PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

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School Grades Trend Data
(Use this data to complete Sections 1-4 of the reading and mathematics goals and Section 1 of the writing and science goals.)

Adequate Yearly Progress (AYP) Trend Data
(Use this data to complete Section 5 of the reading and mathematics goals and Section 3 of the writing goals.)

Florida Comprehensive Assessment Test (FCAT) Trend Data
(Use this data to inform the problem solving process when writing goals.)

HIGHLY QUALIFIED ADMINISTRATORS

List your school’s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record (include prior School Grades, FCAT (High Standards, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
Principal Terri
Metrick 		B.A. Elementary Education 1-6, M.S. Educational Leadership 7 11 Principal Summers Elementary 2009-2010 : Grade: B, Reading Mastery 75%, Math Mastery: 84%,Science Mastery: 52%, Writing Mastery: 78%, AYP: 95%, Black and SWD students did not make AYP in Reading and Math. Economically disadvantaged students did not make AYP in reading. 2008-2009
Grade B, Reading Mastery: 76%, Math Mastery: 75%, Science Mastery: 39%, Writing Mastery: 88%, AYP: 95%, Economically disadvantaged and Black students did not make AYP in Math. Black students did not make AYP in reading.
2007-2008
Grade A, Reading Mastery: 73%, Math Mastery: 77%, Science Mastery:42% , Writing Mastery: 92%, AYP:95%
SWD and Black students did not make AYP in reading and math
2006-2007
Grade A: Reading Matery:72% , Math Mastery: 68%, Science Mastery:44% ,
Writing Mastery: 85%, AYP:95%
SWD and Black students did not make AYP in math
2005-2006
Grade:A
Reading mastery:68% Math Mastery:64%
Writing Mastery:77%, AYP:90%
SWD and black students did not make AYP in math
2004-2005:
Grade: B Reading Mastery:68% Math Mastery: 57% Writing Mastery:67%, AYP:97%
SWD and black students did not make AYP in math

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

List your school’s highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an Instructional CoachPrior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
Reading Jennifer Saucer Elementary Education, Reading Endorsement 20 8 Reading Coach Summers Elementary 2009-2010 : Grade: B, Reading Mastery 75%, AYP: 95%, Black and SWD students did not make AYP in Reading. Economically disadvantaged students did not make AYP in reading. 2008-2009
Grade B, Reading Mastery: 76%, Learning Gains:65% Lowest 25% Gains;57% Black students did not make AYP in reading.
2007-2008
Grade A, Reading Mastery: 73%, Learning Gains:71%, Lowest 25% Gains:70%
SWD and Black students did not make AYP in reading
2006-2007
Grade A: Reading Matery:72%, Learning Gains:76%, Lowest 25% Gains: 76%
SWD did not make AYP in reading
2005-2006
Grade:A
Reading mastery:68%, Learning Gains: 63%
SWD did not make AYP in reading
2004-2005:
Grade: B Reading Mastery:68%, Learning Gains:69% All subgroups met AYP in reading
2003-2004:
Grade:C Reading Mastery:64%, Learning Gains:65%, SWD did not make AYP in reading


HIGHLY QUALIFIED TEACHERS

Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

 Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1 Interns through St. Leo University Terri metrick 9/10 - 5/11


Non-Highly Qualified Instructors

List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
NA NA NA NA


Staff Demographics

Please complete the following demographic information about the instructional staff in the school who are teaching at least one academic course.

*When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified Teachers% Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed Teachers
474.3%(2)25.5%(12)34.0%(16)44.7%(21)21.3%(10)100.0%(47)6.4%(3)4.3%(2)8.5%(4)


Teacher Mentoring Program

Please describe the school’s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities.

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Brandi Keen Joni Middleton Mrs. Middleton is a first year teacher. Mrs. Keen's students consistantly demonstrate acheivement as reflected by her FCAT Scores. Both teachers are instructing 3rd grade leveled students. The mentor and mentee are meeting weekly to discuss lesson plans and data. The mentee is also given released time to observe the mentor and the mentor is released to observe the mentee.
Lori Robinson Meagan Daniel Mrs. Daniel is a first year teacher. Mrs.Robinson 's students consistantly demonstrate acheivement as reflected by her FAIR and previous SAT 10 scores. Mrs. Robinson also serves as the Team Leader for first grade. Both teachers are instructing first grade leveled students. The mentor and mentee are meeting weekly to discuss lesson plans and data. The mentee is also given released time to observe the mentor and the mentor is released to observe the mentee.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.


Title I, Part A

We receive funding that is allocated for faculty and staff salaries, teacher inservice, educational materials and supplies, Professional Development and Parent Involvement activities which provide additional academic help in the classrooms.


Title I, Part C- Migrant

The Title I, Part C Migrant Education Program (MEP) will closely monitor migrant student progress at eh school site by meeting on a regular basis wityh students, teachrs, guidance personnel and other appropriate staff. The MEP will implement supplementary literacy and mathematics tutorials that address the unique needs of migrant students. The MEP will also provide a family advocate to serve as the liaison between the student’s family and school.








Title I, Part D


Title II

The district receives funds for staff development to increase student achievement through teacher training.


Title III

The district did not qualify for Title III funds.


Title X- Homeless

The district receives funds to provide resources (social workers and tutoring) for students for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.


Supplemental Academic Instruction (SAI)

SAI funds will be coordinated with Title I funds to provide summer school and extended learning opportunity programs.


Violence Prevention Programs


Nutrition Programs

The school's S.E.A.S program provides nutritional education through the use of games, lessons and snacks.


Housing Programs

None at this time


Head Start

VPK not offered at school site. Pre-K handicap is provided for students with disabilities.

The Summers Curriculum Contact will continue to work with the local Director of Head Start to conduct meetings for Kindergarten preparation.


Adult Education

None at this time


Career and Technical Education

None at this time


Job Training

None at this time


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal
Behavior Support Teacher
Reading Coach
Curriculum Resource Teacher
Guidance Counselor
ESE Teacher (2)
School Staffing Specialist
School Psychologist
Speech Teacher


Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate RtI efforts?

The purpose of the RtIlT in our school is to ensure high quality instruction/intervention matched to student needs and using performance level and learning rate over time to make data-based decisions to guide instruction. The RtILT reviews school-wide data to address the progress of low-performing students and determine the enrichment and acceleration needs of high performing students. The major goal is for all students to achieve adequate yearly progress and improve other long-term outcomes (behavior, attendance, etc.). The team uses the Problem Solving Model and ALL decisions are guided by the review and analysis of student data.

The RtILT is considered the main leadership team in our school. The RtILT will meet monthly and use the problem solving process to:
• Oversee the multi-layered model of service delivery (Tier 1/Core, Tier 2/Supplemental and Tier 3/Intensive)
• Based on student data, recommend, coordinate and implement supplemental services (Tiers 2 and 3) that match students’ non-mastery of skills through:
o Tutoring during the day in small group pull-outs in reading and math. Extended learning program, READ 180 for full-time ESE students.
o Intensive Reading and Math instruction

• Determine scheduling needs, curriculum materials and intervention resources based on identified needs derived from data analysis
• Determine the school-wide professional development needs of faculty and staff and arrange trainings aligned with the SIP goals
• Review and interpret student data (academic, behavior and attendance) at the school and grade levels
• Organize and support systematic data collection as needed
• Strengthen the Tier 1 (core curriculum) instruction through SUPPORTIVE COACHING, MANAGEMENT OF RESOURCES, AND PROVIDING PROFESSIONAL DEVELOPMENT IN RESEARCH BASED INSTRUCTIONAL STRATEGIES.


Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP?

• The RtILT and SAC were involved in the School Improvement Plan development
• The School Improvement Plan is the working document that guides the work of the RtILT.
• The PSLT will communicate with and support the PLCs in implementing the proposed strategies by assigning PSLT members as consultants to the PLCs to facilitate planning and implementation. Once strategies are put in place, PLCs will periodically report on their efforts and student outcomes to the larger PSLT team through the subject area PSLT representatives.
• The PSLT and PLCs both use the problem solving process: Problem Identification, Problem Analysis, Intervention Design and Implementation and Evaluation to:
o review and analyze screening and collateral data
o develop and test hypotheses about why student/school problems are occurring (changeable barriers)
o develop and target interventions based on confirmed hypotheses
o establish methods to track students’ progress with appropriate progress monitoring assessments at intervals matched to the intensity of the interventions and/or enrichment
o develop progress monitoring goals to determine when student(s) need more or less support (e.g., frequency, duration, intensity) to meet established class, grade, and/or school goals (e.g., use of data-based decision-making to fade, maintain, modify or intensify interventions and/or enrichments)
o review goal statements to ensure they are ambitious, time-bound and meaningful
o assess the fidelity of instruction/intervention implementation and other PS/RtI processes




RtI Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.

Core Curriculum (Tier 1)
Data Source Database Person (s) Responsible

FCAT released test School Generated Excel Database Reading Coach, APC
Progress Monitoring
Assessments Thinkgate individual teachers
FAIR Progress Monitoring and Reporting Network Reading Coach
Common Assessments*
(see below) of
chapter/segments tests Subect Area Test Individual Teachers
using adopted curriculum resources
individual teachers
Mini-Assessments on specific tested
Benchmarks Subject Area Generated Individual teachers
Navigator Plus- data management NEFEC Individual teachers
Discipline Referrals AS400 B.E.S.T /Guidance
Classroom behavior plan –point systems School Generated database Individual Teacher
Grade book BEST – Guidance Counselor

*A Common Assessment covers a “chunk” of instruction within the District adopted curriculum. It covers all of the skills taught within a certain time period. The purpose of the Common Assessment is to assess students’ knowledge of the core curriculum. The results of the Common Assessment are used to:
• Determine if the lesson plans and teaching strategies used to teach the core curriculum were effective or need to be modified.
• Determine which skills need to be taught with alternative strategies.
• Determine which skills need to be re-taught within the core curriculum and which skills need to be moved to the Reinforcement Instructional Calendar.
• Determine which students need Differentiated Instruction within the classroom and which students might need Supplemental Services.

Supplemental/Intensive Instruction (Tiers 2 and 3)
Data Source Database Person (s) Responsible for Monitoring

Ongoing Progress Monitoring easycbm.com (University of Oregon) PSLT
(mini-assessments and other
assessments from adopted
curriculum resource materials)

FAIR OPM School Generated Reading Coach
Ongoing assessments
Provided by course materials School Generated Database in Excel Individual Teachers

Other Curriculum Based Measurement
** (see below) School Generated Database in Excel
Easy cbm.com PSLT/PLCs/Curriculum coaches
Behavior point sheets School Generated BEST/Guidance

*Students receiving pull-out tutoring during the school day will receive instruction on the specific skills they have not mastered in the core curriculum. As students work on these specific skills, they will be assessed during tutoring to ensure mastery of skills. In order to make this process effective, a communication system between classroom teacher and the tutor will be developed by the PSLT and monitored for effectiveness throughout the school year. As students progress through Supplementary Support and Intensive Instruction, the number/type of supplemental services, time spent in the supplemental services and frequency of assessment will increase in duration.

** In addition to Core assessments, progress monitoring the outcomes of intensive interventions requires additional Curriculum Based Measures (CBM) that:
• assess the same skills over time
• have multiple equivalent forms
• are sensitive to small amounts of growth over time.


Describe the plan to train staff on RtI.

RtILT received training provided by the District RtI Coordinator. The Problem Solving Leadership Team will continue to work to build consensus with all stakeholders regarding a need for and a focus on school improvement efforts. The Problem Solving Leadership Team will work to align the efforts of other school teams that may be addressing similar identified issues. The RtI Leadership Team will continue to provide on-going training for reading, math and behavior interventions.

As the District RtI Coordinator develops resources and staff development trainings on PS/RtI, these tools and staff development sessions will be conducted with staff when they become available. New staff will be directed to participate in trainings relevant to PS/RtI as they become available



Literacy Leadership Team (LLT)


School-Based Literacy Leadership Team

Identify the school-based Literacy Leadership Team (LLT).

The school-based Literacy Leadership Team consists of the Principal, Reading Coach, Curriculum Resource Teacher, B.E.S.T, and Guidance Couselor.


Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).

The team meets weekly and meets with the grade level chairs monthly.

As a team we discuss RtI, academic strengths and weaknesses, strategies to improve learning, and FCIM Calendar Implementation.


What will be the major initiatives of the LLT this year?

This year we will focus on the FCIM integration and implementation.




NCLB Public School Choice


*Elementary Title I Schools Only: Pre-School Transition

Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.

The Summers Curriculum Contact will meet with the Directors of local Daycare providers and the Head Start director to provide information on the expectations of incoming Kindergarteners.

We will participate in Columbia County's Kindergarten Orientation held in May.

We will schedule a two day Kindergarten Roundup the first week of Summer vacation to asses the incoming Kindergarteners.


*Grades 6-12 Only

Sec. 1003.413(b) F.S.

For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.


*High Schools Only

Note: Required for High School - Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?


How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?


Postsecondary Transition

Note: Required for High School - Sec. 1008.37(4), F.S.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the School Feedback Report



 

PART II: EXPECTED IMPROVEMENTS

 
 

Additional Goal(s)

No Additional Goal was submitted for this school

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached School’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/27/2010 5:46:01 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
Book sets for Classroom literacy centers $1,000.00
Ink Cartridges for classroom printers to print academic reports $3,000.00



Describe the activities of the School Advisory Council for the upcoming year


The School Advisory Council will meet a minimum of five times througout the year to discuss State Assessment Data, District Assessment Data, FTE fund expenditures, Parent Survey, Parent Involvement Plan, SES Services, and school improvement.


 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Columbia School District
SUMMERS ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 78%  79%  88%  43%  288   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 65%  57%      122  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 57% (YES)  54% (YES)      111  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         521   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    Columbia School District
    SUMMERS ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 80%  81%  92%  42%  295   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 71%  73%      144  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 70% (YES)  74% (YES)      144  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         583   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Columbia School District
    SUMMERS ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 81%  76%  85%  44%  286   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 76%  59%      135  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 76% (YES)  55% (YES)      131  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         552   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested