James E. Plew
School Performance Plan
2011 - 2012
All school advisory agendas, minutes, membership, and guidelines of operations are housed at the school site as well as the district office. These reflect the process used in the preparation and evaluation of the school performance plan and the school’s annual budget. SAC funds in the amount of $ 1,590.00, will primarily be used for : Integration of the Arts program and formative assessmentsThe names represented below indicate approval of the SPP by SAC committee members.
Carolyn McAllister
Principal
Mr. Barry Blackburn
SAC Chair / Legend
AP:Advanced Placement
AYP:Adequate Yearly Progress
CCS: Common Core Standards
DEA: Discovery Education Assessment
ED: Economically Disadvantaged
ELL: English Language Learners
ESE: Exceptional Student Education
FAIR: Florida Assessment for Instruction of Reading
FCAT: Florida Comprehensive Assessment Test
IB: International Baccalaureate
IEP: Individualized Education Plan
IPDP: Individualized Professional Development Plan
NGSSS: Next Generation Sunshine State Standards
NCLB:No Child Left Behind / PDSP: Professional Development Site Plan
PERT:Postsecondary Education Readiness Test
PLAN:(ACT’s 10th Grade Assessment Test)
PMP:Progress Monitoring Plan
PMS: Progress Monitoring System
POC: Plan of Care
PPP: Pupil Progression Plan
RtI:Response to Intervention
SAC: School Advisory Council
SAI: Supplemental Academic Instruction
SAT 10:Stanford Achievement Test
SESAT:Stanford Early School Achievement Test
SINI: Schools in Need of Improvement
SPP: School Performance Plan
SWD: Students with Disabilities
VE: Varying Exceptionalities
School Profile
2011- 2012
School Profile:
(Narrative)
James E. Plew Elementary School, home of the Panthers is located at 220 Pine Avenue in Niceville, Florida. Plew Elementary which was established in 1968, has a total population of approximately 690 students. Our school has a large population of military and civilian families assigned to nearby Eglin Air Force Base. Plew has earned SAC accredidation, made AYP, and has earned the distinction of an A school for 12 consecutive years. Our school population consists of 2.4% Asian, 3.3% African American, 2.4% hispanic, and 4.7% multi-racial. Approximately 27% are economically disadvantaged.
The results of the 2011 climate survey revealed that parents feel welcome by office staff, teachers, and administration because of their friendly and helpful demeanor.
Volunteers are an essential part of our school and have logged approximately 15,000 hours. Additionally, our PLA meets monthly to support the school wide fundraising efforts. The Arts Committee organizes and sponsors the Evening of the Arts which is held in the spring. This fundraiser provides materials and programs that supports the classroom teachers. OVAL Art volunteers facilitate art lessons within individual classrooms. The Smiley Math Committee assists the classroom teacher by incorporating monthly problem solving math lessons into the math curriculum.
Plew offers continuous improvement for its population of ESE, a self-contained class for gifted/talented in 3rd & 4th grade and gifted/talented services at each grade level. Our gifted students will be provided rigorous, project- based lessons which include cooperative learning. In addition, our speech/languageand OT students are serviced on site. Using the RTI model, teachers provide strategy-based intruction for Tier II and Tier III students a minimum of three days a week. Plew offers a wide variety of enrichment activities such as: music, Spanish, and physical education. During the 2011-2012 school year, Plew will partner with The Art Alliance of UCF to integrate the arts across the curriculum. Storytime and research classes are also offered through our media center by a full-time media specialist. Approximately 41,000 books are circulated annually at Plew Elementary. During the 2011-2012 school year, Plew is focusing on STEM (Science, Technology, Engineering, and Math). We have partnered with a group of engineers from Eglin AFB. The STEM team is providing monthly science and math lessons and group projects for all 5th grade students. We are partnered with NWFSC and the Americorps program to develop environmental awareness by culitvating sea grass in a salt water pond on our site. Students will plant the sea grass in the spring along our local beaches.
All teachers will analyze FCAT and DEA data pre, mid, and post intervals with the principal, literacy coach, and grade levels to select appropriate strategies that will enhance instruction. DEA and STAR is administered three times a year for all students.
Emphasis on Wong’s Postive Behavior System is utilized in all classrooms. Posters listing the behavior cues are displayed throughout the school.
Our on-site daycare program which serves approximately 65 students. Staff assists students with homework and provides tutoring in math and reading.
Plew has high expectations for all teachers and students and continues to provide differentiated opportunites which meet the needs of each individual child.
School Profile
2011- 2012
School Vision: Plew’s vision is to create a community of teachers, students, parents, and community members who value education and who work cooperatively to empower our students to be responsible and productive citizens.
School Mission: In the spirit of collaboration, the Plew Elementary community empowers students to attain their highest potential through rigorous, differentiated and child-centered learning.
Belief Statements: Belief Statements that reflect our faculty :
Student engagement and critical thinking is our number one (1) priority.
Students are provided a safe learning emnvironment with an emphasis on Dr. Wong’s Positive Behavior System.
Students need to develop moral principles to become responsible citizens.
Student learning is optimal when faculty select data to design appropriate and differentiated strategies to enhance instruction.
Students utilize technology to enhance learning and prepare them to be productive citizens in an ever-changing global economy.
Literacy is taught in all disciplines and integrated across the curriculum.
Professional Development provides continued training of best teaching practices.
Teachers, parents, the principal, and the community share the responsibility for advancing the school’s mission.
WRITING MEAN SCORE COMPARISON CombinedSCHOOL / 2004 / 2005 / 2006 / 2007 / 2008 / 2009 / 2010 / 2011
Combined / Combined / Combined / Combined / Combined / Combined / Combined / Combined
Plew / 4 / 4.2 / 4.6 / 4.4 / 4.3 / 4.3 / 4.2 / 4.2
Proficient Math Students (Achievement Level 3+)
School Name / 2005 / 2006 / 2007 / 2008 / 2009 / 2010 / 2011
Plew Elementary School / 89% / 90% / 90% / 89% / 89% / 89% / 90%
Proficient Reading Students (Achievement Level 3+)
School Name / 2007 / 2008 / 2009 / 2010 / 2011
Plew Elementary / 93% / 93% / 92% / 89.4% / 91%
School: James E. Plew / School Focus: Reading
District Goal: / Students shall demonstrate reading proficiency at or above expected grade level.
NCLB Goal: / 86% of each student subgroup will meet NCLB state proficiency targets for AYP in the critical area of reading based on the school vision.
Highly Qualified Status Administrators: (Title I) / Principal's Certification areas: MS Ed. Leadership K-12, MS Reading, Elementary 1-6, and English 5-9.
Reading Instructors/Recruitment: (Secondary) / 5 Teachers with reading certification/endorsement / 0 Teachers working towards reading certification/ endorsement.
Objective R-1 / The percentage of all curriculum students who will be proficient in reading as defined by the State of Florida on the Florida Comprehensive Assessment Test will be at least 91%. (District Objective: +2 percentile points or X maintain 90-100%)
Objective R-2 / The percentage of all curriculum students who will achieve FCAT adequate yearly progress in reading as defined by the State of Florida on the FCAT will be at least 82%. (District Objective: X+ 2 percentile points or maintain 90-100%)
Target Group(s) Supporting Data (summary) – Provide 3 year historical data chart / Strategies/Innovative methods & extended learning opportunities
Include technology and assessment / Budget / Professional Development
(Identify measurable teacher outcome) / Communication with Parents & Customer Relations
(Community/Parent awareness)
All Students:
Proficient Reading Students (Achievement Level 3+)
2009 / 2010 / 2011
92% / 89.4% / 91%
2011 data results indicate 90% of Plew students scored at or above level 3 on FCAT reading in grade 3.
91 % of Plew students scored at or above level on FCAT reading grade 4.
92% of students scored at or above level 3 on FCAT reading in grade 5.
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Students below proficiency based on 2011 data:
Approximately 9% of first grade students scored level 1 on the spring DEA test.
Approximately 20% of first grade scored level 2 on spring DEA test.
Approximately 2% of second grade students scored a level 1 on the spring DEA test.
Approximately 2% of second grade students scored a level 2 on the spring DEA test.
Approximately .08% of third grade students scored below a level 3 on FCAT reading test.
Approximately .09% of fourth grade students scored below a level 3 on FCAT reading test.
Approximately .08% of fifth grade students scored below a level 3 on FCAT reading test.
Students retained:
One….K
Three…1st graders
Zero …2nd graders
Two…..3rd graders
Zero….4th graders
One…5th graders
Regression in reading:
13% of 4th graders and 9% of 5th graders demonstrated regression in reading according to FCAT scores.
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ESE students:
Ten incoming fourth and fifth grade ESE students scored below level 3 on FCAT reading.
1 / All Students:
FCAT and DEA reading results will be analyzed with the literacy coach and principal in September, February, and April. Appropriate intervention strategies will be selected to drive instruction. DEA probes and other resources will be utilized for progress monitoring.
Common Core Standards will be effectively utilized in grade K and in grades 1-5 with content literacy.
Teachers will utilize all essential elements of an effective lesson in planning and delivery. Edge and Plew teachers will receive release time to observe best practices at selected schools.
The OCSD Balanced Literacy Model will be fully implemented in all classrooms. This includes the following: read alouds, guided reading, independent reading, shared reading, vocabularywork, and writing. Word walls will be maintained in all classrooms.
The reading block will be a 90 minute period of uninterrupted, rigorous reading instruction. Teachers will conduct individual, small and whole group instruction.
Interested teachers will implement the Daily 5 during the reading block.
All teachers will participate in some form of a reading lesson study.
Books in the media center are levelized by lexile and Accelerated Reader levels.
All teachers will maintain growth spreadsheets to monitor progress in reading. Teachers record pre- mid, and post-assessment scores. Explicit instruction will focus on target areas such as: phonemic awareness, fluency, vocabulary, and/or comprehension.
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Summer school will be provided if funds are available.
Regular testing to assess progress (DEA, STAR, textbook assessment, and DRA 2)
Discovery Education Assessment will be administered 3 times during the year to grades 1-5. This information will be used to target areas of weakness or strength to address during RTI time. It will allow instruction/remediation to be skill specific and allow for progress monitoring during the year in target areas for each student.
Plew RTI Model: Tier 2 and Tier 3 students in grades K-3 may receive 45 minutes of one on one or small group in 45 minute sessions 5 times a week with reading teacher and ESE teacher. Tier 2 and Tier 3 students in 4th and 5th grades may receive 45 minutes of individual or small group instruction.
During this time the following strategies may be used:
1. Use read alouds (think Alouds) and shared reading to enrich vocabulary development.
2. Physically identify skills being worked on using highlighters and highlighter tape, orpost-its in the book they are reading.
3. Use game format to teach main idea, cause and effect, and finding details.
4. Read orally every day on reading level material with a teacher or partner to strengthen fluency, word attack skills, vocabulary, and comprehension.
Reading remediation in small groups provided by AmeriCorps, tutors, or CRT.
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ESE
Plew's RTI model(ESE teacher , and CRT) provide small daily group instruction.
Instruction is differentiated based on DEA and FCAT assessments.
Teachers will use higher level questioning in the classroom to develop comprehension skills.
Students will have access to leveled reading mateials in all content areas.
All students will set goals to increase their Zone of Proximal Development.
Assessments for all students
DEA administered three times per year.
Dial screening administered in Ktg.
FAIR/ FLKRS administered in September to Kindergarten. / LC (Title II grant county level $32,750)
RRT (SAI – 1 position
SAI 1.0 teacher position)
Reading tutor(s) A+ monies & SAC $$
Guidance Counselor (.25 RTI)
POC Tutor ( POC $$)
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In-service trainings will be offered during early release on RtI/DEA Probes.
RRT (SAI $$,)
A+ $ funds for tutors
CRT / PDSP Focus:
Balanced Literacy 1 008 006
Objective/other:
To develop proficiency in analyzing data to drive instruction, integrating common core standards across the curriculum, implementing best practices with technology to enhance instruction, and purposely using authentic literacy. This will be measured by lesson plans, submitted assessments, and principal observations.
All faculty will receive trainingon analyzing FCATand DEA data in the Fall of 2011 with the literacy coach.
All faculty will receive training on the Common Core Standards during early release. K full implementation and 1-5 implementation of content literacy.
Teachers will receive multiple trainings on writing effective lesson plans and incorporating best practices to enhance instruction. This will be facilitated by Plew and Edge’s literacy coaches. All faculty will receive training on lesson study during early release. Teachers may choose to participate in any of the four lesson study cycles. This will be accomplished through professional learning communities using elluminate. Daily 5 training will be offered during early release as a choice in one of the four cycles. Multiple technology workshops will be offered during early release to enhance classroom instruction. This will be facilitated by the digital educators from Plew Edge, and the media specialist.
After receiving an overview of the Balanced Literacy Model during pre-planning, teachers will incorporate all components in daily instruction. This will be measured by teacher created lesson plans and classroom walkthroughs.
Individual and small group training on vocabulary strategies to include Marzano’s work will be available to teachers.
All teachers will be CRISS trained over a 3 year period.
Successful implementation will be observed through lesson plans and principal walk-throughs.
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RTI :Schoolwide Positive Behavior System (PBS) training will occur during pre-planning. Posters will be displayed in all classrooms. Guidance counselor and the school RTI team will lead the training.
The book Teaching with Poverty in Mind will be used for a book study with interested teachers during early release. This will be led by Plew/Edge principals. / School will communicate through the following:
District web-site
Plew web-site
Electronic sign
Letters
Phone calls
Daily /weekly planners
School newsletter
Electronic Grade book
Reading series web-site
FCAT Explorer web-site
AR reports
Deficiency reports
Report cards
Grade level programs
A Literacy Day will be held inNovember of 2011 which will include community guest reader Kindergarten teachers will conduct a parent orientation.. At this meeting they will review the K curriculum, kindergarten expectations, class rules, school policies, etc. The parents receive a packet with reading readiness tips as well as calendar activities for home.
1st grade will provide a parent information night at the beginning of the school year. Reading strategies, classroom procedures and parent support skills will be discussed.
Teachers will incorporate word walls with new vocabulary.
An FCAT information night will be held in November. This will be facilitated by the principal, guidance counselor, and literacy coach.
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ESE teacher and Reading Remediation Teacher meets
with parents of the students in the RTI class to teach the parents reading strategies such as: who, what, when, where, how, and why, after each paragraph. Students will use highlighter to find compound words. Parents can use these strategies as their child reads at home.
Teachers will also demonstrate how to use the AR reading program.
The first meeting is held in September with follow ups as needed.
K -5th grade teachers meet with parents whose students are placed on PMPs’. Guidance counselor, reading teacher, Principal, and ESE teacher may attend.
- The process for administering formative and summative assessments (screening, diagnostic, & progress monitoring) is identified in the Okaloosa County Pupil Progression Plan.
School: James E. Plew / School Focus: Math
District Goal: / Students shall demonstrate math proficiency at or above expected grade level.
NCLB Goal: / 86% of each student subgroup will meet NCLB state proficiency targets for AYP in the critical area of math.
Objective M-1 / The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the Florida Comprehensive Assessment Test will be at least 90%. (District Objective: +2 percentile points or x maintain 90-100%)
Objective M-2 / The percentage of all curriculum students who will achieve FCAT adequate yearly progress in math as defined by the State of Florida on the FCAT will be at least 87%. (District Objective: x +2 percentile points or maintain 90-100%)
Objective M-3 / The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the Florida Algebra I End-of-Course Exam will be at least %. (District Objective: +2 percentile points or maintain 90-100%)
Target Group(s) Supporting Data (summary) – Provide 3 year historical data chart / Strategies/Innovative methods & extended learning opportunities
Include technology and assessment / Budget / Professional Development
(Identify measurable teacher outcome) / Communication with Parents & Customer Relations
(Community/Parent awareness)
All students:
FCAT:
Profecient Math Students (Achievement Level 3+)
2009 / 2010 / 2011
89% / 89% / 90%
93% of students currently in grade 3 scored level 3 or higher in 2011 FCAT math.
95 % of students currently in grade 4 scored level 3 or higher in 2011 FCAT math.