The school succeeds by prioritizing the three
E's: what is Essential; what is Expected; and the level of commitment
that must be Extended.
Reading and more
reading is the fundamental building block of Lake Mary's high performance.
From awards for students who have read the most books to the book-lined
walls in every classroom, Reading rules. The Principal carries a
daybook with the names and reading scores of every student. She
is apt to ask teachers about dips or gains in their student's reading
progress as she walks the halls or observes classes. The Principal
also personally tests all 3rd graders in Reading. The teachers report
that they receive all the resources for instructional support that
they need. The school uses a number of programs to bolster reading
achievement including Accelerated Reader and the Sunshine State
Young Reader Award Program.
Results: Grade 4 FCAT Reading: outpaced the
State average by 46 points, attaining level 4 Achievement range
Practices that Promote High Performance:
- Assessing FCAT data for all students and providing information
to their teachers is a primary assignment of the Assistant Principal
- Using vertical teaming to determine and set student expectations
with parallel teacher expectations
- Sending home weekly progress reports from the teacher to parents
with detail--academics and behavior
The teachers
are given many opportunities to explore, develop, and assume leadership.
The Principal values professional development for staff and the
school community, and uses the lion's share of the discretionary
budget to support it. Teachers follow a Professional Development
Plan with precise objectives, timelines, and outcomes. There is
no doubt or confusion about who is in charge-the principal. After
encouraging and receiving staff feedback, she weighs input and factors
her experience, and in-depth and instinctive knowledge of the school's
culture and needs. She sets the bar high, including focused parent
communication, and anticipates that staff will reach and exceed.
Leadership at all levels is the "glue and grease" of the
school's performance.
Results: School Grades: 2000, B; 2001: A,
2002, A.
Practices that Promote High Performance:
- Providing development opportunities for parents focused on
elements of the instructional programs
- Defining roles and expectations of administration, staff and
students, and consistently implementing
- Supporting timely teacher/parent communication through voice
mail, e-mail, and outreach strategies
The school is actively
engaged in District and State initiatives to improve education.
They support the larger picture. Their mission, goals and objectives
are closely aligned to those of the District. The Sunshine State
Standards permeate the school's benchmarking, assessment and goal-setting.
All teachers are well versed in its application. The school takes
advantage of district offerings in development, technology, and
assessment, adopting and adapting these opportunities to suit needs.
The District and school were well positioned for the advent of FCAT.
They had proactively begun realignment. The Principal was an integral
player in this transition from home grown to collective accountability.
Results: Reading and Math scores, grades
3 thru 5, exceeded state average by 39.7 points.
Practices that Promote High Performance:
- Anticipating and preparing for educational directions--higher
expectations and stringent accountability
- Partnering with parents/business to work on instructional activities
- Ensuring that all teachers are proficient in the use of technology
and its assessment applications
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