SCHOOL IMPROVEMENT PLAN - Polk County School District

Palmetto Elementary – 2008-2009 

SCHOOL IMPROVEMENT PLAN 

District: 

Principal Name: 

SAC Chair: 

Superintendent: 

Polk 

Luis P. Alvarez 

Kennith Estrada 

Dr. Gail McKinzie 

Date of School Board Approval: 

"The mission of Polk County Public Schools is to ensure rigorous, relevant learning experiences that result in high 

achievement for our students." 

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School at a Glance - 2008 

AYP: Yes No X Percentage 92% 

School Grade: 

A 

AYP Status: (Title I schools only) 

Not SINI 

PREVENTIVE (First 4 years of NOT making AYP) 

SINI-1 Consequence: Choice with Transfer, Supplemental Education Services 

Holding: Yes No 

Subject: Reading Math 

Category: 

SINI-2 Consequence: Choice with Transfer, Supplemental Education Services 



Category: 

SINI-3 Consequence: Choice with Transfer, Supplemental Education Services, 

Corrective Action 



Category: 

CORRECTIVE (Failed to achieve AYP for 5 or more years) 

SINI-4 

SINI-5 

Consequence: Choice with Transfer, Supplemental Education Services, 

Restructuring Planning 



Category: 

Consequence: Choice with Transfer, Supplemental Education Services, 

Restructuring 



Category: 

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KEY: 

Holding = Maintain previous year’s SINI status and level of NCLB consequences 

SINI = Schools In Need of Improvement 

Category = Level of action given based on SINI status, school grade, and AYP percentage 

• I = A’s, B’s, C’s and Ungraded Schools with at least 80% AYP criteria met 

• II = Schools with less than 80% AYP criteria met, and all D’s and F’s 

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(This and the following pages are the location for your Three-Year data, both AYP and School Grades. You 

can get this information by going to: 

• Public Folders 

• Assessment, Accountability, Evaluation 

• SIP 

• Three-Year Data 

Select your school’s document and save it to your computer. Next, open the document and hit the “Ctrl” key 

and the “A” key to select everything in this document. Then, select “Ctrl” key and “C” to copy this 

information. Next, come to this page in the SIP and paste (“Ctrl” and “V”) the information here. After pasting, 

please space the information to create a nice looking document. AFTER PASTING, PLEASE DELETE 

THESE INSTRUCTIONS – THEY DO NOT SELF-DESTRUCT. 

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Vision/Mission/Belief Statements 

Vision: 

The vision of our school is to provide opportunities for students to achieve both cooperatively and individually. 

We believe it is our responsibility to prepare all students to reach their highest potential and become productive 

citizens. 

Mission: 

The mission at Palmetto Elementary is to provide each student a diverse education in a safe and supportive 

environment that encourages self-discipline, motivation, and excellence in learning. 

Belief Statements: 

At Palmetto Elementary we believe that all students can and will learn. We believe that instruction should be 

differentiated to meet the needs of all students and that teachers and administration must be committed to 

providing our students with a quality education. 

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School Profile/Demographics 

School Profile/Demographics: 

Palmetto Elementary opened in August 2007, serving grades K-5 and serving the community as a shelter. As a 

new school, several of the expected statistics have not yet been calculated. 

Our students are zoned to us from Poinciana. Feeder schools are Dundee Ridge and Haines City High School. 

Palmetto is a new school and includes 5 buildings with 48 classrooms and 644 students currently present. An 

Art and Music suite is located on-site, where we are building our chorus and searching for artists for Art Club. 

Palmetto Elementary, statewide, is a Title I school with 86% of our students receiving free and reduced lunch. 

The student population is 11.6% White, 24.6% African American, 57% Hispanic, .6% Asian, 1.1 Indian, and 

5.1 Multi-racial. Palmetto has a population of 90% minority. 

Testing Information 

2007-2008 

PALMETTO ELEMENTARY SCHOOL (1702) POLK, (53) 

315 PALMETTO ST, POINCIANA, FL 34759-4366 

School Phone: 863-427-6012, Principal: LUIS ALVAREZ 

SubjectState of Florida A+ Plan 

Federal No Child Left Behind Act 

School Grade 

A 

This grade is calculated by adding points earned from each of the performance areas below. 

92 % of criteria satisfied 

NO for AYP 

This percent is based on a total of 39 criteria that every school must meet, if applicable. 

Reading 

• 63% of students reading at or above grade level 

• 63% of students making a year's worth of progress in reading 

• 67% of struggling students making a year's worth of progress in reading 

BLACK, ENGLISH LANGUAGE LEARNERS students in this school need improvement in Reading. 

Math 

• 67% of students at or above grade level in math 

• 83% of students making a year's worth of progress in math 

• 79% of struggling students making a year's worth of progress in math 

ENGLISH LANGUAGE LEARNERS students in this school need improvement in Math. 

Writing 

• 76% of students are meeting state standards in writing. 

This school has met this criteria. 

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Science 

• 32% of students at or above grade level in Science. 

**Title I refers to the federal law that provides funding for low-income students. A school is eligible for Title I 

status when at least 35% (targeted assistance) or 40% (school wide) of its students qualify for free or reducedprice 

lunch based on their families' income levels. 

School Efficiency Indicator for 2007-2008 relates money spent at the school-level with student performance at 

that school allowing users to evaluate the efficiency and effectiveness compared to other schools. 

Palmetto serves 3% of ESE including Pre-K(9x7, ESE), VE Self-Contained, Gifted, an Emotional Behaviorally 

Disturbed unit, and Speech and Language. Teacher/Class size ratio is an average of 18 to 1 in Kindergarten 

through 3rd grade and 22 to 1 in 4th and 5th grade, which makes an average of 18 to 1 in all grades. Our staff 

population is 47% White, 13% African American, 36% Hispanic, and 4% other. 

Unique Aspects: Acaletics, Technology, Well seasoned staff, Dual Language, Strings. 

Being a new school, we are working on community partners. We are currently communicating with Avatar, 

Publix, MidFlorida Credit Union, and Pollo Tropical. 

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Quality Staff 

Highly Qualified Certified Administrators: 

List your school’s highly qualified administrators and briefly describe their credentials and experience 

with increasing student academic achievement. 

Principal 

Luis P. Alvarez, our principal, has 37 years experience in education, 20 of those years as an administrator. He 

has a Masters Degree in Administration and Supervision. Mr. Alvarez has taught in elementary, middle, and 

high school. His entire teaching and administrative career has been in low performing school. He knows the 

needs of all children, especially the bilingual children, having come to this country from Cuba at the age of 16. 

When addressing student achievement, Mr. Alvarez likes to think outside the box. He does this by: 

* Offering after school programs 5 days a week to those students who have tested at Level 1 and Level 2. 

* Inviting the lower level students to a summer camp emphasizing Reading, Writing, Math, and Science. 

* Having specialized software available on the computers located in the classroom and Computer Labs. 

* Hiring a consultant to help diagnose student decoding problems. 

* Analyzing test scores to provide the best possible placement for each child. (Example: Placing 

upcoming 3rd graders in classrooms with flexible scheduling and a low pupil/teacher ratio and providing a 

highly qualified paraprofessional to assist the classroom teacher.) 

* Vice-Chairman of Haines City Regional Chamber of Commerce. 

* Brought Alta Vista Elementary up from a “D” to a “C”, and then from a “C” to a “B”. 

* Professional development, Kagan, Acaletics, Larry Bell, and LFS. 

* Decisions are made on data research. 

* LFS Strategies in the K-12 plan. 

* Curriculum Maps 

Assistant Principal 

Jennifer Blackburn, Assistant Principal, has a Bachelor of Science in Elementary Education and a Masters 

Degree in Educational Leadership. Mrs. Blackburn has been a part of Polk County Schools for 8 years; 

Teaching First Grade, Second Grade, and Teacher Trainer. As the Assistant Principal of Palmetto Elementary, 

Mrs. Blackburn addresses student success by: 

* Training teachers in Kagan Cooperative Learning 

* Providing strategies in the five major components of Reading using Differentiated Instruction: phonemic 

awareness, phonics, vocabulary, fluency, and comprehension. 

* Attends data analysis trainings to aid in the implementation of the Continuous Improvement Model. 

* Provides high yield strategies through Learning Focus Solutions to increase student achievement in 

Reading, Writing, Math, and Science. 

* Working with teachers to analyze data charts of low performing students. 

* Write From The Beginning Training 

* Summer School director for 2 years 

* SES Facilitator 

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Recruitment/Retention of Highly Qualified Teachers: 

Describe strategies to recruit and retain high-quality, highly qualified teachers to high-need academic 

areas and schools. 

Strategies to recruit and retain high-quality teachers, is a goal for Palmetto. The school is working hard to build 

relationships with surrounding businesses. The administration is working towards building communication and 

team building within the faculty through: 

* Developing a hospitality committee 

* Collaboration among grade levels 

* Team building activities 

* What we do to retain teachers: Mentoring (National Board), Training, Free assistance for ESOL 

Certification. 

Staff List: 

NAME 

AREA OF 

CERTIFICATION 

TEACHING FIELD 

CERTIFICATE 

TYPE 

# YEARS 

TEACHING 

AMARIS AYALA HERNAIZ 

ELEMENTARY ED K-6, 

FOREIGN LANGUAGE K- 

1 Teacher, Fourth TEMPORARY 2 

DANIELLE L THOMPSON ELEMENTARY ED K-6 Teacher, Third TEMPORARY 2 

GYORGY HORVATH ELEMENTARY ED K-6 Teacher, First TEMPORARY 5 

IVELISSE PHILLIPS PREK- PRIMARY ED Teacher, Second TEMPORARY 1 

LADI APAKA DIGA ELEMENTARY ED K-6 Teacher, KG TEMPORARY 8 

LINDA M STEMMERMAN ELEMENTARY ED K-6 Teacher, Second PROFFESIONAL 2 

SAMANTHA CHARESE 

STULTZ ELEMENTARY ED K-6 Teacher, Third TEMPORARY 2 

SHARON A KANE 

PREK – PRIMARY ED, 

PREK HANDICAPPED, 

ESOL Teacher, PK PROFFESIONAL 4 

ANTONIA R ALLEN 

ELEMENTARY ED 1-6, 

ESOL 


ESOL 

Teacher, Program 

Facilitator Title I PROFFESIONAL 28 

Teacher, Network 

Manager PROFFESIONAL 17 

BROOK DEE PEABODY 

CARMEN E APONTE- 

ROSA FOREIGN LANG, ESE Teacher, PK PROFFESIONAL 5 

CAROLYN JEANNE 

CRAFT 

CHARLOTTE DARLENE 

CLIFTON 

CHRISTINA A MATOS 


ESOL 

Teacher, Instructional 

Coach PROFFESIONAL 28 

PRE K-PRIMARY ED, 

ESOL Teacher, Second PROFFESIONAL 7 


ESOL Teacher, KG PROFFESIONAL 1 

CRISALIE DUEY DELA 

CRUZ ELEMENTARY ED K-6 Teacher, Fourth PROFFESIONAL 10 

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DONNA WALKER 

ELEMENTARY ED 1- 6, 

THOMPSON 

ESOL Teacher, Fourth PROFFESIONAL 28 


FRANCINA LEWIS ESOL, GIFTED, MID 5-9 Teacher, Writing 

MAINER 

ENGLISH 

Resource Title I PROFFESIONAL 29 

HEATHER LYNN 

MONTEITH ELEMENTARY ED K-6 Teacher, First PROFFESIONAL 2 

HECTOR A MARRERO JR ART K-12 Teacher, Art E PROFFESIONAL 9 

JENNIFER DIANE 


BLACKBURN 

ESOL Asst Prin Elem PROFFESIONAL 7 

JENNIFER JOY SMITH ELEMENTARY ED K-6 Teacher, Fourth PROFFESIONAL 12 

JILLIAN FRANCES GAY PRE K-PRIMARY ED Teacher, Third PROFFESIONAL 4 


LILLY W DARITY 

ESOL,READING K -12 Teacher, Second PROFFESIONAL 28 

LINDA S WRAY ELEMENTARY 1-6, ESOL Teacher, Fifth PROFFESIONAL 38 

SCHOOL 

PRINCIPAL,MATH 6- 

LUIS PABLO ALVAREZ 12,MARKETING 6-12, Principal-Elem PROFFESIONAL 36 


LYNDA H WATERS ESOL Teacher, Fifth PROFFESIONAL 24 

MARIA MAGDALENA 

PEREZ 

MARY A COOK 

MILLIE ROMAY 

GARRISON CAMPBELL 

PAMELA MARIE MCCALL 

ROBERT C HOLMBERG 

FOREIGN LANG 

SPANISH K-1, Counselor E PROFFESIONAL 8 


ESOL Teacher, Fourth PROFFESIONAL 9 


ESOL Teacher, First PROFFESIONAL 24 

MEDIA SPECIALIST, 


ESOL Lib/Med Spec-E PROFFESIONAL 24 


ESOL Teacher, Fifth PROFFESIONAL 7 


GUIDANCE & 

COUNSELING PRE K -12 Teacher, Third PROFFESIONAL 4 

SARAH BETH SHIFLEY 

SARAH M DODSON ELEMENTARY K-6 Teacher, Second PROFFESIONAL 4 

SMRUTI SHAH SAKATOS MUSIC K- 12 Teacher, Music E PROFFESIONAL 4 

EMMANUEL RODRIGUEZ 

RAMOS PHYSICAL ED K- 12 Teacher, PE E TEMPORARY 6 

JORGE LARZABAL CRUZ ELEMENTARY ED K-6 Teacher, Fourth TEMPORARY 20 

MARIA MORENO 

PRE K - PRIMARY ED, 

FOREIGN LANG 

SPANISH K-1 Teacher, KG TEMPORARY 3 

MARINA GOMEZ PULIDO ELEMENTARY ED K-6 Teacher, Third TEMPORARY 2 

MICHAEL J BASTEDO 


ESOL Teacher, Fifth TEMPORARY 2 

ROSA IDALY BRADLEY 


PRE K Teacher, Third TEMPORARY 2 

TAMARA KAY PERRY 


MID 5-9 ENGLISH Teacher, Second TEMPORARY 2 

LAURA BETH WILLOWBY 


ESE Teacher, VE PROFFESIONAL 1 

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ALMA GONZALEZ 

JANICE BRIDGES 

ROBYNN HAMRICK 



ESE, ESOL Teacher, VE PROFFESIONAL 1 


ESOL Teacher, First PROFESSIONAL 38 


ESOL Teacher, KG PROFFESIONAL 5 

ANNATJIE DAILEY PRE K-PRIMARY ED Teacher, First TEMPORARY 3 

PRE K-PRIMARY ED, 

TERESA SHAW 

ESE Teacher, VE TEMPORARY 2 

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Additional Requirements 

Coordination and Integration 

Please describe how federal, state, and local services and programs will be coordinated and integrated in 

the school. Please include other Title programs, as well as violence prevention programs, nutrition 

programs, housing programs, Head Start, adult education, vocational and technical education, and/or job 

training, as applicable. 

Schoolwide Improvement Model 

Describe the evidence-based School Improvement Model at your school. How is this model being 

implemented, and how has it helped with student achievement* 

Palmetto Elementary uses an eight step process for their school continuous improvement plan (CIM). The 

professional development to incorporate this 8 step process was provided in the summer to administration and 

leadership team by Title One. Administration and leadership team will provide professional development to all 

staff throughout the year by grade level and faculty meetings. Administration and Leadership team will be 

responsible for monitoring progress. Professional development will be: reviewing outline of the CIM model, 

establishing an outline, overview of instructional focus all throughout the year, data analysis with use of 

frequent assessment, progress monitoring, and maintenance of the CIM plan will begin in August and continue 

throughout the year. 

This model begins with disaggregating test data for our school which is based on the Florida Continuous 

Improvement Model. The main data source is the FCAT SSS assessment. Data analyzed includes percent of 

students scoring Level 2 or below, Level 3 or above, percent of students in grades 3, 4, and 5 who made 

learning gains, percent of students in the lowest 25% who made progress and percent of participation. This 

analysis is carried through all the subgroups for our school. 

Step 2 – In this process is to set up the instructional time line. Instructional priorities are set according to the 

greatest gaps in performance and a plan is made as related to the number of instructional days we have 

available. Goals are set for each grade level, as well as the subgroups within each grade. This timeline is set 

within the Polk County Curriculum Maps (PCCM). 

Step 3 – Moves into identifying the Instructional Focus. As teachers analyze the data from their students, they 

will identify the Sunshine State Standards that their students have not mastered. These assessed benchmarks are 

identified district wide using the PCCM. 

Step 4 – Frequent Assessments are the focus for step 4. Diagnostic, screening, progress monitoring, and 

outcome measures will be used to identify areas of strengths and weaknesses. Students who need remediation 

and/or immediate intensive intervention in the areas of reading, writing, or math will have an Academic Success 

Plan (ASP). Quarterly benchmark assessments will be ongoing throughout the school year. 

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Step 5 – Students who do not show mastery will receive tutorial services. This is step 5 of our process. Tutorial 

services will be provided during school and after school. 

Step 6 – Enrichment strategies are explored in step 6. Students will use FCAT Explorer, Odyssey lab and an 

additional 45min. for iii. Based on data level 1 students will be provided 20 minutes of intensive intermediate 

intervention daily. 

Step 7 – Is the Maintenance of our plan. We will develop and implement a plan for instruction, assessment, and 

maintenance in the benchmarks of our lowest achieving students. An instructional calendar based on the 

Continuous Improvement Model (CIM) will be adapted in order to delineate instruction, assessment and 

maintenance teaching using the standards. 

Step 8 – The final step in the process is crucial. Step 8 is to Monitor Progress. Students will be given benchmark 

assessments at regular intervals (4 times a year) to determine progress. If progress is not being made, diagnostic 

tools will be used to determine areas needing further remediation. This model has helped student achievement 

by making teachers more aware of the whole group and individual needs and making a specific timeline for 

mastering each skill. 

This 8 step process assists student achievement by establishing an instructional yearly timeline, data analysis, 

high yield strategies, and progress monitoring tools which have increased student achievement by 3%. 

NCLB Public School Choice 

Describe the process used to provide parents with written notification on the academic progress of their 

child's school in a format and language parents can easily understand. 

All communications will be sent home weekly in a Wednesday Communication folder in English and Spanish. 

Communications are sent home explaining all state and district mandates. 

In addition to state and district mandates, a school newsletter is sent home monthly explaining upcoming school 

activities, awareness of grade level instruction, and important events. Teachers also send home class 

newsletters, agenda reports, and notes home to keep the lines of communication open between home and 

school. Our Title One Instructional Support Teacher (IST) and Family Involvement Para work with each grade 

level to support effective communication between teacher and parent. 

The following letter is also provided in Spanish: 

Public School Choice Notice to Parents 

Please attach a copy of the Public School Choice Notice to Parents in MS Word.doc format only. 

Notification of SINI Status 

Please attach a copy of the Notification of SINI Status to Parents in MS Word.doc format only. 

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Preschool Transition (elementary schools only) 

Describe the plans for assisting preschool children in transition from early childhood programs to local 

elementary school programs as applicable. 

Palmetto hosts 2 pre-school sites with one 9x7 Self-Contained and one ESE inclusion. Pre-K students are 

continuously progress monitored and work within each one of the Individual Educational Plans (IEP). All 

Preschool teachers complete a data analysis sheet, on each student, to administration to describe specific skills 

and knowledge as well as the ability to form meaningful relationships. Those with low readiness receive 

intensive intervention with Speech and Language program, plus assistance from local programs, such as Head 

Start. In April, Pre-K parents are encouraged to attend a Kindergarten Round-Up. There, parents with their 

children are able to tour Kindergarten classrooms and meet teachers. Pre-K parents are also given an orientation 

to assist in the transition by going over state mandates, district expectations, and Sunshine State Standards. 

Within the first 20 days of Kindergarten, students receive FLKRS, IDEL, DIBELS, and On-Going Assessments 

to measure academic and physical capabilities. After receiving data Pre-K and Kindergarten teachers meet to 

discuss strengths and weaknesses of the curriculum. These results assist Pre-K teachers in a needs assessment of 

last year’s outcomes. It also gives Kindergarten teachers a foundation of the student’s academic knowledge. The 

teachers will send home a weekly newsletter to be placed in the Wednesday Folder. Funding is provided by 

District and State Funds. 

Teacher Mentoring 

Describe your school’s Teacher Mentoring Program. 

Our teacher mentoring program involves everyone. Palmetto strives to retain our highly qualified teachers by 

providing peer teachers and orientation programs to support all new teachers. The instructional coach, Carolyn 

Craft, is responsible for mentoring all beginning teachers. Mentoring is provided, by the instructional coach, 

through modeling, classroom observation, and professional development. Additionally, provided are weekly 

and monthly workshops to keep our teachers abreast of the newest and most productive research-based 

techniques. Beginning teachers are also provided assistance within their grade level. Each team leader assists 

any new member with lesson plans, school functions, and grade level needs. Jennifer Blackburn, the assistant 

principal, is also responsible for monitoring the beginning teachers through observations and evaluations. 

Low performing teachers are identified by weekly walk-throughs, summative and formative observations. The 

instructional coach and/or mentors are provided for any struggling teacher. Evaluations are done by the 

administrative team through summative and formative observations. Also Flight 2 and 3 trainings are checked 

to ensure eligibility of mentor. Mentors meet weekly or as needed to develop effective teaching strategies, 

classroom management, and evaluation and feedback on instruction. 

As a result, high-quality teachers are present and teacher turnover is low. Assigning mentors also produces high 

quality instruction thus producing high academic performance by students. 

Mentors and Mentees will be identified as needed. Schedule of mentoring activities will depend on the needs of 

the teachers. 

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Teacher Mentoring List 

TEACHER MENTORING LIST 

School Name: 

Palmetto Elementary 

District: Polk 

Mentor Name 

Proven Student 

Achievement 

Mentee Assigned Planned Mentoring 

Activities 

Carolyn Craft Reading Coach Anita Olah Observing,modeling,PD 

Carolyn Craft Reading Coach Tina Dailey Observing,modeling,PD 

Extended Learning Opportunities 

Describe the programs that are provided before and after-school, during the summer, and during the 

extended school year. 

Unfortunately, we do not meet the requirements for the Supplemental Educational Services. However, our 

dedicated teachers here at Palmetto Elementary have volunteered their time to tutoring and FCAT preparation. 

Students are identified based on FCAT, SAT 10, DIBELS, and other diagnostic test scores along with AYP 

subgroup needs (African American, Hispanic, Economically Disadvantage, Limited English Proficiency). 

Soliloquy 

Odyssey 

FCAT Explorer 

All level 1 and 2 students, targeted ELL and ESE students will be closely monitored and results from the after 

FCAT prep will be shared with classroom teachers to target areas of concern and provide alternative strategies 

to increase student performance. 

Also, the Media Center has extended the hours before and after school. School book club meets twice a month. 

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Reading 

Needs Assessment: 

Did all student subgroups meet AYP targets* 

Did 50% or more of lower 25% make learning gains* 

Did 50% or more make learning gains* 

Did the percent proficient increase* 

2007-2008 

School Grade 

A 

This grade is calculated by adding points earned from each of the performance areas below. 

92 % of criteria satisfied 

NO 

This percent is based on a total of 39 criteria that every school must meet, if applicable. 

Reading 

• 63% of students reading at or above grade level 

• 63% of students making a year's worth of progress in reading 

• 67% of struggling students making a year's worth of progress in reading 

BLACK, ENGLISH LANGUAGE LEARNERS students in this school need improvement in Reading. 

Math 

• 67% of students at or above grade level in math 

• 83% of students making a year's worth of progress in math 

• 79% of struggling students making a year's worth of progress in math 

ENGLISH LANGUAGE LEARNERS students in this school need improvement in Math. 

Writing 

• 76% of students are meeting state standards in writing. 

This school has met this criteria. 

Science 

• 32% of students at or above grade level in Science. 

**Title I refers to the federal law that provides funding for low-income students. A school is eligible for Title I 

status when at least 35% (targeted assistance) or 40% (school wide) of its students qualify for free or reducedprice 

lunch based on their families' income levels. 

School Efficiency Indicator for 2007-2008 relates money spent at the school-level with student performance at 

that school allowing users to evaluate the efficiency and effectiveness compared to other schools. 

No ROI Data 

Student achievement data and professional development information, coupled with FCAT scores, school grade 

and AYP information comprise the information that leadership and the SAC used to modify this year’s reading 

objectives. 

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Objective: 

By Spring of 2009, 80 % of 1st grade students will have 80% learning gains. 

Grade 2-Sat10-80% Learning Gains 

Grade 3-FCAT 80% at Level 2 or higher 

Grade 4-Kaplan 80% at 80% or higher 

Grade 5- Kaplan 80% at 80% or higher 

By May 2009, 65% of all students in Grades 3-5 will demonstrate annual 

learning gains in FCAT Reading. 

Strategies: 

The reading block will be increased to 120 minutes per day for students in the lowest quartile. Soliloquy 

will be used for fluency for grades 2 and 3. All teachers will build and use word walls to improve 

vocabulary skills. Read-a-louds will continue within the Trophies basal. All students will continue to 

receive instruction using the Odyssey ILS program. Palmetto will also implement strategies in the 

district’s K12 Reading Plan to include the Learning Focused Strategies for all students. Iii students 

reading time will be increased by 20 minutes daily. In addition to the daily 90 minutes, an additional 10 

minutes will be provided by the classroom teacher providing immediate intensive intervention to the 

student’s specific needs as determined by a diagnostic assessment. Each classroom will maintain a 

carefully assembled classroom library. Reading stations are set up throughout the room in various areas 

to reinforce and extend learning without the assistance of the teacher. Students practice reading, writing, 

speaking, listening, and working with letters and words. SRA (Grade 2), Kaplan Spell Read (Grades 3, 

4,5 including iii). All teachers will use Thinking Maps graphic organizers and able to create their own 

through Inspiration. Teachers will also be given one day a month for LFS Unit Planning. 

: 

Evaluation: 

DIBELS, Odyssey, STAR Reading, Harcourt and IDEL. With Kaplan, 1 week after the tests have been 

scanned, teachers will have the data documented and will disaggregate with administration. 

Evidence-Based Program: 

Harcourt Trophies, Reading Intervention, Readers Theater, Soliloquy, Odyssey, Accelerated Reader, 

Thinking Maps, Study Island, Kaplan Spell Read 

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Professional Development Aligned with this Objective: 

The staff was trained in LFS Days 3 and 4, PBS, Bullying, throughout the year Barbara Block will be coming 

once a month to work on Classroom Management, with our grant that we were awarded through Boys of Color 

teachers will become more aware of the needs of minority students and work with their parents on how to help 

their children become more successful. Odyssey Implementation and data training K-5, Soliloquy training, 

ESOL Strategies Training. 

The Instructional Coach and Curriculum support will provide training in the following areas: 

Professional development 

Planning 

Modeling lessons 

Coaching 

Coach-teacher conferences 

Student assessment 

Data reporting 

Data analysis 

Meetings 

Knowledge building 

Other (coach will specify activities) 

In addition, school administrators and instructional coach will work together to schedule and plan professional 

development based on Scientifically-Based Reading Research (SBRR) and/or study groups designed to increase 

teachers’ knowledge of SBRR. Coaches will deliver reading/learning strategies to the entire instructional staff 

during professional development days. 

At the elementary level, administrators will provide opportunities for the reading coach to assist classroom 

teachers during common planning times. Since most common planning times at the elementary level consist of 

Learning Team meetings, the instructional coach will be present, as much as possible to share best practices and 

instructional strategies related to the focus and results of each Learning Team meeting analysis. 

Budget: 

Evidence-Based Program(s)/Material(s) 

Description of Resources Funding Sources Available 

Amount 

Technology 


Amount 

AR and STAR Reading 09 Lottery 1,083.00 

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Professional Development 


Amount 

LFS Training Day 3 and 4 and materials Title One 5,100.00 

People, Other 


Amount 

Non-Highly Qualified Certified Out-of-Field Instructors 

List instructors, paraprofessionals, and/or teachers who are teaching out-of-field that are NOT highly 

qualified. Describe the support and professional development being planned and provided for these 

professionals. 

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Math 


Did all student subgroups meet AYP targets* 

Did 50% or more of lower 25% make learning gains* 

Did 50% or more make learning gains* 


In June 2008, 67% of the students in Grades 3-5 scored level 3 or above on the FCAT Mathematics Assessment. 

Objective: 

By Spring of 2009, 77 % of Grade 3-5 students will be at Achievement Level 3 

or above in Math as evidenced by the FCAT . 

Strategies: List strategies that… 

Apply to all students: 

Relate to differential instruction: 

Provide immediate interventions for students you have identified as struggling: 

Explain how you will schedule and conduct formalized inter- and intra-school meetings and discussions: 

All teachers will implement Everyday Counts daily in grades K-5. 

Teachers will use Daily Bites, and use Quick Picks each day to reinforce previously 

taught skills. 

Math centers will provide differentiated instruction based on student assessments. 

The math block will be 60 minutes daily with an additional 20 minutes for students in the 

lowest quartile. 

Teachers will be implementing our new Sunshine State Standards. 

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Teachers will use higher order thinking skills, questioning techniques during instruction 

for all students and writing for summarization. 

All students will continue to receive instruction using the Odyssey ILS program. 

Students will be assessed with Kaplan. 

The LFS facilitator will provide professional development and model lessons for effective 

instruction. 

Larry Bell strategies and 12 Powerful Words 

Evaluation: 

Kaplan Assessment 


Larry Bell strategies and 12 Powerful Words 

Acaletics, Odyssey, Everyday Counts, Daily Bites 


The staff will be trained on the implementation for Everyday Counts, Odyssey, Thinking 

Maps & Daily Bites. 

Budget: 



Amount 

Technology 


Amount 

22




Amount 

People, Other 


Amount 


List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly 



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Writing 



In 2008, 76% of students met the standards in writing by scoring 3.0 or above on the FCAT Writing 

Assessment. 

Objective: 

By Spring, of 2009, 80 % of 4 th Grade students will be at an Essay score of 3.0 or above on FCAT 

Writing to enable Palmetto to meet AYP goals through safe harbor. 






Teachers will receive staff development ongoing via school level resource writing 

teacher. 

Training will be in the areas of the writing process plan for instruction of individual traits 

within content area instruction. 

Teachers will integrate technology, use computers to publish writing pieces, use the 

Internet to research appropriate information for reports. 

All 4th grade students will participate in school wide writing prompts that will take place 

in the cafeteria, the first Tuesday of each month. Feedback will be given back to each 

student within 72 hours. 

Evaluation: 

FCAT rubric use for evaluation aligned to Florida Writes. 

24


Monitoring will be done through monthly writing prompts which will be administered 

school wide. 

QBA writing prompts will be used 3 times a year. 


Kathy Robinson, Melissa Forney, Thinking Maps, Word Wall 


FCAT Prep Workshop for Florida Writes grades 3-5. Professional development in 

scaffolding writing process K-5. 

Budget: 



Amount 

Technology 


Amount 



Amount 

People, Other 

25



Amount 

26



Science 


For June 2008, 32% of our students scored level 3 or above on Science FCAT Assessment Test. This year we 

would like at least 40% of our students scoring level 3 or higher. 

Objective: 

By Spring of 2009, 40 % of 5th grade students will be at Achievement Level three or above in 

Science as evidenced by the School Grade report. 






Prepare and follow District Curriculum Maps calendar of when objectives will be taught in 

grades 1-5. 

Provide a Science teacher to teach the Science content area in 4th and 5th grades. 

Students will be instructed using the Harcourt Science Text Book Series grades 1-5. 

Manipulative and Science-saurus will be used to assist in teaching the benchmarks in 

grades 1-5. 

Science centers will be implemented in 5th grade. 

Students will use technology programs including but not limited to computer labs, FCAT 

Explorer, Study Island, resources, presentation software and multimedia tools to 

enhance instruction and provide guided practice and applications of the skills in Science. 

Use Harcourt Level Science Readers during Reading; 1 day a week or every other week. 

27


Evaluation: 

Monitor 5th Grade Science Standard using Kaplan. 

Monitoring will be done using pre and post tests for grades 4 and 5 (developed by the 

district) tied to SSS benchmarks, and performance tasks specifications for grade 5 along 

with basal unit, chapter tests, and FCAT Explorer Science. 


Harcourt Science Textbook Series 

Kaplan 

Odyssey 

FCAT Explorer Science 

Study Island 


Ongoing workshops covering content, hands on activities, and FCAT Prep. 

Budget: 



Amount 

Technology 


Amount 

Study Island Subscription 09 Lottery 965.00 



28


Amount 

People, Other 


Amount 

-Highly Qualified Certified Out-of-Field Instructors 




29



Parental Involvement 

Goal: 

Parental/Family Involvement Programs 

Needs Assessment: 75% of parents will attend meetings and conferences during the 2008-2009 school year. 

Objective: By May 2009, 75% of parents will participate in decisions regarding their children’s educational documentation 

as evidenced by attendance at parent trainings, meetings or conferences. 

Strategies: 

A school parental involvement policy will be developed by all stakeholders, at Palmetto Elementary School 

which will include a school family compact that will be distributed to parents with the back to school 

information packet. (signed compacts returned will be kept on file at the school) 

Palmetto Elementary School parents, community members and business partners will be involved in the 

development and evaluation of the School Improvement Plan. 

Palmetto Elementary School parents will be involved in decisions about how Title I funds are to be allocated 

and documentation retained to support this requirement. 

An annual public meeting will be held in the Lunchroom (AM & PM) to inform all stakeholders included staff, 

parents, business partners, and community members of the Palmetto’s participation in the Title I school wide 

program. Child care will be provided. 

Individual student’s assessment results, including an interpretation of those results will be provided to all 

parents. 

A plan will be developed to assist and to support the transition of pre-school students/families from early 

childhood programs to kindergarten. 

FCAT Workshops will be scheduled each month in the areas of Reading, Writing, and Mathematics. 

Parents will have the opportunity to access the Media Center and Computer Lab twice a month to assist their 

children. 

We include parents in the review and the writing of the parental involvement plan. 

Evaluation: 

The annual Title I survey will be conducted toward the end of the school year. 

Parent sign-in sheet. 


Parent Teacher Organization 

School, Family, and Community Partnerships 


Parent grade nights with parental strategies in Math, Science, Reading, and Writing – Related Curriculum. 

30


Budget: 



Amount 

Technology 


Amount 



Amount 

People, Other 


Amount 

31



Return on Investment 

Goal: 

Return on Investment 


Compared to similar schools, Palmetto’s percentile ranking is 30 and the percent of the highest ROI is 51. 

(DOE has not updated website) Palmetto Elementary ROI percentile ranking will increase by at least one percentile point. 

Objective: 

Strategies: 

Evaluation: 

Description of Resources Funding Source Available 

Amount 

Technology 


Amount 



Amount 

32


People, Other 


Amount 





33




SAC Members 

Yes No The majority of the SAC members are not employed by the school district. The SAC is 

composed of the principal and an appropriately balanced number of teachers, education support 

employees, students (for middle and high school only), parents, and other business and community 

citizens who are representative of the ethnic, racial, and economic community served by the school* 

Measures Being Taken to Comply with SAC Requirement (complete only if your school is out of 

compliance). 

Member’s Name Position Signature 

1) Luis Alvarez Principal 

2) Jennifer Blackburn Assistant Principal 

3) Antonia Allen Title One 

4) Amaris Ayala Teacher 

5) Lilly Darity Teacher 

6) Marina Moreno Teacher 

7) Kennith Estrada Community Member 

8) Maribel Gill Community Member 

9) Damon Jones Parent 

10) Kevin Lewis Parent 

11) Tomas Ramos-Ayala Parent 

12)Rada Sosa 

Parent____________ 

13) Mari Cruz Parent_____________ 

14) Anibal Sosa Parent_ 

15) D’Andre Williams Parent_ 

34


School Advisory Council 

Describe the activities of the School Advisory Council. 

Palmetto School Advisory Council assists in the preparation, implementation, and evaluation of the School 

Improvement Plan. The Council makes recommendations and assists the school administration in all areas of 

school improvement. These functions are performed through participatory decision-making by parents, 

educators, school staff, business people, and other community members who are stakeholders in the school. The 

School Advisory Council is in effect for the duration of each school year. At least 51% of the School Advisory 

Council membership will be composed of parents and community members. Other School Advisory Council 

members will include administrators, teachers, and education support staff. Members other than administrators 

of Palmetto School Advisory Council are elected by parents, community members, and education support staff. 

In the event that the elections do not constitute a membership that is balanced by ethnicity, race, or 

socioeconomic status of the student population, the principal may appoint members. 

Community members are appointed by the principal with input from the School Advisory Council membership. 

All new members joining the Council will receive training prior to or during the first meeting in September. 

Any member who accumulates 2 consecutive unexplained absences from noticed meetings will be replaced by 

the principal with School Advisory Council approval. Meeting times and locations will be agreed upon by all 

members of the School Advisory Council approval. Each meeting shall be held in the cafeteria at 8:15 a.m. 

Each year the time, date, and place of any meeting may be modified based upon the consensus vote of the 

members present at any meeting. Notice of each meeting will be given 2 weeks prior to each scheduled meeting 

by email, mail, phone call. The notice will include any votes that will be presented for a vote to the 

membership. The operation of the School Advisory Council is governed by Florida Statute 229.58 the policies 

of the Polk County School District and the Government in the Sunshine Law. Decisions made by the School 

Advisory Council must be made within the boundaries of Polk County School Board policy. School Board 

members may review School Advisory Council By-Laws. School Board members approve School Advisory 

Membership and the School Improvement Plan. 

The School Advisory Council at Palmetto Elementary functions using all perimeters above and assures the 

continuous progress of Florida’s eight education goals in the school. The SAC operates within the policies of 

the School Board and the parameters established by the state legislature. Our school advisory council is 

composed of teachers, parents, the administrators, support staff, business and community representatives that 

reflect the ethnic, racial, and socio-economic background of our community. They also participate in the 

decision-making process regarding school improvement at the school level. The SAC also helps to develop and 

monitor the activities and progress of the School Improvement Plan (SIP) as well as the school’s annual budget. 

This includes but not limited to lottery allocations and school recognition funds. The SAC assists in the 

development of the budget and SIP plan by meeting and reviewing data. After reviewing data recommendations 

are given to assist in the area of student achievement and progress. 

Student performance data from DIBELS, Quarterly Benchmark Measures, and Kaplan for grades 3-5 will be 

used 3 times a year to progress monitor and identify all students K-5 who are at above average, low risk, 

moderate risk, or high risk of not meeting Grade Level Standards as established by the State of Florida. Further 

progress monitoring will be done by state-approved diagnostic assessment tools such as Fox in a Box, DAR, 

ERDA, and/or Bear Spelling. These target specific deficiencies so remediation can begin with student 

weaknesses. Harcourt Trophies intervention strategies as well as Learning Focused Strategies will be used to 

assist in the instruction of students scoring in the High Risk category. An Academic Success Plan (ASP) will 

also be used to work with each one of these students. The Assessment/Curriculum Decision Tree in the K-12 

35


Reading Plan will also be used to progress monitor students based on students individual need. Teachers will be 

able to use this data to differentiate instruction. Data will be monitored quarterly with the administration and 

data study team to provide and establish proper interventions and/or staff development. Administration will also 

do daily walk-throughs to monitor implementation of focus skills and then provide timely feedback to teachers. 

Teachers will maintain data charts on each assessment listed: DIBELS, Quarterly Benchmark Assessments, 

SAT 10, FCAT, Diagnostics, and Reading First Outcome Measures to establish baseline scores, progress 

monitor and evaluate students and instruction. Teachers will be able to identify the risk levels and specific 

weaknesses of students using data gathered from the above assessment and progress monitoring tools. Teachers 

will use these tools to assist in forming flexible groups and how intense instruction should be used to accelerate 

student performance. Data from IDEAS, Genesis, and FCAT reports will also be used to identify specific FCAT 

standards and content clusters that have been addressed in the Continuous Improvement Model calendar. 

Tutorial and Mentoring will be provided to progress monitor and remediate students. 

Evaluation will consist of the 3rd DIBELS measure, 4th Quarterly Benchmark Assessment, FCAT in Reading 

and Math, SAT 10 in Reading and Math. After test data is received, teachers will be responsible for analyzing 

data and working with administration and resource personnel to establish interventions and/or staff professional 

development. 

Teachers will maintain data charts on each assessment listed: DIBELS, Scholastic Reading Inventory (SRI), 


monitor and evaluate students and instruction. 

All Family Involvement activities will be evaluated with parent and teacher survey. A sign-in sheet will be kept 

for every school event that will reflect parent participation within the school, grade level, and individual class. 

The Title One Facilitator will monitor and keep record of all participation in the Title One Audit Books. 

The overall professional development being provided for each objective is being evaluated by recording its 

success of increasing student performance as related to measures above. Teachers are given the opportunity to 

acquire professional development based on student achievement need and/or to improve instruction or 

classroom management. Teachers will analyze student data and identify specific student learning needs. Each 

teacher will prepare student-learning goals and identify an evaluation process for determining learning gains 

based on the IPGP student performance goal. All professional development will correlate to student academic 

needs. 

36



Final Budget 

Budget: 

Evidence-Based 

Program(s)/Material(s) 

Description of 

Resources 

Funding Source 

Available 

Amount 

Technology 

Description of 

Resources 

Funding 

Source 

Available 

Amount 

Technology 


Amount 



Amount 

Other 


Amount 

37



Implementation Evaluation 

Implementation Evaluation: 

Student performance data from DIBELS, Quarterly Benchmark Measures, and Kaplan for grades 3-5 will be 

used 3 times a year to progress monitor and identify all students K-5 who are at above average, low risk, 

moderate risk, or high risk of not meeting Grade Level Standards as established by the State of Florida. Further 

progress monitoring will be done by state-approved diagnostic assessment tools such as Fox in a Box, DAR, 

ERDA, and/or Bear Spelling. These target specific deficiencies so remediation can begin with student 

weaknesses. Harcourt Trophies intervention strategies as well as Learning Focused Strategies will be used to 

assist in the instruction of students scoring in the High Risk category. An Academic Success Plan (ASP) will 

also be used to work with each one of these students. The Assessment/Curriculum Decision Tree in the K-12 

Reading Plan will also be used to progress monitor students based on students individual need. Teachers will be 

able to use this data to differentiate instruction. Data will be monitored quarterly with the administration and 

data study team to provide and establish proper interventions and/or staff development. Administration will also 

do weekly walk-throughs to monitor implementation of focus skills and then provide timely feedback to 

teachers. 

Teachers will maintain data charts on each assessment listed: DIBELS, Quarterly Benchmark Assessments, 


monitor and evaluate students and instruction. Teachers will be able to identify the risk levels and specific 

weaknesses of students using data gathered from the above assessment and progress monitoring tools. Teachers 

will use these tools to assist in forming flexible groups and how intense instruction should be used to accelerate 

student performance. Data from IDEAS, Genesis, and FCAT reports will also be used to identify specific FCAT 

standards and content clusters that have been addressed in the Continuous Improvement Model calendar. 

Tutorial and Mentoring will be provided to progress monitor and remediate students. 

Evaluation will consist of the 3 rd DIBELS measure, 4 th Quarterly Benchmark Assessment, FCAT in Reading 

and Math, SAT 10 in Reading and Math, and Gates McGinitie, Peabody (Reading First Outcome Measures). 

After test data is received, teachers will be responsible for analyzing data and working with administration and 

resource personnel to establish interventions and/or staff professional development. 

Teachers will maintain data charts on each assessment listed: DIBELS, Scholastic Reading Inventory (SRI), 


monitor and evaluate students and instruction. 

All Family Involvement activities will be evaluated with parent and teacher survey. A sign-in sheet will be kept 

for every school event that will reflect parent participation within the school, grade level, and individual class. 

The Title One Facilitator will monitor and keep record of all participation in the Title One Audit Books. 

The overall professional development being provided for each objective is being evaluated by recording its 

success of increasing student performance as related to measures above. Teachers are given the opportunity to 

acquire professional development based on student achievement need and/or to improve instruction or 

classroom management. Teachers will analyze student data and identify specific student learning needs. Each 

teacher will prepare student-learning goals and identify an evaluation process for determining learning gains 

based on the IPGP student performance goal. All professional development will correlate to student academic 

needs. 

38

SCHOOL IMPROVEMENT PLAN - Polk County School District

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