The school has a young staff (most with under
10 years experience), a young school (7 years old), challenging demographics,
and a 19% mobility rate. They are undeterred-no excuses.
An acknowledged
budget whiz, the principal strategizes funding to support teachers'
needs in order to boost achievement. The school has received grants
in excess of $1.37 million dollars over the last three years including:
the ACCESS technology project (see below); Adult Literacy Grants,
$250,000; and Reading Enhancement Grants, $20,000. All grants sought,
received and implemented have common goals: the improvement of literacy
skills and of student's reading and reading comprehension skills.
Staff credits the principal's ability to seek and procure funding
from a variety of sources. Moreover, they credit his ability to
narrowly focus and funnel it to support agreed-upon priorities.
The goal is to build a strong "community of learners."
Results: Accountability Report: 72% made
learning gains in Reading, and 91% made learning gains in Math.
Total of 481, exceeding the requirement of 410 for A.
Practices that Promote High Performance:
- Developing high level budget/finance skills (principal) to maximize
and strategize allocation of resources
- Strategizing a school improvement plan that is farsighted, but
sensibly tied to budget and resources
- Funding extra hours of tutoring programs that employ certified
teachers and talented paraprofessionals
The school
spent in excess of $130,000 on technology during the 2001-2002 school
year. Every classroom has at least two computers for student use
and a 15-station computer lab. Over a five-year period, all students
will have access to 165 laptop computers, thanks to a million dollar
federal grant, ACCESS, for bilingual education. The goal is to produce
students who are bilingual and bi-literate. To ensure that the computers
are humming with instructional programs, professional development
for teachers focuses on technology use and multimode instruction.
Parents are part of the school's mission to motivate learning through
technology. They are encouraged to check out laptops and use school
computers until 6:00 p.m. daily.
Results: School Grades: 2000 C; 2001 A; 2002
A.
Practices that Promote High Performance:
- Using technology-based programs such as Riverdeep Math and FCAT
Explorer (home use also)
- Providing adult computer skills workshops to improve parent
and family literacy
- Capturing and using data for assessment, instruction grouping,
progress review and to develop curriculum
The Principal never
asks anyone to do anything that he would not do. According to staff,
he expects the entire school family to evidence the same level of
commitment, high standards, and passion for achievement that he
holds. In turn, he is their champion. Staff feel supported in reaching
their instructional and professional development goals. The principal
and his administrative team spend a lot of time in the classroom
to take the pulse, offer assistance and intervene as necessary.
He also provides teachers with common planning time, highly qualified
resource support, and open lines of communication. Staff is given
leeway to reach goals, but the bottom line is achievement. Teachers
are accountable for demonstrating progress.
Results: Accountability Report: 78%
met high standards in Reading; 74%, Math; 94%, writing.
Practices that Promote High Performance:
- Implementing a high level Comprehensive Reading Plan with an
emphasis on guided reading
- Designating curriculum leaders with the sole responsibility
to oversee programs such as Reading
- Emphasizing the use of effective, research-based instructional
strategies in the menu of available programs and professional
development
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