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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

VISION
“To be the premier school where ALL students can Imagine It, Believe It, and Achieve It”


MISSION
“To lead our students to success with the support of the entire community”


CREED
Bridging the gap from good to great, as we aim for an “A”


MOTTO
R Respect yourself and others at all times.
H Help others make the right choices.
E Encourage others to be leaders and not followers.
S Student success is #1

SCHOOL PROFILE DEMOGRAPHICS

SCHOOL PROFILE DEMOGRAPHICS
Richmond Heights Elementary School, a Title I school, was built in 1964 in the southwest section of Orlando. The school was originally designed to accommodate 300 students; however the buildings accommodate 400+ students with the addition of classrooms as part of the district’s portable replacement project. Richmond Heights has participated in many exceptional programs and has received outstanding recognitions throughout its 39 years of existence. Some of the recognitions include: Golden School Award and Just Say No to Drugs Award. Our current programs include: 21st Century Community Learning Centers, Josten’s Renaissance, Partners in Education, Mentoring Our Youth, and Boy and Girl Scouts of America.
The school maintains strong community engagement with the surrounding businesses and neighborhood centers. Businesses that are part of our “Partners in Education” program include: Mt. Pleasant Missionary Baptist Church, along with Rev. Kimble, sponsors Saturday School and provides mentors; First Baptist Church of Orlando provides school supplies and mentors; McDonalds sponsors monthly student luncheons and provides student incentives; Loews Hotel sponsors the school-wide Read-a-Thon, provides mentors and student/staff luncheons; Soler Reality provides school supplies and volunteers; Central Florida Financial provides staff recognition functions; James C. Smith Center provides tutoring and use of their facility for school events. We have been adopted by Endeavor Elementary who supplies student incentives and mentoring. We also partner with Carver Middle School and Memorial Middle School through articulation discussions to assist fifth grade students transitioning to middle school.

Our enrollment is 302 students with the following demographics: 93 % black, 6 % Hispanic, and 1% multiracial. The student attendance rate is 93%, student teacher ratio is 16:1, and the class size ratio in kindergarten through third grade is 17:1 and 16:1 in fourth and fifth grade. There are 65 staff members including a principal and an assistant principal.

Results from the 2008 FCAT indicate that 54% of our students are performing at grade level standards in reading and 60% in math. The percent of students in our lowest 25% making learning gains in reading is 63% and 67% in math. The learning gains of our students reflect a 58% gain in reading and 77% gain in math. In addition, 91% of our students scored at grade level or above on the 4th grade FCAT Writes. In addition, 47% of 5th grade students scored at grade level in Science. Several interventions are put in place to help increase and maintain student achievement. Tutorial sessions are provided before, during and after school for struggling students. We are in our second year of adoption with a new reading program, Imagine It, a research based reading program, which emphasizes the five core elements of reading: phonemic awareness, phonics, vocabulary, fluency and text comprehension in explicit and systematic manner. Monthly training will continue to be provided for all instructional staff members by an SRA consultant. Our Reading First Coach, Intermediate Reading Coach, and CRT will be offering additional trainings to support the program through reflection and collaboration. Along with the Imagine It Reading Series, our teachers used added resources and strategies that will help close the achievement gap. These resources include: Countdown to FCAT, Measuring Up and differentiated instructional strategies. In order to build comprehension, we use the Accelerated Reader Program which allows students to gain an interest in reading through selecting books on their level. This program has allows us to monitor student growth every 9 week period.

We are in our second year of adoption with a supplemental math program, Acaletics, which supports our core math curriculum. Educational Development Associates, Inc. (Acaletics) is providing bi-monthly professional development, classroom support and ongoing administrative updates. Trainings and materials include; curriculum integration mapping, ongoing assessment, supplemental instructional materials, FCAT prep materials, in-class demonstrations and parent workshops. An Everyday Math consultant will be added to the learning communities to assist and support with implementation of the core curriculum, Everyday Math. The Math Coach will be offering additional trainings to support the program through reflection and collaboration.

We will provide a school-wide Write from the Beginning training to build writing skills and increase the number of students scoring 3.5 or above on the 4th grade FCAT Writes. We will also have writing prompts scored on a monthly basis by writing consultant, Mary Rose. The Writing Coach will be offering additional trainings to support the program through reflection and collaboration.

Another key factor to increasing student achievement is the consistent monitoring of student achievement data. We will continue to monitor student progress through the utilization of the Florida Kindergarten Readiness Screening System (FLKRS), the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for grades K-5, STAR Reading Test, and the Degrees of Reading Power (DRP) for intermediate students, and District Benchmark Assessments (Edusoft). Bi-weekly mini assessments in reading and math are administered for added interventions, differentiating instruction of FCAT benchmarks based on individual student needs.

Administration will build professional learning communities by meeting weekly with the leadership team and bi-weekly with instructional staff to disaggregate school data. The data meetings will include the expertise of our core and supplemental program consultants. Each year we make a concerted effort to bridge the student achievement gap by revisiting our goals and strategies to “become the premier school where all students can achieve and excel”.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

SCHOOL MATCH
Richmond Heights’ Staff chose Tangelo Park Elementary as our school match.

We selected Tangelo Park Elementary because the school has a similar student population and is an “A” school. We also selected Tangelo Park because the faculty and staff are committed to increasing student achievement.

We have the following collaborative activities planned:
1. Administration and Staff Members will collaborate on successful professional development and a mentoring program.
2. Principals will collaborate and share successful strategies that work

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Highly Qualified Administrators
Dr. Shelia Windom, Principal, 3rd year
Mrs. Paula Koehler, Assistant Principal, 5th year

1. The principal has a Doctoral Degree in Educational Leadership with a focus in organizational leadership. The assistant principal has a Master's Degree in Educational Leadership.

2. The principal has just completed her second year. Prior to coming to RHE she was the Assistant Principal of Instruction at a middle school and was instrumental in raising the school grade from a “C” to an “A”. She was instrumental in the implementation of the Springboard curriculum and AVID program to help increase student achievement. She enhanced the ESE inclusion model by expanding to multiple grade levels which exposed students to the main curriculum. She implemented a 20 minute additional reading time and included a school-wide reading calendar that focused on specific reading strands. She was responsible for the usage of AR school-wide to increase student motivation to read. While being at RHE, she developed a highly, dedicated and performing leadership team to raise student achievement, moving the school from an “F” to a “B”.

3. The assistant principal has entered her fifth year as an assistant principal. Prior to coming to RHE, she was the assistant principal in charge of curriculum at John Young Elementary. She brings experience from being assistant principal at Pine Hills Elementary and Senior Administrator of ESE at the Educational Leadership Center. She created an inclusion delivery model that met the needs of students receiving ESE services. She held bimonthly meetings with teachers to discuss individual student achievement. She implemented intervention groups targeting K-5 students. As an instructional leader at John Young Elementary, she assisted the school maintain their “A” status.

4. Both school-based administrators have a valid Florida certificate.

5. Both school-based administrators have a wide variety of successful school-based experiences working in various educational settings.

6. Both school-based administrators have administrative experiences with increasing student academic achievement.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers
All teachers and staff members at Richmond Heights Elementary meet the standards necessary of a highly qualified staff.

Orange County Public Schools provides training for new teachers in the Great Beginnings Program. New teachers are paired with mentors and are given support throughout the year to help provide quality instruction for students and create a positive working environment. In addition to new teachers, experienced teachers needing assistance, are supported by the instructional coach and kept abreast of professional development opportunities and certification requirements. Resource teachers work directly with each classroom teacher to meet the needs of staff members on an individual basis. The Reading Coach, Writing Coach, Math/Science Coach, CRT, and principal provide staff development sessions based upon needs identified from Individual Professional Development Plans. In addition, resources and materials are provided to ensure that teachers have all items necessary to provide instruction.

Richmond Heights Elementary School attempts to retain teachers who are making learning gains with their students. Richmond Heights Elementary provides staff development and training opportunities to help teachers who are new to the profession/school to accommodate our urban population. Some teachers may receive a bonus for working in a Title I school depending on students’ learning gains.
 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

Richmond Heights Elementary has been involved the 21st Century Learning Grant. A group of 3rd, 4th and 5th grade level 1 and 2 students attend after school activities five days a week that include reading, math, enrichment activities, sports, and fine arts. This program is coordinated by a staff member and taught primarily by staff members.

Supplemental Education Services is funded by the federal government and provides tutoring for "at-risk" students on campus by state approved tutoring providers. This program takes place after school and is coordinated by a staff member.

School Wide Improvement Model

Note: Required for Title I

School Wide Improvement Model
The Florida Continuous Improvement Model is the research-based school improvement model that is being implemented at Richmond Heights Elementary School focusing on the “plan-do-check-act” model.

The implementation process includes the following:
1. Disaggregation of data
2. Timeline development for an instructional focus calendar for reading, mathematics and science
3. Instructional focus
4. Assessment
5. Tutorials
6. Enrichment
7. Maintenance
8. Monitoring

NCLB Public School Choice

Note: Required for Title I

Communication with Parents
Communication with Parents
1. “The Principal’s News” through monthly Connect Ed phone communication
2. Student mid-term progress reports (quarterly)
3. Student report cards (quarterly)
4. Student folders with parent information
5. OCPS Code of Student Conduct
6. Richmond Heights Web-Site
7. Student planners - taken home daily
8. New SIS (Student Information Systems) - ProgressBook
9. Parent/ Student/Teacher Compact
10. Monthly Family Involvement Nights (Chorus, FCAT, Literacy, Math, etc.)
11. Home Visits with the Intervention Specialist
12. Parent meetings/workshops with the Family Connection Specialist

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Pre-School Transition
The Pre-K Program offers students a developmentally appropriate learning environment that provides a well-rounded academic curriculum before entering Kindergarten. Parents and incoming pre-kindergartners are invited to attend “Meet the Teacher” before the first day of school. In addition, they are encouraged to eat breakfast with their child and stay for a reading activity on the first day of school. This allows students the opportunity to become accustomed to the environment and lessen school anxiety before separating from their parents. The goal is to enhance cognitive, social, emotional, physical and intellectual development.

Collaboration between the pre-kindergarten teacher and kindergarten teachers is conducted each year to help with transition. Vertical articulation and planning are conducted between the pre-k teacher and kindergarten teachers. Transition classes are offered for two weeks in the summer for pre-k students entering kindergarten. The Pre-kindergarten teacher is involved in professional development opportunities for instructional strategies to meet the needs of the students.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Richmond Heights Elementary School provides on-site training and mentoring through our school-based teacher induction program. This program pairs a new teacher with an experienced teacher/mentor. The group meets to address the 17 required professional education competencies. The Reading Coach, Math/Science Coach and administrators are assigned to assist all new teachers with classroom instruction.

All new teachers to Richmond Heights Elementary are introduced to the culture, expectations and vision of Orange County Public Schools and Richmond Heights Elementary. This process includes:
*Arranging and scheduling two-way observation experiences for proteges, mentors and other school-based personnel
*Orienting new teachers to Richmond Heights Elementary
*Scheduling monthly/bi-monthly meetings for new teachers and mentors
*Planning and implementing workshops for new teachers that reflect planning and teaching lessons, reflecting on the results, and discussing informed changes
*Explaining the Professional Education Competencies requirements, encouraging the proteges, and charting their progress through the new teacher induction program

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Extended Learning Opportunities are provided in the following ways:

1. We have an after-school tutoring program which is funded through the 21st Century Grant. This program is provided to 2nd, 3rd, 4th and 5th grade students four times a week by certified Richmond Heights’ staff members. Activities include "Science Club", test taking strategies, math and reading interventions and small group/individual direct instruction.
2. All students have the opportunity to sign up for free SES tutoring provided by outside vendors for two additional days per week.
3. Use of the Accelerated Reader and Success Maker provides students with additional reading practice. Both of these programs are designed to increase academic performance. Success Maker and FCAT Explorer are designed to practice skills, as well as format for the FCAT.
4. Summer transition classes are offered to all students in grades K-5 for the upcoming school year.
5. Summer Reading Camp is offered to all third grade students scoring Level 1 on the FCAT.
6. Open lab tutorial sessions are offered from 7:30 AM to 8:00 AM for extended learning opportunities targeting 2nd through 5th grade students.

SCHOOLS GRADED C OR BELOW

Professional Development

Formal school-based professional development will focus on writing, reading, math, science and technology. All teachers will be using Acaletics and Imagine It and will receive training on use of the programs and the correlation to Sunshine State Standards. Teachers will meet with trainers to discuss student progress and intervention strategies. All teachers will receive training on the use of Write From the Beginning.

The Math/Science Coach will provide training to all teachers on the use of AIMS, CIA and CAAP lessons correlating the Sunshine State Standards with hands-on lessons with a focus on the scientific method. Fifth grade teachers will also receive a one time training provided by the SRA consultant on the use of Snap Shot on Science.

We will be providing differentiated professional development based on teacher IPDP, student needs and assessment data. The trainings will include components on data analysis and interventions strategies. These learning opportunities will be provided during team meetings, before and after the instructional day or on designated dates.

During block planning each week, teachers will meet with the Math/Science Coach and the Reading Coach to determine additional strategies to use during core instruction.

Disaggregated Data

We disaggregate data on a regular basis. Teachers teach daily focus lessons prior to Imagine It instruction and give mini-assessments approximately every 2 weeks. This data is used to improve instruction. We use DIBELS and District Benchmark Assessment data to determine student progress and to plan specific interventions. This year teachers will also use Imagine It and Acaletics assessment data to guide interventions and curriculum review.

Informal and Formal Assessments

Teacher observation of progress and skill mastery is on-going.

Acaletics Data and teacher-made tests are used for on-going math assessments at all grade levels throughout the year.

Imagine It unit assessments are for reading at all grade levels.

DIBELS /progress monitoring is a year long reading assessment for K-5th grade students in the area of reading.

District Benchmark Assessments will be used to target math and reading progress for grades 3-5. Accelerated Reader Diagnostic Reports will be used to monitor progress in reading comprehension levels for grades 2-5.

Alternative Instructional Delivery Methods

Every Monday, Tuesday, Thursday and Friday an additional 30 minutes of intervention time will be given in the area of reading for targeted students in grades K-5th and an additional 30 minutes in the area of math for targeted students in grades 3-5th. These interventions will be facilitated by certified instructional staff members. Teachers will use intervention/enrichment strategies and activities supporting core curriculum during that block of time.

We will focus on systematic direct instruction this year with teachers modeling and using visuals to build background knowledge. Professional development will be provided by SRA; Imagine It and Acaletics.

We will have a morning reading lab open to all students; will use the computer lab to access Accelerated Reader, SuccessMaker, Classworks and FCAT Explorer. We will also use SRA kits to build reading comprehension skills.

We have added a literacy component to the specials area schedule to reinforce reading and writing strategies for all students. Students will receive an additional 45 minutes of reading/writing instruction every three days.

Additional student support will be provided by the Literacy Coach, Math and Science Coach, Writing Teacher and Intervention Specialist in targeted classrooms.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	In June 2008 54% of students at Richmond Heights Elementary School scored at Level 3 and above on the FCAT Reading test. a. 63% of the lowest 25% made learning gains in Reading. b. 58% of all students made learning gains in Reading. c. The % proficient increased from 46% to 54%. d. AYP was met in Reading – black, economically disadvantaged and SWD subgroups.
*Objective:	By July 2009, 64% of all students taking the FCAT Reading test at Richmond Heights Elementary School will score at Level 3 or above. a. By July 2009, the percentage of students making learning gains will increase to 62%. b. By July 2009, the percentage of students in the lower 25% will improve to 66%. c. By July 2009, the percentage of African American students taking the FCAT reading test will increase their scores to 49%. d. By July 2009, the percentage of Economically Disadvantaged students taking the FCAT reading test will increase their scores to 47%.
*Strategies:	Strategies: 1. Maintain focus and consistency through the use of the Florida Continuous Improvement Model. 2. Effective use of data will be used to drive instruction and develop the instructional focus calendar which correlates to the reading Sunshine State Standard benchmarks. 3. Continuation of professional development in the use of SRA (Imagine It). SRA will conduct a refresher training for K-5 teachers during pre-planning. SRA will also provide additional trainings, classroom visits, consultation, administrator updates and problem solving meetings throughout the year. 4. Continue ongoing assessment in the form of screenings, monitoring, and diagnosis to evaluate student progress. 5. Reading coaches will provide support for teachers to be successful in the implementation and use of all instructional initiatives. 6. Intervention groups will be changed quarterly to re-teach skills that were not mastered using FCAT review materials. 7. Utilize after school tutoring, 21st Century and SES, to support students identified as the lowest 25% and "bubble" students. 8. Offer Saturday school for targeted students in grades 3-5. 9. Provide a variety of incentive programs to increase students’ motivation to read while building fluency and comprehension skills. 10. Provide peer mentoring opportunities for teachers. 11. Use Marzano’s Six-Step Process for Building Academic Vocabulary. Implementation: 1. Continue use of core reading program, Imagine It, with ongoing training and follow up to improve effectiveness in delivery of best practices in reading instruction. (August 2008 – May 2009) 2. Differentiate professional development to align the core reading program, Imagine It, which also includes data assessment, intervention and enrichment strategies and the 5 components of reading. (August 2008 – May 2009) 3. Continue the use of supplemental reading materials: Blast-Off, SuccessMaker, and FCAT Explorer before, during, and after school. (August 2008 – May 2009 ) 4. Use data from assessments to assist in formation of intervention groups and small group instruction (FCAT Explorer, DIBELS, DRP; District Benchmark Testing). (August 2008 – May 2009 ) 5. Incorporate the use of technology to enhance reading and language opportunities for all students. (August 2008 – May 2009 ) 6. Utilize the newly released Imagine It E-Suite to provide additional support with planning and delivery of instruction. ( August 2008 – May 2009 ) 7. Encourage the use of our newly renovated media center to increase parent and community involvement in reading through educational opportunities with students. ( August 2008 – May 2009 ) 8. Promote recreational reading by offering school-wide incentives for the Accelerated Reader program including: class recognitions, monthly spotlight on high scoring readers, and Readers are Leaders book club. (August 2008 – May 2009 ) 9. Continue a school-community Read-A-Thon. (May 2009) 10. Form book clubs as enrichment for targeted students. (September 2008 – May 2009) 11. Incorporate reading into the school based mentoring program. (September 2008 – May 2009) 12. Research community resources that promote and encourage reading to increase student reading outside of the school setting. (August 2008 – May 2009) 13. Encourage curriculum leaders and peer teachers to provide modeling, co-teaching, and side-by-side teaching experiences that promote best practices in the core reading and supplemental reading programs. (August 2008 – May 2009)
*Evaluation:	1. FCAT Reading 2. District Benchmark Testing 3. Stanford-10 4. NCS Learn SuccessMaker Initial and Final Placement (3rd-5th Grade) 5. Imagine It Assessments 6. DIBELS
*Evidence-based Program(s):	1. SRA Imagine It 2. Reading First 3. Kaleidoscope 4. SRA Early Intervention 5. Reading Mastery/Corrective Reading 6. Language for Learning
*Professional Development:	On-going staff development in reading programs; Imagine It, Language for Learning, Early Interventions and Kaleidoscope will be held for teachers in the best practices in literacy.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Reading First Imagine It General Budget $20,000.00 Total: $20,000.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Training Imagine It Training Block Planning Model No Cost...including in program costs $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $20,000.00
*Non-Highly Qualified Instructors:	There are no teachers or paraprofessionals that do not meet highly qualified status. All of the teachers who teach reading are highly qualified and certified in Elementary Education.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	In June 2008, 60% of students at Richmond Heights Elementary School scored at Level 3 or above on FCAT math. In June 2008, 77% of students at Richmond Heights Elementary School made learning gains in FCAT Math. In June 200, 67% of students at Richmond Heights Elementary School made learning gains in FCAT Math with the lowest 25% of students. AYP was met in Math – black, economically disadvantaged and SWD subgroups.
*Objective:	By July 2009, 67% of all students taking the FCAT math test at Richmond Heights Elementary School will score at Level 3 or above. a. By July 2009, the percentage of students making learning gains will increase to 80%. b. By July 2009, the percentage of students in the lowest 25% making progress will increase to 70%. c. By July 2009, the percentage of African American students taking the FCAT math test will increase their scores from 33% to 43%. d. By July 2009, the percentage of Economically Disadvantaged students taking the FCAT math test will increase their scores from 29% to 39%.
*Strategies:	Strategies: 1. Maintain focus and consistency through the use of the Florida Continuous Improvement Model. 2. Effective use of data will be used to drive instruction and develop the instructional focus calendar which correlates to the math Sunshine State Standard benchmarks. 3. Differentiate professional development to align the core math program, Everyday Math and Acaletics, which also includes data assessment, intervention and enrichment strategies, and the components of math. 4. Math/Science coach will provide support for teachers to be successful in the implementation and use of all instructional initiatives. 5. Acaletics consultants will conduct classroom visits and model Math Club. In addition, consultants will provide refresher trainings on the use of assessment data to drive instruction and the use of all program components. Administrators will receive updates on student and teacher success. 6. Continue ongoing assessment in the form of screenings, monitoring, and diagnosis to evaluate student progress. 7. Intervention groups will be changed quarterly to re-teach skills that were not mastered using FCAT review materials. 8. Use Marzano’s Six-Step Process for Building Academic Vocabulary. 9. Utilize after school tutoring, 21st Century and SES, to support students identified as the lowest 25% and "bubble" students. 10. Provide peer mentoring opportunities for teachers. 11. Offer Saturday school for targeted students in grades 3-5. Implementation: 1. Promote the fidelity of the core math program, Everyday Math, by providing a minimum of 60 continuous minutes for math instruction and using support from the district math consultant. (August 2008 – May 2009) 2. Continue using Acaletics math program as a supplement to the core curriculum. (August 2008 – May 2009) 3. Emphasize a focus on problem solving skills by including short and extended response questions on all grade levels of math curriculum. (August 2008 – May 2009) 4. Provide teachers with on-going differentiated professional development in best practice methods, Everyday Math, and Acaletics. (August 2008 – May 2009) 5. Use assessment data to assist in the formation of intervention groups and small group instruction. (August 2008 – May 2009) 6. Implement SuccessMaker Math Club based on points earned. (August 2008 – May 2009) 7. Host family nights and workshops for parents and students focusing on math benchmarks and test-taking strategies. (September 2008 – February 2009) 8. Incorporate the use of technology to enhance math opportunities for all students (FCAT Explorer, Study Island, and Success Maker Math). (August 2008 – May 2009) 9. Encourage curriculum leaders and peer teachers to provide modeling, co-teaching, and side-by-side teaching experiences that promote best practices in the core math and supplemental math programs. (August 2008 – May 2009) 10. Create a school wide Walk To Intervention (WTI) based on student data. (August 2008 – 2009)
*Evaluation:	1. FCAT Math 2. NCS Learn SuccessMaker 3. District Benchmark Assessments 4. Acaletics Program Assessments
*Evidence-based Program(s):	1. Everyday Math 2. Acaletics
*Professional Development:	On-going staff development in math programs, Everyday Math and Acaletics, will be provided for teachers.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Everyday Math and Acaletics General Budget $5,000.00 Total: $5,000.00 Technology Description of Resources Funding Source Available Amount Accelerated Math NCS Learn SuccessMaker School Budget $2,500.00 Total: $2,500.00 Professional Development Description of Resources Funding Source Available Amount Everyday Math Training by Math/Science Coach Acaletics No Cost School-based Cost covered in program purchase $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Acaletics School Budget $24,000.00 Total: $24,000.00 Final Total: $31,500.00
*Non-Highly Qualified Instructors:	There are no teachers or paraprofessionals that do not meet highly qualified status. All of the teachers who teach math are highly qualified and certified in Elementary Education.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	In June 2008, 91% of the students taking the FCAT Writing Test at Richmond Heights Elementary School scored a Level 3.5 or above. AYP Writing Proficiency was met
*Objective:	By July 2009, 91% of students taking the FCAT writing at Richmond Heights Elementary School will score at Level 3.5 or above. a. By July 2009, the percentage of African American students taking the FCAT writing test will increase their scores by 3% from 80% to 83%. b. By July 2009, the percentage of Economically Disadvantaged students taking the FCAT writing test will increase their scores by 3% from 87% to 90%.
*Strategies:	Strategies: 1. Continue school wide use of research based writing program, Write From the Beginning. 2. Differentiate professional development to support the writing at all grade levels to include interventions and enrichment strategies, and systematic instruction in writing. 3. Effectively disaggregate data to drive instructional focus and to identify student needs and sub-groups needing alternative assistance. 4. Continue ongoing assessments in the form of screenings, monitoring, diagnosis to evaluate student progress. 5. Continue use of writing focus calendar which correlates to Sunshine State Standards and benchmarks. 6. Writing Coach will assist teachers in grades K-5 with writing strategies and progress monitoring. 7. Provide peer mentoring opportunities for teachers. 8. Utilize after school tutoring, 21st Century and SES, to support students identified as the lowest 25% and "bubble" students. Implementation: 1. Implement school wide writing plan to vertically align writing, using the research-based program Write From the Beginning. (August 2008) 2. Infuse writing through journalism in the literacy wheel. (August 2008 – May 2009) 3. Writing Coach will provide additional classroom support during writing block to include modeling instruction and feedback. (August 2008 – May 2009) 4. Provide differentiated professional development for teachers in Write from the Beginning. (August 2008 – May 2009) 5. Promote writing by integrating and displaying writing across the curriculum. (August 2008 – May 2009) 6. Utilize after school tutoring programs, 21st Century and SES, to support students identified as the lowest 25% and "bubble" students. (September 2008 – May 2009) 7. Differentiate the use of technology to improve student writing skills. (August 2008 – May 2009 ) 8. Provide feedback for students and teachers using writing prompts and rubrics scored by consultant Mary Rose. (August 2008 – May 2009)
*Evaluation:	1. FCAT Writes 2. Practice Prompts with matrix and/or rubrics 3. Scoring by writing consultant
*Evidence-based Program(s):	Write From the Beginning Mary Rose
*Professional Development:	1. On-going staff development on Write from the Beginning will be provided for teachers. 2. School-wide professional development activities aligned with this objective will be conducted on a bi-weekly basis during grade level meetings.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Write From the Beginning No Cost $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Writing consultant Mary Rose On-site Writing PD Title I $2,000.00 Total: $2,000.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $2,000.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	In June 2008 47% of the fifth grade students at Richmond Heights Elementary scored at Level 3 or above in FCAT Science.
*Objective:	By July 2009, 50% of the fifth grade students taking the FCAT Science test at Richmond Heights Elementary will score on Level 3 or above.
*Strategies:	Strategies: 1. Maintain focus and consistency through the use of the Florida Continuous Improvement Model utilizing school-developed assessments. 2. Effectively disaggregate data to drive instructional focus and to identify student needs and sub-groups needing alternative assistance. 3. Differentiate professional development to support hands-on science at all grade levels, including intervention and enrichment strategies, and best practices for science instruction. 4. Continue use of research based and supplemental programs to include inquiry based learning and application. 5. Math/Science Coach will assist teachers with instructional strategies for science and progress monitoring. 6. Continue ongoing assessment in the form of screenings, monitoring, and diagnosis to evaluate student progress. 7. Use Marzano’s Six-Step Process for Building Academic Vocabulary. Implementation: 1. Analyze FCAT Science scores to identify areas to target for improvement. (July 2008) 2. Continue use of science plan for instruction using the Scott Foresman Science curriculum grades K-5 and SRA Snapshots for grades 3-5 focusing on vocabulary and concept development. (August 2008 – May 2009) 3. Use supplemental science resources to support core science curriculum (e.g. SRA Snapshots, Blast-Off Science, and Study Island). ( August 2008 – May 2009) 3. Monitor student progress in science using data from classroom and alternative assessment tools to ensure adequate growth and appropriateness of instruction. (August 2008 – May 2009) 4. Math/Science Coach will assist teachers with instructional strategies, curriculum alignment, pacing and progress monitoring in science (September 2008 – May 2009) 5. Writing Coach will provide additional support focusing on short and extended written response items to reinforce science skills and strategies. (October 2008 – May 2009) 6. Provide staff development in curriculum, instruction, assessment and alignment to ensure instruction of science benchmarks. (October 2008) 7. Extend student opportunities to participate in hands-on science outside of the classroom: 21st Century tutoring, RHE Science Club and fieldtrips. (November 2008 – May 2009) 8. Host annual Math/Science Family Night. (February 2009)
*Evaluation:	1. Classroom and Alternative Assessments 2. 2009 FCAT Science Test
*Evidence-based Program(s):	Scott Foresman Science
*Professional Development:	1. Ongoing professional development will be provided to teachers focusing on Scott Foresman Science implementation and the appropriate use of science resources. 2. AIMS and CAAP/CIA training offered by Math/Science Coach. 3. SRA consultant will provide Snapshots Science refresher trainings for teachers in grades 3-5. 4. School-wide professional development activities aligned with this objective will be conducted at bi-weekly grade level meetings
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Buckle Down School Budget $500.00 SRA SnapShot School Budget $4,000.00 Total: $4,500.00 Final Total: $4,500.00
*Non-Highly Qualified Instructors:	There are no teachers or paraprofessionals that do not meet highly qualified status. All of the teachers who teach science are highly qualified and certified in Elementary Education.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	During the 2006-2007 school year, 25 families attended instruction and curriculum related training activities and parent teacher conferences.
*Objective:	By June 2009, we will have increased the percentage of parents who attend instruction and curriculum related training opportunities and conferences from 20 families to 30 families.
*Strategies:	1. Assess lowest 25% student data on parents to encourage attendance in school-wide parental involvement activities. (August 2008) 2. Continue to advertise parent trainings/workshops and activities through school newsletter, Connect Ed, marquee and other media: Open House, parent conferences, parent curriculum nights, and FCAT Nights. (August 2008 – May 2009) 3. Offer parent workshops and trainings provided by staff members. (August 2008 – May 2009) 4. Implement an incentive plan to increase parental involvement. (August 2008 – May 2009) 5. Use data and parent survey results to collaborate with SAC. (August 2008 – May 2009) 6. Partner with community resources to sustain community engagement. (August 2008 – May 2009)
*Evaluation:	1. Sign-In Sheets 2. School Effectiveness Survey 3. School Conditions Survey
*Evidence-based Program(s):	Ruby Payne: A Framework for Understanding Poverty Caring and Sharing
*Professional Development:	Staff will develop strategies for increasing parental involvement based on Ruby Payne and a Caring and Sharing Community.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Ruby Payne: A Framework for Understanding Poverty Caring and Sharing No Cost Guidance Grant/No cost $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Ruby Payne: A Framework for Understanding Poverty No Cost $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Parental Involvement Activities: FCAT Night, Family Night, Curriculum Nights School Budget $1,000.00 Total: $1,000.00 Final Total: $1,000.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	The ROI for Richmond Heights was: PK-12 Membership $399 Program Cost $8,828 Average Teacher Salary $42,465
Objective:	Richmond Heights Elementary's ROI percentile ranking will increase by at least one percentile point.
Strategies:	1. Conduct comprehensive data analysis and plan interventions. 2. Identify lowest quartile early and begin interventions. 3. Provide parent workshop and conferences to provide strategies parents can use at home. 4. Provide quality staff development and monitoring to ensure staratgies are being used. 5.Ensure cost effective use of materials and staff.
Evaluation:	The percentage of students with learning gains will be divided by the program costs per weighted FTE students at the school to determine ROI Index.
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: School Safety and Discipline Strategies
Needs Assessment:	In the 2007-2008 school year, there were 147 Level 3 Discipline Referrals; 147 resulted in student suspensions.
Objective:	By June, 2009, our discipline referrals and suspensions will decrease by 10% to no more than 132 referrals and suspensions.
Strategies:	1. Continue with the school-wide discipline procedures. (August 2008 – May 2009) 2. Utilize positive interventions following the school-wide discipline model. (August 2008 – May 2009) 3. Continue with monthly Dean Chats for staff members to monitor discipline referrals, share the correlation to academic achievement and offer interventions for behavior management. (August 2008 – May 2009) 4. Continue to use child study team to track students with behavioral concerns using positive interventions to promote decreased discipline referrals. (August 2008 – May 2009) 5. Implement Save-One-Student (SOS) mentor program to help increase time on task in the classroom. (August 2008-May 2009) 6. Continue to use the Renaissance Achievement Program as a motivator for positive student behavior. (August 2008 – May 2009)
Evaluation:	1. ODA (Crystal Report) Discipline Referrals
Evidence-based Program(s):	Ruby Payne; A Framework for Understanding Poverty Caring and Sharing
Professional Development:	School-based staff development activities are aligned with this objective and are conducted at bi-weekly grade level meetings and monthly staff development.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Caring and Sharing Ruby Payne District Access Grant $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of School Safety and Discipline Strategies Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Reading First Imagine It	General Budget	$20,000.00
Mathematics	Everyday Math and Acaletics	General Budget	$5,000.00
Writing	Write From the Beginning	No Cost	$0.00
Parental Involvement	Ruby Payne: A Framework for Understanding Poverty Caring and Sharing	No Cost Guidance Grant/No cost	$0.00
School Safety and Discipline Strategies	Caring and Sharing Ruby Payne	District Access Grant	$0.00
Total: $25,000.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Mathematics	Accelerated Math NCS Learn SuccessMaker	School Budget	$2,500.00
Total: $2,500.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Training Imagine It Training Block Planning Model	No Cost...including in program costs	$0.00
Mathematics	Everyday Math Training by Math/Science Coach Acaletics	No Cost School-based Cost covered in program purchase	$0.00
Writing	Writing consultant Mary Rose On-site Writing PD	Title I	$2,000.00
Parental Involvement	Ruby Payne: A Framework for Understanding Poverty	No Cost	$0.00
Total: $2,000.00