Sip 2013tara

FLORIDA DEPARTMENT OF EDUCATION
2013-2014 SCHOOL IMPROVEMENT PLAN

SchooI: 0681 - Tara Elementary School
District: 41 - Manatee
PrincipaI: Steven Royce
SAC Chair: Ginger Talerico/ Anne Schumacher
Superintendent: Mr. Rick W Mills
SchooI Board ApprovaI Date: [pending]
Last Modified on: 10/16/2013
Pam Stewart, Commissioner
Florida Department of Education
325 West Gaines Street
Tallahassee, FL 32399
Address:
PhysicaI MaiIing
6950 LNGER LODGE RD E
Bradenton, FL 34203
6950 LNGER LODGE RD E
Bradenton, FL 34203
Phone Number: 941-751-7660
Web Address: www.manatee.k12.fl.us
EmaiI Address: royces@manateeschools.net
SchooI Type: Elementary School
AIternative: No
Charter: No
TitIe I: No
Free/Reduced Lunch: 52%
Minority: 47%
SchooI Grade History:
2012-13 2011-12 2010-11 2009-10
C B A A
NOTE
Sections marked N/A in the online application have been excluded from this document.
For privacy reasons, data representing fewer than 10 students or teachers have been excluded from this document
Current SchooI Status
SchooI Information
SchooI-LeveI Information
SchooI Tara Elementary School
PrincipaI's name Steven Royce
SchooI Advisory CounciI chair's name Ginger Talerico/ Anne Schumacher
Names and position titIes of the SchooI-Based Leadership Team (SBLT)
Name TitIe
Debra Coppola Teacher
Susan Hagerman Teacher
Teresa Betts Teacher
Sheila Waid Teacher
Amy Teta Teacher
Marcy Davidson Teacher
Linda Haluska Teacher
Mary-Beth VanZandt Teacher
Jo Hawkesby Teacher
Vic Herbert Assistant Principal
District-LeveI Information
District Manatee
Superintendent's name Mr. Rick W Mills
Date of schooI board approvaI of SIP Pending
SchooI Advisory CounciI (SAC)
This section meets the requirements of Section 1114(b)(1), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b).
Describe the membership of the SAC incIuding position titIes
SAC is chaired by a parent of our school community. The chair works with the principal to resolve
school related issues and to prepare the agenda for SAC meetings. The majority of SAC membership
is parents from Tara Elementary and staff that work at the school.
Describe the invoIvement of the SAC in the deveIopment of this schooI improvement pIan
The SAC committee reviewed the plan and provided feedback on recommended modifications.
Describe the activities of the SAC for the upcoming schooI year
The SAC committee will meet on a regular basis to review school performance and recommend and
review school expenditures of SP funds.
Describe the projected use of schooI improvement funds and incIude the amount aIIocated to
each project
SP funds will be used to fund professional development for teachers, provide substitutes for staff to
attend trainings. Provide for printing and supplies that are aligned with SP goals.
Verify that your schooI is in compIiance with Section 1001.452, F.S., regarding the
estabIishment duties of the SchooI Advisory CounciI by seIecting one of the boxes beIow
Manatee - Tara Elementary School - FDOE SP 2013-14
Page 2 of 23 https://www.flsiponline.com Last Modified: 10/16/2013
Not n Compliance
If no, describe the measures being taken to compIy with SAC requirements
Recruiting potential minority parents to join the SAC committee.
HighIy QuaIified Staff
This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L. 107-110, NCLB, codified at
20 U.S.C. 6314(b).
Administrators
# Administrators 2
# Receiving Effective rating or higher (not entered because basis is < 10)
Administrator Information:
Steven Royce
Principal Years as Administrator: 6 Years at Current School: 1
CredentiaIs School Principal -All Levels
Elementary Education 1-6
Middle Grades Social Studies 5-9
Performance Record 2012-13 Principal at Tara Elementary: School Grade C
2011-12 AP at Daughtrey: School Grade F
2010-11 AP at Ballard: School Grade B
2009-10 AP at Ballard: School Grade C
2008-09 AP, Ballard: School Grade A
2007-08 AP at Stewart/Palma Sola Elementary School Grades A
2006-2007 AP Palma Sola Elementary School Grade A
Victor Herbert
Asst Principal Years as Administrator: 8 Years at Current School: 8
CredentiaIs Ed Leadership-All Levels
Performance Record 2012-13 School Grade C
2011-2012 School Grade B
2010-2011 School Grade A
2007-2008 School Grade C
CIassroom Teachers
# of cIassroom teachers 36
# receiving effective rating or higher 36, 100%
# HighIy QuaIified Teacher (HQT), as defined in 20 U.S.C. 7801(23) 100%
# certified in-fieId, pursuant to Section 1012.2315(2), F.S. 36, 100%
# ESOL endorsed 34, 94%
# reading endorsed 9, 25%
# with advanced degrees 17, 47%
# NationaI Board Certified 1, 3%
# first-year teachers 0, 0%
# with 1-5 years of experience 2, 6%
# with 6-14 years of experience 17, 47%
# with 15 or more years of experience 17, 47%
Education ParaprofessionaIs
# of paraprofessionaIs 7
# HighIy QuaIified, as defined in 20 U.S.C. 6319(c) 7, 100%
Teacher Recruitment and Retention Strategies
This section meets the requirements of Section 1114(b)(1)(E), P.L. 107-110, NCLB, codified at 20 U.S.C.
6314(b).
Describe your schooI's strategies to recruit and retain highIy quaIified, certified-in-fieId,
effective teachers to the schooI; incIude the person responsibIe.
The principal is responsible for recruiting highly qualified, certified-in field, effective educators. f an
opening occurs the principal thoroughly screens all applicants through the districts PATS system.
The principal reviews all resumes and contacts prior employers. We did not hire any new staff for
the 2013-24 school year.
Teacher Mentoring Program/PIan
This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified
at 20 U.S.C. 6314(b).
Describe your schooI's teacher mentoring program/pIan incIuding the rationaIe for pairings
and the pIanned mentoring activities
Three staff members have transferred from other district schools to Tara for the 2013-14 school
year. Team leaders have been assigned mentoring responsibilities for the new staff. Mentoring
activities include the review of school data, collaborative planning, and monthly review of
benchmark assessments.
MuIti-Tiered System of Supports (MTSS) / Response to Intervention (RtI)
This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB,
codified at 20 U.S.C. 6314(b).
Describe your schooI's data-based probIem-soIving processes for the impIementation and
monitoring of your MTSS and SIP structures to address effectiveness of core instruction,
resource aIIocation (funding and staffing), teacher support systems, and smaII group and
individuaI student needs
The team meets each Tuesday morning. The ESE chair serves as the facilitator for the meeting.
Following a weekly agenda, the team meets with teachers, develops and implements intervention
plans, analyzes school data, and oversees the implementation of the MTSS process and SP
structures. One day per month, the team meets with each grade level team to address MTSS related
specific topics. Specific tasks for the members include data collection/analysis, technical support,
professional development planning and the support, development and implementation of Tier , , and
interventions.
What is the function and responsibiIity of each schooI-based Ieadership team member as
reIated to the schooI's MTSS and the SIP?
Each of the members represents different perspectives and expertise. The classroom teachers
provide information about the curriculum standards, road maps, and pacing guides, The
administrators ensure and support the implementation of MTSS and the SP, provide oversight and
direction on school-based decisions, and communicate with parents and all stakeholders regarding
the MTSS process and activities. The ESE chair facilitates the meeting, develops the agenda, and
maintains and ensures documentation. Our Counselor participates in data collection, intervention plan
development and offer expertise in integrating the core curriculum The School Psychologist
participates in data collection, interpretation, and analysis, assists with implementation plan
development, and offers technical assistance. The Social Worker also participates in data collection,
assists with implementation plans, and offers technical assistance.
Describe the systems in pIace that the Ieadership team uses to monitor the fideIity of the
schooI's MTSS and SIP
MTSS team members review benchmark assessments on a monthly basis to insure that the core
curriculum is being implemented with fidelity. The progress of students who are receiving Tier 2 and 3
interventions are graphed on a consistent basis. The data for all students who are receiving additional
support are reviewed at least on a quarterly basis.
Describe the data source(s) and management system(s) used to access and anaIyze data to
monitor the effectiveness of core, suppIementaI, and intensive supports in reading,
mathematics, science, writing, and engagement (e.g., behavior, attendance)
All benchmark and standardized assessment data is available on the District's Quick Query site. All
teachers maintain a class spreadsheet of assessment data which will include writing, benchmarks,
and standardized assessment data. This data is available electronically and readily available to the
team. Behavioral data is presented in graphed format either electronically or hard copy. The District
PEER will allow for implementation plans to be developed and monitored online. PMRN is used for
FAR data reports.
Describe the pIan to support understanding of MTSS and buiId capacity in data-based probIem
soIving for staff and parents
The MTSS team attends regular training offered by the District staff on the MTSS process. School
staff, in turn, shares that training with Tara staff. Our staff also receive training on School Planning
days on topics that are related to developing Tier curriculum, interventions, and reducing the
assessment and planning variances among teachers.
Increased Learning Time/Extended Learning Opportunities
This section meets the requirements of Sections 1114(b)(1)(B)(ii)()-(), 1114(b)(1)(), and 1115(c)(1)(C)(i) and
1115(c)(2), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b).
Research-based strategies the schooI uses to increase the amount and quaIity of Iearning time
and heIp provide an enriched and acceIerated curricuIum:
Strategy: Before or After SchooI Program
Minutes added to schooI year: 48
Strategy Purpose(s)
Enrichment activities that contribute to a well-rounded education
Strategy Description
Tara Elementary will be implementing a fee based extended day program called "Knights Academy".
The program will provide academic support and enrichment activities.
How is data coIIected and anaIyzed to determine the effectiveness of this strategy?
Student participation in the extended day program will be the primary measure during the initial
implementation.
Who is responsibIe for monitoring impIementation of this strategy?
Extended day coordinators will be responsible for monitoring the implementation.
Literacy Leadership Team (LLT)
Names and position titIes of the members of the schooI-based LLT
Name TitIe
Amy Willis Media Specialist- Chair Person
Steve Royce Principal
Describe how the schooI-based LLT functions (e.g., meeting processes, roIes, functions)
The Team meets one Wednesday per month. The Media Specialist serves as the facilitator for the
meetings following the monthly agenda. The team ensures the implementation of the K 12 Reading
Plan. The members analyze school reading data, develop and promote the use and implementation of
strategies, materials, and lesson plans. Each teacher represents the needs of her respective grade
level and advocates for support, materials, and staff development.
What wiII be the major initiatives of the LLT this year?
The grade level teams have identified vocabulary, reading comprehension, systematic phonics
instruction in primary, writing conventions, and building stamina as focus areas.
Every Teacher Contributes to Reading Instruction
Describe how the schooI ensures every teacher contributes to the reading improvement of
every student
Tara Elementary 6th grade is a two person team that plan collaboratively for student success. The
grade level is departmentalized as a Science/Language Arts and a Math/Social Studies department.
All subjects integrate reading into the curriculum and student success is monitored through
benchmark and quarterly assessments.
PreschooI Transition
This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L. 107-110, NCLB, codified at
20 U.S.C. 6314(b).
Describe strategies for assisting preschooI chiIdren in transition from earIy chiIdhood
programs to IocaI eIementary schooI programs, as appIicabIe
The District and community offer VPK and ESE Pre K opportunities for school readiness. Pre K
programs are taught by qualified staff and follow Federal and State requirements. Tara hosted two
VPK classes for the 2012-13 school year.
Expected Improvements
This section meets the requirements of Sections 1114(b)(1)(A),(H), and (), and 1115(c)(1)(A), P.L. 107-110, NCLB,
codified at 20 U.S.C. 6314(b).
Area 1: Reading
AnnuaI MeasurabIe Objectives (AMOs) - Students scoring at or above Achievement LeveI 3 on
FCAT 2.0, or scoring at or above LeveI 4 on FAA
Group 2013 Target % 2013 ActuaI % Target Met? 2014 Target %
All Students 70% 63% No 73%
American ndian
Asian 96% 85% No 96%
Black/African American 27% 17% No 34%
Hispanic 50% 37% No 55%
White 80% 77% No 82%
English language learners 53% 27% No 58%
Students with disabilities 45% 41% No 51%
Economically disadvantaged 52% 41% No 57%
FIorida Comprehensive Assessment Test 2.0 (FCAT 2.0)
2013 ActuaI # 2013 ActuaI % 2014 Target %
Students scoring at Achievement Level 3 74 26% 35%
Students scoring at or above Achievement Level 4 85 30% 35%
Learning Gains
Students making learning gains (FCAT 2.0 and FAA) 93 58% 70%
Students in lowest 25% making learning gains (FCAT
2.0)
16 52% 70%
Comprehensive EngIish Language Learning Assessment (CELLA)
Students scoring proficient in listening/speaking
(students speak in English and understand spoken
English at grade level in a manner similar to non-ELL
students)
33 37% 40%
Students scoring proficient in reading (students read
grade-level text in English in a manner similar to non-
ELL students)
20 22% 30%
Students scoring proficient in writing (students write in
English at grade level in a manner similar to non-ELL
students)
18 20% 28%
Area 2: Writing
Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)
Students scoring at or above 3.5
43 52% 70%
Florida Alternate Assessment (FAA) Students scoring at
or above Level 4
24 29% 39%
Area 3: Mathematics
EIementary and MiddIe SchooI Mathematics
AnnuaI MeasurabIe Objectives (AMOs) - Students scoring at or above Achievement LeveI 3
on FCAT 2.0 and EOC assessments, or scoring at or above LeveI 4 on FAA
Group 2013 Target % 2013 ActuaI % Target Met? 2014 Target %
All Students 67% 58% No 70%
American ndian
Asian 96% 90% No 96%
Black/African American 32% 28% No 39%
Hispanic 55% 47% No 60%
White 72% 75% Yes 75%
English language learners 45% 33% No 51%
Students with disabilities 39% 36% No 45%
Economically disadvantaged 53% 46% No 58%
Learning Gains
Learning Gains 103 52% 70%
Students in lowest 25% making learning gains (FCAT
2.0 and EOC)
73 37% 65%
Area 4: Science
EIementary SchooI Science
FIorida AIternate Assessment (FAA)
Students scoring at Levels 4, 5, and 6
Students scoring at or above Level 7
Area 8: EarIy Warning Systems
EIementary SchooI Indicators
Students who miss 10 percent or more of available
instructional time
65 9% 7%
Students retained, pursuant to s. 1008.25, F.S. 3 3% 3%
Students who are not proficient in reading by third
grade
34 39% 30%
Students who receive two or more behavior referrals 47 7% 6%
Students who receive one or more behavior referrals
that lead to suspension, as defined in s.1003.01(5),
F.S.
22 3% 2%
Area 9: Parent InvoIvement
Title Schools may use the Parent nvolvement Plan to meet the requirements of Sections 1114(b)(1)(F) and
1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b).
Describe parentaI invoIvement targets for your schooI
ncrease participation at SAC meetings by 50%.
Specific ParentaI InvoIvement Targets
Target 2013 ActuaI # 2013 ActuaI % 2014 Target %
ncrease attendance at SAC meetings. 8 8% 15%
GoaIs Summary
GoaI #1:
The percentage of students making learning gains on the 2014 FCAT Reading will increase from 58% to
70%.
GoaI #2:
75% of fourth grade students will score at 3.5 or higher on the 2013 FCAT Writing.
GoaI #3:
The percentage of students in the lowest 25% making learning gains on the 2013 FCAT Math will be at
least 60%.
GoaI #4:
At least 60% of 5th grade students will achieve proficiency in Science as reported in the 2013 School
Report.
GoaIs DetaiI
GoaI #1: The percentage of students making Iearning gains on the 2014 FCAT Reading
wiII increase from 58% to 70%.
Targets Supported Reading
Reading - AMO's
Reading - FCAT2.0
Reading - Learning Gains
Resources
AvaiIabIe to
Support the GoaI
Professional Learning Wednesday's will provide necessary professional
development
Comprehension Toolkit implementation
Accelerated Reader
Starfall
Targeted Barriers
to Achieving the
GoaI
nstruction during the reading block does not consistently include correct
proportion of whole group instruction, small group, and differentiated support.
PIan to Monitor Progress Toward the GoaI
Action:
Review monthly and quarterly benchmark assessments for student growth.
Person or Persons ResponsibIe:
Administration
Target Dates or ScheduIe:
Monthly
Evidence of CompIetion:
Agendas
GoaI #2: 75% of fourth grade students wiII score at 3.5 or higher on the 2013 FCAT
Writing.
Targets Supported Writing
Resources
AvaiIabIe to
Support the GoaI
District road maps
Targeted Barriers
to Achieving the
GoaI
All teachers do not consistently use writing across the curriculum.
Action:
Monthly writing spreadsheet.
Administration
Monthly
Spreadsheets are submitted to administration on a monthly basis.
GoaI #3: The percentage of students in the Iowest 25% making Iearning gains on the
2013 FCAT Math wiII be at Ieast 60%.
Targets Supported Math - Elementary and Middle AMO's
Math - Elementary and Middle FCAT 2.0
Math - Elementary and Middle Learning Gains
Resources
AvaiIabIe to
Support the GoaI
District Road Maps
Go Math instruction series
XL Math
FCAT Explorer
Targeted Barriers
to Achieving the
GoaI
Remediation, differentiated instruction and assignments are not consistently
planned and implemented throughout the core curriculum in math.
Lack of funding for substitutes for professional development.
Action:
Grade level teams will meet monthly to assess the lowest 25% towards Math goals.
Administration/Grade Level Teams
Monthly
Agendas
GoaI #4: At Ieast 60% of 5th grade students wiII achieve proficiency in Science as
reported in the 2013 SchooI Report.
Targets Supported Science - Elementary School
Resources
AvaiIabIe to
Support the GoaI
District road maps and unit overviews
Targeted Barriers
to Achieving the
GoaI
The core curriculum is not consistently a standards-based science curriculum
Action:
Review grade level performance data on a monthly basis.
Administration/Grade Level Team
Monthly
Agenda
Action PIan for Improvement
GoaI #1: The percentage of students making learning gains on the 2014 FCAT Reading will
increase from 58% to 70%.
Barrier #1: nstruction during the reading block does not consistently include correct proportion
of whole group instruction, small group, and differentiated support.
Strategy #1 to
Overcome the
Barrier
Teachers will receive and implement training in the implementation of an effective
reading block.
Step #1 to ImpIement Strategy #1 - PD Opportunity
Action:
Provide the necessary training on how to implement a successful reading block.
Administration/ MTSS Team
May of 2013
nservice sign in sheets
FaciIitator:
TBD
Participants:
Step #2 to ImpIement Strategy #1 - Budget Item
Action:
Purchase and implementation of LL for remediation groups.
Administration
Ongoing
Agendas
PIan to Monitor FideIity of ImpIementation of Strategy #1 for Overcoming Barrier #1 to GoaI #1
Action:
Review of Lesson Plans Walkthrough and Observation Data
Administration
Ongoing
Evidence of CompIetion
Lesson Plans Feedback through walkthrough's and observations
PIan to Monitor Effectiveness of Strategy #1 for Overcoming Barrier #1 to GoaI #1
Action:
Review benchmark data with grade level teams on a monthly basis.
Administration/MTSS
Monthly
Agendas
GoaI #2: 75% of fourth grade students will score at 3.5 or higher on the 2013 FCAT Writing.
Barrier #1: All teachers do not consistently use writing across the curriculum.
Strategy #1 to
Overcome the
Barrier
All teachers will incorporate writing into all subjects.
Step #1 to ImpIement Strategy #1 - Budget Item - PD Opportunity
Action:
Provide training to all teachers about the elements of the writing process.
Fourth Grade Teachers
TBD
Agenda
FaciIitator:
Participants:
Action:
Monitor the implementation through walkthroughs and formal observation.
Administration
Ongoing
Walkthrough and evaluation data
Action:
Review monthly writing assessments to determine student growth.
Administration
Monthly
Writing assessment spreadsheet.
GoaI #3: The percentage of students in the lowest 25% making learning gains on the 2013
FCAT Math will be at least 60%.
Barrier #1: Remediation, differentiated instruction and assignments are not consistently
planned and implemented throughout the core curriculum in math.
Strategy #1 to
Overcome the
Barrier
Teachers will consistently develop differentiated and targeted remediation plans for
all students.
Action:
Review school wide, grade level, and individual teacher data with relevant staff.
Administration
August 2013
Power Point Presentation
FaciIitator:
Administration
Participants:
Administration
Action:
Provide training on XL and related reports.
Xl Trainer
TBD
Agenda
FaciIitator:
XL Team
Participants:
Xl Trainer
Step #3 to ImpIement Strategy #1
Action:
Review benchmark and quarterly assessment data.
Administration/Grade Level Teams
Monthly
Monthly grade level data questionnaires.
Action:
Administration will meet with grade level teams on a monthly basis to review the performance of the
lowest 25% on benchmark and quarterly assessment.
Administation
Monthly
Agenda
Action:
Monthly review of lowest quartile student performance on benchmark and quarterly assessments.
Administration
Monthly
Agendas
GoaI #3: The percentage of students in the lowest 25% making learning gains on the 2013
Barrier #2: Lack of funding for substitutes for professional development.
Strategy #1 to
Overcome the
Barrier
Provide substitutes for teachers that are in need of professional development.
Step #1 to ImpIement Strategy #1 - Budget Item
Action:
Provide substitutes for professional learning activities.
Administration
Ongoing
Action:
Action:
GoaI #4: At least 60% of 5th grade students will achieve proficiency in Science as reported
in the 2013 School Report.
Barrier #1: The core curriculum is not consistently a standards-based science curriculum
Strategy #1 to
Overcome the
Barrier
The teachers will consistently follow the District road maps and pacing guides in
science.
Step #1 to ImpIement Strategy #1
Action:
Review Science performance by cluster area and determine modifications to improve student growth.
Administation/ 5th Grade Teams
August 2013
Agenda
Action:
Walkthrough and formal observations
Administration/Fifth Grade
Ongoing
Walkthrough and formal observations
Action:
Review formative and summative data as a part of monthly data meetings. Review benchmark and
quarterly assessments.
Administration
Monthly
Grade level data questionnaire.
Coordination and Integration
This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L. 107-110, NCLB, codified at 20
U.S.C. 6314(b).
Describe how federaI, state, and IocaI funds, services, and programs wiII be coordinated and
integrated in the schooI. IncIude TitIe I, Part A; TitIe I, Part C Migrant; TitIe I, Part D; TitIe II; TitIe
III; TitIe VI, Part B; TitIe X HomeIess; SuppIementaI Academic Instruction (SAI); vioIence
prevention programs; nutrition programs; housing programs; Head Start; aduIt education; CTE;
and job training, as appIicabIe to your schooI
Funding will be provided through the district for breakfast, lunch , and healthy snack programs. We will
also allocate resources to teach character education and the implementation of the TARA way.
Appendix 1: ProfessionaI DeveIopment PIan to Support SchooI Improvement GoaIs
This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20
U.S.C. 6314(b), by demonstrating high-quality and ongoing professional development for teachers, principals, and
paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all
children in the school to meet the State's student academic achievement standards.
ProfessionaI deveIopment opportunities identified in the SIP as action steps to achieve the
schooI's goaIs:
GoaI #1: The percentage of students making learning gains on the 2014 FCAT Reading will increase
from 58% to 70%.
Barrier #1: nstruction during the reading block does not consistently include correct proportion of whole
group instruction, small group, and differentiated support.
Strategy #1: Teachers will receive and implement training in the implementation of an effective reading
block.
Action Step #1: Provide the necessary training on how to implement a successful reading block.
FaciIitator Ieader
TBD
Participants
Target dates or scheduIe
May of 2013
Evidence of CompIetion and Person ResponsibIe for Monitoring
nservice sign in sheets
(Person Responsible: Administration/ MTSS Team)
Strategy #1: All teachers will incorporate writing into all subjects.
Action Step #1: Provide training to all teachers about the elements of the writing process.
FaciIitator Ieader
Participants
TBD
Agenda
(Person Responsible: Fourth Grade Teachers)
GoaI #3: The percentage of students in the lowest 25% making learning gains on the 2013 FCAT Math
will be at least 60%.
Barrier #1: Remediation, differentiated instruction and assignments are not consistently planned and
implemented throughout the core curriculum in math.
Strategy #1: Teachers will consistently develop differentiated and targeted remediation plans for all
students.
Action Step #1: Review school wide, grade level, and individual teacher data with relevant staff.
FaciIitator Ieader
Administration
Participants
Administration
August 2013
Power Point Presentation
(Person Responsible: Administration)
Action Step #2: Provide training on XL and related reports.
FaciIitator Ieader
XL Team
Participants
Xl Trainer
TBD
Agenda
(Person Responsible: Xl Trainer)
Appendix 2: Budget to Support SchooI Improvement GoaIs
Budget Summary by GoaI
GoaI Description TotaI
Goal #1 The percentage of students making learning gains on the 2014 FCAT Reading will
increase from 58% to 70%.
$5,000
Goal #2 75% of fourth grade students will score at 3.5 or higher on the 2013 FCAT Writing. $3,500
Goal #3 The percentage of students in the lowest 25% making learning gains on the 2013
$1,000
Total $9,500
Budget Summary by Resource Type and Funding Source
Resource Type Evidence-
Based
Program
TotaI
SP/PTO $8,500 $8,500
SAC/nternal Accounts $1,000 $1,000
Total $9,500 $9,500
Budget DetaiI
GoaI #1: The percentage of students making learning gains on the 2014 FCAT Reading will increase
from 58% to 70%.
Barrier #1: nstruction during the reading block does not consistently include correct proportion of whole
group instruction, small group, and differentiated support.
Strategy #1: Teachers will receive and implement training in the implementation of an effective reading
block.
Action Step #2: Purchase and implementation of LL for remediation groups.
Resource Type Evidence-Based Program
Resource LL
Funding Source SP/PTO
Amount Needed $5,000
Strategy #1: All teachers will incorporate writing into all subjects.
Action Step #1: Provide training to all teachers about the elements of the writing process.
Resource Write to Learn
Funding Source SP/PTO
GoaI #3: The percentage of students in the lowest 25% making learning gains on the 2013 FCAT Math
will be at least 60%.
Barrier #2: Lack of funding for substitutes for professional development.
Strategy #1: Provide substitutes for teachers that are in need of professional development.
Action Step #1: Provide substitutes for professional learning activities.
Resource Substitutes for Professional Learning Activities
Funding Source SAC/nternal Accounts

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FLORIDA DEPARTMENT OF EDUCATION

2013-2014 SCHOOL IMPROVEMENT PLAN

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