Approve/disapprove the 2014-2015 School Improvement Plans

289 Pages·2014·1.22 MB·English

WAKULLA COUNTY SCHOOL BOARD
SUPERINTENDENT’S OFFICE
AGENDA ITEM FOR SCHOOL BOARD APPROVAL

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WMIS SO500
Rev. 05/11
Pam Stewart, Commissioner
2014-2015 SCHOOL IMPROVEMENT PLAN
[ DRAFT ]
Crawfordville Elementary School
379 ARRAN RD
Crawfordville, FL 32327
850-926-3641
http://www.wakullaschooldistrict.org/ces
Wakulla - 0031 - Crawfordville Elementary School - DRAFT 2014-15 SIP
SIP Authority and Template
Section 1001.42(18), Florida Statutes (F.S.), requires district school boards to annually approve and require
implementation of a school improvement plan (SIP) for each school in the district.
The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for
traditional public schools and incorporates all components required for schools receiving Title I funds, as
marked by citations to the No Child Left Behind (NCLB) Act of 2001. This template is required by State Board
of Education Rule 6A-1.099811, Florida Administrative Code (F.A.C.), for all non-charter schools with a current
grade of D or F, or with a grade of F within the prior two years. For all other schools, the district may use a
template of its choosing. All districts must submit annual assurances that their plans meet statutory
requirements.
This document was prepared by school and district leadership using the FDOE's school improvement planning
web application located at https://www.floridacims.org. Sections marked “N/A” by the user have been excluded
from this document.
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Wakulla - 0031 - Crawfordville Elementary School - DRAFT 2014-15 SIP
Current School Status
Supportive Environment
School Mission and Vision
Provide the school's mission statement
Crawfordville Elementary School believes that it's mission is to facilitate a positive and diverse
learning environment and to provide a continuous process of education, both formal and informal, to
guarantee the success of all children.
Provide the school's vision statement
All students will achieve their highest potential as a result of the experiences that are provided by a
team of highly qualified professionals in a positive, caring, healthy and safe learning environment.
School Environment
Describe the process by which the school learns about students' cultures and builds
relationships between teachers and students
Each individual teacher begins the year with Getting to Know You activities that provide insight into
student cultures. These are non-invasive ways to get to know a student's cultural background. The
results of the activities are reviewed when planning for instruction in order to take into account
student cultural backgrounds, likes and/or dislikes. The school participates in monthly recognition of
various cultures (Black History Month, Hispanic History Month, Senior Citizen Month, etc.) and every
other year the school participates in a Cultures Around the World program where students research
and participate in activities that focus on other cultures.
Describe how the school creates an environment where students feel safe and respected
before, during and after school
Visitors are required to check-in when on campus using a Raptor ID system at the front desk and
must wear a visitor badge while on campus. Signs are posted around campus on entry ways to
promote visitors to check in appropriately at the front desk. Cameras are in place throughout the
school and on the buses. School and classroom rules are in place and taught in each class. Grade
levels maintain radios for emergencies and drills are practiced monthly. Teachers escort students to
the buses and parent pickup. Students who are picked up are escorted to the cafeteria where they
are monitored in a safe environment until their ride arrives with an approved DashPass for verification
of permission to pick up.
Describe the schoolwide behavioral system in place that aids in minimizing distractions to
keep students engaged during instructional time. This may include, but is not limited to,
established protocols for disciplinary incidents, clear behavioral expectations, and training for
school personnel to ensure the system is fairly and consistently enforced
Crawfordville uses the Positive Behavior System (PBS) and components of the Leader in Me to
facilitate schoolwide positive behavior plans per grade level. Teachers use Positive Behavior
Referrals to recognize students with outstanding behaviors. Procedures and protocols are in place for
teachers to send students to the office when needed. A schoolwide book study was conducted to
train teachers in the 7 Habits of Highly Effective People and how to use this to encourage leadership
roles in students. The habits, with expected behaviors, are posted throughout the school and in
classrooms.
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Wakulla - 0031 - Crawfordville Elementary School - DRAFT 2014-15 SIP
Describe how the school ensures the social-emotional needs of all students are being met,
which may include providing counseling, mentoring and other pupil services
Each grade level is provided with guidance on their special area rotation for one semester. Available
mentors are provided for students who have been referred by school personnel.
Early Warning Systems
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III),
(b)(1)(B)(iii)(I), and (b)(1)(I).
Describe the school's early warning system and provide a list of the early warning indicators
used in the system
-Attendance below 90%
-One or more suspensions, whether in school or out of school
-Course failure in English Language Arts or Mathematics
-A Level 1 score on the statewide, standardized assessment in ELA or Math
Provide the following data related to the school's early warning system
The number of students by grade level that exhibit each early warning indicator:
Indicator Grade Students
Attendance below 90 percent K 18
Attendance below 90 percent 1 9
Attendance below 90 percent 2 6
Attendance below 90 percent 3 12
Attendance below 90 percent 4 9
Attendance below 90 percent 5 12
Total 66
One or more suspensions K 8
One or more suspensions 1 2
One or more suspensions 2 1
One or more suspensions 3 3
One or more suspensions 4 6
One or more suspensions 5 10
Total 30
Course failure in ELA or Math 1 1
Course failure in ELA or Math 2 4
Course failure in ELA or Math 3 5
Course failure in ELA or Math 4 1
Course failure in ELA or Math 5 6
Total 17
Level 1 on statewide assessment 3 20
Level 1 on statewide assessment 4 11
Level 1 on statewide assessment 5 18
Total 49
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The number of students identified by the system as exhibiting two or more early warning
indicators:
Indicator Grade Students
Students exhibiting two or more indicators K 1
Students exhibiting two or more indicators 1 1
Students exhibiting two or more indicators 2 1
Students exhibiting two or more indicators 3 8
Students exhibiting two or more indicators 4 3
Students exhibiting two or more indicators 5 7
Total 21
Describe all intervention strategies employed by the school to improve the academic
performance of students identified by the early warning system
A watchlist of students in danger of having difficulties is created based on data and monitored
throughout the school year. Students who exhibit multiple warnings, or who do not respond to Tier I
teacher instruction, are referred to the RtI Team for interventions and further progress monitoring.
Fast For Word, IXL.com, and other research based programs are used as intervention strategies for
students in Tiers II and III for academics. Students identified as needing further interventions with
behavior are referred to Tier II intervention using a district approved program, Automatic RtI, which
teachers have been trained in. Teachers will make contact to discuss concerns with parents regarding
attendance to help establish attendance routines. The district has also implemented an automated
call to parents when students are absence from school. Letters are sent to parents for students have
more than 10 absences. If students need further interventions, the guidance counselor and/or
administration will become involved with setting up a conference to create an Attendance Contract,
and the Truancy Officer is included if needed. Positive approaches are always used in working with
students and parents to promote success.
Family and Community Involvement
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(iii)(I)(aa).
Describe how the school works at building positive relationships with families to increase
involvement, including efforts to communicate the school's mission and vision, and keep parents
informed of their child's progress
Title I schools use the Parent Involvement Plan (PIP) to meet the requirements of 20 U.S.C. § 6314(b)(1)(F).
Will the school use its PIP to satisfy this question?
Yes
PIP Link
No PIP plan available
This application does not have a PIP plan uploaded for this school or this district. Please forward or
have your district forward the plan document via an Intercom support request and we will upload it.
Description
Increase parent attendance at parental involvement/informational nights during the school year.
Describe the process by which the school builds and sustains partnerships with the local
community for the purpose of securing and utilizing resources to support the school and student
achievement
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Crawfordville builds and sustains partnerships with the community to help in providing volunteers and
mentors to work with at risk students. We also reach out the community to involve business partners
during our PLT (Project Learning Tree) week, Red Ribbon Week, Dr. Seuss Day, and country fair. ROTC
volunteers are utilized at many school sponsored events. The Optimist Club assists with many school
needs. Communities members also help with Brain Brawl, SAVE, Operation Santa and serve on our
School Advisory Council committee. Community leaders (Police Officers, Firefighters, etc) are invited to
the school for celebrations such as Thank a Police Officer Day. The IRIS Garden Club sponsors the
Garden Club and helps to educate students about environmental topics.
Effective Leadership
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(H).
School Leadership Team
Membership
Identify the name, email address and position title for each member of the school leadership team.:
Name Title Email
Harvey, Frankie Dean [email protected]
Walker, Angie Principal [email protected]
Duties
Describe the roles and responsibilities of the members, including how they serve as
instructional leaders and practice shared decision making
School leaders provide a common vision and facilitates team meeting. They facilitate data-based
decision making activities, coordinate professional development and technical assistance for problem
solving activities,including data collection and analysis, intervention planning and evaluation.
Describe the process through which school leadership identifies and aligns all available
resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students
and maximize desired student outcomes. Include the methodology for coordinating and
supplementing federal, state and local funds, services and programs. Provide the person(s)
responsible, frequency of meetings, how an inventory of resources is maintained and any
problem-solving activities used to determine how to apply resources for the highest impact
School leadership follows guidelines provided by the district for use of curriculum for all students. The
needs of the lower quartile students identified by the RtI team are met by using research based
programs, either provided with the curriculum or purchased as needed.
Personnel are selected based on a variety of criteria, such as experience, certification, background
and need.
School leaders meet quarterly to assess the needs of grade levels, teachers and students based on
input from the SACs team, parents, and teachers.
Title I, Part A
Title I funds provide for supplemental materials, equipment, smaller teacher-pupil ratios, staff
development, remediation, and parent involvement activities.
Title I, Part C- Migrant
Migrant PAEC coordinates services for migrant students. Currently we do not have any migrant
students
Title I, Part D
The district does not receive Title I, Part D funds
Title II
Title II, Part A funds are used to fund an elementary Reading/Intervention Coach, and professional
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development for teachers from all schools based on needs determined by analyzing assessment
data. Title II A funds provide staff development which addresses incorporating technology into
instruction
Title III
The district does not receive Title III funds. However, services for English Language Learner services
are provided by the district student services department.
After school remediation.
Violence Prevention Programs
Schools offer violence programs and anti-drug programs which are supported by Title IV funds, the
community, and Wakulla County Sheriff's Department
School Advisory Council (SAC)
Membership
Identify the name and stakeholder group for each member of the SAC.:
Name Stakeholder Group
Angie Walker Principal
Miranda Bowen Teacher
Christy Whitfield Teacher
April Tillman Parent
Davida Schissler Parent
Bob Donaway Parent
Mike McCans Business/Community
June Davis Parent
Kirsten Brazier Teacher
Terri Gilliam Parent
Duties
Provide a description of the SAC's involvement with the following activities, as required by
section 1001.452(2), Florida Statutes
Evaluation of last year's school improvement plan
The committee meets at the end of each year to review and make recommendations for the
improvement of the next school year's plan. At the first SACS meeting of the new school year, the
committee will review data from the previous year to discuss if goals from the previous year were met.
Development of this school improvement plan
Teachers meet quarterly to discuss goals and strategies to present to the committee as suggestions
and updates for the school improvement plan. The plan is presented to the School Advisory Council
at the the first meeting and input is given, if possible, before the Plan is finalized.
Preparation of the school's annual budget and plan
The SAC votes on how to use appropriated school improvement dollars.
Describe the use of school improvement funds allocated last year, including the amount
budgeted for each project
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School improvement funds in the amount of $495 were used to purchase projector bulbs. These
allowed teachers to use technology resources to implement strategies for reading and math goals.
Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding the
establishment requirements and duties of the SAC
Yes
If the school is not in compliance, describe the measures being implemented to meet SAC
requirements
Literacy Leadership Team (LLT)
Meets the requirements of Rule 6A-6.053(3), F.A.C.
Membership
Identify the name, email address and position title for each member of the school-based LLT.:
Name Title Email
Adkinson, Alisa Teacher, K-12 [email protected]
Bowen, Miranda Teacher, K-12 [email protected]
Brazier, Kirsten Teacher, K-12 [email protected]
Harvey, Frankie Dean [email protected]
Price, Terry Instructional Coach [email protected]
Walker, Angie Principal [email protected]
Whitfield, Christy Teacher, ESE [email protected]
Duties
Describe how the LLT promotes literacy within the school
The LLT team will meet quarterly to gather, monitor, review and disaggregate data used for progress
monitoring. Initiatives to promote literacy include, but are not limited to, the Million Word Reader Club,
Class Word Count Challenge for 1st and 2nd grade, a focus on using Data Notebooks to monitor and
track AR goals, and a Spot Light on Writing Bulletin board is on display in a prominent place.
Public and Collaborative Teaching
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(D).
Describe the school's strategies to encourage positive working relationships between teachers,
including collaborative planning and instruction
Each grade level is required to hold weekly meetings for planning and collaboration. Grade levels are
provided with common planning time in the mornings before students arrive and during their special area
time. Teachers are encouraged to share positive ideas via email or during faculty meetings. School
leaders hold grade level leader meetings to promote collaboration and discussion.
Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field,
effective teachers to the school
RECRUITMENT OF PERSONNEL
“The Last Best Natural Place to Live and Teach”
The Human Resources Department shall maintain an online applicant tracking system. A variety of
techniques are used to identify and attract qualified applicants. These include soliciting names of
prospective out-of-county applicants, encouraging qualified local citizens to apply, notifying the
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Department of Education and college placement office of postings, recruiting at The Great Florida Teach-
in and other career day fairs, including Work Force Plus as well as scheduling interviews with graduating
seniors at colleges and universities.
Describe the school's teacher mentoring program, including the rationale for pairings and
planned mentoring activities
Principals pair new educators to the district [novice and veteran] to an Effective or Highly Effective
teacher at the school who usually is on the same grade level or teaches the same subject and has
proven to be a peer educator who can be relied on. Veteran teachers are required to attend district
training prior to becoming a mentor teacher.
Ambitious Instruction and Learning
Instructional Programs and Strategies
Instructional Programs
Describe how the school ensures its core instructional programs and materials are aligned to
Florida's standards
The District adopts programs from a state adopted instructional materials list. In addition, through
curriculum development and team meetings, materials are checked and it is verified that they cover
the Florida Standards. School employees are provided with and are required to follow a district
created and approved instructional plan and guide. Mrs. Walker and Mrs. Harvey conduct walk-
through observations and formal observations to monitor implementation of district approved
curriculum.
Instructional Strategies
Describe how the school uses data to provide and differentiate instruction to meet the diverse
needs of students. Provide examples of how instruction is modified or supplemented to assist
students having difficulty attaining the proficient or advanced level on state assessments
The school reviews data and students are placed in classes based on learning needs. Research
based materials and programs are used in instruction and continual progress monitoring occurs for all
students. Interventions are organized and provided based on results of progress monitoring data.
Provide the following information for each strategy the school uses to increase the amount
and quality of learning time and help enrich and accelerate the curriculum:
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