2006 – 2007

SCHOOL IMPROVEMENT PLAN

School Name:    

STANLEY SWITLIK ELEMENTARY SCHOOL

District Name:    

Monroe

Principal:    

Barbara Wright

SAC Chair:     Luis Gonzalez
Superintendent:     Randy Acevedo
Date of School Board Approval:     Pending School Board Approval

John L. Winn, 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


VISION: Academic Excellence and Personal Achievement Equals Student Success


MISSION: Stanley Switlik Elementary School fosters a spirit of respect and responsibility resulting in a commitment to academic achievement and personal excellence for our diverse population.




SCHOOL PROFILE DEMOGRAPHICS

School Profile/Demographics
Stanley Switlik School serves grades kindergarten through sixth grade students. The total enrollment is 608. We are a Title I school and more than half of our students receive federally funded free and reduced lunch. In addition we serve the largest number of ESOL students in our district.

Percentage of Students by Ethnicity

Race Percentage

Asian .05
Black 7.90
Hispanic 43.7
Indian 0
Multi-Racial 3.0
White 44.9

Status Percentage

LEP 12.
Status Percentage

ED 54.1

Status Percentage

ESE 24.34

Total Number of Students 608


SCHOOL MATCH
QUALITY STAFF
Highly Qualified Administrators
Barbara Wright, Principal--
Qualifications: Masters Degree from Ohio State University in Reading Education/Supervision. Certified in the following areas: administrative- Educational Leadership, Level 2 Florida Principal Certification, teaching certificates –K-12 Reading, Elementary, ESOL
Educational Experiences: Teaching experience in Elementary, Middle, Reading, 17 years experience as District level Reading/Language Arts Curriculum Specialist, and 9 years experience as a principal. Monroe District Principal of the Year Award for 3 years.
Experiences in raising student achievement: Stanley Switlik has earned an A+ rating from the Florida Department of Education for student achievement for the past five years. Directed successful accreditation process for Southern Association of Colleges and Schools. At previous principal assignment, raised Marathon High School from a C to an A grade. Professional affiliations, past president of the Florida Keys Children's Shelter, FASA member, Rotary, Zonta Service Club. Recipient of Commissioners Achievement Award for Outstanding Leadership for 2003 and for 2004.
Brett Unke-Assistant Principal---Master's Degree in Educational Leadership
Educational Experiences: 11 years teaching experience in Exceptional Student Education. Staffing Specialist experience one year. Currently serving as member of Building Level Planning Team. Two years experience as AP.

 
Recruitment/Retention of Highly Qualified Teachers
Monroe County provides highest starting pay in the state of Florida for beginning teachers. They offer a supplement for teachers who complete the Reading Endorsement. Nation-wide advertising and recruiting are utilized to attract highly qualified teachers. Extensive professional development opportunities are offered to staff along with smaller class sizes and a strong sense of collegiality and community.
We participate in a local partnership with Barry University to provide teaching opportunities for their student teachers. This partnership was designed to generate a pool of highly qualified teachers in reading, ESE, and elementary education.


ADDITIONAL REQUIREMENTS
School Wide Improvement Model
The Building Level Planning Team is comprised of representation of all grade levels, special areas, administration and guidance. Our School Advisory Council (SAC) represents the demographic makeup of our school. These groups have an opportunity to participate in the review, development, and modification of the School Improvement Plan each year.
The groups mentioned analyze the data and review numerous sources before making any recommendations. We work to ensure that the academic needs of all students have been addressed. Our needs assessment includes the following areas; academic data, parent, student and community survey data, and technology data. Finally, we review all state and federal guidelines for accountability as well as school and district goals. Objectives are collectively determined to meet student needs.
Evaluation and Progress Monitoring is a continual component. We monitor status at set intervals and modify the program as appropriate. Each year the plan is reviewed and modified as the needs of our school population change. This model has improved student achievement by focusing efforts and supporting the needs of our students.
Our School Wide Improvement Model is the structure that is designed to bring about improved student achievement. It consists of a year round cycle of activity through the efforts of our school advisory council, our building level planning team, and our subject area departments. We analyze our student data, our parent, teacher, and community climate surveys and test information including DIBELS, CELLA, FLKRS, GRADE, STAR, FCAT, SAT, MBAT (Monroe Benchmark Assessment Test)and local tests as part of an extensive data analysis procedure. Also reviewed is attendance, truancy, inclusion rates. Data is analyzed by student subgroups as well as school averages through Edusoft.
Through a needs assessment process, goals are written based on the data analysis. Goals must take into account state and federal mandates, as well as district and school needs. Goals and specific objectives and strategies are created to meet these goals. The plan is written and approved by the faculty and by the School Advisory Council.
Professional development is planned for teachers and staff to support the goals. Funding sources from FTE, discretionalry funds, Title I and VI monies, grants, SAC, A+. Student progress monitoring plans are written to support individual student needs. Teachers create individual professional development plans to also support the school goals. Student progress is measured three times per year through MBAT testing, regular progress monitoring and the plan is formally evaluated in mid year and at the end of the year. A final report is generated measuring the success of the plan at the end of the year when test results and other yearly data is received.
Communication with Parents

All parents in the school received a letter sent out from the District Office of Monroe County Schools stating the NCLB Choice Options for 2006-07. The letter contained three choices for the parents. Parents were instructed to check their choice and to return the letter to the Monroe County School District.

Additional information is provided through a monthly school newsletter, a beginning of the year letter from the principal, the school web site, teacher websites and parent conferences. Interpreters are available to assist in parent conferences. Locally, our school also publishes information through the Keynoter and the Marathon Weekly, Free Press local public newspapers, as well as through radio announcements and updates through our local radio station. Connect Ed on line messaging system is also used to communicate in both Spanish and English with parents.
In addition, information is shared with parents through Open House, School Advisory Council, email, and other written and oral communication in English and Spanish. An informational meeting for our non-English speaking families is held quarterly to share critical information for our Spanish speaking families. An interpreter is available at the school site at all times. The district mailed a Choice Letter to the parents of each student in this school. The letter explained their Choice options and provided them with a form on which they could indicate their school choice. Choice with transportation was one of their options. Both the letter and the form were clear and easy to understand.

Important information is also shared with the use of NTI Connect, an automated phone call system. Through this system, the principal records messages in English and Spanish that go to each student's home. The message are used for emergency communication, attendance checks, or school information and reminders. Information is also shared through public service announcements on the local radio stations.

We have an online grading system that provides instant information to parents on student grades. This system is called Pinnacle Parent Viewer. We provide a mid term report as well as a quarterly report of grades to parents. This information goes out in English and Spanish.

In addition to the regular teacher parent communications like parent notes, mid-terms and conference notes, we have a monthly newsletter that is sent home every month with each student. Our newsletter is also available on our web page and is printed with Spanish information and contacts readily available. We have a fully interactive web page that contains important information about our school. We have an extensive educational link section to assist parents and students with educational information. We also send “Parent Educational Tips” home in Spanish and English that give tips to enhancing the academic program at home for children.

We have several parent groups to assist parents in understanding and encouraging participation in our school. First as discussed above we have a School Advisory Council that is our leadership organization. Secondly, we have La Familias, which is specifically tailored to meet our Spanish speaking families. Finally we have a very active Parent Teacher Organization with nearly 100% teacher participation!

We are fortunate to be able to provide a Parent Educator. She is bi-lingual and a valuable asset to our school and essential to our Spanish speaking parents. This role is critical to assist parents in any capacity dealing with the school-home relationship.

Finally, we provide every student with a student planner. The planner offers the teacher and parent a direct line of communication. Each teacher also has a telephone located in his or her classroom and the extension list is located in every student’s handbook for parental convenience.

Pre-School Transition

Switlik School has three full time year long programs for preschool children to assist the transition from early childhood programs to elementary. These include: PreK Exceptional Education, which is taught by a National Certified Board ESE Teacher; 2 PreK Headstart classes, taught by a certified Early Childhood teacher and a CDA certified teacher; and a Voluntary PreKindergarten program for four year olds that is taught by a CDA certified teacher. This year we are piloting Project HELLP to enahnce our curriculum for our Hispanic families.

Teacher Mentoring
All new and beginning teachers participate in the Beginning Teacher Program which is directed by Assistant Principal Brett Unke. Peer teachers are assigned to the new teachers and Mentor teachers are assigned to beginning teachers. They meet monthly with our assistant principal or principal to complete the requirements of the program. All peer teachers are experienced teachers who have completed training in Clinical Education and the Florida Performance Measurement System. Our National Board Certified Teachers also serve as a mentor teachers. New and Beginning teachers also participate in monthly district meetings for additional support and training opportunities. Curriculum resource teachers attend CRT meetings led by district staff.
1) All beginning teachers are assigned a trained mentor teacher to serve as a mentor for their first year. All new teachers are assigned a peer teacher for their first year.

2) Nationally Board Certified Teachers work as mentors in addition to trained peer teachers.

3) Reading Coach and the Curriculum Resource Teacher attend continuous training in data analysis, mentoring strategies to most effectively work with members of the instructional staff and to provide regular staff development and mentoring opportunities to all teachers.

4) Grade level teams complete 9-week plans encompassing the Sunshine State Standards and testable items. Teams work together in a learning community during a common planning time to analyze grade level needs, plan learning activities.

5) All teachers are participating on the school-wide team which works to guide our school improvement plan.

6) Each grade-level has representation on our Building Level Planning Team (BLPT). This BLPT representative serves as a facilitator, communicator and problem-solver for the members of his/her grade level.

Extended Learning Opportunities
Before and After School-Intensive Reading and Math is offered in a prescriptive manner. Students are selected based on their academic need and the program is tailored to best meet the individual need. The computer lab is available before school to offer all students an opportunity to participate in a variety of programs designed to meet their individual needs.The Media Center is also opened before and after school to encourage further reading and study.These programs run one hour before and one hour after school to extend the student day for level 1 and 2 students based on FCAT testing and MBAT results.

Our library is also a valuable resource open to students. Students have access to the library and computer assessment programs during the day and before and after school to offer immediate feedback on their comprehension. We also offer a summer band program for students who desire to learn an instrument.

Summer School is offered to all Level One and Two students, LEP students, and to any eligible ESE student. The program is offered as an extended year program using certified teachers with a prescribed program that specifically addresses the individual student needs.


GOALS
Goal: Reading

Needs Assessment Under the new AYP 2007 criteria for reading, 51% of the students must score a level 3 or higher on the state mandated assessment. The sub groups that will need to increase the percentage of students proficient in reading are SWD (44%) based on the 2006 assessment data. There is also a need to focus on the growing population of ESOL students to ensure continuous improvement. All other sub groups have demonstrated above average success in reading and we will continue to move all students toward higher achievement. Sixty-nine percent (69%)of students made learning gains in reading on the 2006 FCAT. This was a gain of six points from the prior year. Sixty- three percent (63%)of the lowest 25% made learning gains in reading. This was a gain of nine points from the prior year. Eighty-six percent (86%) of students met the high standards in reading. This was a gain of seven points from the prior year.



Objective Fifty-one percent (51%) of students in all subgroups, including SWD will score a 3 or higher on the FCAT SSS Reading Test. All students will make one year's academic growth as measured on state/district tests (FCAT/SAT). Stanley Switlik School will achieve an A school rating and will perform in the top 10% of schools in the state.
Strategies All teachers will receive training in the 90 minute reading block. This will include training in phonics, phonemic awareness, vocabulary, comprehension, and fluency. Student data from assessments will be reviewed to assist in instruction. Differentiated Instructional strategies will be utilized to vary the level of classroom instruction to meet the needs of all subgroups. Our Title 1 teachers will instruct low level reading students in small groups in grades K-4. All K-6 students will participate in a 90 minute reading block. Selected students including ESE and ESOL students will participate in the READ 180 program.
Level A ESOL students will receive reading instruction in small groups. Vocabulary strategies instruction will be used in all content areas. The ESE teachers will teach students with the co-teaching inclusion model when appropriate. The Reading Coach and Curriculum Resource Teacher will provide reading strategies to parents for use at home through the assistance of the Parent Educator. The teachers will also provide staff development to faculty and staff members and parents via SAC meetings.
We will hold an extended day program through a morning and after school tutoring program that specifically targets students in need of reading tutoring including ESE and ESOL students. These programs have highly trained instructional staff to assist students with reading remediation. Morning and after school programs include computer lab and direct assistance for struggling students. Both before school and after school programs target the Title 1, FCAT level 1 and 2, low performing MBAT, ESOL, and ESE students at our school.
Materials available include skill work at all levels. New materials for 06-07 include LeapTrack and Math Party. Guided reading kits at all levels with books on tape and trade books are available for use. Additional software has been purchased to supplement the ESOL materials, including Rosetta Stone, for our students who need extra support in acquiring language necessary for reading success. Key technology support pieces include READ 180, FCAT Explorer and FCAT Test Tools and Destination Learning with Renaissance Place materials which include Fluent Reader, English in a Flash, STAR testing and Accelerated Reading. Also new this year is the expanded version of Destination Learning coursework for grades 3-6.
A Reading Literacy Council will meet monthly to provide school wide leadership, demonstration models, and reading assessment review to support the school reading plan. This team is comprised of the principal, the Reading Coach, the CRT, the ESOL teacher, ESE teacher, and TItle I teacher. a primary teacher, an intermediate teacher, and a middle school teacher. The principal will complete Classroom Walkthrough's to monitor the reading program and give feedback to teachers. Model classroom will be selected to demonstrate good teaching practices in reading.
Teacher lesson plans will be collected and monitored weekly to insure good teaching practices are in place and in alignment with the Sunshine State Standards and the district pacing guide.
The CRT and Reading Coach along with BLPT will be responsible for the data and monitoring of the targeted groups.

The 06-07 Middle Grades Reading Plan includes intensive, uninterrupted 90 minutes of reading instruction. Reading programs before and after school are extra opportunities provided in order to assist target students including ESE and ESOL students. In addition to the CCRP, the research based programs FCAT Explorer and Reading First are incorporated within the reading classes along with other supporting materials. Ther reading coach and curriculum resource teacher act as additional sources. The reading coach and curriculum reading specialist will assist in administering the GRADE and fluency assessments. PMSSP will be managed and modified by the CRT. Expert teachers will be available to model lessons for the faculty and staff. Screening, diagnostic, and progress monitoring assessments will be provided three times per year. Specific areas of focus are phonemic awareness, phonics, fluency, comprehension, and vocabulary. Achievement, frequent progress monitoring, and performance data will be managed by the CRT and dispersed three times per year to relevant teachers to assess progress. This data analysis, supported by Edusoft, will be used to diagnose mastery and to identify instructional focus.
An intensive reading class will be provided for the students scoring level 1 or 2 for 90 minutes daily. Both before and after school reading programs are offered to give ample opportunity for advancement. Teachers participate in professional development programs. Individual teacher programs are designed to engage the students with emphasis on research-based reading strategies.
Dropout prevention teacher will provide daily support to students at risk in grades five and six. ESE inclusion teachers will provide daily support in reading.Special area teachers will be utilized to support the reading goals and objectives within the plan
These research based strategies will be supplemented with motivational programs including the following: Accelerated Reader program, Superintendent's Young Reader Awards program, Book It, Parent to Kid nights, Principal's 100 Club Luncheon, and Media Center Guest Readers.



Evaluation Students in K-6 will be monitored using the DIBELS Assessment three times during the year and feedback will be provided to the classroom teachers. Kindergarten students will be administered the FLKRS Assessment. IDEL will be administered to kindergarten ESOL students as part of the FLKRS assessment. Monthly fluency checks will be administered throughout the school year.
STAR Reading Test and FCAT Explorer Programs will be administered three times during the school year to students in Grades K-6. Level 1 and 2 students in Grades 3- 6 will be administered the GRADE Assessment Test two times during the school year. All evaluation measures will be used to provide an accurate indicator of student needs and assist the instructional staff in providing high quality effective instructional activities over the course of the year. Monroe Benchmark Assessment Test (MBAT) will be administered for progress monitoring assessment three times during the year. CELLA testing will be administered to ESOL students in the fall and the spring to determine language acquisition levels.


Research-based Programs We follow the Florida Reading First model and offer a 90 minute reading block including instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. The Read 180 program is also research-based and proven effective. Our students showed substantial improvements using this program. The Harcourt Reading Series is state adopted and correlated with the Sunshine State Standards. Technology programs RiverDeep, LeapTrack, Destination Learning are also research-based. Teachers will have access to K.I.D.S. on-line instructional support system.

Professional Development All faculty members receive intensive professional development in the implementation of using the 90 minute reading block, inclusion and the co-teaching model, accommodations and modifications. In addition, our CRT and Reading Coach are actively engaged in classroom instruction, tutoring, and assisting the teaching staff in remediation of students. All faculty members will be trained in data anaylsis by becoming familiar with Edusoft, DIBELS assessment, MBAT, CELLA, FLKRS, and GRADE evaluation. Teachers will be trained in on-line lesson planning through K.I.D.S., and The Learning Place. Technology training for teachers includes Edusoft, PMRN forms, Individual Professional Develpment Plans (IDPD), TERMS, Destination Learning and Renaissance Place. Faculty members are also trained in READ 180.
Teachers' IPDP will be aligned with the diagnosed student needs as evidenced by DIBELS reports, MBAT results, CELLA, and FCAT assessments.
Learning communities within the school will focus on reading strategies to support improved reading achievement.

The principal and assistant principal are trained in Classroom Walkthrough's. Teachers will be given feedback on good teaching practices and needs will be identifed for further training.

The Reading Coach is trained in Reading First Objectives and Goals, DIBELS, GRADE, PPVT, ERDA, and DAR administration. She is also trained in CRISS amd is a READ 180 trainer. The Reading Coach will work with the District Reading Program Specialist to monitor the implementation of the Comprehensive Research-Based Reading Plan. The Reading Coach will demonstrate lessons on how to implement scientifically-based reading materials. The Reading Coach also serves as the Reading Teacher Leader to insure a vertical team approach to reading instruction K-6.

District: The evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan. The performance evaluation of every teacher and administrator will be linked to student achievement in reading and the school grade.

Highly Qualified Instructors All Academic Teachers at Stanley Switlik School are certified in Elementary Education and/or Exceptional Student Education; and are therefore, eligible to teach reading and meet the definition of Highly Qualified.

Kindergarten: Ms. Cohen, Ms. Keim, Ms. Mitcham, Ms. Woodberry

First Grade: Ms. Doyle, Ms. Voelliger, Ms. Cadwell, Ms. Collins

Second Grade: Ms. Modzelewski, Ms. Caton, Ms. Frederick

Third Grade: Ms. Bertram, Ms. Goldstein, Ms. Adams, Ms. Houser,Ms. Sibley

Fourth Grade: Mr. Coval, Ms. Lunsford, Ms. Young

Fifth Grade: Ms. Luther, Mr. Hawes, Ms. Skaggs, Ms. Trivette
Middle Grades Rigorous Reading Staff - All fully certified
Sixth Grade: Stacey Turner, Mitch Lampkins
Mitch Lampkins - Masters /10 years of experience
Kathy DePastino, CRT- Reading endorsed
Jamie Buhyoff,Reading Coach- Reading certified
Beth Pinkus, Gifted- Offers gifted students an accelerated curriculum based on their ability levels and needs.


ESE: Ms. Edwards, Ms. Rios, Ms Hoffman, Ms. Pinkus, Mr. Lampkins, Ms. Fraelich, Mr. Ferrise

ESOL: Ms. Cordova

Title I: Ms. Ehrig, Ms. Bradley

Reading Coach: Ms. Buhyoff and Curriculum Resource Teacher: Ms. DePastino

SAI Teacher: Ms. Turner

All special area teachers are trained in their area and attend and participate in professional development.
Teachers who are not currently Highly Qualified will be completing HOUSSE forms or completing testing requirments during this school year to attain the HQ status. Paraprofessionals who are not highly qualified will be receiving professional development from Ms. Jamie Buhyoff, our school reading coach, to reach the status of HQ.


Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) Title I Houghton Mifflin Reading Series Open Court Reading Title I Funds Textbook Funds 12000
Research-based Resource(s) River Deep Reading FCAT EXplorer District District 10000
Technology FCAT Explorer Read 180 Rosetta Stone LeapTrack LeapTrack Sleek Program STAR Reading District School Tech Budget District Title I Budget 8000
Professional Development Reading Coach - 90 min. Block CRT - Strategies Florida Reading Conference Reading Endorsement Coteaching strategies Grant School Budget 4000
Other CRT Reading Coach SAI District Grant SAI Funds 210000
Total:   244000.00

Goal: Mathematics

Needs Assessment According to the 2006 AYP Report there is a need to address the learning needs of Students with Disabilities and Limited English Proficient. Overall, 78% of students met High Standards in Math. This was a gain of nine points from the 04-05 SY.The SWD subgroup did not meet AYP with 47% scoring at or above grade level. Under the new 2007 criteria, 56% proficiency in mathematics is required in all subgroups. In addition the lowest 25% of students must show learning gains improvement. Based on the 2006 FCAT Mathematics desaggregated data, 76% of 3rd gr. students, 78% of grade 4th grade students scored at Level 3 or above in mathematics. At 5th grade, 70% of students scored scored Level 3 or above, and at 6th grade, 58% scored Level 3 or above. The mean points were lowest at 6th grade in Measurement and Algebraic Thinking. Overall, 72% of students made learning gains in Math. This was a gain of 12 points from 04-05 SY.

Objective FIfty-six percent of students in all subgroups will score a 3 or higher on the FCAT SSS Mathematics Test. Seventy-three percent of students will make learning gains as measured on FCAT SSS. Switlik students will score in the top 10 % of the state in SSS FCAT Mathematics.
Strategies Lessons will concentrate on the content limits for each benchmark at the various grade levels within the Sunshine State Standards assessed on the FCAT. Teachers have been directed to follow the scope and sequence and district pacing guide developed by the Teacher Lead program. The teachers have determined the most effective methods of delivery and instruction to best meet the student diverse needs. Where appropriate, the use of mathematics manipulatives, within teacher instruction and math centers, will be used to promote hands-on activities. These include numeracy centers, Julie Teague trainer activities, Dr. Pasley Math Party materials, FCAT Dailies, and FCAT Explorer.
Emphasis on FCAT math vocabulary will be infused throughout instructional time in order to improve reading fluency in math application items including performance task items.
LaFamilias program , directed by parent educator, provides the parents with the tools necessary to help their child succeed at school with mathematics vocabulary, especially with non-English speaking parents.
All students including ESE and ESOL students will receive computerized instruction as an intervention when needed through the Harcourt Math Program which is aligned with the Sunshine State Standards. Target groups will be identified by teachers and goals will be set for them on Progress Monitoring Plans and on Individual Education Plans. These students will receive differentiated instruction in the classroom with the assistance of Title I, SAI, and ESE Inclusion. Use of the Accelerated Math Program in grades 3-6 will give students practice on taught/assessed items. We offer before and after school programs specifically targeting the needs of low performing students including ESE and ESOL students with tutored instruction. The LeapTrack program will be used with targeted students. Highly trained instructional staff will assist students with math remediation. The Parent Educator will assist teachers with communication to/from Non-English speaking parents. The Math Superstars program is used to enhance the higher level thinking skills required on the FCAT and provides a positive reward program.
The math support program includes computer lab and direct assistance for struggling students .The Learning Village is available to all teachers through the district portal K.I.D.S. (Keys Instructional Delivery System) and provides access to lesson plans and activities to enhance their instructional delivery.
Teachers have access to a digital projector to utlize on-line math instructional materials.
Quality Improvement Teams consisting of teachers from all grade levels have been created to provide teacher leadership to support School Improvement and AYP goals.
Special area teachers have identified and targeted specific goals and objectives to support at each grade level with their special area subject.


Evaluation Progress monitoring will be given three times a year to diagnose, monitor, and assess student progress the District Monroe Benchmark Assessment Test (MBAT). STAR math will also be administered three times per year. Teachers will use teacher made tests and the adopted textbook assessment materials to monitor student progress of the SSS. All assessment scores will be analyzed throughout the school year by our data coach. This information is then provided to the teachers via on-going professional development in order to assist them in improving their instructional practices through the implementation of data notebooks.

Research-based Programs FCAT Simulator Practice Program, River Deep Math Intervention Program, STAR Math, Accelerated Math, Harcourt Math, FCAT Explorer, FCAT Testtools, LeapTrack, Math Party, VennLogic materials, and numeracy center materials.


Professional Development Professional development activities are continuous throughout the school year. We provide a training specific to the use of our new textbook and the accompanying materials. The following training will occur during the 06-07 school year: Stephanie Pasley Math Party; Sherry Callaruso numeracy lessons; Susan McNally FCAT support; Arlene Weissburg Riverdeep Math; Julie Teague Math support, District Math Specialist Serge Sanchez on math rubric scoring; Bruce King on Data Analysis, Math Teacher Leader Nan Young on K.I.D.S. training and Essential Math Skills. Finally, we provide professional development opportunities through conferences and professional training opportunities. Teachers attend Florida Council Teachers of Math. At District level, the evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan.

Highly Qualified Instructors All Academic Teachers at Stanley Switlik are certified in Elementary Education and/or Exceptional Student Education and eligible to teach mathematics. Teacher names listed above.
Kindergarten: Ms. Cohen, Ms. Keim, Ms. Mitchum, Ms. Woodberry

First Grade: Ms. Doyle, Ms. Voeliger, Ms. Collins, Ms. Cadwell, Ms. Brown-Martilik

Second Grade: Ms.Bisceglia, Ms. Modzelewski, Ms. Caton, Ms. Fredrick

Third Grade: Ms. Bertram, Ms. Goldstein, Ms Houser, Ms Sibley; Ms Smith

Fourth Grade: Mr. Coval, Ms. Lunsford, Ms. Young, Ms. Tabor

Fifth Grade: Ms. Luther, Ms Trivette

Sixth Grade: Mr. Gagliardini

ESE: Ms. Edwards, Ms. Rios, Ms. Senecke, Ms Hoffman, Ms. Pinkus, Mr. Lampkins, Mr. Ferrise, Ms. Fraelich

ESOL: Ms.Cordova

Title I: Ms. Ehrig, Ms.Bradley

Reading Coach: Ms. Buhyoff and Curriculum Resource Teacher: Ms. DePasino

SAI: Ms Turner

All special area teachers are trained in their area and attend and participate in professional development.


Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) Harcourt Math AM Program Harcourt Math Series School Tech Funds Title I Funds District 5000
Research-based Resource(s) FCAT Explorer River Deep Math Destination Success Leaptrack Math Party District Title I Title I 13000
Technology River Deep Math FCAT Explorer Destination Learning Learning Village District 0
Professional Development Dr. Pasley Math Party Arlene Weisburg Riverdeep Math Susan McNally Math Consultant Susan McNulty Math Julie Teague Numeracy Center training Sherry Calaruso Math text book training Destination Learning PD EHarcourt Training Edusoft Training Title I 40000
Other District Math Coord. training Data Analysis training MBAT testing math rubric training District 0
Total:   58000.00

Goal: Writing

Needs Assessment The 2006 writing data indicates that 88 % of all students at Stanley Switlik School were proficient in writing. We will continue to follow and expand our program in order to assure that the students increase writing scores for 07. We did not make AYP in writing due to the scores going down from the 90% achieved in the previous year. The mean score for students who received the Narrative Essay was a 3.7 as compared to the state score of 3.7. The mean score for students who received the Expository Essay was 3.9 as compared to the State Mean Score of 4.0.

Objective Eighty-nine percent (89%)% of all 4th grade students will continue to be proficient in writing by scoring at or above the 3.5 criteria on the FCAT Writing Plus.
Strategies Writing Across the Curriculum will be a key strategy for students who scored below a proficient level on school writing assessments. All grade levels have scheduled a 45 minute daily block of time for writing instruction. A writing curriculum will be developed by the school Literacy Team and implemented at all grade levels. Materials such as Accelerated Writer, QUEUE FCAT Prep Composition, Four Square Writing, and editing and revising strategies will be used to strengthen student writing. Students and teachers will receive training from writing consultant Erik Cork. School Wide writing prompts will be administered and scored three times during the year for PMRN. Teachers will utilize lesson plans and rubrics from K.I.D.S. website. Special area teachers will incorporate writing skills into their instructional program.

Evaluation Student’s success will be measured by the standardized test scores on FCAT Writing. School based Writing Prompts will be administered at all grade levels three times during the year and used for PMRN.

Research-based Programs Accelerated Writer / Test Tools
Four Square Writing

Professional Development CRT and Reading Coach will offer trainings to provide teachers with innovative techniques and teaching methodology. Writing training on scoring rubrics will be presented to teachers. Four Square Writing training will be utilized with staff. Trainer Erik Cork will provide writing training to grade 3 and 4 teachers, Title I teachers, and ESE teachers in Rap, Rhythm, &Rhyme: Rebuilding the Writing Foundation.
The evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan.

Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) Reading Coach Model Grant 40000
Research-based Resource(s) Four Square Writing Accelerated Writer District 0
Technology FCAT Explorer / Test Tools District 0
Professional Development 0
Other QUEUE FCAT Prep Composition, Editing and Revising 300
Total:   40300.00

Goal: Science

Needs Assessment Based on the 2006 FCAT Science performance data, Stanley Switlik students scored an average of 320, district mean score 314; and the state mean score is 299. 05-06 data showed 18 % of students scoring level 1, 26% scoring level 2, 40% scoring level 3. 15% scoring level 4, 1% scoring level 5. Fifty-six percent of students scored level 3 or higher. This exceeded the district score by 12 percent and the state score by 21 percent.

Objective FIfty-seven percent of students in gr. 5 will score at a level 3 or higher on the FCAT Science Assessment.
Strategies Involve community resources to provide real life and hands on experiences for students.Utilize Destination Learning materials, Logal Science, to provide simulated science activities to supplement science text resources. New Harcourt Science text materials and science kits will be utilized. K.I.D.S. lessons will be implemented. Other resources include ScienceThaurus, and RiverDeep Science. Community resources include Curry Hammock State Park Hawk Watch presentation, Dolphin Research Center, Crane Point Hammock presentation on Geology and the Senses, AHEC (Area Health Education Cooperative) and Pigeon Key.
A science lab has been created for use by teachers and students in all grades to conduct science experiments following the scientific process. Co-teaching with regular ed and ESE takes place in science instruction for grade 5.


Evaluation Progress monitoring for science will be the District MBAT Science test at grade 5. Assessments from the Harcourt Science Text will be used throughout the year for grades K-5. Assessments from the Glencoe Science Text will be used for grade 6 science. Final evaluation will be measured by performance on the Science FCAT at Grade 5. Our target goal is 57% of students will score Level 3 or Higher on the Science FCAT.

Research-based Programs Destination Learning, Logal Science, Harcourt Science, Glencoe Science, K.I.D.S. Portal, Learning Village.

Professional Development Teachers will receive multiple opportunities to attend science trainings including Science Saturday, Harcourt Science Textbook training, Glencoe Science Textbook training, Inquiry Tool Kits, Pigeon Key Workshop, FAST presentations. In addition our site Teacher Leader and District Science Teacher Leader will provide professional development for staff members.
The evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan

Highly Qualified Instructors All academic teachers at Stanley Switlik are certified in elementary education and/or exception student education; and are therefore, eligible to teach science.
Kindergarten: Ms. Cohen, Ms. Keim, Ms. Mitchum, Ms. Woodberry

First Grade: Ms. Doyle, Ms. Voeliger, Ms. Cadwell, Ms. Collins, Ms. Brown-Martilik

Second Grade: Ms. Bisceglia, Ms. Modzelewski, Ms. Caton, Ms. Fredrick

Third Grade: Ms. Bertram, Ms Houser, Ms. Goldstein, Ms Sibley, Ms. Adams

Fourth Grade: Ms. Lunsford, Ms. Young

Fifth Grade: Mr. Hawes, Ms. Skaggs

Sixth Grade: Ms. Scalabrin

ESE: Ms. Edwards, Ms. Rios, Ms. Seneke, Ms Hoffman, Ms. Pinkus, Mr. Ferrise, Ms. Fraelich, Mr. Lampkins

ESOL: Ms. Cordova

Title I: Ms. Ehrig, Ms. Bradley,

Reading Coach: Ms. Buhyoff and Curriculum Resource Teacher: Ms.DePastino

SAI : Ms Turner

All special area teachers are trained in their area and attend and participate in professional development


Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) Science test Harcourt Science Text Glencoe Science Text District Textbook Allocation 0
Research-based Resource(s) Hands on Science Inquiry Tool Kit School Budget 0
Technology FCAT Explorer/ Research Logal Science MBAT Science Test District 0
Professional Development Science Teacher Leader FAST conference Science Saturday CRISS strategies Textbook Training K.I.D.S. Training Riverdeep Science School Budget 1000
Other Envirnthon School Budget 500
Total:   1500.00

Goal: Parental Involvement

Needs Assessment Parental involvement is an important component to students success. We are working to bridge the language gap with many of our Spanish speaking families. We wish to increase the frequency of ESOL parents attending school functions.

Objective Increase the Spanish speaking parents and ESE parents frequency attending school functions and awareness of school events.
Strategies Advertise the LaFamilias program via print (in Spanish) and on the radio. Coordinate LaFamilias meetings with Parent to Kid nights. Invite SAC Chairman and all Spanish speaking teachers and staff to LaFamilias meetings. Host school wide activities for Hispanic Heritage Month and invite parents to participate. Use English in a Flash to support instruction. Meeting, activity, and parent conference notifications will go home in English and Spanish. Connect Ed messages, our automated phone message system, will go out in Spanish for our Hispanic families as well as in English. SAC meeting minutes will be translated into Spanish and shared with parents. The Switlik Parent newsletter will be translated into Spanish for our LEP parents. All public meetings, including open house and awards assemblies will be translated into Spanish by a staff member. All correspondence between school and home will be translated by a staff member into Spanish including fieldtrip forms, newsletters, and class and meeting announcements. Parents will be informed of student progess in Spanish.
The school web page contains a calendar of school events.


Evaluation The sign in sheets will reflect an increase in the number of Spanish speaking parents attending La Familias and school functions and ESE parents attending school functions.

Research-based Programs Rosetta Stone to learn Spanish and to learn English is available in the school as an instructional tool for Spanish speaking parents and students and English speaking staff. Rosetta Stone has been assigned for all ESOL and LEP students that attend the tech lab. CELLA will be given to monitor student development.

Professional Development Faculty members will receive information via our newsletter and faculty meetings regarding improving parental involvement. Faculty members will receive support to translate correspondence between school and home translated by a staff member. Faculty will be given a handbook with various common translations that can be sent home weekly to allow non- English speaking parents to monitor the progress of their students.
District: The evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan

Objective
Strategies

Evaluation

Research-based Programs

Professional Development

Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) Just Read Families LaFamilias DOE School Budget 300
Research-based Resource(s) School Nurse District 68000
Technology Rosetta Stone English in a Flash School Budget 2000
Professional Development Passport 2 Success 0
Other Volunteer Coordinator Literacy Center School Budget 53000
Total:   123300.00

Goal: Health and Fitnes

Needs Assessment The Obesity Rate in children is a national concern. There is a need to provide students with a quality health and fitness program at the public school level.

Objective 100 % of all students in grades 3-6 will participate in the Fitnessgram fitness program that provides information critical to make healthy life choices including water safety.
Strategies The physical fitness program monitors and gives students and their families longitudinal information regarding their fitness and nutritional needs.The physical fitness teacher will incorporate fitness segment into each lesson.Water safety will be a focus during the career day program. A Health/Fitness room will be set up and utilized by students and staff during and after school to promote physical fitness. The school nurse will be a resource for primary students through the use of special health, fitness, and safety materials.

Evaluation Pre test will be given in October and post test will be administered in April to determine success

Research-based Programs Presidential Physical Fitness Test, Fitenssgram, and Activitygram

Professional Development Teachers are encouraged throoghout the school year to include learning styles and brain gym activities into their daily lessons. Training is prvided to teachers via faculty
District: The evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan

Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) Food Pyramid 0
Research-based Resource(s) Nutrition via Science Programs School Health Grant 500
Technology Computer Pilot Program Monitoring Fitness Levels 0
Professional Development Staff Provided 0
Other Increased Structured Fitness Program Health/Fitness Room Health Equipment Yoga Instruction for Staff Grant 0
Total:   500.00

Goal: Air Quality

Needs Assessment Health concerns and indoor air quality issues as reported via the maintenance work order system will be pursued using the most current Maintenance Department Indoor Air Quality Plan or District Policy. These records will be maintained via the maintenance work order system in the maintenance department.

Objective Health concerns as reported on the indoor environmental quality response form will be reported and follow up upon using District Policy.
Strategies

Evaluation

Research-based Programs

Professional Development District: The evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan

Objective Each year as part of the annual safety, casualty and sanitation inspection, the school will be screened for moisture problems, housekeeping problems, and chemical storage problems. Findings will be presented to the principal. The Maintenance Department will screen the HVAC systems for proper operation and adequate ventilation during monthly preventative maintenance visits.
Strategies The Safety Inspector performing the annual safety, casualty and sanitation inspection will receive specific training in assessing moisture problems, in addition to his/her standard training on housekeeping and chemical storage inspection. Daily screening of the HVAC systems will be performed via the district building control system. Potential problems identified will have work orders generated. The Maintenance Department will keep records of all HVAC preventative maintenance, including filter changes and unit cleaning. Temperature settings should be within the American Society of Heating and Refrigeration and Air-conditioning Engineers (ASHRAE) guidelines for comfort during occupied periods. Temperatures inside occupied spaces should at no time be set below the dew point temperature of the outdoor air.



Evaluation The Safety Inspector or assigned personnel will use the appropriate equipment to test suspect areas for moisture-related problems. The annual safety casualty and sanitation report will include recommended preventative action with regard to maintaining indoor environmental quality. If a problem is identified a consultant specializing in the evaluation of IAQ problems will be used to identify the needed corrective actions. Case documentation will be provided by the environmental consultant. The Administrator over the Maintenance Department will maintain the files for cases that progress into remediation. These files will be maintained for a minium of 3 years.

Research-based Programs

Professional Development District: The evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan

Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) Air Quality Assessment District 0
Research-based Resource(s) 0
Technology Air Quality Measurement District 0
Professional Development Staff Awareness School Budget 0
Other Moisture meters: $1000, thermometer: $200, Ten (10) Temperature/Relative Humidity Dataloggers: $2000, Training for safety officer: $1000 including time and travel, Extra administrative time for safety, maintenance, and custodial staff: $5000, Consultant fees $5000/year average. 0
Total:   00.00

Goal: Character Education

Needs Assessment All students, K-6, will participate in the Character Counts education program

Objective State Mandate requires that all schools offer a character education program.
Strategies At Switlik School the character education program is called "Keys Character" . This program is designed to focus students on positive character traits.Keys Character program promotes "Do the right thing" in the classroom, on campus and in the community. Schools will promote good character school wide through classroom and school activities.

Evaluation Each month, teachers will teach the trait of the month through read-alouds, classroom activities and writing lessons. During the month, students will create a writing piece to explain what they have learned about the character trait of the month. At the end of the month, teachers will select the two best pieces that will be displayed in the school cafeteria. The students will be awarded a certificate and a ribbon to place on their writing piece.

Research-based Programs Character Counts / Keys Character / DARE/ Get Real About Violence

Professional Development Professional development presentations at faculty meetings over the course of the school year.
District: The evaluation of training, monitoring of implementation, follow-up, and evaluation of impact on student achievement will comply with the process and procedures specified in the District Master In-service Plan

Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) DARE Get Real About Violence MCSO 0
Research-based Resource(s) 0
Technology DOE and District web sites DOE District 0
Professional Development Guidiance Services Crisis Training 0
Other DARE Officer MCSO 0
Total:   00.00

Goal: School Safety and Discipline Strategies

Needs Assessment During the 2005-06 school year, 256 disciplinary incidents were reported. Of these incidents, 167 were committed by 20 individuals with 5 or more incidents from grades 1-5. These students with a high frequency of disciplinary indicents represent about 3% of the total student body and commit 65% of the disciplinary incidents.

Objective Disciplinary incidents reported to TERMS school wide will decrease by 40%.
Strategies Teachers, including beginning teachers, will participate in professional development targeting classroom management. The strategies will be implemented throughout the day. Students identified as high frequency offenders will participate in targeted instruction to modify inappropriate behaviors leading to disciplinary action. Students will attend group counseling sessions to develop anger management strategies, intercommunications, and social skills. Students will also participate in individualized counseling and positive reinforcement programs during the school day and after school hours. Boys and Girls Club will sponsor additional activities on campus before and after school.


Evaluation Discipline referrals as recorded in TERMS during the 2005-06 school year will be evaluated to determine the success of recess interventions.

Research-based Programs

Professional Development All teachers will participate in one hour of professional development targeting the management of children during unstructured recess time.

Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) 0
Research-based Resource(s) Stop the Violence District Safe Schools Grant 0
Technology 0
Professional Development 0
Other Boys and Girls Club Middle Keys Guidance Clinic Lifeskills Counselor services 0
Total:   00.00

Goal: Increased Student Support Services

Needs Assessment Stanley Switlik School meets the federal criteria to be designated as a Title I school. FIfty four percent of our student population meets eligibility requirements for free/reduced lunch. Poverty carries with it a multitude of additional stressors. With the exclusion of students who qualify for services in the Gifted program in instruction, approximately 15% of our student body meets criteria for Exceptional Student Education (ESE) programming.
Over 44% of our students are non-native speakers of English, some having no English language skills when they enroll in school. Twelve percent of our students are currently served by the LEP program. Given the statistics on povery, students with disabilities and English Language Learners, we are presented with a challenge to meet the needs of our students. Some of our students meet the criteria for these stressors in two and three of these categories, thus increasing the need for Student Services to support the educational needs of our students.

Objective All students referred for SST( Student Services Team) during the 06-07 school year will be serviced through the SST process with appropriate action.
Strategies All students who are noted by a staff member to display a need for intervention in the areas of communication, gross motor movement, fine motor movement, academic difficulties functioning in the areas of communication, gross motor movement, fin motor movement, academic learning in a cor subject, social interactions, poor school attendance will be referred to the SST for review.

THe SST is comprised of a team, which includes our parent educator, an administrator, the guidance counselor, the life sckills counselor, the resource officer, the reading specialist, and the referring teacher.

The SST is designated as the school based body to which students will be referred when they are noted to display a need in any of the areas listed above.

Support Services include: Counseling: cerfied school counselor, life skills couselor, licensed psychologist, occupational therapy, physical therapy, speech and language therapy, ESOL education, access to school nurse, exceptional education in multiple areas, parent educator, before school, and after school academic tutoring programs, resource officer.

Evaluation The success of the program will be based a number of indicators which will include attendance report, FCAT performance, participants in the before and after school program, parent involvement in school activities, number of referrals to the SST in the 2006-2007 school year.

Research-based Programs Interventions will be based on available research-based programs specific to the needs of the child.

Professional Development Teachers will be trained on the referral process for SST. They also will be trained to identify students in need of services.

Budget
Issues to Address Describe Resources Funding Sources Total Available
Total:   00.00

Goal: Technology

Needs Assessment Our students and staff use the best of technological practices available, ensuring effective integration of this technology into the curriculum.We need to continue upgrading and expanding our use of technology to enable access to appropriate courseware and internet resources. We must continue replacing and upgrading our equipment to accommodate the latest courseware for our students. Additional digital projectors are needed for teacher instruction. Training is needed to effectively utilize new hardware and software including Pinnacle Grading System. Additional computer access is needed in the media center for daily use by students for AR, research, and projects. This increased computer access will permit use of programs such as FCAT test taking skills and other resources. Newer systems for online interactive learning is needed to support our Level 1 and 2 FCAT students, ESE, ESOL, and all other students.

Objective Students will utilize appropriate technologies in order to demonstrate mastery of content skills in all subject areas and support personal productivity and decision-making. Faculty and staff will implement technology daily to support program management and instruction.
Strategies Students will use keyboarding opportunities with software programs consisting of word processing programs such as Word, Excel, Power Point, a presentation program, and a publishing program. All students will be able to effectively use grade-appropriate technology tools as identified in the National Educational Technology Standards for students. All students will be able to access web-based and digital information, produce a document and present information using the latest technology equipment available.
Teachers will be able to demonstrate and model technology integrated into their curriculum and into the teaching and learning process.
Teachers will plan instructional units using classroom technology and K.I.D.S.as identified in the SSS and access support software for Reading Math, Writing, and Science on the Internet. They will utilize Edusoft to analyze MBAT test data to plan for instruction. Digital projectors will be used to enhance instruction.
Increase access to technology will be created through additional hardware for the media center. The full plan and complete list of strategies is on file in the Monroe District Office.

Evaluation Documentation of compuer produced projects, student portfolios, student presentations, teacher lesson plans, SAT scores, STAR Reading STAR Math scores, MBAT data, Accelerated Reader and Accelerated Math reports, FCAT, and SESAT.

Research-based Programs READ 180, Renaissance, Harcourt Math, Destination Learning

Professional Development There will be continued technology training for new and returning faculty and staff. Pinnacle training for staff, Web mastering, notebook training, computer assisted instruction to support our curriculum and all teachers will participate in technolgy training through after school and professional day activities. including Online Reading Endorsement, ESOL certification, Riverdeep, Read 180, Edusoft Training, Distance learning opportunities, and Harcourt Math training.

Budget
Issues to Address Describe Resources Funding Sources Total Available
Research-based Program(s) Read 180 Update District 0
Research-based Resource(s) Renaissance Learning District 0
Technology CD players,digital projectors Teacher notebooks School Tech funds District Tech funds 26000
Professional Development Renaissance Learning Notebook training Edusoft Training MyLearningPlan Snapshot Training District 0
Other software, consumables video production new Web Portal for Instruction 4000
Total:   30000.00

Goal: Return on Investment

Needs Assessment


SCHOOL ADVISORY COUNCIL

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
According to Florida Law, the School Advisory Council is a diverse group of stakeholders of a school, established through Florida law, with the shared goal of increasing student achievement in a safe learning environment. We have set the following as our goals for SAC.
Work together in the preparation and evaluation of the School Improvement Plan. (SIP).
Decide how school improvement funds are spent
Decide jointly with school faculty how A+ recognition funds are spent – except after Nov. 1.

The $10 per FTE (student), determined annually, funds may be expended only on programs or projects selected by SAC . Council funds are not subject to override by the principal or interim approvals by school district staff. Additionally SAC funds are not used for capital improvements or projects over one year. SAC holds a minimum of 8 meetings per year.

We annually collaborate on the School Improvement Plan and offer it in a variety of formats to the community and families, via web page, hard copies and e-mail. At the SAC meetings we offer ongoing training and/or development of the SAC. School Advisory Council members participate in the development and/or interpretation of the needs assessment data.

The School Advisory Council meets monthly with faculty, staff, parents, students, and the community to support school improvement and serve in an advisory capacity to the principal. SAC officers meet monthly with the principal to set the meeting agenda. The focus of the meetings is to address the school mission and direct efforts toward school improvement. SAC approves early release days, SAC reviews the school needs assessment, participates in developing the school improvement plan, monitoring the plan and evaluating the plan. SAC serves in the important role of providing input throughout the year on important school related issues and is an important means of communication to the community.
SAC membership is selected through a nomination process that takes place the first meeting of the new school year. Membership must represent the makeup of the student body. The membership list is then approved by the School Board of Monroe County.






 
FINAL BUDGET
Issues to Address Describe Resources Funding Sources Total Amount Available
Research-based Program(s) Reading: Title I
Houghton Mifflin Reading
Series
Open Court Reading
Mathematics: Harcourt Math

AM Program
Harcourt Math Series
Writing: Reading Coach Model

Science: Science test
Harcourt Science Text
Glencoe Science Text
Parental Involvement: Just Read Families
LaFamilias
Health and Fitnes: Food Pyramid

Air Quality: Air Quality Assessment
Character Education: DARE
Get Real About Violence
School Safety and Discipline Strategies:
Technology: Read 180 Update
Reading: Title I Funds
Textbook Funds Available: $12000
Mathematics:
School Tech Funds
Title I Funds
District Available: $5000
Writing: Grant
Available: $40000
Science: District Textbook Allocation Available: $0
Parental Involvement: DOE
School Budget Available: $300
Health and Fitnes: Available: $0
Air Quality: District Available: $0
Character Education: MCSO
Available: $0
School Safety and Discipline Strategies: Available: $0
Technology: District Available: $0
57300.00
Research-based Resource(s) Reading: River Deep Reading
FCAT EXplorer

Mathematics: FCAT Explorer
River Deep Math
Destination Success
Leaptrack
Math Party
Writing: Four Square Writing
Accelerated Writer
Science: Hands on Science
Inquiry Tool Kit
Parental Involvement: School Nurse

Health and Fitnes: Nutrition via Science Programs
Air Quality:
Character Education:


School Safety and Discipline Strategies: Stop the Violence
Technology: Renaissance Learning
Reading: District
District Available: $10000
Mathematics: District
Title I
Title I Available: $13000
Writing: District Available: $0
Science: School Budget Available: $0
Parental Involvement: District
Available: $68000
Health and Fitnes: School Health Grant Available: $500
Air Quality: Available: $0
Character Education:


Available: $0
School Safety and Discipline Strategies: District Safe Schools Grant Available: $0
Technology: District Available: $0
91500.00
Technology Reading: FCAT Explorer
Read 180
Rosetta Stone
LeapTrack
LeapTrack
Sleek Program
STAR Reading
Mathematics: River Deep Math
FCAT Explorer
Destination Learning
Learning Village
Writing: FCAT Explorer / Test Tools
Science: FCAT Explorer/ Research
Logal Science
MBAT Science Test
Parental Involvement: Rosetta Stone
English in a Flash
Health and Fitnes: Computer Pilot Program Monitoring Fitness Levels
Air Quality: Air Quality Measurement
Character Education: DOE and District web sites
School Safety and Discipline Strategies:
Technology: CD players,digital projectors
Teacher notebooks

Reading: District
School Tech Budget
District Title I Budget Available: $8000
Mathematics: District Available: $0
Writing: District Available: $0
Science: District Available: $0
Parental Involvement: School Budget Available: $2000
Health and Fitnes: Available: $0
Air Quality: District Available: $0
Character Education: DOE District Available: $0
School Safety and Discipline Strategies: Available: $0
Technology: School Tech funds
District Tech funds Available: $26000
36000.00
Professional Development Reading: Reading Coach -
90 min. Block
CRT - Strategies
Florida Reading Conference
Reading Endorsement
Coteaching strategies
Mathematics: Dr. Pasley Math Party
Arlene Weisburg Riverdeep Math
Susan McNally Math Consultant
Susan McNulty Math
Julie Teague Numeracy Center training
Sherry Calaruso
Math text book training
Destination Learning PD
EHarcourt Training
Edusoft Training
Writing:
Science: Science Teacher Leader
FAST conference
Science Saturday
CRISS strategies
Textbook Training
K.I.D.S. Training
Riverdeep Science
Parental Involvement: Passport 2 Success
Health and Fitnes: Staff Provided
Air Quality: Staff Awareness
Character Education: Guidiance Services
Crisis Training

School Safety and Discipline Strategies:
Technology: Renaissance Learning
Notebook training
Edusoft Training
MyLearningPlan
Snapshot Training
Reading: Grant

School Budget Available: $4000
Mathematics:
Title I
Available: $40000
Writing: Available: $0
Science:
School Budget Available: $1000
Parental Involvement: Available: $0
Health and Fitnes: Available: $0
Air Quality: School Budget Available: $0
Character Education: Available: $0
School Safety and Discipline Strategies: Available: $0
Technology: District Available: $0
45000.00
Other Reading: CRT
Reading Coach
SAI
Mathematics: District Math Coord. training
Data Analysis training
MBAT testing math rubric training
Writing: QUEUE FCAT Prep Composition, Editing and Revising
Science: Envirnthon
Parental Involvement: Volunteer Coordinator
Literacy Center
Health and Fitnes: Increased Structured Fitness Program
Health/Fitness Room
Health Equipment
Yoga Instruction for Staff
Air Quality:
Character Education: DARE Officer

School Safety and Discipline Strategies: Boys and Girls Club
Middle Keys Guidance Clinic Lifeskills Counselor services
Technology: software, consumables
video production
new Web Portal for Instruction
Reading: District
Grant
SAI Funds Available: $210000
Mathematics: District Available: $0
Writing: Available: $300
Science: School Budget Available: $500
Parental Involvement: School Budget Available: $53000
Health and Fitnes: Grant Available: $0
Air Quality: Moisture meters: $1000, thermometer: $200, Ten (10) Temperature/Relative Humidity Dataloggers: $2000, Training for safety officer: $1000 including time and travel, Extra administrative time for safety, maintenance, and custodial staff: $5000, Consultant fees $5000/year average. Available: $0
Character Education: MCSO Available: $0
School Safety and Discipline Strategies: Available: $0
Technology: Available: $4000
267800.00
.    Total:   497600.00

 
IMPLEMENTATION EVALUATION

Our school considers adequate progress to be achievement of AYP guidelines of 51 % achieving level 3 or higher on FCAT reading and 56% achieving level 3 or higher on FCAT math resulting from the 2006 assessment cycle.



Members Signature

1) Lyn Cox , Parent ________________________________________
2) Cindy Durkin , Business Member ________________________________________
3) Luis Gonzalez , SAC Chair ________________________________________
4) Cindy McKnight , Parent ________________________________________
5) Paco Marquez , Community Member ________________________________________
6) Barbara Wright , Principal ________________________________________
7) Sarah Adams , Teacher ________________________________________
8) Zorida Ban , Parent ________________________________________
9) Melanie Dodamead , Parent ________________________________________
10) Karen McKeon , Parent ________________________________________
11) Janis Paul , Parent ________________________________________