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School
Improvement Plan 2001-2004
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The mission of South Grade Elementary School is to provide a safe, positive environment that prepares students to become productive members of society.
In order to achieve our mission, the staff, students, parents and community members of South Grade will increase achievement in reading, writing, and mathematics with a challenging curriculum for all students. The school community will provide a nurturing learning environment that promotes high expectations for citizenship and performance of students and staff.
Writing Goal
By May of 2004, at least 67% of the students in grade 4 will score a 3
or higher on the FCAT Writing.
Writing Strategies
1. Develop a school wide writing continuum to include Power Writes strategies, timed writing to prompt, and scoring with use of rubric. Resources - Inservice opportunities, writing continuum packet Funding Resources - School Improvement Plan funds Monitoring Instruments - Inservice log, final continuum packet Monitored by Principal, Staff Development Committee, IIT, teachers - annually
2. Provide staff development for the implementation of writing workshop which will include a variety of genre, word walls, and a balanced writing program . Resources - Literacy Coaches; writing workshop inservice Funding Resources - Pew Fund, K-2 Initiative, Monitoring Instruments - Inservice log Monitored by Staff Development Committee, Principal, teachers - annually
3. Provide remedial and enrichment strategies for students, as well as parent education in FCAT writing strategies. Resources - Staff Development Committee, meeting supplies Funding Resources - School Improvement Fund Monitoring Instruments - Lesson plans, training agendas, inservice log Monitored by Principal, Assistant Principal, Staff Development Committee, teachers - quarterly
4. Publish school wide anthology. Resources - Publishing supplies Funding Resources - Supply funds Monitoring Instruments - students' work, lesson plans, anthology Monitored by Principal, Assistant Principal - annually
Research
Butler, Andrea and Turnbill, Joan. Towards a Reading, Writing Classroom.
Hamilton, Betty. 3 Steps to Power Writing
Regie Routman. Conversations.
Math Goal
By May of 2004, at least 50% of the students in 5th grade will score at
level 3 or above on FCAT Math.
Math Strategies
1. All teachers responsible for math instruction will emphasize problem solving strategies and skill review through daily practice activities with students and will become aware of the FCAT format to model and pose higher order questions. Resources - inservice opportunities Funding Resources - none needed Monitoring Instruments - computer reports, inservice log Monitored by teacher, administrator, staff development committee -quarterly
2. In an effort to improve math communication, develop math vocabulary, and provide for FCAT format responses, students will record responses to FCAT format questions in math journals a minimum of one time per week. Resources - inservice opportunities Funding Resources - none needed Monitoring instruments - math journals, lesson plans Monitored by administrators, teachers - quarterly
3. All teachers responsible for math instruction will administer school based math assessments and monitor individual student growth by computer generated reports a minimum of one time per quarter. Resources - school based assessments, computer reports Funding Resources - none needed Monitoring Instruments - computer reports, lesson plans Monitored by administrators, teachers quarterly
4. All teachers responsible for math instruction will utilize Everyday Counts activities on a daily basis to teach and emphasize math concepts and to develop math vocabulary. Resources - Everyday Counts kits Funding Resources - none needed Monitoring Instruments - observations, lesson plans Monitored by administrators, teachers - annually
Research
Read Any Good Math Lately?
Featherstone, Helen, et. al.; Expanding the Equation: Learning Mathematics
through Teachng in New Ways. National Center for Research on Teacher Education,
1995.
Krussel, Libby. Teaching the Language of Mathematics; v 91, n 5, May, 1998.
Reading Goal
By May, 2004 at least 50% of the students in 4h grade will score at level
3 or above on FCAT Reading.
Reading Strategies
1. Implement Breakthrough to Literacy Program in Grades K and 1. Resources needed - Breakthrough to Literacy Program, computers Funding - Pew Fund Grant Monitoring Instruments - classroom observations, visitation/inservice log of Breakthrough personnel, computer generated reports, required Pew Fund Grant monitoring instruments. Monitored by teachers (weekly), IIT (semi-annually), Principal (monthly)
2. Initiate Intermediate Literacy Coach to provide staff development continuum school wide. Resources needed - resource teacher and job description Funding - Pew Fund Grant Monitoring Instruments - inservice log, daily schedule, required Pew Fund Grant monitoring instruments Monitored by Principal - monthly
3. Initiate resource library for K-5 use and build appropriately leveled classroom libraries to ensure that all teachers grades K-5 will engage students daily in balanced literacy/reading activities. Resources Needed - appropriately leveled books, staff development, K-2 Reading Literacy Coach and Intermediate Literacy Coach Funding - Pew Fund Grant, Title I funds, District Program K-2 Initiative Monitoring Instruments - lesson plans, inservice log, observations, required Pew Fund Grant monitoring instruments, Accelerated Reader log, K-2 monitoring requirements Monitored by - Staff Development Committee (ongoing), Principal
4. All teachers will develop an awareness of the FCAT format in order to model and use higher order questions (Levels 4-6 of Bloom's Taxonomy) with their students. Resources Needed-Quick Flip for Critical Thinking Funding - Title 1 Monitoring Instruments - lesson plans, observations, inservice log Monitored by Principal, Assistant Principal, Staff Development Committee, teachers quarterly
5. Teachers will use Sunshine State Standards to develop interdisciplinary themes for literacy based social studies instruction. Resources Needed - Staff Development and thematic books Funding Needed - Title 1 Monitoring Instruments-Completed product Monitored by principal quarterly
6. Encourage parental involvement with multiple parental education and information opportunities. Resources Needed - Education and information meetings, reading logs, yearly calendar, Public Library. (Curriculum Night presentation, Literacy Walk, Literacy Night, FCAT Training) Funding-Title 1 Monitoring Instruments - calendar, sign in sheets Monitored by Principal annually
7. Identify and provide remediation for students working below grade level in reading. Resources Needed-Remedial Reading Programs, Supplemental Academic Instruction, Reading Recovery Teacher Funding-District Provided, Title I Funding Monitoring Instruments-District Assessments, STAR, CCC, daily schedules, lesson plans Monitored by Principal and Assistant Principal, Teachers - quarterly; Title I Coordinator - annually
8. Provide professional development opportunities Resources Needed-DLF, LINKS, tapes, tape recorders, Professional dialoguing, graduate level courses, collaborative planning, recorded books and/or professional retreats Funding Needed - School Improvement Funds, Title I Monitoring Instruments - Lesson plans, inservice log Monitored by in-service log by Principal and Staff Development Committees - annually.
9. Provide optimum scheduling and learning opportunities through inclusive education. Resources Needed -Staff Development and Master Schedule Funding-Title 1 Monitored Instruments-Staff Development log and Master Schedule Monitored by Principal, Assistant Principal, Staff Development Committee - annually
10. Provide incentives and rewards for students in the use of CCC and Accelerated Reader. Resources-Incentives and/or rewards program, books and staff development Funded by Title I and Public School Technology Funds Monitored Instruments-CCC Reports and Recipient Logs Monitored by the Principal and Assistant Principal - annually
Research Keene, Ellin Oliver and Zimmerman, Susan. Teaching Comprehension
in a Reader's Workshop.
Morrison, Ian. Getting it Together.
Opitz, Michael F. and Raisinski, Timothy. Mosaic Thought.
Pinnell, Gay Su and Fountas, Irene. Guided Reading.
Safety Goal
By May, 2002 at least 80% of students will indicate by survey score of
8+, that they feel safe at South Grade Elementary.
Safety Strategies
1. Continue Conflict Resolution and implement Character Education program. Resources -Teacher Inservice Funding Resources - none needed Monitoring Instruments - lesson plans, guidance schedule Monitored by - Administrators, Guidance
2. Implement Peer Mediation. Resources -Teacher Inservice Funding Resources - none needed Monitoring Instruments - lesson plans, guidance schedule Monitored by - Administrators, Guidance
3. Implement school wide parent communication and drug abuse prevention program. Resources - Safe Schools, Mental Health Assosiation Funding Resources - none needed Monitoring Instruments - Sign in sheets, agendas Monitored by - Guidance
4. Utilize parent liaison position to develop a program to bridge school, home and community. Resources - program plan Funding Resources - Title I Monitoring Instruments - Annual plan, home visit log, conference log, telephone log Monitored by Administration - quarterly;, Title I Coordinator - annually
5. Participate with Mental Health Association to develop a mentoring program in conjunction with school based Care Team. Resources - volunteer mentors Funding Resources - Mental Health Association Monitoring Instruments - Volunteer log Monitored by - Volunteer Coordinator, Guidance
6. Utilize the data from needs assessment compiled by Mental Health Association to determine future programming needs. Resources - data, needs assessment Funding Resources - none needed Monitoring Instruments - MHA monitoring tools Monitored by MHA, Administration
7. Provide staff development to promote positive, safe, caring school climate and inclusive education. Resources - Inservice for teachers, paraprofessionals, staff members Funding Resources - District programs Monitoring Instruments - Inservice log, agendas Monitored by Administration, Staff Development Committee
Research
"Talking It Out: Students Mediate Disputes," The Harvard Education Letter,
Cambridge. January/February 1989.
"A Study fo the Impact of the Fighting Fair Curriculum in the Dade County
Schools, " J. Marvel I. Moreda and L. Cook. Grace Contrino Abrams Peace Education
Foundation. Miami. 1993.
Youth Violence: A Report of the Surgeon General.. U.S. Department of Health
and Human Services
The Office Of Juvenile Justice and Delinquency Prevention's Guide for Implementing
the Comprehensive Strategy for Serious, Violent, and Chronic Juvenile Offenders
(Howell, 1995).
The American Youth Policy Forum's Less Hype, More Help: Reducing Juvenile
Crime Works-And What Doesn't (Mendel, 2000)
School Improvement Plan Goals and Strategies
For the 2001-2004 School Improvement Plan
Adequate Progress will be made if for the 2001-2002 school
year the following occurs:
By May of 2002, at least 60% of the students in grade 4 score at level
2 or above on FCAT Reading.
By May of 2002, at least 60% of the students in grade 5 score at level 2 or
above on FCAT Math.
By May of 2002, at least 50% of the students in grade 4 score at 3 or above
on FCAT Writing.
By May, 2002 at least 80% of students indicate by survey score of 8+, that
they feel safe at South Grade Elementary.
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School
Improvement Plan 2001-2004
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