Elementary School Improvement Plan (SIP) Form SIP-1

2012-2013 School Improvement Plan (SIP)-Form SIP-1 

FLORIDA DEPARTMENT OF EDUCATION 

Elementary 

School Improvement Plan (SIP) 

Form SIP-1 

Proposed for 2012-2013 

June 2012 

Rule 6A-1.099811 

Revised April 29, 2011 1


PART I: SCHOOL INFORMATION 

2012-2013 SCHOOL IMPROVEMENT PLAN 

School Name: Purcell Elementary 

Principal: Beth Nave 

SAC Chair: Julie Wells 

District Name: POLK 

Superintendent: Dr. Sherri Nickell 

Date of School Board Approval: 

Student Achievement Data: 

The following links will open in a separate browser window. 

School Grades Trend Data (Use this data to complete Sections 1-4 of the reading and mathematics goals and Sections 1 and 2 of the writing and science goals.) 

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

High School Feedback Report 

K-12 Comprehensive Research Based Reading Plan 

Highly Effective Administrators 

List your school’s highly effective 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/Statewide Assessment performance (Percentage data for 

Achievement Levels, Learning Gains, Lowest 25%), and Ambitious but Achievable Annual Measurable Objective (AMO) progress. 

Position Name Degree(s)/ 

Certification(s) 

Principal BETH NAVE MASTER’S DEGREE 

EDUCATIONAL 

LEADERSHIP 

CERTIFICATION: 

PRINCIPAL K-12 

EDUCATIONAL 

LEADERSHIP K-12 

K-3 EARLY 

Number of 

Years at 

Current School 

Number of Years 

as an 

Administrator 

Prior Performance Record (include prior School Grades, 

FCAT/Statewide Assessment Achievement Levels, Learning Gains, 

Lowest 25%), and AMO progress along with the associated school 

year) 

6 8 11-12 

School Grade: B 

Proficiency Reading: 45% Math: 56% 

Learning Gains: Reading: 66% Math: 57% 

Lowest 25% Reading: 80% Math: 52% 

10-11 

School Grade: A- 87% AYP criteria met 




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CHILDHOOD 

1-6 ELEM. EDUCATION 

ADMIN. CREDITS: 

ESOL 

09-10 

School Grade: C- 92% AYP criteria met 




08-09 





07-08 





Assistant 

Principal 

Sean Williams 

MASTERS DEGREE 

EDUCATIONAL 

LEADERSHIP 


1-6 ELEM. EDUCATION 

K-12 ESOL 

EDUCATIONAL 

LEADERSHIP K-12 

2 2 11-12 





10-11 





Highly Effective Instructional Coaches 

List your school’s highly effective 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/Statewide Assessment performance (Percentage data 

for Achievement Levels, Learning Gains, Lowest 25%), and AMO progress. 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. 

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Subject 

Area 

Name 

Degree(s)/ 

Certification(s) 

Reading RUTH TEETS MASTERS DEGREE 

ELEMENTARY 

EDUCATION 


K-3 EARLY 

CHILDHOOD 

1-6 ELEM. ED 

ESOL ENDORSED 

READING ENDORSED 

Number of 

Years at 

Current School 

Number of Years as 

an 

Instructional Coach 

Prior Performance Record (include prior School Grades, 

FCAT/Statewide Assessment Achievement Levels, Learning 

Gains, Lowest 25%), and AMO progress along with the 

associated school year) 

5 9 11-12 





10-11 





09-10 





08-09 





MATH ALAN FONTANA BS Degree 

Certification: 

1-6 Elementary Ed 

ESOL Endorsed 

9 2 11-12 





10-11 





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09-10 





Highly Effective Teachers 

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

Description of Strategy Person Responsible Projected Completion Date Not Applicable 

(If not, please explain why) 

1. Purcell Elementary School believes that high-quality; highly Beth Nave, Sean Williams Year Long 12-13 

qualified teachers will positively impact the academic 

success of our students. There is a strong emphasis on 

recruiting teachers who have high expectations for and 

understand the needs of Purcell’s diverse student 

population. 

2. New teachers are mentored and provided training to assist Beth Nave, Sean Williams, Ruth Year Long 12-13 

them in their roles as leaders for our students and parents. 

Every effort is made to provide new teachers with needed 

support in getting classroom materials and resources. Every 

effort is made to foster a team atmosphere where decisions 

are made together. 

Teets, Alan Fontana 

3. 

4. 

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Non-Highly Effective Instructors 

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

Name Certification Teaching Assignment Professional Development/Support to Become Highly Effective 

NA 

Staff Demographics 

Please complete the following demographic information about the instructional staff in the school. 

*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 

Effective 

Teachers 

% Reading 

Endorsed 

Teachers 

% National 

Board Certified 

Teachers 

% 

ESOL Endorsed 

Teachers 

36 11 44 27 18 9 100 11 3 70 

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 Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities 

Ruth Teets /Alan Fontana Lisa Ledgerwood AIF- trained Mentor /Math Coach 

Ruth Teets /Alan Fontana Keila Purnell AIF- trained Mentor /Math Coach 

Classroom Management 

LFS Planning Model 

Literacy Centers 

Professional Learning Communities 





Ruth Teets /Alan Fontana Heidi Claudio AIF- trained Mentor /Math Coach 



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Additional Requirements 

Coordination and Integration-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 funds school-wide services to Purcell Elementary. The Title I funds provide supplemental instructional resources and interventions for students with academic achievement needs. This 

program supports after-school and summer instructional programs, supplemental instructional materials, resource teachers, technology for students, professional development for the staff, and resources 

for parents. The district coordinates with Title II and Title III to ensure that staff development needs are addressed accordingly. 

Title I, Part C- Migrant Migrant students enrolled in Purcell Elementary will be assisted by the school and by the District Migrant Education Program (MEP). Students will be 

prioritized by the MEP for supplemental services based on need and migrant status. MEP Teacher Advocates, assigned to schools with high percentages of migrant students, 

monitor the progress of these high need students and provide or coordinate supplemental academic support. Migrant Home-School Liaisons identify and recruit migrant students and 

their families for the MEP. They provide support to both students and parents in locating services necessary to ensure the academic success of these students whose education has 

been interrupted by numerous moves. 

Title I, Part D provides Transition Facilitators to assist students with transition from Department of Juvenile Justice (DJJ) facilities back into their zoned school. The Transition 

Facilitators communicate with the Guidance Counselors at schools to facilitate the transfer of records and appropriate placement. 

Title II 

Professional development resources are available to all schools through Title II funds. In addition, School Technology Services provide technical support, technology training, and 

licenses for software programs and web-based access via Title II-D funds as made available. 

Funds available to Purcell Elementary are used to purchase materials 

from the Professional Development Department for Professional Learning Communities and Lesson Studies workshops. 

Title III 

Title III provides supplemental resources for English Language Learners (ELL) and their teachers in Title I schools, as well as professional learning 

opportunities for school staff. 

Title X- Homeless 

The Hearth program, funded through Title X, provides support for identified homeless students. Title I provides support for this program, and many 

activities implemented by the Hearth program are carried out in cooperation with the Migrant Education Program (MEP) funded through Title I, Part C. 

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Supplemental Academic Instruction (SAI) 

NA 

Violence Prevention Programs 

Purcell Elementary provides violence and drug prevention programs in order to promote a safe school environment. Examples of violence 

prevention programs include anti-bullying, gang awareness, gun awareness, etc. 

Nutrition Programs 

This school is a location for a summer feeding program for the community. 

Housing Programs 

Students with housing needs are referred to the Homeless Student Advocate. 

Head Start 

Head Start is not located on our campus. Resources are provided to the program to assist in the transition of students from pre-k to kindergarten. Head Start teachers may participate in professional 

learning opportunities offered to school staff, and they are involved in Professional Learning Community activities with kindergarten teachers. Parents of Head Start students are invited to participate in 

parent workshops and activities provided by the school. 

Adult Education 

Students are provided with information related to adult education options upon request. 

Career and Technical Education 

NA 

Job Training 

NA 

Other 

Multi-Tiered System of Supports (MTSS) /Response to Instruction/Intervention (RtI) 

Identify the school-based MTSS Leadership Team. 

School-Based MTSS/RtI Team 

Beth Nave, Principal: (Required Member) The Principal provides a common vision for the use of data-based decision –making, models the Problem Solving 

Process; supervises the development of a strong infrastructure for implementation of MTSS; ensures that the school-based team is implementing MTSS; 

conducts assessment of MTSS skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate 

professional learning to support MTSS implementation; develops a culture of expectation with the school staff for the implementation of MTSS schoolwide; 

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ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based MTSS plans and activities. 

Sean Williams, Assistant Principal: Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a 

strong infrastructure of resources for the implementation of MTSS, further assists the principal in the assessment of MTSS skills, implementation of intervention 

support and documentation, professional learning, and communication with parents concerning MTSS plans and activities. 

A. Owens (primary), L. Ferguson(intermediate): (Recommend at least one Primary Teacher and one Intermediate Teacher) – Provides information about core 

instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 interventions; and 

integrates Tier 1 materials/instruction with Tier 2/3 activities. 

A. Rice, B. Rice, C. Davis Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional 

activities/materials/ instruction in tiered interventions; collaborates with general education teachers. 

Ruth Teets, Academic Intervention Facilitator and Alan Fontana/Math Resource: Develops, leads, and evaluates school core content standards/programs; 

identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of 

student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs 

that provide early intervening services for children to be considered “at risk,” assists in the design and implementation for progress monitoring, data collection, 

and data analysis, participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring. 

Cindy Irvine, School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support 

for intervention fidelity and documentation; provides professional development and technical evaluation; assists in facilitation data-based decision making 

activities. 

C.Nolan, K. Hasenmeier, N. Styron, MTSS Behavior Representative (PBS): Participates in collection, interpretation, and analysis of data; facilitates development 

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of intervention plans; provides support for intervention fidelity and documentation; assists with professional development for behavior concerns; assists in 

facilitation data-based decision making activities. 

A.Stino, Speech Language Pathologist: Educates the team in the role language plays in curriculum assessment, and instruction, as a basis for appropriate 

program design; assists in the selection of screening measures; and helps identify systematic patterns of student need with respect to language skills. 

Lois Stortz, Guidance Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual 

students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success. 

P. Kozlow, Technology Specialist: Develops or brokers technology necessary to manage and display data, provides professional development and technical 

support to teachers and staff regarding data management and graphic display. 

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

organize/coordinate MTSS efforts 

The MTSS Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model. 

The MTSS Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities: 

o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify students meeting/exceeding 

benchmarks as well as those at moderate or high risk for not meeting benchmarks. This will be done at least three times per year or more frequently if new 

data is available. 

o Help referring teachers design feasible strategies and interventions for struggling students by collaborating regularly, problem solving, sharing effective 

practices, evaluating implementation, assist in making decisions for school, teacher, student improvement. 

o Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation. 

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o Focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring. 

o Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and support 

teachers in carrying out intervention plans. 

Describe the role of the school-based MTSS Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problemsolving 

process is used in developing and implementing the SIP 

The MTSS Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 

targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); 

facilitated the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending, 

Refining, and Summarizing); and aligned processes and procedures. 

MTSS 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. 

Baseline data is gathered through August and September. Discovery data is processed through the District’s Progress Monitoring and Kindergarten’s Reporting 

Network (PMRN) for FLKRS testing is used in Kdg. only. Kindergarten and First Grade data is gathered for the SBAR. First and Second Grade instructional data 

is gathered from the previous year SAT 10. Third through Tenth Grade instructional data is gathered from the previous year’s FCAT scores. 

Progress Monitoring data is gathered mid-year and toward the end of the year. Discovery data is processed three times a year. Kindergarten and First Grade 

data is gathered for the SBAR every nine weeks. Other Progress Monitoring data is collected as needed for classroom or student progress. This information may 

be obtained by probes, Quick Reads, Fluency checks, etc. Diagnostic Assessment data is gathered through the FAIR, ERDA, and DAR 

End of Year data is gathered through Discovery, SAT 10, FCAT, and SBAR. Data is discussed and analyzed at least monthly at the MTSS Leadership Team 

Meetings. 

Describe the plan to train staff on MTSS. 

Professional learning will be provided during the teachers’ common planning time and sessions will occur throughout the year. The MTSS Overview will be 

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provided in mid-August/September. The District has five other mini-modules that will be provided throughout the year. 

The MTSS Leadership Team will evaluate additional staff Professional Learning needs during the monthly MTSS Leadership Team meetings. 

Describe plan to support MTSS. 

Monthly MTSS team will meet to determine student progress ( with the M. Elliott- district ESE staffing specialist) and through PLC meetings with grade levels once a 

month. 

Literacy Leadership Team (LLT) 

School-Based Literacy Leadership Team 

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

Beth Nave, Principal, Sean Williams, Assistant Principal, Ruth Teets, AIF in Reading, Alan Fontana-Math Resource/IST-Title One, Heather Scherer-Media Specialist, 

Paul Kozlow-Network Manager 

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

The LLT meets once a week to plan and discuss goals and PLC meeting agendas. The LLT monitors classroom instruction through daily walk throughs and evaluates 

data presented school-wide to determine goals and practices that need refinement. LLT also works with individual grade levels in order to meet the various levels of 

learning with staff members. 

What will be the major initiatives of the LLT this year 

The most prevalent focus will be the implementation and understanding of the Common Core State Standards for K-2 along with preparing grades 3-5 for a blended 

transition of standards. 

The LLT will also focus on the top three school strategies: Summarization, Extended Thinking-refinement, Quality Rubrics and Performance Assessments. The LLT 

will also support new teachers with LFS strategies and monitoring all classrooms for effective delivery techniques such as higher order questioning techniques, 

collaborative pairs, FCIM mini lessons in reading, math and science, student learning maps, and data analysis to drive instructional decisions and the introduction and 

implementation of Lesson Study. 

Public School Choice 

Supplemental Educational Services (SES) Notification 

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Upload a copy of the SES Notification to Parents in the designated upload link on the “Upload” page. 

*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. 

Early identification of kindergarten readiness skills is begun by establishing a link with the local pre-school programs and the Pre-K programs located on 

the campus. Site visits are made by pre-schoolers during the school year to assist in orienting the students to kindergarten. Classroom visits are made 

and lunch is eaten with the kindergarten students. Kindergarten Round-Up is used to orient students and parents of the expectations for the upcoming 

school year and summer packets are provided that include suggestions for parents to use in preparing the child to make a successful transition. 

Students attending Round-Up are evaluated based on Kindergarten Readiness Skills using teacher-made assessments. Observations are also conducted 

during the Round-Up by the teachers to assess the developmental level of social skills. Following Round-Up, the kindergarten teachers meet with the 

administrative team to discuss the positives, what needs to be changed or modified, and what needs to be discarded for the following year. During the 

school year, FLKRS, FAIR and IDEL will be used as assessment tools. The Reading Coach and Administration will disaggregate the data based on the 

subgroups and use that data to drive instruction in reading and math. 

*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. 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 

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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 High School Feedback Report. 

PART II: EXPECTED IMPROVEMENTS 

Reading Goals 

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

Reading Goals 

Problem-Solving Process to Increase Student Achievement 

Based on the analysis of student achievement data, 

and reference to “Guiding Questions”, identify and 

define areas in need of improvement for the following 

group: 

1a. FCAT 2.0: Students scoring at 

Achievement Level 3 in reading. 

Reading Goal #1a: 2012 Current 2013 Expected 

Level of Level of 

Performance:* Performance:* 

By Spring 

2013, 29% 

3 

third 

rd - 23% (21) 3 rd - 29% 

4 th - 24% (16) 4 th - 30% 

grade,30% 5 th -32% (20) 5 th -38% 

Anticipated Barrier Strategy Person or Position Responsible 

for Monitoring 

1a.1. 

Students have limited 

incoming vocabulary 

and experience with 

word attack (reading) 

and word usage 

(writing). 

1a.1. 

1a.1. Principal/Assistant 

Stimulate oral language Principal 

skills through 

conversations, use of 

descriptive words, rhymes, 

songs, puppets, literature 

(interactive read-alouds 

and shared reading), 

authentic realia, 

compare/contrast objects, 

use of variety of 

questioning techniques and 

Process Used to Determine Effectiveness 

of 

Strategy 

1a.1. 

1a.1. 

Administration and AIF-Reading Walk Evaluation Rubrics 

Throughs 

Walk Throughs Data 

Teachers will continue to use Thinking Student Samples 

Maps and incorporate Thinking Maps for Lesson Study 

ELL’s to help students visualize and 

make connections with their learning. 

Evaluation Tool 

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fourth grade, 

and 38% fifth 

grade students 

will be AL 3 

reading. 

levels of text complexity. 

Provide cooperative 

learning opportunities to 

study and master 

vocabulary through 

repeated experiences. 

Visual aids, consistent with 

academic language used by 

all staff. 

Teachers will provide 

increasingly complex text 

for extended and close 

reading activities with 

scaffolding strategies to 

meet student needs. 

Pacing of lesson is either Student engagement 

too slow or too fast and structures are planned for 

students become and used pervasively 

disengaged. 

within the delivery of each 

lesson. 

Lesson is appropriately 

paced and promotes 

student learning. 

1a.2. 

Teachers are not 

planning and/or 

implementing 

EATS/Acquisition 

lessons with fidelity. 

1a.2. 


Transition to ELA Principal 

Common Core State 

Standards from NGSSS in 

K-1, with 2-5 preparing for 

implementation. 

Initial training for 3-5 

grade teachers in the 

Comprehension 

Instructional Sequence 

(CISM) method 

1a.2. 

1a.2. 


Throughs 






Some students are not 

challenged and 

authentically engaged in 

activities that require 

students to reason and 

problem solve. 

Utilizes a variety of 

learning styles in lesson 

development. 

Teachers build a 

relationship of mutual 

respect with their students. 

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Consistent administrative 

walkthroughs to ensure 

quality and fidelity of LFS 

implementation. 

1b. Florida Alternate Assessment: 

Students scoring at Levels 4, 5, and 6 in 

reading. 

Reading Goal #1b: 2012 Current 2013 Expected 



NA 

Enter 

numerical data 

for current 

level of 

performance in 

this box. 

Enter numerical 

data for expected 

level of 


this box. 

1a.3. 

1a.3. 

Student use of graphic Significant and effective 

organizers to organize student use of graphic 

information and ideas is organizers before, during, 

absent when reading. and after reading and 

across content areas. 


Principal 

1a.3. 

1a.3. 


Throughs 






1b.1. 1b.1. 1b.1. 1b.1. 1b.1. 

1b.2. 1b.2. 1b.2. 1b.2. 1b.2. 

1b.3. 1b.3. 1b.3. 1b.3. 1b.3. 




group: 

2a. FCAT 2.0: Students scoring at or above 

Achievement Levels 4 and 5 in reading. 

Reading Goal #2a: 

By Spring 

2013, 16% of 

third graders, 

19% of fourth 

2012 Current 2013 Expected 



3 rd - 16% (15) 

4 th - 19% (13) 

5 th -16% (9) 

3 rd - 23% 

4 th - 25% 

5 th -23% 



2a.1. 

Students reading and 

writing at or above 

grade level are not being 

challenged to maintain 

or increase grade level 

proficiency. 

2a.1. 

Teachers will provide 

increasingly complex text 

for extended and close 

reading activities with 



Pacing of lesson is either Student engagement 


Principal 

Process Used to Determine Effectiveness 

of 

Strategy 

2a.1. 

2a.1. 


Throughs 







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graders, and 

16% of fifth 

graders will be 

AL 4 or AL 5 in 

reading as 

evidenced by 

school grade 

report. 

too slow or too fast and 

students become 

disengaged. 

2a.2. 

Lack of writing in 

response to reading. 

2a.3 



authentically engaged in 

activities that require 

students to reason and 

problem solve. 

structures are planned for 

and used pervasively 

within the delivery of each 

lesson. 


paced and promotes 

student learning. 

2a.2. 


Write routinely over Principal 

extended time frames (time 

for research, reflection, and 

revision) and shorter time 

frames ( a single sitting or 

a day or two) for range of 

discipline-specific tasks, 

purposes, and audiences- 

CCSS 

2a.3 

Initial training for 3-5 

grade teachers in the 

Comprehension 

Instructional Sequence 

(CISM) method 

Utilizes a variety of 

learning styles in lesson 

development. 

2a.3 Principal/Assistant 

Principal 

2a.2. 

2a.2. 


Throughs 






2a.3 

2a.3 


Throughs 







Students scoring at or above Level 7 in 

reading. 




NA 

Enter 


for current 

level of 


this box. 



level of 


this box. 

2b.1. 2b.1. 2b.1. 2b.1. 2b.1. 

2b.2. 2b2. 2b.2. 2b.2. 2b.2. 

2b.3 2b.3 2b.3 2b.3 2b.3 

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group: 

3a. FCAT 2.0: Percentage of students 

making Learning Gains in reading. 


By Spring 2013, 

100% of students 

retained in third 

grade, and grade 

levels 4 and 5 will 

make Learning 

Gains in Reading 

as evidenced by 

the School Grade 

Report. 

2012 Current 

Level of 

Performance:* 

66% 

2013 Expected 

Level of 

Performance:* 

Grades 3 

(retained), 4 and 

5 – 100% 

Anticipated Barrier Strategy Person or Position 

Responsible for 

Monitoring 

3a.1. 

Data from student 

assessments not used 

to influence 

instruction. 

3a.2. 

3a.1. 

Teacher will use multiple 

authentic assessments to 

diagnose student learning 

needs to drive instruction 

appropriately. 

Lack of rigorous On-going data chats with 

instructional outcomes administration/leadership 

set by teachers. team to set goals 

appropriately. 

3a.3. 



authentically engaged 

in activities that 

require students to 

reason and problem 

solve. 

3a.2. 

Build a connection between 

curriculum and students. 

3a.3. 

Utilizes a variety of learning 

styles in lesson 

development. 

3a.1. 

Principal/Assistant 

Principal 


Principal 


Principal 

Process Used to Determine Effectiveness of 

Strategy 

3a.1. 

Administration and AIF-Reading Walk 

Throughs 

Teachers will continue to use Thinking Maps 

and incorporate Thinking Maps for ELL’s to 

help students visualize and make connections 

with their learning. 

3a.2. 


Throughs 





3a..3. 


Throughs 





3a.1. 

Evaluation Rubrics 


Student Samples 

Lesson Study 

3a.2. 




Lesson Study 

3a.3. 




Lesson Study 


Pacing of lesson is 

either too slow or too 

fast and students 

become disengaged. 

Student engagement 


and used pervasively within 

the delivery of each lesson. 


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Percentage of students making Learning 

Gains in reading. 




NA 

Enter 


for current 

level of 


this box. 



level of 


this box. 

paced and promotes student 

learning. 

3b.1. 3b.1. 3b.1. 3b.1. 3b.1. 

3b.2. 3b.2. 3b.2. 3b.2. 3b.2. 

3b.3. 3b.3. 3b.3. 3b.3. 3b.3. 




group: 

4a. FCAT 2.0: Percentage of students in 

Lowest 25% making learning gains in 

reading. 



100% of students 

retained in third 

grade, and grade 

levels 4 and 5 in 

the lowest 25% 

will make 

Learning Gains in 

Reading as 

evidenced by the 

School Grade 

Report. 

2012 Current 

Level of 

Performance:* 

83% 

2013 Expected 

Level of 

Performance:* 

Grades 

3(retained), 4 

and -5 – 100% 



Monitoring 

4a.1. 

Students reading and 

writing below grade 

level are not being 

challenged to progress 

to grade level 

standards 

4a.1. 

Teachers will provide grade 

level text for extended and 

close reading activities with 



Teachers build a relationship 

of mutual respect with their 

students. 

4a.1. 


Principal 


Strategy 

4a.1. 


Throughs 





4a.1. 




Lesson Study 

4a.2. 4a.2. 4a.2. 4a.2. 4a.2. 



June 2012 

Rule 6A-1.099811 







4a.3 







learning. 

4a.3. 

Student use of graphic Significant and effective 

organizers to organize student use of graphic 

information and ideas organizers before, during, 

is absent when reading. and after reading and across 

content areas. 


Principal 

4a.3. 


Principal 


Throughs 





4a.3. 


Throughs 







Lesson Study 

4a.3. 




Lesson Study 

Enter 


for current 

level of 


this box. 

Based on Ambitious but Achievable Annual 

Measurable Objectives (AMOs), Reading and Math 

Performance Target 

5A. Ambitious but Baseline data 2010- 

Achievable Annual 2011 

Measurable 

41% 

Objectives (AMOs). 

In six year school 

will reduce their 

achievement gap by 

50%. 

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 

46% 51% 56% 61% 66% 71% 

June 2012 

Rule 6A-1.099811 



Reading Goal #5A: 

Over the next six years, Purcell will reduce their 

achievement gap by 50% in reading performance. 




subgroup: 

5B. Student subgroups by ethnicity (White, 

5B.1. 

Black, Hispanic, Asian, American Indian) not 

making satisfactory progress in reading. 

Reading Goal #5B: 2012 Current 2013 Expected 



By Spring 2013 

Black 45% 

White 58% 

students will be at 

AL 3 or above in 

Reading.. 

Black 26% 

White 47% 

Black 45% 

White 58% 



Monitoring 

Student background 

knowledge 

Teacher 

inconsistencies and 

lack of training. 

5B.1. 

Teachers will continue to 

use Thinking Maps and 

incorporate Thinking Maps 

for ELL’s to help students 

visualize and make 

connections with their 

learning. 

5B.1. 


Principal 

AIF-Reading 


Strategy 

5B.1. 





5B.1. 


Administration Walk Throughs 

5B.2. 

Lack of Teacher 

training and 

consistency 

5B.3. 

Lack of Teacher 

consistency in highly 

effective strategies 

5B.2. 

5B.2. 

Teachers will continue to Principal/Assistant 

use Kagan Cooperative Principal 

Structures to reinforce 

familiar and repetition while Leadership Team 

learning. 

5B.3. 

Teachers will use 

collaborative pairs to help 

accelerate student 

achievement. 

5B.3. 


Principal 

Leadership Team 

5B.2. 


Throughs 

5B.3. 


Throughs 

5B.2. 




Lesson Study 

5B.3. 




Lesson Study 




subgroup: 

5C. English Language Learners (ELL) not 

5C.1. 


Reading Goal #5C: 2012 Current 2013 Expected 





Monitoring 

Student background 

knowledge and 

vocabulary 

5C.1. 

Teachers will continue to 

use Thinking Maps and 

incorporate Thinking Maps 

5C.1. 


Principal 


Strategy 

5C.1. 




5C.1. 


Administration Walk Throughs 



June 2012 

Rule 6A-1.099811 



By Spring 2013 

ELL 34% 



Reading.. 

28% 34% 

Student knowledge of 

English 

for ELL’s to help students 

visualize and make 

connections with their 

learning. 

AIF-Reading 





subgroup: 

5D. Students with Disabilities (SWD) not 


Reading Goal #5D: 

2012 

Current 

Level of 

By Spring 2013 56% 

Performanc 

SWD students will 

e:* 

be at AL 3 or above 

in Reading 

51% 56% 

2013 Expected 

Level of 

Performance:* 

5C.2. 5C.2. 5C.2. 5C.2. 5C.2. 

5C.3. 5C.3. 5C.3. 5C.3. 5C.3. 

Anticipated Barrier Strategy Person or Position Process Used to Determine Effectiveness of 


Strategy 

Monitoring 

5D.1. 





5D.1. 







learning. 

5D.1. 


Principal 

5D.1. 


Throughs 





5D.2. 5D.2. 5D.2. 5D.2. 5D.2. 

5D.1. 




Lesson Study 


5D.3. 5D.3. 5D.3. 5D.3. 5D.3. 




subgroup: 

5E. Economically Disadvantaged students 

not making satisfactory progress in 

reading. 

Reading Goal #5E: 

2012 

Current 

Level of 


Performanc 

Economically 

e:* 

2013 Expected 

Level of 

Performance:* 



Monitoring 

5E.1. 




become disengaged 

5E.1. 







Strategy 


June 2012 

Rule 6A-1.099811 

Revised April 29, 2011 22 

5E.1. 


Principal 

5E.1. 


Throughs 





5E.1. 




Lesson Study


Disadvantaged 



Reading 

43% 49% 


learning. 

5E.2. 5E.2 5E.2. 5E.2. 5E.2. 

5E.3 5E.3 5E.3 5E.3 5E.3 

Reading Professional Development 

PD Content /Topic 

and/or PLC Focus 

6 Steps Vocabulary 

Marzano 

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity 

Grade 

Level/Subject 

PD Facilitator 

and/or 

PLC Leader 

K-5 Ruth Teets All Teachers 

Please note that each Strategy does not require a professional development or PLC activity. 

Target Dates and Schedules 

PD Participants 

(e.g. , Early Release) and 

(e.g. , PLC, subject, grade level, or 

Schedules (e.g., frequency of 

school-wide) 

meetings) 

Pre-planning, Early 

Release PD, PLC groups, 

Staff Development Days 

Strategy for Follow-up/Monitoring 

Walk-Throughs, Classroom: 

Evidence of student work, Grade 

Level Planning meetings, PLC’s, 

Lesson Study 

Person or Position Responsible for 

Monitoring 

Administration 

LFS Strategies 

K-5 

Leadership 

Team 

All Teachers 







Lesson Study 


Data Driven 

Instruction 

K-5 

Leadership 

Team 

All Teachers 

Data Day, Early Release 

PD, PLC groups, Staff 

Development Days 




Lesson Study 


Reading Budget (Insert rows as needed) 

Include only school-based funded activities/materials and exclude district funded activities/materials. 

June 2012 

Rule 6A-1.099811 



Evidence-based Program(s)/Materials(s) 

Strategy Description of Resources Funding Source Amount 

SRA Reading Resources SRA materials/Program Title One Budget 8,000 

Technology 


Subtotal: $ 8,000 

Professional Development 


Subtotal: 

Other 


Common Core Materials Text Complexity Materials K-2 Title One Budget 8,600 

End of Reading Goals 

Subtotal: 

Subtotal: 8,600 

Total: $16,600. 

June 2012 

Rule 6A-1.099811 



Comprehensive English Language Learning Assessment (CELLA) Goals 

CELLA Goals 

Students speak in English and understand spoken English at grade 

level in a manner similar to non-ELL students. 

1. Students scoring proficient in Listening/Speaking. 1.1 

CELLA Goal #1: 

2012 Current Percent of Students 

Proficient in Listening/Speaking: 

By Spring 2013, students in grades 

K-5 will increase their proficiency Enter proficiency numerical 

in Listening and Speaking by 3% 

data for current level of 

per the CELLA. 

performance in this box by 

grade level. 

K 20 

1 31 

2 94 

3 6 

4 42 

5 63 

Students read in English at grade level text in a manner similar to 

non-ELL students. 

2. Students scoring proficient in Reading. 2.1. 


All schools should reflect 

at least a 3 % increase 

Enter narrative for the goal in this 

box. 


Proficient in Reading : 

Enter proficiency numerical data for 

current level of performance in this 

box by grade level. 

K 0 

1 8 

2 53 

Problem-Solving Process to Increase Language Acquisition 



Monitoring 

Teachers may not be 

implementing ESOL 

strategies with fidelity. 

1.2. Some students are not 

properly grouped for 

differentiated instruction. 

1.3. Some students may not 

be provided with appropriate 

accommodations. 

1.1. Provide professional 

development in instructional 

strategies including the 

appropriate implementation of 

age appropriate strategies. 

1.1.Principal 

2. AP/C/A 

3. ESOL Director 

visits 

4..District ESOL 

Teacher Research 

Trainer (TRST) 

Process Used to Determine 

Effectiveness of 

Strategy 

1.1.Review of ESOL Quarterly 

Common Assessments * 

2.Overview of ESOL Targeted 

Lesson plans 

3. Review of items 1 and 2,and 

Classroom 

observations 

4. District ESOL 


Trainer (TRST) visits** 

1.2. Instructional strategies 1.2. 1.2. 1.2. 

defined and modeled on moodle. 

1.3. Ensure teachers are aware of 

types of accommodations which 

can be used with students. 



Monitoring 

Students have a limited 

vocabulary. 

Some students may 

experience difficulty in 

thinking critically while 

reading content area 

curriculum. 

2.1. 

Teach vocabulary in context 

along with the use of word walls. 

Instructional strategies defined 

and modeled on Moodle. 

1.3. 1.3. 1.3. 

2.1.1.1.Principal 

2. AP/C/A 


visits 






Strategy 

2.1.1.1.Review of ESOL Quarterly 



Lesson plans 


Classroom 

observations 




June 2012 

Rule 6A-1.099811 



1.1. ESOL Quarterly Common 

Assessments * 

2. Teacher observations and 

data reporting systems to 


3. Items 1, 2 and 

Classroom 

observations 

4. Review of quarterly 

Common Assessment 

Data 


2.1.ESOL Quarterly Common 

Assessments * 





Classroom 

observations 



Data


3 18 

4 33 

5 100 

Students write in English at grade level in a manner similar to non- 

ELL students. 

3. Students scoring proficient in Writing. 3.1. 



Proficient in Writing : 

All schools should reflect 

at least a 3 % increase 

Enter proficiency numerical data for 

Enter narrative for the goal in this current level of performance in this 

box. 

box by grade level. 

K 0 

1 15 

2 29 

3 6 

4 17 

5 63 

2.2. Students may not be able 2.2. Use CISM to help with 

to comprehend complex text. comprehension. 

2.3 Some students may not be 2.3 Ensure teachers are aware of 

provided with appropriate types of accommodations which 

accommodations. 

can be used with students. 



Monitoring 

Students have a limited 

vocabulary. 

Some students may 

experience difficulty in 

thinking critically while 

writing content area 

curriculum. 

3.1. 

Teach vocabulary in context 

along with the use of word walls. 

Instructional strategies defined 

and modeled on Moodle. 

2.2. 2.2. 2.2. 

2.3 2.3 2.3 

.3.1..Principal 

2. AP/C/A 


visits 






Strategy 

3.1..Review of ESOL Quarterly 



Lesson plans 


Classroom 

observations 





3.1..ESOL Quarterly Common 

Assessments * 





Classroom 

observations 



Data 

3.2. Students may not be 

motivated to write. 

3.3 Some students may not 

have ample opportunities to 

write. 

3.2. Incorporate high interest 

activities into writing. 

3.3 Incorporate writing in all 

content areas. 

2.2. 2.2. 2.2. 

2.3 2.3 2.3 

*ESOL Quarterly Common Assessments are across all disciplines and are based on the students’ language level. 

**Visits by District ESOL department to observe instructional strategies are completed by mid-year; additional visits as needed. 

End of CELLA Goals 

June 2012 

Rule 6A-1.099811 



Elementary School Mathematics Goals 

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

Elementary Mathematics Goals 


Based on the analysis of student achievement data, and 

reference to “Guiding Questions”, identify and define 

areas in need of improvement for the following group: 

1a. FCAT 2.0: Students scoring at 

Achievement Level 3 in mathematics. 

Mathematics Goal 

#1a: 


48% third 

grade, 30% 

fourth grade, 

and 38% fifth 

grade students 

will be AL 3 or 

higher in math. 

2012 Current 

Level of 

Performance:* 

3 rd - 42% (39) 

4 th - 24% (16) 

5 th -32% (20) 

2013 Expected 

Level of 

Performance:* 

3 rd - 48% 

4 th - 30% 

5 th -38% 

1a.1. 



1a.1 

Teacher needs to be Utilizes PD360 

aware of research areas, 

new methods, and BBY math training and Kagan 

consistently incorporate structures to increase best practices 

them into math based on researched strategies. 

instructional plans and 

practices. 

Math lessons focus on Increase the use of higher order 

memorization and lower questioning techniques to drive 

level questioning. teacher to student and student to 

student discourse through teacher 

PD. 

1a.1. 

Principal/Assistant Principal 

AIF-Math 



Strategy 

1a1. 

Classroom Walk Throughs 


PLC meetings and Vertical Team 

Meetings 


1a1. 

Math Journals 




Lesson Study 

1a.2. 

Teacher needs to design 

math lessons that are 

purposefully structured 

with embedded, active 

student engagement 

(manipulatives, 

technology, 

collaborative structures, 

math games, etc.) 

1a.2. 

Utilizes PD360 

BBY math training and Kagan 

structures to increase best practices 

based on researched strategies.. 

PLC planning 

Coaching from Resource personnel. 


Principal 

AIF-Math 

1.2. 


1.2. 



1a.3. 

Teachers need to 

provide extensive 

opportunities for 

students to utilize 

1a.3. 

Increase the use of higher order 

questioning techniques to drive 

teacher to student and student to 

student discourse through teacher 

1a.3. 


June 2012 

Rule 6A-1.099811 


AIF-Math 

1.3. 



Math Journals 

1.3. 




Lesson Study


critical thinking skills in PD. 

math, and opportunities 

to participate in learning On-going communication between 

activities which require PLC groups/leadership team to 

them to 

intentionally plan for critical thinking 

show/tell/explain/prove skills and opportunities during math 

their math reasoning. lessons. 

Teacher utilizes frequent Write more about math concepts and 

writing in an authentic use graphic organizers to frame 

manner to respond to concepts/sequence/relations. 

new learning. 

1b. Florida Alternate Assessment: Students 

scoring at Levels 4, 5, and 6 in mathematics. 

1b.1. 1b.1. 1b.1. 1b.1. 1b.1. 


#1b: 

NA 

2012 Current 

Level of 

Performance:* 


data for current 

level of 


this box. 

2013 Expected 

Level of 

Performance:* 



level of 


this box. 

1b.2. 1b.2. 1b.2. 1b.2. 1b.2. 

1b.3. 1b.3. 1b.3. 1b.3. 1b.3. 





Achievement Levels 4 and 5 in mathematics. 


#2a: 


29% third 

grade30% fourth 

grade, and 38% 

fifth grade 

students will be 

2012 Current 

Level of 

Performance:* 

3 rd - 23% (21) 

4 th - 24% (16) 

5 th -32% (20) 

2013 Expected 

Level of 

Performance:* 

3 rd - 29% 

4 th - 30% 

5 th -38% 

2a.1. 



Teacher needs to 

consistently modify 

math instructional 

strategies in order to 

meet the needs of all 

learners. 

2a.1. 

Review instructional strategies that 

provide higher levels of student 

engagement and implement 

strategies with fidelity. 

Increase rigor of teaching and 

expectations for higher level 

students. 

2a.1. 




Strategy 


June 2012 

Rule 6A-1.099811 


AIF-Math 

2.1. 

Mini-lesson Quizzes 

2.1. 

Discovery Compass/Odyssey 

Assessments


AL 4 or 5 math. 

2a.2. 

Teacher utilizes frequent 

writing in an authentic 

manner to respond to 

new learning. 

2a.2. 

Incorporate non-fiction, concept 

related, reading and writing 

assignments related to math. 

Write more about math concepts and 

use graphic organizers to frame 

concepts/sequence/relations. 

2a.2. 


AIF-Math 

2.2. 


Extended Thinking Journals 


2.2. 




2a.3 


provide explicit and 

pervasive math 

vocabulary instruction. 

2a.3 

Interactive word walls provide math 

vocabulary, interactive journals and 

writing to LEQ’s and vocabulary. 

2a.3 


AIF-Math 

2.3 

Student Samples correlated to the Big 

Ideas and county curriculum maps 

2.3 




Lesson Study 

2b. Florida Alternate Assessment: Students 

scoring at or above Level 7 in mathematics. 

2b.1. 2b.1. 2b.1. 2b.1. 2b.1. 


#2b: 

NA 

2012 Current 

Level of 

Performance:* 



level of 


this box. 

2013 Expected 

Level of 

Performance:* 



level of 


this box. 

2b.2. 2b2. 2b.2. 2b.2. 2b.2. 

2b.3 2b.3 2b.3 2b.3 2b.3 




3a. FCAT 2.0: Percentage of students making 

Learning Gains in mathematics. 



3a.1. 


consistently modify math 

3a.1. 

Review instructional strategies 

that provide higher levels of 

3a.1. 




Strategy 

3a.1. Portfolios showing growth over 

time 


3a.1. 



June 2012 

Rule 6A-1.099811 




#3a: 


60% of students will 

make Learning 

Gains in Math as 


School Grade 

Report. 

. 

2012 Current 

Level of 

Performance:* 

57% 60% 

2013 Expected 

Level of 

Performance:* 

instructional strategies in 

order to meet the needs of 

all learners. 

student engagement and 

implement strategies with fidelity. 


expectations for students. 

AIF-Math 


AIF-Math 

3b. Florida Alternate Assessment: Percentage 

of students making Learning Gains in 

mathematics. 


#3b: 

NA 

2012 Current 

Level of 

Performance:* 



level of 


this box. 

2013 Expected 

Level of 

Performance:* 



level of 


this box. 

3a.2. 



manner to respond to new 

learning. 

3a.3. 

Teacher needs to provide 

explicit and pervasive math 

vocabulary instruction. 

3a.2. 




Write more about math concepts 

and use graphic organizers to 

frame 


3a.3. 

Interactive word walls provide 

math vocabulary, interactive 

journals and writing to LEQ’s and 

vocabulary. 

3a.2. 


AIF-Math 

3a.3. 


AIF-Math 

3a.2. 



3a..3. 


Extended Thinking Journals 


PLC Meetings 

3b.1. 

3a.2. 




AIF-Math 

3a.3. 




AIF-Math 

3b.1. 

3b.2. 3b.2. 3b.2. 

3b.3. 3b.3. 3b.3. 

June 2012 

Rule 6A-1.099811 






4a. FCAT 2.0: Percentage of students in 

Lowest 25% making learning gains in 

mathematics. 


#4a: 


65% of the Lowest 

25% will make 

Learning Gains in 

Math as evidenced 

by the School 

Grade Report. 

2012 Current 

Level of 

Performance:* 

52% 65% 

2013 Expected 

Level of 

Performance:* 

4a.1. 







all learners. 

4a.1. 

4a.1. 



that provide higher levels of AIF-Math 







Strategy 

4a.1. 


PLC Meetings 


4a.1. 

LFS Lesson Plans 




4a.2. 




learning. 

4a.3 



vocabulary instruction 

4a.2. 






frame 


4a.3. 



journals and writing to LEQ’s and 

vocabulary. 

4a.2. 


AIF-Math 

4a.3. 


AIF-Math 

4a.2. 


PLC Meetings 

4a.3. 


PLC Meetings 

4a.2. 





4a.3. 





4b. Florida Alternate Assessment: Percentage 

of students in Lowest 25% making learning 

gains in mathematics. 


#4b: 

NA 

2012 Current 

Level of 

Performance:* 



level of 


2013 Expected 

Level of 

Performance:* 



level of 


4b.1. 4b.1. 4b.1. 4b.1. 4b.1. 

June 2012 

Rule 6A-1.099811 



this box. 

this box. 

4b.2. 4b.2. 4b.2. 4b.2. 4b.2. 

4b.3 4b.3. 4b.3. 4b.3. 4b.3. 

Based on Ambitious but Achievable Annual Measurable 

Objectives (AMOs), Reading and Math Performance 

Target 

5A. In six year Baseline data 2010-2011 

school will reduce 

47% 

their achievement 

gap by 50%. 

Mathematics Goal #5A: 

In six years, Purcell will reduce the achievement gap by 

50% in the area of math proficiency. 

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 

51% 56% 60% 65% 69% 74% 



areas in need of improvement for the following subgroup: 

5B. Student subgroups by ethnicity (White, 

Black, Hispanic, Asian, American Indian) not 

making satisfactory progress in mathematics. 


#5B: 


Black and 60% Black 35% 

White 52% 

White will be making 

satisfactory progress 

in math based on 

FCAT results. 

2012 Current 2013 Expected 



Black 48% 

White 60% 

5B.1. 







all learners. 

5B.1. 

5B.1. 



that provide higher levels of AIF-Math 





5B1 



Strategy 


PLC Meetings 


5B.1 





June 2012 

Rule 6A-1.099811 



5B.2. 




learning. 

5B.3. 



vocabulary instruction 

5B.2. 






frame 


5B.3. 


5B.2. 


AIF-Math 


journals and writing to LEQ’s and AIF-Math 

vocabulary. 

5B.3. 


5B.2. 


PLC Meetings 

5B.3. 


PLC Meetings 

5B.2. 





5B.3. 










5C. English Language Learners (ELL) not 5C.1 

5C.1 

5C.1 

Interactive word walls provide Principal/Assistant Principal 


Teacher needs to provide math vocabulary, interactive 

Mathematics Goal 2012 Current 2013 Expected 

explicit and pervasive math journals and writing to LEQ’s and AIF-Math 


#5C: 

vocabulary instruction vocabulary. 



ELL students will be 

making satisfactory 

progress in math 

based on FCAT 

results. 

48% 53% 



Strategy 

5C.1 


PLC Meetings 

5C.2. 5C.2. 5C.2. 5C.2. 5C.2. 


5C.1 





5C.3. 5C.3. 5C.3. 5C.3. 5C.3. 




5D. Students with Disabilities (SWD) not 




5D.1. 5D.1. 5D.1. 


5D.1. 



Strategy 


5D.1. 


June 2012 

Rule 6A-1.099811 




#5D: 


SWD students will 

be making 

satisfactory progress 

in math based on 

FCAT results. 

2012 Current 

Level of 

Performance:* 

38% 43% 

2013 Expected 

Level of 

Performance:* 





all learners. 







AIF-Math 


PLC Meetings 




5D.2. 5D.2. 5D.2. 5D.2. 5D.2. 

5D.3. 5D.3. 5D.3. 5D.3. 5D.3. 




5E. Economically Disadvantaged students not 5E.1. 



Mathematics Goal 2012 Current 2013 Expected 



#5E: 





all learners. 

49% 53% 

ED students will be 

making satisfactory 

progress in math 

based on FCAT 

results. 



5E.1. 







5E.1. 


AIF-Math 

5E.1. 



Strategy 


PLC Meetings 

5E.1. 






End of Elementary School Mathematics Goal 

5E.2. 5E.2 5E.2. 5E.2. 5E.2. 

5E.3 5E.3 5E.3 5E.3 5E.3 

June 2012 

Rule 6A-1.099811 



Mathematics Budget (Insert rows as needed) 

Include only school-based funded activities/materials and exclude district funded activities /materials. 



BBY MATH FRACTION BAIT RESOURCES Title One Budget 500 

Technology 


Subtotal: 500. 



Subtotal: 

BBY MATH FRACTION BAIT/CCSM TRAINING Title One Budget 2,800 

Other 


Subtotal: $2,800 

End of Mathematics Goals 

Subtotal: $3300. 

Total: $3300. 

June 2012 

Rule 6A-1.099811 



Elementary and Middle School Science Goals 

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

Elementary Science Goals 

Based on the analysis of student achievement data, and reference to 

“Guiding Questions”, identify and define areas in need of 

improvement for the following group: 

1a. FCAT 2.0: Students scoring at Achievement Level 

3 in science. 

Science Goal #1a: 

By Spring 2013, 50% 

fifth grade students 

will be AL 3 or higher 

in science as 


school grade report. 

2012 Current 

Level of 

Performance:* 

40% 50% 

2013 Expected 

Level of 

Performance:* 

1b. Florida Alternate Assessment: Students scoring at 

Level 4, 5, and 6 in science. 




Monitoring 

1.1. 

Lack of student experiences in 

the science lab 

1.2. 

Lack of student background 

knowledge 

1.3. 

Lack technical writing skills 

1.1. 

Teacher will use hands-on 

experiments to reinforce the 

science methods. 

Students will complete a science 

fair project based on the 

scientific method to be used as a 

hands-on learning experience. 

1.1. 

Classroom Walk 

Throughs 

PLC’s 

Science Fair Boards 

Self-Evaluation of 

Science Project 

1.2. 

1.2. 

Teachers will incorporate Vertical Teams 

thinking maps into their science 

lessons to reinforce vocabulary PLC’s 

and provide students with an 

opportunity to summarize their 

learning . 

Include appropriate material and 

reading and demonstration 

videos 

1.3. 

Lab Reports 

Persuasive writing 

Writing Prompts 

1.3. 

Vertical Teams 

PLC’s 



Strategy 

1.1. 

Science Journals 


Classroom Walk Through Checklist Science Contact-N. Styron 

Student evidence 

Science Fair Rubric 

Parent Night 

Lab Reports 

Lesson Plans 

1.2. 


Lab Reports 

Lesson Plans 

Student Evidence 

1.3. 


FCAT 

Discovery 

Unit Assessments 

1b.1. 1b.1. 1b.1. 1b.1. 1b.1. 

1.1. 


1.2. 


Science Contact-N. Styron 

1.3. 



Science Goal #1b: 

2012 Current 

Level of 

Enter narrative for the goal in this Performance:* 

2013 Expected 

Level of 

Performance:* 

June 2012 

Rule 6A-1.099811 



box. 



level of 


this box. 



level of 


this box. 

1b.2. 1b.2. 1b.2. 1b.2. 1b.2. 

1b.3. 1b.3. 1b.3. 1b.3. 1b.3. 





Achievement Levels 4 and 5 in science. 

Science Goal #2a: 

By Spring 2013, 12% 

fifth grade students 

will be AL 4 and 5 in 

science. 

. 

2012 Current 

Level of 

Performance:* 

5% 12% 

2013Expected 

Level of 

Performance:* 



Monitoring 

2.1. 

Opportunities to exercise 

reasoning skills 

2.1. 

Teachers will incorporate 

extended thinking strategies into 

their LFS lesson plans. 

Argumentation skills-debate and 

justify /error analysis 

Students will complete a science 

fair project based on the 

scientific method to be used as a 

hands-on learning experience. 

2.1. 


Student Summaries 

Science Fair Boards 

Self-Evaluation of 

Science Project 



Strategy 

2.1. 




2.1. 



2.2. 

Student motivation 

2.2. 

Increase the level of inquiry in 

labs. 

2.2. 

Science Journal writing 

and explanation of the 

proceses 

Topics 

KUD charts 

2.3 

2.3 

2.3 

Lack of technical experiences Virtual Labs 

during science 

Compass/Odyssey 

Quizzes 

Teachers will continue to use 

Compass/Odyssey and FCAT Virtual Lab Pre-writes 

Explorer Programs to reinforce 

science concepts and higher level 

vocabulary. 

2.2. 

Science Fair Rubric 


2.3 

Compass/Odyssey Assessments 

FCAT Explorer Assessments 

Student Evidence 

2.2. 



2.3 



Network Manager 

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2b. Florida Alternate Assessment: Students scoring at 

or above Level 7 in science. 

2b.1. 2b.1. 2.1. 2b.1. 2b.1. 

Science Goal #2b: 

Enter narrative for the goal in this 

box. 

2012 Current 

Level of 

Performance:* 



level of 


this box. 

2013Expected 

Level of 

Performance:* 



level of 


this box. 

2b.2. 2b.2. 2b.2. 2b.2. 2b.2. 

2b.3 2b.3 2b.3 2b.3 2b.3 

End of Elementary Science Goals 

Science Professional Development 



LFS Strategies 


Grade 

Level/Subject 

K-5 


and/or 

PLC Leader 

Leadership 

Team 







school-wide) 

meetings) 

All Teachers 








Lesson Study 


Monitoring 



5 th grade 

Leadership 

Team 

Fifth Grade Science Teacher 

PLC’s, grade level 

planning 

Student Science Journals 

Lesson Study 


Virtual 

Lesson/Debating 

Skills 

5 th grade 

Leadership 

Team 

Fifth Grade Science Teacher 

PLC’s, grade level 

planning 

Student Science Journals 

Lesson Study 


June 2012 

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Science Budget (Insert rows as needed) 




Technology 


Subtotal: 



Subtotal: 

Other 


Complex Text Science TIME Readers Lottery Funds/Operating 1200.00 

End of Science Goals 

Subtotal: 

Subtotal: 

Total: $1200. 

June 2012 

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Writing Goals 


Writing Goals 





1a. FCAT: Students scoring at Achievement Level 

3.0 and higher in writing. 

Writing Goal #1a: 


85% or higher of 

Total students will 

be at an essay score 

of 3.5 or above in 

Writing 

2012 Current Level 

of Performance:* 

78% 85% 

2013 Expected 

Level of 

Performance:* 

1a.1. 



Monitoring 

Many teachers lack a strong 

knowledge of the state 

standards related to writing. 

1a.1. 

Utilize the county’s writing 

curriculum in all grade levels 

with Write Reflections process. 

1a.1. 


Principal 



Strategy 

1a.1. 

PCSB Writing curriculum 

Write Reflections Binders to 

show growth 

Student evidence of grammar 

skills 


1a.1. 

Write Reflections Rubric 

Student portfolio 


Walk Through Data 


Lesson Study 

1b. Florida Alternate Assessment: Students scoring 

at 4 or higher in writing. 

1a.2. 

Lack of consistent writing from 

grade to grade. 

1a.3. 

Students not writing routinely 

to develop various forms of 

writing styles. 

1a.2. 

Review 2012 Anchor sets, 

rubric, calibration guide, and FL 

Writes Qand A from DOE. 

1a.2. 


Principal 

1a.3. 

1a.3. 

Write routinely over extended Principal/Assistant 

time frames (time for research, Principal 

reflection, and revision) and 

shorter time frames ( a single 

sitting or a day or two) for range 

of discipline-specific tasks, 

purposes, and audiences- CCSS 

1a.2. 



show growth 

Student evidence of grammar 

skills 

1a.3. 



show growth 

1a.2. 






Lesson Study 

1a. 



Lack of creative writing. 



Student evidence of grammar Student Samples 

skills 

Lesson Study 3. 

1b.1. 1b.1. 1b.1. 1b.1. 1b.1. 

Writing Goal #1b: 

Enter narrative for the 

2012 Current Level 

of Performance:* 

2013 Expected 

Level of 

Performance:* 

June 2012 

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goal in this box. 

Enter numerical data 

for current level of 

performance in this 

box. 



level of performance 

in this box. 

1b.2. 1b.2. 1b.2. 1b.2. 1b.2. 

1b.3. 1b.3. 1b.3. 1b.3. 1b.3. 

Writing Professional Development 



PCSB Writing 

Curriculum 


Grade 

Level/Subject 


and/or 

PLC Leader 

K-5 Fontana/Teet 

s 







school-wide) 

meetings) 

PLC’s, grade level planning 

Monthly Training and 

analysis of curriculum 

during PLC’s and Grade 

Level meetings 


Writing Notebooks, Writing across 

the Curriculum 


Monitoring 


June 2012 

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Writing Budget (Insert rows as needed) 




Technology 


Subtotal: 



Subtotal: 

Other 


Writing Notebooks for Students Notebooks Operating Budget 500. 

End of Writing Goals 

Subtotal: 

Subtotal: 

Total: $500.00 

June 2012 

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Attendance Goal(s) 


Attendance Goal(s) 

Problem-solving Process to Increase Attendance 

Based on the analysis of attendance data, and reference to “Guiding 

Questions”, identify and define areas in need of improvement: 

1. Attendance 1.1. 

Lack of parental support for 

getting students to school. 

Attendance Goal #1: 

Purcell has an attendance 

rate of 95.21 % and plans 

to decrease the number of 

excessive attendance 

issues by 10% in 2012- 

2013 school year as 

evidenced by Genesis 

Report Manager. 

2012 Current 

Attendance Rate:* 

94.91% 96% 

2012 Current 

Number of Students 

with Excessive 

Absences 

(10 or more) 

Purcell had 130 

students with 

excessive absences 

2012 Current 

Number of 

Students with 

Excessive Tardies 

(10 or more) 

2013 Expected 

Attendance Rate:* 

2013 Expected 


with Excessive 

Absences 

(10 or more) 

Purcell expects to have 

less than 117 students 

with excessive 

absences 

2013 Expected 

Number of 

Students with 

Excessive Tardies 

(10 or more) 



Monitoring 

1.1. 

Encourage and reward students 

for excellent attendance. 

Use of PS/RTI Strategies 

Attendance Contract 

Letter of concern for frequently 

absent and/or tardy students. 

After school detention for 

students who continue to be 

excessively absent and/or tardy 

after letter of concern has been 

sent. 

1.1. Principal, Assistant 

Principal 



Strategy 

1.1. A weekly check to determine 

which students are excessively 

absent and/or tardy. 


1.1.Genesis attendance data 

Purcell had 77 

students with 

excessive tardies 

Purcell expects to have 

less than 60 students 

with excessive tardies. 

1.2. 

Transportation and 

Understanding of Parental 

Responsibilities 

1.2. 

Use Records and reports to 

communicate with parents 

patterns and trend of tardiness 

and/or absence issues 

1.2. 1.2. 1.2. 

1.2. 1.3. 1.3. 1.3. 1.3. 

June 2012 

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Grade 

Level/Subject 


and/or 

PLC Leader 








school-wide) 

meetings) 


Monitoring 

Attendance Budget (Insert rows as needed) 




Technology 


Subtotal: 



Subtotal: 

Other 


Subtotal: 

End of Attendance Goals 

Subtotal: 

Total: 0 

June 2012 

Rule 6A-1.099811 



Suspension Goal(s) 


Suspension Goal(s) 

Problem-solving Process to Decrease Suspension 

Based on the analysis of suspension data, and reference to “Guiding 

Questions”, identify and define areas in need of improvement: 

1. Suspension 1.1. 

Lack of consistent 

Suspension Goal #1: 

In 2012-2013 our goal is 

to reduce or maintain our 

currently low number by 

10% the number of inschool 

suspensions, outof-school 

suspensions 

and the total number of 

students receiving either 

in-school-suspension or 

out-of-school suspension 

as evidenced by the 

Genesis Report Manager 

and PBS team reports. 

2012 Total Number 

of In –School 

Suspensions 

10 total number of ISS 

suspensions 

2012 Total Number 

of Students 

Suspended 

In-School 

8 total students 

suspended in-school 

2012 Number of Outof-School 

Suspensions 

2013 Expected 

Number of 

In- School 

Suspensions 

9 total in-school 

suspensions 

2013 Expected 


Suspended 

In -School 


suspended in-school 

2013 Expected 

Number of 

Out-of-School 

Suspensions 

31 total out-of-school 28 total out-of-school 

suspensions suspensions 

2012 Total Number 2013 Expected 

of Students Number of Students 

Suspended Suspended 

Out- of- School Out- of-School 



Monitoring 

enforcement of the expected 

behaviors by the staff. 

1.1. 

A review of how PBS works 

Review of Pedagogical beliefs 

and practices in the classroom 

and school-wide. 

After school detention. 

In school work detail 

1.1. 

Assistant Principal 



Strategy 

1.1. 

Office Referrals 


1.1. 

Genesis Discipline data 


suspended out-ofschool 


suspended out-ofschool 

1.2. 

1.2. 

Students receiving referral for Encouraging bus drivers to 

behavior demonstrated on the implement PBS strategies 

bus 

1.3. 

Lack of parental support 

1.2. 1.2. 

Bus referrals 

1.3. 

Communicating with parents on 

1.3. 1.3. 

Office and Bus Referrals 

a regular basis about their child’s 

behavior. 

1.2. 


1.3. 


Suspension Professional Development 

June 2012 

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Grade 

Level/Subject 


and/or 

PLC Leader 








school-wide) 

meetings) 


Monitoring 

Suspension Budget (Insert rows as needed) 




Technology 


Subtotal: 



Subtotal: 

Other 


Subtotal: 

End of Suspension Goals 

Subtotal: 

Total: 0 

June 2012 

Rule 6A-1.099811 



Parent Involvement Goal(s) 

Required of all Schools 

Upload Option-For schools completing the Title I Parental Involvement Policy/Plan (PIP) please include a copy for this section. 


Parent Involvement Goal(s) 

Problem-solving Process to Parent Involvement 

Based on the analysis of parent involvement data, and reference to 


improvement: 

1. Parent Involvement 

Parent Involvement Goal #1: 

*Please refer to the percentage of parents who 

participated in school activities, duplicated or 

unduplicated. 

1.1. 



Monitoring 

(Please see Parent 

Involvement Plan submitted 

online to state fldoe website) 

1.1. 

(Please see Parent Involvement 

Plan submitted online to state 

fldoe website) 



Strategy 

1.1. 1.1. 1.1. 


Participation by parents will 

increase by 10% for parent 

involvement events/functions. 

2012 Current 

level of Parent 

Involvement:* 



level of parent 

involvement in 

this box. 

2013 Expected 

level of Parent 

Involvement:* 

1.2. 1.2. 1.2. 1.2. 1.2. 

1.3. 1.3. 1.3. 1.3. 1.3. 

Parent Involvement Professional Development 




Grade 

Level/Subject 


and/or 

PLC Leader 








school-wide) 

meetings) 


Monitoring 

June 2012 

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Parent Involvement Budget 




Technology 


Subtotal: 



Subtotal: 

Other 


Subtotal: 

End of Parent Involvement Goal(s) 

Subtotal: 

Total: 0 

June 2012 

Rule 6A-1.099811 



Science, Technology, Engineering, Arts and Mathematics (STEAM) Goal(s) 

This goal may be based on integrating all of these subjects within your curriculum or as a separate program/academy. 


STEAM Goal(s) 


Based on the analysis of school data, identify and define 

areas in need of improvement: 

STEM Goal #1: 

Based on current science and math scores, Purcell will initiate the Understanding the full 

process of exploring the options for creating a STEM academy for K-5 concept and difference in 

grades for the 2013-2014 school year. 

teaching styles in a STEM 

program. 

1.1. 



Monitoring 

1.1. 

Create a cohort of teachers who 

are willing to serve on the 

STEAM academy team. 

Research STEAM and how if 

differs from traditional teaching 

strategies. 

1.1. 

Principal 



Strategy 

1.1. 

Rubrics/minutes/surveys 

1.1. 

Surveys/Data 


1.2. 

Awareness of need to 

integrate STEM into daily 

teaching program. 

1.3. 

Creation of new academy 

while maintaining focus on 

other high academic 

expectations. 

1.2. 

1.2. 

Regularly meet with STEAM Principal 

academy team to build 

awareness and understanding on 

staff and community. 

1.3. 

1.3. 

Dedicate time to build vision and Principal 

goals with STEAM team. 

1.2. 


1.3. 


1.2. 

Surveys/Data 

1.3. 

Surveys/Data 

STEAM Professional Development 




Grade 

Level/Subject 


and/or 

PLC Leader 








school-wide) 

meetings) 


Monitoring 

June 2012 

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STEAM Budget (Insert rows as needed) 




Technology 


Subtotal: 



Subtotal: 

Other 


Subtotal: 

End of STEAM Goal(s 

Subtotal: 

Total: 

June 2012 

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Final Budget (Insert rows as needed) 

Please complete entirely. If the budget is 0, then reflect 0. 

Please provide the total budget from each section. 

Reading Budget 

Mathematics Budget 

Science Budget 

Writing Budget 

Attendance Budget 

Suspension Budget 

Dropout Prevention Budget 

Parent Involvement Budget 

Additional Goals 

Total: $16,600 

Total: $3,300 

Total: $1,200 

Total: $500 

Total: $0 

Total: $0 

Total: $0 

Total: $0 

Total: 

Grand Total: $21,600 

June 2012 

Rule 6A-1.099811 



Differentiated Accountability 

School-level Differentiated Accountability (DA) Compliance 

Please choose the school’s DA Status. (To activate the checkbox: 1. double click the desired box; 2.when the menu pops up, select “checked” under “Default Value” 

header; 3. Select “OK”, this will place an “x” in the box.) 

School Differentiated Accountability Status 

Priority Focus Prevent 

Upload a copy of the Differentiated Accountability Checklist in the designated upload link on the “Upload” page 

School Advisory Council (SAC) 

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 members who are representative of the ethnic, 

racial, and economic community served by the school. Please verify the statement above by selecting “Yes” or “No” below. 

XX Yes 

No 

If No, describe the measures being taken to comply with SAC requirements. 

Describe the activities of the SAC for the upcoming school year. 

Roles and Responsibilities of SAC Members 

• Determine School Improvement Priorities 

• Publicize the School Improvement Plan 

• Support School Improvement Plan implementation 

• Evaluate the School Improvement Plan 

• Assist in decision making process and approval of expenditures of District Lottery Funds and School Recognition Funds, as well as review School Budget 

Chair 

• Schedules SAC meetings 

June 2012 

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• Sets Agenda with Principal 

• Sends Meeting Notice, including agenda, 2 weeks prior to meeting 

• Facilitates meeting 

• Determines strategy for making plans available 

Principal – is a SAC member 

• Keeps up-to-date with legislation governing School Advisory Councils 

• Facilitates election process stated in by-laws 

• Provides testing, behavior, discipline and attendance data to the SAC 

• Seeks input from staff and the SAC on School Improvement Plan, School Budget, Lottery Money, and School Recognition Funds 

• Leads revision, implementation, and evaluation of the School Improvement Plan 

The School Advisory Council of Purcell Elementary School is nominated in the following manner: 

• All parents have the opportunity to sign up to become a member of the School Advisory Council during our first Open House meeting in August. These 

volunteers are compiled into a list and then contacted with specific information about the number of SAC meetings during the year and the dates and times 

of the meetings. Prospective members are asked to verify that they are willing and available to serve as a member. The list is also checked to make sure the 

racial make-up is comparable to the racial balance in our student population. Ballots are sent home with the students for parents to vote for or against the 

parents listed and return the ballot to school. A majority vote determines the membership. 

• Teachers and support personnel are voted on in a staff meeting. 

• Community members are invited to be members of the SAC by the principal. 

June 2012 

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Describe the projected use of SAC funds. 

Amount 

Lottery Dollars for Technology Needs and Student Incentives 2,200 

June 2012 

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Elementary School Improvement Plan (SIP) Form SIP-1

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