Alachua County Public Schools
W. A. Metcalfe Elementary School
2016-17 School Improvement Plan
Alachua - 0101 - W. A. Metcalfe Elementary School - 2016-17 SIP W. A. Metcalfe Elementary School
W. A. Metcalfe Elementary School 1250 NE 18TH AVE, Gainesville, FL 32609 http://www.sbac.edu/pages/acps School Demographics School Type and Grades Served (per MSID File)
2015-16 Title I School
2015-16 Economically Disadvantaged (FRL) Rate (As Reported on Survey 3)
Elementary School 1-5
Yes
100%
Primary Service Type (per MSID File)
Charter School
2015-16 Minority Rate (Reported as Non-white on Survey 2)
K-12 General Education
No
92%
School Grades History Year
2015-16
2014-15
2013-14
2012-13
Grade
C
D*
C
D
*Informational Baseline School Grade Note: The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments. The 2014-15 school grades serve as informational baseline data that schools can use to improve in future years.
School Board Approval This plan is pending approval by the Alachua County School Board. SIP Authority and Template Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district. The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all noncharter schools with a current grade of D or F, or with a grade of F within the prior two years. For all other schools, the district may use a template of its choosing. All districts must submit annual assurances that their plans meet statutory requirements. This document was prepared by school and district leadership using the Florida Department of Education’s school improvement planning web application located at https://www.floridaCIMS.org.
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Table of Contents
Purpose and Outline of the SIP
4
Differentiated Accountability
5
Current School Status
6
8-Step Planning and Problem Solving Implementation
18
Goals Summary
18
Goals Detail
18
Action Plan for Improvement
21
Appendix 1: Implementation Timeline
32
Appendix 2: Professional Development and Technical Assistance Outlines
0
Professional Development Opportunities
34
Technical Assistance Items
38
Appendix 3: Budget to Support Goals
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0
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Purpose and Outline of the SIP The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a “living document” by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the “Date Modified” listed in the footer. Part I: Current School Status Part I organizes the current status of the school around five domains inspired by the 5Essentials framework: Supportive Environment, Family and Community Involvement, Effective Leadership, Public and Collaborative Teaching, and Ambitious Instruction and Learning. Questions regarding the school’s Multi-Tiered System of Supports have been embedded throughout this part to demonstrate how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs. Part II: Needs Assessment Part II requires the school to review performance and early warning systems data in order to develop strategic goals and associated data targets (i.e., “SMART goals”) for the coming school year in context of the school’s greatest strengths and needs. An online tool was developed, which includes data visualizations and processing questions to support problem identification, problem analysis and strategic goal formulation. Part III: 8-Step Planning and Problem Solving for Implementation Part III enables the school to develop implementation plans for its highest-priority goals. With the overview of the current state of the school in mind and the strategic goals identified through the needs assessment, the planning team engages in a facilitated planning and problem-solving process, through which they • Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1) • Identify resources available to support the goals and barriers that could hinder achieving those goals (Step 2) • Select high-priority barriers they want to address initially (Step 3) • Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7) • Determine how they will monitor progress toward each goal (Step 8) Appendices The following appendices, automatically-generated from content entered in Part III, are included in this document: • Appendix 1 is a timeline of all action steps and monitoring activities • Appendix 2 is an outline of all professional development opportunities and technical assistance items • Appendix 3 is a report of the budget needed to implement the strategies
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Differentiated Accountability Florida’s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated by need according to performance data, and provided to schools and districts in order to improve leadership capacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadership to design, implement and refine improvement plans, as well as provide instructional coaching, as needed. DA Regions Florida’s DA network is divided into five geographical regions, each served by a field team led by a regional executive director (RED). DA Categories Traditional public schools are classified at the start of each school year, based upon the most recently released school grades (A-F), into one of the following categories: • Not in DA – currently A or B with no F in prior three years; charter schools; ungraded schools • Monitoring Only – currently A or B with at least one F in the prior three years • Focus – currently D ◦ Planning – two consecutive grades of D (i.e., DD), or a grade of F immediately followed by a grade of D in the most recent grades release (i.e., FD) ◦ Implementing – two consecutive grades of D in the most recent grades release preceded by a grade below C (i.e., FDD or DDD) • Priority – currently F ◦ Planning – declined to a grade of F in the most recent grades release and have not received a planning year or implemented a turnaround option during the previous school year ◦ Implementing – two consecutive grades of F (i.e., FF), or three consecutive grades below C with an F in the most recent grades release (i.e., FDF or DDF) DA Turnaround and Monitoring Statuses Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses: • Former F – currently A-D with at least one F in the prior three years; SIP is monitored by FDOE • Planning – Focus Planning and Priority Planning; district is planning for possible turnaround • Implementing – Focus Implementing and Priority Implementing; district is implementing the Turnaround Option Plan (TOP) 2016-17 DA Category and Statuses DA Category
Region
RED
Not In DA
Northeast
Wayne Green
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Former F
Turnaround Status
No
None
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I. Part I: Current School Status A. Supportive Environment 1. School Mission and Vision a. Provide the school's mission statement District Mission: We are committed to the success of every student. School Mission: Our mission is to create a safe and nurturing learning environment committed to educating the whole child using research-based strategies to promote student success. b. Provide the school's vision statement District Vision: Our vision for our students is that they will graduate with the knowledge, skills, and personal characteristics to be lifelong learners and independent thinkers. We want our graduates to excel in their chosen careers and be productive and contributing members of the global community. School Vision: We thrive when our self-esteem is high and our expectations are higher. 2. School Environment a. Describe the process by which the school learns about students' cultures and builds relationships between teachers and students At the beginning of the school year we hold a Meet Your Teacher day as well as an Open House event. These two school-wide events serve to bring parents, students, and teachers together in order for all to learn about each other, the school, and any unique needs to be addressed. Individual teachers learn about students, cultures, and backgrounds through student and teacher conferences and class-level activities. Quarterly awards ceremonies are held to recognize student achievements and build relationships with families. Title 1 parent sessions will be provided throughout the year. Each session will focus on an area of academic improvement for our students. This year we are continuing to implement Florida's Positive Behavior Intervention Support Project (FLPBIS) in order the address behavior, social skills, and to develop/enhance our school-wide culture of high expectations. b. Describe how the school creates an environment where students feel safe and respected before, during and after school W.A. Metcalfe will continue implementing Florida's Positive Behavior Intervention Support (FLPBIS) that includes school-wide expectations (which may serve as class-level rules), common language, common accountability systems within classes, social skills instruction, positive rewards and positive behavior referrals. Our Metcalfe Expectations are: 1. Positive attitude 2. Always respectful
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3. Willing to learn 4. Show responsibility Students are taught to report any safety or social misbehavior immediately and understand that their concerns will be addressed in a timely manner. We let them know that at our school the adults take student and staff safety seriously and that the adults will handle any violations. Our student services team, consisting of two behavior resource teachers, one school counselor, two social workers, and one mental health counselor, will meet with the leadership team on a weekly basis to review student progress. The behavior resource teachers, the school counselor and one of the social workers will provide weekly social skills instruction to all students. System of Care will be provided to the neediest families in the school. This will include working on a regular basis with one of the school social workers and the mental health counselor. Before and after school teachers, paraprofessionals, and safety patrols will be assigned posts to help ensure student safety arriving and leaving campus. Posts will include the car pick-up, the bus circle, and the cafeteria. The principal and assistant principal will be available to parents and students at this time. Two after school programs will be available to students. The first is the Extended Day Enrichment Program which will be Monday through Friday. The second program is the 21st Century Program which will be available Monday through Thursday. Both programs will provide enrichment opportunities for students. c. Describe the schoolwide behavioral system in place that aids in minimizing distractions to keep students engaged during instructional time. This may include, but is not limited to, established protocols for disciplinary incidents, clear behavioral expectations, and training for school personnel to ensure the system is fairly and consistently enforced In general, the current school-wide discipline plan and classroom discipline plans will support and reinforce the SBAC Code of Student Conduct. All disciplinary actions, referrals, and consequences will be guided and determined according to the Code of Student Conduct. Part of this plan involves building upon our social skills instruction program and encouraging personal responsibility our FLPBIS program. Our Metcalfe Expectations are: 1. Positive attitude 2. Always respectful 3. Willing to learn 4. Show responsibility Procedures for Teaching and Encouraging Expectations and Guidelines - Teacher modeling - Weekly Instruction provided by a member of the student services team - Reinforcement through campus-wide approach to discipline and safety - Weekly “Wildcat of the Week” given to a student in each class that best exhibits the social skill of the week - Class discussion and emphasis on appropriate behavior and responsibility - Positive Behavior Referral Procedures for Discouraging Displays of Rule Violating Behavior - Classroom discipline plan that supports/reinforces Metcalfe Expectations and social skills program - System of increased consequences (Classroom-based and school-based) as inappropriate
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behaviors continue or worsen - Tiered Behavior Interventions - Formal intervention system that is part of the RtI (MTSS) process. - Progress monitoring takes places. d. Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and other pupil services We have a full-time social worker and school counselor who see students individually and in small groups. These services may be part of our tiered behavior intervention program. Students are identified in a variety of ways including, but not limited to: - Teacher referral, - Self referral, - Parent referral, - Referral due to concerns arising from discipline referrals, social issues, or other factors. The social worker, behavior resource teachers, and school counselor also facilitate professional development trainings for the faculty to ensure the social emotional needs of all students are being met. Included as part of the training is a session covering Trauma Sensitive Schools. Referrals to outside agencies are made by the school social worker and school counselor as needed. Behavior resource teachers and instructional coaches will work with new teachers on establishing procedures and routines to create a safe and nurturing learning environment. Our after school program (EDEP) provides mentoring and home work help opportunities. Our school social worker will coordinate the Weekend Backpack program ensuring that our students have food for the weekend and over long holiday breaks. In addition to our school counselor and social worker, we will have a full time mental health counselor and social worker as part of System of Care. They will work intensely with our most at-risk families. Weekly services will be provided to these families based on their particular needs. W.A. Metcalfe Elementary also participates in a mentoring program (The National PanHellenic Council and Community Partners Mentoring Program) that pairs students with representatives from local sororities, fraternities, and community organizations. Mentoring services including active listening, conflict resolution, and guidance on social skills are provided to students. 3. Early Warning Systems The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III), (b)(1)(B)(iii)(I), and (b)(1)(I).
a. Describe the school's early warning system and provide a list of the early warning indicators used in the system Our school Leadership Team meets on a weekly basis to review data from the previous week, discuss school concerns, and plan/make data-based decisions as we move forward. We review the following: - Previous week's discipline referrals including all consequences. (Discussions focus on trends, individual students, consequences , possible modifications to school or class systems, and proactive strategies.) - Students in behavioral interventions and their progress. - Students in academic interventions and their progress. - Attendance concerns Throughout the year, meetings are held with teams or individuals that include members of the
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leadership team (principal, assistant principal, FCIM facilitator) and Title 1 teachers to review academic data and student progress. We review ongoing progress in academic subjects, grades, and trends. Topics of discussion include, but are not limited to: adjustments to instruction, need for Educational Planning Team meetings, need for interventions, or possible retention. When state assessment scores arrive teachers, leadership team members, and Title 1 teachers discuss students and need for additional support in the upcoming year. Students in the lowest quartile are identified and plans are started to intervene as quickly as possible upon the start of the new school year. Additionally, the following items are reviewed: Attendance below 90 percent One or more suspensions A level 1 score on the statewide assessment in Reading and or Math Failure in ELA and/or Math b. Provide the following data related to the school's early warning system 1. The number of students by grade level that exhibit each early warning indicator: Indicator
Grade Level
Total
K 1 2
3
4
5
6 7 8 9 10
11
12
Attendance below 90 percent
0
7 7
7
8
4
0 0 0 0
0
0
0
33
One or more suspensions
0
2 9 11
14
16 0 0 0 0
0
0
0
52
Course failure in ELA or Math
0
0 0
3
4
14 0 0 0 0
0
0
0
21
Level 1 on statewide assessment
0
0 0 10
20
0
0
0
0
30
0 0 0 0
The number of students identified by the system as exhibiting two or more early warning indicators: Indicator Students exhibiting two or more indicators
Grade Level K 1 2 3 4
5
6 7 8 9 10 11 12
0 1 2 6 8 11 0 0 0 0
0
0
0
Total 28
c. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system 1. Intervention instruction in reading and math Tier 1 Intervention Strategies - Differentiated instruction occurs during literacy workstations and in small groups. Reading Street, Discovery Education, leveled content readers, Smarty Ants, and Florida Ready will be incorporated during Tier 1instruction to improve the academic performance of students identified by the early warning system. Tier 2 Intervention Strategies - In addition to the core curriculum, Tier 2 interventions will provide students with additional instruction. The intervention team will implement SRA Early Interventions in reading in grades 1 and 2 for Tier 2 instruction. The intervention teacher will implement Achieve 3000 in grades 3-5 for Tier 2 instruction. Regular routines are established allowing optimal learning gains for those identified by the early warning system. Tier 3 Intervention Strategies -Scientifically research-based programs will be used for additional instruction when Tier 1 and 2 interventions are not sufficient for students identified by the early warning system. Individual strengths
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and weaknesses will be identified with a targeted plan for improvement. 2. School-wide implementation of Thinking Maps 3. Check-In, Check-Out with behavior resource teachers 4. Mentoring program for select students 5. Small group or individual counseling from school counselor and social worker 6. One on one counseling through System of Care for the most at risk students 7. District instructional coaches (primary and intermediate) 8. Collaborative planning with teachers B. Family and Community Engagement The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(iii)(I)(aa).
1. Describe how the school works at building positive relationships with families to increase involvement, including efforts to communicate the school's mission and vision, and keep parents informed of their child's progress Title I schools use the Parent Involvement Plan (PIP) to meet the requirements of 20 U.S.C. § 6314(b)(1)(F).
a. Will the school use its PIP to satisfy this question? Yes 1. PIP Link The school completes a Parental Involvement Plan (PIP), which is accessible through the Continuous Improvement Management System (CIMS) at https://www.floridacims.org/documents/304116. 2. Description A PIP has been uploaded for this school or district - see the link above. 2. Describe the process by which the school builds and sustains partnerships with the local community for the purpose of securing and utilizing resources to support the school and student achievement The process by which we build and sustain partnerships includes working with our district Volunteer & Business Partnership Program as our initial contact and support. We continue to build on those established relationships through communication, invitations to serve on SAC and/or PTO, and invitations to support/sponsor events. We also utilize the following: - Project Fortify: Grant-funded program providing a school social worker to work with individuals and families. - Field trips - Altrusa Read-in - Junior Achievement volunteers - PTO - SAC -Library Partnership C. Effective Leadership The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(H).
1. School Leadership Team a. Membership Identify the name, email address and position title for each member of the school leadership team.:
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Name
Title
Mayo, Elena
Principal
Rainer, Kelitha
Assistant Principal
Greenlee, Celeste
Guidance Counselor
Oldham, Katherine
Teacher, K-12
Ebie, Mallory
Dean
Kozakoff, Jennifer
Attendance/Social Work
Curtis, Tramaine
Dean
b. Duties 1. Describe the roles and responsibilities of the members, including how they serve as instructional leaders and practice shared decision making The school-based MTSS leadership team reviews school-level data including FSA results, content tests, AIMS assessments, behavior reports, and attendance reports. This data is used to assist in the development of goals, evaluation of programs, and identification of needs for staff development. The team also uses this data to guide and support the implementation of the school's MTSS program. Principal- Serves as the instructional leader for the school. Meets regularly with all members of the leadership team to ensure the students social and academic needs are being met. Assistant Principal- Oversees all aspects of curriculum at the school. FCIM Facilitator- Oversees student data and the Title 1 intervention teachers. This teacher also monitors academic progress in the three tiers. School Counselor- Coordinates counseling for students with the school social worker and other outside agencies. Monitors plans for students with disabilities. School Social Worker- Provides small group counseling and is in charge of attendance monitoring and intervention. Behavior Resource Teachers- Monitor school-wide behavior. Oversee implementation of PBS. Track students in tier 2 and tier 3 behavioral interventions. 2. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs. Provide the person(s) responsible, frequency of meetings, how an inventory of resources is maintained and any problem-solving activities used to determine how to apply resources for the highest impact Our school uses multiple pieces of data from several sources as the basis for decision making and monitoring. Data sources include, but are not limited to, the following: - Required state and district assessments (e.g. FSA/FCAT, AIMS Quarterly Benchmark tests) - School-based assessments (e.g. Mini-assessments, Concept tests) - Progress-monitoring assessments from intervention programs in use at the school - Formal and informal assessment and writing prompts Data is submitted to the principal, assistant principal, and FCIM facilitator by the teachers through the use of Google docs for review. In addition, relevant data and performance are discussed at regularlyscheduled FCIM meetings. These monthly meetings involve the principal, Assistant Principal, FCIM Facilitator, grade levels, and any teacher with whom students work.
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Decisions are made with input from all concerning Tier 1 and Tier 2 interventions. In the event a child is in Tier 2 interventions and is not progressing as expected an EPT is held and a move to Tier 3 is considered. This data also helps guide the discussion and evaluation of staff development, resource needs, and effectiveness of existing programs. Title I Part A – Title I intervention teachers, professional development, technology, scientifically research-based supplemental materials, teacher specialists – primary coach, intermediate coach, technology coach, behavior resource teacher, Title I technical assistance Title I Part D – DJJ centers Title III- ELL services (Dictionaries, tutors, translations) Title X - Homeless – (book bags, school supplies, clothing, social services referrals) Violence Prevention Programs- Too Good for Drugs & Violence, LEAPS, Bully Prevention, Positive Behavior Support, Safer Smarter Kids Nutrition Programs – Fresh Fruits & Vegetables, Backpack for weekend, summer meal program Housing Programs – referred through homeless services Head Start – transition to Kindergarten Career & Technical Education – career day on campus Job Training – career day, speakers 2. School Advisory Council (SAC) a. Membership Identify the name and stakeholder group for each member of the SAC.: Name
Stakeholder Group
Elena Mayo
Principal
Crystal Tessmann
Teacher
Andy Brophy
Business/Community
Katherine Oldham
Teacher
Jody Franklin
Parent
Dana Staggs
Parent
Annette Camps
Education Support Employee
b. Duties 1. Provide a description of the SAC's involvement with the following activities, as required by section 1001.452(2), Florida Statutes a. Evaluation of last year's school improvement plan Evaluation and review of the School Improvement Plan (SIP) is an ongoing process that takes place throughout the year. This is critical to the development of the new SIP. Each member of the SAC receives a copy of the SIP and is encouraged to provide input or suggestions. b. Development of this school improvement plan The School Advisory Council reviews ongoing development of the School Improvement Plan and provides input at each stage of development.
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Development of the School Improvement Plan (SIP) is reviewed at SAC meetings and members are invited to review the plan. Once developed each SAC receives a copy of the SIP for their records. Development of the new SIP includes a review of the previous year's SIP and adjustments are made based on suggestions from SAC. c. Preparation of the school's annual budget and plan The budget is reviewed with the SAC and SAC members are invited to provide input and suggestions. SAC has direct control over Lottery and School Recognition Funds that are use to supplement ongoing programs or fund expenditures not covered by other monies. 2. Describe the use of school improvement funds allocated last year, including the amount budgeted for each project Common Core Writing Book $425.91 Substitute Teachers $929.79 CELF Screening Test $298.81 Visible Learning Books $ 150.34 Tough Kids Tool Box Books $65.00 EAI Classroom Learning Tools $401.69 Incentive Pencils $179.43 Laminated Posters for PBIS $584.30 EAI Classroom Learning Tools $34.75 3. Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding the establishment requirements and duties of the SAC Yes a. If the school is not in compliance, describe the measures being implemented to meet SAC requirements 3. Literacy Leadership Team (LLT) a. Membership Identify the name and position title for each member of the school-based LLT or similar group, if applicable.: Name
Title
Mayo, Elena
Principal
Rainer, Kelitha
Assistant Principal
Oldham, Katherine
Teacher, K-12
Fields, Kendra
Instructional Coach
Greenlee, Celeste
Guidance Counselor
Redmond, Karen
Instructional Media
Meyers, Yvonne
Instructional Coach
b. Duties 1. Describe how the LLT or similar group promotes literacy within the school, if applicable The Literacy Leadership Team will work to ensure that the school is incorporating the district literacy plan. The major initiative of the 2016-2017 school year is the successful implementation of adopted Florida Language Arts standards (LAFS). Instruction in LAFS will occur across the content ares.
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All students will receive 90 minutes of uninterrupted reading. Students in the bottom quartile will receive 30 minutes of additional small group instruction using research-based intervention programs. The LLT will work with teachers to identify students in the bottom quartile and match interventions to the area of need. Staff will receive training on unpacking standards, test item specifications, and teaching with rigor. Two full-time instructional coaches will work with teams on incorporating ELA into other subject ares such as science, math, and social studies.The media specialist will work with teachers to incorporate literacy across content areas by guiding selection of literature to match content area standards. The Title 1 team will provide parent trainings throughout the year to support literacy. D. Public and Collaborative Teaching The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(D).
1. Describe the school's strategies to encourage positive working relationships between teachers, including collaborative planning and instruction Our school schedule is designed so that grade levels have common planning time during the day. We encourage and support teachers in cooperatively planning and sharing ideas/plans. We also provide staff development time and days. Substitutes will be provided for teachers/teams to develop writing curriculum and review standards and test item specifications. 2. Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field, effective teachers to the school The principal is the person responsible for hiring within the school. The interview is conducted by the principal and may include other participants including, but not limited to, the assistant principal, team leaders, or members of the school leadership team. When recruiting for open positions we look for the most highly qualified applicants and try to find the person who matches the school, grade level, or team on which the position is open. Certification, experience, and recommendations are all considered when choosing an applicant to interview. In an effort to retain and develop highly-qualified teachers and staff, we conduct school-based trainings and mentoring activities throughout the year that match school and district initiatives and curriculum mandates as well as help them meet their own professional development needs. 3. Describe the school's teacher mentoring program, including the rationale for pairings and planned mentoring activities Our school mentoring program includes: - Pairing beginning teachers with team leaders who provide assistance and mentoring throughout the year, - Providing new to school teachers an opportunity to spend a day observing veteran teachers. The principal and assistant principal meet with the teachers beforehand and identify specific areas to observe and then meet again at the end of the day for review and debriefing, - Beginning teachers are paired with a district mentor who observes and meets with them on a weekly basis to review observations, questions, and items of concern. -Two full time instructional coaches meet with individual teachers and teams to provide guidance on the ELA block, effective instructional practices, and student data. -Teachers are provided guidance on effective behavior management strategies by two full time behavior
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resource teachers. The behavior resource teachers will provide strategies for overall classroom management as well as specific individual student concerns. E. Ambitious Instruction and Learning 1. Instructional Programs and Strategies a. Instructional Programs 1. Describe how the school ensures its core instructional programs and materials are aligned to Florida's standards We use the state-adopted texts that have alignment to the Florida Standards. We also follow the district and school pacing guide. These pacing guides have been developed by district/school staff to bridge the gap between Florida Standards and current curriculum. In order to ensure core academic programs and instructional materials are aligned to Florida Standards we conduct staff training on unpacking the standards. Unpacking the standards provides the understanding teachers and staff need to be able to objectively compare our resources to the standards. Teachers are then able to identify gaps in what is expected in the new standards to the material provided through our core curriculum. Once gaps are identified, teachers and staff are able to use supplemental materials, online resources, and research-based interventions to close those gaps and provide instruction that is comprehensive and well-rounded. b. Instructional Strategies 1. Describe how the school uses data to provide and differentiate instruction to meet the diverse needs of students. Provide examples of how instruction is modified or supplemented to assist students having difficulty attaining the proficient or advanced level on state assessments As a school we use data as the basis for instructional planning and decision-making. Over the course of the year students take multiple assessments at both the school and district level in addition to state-mandated assessments. Following an assessment, student scores are reviewed by the leadership team as well as the classroom teacher. Each assessment serves a different function. At the beginning of the school year state assessment results as well as school-based measures are used to identify students in the bottom quartile who need supplemental instruction through Title 1 or in an ESE classroom. These students receive additional small group instruction. Supplemental instruction is delivered using research-based programs such as Reading Street-My Sidewalks, Fast ForWord, Achieve 3000, SRA Language for Learning, and SRA Early Interventions in Reading. Student progress is then monitored using biweekly or chapter tests. Educational Planning Team (EPT) or IEP meetings are scheduled to discuss students who continue having difficulties. Throughout the year students take concept tests in language arts, mathematics, and science. Data from these tests is used to identify students in need of re-teaching through small group instruction in the regular classroom. In FCIM meetings, the FCIM facilitator, principal, and assistant principal work with teachers in designing work stations as well as mini lessons to address specific deficiencies. Additionally, students take district-required progress monitoring assessments. The leadership team uses this data to determine if students are continuing to progress as more standards are taught. Teachers also use this data to assess mastery on items that have been previously retaught based on mini-assessment or concept test data.
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Progress monitoring is tracked via Google Docs and our district instructional management system (ACIIS/PCG). Several programs are used to differentiate instruction for students. Student assessment data is also used to set up small groups for proficient, bubble, and struggling students. 2. Provide the following information for each strategy the school uses to increase the amount and quality of learning time and help enrich and accelerate the curriculum: Strategy: After School Program Minutes added to school year: 2,400 Extended Day Intervention using the research based program Achieve 3000 and funded by Title 1. Strategy Rationale Struggling students need repeated exposure to new material. Extended Day Intervention will provide small group targeted instruction on new concepts. Strategy Purpose(s) • Core Academic Instruction • Teacher collaboration, planning and professional development Person(s) responsible for monitoring implementation of the strategy Oldham, Katherine,
[email protected] Data that is or will be collected and how it is analyzed to determine effectiveness of the strategy Data is collected through the use of the Achieve 3000 program and its progress monitoring tool. 2. Student Transition and Readiness a. PreK-12 Transition The school's response to this question may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(G).
1. Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another Through the Voluntary Pre-K (VPK) program the district provides an opportunity for every four year old to participate in prekindergarten classes to be better prepared to enter kindergarten. The school parent resource room has resources available to check out or keep for parents of pre-K students. In addition, kindergarten readiness materials will be available to parents of students who will enroll in the Early Learning Center @ Duval. To facilitate the transition to Metcalfe after Kindergarten, teachers will go to the Early Learning Center @ Duval and discuss expectations for first grade with the students. To facilitate the transition to middle school, the school counselor will host a meeting on preparing for middle school with all fifth grade students. Additionally, the ESE department will invite the middle school ESE teachers to transition meetings. b. College and Career Readiness
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1. Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizations In the fall the school will have a vehicle day. Different businesses from the local area will bring vehicles that are related to that particular industry. The businesses will educate students on their trade, commerce, and supply and demand. Students learn how the different vehicles relate to aspects of the local community. In the spring all students will participate in career day. Local professionals will come to the school to teach students about their respective careers. 2. Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs N/A 3. Describe efforts the school has taken to integrate career and technical education with academic courses (e.g., industrial biotechnology) to support student achievement N/A 4. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, as required by section 1008.37(4), Florida Statutes N/A
II. Needs Assessment The school's completion of this section may satisfy the requirements of 20 U.S.C. § 6314(b)(1)(A).
A. Problem Identification 1. Data to Support Problem Identification b. Data Uploads Data uploads are not required by the Florida Department of Education but are offered as a tool for the needs assessment. In this section, the school may upload files of locally available data charts and graphs being used as evidence of need. The following documents were submitted as evidence for this section: No files were uploaded 2. Problem Identification Summary This section is not required by the Florida Department of Education but is provided as an opportunity for the school to summarize the points of strength and areas of need that have been identified in the data. B. Problem Analysis Summary This section is not required by the Florida Department of Education but is provided as an opportunity for the school to summarize the underlying "why"? or root causes for the areas of need identified in the data, as determined by situational awareness of, and research conducted by, the stakeholders involved in the needs assessment. C. Strategic Goals
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School Improvement Goals The following key is intended to help readers understand how the sections of this document correspond to the steps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The Quick Key numbers can help registered users go directly to the point of entry for any given goal, barrier and strategy within the online survey. Problem Solving Key G = Goal 1
B= Barrier
= Problem Solving Step
S = Strategy S123456
= Quick Key
Strategic Goals Summary G1.
The percent of lowest quartile students making learning gains will increase by 10%.
G2.
At least 40% of students will score at or above proficiency.
Strategic Goals Detail For each strategic goal, this section lists the associated targets (i.e., “SMART goals”), resources available to support movement toward the goal, barriers to achieving the goal, and the plan for monitoring progress toward the goal
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G1. The percent of lowest quartile students making learning gains will increase by 10%. 1a G076351
Targets Supported 1b Indicator
Annual Target
ELA/Reading Lowest 25% Gains
54.0
Math Lowest 25% Gains
62.0
Targeted Barriers to Achieving the Goal 3 • Students lack prerequisite skills needed for mastery of grade level content. • Lack of parent involvement Resources Available to Support the Goal 2 • We use the following intervention materials/resources with students who have been identified as falling into the lowest quartile on state and district assessments: My Sidewalks, SRA Early Interventions in Reading, Phonics for Reading, My Math, Ready Florida, Achieve 3000, and Smarty Ants. • Title 1 Personnel • Non-Title 1 Personnel Plan to Monitor Progress Toward G1. 8 Student progress is monitored throughout the year during school meetings (e.g. FCIM, EPT, Team, Leadership Team). Decisions are made in these meetings about whether to continue in the intervention, decrease intensity, or increase intensity. Person Responsible Katherine Oldham Schedule Monthly, from 8/15/2016 to 6/2/2017 Evidence of Completion EPT meetings are held as needed.
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G2. At least 40% of students will score at or above proficiency. 1a G076352
Targets Supported 1b Indicator
Annual Target
FSA English Language Arts - Achievement
40.0
FSA Mathematics - Achievement
40.0
ELA Achievement District Assessment
40.0
FCAT 2.0 Science Proficiency
40.0
Math Achievement District Assessment
40.0
Science Achievement District Assessment
40.0
Targeted Barriers to Achieving the Goal 3 • Students lack prerequisite skills needed for mastery of grade-level content. • Curriculum resources not completely aligned with test item specifications, levels of content complexity, and standards. • Loss of instructional time/lack of time in class due to discipline referrals and/or consequences. Resources Available to Support the Goal 2 • District-developed pacing guides • cPalms • District-created progress monitoring assessments • Language Arts Florida Standards, Mathematics Florida Standards • District Primary Instructional Coach • District Intermediate Instructional Coach • School-wide Positive Behavior Intervention Support • Behavior Resource Teachers • School-created pacing calendar • School-created progress monitoring assessments Plan to Monitor Progress Toward G2. 8 Data will be collected from a variety of sources (e.g. District Data Dashboard, Google docs, Title 1 Intervention Records) and monitored. Data is used to guide decision making concerning instruction, placement, and need for additional interventions at a school and classroom level . Person Responsible Katherine Oldham Schedule Biweekly, from 8/15/2016 to 6/2/2017 Evidence of Completion Data has been collected and is available.
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Action Plan for Improvement For each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists the rationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that have been identified as necessary to implementing the strategy, including details such as the point person, timing and duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring the implementation and effectiveness of the respective strategy. Problem Solving Key G = Goal 1
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B= Barrier
= Problem Solving Step
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S = Strategy S123456
= Quick Key
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G1. The percent of lowest quartile students making learning gains will increase by 10%. 1 G076351
G1.B1 Students lack prerequisite skills needed for mastery of grade level content. 2 B199786
G1.B1.S1 Students receive additional intervention. 4 S211450
Strategy Rationale Students who lack prerequisite skills in reading and/or math need additional support through academic intervention. Action Step 1 5 Students are identified by using multiple sources of data (e.g. DIBELS, FSA, District Quarterly Assessments) as being in the lowest quartile. Person Responsible Katherine Oldham Schedule Monthly, from 8/15/2016 to 6/2/2017 Evidence of Completion Students are identified and placed in interventions. Action Step 2 5 Students receive interventions during the school day. Teachers are trained and students receive small group intensive intervention. Person Responsible Katherine Oldham Schedule Weekly, from 8/15/2016 to 6/2/2017 Evidence of Completion Schedules have been built and students are scheduled in district/database schedule. Students are tied to specific teachers who teach intervention.
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Action Step 3 5 Teachers receive training in intervention programs being used at the school. Person Responsible Katherine Oldham Schedule Quarterly, from 8/2/2016 to 6/2/2017 Evidence of Completion Training scheduled, completed, and documented in ACIIS. Plan to Monitor Fidelity of Implementation of G1.B1.S1 6 Throughout the year as data becomes available, students will continued to be identified and monitored. Person Responsible Katherine Oldham Schedule Monthly, from 8/15/2016 to 6/2/2017 Evidence of Completion Students have been identified, schedules have been built, and interventions are implemented.
Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7 Schedules, Progress Monitoring Data Person Responsible Katherine Oldham Schedule Monthly, from 8/15/2016 to 6/2/2017 Evidence of Completion Schedules have been completed. Data is being collected throughout the year.
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G1.B2 Lack of parent involvement 2 B199787
G1.B2.S1 Regularly scheduled parent trainings conducted by the FCIM and the Title 1 team on Florida Standards and Assessments. 4 S211451
Strategy Rationale Increased parent involvement and awareness of curriculum and current assessment changes will have a positive impact on the students and school. Action Step 1 5 Meetings are scheduled and conducted by the Title 1 team. Person Responsible Katherine Oldham Schedule Quarterly, from 9/5/2016 to 4/28/2017 Evidence of Completion Agendas, copies of materials/presentations, sign in sheets, surveys Plan to Monitor Fidelity of Implementation of G1.B2.S1 6 Agendas, copies of materials/presentations, sign in sheets, surveys have been collected and archived. Person Responsible Katherine Oldham Schedule Quarterly, from 9/5/2016 to 4/28/2017 Evidence of Completion Agendas, copies of materials/presentations, sign-in sheets, surveys
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Plan to Monitor Effectiveness of Implementation of G1.B2.S1 7 Assistant principal and principal will assist the Title 1 team in identifying content to be covered and resources for presentations/trainings. Person Responsible Katherine Oldham Schedule Quarterly, from 9/5/2016 to 4/28/2017 Evidence of Completion Agendas, copies of materials/presentations
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G2. At least 40% of students will score at or above proficiency. 1 G076352
G2.B1 Students lack prerequisite skills needed for mastery of grade-level content. 2 B199788
G2.B1.S1 Students are identified and receive additional academic interventions. 4 S211452
Strategy Rationale Students who lack prerequisite skills in reading and/or math need additional support through academic interventions. Action Step 1 5 Students are identified by using multiple sources of data (e.g. DIBELS, FSA, Quarterly Assessments) as being in the lowest quartile. Person Responsible Katherine Oldham Schedule Monthly, from 8/15/2016 to 6/2/2017 Evidence of Completion Students are identified and placed in interventions. Action Step 2 5 Students receive interventions during the school day. Teachers are trained and students receive small group intensive intervention. Person Responsible Katherine Oldham Schedule Weekly, from 8/15/2016 to 6/2/2017 Evidence of Completion Schedules have been built and students are scheduled in our district database/schedule. Students are tied to specific teachers who teach interventions.
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Plan to Monitor Fidelity of Implementation of G2.B1.S1 6 Throughout the school year, as data becomes available, students will continue to be identified and monitored. Person Responsible Katherine Oldham Schedule Monthly, from 8/15/2016 to 6/2/2017 Evidence of Completion Students have been identified, schedules have been developed, and interventions are implemented.
Plan to Monitor Effectiveness of Implementation of G2.B1.S1 7 Schedules, Progress Monitor Data Person Responsible Katherine Oldham Schedule Monthly, from 8/15/2016 to 6/2/2017 Evidence of Completion Schedules have been completed. Data is being completed throughout the year.
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G2.B2 Curriculum resources not completely aligned with test item specifications, levels of content complexity, and standards. 2 B199789
G2.B2.S1 Unpack language arts and math standards 4 S211453
Strategy Rationale A better understanding of the standards and complexity of items will help teachers align instruction. Action Step 1 5 Faculty training on Unpacking the Standards Person Responsible Elena Mayo Schedule Monthly, from 8/1/2016 to 6/2/2017 Evidence of Completion Training conducted during summer inservice and throughout the school year in grade level meetings Action Step 2 5 Faculty training on Webb's Depth of Knowledge. Person Responsible Elena Mayo Schedule On 10/5/2016 Evidence of Completion Training conducted during faculty meeting.
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Action Step 3 5 Faculty training on FSA and Test Item Specifications Person Responsible Elena Mayo Schedule On 6/2/2017 Evidence of Completion Training conducted during summer inservice and throughout the school year in grade level meetings. Plan to Monitor Fidelity of Implementation of G2.B2.S1 6 Teachers will include higher order questions that match rigor/complexity reflected in the standards. Person Responsible Elena Mayo Schedule Monthly, from 8/1/2016 to 8/1/2016 Evidence of Completion Lesson plans have been monitored throughout the year and higher order questions are listed.
Plan to Monitor Effectiveness of Implementation of G2.B2.S1 7 Higher order questions that match rigor/complexity reflected in standards are listed in each teacher's lesson plans. Person Responsible Elena Mayo Schedule Monthly, from 8/8/2016 to 6/2/2017 Evidence of Completion Principal and assistant principal have monitored lesson plans throughout the year.
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G2.B3 Loss of instructional time/lack of time in class due to discipline referrals and/or consequences. 2 B199790
G2.B3.S1 Continue implementation of Positive Behavior Intervention Support system. 4 S211454
Strategy Rationale PBIS will provide a school-wide system of teaching social skills, rewarding positive behavior, and accountability which will lead to less loss of time out of class. Action Step 1 5 Refresher training on PBIS Person Responsible Tramaine Curtis Schedule On 8/12/2016 Evidence of Completion School-wide PBIS system developed and implemented. Action Step 2 5 Staff development on Tough Kids Toolbox Person Responsible Mallory Ebie Schedule On 11/2/2016 Evidence of Completion Tough Kids Toolbox is implemented in beginning teacher classrooms.
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Plan to Monitor Fidelity of Implementation of G2.B3.S1 6 School PBIS leadership team will meet on a monthly basis to monitor for fidelity of implementation. Person Responsible Tramaine Curtis Schedule Monthly, from 8/8/2016 to 6/2/2017 Evidence of Completion Agendas, discipline data.
Plan to Monitor Effectiveness of Implementation of G2.B3.S1 7 PBIS Leadership team will meet monthly to ensure fidelity of the program and data review. Person Responsible Tramaine Curtis Schedule Monthly, from 8/8/2016 to 6/2/2017 Evidence of Completion Meeting agendas, data review materials
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IV. Implementation Timeline Source
Task, Action Step or Monitoring Activity
Start Date (where applicable)
Who
Deliverable or Evidence of Completion
Due Date/ End Date
2016 G2.B2.S1.MA1 Teachers will include higher order questions that match rigor/complexity M255541 reflected in the standards.
Mayo, Elena
8/1/2016
Lesson plans have been monitored throughout the year and higher order questions are listed.
8/1/2016 monthly
Curtis, Tramaine
8/1/2016
School-wide PBIS system developed and implemented.
8/12/2016 one-time
Mayo, Elena
8/1/2016
Training conducted during summer inservice and throughout the school year in grade level meetings
6/2/2017 monthly
Mayo, Elena
8/1/2016
Training conducted during summer inservice and throughout the school year in grade level meetings.
6/2/2017 one-time
Oldham, Katherine
8/2/2016
Training scheduled, completed, and documented in ACIIS.
6/2/2017 quarterly
G2.B2.S1.MA1 Higher order questions that match rigor/ complexity reflected in standards are M255540 listed in each...
Mayo, Elena
8/8/2016
Principal and assistant principal have monitored lesson plans throughout the year.
6/2/2017 monthly
G2.B3.S1.MA1 PBIS Leadership team will meet monthly to ensure fidelity of the program M255542 and data review.
Curtis, Tramaine
8/8/2016
Meeting agendas, data review materials
6/2/2017 monthly
G2.B3.S1.MA1 School PBIS leadership team will meet on a monthly basis to monitor for fidelity M255543 of implementation.
Curtis, Tramaine
8/8/2016
Agendas, discipline data.
6/2/2017 monthly
Oldham, Katherine
8/15/2016
Schedules have been built and students are scheduled in district/database schedule. Students are tied to specific teachers who teach intervention.
6/2/2017 weekly
Students are identified by using multiple sources of data (e.g. DIBELS, FSA, Oldham, Katherine
8/15/2016
Students are identified and placed in interventions.
6/2/2017 monthly
Schedules, Progress Monitor Data
Oldham, Katherine
8/15/2016
Schedules have been completed. Data is being completed throughout the year.
6/2/2017 monthly
Oldham, Katherine
8/15/2016
Students have been identified, schedules have been built, and interventions are implemented.
6/2/2017 monthly
Students are identified by using multiple sources of data (e.g. DIBELS, FSA, Oldham, Katherine A263777 Quarterly Assessments)...
8/15/2016
Students are identified and placed in interventions.
6/2/2017 monthly
Students receive interventions during the school day. Teachers are trained A263778 and students receive...
Oldham, Katherine
8/15/2016
Schedules have been built and students are scheduled in our district database/ schedule. Students are tied to specific teachers who teach interventions.
6/2/2017 weekly
Schedules, Progress Monitoring Data
Oldham, Katherine
8/15/2016
Schedules have been completed. Data is being collected throughout the year.
6/2/2017 monthly
Data will be collected from a variety of sources (e.g. District Data Dashboard,
Oldham, Katherine
8/15/2016
Data has been collected and is available.
6/2/2017 biweekly
Student progress is monitored throughout the year during school M255537 meetings (e.g. FCIM, EPT, Team,...
Oldham, Katherine
8/15/2016
EPT meetings are held as needed.
6/2/2017 monthly
G2.B1.S1.MA1 Throughout the school year, as data becomes available, students will M255539 continue to be identified and...
Oldham, Katherine
8/15/2016
Students have been identified, schedules have been developed, and interventions are implemented.
6/2/2017 monthly
G2.B3.S1.A1
A263783
Refresher training on PBIS
G2.B2.S1.A1
Faculty training on Unpacking the A263779 Standards
G2.B2.S1.A3
Faculty training on FSA and Test Item A263781 Specifications
G1.B1.S1.A3
Teachers receive training in intervention
A263775 programs being used at the school.
Students receive interventions during the school day. Teachers are trained A263774 and students receive...
G1.B1.S1.A2
G1.B1.S1.A1
A263773 District Quarterly... G2.B1.S1.MA1
M255538
G1.B1.S1.MA1 Throughout the year as data becomes available, students will continued to be M255534 identified and... G2.B1.S1.A1
G2.B1.S1.A2
G1.B1.S1.MA1
M255533 G2.MA1
M255544 Google docs, Title... G1.MA1
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Alachua - 0101 - W. A. Metcalfe Elementary School - 2016-17 SIP W. A. Metcalfe Elementary School Source
Task, Action Step or Monitoring Activity
G1.B2.S1.MA1 Agendas, copies of materials/ presentations, sign in sheets, surveys M255536 have been collected and... G1.B2.S1.A1
Meetings are scheduled and conducted
A263776 by the Title 1 team. G1.B2.S1.MA1 Assistant principal and principal will assist the Title 1 team in identifying M255535 content to be covered... G2.B2.S1.A2
Faculty training on Webb's Depth of
A263780 Knowledge. G2.B3.S1.A2
Staff development on Tough Kids
A269840 Toolbox
Last Modified: 10/4/2016
Who
Start Date (where applicable)
Oldham, Katherine
9/5/2016
Agendas, copies of materials/ presentations, sign-in sheets, surveys
4/28/2017 quarterly
Oldham, Katherine
9/5/2016
Agendas, copies of materials/ presentations, sign in sheets, surveys
4/28/2017 quarterly
Oldham, Katherine
9/5/2016
Agendas, copies of materials/ presentations
4/28/2017 quarterly
Mayo, Elena
10/5/2016
Training conducted during faculty meeting.
10/5/2016 one-time
Ebie, Mallory
11/2/2016
Tough Kids Toolbox is implemented in beginning teacher classrooms.
11/2/2016 one-time
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Deliverable or Evidence of Completion
Due Date/ End Date
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Alachua - 0101 - W. A. Metcalfe Elementary School - 2016-17 SIP W. A. Metcalfe Elementary School
V. Professional Development Opportunities Professional development opportunities identified in the SIP as action steps to achieve the school's goals. G1. The percent of lowest quartile students making learning gains will increase by 10%. G1.B1 Students lack prerequisite skills needed for mastery of grade level content. G1.B1.S1 Students receive additional intervention. PD Opportunity 1 Students receive interventions during the school day. Teachers are trained and students receive small group intensive intervention. Facilitator Katherine Oldham Participants Metcalfe Faculty Schedule Weekly, from 8/15/2016 to 6/2/2017 PD Opportunity 2 Teachers receive training in intervention programs being used at the school. Facilitator School or district staff Participants Teachers Schedule Quarterly, from 8/2/2016 to 6/2/2017
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G2. At least 40% of students will score at or above proficiency. G2.B1 Students lack prerequisite skills needed for mastery of grade-level content. G2.B1.S1 Students are identified and receive additional academic interventions. PD Opportunity 1 Students receive interventions during the school day. Teachers are trained and students receive small group intensive intervention. Facilitator Katherine Oldham Participants Metcalfe Faculty Schedule Weekly, from 8/15/2016 to 6/2/2017 G2.B2 Curriculum resources not completely aligned with test item specifications, levels of content complexity, and standards. G2.B2.S1 Unpack language arts and math standards PD Opportunity 1 Faculty training on Unpacking the Standards Facilitator Principal, Assistant Principal Participants Metcalfe Faculty Schedule Monthly, from 8/1/2016 to 6/2/2017
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PD Opportunity 2 Faculty training on Webb's Depth of Knowledge. Facilitator Principal, Assistant Principal Participants Metcalfe Faculty Schedule On 10/5/2016 PD Opportunity 3 Faculty training on FSA and Test Item Specifications Facilitator Principal, Assistant Principal Participants Metcalfe Faculty Schedule On 6/2/2017 G2.B3 Loss of instructional time/lack of time in class due to discipline referrals and/or consequences. G2.B3.S1 Continue implementation of Positive Behavior Intervention Support system. PD Opportunity 1 Refresher training on PBIS Facilitator School Counselor, Behavior Resource Teachers Participants Faculty and Staff Schedule On 8/12/2016
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PD Opportunity 2 Staff development on Tough Kids Toolbox Facilitator Behavior Resource Teachers Participants Faculty Schedule On 11/2/2016
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VI. Technical Assistance Items Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals.
VII. Budget
Budget Data 1
G1.B1.S1.A1
Students are identified by using multiple sources of data (e.g. DIBELS, FSA, District Quarterly Assessments) as being in the lowest quartile.
2
G1.B1.S1.A2
Students receive interventions during the school day. Teachers are trained and students receive small group intensive intervention.
Function
Object
0101 - W. A. Metcalfe Elementary School 3
$7,500.00
FTE
Title I Part A
Object
Funding Source
Budget Focus 0101 - W. A. Metcalfe Elementary School
FTE
Title I Part A
Object
Budget Focus 0101 - W. A. Metcalfe Elementary School
Funding Source
FTE
Title I Part A
Students are identified by using multiple sources of data (e.g. DIBELS, FSA, Quarterly Assessments) as being in the lowest quartile.
6
G2.B1.S1.A2
Students receive interventions during the school day. Teachers are trained and students receive small group intensive intervention. Budget Focus
Funding Source
FTE
Object
Budget Focus 0101 - W. A. Metcalfe Elementary School
8
$500.00 Funding Source
FTE
Title I Part A
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Object
Budget Focus
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2016-17 $500.00
G2.B2.S1.A2 Faculty training on Webb's Depth of Knowledge. Function
2016-17 $7,500.00
G2.B2.S1.A1 Faculty training on Unpacking the Standards Function
$0.00 $7,500.00
0101 - W. A. Metcalfe Elementary School 7
2016-17 $5,000.00
G2.B1.S1.A1
Object
2016-17
$5,000.00
5
Function
$1,000.00
$1,000.00
G1.B2.S1.A1 Meetings are scheduled and conducted by the Title 1 team. Function
2016-17 $7,500.00
G1.B1.S1.A3 Teachers receive training in intervention programs being used at the school. Function
4
Funding Source
Budget Focus
$0.00
$500.00 Funding Source
FTE
2016-17
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Alachua - 0101 - W. A. Metcalfe Elementary School - 2016-17 SIP W. A. Metcalfe Elementary School
Budget Data 0101 - W. A. Metcalfe Elementary School 9
Object
Budget Focus 0101 - W. A. Metcalfe Elementary School
$500.00 Funding Source
FTE
Title I Part A
Object
$4,500.00 Budget Focus
Funding Source
FTE
2016-17
0101 - W. A. Metcalfe Elementary School
School Improvement Funds
$2,500.00
0101 - W. A. Metcalfe Elementary School
Title I Part A
$2,000.00
G2.B3.S1.A2 Staff development on Tough Kids Toolbox
$0.00 Total:
Last Modified: 10/4/2016
2016-17 $500.00
G2.B3.S1.A1 Refresher training on PBIS Function
11
$500.00
G2.B2.S1.A3 Faculty training on FSA and Test Item Specifications Function
10
Title I Part A
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$27,000.00
https://www.floridacims.org
