2007-2008 Florida School Improvement Plan (Print-View)
2007 – 2008
SCHOOL IMPROVEMENT PLAN
School Name: LEWIS E. WADSWORTH ELEMENTARY SCHOOL
District Name: Flagler
Principal: Ms. Carla Taylor
SAC Chair: Ms. Laura Dormady
Superintendent: Mr. Bill Delbrugge
Date of School Board Approval: pending school board
approval
Jeanine Blomberg, Commissioner
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399 Cheri Pierson Yecke, Chancellor
K-12 Public Schools
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399
VISION/MISSION/BELIEF STATEMENTS MISSION STATEMENT:
Flagler County Public Schools is a superior performing school district
that provides students with an internationally competitive education.
Embracing the belief that all children will learn, Flagler County Public
Schools is committed to excellence. “Raising Student Achievement Everyday, Everyway” is our primary goal and
we are committed to providing each and every student with the finest
education possible. We believe that we will become an internationally competitive school
system when we direct our varied resources, talents, dollars and skills in
a manner which is consistent with our beliefs. Belief #1: We believe that the academic culture provided to students will
be of the highest caliber when every decision is made on the basis of what
is best for student achievement. Belief #2: We believe all students will learn and excel when provided with
authentically engaging work based on high standards that is given in a
risk-free environment. Belief #3: We believe in order to provide an internationally competitive
education to all students that teamwork, open communication, honesty and
trust must be part of all working relationships. Belief #4: We believe that all our educators teachers, support staff,
administrators and School Board members – have special talents and
strengths that have a positive impact on student achievement. Educators
are encouraged to pursue continual professional development and model
life-long learning. Belief #5: We believe that parents are an integral part of student’s
success. Working together parents, students, community members and
teachers will provide the level of support that is necessary for students
to reach their maximum potential.
SCHOOL PROFILE DEMOGRAPHICS
•Wadsworth Elementary is a SINI school with a grade of "B." The school had
adequate points to be an "A" school (555), but we only moved 48% of our
lowest 25% making learning gains in math. This caused our school grade to
be drop from an "A" to a "B." For the first time since implementing the
NCLB Act, WES met the AYP Criteria for the 2006-2007 school year. •The population at Wadsworth Elementary School is 468 males and 457
females. There is a total of 925 students made up of 583 White, 145 Black,
121 Hispanic, 23 Asian, 5 Indian and 48 Multi-Racial students. •Last year, 282 students received free meals. 95 students qualified for a
reduced price, and 749 students paid the full price for student meals. •11% of students is ESOL, and 10% of the student population is ESE •Population by grade is as follows:
KG - 143
01 - 170
02 - 148
03 - 175
04 - 144
05 - 143 •Staff includes: 64 full-time faculty and 3 administrators. •Teacher/student ratio is 18:1 •Student attendance rate averages 94% •Special programs include: Title I services for Math and Reading, ESOL,
ESE, Resource Teachers including those for Math, Writing, and Science, SES
services, before and after school tutoring, and a mentoring program.
SCHOOL MATCH
* Not required of WES because we are not an "F" school. QUALITY STAFF Highly Qualified Administrators
Highly Qualified Administrators
School-based administrators are well trained and knowledgeable in the
research-based best practices. Principal--Carla Taylor, B.S. Elementary and Primary Education, M.A. Media
and Educational Leadership. Kindergarten teacher 8 years, media specialist
7 years, assistant principal 1 year, principal 2 years. Assistant Principal--Anna Crawford, B.S. Middle Grades Education, M.A.
Educational Leadership. Currently working on Ed.D. in Educational
Leadership. 1 year as elementary school assistant principal, 5 years
teaching experience in Science, Reading, and Intensive (Title I) Reading,
and 2 years experience as Academic Coach at a low performing middle school
where school achieved AYP for two consecutive years and was noted as a
school of distinction. Assistant Principal--Fred Terry, B.S. Physical Education, M.A. Educational
Leadership. 7 years as assistant principal at an elementary school that
was an "A" school for 6 years, 12 years teaching experience elementary and
high school.
Recruitment/Retention of Highly Qualified Teachers
Through NEFEC and its Foundation for Rural Education Excellence, Flagler
County Schools will participate in teacher recruitment efforts designed to
help districts “grow their own”. Specifically, partnerships between high
schools and local community colleges are being established to increase
interest in teaching within the northeast Florida region through the
establishment of educational academies in high schools that serve as
college credit to students who enter the field of education. In addition, NEFEC and its Foundation are establishing a retention program
that will increase mentoring to beginning, alternatively certified, and
struggling teachers. Through NEFEC’s newly created mentor cadre, high
performing teachers are receiving training in mentoring skills and being
matched with teachers in need of a mentor. To further the districts efforts to retain highly qualified reading
teachers, teachers are given a variety of opportunities to receive
endorsement in reading. These opportunities are specifically outlined in
the professional development section of this plan. To assist teachers in becoming highly qualified, Flagler County Public
Schools has worked to bring the many of the Reading Endorsement
Competencies to the county. Currently Competencies 4, 5, and 6 are
available face-to-face in county. Competencies 1, 2, and 3 are available
online. Flagler County has also paired with other neighboring districts
and the NEFEC region to open the professional development needed that
other counties may offer at a different time or face-to-face rather than
online. RE-ESOL is also being provided in county as well. This will allow
ESOL endorsed teachers an additional option to earn their Reading
Endorsement.
School Wide Improvement Model
Wadsworth is using the FCIM which is research-based and performance driven
school wide imporvement model that encompasses the following components: *Data disaggregation and analysis-teachers will disaggregate preceding
year's FCAT data and diagnostic test data and examine trend in data to
identify instructional subgroups and weak, and strong objective areas.
Teachers will be trained in data disaggregation. *Informal/formal assessments-Diagnostic tests will be given throughout the
school year using Write Score, Reading Counts, and River Deep. Test
results will be shared with students and parents. *The support for continuous learning of all within the school is the most
important task of the leadership within a school. This year, WES has
formed a "Leadership Team" comprised of various teachers and support staff
throughout the school. *Action Research is also taking place at WES. This includes individual
teacher research, collaborative action research, and school-wide action
research. Every faculty member of the school is involved in studying a
specific area of study, including a district wide book study on "Results
Now." Communication with Parents
We provide various types of written communication to parents which
include: a. annual Welcome Back to school letter and phone call personalized by the
principal
b. a school year calendar
c. notification of special programs (High Achievers, Title I, etc)
d. notification updates on Progress Monitoring Plans, IEP's, and EP's
e. notification of special parent programs/workshops
f. monthly calendars,
g. notice of School Advisory Council meetings and School Support Council
meetings
h. progress reports
i. report cards
j. student planners (grades K-5)
k. student newspaper
l. monthly newsletter
m. weekly newsletters from teachers informing parents of upcoming events
in the classroom
n. the school link on the Flager County School District web-site.
o. Student Code of Conduct
p. Flagler County School Parent Resource Guide
q. Families Building Better Readers meeting
r . Parent workshops provided by Resource Teachers
Teacher Mentoring
The Reading Coach, resource teachers, and mentor teachers are part of the
school Literacy Council which meets a minimum of four times per year to
plan and schedule for targeted professional development and specific
literacy projects to support teachers in improving practice. The district
and school level administrators will make provisions for the reading coach
to demonstrate lessons using scientifically based reading materials,
provide in-service on classroom setups for effective reading instruction,
and side-by-side coaching.
Mentor level teachers will serve as model classroom teachers and other
teachers will be scheduled to visit and observe them teaching specific
components of effective, research-supported reading instruction.
Documentation will be kept of the scheduling of classroom visits and
technical/coaching of teachers New teachers to Wadsworth are provided with mentor teachers. These mentor
teachers have been trained in Clinical Educator Training and are a support
for the new teacher. Mentor teachers answer questions about procedures,
classroom management, curriculum and lesson planning as well as answering
any other questions the beginning teacher may have. Teachers with Clinical
Education Certification are: Sonia Bernard, Melissa Castaneda, Renee
DeAugustino, Laura Dormady, Nancy Gillin, Nancy Griffis, Gwen Lowder,
Debbie Lueckert, Carolyn Medearis, and Susan Sigler.
*Mentor teachers, Reading, Writing, Science, and Math Resource Teachers,
and National Board certified teachers work collaboratively to provide
support. ESE teachers will be provided the opportunity to attend mentoring training
provided by Northeast Florida Personnel Development Partnership. The school has a strong teacher mentoring program that includes:
-Teacher Induction Program
-Clinical Education
-Peer Teacher
-National Board Certified Teacher support sessions
-District and School-based new teacher orientations and support sessions
-Study groups
-Professional Development Plan activities
-Communications Academy/Best Practices
-Northeast Florida Educational Consortium Support Colleague
-Model lessons conducted by Reading coach and resource teachers If a principal recognizes that data shows that a teacher is in need of
intervention, the principal will meet with the teacher to discuss areas of
concern/need, review available options, and assist the teacher in the
development or revision of the IPDP to reflect the appropriate
interventions. Principals will be reviewing data following each progress
monitoring period; however through observation (both formal and informal)
a principal may identify a need for intervention at any time. Options for
assisting the teacher include, but are not limited to, one on one coaching
opportunities with an academic coach; assignment to a mentor teacher; or
assigned to ongoing professional development offered by the district. Extended Learning Opportunities
Before and after school activities will be linked to the reading
instruction that occurs in the classroom in the following ways: a. All tutoring programs will include consultation with the classroom
teacher and progress reports to parents and the classroom teacher
bi-weekly (minimum). Students eligible for before or after-school programs
are identified through their reading data. These programs may be provided
through SAI or SES dollars. Each program must focus on reading deficits of
each student. b. Mentoring programs that assist student with their identified reading
deficits will also include consultation with the classroom teacher and
progress reports sent to parents and the classroom teacher on a monthly
basis (minimum). c. Remediation through Supplemental Educational Services will be offered
to qualifying students in grades 1-5 in the areas of reading and math. d. An after school tutoring program is offered to students two days per
week. During this time teachers tutor small groups and individual
students. Students also rotate through the computer lab for FCAT practice,
and computer programs offering acceleration and remediation. e. A summer reading program is provided for all third grade students
scorring a level 1 on the FCAT. f. Students have access to Success Maker before and after school. g. Data from various progress monitoring pieces is used to direct
instruction. h. Family Literacy Nights i. Parent Involvement Nights
Disaggregated Data
Describe the use of student achievement data to determine the
effectiveness of instructional strategies.
Informal and Formal Assessments
Describe the type of ongoing formal and informal assesments to be used
during the school year to measure student progress
Alternative Instructional Delivery Methods
Describe the alternative instructional delivery methods that allow you to
reach all student subgroups and help to improve their academic
achievement.
SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12
Describe your school’s plan for addressing the ten guiding principles of
Secondary School Redesign in the box below. If the principles are
addressed throughout your School Improvement Plan, identify precisely
(under which heading) where each principle is addressed in the text box
below.
In the checkbox below, please indicate which of the ten guiding principles
is addressed below.
Different Innovative Approaches to Instruction
Responsibility of Teaching Reading for Every Teacher Quality Professional Development for Teachers and Leaders Small Learning Communities (SLC) Intensive Intervention in Reading and Mathematics Course Choice Based on Student Goals / Interests / Talent Master Schedules Based on Student Needs Parental Access and Support Applied and Integrated Courses Academic and Career Planning
GOALS
Goal: Reading
Needs Assessment All student subgroups met 2007 AYP targets (86%)
50% or more of lower 25% made learning gains (63%) 50% or more made learning gains (76%) The percent proficient increased in 2006 (1%)
Objective Increase the percentage of 3-5 graders scoring level
3 or above on FCAT Reading from 86% to 87%.
Strategies a. A minimum of monthly grade level or team
meetings will center on student work or the examination of
assessment data and best practices for addressing challenges
shared. This process will allow teachers to assist each other
in how to drive instruction using data, provide an avenue for
professional development, and result in the growth of a
learning community that will sustain continuously improving
instructional practices. b. Guidance, Reading Coach, and Writing, Math, and Science
Resource Teachers will meet quarterly to examine progress
monitoring data. Based upon that data, the instructional
leadership team may meet periodically with the grade level
teams to guide the general direction of instruction and
receive input from teachers. c. At the beginning of the school year, during the development
of the School Improvement Plan and at the end of the year,
administration will organize vertical team meetings to examine
student data and work collected across grade levels. This
process will ensure that teachers at a given grade level will
develop a better understanding of the developmental process of
reading, which will assist them in moving through the
curriculum at an appropriate pace. 4. The differentiation of instruction in reading and across
the curriculum is key in meeting the needs of the subgroups
identified under the No Child Left Behind Act (NCLB) and
proficient readers as well. Tier 1 and Tier 2 students will
receive immediate, intensive intervention both during the
90-minute reading block and beyond, if necessary, in
accordance with needs identified through the assessment
process outlined above. Students who are identified as ESE
will be included in the differentiated classroom to the extent
possible, especially during the 90-minute reading block.
Participation in the regular classroom will be in accordance
with the mandates of the students’ Individual Educational
Plans (IEP). It is recognized that English speakers of other
language (ESOL) students have unique needs. Teachers will
apply strategies expressly designed for ESOL students when
working with these students in small, flexible groups.
GRADE 3 TIER 1, 2, 3 STUDENTS
Tier 1 students (never retained, but have identified reading
deficiency) will receive a 90 minute reading block with
additional time for intervention, These students need a PMP
with a diagnostic measure (ERDA) attached if the
differentiation and immediate intensive intervention are not
working, in addition to the parental notification letter [FS
1008.25 (5)(c)]. Progress monitoring is ongoing and will
include CCRP or SRP reading program weekly tests, timed
readings and/or teacher observations. DIBELS will be used
three times during the school year as an assessment with
results reported in the Progress Monitoring and Reporting
Network. The use of the district portfolio will be ongoing and
used for progress monitoring and possible promotion if needed
for a “Good Cause Exemption”. The READ Initiative will be
implemented. Summer Reading Camp will be provided for any
third grade student who scores a Level 1 in reading. Tier 2 students (students retained once) will receive a 90
minute reading block with additional time for intervention,
These students should be placed in a class with a reduced
student-teacher ratio These students must have a PMP with a
diagnostic measure (ERDA) attached, in addition to the
parental notification letter [FS 1008.25 (5)(c)]. It is highly
recommended that the development of the PMP take place during
a formal Student Study Team Meeting. This document should be
reviewed later (4-6weeks) in a Formal Student Study Team
Meeting. While the CCRP may remain the same as the previous
year, the Supplemental and Intervention programs must change.
This may be that the student progresses to the next level of a
program (i.e. Last year the student was in Reading Mastery 2,
and this year has progressed to RM 3 or is placed in
Corrective Reading according to his needs.). Progress
monitoring is ongoing (and more frequent) and will include
CCRP or SRP reading program weekly tests, timed readings
and/or teacher observations. DIBELS will be used three times
per year as an assessment with results reported in the
Progress Monitoring and Reporting Network. The use of the
district portfolio is required for these students. The
portfolio will be used for additional progress monitoring,
possible mid-year promotion and end of year possible promotion
if appropriate for a “Good Cause Exemption”. Transition
classes may be offered. These classes should provide students
on-grade level work for the subject areas that are not at
risk. The READ Initiative will be implemented. One or more of
the following options will be available to students: Families
Building Better Readers Workshop, Before/After School
Tutoring, and/or a mentor program. Summer Reading Camp will be
provided for any third grade student who scores a Level 1 in
reading. Tier 3 students (students retained two times in the same
academic grade) will receive a 180 minute reading block with
at least a 90 minute segment uninterrupted in a class with a
reduced student teacher ratio with a high performing teacher
(determined by student performance data and above satisfactory
performance appraisals). There needs to be at least two
professionals in the class during differentiated and
intervention instruction. A licensed or certified speech
language pathologist may be used in the classroom for
instruction or with collaboration with lesson planning. A
para-professional is needed that is trained on materials and
strategies used in the classroom. Transition classes must be
offered. These classes should provide students on-grade level
work for the subject areas that are not at risk. These
students must have a PMP with a diagnostic measure (ERDA)
attached, in addition to the parental notification letter [FS
1008.25 (5) (c)]. The development of the AIP must take place
during a formal Student Study Team Meeting. It must be
reviewed a minimum of quarterly in a Formal Student Study Team
Meeting, The CCRP must be different from the previous year and
should be research based and have proven success teaching the
5 components of reading and accelerating reading achievement
by two years in one school year. The intervention materials
will be used in instruction that takes place in the 120+60
reading block. SBRR language materials will instruct students
on language and vocabulary skills. The speech/language
pathologist should be consulted about appropriate materials
and lessons. Progress monitoring must be more frequent than
non-retained students and will include CCRP or SRP reading
program weekly tests, timed readings and/or teacher
observations. DIBELS must be used three times during the
school year as an assessment with results reported in the
Progress Monitoring and Reporting Network. The state will
monitor these reports and make visits to districts if needed.
The use of the district portfolio is required for these
students. The portfolio will be used for additional progress
monitoring, possible mid-year promotion and end of year
possible promotion if appropriate for a “Good Cause
Exemption”. There must be a trained volunteer or mentor
assigned to each student to tutor each student on their
deficit areas. Providing after-school, Saturday school or
extended school year programs with SBRR materials, certified
teachers to tutor and remediate students is required. 5. Instructional differentiation is not just for accommodating
the needs of the struggling reader. Teachers will
differentiate instruction for students on and above grade
level to challenge those students to greater reading
proficiency and applications. Teachers will provide explicit
instruction in comprehension strategies at advanced levels in
small flexible groups. Work in literacy stations will be
tiered to provide stimulating, thought provoking activities
that will challenge on grade level learners to use reading as
a tool and to develop higher levels of thinking. Conversations
of best practices for accomplishing this goal will be embedded
in weekly grade level meetings that are focused on the
analysis of student work, assessment data and best practices. 6. Students will receive high-quality, explicit, and
systematic instruction in the reading classroom during a
90-minute block of interrupted time. a. During the first 25-45 minutes of instruction, an initial
lesson will be presented to the whole group using the CCRP
reading lesson plan. This initial instruction may also
incorporate reading in the content areas (science, social
studies, or health) provided that the lesson incorporates
scientifically research based reading strategies. The chosen
material should also tie into the benchmarks/skills that are
currently being taught in the CCRP. b. During the remaining 45-65 minutes, instruction will then
be differentiated according to assessment data as the teacher
meets with small, flexible groups. Teachers will meet with 3 –
4 groups from 15 – 20 minutes each. At this time, the teacher
may use ancillary materials from the CCRP, research-based
instructional protocols, or supplemental materials to
differentiate the instruction presented in the whole group
lesson through explicit instruction. Learning centers or
cooperative learning groups are used to practice and reinforce
instruction with activities that promote high student
engagement for students who are not meeting with the teacher.
Student placement in groups is flexible, and different
curricula may be in use to instruct these different groups.
There is active student engagement in a variety of
reading-based activities, which connect to the five essential
components of reading and to overall, clearly articulated
academic goals. c. Students identified through ongoing progress monitoring
(CCRP, SRP weekly tests, DIBELS, SRI and/or teacher
observation will be provided with differentiation of
instruction in small, flexible groups that address the need
for immediate intensive intervention for students struggling
in reading. Through on going progress monitoring the
teacher(s) will determine the need to increase or decrease
differentiated instruction for each student. d. However, struggling students may require additional
intensive intervention at a time outside of the 90-minute
reading block. The instructional leadership team will plan for
this eventuality so that intensive intervention can continue
with a reduced pupil teacher ratio. Each elementary school
classroom will provide a print rich environment, which
includes the following characteristics: The utilization of Classroom Libraries with leveled text
(These libraries will be multi-purpose. Students may use these
libraries as part of literacy stations, Sustained Silent
Reading, Buddy Reading, and Reading with a Mentor or
Volunteer, Anchoring Activities or similar activities
through-out the school day in any curriculum area.) The utilization of word walls and interactive word wall
activities to increase oral and written vocabulary (To be used
as a teaching tool throughout the school day) The utilization of literacy learning centers (reading
stations) and/or cooperative learning groups with tasks
designed to meet the groups identified need. The display of Sound/Spelling Cards. (To be used as a teaching
tool throughout the school day) 7. Integration of authentic literature into the reading
program is a critical component of a print rich environment. a. and b. Students will have access to classroom libraries
that include fiction and nonfiction text representing a range
of levels, interests, genres, and cultures; a variety of text
demands will be represented and include predictable,
decodable, transitional and authentic texts. These libraries
will be multi-purpose. Students may use these libraries as
part of literacy stations, Sustained Silent Reading, Buddy
Reading, Reading with a Mentor or Volunteer, Anchoring
Activities or similar activities through-out the school day in
any curriculum area.
c. Teachers who have not participated in the Florida Reading
Initiative (FRI) will be trained in how to match leveled texts
to student needs. (This training is included in the FRI Summer
Reading Academy.) The CCRP also offers leveled classroom
libraries that will be utilized in the classrooms.
d. Classroom libraries will be used to support small group
instruction and to provide students with appropriate texts to
use during sustained silent reading opportunities. SSR may be
monitored through teacher conferences or student logs.
Newspapers in Education (provided free to teachers from the
Daytona Beach News Journal) provide for authentic reading of
information text in a real world setting. 8. Reading instruction does not stop at the end of the 90
minute reading block. Reading comprehension strategies and
vocabulary strategies will be taught in conjunction with
instruction in subject areas across the curriculum using
adopted text and additional leveled texts that address the
content covered in the adopted text. In elementary school the
classroom teacher provides instruction in all curriculum
areas, thus the reading strategies are readily implemented
across all curriculum areas. Special Area teachers (art,
music, science, PE, technology, Spanish and other school
determined special area courses) are supported by Reading
Coaches to assist in bringing reading strategies into those
courses as well. All content area teachers will incorporate
reading into subject areas with consideration to the
following: a. Guided instruction in comprehension strategies before,
during, and after reading through explicit modeling
(Think-Alouds), practice in instructional level texts, and
ongoing feedback b. Leveled reading focused on content-area concepts to be
utilized as an additional instructional tool or for sustained
silent reading (with appropriate monitoring) or in literacy
stations. c. Work collaboratively with teacher and coach to determine
students’ instructional reading levels, so text assigned is
appropriate. This process is ongoing based on student needs.
In elementary school the classroom teacher provides
instruction in all curriculum areas, thus the knowledge of
reading levels is known across all curriculum areas. 9. When taught together, reading and writing improve student
achievement (Bond & Kykstra, 1967; Tierney & Shanahan, 1991)
Reading and writing taught together also fosters critical
thinking (McGinley, 1988; Tierney and Shanahan, 1991). While
instruction in the writing process itself will occur outside
of the 90 minute reading block, writing will be incorporated
throughout the reading process. Writing will be used to
activate and extend background knowledge prior to reading the
CCRP selection or content related text. Children who had time
to compose their thoughts on paper about what they were
reading were able to remember better, talk about what they had
read more intelligently, and were far more likely to remember
what they had read several weeks later than students who
answered short teacher-made questions or had taken notes on a
passage (Langer, 1990) The use of written responses such as
sticky notes (reciprocal teaching), margin notes, 2 or 3
column notes, response journals, graphic organizers,
summaries, predictions, comparisons of characters or stories,
concept maps, note-taking and performance tasks are examples
of ways to incorporate writing within the 90-minute reading
block.
Reading/Literacy
Strategy/Action Plan:
Implement Comprehensive Reading Intervention Plan
Provide an uninterrupted reading block to 90 minutes for all
students K-5. Meet the individual needs of each student by providing
"flexibility grouping" of students at each grade level. Use CORE reading program a minimum of 30 minutes each day. All students in grades K&1, targeting students with a PMP,
will be taught the Reading Mastery Program daily. Students in grade 2, targeting students with a PMP for
reading, will be taught reading strategies listed in Scott
Foresman "Links to Reading First"; Students in grades 3-5, targeting those on PMP, will be
provided the program "Read Naturally"; Students in grades 4&5, targeting those on PMP, will use the
remediation lab to target skills in reading. All teachers in K-5 will use reciprocal teaching strategies to
improve comprehension skills. Develop Model Classroms to demonstrate best practices in
reading. Provide student planners to promote organizational skills and
good work habits. Reciprocal teaching Continue encouraging students to read
Evaluation
1. 2007 FCAT Sunshine State Standards Test Results
2. 2007 Adequate Yearly Progress Report
3. SAT 10 data analysis
4. SRI, Scholastic Reading Inventory-progress monitoring
5. DIBELS Dynamic Indicator of Basic Early Literary Skills
(progress monitoring)
6. Achieve data analysis
7. Bi annual fidelity checks
9. ERDA
10. Success Maker
11.Other support and professional development as needed from
service provider
Research-based Programs a. The comprehensive core reading
programs (CCRP), Scott Foresman, used in the Flagler County
School District elementary schools have been approved by Just
Read Florida! The CCRP serves as the basis for all reading
instruction in all of the elementary schools. The reading
program provides direction and ancillary materials that
address differentiation of instruction in reading for advanced
and struggling readers. Using the CCRP as a guide, elementary
school teachers will introduce concepts at grade level and
then use the guidance provided in the programs to
differentiate instruction in small, flexible groups according
to data acquired through DIBELS, Scholastic Reading Inventory,
teacher observation, and diagnostic assessment information.
b. Supplemental materials will be used in several ways. First,
according to assessment data, teachers may use supplemental
materials to assist in the differentiation of explicit
instruction in small, flexible groups. Supplemental materials
may also be used in learning centers to support concepts
taught during lessons from the CCRP, for practice on
previously taught skills still not mastered, or for review of
previously taught concepts. Each school may utilize different
supplemental programs based on their overall needs. The
programs that are implemented are determined based on
reviewing assessment data. In order to address student needs
in Fluency (DIBELS data easily determines this need and
provides for formal review three times durint the school yea.)
schools have implemented supplemental programs such as Quick
Reads or Read Naturally. Both programs allow for placement
tests and daily monitoring of student progress. Educational
Software may be accessed through a lab setting (Compass or
Successmaker) in addition to the reading block. Students are
placed in theses programs at the appropriate reading level.
This allows for additional differentiated practice or
enhancement for all learners. c. Intervention programs for struggling readers will range in
intensity of use in accordance with the needs of students
indicated by diagnostic data. Students may require placement
in a highly structured program such as Corrective Reading or
require less structured intervention such as explicit teacher
directed instruction using manipulatives to segment,
manipulate, or blend phonemes in words. Each school may
utilize different intervention programs based on their overall
needs. The programs that are implemented are determined based
on reviewing assessment data. Reading Mastery has been
implemented in the primary grades to provide explicit
intervention for readers. Corrective reading may be used in
the intermediate grades to provide the intervention for
struggling readers. Educational Software may be accessed
through a lab setting (Compass or Successmaker) in addition to
the reading block. Students are placed in theses programs at
the appropriate reading level. This allows for additional
differentiated practice or enhancement for all learners.
d. Materials and programs, including educational software,
will be used to provide additional support in reading growth
for all children and will not substitute for explicit
instruction by a highly qualified teacher.
e. Motivational programs such as Reading Counts (RC) may be
used as one tool for motivating students to read widely
outside of the reading block. The use of programs such as RC
will be confined to their originally intended use and not
limit students’ access to a variety of text such as other
books, magazines, newspapers and other genre not included in
the library of such programs. 1. Great Leaps
2. Reading Mastery Program
3. "Links to Reading First" (Scott Foresman)
4. "Read Naturally"
5. Scott Foresman Reading Series
6. Success Maker Reading Program - computerized reading
tutorial
7. RiverDeep Professional Development Principal and Coach l. Administration and reading coach will provide in-service on
the school’s comprehensive reading plan during pre-planning.
Districts will monitor that this has occurred through meeting
agendas and interviews with the principal, coach, and teacher. Coach
m. Coaches will demonstrate lessons on a regular basis for
teachers using scientifically-based reading materials. Through
the professional development offered by NEFEC, FLaRE and the
district, coaches will be given access to a variety of
appropriate materials and will be provided tools for utilizing
these materials in classrooms. n. Coaches will provide and model in-service to teachers on
classroom set ups for effective reading instruction. Examples
include effective and ineffective word walls, use of leveled
texts, and strategies for providing an environment conducive
to small group instruction. Coaches will follow the district
guideline for submitting rationale and schedules for planned
professional development. Reading Coaches will report their
time every two weeks using the online coaching log through the
PMRN. o. As previously stated, reading coaches will be a member of
the instructional leadership team and the school Reading
Council. The IPDP is aligned with the needs assessments which are based
on student achievement. While teachers and administrators work
to create IPDP student achievement data is reviewed as the key
element in generating the IPDP. The needs assessment drives
professional development which is included within the IPDP and
evaluation process. This is a cyclical process with the end
goal for all being increased student achievement. The district and principal will enforce the JRF reading coach
model in all schools where coaches are based. What support
will be provided to the reading coach in order to facilitate
the coaching model as described by the Just Read, Florida!
Office. a. In order to enforce the JRF coaching model in all schools,
principals and Leadership Teams will receive training in the
role of the coach. This training will support and complement
the state’s model. NEFEC also provide ongoing opportunities
for Reading Coaches and Administrators to facilitate the
coaching model described by the Just Read, Florida! Office. b. The principal will hold a pre-planning faculty meeting to
orient teachers to the role of the reading coach, as well as
all coaches and provide structures for allowing coaches to
model in classrooms. c. Administrators will ensure accessibility of the coach to
teachers for the purpose of providing ongoing professional
development opportunities in one or more of the following
ways: The reading coach will be allowed time to conduct classroom
visits in an effort to gather information and identify target
areas to be addressed with grade level or content areas,
teams, or specific teachers. Once areas are identified, administrators and coaches will
work collaboratively to develop a schedule for modeling
appropriate reading strategies for a grade level or content
areas, teams, or specific teachers. The principal will work with the instructional leadership team
to determine professional development to be delivered by the
coach based upon school data.
1. DIBELS and PMRN(Progress Monitoring Reporting Network)
training for all teachers (K-5)
2. Reading Mastery Training for all new staff (K-1)
3. Training for grade 2-5 teachers on use of "Read Naturally"
program
4. Training on Reciprocal Teaching Strategies all staff K-5
5. GOALS - Goals On-Line Accountability Learning System
6. Lessons modeled by the Reading Coach (highlighting the
"Essential Six")
7. Reciprocal teaching
8. Florida Reading Initative (10-day summer academy)
9. District training in 90 minute Reading Block and FLaRE
training in guided reading
10.FOR-PD on-line-course
11.ADAPT (Applied Data Analysis for Principals and Teachers)
online course
12.FlaRE's Differentiated Instruction for Competencies 4 & 5
13. 5 Essential Keys to Reading
14. "Coach's Corner" provided by the Reading Coach
15. Information shared during monthly "Best Practices"
meetings
16. Competency 1 of Reading Endorsement through NEFEC
Highly Qualified Instructors All core reading instructional
personell are highly qualified.
Budget Categories of ExpenditureDescribe ResourcesSpecific Funding
Source by Title Total Amount Available
Research-based Program(s)/Material(s) River Deep Diagnostic
Assessment of Reading, Diagnostic Assessment of Early Reading
Title I State of Florida 30000
Technology Salaries for Computer Resource persons PMRN
Reporting School Budget School Budget School Budget 98426
Professional Development DIBELS training Reading Coach for
teacher mentoring and training FLaRE NEFEC School Budget
District Funded 62000
Other Update to Scholastic Reading Inventory 2 Title I
Teachers FL School Book Depository Before and After School
Intervention School Budget Title I Funding Title I Funding
School Budget Supplemental Educational Services 172436
Total: $362,862.00
Goal: Mathematics
Needs Assessment All student subgroups met 2007 AYP targets.
50% or more of lower 25% did not make the necessary learning gains
(48%)
50% or more made learning gains (76%).
The percent proficient increased in 2007
Objective Increase the percentage of students in grades 3-5
scoring 3.0 or above on the FCAT Math test from 75% to 76% and
50% or more of lowest quartile (lowest 25%) will make the
necessary learning gains.
Strategies Strategy/Action Plan 1. Provide Math tutoring before and after school.
2. All students, targeting students on a PMP, will use
Remediation Lab to target skills in math.
3. All students in grades K-5 will use FCAT practice booklet
and or end of chapter FCAT activities (Harcourt Math).
4. Provide student planners to promote organization skills and
good work habits.
5. Provide "Math Mentors"
6. Use math resource teacher to coteach, model, and
demonstrate math lessons
7) Riverdeep as a computer assisted instructional tool
8) Before and after school intervention
9) Use math resource teacher to provided math intervention
Evaluation 1. 2007 FCAT Sunshine State Standards Test Results
2. 2007 Adequate Yearly Progress Report
3. ACHIEVE progress monitoring data-3 time per year for grades
1-5
4. SAT 9/10 assessment data
5. Analysis of Harcourt Math Assessment Data
6. FCAT Explorer student reports
Research-based Programs 1. Harcourt Math Series & Workbooks
2. Success Maker Math Program
3. Riverdeep
4. FCAT Explorer
5. FCAT and SAT 9/10 Professional Development 1. Think, Solve, Explain strategy
training (K-5)
2. Algebraic Thinking (K-5)
3. Using Math Manipulatives (K-5)
4. FCAT Math strategies
5. AIMS
6. Information shared during monthly "Best Practices" meetings
7. Professional development on Riverdeep
8. Harcourt Math Professional Development
9. FCAT Item Analysis - Math Resource Teacher
10.Performance Assessment Training provided by Math Resource
Teacher
6) Hands on FCAT Math Practice
7) Riverdeep training across the school
8) Brain Gym training
Highly Qualified Instructors All core math teachers are highly
qualified.
Budget Categories of ExpenditureDescribe ResourcesSpecific Funding
Source by Title Total Amount Available
Research-based Program(s)/Material(s) Harcourt Math Series
16000
Technology 0
Professional Development FLED Tools Hands on FCAT Math (K-5)
AIMS Math Manipulatives District Funded District Funded Title
1 24800
Other Progress Monitoring through Achieve, Inc. 2 Title I
Teachers School Funded Title 1 Funding 88500
Total: $129,300.00
Goal: Writing
Needs Assessment The percent proficient increased in 2007 from 86%
to 94%.
Objective Increase the percentage of 4th graders scoring from
94% to 95% on the FCAT Writes Test. Strategies Strategy/Action Plan:
1. All grade levels will utilize the Flagler County Writing
Rubrics.
2. Learning Community Partners (teachers) score rubric work to
be handed in to principal.
3. Provide student planners for students to promote
organizational skills and good study habits.
4. Use On-going progress monitoring using district prompts to
direct instruction
5. Writing Resource Teacher will work closely with teachers
and students to provide support.
6. Teachers will collaborate on scoring writing samples.
7. Teachers will collaborate with the writing resource teacher
to focus on target skills in writing.
8. Scott Foresman writing extension activities.
Evaluation
1. 2007 FCAT Sunshine State Standards Writing Test
Results
2. 2007 Adequate Yearly Progress Report
3. Progress monitoring using quarterly writing samples.
4. Report cards will reflect writing scores.
5. Write Scores (Grades 1-5 will be 3 times a year and 4th
grade will be 4 times a year)
Research-based Programs DOE FCAT Reading and Writing CD
Intergrating writing through all content areas-using adopted
series. Professional Development 1. Train new faculty in the use of
rubrics to score writing assignments.
2. Provide school-wide professional development on writing.
3. Information shared during monthly "Best Practices" meetings 4. Writing Resource Teacher will provide professional
development as needed
5. Provide Rubric Training
6. Provide Writing Strategies
7. Writing Training with Mary Lewis
8. Encourage Reading Writing Connection Budget Categories of ExpenditureDescribe ResourcesSpecific Funding
Source by Title Total Amount Available
Professional Development Professional Development for
Achievement District Funded 14000
Other Write Score, Inc. progress monitoring (1-5) School
Funded 3500
Technology Writing Score Training Materials School Funded
School Funded 0
Research-based Program(s)/Material(s) 0
Total: $17,500.00
Goal: Science
Needs Assessment 55% of 5th graders met high standards in science on
the 2007 FCAT.
Objective Increase the number of 5th graders who achieved a
level 3 or higher from 55% to 56% on the 2008 administration
of the FCAT science test.
Strategies
1. All 5th Grade teachers will use activities from
the book Challenge the FCAT by R. Ledbetter a minimum of two
(2) times per week.
2. Progress monitoring through Achieve for all fifth graders.
3. Provide direct instruction for all students in fifth grade
that focus on the Sunshine State Standards and utilizes the
research based Harcourt Science basal to improve skill
mastery.
4. All 5th grade teachers will utilize Digging into FCAT
Science- inquiry-based activities that are correlated to the
FCAT Science benchmarks.
5. All 5th grade teachers will have the support of a science
resource teacher who will provide on-going modeling, training,
and coteaching
Evaluation 1) Classroom performance based assessments in
science.
2) Student achievement as evidenced by FCAT Science scores.
3) Achieve Science for 5th grade 3 times a year
Research-based Programs Adopted Science Harcourt textbook
materials
Professional Development 1) Reading in the content area
2) Critical Thinking
3) Hands on FCAT Science
4) Houghton-Mifflin training
5) Achieve data training
7) FLED Tools Hands on FCAT Science Training
8) Brain Gym
9) Ven-Logic
10)Reciprocal Teaching Questioning Skills
11)Science textbook representative will provide consultative
services for teachers.
12)Information shared during monthly "Best Practices" meetings
13)FL Association of Science Teachers Conference
Highly Qualified Instructors All core science teachers are highly
qualified. Budget Categories of ExpenditureDescribe ResourcesSpecific Funding
Source by Title Total Amount Available
Other Science Lab Teacher Science Lab supplies Progress
Monitoring with Achieve School Budget School Budget District
88853
Research-based Program(s)/Material(s) Progress Monitoring
Piece School Budget 500
Technology 0
Professional Development FLED Tools Hands on FCAT Science
(K-5) FL Association of Science Teachers District Funded
District & School Funded 10800
Total: $100,153.00
Goal: Parental Involvement
Needs Assessment Research shows that the parents' involvement in
their child's school promotes improvement in academic achievement. Objective Wadsworth Elementary School will promote parental
involvement and encourage parents, guardians and families to
become active partners in achieving improved student
academics. Strategies
1. FCAT informational meetings held outside of the
regular school day
2. School link located on Flagler County School District
web-site,
3. Parental notification of school-wide policies
4. Informing parents of behavior/discipline issues
5. Monthly newsletter including "School Success"
6. Parent/Teacher Conferences (1st and 3rd nine weeks),
7. "Keep Them Reading" Workshop
8. PTO monthly meetings,
9. School Advisory Meetings minimum of 5 times per year,
10. Open House
11. "Meet the Teacher" Day
12. Curriculum Night
13. Every student K-5 will be provided a student planner
14. Families Building Better Readers Workshop
15. Fall Festival
16. Principal's Award
17. Communication between school, teacher, and parent via
email
18. Phone Master
Evaluation
1. Copies of workshop/meeting agendas
2. Workshop/meeting attendance will be documented with sign-in
sheets
3. Improved FCAT Scores
Research-based Programs FCAT Explorer
Families Building Better Readers
Professional Development Families Building Better Readers
Using FCAT Explorer at Home
Objective Strategies Evaluation Research-based Programs Professional Development Budget Categories of ExpenditureDescribe ResourcesSpecific Funding
Source by Title Total Amount Available
Research-based Program(s)/Material(s) Families Building Better
Readers workshop "How To Speak So Your Kids Will Listen"
workshop Title I Title I 1500
Technology WebMaster School Budget 1000
Professional Development 0
Other Parent Success Letter, Student Planners Parent/Teacher
Conferences (1st & 3rd grading periods) School Budget 3346
Total: $5,846.00 Goal: WES Wellness Goal Needs Assessment WES will implement a health and wellness program to
satisfy the requirement of 150 minutes of Health and PE per week. Objective Strategies Evaluation Research-based Programs Professional Development
Objective WES will offer at least 150 minutes of health and
physical education weekly for all students.
Strategies Students will be offered health and P.E. at least
three times weekly for a total of at least 150 minutes. Evaluation Sequential physical education and health curriculum
consistent with standards will be taught through physical
exercise, activities, and lessons.
Research-based Programs
Professional Development Faculty will be offered training on
CPR and EPI pen.
Budget Categories of ExpenditureDescribe ResourcesSpecific Funding
Source by Title Total Amount Available
Research-based Program(s)/Material(s) Health & PE Harcourt
textbooks Local 5000
Technology Video Tapes for PE Local 500
Professional Development 0
Other 0
Total: $5,500.00
Goal: Technology
Needs Assessment To increase technology integration in the curricula
to insure teacher and students seamless use of technology to
accomplish a given task in a disciplined study that will promote
higher-order thinking skills.
Objective To increase the availability of technology and
technology-related training to support increased student
engagement thereby increasing the academic achievement of all
students as measured by the FCAT and Stanford 9/10 and to make
AYP Strategies ) Increase the availability of technology to
support classroom instruction (digital cameras, Leap Frog
systems, software, and online resources).
2) Expand the use of the Leap Track to grades 2, 3, and 5.
3) Expand the availability of listening centers in the
classrooms.
4) Installation of a new sound system in the
cafeteria/multi-purpose room for programs, parent meetings,
and student performances.
5) Expand the Reading Counts program to support improved
reading performance.
6)Projectors in ever 3rd-5th grade classroom
Evaluation 1) Progress reports generated by computer programs
being utilized
2) Results of standardized tests (FCAT and Stanford 9/10,
Achieve Math/Science, CELLA, FLKRS, Write Score, DIBELS, SRI)
Research-based Programs
Professional Development Training on Smart Boards and Smart
Pads
Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding
Source by Title Total Amount Available
Research-based Program(s)/Material(s) 1) Progress reports
generated by computer programs being utilized 2) Results of
standardized tests (FCAT and Stanford 9/10, Achieve
Math/Science, CELLA, FLKRS, Write Score, DIBELS, SRI)
Riverdeep Math Software Title V Local school funding 32000
Technology Sound System, Listening Centers, Digital Cameras,
Online Resources; Smart Board, Smart Pads, Local School
Funding 90000
Professional Development On-Line Resources, Digital Media,
Training on Smart Boards and Smart Pads Local School Funding
School Based Tech 3000
Other 0
Total: $125,000.00
Goal: Return on Investment
Needs Assessment
Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding
Source by Title Total Amount Available
Total: $0.00
Goal: Improve the health of WES students
SCHOOL ADVISORY COUNCIL
YesNo
The majority of the SAC members are not employed by the school.
The SAC is composed of the principal, and an appropriately balanced number
of teachers, education support employees, students (for middle, junior
high and high school only), parents, and other business and community
citizens who are representative of the ethnic, racial, and economic
community served by the school.
SAC Involvement
Our School Advisory Council is selected in compliance with the rules set
by the state legislature. There is a mix of administration, staff,
parents, and community/business members. The School Advisory Council
provides a means of collegial conversation focused on improving the
school. The group meets five times or more as required per year. Responsibilities of the School Advisory Council are:
a. review of FCAT data
b. develop and approve school improvement plan,
c. decide jointly with faculty how A+ recognition funds are spent
d. discuss school challenges and plan parent/staff approaches to positive
change.
FINAL BUDGET
Categories of ExpenditureDescribe Resources Specific Funding Source by
Title Total Amount Available
Research-based Program(s)/Material(s)Reading: River Deep
Diagnostic Assessment of Reading, Diagnostic Assessment of Early Reading
Mathematics: Harcourt Math Series
Writing:
Science: Progress Monitoring Piece
Parental Involvement: Families Building Better Readers workshop "How To Speak So Your Kids Will Listen" workshop
WES Wellness Goal: Health & PE Harcourt textbooks
Technology: 1) Progress reports generated by computer programs being
utilized
2) Results of standardized tests (FCAT and Stanford 9/10, Achieve
Math/Science, CELLA, FLKRS, Write Score, DIBELS, SRI)
Riverdeep Math Software
Reading: Title I State of Florida Available: $30,000.00
Mathematics: Available: $16,000.00
Writing: Available: $0.00
Science: School Budget Available: $500.00
Parental Involvement: Title I Title I Available: $1,500.00
WES Wellness Goal: Local Available: $5,000.00
Technology: Title V Local school funding Available: $32,000.00
$85,000.00
TechnologyReading: Salaries for Computer Resource persons PMRN Reporting Mathematics:
Writing: Writing Score Training Materials
Science:
Parental Involvement: WebMaster
WES Wellness Goal: Video Tapes for PE
Technology: Sound System, Listening Centers, Digital Cameras, Online
Resources; Smart Board,
Smart Pads,
Reading: School Budget
School Budget School Budget Available: $98,426.00
Mathematics: Available: $0.00
Writing: School Funded
School Funded Available: $0.00
Science: Available: $0.00
Parental Involvement: School Budget Available: $1,000.00
WES Wellness Goal: Local Available: $500.00
Technology: Local School Funding Available: $90,000.00
$189,926.00
Professional DevelopmentReading: DIBELS training
Reading Coach for
teacher mentoring and training FLaRE
Mathematics: FLED Tools Hands on FCAT Math (K-5)
AIMS
Math Manipulatives
Writing: Professional Development for Achievement
Science: FLED Tools Hands on FCAT Science (K-5)
FL Association of Science Teachers
Parental Involvement:
WES Wellness Goal:
Technology: On-Line Resources, Digital Media, Training on Smart Boards and
Smart Pads
Reading: NEFEC School Budget District Funded Available: $62,000.00
Mathematics: District Funded
District Funded
Title 1 Available: $24,800.00
Writing: District Funded Available: $14,000.00
Science: District Funded District & School Funded Available: $10,800.00
Parental Involvement: Available: $0.00
WES Wellness Goal: Available: $0.00
Technology: Local School Funding School Based Tech Available: $3,000.00
$114,600.00
OtherReading: Update to Scholastic Reading Inventory
2 Title I Teachers
FL School Book Depository
Before and After School Intervention
Mathematics: Progress Monitoring through Achieve, Inc.
2 Title I Teachers
Writing: Write Score, Inc. progress monitoring (1-5)
Science: Science Lab Teacher
Science Lab supplies
Progress Monitoring with Achieve
Parental Involvement: Parent Success Letter,
Student Planners
Parent/Teacher Conferences (1st & 3rd grading periods)
WES Wellness Goal:
Technology:
Reading: School Budget
Title I Funding
Title I Funding
School Budget
Supplemental Educational Services Available: $172,436.00
Mathematics: School Funded Title 1 Funding Available: $88,500.00
Writing: School Funded Available: $3,500.00
Science: School Budget
School Budget
District Available: $88,853.00
Parental Involvement: School Budget Available: $3,346.00
WES Wellness Goal: Available: $0.00
Technology: Available: $0.00
$356,635.00
. Total: $746,161.00
IMPLEMENTATION EVALUATION
As a result of implementation of the School Improvement Plan, we expect to
meet adequate yearly progress.
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