2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/4461.pdf · · 2008-11-141 Assistant Principal 1 Lead Teacher 1 Media Specialist 1 Reading

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: PINE VILLA ELEMENTARY SCHOOL

District Name: Dade

Principal: Tamela Brown

SAC Chair: Sondra Nottage

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending School Board

Approval

Dr.Eric J.Smith, Commissioner Florida Department of Education

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

Vision:

We at Pine Villa Elementary School are committed to providing a child-centered, structured curriculumwhere children become literate, critical thinkers, motivated lifelong learners, and responsible citizens. Wewill gear how we teach and what we teach to the fundamental process of how children learn.

Mission:

Our mission is to create a structured environment, which is both child-centered, nurturing, and flexibleenough to meet the growing and changing needs of our school and community. We provide meaningfullearning experiences that promote positive self-esteem by ensuring students reach the highest standards.At Pine Villa Elementary School students develop and expand knowledge through active participation in anatmosphere for learning where all students are encouraged to become creative, independent, problemsolvers, through the use of varied resources.

SCHOOL PROFILE DEMOGRAPHICS

Facility/Community

Pine Villa Elementary School is a Title 1 school in a SINI 4 status with a Differentiated AccountabilityCategory of Correct II. Pine Villa Elementary was established in 1959 as a pre-kindergarten through fifthgrade school with an enrollment of 546 students. The school community is characterized as urban with 89percent of the students on free or reduced lunch. Pine villa Elementary is located on 11.39 acres insouthern Miami-Dade County in the community of Goulds, at 21799 SW 117 Ct. Housed in the two storymain building is a kindergarten, art and music suite, media center and in the new building is the intermediatel h b ld h b f ll d d d d d 3

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classrooms. The building has been fully wired to provide internet and intranet access and accommodates 3computers per classroom. There are 6 portable classrooms and two duplexes. A six-pack clusteraccommodates the Pre-Kindergarten/Kindergarten Montessori Magnet program. A new playground hasbeen constructed. The school wide closed circuit television system is incorporated into the Media Centerprogram.

Pine Villa Elementary works continuously to establish a partnership with the community resources inseveral ways. Each year the school sponsors monthly parent workshops, Back To School Night,Montessori Orientation, Montessori Open House, Kindergarten Orientation Meetings, scheduled Parent-Teacher Conferences and Title I Open House in which the community is invited to attend. Parents areprovided with a school climate survey and a title I parent survey. In addition, parents voted for theimplementation of uniforms school wide (with waivers available for those parents with specific concerns).Results of these surveys allow the school to adapt to the changing needs of the school’s community.

Student Demographics:

The ethnic makeup of the student population is 22 percent Hispanic, 72 percent African American, 3percent White and 3 percent other. The mobility index of the school is 31 percent.

With reference to the 2007-2008 Florida Comprehensive Assessment Test (FCAT), the overall scoreswere:

42% Level 1, third graders and 12% Level 2, third graders in Reading and 27% Level 1, third graders and 21% Level 2, third graders in Mathematics.

Additionally, there were: 50% Level 1, fourth graders and 19% Level 2, fourth graders in Reading and 29% Level 1, fourth graders and 36% Level 2, fourth graders in Mathematics and 43% Level 1, fifth graders and 21% Level 2, fifth graders in Reading and 36% Level 1, fifth graders and 35% Level 2, fifth graders in Mathematics.

Unique Aspects: STRENGTHS • Montessori Magnet Program • Higher Opportunities for Pursuing Excellence (HOPE) • Departmentalization in grades second through fifth • Reading, Mathematics/Science Coaches

Unique Aspects: AREAS OF CONCERN • Teacher/substitute attrition and recruitment • Poor faculty and staff attendance • High rate of beginning teachers and early career teachers • Staff Turnover • Student Truancy/discipline • Absence of parental involvement

Teacher Demographics:

The Leadership Team at Pine Villa Elementary School is comprised of one Principal, one Assistant Principal,one Magnet Lead Teacher, one Reading Coach, one Mathematics/Science Coach and one BehaviorManagement Teacher. Currently, the school employs a total of 70 employees.

At present, 70 positions are staffed. Of the 70 positions, 66 positions are full-time and 4 are part –time.

Included in the groups are: 1 Principal 1 Assistant Principal



1 Assistant Principal 1 Lead Teacher 1 Media Specialist 1 Reading Coach 1 Mathematics/Science Facilitator 1 Counselor 3 EH teachers 4 ESE teachers 1 Behavior Management Teacher 1 Microsystems technician 5 full time custodians 4 special area teachers 27 regular classroom teachers 9 paraprofessionals (6 full time and 3 part -time) 3 security monitors 5 clerical staff 1 Community Involvement specialist _______ 70 (just for accountability here)

Within the 70 positions, the ethnic makeup of staff is the following: 18 members are (26%) Hispanic, 53members are (53%) African American, 13 members are (19%) White and 2 members are (2%)Asian/American Pacific Indian. In addition, Pine Villa has 30% of teachers with a Master’s Degree and 12%with Specialist or Doctoral Degree.

Class Size/Teacher to student Ratio:

The school’s Teacher to student ratios by grade level is as follows:

Pre-Kindergarten and Kindergarten 1:18 First Grade 1:18 Second Grade 1:18 Third Grade 1:18 Fourth Grade 1:22 Fifth Grade 1:22

Attendance Rate:

Student Attendance at Pine Villa Elementary School for grade Pre-Kindergarten through Fifth Gradeaverages 95.88 percent which is a 1.1 percent increase when compared to the 2007-2008 school year.

Promotion/Graduation/Retention Rates:

Pine Villa Elementary School had 48 retentions at the end of the 2007-2008 school year. Kindergarten – 8out of 96; First grade – 0 out of 85; Second grade – 0 out of 78; Third grade – 39 out of 115; Fourthgrade – 1 out of 80; and Fifth grade – 0 out of 92. Promotion rates for each grade level are as follows:Kindergarten – 92%; First grade – 100%; Second grade – 100%; Third grade – 66%; Fourth grade –99%; and Fifth grade – 100%.

Feeder Pattern:

Pine Villa Elementary School is in the Southridge Feeder Pattern. The students transition into Mays MiddleSchool (grades 6-8), which is currently a “C” school. After attending Mays Middle School, the studentstransition into Southridge Senior High School (grades 9-12), which is currently a “D” school. Pine VillaElementary School has a Montessori Magnet program, grades Pre K -5. The students in this program oftentransition into other Magnet school, such as Richmond Heights Middle School (currently an “A” school),Herbert A. Ammons Middle School (currently and “A” school) and Southwood Middle School (currently an



Herbert A. Ammons Middle School (currently and “A” school) and Southwood Middle School (currently an“A” school).

Special Programs:

Pine Villa Elementary School specializes in numerous special programs which support and enhance theregular curriculum. Pine Villa Elementary School has the following special programs: 1. Gifted program 2. After School Supplemental Services (SES) tutoring Program (three days a week) 3. Ram Academy for Reading, Math and Science (four days a week) 4. Montessori Magnet Program (focusing on a hands-on approach to learning) 5. Higher Opportunities to Pursue Excellence (HOPE)

School Community Relations/Partners:

Pine Villa Elementary School is supported by South Regional Center which facilitates academic success byfollowing a Regional and District mandated support plan. This plan will promote high achievement whileeliminating low student performance. The Director for Curriculum and Instruction will lead in theimplementation of this plan.

Pine Villa Elementary School’s Dade Partners are: Miami Continental Society and Spot Printing.

Grants:

Pine Villa Elementary has currently applied for the Project Rewards and Incentives for School Educators(Project Rise). Information on the decisions will be provided in the near future.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

The principal at Pine Villa Elementary School is Ms. Tamela Brown. Ms. Brown is a product of the Miami-Dade County Public School System. As a student, she attended Snapper Creek Elementary School, ArvidaMiddle School and proudly graduated from Miami Killian Senior High School. Upon graduating from MiamiKillian Senior High School, Ms. Brown attended Florida A&M University where she graduated Cum Laudewith a B.S. Degree in Elementary Education. Ms. Brown began her teaching career as a part of theinaugural faculty and staff at Dr. Edward L. Whigham Elementary School as a Third Grade Teacher. Whileserving as a teacher, Ms. Brown was determined to enhance her academic abilities and knowledge. Sheearned a Master’s Degree in Mathematics Education from The Florida State University in 1999 and asecond Master’s Degree in Early Childhood/Special Education from The University of Miami in 2001. Whileworking at Dr. Edward L. Whigham Elementary School, Ms. Brown held a variety of leadership positions andserved on various committees. She served as the Recording Secretary on the Educational ExcellenceSchool advisory Committee (EESAC), Reading Leader, Grade Level Chair Person, Test Chair Assistant,



School advisory Committee (EESAC), Reading Leader, Grade Level Chair Person, Test Chair Assistant,Parent Teacher Association (PTA) Recording Secretary, African American Heritage Co-Chairperson, SocialCommittee Co-Chair Person and Project CHILD (Computers Helping in Learning Development)Coordinator. After teaching for eight years, Ms. Brown decided to expand her educational leadership capabilities andpursue an Educational Specialist Degree in Educational Leadership. She was a participant in The LeadershipDevelopment Institute for Teachers (LDIT) and she graduated from Nova Southeastern University in 2002with an Ed. S. in Educational Leadership. Ms. Brown served as an assistant principal at Hammocks MiddleSchool for four years. During this time, Ms. Brown ensured that all academic programs provided rigor,challenge and remediation as needed. Ms. Brown was instrumental in assisting to ensure the schoolmaintained its A status and she was instrumental in ensuring the increase in student attendance. Ms. Brownleads by example. She fully supports reading and writing throughout all curriculum areas, the use ofCreating Independent Through Student-owned Strategies (CRISS), integrating the use of technologythroughout the curriculum and team building activities. Ms. Brown successfully completed the Principal Preparation Program in 2007. Ms. Brown knows that eachchild can learn and the importance of ensuring that students become lifelong learners and productivecitizens. Ms. Brown lead the faculty, staff and students at Pine Villa Elementary School through dedication,teamwork and perseverance to excellence during the 2007-2008 school year. The school's performancegrade increased from an F to a C during the 2007-2008 school year.

Mrs. Christina V. Diaz is a new temporary Assistant Principal at Pine Villa Elementary School. Mrs. Diazreceived her bachelor's degree in Special Education from Florida International University and her Mastersdegree in Reading Education from Florida International University. She completed her Educational Specialistdegree at Nova Southeastern University. Prior to becoming an assistant principal, Mrs. Diaz worked inMiddle School as an Exceptional Education Teacher and at the Elementary School setting as a Reading FirstReading Coach. At her previous schools she has been Social Committee president, department chair,Reading Coach, EESAC member, and Professional Development Liaison. At her previous school, she was anintegral part of maintaining the high standards of the school grade of “A” for four years.

Recruitment/Retention of Highly Qualified Teachers


Pine Villa Elementary complies with the district's policy for hiring of instructional personnel. All openings areadvertised through the Instructional Vacancies website. Applicants are then interviewed by theadministrative team. We are in contact with Barry University, Nova Southeastern University, FloridaInternational University and Miami Dade College in order to attract and retain new teachers on an on-goingbasis.

Once highly qualified teachers are employed in critical-need academic areas such as reading andmathematics, they are provided immediate assistance through the use of a veteran mentor teacher. Inaddition, many professional development opportunities are provided for these teachers. Currently, Pine Villaprovides a reading/writing professional development where teachers learn new strategies and techniqueswhile obtaining master plan points.

Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources.

Show Attached Staff List



ADDITIONAL REQUIREMENTS

Coordination and Integration


Pine Villa Elementary School has several programs that coordinate with other state and federal dollarsavailable to integrate federal and state programs so that our school can meet state and NCLBrequirements. Title I funding will be used for Professional Development for teachers on Response toIntervention (RtI), purchasing additional intervention programs such as Voyager Passport, Reading Plus,Early and Soar to Success, FCAT Coach, and Accelerated Reader (AR). During the 2008-2009 school year,our school will form a partnership with City Year- Miami focusing on the Whole School/Whole ChildConcept. This program is based on research based interventions to promote students and school success.City Year Miami will deploy a diverse team of nine corps members to Pine Villa Elementary to performrigorous portfolio of in-school and after-school programs. As tutors, mentors, and role models, City YearMiami corps will work in partnership with our school and our community to address the needs of ourelementary students through a holistic approach based on best practices and research in the educationfield. The corps members will provide services througout the school year beginning in September 2008. In addition, Pine Villa Elementary School offers a Montessori Magnet program that services PreK-5th gradestudents. Students in the Pine Villa Montessori program learn in a non-competitive environment and utilizeMontessori materials that assis them in understanding concepts and skills. Differentiated instruction isembedded in the Montessori methodology. Students in a Montessori environment utilize higher orderthinking skills to promote independent learning.

School Wide Improvement Model


Pine Villa Elementary School will incorporate the Continuous Improvement Model (CIM). The model willinvolve an eight step systematic process for making improvements in services. The plan includes TestScore Disaggregation, Time Line Development, Instructional Focus, Assessment, Tutorials, Enrichment, andMaintenance. With the proper implementation of the steps, Pine Villa Elementary School will increase thepercent of student scoring at mastery level and above.

Step 1: Test Score Disaggregation

Test score disaggregation will be implemented on a bi-weekly assessments using baseline data, InterimAssessments, and scores from the 2007-2008 FCAT. Teachers will use student test scores to identifyinstructional groups and to identify weak and strong objective areas. Teachers will then analyze data toguide instruction to strengthen areas that are weak and enhance areas that are strong. This can bemonitored by following debriefing protocols after each progress monitoring assessment during a scheduledDebriefing time for teachers.

Step 2: Time line Development

Step two will incorporate the use of instructional focus calendars by grade and subject to include FCATContent Focus areas, determine how many days and how many benchmarks will be taught, and ensurethat focus calendars are used school-wide. The Instructional Leadership Team will constantly monitor thisby visiting classrooms to ensure focus calendars are visible and that teachers are updating instructionalfocus calendars to suit the needs of their students.

Step 3: Instructional Focus

In step three, the use of instructional focus calendar to deliver the instructional focus lessons will bemonitored and adjusted as necessary. To implement this step, all faculty teaches or reinforces InstructionalFocus benchmarks in all subject areas. The teachers will also use lesson plans and ensure that instructionaldelivery is aligned across grade level and subject area. Monitoring is done by scheduling a common planningperiod for teachers within their grade level and by providing common lessons plans that are aligned toInstructional Focus Benchmarks



Instructional Focus Benchmarks.

Step 4: Assessments

In the fourth step, assessments are given based on individual instructional focus that has been taught toidentify mastery and non-mastery of content. Teachers will use assessments as teaching tools by elicitingcorrect answers from students, identifying incorrect answers, and discussing why answers are chosen. Theprincipal is responsible for the fourth step of the CIM process as are the members of the InstructionalLeadership Team through the review of bi-weekly assessments and Interim Assessments.

Step 5: Tutorials

Tutorials will provide intervention and tutorial time to re-teach non-mastered target areas. Students will beprovided in-house pull-out tutorial services, after school tutorial services, and Saturday tutorial servicesutilizing paraprofessionals and certified teachers. The effectiveness of the tutorial sessions will bedetermined by the results of mini-assessments and student achievement on Interim Assessments. Theprincipal and the Instructional Leadership Team will review these results from the assessments to providesupport for the tutors.

Step 6: Enrichment

The enrichment opportunities provided to students will increase student mastery levels. Teachers willintegrate the use of Higher Order Thinking Skills (HOTS) into enrichment lessons in order to ensure masteryof the subject areas that are taught. This time is used to stretch student’s intellectual capabilities. Pine VillaElementary School Academic Enrichment Program and Title 1 Chess program provides students withenrichment opportunities. The principal and assistant principal who oversee the programs will ensure thatstep six is implemented with fidelity.

Step 7: Maintenance

The seventh step of the CIM provides materials for on-going maintenance and re-teaching. For thisprocess to be successful, teachers will be required to spiral back and address objectives throughout theyear. Lessons should include challenging and creative activities in which to keep the students activelyengaged. The principal and Instructional Leadership Team will provide any support needed to ensure thatweak areas are addressed and strong areas are enhanced to maintain progress.

Step 8: Monitoring

Step eight is spearheaded by the principal and the Instructional Leadership Team by daily classrooms visitsand newly developed team walkthroughs. The Instructional Leadership Team will meet weekly to discussthe instructional concerns that were revealed through classroom visits. The Instructional Leadership Teamwill address concerns in grade group meetings and then develop action plans along with interventionactivities to provide support for the teachers.

NCLB Public School Choice


Pine Villa Elementary School maintains an open line of communication with all parents and guardians. Theinvolvement of all parents and guardians is a key factor in raising student achievement. Communicationefforts being made at our school include a Parent/Student Handbook, Monthly Title I Parent Meetings,Bilingual Parent Meetings, Open House, Montessori Recruitment Open House, FCAT training for parents,EESAC meetings, Connect Ed Telephone Messages and Science Fair Family Night. The on-goingcommunication with parents (in students' home language) will occur between the home and schoolthrough Connect Ed, student progress reports, report cards, letters, flyers, monthly calendars, parent-teacher conferences, home visits, and phone calls recorded in parent-teacher communication logs. Parentswere notified of the school performance grade and were informed of their options regarding school choice



were notified of the school performance grade and were informed of their options regarding school choicevouchers in June, 2008, via letters in English, Spanish and Haitian-Creole.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


Pine Villa Elementary School offers a Pre-Kindergarten Magnet Montessori program and a Voluntary Pre-Kindergarten (VPK) program. Both programs involve active learning through the use of hands-on activitiescovering all areas of the curriculum. The utilization of hands-on materials enables the students to transferfrom a concrete approach to an abstract approach of learning. Students build language and literacy byutilizing Big Books, hands-on manipulatives, phonics lessons and by creating story books. Sensoriallessons, life lessons, science skills, social studies skills and a variety of every day mathematics skills arepart of the daily curriculum. Students develop gross and fine motor skills through art, music and physicaleducation. Students will participate in a monthly reading, mathematics and writing assessment to monitorprogress. Teachers will use data to guide instruction in order to strengthen weaknesses in individualstudents. Parents will be encouraged to volunteer in the classrooms and will remain apprised of happeningsthrough monthly calendars and parent/teacher communication. The Principal, Assistant Principal, ReadingCoaches and Magnet Lead Teacher will assume responsibility for monitoring instructional focus alignment.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


The implementation of Pine Villa Elementary School’s mentoring program was successful during the 2007-2008 school year. The mentor teachers' guidance has proven to be a beneficial professional tool for allmentee teachers. There are no beginning teachers employed at this work location for the 2008-2009school year at this time; however, there are teachers serving as mentors to early career teachers asneeded. In addition to the availability of mentor teachers, all teachers have immediate access to theschool's Reading Coach, Mathematics Coach and Magnet Lead Teacher for instructional guidance.Professional development will also be provided on-site in service workshops, this will allow teachers toacquire master plan points to prepare for renewing their certificates and enable them to focus on how tobest develop and organize instructional strategies, classroom management, and a host of subjectknowledge to build confident when teaching in the classroom.

No Attached Teacher Mentoring List

Extended Learning Opportunities


Pine Villa Elementary School extends learning opportunities by providing after school tutorial services inaddition to Saturday Enrichment opportunities in Language Arts/Reading, Mathematics and Science. Theafter school tutorial programs are instructed by Supplemental Educational Services Employees(SES) andcertified teachers. These programs incorporate the use of critical thinking skills, performance task analysisand cooperative learning to maximize student potential. Participation in these programs is open to allstudents; however, students are grouped according to their academic level and need. These tutorialsessions will align instruction according to the Instructional Focus Calendar to provide benchmarkintervention for target students in Reading, Writing, Mathematics, and Science. Targeted lessons addressingthe benchmark from each one of the Instructional Focus Calendars are taught, assessed, and data isanalyzed to determine mastery. This is then provided to the classroom teacher in order to adjustinstruction within the classroom setting.



instruction within the classroom setting.

SCHOOLS GRADED C OR BELOW

Professional Development

Effective professional development will be provided for school site staff to increase student achievement byutilizing methods that incorporate evaluation, research, design, learning and collaboration.

Evaluation: Feedback from needs assessment surveys, teacher data reports and student achievement trends will beused to schedule professional development sessions. On-site workshops, in-house seminars, District andCounty scheduled in-services are designed to enable the participants to identify the latest strategies,techniques and use of new instructional materials to improve school wide student achievement will then bechosen and utilized.

Research: Professional Development delivers research based approaches to instruction as well as developmentallyappropriate practices. Current trends, methods and pedagogy are communicated to improve instructionalprocesses. Instruction, assessment and theory are based on proven methodology.

Design: Professional Development is designed to improve learning of all students. Educators are provided withcurriculum tools and training. On-site, District and Regional Facilitators present benchmarking, long andshort term goals, pacing and planning with specific curriculum focus for student mastery attainment.

Learning: Professional development targets all learners to maximize the learning potential of all students. Focus onthe needs of diverse learners is addressed. Differentiated instruction is utilized to fortify instruction forstudents with differing profiles, including students with disabilities and students from diverse populations.

Collaboration: Face to face staff development includes methods of collaboration. Peer Coaching, Mentoring, FocusGroups, Shadowing, Co-Teaching, Co-planning, Observing, and Conferencing are effective communicationstrategies to ultimately improve academic achievement for all students.

Disaggregated Data

The use of student disaggregated data (data about students; for example, ages, gender, grade level,socio-economic status, ethnicity, academic achievement) reveals significant factors relevant to studentachievement. Such data drives instruction, assists in decision making and evaluates the effectiveness of theinstructional design.

Drive instruction: By analyzing the data, strengths and areas for growth can be determined. Capitalizing on students’strengths promotes efficacy whereas deficiencies can be identified and addressed. Interventions arestrategically organized to facilitate maximum student performance. Classroom modifications, in-housetutoring, Saturday school and after school tutoring programs provide such intensive intervention.

Decision Making: Overall, disaggregated data is used to determine curriculum, staffing, student placement decision making,and drive instruction. Appropriations for subgroups are realized and incorporated in the best interests of thelearners and instruction.

Evaluate the Effectiveness: Student success can be determined from disaggregated data through the re-evaluation of instructional



strategies. This data displays functional information about the effectiveness of instruction as well as learnerneeds. Disaggregated data heightens awareness of the correlation between student achievement andlearner trends, curriculum and staff.

Informal and Formal Assessments

FLKRS The Florida Kindergarten Readiness Screener (FLKRS) is administered to assess the readiness of each childin kindergarten to gather information on a child’s development in emergent literacy.

DIBELS Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is administered three times during the schoolyear. This assessment measures early literacy development. All students in K-5 are administered thisassessment. The results are entered into the State of Florida’s Progress Monitoring and Reporting Network(PMRN). Determination of needs of further testing is based upon results.

FCAT Writing Fourth grade students participate in the Florida Writing Assessment Program. It measures studentproficiency in writing. Students respond to assigned topics within a limited time period.

FCAT Third, Fourth and Fifth grade students are required to participate in the Florida Comprehensive AssessmentTest (FCAT). The FCAT is designed to increase student achievement by implementing higher standards.

SAT The Stanford Achievement Test Series, Tenth Edition (SAT 10), a nationally normed achievement test, isused to assess the academic reading and mathematics achievement of second graders.

Informal assessments Teacher made assessments, rubrics, observations, student work samples and curriculum supplies monitorstudent progress.

Pre-Post tests School generated Pre and Post tests are given twice during the school year. These include all gradesbeginning in K to grade five for reading, mathematics and science.

District Interim Assessments District provided Interim Assessments are administered three times per school year. These include gradesthree through five for mathematics reading and science.

Region – bi-weekly K – 5 Regional assessments are given bi-weekly. Grades Kindergarten through grade five are tested to monitorstudent progress mathematics and reading.

DAR This Diagnostic Assessment in Reading (DAR) is given to all students that are not progressing after the firstnine weeks.

Voyager Passport This program will be utilized as an intervention for all grade levels.

STAR The Standardized Testing and Reporting (STAR), computer program measures reading comprehension forfirst grade through fifth grade students.

Accelerated Reader School site media (library books) have the capability of companion computer software. This software testsreading comprehension in a wide variety of genres. All students have access to such media and computerassessment



assessment.

Alternative Instructional Delivery Methods

Alternative instruction includes hands-on experiences where students actively participate in the learningprocess. This tangible approach to instruction promotes self discovery and student ownership of learning.Specific apparatuses and manipulatives are incorporated as teaching tools and sensory rich devices.Kinesthetic alternative instruction stimulates learning through the senses. Small group instruction, withinand without classroom limitations, heightens intensity of instructional delivery in a small concentrated ratio.Tutoring, guided reading, pull out, and resource programs cater to small group, one on one instruction. Aone to one setting to introduce, reinforce or remediate instruction makes delivery customized, personaland effective.Reciprocal teaching is an alternative delivery method where students recapitulate internalizedknowledge. ESOL strategies are incorporate into classroom instruction to maximize the students’understanding of concepts being presented for the LEP population. The District supplies personnel for Core Curriculum in the Home Language (CCHL) for non Spanishspeakers. Alternative instruction encompasses the Multiple intelligences within each learner. Technology with computers, listening centers and electronic devices enhance the learning experience.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning



GOALS

Goal: Reading*Note: Required for Title I Scroll down for school data

*Needs Assessment: Based on the 2008 FCAT Reading Assessment results, 47% of students scored aLevel 3 or above which leaves 53% at Level 1 and 2. This percentage is up fromthe 2007 FCAT results where only 45% of the students scored a Level 3 orabove.

In Grade 3, 54% of students scored at Level 3 and above. Grade level andstrand data indicate 3rd grade students performed below the district and stateaverage in Word and Phrases, Main Ideas/Purpose, and Comparisons. In Wordand Phrases students scored 50% mastery, 13 percent below the district meanand 25 percent below the state mean. In Main Idea/Purpose students scored55% mastery, 13 percent below the district and state mean. In Comparisonsstudents scored 50% mastery, 10 percent below the district mean and 20percent below the state mean. In Reference/Research students scored 50%mastery, equivalent to the district and state mean.

In Grade 4, 38% of students scored at Level 3 and above. Grade level andstrand data indicate 4th grade students performed below the district and stateaverage in Words and Phrases, Main Idea/Purpose, and Comparisons. In Wordsand Phrases students scored 43% mastery, 14 percent below the district meanand 28 percent below the state mean. In Main Idea/Purpose students scored50% mastery, 14 percent below the district and state mean. In Comparisonsstudents scored 42% mastery, 16 percent below the district and state mean. InReference/Research students scored 50% mastery, equivalent to the districtlevel and 25 percent below the state mean.

In Grade 5, 47% of students scored at Level 3 and above. Grade level andstrand data indicate 5th grade students performed below the district and stateaverage in every cluster. In Words and Phrases students scored 50% mastery,13 percent below the district and state mean. In Main Idea/Purpose studentsscored 50% mastery, 17 percent below the district and state mean. InComparisons students scored 50% mastery, 14 percent below the district andstate mastery. In Reference/Research students scored 40% mastery, 20 percentbelow the district and state mastery.

Did all student subgroups meet AYP targets? No, results attained from the 2008FCAT Reading Test indicate that all of the subgroups did not meet the AYPtargets. The results indicate that only 35% of Black students performed at orabove the state required mastery. The results indicate that only 51% of theHispanic students performed at or above the state required mastery. The resultsindicate that only 39% of economically disadvantaged students performed at orabove the state required mastery. The results indicate that only 12% of studentswith disabilities performed at or above the state required mastery.

Did 50% or more of lower 25% make learning gains? Yes, results attained fromthe 2008 FCAT Reading test indicate that 71% of the lowest 25% made learninggains in Reading.

Did 50% or more make learning gains? Yes, results attained from the 2008 FCATReading test indicate that 52% of the students made learning gains in Reading.

Did the percent proficient increase? Yes, the percent proficient in 2007 was 42%and the percent proficient in 2008 was 48%. Therefore, there was a 6% increasein the percent of student’s being proficient. Objective Given instruction based on the Sunshine State Standards, students in gradesthree through five will increase their reading comprehension level as evidenced by65% of the students reaching the state required mastery level of 3 or above asdocumented by scores on the 2009 FCAT Reading Test.



*Objective:

*Strategies:

*Evaluation:

*Evidence-basedProgram(s):*ProfessionalDevelopment:

*Objective: Given instruction based on the Sunshine State Standards, Black students ingrades three through five will increase their reading comprehension level asevidenced by 65% of the students reaching the state required mastery level of 3or above as documented by scores on the 2009 FCAT Reading Test.

*Strategies: In addition to the strategies in the overall objective, the following strategies willbe used:

Provide opportunities for Black students to benefit from additional supplementalreadings with emphasis on reading auto-biographies that portray people ofadverse ethnicities and backgrounds of people that overcame significantobstacles in their lives.

Expose Black students to culturally appealing literature where text-to-selfrelationships can be valued.

*Evaluation: This objective will be evaluated on an ongoing basis and will be administered bythe teacher and used to monitor student progress.

Student progress will be monitored through: • 2009 SSS FCAT Reading Test • 2009 Reading NRT • Baseline, Fall, and Winter District Interim Assessments • On-going classroom assessments

Additional assessment instruments that will be used are: • Accelerated Reader • Reading Plus • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Students enrolled in the RAM Reading Academy after school tutorials andSaturday tutorials will be evaluated with a pre-test, mid-year test, and posttest.

*Evidence-basedProgram(s):

• Houghton-Mifflin Reading Series • Reading Plus • Voyager Passport • Early Success • Quick Reads • Creating Independence Through Student-owned Strategies (CRISS) • Soar to Success

*ProfessionalDevelopment:

In order to ensure effective classroom instruction, professional development forall teachers will include training on the Continuous Improvement Model and theHoughton Mifflin basal focusing on the 90 minute block beginning September2008. In addition, in the month of September through October, teachers will beprovided training on Voyager Passport Florida and reading strategies such asReciprocal Teaching and Question Answer Relationship (QAR). Other professionalgrowth opportunities will be scheduled from September 2008 through January2009 based on teacher surveys, data driven analysis, and/or District/RegionalCenter initiatives.

*Objective: Given instruction based on the Sunshine State Standards, Hispanic students ingrades three through five will increase their reading comprehension level asevidenced by 65% of the students reaching the state required mastery level of 3or above as documented by scores on the 2009 FCAT Reading Test


Implement ESOL strategies with instruction to ensure student understanding ofReading concepts.




Student progress will be monitored through: • 2009 SSS FCAT Reading Test • 2009 Reading NRT • Baseline, Fall, and Winter District Interim Assessments • On-going classroom assessments Additional assessment instruments that will be used are: • Accelerated Reader • Reading Plus • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)





In order to ensure effective classroom instruction, professional development forall teachers will include training on the Continuous Improvement Model and theHoughton Mifflin basal focusing on the 90 minute block beginning September2008. In addition, in the month of September through October, teachers will beprovided training on Voyager Passport Florida and ESOL strategies. Otherprofessional growth opportunities will be scheduled from September 2008through January 2009 based on teacher surveys, data driven analysis, and/orDistrict/Regional Center initiatives.

*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students in grades three through five will increase their readingcomprehension level as evidenced by 65% of the students reaching the staterequired mastery level of 3 or above as documented by scores on the 2009FCAT Reading Test

*Strategies: In addition to the strategies in the overall objective, the following strategies willbe used: Provide Economically Disadvantaged Students in grades 3-5 with additionalassistance utilizing CRISS strategies and instruction using graphic organizers.







*Professional In order to ensure effective classroom instruction, professional development for



Development: all teachers will include training on the Continuous Improvement Model and theHoughton Mifflin basal focusing on the 90 minute block beginning in September2008. In addition, on September teachers will be provided training on VoyagerPassport Florida and Reading strategies such as Reciprocal Teaching and QuestionAnswer Relationship (QAR). Also, teachers will be provided professional growthopportunities on the effective way to utilize graphic organizers. Otherprofessional growth opportunities will be scheduled based on teacher surveys,data driven analysis, and/or District/Regional Center initiatives beginningSeptember 2008 through October 2009.

*Objective: Given instruction based on the Sunshine State Standards, Students withDisabilities in grades three through five will increase their reading comprehensionlevel as evidenced by 65% of the students reaching the state required masterylevel of 3 or above as documented by scores on the 2009 FCAT Reading Test


Provide instruction for Students with Individualized Education Plans (IEP’s)bycertified teachers through self contained/resource/mainstream classroomenvironments.








In order to ensure effective classroom instruction, professional development forall teachers will include training on the Continuous Improvement Model and theHoughton Mifflin basal focusing on the 90 minute block beginning September2008. In addition, teachers will be provided training on Voyager Passport Floridaand reading strategies such as Reciprocal Teaching and Question AnswerRelationship (QAR). Other professional growth opportunities will be scheduled onSeptember 2008 through January 2009 based on teacher surveys, data drivenanalysis, and/or District/Regional Center initiatives.

*Objective: Given instruction based on the Sunshine State Standards, students in gradesthree through five will increase their reading comprehension level as evidenced by65% of the students reaching the state required mastery level of 3 or above asdocumented by scores on the 2009 FCAT Reading Test.

*Strategies: 1. Provide instructional support to all classroom teachers. The Reading Coach willassist the classroom teachers through modeling, data analysis, and instruction inresearch-based programs. 2. Continue to utilize Accelerated Reader, STAR, and FCAT Explorer computer-assisted resources to reinforce and enhance reading skills. 3. Utilize Voyager Passport thirty minutes daily for FCAT Level 1 and 2 students,Tier 1 students, and the students who scored Intensive on the Spring 2008DIBELS assessment. Voyager Passport Intervention groups will be utilized forgrades Kindergarten through Fifth grade. 4. Provide all teachers with a Reading Instructional Focus Calendar which isaligned to the District Pacing Calendar.



5. Employ the assistance of the Title 1 Community Involvement Specialists toprovide workshops for parents on a monthly basis. The workshops will enablethe parents to assist their children to achieve academically in Reading. 6. Implement the Continuous Improvement Model (CIM) utilizing the eight-stepprocess during grade level meetings. 7. Utilize Creating Independence through Student-owned Strategies (CRISS)Strategies during classroom instruction to target the weakest reading clustersidentified by grade level. 8. Facilitate data analysis grade level meetings to ensure focused instructionaccording to student's individual needs utilizing the Continuous ImprovementModel. 9. Implement the RAM Reading Academy after school tutorial program andSaturday tutorials for all third grade students and the lowest thirty –five percentof all fourth and fifth grade students. The after school RAM Reading Academy willtake place 2 days a week, for one hour, from September 2008 through March2009. 10. Implement the Comprehensive Research-Based Reading Plan fromKindergarten through fifth grade. 11. Continue to implement departmentalization in homogenously groupedsecond through fifth grade classrooms in order to better serve all subgroups.

12. Continue the review assessment data using Edusoft to assist teachers toeffectively instruct and meet the students’ individual needs. The school siteliteracy leaders will develop a plan for data review for the following purposes: • Determination of current status/success of instruction which should lead to modification of instruction; • Extract trends or pattern; • Identify need for professional development (including coaching and mentoring); and • Identify topics for action research. Suggested forums for data review and instruction may include, but are not limited to the following: • Regularly scheduled grade level meetings; • Regularly scheduled articulation meetings (across grade levels); • Regularly scheduled staff meetings; and • Literacy Leadership meetings. 13. Maintain the all girls third grade retained class and create an all boys thirdgrade retained class. 14. Utilize the Reading Plus Program to assist students increase in fluency. 15. Graphic organizers will be modeled across content areas throughout theschool year, specifically in the areas of mathematics and science. 16. Provide Professional development opportunities for teachers including trainingon the following: Houghton Mifflin Reading series and FCAT Reading Strategies.

*Evaluation: Student progress will be monitored through: • 2009 SSS FCAT Reading Test • 2009 Reading NRT • Baseline, Fall, and Winter District Interim Assessments • On-going classroom assessments




Houghton-Mifflin Reading Series Reading Plus Voyager Passport Early Success Quick Reads Creating Independence Through Student-owned Strategies (CRISS) Soar to Success

*Professional In order to ensure effective classroom instruction, professional development for



Development: all teachers will include training on the Continuous Improvement Model and theHoughton Mifflin basal focusing on the 90 minute block beginning in September2008. In addition, teachers will be provided training on Voyager Passport Floridaand reading strategies such as Reciprocal Teaching and Question AnswerRelationship (QAR). Other professional growth opportunities will be scheduled onSeptember 2008 through January 2009 based on teacher surveys, data drivenanalysis, and/or District/Regional Center initiatives.

Budget:

Evidence-based Program(s)/Material(s)

Description of Resources Funding Source AvailableAmount

Early Success Title 1 $0.00

Soar to Success Title 1 $0.00

STARS SES $30,000.00

FCAT Coach Title 1 $0.00

Jumpstart Reading Title 1 $0.00

Measuring Up! Reading Title 1 $0.00

$0.00

Total: $30,000.00

Technology

Description of Resources Funding SourceAvailableAmount

Reading Plus Title 1 $2,300.00

Riverdeep District $0.00

FCAT Explorer District $0.00

Edusoft District $0.00

Accelerated Reader Title I and EESAC $2,500.00

Total: $4,800.00



CRISS Training Title 1 $5,000.00

Voyager Passport District $30,000.00

Best Practices (ReadingStrategies/Houghton Mifflin Basal)

Title 1 $0.00

Total: $35,000.00

Other


Ram Reading Academy Title 1 $15,000.00

Total: $15,000.00

Final Total: $84,800.00

*Non-Highly QualifiedInstructors:

Not Applicable

End of Reading Goal

Goal: Mathematics*Note: Required for Title I Scroll down for school data



*Needs Assessment: Based on the 2008 FCAT Mathematics Assessment results, 48% of studentsscored at Level 3 or above in mathematics which leaves 52% at Level 1 andLevel 2. This percentage is up from 2007 FCAT results where 37% of thestudents scored at Level 3 or above. Grade level and strand data indicate thatThird grade students were below district and state average in every strand. InNumber Sense students scored 50% mastery, 17 percent below the districtmean and 25 percent below the state mean. In Measurement students scored50% mastery, 13 percent below the district and 25% below the state mean. InGeometry students scored 57 % mastery, 14 percent below the district andstate mean. In Algebraic Thinking students scored 50% mastery, 17 percentbelow the district and state mean. In Data Analysis & Probability students scored57% mastery, 14 percent below the district and equivalent to the state mean.Fourth grade students performed below the district and state averages in everystrand. In Number Sense students scored 45% mastery, 19 percent below thedistrict and state means. In Measurement students scored 50% mastery, 13percent below the district and state means. In Geometry students scored 57 %mastery, equivalent to the district and 14 percent below the state mean. InAlgebraic Thinking students scored 43% mastery, 14 percent below the districtand state mean. In Data Analysis & Probability students scored 57% mastery, 14percent below the district and equivalent to the state mean. Fifth grade studentsalso performed below the district and state averages in every strand. In NumberSense students scored 31% mastery, 15 percent below the district mean and23% below the state mean. In Measurement students scored 45% mastery, 10percent below the district and state means. In Geometry students scored 46 %mastery, 8% below the district and state mean. In Algebraic Thinking studentsscored 45% mastery, 10 percent below the district and state mean. In DataAnalysis & Probability students scored 42% mastery, 16 percent below thedistrict and equivalent to the state mean.

Did all student subgroups meet AYP targets? Results attained from the 2008FCAT Mathematics Test indicate that none of the subgroups met the AYP targets.The results indicate that 35% of Black students scored at or above the staterequired mastery. The results indicate that 57% of the Hispanic students scoredat or above the state required mastery. The results indicate that 42% ofeconomically disadvantaged students scored at or above the state requiredmastery. The results indicate that 12% of students with disabilities scored at orabove the state required mastery.

Did 50% or more of lower 25% make learning gains? Yes. Results attained fromthe 2008 FCAT Mathematics test indicate that 73% of the lowest 25% madelearning gains in Mathematics.

Did 50% or more make learning gains? Yes. Results attained from the 2008FCAT Mathematics test indicate that 62% of the students at Pine Villa Elementaryschool made learning gains in Mathematics.

Did the percent proficient increase? The percent proficient in 2007 was 39% andthe percent proficient in 2008 was 51%. Therefore, there was a 12% increase inthe percent of students proficient in Mathematics.

*Objective: Given instruction based on the Sunshine State Standards, students in gradesthree through five will increase their Mathematics skills as evidenced by 68% ofthe students reaching the state required mastery level of 3 or above asdocumented by scores on the 2009 FCAT Mathematics Test.

*Strategies: 1. Integrate the competency based on the Sunshine State Standards in dailycurricular plans and grade level meetings to plan short term and long term goalsfor mathematics. 2. Implement departmentalization in homogeneously grouped second throughfifth grade classrooms in order to better serve all subgroups. 3. Conduct an inventory of mathematics manipulatives and use school funds toreplenish the gaps to provide all students with performance-based activitiesincorporating the use of manipulatives, problem-solving, critical thinkingstrategies, problem of the day, CRISS strategies, and games/puzzles in order toimprove student achievement. 4. Utilize differentiated instruction in all classrooms with an emphasis on thelowest 35 percentile. 5. Facilitate data analysis grade level meetings to ensure focused instruction



according to student’s individual needs utilizing the Continuous ImprovementModel. 6. Implement an After-school and Saturday tutorial program (RAM MathematicsAcademy) for all retained third grade students and the lowest thirty-five percentof fourth and fifth grade students to address the mathematics deficiencies ofstudents following the Continuous Improvement Model (CIM) with instructionspecifically focused on tested benchmarks. 7. Utilize the Mathematics scope and sequence along with the pacing guides to strengthen mathematics instruction with specific focus on Number Sense,Measurement, and Algebraic Thinking. 8. Provide and monitor opportunities for the Mathematics coaches to work withteachers at all grade levels to share and model best practices for Mathematics instruction and to serve as a resource teacher for Mathematics tore-teach content focus benchmarks not mastered. 9. Maintain the retained third grade all girls class and create a retained third gradeall boys class. 10. Provide focus calendars for teachers to provide instruction so students canperform at a mastery level on tested benchmarks. 11. Provide weekly differentiated instruction and cooperative learning groups toallow students to assist each other in mastery of knowledge. 12. Implement the Comprehensive Mathematics Plan in grades kindergartenthrough five with emphasis on Number Sense, Measurement, Algebraic Thinking,and Data Analysis Math Strands. 13. Provide mathematic resources to parents via Mathematics and ScienceParent Night and Parent Resource Center.

14. Participate in an on-line Math Mania Math Competition for all second throughfifth grade students.

*Evaluation: • Baseline, Fall and Winter District Interim Assessments • Yearly-2009 SSS FCAT Mathematics Assessment (March) • Yearly-2009 FCAT NRT Mathematics Assessment • Ongoing-Classroom assessments as needed based on instruction and studentskills. • Students enrolled in RAM Mathematics Academy after-school and Saturdaytutorials will be evaluated with pre-test, mid-year, and end-of –year assessment.


Scott Foresman Core Mathematics Series (Grades K-5) Riverdeep Creating Independence Through Student-owned Strategies (CRISS) FCAT Explorer On-Target Mathematics


In order to ensure effective classroom instruction, professional development forall teachers will include training on the Comprehensive Math Plan, ContinuousImprovement Model and in the resources that will enhance classroom instructionbeginning in September 2008. The strategies that will be implemented will focuson number sense, algebraic thinking and data analysis through the use of hands-on activities, and mathematics task cards. Other in-services will be scheduled onSeptember 2008 through January 2009 based on teacher surveys and datadriven analysis. Delivery of professional development will include mentoring toteachers by the Mathematics Coach and other curriculum support personneloffered by the District.

*Objective: Given instruction based on the Sunshine State Standards, Black students ingrades three through five will increase their Mathematics skills as evidenced by68% of the students reaching the state required mastery level of 3 or above asdocumented by scores on the 2009 FCAT Mathematics Test.

*Strategies: In addition to the strategies in the overall objective, the following strategies will be used: Use real-life problem-solving situations to teach new concepts.

Give explicit instruction and practice in reading and writing word problems. Teachstudents to identify key words in word problems that indicate a certainmathematical operation.

Integrate reading and writing through the use of journals, learning logs, poems,literature, etc.

Provide lessons that use concrete objects, graphics, manipulatives, and hands-on



activities clarify and reinforce new concepts.

Teach mathematical vocabulary (i.e., estimate, measure) and languagestructures daily.

Teach students strategies to learn and study new vocabulary (i.e., vocabularysection in mathematics notebooks, class word wall, student-made bilingualdictionaries, and/or flashcards on spiral-bound index cards with definition,examples, word used in a sentence, picture/diagram, or a native languagetranslation).

*Evaluation: This objective will be evaluated by ongoing assessments that will be provided tothe teacher and will be used to monitor student progress on an on-going basis. Additionally, district Interim assessments will be provided to monitorstudentprogress and develop a diagnostic remediation plan for students. Theseassessments will be administered and evaluated by the classroom teachers.Allstudents in grades three through five will participate in the 2008 FCATMathematics Test. Students enrolled in RAM Mathematics Academy after-schooland Saturday tutorials will be evaluated with pre-test, mid-year, and end-of –year assessments.




In order to ensure effective classroom instruction, professional development forall teachers will include training on the Comprehensive Math Plan, ContinuousImprovement Model and in the resources that will enhance classroom instructionbeginning in September 2008. The strategies that will be implemented will focuson number sense, algebraic thinking and data analysis through the use of hands-on activities, and mathematics task cards. Other in-services will be scheduled inthe month of September 2008 through January 2009 based on teacher surveysand data driven analysis. Delivery of professional development will includementoring to teachers by the Mathematics Coach and other curriculum supportpersonnel offered by the District.

*Objective: Given instruction based on the Sunshine State Standards, Hispanic students ingrades three through five will increase their Mathematics skills as evidenced by68% of the students reaching the state required mastery level of 3 or above asdocumented by scores on the 2009 FCAT Mathematics Test.


Provide lessons that use concrete objects, graphics, manipulatives, and hands-onactivities clarify and reinforce new concepts.



Integrate the four language modes (listening, speaking, reading, writing) intomathematics class.

*Evaluation: This objective will be evaluated by ongoing assessments that will be provided tothe teacher and will be used to monitor student progress on an on-going basis.Additionally, district Interim assessments will be provided to monitor studentprogress and develop a diagnostic remediation plan for students. Theseassessments will be administered and evaluated by the classroom teachers. Allstudents in grades three through five will participate in the 2008 FCATMathematics Test. Students enrolled in RAM Mathematics Academy after-schooland Saturday tutorials will be evaluated with pre-test, mid-year, and end-of –



year assessments. *Evidence-basedProgram(s):



In order to ensure effective classroom instruction, professional development forall teachers will include training on the Comprehensive Math Plan, ContinuousImprovement Model and in the resources that will enhance classroom instructionbeginning in September 2008. The strategies that will be implemented will focuson number sense, algebraic thinking and data analysis through the use of hands-on activities, and mathematics task cards. Other in-services will be scheduled inthe month of September 2008 through January 2009 based on teacher surveysand data driven analysis. Delivery of professional development will includementoring to teachers by the Mathematics Coach and other curriculum supportpersonnel offered by the District.

*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students in grades three through five will increase theirMathematics skills as evidenced by 68% of the students reaching the staterequired mastery level of 3 or above as documented by scores on the 2009FCAT Mathematics Test.


Use real-life problem-solving situations to teach new concepts.



*Evaluation: This objective will be evaluated by ongoing assessments that will be provided tothe teacher and will be used to monitor student progress on an on-going basis.Additionally, district Interim assessments will be provided to monitor studentprogress and develop a diagnostic remediation plan for students. Theseassessments will be administered and evaluated by the classroom teachers.Allstudents in grades three through five will participate in the 2008 FCATMathematics Test. Students enrolled in RAM Mathematics Academy after-schooland Saturday tutorials will be evaluated with pre-test, mid-year, and end-of –year assessments.




In order to ensure effective classroom instruction, professional development forall teachers will include training on the Comprehensive Math Plan, ContinuousImprovement Model and in the resources that will enhance classroom instructionbeginning in the month of September 2008. The strategies that will beimplemented will focus on number sense, algebraic thinking and data analysisthrough the use of hands-on activities, and mathematics task cards. Other in-services will be scheduled in the month of September 2008 through January2009 based on teacher surveys and data driven analysis. Delivery of professionaldevelopment will include mentoring to teachers by the Mathematics Coach andother curriculum support personnel offered by the District.

*Objective: Given instruction based on the Sunshine State Standards, Students withDisabilities (SWD) in grades three through five will increase their Mathematicsskills as evidenced by 68% of the students reaching the state required masterylevel of 3 or above as documented by scores on the 2009 FCAT MathematicsTest.






Post labels and vocabulary cards around the classroom on completed wordproblems, number lines, rulers, fraction diagrams, and/or objects in the class.

Review mathematical vocabulary and concepts using games such as TIC TAC TOE, BINGO, Concentration, Charades, etc.

Use visuals whenever possible to reinforce auditory instruction (i.e., charts,graphs, manipulatives, diagrams, models, real objects).

Vary groupings throughout the lesson (i.e., independent work, pair work, smallgroups, whole class).

*Evaluation: This objective will be evaluated by ongoing assessments that will be provided tothe teacher and will be used to monitor student progress on an on-going basis.Additionally, district Interim assessments will be provided to monitor studentprogress and develop a diagnostic remediation plan for students. Theseassessments will be administered and evaluated by the classroom teachers. Allstudents in grades three through five will participate in the 2009 FCATMathematics Test. Students enrolled in RAM Mathematics Academy after-schooland Saturday tutorials will be evaluated with pre-test, mid-year, and end-of –year assessments.




In order to ensure effective classroom instruction, professional development forall teachers will include training on the Comprehensive Math Plan, ContinuousImprovement Model and in the resources that will enhance classroom instructionbeginning in September 2008. The strategies that will be implemented will focuson number sense, algebraic thinking and data analysis through the use of hands-on activities, and mathematics task cards. Other in-services will be scheduled inthe month of September through January 2009 based on teacher surveys anddata driven analysis. Delivery of professional development will include mentoringto teachers by the Mathematics Coach and other curriculum support personneloffered by the District.

Budget:



On Target Title I $5,600.00

Total: $5,600.00

Technology


Riverdeep District $0.00

FCAT Explorer District $0.00

Edusoft District $0.00

Total: $0.00


Available




Math Inservices CRISS PD Days $30,000.00

Total: $30,000.00

Other


Hands On Manipulatives Title 1 $2,200.00

Measuring Up Mathematics Title 1 $0.00

FCAT Coach Title 1 $0.00

STAMS SES $30,000.00

Jumpstart Title 1 $0.00

Calculators Title I $400.00

Ram Mathematics Academy Title I $10,000.00

Total: $42,600.00



Not Applicable

End of Mathematics Goal

Goal: Writing*Note: Required for Title I Scroll down for school data

*Needs Assessment:The results obtained from the 2008 FCAT Writing+ Assessment indicate that 68percent of fourth grade students achieved high standards in writing. Highstandards in expository writing were maintained, while the narrative writing testscores decreased by four percent. Analysis of the data in grade four indicatesevidence of a decrease of four percent in the combined score.

*Objective: Given instruction using the Sunshine State Standards, students in grade 4 willshow improved performance in writing as evidenced by 77% or more scoring 3.5on the 2009 FCAT Writing+ test.

*Strategies: 1. Review the results of the District writing pretest and conduct formativequarterly assessments across all grade levels to monitor students’ progress. 2. Enrich and reinforce student generated models through individual conferences. 3. Provide parent workshops on best practices to encourage power writing. 4. Develop model classrooms which can be utilized or hands on BEST PRACTICESsharing. 5. Administer monthly writing prompts for all students in grades one through fivethat will be scored utilizing a grade appropriate rubric to assess student effectivenarrative and expository writing techniques and determine further instruction. 6. Administer the district provided expository and narrative pre/post tests to allstudents in grades one through five, and utilize the assessment data to planareas of need in the writing curriculum. 7. Implement a school-wide vocabulary development program in gradeskindergarten through five. 8. Train all new special area teachers and beginning teachers in the effective useof FCAT task cards. 9. Use the Continuous Improvement Model (CIM) to identify students whostruggle in the area of writing and works towards remediation of deficiencies.

*Evaluation: • District provided narrative and expository writing tests will be used to monitorstudent progress and develop a diagnostic remediation plan for students. • 2009 FCAT Writing+.


The Houghton Mifflin Reading Series

*Professional Professional growth opportunity for teachers will focus on strategies which will



Development:g pp y g

include writing pictures, and scoring holistically beginning in September throughOctober 2008. CRISS strategies, professional learning communities, book studies, actionresearch and the K –12 Literacy Plan will begin in September through October2008. Writing across the curriculum workshops will be given biweekly beginning inSeptember 2008.

Budget:



No Data No Data $0.00

Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Writing Goal

Goal: Science*Note: Required for Title I Scroll down for school data

*Needs Assessment: An analysis of the 2008 Florida Comprehensive Assessment Test (FCAT) scienceperformance results indicates that 16 percent of fifth grade students achievedmastery level, demonstrating a growth of 4 percent as compared to the 2007FCAT results. It is evident that the majority of fifth grade students scored belowmastery level in all four clusters, the weakest area being the Physical andChemical cluster. Further analysis of the science content clusters scores, shows the mean numberof correct answers and percent change for the 2007 and 2008 reporting cyclesper content cluster are as follows: Physical and Chemical 42% - 42% (nochange), Earth & Space 40% - 43% (+3%), Life and Environment 33% - 46%(+13%), and Scientific Thinking 33% - 50% (+17%). Even with the significantimprovement in two clusters, it is evident that improvement is needed in all fourcontent areas with specific urgency in the Physical & Chemical and Earth & Spaceclusters.

*Objective: Given instruction based on Sunshine State Standards, 50 % of students in gradefive will score a level 3 or higher on the 2009 FCAT Science Test.

*Strategies: 1. Integrate the Sunshine State Standards and Item Specifications in dailycurricular plans for short and long range science goals.



2. Utilize the district approved Instructional Pacing Guide and Pine Villa’sInstructional Focus Calendars in grades K – 5. 3. Implement the Florida Continuous Improvement Model (FCIM) utilizing thePlan, Do, Study, Act (PDSA) Model 4-step process with classroom teachers todisaggregate data and plan for intervention and differentiated instruction. 3. Administer science benchmark assessments that are correlated to theinstructional focus calendars to monitor progress of content acquisition. 4. Administer a pre/post test to all students in grades kindergarten through fifthand utilize the assessment data to guide instruction in the science curriculum. 5. Create a science lab to provide students with additional hands-on experiences.6. Provide experience in Scientific Thinking through the implementation andparticipation in the District Science Fair Competition. 7. Increase family participation with a Science Family Night. 8. Provide in-house professional development workshops for all teachers toenhance their teaching of science process with a focus on Physical & Chemicaland Earth & Space content. 9. Provide an after school science enrichment program designed to utilize hands-on activities.

*Evaluation: Utilization of a pre/post assessment as well as benchmark progress assessmentswill be used to adjust curricular emphasis and determine necessary re-teaching,review, and enrichment. The 2009 Science FCAT Test will be the summativeevaluation of this objective.


Scott Foresman Science Creating Independence Through Student-owned Strategies (CRISS)


In house professional development will focus on strategies that result inincreased student achievement. Emphasis will be placed on student engagementand effective lesson delivery. Professional development opportunities will beoffered as follows: Analysis of a Lesson (September –October 2008) -Lesson Development utilizingDistrict Pacing Guide and school Focus Calendars: •Examining Benchmarks a.Benchmark Analysis: General Breakdown (clusters, strands, AA, CS) b.Content Focus 2004-08 c.Item Specifications (& Item Specs Cards) d.New Standards – Project PROMISE website •Utilize the Regional Instructional Focus Calendar for strategies and activities(September 2008). •Utilize the Scotts-Foresman series as an additional resource for contentdevelopment (September 2008 – October 2008). •Incorporation of additional resources and technology (beginning September2008 in grade level meetings): ExploreLearning (Gizmo), Promoting ScienceAmong English Language Learners (P-SELL) curriculum, Science Boot Camp., andClassroom Management. Classroom Management (September 2008-October 2008) –Utilizing researchbased methods to increase student engagement and minimize off taskbehaviors. Science is Fun: (September 2008-October 2008) Increase teacher contentknowledge by utilizing the 5E method of instruction. Best practices.

Budget:



J & J Science Bootcamp Title I $1,800.00

Total: $1,800.00

Technology



Total: $0.00





J & J Science Bootcamp PD Days $3,000.00

Total: $3,000.00

Other


Ram Science Academy Title I $5,000.00

Total: $5,000.00



Not Applicable

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Parental involvement in school related activities in reading, mathematics, writing,and science is greatly needed to promote student achievement. The 2007-2008school year parental sign-in logs indicate that 30 percent of parents attendedworkshops. The assessment of the data indicates that additional parentalinvolvement is needed to support student progress during the 2008-2009 schoolyear. The needs assessment information will assist in the identification of plannedactivities for parents to become more involved and participate in school relatedactivities that will help promote student learning and achievement during the2008-2009 school year.

*Objective: Given an emphasis on workshops, parental involvement as documented throughlogs and records will increase to 40 percent during the 2008-2009 school year.

*Strategies: 1. Promote school wide presentations, such as Back to School Night/OpenHouse and Science Fair Parent Night to encourage parental involvement. 2. Conduct monthly parenting workshops and training sessions to supportstudent achievement. 3. Conduct membership drive for PTA and distribute National PTA Standardsinformation. 4. Employ the assistance of the Community Involvement Specialist to assist inhome communication and to provide parents with information regarding studentprogress. 5. Promote parent participation through the publication of a monthly parentnewsletter, highlighting activities and monthly Title I parent meetings. 6. Promote parent participation in Parent Academy courses/classes. Publicizeevents using flyers, Pine Villa Elementary School’s Morning Announcements, PineVilla Elementary School’s website, Connect-Ed, banners, newspaper, marqueedisplays and other multimedia methods to keep parents and communitymembers informed. 8. Promote the use of the internet to keep parents involved by utilizing a teacher“class page” located on the school’s website where parents can get up-to-datehome learning assignments and other pertinent classroom information. 9. Title I compacts were delivered to all parents during the month of August2008 delineating actions the school will take to increase student achievementand promote a positive and safe learning environment. In addition, the compactslisted various opportunities for parental involvement within the school andstrategies for parents to use at home to reinforce skills at school.

*Evaluation: This objective will be evaluated by sign-in sheets from all meetings and parentworkshops that will be collected, analyzed and compared to 2007-2008 sign-sheets for signs of parental involvement growth.


Just Read Families!




The Title I Community Involvement Specialist will attend district professionaldevelopment. In addition, parents will be encouraged to actively participate in thefollowing activities: Open House, the Title I Instructional Fair, the EducationalExcellence School Advisory Council (EESAC), and ACCESS Center/School-BasedParent Involvement Workshops that address the needs of parents in helping theirchild achieve academically and in helping them to enhance their own personalgrowth.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the Florida Department of Education indicatethat in the 2006-2007 school year, Pine Villa Elementary School ranked at the 31percentile on the State of Florida Return On Investment index.

Objective: Pine Villa Elementary Return on Investment (ROI) percentile ranking by willincrease by at least 1 percentage point on the State of Florida Return onInvestment based on the publication of the next statement.

Strategies: 1. Become more informed about the use of financial resources in relation toschool programs. 2. Collaborate with the district on resources allocation. 3. Reconfigure existing resources and take advantage of a broader resourcebase. 4. Consider shared use of facilities and partner with community agencies.

Evaluation: This objective will be evaluated by Pine Villa Elementary School showing progresstoward reaching the 31st percentile on the next State of Florida Return onInvestment index publication. This objective will be ongoing from 8/18/08 to6/4/09.

End of Return on Investment Goal



ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading Early Success Title 1 $0.00

Reading Soar to Success Title 1 $0.00

Reading STARS SES $30,000.00

Reading FCAT Coach Title 1 $0.00

Reading Jumpstart Reading Title 1 $0.00

Reading Measuring Up! Reading Title 1 $0.00

Reading $0.00

Mathematics On Target Title I $5,600.00

Science J & J Science Bootcamp Title I $1,800.00

Total: $37,400.00

Technology


Reading Reading Plus Title 1 $2,300.00

Reading Riverdeep District $0.00

Reading FCAT Explorer District $0.00

Reading Edusoft District $0.00

Reading Accelerated Reader Title I and EESAC $2,500.00

Mathematics Riverdeep District $0.00

Mathematics FCAT Explorer District $0.00

Mathematics Edusoft District $0.00

Total: $4,800.00



Reading CRISS Training Title 1 $5,000.00

Reading Voyager Passport District $30,000.00

ReadingBest Practices (ReadingStrategies/Houghton MifflinBasal)

Title 1 $0.00

Mathematics Math Inservices CRISS PD Days $30,000.00

Science J & J Science Bootcamp PD Days $3,000.00

Total: $68,000.00

Other


Reading Ram Reading Academy Title 1 $15,000.00

Mathematics Hands On Manipulatives Title 1 $2,200.00

Mathematics Measuring Up Mathematics Title 1 $0.00

Mathematics FCAT Coach Title 1 $0.00



Mathematics STAMS SES $30,000.00

Mathematics Jumpstart Title 1 $0.00

Mathematics Calculators Title I $400.00

Mathematics Ram Mathematics Academy Title I $10,000.00

Science Ram Science Academy Title I $5,000.00

Total: $62,600.00


SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principaland an appropriately balanced number of teachers, education support employees, students (for middle, juniorhigh and high school only), parents, and other business and community citizens who are representative of theethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The EESAC assisted in the preparation of the School Improvement Plan relative to the following areas: Budget: The EESAC recommended the purchase of additional personnel and instructional materials asneeded and as the budget allow. These allocations will allow the student teacher ratio to drop, thereforeenhancing the school’s pull-out tutorial program.

Training: The EESAC recommended providing the necessary inservices in order to implement reading,writing, mathematics and science strategies identified in the School Improvement Plan. The EESAC alsorecommended the continued support of teachers new to the school by resource personnel.

Instructional Materials: The EESAC recommended the purchase of supplemental materials to facilitateinstruction of district curriculum objective. In addition, the EESAC recommended providing materials forstudent incentives to promote achievement on all standardized examinations.

Technology: The EESAC recommended the provision of appropriate inservices to improve the usage ofcomputers and other media to support instruction. The EESAC also recommended the use of technologicalsoftware to enhance teacher’s professional growth.

Staffing: The EESAC supported the reduction of the student teacher ratio via the hiring of hourly teachersand resource personnel. This initiative would also support the school’s targeted student pull-out tutorialprogram.

Student Support Services: The EESAC supported the organization of a mentoring program and the RAMPride initiative. This initiative will enhance the student’s ability to comprehend and internalize vocabulary.

Benchmarking: The EESAC recommended an after school tutorial program and a Saturday Schoolprogram, based upon information obtained from research of similar educational institutions.

SAC Members

Members

1) Tamela Brown, Principal



2) Sondra Nottage, SAC Chair

3) Fernando Bilbao, Student

4) Carmela Marin, Student

5) Aaliya Ramos, Student

6) Juan Gonzalez, Teacher

7) Jacqueline Torres-Quinones, Teacher

8) Sonia Nelson, Teacher

9) Robin King, Teacher

10) Juanita Gonzalez, Business Member

11) Carmen Ganni, Business Member

12) Shakira Tillman, Parent

13) Jenny Romero, Parent

14) Fredtrena Robinson, Parent

15) Victoria Menesis, Parent

16) Michelle Figueroa, Parent

17) Jean Baptiste, Parent

18) Milagros Avila, Parent

19) Jessica Daniels, Parent

20) Anganette Wallace, Parent

21) Maria Barret, School Support Personnel

22) Miriam Dubarry, School Support Personnel

IMPLEMENTATION EVALUATION

Adequate progress will have been deemed to have been made if progress toward meeting all objectives isdocumented. We will utilize the quarterly reading, math, and science in-house assessments, DIBELS,monthly writing assessments, weekly assessments in an on-going monitoring and assessment process. Inaddition to school level monitoring, the Regional Center, in conjunction with the district, the EESAC willconduct a mid-year and an end-of-year review of adequate progress on the Objectives detailed in thisSchool Improvement Plan.

REPORTING



Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

1 99 0 100 0 0 0 0 0 0

Name ofAssessmentUsed

2008 BaselineAssessment



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

2 98 3 97 19 81 0 0 0 0






ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

2 98 3 97 0 0 3 97 0 0






ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData



%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Mathematics Writing Science Baseline Data



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade PINE VILLA ELEMENTARY SCHOOL 4461Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 282Math: 282

2007-2008 School Grade1:

C Did the Schoolmake AdequateYearly Progress?

NO

This section shows the percent tested and performance for each group used to determineAYP (Parts a and c2).

This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N

TOTAL4 100 Y 100 Y 40 N 41 N 87 76 N NA 58 60 NA 68 59 NA 48 NA 51 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 35 N 35 N 88 70 N NA 59 65 NA 71 65 NA 45 NA 43 NA HISPANIC 100 Y 100 Y 51 N 57 N NA NA 58 49 NA 65 43 NA 57 NA 69 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED

100 Y 100 Y 39 N 42 N 86 78 N NA 59 61 NA 69 58 NA 47 NA 51 NA

ENGLISHLANGUAGELEARNERS

NA NA NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 12 N 12 N NA NA 71 88 NA 92 88 NA 30 NA 24 NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade PINE VILLA ELEMENTARY SCHOOL 4461Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 340Math: 340


F Did the Schoolmake AdequateYearly Progress?

NO


This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N

TOTAL4 100 Y 99 Y 42 N 32 N 73 87 Y NA 61 59 NA 60 68 NA 42 NA 39 NA

WHITE NA NA NA NA NA NA NA 25 NA NA NA BLACK 100 Y 99 Y 41 N 29 N 69 88 Y NA 65 63 NA 63 71 NA 42 NA 38 NA HISPANIC 100 Y 100 Y 42 N 35 N NA NA 50 53 NA 55 65 NA 40 NA 37 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 99 Y 41 N 31 N 73 86 Y NA 63 61 NA 61 69 NA 42 NA 38 NA


100 Y 100 Y NA NA NA NA NA 65 NA NA NA

STUDENTS WITHDISABILITIES 100 Y 98 Y 29 N 8 N NA NA 90 71 NA 91 92 NA 29 NA 29 NA

Baseline Data Baseline Data Baseline Data Baseline DataBaseline Data

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

Black 1 99 3 97

Hispanic 1 99 100

SWD

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade PINE VILLA ELEMENTARYSCHOOL 4461

Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 314Math: 314


D Did the Schoolmake AdequateYearly Progress? 5

NO


This section shows theimprovement for each group usedto determine AYP via safe harbor(Part b2).

Group








SafeHarborReading


SafeHarborMath

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 99 Y 99 Y 44 Y 40 N 94 73 N NA 52 56 NA 53 60 NA

WHITE NA NA NA NA NA NA NA NABLACK 99 Y 99 Y 39 N 37 N 91 69 NA NA 56 61 NA 56 63 NAHISPANIC 100 Y 100 Y 55 Y 45 N NA NA 38 45 NA 40 55 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 41 N 39 N 93 73 NA NA 54 59 NA 54 61 NA


NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES 99 Y 98 Y 13 N 9 N NA NA 78 87 NA 86 91 NA

Dade School DistrictPINE VILLA ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

47% 48% 68% 16% 179

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

52% 62% 114

3 ways to make gains:Improve FCAT LevelsMaintain Level 3, 4, or 5Improve more than one year within Level 1 or 2

Adequate Progressof Lowest 25% inthe School?

71% (YES) 73% (YES) 144 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 437 Percent Tested =100% Percent of eligible students tested

School Grade C Grade based on total points, adequate progress, and % ofstudents tested

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

45% 37% 72% 12% 166

Writing and Science: Takes into account the % scoring 3.5and above on Writing and the % scoring 3 and above onScience. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

48% 47% 95


Adequate Progressof Lowest 25% inthe School?

45% (NO) 60% (YES) 105 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 366 Percent Tested =100% Percent of eligible students tested

School Grade F Grade based on total points, adequate progress, and % ofstudents tested


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 52% 49% 57% 158

Writing: Takes into account % scoring 3.5 and above.Sometimes the District writing average is substituted for thewriting average.

% of Students MakingLearning Gains 49% 56% 105


Adequate Progress of Lowest25% in the School? 52% (YES) 52 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 315 Percent Tested = 99% Percent of eligible students tested

School Grade D Grade based on total points, adequate progress, and % ofstudents tested



Documents

2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/4461.pdf · · 2008-11-141 Assistant Principal 1 Lead Teacher 1 Media Specialist 1 Reading