Volusia county schools ortona elementary school

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Volusia County Schools

Ortona Elementary School

2016-17 School Improvement Plan

Volusia - 4334 - Ortona Elementary School - 2016-17 SIP Ortona Elementary School

Ortona Elementary School

1265 N GRANDVIEW AVE, Daytona Beach, FL 32118

School Demographics

School Type and Grades Served (per MSID File)

Elementary School KG-5

2015-16 Title I School Yes

2015-16 Economically Disadvantaged (FRL) Rate (As Reported on Survey 3)


Primary Service Type (per MSID File)

K-12 General Education

Charter School No

2015-16 Minority Rate (Reported as Non-white

on Survey 2)


School Grades History

Year Grade

2015-16 C

2014-15 B*

2013-14 B

2012-13 A

*Informational Baseline School Grade

Note: The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments. The 2014-15 school grades serve as informational baseline data that schools can use to improve in future years.

School Board Approval

This plan is pending approval by the Volusia County School Board.

SIP Authority and Template

Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district.

The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all noncharter schools with a current grade of D or F or a monitoring status of "Former F" (see page 4). For all other schools, the district may use a template of its choosing. All districts must submit annual assurances that their plans meet statutory requirements.

This document was prepared by school and district leadership using the Florida Department of Education's school improvement planning web application located at .

Last Modified: 1/24/2017

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Volusia - 4334 - Ortona Elementary School - 2016-17 SIP Ortona Elementary School

Table of Contents

Purpose and Outline of the SIP


Differentiated Accountability


Current School Status


Supportive Environment


Family and Community Engagement


Effective Leadership


Public and Collaborative Teaching


Ambitious Instruction and Learning


8-Step Planning and Problem Solving Implementation


Goals Summary


Goals Detail


Action Plan for Improvement


Appendix 1: Implementation Timeline


Appendix 2: Professional Development and Technical Assistance Outlines


Professional Development Opportunities


Technical Assistance Items


Appendix 3: Budget to Support Goals


Last Modified: 1/24/2017

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Volusia - 4334 - Ortona Elementary School - 2016-17 SIP Ortona Elementary School

Purpose and Outline of the SIP

The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a "living document" by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the "Date Modified" listed in the footer.

Part I: Current School Status

Part I organizes the current status of the school around five domains inspired by the 5Essentials framework: Supportive Environment, Family and Community Involvement, Effective Leadership, Public and Collaborative Teaching, and Ambitious Instruction and Learning. Questions regarding the school's Multi-Tiered System of Supports have been embedded throughout this part to demonstrate how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs.

Part II: Needs Assessment

Part II requires the school to review performance and early warning systems data in order to develop strategic goals and associated data targets (i.e., "SMART goals") for the coming school year in context of the school's greatest strengths and needs. An online tool was developed, which includes data visualizations and processing questions to support problem identification, problem analysis and strategic goal formulation.

Part III: 8-Step Planning and Problem Solving for Implementation

Part III enables the school to develop implementation plans for its highest-priority goals. With the overview of the current state of the school in mind and the strategic goals identified through the needs assessment, the planning team engages in a facilitated planning and problem-solving process, through which they

? Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1) ? Identify barriers that could hinder achieving those goals and resources that could be used to eliminate

or reduce barriers (Step 2) ? Select high-priority barriers they want to address initially (Step 3) ? Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7) ? Determine how they will monitor progress toward each goal (Step 8)


The following appendices, automatically-generated from content entered in Part III, are included in this document:

? Appendix 1 is a timeline of all action steps and monitoring activities ? Appendix 2 is an outline of all professional development opportunities and technical assistance items ? Appendix 3 is a report of the budget needed to implement the strategies

Last Modified: 1/24/2017

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Volusia - 4334 - Ortona Elementary School - 2016-17 SIP Ortona Elementary School

Differentiated Accountability

Florida's Differentiated Accountability (DA) system, established in section 1008.33, Florida Statutes, is a statewide network of strategic support, differentiated by need according to performance data, provided to districts and schools in order to improve leadership capacity, teacher efficacy, and student outcomes. Through a data-driven planning and problem-solving process, DA field teams collaborate with district leadership to design, implement, and refine strategic goals and action plans that are documented in the SIP.

DA Regions

Florida's DA network is divided into four geographical regions, each served by a field team led by a regional executive director (RED).

DA Categories

At the start of each academic year, traditional schools are classified for DA support in three categories based on the most recent school grades data available. Descriptions of each DA category along with the state support and interventions provided are set forth by Rule 6A-1.099811, Florida Administrative Code:

? Not in DA ? currently A, B, or C and not Monitoring Only; charter schools; ungraded schools ? Monitoring Only ? currently A, B, or C that improved from a previous grade of F ? Focus ? currently D ? Priority ? currently F

DA Turnaround and Monitoring Statuses

Additionally, schools in DA may be subject to a turnaround status of "Planning" or "Implementing" or a monitoring status of "Former F." These statuses are based on a school's grades history, including the current school grade:

? Former F - A school with a status of "Former F" requires the department to monitor the implementation of strategies and progress toward the goals outlined in the school improvement plan for three years following the school's improvement from a grade of F to a C or higher.

? Planning - A school with a status of "Planning" requires the district to engage stakeholders in the development of a turnaround option plan to be implemented in the following year should the school grade not improve to a C or higher.

? Implementing - A school with a status of "Implementing" requires the district to submit a turnaround plan to the State Board of Education for approval and implementation. A school remains in "Implementing" status until its school grade improves to a C or higher.

2016-17 DA Category and Statuses for Ortona Elementary School

DA Region and RED Northeast - Wayne Green

DA Category and Turnaround Status Not In DA - None

Last Modified: 1/24/2017

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Volusia - 4334 - Ortona Elementary School - 2016-17 SIP Ortona Elementary School

I. Part I: Current School Status

A. Supportive Environment

1. School Mission and Vision

a. Provide the school's mission statement

Through the cooperation of all, our students shall acquire the knowledge, wisdom and ethics which will enable them to be successful contributors in a democratic society.

b. Provide the school's vision statement

Each child will be supported to unlock or nourish their unique strengths, enabling them to acquire skills and knowledge to become successful life-long learners.

2. School Environment

a. Describe the process by which the school learns about students' cultures and builds relationships between teachers and students

Through collaboration between classroom teachers, the guidance counselor, and administration students are welcomed to Ortona Elementary. Initially the guidance counselor establishes rapport with students through a welcome program called "Newcomers Program." ELL students are paired with other individuals that are familiar or share culture in an effort to facilitate transition. Bilingual staff have been identified and are able to provide communication with parents and students. If a staff member is not available that speaks the native language of the parent, the ELL Contact makes arrangements with the district office for a translator when necessary. PTA-sponsored events provide additional opportunities for students and staff to build positive relationships.

b. Describe how the school creates an environment where students feel safe and respected before, during and after school

Ortona Elementary School provides both AM and PM adult and student (safety patrols) supervision during arrival. Teachers and other staff members monitor various zones on a rotating basis to provide comfort and safety for the students. Waiting zones for students and parents have been established to ensure that students are supervised until teachers pick the students up. Additionally, our guidance counselor engages the students in a "bully proofing" program at every grade level. There is an "anti-bullying box" in the media center where students can place concerns anonymously. The guidance counselor also provides peer mediation and connects students with mentors.

c. Describe the schoolwide behavioral system in place that aids in minimizing distractions to keep students engaged during instructional time. This may include, but is not limited to, established protocols for disciplinary incidents, clear behavioral expectations, and training for school personnel to ensure the system is fairly and consistently enforced

All students attend the "Positive Expectations" assembly. Ortona Elementary also follows the "Dolphin Expectations". These are four expectations that are posted throughout the campus. Teachers participate in professional development geared towards a successful classroom management system.

d. Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and other pupil services

Last Modified: 1/24/2017

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