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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM

2011-2012 SCHOOL IMPROVEMENT PLAN

School Name: GOLDEN GATE ELEMENTARY SCHOOL

District Name: Collier

Principal: Charles Frontz

SAC Chair:

Superintendent: Dr. Kamela Patton

Date of School Board Approval: Pending

Last Modified on: 9/ 9/ 2011

Gerard Robinson, CommissionerFlorida Department of Education

325 West Gaines StreetTallahassee, Florida 32399

Dr. Mike Grego, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

(Use this data to complete Sections 1-4 of the reading and mathematics goals and Section 1 of the writing and science goals.)

Adequate Yearly Progress (AYP ) Trend Data

(Use this data to complete Section 5 of the reading and mathematics goals and Section 3 of the writing goals.)

Florida Comprehensive Assessment Test (FCAT) Trend Data

(Use this data to inform the problem solving process when writing goals.)

HIGHLY QUALIFIED ADMINISTRATORS

List your schools highly qualified administrators and briefly describe their certification(s), number of years at the current school,

number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include

history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly

Progress (AYP).

Position NameDegree(s)/

Certification(s)

# o fYears atCurrentSchool

# of Years asan

Administrator

Prior Perfor mance Record (includeprior School Grades, FCAT (High

Standards, Learning Gains, Low est25%), and AYP information along with

the associated school year)

PrincipalCharlesFrontz

Degrees:BA ElementaryEducation,Bowling GreenState University

Master ofEducation EducationalLeadership, NovaSoutheasternUniversity

FloridaCertification:School Principals(All Levels)

EducationalLeadership (AllLevels)

ElementaryEducation(Grades 1-6)

17

According to State statute, theSuperintendent has the authority tostrategically place administrators within theschool district

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HIGHLY QUALIFIED INSTRUCTIONAL COACHES

List your schools highly qualified instructional coaches and briefly describe their certification(s), number of years at the current

school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each

school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and

Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part -timeteachers in reading, mathematics, or science and work only at the school site.

Endorsements:English forSpeakers ofOther Languages

Assis Principal Lynda Walcott

Degrees:B.S. ElementaryEducation,ConcordiaUniversity

M.S. EducationalLeadership, NovaSoutheastern

University

FloridaCertification:School Principals(All Levels)

EducationalLeadership (AllLevels)

ElementaryEducation(Grades K-6)

4


Assis Principal

MelissaStamper(Dean ofStudents)

Degrees:B.S. ElementaryEducation,University ofFlorida

M.S. ElementaryEducation,University ofFlorida

EdS EducationalLeadership,University ofFlorida

FloridaCertification:EducationalLeadership (AllLevels)

Elementary

Education(Grades K-6)

Endorsements:English forSpeakers ofOther Languages

Gifted

1


Subject Area NameDegree(s)/

Certification(s)

# o fYears atCurrentSchool

# of Years asan

InstructionalCoach

Prior Performance Record (includeprior School Grades, FCAT

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

the associated school year)

ReadingJulianneStallings

BS ElementaryEducation, MiamiUniversity,

MA Reading,NorthernKentuckyUniversity

Certification:

Elementary

4 6

Demonstrates a history of academicexcellence and successful past experiencewith the student population at Golden GateElementary.

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HIGHLY QUALIFIED TEACHERS

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

Non-Highly Qualified Instructors

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

Education 1-6

Endorsements:ReadingESOL

MathKristinaGrones

BSCommunication/Journalism,University ofMinnesota

MS Curriculumand Instruction,Scienceintegrationendorsement,Florida Gulf

Coast University

Certification:ElementaryEducation K-6

Endorsement:ESOL

5 3

Demonstrates a history of academicexcellence and successful past experiencewith the student population at Golden Gate

Elementary.

ScienceKristineWoronowski

BS ElementaryEducation,Florida GulfCoast University

Certification:ElementaryEducation K-6

Endorsements:GiftedESOL

1

Demonstrates a history of academicexcellence and successful past experiencewith the student population at a school withsimilar demographics.

Description of StrategyPerson

Responsible

ProjectedCompletion

Date

Not Applicable (If not, pleaseexplain why)

1 Monthly meetings for new teachers with Principal Principal On-going

2 Partnering new teachers with veteran staff Principal On-going

3

Scheduling observations for new teachers of veteran

teachers at school and other district schools.

Assistant

Principal On-going

4

Interviews with highly-qualified applicants involving teamleaders, Principal, Assistant Principal, and Leadership Team

Principal On-going

5Professional Learning Community work focused on subjectareas as well as areas of interest for further study.

Principal/AssistantPrincipal

On-going

6Addition of subject area coaches (reading, writing, math, andscience) for modeling lessons and offering support fordifferentiated instruction

Subject AreaCoaches

On-going

7Offer professional growth opportunities during Early Releasedays ie. Book Studies, technology training, Instructionalstrategies, etc.

Principal,AssistantPrincipal,InstructionalCoaches,Teachers

On-going

Name CertificationTeaching

Assignment

ProfessionalDevelopment/Support

to Become HighlyQualified

CCPS policy is to hireonly highly qualifiedteachers. Consequently,all teachers are certifiedand HQ in their area ofassignment. However,some teachers areworking towardendorsement in Gifted orELL. Following the October

FTE, we will update this

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Staff Demographics

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

academic course.

document with the officiallist.

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

Teacher Mentoring Program

Please describe the schools teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for

the pairing, and the planned mentoring activities.

Total Numberof

InstructionalStaff

% ofFirst-Year

Teachers

% ofTeacherswith 1-5

Years of Experience

% ofTeacherswith 6-14

Years of Experience

% ofTeacherswith 15+

Years of Experience

% ofTeachers

with

AdvancedDegrees

% HighlyQualified

Teachers

% ReadingEndorsed

Teachers

% NationalBoard

CertifiedTeachers

% ESOLEndorsed

Teachers

71 16.9%(12) 40.8%(29) 28.2%(20) 14.1%(10) 31.0%(22) 100.0%(71) 5.6%(4) 0.0%(0) 64.8%(46)

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activit ies

Toni WaiteTiffanyDobson (K)

Mrs. Waite isanexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.

Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team

Toni WaiteDarlenePellechia (K)



Toni WaiteSaraRitchotte-Biszant (K)



Jennifer MerinoKelseyChiavari (1)

Ms. Merino is

anexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.


Alyssa KittlesonChristine

Ochs (2)

Mrs. Kittlesonis anexperiencedelementaryeducator. Shehas receivedclinical

training and

Weekly meetings, datachats, ongoing datareview and discussion,model lesson,

instructional coaching,

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hassupportednew teacherssuccessfullyin the past.

monthly meetings withadministrative team

Alyssa Kittleson Kasey Will (2)

Mrs. Kittlesonis anexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teachers

successfullyin the past.


Ashley WeissSherri Elmore(3)

Ms. Weiss isanexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.


Alyssa LedbetterJenniferDixon (4)

Mrs.Ledbetter isan

experiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.


Alyssa LedbetterCassidyMassie (IR)

Mrs.Ledbetter isanexperiencedelementaryeducator. Shehas receivedclinical

training andhassupportednew teacherssuccessfullyin the past.


Alyssa LedbetterJamieeSidisky (4)

Mrs.Ledbetter isanexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfully

in the past.


Julie StallingsJenniferHambley (5)

Ms. Stallingsis anexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.


Ms. Stallingsis anexperiencedelementary

educator. She

Weekly meetings, data

chats, ongoing data

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ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other

Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition

programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.

Julie StallingsVinessaIgneri (5)

has receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.

review and discussion,model lesson,instructional coaching,monthly meetings withadministrative team

Julie StallingsPatriciaRodriguez (5)

Ms. Stallingsisanexperiencedelementaryeducator. Shehas receivedclinicaltraining and

hassupportednew teacherssuccessfullyin the past.

Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,

monthly meetings withadministrative team

Kari CrowleyJenniferScarafile (IR)

Ms. Crowleyis anexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.


Title I, Part A

The Collier County School district provides a systematic and strategic approach to providing services through the District

Strategic Plan, 3 Year Academic Plan, the K-12 Comprehensive Reading Plan and District Consolidated Planning process. Goals

and objectives of each program and department are aligned with these overarching district plans. Additionally:

Title I Parts A, C, D, and School Improvements (1003a and 1003g) Tit le II, Part A and Title III are managed out of the same

Federal and State Grants Office in Collier County. They share administrative staff so that oversight, coordination, budgeting,

staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, monthly formal

administrative meetings are held to discuss program needs, issues and coordinate efforts.

Support staff of the Title I Part A, Title I Part C, Title I Part D, and Title X programs meets regularly to coordinate efforts and

receive joint staff development for improving their services.

Regularly scheduled Curriculum and Instruction department meetings are scheduled that include district level program

coordinators, including IDEA, Perkins, Head Start, Supplemental Academic Instruction, Advanced Placement Initiative, Career

and Technical education.

Title I Part A in coordination with Title III, Title II Part A, and IDEA will provide Intervention Support Specialist to support

academically at risk students.

LEA, Title I Basic, Title I Migrant coordinate services to assist homeless parents of homeless children, and shelters

representing the homeless children to resolve problems concerning registration and educational services at Title I schools.

The LEA provides services in coordination the McKinney-Vento Homeless Assistance Act.

Title I Part A, Title II Part A and RTTT fund exam reimbursements to ensure staff meet HQT Requirements.

Title I and District joint funding of the Homeless Liaison staff position and use of additional Title I Part A funds to provide after

school tutorials for homeless students in non-Title I schools.

Title I Part A funds used in collaboration with Title I SIG 1003g, Title II Part A and Reading to fund Reading Coaches at

Elementary and Math Intervention Specialist at Middle Schools.

As applicable, depending on school:

District Oversight Team meetings that provide forum for coordination and integration of resources to support unique needs

of school sites.

Title I Part A funds also used to provide additional coaches to support lowest performing schools and those in differentiated

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Accountability Correct II-D status.

Title I, Part C- Migrant

Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support

and resources.

Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures

students receive high quality, differentiated instruction.

Title I Migrant and school collaboration occurs with local eye doctor to provide eye exams and glasses at no cost to migrant

students in need or at a discounted price to our program.

Coordination occurs with Homeless Liaison staff and Title I Migrant staff in identifying eligible students and families that can be

served as homeless.

Title I, Part D

N/A

Title II

Title II, Part A collaborates with Collier County Public Schools Human Resources in providing funds that are used to

reimburse teachers striving to meet Highly Qualified Teacher requirements through subject area tests. This helps ensure that

all teachers meet HQT requirements and provide high quality instruction.

Title II funds will support schools with instructional coaching, lesson planning and staff development by funding several

teachers on special assignment in areas of Math and Science; these staff will integrate with the instructional staff at school

sites to ensure high quality instruction differentiated to address unique student needs.

Coordination of professional development activities, including those funded by Title II, occurs through the following

activities:

o Individual schools conduct annual staff development surveys to determine staff development needs. A district

comprehensive Staff Development Plan and consolidated planning coordinates all available district resources.

o Staff development within a school (including the use of Title I money) is coordinated through the SIP/Title I Plan and

comprehensive needs assessment.

o Title I and II in-service is coordinated through Learning Support Services departmental curriculum staff.

o The Director of Federal and State Grants, Executive Director of Federal and State Grants and ELL, the Chief Academic Officer

review the professional development allocations in the Title I plans and in the Title II project.

o Reading coaches receive ongoing professional development through their bi-monthly literacy team meetings. The teachers

individual plan (IPDP) is based upon an assessment of student learning needs, and this analysis of student achievement data

in reading is essential to the creation of each teachers professional development plan.

o The district will provide ongoing professional development and support for principals on classroom walk-through strategies,

including how to give feedback to teachers.

In addition Title II funds are used, in collaboration with Title I, IDEA, District, and Reading funds, to support Reading Coaches

at the following schools: BCE, CES, CPE, LES, LOE, LPE, OES, PES, PME, SGE, SPE, TBE, VES, VME, CMS, CPM, GVMS, NNMS,

ORMS, PRMS.

Math Intervention Specialists will be partially supported from Title II funds, in collaboration with T itle I, at the following

schools: CMS, CPM, ENMS, GVMS, NNMS, ORMS, PRMS.

Title III

Title X- Homeless

The Collier County School District, through a No Child Left Behind grant, provides support services and resources for homeless

students and their families. A homeless liaison works with school staff, Title I Migrant staff, and community agencies, and local

shelters to indentify eligible students, expedite school registration and bus transportation, as well as provide school supplies,

shoes and uniforms. The homeless liaison aids in securing before and after school care for students when appropriate. The

liaison also monitors enrollment data, attendance records, and grades for all homeless students through the district database

and school contacts. Coordination services are provided by the LEA as they relate to the McKinney-Vento Homeless Assistance

Act.

The support staff from the Title I Part A, Title I Part C, Title I Part D, and Title X programs regularly meets to coordinate

services as well as participate in staff development. Homeless students and their parents are served by LEA, Title I Basic, Title

I Migrant personnel and shelters to address issues concerning the registration and educational services at Title I schools. Title

I and district funding provides for after school tutorials for homeless students in non-title I schools.

Supplemental Academic Instruction (SAI)

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Violence Prevention Programs

Nutrition Programs

The District is offering breakfast at no charge to all students through the USDA Provision 2 breakfast program. All reduced

students are receiving lunch at no charge. The NSLP Fresh Fruit and Vegetable program is being offered in twelve elementary

schools. We are continuing to institute the OrganWise program through the University of Florida in qualifying elementary

schools.

Housing Programs

N/A

Head Start

The Head Start Program in Collier County Public Schools serves 712 four-year-olds in targeted elementary sites based on the

needs of the parents and students. The Head Start Program includes students identified for ESE services, Voluntary

Prekindergarten (VPK) students, and students identified as Title I and Migrant. By coordinating efforts and funding, the all

encompassing Head Start Program is able to serve approximately 300 additional eligible students than the funding from Head

Start alone supports.

Head Start provides comprehensive services to eligible families and their children. These comprehensive services include

education, social services, parent involvement, and health services. These services are coordinated with the requirements of

the other funding sources as a seamless service for parents and our 4-year-old students. The Head Start Program is a vital

part of our school community and these students are included in all academic and extra-curricular/enrichment programs as

appropriate.

Adult Education

N/A

Career and Techn ical Education

Career Education participants are measured using Perkins Accountability standards. For school year 2011 -12 the local targets

are 67% for Academic Attainment Reading, 86.05% for Academic Attainment Math, 94.35% for Secondary Technical Skills,

96.73% for Secondary School Completion, 95.19% for Secondary School Completion, 95.19% for Secondary Graduation Rate,

83.13% for Secondary Placement, 30% for Non-traditional enrollment, and 98.58% for Non-traditional completion rate.

Professional development activities will be implemented to upgrade the reading instruction skills of all Career Education

teachers. Reading is integrated in all CE courses. EOY Algebra, and Geometry, is integrated into business education,

construction, architectural, drafting and technology courses. Teachers are trained to address the needs of ELL and ESE

students as needed. Each academy/program has curriculum integration strategies specific for each subject area. Teachers are

also encouraged to complete additional endorsements in NG-CAR-PD and ELL. The district conducts NG-CAR-PD courses for CE

teachers and selected CE teachers are completing FOR PD online with UCF. FCAT level 2 (fluent) students will be able to

complete their intensive reading requirement in CE classes where the teacher has already completed the CAR-PD

endorsement.

In addition to the Career and Technical courses available to all students, the Collier Skill Training for Employment Program

(CO-STEP) is designed to meet the unique needs of students with disabilities. This program provides individualized instruction,

training, and counseling services to assist students with disabilities in successfully developing marketable skills in career and

technical coursework as well as on-the -job training in the community.

Job Training

Students are offered Job Training programs through a variety of programs. All CE programs offer On-The-Job Training

programs for situations where students are paid. Non-Paid opportunities are offered as Executive Internships. Students may

also enroll for the Volunteer class which is offered in many school locations.

Other

Response to Instruction/Intervention (RtI)

Identify the school-based RtI Leadership Team.

School-based RtI Team

Principal: Charles Frontz

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Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with

other school teams to organize/coordinate RtI efforts?

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan.

Describe how the RtI Problem-solving process is used in developing and implementing the SIP?

APC: Lynda Walcott

Dean: Melissa Stamper

Pre -k Teacher-Barbara Leaf

Kindergarten Teacher-Cassie Wright

First Grade Teacher-Kari Crowley

Second Grade Teacher-Alyssa Kittleson

Third Grade Teacher-Molly Summer

Fourth Grade Teacher-Donna Keehan

Fifth Grade Teacher-Suzanne Pleskin

Additional Support Faculty

ESE/RtI Intervention Support Specialist-Jocelyn Badiu

Reading Coach: Julianne Stallings

Math Coach: Kristina Grones

ELL Contact: Carol Savage

Guidance: Candace Wegman and Cara Denny

School Psychologist: Alfreedia Solomon

Speech/Language Pathologist-Laura Bucknell(when needed)

Instructional Resource Teacher-Jennifer Scarafile

The RtI Leadership Team designates student and adult learning as the first priority using the school vision. The team gears

contents and instruction to Sunshine State Standards. The leadership team creates a culture of continuous learning for

adults. Within this culture, the instructors use multiple sources of data to assess learning and refine instruction.

The leadership team meets with the professional learning communities to:

Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and

classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting

benchmarks. Based on the above information, the plc will identify needed professional development and resources. The team

collaborates regularly, problem solves, shares effective practices, evaluates implementation, makes decisions, and practices

new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and

making decisions about implementation.

The School Leadership Team worked in conjunction with the RtI team to create the school improvement plan (SIP). The team

provided data on: instructional targets based upon analysis of data, as well as social/emotional areas that warrant goals

within the plan. The team helped define clear expectations for instruction; facilitated the development of strategies to meet

those goals; and aligned processes and procedures.

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics,

science, writing, and behavior.

RtI Implementation

Federal, state, and local services and programs will provide human and fiscal resources in the RtI implementation plan.

Federal support comes through the allocation of fiscal resources from entitlement grants, such as Title I, II and III, and

IDEA.

State support, IDEA and Title I will provide instructional materials for core and supplemental instruction, as well as training

provided by FLDOE and USF to support the district and school RtI implementation plans.

Local and IDEA support is providing a district RtI/PBS coordinator who will meet regularly with building level RtI teams and

coordinators to ensure strong implementation of RtI.

School teams meet in grade level teams as professional learning communities. During these meetings teams discuss teaching

and learning. Teams examine the standards to be taught, share best practices, engage in building common formative

assessments and review data. As a team they have strengthened their core teaching and have established that 80% of their

students will meet the requirements. Re-teaching will occur as needed for the Tier 1 students. Data Warehouse has been

designed to record the minutes from these meetings as well as to follow the progress of groups and individual students. This

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Literacy Leadership Team (LLT)

Describe the plan to train staff on RtI.

Tier 1 data will be used during PLCs to follow the rate of student progress over time. Teachers share results and best

practices.

As students fail to meet with success in Tier 1 students are referred to the schools RtI team and Tier 2 strategies. The Data

Warehouse data management system continues to follow the students progress as monitored by the PMP. Online

assessments and other data points are tracked on the charts and graphs in the Data Warehouse.

We continue to provide further reaching support at the school building level, a School-Based ESE/RtI Intervention Support

Specialist and a PBS Coach have been designated for every school. The role of the School-Based ESE/RtI INSS is to oversee

the problem solving process, ensure the integrity and consistency of implementation of the process, and facilitate the RtITeam Meetings.

Continued training will occur under the guidance of the District Coordinator of RtI/PBS through monthly on site walk throughs,

problem-solving meetings, and PLC meetings. In addition, the District Coordinator of RtI/PBS will provide monthly follow-up

trainings with School-Based ESE/RtI Intervention Support Specialists. Teachers meet with PLCs weekly to discuss RtI

implementation at their grade level. Finally, mini workshops on RtI-related topics, such as differentiating instruction, data

analysis, and specific intervention training are available through district personnel throughout the school year upon the

request of a school administrator. In addition to district face-to-face training, a variety of online tools are available for use in

the schools. ANGEL is being used as an online facilitator for RtI related documents, video clips, training materials and power

points, research links, intervention tools, and has a district Problem Solving/Response to Intervention manual. In addition,

the district has required all instructional personnel (PK -12) to complete RtI training the Direct Steps online training tool. Each

staff member will be required to complete 3 courses. All instructors who were employed at Golden Gate Elementary School

during the 2010-2011 school year received these trainings. Teachers new to Golden Gate will have the opportunity

throughout the 2011-2012 school year to complete these online modules.

The PLC teams will continue to monitor progress for all students throughout the year, through the use of the districts Data

Warehouse resources.

Identify the school-based Literacy Leadership Team (LLT).

Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).

School-Based Literacy Leadership Team

Principal-Charles Frontz

Reading Coach-Julianne Stallings

Pre -K Teacher-Jen Minoie-Goldberg

Kindergarten Teacher-Toni Zepka-Waite

1st grade Teacher-Kelsey Chiavari

2nd grade Teacher-Christine Ochs

3rd grade Teacher-Jennifer Diver

4th grade Teacher-Dave Distelrath

5th grade Teacher-Jennifer Hambley

Instructional Resource Teacher-Cassidy Massie

Media Specialist-Kelly Knapke

The LLT is driven by a focus upon literacy throughout the school. Through a continued emphasis on strengthening all five

components of the reading process: phonics, phonemic awareness, fluency, vocabulary, and comprehension, the students

consistently receive direct instruction in reading that relates to more than simply comprehension. In addition, the LLT

maintains direction in producing students who can effectively communicate through writing. The LLT provides professional

learning communities with data regarding summative and formative assessments. Changes to instruction are refined based

upon analysis of this type of data.

The LLT:

Reviews universal screening data and links to instructional decisions; reviews progress monitoring data at the grade level

and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not

meeting benchmarks. Based on the above information, the committee will identify needed professional development and

resources. The team collaborates regularly, problem solves, shares effective practices, evaluates implementation, makes

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NCLB Public School Choice

Notification of (School in Need of Improvement) SINI Status

View uploaded file (Uploaded on 9/1/2011)

Public School Choice with Transportation (CWT) Notification


Notification of (School in Need of Improvement) SINI Status


*Elementary Title I Schools Only: Pre-School Transition

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

applicable.

*Grades 6-12 Only

Sec. 1003.413(b) F.S.

For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.

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

decisions, and practices new processes and skills.

*Providing direct and explicit instruction in pre-, during, and post reading comprehension strategies focused on helping them

make meaningful connections with texts, including content area textbooks with an emphasis on vocabulary development and

effective vocabulary strategies.

*Enhancing instructional strategies and professional development that ensure adequate scaffolding and student

collaborative learning to support the goal of critical thinking.

*Increasing strategies that provide for opportunities for students to learn at higher levels of Bloom s Taxonomy, so that

material may be understood at greater levels of cognitive complexity.

All schools implement a minimum of two transition activities for incoming kindergarten students and their families each year.

The spring event includes an orientation for parents and students with registration available at that time. At this event,

parents and students meet the teachers, visit classrooms, learn about the expectations and the curriculum, and tour the

school.

At the spring Orientation and also upon registration, a booklet (available in multiple languages) is provided to all parents. This

booklet is designed to help parents look at their childs physical, social, emotional, and cognitive development. It provides

checklists and tips to help guide them as they work and play with their child. The checklists contain items that are important to

the childs success in kindergarten and are specifically designed for four-year-olds. It also contains school enrollment

information and suggestions for the first day of school.

Before school begins in mid-August, the schools hold an Open House for all students and parents to attend. The students and

parents are given the opportunity to visit their classrooms, tour the school, visit the cafeteria and media center. This helps

with the transition to the start of school.

The School District of Collier County is also a VPK provider, both during the school year and during the summer session. The

school year program includes the Head Start/ESE Inclusion/Title I/Migrant prekindergarten classes and a few full -day and half-

day VPK/child care classes. These prekindergarten programs are provided in various school sites across the county. Both

programs provide opportunities for students to learn the basics for success in school and also provide an easy transition to

kindergarten for the students.

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*High Schools Only

Note: Required for High School - Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.

How does the school incorporate applied and integrated courses to help students see the re lationships between subjects and

relevance to their future?

How does the school incorporate students academic and career planning, as well as promote student course selections, so that

students course of study is personally meaningful?

Postsecondary Transition

Note: Required for High School - Sec. 1008.37(4), F.S.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the School

Feedback Report

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PART II: EXPECTED IMPROVEMENTS

Reading Goals

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

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

1. Students achieving proficiency (FCAT Level 3) in

reading

Reading Goal #1:

The percent of students scoring level 3 on the 2012FCAT in reading will increase from 38% (119) to 40%(149).

2011 Current Level of Performance:* 2012 Expected Level of P erformance:*

38% (119) 40% (149)

Problem-Solving Process to I ncrease Student Achievement

Anticipated Barrier Strategy

Person orPosition

Responsible forMonitoring

Process Used toDetermine

Effectiveness ofStrategy

Evaluation Tool

1

1.1Gaps in academiclanguage proficiency,prior knowledge, and

reading comprehensionas a result of students

unequal levels of schoolreadiness

1.1.AImplementstudent/teacherstudent/parent

teacher/leadershipteam data chats

1.1.BTeachers andLeadership Teamclosely monitors the

implementation ofidentified targetedbenchmarks and readingstrategies

1.1.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading

1.1.DTeachers in all subjectareas will incorporate

the use of interactiveword walls to enhancecontent vocabularyinstruction

1.1.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model

1.1.F

Require essential

1.1AdministrationSchool LeadershipTeam

Reading CoachRtI LeadershipTeam

1.1Leadership TeamMonitoring StudentData Binders

Leadership TeamMonitoring PLCMeetings

AdministrationClassroom Walkthrough

Observations (Formaland Informal)

Leadership TeamMonitoring TeamPlanning/Data Chats

Administration

Monitoring WeeklyLesson Plans (ANGEL)

Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly

Leadership TeamMonitoring Benchmark

Assessments

Reading CoachProviding LessonObservations/Feedback

Reading CoachProviding ModeledLessons

1.1Baseline Data

Mid Year Data

End Of Year Data

FAIR Data

BenchmarkAssessments

TeacherAssessments

Data Binders

PLC Notes (DataWarehouse)

Reading CoachsLog

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question with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all students

in each subject area

2

1.2Limited developmentand use ofdifferentiated tieredreading centers

1.2.AImplement use ofstudent interestinventories and surveys

1.2.B

Teachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies

1.2.CTeachers will increaseknowledge and practice

of instructionalstrategies in the areasof word study,vocabulary

development andguided reading

1.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiated

instructional practices


1.2.FUtilize Kagan structuresto increase studentengagement andunderstanding

1.2AdministrationSchool LeadershipTeamReading Coach

RtI LeadershipTeam


Leadership Team

Monitoring PLCMeetings

AdministrationClassroom WalkthroughObservations (Formaland Informal)


Administration




Assessments



1.2Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders

PLC Notes (Data

Warehouse)

Reading CoachsLog

3

1.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English is

not their nativelanguage or where

English is not spoken

Refer to above Refer to above Refer to above Refer to above

4

1.4Students lack

understanding followinginitial instruction

1.4Teachers will

incorporate FCIM mini-lessons into instructionbased on student need

1.4AdministrationReading Coach

1.4Teacher observations

Team planning

PLC meeting minutes inData Warehouse

1.4FAIR Data


FCAT 2011-12ReadingAssessment


2. Students achieving above proficiency (FCAT

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Levels 4 and 5) in reading

Reading Goal #2:

The percent of students scoring above proficiency (levels4 and 5) on the 2012 FCAT in reading will increase from20% (62) to 22% (82).


20% (62) 22% (82)


Anticipated Barrier StrategyPerson or Position



Effectiveness of

Strategy

Evaluation Tool

1

2.1Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of students

unequal levels ofschool readiness

2.1.AImplementstudent/teacherstudent/parentteacher/leadershipteam data chats

2.1.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks andreading strategies

2.1.CTeachers will increaseknowledge and practice

of instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading

2.1.DTeachers in all subjectareas will incorporatethe use of interactiveword walls to enhance

content vocabularyinstruction


2.1.F

Require essentialquestion with BloomsHOTS represented in

lesson plans and easilyviewable during eachlesson for all studentsin each subject area

2.1AdministrationSchoolLeadership TeamReading CoachRtI Leadership Team


Leadership Team




Administration


Leadership Teammonitoring StudentProgression

SpreadsheetsQuarterly

Leadership TeamMonitoring BenchmarkAssessments



2.1Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders

PLC Notes (Data

Warehouse)

Reading CoachsLog

2.2Limited development

and use ofdifferentiated tieredreading centers

2.2.AImplement use of

student interestinventories and surveys

2.2.BTeachers and

Leadership Team

2.2AdministrationSchool LeadershipTeamReading CoachRtI Leadership Team

2.2Leadership Team

Monitoring StudentData Binders


2.2Baseline Data

Mid Year Data

End Of Year Data

FAIR Data

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2

closely monitors theimplementation ofidentified targetedbenchmarks andreading strategies

2.2.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,vocabulary

development andguided reading

2.2.DTeachers will increase

their knowledge anddevelopment ofappropriatedifferentiatedinstructional practices


2.2.F

Utilize Kagan structuresto increase studentengagement andunderstanding



AdministrationMonitoring WeeklyLesson Plans (ANGEL)




Reading CoachProviding Modeled

Lessons


Teacher

Assessments

Data Binders


Reading Coachs

Log


3. Percentage of students making Learning Gains in

reading

Reading Goal #3:

The percent of students achieving learning gains on the2012 FCAT in reading will increase from 57% (122) to61% (148).


57% (122) 61% (148)



Person orPosition




Evaluation Tool

3.1Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of studentsunequal levels of schoolreadiness


3.1.BTeachers andLeadership Team

closely monitors theimplementation of

identified targetedbenchmarks and readingstrategies

3.1AdministrationSchool LeadershipTeamReading CoachRtI LeadershipTeam





Leadership Team

Monitoring Team

3.1Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders

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1

3.1.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areas

of word study,vocabularydevelopment andguided reading

3.1.DTeachers in all subjectareas will incorporate

the use of interactiveword walls to enhancecontent vocabularyinstruction


3.1.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identified

students

3.1.GRequire essentialquestion with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all studentsin each subject area

Planning/Data Chats







Reading Coachs

Log

2

3.2Limited developmentand use ofdifferentiated tieredreading centers


3.2.BTeachers andLeadership Teamclosely monitors theimplementation of



3.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiatedinstructional practices

3.2.EImplement strategieswith Tier 1 core

instruction utilizing the

3.2AdministrationSchool LeadershipTeamReading Coach

RtI LeadershipTeam







Leadership Team

monitoring StudentProgressionSpreadsheetsQuarterly


Reading CoachProviding Lesson

Observations/Feedback

3.2Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders


Reading CoachsLog

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gradual release model

3.2.FProvide appropriate Tier2 and Tier 3 services

and/or supportmaterials to identifiedstudents

3.2.GUtilize Kagan structuresto increase studentengagement and

understanding


3

3.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English isnot their nativelanguage or whereEnglish is not spoken


4

3.4Students lackunderstanding followinginitial instruction

3.4Teachers willincorporate FCIM mini-lessons into instruction

based on student need



Team planning


3.4FAIR Data

Benchmark

Assessments



4. Percentage of students in Lowest 25% making

learning gains in reading

Reading Goal #4:

The percent of students in Lowest 25% making learninggains on the 2012 FCAT in reading will increase from 53%(28) to 58% (35).


53% (28) 58% (35)



Person orPosition




Evaluation Tool

4.1.Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of studentsunequal levels of schoolreadiness


4.1.BTeachers andLeadership Team

closely monitors theimplementation of


4.1.C

4.1.AdministrationSchool LeadershipTeamReading CoachRtI LeadershipTeam

4.1.Leadership TeamMonitoring StudentData Binders




Leadership TeamMonitoring Team

Planning/Data Chats

4.1.Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders

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1

Teachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,

vocabularydevelopment andguided reading

4.1.DTeachers in all subjectareas will incorporatethe use of interactive

word walls to enhancecontent vocabularyinstruction

4.1.E

Implement strategieswith Tier 1 coreinstruction utilizing thegradual release model

4.1.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents

4.1.GRequire essentialquestion with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all studentsin each subject area



Leadership Team

Monitoring BenchmarkAssessments

Reading Coach

Providing LessonObservations/Feedback



Reading CoachsLog

2

4.2.Limited developmentand use ofdifferentiated tieredreading centers


4.2.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targeted

benchmarks and readingstrategies


4.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiatedinstructional practices

4.2.EImplement strategieswith Tier 1 coreinstruction utilizing the

gradual release model

4.2.AdministrationSchool LeadershipTeamReading CoachRtI Leadership

Team

4.2.Leadership TeamMonitoring StudentData Binders

Leadership Team





Leadership Teammonitoring Student

ProgressionSpreadsheetsQuarterly



4.2.Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders


Reading CoachsLog

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4.2.FProvide appropriate Tier2 and Tier 3 servicesand/or support

materials to identifiedstudents

4.2.GUtilize Kagan structuresto increase studentengagement andunderstanding


3

4.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English isnot their nativelanguage or whereEnglish is not spoken


4


4.4

Teachers willincorporate FCIM mini-lessons into instruction



4.4

Teacher observations

Team planning


4.4

FAIR Data

Benchmark

Assessments


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

5A. Student subgroups not making Adequate Yearly

Progress (AYP) in reading

Reading Goal #5A:

The percent of students achieving level 3 or higher onthe 2012 FCAT in reading in each ethnic subgroup willincrease by 10% of the percentage not currentlyproficient. (See individual subgroups for specific currentand expected percentages.)

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


White:59% (16)Black:59% (48)Hispanic:51% (119)American Indian:67% (2)

White:63% (17)Black:63% (50)Hispanic:56% (141)American Indian:70% (4)



Person orPosition

Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

5A.1.Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of studentsunequal levels of schoolreadiness

5A.1.AImplementstudent/teacherstudent/parentteacher/leadershipteamdata chats

5A.1.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targeted

benchmarks and reading

5A.1.AdministrationSchoolLeadership TeamReading CoachRtI LeadershipTeam

5A.1.Leadership TeamMonitoring StudentData Binders



Leadership Team

5A.1.Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

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1

strategies

5A.1.CTeachers will increaseknowledge and practice


5A.1.D

Teachers in all subjectareas will incorporatethe use of interactiveword walls to enhancecontent vocabulary

instruction

5A.1.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model

5A.1.FProvide appropriate Tier2 and Tier 3 services

and/or supportmaterials to identified

students

5A.1.GRequire essentialquestion with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all studentsin each subject area

Monitoring TeamPlanning/Data Chats

AdministrationMonitoring Weekly

Lesson Plans (ANGEL)





Data Binders


Reading CoachsLog

2

5A.2.Limited development

and use ofdifferentiated tieredreading centers

5A.2.AImplement use of

student interestinventories and surveys

5A.2.BTeachers and

Leadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies

5A.2.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,


5A.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiatedinstructional practices

5A.2.E

5A.2.Administration

School LeadershipTeamReading CoachRtI LeadershipTeamSheltered

Teacher

5A.2.Leadership Team

Monitoring StudentData Binders







5A.2.Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders


Reading Coachs

Log

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5A.2.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents

5A.2.G

Utilize Kagan structuresto increase studentengagement andunderstanding


Reading Coach

Providing ModeledLessons

3

5A.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English is

not their nativelanguage or whereEnglish is not spoken


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

5B. Student subgroups not making Adequate Yearly


Reading Goal #5B:

By the end of the 2011-2012 academic year, 45% of ELLstudents will have met Adequate Yearly Progress (AYP) inacademic reading or will have met AYP through SafeHarbor as measured by FCAT.

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


39% (48) 45% (78)



Person orPosition




Evaluation Tool

5B.1Gaps in academiclanguage proficiency,prior knowledge, andreading comprehension

as a result of studentsunequal levels of schoolreadiness

5B.1.AImplementstudent/teacherstudent/parentteacher/leadership

team data chats

5B.1.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies

5B.1.CTeachers will increaseknowledge and practiceof instructional

strategies in the areas

5B.1AdministrationSchool LeadershipTeamReading Coach

RtI LeadershipTeam

5B.1Leadership TeamMonitoring StudentData Binders




AdministrationMonitoring Weekly

Lesson Plans (ANGEL)

5B.1Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders


Reading Coachs

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1

of word study,vocabularydevelopment andguided reading

5B.1.DTeachers in all subjectareas will incorporatethe use of interactiveword walls to enhancecontent vocabularyinstruction

5B.1.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model

5B.1.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents

5B.1.GRequire essentialquestion with Blooms

HOTS represented inlesson plans and easily

viewable during eachlesson for all studentsin each subject area

Leadership Teammonitoring StudentProgression

SpreadsheetsQuarterly



Reading Coach

Providing ModeledLessons

Log

2

5B.2Varying levels of schoolreadiness is evident

within the GGE studentpopulation due to manystudents coming fromhomes where English isnot their nativelanguage or whereEnglish is not spoken

5B.2.AImplementstudent/student,

teacher/student,student/parent datachats

5B.2.BTeachers andLeadership Team

closely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies

5B.2.CImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model

5B.2.DProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents

5B.2.EUtilize Kagan structuresto increase studentengagement andunderstanding

5B.2AdministrationSchool Leadership

TeamReading CoachRtI LeadershipTeam

5B.2Leadership TeamMonitoring Student

Data Binders


Administration

Classroom WalkthroughObservations (Formaland Informal)

Leadership TeamMonitoring Team

Planning/Data Chats




Assessments



5B.2Baseline Data

Mid Year Data

End Of Year Data

FAIR Data

Benchmark

Assessments

TeacherAssessments

Data Binders


Reading CoachsLog

5B.3

Students lack

5B.3

Teachers will

5B.3 5B.3


5B.3

FAIR Data

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3

understanding followinginitial instruction

incorporate FCIM mini-lessons into instructionbased on student need.

AdministrationReading Coach Team planning




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

5C. Student subgroups not making Adequate Yearly


Reading Goal #5C:

The percent of students with disabilities (SWD) achievinglevel 3 or higher on the 2012 FCAT in reading will increasefrom 14% (5) to 23% (7).

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


14% (5) 23% (7)



Person orPosition




Evaluation Tool

1

5C.1Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of studentsunequal levels of schoolreadiness

5C.1.AImplementstudent/teacherstudent/parentteacher/leadershipteam data chats

5C.1.BTeachers and

Leadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies

5C.1.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,


5C.1.DTeachers in all subjectareas will incorporatethe use of interactiveword walls to enhancecontent vocabularyinstruction

5C.1.E


5C.1.FProvide appropriate Tier

AdministrationSchool LeadershipTeamReading CoachRtI LeadershipTeam

5C.1Leadership TeamMonitoring StudentData Binders






Leadership Teammonitoring Student

ProgressionSpreadsheetsQuarterly


Reading Coach



5C.1Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders


Reading CoachsLog

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2 and Tier 3 servicesand/or supportmaterials to identifiedstudents

5C.1.GRequire essentialquestion with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all studentsin each subject area

2

5C.2Limited developmentand use ofdifferentiated tieredreading centers

5C.2.AImplement use ofstudent interestinventories and surveys

5C.2.BTeachers andLeadership Teamclosely monitors theimplementation of


5C.2.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading

5C.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiated


5C.2.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model

5C.2.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents

5C.2.GUtilize Kagan structuresto increase studentengagement and

understanding

5C.2AdministrationSchool LeadershipTeamReading CoachRtI LeadershipTeam

5C.2Leadership TeamMonitoring StudentData Binders




Leadership Team

Monitoring TeamPlanning/Data Chats


Leadership Team

monitoring StudentProgressionSpreadsheetsQuarterly


Assessments



5C.2Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders


Reading CoachsLog

3

5C.2Students lackunderstanding followinginitial instruction

5C.2

Teachers willincorporate FCIM mini-lessons into instruction


5C.2

AdministrationReading Coach

5C.2


Team planning


5C.2FAIR Data



Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas

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in need of improvement for the following subgroup:

5D. Student subgroups not making Adequate Yearly


Reading Goal #5D:

The percent of economically disadvantaged studentsachieving level 3 or higher on the 2012 FCAT in readingwill increase from 53% (176) to 58% (202).

Reading Goal #5D: Economicall y Disadvantaged


53% (176) 58% (202)



Person orPosition




Evaluation Tool

1

5D.1.Gaps in academiclanguage proficiency,prior knowledge, and

reading comprehensionas a result of studentsunequal levels of school

readiness

5D.1.AImplementstudent/teacherstudent/parent

teacher/leadershipteam data chats

5D.1.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies

5D.1.CTeachers will increaseknowledge and practice


5D.1.DTeachers in all subjectareas will incorporatethe use of interactiveword walls to enhancecontent vocabulary

instruction

5D.1.E


5D.1.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identified

students

5D.1.AdministrationSchool LeadershipTeam

Reading CoachRtI LeadershipTeam

5D.1.Leadership TeamMonitoring StudentData Binders

Leadership TeamMonitoring PLC

Meetings



Administration




Reading Coach



5D.1.Baseline Data

Mid Year Data

End Of Year Data

FAIR Data


TeacherAssessments

Data Binders


Reading CoachsLog

5D.2.Limited developmentand use ofdifferentiated tieredreading centers

5D.2.AImplement use ofstudent interestinventories and surveys

5D.2.AdministrationSchool LeadershipTeamReading Coach

RtI Leadership

5D.2.Leadership TeamMonitoring StudentData Binders

Leadership Team

5D.2.Baseline Data

Mid Year Data

End Of Year Data

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2

5D.2.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies

5D.2.CTeachers will increaseknowledge and practice

of instructional

strategies in the areasof word study,vocabularydevelopment andguided reading

5D.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiated


5D.2.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model

5D.2.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identified

students

5D.2.GUtilize Kagan structuresto increase studentengagement and

understanding

Team Monitoring PLCMeetings



Administration




Assessments



FAIR Data


TeacherAssessments

Data Binders

PLC Notes (Data

Warehouse)

Reading CoachsLog

3

5D.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English isnot their nativelanguage or whereEnglish is not spoken


Professional Development (PD) aligned w ith Strategies through P rofessional Learning Community

(PLC) or PD Activity

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

PDContent / Topic

and/or PLCFocus

GradeLevel/ Subject

PD Facilitatorand/or PLC

Leader

PDParticipants(e.g. , PLC,

subject, gradelevel, or

school-wide)

Target Datesand Schedules

(e.g. , EarlyRelease) and

Schedules(e.g.,

frequency ofmeetings)

Strategy for Follow -up/Monitor ing

Person orPosit ion

Responsiblefor

Monitoring

ReciprocalTeaching 3-5 Reading Coach PLC bi-weekly

Modeling, Observation andCoach feedback

ReadingCoach

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GuidedReading

K-5 Reading CoachAll newteachers

MonthlyModeling, Observation andCoach feedback

ReadingCoach

LLI K-4 Reading CoachELL,ESE,Resourceteachers

MonthlyModeling, Observation andCoach feedback

ReadingCoach

FAIRInstructionalImplications


Duringplanning andindividually


ReadingCoach

RunningRecords


Druingplanning andindividually


ReadingCoach

Student

Engagement(Kagan) K-5

Kagan

Representative

Select K-5

teachers

August 11-12,

2011

Classroom

walkthroughs/observationof structures being utilized

Leadership

Team

FAIR K-5 Reading Coach New teachers PlanningModeling, Observation andCoach feedback

ReadingCoach

FLKRS K Reading CoachAllKindergartenteachers

1 day duringplanning


ReadingCoach

Reading Budget:

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

Strategy Description of Resources Funding SourceAvailable

Amount

No Data No Data No Data $0.00

Subtotal: $0.00

Technology


Amount


Subtotal: $0.00

Professional Development


Amount


Subtotal: $0.00

Other


Amount


Subtotal: $0.00

Grand Total : $0.00

End ofReadingGoals

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Mathematics Goals

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


1. Students achieving proficiency (FCAT Level 3) in

mathematics

Mathemat ics Goal #1:

The percent of students scoring level 3 on the 2012FCAT in math will increase from 30% (92) to 33% (123).


30% (92) 33% (123)



Person orPosition

Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1

1.1Teacher implementionof new math curriculumwith fidelity

1.1.APlanning of lessons withthe math coach andmodeling of lesson

1.1.BObservations ofteachers by math

coach with feedbackprovided in a timelymanner

1.1AdministrationMath Coach


Team planning

PLC minutes in DataWarehouse

Lesson Plans

1.1ProgressMonitoring,BenchmarkAssessments,Baseline,Quarterly, andEnd-of-YearAssessments

2

1.2Gaps in academiclanguage proficiency,

prior knowledge, andfoundational numbersense as a result ofstudentsunequal levelsof school readiness

1.2.AEncourage theincorporation of math

journals into dailyprocedures. Studentswill create vocabularyand strategy journals toconceptualize newvocabulary and skillstaught

1.2.BInteractive word wallscreated by students asa more targetedapproach to needs of

students

1.2.C

Data chats withstudents and teachers


1.2Classroom walkthroughs

Lesson Plans

Data Chats

1.2Weekly probes,benchmark

assessments,Baseline,Quarterly, andEnd-of-YearAssessments

3

1.3

Teacher implementationof Next GenerationSunshine StateStandards

1.3.A

Planning of lessons withthe math coach andmodeling of lessons

1.3.BAccess of standardsthrough websites

1.3Administration

Math Coach

1.3


Team planning

PLC minutes in DataWarehouse

Lesson Plans

1.3

Weekly probes,benchmarkassessments,Baseline,Quarterly, andEnd-of-YearAssessments

4


1.4Teachers willincorporate FCIM mini-lessons into instruction




Team planning

1.4Math districtdiagnostic andquarterly

assessments,

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curriculumassessments,FCAT 2011-12Math Assessment


2. Students achieving above proficiency (FCAT

Levels 4 and 5) in mathematics


The percent of students scoring above proficiency (levels4 and 5) on the 2012 FCAT in math will increase from

19% (58) to 21% (78).


19% (58) 21% (78)



Person orPosition




Evaluation Tool

1

2.1Teacher

implementationof newmath curriculum withfidelity

2.1.APlanning of lessons with

the math coach andmodeling of lesson

2.1.BObservations ofteachers by mathcoach and feedback ina timely manner



Team planning


Lesson Plans

2.1.Weekly probes,benchmark

assessments,Baseline,Quarterly, andEnd-of-YearAssessments

2

2.2Gaps in academiclanguage proficiency,prior knowledge, and

foundational numbersense as a result ofstudentsunequal levelsof school readiness

2.2.AEncourage theincorporation of math

journals into daily

procedures. Studentswill create vocabularyand strategy journals toconceptualize newvocabulary and skillstaught

2.2.BInteractive word wallscreated by students asa more targetedapproach to needs ofstudents

2.2.CData chats withstudents and teachers


2.2Classroom walkthroughs

Lesson Plans

Data Chats

2.2Weekly probes,benchmarkassessments,

Baseline,Quarterly, andEnd-of-YearAssessments

3

2.3Teacherimplementationof NextGeneration SunshineState Standards

2.3.APlanning of lessons withthe math coach andmodeling of lessons

2.3.BAccess of standardsthrough websites



Team planning


Lesson Plans

2.3.Weekly probes,benchmarkassessments,Baseline,Quarterly, andEnd-of-YearAssessments


3. Percentage of students making Learning Gains in

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mathematics


The percent of students achieving learning gains on the2012 FCAT in math will increase from 45% (69) to 51%(123).


45% (69) 51% (123)



Person orPosition



Effectiveness of

Strategy

Evaluation Tool

1

3.1Teacherimplementationof newmath curriculum withfidelity


3.1.BObservations ofteachers by mathcoach with feedbackprovided in a timelymanner



Team planning

PLC meeting minutes in

Data Warehouse

Lesson Plans


2

3.2.

Gaps in academiclanguage proficiency,prior knowledge, andfoundational numbersense as a result ofstudentsunequal levelsof school readiness

3.2.A

Encourage theincorporation of math

journals into dailyprocedures. Studentswill create vocabularyand strategy journals toconceptualize newvocabulary and skillstaught

3.2.BInteractive word wallscreated by students as

a more targetedapproach to needs ofstudents

3.2.CData chats withstudents and teachers


3.2.

Classroom walkthroughs

Lesson Plans

Data Chats

3.2.

Weekly probes,benchmarkassessments,Baseline,Quarterly, andEnd-of-YearAssessments

3

3.3.Teacher implementationof Next GenerationSunshine StateStandards.

3.3.APlanning of lessons withthe math coach andmodeling of lessons.

3.3.BAccess of standardsthrough websites.



Team planning


Lesson Plans


4


3.4Teachers willincorporate FCIM mini-lessons into instructionbased on student need



Team planning


3.4Math districtdiagnostic andquarterlyassessments,curriculumassessments,FCAT 2011-12Math Assessment


4. Percentage of students in Lowest 25% making

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learning gains in mathematics


The percent of students in the lowest 25% makinglearning gains on the 2012 FCAT in math will increasefrom 62% (33) to 66% (40).


62% (33) 66% (40)



Person orPosition



Effectiveness of

Strategy

Evaluation Tool

1

4.1Teacherimplementationof newmath curriculum withfidelity


4.1.BObservations ofteachers by mathcoach and feedback ina timely manner



Team planning

PLC meeting minutes in

Data Warehouse

Lesson Plans

4.1Weekly probes,benchmarkassessments,Bas

GGE 2011 2012 110231_SIP

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Transcript of GGE 2011 2012 110231_SIP