient increase? No

Objective: 1. By Spring 2009, 65% of Total students will be at AL 3 or above in Reading as evidenced by the AYP

Report. 2. By Spring 2009, 51% of Hispanic students will be at AL 3 or above in Reading as evidenced by the

AYP Report. 3. By Spring 2009, 53% of Economically Disadvantaged students will be at AL 3 or above in Reading as

evidenced by the AYP Report. 4. By Spring 2009 38% of English Language Learners will be at AL 3 or above in Reading as evidenced

by the AYP Report. 5. By Spring 2009, 80% of Survey 2 and 3 (Oct. and Feb. FTE) students will make Learning Gains in

Reading as evidenced by the School Grade Report. Strategies: List strategies that… Apply to all students:

• 120 minute daily Reading block • Kaplan assessment three times during the year • DIBELS assessment three times during the year • The Accelerated Reader program will be utilized to support independent reading practice. • Immerse students in reading support classes such as Music, Art, and P.E.

Relate to differential instruction:

• Guided reading groups Provide immediate interventions for students you have identified as struggling:

• Choice opportunity tutoring for Supplemental Educational Support provided by outside vendors. • Instructional para-professionals will pull students from non-academic areas for small group tutoring

during the school day. • ESOL summer academy at the school site targeting English Language Learners • Provide Extended Learning opportunities for targeted Level 1 and 2 students after school and during

Saturday academies. • Soliloquy Reading Assistant computer program for targeted Level 1 and 2 students.

Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions:


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• Identify model classrooms for vocabulary, comprehension, fluency, phonemic awareness, phonics, and oral language for teachers to observe.

• Modeling and professional development in phonemic awareness, phonics, comprehension, vocabulary, fluency, and oral language will be provided by the Reading Coach.

• Learning Focused based Reflection meetings twice a month to discuss effective methods and strategies to be used.

• Weekly grade level meeting to discuss on-going assessment, curriculum, and data. • Professional development provided to teachers by the district in Learning Focused Solutions.

Evaluation: Assessments will include but not be limited to: DIBELS (K-5th) three times per year, Kaplan Assessments three times per year. The DIBELS assessments given in September, January and April will provide direction for instruction and allow teachers to target students for additional immediate intensive intervention in reading. Final evaluations will be the 2009 FCAT Reading test given in March 2009. Teachers and the administrative team will analyze data results. Evidence-Based Program: Harcourt Trophies and Reading Assistant computer program

Professional Development Aligned with this Objective: LFS Vocabulary provided by the district Budget:

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

Amount

LFS: Vocab., math, writing training Title I: District Full amt necessary


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Technology Description of Resources Funding Sources Available

Amount

Reading Assistant computer-based rdng. program

Grant from ESOL $22,000

Professional Development Description of Resources Funding Sources Available

Amount

LFS writing consultant & school-wide rev. sessions with LFS consultant

Title I $2,700

People, Other Description of Resources Funding Sources Available

Amount

Non-Highly Qualified Certified Out-of-Field Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field that are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All K-5 classroom teachers who have been hired are qualified, certified, & highly qualified


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SCHOOL IMPROVEMENT PLAN Math

Needs Assessment: Did all student subgroups meet AYP targets? No

Did 50% or more of lower 25% make learning gains? No

Did 50% or more make learning gains? No

Did the percent proficient increase? No

Objective: By Spring of 2009, 68 % of Total students will be at Achievement Level 3 or above in Math as evidenced by the AYP report.

By Spring 2009, 62% of Hispanic students will be at AL 3 or above in Math as evidenced by the AYP Report. By Spring 2009, 64% of Economically Disadvantaged students will be at AL 3 or above in Math as evidenced by the AYP Report. By Spring 2009 53% of English Language Learners will be at AL 3 or above in Math as evidenced by the AYP Report. By Spring 2009, 80% of Survey 2 and 3 (Oct. and Feb. FTE) students will make Learning Gains in Math as evidenced by the School Grade Report.

Strategies: List strategies that… Apply to all students:

• A daily 90 minute math block for K-5th grades that utilizes scientifically based strategies and Scott Foresman materials to address all Sunshine State Standard math strands.


• Utilize the Compass Odyssey computer lab for intervention personnel to tutor during the school day for grades 4 – 5 targeted ELL and Hispanic students, as well as other students’ needs as appropriate.

Provide immediate interventions for students you have identified as struggling:

• Provide Extended Learning opportunities for targeted Level 1 and 2 students after school and during Saturday academies.

• Instructional para-professionals will pull students from non-academic areas for small group tutoring during the school day.


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Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: • Learning Focused based Reflection meetings twice a month to discuss effective methods and strategies

to be used. • Weekly grade level meeting to discuss on-going assessment, curriculum, and data. • Professional development provided to teachers by the district in Learning Focused Solutions.

Evaluation: Assessments will include but not be limited to: Kaplan Assessments in Mathematics, Scott Foresman series assessments will provide direction for instruction and allow teachers to target students for additional intervention in math. Mini assessments have been identified through-out Scott-Foresman materials. Final evaluations will be the 2009 FCAT SSS Math. Evidence-Based Program: Scott-Foresman Math, Compass Odyssey computer lab Professional Development Aligned with this Objective: Learning Focused consultants will provide staff development that will include effective teaching strategies, FCAT personalized lesson plans and pacing to enable 3rd through 5th grade teachers to focus on the tested SSS benchmarks. Budget:


Amount

LFS: Days 1 & 2 District Title I Total Necessary for district-led training

Technology

Description of Resources Funding Sources Available Amount

Compass Learning Computer Lab Previously acquired N/A


Amount

See previous cells for same


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Non-Highly Qualified Certified Out-of-Field Instructors Kingsford Elementary's district provided support personnel will work with teachers who do not meet the highly qualified requirements. Polk County provides many opportunities to prospective teachers to become highly qualified through preparatory classes before taking the General Knowledge or Subject Area test.


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Writing Needs Assessment: Did the percent proficient increase? No

Objective: By Spring, of 2009, 90 % of 4th Grade students will be at an Essay score of 3.5 or above in Writing as evidenced by the School Grade report. Strategies: List strategies that… Apply to all students:

• Daily writing instruction for K-5th grades that utilizes scientifically based strategies to address the Sunshine State Standards in writing.

• Administer ongoing assessments three times a year to determine progress in writing skills, teachers will create a rubric for the assessments based on the FCAT 6 point Writing rubric.

• Direct instruction provided in expository and narrative style in all grades. Relate to differential instruction:

• Based on the analysis of the assessments, small group instruction will be provided for targeted groups. Provide immediate interventions for students you have identified as struggling:

• Instructional para-professionals will pull students from non-academic areas for small group tutoring during the school day.

Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: • Learning Focused based Reflection meetings twice a month to discuss effective methods and strategies

to be used. • Weekly grade level meeting to discuss on-going assessment, curriculum, and data

Evaluation: Teacher made ongoing assessments based on the FCAT 6 point Writing rubric will be administered and analyzed in August, January and April. Final evaluation will be the 2009s FCAT 4th grade Writing Test. Evidence-Based Program: LFS Writing to Learn Professional Development Aligned with this Objective: LFS Writing to Learn August 13, 2008 will be provided for all staff utilizing Title 1 funds.


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Budget:


Amount

LFS: Writing to Learn Title I $2,700


Amount

N/A


Amount

Teacher manuals Title II $1,600


Amount


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SCHOOL IMPROVEMENT PLAN Science

Needs Assessment: Less than 50% of the 5th grade students are passing the science portion of FCAT Objective: By Spring of 2009, 50 % of 5th grade students will be at Achievement Level three or above in Science as evidenced by the School Grade report. Strategies: List strategies that… Apply to all students:

• Utilize Harcourt science as an additional component of the reading curriculum • Every morning on Instruction TV, Principal will air segment: Principal Knopp, the Science Cop, which

will introduce/review all science vocab., as well as demonstrate experiments correlated to benchmarks and classroom curriculum map (Principal is highly qualified as advanced level instructor of physics, chemistry, biology and earth-space science: taught for 20 years, incl. 8 in science magnet school)


• Use Harcourt science text and assess students to determine needs for grouping and reviewing • Provide hands-on opportunities for observing, predicting, researching, exploring and experimenting

with physical, life and environmental world.

Provide immediate interventions for students you have identified as struggling: • Harcourt ongoing assessments will be administered

Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions:

• Learning Focused based Reflection meetings twice a month to discuss effective methods and strategies to be used.

• Weekly grade level meeting to discuss on-going assessment, curriculum, and data

Evaluation: Assessments will include but not be limited to: Kaplan Assessments in Science. Harcourt Science series assessments will provide direction for instruction and allow teachers to target students for additional intervention in Science. Final evaluations will be the 2009 FCAT SSS Science. Evidence-Based Program: Harcourt Science program


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Budget:


Amount

Harcourt Science program: correlated to reading program

District funding Total Necessary


Amount


Amount

Previous in-service provided by district


Amount

-Highly Qualified Certified Out-of-Field Instructors Kingsford Elementary's district provided support personnel will work with teachers who do not meet the highly qualified requirements. Polk County provides many opportunities to prospective teachers to become highly qualified through preparatory classes before taking the General Knowledge or Subject Area test.


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SCHOOL IMPROVEMENT PLAN Parental Involvement

Goal: Parental/Family Involvement Programs Needs Assessment: 86% of our parents are low SES. Many work well into the evening. Most do not have an extensive formal education background. Over 50% do not speak English. Objective: Increase parent involvement in school functions by 5% as indicated on sign-in sheets for all functions for 2008-09 school year. Strategies: Provide an inviting atmosphere for parents in order to involve them in more of the decision-making at Kingsford such as SAC, PTA, etc. Provide a semi-weekly after school program for Hispanic parents geared toward language acquisition and basic cultural survival needs. Encourage volunteering to support their child's education. Inform parents of their student's academic progress through the use of assessment reports such as DIBELS, interims, ASP's and individual conferences as well as Open House. Communicate through the use of agendas, newsletters and phone calls to notify parents of activities designed to increase student achievement. Request parents to respond to newsletters with suggestions or ideas to improve Kingsford. Following the annual Parent Attitude Survey, we respond to items parents view as most needing attention. Provide parent workshops on academic assistance in Reading and Math Invite parents to all PTA and other school programs using multiple methods such as newsletters, agenda notices, and phone calls. Provide translation services school-wide for all activities including Orientation in August, Annual Meeting/ Open House in September, End of the year Reading Celebration, teacher conferences, registration, all parent communications. Provide school and district Family Policy brochures and Parent-Teacher-Principal Compacts to inform parents of all opportunities and responsibilities of each for student achievement. The administrative team will be responsible for monitoring the school wide implementation of the strategies. Evaluation: Administrative team and teacher committee will compile and analyze data from conference logs and records of attendance from other parent functions such as Open House, Orientation, and Family Nights sign-in sheets in April 2009. Evidence-Based Program: N/A


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Professional Development Aligned with this Objective: None Budget:


Amount

Agendas, Family night activities, postage, supplies, special activity payroll for after school functions

$4,500

Technology

Description of Resources Funding Sources Available Amount

Group Translation System w/wireless headsets

Prior Purchase N/A


Amount

Title I facilitator Title I $48,000


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Return on Investment Goal: Return on Investment Goal Statement: Kingsford Elementary School will demonstrate efforts to improve student performance in a fiscally efficient manner. Needs Assessment: Compared to similar schools, Kingsford Elementary’s percentile ranking is (information not yet available on state DOE website) and the percent of the highest ROI value is (information not yet available on state DOE website) %. Objective: Kingsford Elementary’s ROI percentile ranking will increase by at least one percentile point. Strategies: Strategies to improve annual learning gains: Use student data analysis results to construct more effective educational strategies that fit the needs of students and staff (e.g. differentiated instruction) Identify lowest quartile students early and provide additional assistance Provide strategies to parents for their student’s academic improvement Continue to provide high quality teacher professional development and monitor its implementation Strategies to lower the cost per weighted full time equivalent (FTE) student: Continue to allocate school resources to better implement teaching, learning and class-size mandates (e.g. Para-educators will receive in-house in-service training and will be utilized instructionally) Purchase research-based materials and utilize the district warehouse for materials/supplies Use purchased programs effectively and increase student participation Increase participation in programs provided by the Department of Education, such as FCAT Explorer and Florida Achieves Utilize school and district in-service training (LFS, Effective Writing Instruction) Evaluation: The percentage of students with learning gains will be divided by the program costs per weighted FTE students at the school to determine ROI Index.


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Non-Highly Qualified Certified Out-of-Field Instructors Kingsford Elementary's district provided support personnel will work with teachers who do not meet the highly qualified requirements. Polk County provides many opportunities to prospective teachers to become highly qualified through preparatory classes before taking the General Knowledge or Subject Area test.


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SCHOOL IMPROVEMENT PLAN SAC Members

Yes 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: School has been compliant in every previous year

Member’s Name Position Signature

MEMBERS nominated and voted upon at 1st open house Sept. 18th.

1) Brad Knopp Principal

2) Denise Hunter Teacher: SAC Chair

3) Alison Offutt Title I Facilitator

4) Sara Gutierrez Parent

5) Maria Hernandez-Astello Secretary

6) David Gonyea Community Member

7) Miriam Rodriguez Parent

8) Karen Culp Parent

9) Jesús Santiago Parent

10) Zenaido Pineda Parent

11) Ángelo Méndez Parent

12) Julie Taylor Parent

13) Layne Mayo Lead Custodian

14) Julie Mayo Parent

15) Parent


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School Advisory Council Describe the activities of the School Advisory Council. School Advisory Councils (SAC's) were created by the Florida Legislature to assure continuous progress of Florida's eight education goals in each school. The purpose of the council is to develop, monitor, and evaluate results of the School Improvement Plan and assist in preparing the school's annual budget, including the lottery allocation and school recognition funds. The SAC is the sole body responsible for final decision making at the school relating to implementation of the provisions of Sections 1001.42(16) and 1008.345, F.S. The lottery funds totaled $4,100 and were used for materials and supplies for the classroom, as well as postage for positive notes home regarding students. At our PTA Open House in September, nominations are received and an election is held. A meeting is called soon after Open House to elect the chairperson. Our SAC meets 4 times per year, and is composed of teachers, parents, principal, support staff, elected by their groups and business persons and community representatives appointed by the principal, that reflect the ethnic, racial and socio-economic background of the community served by the school. Each year the principal provides an orientation for new SAC members during the first meeting of the year. We have published By-Laws which are adhered to. Throughout the school year the council revisits the School Improvement Plan, noting progress or discrepancies in strategies written as well as student assessment results. The council is also kept up-to-date with new legislation or district policies that affect the school.


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SCHOOL IMPROVEMENT PLAN Final Budget

Budget:

Issues to Address Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

Reading: Harcourt Trophies Harcourt Trophies Supplemental books Sing, Spell, Read & Write Mathematics: Writing: Science: Harcourt Science Parental Involvement: PASSport to Success LFS: Lesson planning;vocab., math, writing training

Reading: Textbook Lottery Title 1 Available: $13,762.00 Mathematics: Available: $0.00 Writing: Available: $0.00 Science: Textbook & Operating district provided Available: $0.00 Parental Involvement: Available: $0.00 Technology: Available: $0.00

$13,762.00

Research-based Resources

Technology Reading: “Reading Assistant”: Computer-based interactive program Mathematics: Writing: Science: Parental Involvement: Technology:

Reading: Available: $22,000 Mathematics: Available: $0.00 Writing: Available: $0.00 Science: Available: $0.00 Parental Involvement: Available: $0.00 Technology:

$22,000 paid through an ESOL grant


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Available: $0.00 Professional Development Reading: Learning

Focused: Focus Coaching Sessions w/LFS facilitator Mathematics: Writing: LFS Kagan Cooperative Learning Parental Involvement: Technology:

LFS Unit/Lesson planning: Title 1 Available: $12,760.00 Mathematics: Available: $0.00 Writing: Available: $2,700.00 Parental Involvement: Available: $0.00 Technology: Available: $0.00

$15,460.00

Other Reading: Workshops & Supplies Parental Involvement: Agendas, Family night activities, postage, supplies, special activity payroll for after school functions Technology: Supplies

Reading: Title 1 Available: $1,000.00 Parental Involvement: Title 1 Available: $4,500.00 Technology: PSTF Available: $2,500.00

$8, 000.00


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SCHOOL IMPROVEMENT PLAN Implementation Evaluation

Implementation Evaluation: Describe plans for ongoing and final evaluation on the extent of successful implementation of the school improvement plan and other school improvement efforts. Kingsford Elementary did not meet the School Improvement Plan goals for the 2007-2008 school year. The fact that the majority of our ESOL population is Non-English speaking and evaluated on the FCAT in the English language after one year or less of initial exposure greatly influences our results. ESOL researchers have long realized that five to seven years of language acquisition are required for students to become instructionally literate. Strategies for ELL students are included in this year's reading and math objectives. Kaplan Assessments and other reports for the School Improvement Plan implementation will be examined by the administrative team. Lesson plans and school wide assessment results will be examined, results will be shared and analyzed with staff at least three times per year. Each goal addresses the specific assessment administered throughout the year. If the results show that the objectives are not being met, the team will re-evaluate strategies and refocus efforts in areas of deficiency. 2009 FCAT SSS Reading, Math and Writing will be examined for final evaluation of the successful implementation of the 2008-09 School Improvement Plan. SAC will also examine the data and evaluate the plan's implementation.


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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 Toolbelt: 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

Documents

SCHOOL IMPROVEMENT PLAN - Polk · Kingsford Elementary – 2008-2009 1 SCHOOL IMPROVEMENT PLAN District: Polk Principal Name: Brad Knopp SAC Chair: Denise Hunter Superintendent: Dr