Hunter’s Creek Elementary

School Improvement Plan

Year: 2007-08

PROFILE

Hunter’s Creek Elementary School opened August 15, 1994. It is located in a rapidly growing community, and draws its population from the Hunter’s Creek community. The school serves Kindergarten – 5^th grade. The many countries currently represented on campus represent a microcosm of the world with its wide variety of cultures.

To serve this diverse student body, approximately fifty teachers and thirty staff members work together to make Hunter’s Creek Elementary a safe learning environment. The school offers a wide range of academic programs as well as the following support programs: English for Speakers of Other Languages (ESOL), Specific Learning Disabilities (SLD), Dual Language Enrichment Program, Guidance Programs, Enrichment, Drug Abuse Resistance Education (DARE), Primary Varying Exceptionalities, Occupational Therapy, Physical Therapy, Adaptive Physical Education, Language Arts Resource, Strings Programs, academic enrichment for Extended Day, and Speech/Language to meet the needs of all students in our unique community.

Hunter’s Creek Elementary is fortunate to have strong parental and community involvement. Parent involvement is encouraged through activities and programs such as Meet the Teacher, Open House, Conference Night, ADDitions, PTA, SAC, Literacy Night, Science Night, Multicultural Fair, Sunshine Math, PAWS Publishing, Un Poquito de Espanol, Arty Facts, parent workshops, and student performances.

The success of Hunter’s Creek Elementary can be attributed to the cooperative efforts made by students, staff, parents, and community all working together. Our community service involvement earned us state recognition as a “Five Star School,” and our instructional program and student achievement earned a grade of “A” from the Florida Department of Education.

VISION

District Vision: To be the top producer of successful students in the nation.

School Vision: We envision Hunter’s Creek Elementary as a school which empowers all of its students to be confident, creative, and responsible decision makers who use their acquired knowledge and skills to contribute to our diverse society.

Hunter’s Creek Elementary

School Improvement Plan

Year: 2007-08

Development of the School Improvement Plan

The district ENDS Policy, District Performance Goals, and the Comprehensive Academic Achievement Plan (CAAP) were all used to develop our school improvement plan. The plan is a tool for identifying and creating a desirable future for our students and school. The school improvement plan process will enable us to anticipate and manage the complex changes that we face. Furthermore, because our School Advisory Council is broadly representative of our school’s community, we are confident that our school improvement plan reflects a shared vision of success for all of our students.

We began the strategic planning process by developing and clarifying a vision statement for our school. Our vision statement expresses the "desirable future" we want to create and is presented on the previous page.

In order to assess the needs of our school, we collected and analyzed a great deal of data. From these data we identified a number of priority needs, which are stated in our plan. These needs formed the basis for our plan this year.

The mission of the Orange County Public Schools is, “To lead our students to success with the support and involvement of families and the community.” Based on this mission, we reviewed the District Performance Goals and built objectives around the goals that reflected the priority needs of our school. OCPS has also identified six supporting conditions to help accomplish the district’s mission. We reviewed and selected the supporting conditions that related to our needs assessment.

The purpose of the OCPS CAAP is to create curriculum consistency for all students and provide instructional strategies that meet the needs of our diverse student population. To make this happen, developmental, accelerated, and remedial strategies have been incorporated into this plan to ensure student achievement.

Our school improvement plan focuses on how we will work toward meeting the needs at our school. We used the results of our needs assessment as a starting point to select and develop four-year objectives. We used the needs assessment results to address budget, training, instructional materials, technology, staffing, student support services, specific school safety, discipline strategies, student health and fitness, including physical fitness, parental information on student health/fitness, and indoor environmental air quality. The SAC’s assistance was used to prepare the budget for next year so that it effectively supports the school improvement plan.

Annual objectives were developed to identify where we would be at the end of each year of our four‑year objectives or objectives based on the supporting conditions. Finally, action plans were written, which outlined the activities that needed to be completed in order to reach our annual objectives. These action plans are clearly defined activities that show what we will accomplish in working toward our objectives.

The four state education goals, Florida’s six priorities, as well as statutory requirements, were addressed in developing the plan. Not all goals and priorities are directly included in the plan since only the highest priority needs are included. Many other activities take place in the school that support the state goals and priorities but are not specifically mentioned in the plan.

Our school is committed to improving access to high quality instruction for all students. This includes increasing the percentage of African-American and Hispanic students enrolled in advanced level courses.

Once our plan was completed, it was reviewed by our community, the area superintendent, the superintendent, and the school board. This review focused on determining how much progress toward state goals and the district's mission would result from the implementation of the plan. When the school board approved our plan, they agreed that achieving the annual objectives would produce adequate progress toward meeting these important goals.

The actual implementation of our plan will be evaluated at two points during the school year. The first review of progress will be in December-January with the area superintendent. The mid-year progress review will determine if we are on schedule in completing the action plan activities that are written in our plan and data showing progress at the middle of the school year. The final progress report is made after the school year is over. At that time, we will determine if we accomplished our annual objectives. We will use those results to begin our needs assessment for next year.

Hunter’s Creek Elementary

School Improvement Plan

Year: 2007-08

READING OBJECTIVE

District Mission: To lead our students to success with the support and involvement of families and the community.

Baseline Expectations

(Percent of Students)

Reading Performance:

Elementary: 85

Middle Schools: 65

High Schools: 60

Reading Learning Gains:

Elementary: 70

Middle Schools: 75

High Schools: 75

Reading Lowest 25% Learning Gains:

Elementary: 70

Middle Schools: 75

High Schools: 65

Narrative to Describe Major Steps to Meet Baseline Expectations in Reading Within 4 Years:

Support staff with professional development to promote best practices in reading instruction. Use test and observational data to define interim targets and inform instruction. Continue school wide reading initiatives that promote independent and recreational reading.

Four-Year Objectives:

By July, 2011, at least 91 percent of all students taking the FCAT Reading test will score at level 3 or above.

By 2011, 86 percent of all students taking the FCAT Reading test will make learning gains.

By 2011, 73 percent of all students taking the FCAT Reading test will make learning gains with the lowest 25% of students.

2006-07

Needs Statement:

In June 2006, 88% of students scored at Level 3 or above on FCAT reading, an increase of 4 points.

In June 2006, 71% of students made learning gains in reading, a decrease of 2 points.

In June 2006, 58% of students made learning gains with the lowest 25 percent of students in reading, a decrease of 17 points.

2006-07

Annual Objectives:

By June 2007, 91% of all students taking the FCAT Reading test will score al Level 3 or above.

By 2007, 74% of all students taking the FCAT Reading test will make learning gains.

By 2007, 61% of all students taking the FCAT Reading test will make learning gains with the lowest 25% of students.

2006-07

Mid-Year Progress:

November 2006 DRP test results used as an indicator of FCAT performance:

76.2% of all 3^rd graders are predicted to score level 3 or above on FCAT reading.

70.7% of all 4^th graders are predicted to score level 3 or above on FCAT reading.

65% of all 5^th graders are predicted to score level 3 or above on FCAT reading.

2006-07

Results:

The percentage of 3^rd grade students scoring at level 3 or higher on FCAT reading increased by 3%. (85%)

The percentage of 4^th grade students scoring at level 3 or higher on FCAT reading decreased by 2%. (76%)

The percentage of 5^th grade students scoring at level 3 or higher on FCAT reading increased by 4%. (83%)

2007-08

Needs Statement:

In June 2007, 87% of students scored at Level 3 or above on FCAT reading, a decrease of 1 point.

In June 2007, 77% of students made learning gains in reading, an increase of 6 points.

In June 2007, 77% of students made learning gains with the lowest 25 percent of students in reading, an increase of 19 points.

2007-08

Annual Objective:

By June 2008, 90% of all students taking the FCAT Reading test will score al Level 3 or above.

By 2008, 80% of all students taking the FCAT Reading test will make learning gains.

By 2008, 80% of all students taking the FCAT Reading test will make learning gains with the lowest 25% of students.

2007-08

Mid-Year Progress:

Enter progress made at mid-year of 2007-08 here.

2007-08

Results:

Enter data for 2007-08 here.

2008-09

Needs Statement:

Enter baseline data from 2007-08 for all three reading statements here.

2008-09

Annual Objectives:

Enter all three of the annual objectives for 2008-09 here.

2008-09

Mid-Year Progress:

Enter progress made at mid-year of 2008-09 here.

2008-09

Results:

Enter baseline data from 2008-09 here when it is available.

2009-10

Needs Statement:

Enter baseline data from 2008-09 for all three reading statements here.

2009-10

Annual Objectives:

Enter all three of the annual objectives for 2009-10 here.

2009-10

Mid-Year Progress:

Enter progress made at mid-year of 2009-10 here.

2009-10

Results:

Enter baseline data from 2009-10 here when it is available.

2010-11

Needs Statement:

Enter baseline data from 2009-10 for all three reading statements here.

2010-11

Annual Objectives:

Enter all three of the annual objectives for 2010-11 here.

2010-11

Mid-Year Progress:

Enter progress made at mid-year of 2010-11 here.

2010-11

Results:

Enter baseline data from 2010-11 here when it is available.

Do rules, regulations, policies, or laws at the state or district level prevent the school from accomplishing this plan?

Yes:

No:

If so, is a request for waiver needed?

Yes:

No:

Attachment D contains the form and procedures for requesting a waiver.

Hunter’s Creek Elementary

School Improvement Plan

Year: 2007-08

Reading

Action Plan for 2007-08

			Status
Activities (End Date)	Funding Source	Position of Responsibility	Completed	In Progress	Planned