Lake Weston Elementary

WHATEVER IT TAKES !!!

 

2007 – 2008

SCHOOL IMPROVEMENT PLAN

School Name:    

LAKE WESTON ELEMENTARY SCHOOL
District Name:    

Orange
Principal:    

Mr. John Dobbs
SAC Chair:     Mr. John Padilla
Superintendent:     Ronald Blocker
Date of School Board Approval:     October 31, 2007

Jeanine Blomberg, Commissioner
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399		   Cheri Pierson Yecke, Chancellor
K-12 Public Schools
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399


VISION/MISSION/BELIEF STATEMENTS

District Mission: To lead our students to success with the support and involvement of families and the community. (Pending Final Approval)

Lake Weston Elementary Mission: The mission of Lake Weston Elementary School is to continuously maximize and monitor the academic, social, emotional and physical growth of all students and provide enhancement to those students in need of additional services.

District Vision: To be the top producer of successful students in the nation. (Pending Final Approval)

Lake Weston Elementary Vision: We envision and commit that our school, in philosophy and practice, will provide a nurturing environment where diversity is understood, expectations are high and all stakeholders are deeply involved in child-oriented decision making.



SCHOOL PROFILE DEMOGRAPHICS

Lake Weston Elementary, a Title I school, opened in the fall of 1958 to serve children living in Albert Lee Ridge, Asbury Park, Riverside Acres and Plantation Estates, primarily serving employees of Martin Marietta. At the time, Lee Road was a rural road having only a few buildings on it.

The original structure consisted of the front wing that housed grades one through six, the library, clinic and office. In 1960, the second wing and cafeteria were added. In 1963, the office was built, and in 1982, the media center was added to the campus. As Lake Weston continued to grow, portable classrooms were added to accommodate the increased student population. Currently, Lake Weston houses 26 portable classrooms. During the 1999-2000 school year, all the roof top air conditioning units were replaced, along with the roofs.

Our school boundaries encompass a variety of houses and apartment complexes. Students come to us from Forest City Road east to Riverside, Kennedy Boulevard to Keller Road, west to Orange Blossom Trail and north to Mott Avenue.

Our student population of 550 is diverse and mobile. Our mobility rate is 84% and our racial distribution includes: 52% Black, 30% Hispanic, 14% White, 2% Asian, and 2% Other Nationalities. We have many special programs for children such as Headstart, Pre-Kindergarten and One-Way Bilingual Program.

Lake Weston is a Title I school because of the number of our students that qualify for the Free or Reduced Lunch program. 95% of our students receive free or reduced lunch. The distribution of our Title I funds was determined by our School Advisory Council and can be located in the Action Plan portion of this School Improvement Plan.

Recognizing the diverse population we serve, we strive to provide opportunities for a wide variety of cultural, social and academic experiences for our students. We have a Neighborhood Center for Families (NCF) on our campus that provides a plethora of services for our students, parents, and the entire 32810 zip code community.

In the 2006 – 2007 school year we earned a “D” grade from the Florida Department of Education, based on the FCAT scores of our 3rd, 4th, and 5th grade students. Our teachers and staff are dedicated and committed to meeting and exceeding the needs of all of our students as we will continue to work with our parents, community and most importantly our students to achieve academic success for all students and improve our overall school grade for the upcoming school year.

SCHOOL MATCH

QUALITY STAFF

Highly Qualified Administrators

John Dobbs, the Principal, has 20 years of successful experience working in diverse backgrounds and with low achieving and high poverty students. He has trained and worked with faculty and staff in school reform. Mr. Dobbs was instrumental in helping one of our low achieving urban schools achieve a grade of 'B'. He is skilled in assessing and implementing Best Practices.

Assistant Principal, Christine Samek, has worked with federal grant programs which have helped increase reading, math and writing achievement for targeted students in grades 3, 4 and 5. She is a Write from the Beginning certified trainer and has conducted additional writing workshops incorporating best writing practices. She has seven years of experience working in a variety of diverse educational settings and with increasing student academic achievement.

Both Mr. John Dobbs and Ms. Christine Samek have a Master’s Degree in Educational Leadership and hold a valid Florida Certificate.

Recruitment/Retention of Highly Qualified Teachers

In order to recruit and retain teachers to high-need academic areas, Lake Weston Elementary School administrators and support personnel are working in a collaborative effort with and through our local university using district criterion for highly qualified teachers. Elementary degree seeking students have been invited to intern at our school. Our web page is utilized to provide information about our school to prospective candidates. Administrators and school personnel work collaboratively with the district the attend district and state sponsored recruiting fairs to recruit high quality and highly qualified teachers.

Show attached staff list

ADDITIONAL REQUIREMENTS

School Wide Improvement Model

The Continuous Improvement Model is the research-based School Improvement Model in use at Lake Weston Elementary School. This model is being implemented by our school using the following action plan:
1. Data Disaggregation
2. Instructional timeline
3. Instructional Focus
4. Assessments
5. Tutorials
6. Enrichment Opportunities
7. Maintenance
8. Monitoring

Communication with Parents

A special effort is made to make sure all communication sent out to parents is written in English and Spanish. Our translator is instructed to make sure the language is clear and concise. Our translator works with our school population and is aware of the needs and background of our non-English speaking families.

Written communication with parents/ guardians is done in the following ways:
1. Student Mid-Term progress reports (Quarterly)
2. Student Report Cards (Quarterly)
3. Family Handbook
4. Parents Guide to Orange County Public Schools
5. OCPS Code of Student Conduct
6. School Advisory Council
7. School Choice Letter
8. School Newsletter (Quarterly)
9. Continual Teacher/Parent Communication through phone calls, notes, and conferences (all parent communication is documented)

Show attached Public School Notice to parents

Show attached notification of SINI status

Pre-School Transition

We work with our Headstart and Pre-K classes to make transition less stressful for our children by including them in activities and programs that are age appropriate for preschoolers. Our families will be invited to attend SAC meetings and will be encouraged to ask questions and engage in dialogue if so desired. Administrators will take time to share and attend events which are hosted by the early childhood team. The students who will be attending kindergarten the following year will get an opportunity to spend a half day in a kindergarten classroom.

Teacher Mentoring

Lake Weston Elementary has a Teacher Mentoring Program that is headed by our Instructional Coach and supported by our Curriculum Resource Teacher and Literacy Coach, who are trained in working with our school-adopted reading programs, and the school administrators. As the leader of our Teacher Mentoring Program, our Instructional Coach provides support to our beginning teachers and to teachers that are new to Lake Weston Elementary School. In addition, each new teacher is assigned a teacher leader as a mentor. Our Teacher Mentor Program is also open to any teacher requesting additional assistance. Monthly meetings with mentees and mentors are held to discuss areas of concern, celebrations, and professional growth. Additionally, mentors meet with mentees on a weekly basis.

Extended Learning Opportunities

The after-school tutoring program focuses on the lowest 25% of our 3rd, 4th and 5th grade students and provides additional support in reading, mathematics and science. The after-school tutoring program uses "Voyager" Intervention to help 3rd, 4th, and 5th grade students, who are struggling in reading and who are at risk of not making the learning gains necessary to move to the next grade level. V-Math is used to enhance our students mathematic skills. The science componet of our after-school tutoring program is being added this year. Science instruction will be enhanced by the use of FCAT Explorer Science and Buckle Down Science.

The after school enrichment clubs sponsored by our staff members provide students with classes in cooking, drums, drama, science and music.

Summer Reading Camp provides all 3rd grade Level 1 students an opportunity to acquire skills needed to improve their reading skills and with the opportunity to be promoted to the next grade level if they meet the necessary criteria after they have completed Summer Reading Camp.

ALPHA offers a summer program that focuses on enrichment opportunities for students in grade levels K-5. Students participate in a variety of hands-on activities that build and encouage educational, social and personal development skills.

SCHOOLS GRADED C OR BELOW

Professional Development
Describe the professional development that supports enhanced and differentiated instructional strategies.

Professional Development is a key piece of the puzzle for an effective school. Without a continual effort to feed each individual's need for professional growth, you will find that even existing skills decline. Lake Weston has provided teachers and staff multiple learning opportunities each year using creative methods such as internet delivery. We will continue our efforts this year through the following activities:

Continuing Initiatives: Riverdeep Reading and Math, Thinking Maps (Including Science), Ruby Payne, Write from the Beginning, Voyager

New Initiatives: Language for Learning, Teaching Reading Essentials, Julie Dixon (Everyday Math), You Can Handle Them All, What Works in Classroom Instruction, Inclusion Training (FIN)

Paraprofessional Initiative: Teaching reading for Paraprofessionals

Disaggregated Data
Describe the use of student achievement data to determine the effectiveness of instructional strategies.

Student data plays a critical role in helping teachers understand how effective they are in meeting the needs of their students. When educators analyze and disaggregate student data, they can pinpoint the effectiveness of teaching, student learning and modifications needed for effective instruction.

Lake Weston Elementary will use data to determine the effectiveness of instruction and learning on a regular basis. Our Administrative team which includes our Principal, Assistant Principal, Curriculum Resource Teacher, Reading Coach and Instructional Coach will meet weekly to monitor, analyze and discuss data. Additionally, we will meet with teachers monthly to discuss the patterns and trends that are uncovered by formal and informal assessments such as Edusoft Benchmark tests, DIBELS, DRP, Fast Math, Voyager and Houghton Mifflin assessments and Successmaker to further refine instructional strategies.

Our administrators will use Classroom Walkthrough to monitor the implementation of instructional strategies and practices and analyze Classroom Walkthrough data school-wide to determine areas of growth and areas in need of improvement. We will use data from the year and teacher feedback to plan future staff development and modify current initiatives.

Informal and Formal Assessments
Describe the type of ongoing formal and informal assesments to be used during the school year to measure student progress

We use a variety of ongoing formal and informal assessments to measure student progress throughout the year.

1.) Formal and informal teacher observation
2.) Classroom Walkthrough
3.) Weekly progress monitoring (Voyager) in grades K-3
4.) K-5 DIEBELS assessments three times a year
5.) Edusoft Benchmark tests
6.) Accelerated Reader diagnostic reports are monitored on a monthly basis
7.) Write Score reports focusing on progress in science
8.) Houghton Mifflin assessments in grades 4-5
9.) Successmaker reports
10.) Fast math reports
11.) Monthly writing assessments

Alternative Instructional Delivery Methods
Describe the alternative instructional delivery methods that allow you to reach all student subgroups and help to improve their academic achievement.

Examples of the alternative delivery methods that will be used to support remediation, acceleration, and enrichment strategies are

1.) Thinking Maps (Graphic Organizers)
2.) Snapshot Video (Background Knowledge Science)
3.) After-school Tutoring for Reading, Math and Science (Using structured curriculum materials)
4.) After-Enrichment Clubs
5.) Fast Math (build computational fluency)
6.) Full Inclusion for delivery of ESE support
7.) Language for Learning (building vocabulary for Bilingual students)


SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Describe your school’s plan for addressing the ten guiding principles of Secondary School Redesign in the box below.  If the principles are addressed throughout your School Improvement Plan, identify precisely (under which heading) where each principle is addressed in the text box below.

In the checkbox below, please indicate which of the ten guiding principles is addressed below.

Label

GOALS

Goal:

Reading

Needs Assessment

In June 2007, 55 percent of students at Lake Weston Elementary scored at Level 3 or above on FCAT reading, a decrease of 1 point.
In June 2007, 56 percent of students at Lake Weston Elementary made learning gains in reading, an increase of 3 points.
In June 2007, 50 percent of students at Lake Weston Elementary made learning gains with the lowest 25 percent of students in reading, a decrease of 9 points.
Objective By June 2008, 63 percent of all students taking the FCAT Reading test at Lake Weston Elementary School will score at Level 3 or above, an increase of 8 points.
Strategies 1.) Implement daily Drop Everything and Read (DEAR) time. (August 2007)
2.) Assess progress in reading from Fall to Spring of students in 4th and 5th grades using Houghton Mifflin Diagnostics. Kindergarten, 1st, 2nd, and 3rd will use the Voyager Indicators of Progress (VIP/DIBELS). (August 2007-March 2008)
3.) Continue after-school tutoring program for Level 1 reading students in grades 3rd, 4th and 5th grades, focusing on reading intervention and FCAT strategies. (September 2007-March 2008)
4.) Continue to conduct quarterly reading meetings with K-5th grade teachers to monitor student progress. (September 2007-June 2008)
5.) Plan and coordinate Reading Night for all grade levels. (November 2008)
6.) Continue Voyager Reading System in K-3rd. (June 2008)
7.) Continue the Successmaker program with 2nd, 3rd, 4th, and 5th grades in the computer lab. (June 2008)
8.) Continue Riverdeep program in 2nd, 3rd, 4th and 5th grades. (June 2008)
9.) Continue Princeton Review reading mini-lessons in 3rd, 4th and 5th grades for review. (June 2008)
10.) Continue Accelerated Reader program in 2nd, 3rd, 4th, and 5th grades, to encourage students independent reading practice. (June 2008)
11.) Continue to implement new strategies and incentives to promote independent reading through the Accelerated Reader committee. (June 2008)
12.) Continue Elements of Reading program focusing on vocabulary instruction in 1st, 2nd, 3rd, 4th and 5th grades. (June 2008)
13.) Continue using Corrective Reading as 3rd grade reading intervention and monitor progress. (June 2008)


Evaluation 1.) DIBELS
2.) Princeton review mini-assessments
3.) Degrees of Reading Power testing
4.) Successmaker reports
5.) FCAT
6.) Voyager assessments of progress
7.) Houghton Mifflin assessments of progress
8.) SAT-10 (Grades 1-2)
9.) Peabody (Grades K-3)
10.) FLKRS


Research-based Programs 1.) SRA Corrective Reading
2.) Voyager
3.) Reading Mastery
4.) Houghton-Mifflin
5.) Successmaker
6.) Accelerated Reader
7.) Elements of Reading

Professional Development Professional Development opportunities for the 2007-2008 school year include:
Letrs Interactive Training (Sopris)
Teaching Reading Essentials Training (Sopris)
Centers (integrating effective literacy centers into the reading block)
Riverdeep (intregrating reading and technology instruction)
Teaching Reading for Paraprofessionals (Sopris)
Voyager Training (for beginning teachers and new hires)


Objective By June 2008, 32 percent of Limited English Proficiency students at Lake Weston Elementary will score at Level 3 or above on FCAT Reading, an increase of 4 points to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement daily Drop Everything and Read (DEAR) time. (August 2007)
2.) Assess progress in reading from Fall to Spring of students in 4th and 5th grades using Houghton Mifflin Diagnostics. Kindergarten, 1st, 2nd, and 3rd will use the Voyager Indicators of Progress (VIP/DIBELS). (August 2007-March 2008)
3.) Continue after-school tutoring program for Level 1 reading students in grades 3rd, 4th and 5th grades, focusing on reading intervention and FCAT strategies. (September 2007-March 2008)
4.) Continue to conduct quarterly reading meetings with K-5th grade teachers to monitor student progress. (September 2007-June 2008)
5.) Plan and coordinate Reading Night for all grade levels. (November 2008)
6.) Continue Voyager Reading System in K-3rd. (June 2008)
7.) Continue the Successmaker program with 2nd, 3rd, 4th, and 5th grades in the computer lab. (June 2008)
8.) Continue Riverdeep program in 2nd, 3rd, 4th and 5th grades. (June 2008)
9.) Continue Princeton Review reading mini-lessons in 3rd, 4th and 5th grades for review. (June 2008)
10.) Continue Accelerated Reader program in 2nd, 3rd, 4th, and 5th grades, to encourage students independent reading practice. (June 2008)
11.) Continue to implement new strategies and incentives to promote independent reading through the Accelerated Reader committee. (June 2008)
12.) Continue Elements of Reading program focusing on vocabulary instruction in 1st, 2nd, 3rd, 4th and 5th grades. (June 2008)
13.) Continue using Corrective Reading as 3rd grade reading intervention and monitor progress. (June 2008)


Evaluation 1.) DIBELS
2.) Princeton review mini-assessments
3.) Degrees of Reading Power testing
4.) Successmaker reports
5.) FCAT
6.) Voyager assessments of progress
7.) Houghton Mifflin assessments of progress
8.) SAT-10 (Grade 1-2)
9.) Peabody (Grades K-3)
11.) CELLA
12.) APRENDA
13.) FLKRS

Research-based Programs 1.) SRA Corrective Reading
2.) Voyager
3.) Reading Mastery
4.) Houghton-Mifflin
5.) Successmaker
6.) Accelerated Reader
7.) Elements of Reading
8.) Language for Learning

Professional Development Professional Development opportunities for the 2007-2008 school year include:
Letrs Interactive Training (Sopris)
Teaching Reading Essentials Training (Sopris)
Centers (integrating effective literacy centers into the reading block)
Riverdeep (intregrating reading and technology instruction)
Teaching Reading for Paraprofessionals (Sopris)
Voyager Training (for beginning teachers and new hires)
Language for Learning (SRA)

Objective By June 2008, 36 percent of Students with Disabilities at Lake Weston Elementary will score at a Level 3 or above on FCAT Reading, an increase of 3 points to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement daily Drop Everything and Read (DEAR) time. (August 2007)
2.) Assess progress in reading from Fall to Spring of students in 4th and 5th grades using Houghton Mifflin Diagnostics. Kindergarten, 1st, 2nd, and 3rd will use the Voyager Indicators of Progress (VIP/DIBELS). (August 2007-March 2008)
3.) Continue after-school tutoring program for Level 1 reading students in grades 3rd, 4th and 5th grades, focusing on reading intervention and FCAT strategies. (September 2007-March 2008)
4.) Continue to conduct quarterly reading meetings with K-5th grade teachers to monitor student progress. (September 2007-June 2008)
5.) Plan and coordinate Reading Night for all grade levels. (November 2008)
6.) Continue Voyager Reading System in K-3rd. (June 2008)
7.) Continue the Successmaker program with 2nd, 3rd, 4th, and 5th grades in the computer lab. (June 2008)
8.) Continue Riverdeep program in 2nd, 3rd, 4th and 5th grades. (June 2008)
9.) Continue Princeton Review reading mini-lessons in 3rd, 4th and 5th grades for review. (June 2008)
10.) Continue Accelerated Reader program in 2nd, 3rd, 4th, and 5th grades, to encourage students independent reading practice. (June 2008)
11.) Continue to implement new strategies and incentives to promote independent reading through the Accelerated Reader committee. (June 2008)
12.) Continue Elements of Reading program focusing on vocabulary instruction in 1st, 2nd, 3rd, 4th and 5th grades. (June 2008)
13.) Continue using Corrective Reading as 3rd grade reading intervention and monitor progress. (June 2008)

Evaluation 1.) DIBELS
2.) Princeton review mini-assessments
3.) Degrees of Reading Power testing
4.) Successmaker reports
5.) FCAT
6.) Voyager assessments of progress
7.) Houghton Mifflin assessments of progress
8.) SAT-10 (Grades 1-2)
9.) Peabody (Grades K-3)
10.) SRUSS

Research-based Programs 1.) SRA Corrective Reading
2.) Voyager
3.) Reading Mastery
4.) Houghton-Mifflin
5.) Successmaker
6.) Accelerated Reader
7.) Elements of Reading


Professional Development Professional Development opportunities for the 2007-2008 school year include
Letrs Interactive Training (Sopris)
Teaching Reading Essentials Training (Sopris)
Centers (integrating effective literacy centers into the reading block)
Riverdeep (intregrating reading and technology instruction)
Teaching Reading for Paraprofessionals (Sopris)
Voyager Training (for beginning teachers and new hires.)


Objective By June 2008, 39 percent of Hispanic students at Lake Weston Elementary taking the FCAT Reading test will score a Level 3 or above, a 3 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement daily Drop Everything and Read (DEAR) time. (August 2007)
2.) Assess progress in reading from Fall to Spring of students in 4th and 5th grades using Houghton Mifflin Diagnostics. Kindergarten, 1st, 2nd, and 3rd will use the Voyager Indicators of Progress (VIP/DIBELS). (August 2007-March 2008)
3.) Continue after-school tutoring program for Level 1 reading students in grades 3rd, 4th and 5th grades, focusing on reading intervention and FCAT strategies. (September 2007-March 2008)
4.) Continue to conduct quarterly reading meetings with K-5th grade teachers to monitor student progress. (September 2007-June 2008)
5.) Plan and coordinate Reading Night for all grade levels. (November 2008)
6.) Continue Voyager Reading System in K-3rd. (June 2008)
7.) Continue the Successmaker program with 2nd, 3rd, 4th, and 5th grades in the computer lab. (June 2008)
8.) Continue Riverdeep program in 2nd, 3rd, 4th and 5th grades. (June 2008)
9.) Continue Princeton Review reading mini-lessons in 3rd, 4th and 5th grades for review. (June 2008)
10.) Continue Accelerated Reader program in 2nd, 3rd, 4th, and 5th grades, to encourage students independent reading practice. (June 2008)
11.) Continue to implement new strategies and incentives to promote independent reading through the Accelerated Reader committee. (June 2008)
12.) Continue Elements of Reading program focusing on vocabulary instruction in 1st, 2nd, 3rd, 4th and 5th grades. (June 2008)
13.) Continue using Corrective Reading as 3rd grade reading intervention and monitor progress. (June 2008)

Evaluation 1.) DIBELS
2.) Princeton review mini-assessments
3.) Degrees of Reading Power testing
4.) Successmaker reports
5.) FCAT
6.) Voyager assessments of progress
7.) Houghton Mifflin assessments of progress
8.) SAT-10 (Grade 1-2)
9.) Peabody (Grades K-3)
11.) CELLA
12.) APRENDA
13.) FLKRS

Research-based Programs 1.) SRA Corrective Reading
2.) Voyager
3.) Reading Mastery
4.) Houghton-Mifflin
5.) Successmaker
6.) Accelerated Reader
7.) Elements of Reading

Professional Development Professional Development opportunities for the 2007-2008 school year include:
Letrs Interactive Training (Sopris)
Teaching Reading Essentials Training (Sopris)
Centers (integrating effective literacy centers into the reading block)
Riverdeep (intregrating reading and technology instruction)
Teaching Reading for Paraprofessionals (Sopris)
Voyager Training (for beginning teachers and new hires)

Objective By June 2008, 49 percent of Economically Disadvantaged students at Lake Weston Elementary taking FCAT Reading will score a Level 3 or above, a 3 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement daily Drop Everything and Read (DEAR) time. (August 2007)
2.) Assess progress in reading from Fall to Spring of students in 4th and 5th grades using Houghton Mifflin Diagnostics. Kindergarten, 1st, 2nd, and 3rd will use the Voyager Indicators of Progress (VIP/DIBELS). (August 2007-March 2008)
3.) Continue after-school tutoring program for Level 1 reading students in grades 3rd, 4th and 5th grades, focusing on reading intervention and FCAT strategies. (September 2007-March 2008)
4.) Continue to conduct quarterly reading meetings with K-5th grade teachers to monitor student progress. (September 2007-June 2008)
5.) Plan and coordinate Reading Night for all grade levels. (November 2008)
6.) Continue Voyager Reading System in K-3rd. (June 2008)
7.) Continue the Successmaker program with 2nd, 3rd, 4th, and 5th grades in the computer lab. (June 2008)
8.) Continue Riverdeep program in 2nd, 3rd, 4th and 5th grades. (June 2008)
9.) Continue Princeton Review reading mini-lessons in 3rd, 4th and 5th grades for review. (June 2008)
10.) Continue Accelerated Reader program in 2nd, 3rd, 4th, and 5th grades, to encourage students independent reading practice. (June 2008)
11.) Continue to implement new strategies and incentives to promote independent reading through the Accelerated Reader committee. (June 2008)
12.) Continue Elements of Reading program focusing on vocabulary instruction in 1st, 2nd, 3rd, 4th and 5th grades. (June 2008)
13.) Continue using Corrective Reading as 3rd grade reading intervention and monitor progress. (June 2008)

Evaluation 1.) DIBELS
2.) Princeton review mini-assessments
3.) Degrees of Reading Power testing
4.) Successmaker reports
5.) FCAT
6.) Voyager assessments of progress
7.) Houghton Mifflin assessments of progress
8.) SAT-10 (Grades 1-2)
9.) Peabody (Grades K-3)
10.) FLKRS

Research-based Programs 1.) SRA Corrective Reading
2.) Voyager
3.) Reading Mastery
4.) Houghton-Mifflin
5.) Successmaker
6.) Accelerated Reader
7.) Elements of Reading

Professional Development Professional Development opportunities for the 2007-2008 school year include:
Letrs Interactive Training (Sopris)
Teaching Reading Essentials Training (Sopris)
Centers (integrating effective literacy centers into the reading block)
Riverdeep (intregrating reading and technology instruction)
Teaching Reading for Paraprofessionals (Sopris)
Voyager Training (for beginning teachers and new hires)


Objective By June 2008, 60 percent of students at Lake Weston Elementary School taking the FCAT Reading will make learning gains, a 4 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement daily Drop Everything and Read (DEAR) time. (August 2007)
2.) Assess progress in reading from Fall to Spring of students in 4th and 5th grades using Houghton Mifflin Diagnostics. Kindergarten, 1st, 2nd, and 3rd will use the Voyager Indicators of Progress (VIP/DIBELS). (August 2007-March 2008)
3.) Continue after-school tutoring program for Level 1 reading students in grades 3rd, 4th and 5th grades, focusing on reading intervention and FCAT strategies. (September 2007-March 2008)
4.) Continue to conduct quarterly reading meetings with K-5th grade teachers to monitor student progress. (September 2007-June 2008)
5.) Plan and coordinate Reading Night for all grade levels. (November 2008)
6.) Continue Voyager Reading System in K-3rd. (June 2008)
7.) Continue the Successmaker program with 2nd, 3rd, 4th, and 5th grades in the computer lab. (June 2008)
8.) Continue Riverdeep program in 2nd, 3rd, 4th and 5th grades. (June 2008)
9.) Continue Princeton Review reading mini-lessons in 3rd, 4th and 5th grades for review. (June 2008)
10.) Continue Accelerated Reader program in 2nd, 3rd, 4th, and 5th grades, to encourage students independent reading practice. (June 2008)
11.) Continue to implement new strategies and incentives to promote independent reading through the Accelerated Reader committee. (June 2008)
12.) Continue Elements of Reading program focusing on vocabulary instruction in 1st, 2nd, 3rd, 4th and 5th grades. (June 2008)
13.) Continue using Corrective Reading as 3rd grade reading intervention and monitor progress. (June 2008)

Evaluation 1.) DIBELS
2.) Princeton review mini-assessments
3.) Degrees of Reading Power testing
4.) Successmaker reports
5.) FCAT
6.) Voyager assessments of progress
7.) Houghton Mifflin assessments of progress
8.) SAT-10 (Grades 1-2)
9.) Peabody (Grades K-3)
10.) FLKRS


Research-based Programs 1.) SRA Corrective Reading
2.) Voyager
3.) Reading Mastery
4.) Houghton-Mifflin
5.) Successmaker
6.) Accelerated Reader
7.) Elements of Reading

Professional Development Professional Development opportunities for the 2007-2008 school year include
Letrs Interactive Training (Sopris)
Teaching Reading Essentials Training (Sopris)
Centers (integrating effective literacy centers into the reading block)
Riverdeep (intregrating reading and technology instruction)
Teaching Reading for Paraprofessionals (Sopris)
Voyager Training (for beginning teachers and new hires.)


Objective By June 2008, 55 percent of students at Lake Weston Elementary in the lowest 25% of students will make learning gains in FCAT Reading, a 5 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement daily Drop Everything and Read (DEAR) time. (August 2007)
2.) Assess progress in reading from Fall to Spring of students in 4th and 5th grades using Houghton Mifflin Diagnostics. Kindergarten, 1st, 2nd, and 3rd will use the Voyager Indicators of Progress (VIP/DIBELS). (August 2007-March 2008)
3.) Continue after-school tutoring program for Level 1 reading students in grades 3rd, 4th and 5th grades, focusing on reading intervention and FCAT strategies. (September 2007-March 2008)
4.) Continue to conduct quarterly reading meetings with K-5th grade teachers to monitor student progress. (September 2007-June 2008)
5.) Plan and coordinate Reading Night for all grade levels. (November 2008)
6.) Continue Voyager Reading System in K-3rd. (June 2008)
7.) Continue the Successmaker program with 2nd, 3rd, 4th, and 5th grades in the computer lab. (June 2008)
8.) Continue Riverdeep program in 2nd, 3rd, 4th and 5th grades. (June 2008)
9.) Continue Princeton Review reading mini-lessons in 3rd, 4th and 5th grades for review. (June 2008)
10.) Continue Accelerated Reader program in 2nd, 3rd, 4th, and 5th grades, to encourage students independent reading practice. (June 2008)
11.) Continue to implement new strategies and incentives to promote independent reading through the Accelerated Reader committee. (June 2008)
12.) Continue Elements of Reading program focusing on vocabulary instruction in 1st, 2nd, 3rd, 4th and 5th grades. (June 2008)
13.) Continue using Corrective Reading as 3rd grade reading intervention and monitor progress. (June 2008)

Evaluation 1.) DIBELS
2.) Princeton review mini-assessments
3.) Degrees of Reading Power testing
4.) Successmaker reports
5.) FCAT
6.) Voyager assessments of progress
7.) Houghton Mifflin assessments of progress
8.) SAT-10 (Grades 1-2)
9.) Peabody (Grades K-3)
10.) FLKRS


Research-based Programs 1.) SRA Corrective Reading
2.) Voyager
3.) Reading Mastery
4.) Houghton-Mifflin
5.) Successmaker
6.) Accelerated Reader
7.) Elements of Reading

Professional Development Professional Development opportunities for the 2007-2008 school year include:
Letrs Interactive Training (Sopris)
Teaching Reading Essentials Training (Sopris)
Centers (integrating effective literacy centers into the reading block)
Riverdeep (intregrating reading and technology instruction)
Teaching Reading for Paraprofessionals (Sopris)
Voyager Training (for beginning teachers and new hires)
Highly Qualified Instructors All Lake Weston Elementary teachers are highly qualified according to No Child Left Behind standards.

Budget
Categories of Expenditure Describe Resources Specific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) Voyager AIM Higher Houghton Mifflin Language for Learning-McGraw Hill Hampton Brown(Bilingual) Instructional Materials State Title I 79473.36
Technology Smiley's-Headphones for Successmaker, Riverdeep General Fund 509
Professional Development LETRS Reading Training Kit Paraprofessional Training Kit Teaching Reading Essentials General Fund 1399.4
Other Tutoring programs Supplemental Academic Instruction 15000
Total:   $96,381.76

Goal: Mathematics

Needs Assessment In June 2007, 44 percent of students at Lake Weston Elementary School scored at Level 3 or above on FCAT Math, an decrease of 13 points.
In June 2007, 49 percent of students at Lake Weston Elementary School made learning gains in FCAT Math, an decrease of 20 points.
In June 2007, 73 percent of students at Lake Weston Elementary School made learning gains in FCAT Math with the lowest 25% of students.
Objective By June 2008, 53 percent of all students taking the FCAT Math test at Lake Weston Elementary School will score at Level 3 or above, a 9 point increase.
Strategies 1.) Implement Fast Math program. (August 2007)
2.) Provide staff development for teachers, in the use of the selected research-based math programs and Everyday Mathematics through UCF Professor Julie Dixon. (August 2007-June 2008)
3.) Conduct ongoing assessments. (August 2007-June 2008)
4.) Effectively use and disaggregate data to identify the student needs, maintain instructional focus and consistency and drive instruction. (September 2007-June 2008)
5.) Continue after school tutoring program focusing on math intervention and problem solving strategies using V-Math. (September 2007-March 2008)
6.) Plan and coordinate Math Night for students and parents in all grade levels. (January 2008)
7.) Continue use of Everyday Math program. (June 2008)
8.) Continue Pearson Technologies Successmaker math practice. (June 2008)
9.) Continue Riverdeep math intervention. (June 2008)

Evaluation 1.) Everyday Math pre/post assessment
2.) District Sunshine State Standards Benchmark tests
3.) FCAT
4.) Successmaker reports
5.) Princeton Review mini assessments


Research-based Programs Everyday Mathematics
Successmaker Mathematics
Princeton Review mini lessons

Professional Development District staff development for Everyday Mathematics
District staff development on disaggregation of assessments' data
School based staff development for interpreting Successmaker data
School based Everyday Mathematics staff development with Julie Dixon
School based staff development for Fast Math
Objective By June 2008, 34 percent of Limited English Proficiency students at Lake Weston Elementary taking the FCAT Math test will score a Level 3 or above, a 6 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement Fast Math program. (August 2007)
2.) Provide staff development for teachers, in the use of the selected research-based math programs and Everyday Mathematics through UCF Professor Julie Dixon. (August 2007-June 2008)
3.) Conduct ongoing assessments. (August 2007-June 2008)
4.) Effectively use and disaggregate data to identify the student needs, maintain instructional focus and consistency and drive instruction. (September 2007-June 2008)
5.) Continue after school tutoring program focusing on math intervention and problem solving strategies using V-Math. (September 2007-March 2008)
6.) Plan and coordinate Math Night for students and parents in all grade levels. (January 2008)
7.) Continue use of Everyday Math program. (June 2008)
8.) Continue Pearson Technologies Successmaker math practice. (June 2008)
9.) Continue Riverdeep math intervention. (June 2008)

Evaluation 1.) Everyday Math pre/post assessment
2.) District Sunshine State Standards Benchmark tests
3.) FCAT
4.) Successmaker reports
5.) Princeton Review mini assessments


Research-based Programs Everyday Mathematics
Successmaker Mathematics
Princeton Review mini lessons

Professional Development District staff development for Everyday Mathematics
District staff development on disaggregation of assessments' data
School based staff development for interpreting Successmaker data
School based Everyday Mathematics staff development with Julie Dixon
School based staff development for Fast Math
Objective By June 2008, 21 percent of Students with Disabilities at Lake Weston Elementary taking the FCAT Math will score a Level 3 or above, a 10 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement Fast Math program. (August 2007)
2.) Provide staff development for teachers, in the use of the selected research-based math programs and Everyday Mathematics through UCF Professor Julie Dixon. (August 2007-June 2008)
3.) Conduct ongoing assessments.( August 2007-June 2008)
4.) Effectively use and disaggregate data to identify the student needs, maintain instructional focus and consistency and drive instruction. (September 2007-June 2008)
5.) Continue after school tutoring program focusing on math intervention and problem solving strategies using V-Math. (September 2007-March 2008)
6.) Plan and coordinate Math Night for students and parents in all grade levels. (January 2008)
7.) Continue use of Everyday Math program. (June 2008)
8.) Continue Pearson Technologies Successmaker math practice. (June 2008)
9.) Continue Riverdeep math intervention. (June 2008)

Evaluation 1.) Everyday Math pre/post assessment
2.) District Sunshine State Standards Benchmark tests
3.) FCAT
4.) Successmaker reports
5.) Princeton Review mini assessments


Research-based Programs Everyday Mathematics
Successmaker Mathematics
Princeton Review mini lessons

Professional Development District staff development for Everyday Mathematics
District staff development on disaggregation of assessments' data
School based staff development for interpreting Successmaker data
School based Everyday Mathematics staff development with Julie Dixon
School based staff development for Fast Math
Objective By June 2008, 34 percent of Hispanic students at Lake Weston Elementary taking the FCAT Math test will score a Level 3 or above, a 6 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement Fast Math program. (August 2007)
2.) Provide staff development for teachers, in the use of the selected research-based math programs and Everyday Mathematics through UCF Professor Julie Dixon. (August 2007-June 2008)
3.) Conduct ongoing assessments.( August 2007-June 2008)
4.) Effectively use and disaggregate data to identify the student needs, maintain instructional focus and consistency and drive instruction. (September 2007-June 2008)
5.) Continue after school tutoring program focusing on math intervention and problem solving strategies using V-Math. (September 2007-March 2008)
6.) Plan and coordinate Math Night for students and parents in all grade levels. (January 2008)
7.) Continue use of Everyday Math program. (June 2008)
8.) Continue Pearson Technologies Successmaker math practice. (June 2008)
9.) Continue Riverdeep math intervention. (June 2008)

Evaluation 1.) Everyday Math pre/post assessment.
2.) District Sunshine State Standards Benchmark tests
3.) FCAT.
4.) Successmaker reports
5.) Princeton Review mini assessments


Research-based Programs Everyday Mathematics
Successmaker Mathematics
Princeton Review mini lessons

Professional Development District staff development for Everyday Mathematics
District staff development on disaggregation of assessments' data
School based staff development for interpreting Successmaker data
School based Everyday Mathematics staff development with Julie Dixon
School based staff development for Fast Math
Objective By June 2008, 38 percent of Economically Disadvantaged students at Lake Weston Elementary taking the FCAT Math test will score a Level 3 or above, a 4 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement Fast Math program. (August 2007)
2.) Provide staff development for teachers, in the use of the selected research-based math programs and Everyday Mathematics through UCF Professor Julie Dixon. (August 2007-June 2008)
3.) Conduct ongoing assessments. (August 2007-June 2008)
4.) Effectively use and disaggregate data to identify the student needs, maintain instructional focus and consistency and drive instruction. (September 2007-June 2008)
5.) Continue after school tutoring program focusing on math intervention and problem solving strategies using V-Math. (September 2007-March 2008)
6.) Plan and coordinate Math Night for students and parents in all grade levels. (January 2008)
7.) Continue use of Everyday Math program. (June 2008)
8.) Continue Pearson Technologies Successmaker math practice. (June 2008)
9.) Continue Riverdeep math intervention. (June 2008)

Evaluation 1.) Everyday Math pre/post assessment
2.) District Sunshine State Standards Benchmark tests
3.) FCAT
4.) Successmaker reports
5.) Princeton Review mini assessments


Research-based Programs Everyday Mathematics
Successmaker Mathematics
Princeton Review mini lessons

Professional Development District staff development for Everyday Mathematics
District staff development on disaggregation of assessments' data
School based staff development for interpreting Successmaker data
School based Everyday Mathematics staff development with Julie Dixon
School based staff development for Fast Math
Objective By June 2008, 54 percent of students at Lake Weston Elementary School will make learning gains in FCAT Math, a 5 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement Fast Math program. (August 2007)
2.) Provide staff development for teachers, in the use of the selected research-based math programs and Everyday Mathematics through UCF Professor Julie Dixon. (August 2007-June 2008)
3.) Conduct ongoing assessments. (August 2007-June 2008)
4.) Effectively use and disaggregate data to identify the student needs, maintain instructional focus and consistency and drive instruction. (September 2007-June 2008)
5.) Continue after school tutoring program focusing on math intervention and problem solving strategies using V-Math. (September 2007-March 2008)
6.) Plan and coordinate Math Night for students and parents in all grade levels. (January 2008)
7.) Continue use of Everyday Math program. (June 2008)
8.) Continue Pearson Technologies Successmaker math practice. (June 2008)
9.) Continue Riverdeep math intervention. (June 2008)

Evaluation 1.) Everyday Math pre/post assessment
2.) District Sunshine State Standards Benchmark tests
3.) FCAT
4.) Successmaker reports
5.) Princeton Review mini assessments


Research-based Programs Everyday Mathematics
Successmaker Mathematics
Princeton Review mini lessons

Professional Development District staff development for Everyday Mathematics
District staff development on disaggregation of assessments' data
School based staff development for interpreting Successmaker data
School based Everyday Mathematics staff development with Julie Dixon
School based staff development for Fast Math
Objective By June 2008, 76 percent of students at Lake Weston Elementary School in the lowest 25% of students will make learning gains in FCAT Math, a 3 point increase to make progress toward meeting adequate yearly progress.
Strategies 1.) Implement Fast Math program. (August 2007)
2.) Provide staff development for teachers, in the use of the selected research-based math programs and Everyday Mathematics through UCF Professor Julie Dixon. (August 2007-June 2008)
3.) Conduct ongoing assessments. (August 2007-June 2008)
4.) Effectively use and disaggregate data to identify the student needs, maintain instructional focus and consistency and drive instruction. (September 2007-June 2008)
5.) Continue after school tutoring program focusing on math intervention and problem solving strategies using V-Math. (September 2007-March 2008)
6.) Plan and coordinate Math Night for students and parents in all grade levels. (January 2008)
7.) Continue use of Everyday Math program. (June 2008)
8.) Continue Pearson Technologies Successmaker math practice. (June 2008)
9.) Continue Riverdeep math intervention. (June 2008)

Evaluation 1.) Everyday Math pre/post assessment
2.) District Sunshine State Standards Benchmark tests
3.) FCAT
4.) Successmaker reports
5.) Princeton Review mini assessments


Research-based Programs Everyday Mathematics
Successmaker Mathematics
Princeton Review mini lessons

Professional Development District staff development for Everyday Mathematics
District staff development on disaggregation of assessments' data
School based staff development for interpreting Successmaker data
School based Everyday Mathematics staff development with Julie Dixon
School based staff development for Fast Math
Highly Qualified Instructors All Lake Weston Elementary teachers are highly qualified according to No Child Left Behind standards.

Budget
Categories of Expenditure Describe Resources Specific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) V-Math School Academic Instruction 5115.96
Technology 0
Professional Development Everyday Math Professional Development-Julie Dixon School Improvement 9000
Other Tutoring programs SAI Funds 15000
Total:   $29,115.96

Goal: Writing

Needs Assessment In June 2007, 90 percent of students at Lake Weston Elementary School scored at Level 3.5 or above on FCAT Writing, an increase of 1 point.