5408 SW 13th Street Gainesville, FL 32608 352-373-5223
"Academic Excellence Enhanced by the Arts"
Expressions Learning Arts Academy
Charter Title I School-Wide Plan
and
School Improvement Plan
2007-2008
No Child Left Behind Act of 2001
Title I – Helping Disadvantaged Children Meet High Standards
2007-2008
Guidelines for Aligning a Title I SCHOOLWIDE Plan with the School Improvement Plan
SCHOOL INFORMATION |
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Name and Number of School: Expressions Learning Arts Academy 0956 |
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Implementation Year: First Year 2000-2001 Current Plan: 2007-2008 |
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Enrollment Information: School Total: |
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K: 14 |
1st: 14 |
2nd: 14 |
3rd: 14 |
4th: 12 |
5th: 15 |
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Members of School Improvement Team/Schoolwide Project Planning Team (include principal, teachers, parents, community members, and other staff) |
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NameCheryl Valantis Juniper DiGiovanni Amy Clay Jennifer Tragash Judy Gold Roberta Vaes Kym Dalton Neil Drake |
Position/TitlePrincipal3rd Grade Teacher – Pupil Progression4th Grade Teacher – WritingESE Tutoring and Reading Consultant Title I Paraprofessional – Star Reading & Math ParentBoard MemberBoard Member |
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List dates of meetings during which schoolwide planning occurred. |
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August 28, 2006
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November 28, 2006 |
April 26, 2007 |
June 5, 2007 |
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The following required Title I Schoolwide elements must be present in your School Improvement Plan. Please reference each item according to the page or pages on which it appears in your School Improvement Plan. |
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The School Improvement Plan includes a comprehensive needs assessment (reading, writing, math and science) of the entire school (including taking into account the needs of any migratory children) that is based on information which includes the achievement of children in relation to the academic State content standards and the State student academic achievement standards. |
Page 12,15, 17, 20
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The School Improvement Plan includes a list of State and Local Educational Agency programs and other Federal programs that will be consolidated in the schoolwide program. (Examples: ESE, ESOL, etc.) |
Appendix XI |
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COMPONENTS OF A SCHOOLWIDE PROGRAMSchoolwide Reform Strategies |
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The school provides opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, using effective methods and strategies based on scientifically based research. |
Pages 12,15,17,20 |
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The school includes the following categories of scientifically research-based instructional strategies designed to improve the achievement of all students, but particularly low-achieving students: (Check all those included in your plan.) ----Extended school year -X-Before- and/or after-school programs -X-Summer programs -X-Enriched/accelerated curriculum -X-Specialized literacy programs ----Counseling/pupil services/mentoring programs ----College and career awareness programs ----Innovative teaching methods, such as team-teaching -X- Technology -X-Reduced class size ----Integration of vocational and technical education -X-Resource teachers in specialized roles ----Student discipline/responsibility initiatives -X-Tutoring ----Other |
Pages
11 2, 11 11 12
26 2
2
2, 11
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The instructional strategies listed above are consistent with and designed to implement Florida’s Sunshine State standards. |
Page 12,15,17,20 |
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There is a system in place to ensure that the instructional strategies meet the educational needs of historically underserved populations. (Example: girls, migrant, etc.) |
Page 12,15,17,20 |
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COMPONENTS OF A SCHOOLWIDE PROGRAMStaff |
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Instruction is carried out by highly qualified teachers. (You may attach the principal’s letter to the District attesting to compliance with Title I requirements regarding teacher qualifications.) |
Page Page 6, 7, 9 Appendix IX |
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The school has notified parents that they may request information regarding the professional qualifications of their child’s teachers and any paraprofessionals providing services to their child. (You may attach notification to parents.) (Parental Involvement) |
Page Appendix XII |
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There are strategies to attract high-quality highly qualified teachers to high needs schools. |
Page 12,15,17,20 |
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Paraprofessionals who are working with children meet Title I required qualifications or are working toward meeting those qualifications, work under the direct supervision of a teacher, and tutor children only when they would not otherwise be receiving instruction in the classroom. (strategies) |
Page 12,15,17,20 |
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COMPONENTS OF A SCHOOLWIDE PROGRAMProfessional Development |
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There is high-quality and ongoing professional development for teachers, paraprofessionals, parents, principals, and other staff to enable all children in this school to meet the State’s student academic achievement standards. Check all that are included in your plan: -X- Mentoring, coaching, and/or modeling for teachers -X- Professional study groups -X- Monitoring following professional development to ensure that effective strategies are being implemented in the classroom ---- Assistance for paraprofessionals to meet Title I requirements ---- Assistance for teachers to become “highly qualified” Workshops on: -X- Reading instruction based on scientifically based research -X- Mathematics instruction based on scientifically based research ---- Strategies for developing curricula and teaching methods that integrate academic instruction -X- Instructional practices geared to challenging state standards ---- Other (e.g., assessment, technology, team building, etc.)
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Pages
10, 13, 16, 18 13, 16, 18 13, 16, 18
13 16
2
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COMPONENTS OF A SCHOOLWIDE PROGRAMParent Involvement: The following items are Parent Involvement Strategies) |
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The school has jointly developed with, and distributed to, parents a written parental involvement policy. |
Page Appendix VI |
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There are strategies designed to involve parents in the planning, review, and improvement of school programs and the education of their children. |
Page 22-23 |
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The school has a school-parent compact that describes and outlines a partnership for sharing responsibility for improved student achievement. |
Page Appendix VII |
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The school has an annual meeting for parents to explain the school’s participation in the Title I Schoolwide Project. |
Page Page 22 Appendix XII |
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The school has provisions for: -X- Parent/teacher conferences -X- Frequent progress reports to parents -X- Opportunities for parents to volunteer and participate in the classroom -X- Assistance to parents in understanding the State’s assessments and how to monitor their child’s progress -X- Materials and training for parents to help them work with their children to improve achievement -X- Education for teachers and other staff in how to work with parents as equal partners -X- Family literacy opportunities |
Page 9, 22 23 22 22
23 23 23 |
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COMPONENTS OF A SCHOOLWIDE PROGRAM Readiness for School |
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There are plans that assist preschool children in the transition from early childhood programs to the elementary school. (strategies) |
Page 10 |
COMPONENTS OF A SCHOOLWIDE PROGRAMAssessment |
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There are measures in place that allow teachers to be included in decisions regarding the use of academic assessments. (Evaluation) |
Page12,15,17,20 |
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The school provides individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to parents. (Parental Involvement Strategies) |
Page 23 |
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Assessments assist in the diagnosis, teaching, and learning in the classroom in ways that enable children to meet state standards and do well in the local curriculum. (Evaluation) |
Page 12,15,17,20 |
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Assessments determine what revisions are needed to projects so that children will meet the State’s academic achievement standards. (Evaluation) |
Page 12,15,17,20 |
COMPONENTS OF A SCHOOLWIDE PROGRAMAdditional Assistance for Students |
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Activities that are designed to ensure that students who experience difficulty in mastering the proficient or advanced levels of academic achievement standards are provided with effective, timely additional assistance. These shall include: A. Early identification of students’ difficulties in such a way that there is sufficient information on which to base effective assistance. (Evaluation) B. Training for teachers in how to identify such difficulties and how to provide appropriate assistance to individual students. (Professional Development) C. Parent-teacher conferences for students who do not meet student performance standards that include: (Parental Involvement) 1. What the school will do to help the student meet the standards; 2. What the parents can do to help improve student performance; 3. Additional assistance available to the student in the community. |
Pages
13,16,18, 21 13, 16, 18 22 |
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Please attach a copy of your school’s parent involvement plan, school-parent compact, and your Title I budget.
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Signature of Principal Date Signed |
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School Improvement Plan
Expressions Learning Arts Academy
2007-2008
EXECUTIVE SUMMARY
This year’s school assessment process was very thorough. Once again, written surveys were administered to faculty, staff, and parents (Appendix I & II). The data collected has proved essential to the development of our Title I and School Improvement Plans.
Utilizing data from the surveys, standardized test scores (Appendix III), and from PTO & Board meetings, our school improvement committee created a plan that again emphasizes improvement of our FCAT writing test scores and improving AYP for our lowest quartile.
We continue to attribute our success to our commitment to the following strategies and interventions, which are used across all academic subjects we offer:
- The Expressions curriculum is enriched and enhanced by the incorporation of the arts into all subjects. We have found that this creates and maintains high interest in each academic subject, which increases the achievement of all children, and allows us to offer an exciting accelerated curriculum which is consistent with and designed to implement Florida’s Sunshine State standards.
- Potentially underserved populations and low achieving children are identified using student performance data such as baseline reading and math assessments, Computer- based diagnostics, free/reduced lunch profiles, low standardized testing scores, and classroom observation.
- Reduced class size (10-16 per class) enables our teachers to identify problem areas quickly.
- All children who are identified as “at risk” (usually lowest quartile students) are given an Academic Improvement Plan (AIP). The AIPs are developed by a collaboration of the classroom teacher, Title I lead teacher, paraprofessional tutor, principal and parents. The AIP outlines the specific academic strategies that will be used on the student for the academic year. It also tracks the possibility of retention for the “at risk” child.
- Paraprofessionals are used to assist the “at risk” children while they are in the classroom under the direct supervision of a teacher, and tutoring takes place during times when the children would not otherwise be receiving instruction in the classroom.
- Low achieving students are evaluated more frequently throughout the school year (at least quarterly) using appropriate diagnostic tools.
- Children with learning disabilities are identified, evaluated by School Board Psychologists, and then placed into the special education program.
- Summer tutoring is offered to low achieving children.
This School Improvement Plan for Expressions Learning Arts Academy can be viewed and printed by going to on-line to our website www.expressionsacademy.org.
SCHOOL PERFORMANCE
School Performance Scale
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School Grade
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2007 |
2006 |
2005 |
2004 |
2003 |
2002 |
2001 |
2000
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NG(B )* |
NG (B)* |
NG (A)* |
NG (A)* |
NG (A)* |
NG (D)* |
NG |
NG |
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*Our school is too small to receive a school grade. The grades in parenthesis are the grades that would have been given if our testing results were processed as a bigger school.
NCLB AYP Reports
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AYP Status
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2007 |
2006 |
2005 |
2004
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Not yet determined |
AYP Met |
AYP Met |
AYP Met |
SCHOOL ADVISORY COUNCIL COMPLIANCE
The majority of the Board of Directors/SAC members are not employed by the school. The Board of Directors SAC is composed of the principal, and an appropriately balanced number of teachers, education support employees, students (for middle, junior high and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.
VISION / MISSION
The mission of the Expressions Learning Arts Academy is to create and sustain an educational environment where an emphasis on academic excellence is complimented by the ongoing infusion and incorporation of the arts for elementary students. Through a curriculum that includes greater exposure and experience in the arts, our program expands on the educational benefits the arts provide our children, including increased communication skills, enhanced self esteem and positive outlets for self expression. We foster these benefits to promote high achievement.
Maintaining a strong academic focus, the school is able to provide students with greater exposure and participation in visual and performing arts activities due to our small class size, expanded curriculum, and the use of professional local artists to supplement our teaching staff. Due to our focus, this expanded and enhanced curriculum is provided to all our students, not just those in special programs. Parents are committed to a high level of participation in their child’s learning experience. Our program has the added benefit of supporting the arts in our community by fostering their appreciation by our students and their families. We have great community interest and participation in our program.
The academic component of the curriculum at Expressions Learning Arts Academy includes all subjects now being taught in elementary schools throughout Alachua County, but with special arts enhancement. Traditional subjects are enriched to include discussion, application, and appreciation of the arts. Skills and competencies developed in artistic modalities, such as critical thinking, attention to detail, and perseverance will be constantly reinforced. All children are instructed in Reading, Language Arts, Math, Science, and Social Studies. Criteria based on the Sunshine State Standards are followed.
Our curriculum has a wide range of exposure to many academic, artistic, and social areas. A special feature of our curriculum is the addition of visual arts, instrumental and vocal music, drama, dance and creative movement taught by local professional artists and teachers. Hands-on, experiential approaches are used in all subjects, whenever possible. Computer and media skills will be incorporated in all areas on a continuing basis.
Our unique curriculum is well suited to a variety of assessment techniques, including authentic assessment, assessment by demonstration, and portfolios, as well as standard assessments in use throughout the county.
SCHOOL PROFILE & DEMOGRAPHICS
Profile
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School Name: |
Expressions Learning Arts Academy |
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District Name: |
Alachua |
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Principal: |
Cheryl Valantis |
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Board of Directors:
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Cheryl Valantis, Director, Principal Neil Drake, Vice Director, Director of One Room Schoolhouse Charter School Juniper DiGiovanni, Secretary, Classroom Teacher Roberta Vaes, Parent Representative Kym Dalton, Treasurer Arthur Newman, Retired University Professor |
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Superintendent: |
Dr. W. Daniel Boyd, Jr. |
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Date of School Board Approval: |
May 4, 1999 |
October Membership
The following table provides information on the composition of the student population at the school, district, and state levels.
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Racial/Ethnic Group |
Number of Students |
School % |
District % |
State % |
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Female |
Male |
2006-07 |
2005-06 |
2006-07 |
2005-06 |
2006-07 |
2005-06 |
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WHITE |
32 |
30 |
74.7 |
71.7 |
49.3 |
49.9 |
46.7 |
47.7 |
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BLACK |
4 |
0 |
4.8 |
2.5 |
36.7 |
37.2 |
23.2 |
23.4 |
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HISPANIC |
4 |
2 |
7.2 |
11.5 |
5.6 |
5.2 |
24.2 |
23.4 |
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ASIAN |
4 |
0 |
4.8 |
5.1 |
3.8 |
3.5 |
2.3 |
2.2 |
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AM.INDIAN |
0 |
0 |
0 |
0 |
0.2 |
0.2 |
0.3 |
0.3 |
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MULTIRACIAL |
6 |
1 |
8.4 |
9 |
4.4 |
4.0 |
3.3 |
3.0 |
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DISABLED |
0 |
3 |
3.6 |
3.8 |
19.4 |
19.8 |
14.7 |
14.9 |
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ECONOMICALLY DISADVANTAGED |
23 |
13 |
42.2 |
43.6 |
- |
46.4 |
- |
45.9 |
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LEP |
0 |
0 |
0 |
0 |
- |
2.2 |
- |
11.5 |
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MIGRANT |
0 |
0 |
0 |
0 |
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