Executive Summary

At Irby Elementary we believe that we are establishing a firm foundation for students to succeed academically and to become worthwhile citizens through character education. Our major focus is in reading, writing and math. Social studies, science and health are taught through thematic units. In order to ensure conditions which will provide optimal learning for every student, Irby Elementary restructured the instructional delivery model for reading for first and second grade. An Inclusion Model includes the ESE teacher and paraprofessional, the two reading resource teachers and five paraprofessional, the gifted teacher and eight regular education teachers at each grade level teaching reading to ALL students during a 90 minute reading block of time. Students are grouped according to reading levels with students in the lower levels receiving instruction with three instructors during the 90 minute block of time with a ratio of 1:6. Alternative reading strategies are incorporated to better meet the needs of diversified learners. Math and writing are taught in regular base groups.

Vision/Mission Belief Statements

VISION STATEMENT:

At Irby Elementary, today's learners will become tomorrow's leaders through a stimulating, child-centered environment.

PHILOSOPHY:

At W.W. Irby Elementary School, education provides early childhood experiences and opportunities which allow children to grow and develop to their full potential. Each child is unique and is encouraged to develop intellectually, personally, socially, and physically in a safe and nurturing environment.

BELIEF STATEMENTS:

- Provide positive learning experiences which develop competency in academics, social skills, and creative expression to produce life long learners.

- Believe all children can and will learn, and provide a flexible program which acknowledges individual differences and meets the needs of all children.

- Encourage children to develop a sense of responsibility for their own education: 1) to use time wisely, 2) to follow directions, 3) to work independently and cooperatively.

- Instill in each child a desire for good citizenship, mutual respect for each other and loyalty to democratic ideals.

- Provide children with the understanding of occupational opportunities available to them and encourage the acquisition of skills necessary for their future occupation.

- Develop a positive self concept and a sense of worth which is necessary for the development of one's own potential.

- Develop an awareness and respect for differences in others.

- Provide age appropriate experiences which will lead to an awareness and acceptance of today's changing technology.

- Follow State mandates and District objectives in all areas of learning.

- Encourage and support staff development.

- Work cooperatively with parents to encourage their participation in their child's education.

- Work to maintain community involvement to enhance the children's leaning experiences.

Quality Staff

The principal has 40 years of experience and is fully qualified with certification in Early Childhood Education, Elementary Education, and Principalship for all levels. Dr. Christine Hirsch received a Doctorate of Education degree. Dr. Hirsch opened Irby Elementary in August 1992 and assembled the entire staff. The first year the entire staff of the school worked to develop a strong vision and mission statement as well as a core of belief statements. These have been revisited annually and were revised in 2001. Each year the testing data, both criterion and norm referenced, is analyzed by the principal and presented to both faculty and parents. The faculty, under the leadership of the principal uses the analysis to look at strengths of the curriculum and any modifications which are needed to meet the needs of the students and to raise the bar in striving for academic excellence for every child. A five year longitudinal study is done with the math and reading scores, with instructional strategies developed to meet the individual needs of students. With a student population of 53% free and reduced lunch status, students continue to show growth in all areas of testing with fewer students from all sub-groups scoring in the lower quartile and more in the middle and top quartile.

The instructional staff is all highly qualified with certification in the areas pertinent to their assignments. All staff members attend workshops which address instructional strategies for working with various sub-groups and to increase the performance of low performing students. The staff regularly addresses "Best Practices" and incorporates these into daily lesson plans.

"District staff and administrators attend regional job fairs. The district hosts two local job fairs. Every administrator is expected to attend the local job fairs. The district offers district contracts to teachers who are exceptionally qualified. Stipends and substitutes are provided for teachers to participate in inservice training. All teachers are encouraged to participate in professional development. Many principals are encouraging teachers to pursue the reading endorsement. Stipends or substitutes are provided for teachers to participate in most inservice training."

Additional Requirements

Irby Elementary utilizes a variety of Teacher Mentoring Programs. We have teachers certified as Peer Teachers for any beginning teacher who is employed to work at Irby Elementary. Our Reading Coach, Curriculum Resource Teacher and or Principal provide demonstration lessons, research based materials, and inservice workshop for staff members. We are very fortunate to have very experienced staff members who will also act as mentors for other staff members on their grade level teams.

Since Alachua Elementary did not make AYP, Irby parents were also sent letters notifying them of School Choice.

(Copy of letter sent to parents)

Dear Parents/Guardians:

At Irby Elementary we are dedicated to ensuring that our students succeed. While we have always held high expectations for our students, the federal No Child Left Behind Act of 2001 (NCLB) has set new standards for all students to meet.

Recently, the State of Florida released a report on the "adequate yearly progress" (AYP) our schools are making toward achieving proficiency for 100% of our students under NCLB. The report gives a simple "yes" or "no" result, based solely on each student’s score on the current Florida Comprehensive Assessment Test (FCAT). Under NCLB, making AYP is an all-or-nothing proposition.

Since FCAT does not begin until 3^rd grade, (Irby goes only to 2^nd grade and can not give FCAT) the state government has sent us notification that the determination of Irby Elementary making AYP or not making AYP is solely determined by what Alachua Elementary receives. Therefore, we have no control over the grading that our school receives and according to NCLB. Alachua Elementary did not make AYP for the third year in a row. At Irby we will be penalized by losing money from our federal funding for our school, which we use to hire personnel to work with lower achieving students. Since Alachua did not make AYP we will be required to develop a school improvement plan specifically for NCLB. We will also be required to offer your child the opportunity to participate in one of Florida’s five NCLB choice options. Your choice options will be explained in the enclosed NCLB Application.

Please be aware that many excellent schools in Florida and nationwide did not make AYP. That does not mean that these schools were unsuccessful. See the enclosed question and answer document.

As you are aware, we are firmly committed to achieving our goals for success for every student and are proud of our program and progress we make at Irby. However, the federal and state governments do not allow us to stand on our own merit, but are graded for something where we have no control. We are proud of our school and we hope that you will continue to have your child attend Irby.

Sincerely,

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Parents were sent an application from the Title 1 office outlining the School Choice Plan. Only two families chose to attend on the School Choice sites. This amounts to two students out of 600 students.

Communication is sent to parents by way of:

1. Monthly Calendars

2. Phone-home messages

3. Teacher newsletters

4. Home-school journals

5. Marquee messages at the front of the building

6. Individual student messages

7. Notices sent home announcing special events

8. Open House meeting the second week of school

9. Meet the Teacher meeting during pre-planning week

10. Kindergarten Round-up in April – presentation to parents of incoming kindergarten students and visit in classrooms

11. One early morning and one mid-day meeting with parents with a presentation on working with their child

12. PTA meetings with student performances. Prior to performance a presentation is made with the emphasis for the current year on DIBELS testing and the indicators of success for reading.

A tutorial program is incorporated with the Extended Day Enrichment Program. During the summer we provide materials and resources that may be requested by the Recreation Department in Alachua. The Extended School Year program serves ESE students who need the extra time in order to maintain their current level of instruction. Materials used in the tutorial program are an extension of the research based texts being utilized in reading and math. Irby is also working with the United Way "Success By Six" program to add additional tutoring opportunities for students.

Students who are not at the expected level, and/or are experiencing difficulty are taught in a smaller teacher pupil ration. Often this is a 6:1 and frequently even lower. Students also receive additional 1:1 tutorial/remedial help in the afternoons.

"Schools provide after-school tutoring programs for at-risk 3^rd, 4^th, and 5^th grade students. The Extended Day Education Program (EDEP) has time set aside for homework each day. Americorps, America Reads, and Title I tutors are provided for students before, during, and/or after the school day. Compass reading instruction and FCAT Explorer are available in the school computer labs before school. Schools schedule parent workshops in the evening and on Saturdays to help parents learn ways to assist students in reading at home. Mentors are provided through the Bright Futures mentors, University of Florida volunteers, Take Stock in Children program, foster grandparent program, Rockin’ Readers volunteers, and other school volunteers."

Testing and data from these two programs are analyzed as well as data from the administration of kindergarten testing, DIBELS etc. The reading coach, CRT and principal meet with the kindergarten teachers to discuss each child at the beginning of the year. Parents are encouraged to send a letter regarding their child before kindergarten begins.

In order to have a smooth transition into the kindergarten setting, boys come to school one day, girls the next day and all students on the third day of school. This allows for more individual attention given to the acclimation of each child into the kindergarten classroom.

GOAL: Reading

"Grade level teams meet weekly to discuss curriculum and student achievement. Every 6-8 weeks, these teams meet with the CRT, reading coach and/or reading facilitator to review the major assessment data collected to that point. Principals frequently are included in these meetings. Test results are collected by the CRT and plotted by class on a matrix. These matrices are shared with the principal, the reading coach, and the teacher. The reading coach may be asked to assist the teacher in planning supplemental and intervention activities or to help identify appropriate materials for students not mastering reading skills.

Principals meet weekly with their administrative teams that include the CRT, the reading coach, BRT, and the guidance counselor. The administrative team uses student achievement data to make placement decisions for each student. Principals also have regular faculty meetings during which they share school-wide student achievement data with the entire faculty.

Team leaders meet once or twice a month to discuss test scores and student progress. Curriculum portfolios are maintained for each elementary student and are passed along from one year to the next. These curriculum portfolios provide a record of student progress from one year to the next. The curriculum portfolios provide vertical teams with information needed to better align reading instruction from one grade to the next. End-of-year grade level meetings are held during which teachers discuss concerns about programs and curriculum alignment."

Immediate intensive intervention for struggling students is delivered in a small group.

Word walls are used to sort words for patterns. Students sort by spelling patterns, vowel sound, endings, prefixes, suffixes, rhymes, blends, homophones, compound words, and content area categories.

Students interact with reading stations daily.

Sound/Spelling cards are integrated with the curriculum being taught.

Adequate Progress: The school has at least one median percentile gain on the 2006-2007 Stanford 10 as compared to the 2005-2006 Stanford 10 reading comprehension –OR—There is an NCE gain score increase in reading comprehension for a cohort group of 2^nd grade students who attended Irby as first grade students.

Evaluation: Compare the 2005-2006 with the 2006-2007 comprehension score on Stanford 10. Compare the NCE gain scores for reading comprehension of a cohort group of 2^nd grade students who attended Irby as first grade students.

Professional Development Aligned with Objective: Teachers and the principal will participate in District and school level inservice training during the summer and through out the school year. Training will encompass increasing knowledge of research based materials and effective teaching strategies. Every teacher and the principal will develop a Professional Development Plan in the area of reading with the effectiveness of the plan measured by student achievement.

All teachers at Irby Elementary are certified in the area of reading and meet the federal "Highly Qualified" status

Kindergarten:

Janice Andrews Early Childhood

Beverly Brockmeier Elem. K-6

Julie Bryan K-3 Prek-Primary

Patricia Earnhart K-3 Elem. Ed

Kathryn Lehtola K-3 Elem. Ed. ESOL

Diane Miller K-3 Early Childhood

Alicia Patterson K-3 Early Childhood

Kathleen Prescott K-3 Early Childhood

First Grade:

Mary Gay K-3 Elem. Ed.

Josie Keen K-3 Elem. Ed.

Nancy Morrison K-3 Primary Ed.

Leigh Osborne K-3 Elem. Ed.

Linda Petteway K-3 Primary Ed.

Valera Schafer K-3 Elem. Ed.

Laura Lee Spiker K-3 Elem. Ed.

Second Grade:

Cheryl Cross K-3, Mentally Handicapped

Amber Hipp Elem. Ed.

Deanna Feagin Elem. Ed.

Benjamin James Elem. Ed. ESOL

Kristine Lee Elem. Ed. ESOL

Dianna Long Elem. Ed.

Sandra Priscott Elem. Ed

ESE

Belinda Kendig Mentally Handicapped

Carol Woods Varying Exceptionalities

Title 1

Sheryl Silcox Elem. Ed.

Allyson Zant Elem. Ed. Primary Ed.

Reading Coach

Suzanne Taylor Elem. Ed. Primary Ed. Reading Endorsement

CRT

Regina Beck Early Childhood Elem. Ed.

Gifted Teacher

Denise VanValey Early Childhood Elem. Ed. Gifted

GOAL: Mathematics

Goal Statement: To increase math proficiency so that students compete at the highest levels nationally and internationally and are prepared to make well-reasoned, thoughtful, and healthy lifelong decisions.

Objective: To increase math proficiency in all areas for all subgroups represented in the Irby population.

Strategies: Irby Elementary math strategies are supported by research for the Handbook of Research on Improving

Student Achievement by Educational Research Service.

in a wide variety of situations.

Adequate Progress: The school has at least one median percentile gain on the 2006-2007 Stanford 10 math problems solving as compared to 2005-2006 scores – or—there is at least a one NCE point gain score for a cohort group of 2^nd grade students who attended Irby as 1^st grade students.

Evaluation: Stanford 10 scores from 05/06 will be compared with 06/07. Compare the NCE gain scores in math problem solving for a cohort group of 2^nd grade students who attended Irby as 1^st grade students.

Research-Based Program: The new Harcourt Brace math series is researched-based, is on the Florida State Adopted list and has been adopted by many counties across the state.

Professional Development Aligned with this Objective: Teachers and the principal will participate in District and school level training. Teachers will be trained using "Every Day Counts" math kits. All training will focus on achieving academic success for all subgroups of students represented at Irby. Teachers and staff will receive training in the technology element of the math program.

All teachers teaching math are certified and meet the federal standards for "Highly Qualified." See the listing in Reading for the teachers and their certification.

GOAL: Writing

Goal Statement: To increase writing proficiency so that students will successfully compete at the highest levels nationally and internationally and are prepared to make well-reasoned, thoughtful, and healthy lifelong decisions.

Needs Assessment: Fall and Spring writing samples from each second grade student was scored on a four-point rubric by a team of trained teachers. The results are as follows:

Fall Spring

Rubric Point #Students Rubric Point #Students

0 19 0 2

.5 12 .5 1

1.0 73 1.0 15

1.5 27 1.5 22

2.0 34 2.0 43

2.5 11 2.5 37

3.0 4 3.0 35

3.5 0 3.5 14

4.0 0 4.0 8

Objective: To continue to develop writing strategies so that all of our students will continue to learn and perform at higher levels.

Strategies: Irby Elementary will focus on the following elements of a good paper:

Focus The paper stays with the topic

Organization There is a logical beginning, middle and ending

Elaboration The paper uses descriptive words with examples and anecdotes

Conventions - Spelling approximates conventional spelling

Focus will also be on developing the writing process, and utilizing Power Writing techniques.

Unscorable The paper is not focused and shows little or no evidence of the other writing elements

Compare the Fall 2005 and the Spring 2006 second grade writing samples graded on a four point rubric.

Research-Based Program: Irby Elementary writing strategies are supported by research from the Handbook of Research on Improving Student Achievement by Educational Research Service.

Professional Development Aligned with this Objective: Teacher inservice is planned to review research based effective teaching strategies with emphasis on elaboration. The effectiveness of the results will be observed within the classroom delivery and the Spring writing as scored on the four-point rubric in the area of elaboration.

GOAL: Science

Goal Statement: To increase proficiency in science so that students will successfully compete at the highest levels nationally and internationally and are prepared to make well-reasoned, thoughtful and healthy lifelong decisions.

Needs Assessment: Utilize the Science Validation Sheets to assure that the Science Sunshine State Standards have been taught at first and second grades.

Objective: To assure that students have been taught the Science Sunshine State Standards.

Strategies: Use thematic units to teach the Science concepts and standards.

Evaluation: Validation Sheets will reflect that Science Sunshine State Standards have been met.

Research-Based Program: The Harcourt Brace Science text is research based and is used through-out Alachua County.

Professional Development Aligned with this Objective: Teachers will receive inservice training on the new Science program.

****All teachers teaching science are certified and meet the federal designation of "Highly Qualified."

Goal: Parental Involvement

Goal Statement: To encourage parent involvement with representation from all subgroups represented at Irby Elementary.

Needs Assessment: Utilize the results of the Climate Survey sent to each family via the oldest child in the family.

Goal: Safety & Environment

Goal Statement: To provide a safe and nurturing environment for all students.

Needs Assessment: Collect data from the Parent Climate Survey, inspection reports and perform regular inspections of the school facility.

Objective: To provide a safe and nurturing environment that will enhance the learning environment for students.

Strategies: Instruct students in the "I Care" rules

Provide a specific pattern for car drop-off and pick-up

Install a gate to prevent potential hazard during drop-off and pick-up

Correct any noted deficiency on the safety report

Send Climate Survey to parents in December or January

Evaluation: Climate Survey indicates that parents and students feel that Irby Elementary is a safe and orderly site.

Professional Development Aligned with this Objective: Staff inservice training will be held on the District Safety and Emergency Procedures. Staff will be kept informed of the results of safety inspections.

Goal: Air Quality

Goal Statement: The school will maintain good indoor environmental quality (IEQ) by ensuring clean and dry conditions, sufficient amounts of ventilation, and control of hazardous chemicals.

Needs Assessment: Health concerns that are believed to be building-related will be reported to the principal. The principal will follow-up as per District policy (if there is a Board-adopted policy).

Objective: IEQ concerns will be minimized by focusing on prevention. When problems arise, the site-based instructional and custodial staff will attempt to identify and resolve common problems. The principal will bring in District-level facility/environmental management support as necessary. Among the greatest challenges is managing relative humidity keeping warmer temperatures in classrooms during the cooling season to keep the building dry and above outdoor dew point temperature. Preventing dust accumulations will reduce allergens for which people will be exposed. Chemicals will be used and stored with safety and ventilation in mind.

Teachers’ role:

Custodial staff:

Evaluation: A record of inspections will be maintained in the principal’s office. The annual safety and sanitation report will include necessary corrective actions.

Goal: Health

Goal Statement: Good health and physical fitness of all students

Needs Assessment : Students will be assessed through the physical education program.

Objective: All students in grades Pre-K to 2 will improve overall fitness and health by participating in a health and physical fitness program as defined in the District’s plan. Student health and fitness information will be communicated to parents as required.

Evaluation: District plan and assessment

Dr. Christine Hirsch Principal

Kathryn Lehtola Teacher

Vada Horner Teacher

Shirley Brown Teacher

Pam Bass Parent

Debbie Stobaugh Parent

Cindy Reneke Parent

Irene Durden Career Service

Larry Blalock Community

Maggie Singer Community

Michael Bush Community