Key Largo School
K-8
2014-2015
School Improvement Plan
Ms. Laura Lietaert
Principal
104801 Overseas Highway
Key Largo, FL 33037
Key Largo School
District Strategic Plan Objectives
1.
2.
3.
4.
5.
6.
Create a Climate and Culture for Excellence
Outstanding Student Achievement
Community Engagement and Communication Efforts
Attract and Maintain a High Performing Workforce
Leader in Technology and Innovation
Accountable Resource Management
School Mission Statement
The Future Starts Here: Pursue Excellence
School Vision Statement
Key Largo School strives to create a nurturing environment that promotes a climate of mutual respect and maximum
personal and academic growth for students through the supportive efforts of parents, staff and the Key Largo community.
iBElieve
(Strategic Objective 1)
The district will provide a specific curriculum to support the teaching of these expectations to all students in the
elementary, middle and secondary levels.




Be Safe
Be Responsible
Be Respectful
Be There
Goals
State Goal: Highest Student Achievement



Students make annual learning gains sufficient to acquire the knowledge, skills and competencies needed to
master Florida Standards
Students successfully compete at the highest levels nationally and internationally
Students are prepared to make well-reasoned, thoughtful and healthy lifelong decisions
Desired Conditions for the School:
 Continue to maintain a state grade of “A” while improving student achievement in English/Language Arts (ELA),
Mathematics, and Science

Identify school level foci for both student achievement and instructional practice as we implement Florida
Standards
Current Condition of the School:
 Key Largo School is currently “A” rated by the state
School Goal:
 Key Largo School students‟ achievements will be such that KLS meets or surpasses all requirements to be rated
an “A” school
2
SIP Development Information
School Improvement Plan Development
The formation of the 2014-2015 School Improvement Plan is based on Florida‟s Continuous Improvement Model (FCIM).
This model is a process by which quality is improved over time by examining results, and the processes that generate
those results, while employing problem solving skills to generate and implement targeted improvements.
Learning Criteria:

Core Academic Learning – Achievement in the core areas of ELA, Mathematics, Social Studies and Science

Stretch Learning – Demonstration of rigorous and relevant learning beyond proficiency and towards mastery

Student Engagement – The extent to which students are motivated and committed to learning, have a sense of
belonging and accomplishment and have relationships with adults, peers and parents who support learning
School Improvement Timeline
The 2014-2015 School Improvement Plan is focused on achieving school goals related to Florida School Grades during
the current school year. Strategies related to these objectives will be implemented during the 2014-2015 school year.
School Improvement Plan Funding
(Strategic Objective 3 and 6)
The initiatives and staff development listed in this plan are funded through a variety of sources. Examples include:
 FTE generated discretionary budget
 Title I funds
 School Professional Development funds
 Local grants
 Community business donations and Sponsor a Classroom money
Evaluation of the School Improvement Plan
Specific evaluative information will be collected by the school over the course of the 2014-2015 school year and beyond.
Data will be collected from the following sources:
 Florida Standards Assessment (FSA)
 Florida End-of-Course (EOC) test
 FAIR assessment
 Science progress monitoring through Performance Matters (Grades 5 and 8)
 FCAT 2.0 Science (Grades 5 and 8)
 AIMSWEB progress monitoring probes for Tier 3 students
 STAR Progress Monitoring assessments (Grades K – 8)
 School wide End of Course (EOC) exams and middle school mid-terms
 School level attendance and discipline data
 Advanc-Ed District Climate Survey
Progress toward achieving established goals will be determined by the Key Largo School (KLS) staff, School
Improvement Plan committee, the School Advisory Council and the Building Level Planning Team.
3
Supporting Information and Resources
Additional documentation and information can be found in the following areas and accessed from Key Largo School‟s
homepage at http://kls.keysschools.com/
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Budget information
Faculty staff listing
KLS demographics
KLS Parent Involvement Plan (PIP)
School Public Accountability Report (SPAR)
Other sources of useful school data can be found in the following locations:
 School Grades and School Report Cards: http://schoolgrades.fldoe.org/

Florida School Indicators Report: http://data.fldoe.org/fsir/
Parent Involvement Plan
(Strategic Objective 3)
A separate Parent Involvement Plan has been prepared and presented to staff.
As a component of the Parent Involvement Plan, we will create a Parent Resource Center within the school including the
following amenities:
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




Resources that will help parents increase the child‟s learning
Welcoming school environment
Resources to help enhance home life
Parent education workshops
Help navigating the MCSD education system
Access to borrowing books and use of computers
Meet/Network with other parents and community members
Highly Qualified Staff
MA
Degree
Doctorate
100%
100%
100%
100%
100%
100%
BA
Degree
2.5
2
57.5
57.5
0
11
New/
Beginning
Teachers
Effective
Rating
Administrators
Coaches
Teachers
HQ Teachers
Non HQ Teachers
HQ Paraprofessional
Number
(Strategic Objective 4)
4
1
28
3
1
29
1
1
To maintain a highly qualified staff and to foster leadership opportunities, professional development and mentoring are
offered throughout the year. School-wide professional development plans are listed under each section and strategies to
build leadership capacity are listed in later sections of this plan.
4
Instructional Staff Experience
Years of Experience
1-5 years
6-10 years
11-15 years
16-20 years
21-25 years
25+ years
5%
7%
14%
23%
32%
19%
Multi-Tiered System of Support (MTSS)
Responsibilities of the Core MTSS Team include:

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

Analysis of individual student data/gap analysis
Continual development of the MTSS implementation process
Organizing/developing Tier 1, 2 and 3 services and supports
Professional development needs and planning
Monitoring efficacy of interventions
Full time MTSS coach to assist teachers
Data coach organize and implement data chats after each progress monitor administration
School Advisory Council (SAC)
We strive to maintain a SAC representative of our school population. SAC meets monthly in an advisory capacity.
Pre-K Transition Plan
We house Head Start, Voluntary Pre-Kindergarten and a Pre-K ESE program. We articulate expectations for kindergarten
readiness and have Pre-K teachers work with kindergarten teachers to set expectations. Pre-K teachers meet with
kindergarten teachers to articulate the needs of children and assist in placement into kindergarten classes.
ESE Pre-K has a transition IEP meeting at the end of the year. At this point the academic plan is written as a collaborative
effort. We invite parents, teachers and all other support teachers (speech, OT, PT) that should have a part in developing
the new educational plan for success in kindergarten.
We offer a Kindergarten Round-Up activity that is a parent orientation and welcome to our school. We assist parents in
completing the registration packet, talk about dress code, and introduce them to teachers and administrators. We provide
materials for needed school supplies and answer any questions.
5
Student Performance Goals – Core Learning
(Strategic Objective 2)



Embedded throughout this plan, agencies who partner with KLS have been underlined
Bold type and italics identify subgroups of students whose needs are being addressed
Technology integration is indicated through the use of italics alone
English/Language Arts (ELA)
6
Goal One based on FSA (Proficiency)
th
By the end of the 2014-2015 school year, the percentile rank for proficiency will improve from the 68 percentile ranking to
rd
73 percentile ranking.
Goal Two based on FSA (Learning Gains)
By the end of the 2014-2015 school year, the percentile rank for learning gains will improve from the 72
th
ranking to 77 percentile ranking.
nd
percentile
Goal Three based on FSA (Learning Gains-Low 25%)
st
th
By the end of the 2014-2015 school year, the bottom quartile will improve from the 71 percentile to 76 percentile.
Goal Four based on STAR (Proficiency)
School Percentage Scoring Satisfactory and Above on STAR
Reading
At/Above Benchmark (40%)
Current Grade
PM #1
PM #3 (Goal)
3
67%
72%
4
62%
67%
5
60%
65%
6
62%
67%
7
63%
68%
8
51%
56%
Goal Five based on Florida Alternate Assessment (FAA) – Reading
Florida Alternate
Assessment - ELA
Students scoring at
levels 4, 5, 6
Students scoring at
or above level 7
# of students 2014
2014%
# of students
2015
2015 Target%
8
12.5%
9
44%
8
75%
9
56%
Goal Six based on FAA - Writing
Florida Alternate Assessment - Writing
Students scoring at or above level 4
# of students 2014
5
2014%
80%
# of students 2015
2
2015 Target%
100%
Goal Seven based on EOC – Civics
In 2014, the Civics EOC was a baseline assessment. Using the T scale scores, 30% scored in the bottom third, 35%
th
scored in the middle third and 34% of KLS students scored in the top third as compared to other 7 graders in the state.
In 2015, Achievement Levels will be reported for the first time.
7
ELA Strategies for Success

In accordance with state statute and the district reading plan, students identified through the following criteria will
be placed in purposefully scheduled intervention sessions or Intensive Reading classes during
Enrichment/Intervention (E/I) time specifically tailored to address their needs:
 Level 1 or level 2 on FCAT 2.0 Reading
 Red or Yellow indicators on FAIR
 Intervention and Urgent Intervention – STAR
 Lowest Performing 25%

All students will complete STAR Progress Monitoring three times a year. Two administrations will occur prior to
the Spring Administration of the FSA

AIMSWEB will be used to track progress of Tier 3 students in the MTSS process as appropriate

All teachers will receive training on interpreting Renaissance and FAIR student reports

Content area reading strategies will take place in all classes

iStation, and Lexia will be used as reading interventions for students receiving Tier 2 and Tier 3 instruction and
iReady for Tier 3 instruction

Additional low-level, high-interest and developmentally appropriate reading materials will be provided during
intervention time and in the media center

Writing across all subject areas, including electives and technical courses, will be implemented

All staff will be trained in Everybody Writes, a train-the-trainer model presented by Northeast Florida Educational
Consortium (NEFEC)

Additional strategies for ELL students include: use of English in a Flash, Success Maker (CCC), Rosetta Stone,
Solo and LAS Links

Additional strategies for FAA students include: use of Unique Curriculum and/or News 2 You curriculum aligned
to the FAA

An “Advancement Via Individual Determination” (AVID) elective course will be put in place in Grades 6 – 8 for
students in the academic middle who meet AVID criteria. This elective will include subject specific tutoring
sessions two times per week facilitated by adults, motivational, organizational and team-building activities as well
as trips to Florida college campuses funded by the Ocean Reef Community Foundation

All students in Grades 6 – 8 will use an organizational notebook modeled after Cornell style notes and the AVID
organizational system (Grades 1-5). These notebooks are provided by the Ocean Reef Community Foundation

All teachers will have access to Brain Pop, Flocabulary, Discovery Learning, Riverdeep, Read About, Scholastic
Reading Inventory, Visual Thesaurus, and Vocab.Com programs/websites to enhance technology integration
across subject areas

Staff development opportunities will be provided to all staff by teachers who attended the AVID Summer Institute.
The focus will be to enhance instructional and learning strategies including: use of scales/rubrics, marking the
text, text dependent questioning, 4 corners, philosophical chairs, interactive notebooks, parking lot, Cornell notetaking method, Socratic seminars and use of AVID Weekly for cross curricular instructional opportunities

KLS will offer a morning Jump Start program provided by grant funds from The Keys Children‟s Foundation for a
group of level 1 and 2 Economically Disadvantaged (ED) students to provide targeted academic assistance

KLS will offer after school tutoring provided by Title I funds for level 1 and 2 students

All teachers will participate in a Professional Learning Community (PLC) through Edivation, an online professional
development system, which may develop into a lesson study
8

Staff members will continue to use CPALMS and iCPALMS in order to pull out vetted lesson plans, rubrics and
assessments

All instructional staff will be provided opportunities to work in cross curricular teams as well as vertical teams for
their subject areas

KLS will implement fluid EI in grades K-5, with the assistance of the Reading Coach

A parent resource center, including laptops, has been created for families

KLS will host a Student Success Night for parents. Sessions will include helping parents with reading strategies,
math strategies, attendance and grades. A follow up workshop will be provided based on parent input.
Translation will be provided

KLS will provide a „Summer Boost‟ for incoming Kindergarten students

Keyboarding software, Easy Tech, will be made available for student use

Teachers will be provided with the item specifications for ELA and Math items on the FSA. This information will
be obtained from the FSA portal allowing the teachers to become familiar with the question stems and test
functions

Full time Reading Coach will assist teachers as they participate in the NEFEC writing development program, with
a focus on FSA format, rubric expectations, anchor papers, and text set creation in the implementation of
“Everybody Writes”

Staff development opportunities will continue to be provided to all staff using the Professional Learning
Communities model based on personal SMART goals

Social Studies teachers will incorporate additional writing activities through the use of Document Based
Questioning (DBQs)
9
School-Wide Professional Development Plan
Focus Area: ELA – Reading, Writing, Social Studies
Data Used



Needs Assessment Data
According to the 2014 Needs
Assessment feedback, teachers are most
interested in receiving professional development in the area of “differentiated
instruction” and “academic vocabulary”
Student Achievement Data
Student achievement data suggest a need for a school-wide writing intervention
Teacher Evaluation Data
Teacher evaluation data suggest there is improvement needed in rigor, questioning,
and student engagement
Target Group of Teachers

All teachers via train-the-trainer model. Content will be disseminated through gradelevel contacts or content area teachers
PLC Objective

Coaching/Mentoring

Staff will participate in bi-weekly PLCs and additional PD to address areas of student
and teacher need
Include Reading/Data Coach Reading Coach and specific teachers will attend
NEFEC writing training and serve as the points of contact. Trained grade-level
contacts will also serve to support text-based writing initiatives. Reading Coach will
support writing instruction and student performance through focused coaching
sessions with small groups and individual teachers based on need
Collaborative Elements
School wide focus PD throughout the 2014-2015 school year will highlight student
writing through Everybody Writes and AVID strategies
Technology-including distance learning, where appropriate
Teachers will use Lexia, iStation, iReady, SubText, Padlet, RiverDeep, PD 360 and
internet based reading interventions

Additional Resources

Meeting Dates

Implementation/Follow-Up

Evaluation of Results



Thursdays, Bi-weekly from 9/1-6/1, 3:30-4:30
Be sure follow-up is sustained and rigorous, leading to classroom
implementation.
PD follow-ups will occur and
classroom walkthroughs/ coaching will ensure
implementation. There will be a strong focus on student understanding of rubrics and
expectations
Needs Assessment Data
Teachers will display more confidence in the PD needs assessment areas identified
above
Student Achievement Data
STAR data will be evaluated in order to determine learning gains made by students
Teacher Evaluation Data
Teacher Observations, Professional Growth Plan, and participation in PLCs/Lesson
Study will all be used to determine teacher effective rating
10
Mathematics
Goal One based on FSA (Proficiency)
th
By the end of the 2014-2015 school year, the percentile rank for proficiency will improve from the 66 percentile ranking to
st
71 percentile ranking.
Goal Two based on FSA (Learning Gains)
rd
By the end of the 2014-2015 school year, the percentile rank for learning gains will improve from the 73 percentile
th
ranking to 78 percentile ranking.
Goal Three based on FSA (Learning Gains-Low 25)
th
rd
By the end of the 2014-2015 school year, the bottom quartile will improve from the 68 percentile to 73 percentile.
Goal Four based on STAR (Proficiency)
School Percentage Scoring Satisfactory and Above on STAR
Mathematics
At/Above Benchmark (40%)
Current Grade
PM #1
PM #3 (Goal)
3
81%
86%
4
83%
88%
5
66%
71%
6
74%
79%
7
63%
68%
8
83%
88%
Goal 5 based on FAA – Math
Florida Alternate Assessment - Math
# of students 2014
2014%
# of students 2015
2015 Target%
Students scoring at level 4, 5, 6
Students scoring at or above level 7
8
8
25%
75%
9
9
44%
56%
Goal 6 based on EOC – Geometry and Algebra
100% of the students who take high school level courses will be proficient. In 2015 the EOC will be a new test.
11
Math Strategies for Success

Students identified through the following criteria will be placed in intensive math interventions or intensive math
classes to better prepare them for success within the math curriculum
 Level 1 or level 2 on FCAT 2.0 Math
 Intervention and Urgent Intervention - STAR

All students will complete STAR Progress Monitoring three times a year. Two administrations will occur prior to
the Spring Administration of the FSA

Accelerated Math™ will be used for remediation in Intensive Math classes

AIMSWEB will be used to track progress of Tier 3 students in the MTSS process as appropriate

All Grade 2 – 8 Math teachers will have access to Gizmos, provided by the Ocean Reef Community Foundation;
these are interactive mathematics labs that provide real-world application for students

Math teachers in Grades 4 – 8 will have either SMART Boards or interactive projectors available for technology
integration

All teachers will have access to Brain Pop, Flocabulary, Discovery Learning, Riverdeep, Reflex Math, Visual
Thesaurus, FASTTmath and Sumdog technology programs/websites to enhance technology integration across
subject areas

An Enrichment “Tech Toys” after school activity that focuses on STEM will be offered for interested, high
performing, middle school students

Additional strategies for ELL students include: Destination Math in Spanish

Additional strategies for FAA students include: use of Unique Curriculum and/or News 2 You curriculum aligned
to the FAA

KLS will offer Algebra I Honors and Geometry Honors to high performing middle school students for high
school credit

An AVID elective course will be put in place in Grades 6 – 8 for students in the academic middle who meet
AVID criteria. This elective will include subject specific tutoring sessions two times per week facilitated by adults,
motivational, organizational and team-building activities as well as trips to Florida college campuses funded by the
Ocean Reef Community Foundation

All students in Grades 6 – 8 will use an organizational notebook modeled after Cornell style notes and the AVID
organizational system (Grades 1-5). These notebooks are provided by the Ocean Reef Community Foundation

Staff development opportunities will be provided to all staff by teachers who attended the AVID Summer Institute.
The focus will be to enhance instructional and learning strategies

KLS will offer a morning Jump Start program provided by grant funds from The Keys Children‟s Foundation for a
group of level 1 and 2 Economically Disadvantaged students to provide targeted academic assistance

KLS will offer after school tutoring provided by Title I funds for level 1 and 2 students

All teachers will participate in a Professional Learning Community (PLC) through Edivation

Staff members will continue to use CPALMS and iCPALMS in order to pull out vetted lesson plans, rubrics and
assessments

All instructional staff will be provided opportunities to work in cross curricular teams as well as vertical teams for
their subject areas

Khan Academy will be used as a resource
12
School-Wide Professional Development Plan Focus Area: Math
Data Used



Target Group of Teachers

PLC Objective

Coaching/Mentoring


Additional Resources

Meeting Dates
Implementation/Follow-Up


Evaluation of Results



Needs Assessment Data
According to the 2014 Needs
Assessment feedback, teachers are most
interested in receiving professional development in the area of “”engaging in
professional conversations about student performance” and “analyzing student work
based on standards”.
Student Achievement Data
Student achievement data suggest that problem solving and operations and algebraic
thinking are weak domains
Teacher Evaluation Data
Teacher evaluation data suggest
there is improvement needed in
rigor, questioning and student
engagement
All Teachers
All teachers via train-the-trainer model. Content will be disseminated through gradelevel contacts or content area teachers
Staff will participate in bi-weekly PLCs and additional PD to address areas of student
and teacher need
Include Reading/Data/Math Coaches
Specific teachers will attend Mathematics Formative Assessment System training and
serve as the points of contact. Trained contacts will also serve to support teachers
with continuing formative assessment initiatives with small groups and individual
teachers based on need
Collaborative Elements
STAR training in math in order to engage in professional conversations relating to the
analysis of data based on standards will be provided by the district. This train-thetrainer model will be brought back to the staff in order to facilitate the professional
development needs of the staff
Technology-including distance learning, where appropriate
Teachers will use Reflex Math, RiverDeep, and internet based math interventions
Thursdays, Bi-weekly from 9/1-6/1, 3:30-4:30
Be sure follow-up is sustained and rigorous, leading to classroom
implementation
PD follow-ups will occur and classroom walkthroughs/ coaching will ensure
implementation. There will be a strong focus on student understanding of rubrics and
expectations
Needs Assessment Data
Teachers will display more confidence in the PD needs assessment areas identified
above
Student Achievement Data
STAR data will be evaluated in order to determine learning gains made by students
Teacher Evaluation Data
Teacher Observations, Professional Growth Plans, Lesson Studies, and participation
in Professional Learning Communities will all be used to determine teacher effective
rating
13
Science
Goal One based on FSA (Proficiency)
rd
By the end of the 2014-2015 school year, the percentile rank for proficiency will improve from the 63 percentile ranking to
th
68 percentile ranking.
Goal Two based on FCAT 2.0 (Proficiency)
School Percentage Scoring Satisfactory and Above
Science FCAT 2.0
Grade Level
(Achievement Level 3 and above)
2014
2015 (Goal)
5
64%
69%
8
62%
67%
Goal Three based on FAA – Science (Proficiency)
Florida Alternate Assessment - Science
Students scoring at level 4, 5, 6
Students scoring at or above level 7
# of students 2014
2014%
# of students 2015
2015 Target%
2
2
0%
100%
5
5
40%
60%
14
Science Strategies for Success

KLS will host a Student Success Night for parents. Sessions will include helping parents with reading strategies,
math strategies, attendance and grades. A follow-up workshop will be provided based on parent input.
Translation will be provided

FCAT 2.0 Science FOCUS Achieves/FCAT Explorer software will be made available to all science teachers and
students in Grades 5 and 8

All students scheduled to take the FCAT 2.0 Science tests in Grades 5 and 8 will complete progress monitoring in
Performance Matters in the Fall and Winter prior to taking the Spring Administration of the FCAT 2.0

KLS will offer Physical Science Honors to high performing middle school students for high school credit

KLS will host a “Science Night” in partnership with Florida International University. All stations will focus on
previously identified weak areas from the 2014 FCAT 2.0 Science results

Students will participate in a science fair at the school and district level

Students will participate in the state-wide science fair in Grades 6 - 8

Elementary students will have access to a fully equipped science lab for hands-on learning experiences

Additional strategies for FAA students will include: use of Unique Science Curriculum

Students will participate in the Kona Kai Fairchild Challenge to promote awareness of ecological issues in South
Florida

Students in grades 4 and 5, including two SWD classes, will participate in a research project with the Dolphin
Research Center

All teachers will participate in a Professional Learning Community (PLC) through Edivation, an online professional
development system, which may develop into a lesson study

Staff members will continue to use CPALMS and iCPALMS in order to pull out vetted lesson plans, rubrics and
assessments

All instructional staff will be provided opportunities to work in cross curricular teams as well as vertical teams for
their subject areas
15
School-Wide Professional Development Plan
Focus Area: Science
Data Used
 Needs Assessment Data
According to the 2014 Needs
Assessment feedback, teachers are most
interested in receiving professional development in the area of “Dynamic Classrooms:
High Yield Strategies for the science classroom”
 Student Achievement Data
Student achievement data suggest that the lowest benchmarks in science are body
systems and supporting scientific theories
 Teacher Evaluation Data
Teacher evaluation data suggest there is improvement needed in rigor, questioning,
and student engagement.
Target Group of Teachers
 All teachers have the ability to access Edivation, the online professional development
system, in order to increase their knowledge in science.
 Collaborative Elements
School wide focus on training to implement science fair at all levels
PLC Objective
 Staff will participate in bi-weekly PLCs and additional PD to address areas of student
and teacher need.
Coaching/Mentoring
 Include Reading/Data Coaches
Additional Resources

Meeting Dates
Implementation/Follow-Up


Evaluation of Results



Technology-including distance learning, where appropriate
Teachers will use Gizmos, Flocabulary iPads, onsite science labs, and internet based
science interventions
Thursdays, Bi-weekly from 9/1-6/1, 3:30-4:30
Be sure follow-up is sustained and rigorous, leading to classroom implementation.
PD follow-ups will occur and classroom walkthroughs/ coaching will ensure
implementation. There will be a strong focus on student understanding of rubrics and
expectations
Needs Assessment Data
Teachers will display more confidence in the PD needs assessment areas identified
above
Student Achievement Data
Monroe County Benchmark Testing data will be evaluated in order to determine
learning gains made by students
Teacher Evaluation Data
Teacher Observations, Professional Growth Plans, Lesson Studies, and participation
in Professional Learning Communities will all be used to determine teacher effective
rating
16
Student Success Goals
Attendance
Goal One
Key Largo School will maintain an average daily rate of attendance at 95% or higher for the 2014-2015 year
Attendance Strategies for Success

Quarterly rewards for perfect attendance will be used to focus on positive student level success regarding
attendance and punctuality

Monthly truancy meetings will focus on addressing at-risk students/families in a proactive manner in conjunction
with CINS/FINS and The Care Center

A truancy committee meets once per month to look at attendance/tardy data in order to identify at-risk students
and brainstorm ideas for support

The standard was set at 5 absences per academic quarter (20 per year)

Key Largo School will host a Student Success Night for parents. Sessions will include helping parents with
reading strategies, math strategies, attendance and grades. A follow up workshop will be provided based on
parent input. Translation will be provided
Safe and Orderly Schools
(Strategic Objective 1 and 3)
Goal One
Key Largo School will reduce the number of suspensions by 25% for the 2014-2015 school year (114 suspensions in
2013-2014)
Goal Two
Key Largo School will continue to implement Response Options strategies and drills/simulations every other month
throughout the year
School Safety Strategies for Success

The Positive Behavior Support (PBS) Committee will meet monthly to continue to develop new incentives for
positive behavior funded by community business partners which include:
Island Builders, Island Hammock Pet Hospital, Centennial Bank, Vital Signs, Sea Tow, United Way, Key Largo
Baptist Church, Tropical Construction of Key Largo Inc. Nationwide Plumbing Services, Denny‟s, Rapid Roofing
Inc., Mona Yeager – Realtor, Key Largo Chocolates, Reef Tropical Lawn, Dr. John Torregrosa-Florida Ankle and
Foot Institute, Roland Trucking, Brown‟s Quality Electric, Dolphins Cove, Robert Valenzuela, P.A., T & E Group,
Inc., Calusa Campground, Boats Direct USA, Off Lease Only, Cruise One, Jennifer Casariego-Realtor, Bayside
Plumbing, All Keys Concrete, LaRocco Enterprise, Capt‟n Pete‟s Pro Shop, Altus Home Health Services,
Charlie‟s Garage, Restoration Water Damage Experts, Noval Home Inspection Services, International Travel
Group, Impact Windows.com

The PBS model will be extended down to Pre-K

PBS behavior acronyms will be posted throughout the school

The principal and school resource officer (SRO) will introduce Response Options to the new, younger students as
requested by staff
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
Grade level/subject area departments will inform new staff about the Response Options process

Key Largo School will continue to install hallway and stairwell safety mirrors over a period of time with the
assistance of the Key Largo Rotary Club

Key Largo School will implement an Alternative Classroom Setting (ACS)

Key Largo School will promote a Student of the Week

Walkie-talkies will be provided to administrators, designated teachers, office staff and the day custodian for more
reliable and quicker communication in the event of emergencies
Early Warning System
Student Services Team (SST) will track students who meet the criteria for the Early Warning System and work with
committees and agencies to assist these students, families and teachers.
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III),
(b)(1)(B)(iii)(I), and (b)(1)(I). This section is required for schools with grades 6, 7 or 8.
Describe the school's early warning system and provide a list of the early warning indicators used in the system. This list
shall include the following:

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension

One or more suspensions, whether in school or out of school

Course failure in English Language Arts or mathematics

A Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics

The number of students by grade level that exhibit each early warning indicator listed above
Indicators
Grade 6
86 students
Grade 7
87 students
Grade 8
90 students
Total
263
7
8
8
25 (10%)
2
8
7
17 (6%)
1
3
4
8 (3%)
5
8
5
18 (7%)
11
7
5
24 (9%)
Attendance below
90 percent
One or more
suspensions
Course failure in
ELA or Math
Level 1 on
statewide
assessment
(Reading)
Level 1 on
statewide
assessment
(Math)
Students identified by the system as exhibiting two or more early warning indicators
Indicators
Students
exhibiting two
or more
indicators
Grade 6
Grade 7
Grade 8
Total
4
9
7
20
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Goal One
There will be a 50% reduction in students missing 10% or more of instructional time (10% to 5%).
Goal Two
There will be a 50% reduction in the number of students who receive one or more suspension (6%- 3%).
Goal Three
There will be a 50% reduction in the number of students failing courses in ELA or Math (3% to 1.5%).
Goal Four
There will be a 50% reduction in non-proficient students (Reading 7% to 3.5%, Math 9% to 4.5%)
Early Warning Strategies





Parent conference will be held for any student exhibiting two indicators
Parent conferences for academically struggling students and for students with behavior issues prior to two
indicators
Afterschool Tutorials
Planned Discussions, Goal Setting for identified student
Monitoring of students‟ academic progress through common assessments and data provided by Pinnacle, STAR,
FAIR and Performance Matters
School Climate
Goal One
Key Largo School will increase the percentage of favorable responses in regard to questions dealing with respect for
students and teachers on the climate survey. On the 2013-2014 Advanc-Ed climate survey these were the lowest
reported areas by elementary and middle school students:
 “In my school, students respect the property of others” 28%
 “In my school, students treat adults with respect” 33%
 “My teachers ask my family to come to school activities” 39%
School Climate Strategies for Success

The district will provide Second Step, a program with skills for academic and social success and a bully
prevention program

Key Largo School will improve respect and rapport among students as a school-wide focus under teacher
practice, Domain 2

Key Largo School will partner with Dancing Classrooms in Grade 5 in order to promote respect of others and
proper social etiquette through ballroom dancing; the formal attire and bus transportation to the “Colors of the
Rainbow” final competition is partially funded by the KLS Needy Trust for Economically Disadvantaged
students set up by The Keys Children‟s Foundation

Key Largo School will partner with the YMCA to provide meaningful aftercare programs for children in order to
provide a sense of community and belonging; scholarships will be provided to Economically Disadvantaged
students by The Keys Children‟s Foundation

Key Largo School will provide free supervision for 30 minutes prior to the start of the school day to assist parents
of ED students

Key Largo School will increase communication with parents through a weekly school electronic newsletter,
website, classroom notes home, Remind, Edmodo, Connect Ed calls, use of student planners
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
Providing communications in multiple languages for ELL families

KLS will host a Student Success Night for parents. Sessions will include helping parents with reading strategies,
math strategies, attendance and grades. A follow-up workshop will be provided based on parent input.
Translation will be provided
Strategies for Success
Integrating Technology
(Strategic Objective 5)

Key Largo School Technology Committee will establish a Bring Your Own Device (BYOD) plan for students

Teachers will use the Technology Integration Matrix to evaluate the use of technology in the classroom
http://fcit.usf.edu/matrix/

Teachers will apply for district technology grants to support instruction and increase academic achievement

Teachers who receive a tech grant will set up a display or present at the Monroe County Technology Expo

Key Largo School will offer a Microsoft Office Specialist (MOS) class for 7 and 8 graders

Teachers who enrolled in MOS will complete the certification

Key Largo School technology committee will implement “Technology Tuesdays” to help promote teacher use of
technology in classroom instruction

Technician will train students at each grade level to become “tech assistants” in training other students and
teachers

A summer STEM enrichment program will be provided

An Enrichment “Tech Toys” after school activity that focuses on STEM will be offered for interested, high
performing, middle school students

Students will use interactive response systems and apps such as Plickers to enhance instruction in the classroom

Key Largo School will utilize “the cloud” which will allow students and teachers to access documents from home
to school seamlessly using multiple devices

An additional lab has been created to bring the total number of available labs to six
th
th
Building Leadership Capacity
(Strategic Objective 4)

Administrative designees will be given the opportunity to learn and perform administrative duties

The New/Beginning Teacher Induction Program trains teachers as mentor and Clinical Ed supervisors. These
mentors serve as leaders in this PLC providing training and support to new/beginning teachers

We provide leadership training and opportunities to teachers in specialized areas. By utilizing the train-the-trainer
model, we create content area experts who are well trained in content and/or resources. The trainers then
provide staff professional development and implementation support to all staff

Through membership in the NEFEC Consortium, tiered leadership programs will be offered in the areas of
teacher leadership and aspiring administrators. Selected members will receive specialized training from NEFEC

A partnership with the Center for Educational Leadership will allow selected members to participate in the
Commissioner‟s Leadership Academy
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Students with Disabilities (SWD)

Students will be mainstreamed into general curriculum classes as much as possible. Student progress will be
monitored by classroom teachers and ESE case managers

Teachers will be provided with all accommodation information regarding the students in their classroom

Parents will be provided progress reports every nine weeks to report on growth toward IEP goals

ESE inclusion teachers will work with students in math and language arts classrooms to provide consultative and
tangible teaching support for classroom teachers

SWD students in specific classes will participate in Very Important Player (VIP) soccer sessions sponsored by
American Youth Soccer Organization to facilitate social/emotional skills
English Language Learners (ELL)

Staff training on modifying and implementing the curriculum and grading for all ELL students

All staff certified in ESOL, or working toward certification

Elementary classrooms will be structured using the district mainstream-inclusion model with pull out for one
period to assist in providing comprehensible instruction

At the middle level, the district implements Sheltered English Language Arts for ELL students and mainstreaminclusion

The district ESOL Program Specialist in collaboration with the school ESOL contact person and the school
principal monitors the implementation of the instructional model at each school

The ESOL Program Specialist meets with the ESOL contacts, supervises para-professionals and ESOL teachers

All ELL students will receive an individualize plan based on their personal needs

An additional 10 computers, 7 for students and 3 for parent resource center, were granted through MCSD‟s Title
VI funds

A highly qualified bi-lingual para-professional will assist the ESOL teacher in the classroom, with translation for
parent conferences and communications that are sent home
A classroom will be designated as a sensory room for speech, occupational therapy and physical therapy

Student Support Services

Activities to increase visibility and interaction between students and parents and guidance staff will be continued.
Activities will include the following:
 PBS Program
 Lunch with the counselors
 Increased classroom visitation
 Parent meetings
 Use of NTI Ed-Connect™ notification
 Tornado Tech video announcements
http://www.youtube.com/channel/UCDrfOAVO_TUYxNPO_basQSA

Continued utilization and cross departmental collaboration between the following support service personnel
 Local Law Enforcement
 The CARE Center
 CINS/FINS counselor
 North Carolina Outward Bound
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


Wesley House
Department of Children and Families
AHEC

Student Services Team (SST) meetings will be proactive to address individual student needs as students are
identified as “at-risk”

Weekly truancy meetings will look to identify students early and prevent truancy cases
Student Discipline
(Strategic Goal 1)

Positive Behavioral Support (PBS) school-wide program will be implemented with fidelity

We will adopt the iBElieve program, as well as use the Second Step curriculum to support our character
education program

All teachers will be trained and certified in bullying prevention through the Second Step Program

All staff will utilize the MCSD Discipline Tracking form

Designated personnel will enter all administrative disciplinary actions into the RtI-B database

Third grade teachers will implement a grant from Petco, Pets in the Classroom, to reward positive student
behavior
Health and Fitness

Wellness screenings will be provided for faculty and staff during 2014-2015 school year

School Nurse and Nurse Technician will work collaboratively with student services team (SST) to provide services
to students in need

AHEC will provide a Physician Assistant 3 days per week for students and staff

The staff has access to a staff gym on premises to encourage exercise and healthy living

The Fitness Gram program will be implemented in appropriate grade levels through Physical Education classes

All students will receive physical activity as part of their learning day

The Monroe County Health Department will offer free flu shots for staff members on campus

AHEC Wellness grant will reimburse staff members for half the entry fee for race events, provide healthy snacks
for after school sports and incentives for physical activity

Afterschool activities are offered for students to participate in volleyball, basketball, running, cheerleading, flag
football and lacrosse
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The Key Largo School Community would like to thank the Building Level Planning Team and the School
Advisory Council for their assistance in the development of our School Improvement Plan.
Building Level Planning
Team:
School Advisory Council:
Katherine Caputo
Debra Williams - Chair
Nancy Simoga
Vanessa Garvie
Wendi Sullivan
Tonya Gonzalez
Nicole Blanche
Katie Hernandez
Laura Lietaert
Janet Atkin
Darren Pais
Laura Lietaert
Tiffany Scheer
Luisa Barreto
Nancy Page
Sara Lopez
Laura Weinstock
Sandra Crumb
SIP Chairs
Laura Lietaert
Darren Pais
Tiffany Scheer
Information:
For more information regarding Key Largo School or the School Improvement Plan, visit:
http://kls.keysschools.com/
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