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PPiinnee TTrraaiill EElleemmeennttaarryy SScchhooooll
SSTTRRAATTEEGGIICC PPLLAANN FFOORR
SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT
22000099--22001100 KKaatthheerriinnee GGrriinnddllee,, CChhaaiirr
BBaarrbbaarraa AAnnnn PPaarraannzziinnoo,, PPrriinncciippaall
2
TABLE OF CONTENTS REPORT OF THE 2008-2009 SCHOOL IMPROVEMENT PLAN ....................................................4 School Advisory Council Meeting Schedule...................................................................................5 Goal Status Report ...........................................................................................................................6 School Improvement Budget Report ...............................................................................................7 Florida School Recognition Funds Report.......................................................................................8 THE 2009-2010 SCHOOL IMPLEMENTATION PLAN......................................................................9 Part I. School Profile.....................................................................................................................10
A. School /Community Characteristics ............................................................................10 B. School Advisory Council Membership ........................................................................11 C. School-Based Leadership Team Members...................................................................12 D. Statements of Compliance ...........................................................................................13 E. Public Input Sessions....................................................................................................13 F. Public Input Sessions....................................................................................................13
Part II. Mission Statement and Beliefs .......................................................................................14 Part III. Student Achievement......................................................................................................15 Part IV. Action Plan.....................................................................................................................20 Part V. Response To Intervention (RtI) ......................................................................................27 Part VI. Schoolwide Florida’s Continuous Improvement Model ...............................................29 Part VII. Implementation Monitoring ...........................................................................................34 Part VIII. “Be There” Parent Involvement Plan ...........................................................................35 APPENDIX ............................................................................................................................................37
Stakeholders’ Perspective – Climate Survey Results and Samples of climate surveys................................................................................................38
3
REPORT OF THE
2008-2009 SCHOOL IMPROVEMENT PLAN
4
SCHOOL ADVISORY COUNCIL MEETING SCHEDULE
DATE OF SAC MEETING LOCATION OF SAC MEETING TIME OF SAC MEETING
Sept. 4, 2008 6:30 p.m. Public Input – PTA General Mtg.
Multi Purpose Room 6:30 p.m.
Sept. 30, 2008 Media Center 3:30 p.m.
Nov. 18, 2008 Media Center 3:30 p.m.
January 27, 2009 Media Center 3:30 p.m.
March 10, 2009 Media Center 3:30 p.m.
April 28, 2009 Media Center 3:30 p.m.
5
Goal Status Report 2008-2009 School Improvement Plan
Goal 1: IMPROVE STUDENT WRITING BY JUNE 2011, THE PERCENT OF FOURTH GRADE STUDENTS MEETING THE STATE HIGH STANDARDS IN FCAT WRITING WILL INCREASE TO 75 %.
x met partially met carried forward amended/deleted other *Adequate progress for this objective has been achieved: Goal 2: INCREASE READING ACHIEVEMENT BY JUNE, 2011, NINETY PERCENT OF STUDENTS WILL MEET STATE HIGH STANDARDS IN FCAT READING
x met partially met carried forward amended/deleted other *Adequate progress for this objective has been achieved: Goal 3: IMPROVE MATHEMATICS ACHIEVEMENT BY JUNE 2011 AT LEAST 91 % OF PINE TRAIL STUDENTS IN GRADES 3-5 WILL ACHIEVE HIGH STANDARDS IN FCAT MATH.
x met partially met carried forward amended/deleted other Adequate progress for this objective has been achieved: Goal 4: PROFESSIONAL LEARNING COMMUNITY DEVELOPMENT BY JUNE, 2011, AT LEAST 60 % OF PINE TRAIL TEACHERS IN GRADES K-5 WILL DEMONSTRATE EFFECTIVE USE OF THE PROGRESS MONITORING/ INTERVENTION MODEL.
x met partially met carried forward amended/deleted other In Volusia County Schools, adequate progress for the overall school improvement plan is determined by the area superintendent, in conjunction with the principal, within the context of state accountability, and district and school goals. PINE TRAIL ELEMENTARY SCHOOL has made adequate progress toward meeting the objectives within its 2008-2009 school improvement plan.
X Yes No
6
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13
8
THE
2009-2010
PPiinnee TTrraaiill EElleemmeennttaarryy
SCHOOL
IMPROVEMENT
PLAN
9
PART I. SCHOOL PROFILE A. SCHOOL /COMMUNITY CHARACTERISTICS The school community is composed of approximately 750 students from varying economic and social backgrounds. Twenty four percent of our students qualify for free/reduced lunch. We serve regular education students and also have pre-K students at our school. As a gifted center, we also host students who qualify for self-contained gifted services. Our ESE population included moderate to mild categories with a full continuum of services. The school community has continued its focus on the LIFESKILLS, as well as our anti-bullying program, “Creating a Caring Community.” Our staff, students, and parents are knowledgeable in the emphasis we place on these skills. Lifeskills language is observed in classroom activities everyday, Terrific Kid recognition, and in discipline systems at Pine Trail. Our efforts to create a Caring Community have been well-received and supported by all members of the Pine Trail community.
The team approach to all endeavors is evident at Pine Trail. Almost every teacher is part of a teaching team, and we have continued to support Lesson Study and several multigrade classes in our school.
One of our main interventions for struggling readers continues to be our RAP (Reading Aloud with Partners) program, built on the generosity of school volunteers who work one-on-one with students. We have also begun utilizing interventions within the classrooms, supported by funding provided through our A+ monies.
The PTA is extremely active and successful. Our PTA sponsors many family events that encourage families to visit the campus. The PTA generously sponsors Field Days, allowing all students to enjoy the day free of charge. For 2008-09 the PTA again provided copiers for each of our eleven buildings.
We are also very fortunate to have the support of many business partners who join us in our efforts to educate our students to be the best that they can be!
10
B. SAC MEMBERSHIP LETTER The following elected or appointed individuals serve on the 2009-2010 school Advisory Council (SAC) at Pine Trail Elementary School. The people on this list represent the diverse ethnic, racial, and economic community served by this school. At least fifty-one percent (51%) of the SAC are parents and community members not employed by the District of Volusia County. At least one member represents support personnel who are employed at this school site. Students are members where appropriate. ELECTED MEMBERS Names Representative Group Length of Term * Katherine Grindle Teacher/SAC Chairperson 2 ** Jan Brokaw Support Staff 1 Michael Furman Parent 2 Sherri Hutto Parent 2 Brenda Harris Parent 1 Michelle Miranda Parent 1 Nancy-Ellen Otte Parent 1 Jennifer Marinaccio Parent 1 Terri McIntyre Parent 1 Douglas Gernert Parent 2 Peggy Van Cleef Parent/Business 2 Fran Kral Teacher 2 PJ Maccio Teacher 2 Sue Tabor Teacher 2 APPOINTED MEMBERS Names Representative Group Length of Term Shelby Best Parent 2 Susan Coleman Parent 1 Sandra Crosby Parent 1 Diane LeJeune Teacher 1 Barbara Paranzino Principal 1 Deneen Mangan Support Staff 1 Susie Baldwin Teacher 1 Mary Beth Sawyer Assistant Principal 1
* SAC Chairperson ** Support Staff Representative
11
C. SCHOOL-BASED LEADERSHIP TEAM MEMBERS
This team is responsible for the day to day implementation.
NAME TITLE/POSITION
Katherine Grindle SAC Chair/Teacher Diane LeJeune Teacher Fran Kral Guidance Counselor Susie Baldwin Teacher Patricia Maccio Teacher Holly Ham EDEP Coordinator Gwen Moore SST / ESE Kip Best Teacher Ken O’Brien Teacher Lelia Smith Media Specialist Heather Blizzard Teacher Carman Romanowski PE Teacher Lydia Wachtel Teacher Sandy Gilbert Teacher Bobbi Nero SWC Manager Mike Redmond Head Custodian Jan Brokaw Secretary Deneen Mangan OS II Budget Mary Beth Sawyer Assistant Principal Barbara Ann Paranzino Principal
12
D. STATEMENTS OF COMPLIANCE SCHOOL ADVISORY COUNCIL YES NO At least 51% of the SAC are parent / community members not employed by the District of Volusia County. X The SAC is representative of the ethnic diversity of our school community. X The SAC is representative of the racial diversity of our school community. X The SAC is representative of the economic diversity of our school community. X At least one member represents support personnel who are employed at this site. X
E. NOTICE OF PUBLIC INPUT
DATE TIME
SEPTEMBER 4, 2008 GENERAL PTA MEETING/EVENT 6:30 PM
F. Stakeholder' Involvement
x Option 1: Climate Survey Completed. See Appendix for Climate Survey Results
Option 2: Climate Survey NOT Completed. Documentation of stakeholders’ involvement listed below.
13
PART II. MISSION STATEMENT AND BELIEF STATEMENTS
Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society.
(Approved 4/14/92)
Pine Trail Elementary School Mission
THE PINE TRAIL COMMUNITY…includes parents, staff, bus drivers, volunteers, and businesses IS RESPONSIBLE… and willing to accept, ensure, and provide FOR EDUCATING…nurturing, fostering, instructing, encouraging, facilitating, cultivating, OUR CHILDREN… and that means each and every one TO BE THE BEST THEY CAN BE…experience daily success, have a positive self-concept, experience continual growth intellectually, socially, and emotionally, enjoy continual physical well-being, but most importantly…
TO BECOME LIFELONG LEARNERS!
Pine Trail Elementary School Vision
Through open communication and mutual respect, Pine Trail will provide a relevant and developmentally appropriate curriculum, which reinforces
lifeskills in a nurturing environment enabling students to become lifelong learners and productive citizens. 6/96
*The Pine Trail Elementary Mission Statement and Belief statements were reviewed by all correlates in 2005. Candid discussions allowed for a clearer understanding and lead to unified support by all faculty and staff members.
14
PART III. STUDENT ACHIEVEMENT
Achievement Growth Analysis Elementary School Model Volusia County Schools
Consistent with District Strategic Plan Goals
School: Pine Trail Elementary School
Growth Area Ratio: # 25 Yes Growth Areas /# 30 Possible Growth Areas = .83
Measure 1: School Grade Performance Factors
School Grade
% High Stand Writing
% High Stand
Reading
% High Stand Math
% High Stand
Science
% L Gains Read
% L Gains Math
% LQ Read
% LQ Math
2009 A (643) 91 93 89 69 79 75 76 71 2008 A (561) 62 87 88 62 69 72 57 64 2007 A (623) 81 90 89 70 75 76 69 73 2006 A (445) 70 89 84 NA 69 68 65 N/A
Growth Yes Yes Yes Yes Yes Yes Yes Yes Yes
MEASURE 2: READING ACHIEVEMENT *3rd
Grade 2008 2009 Growth *4th Grade 2008 2009 Growth *5th
Grade 2008 2009 Growth
Level One 6 4 Yes Level
One 10 5 Yes Level One 9 4 Yes
Level 3 & above 89 91 Yes Level 3
& above 83 88 Yes Level 3
& above
75 87 Yes
*Percentages used for report
Measure 3: Mathematics Achievement *3rd
Grade 2008 2009 Growth *4th Grade 2008 2009 Growth *5th
Grade 2008 2009 Growth
Level One 2 2 No Level
One 9 2 Yes Level One 4 9 No
Level 3 & above 91 91 No Level 3
& above 80 88 Yes Level 3 & above 78 75 No
*Percentages used for report
MEASURE 4: WRITING ACHIEVEMENT: 4TH GRADE 2008 2009 Growth 2008 2009 Growth
3.5 and above 59 90 Yes
4.0 and above 42 78 Yes Mean Prompt
Score 3.5 4.0 Yes
MEASURE 5: SCIENCE ACHIEVEMENT: 5TH GRADE
2007 2008 2009 Growth
3 and above 67 56 64 Yes
Mean Scale Score 339 326 335 Yes
Physical/Chemical 8/12 8/12 8/12 No
Earth and Space Sciences 9/15 8/14 8/13 Yes
Life and Environmental 8/12 8/13 9/13 Yes
Scientific Thinking 8/12 8/12 9/13 Yes
15
MEASURE 6: CLOSING THE ACHIEVEMENT GAP Grade 3
2006-07 2007-08 2008-09 Growth 2006-07 2007-08 2008-09 Growth
Reading: 3 and higher Mathematics: 3 and higher
White 89 89 92 Yes 91 94 94 No
African-American 55 90 * NA 36 70 * NA
Hispanic * * * * * * * *
Students with Disabilities 64 63 65 Yes 68 75 70 No
Economically Disadvantaged 68 95 73 No 76 86 81 No
ELL * * * * * * * *
Grade 4
2006-07 2007-08 2008-09 Growth 2006-07 2007-08 2008-09 Growth
Reading: 3 and higher Mathematics: 3 and higher
White 81 87 90 Yes 80 82 91 Yes
African-American * 20 60 Yes * 20 60 Yes
Hispanic * * * * * * * *
Students with Disabilities 44 50 71 Yes 38 50 59 Yes
Economically Disadvantaged 68 62 60 No 71 59 69 Yes
ELL * * * * * * * *
Grade 5
2006-07 2007-08 2008-09 Growth 2006-07 2007-08 2008-09 Growth
Reading: 3 and higher Mathematics: 3 and higher
White 92 78 89 Yes 87 79 77 No
African-American 40 40 * NA 20 50 * NA
Hispanic * * * * * * * *
Students with Disabilities 60 20 52 Yes 55 27 38 Yes
Economically Disadvantaged 73 57 63 Yes 60 74 51 No
ELL * * * * * * * *
*too few students to report
16
SCHOOL DEMOGRAPHIC PROFILE
Enrollment: 760 Minority %: 17.5%
ESE %: 11.8%
ELL %: 0.9%
Gifted %: 27.6%
Economically Disadvantaged %: 26.0% Stability %: 97.2% Attendance %: 95.06% Absent>20 days: 3.7%
Kindergarten Readiness %: 65%
Admin. Assigned %: 6.7% Retention %: 1.4% Suspension Rate: 0.7%
17
B =
495
D =
395
2008
-200
9 Sc
hool
Acc
ount
abili
ty R
epor
t:Pi
ne T
rail
Elem
enta
ry S
choo
l
FCAT
Lev
el 3
and
abo
ve%
sco
ring
"3.5
" an
d ab
ove
Gra
de
Poin
ts1
poin
t for
eac
h %
m
eetin
g hi
gh
stan
dard
s in
re
adin
g, m
ath,
sc
ienc
e, a
nd
writ
ing
% o
f Stu
dent
s M
eetin
g H
igh
Stan
dard
s93
%89
%69
%91
%34
2
Scie
nce
(G
r. 5)
Writ
ing
(G
r. 4)
Rea
ding
(Gr.
3, 4
, 5)
Mat
h
(G
r. 3,
4, 5
)
3 w
ays
to
mak
e ga
ins:
1) Im
prov
e
FC
AT L
evel
s
2) M
aint
ain
Le
vel 3
, 4, o
r 5
3) Im
prov
e
m
ore
than
1
ye
ar w
ithin
Leve
l 1 o
r 2
1 po
int f
or e
ach
%
mak
ing
gain
s in
re
adin
g an
d m
ath
% o
f Stu
dent
s M
akin
g
Lear
ning
Gai
ns79
%75
%15
4
Adeq
uate
Pro
gres
s of
Lo
wes
t 25%
in th
e Sc
hool
?
1 po
int f
or e
ach
%
mak
ing
adeq
uate
pr
ogre
ss in
re
adin
g an
d m
ath
Bas
ed o
n to
tal
poin
ts, a
dequ
ate
prog
ress
, and
% o
f st
uden
ts te
sted
Scho
ol G
rade
=A
76%
71%
147
Tota
l Sch
ool
G
rade
Poi
nts
=64
3
Perc
ent o
f elig
ible
st
uden
ts te
sted
50%
or m
ore
= "Y
es"
49
% o
r les
s =
"No"
Min
imum
Poi
nts
Req
uire
d:A
= 52
5C
= 4
35
Perc
ent T
este
d =
100
18
2008
-200
9 A
dequ
ate
Yea
rly
Prog
ress
(AY
P) R
epor
t - P
age
2 V
olus
ia P
INE
TR
AIL
EL
EM
EN
TA
RY
SC
HO
OL
082
1 N
umbe
r of s
tude
nts e
nrol
led
in th
e gr
ades
test
ed:
Clic
k he
re to
see
Num
ber o
f stu
dent
s in
eac
h gr
oup
Rea
d: 4
20
Mat
h: 4
20
2008
-200
9
Scho
ol G
rade
1 : A
Did
the
Scho
ol m
ake
Ade
quat
e Y
early
Pr
ogre
ss?
N
O
Thi
s sec
tion
show
s the
per
cent
test
ed a
nd p
erfo
rman
ce fo
r ea
ch g
roup
use
d to
det
erm
ine
AY
P (P
arts
a a
nd c
2 ).
Thi
s sec
tion
show
s the
impr
ovem
ent f
or e
ach
grou
p us
ed to
det
erm
ine
AY
P vi
a sa
fe h
arbo
r (P
art b
2 ).
Thi
s sec
tion
show
s the
per
cent
of s
tude
nts
"on
trac
k" to
be
prof
icie
nt u
sed
to
dete
rmin
e A
YP
via
the
grow
th m
odel
.
Gro
up
Rea
ding
Te
sted
95
% o
f the
st
uden
ts?
Mat
h Te
sted
95
% o
f the
st
uden
ts?
65%
scor
ing
at o
r abo
ve
grad
e le
vel
in R
eadi
ng?
68%
scor
ing
at o
r abo
ve
grad
e le
vel
in M
ath?
Impr
oved
pe
rfor
man
ce in
W
ritin
g by
1%
?
Incr
ease
d G
radu
atio
n R
ate3 by
1%
?
Perc
ent o
f St
uden
ts
belo
w g
rade
le
vel i
n R
eadi
ng
Safe
H
arbo
rR
eadi
ng
Perc
ent o
f St
uden
ts
belo
w g
rade
le
vel i
n M
ath
Safe
Har
bor
Mat
h
% o
f st
uden
ts o
n tra
ck to
be
prof
icie
nt in
re
adin
g
Gro
wth
m
odel
re
adin
g
% o
f st
uden
ts o
n tra
ck to
be
prof
icie
nt in
m
ath
Gro
wth
m
odel
m
ath
20
09
Y/N
20
09
Y/N
20
09
Y/N
20
09
Y/N
2008
2009
Y/N
20
07
2008
Y/N
2008
20
09
Y/N
20
08
2009
Y
/N
2009
Y
/N
2009
Y
/N
TOTA
L4 10
0
Y
100
Y
90
Y
85
Y
81
Y
NA
18
10
N
A
16
15
NA
90
N
A
77
NA
W
HIT
E
100
Y
10
0
Y
91
Y
87
Y
80
Y
N
A
15
9
NA
15
13
N
A
91
NA
80
N
A
BLA
CK
NA
NA
NA
NA
N
A
NA
N
A
NA
H
ISPA
NIC
NA
NA
NA
NA
N
A
NA
N
A
NA
A
SIA
N
N
A
N
A
N
A
N
A
NA
N
A
NA
N
A
AM
ERIC
AN
IND
IAN
NA
NA
NA
NA
N
A
NA
N
A
NA
ECO
NO
MIC
ALL
Y
DIS
AD
VA
NTA
GED
10
0
Y
100
Y
66
Y
66
N
65
94
Y
N
A
29
34
NA
26
34
N
77
N
A
61
N
ENG
LISH
LA
NG
UA
GE
LEA
RN
ERS
NA
NA
NA
NA
N
A
NA
N
A
NA
STU
DEN
TS W
ITH
D
ISA
BIL
ITIE
S
100
Y
10
0
Y
N
A
N
A
NA
N
A
NA
N
A
19
Part
IV.
Act
ion
Plan
G
OA
L 1
: M
AT
H
OB
JEC
TIV
E 1
B
Y JU
NE,
201
2, S
EVEN
TY P
ERC
ENT
OF
OU
R E
CO
NO
MIC
ALL
Y D
ISA
DV
AN
TAG
ED 3
RD, 4
TH, A
ND
5TH
GR
AD
E ST
UD
ENTS
WIL
L SC
OR
E A
LEV
EL 3
OR
HIG
HER
ON
TH
E FC
AT
MA
TH T
EST.
N
EW
X
CO
NT
INU
ING
C
heck
all
the
com
pone
nts a
ddre
ssed
in th
is o
bjec
tive
Che
ck
Red
esig
n C
ompo
nent
Add
ress
ed:
C
heck
St
ate
Stat
utor
y R
equi
rem
ents
x
• H
igh
Expe
ctat
ions
with
Rig
or a
nd R
elev
ance
X
• D
ropo
ut P
reve
ntio
n 10
03.5
3.8(
b)
•
Gra
de-L
evel
Tra
nsiti
on
• Pu
blic
Pos
tsec
onda
ry E
duca
tion
Rea
dine
ss
1008
.37(
4)
x •
Sust
aine
d an
d Su
ppor
ted
Staf
f Dev
elop
men
t
x •
Supp
orte
d St
uden
t / T
each
er R
elat
ions
hips
CO
RR
EL
AT
ION
TO
TH
E D
IST
RIC
T S
TR
AT
EG
IC P
LA
N
Dis
tric
t Str
ateg
ic P
lan
Are
a(s)
of F
ocus
: x
Aca
dem
ic E
xcel
lenc
e x
Acc
ess &
Equ
ity
x H
igh
Perf
orm
ing
Inst
ruct
iona
l Sta
ff
Invo
lved
Fam
ily &
Com
mun
ity
Sa
fe &
Ord
erly
Env
iron
men
t
Eff
ectiv
e O
pera
tions
D
istr
ict S
trat
egic
Pla
n G
oal N
umbe
r(s)
: #
1,3,
4,5,
6,9,
14
STR
AT
EG
IES
/AC
TIV
ITIE
S ST
AFF
D
EV
EL
OPM
EN
T
CO
MPO
NE
NT
IM
PLE
ME
NT
AT
ION
PL
AN
PE
RSO
N(S
) R
ESP
ON
SIB
LE
R
ESO
UR
CE
A
LL
OC
AT
ION
BY
WH
EN
? (S
PEC
IFIC
D
AT
ES)
M
ath
data
ana
lysi
s
Reg
ular
dat
a re
view
mee
tings
w
ith te
ache
rs
Prin
cipa
l Ti
me
Dat
a re
ports
from
da
ta w
areh
ouse
June
, 201
0
Mat
h in
terv
entio
ns
Pr
ovid
e M
ath
tuto
ring
for
spec
ific
targ
et it
ems
Prin
cipa
l A
+ m
oney
if
avai
labl
e an
d tim
e Ju
ne, 2
010
Mat
h Te
achi
ng S
uppo
rt
Rev
iew
and
rene
w T
hink
ing
Mat
h a
nd c
ontin
ue M
ath
Less
on S
tudy
Prin
cipa
l Te
ache
rs
Gra
nt m
oney
from
M
ills C
olle
ge a
nd
Prof
essi
onal
D
evel
opm
ent F
und
June
, 201
0 20
Eva
luat
ion:
A
nnua
l eva
luat
ion
of st
uden
t sco
res f
rom
FC
AT
Rea
ding
with
em
phas
is o
n st
uden
ts in
our
low
est 1
/3.
Ade
quat
e Pr
ogre
ss:
BY
JUN
E, 2
010,
SIX
TY S
EVEN
per
cent
of o
ur 3
rd, 4
th, a
nd 5
th g
rade
stud
ents
, inc
ludi
ng o
ur st
uden
ts w
ho a
re e
cono
mic
ally
dis
adva
ntag
ed,
will
scor
e a
Leve
l 3 o
r hig
her o
n th
e FC
AT
Mat
h Te
st.
B
Y JU
NE,
201
1, S
IXTY
NIN
E pe
rcen
t of o
ur 3
rd, 4
th, a
nd 5
th g
rade
stud
ents
, inc
ludi
ng o
ur st
uden
ts w
ho a
re e
cono
mic
ally
dis
adva
ntag
ed, w
ill
scor
e a
Leve
l 3 o
r hig
her o
n th
e FC
AT
Mat
h Te
st.
B
Y JU
NE,
201
2, S
EVEN
TY O
NE
PER
CEN
T of
our
3rd
, 4th
, and
5th
gra
de st
uden
ts, i
nclu
ding
our
stud
ents
who
are
eco
nom
ical
ly
disa
dvan
tage
d, w
ill sc
ore
a Le
vel 3
or h
ighe
r on
the
FCA
T M
ath
Test
.
BY
JUN
E, 2
013,
SEV
ENTY
FO
UR
PER
CEN
T of
our
3rd
, 4th
, and
5th
gra
de st
uden
ts, i
nclu
ding
our
stud
ents
who
are
eco
nom
ical
ly
disa
dvan
tage
d, w
ill sc
ore
a Le
vel 3
or h
ighe
r on
the
FCA
T M
ath
Test
.
AD
EQU
ATE
PR
OG
RES
S W
ILL
BE
CO
NSI
DER
ED A
S “A
CH
IEV
ED” I
F TH
E PE
RC
ENTA
GE
IS W
ITH
IN O
NE
PER
CEN
TAG
E PO
INT.
W
hat n
eeds
ass
essm
ent t
ools
did
you
use
to id
entif
y th
ese
obje
ctiv
es?
FC
AT
MA
TH G
r. 3,
4, 5
.
21
GO
AL
2:
RE
AD
ING
O
BJE
CT
IVE
1
By
June
, 201
3, 7
2% o
f ec
onom
ical
ly d
isad
vant
aged
stud
ents
in G
r. 3,
4,5
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T R
eadi
ng.
N
EW
X
CO
NT
INU
ING
C
heck
all
the
com
pone
nts a
ddre
ssed
in th
is o
bjec
tive
Che
ck
Red
esig
n C
ompo
nent
Add
ress
ed:
C
heck
St
ate
Stat
utor
y R
equi
rem
ents
X
•
Hig
h Ex
pect
atio
ns w
ith R
igor
and
Rel
evan
ce
X
•
Dro
pout
Pre
vent
ion
1003
.53.
8(b)
• G
rade
-Lev
el T
rans
ition
•
Publ
ic P
osts
econ
dary
Edu
catio
n R
eadi
ness
10
08.3
7(4)
X
•
Sust
aine
d an
d Su
ppor
ted
Staf
f Dev
elop
men
t
X
• Su
ppor
ted
Stud
ent /
Tea
cher
Rel
atio
nshi
ps
C
OR
RE
LA
TIO
N T
O T
HE
DIS
TR
ICT
ST
RA
TE
GIC
PL
AN
D
istr
ict S
trat
egic
Pla
n A
rea(
s) o
f Foc
us:
X
Aca
dem
ic E
xcel
lenc
e X
A
cces
s & E
quity
X
H
igh
Perf
orm
ing
Inst
ruct
iona
l Sta
ff
X
In
volv
ed F
amily
& C
omm
unity
Safe
& O
rder
ly E
nvir
onm
ent
E
ffec
tive
Ope
ratio
ns
Dis
tric
t Str
ateg
ic P
lan
Goa
l Num
ber(
s):
# 1,
3,4,
5,6,
9,14
STR
AT
EG
IES
/AC
TIV
ITIE
S ST
AFF
D
EV
EL
OPM
EN
T
CO
MPO
NE
NT
IM
PLE
ME
NT
AT
ION
PL
AN
PE
RSO
N(S
) R
ESP
ON
SIB
LE
R
ESO
UR
CE
A
LL
OC
AT
ION
BY
WH
EN
? ( S
PEC
IFIC
D
AT
ES)
Id
entif
y an
d m
onito
r our
low
er
1/3
read
ing
stud
ents
Pr
ogre
ss
mon
itorin
g M
eet a
t pre
-sch
edul
ed D
ata
Rev
iew
Mee
tings
to re
view
da
ta a
nd in
terv
entio
ns
Prin
cipa
l Te
ache
rs
Tim
e O
ngoi
ng
Iden
tify
fund
s to
utili
ze fo
r in
terv
entio
n-as
sist
ant t
each
ers
Prog
ress
m
onito
ring
Enco
urag
e do
natio
ns to
our
Ed
ucat
iona
l Exc
elle
nce
Fund
an
d ut
ilize
par
t of o
ur A
+ m
oney
to fu
nd th
is
Prin
cipa
l Ti
me
Mon
ey
2009
-10
Scho
ol Y
ear
22
Trai
n an
d re
crui
t R.A
.P.
volu
ntee
rs th
roug
h ou
r pro
gram
Pa
rent
trai
ning
s in
ass
istin
g w
ith
read
ing
fluen
cy
Iden
tify
the
mos
t nee
dy
stud
ents
. Pr
ovid
e m
ento
rs to
RA
P w
ith
the
stud
ents
B. P
aran
zino
R
AP
Team
Bus
ines
s par
tner
s fo
r foo
d an
d pr
izes
fo
r the
trai
ning
s
2009
-10
Scho
ol Y
ear
Util
ize
FAIR
dat
a sc
hool
wid
e to
id
entif
y an
d in
terv
ene
for o
ur
mos
t nee
dy st
uden
ts
Dat
a A
naly
sis
Use
Aug
ust 2
5 st
aff
deve
lopm
ent d
ay to
revi
ew
data
and
to p
lan
“nex
t ste
ps”
for i
nten
sive
, im
med
iate
in
terv
entio
ns.
Prin
cipa
l Te
ache
rs
Tim
e F.
A.I.
R. D
ata
( if
avai
labl
e)
Wha
t nee
ds a
sses
smen
t too
ls d
id y
ou u
se to
iden
tify
thes
e ob
ject
ives
?
FCA
T R
eadi
ng S
core
s 200
8-09
E
valu
atio
n:
FAIR
Dat
a an
d F
CA
T R
eadi
ng fr
om 2
009-
10 fo
r Gra
des 3
,4,5
with
spec
ial f
ocus
on
our l
ower
third
.
Ade
quat
e Pr
ogre
ss:
B
y Ju
ne, 2
010,
67
% o
f eco
nom
ical
ly d
isad
vant
aged
stud
ents
in G
r. 3,
4,5
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T R
eadi
ng.
By
June
, 201
1, 6
8% o
f ec
onom
ical
ly d
isad
vant
aged
stud
ents
in G
r. 3,
4,5
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T R
eadi
ng.
By
June
, 201
2, 7
0% o
f ec
onom
ical
ly d
isad
vant
aged
stud
ents
in G
r. 3,
4,5
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T R
eadi
ng.
By
June
, 201
3, 7
2% o
f ec
onom
ical
ly d
isad
vant
aged
stud
ents
in G
r. 3,
4,5
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T R
eadi
ng.
AD
EQU
ATE
PR
OG
RES
S W
ILL
BE
CO
NSI
DER
ED A
S “A
CH
IEV
ED” I
F TH
E PE
RC
ENTA
GE
IS W
ITH
IN O
NE
PER
CEN
TAG
E PO
INT.
23
GO
AL
3:
SCIE
NC
E
OB
JEC
TIV
E 1
B
y Ju
ne, 2
013,
70%
of P
ine
Trai
l Ele
men
tary
fifth
gra
de st
uden
ts w
ill sc
ore
at o
r abo
ve L
evel
3 in
FC
AT
Sci
ence
.
NE
W
X
C
ON
TIN
UIN
G
Che
ck a
ll th
e co
mpo
nent
s add
ress
ed in
this
obj
ectiv
e C
heck
R
edes
ign
Com
pone
nt A
ddre
ssed
:
Che
ck
Stat
e St
atut
ory
Req
uire
men
ts
X
• H
igh
Expe
ctat
ions
with
Rig
or a
nd R
elev
ance
•
Dro
pout
Pre
vent
ion
1003
.53.
8(b)
• G
rade
-Lev
el T
rans
ition
•
Publ
ic P
osts
econ
dary
Edu
catio
n R
eadi
ness
10
08.3
7(4)
X
•
Sust
aine
d an
d Su
ppor
ted
Staf
f Dev
elop
men
t
•
Supp
orte
d St
uden
t / T
each
er R
elat
ions
hips
CO
RR
EL
AT
ION
TO
TH
E D
IST
RIC
T S
TR
AT
EG
IC P
LA
N
Dis
tric
t Str
ateg
ic P
lan
Are
a(s)
of F
ocus
: X
A
cade
mic
Exc
elle
nce
A
cces
s & E
quity
x
Hig
h Pe
rfor
min
g In
stru
ctio
nal S
taff
In
volv
ed F
amily
& C
omm
unity
Safe
& O
rder
ly E
nvir
onm
ent
E
ffec
tive
Ope
ratio
ns
Dis
tric
t Str
ateg
ic P
lan
Goa
l Num
ber(
s):
#1,3
,4,5
,6,8
,9,1
0
STR
AT
EG
IES
/AC
TIV
ITIE
S ST
AFF
D
EV
EL
OPM
EN
T
CO
MPO
NE
NT
IM
PLE
ME
NT
AT
ION
PL
AN
PE
RSO
N(S
) R
ESP
ON
SIB
LE
R
ESO
UR
CE
A
LL
OC
AT
ION
BY
WH
EN
? (S
PEC
IFIC
D
AT
ES)
M
onito
r tea
cher
s’ le
sson
pla
ns
for S
cien
ce In
stru
ctio
n
Ask
teac
hers
for t
heir
9-w
eek
com
preh
ensi
ve S
cien
ce p
lans
Pr
inci
pal
Ass
ista
nt P
rinci
pal
Tim
e Ju
ne, 2
010
Enco
urag
e us
e of
FO
SS K
its fo
r Sc
ienc
e In
stru
ctio
n In
stru
ctio
nal
stra
tegi
es
Prov
ide
FOSS
trai
ning
for n
ew
teac
hers
to P
TE a
nd p
rovi
de
the
sign
–up
shee
t for
kits
Prin
cipa
l Ti
me
Foss
Kits
Ju
ne, 2
010
24
Wha
t nee
ds a
sses
smen
t too
ls d
id y
ou u
se to
iden
tify
thes
e ob
ject
ives
? FC
AT
Scie
nce
2008
-09
Eva
luat
ion:
FC
AT
Scie
nce
scor
es fr
om 2
009-
10.
Ade
quat
e Pr
ogre
ss
By
June
, 201
0, 6
7% o
f Pin
e Tr
ail E
lem
enta
ry fi
fth g
rade
stud
ents
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T S
cien
ce.
By
June
, 201
1, 6
8% o
f Pin
e Tr
ail E
lem
enta
ry fi
fth g
rade
stud
ents
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T S
cien
ce.
By
June
, 201
2, 6
9% o
f Pin
e Tr
ail E
lem
enta
ry fi
fth g
rade
stud
ents
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T S
cien
ce.
By
June
, 201
3, 7
0% o
f Pin
e Tr
ail E
lem
enta
ry fi
fth g
rade
stud
ents
will
scor
e at
or a
bove
Lev
el 3
in F
CA
T S
cien
ce.
AD
EQ
UA
TE
PR
OG
RE
SS W
ILL
BE
CO
NSI
DE
RE
D A
S “A
CH
IEV
ED
” IF
TH
E P
ER
CE
NT
AG
E IS
WIT
HIN
ON
E P
ER
CE
NT
AG
E P
OIN
T.
25
OB
JEC
TIV
E 4
B
Y 2
013,
PIN
E T
RA
IL E
LE
ME
NT
AR
Y S
CH
OO
L W
ILL
AL
IGN
TH
E N
UM
BE
R A
ND
PE
RC
EN
T O
F B
EH
AV
IOR
AL
RE
FER
RA
LS
TO
RE
LFE
CT
TH
E 8
0/15
/5 F
OM
RU
LA
FO
R U
SE W
ITH
OU
R S
UB
GR
OU
PS
Dis
tric
t Str
ateg
ic P
lan
Are
a(s)
of F
ocus
:
Aca
dem
ic E
xcel
lenc
e
Acc
ess &
Equ
ity
H
igh
Perf
orm
ing
Inst
ruct
iona
l Sta
ff
x In
volv
ed F
amily
& C
omm
unity
x
Safe
& O
rder
ly E
nvir
onm
ent
E
ffec
tive
Ope
ratio
ns
Dis
tric
t Str
ateg
ic P
lan
Goa
l Num
ber(
s): #
4, 5
, 6.
STR
AT
EG
IES
/AC
TIV
ITIE
S S T
AFF
D
EV
EL
OPM
EN
T
CO
MPO
NE
NT
I M
PLE
ME
NT
AT
ION
PL
AN
PER
SON
(S)
RE
SPO
NSI
BL
E
RE
SOU
RC
E
AL
LO
CA
TIO
N
BY
WH
EN
? (S
PEC
IFIC
DA
TE
S)
Invo
lve
scho
ol c
ouns
elor
in
repe
ated
dis
cipl
ine
issu
es.
Cou
nsel
ing
Men
torin
g D
iscu
ss d
ata
with
teac
hers
and
co
unse
lor.
Gui
danc
e Te
ache
rs
Adm
inis
trato
rs
Tim
e 20
13
Dev
elop
Beh
avio
ral P
lans
ear
ly
on to
mol
d st
uden
t beh
avio
r, in
volv
ing
pare
nts i
n th
e pr
oces
s.
PST
Rev
iew
the
use
of th
e PS
T to
fo
rmul
ate
a B
IP.
Prin
cipa
l PS
T Pa
rent
s
Tim
e 20
13
Rev
iew
the
guid
elin
es p
ut fo
rth
from
the
Vol
usia
Beh
avio
ral
Initi
ativ
e/ P
TE.
Vol
usia
B
ehav
iora
l In
itiat
ive
Use
the
new
s and
new
slet
ter t
o re
-em
phas
ize
the
targ
et
beha
vior
s as i
dent
ified
by
the
Vol
usia
Beh
avio
ral I
nitia
tive
Prin
cipa
l A
ssis
tant
Prin
cipa
l Ti
me
2013
Eva
luat
ion:
We
will
revi
ew o
ur d
isag
greg
ated
Dis
cipl
ine
Dat
a ( a
s pro
vide
d by
the
VC
S)
Ade
quat
e Pr
ogre
ss:
By
June
, 201
0 at
leas
t 71%
of o
ur b
lack
mal
e st
uden
ts, a
nd 6
8% o
f our
bla
ck fe
mal
e st
uden
ts w
ill m
eet C
ateg
ory
A.
By
June
, 201
0 fe
wer
than
8%
of o
ur b
lack
mal
e st
uden
ts, a
nd 5
% o
f our
bla
ck fe
mal
e st
uden
ts w
ill m
eet C
ateg
ory
C.
By
June
, 201
1 at
leas
t 74%
of o
ur b
lack
mal
e st
uden
ts, a
nd 7
4% o
f our
bla
ck fe
mal
e st
uden
ts w
ill m
eet C
ateg
ory
A.
By
June
, 201
1 fe
wer
than
7 %
of o
ur b
lack
mal
e st
uden
ts, a
nd 5
% o
f our
bla
ck fe
mal
e st
uden
ts w
ill m
eet C
ateg
ory
C.
By
June
, 201
2 at
leas
t 77
% o
f our
bla
ck m
ale
stud
ents
, and
77
% o
f our
bla
ck fe
mal
e st
uden
ts w
ill m
eet C
ateg
ory
A.
By
June
, 201
2 fe
wer
than
6 %
of o
ur b
lack
mal
e st
uden
ts, a
nd 5
% o
f our
bla
ck fe
mal
e st
uden
ts w
ill m
eet C
ateg
ory
C.
By
June
, 201
3 at
leas
t 80
% o
f our
bla
ck m
ale
stud
ents
, and
80
% o
f our
bla
ck fe
mal
e st
uden
ts w
ill m
eet C
ateg
ory
A.
By
June
, 201
3 fe
wer
than
5 %
of o
ur b
lack
mal
e st
uden
ts, a
nd 5
% o
f our
bla
ck fe
mal
e st
uden
ts w
ill m
eet C
ateg
ory
C.
Wha
t nee
ds a
sses
smen
t too
ls d
id y
ou u
se to
iden
tify
thes
e ob
ject
ives
?
• D
istri
ct –
pro
vide
d d
isag
greg
ated
dat
a fo
r Pin
e Tr
ail r
egar
ding
200
8-09
Dis
cipl
ine
Ref
erra
ls
• Id
entif
icat
ion
cate
gorie
s: A
= 0
-1 re
ferr
al
B =
2-5
refe
rral
s
C =
6 o
r mor
e re
ferr
als
26
Par
t V.
Res
pons
e to
Inst
ruct
ion/
Inte
rven
tion
(RtI
)
Sc
hool
-bas
ed R
tI T
eam
Iden
tify
the
scho
ol-b
ased
RtI
Lea
ders
hip
Tea
m.
Prin
cipa
l: Pr
ovid
es a
com
mon
vis
ion
for t
he u
se o
f dat
a-ba
sed
deci
sion
-mak
ing,
ens
ures
that
the
scho
ol-b
ased
team
is im
plem
entin
g R
tI, c
ondu
cts
asse
ssm
ent o
f RtI
skill
s of s
choo
l sta
ff, e
nsur
es im
plem
enta
tion
of in
terv
entio
n su
ppor
t and
doc
umen
tatio
n, e
nsur
es a
dequ
ate
prof
essi
onal
de
velo
pmen
t to
supp
ort R
tI im
plem
enta
tion,
and
com
mun
icat
es w
ith p
aren
ts re
gard
ing
scho
ol-b
ased
RtI
plan
s and
act
iviti
es.
Sele
ct G
ener
al E
duca
tion
Teac
hers
(Prim
ary
and
Inte
rmed
iate
): Pr
ovid
es in
form
atio
n ab
out c
ore
inst
ruct
ion,
par
ticip
ates
in st
uden
t dat
a co
llect
ion,
de
liver
s Tie
r 1 in
stru
ctio
n/in
terv
entio
n, c
olla
bora
tes w
ith o
ther
staf
f to
impl
emen
t Tie
r 2 in
terv
entio
ns, a
nd in
tegr
ates
Tie
r 1 m
ater
ials
/inst
ruct
ion
with
Tie
r 2/3
act
iviti
es.
Exce
ptio
nal S
tude
nt E
duca
tion
(ESE
) Tea
cher
s: P
artic
ipat
es in
stud
ent d
ata
colle
ctio
n, in
tegr
ates
cor
e in
stru
ctio
nal a
ctiv
ities
/mat
eria
ls in
to T
ier 3
in
stru
ctio
n, a
nd c
olla
bora
tes w
ith g
ener
al e
duca
tion
teac
hers
thro
ugh
such
act
iviti
es a
s co-
teac
hing
. Sp
eech
Lan
guag
e Pa
thol
ogis
t : Ed
ucat
es th
e te
am in
the
role
lang
uage
pla
ys in
cur
ricul
um, a
sses
smen
t, an
d in
stru
ctio
n, a
s a b
asis
for a
ppro
pria
te
prog
ram
des
ign;
ass
ists
in th
e se
lect
ion
of sc
reen
ing
mea
sure
s; a
nd h
elps
iden
tify
syst
emic
pat
tern
s of s
tude
nt n
eed
with
resp
ect t
o la
ngua
ge sk
ills
Stud
ent S
ervi
ces P
erso
nnel
: Pro
vide
s qua
lity
serv
ices
and
exp
ertis
e on
issu
es ra
ngin
g fr
om p
rogr
am d
esig
n to
ass
essm
ent a
nd in
terv
entio
n w
ith
indi
vidu
al st
uden
ts. I
n ad
ditio
n to
pro
vidi
ng in
terv
entio
ns, s
choo
l soc
ial w
orke
rs c
ontin
ue to
link
chi
ld-s
ervi
ng a
nd c
omm
unity
age
ncie
s to
the
scho
ols a
nd fa
mili
es to
supp
ort t
he c
hild
's ac
adem
ic, e
mot
iona
l, be
havi
oral
, and
soci
al su
cces
s. PS
T Fa
cilit
ator
: A te
ache
r fill
s thi
s pos
ition
. Thi
s tea
cher
sche
dule
s the
PST
mee
tings
and
trac
ks th
e fo
llow
up
serv
ices
and
pap
erw
ork
for e
ach
stud
ent b
roug
ht to
PST
. She
als
o in
vite
s the
nee
ded
parti
cipa
nts,
keep
s the
min
utes
, and
add
s rec
omm
enda
tions
as a
mem
ber o
f the
team
. D
escr
ibe
how
the
scho
ol-b
ased
RtI
Lea
ders
hip
Tea
m fu
nctio
ns (e
.g. m
eetin
g pr
oces
ses a
nd r
oles
/func
tions
).
The
Lea
ders
hip
Team
will
focu
s mee
tings
aro
und
one
ques
tion:
How
do
we
deve
lop
and
mai
ntai
n a
prob
lem
-sol
ving
syst
em to
brin
g ou
t the
bes
t in
our s
choo
ls, o
ur te
ache
rs, a
nd in
our
stud
ents
?
The
team
mee
ts tw
ice
a qu
arte
r to
enga
ge in
the
follo
win
g ac
tiviti
es:
Rev
iew
uni
vers
al sc
reen
ing
data
and
link
to in
stru
ctio
nal d
ecis
ions
; rev
iew
pro
gres
s mon
itorin
g da
ta a
t the
gra
de le
vel a
nd c
lass
room
leve
l to
iden
tify
stud
ents
who
are
mee
ting/
exce
edin
g be
nchm
arks
, at m
oder
ate
risk
or a
t hig
h ris
k fo
r not
mee
ting
benc
hmar
ks. B
ased
on
the
abov
e in
form
atio
n, th
e
27
team
will
iden
tify
prof
essi
onal
dev
elop
men
t and
reso
urce
s. Th
e te
am w
ill a
lso
colla
bora
te re
gula
rly, p
robl
em so
lve,
shar
e ef
fect
ive
prac
tices
, ev
alua
te im
plem
enta
tion,
mak
e de
cisi
ons,
and
prac
tice
new
pro
cess
es a
nd sk
ills.
Dis
cuss
ions
will
incl
ude
the
four
ess
entia
l que
stio
ns to
hel
p us
to
focu
s and
kee
p ou
r tar
gets
in si
ght.
Des
crib
e th
e ro
le o
f the
scho
ol-b
ased
RtI
Lea
ders
hip
Tea
m in
the
deve
lopm
ent a
nd im
plem
enta
tion
of th
e sc
hool
impr
ovem
ent p
lan.
The
team
hel
ped
set c
lear
exp
ecta
tions
for i
nstru
ctio
n (R
igor
, Rel
evan
ce, R
elat
ions
hip)
; fac
ilita
ted
the
deve
lopm
ent o
f a sy
stem
ic a
ppro
ach
to
teac
hing
(Ess
entia
l Que
stio
ns, M
otiv
atin
g St
rate
gies
, Tea
chin
g St
rate
gies
, Ext
endi
ng, R
efin
ing,
and
Sum
mar
izin
g).
RtI
Impl
emen
tatio
n D
escr
ibe
the
data
man
agem
ent s
yste
m u
sed
to su
mm
ariz
e tie
red
data
.
Bas
elin
e da
ta: P
rogr
ess M
onito
ring
and
Rep
ortin
g N
etw
ork
(PM
RN
), F
AIR
, Flo
rida
Com
preh
ensi
ve A
sses
smen
t Tes
t (FC
AT)
Pr
ogre
ss M
onito
ring:
PM
RN
, C
urric
ulum
Bas
ed M
easu
rem
ent (
CB
M),
FCA
T Si
mul
atio
n
Mid
year
: Flo
rida
Ass
essm
ents
for I
nstru
ctio
n in
Rea
ding
(FA
IR),
En
d of
yea
r: FA
IR, F
CA
T ,a
nd o
ther
dat
a st
ored
in th
e D
ata
War
ehou
se.
Freq
uenc
y of
Dat
a D
ays :
twic
e a
quar
ter f
or d
ata
anal
ysis
. Mor
e of
ten
as n
eede
d.
Des
crib
e th
e pl
an to
trai
n st
aff o
n R
tI.
Prof
essi
onal
dev
elop
men
t will
be
prov
ided
by
the
prin
cipa
l dur
ing
teac
hers
’ com
mon
pla
nnin
g tim
e an
d sm
all s
essi
ons w
ill o
ccur
thro
ugho
ut th
e ye
ar
as n
eede
d, p
artic
ular
ly a
s we
track
our
third
gra
de st
uden
ts’ p
rogr
ess.
28
Part
VII
. Sc
hool
Wid
e Fl
orid
a’s C
ontin
uous
Impr
ovem
ent M
odel
PLA
N
Dat
a D
isag
greg
atio
n 20
08-2
009
FCA
T D
ata
Wha
t str
engt
hs a
nd w
eakn
esse
s wer
e id
entif
ied
in th
e 20
09 d
ata
by g
rade
leve
l, su
bjec
t are
a, a
nd c
lust
ers/
stra
nds?
Stre
ngth
s: A
cros
s all
grad
e le
vels
, stu
dent
s are
per
form
ing
at o
r abo
ve d
istri
ct a
nd st
ate
aver
ages
. 90
% o
f fou
rth g
rade
stud
ents
ach
ieve
d at
3.5
and
ab
ove.
All
3,4,
5th g
rade
ave
rage
s in
read
ing
are
at 8
7% a
nd o
ver f
or a
chie
ving
Lev
el 3
or a
bove
. In
Mat
h, 3
rd a
nd 4
th g
rade
ave
rage
s are
at 9
1 an
d 88
% fo
r sco
ring
at L
evel
3 a
nd a
bove
.
Wea
knes
ses:
M
ath,
Gr.
5 –
Ave
rage
scor
es d
ecre
ased
from
78
to 7
5% a
s sco
ring
at L
evel
3 a
nd a
bove
. O
ur e
cono
mic
ally
dis
adva
ntag
ed st
uden
ts
did
not d
emon
stra
te g
row
th.
In
stru
ctio
nal C
alen
dar
Dev
elop
men
t
Wha
t is t
he p
roce
ss fo
r de
velo
ping
, im
plem
entin
g, a
nd m
onito
ring
an
Inst
ruct
iona
l Foc
us C
alen
dar
for
read
ing,
wri
ting,
mat
hem
atic
s, an
d sc
ienc
e?
The
IFC
s wer
e cr
eate
d in
July
200
9. T
he IF
C w
ill b
e up
date
d in
Oct
ober
200
9 as
det
erm
ined
by
disa
ggre
gate
d da
ta re
sults
from
the
Sept
embe
r Pre
-Te
st, a
nd a
gain
in Ja
nuar
y 20
10 a
s det
erm
ined
by
the
disa
ggre
gate
d da
ta re
sults
from
the
Dec
embe
r Mid
-Ter
m T
est.
Th
e 20
09 F
CA
T re
sults
wer
e ut
ilize
d to
dev
elop
the
IFC
s. D
ata
resu
lts fr
om th
e Se
ptem
ber P
re-T
est,
and
Dec
embe
r Mid
-Ter
m T
est w
ill a
lso
be
utili
zed.
Te
ache
rs w
ill b
e re
spon
sibl
e fo
r det
erm
inin
g th
e in
stru
ctio
nal f
ocus
of w
hole
gro
up le
sson
s, an
d sm
all g
roup
/diff
eren
tiate
d in
stru
ctio
n.
Ben
chm
arks
will
be
sele
cted
as i
ndic
ated
by
stud
ents
’ stre
ngth
s and
wea
knes
ses,
as m
easu
red
by p
rogr
ess o
n cl
ass w
ork
assi
gnm
ents
, ass
essm
ents
, an
d da
ta re
sults
. A
dmin
istra
tion
will
impl
emen
t a c
ontin
uous
cyc
le o
f mak
ing
clas
sroo
m v
isita
tions
, eva
luat
ing
less
on p
lans
, mon
itorin
g te
ache
r dat
a, a
nd c
ondu
ctin
g m
eetin
gs w
ith te
ache
rs to
ens
ure
that
the
IFC
is b
eing
util
ized
and
impl
emen
ted
effe
ctiv
ely.
Te
ache
rs w
ho a
re st
rugg
ling
with
impl
emen
ting
the
IFC
will
be
prov
ided
add
ition
al o
ppor
tuni
ties t
o at
tend
pro
fess
iona
l dev
elop
men
t ses
sion
s, ha
ve a
m
ento
r ass
igne
d to
them
, and
par
ticip
ate
in th
e pr
oces
s of o
bser
ving
oth
er te
ache
rs w
ho a
re su
cces
sful
.
29
Whi
ch in
stru
ctio
nal B
ench
mar
ks w
ill b
e gi
ven
prio
rity
focu
s, ba
sed
on n
eed,
for
each
con
tent
are
a (r
eadi
ng, w
ritin
g, m
athe
mat
ics,
and
scie
nce)
?
Mat
hem
atic
s: N
umbe
r Sen
se, M
easu
rem
ent,
and
Dat
a A
naly
sis (
Gra
de 5
) wer
e th
e le
ast p
rofic
ient
stra
nds a
nd w
ill b
e gi
ven
prio
rity
focu
s.
Rea
ding
: W
ords
and
Phr
ases
and
Mai
n Id
ea/P
urpo
se w
ere
the
leas
t pro
ficie
nt st
rand
s ( G
rade
5) a
nd w
ill b
e gi
ven
prio
rity
focu
s.
Scie
nce:
Phy
sica
l/ C
hem
ical
Sci
ence
and
Ear
th a
nd S
pace
Sci
ence
wer
e th
e le
ast p
rofic
ient
stra
nds a
nd w
ill b
e gi
ven
prio
rity
focu
s.
Wha
t is t
he p
roce
ss to
ens
ure
inst
ruct
ion
is b
ased
on
indi
vidu
al st
uden
ts’ n
eeds
, as o
ppos
ed to
the
mas
ter
sche
dule
? W
e w
ill m
onito
r our
at-r
isk
stud
ents
and
revi
ew th
eir a
cade
mic
dat
a re
gula
rly.
We
will
adj
ust o
ur in
terv
entio
n gr
oups
as n
eede
d to
mee
t the
nee
ds o
f th
ese
stud
ents
. Pr
inci
pal w
ill m
onito
r. H
ow d
oes t
he sc
hool
inco
rpor
ate
stud
ents
’ aca
dem
ic a
nd c
aree
r pl
anni
ng, a
s wel
l as p
rom
ote
stud
ent c
ours
e se
lect
ions
, so
that
stud
ents
’ co
urse
of s
tudy
is p
erso
nally
mea
ning
ful?
Th
roug
hout
the
cour
se o
f the
scho
ol y
ear,
our s
choo
l pro
vide
s Car
eer D
ays,
Fie
ld S
tudi
es, G
uest
Spe
aker
s, an
d di
scus
sion
topi
cs re
late
d to
car
eer
plan
ning
and
goa
l set
ting
for o
ur st
uden
ts.
DO
Dir
ect t
he In
stru
ctio
nal F
ocus
How
are
less
on p
lans
and
inst
ruct
iona
l del
iver
y al
igne
d ac
ross
gra
de le
vels
and
subj
ect a
reas
? Le
sson
pla
ns w
ill b
e cr
eate
d fo
r diff
eren
tiate
d in
stru
ctio
n, w
hich
pro
vide
s les
sons
for a
ll le
vels
of s
tude
nts,
belo
w m
aste
ry, a
t mas
tery
, and
abo
ve
mas
tery
. Tea
cher
s will
mee
t eve
ry th
ree
wee
ks to
shar
e be
st p
ract
ices
and
reso
urce
s.
How
are
inst
ruct
iona
l foc
us le
sson
s dev
elop
ed a
nd d
eliv
ered
? Fo
cus L
esso
ns fo
r eac
h su
bjec
t are
a w
ill b
e ba
sed
on a
revi
ew o
f pre
viou
s ass
essm
ents
whe
re st
uden
ts w
ere
stru
gglin
g. T
he l
esso
ns a
re a
ligne
d to
the
Ben
chm
arks
and
stan
dard
s for
eac
h su
bjec
t are
a an
d co
ver t
hose
Ben
chm
arks
that
are
ann
ually
ass
esse
d on
the
FCA
T.
30
How
will
inst
ruct
iona
l foc
us le
sson
s be
revi
sed
and
mon
itore
d?
Stud
ent m
aste
ry o
n m
ini-a
sses
smen
ts b
ased
on
the
focu
s les
sons
will
det
erm
ine
if th
e fo
cus l
esso
ns n
eed
to b
e re
vise
d an
d/or
re-ta
ught
. Pr
ofic
ienc
y of
skill
s and
ben
chm
arks
shou
ld a
lso
be e
vide
nt in
skill
s and
Ben
chm
arks
that
are
taug
ht a
s par
t of t
he w
hole
gro
up in
stru
ctio
n.
Ass
essm
ent
Des
crib
e th
e ty
pes o
f ong
oing
form
ativ
e as
sess
men
ts to
be
used
dur
ing
the
scho
ol y
ear
to m
easu
re st
uden
t pro
gres
s in
core
, sup
plem
enta
l, an
d in
tens
ive
inst
ruct
ion/
inte
rven
tion.
Te
ache
r mad
e m
ini-a
sses
smen
ts w
ill b
e us
ed.
How
are
ass
essm
ents
use
d to
iden
tify
stud
ents
rea
chin
g m
aste
ry a
nd th
ose
not r
each
ing
mas
tery
? Te
ache
rs w
ill a
naly
ze th
eir d
ata
on a
n on
goin
g ba
sis a
nd p
lan
next
step
s acc
ordi
ngly
. • W
hat w
ill m
aste
ry b
e se
t at f
or th
e as
sess
men
ts?
Exp
lain
the
ratio
nale
for
this
dec
isio
n.
Mas
tery
will
be
set a
t 80%
. Mas
tery
is se
t at h
ighe
r tha
n th
e tra
ditio
nal s
core
of 7
0% to
ens
ure
stud
ent p
rofic
ienc
y of
eac
h be
nchm
ark.
• H
ow w
ill th
e as
sess
men
t res
ults
be
used
to r
edir
ect t
he IF
Cs a
nd fo
cus l
esso
ns?
Th
e as
sess
men
t res
ults
will
be
used
to d
eter
min
e th
e in
stru
ctio
nal f
ocus
of w
hole
gro
up le
sson
s. A
n Ite
m-A
naly
sis o
f the
ass
essm
ent w
ill b
e ut
ilize
d to
re-te
ach
the
ques
tions
that
stud
ents
mis
sed
mos
t fre
quen
tly.
• How
will
teac
hers
diff
eren
tiate
thei
r in
stru
ctio
n ba
sed
on a
sses
smen
t res
ults
?
Teac
hers
will
diff
eren
tiate
thei
r ins
truct
ion
as in
dica
ted
by a
sses
smen
t res
ults
to p
rovi
de in
tens
ive
inst
ruct
ion
to th
ose
stud
ents
ear
ning
less
than
50%
, ad
ditio
nal i
nstru
ctio
n an
d pr
actic
e op
portu
nitie
s for
thos
e st
uden
ts e
arni
ng b
etw
een
50-7
0%, a
nd e
nric
hmen
t/adv
ance
d in
stru
ctio
n to
stud
ents
ear
ning
80
-100
%.
M
aint
enan
ce
How
is o
ngoi
ng a
sses
smen
t and
mai
nten
ance
of B
ench
mar
k m
aste
ry fo
r ea
ch g
rade
leve
l and
con
tent
are
a bu
ilt in
to th
e In
stru
ctio
nal F
ocus
C
alen
dar?
Te
ache
rs w
ill u
tiliz
e th
e cu
rric
ulum
map
s pro
vide
d by
the
Dis
trict
. Sc
hool
-leve
l dat
a re
view
mee
tings
will
ens
ure
mai
nten
ance
of t
he fo
cus l
esso
ns.
• How
will
teac
hers
diff
eren
tiate
thei
r in
stru
ctio
n fo
r st
uden
ts w
ho a
re p
erfo
rmin
g at
mas
tery
leve
ls?
St
uden
ts a
t and
abo
ve m
aste
ry le
vel w
ill re
ceiv
e op
portu
nitie
s to
enha
nce
or e
nric
h cu
rren
t ski
lls b
y pa
rtici
patin
g in
pro
ject
act
iviti
es, h
ands
-on
activ
ities
, or o
ther
supp
lem
enta
l les
sons
whi
ch w
ill re
info
rce
the
skill
and
mai
ntai
n th
e le
vel o
f mas
tery
/pro
ficie
ncy.
31
Des
crib
e th
e pr
oces
s and
sche
dule
for
team
s to
revi
ew p
rogr
ess m
onito
ring
dat
a (s
umm
ativ
e an
d m
ini a
sses
smen
ts) t
o id
entif
y th
e re
quir
ed
inst
ruct
iona
l mod
ifica
tions
that
are
nee
ded
to in
crea
se st
uden
t ach
ieve
men
t. • W
hen
and
how
oft
en w
ill te
ache
rs m
eet t
o re
view
ass
essm
ent d
ata
(for
mat
ive
and
sum
mat
ive)
by
cont
ent a
rea
and
grad
e le
vel?
Te
ache
rs w
ill m
eet t
wic
e a
quar
ter w
ith th
e pr
inci
pal t
o re
view
dat
a.
• How
will
thes
e m
eetin
gs b
e fa
cilit
ated
and
doc
umen
ted?
Th
e m
eetin
g w
ill b
e fa
cilit
ated
by
the
prin
cipa
l. T
he p
rinci
pal w
ill m
ake
note
s at e
ach
mee
ting.
M
onito
ring
D
escr
ibe
the
Prin
cipa
l’s a
nd L
eade
rshi
p T
eam
’s r
oles
as i
nstr
uctio
nal l
eade
rs a
nd h
ow th
ey w
ill b
e co
ntin
uous
ly in
volv
ed in
the
teac
hing
and
lear
ning
pro
cess
. Th
e Pr
inci
pal w
ill m
eet w
ith te
ache
rs e
ither
dur
ing
quar
terly
mee
tings
, or o
ne-o
n-on
e to
dis
cuss
ass
essm
ent r
esul
ts a
nd st
uden
t pro
gres
s. D
urin
g th
ese
mee
tings
, les
son
plan
s, da
ta b
inde
rs, a
nd st
uden
t por
tfolio
s will
be
utili
zed
to p
rovi
de e
vide
nce
of in
stru
ctio
n, a
sses
smen
t, an
d di
ffer
entia
tion
to a
ddre
ss in
divi
dual
stud
ent n
eeds
.
AC
T
Supp
lem
enta
l and
Inte
nsiv
e In
stru
ctio
n/In
terv
entio
ns
Iden
tify
the
core
, sup
plem
enta
l, an
d in
tens
ive
inst
ruct
ion
and
inte
rven
tions
. C
ore
inst
ruct
ion
incl
udes
the
dist
rict c
urric
ulum
as p
rese
nted
in w
hole
gro
up se
tting
s, sm
all g
roup
setti
ngs,
activ
ity c
ente
rs, a
nd in
depe
nden
t cen
ters
. Su
pple
men
tal
inst
ruct
ion
will
incl
ude
smal
l gro
up se
tting
s, ac
tivity
cen
ters
, enr
ichm
ent a
ctiv
ities
, and
inde
pend
ent a
ctiv
ities
whi
ch in
clud
e co
mpu
ter
gene
rate
d ac
tiviti
es.
Inte
nsiv
e In
stru
ctio
n/In
terv
entio
ns in
clud
e iii
gro
ups w
hich
will
be
taug
ht b
y th
e cl
assr
oom
teac
hers
. With
A+
mon
ies,
we
will
hi
re su
bstit
ute
teac
hers
to c
over
the
rest
of t
he c
lass
dur
ing
inte
rven
tions
. Th
ese
grou
ps w
ill m
eet 4
x a
wee
k fo
r 20-
30 m
inut
es.
Teac
hers
will
use
the
supp
lem
enta
l/rem
edia
l mat
eria
ls p
rovi
ded
by th
e di
stric
t. W
e w
ill a
lso
use
REA
D N
ATU
RA
LLY
as a
mea
sure
for f
luen
cy.
H
ow a
re su
pple
men
tal a
nd in
tens
ive
inst
ruct
ion/
inte
rven
tions
and
tuto
rial
s str
uctu
red
to r
e-te
ach
non-
mas
tere
d ta
rget
are
as?
• Res
ourc
es fr
om th
e st
ate
adop
ted
text
book
s whi
ch a
re d
esig
ned
for i
nten
sive
inst
ruct
ion
will
be
utili
zed.
Inte
rnet
inst
ruct
iona
l web
site
s suc
h as
FC
AT
Expl
orer
will
als
o be
util
ized
. Tea
cher
s will
util
ize
inst
ruct
iona
l stra
tegi
es o
r bes
t pra
ctic
es S
tude
nts c
onsi
sten
tly d
emon
stra
ting
non-
mas
tery
m
ay b
e re
quire
d to
par
ticip
ate
in tu
toria
l ses
sion
s.
32
How
doe
s the
scho
ol id
entif
y st
aff’
s pro
fess
iona
l dev
elop
men
t nee
ds to
impr
ove
thei
r in
stru
ctio
nal s
trat
egie
s?
Com
mon
are
as o
f con
cern
in th
e ar
eas o
f ins
truct
iona
l del
iver
y, c
lass
room
man
agem
ent,
etc.
, as e
vide
nced
by
adm
inis
trato
rs’ o
bser
vatio
ns, t
each
er
surv
eys,
and
stud
ent p
erfo
rman
ce/d
ata
anal
ysis
, will
det
erm
ine
the
need
for p
rofe
ssio
nal d
evel
opm
ent s
essi
ons.
W
hich
stud
ents
will
be
targ
eted
for
supp
lem
enta
l and
inte
nsiv
e in
stru
ctio
n/in
terv
entio
ns?
• How
will
it b
e de
term
ined
whi
ch st
uden
ts r
ecei
ve su
pple
men
tal a
nd in
tens
ive
inst
ruct
ion/
inte
rven
tions
?
As a
resu
lt of
pro
gres
s mon
itorin
g (c
lass
wor
k as
sign
men
ts a
nd a
sses
smen
t res
ults
) and
obs
erva
tions
(cla
ssro
om te
ache
r, in
stru
ctio
nal c
oach
, ad
min
istra
tors
, cou
nsel
ors,
etc.
) stu
dent
s who
con
sist
ently
dem
onst
rate
aca
dem
ic d
iffic
ulty
will
rece
ive
supp
lem
enta
l and
inte
nsiv
e in
stru
ctio
n/in
terv
entio
ns.
• Will
stud
ents
not
mak
ing
mas
tery
be
offe
red
afte
r-sc
hool
ass
ista
nce
(e.g
. Sup
plem
enta
l Edu
catio
nal S
ervi
ces (
SES)
) or
be a
ssis
ted
duri
ng
the
regu
lar
sche
dule
?
Stud
ents
not
mak
ing
mas
tery
will
be
offe
red
assi
stan
ce d
urin
g th
e re
gula
r sch
ool d
ay.
How
will
the
effe
ctiv
enes
s of t
he in
terv
entio
ns b
e m
easu
red
thro
ugho
ut th
e ye
ar?
• How
will
it b
e de
term
ined
if th
e in
terv
entio
ns a
pplie
d to
stud
ents
not
mak
ing
mas
tery
are
succ
essf
ul?
St
uden
ts n
ot m
akin
g m
aste
ry w
ill b
e ad
dres
sed
at o
ur P
ST. D
ata
will
be
revi
ewed
and
stra
tegi
es w
ill b
e ev
alua
ted.
New
stra
tegi
es w
ill b
e ad
dres
sed
as n
eede
d.
Enr
ichm
ent
Des
crib
e al
tern
ativ
e in
stru
ctio
nal d
eliv
ery
met
hods
to su
ppor
t acc
eler
atio
n an
d en
rich
men
t act
iviti
es.
• Wha
t cou
rses
or
inst
ruct
iona
l pro
gram
s are
off
ered
to st
uden
ts w
ho e
xcee
d m
aste
ry le
vels
?
Stud
ents
who
typi
cally
exc
eed
mas
tery
leve
ls p
artic
ipat
e in
the
scho
ol’s
gift
ed p
rogr
am.
Thos
e w
ho d
o no
t qua
lify
for t
he p
rogr
am re
ceiv
e en
richm
ent i
n th
e re
gula
r cla
ssro
om fr
om th
eir g
ener
al e
duca
tion
teac
her.
Des
crib
e ho
w st
uden
ts a
re id
entif
ied
for
enri
chm
ent s
trat
egie
s. • W
hat a
sses
smen
ts a
re u
sed
to d
eter
min
e w
hich
stud
ents
are
pla
ced
in h
ighe
r le
vel c
ours
es a
nd a
cade
mic
pro
gram
s?
Pare
nts a
nd te
ache
rs m
ay re
com
men
d a
stud
ent f
or th
e gi
fted
prog
ram
. Th
e as
sess
men
t us
ed to
qua
lify
for t
his p
rogr
am is
the
IQ te
st.
Stud
ents
who
ar
e ab
ove
leve
l in
read
ing
and
mat
h m
ay a
lso
qual
ify if
they
are
par
t of a
n un
der-
repr
esen
ted
grou
p.
• Do
stud
ents
and
par
ents
hav
e in
put i
n th
is p
roce
ss?
Pa
rent
s hav
e fo
rmal
inpu
t in
this
pro
cess
.
33
PAR
T V
. IM
PLE
ME
NT
AT
ION
MO
NIT
OR
ING
. O
NG
OIN
G M
ON
ITO
RIN
G P
LAN
GO
AL
#
INST
RU
ME
NT
/ M
ET
HO
D
PRO
CE
DU
RE
SC
HE
DU
LE
1.
M
ath
Le
sson
pla
ns
O
bser
vatio
ns
In
serv
ice
reco
rds
Le
sson
Stu
dy- M
ath
St
uden
t mat
h da
ta
R
efre
sh fa
culty
on
use
of T
hink
ing
Mat
h st
rate
gies
Teac
her i
nser
vice
at d
istri
ct sp
onso
red
wor
ksho
ps.
P.R
.O.M
.I.S.
E.
Ti
me
for M
ath
Less
on S
tudy
Gro
up m
eetin
gs re
new
mat
h st
anda
rds
M
ath
Inte
rven
tions
for l
ower
1/3
Act
ive
shar
ing
of L
esso
n St
udy
less
ons
Ong
oing
thro
ugh
June
, 201
3
2.
Rea
ding
Ach
ieve
men
t dat
a
RA
P Tr
aini
ng si
gn-in
shee
ts
R
.A.P
.-Rea
ding
Alo
ud w
ith
Partn
ers L
og S
heet
s and
dat
a su
mm
ary.
Plan
boo
ks
In
terv
entio
n da
ta
C
lass
Obs
erva
tions
Rea
ding
inse
rvic
e da
ta
Id
entif
y ou
r mos
t nee
dy a
nd a
t-ris
k re
ader
s.
Mai
ntai
n cu
rren
t dat
abas
e of
R.A
.P.-
Rea
ding
Alo
ud w
ith P
artn
ers s
tude
nts a
nd
coac
hes.
M
onito
r rea
ding
less
on p
lann
ing
and
less
on p
rese
ntat
ions
in th
e cl
assr
oom
.
Mon
itor i
nter
vent
ion
prog
ram
dat
a
Ong
oing
thro
ugh
201
3
3.
Scie
nce
Le
sson
Pla
ns
C
lass
Obs
erva
tions
Staf
f Dev
elop
men
t
En
cour
age
teac
hers
to u
tiliz
e Fu
ture
’s
Gra
nts.
Teac
her s
harin
g of
Sci
ence
teac
hing
st
rate
gies
.
Foss
Kits
…re
view
and
enc
oura
ge u
sage
Ong
oing
eac
h ye
ar u
ntil
2013
34
PAR
T V
III.
“BE
TH
ER
E”
PAR
EN
T IN
VO
LV
EM
EN
T P
LA
N
This
Act
ion
Plan
com
plie
s with
Sch
ool B
oard
Pol
icy
811
& N
CLB
Sec
tion
1118
A
ll m
embe
rs o
f the
“Le
arni
ng C
omm
unity
” w
ill p
artic
ipat
e in
the
educ
atio
nal p
roce
ss.
OB
JEC
TIV
E 1
: N
on-T
itle
I Sch
ool _
____
___X
____
_
T
itle
I Sch
ool _
____
____
____
___
S TR
AT
EG
IES
/ AC
TIV
ITIE
S IM
PLE
ME
NT
AT
ION
PL
AN
PE
RSO
N(S
) R
ESP
ON
SIB
LE
R
ESO
UR
CE
AL
LO
CA
TIO
N
BY
W
HE
N?
1. I
nclu
de p
aren
ts in
the
deve
lopm
ent a
nd im
plem
enta
tion
of
the
scho
ol’s
Stra
tegi
c Pl
an.
Scho
ol A
dvis
ory
Cou
ncil
Pr
inci
pal
Tim
e
0
9-10
2. C
onve
ne a
n an
nual
mee
ting,
at a
con
veni
ent t
ime,
to w
hich
al
l par
ents
shal
l be
invi
ted
and
enco
urag
ed to
atte
nd to
info
rm
pare
nts t
he ri
ght o
f par
ents
to b
e in
volv
ed.
Ope
n H
ouse
PT
A M
eetin
gs
Prin
cipa
l PT
A
Tim
e
09
-10
3. S
ubm
it an
y pa
rent
com
men
ts o
n th
e St
rate
gic
Plan
(Sch
ool
Wid
e Pl
an) w
hen
the
scho
ol m
akes
the
plan
ava
ilabl
e to
the
Dis
trict
.
Clim
ate
surv
eys
Prin
cipa
l Fa
mily
Cor
rela
te
Tim
e
Su
rvey
s 09
-10
Prov
ide
pare
nts o
f par
ticip
atin
g ch
ildre
n:
• A
des
crip
tion
and
expl
anat
ion
of th
e cu
rric
ulum
in u
se a
t the
sc
hool
, the
form
s of a
cade
mic
ass
essm
ent u
sed
to m
easu
re st
uden
t pr
ogre
ss, a
nd th
e pr
ofic
ienc
y le
vels
the
stud
ents
are
exp
ecte
d to
m
eet.
• If
requ
este
d by
par
ents
, opp
ortu
nitie
s for
regu
lar m
eetin
g to
fo
rmul
ate
sugg
estio
ns a
nd to
par
ticip
ate,
as a
ppro
pria
te, i
n de
cisi
ons r
elat
ing
to th
e ed
ucat
ion
of th
eir c
hild
ren,
and
resp
ond
to
such
sugg
estio
ns a
s soo
n as
pra
ctic
ably
pos
sibl
e.
Subm
it an
y pa
rent
com
men
ts o
n th
e St
rate
gic
Plan
(Sch
ool W
ide
Plan
) w
hen
the
scho
ol m
akes
the
plan
ava
ilabl
e to
the
Dis
trict
. To
ens
ure
effe
ctiv
e in
volv
emen
t of p
aren
ts a
nd to
supp
ort a
par
tner
ship
am
ong
the
scho
ol in
volv
ed, p
aren
ts, a
nd th
e co
mm
unity
to im
prov
e st
uden
t ac
adem
ic a
chie
vem
ent,
each
scho
ol
(
1) sh
all p
rovi
de a
ssis
tanc
e to
par
ents
of c
hild
ren
serv
ed b
y th
e sc
hool
or
loca
l edu
catio
nal a
genc
y, a
s app
ropr
iate
, in
unde
rsta
ndin
g su
ch to
pics
as t
he S
tate
’s a
cade
mic
con
tent
stan
dard
s and
St
ate
stud
ent a
cade
mic
ach
ieve
men
t sta
ndar
ds,
Stat
e an
d lo
cal a
cade
mic
ass
essm
ents
, the
requ
irem
ents
of t
his p
art,
and
how
to m
onito
r a c
hild
’s p
rogr
ess a
nd w
ork
with
edu
cato
rs to
impr
ove
the
achi
evem
ent o
f the
ir ch
ildre
n;
Pare
nt c
onfe
renc
es
Con
nect
Ed
Mes
sage
s Pa
rent
Por
tal
PTA
Hom
eroo
m P
aren
t Tra
inin
g R
AP
Trai
ning
C
urric
ulum
Han
dboo
ks
Pupi
l Pro
gres
sion
Pla
n
Prin
cipa
l Te
ache
rs
PTA
D
istri
ct M
IS
Tim
e
09
-10
35
(
2) sh
all p
rovi
de m
ater
ials
and
trai
ning
to h
elp
pare
nts t
o w
ork
with
thei
r ch
ildre
n to
impr
ove
thei
r chi
ldre
n’s a
chie
vem
ent,
such
as l
itera
cy tr
aini
ng a
nd u
sing
tec
hnol
ogy,
as a
ppro
pria
te, t
o fo
ster
pa
rent
al in
volv
emen
t;
(3)
shal
l edu
cate
teac
hers
, pup
il se
rvic
es p
erso
nnel
, prin
cipa
ls, a
nd o
ther
st
aff,
with
the
assi
stan
ce o
f par
ents
, in
the
valu
e an
d ut
ility
of c
ontri
butio
ns
of p
aren
ts, a
nd in
how
to re
ach
out t
o, c
omm
unic
ate
with
, and
wor
k w
ith
pare
nts a
s equ
al p
artn
ers,
impl
emen
t and
coo
rdin
ate
pare
nt p
rogr
ams,
and
build
ties
bet
wee
n pa
rent
s and
the
scho
ol;
(
4) sh
all e
nsur
e th
at in
form
atio
n re
late
d to
scho
ol a
nd p
aren
t pro
gram
s, m
eetin
gs, a
nd o
ther
act
iviti
es is
sent
to th
e pa
rent
s of p
artic
ipat
ing
child
ren
in a
form
at a
nd, t
o th
e ex
tent
pra
ctic
able
, in
a la
ngua
ge th
e pa
rent
s can
un
ders
tand
;
(5)
may
invo
lve
pare
nts i
n th
e de
velo
pmen
t of t
rain
ing
for t
each
ers,
prin
cipa
ls, a
nd o
ther
edu
cato
rs to
impr
ove
the
effe
ctiv
enes
s of s
uch
train
ing;
(6)
may
trai
n pa
rent
s to
enha
nce
the
invo
lvem
ent o
f oth
er p
aren
ts;
(
7) m
ay a
rran
ge sc
hool
mee
tings
at a
var
iety
of t
imes
, or c
ondu
ct in
-ho
me
conf
eren
ces b
etw
een
teac
hers
or o
ther
edu
cato
rs, w
ho w
ork
dire
ctly
w
ith p
artic
ipat
ing
child
ren,
with
par
ents
w
ho a
re u
nabl
e to
atte
nd su
ch c
onfe
renc
es a
t sch
ool,
in o
rder
to m
axim
ize
pare
ntal
invo
lvem
ent a
nd p
artic
ipat
ion;
(8)
may
ado
pt a
nd im
plem
ent m
odel
app
roac
hes t
o im
prov
ing
pare
ntal
in
volv
emen
t;
(9)
may
est
ablis
h a
dist
rict w
ide
pare
nt a
dvis
ory
coun
cil t
o pr
ovid
e ad
vice
on
all m
atte
rs re
late
d to
par
enta
l inv
olve
men
t in
pro
gram
s sup
porte
d un
der t
his s
ectio
n;
(
13) m
ay d
evel
op a
ppro
pria
te ro
les f
or c
omm
unity
-bas
ed o
rgan
izat
ions
an
d bu
sine
sses
in p
aren
t inv
olve
men
t act
iviti
es;
36
APPENDIX
• Climate Survey Results • Climate Surveys
37
F. STAKEHOLDERS’ PERSPECTIVES (CLIMATE SURVEYS)
1. PARENT CLIMATE SURVEY RESULTS CLIMATE SURVEY USED: □ VOLUSIA COUNTY SURVEYS X OTHER: ONLINE THROUGH SURVEY MONKEY
NUMBER OF SURVEYS SENT TO
PARENTS NUMBER OF SURVEYS
RETURNED PERCENT OF SATISFIED
PARENTS ELECTRONICALLY AVAILABLE
TO ALL PTE FAMILIES 108 96.5 %
POSITIVE TRENDS & RECOMMENDATIONS NOTED BY OUR PARENTS: ♦ PARENTS FEEL SCHOOL IS SAFE AND ORDERLY ♦ FACULTY AND STAFF CARE ABOUT STUDENTS ♦ SCHOOL PRIDE IS EVIDENT ♦ AMPLE OPPORTUNITIES TO VOLUNTEER ♦ STUDENTS HAPPY TO COME TO SCHOOL CONTINUE TO MONITOR AND PREVENT BULLYING GET MORE EMAIL ADDRESSES TO COMMUNICATE WITH MORE FAMILIES. ENCOURAGE BETTER PARTICIPATION IN THE SURVEY FOR 2008-09 2. TEACHER CLIMATE SURVEY RESULTS CLIMATE SURVEY USED: □ VOLUSIA COUNTY SURVEYS X OTHER: ONLINE THROUGH SURVEY MONKEY
NUMBER OF SURVEYS SENT TO TEACHERS
NUMBER OF SURVEYS RETURNED PERCENT OF SATISFIED TEACHERS
AVAILABLE ONLINE TO ALL 57 86% POSITIVE TRENDS & RECOMMENDATIONS NOTED BY OUR TEACHERS: ♦ POSITIVE VALUING BEHAVIORS ♦ POSITIVE INTERDEPENDENCE BEHAVIORS AND LEADERSHIP
38
3. SCHOOL STAFF CLIMATE SURVEY RESULTS CLIMATE SURVEY USED: □ VOLUSIA COUNTY SURVEYS X OTHER: ONLINE THROUGH SURVEY MONKEY
NUMBER OF SURVEYS SENT TO
SCHOOL STAFF NUMBER OF SURVEYS RETURNED PERCENT OF SATISFIED SCHOOL
STAFF AVAILABLE ONLINE FOR ALL
STAFF 57 86%
POSITIVE TRENDS & RECOMMENDATIONS NOTED BY OUR SCHOOL STAFF: We combined the STAFF and FACULTY Surveys ♦ POSITIVE VALUING BEHAVIORS ♦ POSITIVE INTERDEPENDENCE BEHAVIORS AND LEADERSHIP
4. STUDENT CLIMATE SURVEY RESULTS CLIMATE SURVEY USED: □ VOLUSIA COUNTY SURVEYS X OTHER: ONLINE THROUGH SURVEY MONKEY
NUMBER OF SURVEYS SENT TO STUDENTS
NUMBER OF SURVEYS RETURNED PERCENT OF SATISFIED STUDENTS
AVAILABLE ONLINE TO ALL STUDENTS
412 98.5%
POSITIVE TRENDS & RECOMMENDATIONS NOTED BY OUR STUDENTS: ♦ Concerns centered on BUS safety and BUS STOP safety.
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56
57
