1. Increased Literacy - Increased literacy in reading, writing, and mathematics, for all students, including students in Exceptional Student Education and English for Speakers of Other Languages, with an emphasis on grades K-3.
2. Student Performance - Improve achievement at critically low performing schools and among students in Quartile One districtwide.
3. School Safety and Environment - Provide safe and nurturing school environments that are free of drugs, alcohol, firearms, and harassment, and where standards of appropriate and ethical behavior are upheld.
4. Challenging Curriculum - Implement a challenging curriculum, including methods for individualized and group instruction that supports the Board's mission and goals.
5. Staff Development - Provide continuous staff development that supports the Board's missions and goals.
6. Financial Responsibility - Institutionalize and correct, as needed, financial and management practices that are sound and accountable.
7. Parental Involvement - Increase involvement by parents, business, and other community interests through partnerships designed to achieve both management and academic improvement and accountability.
8. Productive Citizenship - Provide experiences that prepare students for productive citizenship.

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• Twenty-five percent of 3rd, 4th, 5th and 6th grade students performed at Level 3 or above in reading; 31% in grade 3; 22% in grade 4; 15% in grade 5 and 36% in 6th grade.
• Forty-eight percent of the students in the lowest 25% in grade 4 and grade 5 made learning gains in reading.
• Thirteen percent of 3rd, 4th, 5th and 6th grade students performed at Level 3 or above in mathematics; 20% in grade 3; 11% in grade; 8% in grade 5, and 26% in 6th grade.
• Fifty-eight percent of the lowest 25% in grades 3rd, 4th, 5th, and 6th grade made learning gains in mathematics; 47% in grade 4 and 61% in grade 5 and 64% in 6th grade.
• Sixty percent is the average percent of students scoring 3 or above in writing; 82% scored 3 and 40% scored 3.5 or above.
• During the 2001-2002 school year, there were 12,719 student absences. Individual students averaged 11 absences per year. Teachers averaged 10 absences per year.
• During the 2001-2002 school year, there were 1500 discipline referrals; 362 instances of out-of-school suspension and 900 instances of in-school suspension.
• During the 2001-2002 school year, approximately less than 5% of the parent population participated in school activities, such as PTA, SAC , and Open House events.
• During the 2000-2001 school term (most current data), 63.5% of kindergarten met total expectations for school readiness. Compared to other Riviera Beach schools, Lincoln is 4 percentage points lower in readiness for school.
• During the 2001-2002 school year, Lincoln acquired 16 new teachers of which 9 were new to the teaching profession. The overall teaching staff is inexperienced with 40% of the teachers having less than two years teaching experience and 63% having less than five years experience. Of the experienced teachers, 25% have graduate degrees.

School Accountability Report

• The school earned 269 points; 102 points from meeting high standards in Reading, Mathematics, and Writing; 106 points from learning gains in Reading and Mathematics; and 61 points from learning gains of the lowest 25% in Reading.
• The school did not meet adequate progress criteria.
• A considerable number of elementary schools with a similar or higher percentage of free/reduced lunch students received a school grade of C or higher.

Reading

• 25% of the 3rd, 4th, 5th, and 6th grade students scored at level 3 and above (31% in 3rd grade, 22% in 4th grade, 15% in 5th grade, and 36% in 6th grade).
• 48% of the 3rd, 4th, 5th, and 6th grade students had learning gains. (53% in 4th grade, 20% in 5th grade, and 77% in 6th grade).
• 48% of the lowest 25% had learning gains.
• A considerable number of schools with similar or higher percents of free/reduced lunch had higher percents of students at level 3 and above and had higher learning gains.
• In 4th grade there was a significant increase in the percent in the recent scoring in the lowest third in comparisons (47% to 68%).

Mathematics

• 13% of the 3rd, 4th, 5th, and 6th grade students scored at levels 3 and above (20% in 3rd, 11% in 4th, 8% in 5th, and 26% in 6th grade).
• 58% of the 3rd, 4th, 5th, and 6th grade students had learning gains (47% in 4th grade, 61% in 5th grade, 64% in 6th grade).
• A considerable number of schools with similar or higher percents of free/reduced lunch had higher percents of students at level 3 and above and higher learning gains.
• In 3rd grade, there were significant increases in the percent scoring in the lowest third in Data Analysis (70% to 84%) and Number Sense (58% to 74%).In 4th grade, there was a significant decrease in the percent scoring in the lowest third in Algebraic Thinking (58% to 74%).
• In 4th grade, there was a significant decrease in the percent scoring in the lowest third Algebraic Thinking (66% to 53 %).
• In 5th grade, there was a significant increase in the percent scoring in the lowest third in Number Sense (53% to 80 %).

Writing

• 60% of the 4th grade students scores averaged 3 or higher and the percent scoring 3.5 or higher (82% scored 3 or higher and 40% scored 3.5 or higher).
• The combined mean score for the 4th grade students was 3.1, which was little lower than the State.

Summary Highlights

• The school's strongest area was in writing and their weakest area was in mathematics.
• 3rd, 4th, and 6th grade students outperformed the 5th grade students.
• All content area in 5th grade reading and mathematics had more than 50%of the students in the lowest third. The weakest content areas in reading include Comparison and Main Idea and in mathematics included Number Sense and Algebraic Thinking.

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Goals, Objectives, and Strategies

School Goal #1:

Students will exhibit annual learning gains to acquire the knowledge, skills, and competencies needed to master state standards in the area of reading.

Objective #1:

1a. By June 30, 2003, the percent of grade 3-6 accountability students scoring at or above Level 3 on the FCAT SSS Reading will be 50% or greater.
1b. By June 30, 2003, 55% of the students in the lowest 25% will show learning gains in reading.

Strategies:

1. Implement K-2 Reading Initiative with 15:1 student/teacher ratio during 90 minute reading block with a strategist going into the classrooms to demonstrate, model, and conduct small group instruction.
2. Teachers of Grades 3, 4, 5, and 6 will conduct weekly meetings to assess and evaluate student performance pertaining to FCAT focus activities, and participate in monthly accountability meetings with Administrative team.
3. Teachers will be trained to identify student weaknesses and strengths in reading, and implement appropriate strategies to address weaknesses and enhance strengths through data analysis workshops and Interim Data Warehouse (IDW) training.
4. Teachers will teach an uninterrupted 90-minute block of reading instruction daily, utilizing Sunshine State Standards, Grade Level Expectations and diagnostic assessments. 15:1 through SAI and elementary resource teachers.
5. Utilize a reading coach to provide support for ongoing literacy training, demonstration lessons, and mentoring.
6. Principal will collaborate with the principal of Forest Hill Elementary School, a school with the same demographics.
7. HOSTS, and the Lightspan program will be provided to students identified to be in the lowest 25%, grades 4 and 5.
8. Tutorials, grades 3-5 will be held weekly (Tuesday, Wednesday, Thursday) for students and on Saturdays for Parents and Students. Math, Reading, and Writing Tutorials will be held, transportation and daycare (Saturdays only) provided.
9. Implement reading diagnostic testing in Scott Foresman reading; upgrade CCC-SuccessMaker / NovaNET reading program, (using Achiever Test Prep and Homeroom.com).
10. HOSTS language arts will be provided to all students in the 2nd and 3rd grade.
11. Provide staff development for the Scott Foresman Reading Series.
12. A classroom newsletter will inform parents of reading standards and strategies being implemented and overall class attendance by week.
13. Parent workshops will be conducted to inform parents about FCAT strategies and standards and the need for consistent student attendance (utilizing homeroom.com).
14. Conduct reading curriculum workshops to continue familiarizing the staff with the new reading series.
15. Teachers will receive Standards in Practice training.

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School Goal #2:

Students will exhibit annual learning gains to acquire the knowledge, skills, and competencies needed to master state standards in the area of math.

Objective #2:

2a. By June 30, 2003, the percent of grades 3-6 accountability students scoring at or above Level 3 on the FCAT SSS Mathematics will be 50% or greater as reported by the Florida Department of Education.
2b. By June 30, 2003, 55% of the students in the lowest 25% will show learning gains in mathematics.

Strategies:

1. Teachers of Grades 3, 4, 5, and 6 will conduct weekly meetings to assess and evaluate student performance pertaining to FCAT focus activities in mathematics and participate in monthly accountability meetings with Administrative team.
2. Teachers will be trained to identify student weaknesses and strengths in mathematics, and implement appropriate strategies to address weaknesses and enhance strengths through data analysis workshops.
3. All teachers will be trained and teach an uninterrupted 50-minute block of mathematics instruction daily, utilizing Harcourt Math Advantage Math Series, Sunshine State Standards, Grade Level Expectations, and diagnostic assessments. Classroom activities will include use of manipulatives and Everyday Counts calendar activities.
4. Principal will collaborate with the principal of Forest Hill Elementary School, a matching school in mathematics.
5. Tutorials will be provided to all students identified to be in the lowest 25% (utilizing Achiever Test Prep and homeroom.com).
6. Parent workshops will be conducted to inform parents about FCAT strategies (with homeroom.com).
7. A classroom newsletter will inform parents of math standards and strategies being implemented.
8. Teachers will receive Standards in Practice training.

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School Goal #3:

3. Students will exhibit annual learning gains to acquire the knowledge, skills, and competencies needed to master state standards in the area of writing.

Objective #3:

By June 30, 2003, the percent of 4th grade accountability students scoring 3.5 or above on the FCAT SSS Writing will be 50% or greater as reported by the Florida Department of Education.

Strategies:

1. Teachers of Grade 4 will conduct weekly meetings to assess and evaluate student performance pertaining to FCAT focus activities in writing and participate in monthly accountability meetings with Administrative Team.
2. K-6 teachers will be trained on grade level expectations and data analysis to identify student weaknesses and strengths in writing.
3. K-6 teachers will teach an uninterrupted 50-minute block of writing instruction daily, utilizing Sunshine State Standards, Grade Level Expectations and diagnostic assessments.
4. Principal will collaborate with the principal of Forest Hill Elementary School, a matching school in writing.
5. Parent workshops will be conducted to inform parents about FCAT Writing strategies and standards.
6. A classroom newsletter will inform parents of writing standards and strategies being implemented.

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School Goal #4:

Students will exhibit annual learning gains to acquire the knowledge, skills, and competencies needed to master state standards in the area of science.

Objective #4:

By June 30, 2003, 50% of the accountability students at grade 5 will score at or above level 3 on the FCAT Science as reported by the Florida Department of Education.

Strategies:

1. Implement a science/technology program that supports the science curriculum in grades four and five utilizing FCAT Prep materials.
2. All science teachers will attend science TLC (Through Literacy Connections) and science content workshops conduced by district science trainers and implement science strategies learned in the workshop and will complete a follow up implementation survey. Strategies will include cooperative learning and grouping techniques, interdisciplinary thematic instruction, KWL (Know, Want to Know, Learned) charts, graphic organizers, journals, experiment record forms, and a variety of assessment alternatives (portfolios, performance tasks self assessment based a rubric, and Harcourt Science assessment).
3. A classroom newsletter will inform parents of science standards and strategies being implemented.

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School Goal #5:

Students will exhibit appropriate behaviors to ensure a safe and nurturing environment that will promote increased academic learning gains.

Objective #5:

By June 30, 2003, the number of discipline referrals will be reduced by 1100; the instances of out-of-school suspensions will be reduced by 300, and the instances of in-school suspensions will be reduced by 180.

Strategies:

1. Administrative team and teachers will develop a school-wide discipline plan.
2. All staff members will participate in Conflict Resolution Training.
3. Students will be trained in Conflict Resolution.
4. Teachers will post and review school-wide discipline plan daily, and include in lesson plan book; student agendas, telephone logs, and parent/guardian conference reports.
5. Teachers will be required to communicate with parent/guardians regarding student behavior.
6. Students who fail to adhere to school-wide discipline plan will be assigned to the Alternative Placement Room (APR). Class work will be provided and graded by their homeroom teacher. The Guidance Counselor will teach affective education/conflict resolution to students assigned to the APR room on a daily basis. The APR monitoring staff member will reinforce the skills taught by the Guidance Counselor.
7. School Resource Officer will conduct "Bullying" program at grade 3, and "Aggressors, Victims, and Bystanders" Program for grade 6.
8. A classroom newsletter will inform parents about school safety, and safe school programs.

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Adequate Progress Statement for the entire School Improvement Plan

1. At least 50% of the lowest 25% of accountability students in grades 3-6 at or below level 3 on the FCAT SSS reading will show annual learning gains.
2. Our school is not designated in Performance Category F by the Florida Department of Education.
3. School data shows evidence of positive change for each school improvement plan objective.

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This page last updated on 01/25/2003