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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN School Name: NORTH HAMILTON ELEMENTARY SCHOOL District Name: Hamilton Principal: Lee Wetherington-Zamora SAC Chair: Tammy Moffses Superintendent: Martha Butler Date of School Board Approval: 12-15-2008 Dr.Eric J.Smith, Commissioner Florida Department of Education 325 West Gaines Street Tallahassee, Florida 32399 Dr.Frances Haithcock, Chancellor K-12 Public Schools Florida Department of Education 325 West Gaines Street Tallahassee, Florida 32399 VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I SCHOOL PROFILE DEMOGRAPHICS SCHOOL MATCH Note: Required for all Assistance Plus Schools The Vision of North Hamilton Elementary School is to deliver a quality education for each student's individual needs that will enable that student to maximize their achievement potential, while striving to help every student become a productive, self-sufficient member of our society. The Mission of North Hamilton Elementary School is to provide each student with a quality and productive education that will make each student a life-long learner who can adapt to changes and be able to work cooperatively and collaboratively with others. Goals for 2008-2009 Goal 1: Align and focus instructional strategies to the Focus Content Standards. Goal 2: Develop supplemental programs to assist all students in making progress whether they are performing below, on, or above grade level. Goal 3: Continue to identify and resolve student safety issues. Goal 4: Identify and enhance the school/district image. Goal 5: Maximize utilization of all school resources. Goal 6: Develop an effective program that will attract, train, and retain highly qualified teachers and administrators. North Hamilton Elementary School is a Title I, SINI 5 school with a school grade B and 82% of AYP targets met. It is located in Jennings, Florida, which is one of three small towns in Hamilton County. The school is the center of the Jennings community and serves pre-kindergarten through sixth grade students who live north and northwest of the Alapaha River. North Hamilton serves approximately 421 students. Of this number, 52.4% are white, 18.7% black, 22.7% Hispanic, 5.7% Multiracial, and 0.5% Asian/Native American. 85.5% of our students qualify for free and reduced lunch. Population by grade level is PK: 18, KGN: 57, 1st: 72, 2nd: 62, 3rd: 52, 4th: 52, 5th: 64, 6th: 44. 2008 FCAT: 66% of students are reading at or above grade level. 64% of students are at or above grade level in mathematics. 96% of the 4th grade students are at or above standards for writing. Teacher/student ratio is 18:1. QUALITY STAFF Highly Qualified Administrators Note: Required for Title I Recruitment/Retention of Highly Qualified Teachers Note: Required for Title I Show Attached Staff List ADDITIONAL REQUIREMENTS Coordination and Integration Note: Required for Title I School Wide Improvement Model Note: Required for Title I NCLB Public School Choice Note: Required for Title I Lee Wetherington-Zamora is the principal of North Hamilton Elementary School. Mrs. Wetherington-Zamora holds certifications in Elementary Education, Educational Leadership, and English to Speakers of Other Languages. She has served the Hamilton County School Board for 5 years as a teacher and administrator. As a teacher, Mrs. Wetherington-Zamora was selected as 2007-2008 District Teacher of the Year. As an administrator, she is a member of the NEFEC Leadership Academy. The Hamilton County School District employs a Coordinator for Recruitment and Curriculum who is actively involved in the recruitment of highly qualified teachers for the district. The Hamilton School District has become a partner with Northeast Florida Educational Consortium in recruiting highly qualified teachers for the district. The district also funds appropriate personnel to participate in university career fairs to recruit highly qualified teachers. In addition, the school board implemented for the 2007-2008 school year a differentiated salary schedule for teachers who have attained highly qualified status. The district has selected NEFEC as the outside agency to coordinate district programs and instructional methods that are research proven to support in our restructuring plan. North Hamilton Elementary participates in the school breakfast and the summer feeding program. Hamilton County School District has partnered with Alachua School District for support in migrant and homeless services. Head Start (4-C) is located on campus. North Hamilton Elementary will use the SRA Imagine It! reading series as the core reading program for grade levels PK-6th. Instructional staff will teach a 90 minute reading block and an additional 50 minutes of immediate intensive instruction. Supplemental and intervention reading materials will be used along with the SRA program to enhance instruction and to ensure that the Sunshine State Standards are met. The Reading Coach will work closely and provide training for teachers to support the implementation of differentiated instruction to address the needs of the subgroups that did not meet AYP for 2007-2008 and to provide enrichment and inquiry activities for high achieving students. Northeast Florida Education Consortium (NEFEC) has partnered with North Hamilton Elementary to provide support and guidance on curriculum mapping and differentiated instruction school-wide. Harcourt Mathematics is the core program used in grade levels K-5. McDougal Littel Middle School Math Series Course 1, 2, 3 is used in the 6th grade. A part-time math coach position will be pursued to ensure an additional resource for teachers to help incorporate differentiated instruction in order to address the needs of the subgroups that did not meet AYP for 2007-2008 and to provide enrichment activities for high achieving students. Compass Odyssey computer based program will be used as a supplement and/or intervention due to its correlation to the Sunshine State Standards. The Response to Intervention (RtI) program is followed to address needs of students who continue to struggle with academics and/or exhibit behavior problems that impede academic success. North Hamilton Elementary notified parents in both English and Spanish of the Public School Choice options in accordance with the required FDOE timeline. Initial parent notifications were sent by USPS and a follow-up copy was sent home with students. A copy is included in the new student registration packet. Numerous formats are used for written notification to parents. Letters in English and Spanish are either mailed to parents or sent home by students to keep parents abreast of important information. A monthly activities calendar along with the lunch menu is sent home by students each month. Flyers providing parents with special notification of upcoming events such as early dismissal, school holidays, and school-wide activities are furnished to students for delivery to parents. The school marquee located on the main highway is kept current with school information. Connect-ED telephone communication system is used for parent notification of school events and student absences. Show Attached Public School Choice Notice to Parents file Show Attached Notification of SINI Status file Pre-School Transition Note: Required for Title I MENTORING AND EXTENDED LEARNING OPPORTUNITIES Teacher Mentoring Note: Required for Title I No Attached Teacher Mentoring List Extended Learning Opportunities Note: Required for Title I SCHOOLS GRADED C OR BELOW Professional Development Disaggregated Data Informal and Formal Assessments Alternative Instructional Delivery Methods SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12 Different Innovative Approaches to Instruction Responsibility of Teaching Reading for Every Teacher North Hamilton Elementary School acts as a site host for Florida Diagnostic Learning Resource Services (FDLRS) to conduct the screenings for a student's participation in pre-kindergarten. The pre-kindergarten program is accredited by the National Academy of Early Childhood Program. Our on-site pre-kindergarten students participate in school educational resources and scheduled events. P-K students are transported by school's buses, utilize meal services of on-site cafeteria, visit the media center weekly, participate in school drills, attend school assemblies, and take home parental information that grades K-6 receive. This extensive participation allows for a seamless transition from the pre-kindergarten program to our local elementary school program. There is Peer Teacher Mentoring Program at NHE. A beginning teacher program is in place where the beginning teacher will work closely with a more experienced teacher throughout the school year. This relationship allows for the experienced teacher(s) to monitor and guide new or less experienced teachers in order to ensure equity of instruction at each grade level. Grade-level planning and curriculum mapping are collaborative efforts as well as preparatory ones that support and enhance maximum achievement for all students. The district personnel office provides a Peer Teacher Guide that requires support from a mentor teacher. The beginning teacher has guidelines to produce a portfolio of the first year of teaching. Grades 3-6 are provided the opportunity to participate in the silent reading program (Accelerated Reader books) or complete homework from 7:30 until 8:05 a.m. each day. This work is performed in the auditorium under supervision. The after-school tutoring program is available a minimum of two days per week for students who qualify. The program is taught by highly qualified, certified teachers. The program focuses on reading and math in preparation for FCAT and to enhance students' performance in class. Summer school is offered for four weeks if district funds are available. A summer migrant enrichment program is also offered for four weeks if funds are available. Quality Professional Development for Teachers and Leaders Small Learning Communities (SLC) Intensive Intervention in Reading and Mathematics Parental Access and Support Applied and Integrated Courses Course Choice Based on Student Goals / Interests / Talent Master Schedules Based on Student Needs Academic and Career Planning GOALS Goal: Reading *Note: Required for Title I Scroll down for school data * Needs Assessment: Black, Hispanic, and Economically Disadvantaged did not meet AYP. 66% of students are reading at or above grade level, 53% of students are making learning gains, and 47% of the lowest 25% made learning gains. 62% are at or above grade level. 55% of all students are on track to be proficient in Reading. There was a decrease in the percent proficient with 68% of students for 2006-2007.* Objective: 70% of students in all subgroups will score a Level 3 or higher to meet AYP targets.* Strategies:1. Continue intensive reading programs to increase reading proficiency and to increase mastery of Sunshine State Standards: a. SRA, Imagine It! b. Accelerated Reading c. Compass Computer Assisted Reading Program d. Curriculum mapping for all grade levels e. Read 180 in grades 3, 4, 6 f. SRA Corrective Reading and Reading Mastery Plus in grades 1-6 2. Utilize appropriate reading assessments as diagnostic tools: a. SRA, Imagine It! Benchmark and Lesson Assessment b. DAR (Diagnostic Assessment in Reading) c. FLKRS (Florida Kindergarten Readiness) d. Stanford 10 e. FCAT Explorer f. FCAT Testmaker g. SRI (Scholastic Reading Inventory) h. DIBELS i. ThinkLink 3. Incorporate differentiated instruction approach at all grade levels. 4. Continue to expand student and teacher use of technology in the classrooms. 5. Utilize Reading Coach position to assist teachers with instructional strategies necessary for students to master Sunshine State Standards in reading, to provide daily reading assistance to eligible students, and to provide teachers with ongoing and up-to-date information/data on student progress. 6. Expand Accelerated Reading and continue to fund classroom reading libraries. 7. Expand English Language Learner supplemental materials. 8. Curriculum mapping at each grade level to ensure focus on tested benchmarks. 9. Continue to utilize the Progress Monitoring Plans for documentation of intervention strategies implemented by the teachers and to provide a record of student progress. 10. Activate the Reading Leadership Team for school-wide progress monitoring/data analysis. 11. After-school tutoring and enrichment programs. * Evaluation: Compare previous 3 years data with 2009 data.* Evidence-based Program(s):1. SRA, Imagine It! 2. Compass Odyssey 3. Accelerated Reading 4. Read 180 5. SRA Reading Mastery Series 6. FCAT Testmaker * Professional Development: Provide funding for instructional and noninstructional personnel to attend school based, district, and professional workshops to include, but not limited to: teaching reading strategies throughthe Northeast Florida Educational Consortium (NEFEC) professional development offerings, CHAMPS, ESOL, DIBELS, SRA Imagine It!, READ 180, ThinkLinkBudget: Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Textbooks 0100- General Fund $68,530.44 Total: $68,530.44 Technology Description of Resources Funding Source Available Amount Accelerated Reading Program District Budget $0.00 Odyssey Compass Learning Program District Budget $0.00 Read 180 Program District Budget $0.00 FCAT Testmaker District Budget $0.00 ThinkLink Assessment Program District Budget $0.00 Total: $0.00 Professional DevelopmentDescription of Resources Funding Source Available Amount SRA, Imagine It District Budget $0.00 NEFEC District Budget $0.00 CHAMPS District Budget $0.00 ESOL District Budget $0.00 DIBELS District Budget $0.00 READ 180 District Budget $0.00 ThinkLink Assessment Program District Budget $0.00 Total: $0.00 erDescription of Resources Funding Source Available Amount Student recognition SAC $2,080.00 Supplement Education Services: Reading and Mathematics 8200-Title I SES $2,043.89 Summer School, After school tutoring: Reading and Mathematics 8201-Title I Part A Basic $26,538.46 Summer programs, After school tutoring: Reading and Mathematics 8202-Title I Part C Migrant $4,295.29 Total: $34,957.64 Total: $103,488.08* Non-Highly QualifiedInstructors: None End of Reading GoalGoal: Mathematics *Note: Required for Title I Scroll down for school data * Needs Assessment: Black, Hispanic, and Economically Disadvantaged students did not meet AYP targets. 77% of the lowest 25% made learning gains, 62% of all students made learning gains, and 64% of all students are meeting high standards. 61% are at or above grade level. There was not an increase in the percent proficient as 64% of students were meeting high standards for 2006-2007.* Objective: 68% of students in all subgroups will score a Level 3 or higher to meet AYP targets.* Strategies:1. Expand specific math activities: a. FCAT Coach materials b. FCAT Explorer c. Accelerated Math d. FCAT Daily Math Questions e. FastTrack Math fluency program f. SUMS program 2. Provide math tutoring for eligible students during and/or after school and summer school. 3. Utilize supplementary materials aligned to Sunshine State Standards. 4. Curriculum mapping will be implemented at all grade levels. 5. ThinkLink Progress Monitoring assessment tool. * Evaluation: Compare previous 3 years data with 2009 data.* Evidence-based Program(s):1. Harcourt math curriculum 2. Compass Learning 3. Accelerated Math 4. Students Using Math and Science successfully (SUMS) Program 5. FCAT Testmaker 6. Think Link * Professional Development:1. Harcourt 2. Curriculum mapping 3. Differentiated Instruction 4. SUMS 5. Think Link Budget: Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Textbooks 0100-General Fund $6,242.41 Students Using Math and Science (SUMS) District Budget $0.00 Total: $6,242.41 echnologyDescription of Resources Funding Source Available Amount Odyssey Compass Learning Program District Budget $0.00 Accelerated Math District Budget $0.00 FCAT Testmaker District Budget $0.00 ThinkLink Assessment Program District Budget $0.00 FAST Math Fluency Building Program District Budget $0.00 Total: $0.00 rofessional DevelopmentDescription of Resources Funding Source Available Amount Harcourt Refresher Training Dsitrict Budget $0.00 Curriculum Mapping Training District Budget $0.00 Differentiated Instruction Training District Budget $0.00 SUMS Year 1,2,3 Training District Budget $0.00 Total: $0.00 Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 inal Total: $6,242.41* Non-Highly QualifiedInstructors: None End of Mathematics GoalGoal: Writing *Note: Required for Title I Scroll down for school data * Needs Assessment: There was a decrease in percent proficient from 100% of 2006-2007 students meeting AYP targets to 96% of 2007-2008 students meeting the target.* Objective: 98% of students in all subgroups will score Level 3.5 or higher to meet AYP targets.* Strategies:1. Provide daily writing practice using a variety of writing prompts. 2. Incorporate peer tutoring into daily writing lessons. 3. Expand the use of technology as a writing tool. 4. All teachers K-6 will incorporate writing activities via SRA, Imagine It! and SUMS (K-5). 5. Differentiated Instruction * Evaluation: Compare previous 3 years data with 2009 data.* Evidence-based Program(s):1. SRA, Imagine It! 2. Melissa Forney’s Writing Strategies 3. Florida Writes! * Professional Development: 1. SRA, Imagine It!2. NEFEC workshop(s) 3. Differentiated Instruction Budget: Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount SRA, Imagine It Writing component part of the textbook budget for Reading $0.00 Total: $0.00 echnologyDescription of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Description of Resources Funding Source Available Amount Melissa Forney's Workshop District Budget $0.00 Differentiated Instruction Training District Budget $0.00 Total: $0.00 Description of Resources Funding Source Available Amount Florida Writes! student responses DVD Provided by DOE $0.00 Total: $0.00 End of Writing GoalGoal: Science *Note: Required for Title I Scroll down for school data * Needs Assessment: 40% of students were at or above grade level. 60% did not meet high standards of achievement.* Objective: 55% of students will score Level 3 or above to meet high achieving standards.* Strategies:1.Continue to expand the activities in the Houghton Mifflin science text (K-6) which correlates with Sunshine State Standards. 2.Increase technology as a science tool. 3.Utilize appropriate science assessments to identify low performing students in order to provide remediation. 4.Involve all grade levels in science projects through SUMS. 5.Utilize disaggregated assessment scores to prescriptively teach areas of curricular needs for students. 6.Curriculum mapping of Focus Content Standards. 7.Think Link Progress Monitoring assessment tool * Evaluation: Compare previous 2 years data with 2009 data.* Evidence-based Program(s):1. Houghton Mifflin science curriculum. 2. SUMS 3. SRA, Imagine It! science component 4. Compass Odyssey 5. FCAT Test maker 6. Think Link * Professional Development:1. Students Using Math and Science successfully (SUMS) program 2. Curriculum mapping 3. SRA, Imagine It! science component 4. Think Link Budget: Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount SRA, Imagine It science component Part of the Reading textbook budget $0.00 Students Using Math and Science Successfully (SUMS) District Budget $0.00 Total: $0.00 nologyDescription of Resources Funding Source Available Amount FCAT Explorer District Budget $0.00 Odyssey Compass Learning Program District Budget $0.00 FCAT Testmaker District Budget $0.00 Total: $0.00 elopmentDescription of Resources Funding Source Available Amount SUMS Year 1,2,3 Training District Budget $0.00 Curriculum Mapping Training District Budget $0.00 SRA, Imagine It science component District Budget $0.00 Total: $0.00 Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 otal: $0.00* Non-Highly Qualified Instructors:None End of Science GoalGoal: Parental Involvement *Note: Required for Title I * Needs Assessment: The 2008 climate survey indicates parents feel they are involved in school activities but desire more notification and involvement with discipline issues.* Objective: To improve communication efforts to keep parents informed of any discipline issue that occurs with their child.* Strategies:1. Maintain an open door policy. 2. Follow up with attempts to communicate with parents. 3. Send notices to parents if verbal communication is not productive. 4. Principal is partnered with NEFEC support personnel. * Evaluation: Compare 2008 data with 2009 data.* Evidence-based Program(s):1. NEFEC Principal Leadership Academy * Professional Development:1. Communication strategies training. Budget: Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 chnologyDescription of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 ofessional DevelopmentDescription of Resources Funding Source Available Amount NEFEC Principal Academy District Budget $0.00 Total: $0.00 erDescription of Resources Funding Source Available Amount Parent Liason 8201-6150 Title I- Part A Basic $6,643.34 Total: $6,643.34 End of Parental Involvement GoalGoal: Return on Investment Needs Assessment: The percentile rank is 29 and the percent of the highest ROI value is 53%. This is based on 2006-2007 percent of students with learning gains: mathematics 62% and reading 67% with a school grade of A and total program cost per WFTE $6,628.00. Objective: To increase the percentile rank to 35 as compared to other schools. Strategies: Implement the previously documented strategies for Reading and Mathematics goals to increase the % of students making learning gains. Evaluation: Compare 2007-2008 data to 2008-2009 data. End of Return on Investment GoalADDITIONAL GOALS Additional Goal: Student Safety and School Environment Needs Assessment: Continuous evaluation of school campus indicates an ongoing need to improve the school environment to ensure student safety. Objective: Provide a safe learning environment. Strategies: 1. Implementation of district discipline plan and student handbook. 2. Security identification screenings will be processed through the RAPTOR system for all campus visitors. 3. Conduct weekly inspections of campus for safety and appearance. 4. Request restructuring of parking areas to eliminate unsafe conditions during the unloading and loading of students from private vehicles and buses. 5. Ensure that all students are adequately supervised during designated hours before, during and after school. 6. Encourage students to report suspicious persons and/or activities to authorities or school personnel. 7. Conduct timely evacuation drills following procedures stated in the NHE faculty/staff handbook. 8. Restructure front office area to allow immediate visibility by staff and visitors upon entrance into the school. 9. Distribute and collect Panhandle Area Education Consortium (PAEC) safety survey. Evaluation: 1. Observation of student behavior. 2. Review of student discipline referrals and student/parent/teacher climate surveys. 3. Review of written reports required by the district for fire and safety drills. 4. Review of screenings by the RAPTOR system. 5. Completion of parking area and front office area restructure. Evidence-based Program(s): Professional Development: 1. Inservice training on safety procedures outlined in NHE faculty/staff handbook. 2. Yearly review by all faculty/staff of district discipline plan. 3. Monthly practice with fire drills or other safety drills. 4. Inservice of front office personnel to ensure proper identification, screening, and admittance of visitors on campus. Budget: Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 sional DevelopmentDescription of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 herDescription of Resources Funding Source Available Amount Safe School Software 0100-General Fund $432.00 Total: $432.00 : $432.00End of Student Safety and School Environment GoalFINAL BUDGET Evidence-based Program(s)/Material(s) Goal Description of Resources Funding Source Available Amount Reading Textbooks 0100- General Fund $68,530.44 Mathematics Textbooks 0100-General Fund $6,242.41 Mathematics Students Using Math and Science (SUMS) District Budget $0.00 Writing SRA, Imagine It Writing component part of the textbook budget for Reading $0.00 Science SRA, Imagine It science component Part of the Reading textbook budget $0.00 Science Students Using Math and Science Successfully (SUMS) District Budget $0.00 Total: $74,772.85 nologyGoal Description of Resources Funding Source Available Amount Reading Accelerated Reading Program District Budget $0.00 Reading Odyssey Compass Learning Program District Budget $0.00 Reading Read 180 Program District Budget $0.00 Reading FCAT Testmaker District Budget $0.00 Reading ThinkLink Assessment Program District Budget $0.00 Mathematics Odyssey Compass Learning Program District Budget $0.00 Mathematics Accelerated Math District Budget $0.00 Mathematics FCAT Testmaker District Budget $0.00 Mathematics ThinkLink Assessment Program District Budget $0.00 Mathematics FAST Math Fluency Building Program District Budget $0.00 Science FCAT Explorer District Budget $0.00 Science Odyssey Compass Learning Program District Budget $0.00 Science FCAT Testmaker District Budget $0.00 Total: $0.00 Goal Description of Resources Funding Source Available Amount Reading SRA, Imagine It District Budget $0.00 Reading NEFEC District Budget $0.00 Reading CHAMPS District Budget $0.00 Reading ESOL District Budget $0.00 Reading DIBELS District Budget $0.00 Reading READ 180 District Budget $0.00 Reading ThinkLink Assessment Program District Budget $0.00 Mathematics Harcourt Refresher Training Dsitrict Budget $0.00 Mathematics Curriculum Mapping Training District Budget $0.00 Mathematics Differentiated Instruction Training District Budget $0.00 Mathematics SUMS Year 1,2,3 Training District Budget $0.00 Writing Melissa Forney's Workshop District Budget $0.00 Writing Differentiated Instruction Training District Budget $0.00 Science SUMS Year 1,2,3 Training District Budget $0.00 Science Curriculum Mapping Training District Budget $0.00 Science SRA, Imagine It science component District Budget $0.00 Parental Involvement NEFEC Principal Academy District Budget $0.00 Total: $0.00 Goal Description of Resources Funding Source Available Amount Reading Student recognition SAC $2,080.00 Reading Supplement Education Services: Reading and Mathematics 8200-Title I SES $2,043.89 Reading Summer School, After school tutoring: Reading and Mathematics 8201-Title I Part A Basic $26,538.46 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, junior high 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. SAC Involvement SAC Members IMPLEMENTATION EVALUATION Reading Summer programs, After school tutoring: Reading and Mathematics 8202-Title I Part C Migrant $4,295.29 Writing Florida Writes! student responses DVD Provided by DOE $0.00 Parental Involvement Parent Liason 8201-6150 Title I- Part A Basic $6,643.34 Student Safety and School Environment Safe School Software 0100-General Fund $432.00 Total: $42,032.98 Yes. Agree with the above statement. The School Advisory Council strives to meet on a monthly basis in order to stay current with the performance of functions as prescribed by regulations of the school board. SAC duties include: -Assisting in preparation and evaluation of the School Improvement Plan (SIP). -Deciding how school improvement funds are spent. -Deciding jointly with school faculty how school recognition funds are spent. -Assisting the principal with the school budget. -Performing other functions as prescribed by the school board. Members 1) Lee Wetherington-Zamora, Principal 2) Tammy Moffses, SAC Chair 3) Ricardo Reyes, Student 4) Catherine Moffses, Student 5) Christopher Hawkins, Student 6) Hemant Patel, Business Member 7) Marcella Curry, Parent 8) John Hendrick, Parent 9) Luella Pierce, Community Member 10) Rebecca Adams, Community Member 11) Faye Corbett, Community Member 12) Beth Burnam, School Support Personnel 13) Lucille Seymore, School Support Personnel 14) Norma Zamora, School Support Personnel There will be an annual progress meeting scheduled at the end of the year to discuss adequate progress. All educational stakeholders will be in attendance. Data will be presented that identifies the improvement opportunities for the school based upon school improvement data. In addition, the percent of the fourth grade students scoring 3.5 (4.0 if changed by the Department of Education) or higher on the FCAT writing will be 98% in the 2008-2009 school year. In addition, the percent of all 3rd-6th grade students in Math and Reading will increase to 70% of all students (Reading) and 66% (Math) in all subgroups will meet AYP targets. REPORTING Baseline Data Report Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and all Schools in Need of Improvement (SINI). FCAT Assessed Grade Level: 3 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery 58 42 26 74 0 0 0 0 0 0 Name of Assessment Used DIBELS Compass Odyssey FCAT Assessed Grade Level: 4 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery 62 38 7 93 0 0 0 0 0 0 Name of Assessment Used DIBELS Compass Odyssey FCAT Assessed Grade Level: 5 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery 69 31 13 87 0 0 0 0 0 0 Name of Assessment Used DIBELS Compass Odyssey FCAT Assessed Grade Level: 6 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery 70 30 3 97 0 0 0 0 0 0 Name of Assessment Used DIBELS Compass Odyssey FCAT Assessed Grade Level: 7 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery 0 0 0 0 0 0 0 0 0 0 Name of Assessment Used FCAT Assessed Grade Level: 8 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline data aggregated at school level End of Baseline Data ReportMid-Year Report 0 0 0 0 0 0 0 0 0 0 Name of Assessment Used FCAT Assessed Grade Level: 9 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery 0 0 0 0 0 0 0 0 0 0 Name of Assessment Used FCAT Assessed Grade Level: 10 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery 0 0 0 0 0 0 0 0 0 0 Name of Assessment Used FCAT Assessed Grade Level: 11 Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery 0 0 0 0 0 0 0 0 0 0 Name of Assessment Used Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data No data submitted 2008 SCHOOL IMPROVEMENT MID-YEAR REPORT Differentiated Accountability Status: FCAT Assessed Grade Level: 3Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 58.00 42.00 26.00 74.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data -58.00 -42.00 -26.00 -74.00 0.00 0.00 0.00 0.00 FCAT Assessed Grade Level: 4Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 62.00 38.00 7.00 93.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data -62.00 -38.00 -7.00 -93.00 0.00 0.00 0.00 0.00 FCAT Assessed Grade Level: 5Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 69.00 31.00 13.00 87.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data -69.00 -31.00 -13.00 -87.00 0.00 0.00 0.00 0.00 FCAT Assessed Grade Level: 6Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 70.00 30.00 3.00 97.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data -70.00 -30.00 -3.00 -97.00 0.00 0.00 0.00 0.00 FCAT Assessed Grade Level: 7Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 FCAT Assessed Grade Level: 8Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 FCAT Assessed Grade Level: 9Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Empty data from baseline data aggregated for your school. Reading Data Analysis 1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred. 2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup. 3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines. 4. What specific strategies will be used to improve the achievement of non-AYP subgroups? Mathematics Data Analysis 1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred. 2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup. 3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines. FCAT Assessed Grade Level: 10Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 FCAT Assessed Grade Level: 11Reading Mathematics Writing Science % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery % Mastery % Non-Mastery Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 % Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 4. What specific strategies will be used to improve the achievement of non-AYP subgroups? Writing Data Analysis 1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred. 2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup. 3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines. Science Data Analysis 1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred. 2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup. 3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines. Extended Learning Programs for Students Describe the activities (e.g. after school, pull-outs, etc) that have taken place to date. Please describe the academic improvement that has occurred for participating students (please refer to specific data points). Research-based Professional Development Activities for Teachers Describe the professional development activities to date that are aligned with the school’s instructional needs. SUBJECT AREA FREQUENCY DURATION TOTAL # OF LEVEL 1 AND 2 STUDENTS IN THE SCHOOL AVERAGE # OF LEVEL 1 AND 2 STUDENTS PARTICIPATING AVERAGE % OF LEVEL 1 AND 2 STUDENTS PARTICIPATING No data submitted NAME OF PROFESSIONAL DEVELOPMENT ACTIVITY DATE (MM/DD/YYYY) INSTRUCTIONAL NEEDS ADDRESSED # OF TEACHERS PARTICIPATING End of Mid-Year ReportBased on the baseline and mid-year data, what additional professional development will be offered before the FCAT to help teachers increase student performance? Parent Involvement Activities No data submitted Describe the parent involvement activities to date that are aligned with the school’s student achievement needs.Based on the baseline and mid-year data, what additional parent involvement activities will be offered before the FCAT to address student achievement needs? ACTIVITY DATE (MM/DD/YYYY) ACHIEVEMENT NEED ADDRESSED # OF PARENTS PARTICIPATING No data submitted AYP DATA SCHOOL GRADE DATA 2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Hamilton NORTH HAMILTON ELEMENTARY SCHOOL 0041 Number of students enrolled in the grades tested: Click here to see Number of students in each group Read: 201 Math: 201 2007-2008 School Grade1: B Did the School make Adequate Yearly Progress? NO This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model. Group Reading Tested 95% of the students? Math Tested 95% of the students? 58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate by 1%? Percent of Students below grade level in Reading Safe Harbor Reading Percent of Students below grade level in Math Safe Harbor Math % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math 2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N TOTAL4 100 Y 100 Y 62 Y 61 N Y NA 35 38 NA 39 39 N 55 NA 60 N WHITE 99 Y 99 Y 80 Y 75 Y NA NA 17 20 NA 22 25 NA 66 NA 73 NA BLACK 100 Y 100 Y 41 N 37 N NA NA 49 59 N 61 63 N 41 N 48 N HISPANIC 100 Y 100 Y 42 N 53 N NA NA 57 58 N 51 47 N 44 N 41 N ASIAN NA NA NA NA NA NA NA NA NA NA AMERICAN INDIAN NA NA NA NA NA NA NA NA NA NA ECONOMICALLY DISADVANTAGED 100 Y 100 Y 51 N 49 N 93 Y NA 42 49 N 48 51 N 46 N 49 N ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA NA NA NA STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA NA NA 2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Hamilton NORTH HAMILTON ELEMENTARY SCHOOL 0041 Number of students enrolled in the grades tested: Click here to see Number of students in each group Read: 208 Math: 208 2006-2007 School Grade1: A Did the School make Adequate Yearly Progress? NO This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model. Group Reading Tested 95% of the students? Math Tested 95% of the students? 51% scoring at or above grade level in Reading? 56% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate by 1%? Percent of Students below grade level in Reading Safe Harbor Reading Percent of Students below grade level in Math Safe Harbor Math % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math 2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N TOTAL4 100 Y 100 Y 65 Y 61 Y Y NA 44 32 NA 42 39 NA 60 NA 60 NA WHITE 100 Y 100 Y 83 Y 78 Y NA NA 26 17 NA 22 22 NA 71 NA 68 NA BLACK 100 Y 100 Y 51 Y 39 N NA NA 61 45 NA 59 61 N 53 NA 49 N HISPANIC 100 Y 100 Y 43 N 49 N NA NA 65 53 Y 64 51 Y 45 NA 54 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICAN INDIAN NA NA NA NA NA NA NA NA NA NA ECONOMICALLY DISADVANTAGED 100 Y 100 Y 58 Y 52 N NA NA 58 40 NA 55 48 Y 57 NA 53 NA ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA 74 NA NA NA STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA 46 NA NA NA 2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Hamilton NORTH HAMILTON ELEMENTARY SCHOOL 0041 Number of students enrolled in the grades tested: Click here to see Number of students in each group Read: 211 Math: 211 2005-2006 School Grade1: B Did the School make Adequate Yearly Progress? 5 PRO This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). Group Reading Tested 95% of the students? Math Tested 95% of the students? 44% scoring at or above grade level in Reading? 50% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate by 1%? Percent of Students below grade level in Reading Safe Harbor Reading Percent of Students below grade level in Math Safe Harbor Math 2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N TOTAL4 99 Y 99 Y 62 Y 58 Y Y NA 45 38 NA 42 42 NA WHITE 99 Y 99 Y 80 Y 78 Y NA NA 25 20 NA 28 22 NA BLACK 100 Y 100 Y 46 Y 41 N NA NA 61 54 NA 59 59 N HISPANIC 100 Y 100 Y 41 N 36 N NA NA 67 59 Y 54 64 N ASIAN NA NA NA NA NA NA NA NA AMERICAN INDIAN NA NA NA NA NA NA NA NA ECONOMICALLY DISADVANTAGED 99 Y 99 Y 51 Y 45 N NA NA 54 49 NA 53 55 N ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA NA STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA Hamilton School District NORTH HAMILTON ELEMENTARY SCHOOL 2007-2008 Reading Math Writing Science Grade Points Earned % Meeting HighStandards (FCAT Level 3 and Above)66% 64% 96% 40% 266 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 53% 62% 115 3 ways to make gains: l Improve FCAT Levelsl Maintain Level 3, 4, or 5l Improve more than one year within Level 1 or 2Adequate Progress of Lowest 25% in the School? 47% (NO) 77% (YES) 124 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. % of 11th and 12th graders meeting the graduation requirement on the FCAT retake NA If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded Points Earned 505 Percent Tested = 100% Percent of eligible students tested School Grade B Grade based on total points, adequate progress, and % of students tested Hamilton School District NORTH HAMILTON ELEMENTARY SCHOOL 2006-2007 Reading Math Writing Science Grade Points Earned % Meeting High Standards (FCAT Level 3 and Above) 68% 64% 100% 40% 272 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 67% 62% 129 3 ways to make gains: l Improve FCAT Levelsl Maintain Level 3, 4, or 5l Improve more than one year within Level 1 or 2Adequate Progress of Lowest 25% in the School? 68% (YES) 58% (YES) 126 Adequate Progress based on gains of lowest 25% of students in reading andmath. Yes, if 50% or more make gains in both reading and math. % of 11th and 12th graders meeting the graduation requirement on the FCAT retake NA If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded Points Earned 527 Percent Tested = 100% Percent of eligible students tested School Grade A Grade based on total points, adequateprogress, and % of students tested Hamilton School District NORTH HAMILTON ELEMENTARY SCHOOL 2005-2006 Reading Math Writing Grade Points Earned % Meeting High Standards (FCAT Level 3 and Above) 65% 60% 91% 216 Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average. % of Students Making Learning Gains 59% 64% 123 3 ways to make gains: l Improve FCAT Levelsl Maintain Level 3, 4, or 5l Improve more than one year within Level 1 or 2Adequate Progress of Lowest 25% in the School? 69% (YES) 69 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains . Points Earned 408 Percent Tested = 99% Percent of eligible students tested School Grade B Grade based on total points, adequate progress, and % of students tested |
Last modified: October 12, 2006 |
