2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/1441.pdf · Paul Laurence Dunbar Elementary School located in historic Overtown was built

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: PAUL LAURENCE DUNBAR ELEMENTARY

SCHOOL

District Name: Dade

Principal: Ann Gary

SAC Chair: Eric L. Proctor

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 The entire Paul Laurence Dunbar Elementary School family will strive to provide a learning environmentwhere all children will learn. All stakeholders will embrace and demonstrate that each student’s learningstyle, cultural background, and personal experiences are valued, understood, and incorporated in the totallearning process. Each stakeholder in this learning community will continue to expose all students toopportunities that will develop them as lifelong learners, productive citizens, and contributors to society.

Mission

Paul Laurence Dunbar Elementary School’s mission is to develop a long range comprehensive plan where allstudents can enhance their academic performance, involve all stakeholders in understanding and takingpart in the change process to establish, communicate, and monitor clear expectations and outcomes.

SCHOOL PROFILE DEMOGRAPHICS

School Profile/Demographics

Paul Laurence Dunbar Elementary School located in historic Overtown was built in 1929 on eight acres ofland at 505 Northwest 20 Street, Miami, Florida. The school is a Title I school with a grade of “C”. Thebuildings contain classrooms, a media center, a cafeteria, and a full service community medical center. PaulL. Dunbar sits amid a community that is in the process of revitalization with numerous new dwellings andseveral new business ventures. The majority of the student population is African-American. First orsecond-generation immigrants representing many Caribbean, Central and South American countriescomprise the remainder of the student body.

Student Population, Demographics, Performance Groups, Retention, Class Size, Attendance

Most of the families have low socio-economic status. Eighty- four percent of the student body receives

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free lunch and five percent receives reduced as evidenced by the lunch applications. The student populationmirrors the community: sixty percent Black, thirty-eight percent Hispanic, 5% other, 5% Indian, 2% White,and 1% Asian. The student population includes seventy-seven percent standard curriculum, thirteenpercent Students with Disabilities (SWD)10%. English Language Learners (ELL). Based on the 2008 Florida Comprehensive Assessment Test (FCAT)results, thirty-three percent of third grade students were retained and the NCLB subgroups results indicatedthat the following subgroups made Adequate Yearly Progress (AYP): Black (Mathematics), EconomicallyDisadvantaged (Mathematics), Hispanics (Reading and Mathematics), and English Language Learners(Reading). The following subgroups did not meet AYP: Black and Economically Disadvantaged (Reading)and English Language Learners (Mathematics). The student’s daily attendance rate was 93.53% in 2006-2007 and 93.89% in 2007-2008. This was a 4%increase. The District average attendance is 94.88%.

Teacher Demographics/Class Size All instructional staff members are certified and highly qualified. The demographics of the staff are asfollows: forty-two teachers comprised of sixty-four percent female and thirty-six percent male, 46%Black, forty-one percent Hispanic, and twelve percent White. Four percent of the teachers have Specialistdegrees, twenty percent have Master’s degrees and seventy-six percent have Bachelor degrees. There isone paraprofessional that works with the Voluntary Pre-Kindergarten Program. The teacher ratio in theprimary classes is 1 to 18 on average to comply with the class size reduction mandate and in theintermediate grades the ratio is 1 to 22. During the 2007-2008 school year the teacher’s attendance ratewas 95%.

Feeder Pattern

Paul L. Dunbar Elementary School is a member of the Miami Jackson Feeder Pattern which consists of onemiddle school (Allapattah Middle), and six elementary schools (Maya Angelou Elementary, ComstockElementary, Kelsey Pharr Elementary, Santa Clara Elementary, Lenora B. Smith Elementary, and Paul L.Dunbar Elementary).

Special Programs

Paul L. Dunbar will continue to utilize the following programs to increase student achievement: ReadingPlus, FastForWord, SuccessMaker, Voyage Passport, Voyager VMath, Voyager VMath Live, AcceleratedReader and Leapfrog/Leap Pad. Learning Express will be purchased for the third and fourth grade to focuson their writing skills. The Miami Heat Academy provides tutoring to students in grades 3-6 in Readingand/or Mathematics. The Overtown Youth Center provides onsite counseling services, parental support,tutoring, and enrichment programs for all students enrolled in their program.

Title I

Eighty- nine percent of the students are classified as economically disadvantaged according to the free andreduced lunch application. As a result, the school receives Title I funding school-wide. The funds are utilizedto purchase the following: Reading and Mathematics Coach, a Community Involvement Specialist, stipendsfor professional development, resources and materials for students, educational field trips, and technologyprograms.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

School Match Paul Laurence Dunbar Elementary School will match with Henry E. S. Reeves Elementary School. Thedemographic make-up of Henry E. S. Reeves is similar to that of Paul Laurence Dunbar Elementary School.Both schools are a part of North Central Regional Center. Henry E. S. Reeves School earned a grade of "A"based on the 2008 School Performance Accountability Results. As a part of this school match,administrators from both schools will meet on a regular basis. Paul Laurence Dunbar Elementary School



administrators from both schools will meet on a regular basis. Paul Laurence Dunbar Elementary Schoolteachers will visit Henry E. S. Reeves Elementary School to articulate with the teachers, view programs andinstructional techniques that have led to the school's success. It is anticipated that Paul Laurence DunbarElementary School and Henry E.S. Reeves Elementary School will find the collaborative relationshipmutually beneficial.

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Highly Qualified Certified Administrators Ann Gary, Principal B.S. Specific Learning Disabilities; M.S. English to Speakers of Other Languages, Endorsement: EducationalLeadership, K-12 Mrs. Gary has been an administrator for five years and has held several leadership roles; Vice Principal,Assistant Principal of Curriculum, Language Arts ESE Teacher, Team Leader, Curriculum Council member,ESE Program Specialist, SACS chairperson, and Administrative Assistant. Prior to joining Paul L. DunbarElementary School, in June 2007 Mrs. Gary completed the District’s Superintendent’s Urban PrincipalInitiative Program (SUPI) which provided professional development and a nine week internship. As VicePrincipal of Curriculum and Instruction she played an integral part during the 2007 school year at MiamiEdison Senior High which resulted in an improvement in moving the letter grade from “F” to “D” andscoring within eight points of earning a “C”. Various programs were developed to increase studentachievement. In 2006, the Writing Camp for tenth grade students was established to provide individualizedtutoring to increase their writing skills. As a result of this initiative, during the 2008 FCAT Writing+Assessment Miami Edison Senior High School had an 11% increase in students scoring 3.5 and above. Mrs.Gary developed a New Teachers' Mentoring Program, monitored and organized a calendar for ongoingprofessional staff development, monitored the School Performance Excellence Plan (SPEP), tutorials forpull-outs, during, and after school, and developed the Gear Up Summer Initiative in which approximately 50teachers participated in staff development training and created curriculum maps for the 2004-2005 schoolyear. She has attended various state mandated seminars and conferences to enhance achievement atMiami Edison Senior High School. Her vision, creativity, dedication, and hard work at Miami Edison SeniorHigh School has resulted in an increase in students’ performance gains in reading, writing, andmathematics, as indicated by a 51 point increase in the school’s mean scale score for the 2003-2004school year. Prior to joining the team at Miami Edison Senior High School, she received the distinguishedReading Enhancement Grant Award, as well as, an Inclusion Grant for her vision, creativity, and outstandingwork. Additionally, she has facilitated various FCAT and parent workshops. She is noted for herimplementation of innovative programs, such as, teaming, mentoring teachers, and inclusion. Mrs. Garyworked collaboratively with the students, staff, and administrative team at Miami Norland Senior HighSchool, which resulted in an increase in the overall student performance as indicated by the school grademoving from an F to a D.

Geraldine Clark Assistant Principal B.A. Elementary Educator Masters/ K-12 Administration/Supervisor Geraldine Clark has been an administrator for nine years. Last assignment, Charles R. Hadley Elementary(2006-2008), she assisted the principal by coordinating the placement of students in the appropriateeducational programs to ensure student achievement. She worked with the faculty and staff to enhancetheir professional growth as the professional development liaison. Professional development activities werealigned with areas in need of strengthen to enhance delivery of instruction and student achievement. Shevolunteered CRH as a site for a large percentage of the professional development activities for the staff,feeder pattern and Regional Center III. She also met with parents and provided assistance to improvestudent achievement. As a result of these meetings, she contacted the bilingual department and themonthly meetings were meaningful and well attended by the parents. She chaired the Attendance Review



monthly meetings were meaningful and well attended by the parents. She chaired the Attendance ReviewCommittee in which she pooled together three Dade Partners which provided the resources to sponsorCRH Perfect Attendance Carnival, for students (Pre-K/5th) with perfect attendance each grading period. Asa result of this initiative, CRH was #1 in the feeder pattern each grading period. The attendance increasesignificantly as well as student’s academic performance. The target groups Pre-K and K superseded theprevious year attendance. Under her two year tenure, the school continuously maintained the ‘A’ grade.

Recruitment/Retention of Highly Qualified Teachers


Recruitment/Retention of Highly Qualified Teachers 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.” Recruitment efforts include hiring Teach for America teachers, participating in teacher recruitment fairs, andcollaboration with local colleges and universities by allowing Education majors to perform requiredobservations and internships at our school. This allows the opportunity to train potential teachers andrecruit them for any upcoming positions. The Miami-Dade County Public Schools Instructional Staffingdepartment communicates with the principal on an ongoing basis to ensure that the school is fully staffed.In an effort to retain teachers, each new and annual contract teacher is assigned a mentor, ProfessionalGrowth Team, and professional development to provide support and guidance throughout their earlycareer. The administration will meet monthly with all new teachers, annual contract teachers, and veteranteachers not meeting progress to provide additional professional development to support them throughoutthe year.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Paul Laurence Dunbar Elementary School has been classified as a Title I school with ninety-eight percent ofthe student population on free or reduced lunch. The Title I program provides assistance to schoolsservicing students meeting low social-economic status. Funds are utilized to provide additional teachersupport (mathematics and reading coaches), Community Involvement Specialist, instructional materials,tutorials, substitute coverage for professional development, parental involvement/resources, andeducational field trips. The Title I Program coordinated with other state and federal dollars available andintegrate federal and state programs so that the school can meet state and No Child Left Behind (NCLB)requirements.

IDEA funding will be used in conjunction with Title I funds for staff development to work with the Studentswith Disabilities (SWD) that did not meet AYP.

Supplemental Education Services (SES) providers will use evidenced based materials to assist lowperforming students achieve academic gains.

Title IV funds will provide additional tutorial services for the English Language Learners (ELL) subgroupwhich did not meet AYP.



School Wide Improvement Model


Paul L. Dunbar will implement the 8-Step Florida Continuous Improvement Model.

1. Data Disaggregation - The administration and members of the Leadership team will disaggregate theDistrict Baseline Benchmark Assessment, the District Interim Assessment and the Bi-weekly assessmentsto identify and address the areas of strength and weaknesses of both teachers and students.

2. Time Line Development - The school will develop an Instructional Focus Calendar based on the DistrictPacing Guide and make adjustments based on bi-weekly and interim data.

3. Instructional Focus- The school will develop a school year Instructional Focus Calendar for all gradelevels based on the District Pacing Guide and periodically add adjustments based on data from the BaselineAssessment,Interim Assessment and Bi-weekly Assessments.

4. Data Chats - Bi-weekly Assessments and District Interim Assessments will be disaggregated byadministrators, teachers, and reading and mathematics coaches to monitor student progress. Data Chatswill be conducted throughout the school year with student, teachers and parents.

5. Tutorials- Students not meeting progress (less that seventy percent) will be assigned to tutoring basedon areas of weakness. The administrator, reading, and mathematics coaches will monitor placement ofstudents.

6. Enrichment- students meeting mastery (seventy percent and above) will participate in enrichment,after-school camps. The administrators, reading and mathematics coaches will monitor the placement ofstudents.

7. Maintenance- The administrators, reading /mathematics coaches, and teachers will review teachers’data binders and their Instructional Focus Calendar for data assessment adjustments and follow-through.

8. Monitoring- The administrators, reading and mathematics coaches will monitor the classrooms on adaily basis and provide support to teachers who are falling behind the District Pacing Guide and InstructionalFocus Calendar.

NCLB Public School Choice


Paul Laurence Dunbar Elementary School has notified all parents of the Public School Choice Optionsavailable to them as required by NCLB. All parent notification was sent by U.S. mail and was available inboth English and Spanish. Notifications complied with FDOE timelines. Paul Laurence Dunbar ElementarySchool is a Title I School and SINI 5 status and is committed to ensuring that all parents play a major rolein their child’s education. We make every effort to keep parents informed and involved in school relatedactivities by sending home written communications in their home language.

Paper communications include, but are not limited to, quarterly report cards, quarterly progress reports,monthly calendars, summer school notifications, school newsletters, open house notices, PTSAcommunications and the Student Code of Conduct/ parent-student handbooks.

Verbal communications include teacher calls to the home regarding academic and behavioral achievement.Additionally, several avenues for family conferences are available and include academicteam/parent/student conferences, counselor/family/student conferences, individual teacher/parent/studentconferences, and administrative conferences.

No Attached Public School Choice Notice to Parents file



Show Attached Notification of SINI Status file

Pre-School Transition


Paul Laurence Dunbar Elementary School has one Voluntary Pre-Kindergarten (VPK) classroom withseventeen students, one teacher and a paraprofessional. Students live within the school's attendanceboundaries and transition into kindergarten classrooms at the school. Pre-K staff members participate inM-DCPS curriculum workshops and articulate with K-3 teachers. The students are administered EarlyGrowth Indicators Benchmark Assessment (EGIBA) which are a series of brief indicators designed tomeasure a selected set of preschool skills that are critical for later school success. Critical skills that aremeasured by EGIBA are those skills that are highly predictive of later achievement, are teachable and leadto improved outcomes for children when they are taught and learned. The staff provides parents withpackets of activities, registration materials, and offers workshops to train parents to assist their children athome.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Paul Laurence Dunbar Elementary School follows PACES and assigns all new teachers to a ProfessionalGrowth Team (PGT) which provides continuous professional growth for the teacher. In addition to the PGTthe school has three additional support staff, two Reading Coaches and a Math Coach. They provide asupportive framework of high-quality professional development tailored to the challenges facing novice andearly-career teachers. The coaches also provide support through classroom modeling, observations toensure the fidelity of the core reading and mathematics programs, lesson plan preparation and assist withdata disaggregation which drives instruction.

A mentor teacher will be utilized in each area of the curriculum to support the novice teacher to strengthentheir teaching strategies, and provide for follow-up activities to impact student achievement.

A mentor teacher will be utilized within the classrooms to network and model exemplary teachingstrategies and techniques.

The mentor teacher will articulate and coordinate the plan for professional growth activities. In addition,mentor teacher will ensure the novice teacher follows the Mentoring and Induction for New Teachers(MINT) program procedures outlined in the New Teacher Orientation Meetings.

Finally, new teachers are afforded mentoring in their Learning Communities with regard to grade levelcurriculum, assessments and data disaggregation. This affords the novice teacher additional support withregard to classroom management, electronic grade book, special projects and technology programsutilized by students to enhance academic achievement.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Paul Laurence Dunbar Elementary School tutorial services that address identified areas of need will beprovided to students during the school day in the form of immediate intensive intervention. Otheropportunities provided will be before and after school tutoring in collaboration with Supplemental



opportunities provided will be before and after school tutoring in collaboration with SupplementalEducational Services (SES) providers. The assessment data will be utilized to select the appropriateintervention. We will provide small group pull-out tutoring during school for students in the lowest 25percent, third grade retainees, Tier 2 and Tier 3, Students with Disabilities (SWD), Blacks and EconomicallyDisadvantaged/English Language Learners (ELL) subgroups with the assistance of the Reading Plus and theVoyager Intervention Labs. Paul Laurence Dunbar Elementary School offers a wide array of extended learning opportunities for allstudents. Special tutorial programs to address the specific needs of each subgroup will take place afterschool.

The after-school program will include the Academic Excellence Programs (Hands-on Science and Chess)and emphasize remediation in reading, writing, mathematics and science skills for students in grades K-6. The assessment data collected prior to the start of the Extended Learning Programs will determine thestudents’ area(s) of weaknesses and strengths, therefore the appropriate research based and programinstructional materials and/or software will be appropriately selected. Results will be articulated with thestudent, classroom teacher and parents. At the end of each semester, students will be reassessed todetermine the students learning gain based on data. Instructional strategies provided will be differentiatedto meet the needs of the individual students.

The following are Paul Laurence Dunbar Elementary School Extended Learning Programs:

1) The Miami Heat Academy is an after school program for the students in grades three through six. TheMiami Heat Academy has developed a program that combines a homework lab, creative enrichmentactivities and individualized tutoring. The program will be held Monday through Friday from 3:30 p.m. until5:30 p.m. Students participating in the programs will be tutored 5 days a week. They will explore, createand use technology to enhance their core curriculum in Language Arts, Reading, Math and Science.Throughout the year, the students will be visited by professionals who will provide activities involving life-long learning skills. Paul Laurence Dunbar Elementary School shares with the Heat Academy monthlyinstructional focus calendars.

2) Bilingual Program-Supplementary Instructional Support for ELL students to provide assistance in FCATreading as well as, in the content areas in the home language.

3) Overtown Youth Center is an organization that provides extracurricular activities-Cheerleading, dance-tap/hip hop, tutorial services, and family support group counseling.

SCHOOLS GRADED C OR BELOW

Professional Development

Teachers are provided opportunities to participate in a variety of professional development trainingthroughout the year. Professional developments that enhance, support, and differentiate instructionalstrategies are:

Month-Date Title of PD Location Persons Attending

August 14, 2008 Media Center All Teachers and Staff Opening School Florida Continuous Improvement Model Edusoft/Snapshot to Disaggregate Data Training

August 15, 2008 Media Center All Teachers and Staff Instructional Focus Calendar Pacing Guides



Pacing Guides Differentiated Instruction Computer Lab All Teachers and Staff Math Centers

September 4, 2008 Content Literacy Media Center All Teachers and Staff

September 5, 2008 Teacher Education Center DIBELS Training Reading Coaches/Math Coach and ESE Staff

September 9, 2008 Media Center By Grade Level Utilizing Data to Drive Instruction

September 10, 2008 Media Center All Teachers and Staff Effective Use of Manipulatives Pearson Success Maker Holistic Scoring using the Writing Rubric Room 9001 3rd/4th Grade Teachers Effective Classroom Science Labs Room 450 5th Grade Teachers

September 17, 2008 Media Center All Teachers and Staff Effective Use of One Hour Mathematics Block

September 24, 2008 Media Center All Teachers and Staff Voyager Passport Creating Independence Through Students-Owned Strategies (CRISS)

September 30, 2008 Technology Lab 3rd through 6th grade Staff Reading Plus

September 30, 2008 Media Center All Teachers and Staff Effectively Using ESOL strategies with ELL Students to Teach Mathematics

October 15, 2008 Media Center All Teachers and Staff How to Effectively Use the Mathematics Test Items Specification/Task Cards

November 4, 2008 Media Center All Teachers and Staff Mathematics Best Practices

January 21, 2009 Room 450 4th/5th Grade Effective Classroom Science Labs

February 18, 2009 Media Center All Teachers and Staff Science Fair Projects

April 22, 2009 Media Center All Teachers and Staff How to Develop an Effective Curriculum Map and Instructional Focus Calendar

Disaggregated Data



Paul Laurence Dunbar Elementary School students will participate in Bi-weekly assessments that willdetermine strengths and weaknesses in reading, mathematics, writing and science. Students will alsoparticipate in District and State mandated assessments. The Leadership and Literacy Teams meet weekly to discuss student achievement data, review instructionalfocus calendar, and plan additional professional development based on the data. The reading andmathematic coaches will model lessons on a regular basis to provide instructional strategies for classroomsnot making progress. The administration will meet with teachers/students to conduct data chats. Studentachievement data will be used to make decisions about intervention, tutorial services, and enrichmentactivities. Parents and students will be informed about the student’s assessment results and the GuidanceCounselor will provide additional services to retained third grade students.

Informal and Formal Assessments

* Baseline Benchmark Assessment * Bi-Weekly Benchmark Assessments * District Quarterly Interim Assessments (August, October, January, April.) * DIBELS Progress Monitoring- (September, January, April) * FCAT Assessment (February-March) * Stanford Achievement Test * Comprehensive English Language Learners Assessment (CELLA) * Florida Kindergarten Readiness Screener (FLKRS) * Learning Express * Early Growth Indicator Benchmark Assessment

Alternative Instructional Delivery Methods

The alternative instructional delivery methods used to support remediation, acceleration, and enrichmentstrategies will be:

Small group Instruction Differentiated Instruction Cooperative Learning Groups One-on-one individual teacher directed instruction Hands-on Instructional activities Intervention Enrichment Before-school and Afterschool Pull-out Pearson Learning SuccessMaker Reading Plus Voyager Reading/Math

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: The results of the 2007-2008 Reading Florida Comprehensive Assessment T inReading indicate that forty-nine percent of students in grades 3 through 6 methigh standards. Fifty-nine percent made learning gains, and eighty-one percent ofthe struggling students in the lowest twenty-five percent made adequateprogress. Nineteen percent of the struggling students did not make a year'sworth of progress. Specifically, the data reflected that fifty-three percent of 3rdgrade students, fifty-four percent of 4th grade students, fifty-nine percent of 5thgrade students, and fifty-two percent of 6th grade students scored at levels 1and 2. Intensive, explicit instruction is needed to address deficits.

The areas of proficiency are as follows:

Third grade students achieved proficiency as follows: sixty-three percent in thearea of Word Phrases, fifty-five percent in Main Idea/Purpose, fifty percent inComparisons, and forty percent in Reference/Research.

Fourth grade students achieved proficiency as follows: fifty-seven percent inWord Phrases, fifty-four percent in Main Idea/Purpose, fifty percent inComparisons, and fifty percent in Reference/Research.

Fifth grade students achieved proficiency as follows: fifty percent in Word



Phrases, sixty-one percent in Main Idea/Purpose, fifty-seven percent inComparisons, and forty percent in Reference/Research.

Sixth grade students achieved proficiency as follows: fifty-five percent in WordPhrases, sixty-five percent in Main Idea/Purpose, fifty-eight percent inComparisons, and sixty percent in Reference/Research.

The following subgroups did not meet Adequate Yearly Progress: Blacks andEconomically Disadvantage. In addition to the CRRP students will be providedintervention to ensure student achievement.

*Objective: Given instruction using the Sunshine State Standards, sixty-five percent ofstudents in grades 3 through 6 will score at Achievement Level 3 or higher on the2008-2009 FCAT Reading Test.

Given instruction using the Sunshine State Standards, sixty-five percent of Blackstudents in grades 3 through 6 will score at Achievement Level 3 or higher on the2008-2009 FCAT Reading Test.

Given instruction using the Sunshine State Standards, sixty-five percent ofHispanic students in grades 3 through 6 will score at Achievement Level 3 orhigher on the 2008-2009 FCAT Reading Test.

Given instruction using the Sunshine State Standards, sixty-five percent ofEconomically Disadvantaged students in grades 3 through 6 will score atAchievement Level 3 or higher on the 2008-2009 FCAT Reading Test.

Given instruction using the Sunshine State Standards, sixty-five percent ofStudents with Disabilities in grades 3 through 6 will score at Achievement Level 3or higher on the 2008-2009 FCAT Reading Test.

*Strategies: 1. Departmentalize in grades 3-6 to enhance the delivery of reading instructionand implement the Comprehensive Research Reading Plan (CRRP) K-12, whereinstudents are given reading instruction for 90 minutes daily using the HoughtonMifflin Comprehensive Reading Research Program.

2. Provide Blacks, Economically Disadvantaged and 3rd grade retainee studentswith Supplemental Intervention Reading Programs (SIRP). SIRP's are intended forflexible use as part of differentiated instruction, in order to meet students learningneeds in specific areas. QuickReads and Houghton Mifflin Vocabulary readers areintended to support initial instruction provided by Houghton Mifflin.

3. Increase educational technology to Blacks, Economically Disadvantaged and3rd grade retainees with educational software such as, FastForWord, ReadingPlus, Pearson SuccessMaker and Accelerated Reader for additional support inreading.

4. Administer Dynamic Indicators of Basic Early Literacy Skills (DIBELS) threetimes a year. Administer on-going progress monitoring bi-weekly to all DIBELSintensive students in grade K-5. Monitor strategic students monthly in grades K-3, and FCAT Reading Level 1 and Level 2 students in grades 4 through 6. • Provide Students with Disabilities (SWD), an inclusion model with SPED teacherswithin the general classroom setting.

5. Utilize Voyager Passport Intervention Program for intensive and strategicstudents in grades K-5, in order to support the Big 5 Reading components.

6. Provide Blacks, Economically Disadvantaged and 3rd grade retainees additionalsupport on Word Study Skills using the Voyager Passport program to improvestudent performance in Words/Phrases.

7. Administer bi-weekly monthly benchmark assessments that address theidentified benchmarks of need, using the District provided baseline assessment todevelop focus mini lessons to drive instruction.



*Evaluation: The teacher will administer formative bi-weekly benchmark assessments and theDistrict Interim assessment to students. Dynamic Indicators of Basic EarlyLiteracy Skills (DIBELS) screenings will be administered three times during the2008-2009 school year to Kindergarten through third grade and FCAT level 1and 2 students in grades through 6. DIBELS data will be reported using theProgress Monitoring and Resource Network (PMRN). The Diagnostic Assessmentof Reading (DAR) will be administered to all students who are not makingadequate progress as indicated by the DIBELS. Final evaluation will be the resultsof the 2008-2009 FCAT Reading Test.

*Evidence-basedProgram(s):

Houghton Mifflin Literacy Series (Kindergarten through grade 6) Houghton Mifflin’sEarly Success Houghton Mifflin’s Soar to Success, Creating IndependenceThrough Student-Owned Strategies (CRISS), Voyager Passport (Kindergartenthrough grade 5) Reading Plus (grades 2 through 6). The instructional materials include strategies and accommodations that meet theneeds of all students, including English Language Learners (ELL) and students withdisabilities (SWD), as well as advanced and Gifted students. A core readingprogram, Houghton Mifflin basal, provides the basis for instruction and connectsmeaningfully to supplemental materials. QuickReads - is a program for 2nd through 4th graders that is specificallydesigned to improve students’ fluency, and has strong comprehension,vocabulary and background knowledge elements as well. The school will continueto utilize the Accelerated Reader (AR) program to motivate independent readingand assist in monitoring the levels of text and amount of students reading.Additionally, classrooms will actively utilize the leveled libraries in Reading andScience.

*ProfessionalDevelopment:

PROFESSIONAL DEVELOPMENT: Houghton Mifflin Literacy Series (Kindergarten through grade 6)

Houghton Mifflin’s Early Success Houghton Mifflin’s Soar to Success

Creating Independence Through Student-Owned Strategies (CRISS)

Voyager Passport (Kindergarten through grade 5)

Reading Plus (grades 2 through 6) Scholastic

Budget:

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

Description of Resources Funding Source AvailableAmount

Supplemental Resources Title I $4,800.00

Voyager Passport District Funds $5,000.00

Total: $9,800.00

Technology


FCAT Simulator Title I $3,000.00

Reading Plus Title $1,800.00

Total: $4,800.00



Edusoft Title I $2,500.00

LeapFrog Title I $2,500.00

FCAT Simulator Title I $0.00



Total: $5,000.00

Other


Reading Coach Title I $47,154.00

Reading First Coach Reading First $39,173.00

Total: $86,327.00

Final Total: $105,927.00

*Non-Highly QualifiedInstructors:

Paul Laurence Dunbar Elementary School will provide Reading Coaches to workwith teachers who do not meet the highly qualified requirements of No Child LeftBehind (NCLB) to model evidenced based strategies that will improve instruction.Those teachers Kourtney Hahn and Dee Dee Hinson are the only two who do notneed the NCLB requirements. Miami Dade County Public School District hasarranged with the local universities/colleges to provide professional certificationopportunities beginning in August 2008. Paul Laurence Dunbar Elementary willprovide reading in-service training to all new teachers and those in need ofimprovement. Other District and school provided professional development canbe found under the goals section of the core academic subject areas.

End of Reading Goal

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

*Needs Assessment: The results of the 2007-2008 Mathematics Florida Comprehensive Assessmentindicate that fifty-five percent of students in grades 3 through 6 scored at orabove grade level. Sixty-two percent of students made a year's worth ofprogress in math. Eighty-two percent of students scoring within the lowest 25thmade over fifty percent progress on the 2007-2008 administration of theMathematics Florida Comprehensive Assessment. Further analysis of the datarevealed that thirty-eight percent of the students did not score at or above gradelevel in math. Specifically, the data reflected that sixty-seven percent of studentsin the third grade, thirty-three percent of students in the fourth grade, sixty-fivepercent of students in the fifth grade, and fifty-six percent of students in the sixthgrade scored at levels one and two. Intensive explicit instruction is needed toaddress the deficits. The grade levels and areas of proficiency are as follows:

Third grade students achieved proficiency as follows: fifty-eight percent in thearea of Number Sense, sixty-three percent in Measurement, fifty-seven percentin Geometry, fifty-seven percent in Algebraic Thinking, and fifty-seven percent inData Analysis.

Fourth grade students achieved proficiency as follows: fifty-five percent in thearea of Number Sense, sixty-three percent in Measurement, fifty-seven percentin Geometry, fifty-seven percent in Algebraic Thinking, and fifty-seven percent inData Analysis.

Fifth grade students achieved proficiency as follows: thirty-one percent in thearea of Number Sense, forty-five percent in Measurement, forty-six percent inGeometry, forty-five percent in Algebraic Thinking, and fifty percent in DataAnalysis.

Sixth grade students achieved proficiency as follows: fifty-six percent in the areaof Number Sense, thirty-three percent in Measurement, seventy-eight percent inGeometry, thirty-eight percent in Algebraic Thinking, fifty-six percent in DataAnalysis.

The results of the 2007-2008 Mathematics Florida Comprehensive AssessmentTest indicates that fifty-five percent of students tested in third through sixthgrade met high standards however, sixty-two percent made learning gains.



The subgroup that did not meet AYP is the English Language Learners (ELL). Inaddition the results of this data revealed the students need additional support inmathematics

*Objective: Given instruction using the Sunshine State Standards, sixty-two percent ofstudents in grades 3 through 6 will score at Achievement Level 3 or higher on the2007-2008 Mathematics Florida Comprehensive Assessment.

Given instruction using the Sunshine State Standards, sixty-two percent ofHispanic students in grades 3 through 6 will score at Achievement Level 3 orhigher on the 2007-2008 Mathematics Florida Comprehensive Assessment.

Given instruction using the Sunshine State Standards, sixty-two percent ofAfrican-American students in grades 3 through 6 will score at Achievement Level3 or higher on the 2007-2008 Mathematics Florida Comprehensive Assessment.

Given instruction using the Sunshine State Standards, sixty-two percent ofEconomically Disadvantaged students in grades 3 through 6 will score atAchievement Level 3 or higher on the 2007-2008 Mathematics FloridaComprehensive Assessment.

Given instruction using the Sunshine State Standards, sixty-two percent ofEnglish Language Learners (ELL) in grades 3 through 6 will score at AchievementLevel 3 or higher on the 2007-2008 Mathematics Florida ComprehensiveAssessment.

Given instruction using the Sunshine State Standards, sixty-two percent ofStudents With Disabilities (SWD) in grades 3 through 6 will score at AchievementLevel 3 or higher on the 2007-2008 Mathematics Florida ComprehensiveAssessment.

*Strategies: * Departmentalize in grades three through six to enhance the delivery ofmathematics instructions.

* Administer bi-weekly assessments to address benchmarks using the schoolwide instructional Focus Calendar and the suggested pacing guides provided bythe District

* Provide small group tutoring during and/or after school for student’s in thelowest 30%, 3rd grade retainees, and ELL to improve their mathematics skillsand competencies.

*Support 3rd grade retainees, ELL, and students in the lowest 30% in grades 3-6with tutoring provided by Supplemental Educational Services (SES) providers.

*Collaborate with teachers during weekly grade level meetings to analyze dataand make informed decisions concerning the ongoing progress of their students.

*Evaluation: This objective will be evaluated by the result of the 2009 FCAT MathematicsTest. Formative assessments will also be administered in order to progressmonitor students, and will include the following:

*Harcourt Brace Assessments *District Interim Assessments *Classroom Weekly Assessments *Schoolwide Bi-weekly Assessments *Baseline Benchmark Assessments *FCAT Simulation Test in (February 2009)


Research-based mathematics programs focus on student outcomes.

Core: Harcourt Brace Mathematics Textbook Series

Supplemental: Pearson Learning SuccessMaker for grades K-5, Voyager VMath- (Intervention) VMathLive (Enrichment and Intervention)


Professional Development and resources in mathematics will be provided forteachers by the District, school-site staff, and Region Curriculum support



personnel. This will include mentoring, coaching, in-class demonstrations andEdusoft training. Additional professional developments will be provided in thefollowing areas:

• Effective use of manipulative • Effective Usage of One Hour Mathematics Block • Differentiated Instruction and Math Centers

Budget:



Supplemental Resources Title I $3,440.00

Total: $3,440.00

Technology



Total: $3,000.00



Hands On Math Title I $2,500.00

Total: $2,500.00

Other


Mathematics Coach Title I $47,854.00

Total: $47,854.00



Paul Laurence Dunbar Elementary School will provide a Math Coach to work withteachers who do not meet the highly qualified requirements of No Child LeftBehind (NCLB) to model evidenced based strategies that will improve instruction.Those teachers Kourtney Hahn and Dee Dee Hinson are the only two who do notneed the NCLB requirements. Miami Dade County Public School District hasarranged with the local universities/colleges to provide professional certificationopportunities beginning in August 2008. Paul Laurence Dunbar Elementary willprovide mathematics in-service training to all new teachers and those in need ofimprovement. Other District and school provided professional development canbe found under the goals section of the core academic subject areas.

End of Mathematics Goal

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

*Needs Assessment: Needs Assessment The results of the administration of the 2007-2008 Writing FloridaComprehensive Assessment indicate that eighty-four percent of students ingrade 4 met high standards in writing by scoring 3.5 or above. Further analysis ofthe data revealed that the average score for Narrative writing was 3.8. Theaverage score for expository writing was 3.9. The combined average is 3.9.



*Objective: Given instruction using the Sunshine State Standards, all students in Grade 4 willimprove their writing skills as evidenced by a minimum of one percentage point inthe percent of students scoring a 3.5 or above on the 2008-2009 Writing PlusFlorida Comprehensive Assessment, as compared to the 2007-2008 Writing PlusFlorida Comprehensive Assessment.

*Strategies: Provide students with performance-based activities incorporating the use oftimed writing, and journal writing as evidenced by lesson plans and reports.

Utilize state adopted research-based textbooks in writing, as evidenced by lessonplans and textbook distribution forms.

Implement and monitor Writing Across the Curriculum as evidenced by lessonplans and student journals.

Provide coaching and mentoring with the implementation of the weekly prompts,interpretation of the 6.0 Scoring Rubrics, analysis of student papers, and specificstrategies to guide instruction to ensure writing gains.

Use the Continuous Improvement Model to facilitate instruction.

Utilize and analyze data from the District's Pre and Post narrative, expository,and persuasive (6th grade) writing prompts to establish differentiated instructiongroups.

Implement homogeneous grouping for Writing instruction and regroup studentsas needed utilizing ongoing progress monitoring to gauge students' performance.

*Evaluation: The FCAT Pre-Test and Post-Tests will be administered at the school site. The 2008-2009 Writing Plus Florida Comprehensive Assessment will yield thefinal evaluation.


Houghton Mifflin (Kindergarten through six) Literacy Series, Houghton Mifflin’sEarly Success, Houghton Mifflin’s Soar to Success, Voyager Passport(Kindergarten and third), Middle School (grade six), McDougal-Littell Language ofLiterature, Scholastic READ 180 textbook and software, and Reading Plus.


All teachers will attend district staff development specific to their assigned gradelevel. Teachers will receive training in Best Practices, the ContinuousImprovement Model, FCAT Writing Strategies, Holistic Scoring Training andCRISS. Additionally, beginning teachers and teachers new to the school or gradelevel will receive continuous mentoring.

Budget:



Learning Express Title I $7,000.00

Total: $7,000.00

Technology


No Data No Data $0.00

Total: $0.00




Total: $0.00

Other





Total: $0.00


End of Writing Goal

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

*Needs Assessment: Based on the results of the 2007-2008 Science Florida ComprehensiveAssessment performance data eighty-one percent of the 5th grade studentsscored below FCAT Achievement level 3. The content clusters percentage scoreswere as follows: Life/Environment with a score of forty-six percent, and EarthScience with a score of forty-three, Physical and Chemical Science fifty percent,and Scientific Thinking fifty percent.

*Objective: Given instruction using the Sunshine State Standards, twenty-five percent of fifthgrade students will score at Achievement Level 3 or higher on the 2008-2009Science Florida Comprehensive Assessment.

*Strategies: 1.Integrate CRISS Strategies throughout the curriculum.

2.Accelerate fourth grade Science program to fifth grade Science benchmarksafter the FCAT Science Test.

3.Utilize the District developed Pacing Guide to enhance the delivery of instructionin Science and ensure that all Science benchmarks are taught, and tested bi-weekly.

4.Engage students in scientific investigations using the scientific method. Create ahands-on Science Laboratory as an instructional workshop for teachers andstudents.

5.Administer District Interim science assessments.

6.School wide bi-weekly science assessments.

7.Utilize results for data driven instruction.

8. Utilize the state adopted Scott Foresman research-based textbook in science,as evidenced by lesson plans and textbook distribution forms.

9. Develop a school-wide Science Fair based on year-long laboratoryinvestigations.

*Evaluation: The results of the 2008-2009 Science Florida Comprehensive Assessment will beused to evaluate progress. District Interim Science Assessment


Evidenced Based Programs Scott Foresman Science Series FOSS Science Kits


All teachers will attend district staff development specific to their assigned gradelevel subjects. Implementation of Labs, CRISS and other relevant programs. Beginning teachersand teachers new to the school or grade level will receive continuous mentoring.

Budget:





Science Resource Materials Title I $3,000.00

Total: $3,000.00

Technology



Total: $3,000.00



Effective Science Lab Title I $2,500.00

Total: $2,500.00

Other



Total: $0.00



Paul Laurence Dunbar Elementary School will provide Reading, Math/ScienceCoaches to work with teachers who do not meet the highly qualifiedrequirements of No Child Left Behind (NCLB) to model evidenced basedstrategies that will improve instruction. Those teachers Kourtney Hahn and DeeDee Hinson are the only two who do not need the NCLB requirements. MiamiDade County Public School District has arranged with the localcolleges/universities to provide professional certification opportunities beginning inAugust 2008. Paul Laurence Dunbar Elementary will provide Science in-servicetraining to all new teachers and those in need of improvement. Other District andschool provided professional development can be found under the goals sectionof the core academic subject areas.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Analysis of the 2007-2008 Title I Administration Parental Involvement MonthlySchool Report indicates that for 49 parental activities, a total of 465 parentswere in attendance. Eighty percent of the activities were related to the teachingof reading, writing, mathematics and science. Data indicates that there is a lackof parental participation and demonstrates a need to foster communication toincrease parental involvement.

*Objective: Given the need to establish a link between school, home and community, PaulLaurence Dunbar Elementary will increase parental participation in school-sponsored workshops, trainings and hands-on activities by 20 or more additionalparents participating, to surpass the total of 465 parents in attendance during the2007-2008 school year. The 2008-2009 Title I Administration ParentalInvolvement Monthly School Report will serve as documentation

*Strategies: Encourage and promote increased community involvement through collaborationwith Dade Partners and the School Volunteer Program and other local family-oriented initiatives.

Utilize Connect-ed to communicate with parents in the home language of thestudents

Disseminate information such as student progress reports, report cards, letters,



flyers, school newsletters, parent/teacher conferences, and home visits toparents in multi-lingual formats as evidenced by attachments.

Recruit and encourage parents active participation in decision-making groups /activities such as the PTA/PTSA, EESAC, Title I PAC/DAC, IEP and PMP Meetings.

Implement a parent outreach program to traditionally non-participating familiesas evidenced by parent outreach logs and records. Survey parents needs,prioritizing the areas of greatest concerns and planning activities to address theidentified areas.

Utilize the school's website to update and enable parents to access theirchildren's home-learning assignments and other pertinent school information. Inaddition, a school monthly calendar and a bi-monthly newsletter will be createdto inform parents of upcoming events.

Plan and deliver a variety of activities for parents to include: workshops that willempower parents with skills to assist students in grades Kindergarten throughsixth, in Reading, Mathematics /Science and Home Learning Projects/Assignments.Activities will include Second Cup of Coffee (monthly): FamilyLiteracy Night; Math/Science Parent Night, Reading Book Fair. Utilize the Parental Resource Center to enhance communication and involvementwith parents.

*Evaluation: The Title I Administration Parental Involvement Monthly School Report will beused to document parent activities at Paul Laurence Dunbar Elementary Schoolduring the 2008-2009 school year and reflect a greater number of participantsover the 2007-2008 school.

The Assistant Principal and the Title I Community Involvement Specialist willmaintain documentation.


Passport to Success National Standards of Parental and Family Involvement Program (Program by the National Parent, Teacher Student Association) Parents as Partners in Reading


Title I community involvement specialist and faculty will attend DistrictProfessional Development.

Budget:


Description of Resources Funding SourceAvailableAmount

Periodicals Title I $1,500.00

Total: $1,500.00

Technology



Total: $0.00




Total: $0.00

Other


Community Involvement Specialist Title I $25,161.00

Total: $25,161.00




End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the Florida Department of Education revealsPaul Laurence Dunbar Elementary ranked at the fourth percentile on the State ofFlorida Return on Investment (ROI) Index and the percent of the highest ROIvalue is 34 percent.

Objective: Paul Laurence Dunbar Elementary School will improve its Return on Investmentindex Percent of Highest Value ranking by five percent.

Strategies: Measure whether or not the programs and resources purchased resulted inaccomplishing the desired goal to improve school and student performance.

Make informed decisions about appropriate and effective use of school funds topurchase programs and resources.

Collaborate with the District on resource allocation and become informed aboutthe use of financial resources in relation to school programs.

Use student data to target specific areas for improvement and make purchasesthat will assist in areas as needed.

Monitor whether or not the programs and resources are improving school andstudent performance.

Use student performance data to influence decision-making.

Use enrichment activities to maintain learning gains by students who scoredabove 3.5 in reading and or math on the 2007-2008 Florida ComprehensiveAssessment

Evaluation: The Next Return on Investment Index report from the State of Florida will showprogress toward reaching the 5th percentile.

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 Supplemental Resources Title I $4,800.00

Reading Voyager Passport District Funds $5,000.00

Mathematics Supplemental Resources Title I $3,440.00

Writing Learning Express Title I $7,000.00

Science Science Resource Materials Title I $3,000.00

Parental Involvement Periodicals Title I $1,500.00

Total: $24,740.00

Technology

Available




Reading FCAT Simulator Title I $3,000.00

Reading Reading Plus Title $1,800.00

Mathematics FCAT Simulator Title I $3,000.00

Science FCAT Simulator Title I $3,000.00

Total: $10,800.00



Reading Edusoft Title I $2,500.00

Reading LeapFrog Title I $2,500.00

Reading FCAT Simulator Title I $0.00

Mathematics Hands On Math Title I $2,500.00

Science Effective Science Lab Title I $2,500.00

Total: $10,000.00

Other


Reading Reading Coach Title I $47,154.00

Reading Reading First Coach Reading First $39,173.00

Mathematics Mathematics Coach Title I $47,854.00

Parental InvolvementCommunity InvolvementSpecialist Title I $25,161.00

Total: $159,342.00


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.

No. Disagree with the above statement.

Measures Being Taken to Comply with SAC Requirement

The majority of the Board of Directors/EESAC members are not employed by the school. The Board ofDirectors SAC is composed of the principal, and an appropriately balanced number of teachers, educationsupport employees, students (for middle, junior high and high school only), parents, and other businessand community citizens who are representative of the ethnic, racial, and economic community served bythe school.

SAC Involvement

The purpose of the Paul Laurence Dunbar Elementary School Advisory Council is to work collaboratively toensure student achievement. The Council is responsible for preparing and evaluating our SchoolImprovement Plan (SIP). The function of our School Advisory Council (SAC) is to bring together allstakeholders and involve them in the decision-making process, which affects instruction and the delivery orprograms. Regular meetings are held on the third Wednesday of every month and address a variety ofschool-related issues and concerns. The School Advisory Council oversees several committees, which are



school-related issues and concerns. The School Advisory Council oversees several committees, which arerequired to function within the school. The Safety-to-Life Committee deals with construction custodial, andmaintenance issues. Our Curriculum Committee addresses our SIP Objectives as well as the infusion ofmulticultural education throughout the curriculum. The Attendance Committee monitors both student andteacher attendance and provides both long and short-term incentive programs and awards to encourageperfect attendance throughout the school year. The Student Discipline Committee has developed andimplemented a school-wide plan that focuses on effective teaching and classroom management todecrease student suspensions and referrals. The School Advisory Council also assists administration withthe school budget and allocates the money received per student based on the FTE to enhance studentachievement. The EESAC has used its allocated funds to support classroom projects and to purchasestudent incentives. EESAC recommended specific staffing decisions, such as utilization of part-timepersonnel and hourly employees.

SAC Members

Members

1) Ann Gary , Principal

2) Eric Proctor, SAC Chair

3) Taveunshae Livingston, Student

4) Joan Swackhammer, Teacher

5) Susan Stern, Teacher

6) Betty J. West, Teacher

7) Emerald Tiggett, Teacher

8) Tarakesha Kendrick, Parent

9) Anna Geter, Parent

10) Kenya Leverson, Parent

11) Leticia Campos, Parent

12) Irma Campbell, Parent

13) Touria El bouzidi, Parent

14) Saliha Nelson, Community Member

15) Muriel Thomas, Community Member

16) Irving Smith, School Support Personnel

17) Ramon Roman, Union Steward

IMPLEMENTATION EVALUATION

Adequate progress will be deemed to have been achieved upon the following: Gi i t ti i th S hi St t St d d 58 t f t d t i d 3 th h 6 ill



Given instruction using the Sunshine State Standards, 58 percent of students in grades 3 through 6, willscore at Achievement Level 3 or higher on the 2008 FCAT Reading Test. Given instruction using theSunshine State Standards, 63 percent of students in grades 3 through 6 will score at Achievement Level 3or higher on the 2008 FCAT Mathematic Test. Given instruction using the Sunshine State Standards, 85percent of students, in grade four, will score at level 3.5 or higher as evidenced by the 2008 FCAT WritingPlus Test. Given instruction using the Sunshine State Standards, students in grade five, will improve theirscience skills as evidenced by 25 percent from 19 to 24% as documented by scores of the 2009 FCATScience Test.

Adequate Progress will be evidenced by improved student performance on those objectives predicatedupon student performance and progress toward the Sunshine State Standards as evidenced by school-level bi-weekly assessments, District Quarterly Assessments, and core curriculum class tests as evidencedthrough the EduSoft assessment program. In addition, the district will conduct a Mid-Year Review ofadequate progress on the Objectives detailed in the School Improvement Plan and the review of theimplementation of the Continuous Improvement Model.

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

0.01 0.99 0.01 0.99 0 0 0 0 0.01 0.99

Name ofAssessmentUsed

BaselineBenchmarkAssessment




ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0.01 0.99 0.01 0.99 0.01 0.99 0 0 0.01 0.99




M-DCPSDistrictWriting Pre-Test



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery



0.01 0.99 0.01 0.99 0 0 0.01 0.99 0 0






ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0.01 0.99 0.01 0.99 0 0 0 0 0.01 0.99






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

% %Non- % %Non- % %Non- % %Non- % %Non-



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade PAUL LAURENCE DUNBAR ELEMENTARY SCHOOL 1441Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 225Math: 225

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 45 N 53 N 93 Y NA 53 55 N 55 47 Y 52 N 54 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 44 N 51 N Y NA 57 56 N 58 49 Y 48 N 52 NA HISPANIC 100 Y 100 Y 48 N 55 N NA NA 45 52 N 50 45 Y 59 Y 55 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 45 N 52 N 92 Y NA 52 55 N 55 48 Y 52 N 53 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 36 N 44 N NA NA 60 64 N 60 56 N 59 Y 41 N

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA NA NA

%

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 Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

ELL 100 1 99 100 100 1 99

Black 11 89 100 100 100 11 89

EconimcallyDisadvantaged

1 99 1 99 100 100 1 99

End of Baseline Data Report

AYP DATA



2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade PAUL LAURENCE DUNBAR ELEMENTARY SCHOOL 1441Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 263Math: 263


D 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 98 Y 99 Y 47 N 45 N 74 Y NA 64 54 NA 60 55 NA 51 NA 45 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 98 Y 99 Y 43 N 42 N 78 Y NA 71 61 NA 67 58 NA 49 NA 41 NA HISPANIC 99 Y 100 Y 55 Y 50 N NA NA 53 46 NA 48 50 NA 56 NA 52 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 98 Y 99 Y 48 N 45 N 74 Y NA 64 54 NA 60 55 NA 51 NA 46 NA


99 Y 100 Y 40 N 40 N NA NA 67 NA 60 60 NA 48 NA 58 NA

STUDENTS WITHDISABILITIES 94 N 95 Y NA NA NA NA NA 77 NA NA NA

2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade PAUL LAURENCE DUNBARELEMENTARY SCHOOL 1441

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

Read: 267Math: 267


C 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 43 N 40 N 90 74 N NA 60 57 NA 58 60 NA

WHITE NA NA NA NA NA NA NA NABLACK 99 Y 99 Y 37 N 33 N 78 NA NA 64 63 NA 63 67 NAHISPANIC 100 Y 100 Y 54 Y 52 Y NA NA 52 46 NA 47 48 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 43 N 40 N 90 74 NA NA 60 57 NA 57 60 NA


100 Y 100 Y 44 Y 40 N NA NA 60 56 NA 56 60 NA

STUDENTS WITHDISABILITIES 98 Y 98 Y 33 N 23 N NA NA 78 67 NA 75 77 NA

SCHOOL GRADE DATA



Dade School DistrictPAUL LAURENCE DUNBAR ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

49% 55% 84% 19% 207

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

59% 62% 121

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?

81% (YES) 82% (YES) 163 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 491 Percent Tested =100% Percent of eligible students tested

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

Dade School DistrictPAUL LAURENCE DUNBAR ELEMENTARY SCHOOL2006-2007

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

53% 50% 84% 6% 193

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

62% 49% 111


Adequate Progressof Lowest 25% inthe School?

72% (YES) 52% (YES) 124 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 428 Percent Tested =98% Percent of eligible students tested

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

School District

2005-2006

Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 0% 0% %

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

% of Students MakingLearning Gains 0% 0%


Adequate Progress of Lowest25% in the School? % (0) 0 Adequate Progress based on gains of lowest 25% of students .

Yes, if 50% or more make gains .Points Earned 0 Percent Tested = 0% Percent of eligible students tested

School Grade 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/1441.pdf · Paul Laurence Dunbar Elementary School located in historic Overtown was built