2010 SCHOOL IMPROVEMENT PLAN - Miami-Dade …osi.dadeschools.net/sip/09-10/pdf/1441.pdfPaul Laurence Dunbar Elementary School is located in historic Overtown. The elementary school

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: PAUL LAURENCE DUNBAR ELEMENTARY SCHOOL

District Name: Dade

Principal: Ann Gary

SAC Chair: Eric Proctor

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-09-2009

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 and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Vision Paul Laurence Dunbar Elementary School will develop all students to become lifelong learners, productive citizens, and contributors to society regardless of their background and socioeconomic status with the assistance of parents and the community.

Mission Paul Laurence Dunbar Elementary School prepares students with a comprehensive plan that will enhance their academic performance to ensure they succeed at or above grade level in elementary school and beyond.

Brief History and Background of the School

Paul Laurence Dunbar Elementary School is located in historic Overtown. The elementary school was built in 1929 on eight acres of land at 505 Northwest 20 Street, Miami, Florida. The buildings contain classrooms, a media center, a cafeteria, and a full service community medical center. Paul L. Dunbar sits amid a community that is in the process of revitalization with numerous new dwellings and several new business ventures. The majority of the student population is African-American. First or second-generation immigrants representing many Caribbean, Central and South American countries comprise the remainder of the Overtown citizens.

Unique School Strengths for Next Year

Paul Laurence Dunbar Elementary will participate in Teaching Enrichment Activities to Minorities (TEAM) Program to enhance and development of student’s critical thinking skills in all subject areas and prepare students for possible placement into the gifted and advanced programs.

When comparing the results of the 2008 and 2009 Florida Comprehensive Assessment Test (FCAT), Paul L. Dunbar Elementary students scoring Level 3 and above demonstrated the following learning gains: 4th grade reading increased by 7 percentage points; 6th grade reading increased by 24 percentage points and 6th grade mathematics increased by 7 percentage points. Based on the results of the 2009 FCAT Writing Assessment, fourth grade students scoring a 3.5 or above increased by 14 percentage points, when compared to the administration of the 2008 FCAT Writing Assessment.

Unique School Weaknesses for Next Year

Due to the recent Title I budget cuts the fulltime Mathematics/Science Coach position will be eliminated. Under the States Differentiated Accountability System, Paul L. Dunbar Elementary is labeled as a Correct I school.

When comparing the results of the 2008 and 2009 FCAT, Paul L. Dunbar Elementary school experienced a decline in the number of students scoring Level 3 and above. In 3rd grade, reading declined by of 17 percentage points and mathematics declined by 7 percentage points. Fourth grade students achieving mastery decreased by 2 percentage points when compared to the 2008 FCAT assessment. The number of fifth grade students achieving mastery did not increase nor decrease. In reading the percent of fifth graders obtaining a Level 3 and above remained at 41%. In mathematics, the percent of fifth graders obtaining a Level 3 and above remained at 35%. Based on the results from the 2009 FCAT Science Assessment, 5th grade students achieving mastery decreased by 7 percentage points when compared to the 2008 FCAT Science Assessment.

As a result of student performance on the 2009 FCAT Assessment, Paul L. Dunbar Elementary maintained its school grade of

“C.” The administration and faculty are reviewing existing operating systems to achieve continuous improvement. To strive for an A for the 2009-2010 school year, Paul L. Dunbar will implement the Response to Intervention (RtI) model. RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instruction for students who continue to have difficulty.

Student Demographics

Most of the families at Paul Laurence Dunbar Elementary School have low socio-economic status. 92% of the student body receives free/reduce lunch as evidenced by the lunch applications. These students are identified as Economically Disadvantaged. The student population mirrors the community: 58% Black, 41% Hispanic, 1% Other, and 0% White. The student population includes 78% standard curriculums, 7% Students With Disabilities (SWD) and 15% English Language Learners (ELL).

Student Attendance Rates

The District’s student attendance rate over the past three years are as follows: in 2006-2007 95%; in 2007-2008 96%; and 2008-2009 95%. Paul Laurence Dunbar Elementary School student’s daily attendance rate was 94% in 2006-2007, 93% in 2007-2008 and 94% in 2008-2009. The 1 percentage point increase from the previous school year was due to the efforts of the Attendance Committee. The committee monitored students’ attendance and met with parents on an ongoing basis. The following individuals participated on the committee: Principal, Assistant Principal, Counselor, Registrar, Social Worker, and the Community Involvement Specialist.

In the 2008-2009 school year within the Miami Jackson Sr. High feeder pattern, the elementary schools averaged a student attendance rate of 94.6%. Allapattah Middle’s student attendance rate exceeded Miami Jackson Sr. High by 2 percentage points.

Student Mobility

In the 2006-2007 school year, the student mobility rate was 56%. In the 2007-2008 school year, the student mobility rate was 51%. The high student mobility rates are due to lack of stability with family residency.

Student Suspension Rates

Paul Laurence Dunbar Elementary School Suspension Rate in 2006-2007: In-school 5, Out-of-school 55; 2007-2008: In-school 4, Out-of-school 51; and 2008-2009: In-school 0, Out-of-school 63. Over the past three years, indoor suspension rates have decreased while outdoor suspension rates have fluctuated. Paul L. Dunbar Elementary will continue its efforts inform parents of services and strategies that will resolve behavioral problems. The administration and counselor work closely with student and parent population to assist with redirecting negative behaviors.

Student Retention Rates

The student retention rate for 2008-2009 was 26%. This represents a decrease of 7% compared to 33% from the previous school year.

Class Size

A point has been made to reduce class sizes in all subject areas and across grade levels to strengthen differentiated instruction and reduce discipline problems. The teacher to student ratio in general education classrooms is: 6th Grade: 1 teacher to 22 students; 5th Grade: 1 teacher to 25 students; 4th Grade: 1 teacher to 20 students.; 3rd Grade 1 teacher to 21 students; 2nd Grade 1 teacher to 18 students; 1st Grade 1 teacher to 18 students; Kindergarten 1 teacher to 18 students, and Pre-Kindergarten 1 teacher and 1 Paraprofessional to 17 students. Special Education (SPED) teachers follow an inclusion model. The English Speakers of Other Languages (ESOL) teacher operates using a resource model.

Academic Performance of Feeder Pattern

The elementary schools that are located in Paul L. Dunbar’s feeder pattern are Comstock Elementary (Correct II), Kelsey Pharr Elementary (Correct I), Lenora B Smith Elementary (Correct II), Maya Angelou Elementary (Correct I), Santa Clara Elementary (Correct II) and Miami Jackson Sr. High (Correct II). Santa Clara Elementary maintained its grade of an “A;” and Comstock Elementary maintained its grade of a “C.” Maya Angelou Elementary increased its grade form a “D” to a “C.” Kelsey Pharr Elementary increased its grade from a “D” to a “B.” Lenora B. Smith Elementary school grade fell from a “C” to a “D.” Allapattah Middle, a Correct II school, grade fell from a “C” to a “D”. Miami Jackson Sr. High, a Correct II, grade fell from a “D” to an “F”. None of the schools located in the feeder pattern met Adequate Yearly Progress (AYP) standards for the 2008-2009 school year. During Feeder Pattern meetings, principals share best practices and provide support to any principal needing assistance.

Partnerships and Grants

The school will continue its strong partnership with Overtown Youth Center, Cristi House, Ibley School Uniform, Blooming Roses, Jefferson Reeves Health Clinic, South Florida Youth Foundation, Alliance for a Healthier Generation/Healthy Schools, Parents As Students Services Inc. and Miami-Dade Alumni Chapter of Kappa Alpha Psi Fraternity Inc. provides incentives and resources, tutorial services, supplies, and academic materials.

Miami Heat Academy and the City Year Miami Corps provide free tutorials and enrichment services to students throughout the school year. Each program target students currently performing below grade level in an effort to increase their academic performance on state and district assessments.

STUDENT ACHIEVEMENT DATA

Paul Laurence Dunbar Elementary has acquired the following grants, Target, Citibank, The Education Fund and Miami-Dade Reading Council Grant.

Paul Laurence Dunbar also has a full-time clinic for all students. The clinic is part of the District’s “Relate Schools” initiative, which provides a part-time registered nurse, a full-time nurse’s assistant, and a part-time social worker. In addition to the clinic, the school has a partnership with the Health Connect in Our Schools (HCiOS) grant which offers a coordinated level of school-based healthcare which integrate services on school grounds.

Paul Laurence Dunbar Elementary School collaborates with district programs and services, community agencies and the business community in order to integrate educational services to all students. This collaboration includes: Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education, Professional Development Department, Miami-Dade County Health Department, community colleges, universities, ESOL/LEP Programs, Migrant, Neglected/Delinquent, At-risk Programs, Homeless Agencies, the Parent Academy, the Parent Information and Resource Center (PERC), the PTS/PSTA, Upward Bound and Pre-collegiate programs at community colleges and universities, Home Instruction for Parents of Preschool Youngsters (HIPPY), Homestead Housing Authority, and through compacts with local municipalities as well as Metro Dade County. These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, migrant children, N & D children, homeless children, and migrant children. An avenue will be provided for sharing information about available services, and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an on-going basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Ann L. Gary

Bachelor of Science Specific Learning Disabilities Master of Science English to Speakers of Other Languages

Certification Educational Leadership, K-12

2 5

Paul L. Dunbar Elementary Principal 2008-2009: Grade: C Reading Mastery: 48%, Math Mastery: 52%, Writing Mastery: 94%, Science Mastery: 11%, AYP: 92%; Black and Economically Disadvantaged did not make AYP in reading and math.

Vice Principal Miami Edison Senior High 2007-2008: Grade: F Reading Mastery: 14%, Math Mastery: 41%, Writing Mastery: 91%, Science Mastery: 10%. AYP: 77%; Black, Economically Disadvantaged and ELL subgroups did not make AYP in reading and math. 26% of Retakers met mastery in reading. 46% of Retakers met mastery in math.

2006-2007: Grade: D Reading Mastery: 10%, Math Mastery: 32%, Writing Mastery: 80%, Science Mastery: 10%. AYP: 67%; Black, Economically Disadvantaged and ELL subgroups did not make AYP in reading and math. 21% of Retakers met mastery in reading. 43% of Retakers met mastery in math.

2005-2006: Grade: F Reading Mastery: 7%, Math Mastery: 29%, Writing Mastery: 66%. AYP: 67%; Black, Economically Disadvantaged, SWD and ELL subgroups did not make AYP in reading and math.

2004-2005: Grade: F Reading Mastery: 50%, Math Mastery: 21%, Writing Mastery: 67%. AYP: 50%; Black, Economically Disadvantaged, and

ELL subgroups did not make AYP in reading and math.

Assis Principal Geraldine Clark

Bachelor of Arts Elementary Educator Master of Science: K-12 Administration/Supervisor

2 10

Paul L. Dunbar Elementary Principal 2008-2009: Grade: C Reading Mastery: 48%, Math Mastery: 52%, Writing Mastery: 94%, Science Mastery: 11%, AYP: 92%; Black and Economically Disadvantaged did not make AYP in reading and math.

Vice Principal Miami Edison Senior High 2007-2008: Grade: F Reading Mastery: 14%, Math Mastery: 41%, Writing Mastery: 91%, Science Mastery: 10%. AYP: 77%; Black, Economically Disadvantaged and ELL subgroups did not make AYP in reading and math. 26% of Retakers met mastery in reading. 46% of Retakers met mastery in math.

2006-2007: Grade: D Reading Mastery: 10%, Math Mastery: 32%, Writing Mastery: 80%, Science Mastery: 10%. AYP: 67%; Black, Economically Disadvantaged and ELL subgroups did not make AYP in reading and math. 21% of Retakers met mastery in reading. 43% of Retakers met mastery in math.

2005-2006: Grade: F Reading Mastery: 7%, Math Mastery: 29%, Writing Mastery: 66%. AYP: 67%; Black, Economically Disadvantaged, SWD and ELL subgroups did not make AYP in reading and math.

2004-2005: Grade: F Reading Mastery: 50%, Math Mastery: 21%, Writing Mastery: 67%. AYP: 50%; Black, Economically Disadvantaged, and ELL subgroups did not make AYP in reading and math.

Paul L. Dunbar Elementary Assistant Principal 2008-2009: Grade: C Reading Mastery: 48%, Math Mastery: 52%, Writing Mastery: 94%, Science Mastery: 11%, AYP: 92%; Black and Economically Disadvantaged did not make AYP in reading and math.

Charles R. Hadley Elementary Assistant Principal 2007-2008: Grade: A Reading Mastery: 80%, Math Mastery: 85%, Writing Mastery: 96%, Science Mastery: 52%. AYP: 100%; All subgroups met AYP.

2006-2007: Grade: A Reading Mastery: 78%, Math Mastery: 83%, Writing Mastery: 94%, Science Mastery: 48%. AYP: 100%; All subgroups met AYP.

Assistant Principal Olinda Elementary 2005-2006: Grade: C Reading Mastery: 62%, Math Mastery: 50%, Writing Mastery: 81%. AYP: 87%; All subgroups met AYP in reading. Black Economically Disadvantaged and SWD subgroups did not make AYP in math.

2004-2005: Grade: A Reading Mastery: 73%, Math Mastery: 75%, Writing Mastery: 98%. AYP: 100%; All subgroups met AYP in reading and in math.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

Subject Area Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Carol Perks

Bachelor of Science Elementary Education (Grades 1-6)

Certifications English to Speakers of Other Languages (ESOL) Gifted

Completed three courses for Reading Endorsement and working on Masters in Reading.

6 6

Paul L. Dunbar Elementary 2008-2009: Grade: C, Reading Mastery: 48%, Learning Gains: 65%, Lowest 25% Gains: 75%; Non-AYP Subgroups: Black and Economically Disadvantaged. 2007-2008: Grade: C, Reading Mastery: 48%, Learning Gains: 65%, Lowest 25% Gains: 75%; Non-AYP Subgroups: Black and Economically Disadvantaged. 2006-2007: Grade: D, Reading Mastery: 49%, Learning Gains: 59%, Lowest 25% Gains: 81%; Non-AYP Subgroups: Black and Economically Disadvantaged. 2005-2006: Grade: C, Reading Mastery: 47%, Learning Gains: 52%, Lowest 25% Gains: 59%; Non-AYP Subgroups: Black, SWD and Economically Disadvantaged. 2004-2005: Grade: C, Reading Mastery: 43%, Learning Gains: 62%, Lowest 25% Gains: 57%; Non-AYP Subgroups: None.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. Newly hired teachers will participate in the District’s Mentoring and Induction for New Teachers (M.I.N.T) program

Principal/Assistant Principal On-going

2. Regular meeting of new teachers with the Principal Principal On-going

3. Attend on-going Professional DevelopmentPrincipal and Coaches On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Clara R. Johansson

Early Childhood Education Elementary Education ESOL Endorsed

Bilingual Curriculum Content

Teacher is preparing to take additional tests and District courses to satisfy certification requirements.

Betty J. West

Elementary Education ESOL & Gifted Endorsed

Gifted Exceptional Student


DeeDee Hinson Elementary Education

5th Grade

Ms. Hinson has completed five of the six Reading Endorsement classes. She will register for the sixth during the upcoming school term.

Yudermis Diaz

Exceptional Student Education (ESE) ESOL Endorsed

ESE-Varying Exceptionalities


Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

36 3 11.11 25 63.89 27.78 82.14 8.33 0 58.33

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Becky Ayan Manoach Lamarre

Mr. Lamarre is a first year teacher.

The mentor and mentee will meet biweekly to discuss evidence-based strategies to increase efficacy of instructional delivery. The mentor will observe the mentee as well as model lessons. Time is provided for feedback, coaching and planning.

Title I, Part A

Services are provided to ensure students requiring additional remediation are assisted through after-school programs and/or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are aligned with the outcome measures. Support services are provided to all students in need of assistance. Curriculum Coaches and the Leadership Team evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring. Other components that are integrated into the school wide program include an extensive Parental Program; Title I CHESS (as appropriate); Supplemental Educational Services; and special support services to special needs populations such as homeless, migrant, and neglected and delinquent students.

Paul Laurence Dunbar Elementary is currently a ST2 school and is provided with the support from a Professional Development Curriculum Support Specialist which is funded from Title I, part A funds. ST2 is a state approved RtI model for elementary schools.

Title I, Part C- Migrant

The school provides services and support to migrant students and parents. The District Migrant Liaison coordinates with Title I and other programs and conducts a comprehensive needs assessment of migrant students to ensure that the unique needs of migrant students are met.

Title I, Part D

N/A

Title II

The District uses supplemental funds for improving basic education as follows: • training to certify qualified mentors for the New Teacher (MINT) Program • training for add-on endorsement programs, such as Reading, Gifted, ESOL • training and substitute release time for Professional Development Liaisons (PDL) at each school focusing on Professional Learning Community (PLC) development and facilitation, as well as Lesson Study Group implementation and protocols

Title III

Title III funds are used to supplement and enhance the programs for English Language Learner (ELL) and immigrant students by providing funds to implement and/or provide: • Tutorial programs • Behavioral/Mental Counseling Services • Professional development on best practices for ESOL and content area teachers

Title X- Homeless

N/A

Supplemental Academic Instruction (SAI)

This school will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation.

Violence Prevention Programs

N/A

Nutrition Programs

1) The school adheres to and implements the nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state statute, is taught through physical education. 3) The School Food Service Program, school breakfast, school lunch, and after care snacks, follows the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.

Housing Programs

N/A

Head Start

Head Start programs are co-located in several Title I schools and/or communities. Joint activities, including professional development and transition processes are shared. Through affiliating agreements, the Summer VPK program is provided at Head Start sites.

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Response to Instruction/Intervention (RtI)

Parental Involve parents in the planning and implementation of the Title I Program and extend an open invitation to our school’s parent resource center in order to inform parents regarding available programs, their rights under No Child Left Behind and other referral services.

Increase parental engagement/involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with dissemination and reporting requirements.

Conduct informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement.

Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118. Confidential “as-needed services” will be provided to any students in the school in “homeless situations” as applicable.

Additional academic and support services will be provided to students and families of the Migrant population as applicable.

School Improve Grant Fund/School Improvement Grant Initiative

The school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as extended day remedial tutorial instruction, Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100. Additionally, Title I School Improvement Grant/Fund support funding and assistance to schools in Differentiated Accountability based on need.

Identify the school-based RtI Leadership Team.

School-based RtI Team

Principal: Develops a purpose and goals that reflects continuous improvement to meet the needs of Tier 1, 2, and 3 intervention students. Facilitates the process and efforts of the Rtl Leadership Team and monitors efficiency of the implementation.

Assistant Principal: Ensure that school site stakeholders are implementing the RtI process, monitor implementation and

School Wide Florida’s Continuous Improvement Model

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

intervention support, conduct assessment of RtI efforts, ensure adequate professional development to support RtI implementation.

Core Teachers: Provides information on core instruction, delivers high quality, research based instruction to Tier 1 students, and collaborates with other staff to implement Tier 2 instruction while integrating Tier 1 strategies during Tier 2 instruction and activities. Teachers will assist with the collection and disaggregation of data.

SPED Chairperson: Provide information about varying exceptionalities and align intervention efforts with Individual Educational Plans (IEP). Facilitate SPED meetings to disaggregate student data, and support weak performing teachers regarding instruction/intervention.

Interventionists: Instruct Tiered students with an individualized intensive strategies that will provide opportunities for students to develop skills necessary to become proficient.

Instructional Coaches: Provides guidance on the implementation of the current Florida Sunshine State Standards (S.S.S) and research-based instructional strategies. Coaches will assist instructional staff in data collection and analysis; support least proficient teachers through modeling and/or co-teaching; facilitate or orchestrate professional development on differentiating instruction and incorporating remedial activities across the curriculum.

School Psychologist: Assist in providing assessments and consultation services for Tier I, Tier 2, and Tier 3 students who are experiencing extreme instructional and/or behavioral difficulties.

Speech Language Pathologist: Services students who are in need of language development. Provides strategies to teachers and interventionist that will be incorporated during small group instruction.

Guidance Counselors: Supply teachers with emotional, behavioral, and academic strategies to implement with Tier I, Tier 2, and Tier 3 students. Progress monitoring will be occurring and positive interventions will be applied for individual students.

The Rtl Leadership team focus will be to address the individual student needs while applying strategies that will help target those specific areas. The team will do so by utilizing the RtI process by collecting student results, disaggregate data and apply effective interventions.

The Rtl Leadership team will meet on a monthly basis to communicate feedback, provide updates, and hold professional development as it relates to strategies, interventions, and student achievement.

The RtI Leadership Team will meet with the Educational Excellence School Advisory Council (EESAC) to assist with the creation of the 2009-2010 School Improvement Plan (SIP). The team will utilize data to create, monitor, and adjust both academic and behavioral goals.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Baseline data: Progress Monitoring and Reporting Network (PMRN) for Florida Assessments for Instruction in Reading (FAIR), 2009 FCAT Results, 2009 Stanford Achievement Test 10th Edition (SAT10) results, and District Baseline Assessment

Progress Monitoring data: District Interim Assessments, Bi- weekly Assessments, FAIR

Midyear data: FAIR, Tri-Weekly Assessments, District Interim Assessments

End of year data: FAIR, 2010 FCAT results, 2010 SAT 10 results, District Interim Assessment

Frequency of Data Days: Bi-weekly for data analysis

The principal was trained during the summer on the Rtl process and will provide professional development to the Rtl team and the entire staff.

Data Disaggregation 2008-2009 FCAT Data

Plan

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

Reading Based on the results from the 2009 FCAT Reading Assessment, Comparisons/Cause & Effect (56% proficiency) was the strongest performing content cluster in 3rd grade; Words and Phrases (57% proficiency) was the strongest performing content cluster in 4th grade; and Reference and Research (56% proficiency) was the strongest performing content cluster in grade 5th.

Writing Based on the results from the 2009 FCAT Writing Assessment, more fourth grade students earned a 3.5 or higher on expository writing (97% proficiency) compared to the narrative writing (86% proficiency).

Mathematics Based on the results from the 2009 FCAT Mathematics, Geometry (57% proficiency) and Data Analysis (57% proficiency) were the strongest performing content clusters in 3rd grades; Geometry (71% proficiency) was the strongest performing content cluster in grade 4; and Number Sense (46% proficiency) and Geometry (46% proficiency) were the strongest performing content clusters in grade 5.

Science Based on the fifth grade results from the 2009 Science FCAT Assessment, Life and Environmental Sciences (46% proficiency), Earth and Space Sciences (46% proficiency) and Scientific Thinking (46% proficiency) were the strongest performing content clusters.

Weaknesses:

Reading Based on the results from the 2009 FCAT Reading, Reference and Research (33% proficiency) was the weakest performing content cluster in grades 3 and 4. Words and Phrases (50% proficiency) was the weakest performing content cluster in grade 5.

Mathematics Based on the results from the 2009 FCAT Mathematics, Number Sense (50& proficiency), Algebraic Thinking (50% proficiency) and Measurement (50% proficiency) were the weakest performing content clusters in grade 3; Number Sense (55% proficiency) was the weakest performing content cluster in grade 4; and Data Analysis (42% proficiency) was the weakest performing content cluster in grade 5.

Science Based on the fifth grade results from the 2009 Science FCAT Assessment, Physical and Chemical Sciences (42% proficiency) was the weakest performing content cluster.

Miami-Dade County Public Schools created an Instructional Focus Calendar in May 2009 which will be used as a primary benchmark for whole group instruction. Based on the 2009 FCAT results, the administration and leadership team identified the benchmarks that student performed the least proficient. In July 2009, the least proficient benchmarks identified were strategically placed on the Instructional Focus Calendar to provide a secondary benchmark for intensive small group instruction. The IFC’s will be modified after each District Assessment (Baseline and Interim) to ensure alignment with instruction and school-wide/grade-level deficiencies. All benchmarks labeled as a “priority focus” will be taught weekly prior to the 2010 FCAT administration. Students will be allowed multiple opportunities to obtain mastery of these benchmarks using a variety of strategies and activities. Administration will utilize classroom observations and classroom data to gauge the effectiveness of the IFC implementation. Teachers having difficulty delivering instruction using the IFC will receive support from coaches in the following forms: modeling, co-teaching, professional development, and opportunities to observe successful instruction.

Reading: Based on the trend data trend as the weakest content cluster, Reference and Research is identified as a priority focus.

Writing: Narrative Writing will be identified as a priority focus.

Mathematics: Content clusters identified as priority foci are Number Sense, Algebraic Thinking, Data Analysis and Probability.

Science: Physical and Chemical Science is the content cluster that will be given a priority focus.

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

Based on the results from the 2009 FCAT administration and Leadership Team developed the master schedule to strategic place low performing students with effective teachers to ensure that small group instruction and remediation of targeted benchmarks can be effectively delivered.

The Leadership Team of Paul L. Dunbar Elementary incorporate activities, such as Career Day, while targeting academic tracks by encouraging 6th grade enrollment in Magnet Programs that will assist students in excelling with their future career choice.

The school affords students the opportunities to attend special area classes (Art, Music, Spanish, and Physical Education) and join clubs hosted by Paul L. Dunbar personnel. Clubs such as Student Government and Future Educator of America provide students with leadership skill training to motivate them to become the future leaders in our society. Students also attend the annual Career Fair to view a variety of career options that are available in the community. Parents attend school-wide events hosted by the special area instructors and sponsors to display culminating activities or products.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

Throughout the 2009-2010 school year, the administration, instructional coaches, and grade level teachers will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by disaggregating results from bi-weekly assessments, determine the effectiveness of the IFC and develop focus lessons for the week.

The focus lessons were developed by grade-level teachers and a coach with the sole purpose of addressing secondary benchmarks outlined on the IFC. Focus lessons will be taught during the opening routine of the instructional block by all content area teachers.

Student proficiency on items of bi-weekly assessments will determine if the focus lessons need to be retaught or modified. Administrators will monitor effectiveness of focus lessons by analyzing reports derived from bi-weekly assessments. Teachers will review student proficiency of the entire class to determine the effectiveness of focus lessons.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the

CHECK

Focus lessons will be administered bi-weekly to determine student comprehension. Each assessment will contain a maximum of five questions per benchmark.

The administration and leadership team agreed that assessment mastery will be set at 75% to ensure proficiency of each benchmark. Item analysis from assessments will be utilized to align deficiencies with focus lessons during small group instruction. Students who demonstrate mastery of 75% and above will complete project based activities that exercise the same benchmark. Students who demonstrate mastery of 55%- 74% will receive intensive instruction utilizing supplemental materials. Students who demonstrate 54% or less will receive intervention outside the Language Arts block which addresses the benchmarks not addressed.

Instructional Focus Calendar?

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

Enrichment sessions are provided for students who have mastered the standard/benchmark assessed. These activities will be an extension of the benchmark/standard to reinforce and enhance learning opportunities through project based assessments, multimedia projects, and hands on inquiries. Enrichment sessions are offered everyday as part of differentiated small group instruction during the core block.

Teachers will meet biweekly with the administration and coaches throughout the year to review assessments. The meeting will be directed by the principal, assistant principal and subject area coach. Each teacher will complete a form used for data analysis. A copy of the forms will be compiled in a binder for the purpose of documentation and comparative data.

The Principal and Leadership Team will meet with teachers bi-weekly to discuss the following topics: increase efficiency of aligning data results with remedial instruction; identify strategies to meet the needs of students meeting mastery; and instituting protocols to conduct Teacher/Student data chats after each of the formative assessments. Special attention will be given to special needs populations such as migrant, homeless, neglected and delinquent students. Coaches will support teachers by disseminating current information and modeling research-based strategies.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

How does the school identify staff’s professional development needs to improve their instructional strategies?

Which students will be targeted for supplemental and intensive instruction/interventions?

How will the effectiveness of the interventions be measured throughout the year?

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

ACT

Houghton Mifflin Basal Series is the core Language Arts and Reading curriculum implemented in grades K-5. Voyager Passports is the reading intervention program utilized in all grades K-5. Harcourt is the core curriculum for Mathematics. Scott Foresman is the core curriculum for Science. Supplemental Education Service (SES) Providers will use materials that are aligned with the school’s IFC.

Computerized and web-based instructional programs (e.g. FCAT Explorer) will be utilized. Additionally, FCAT like materials will be used for supplemental instruction to acclimate students to re-teach non-mastered target areas. Tutorial services will be required for students consistently demonstrating low performance.

Data results from assessments will be the foundation for developing professional development activities, as well as administrator’s observations. Additionally needs assessment surveys will be disseminated and given to teachers at the beginning of the school year, to provide them an opportunity to remediate or enhance their teaching practices.

Students not making mastery will be offered after-school and/or Saturday Academy assistance via Miami Heat Academy, City Year and SES.

Supplemental interventions will be measured by the students’ performance on assessments, classroom performance and interventionist observations. Teachers will discuss the best practices used versus their effectiveness in order to make adjustments to the delivery of instruction. The progress of students who attend tutorial and intervention services will be tracked separately. If no progress is recorded diagnostic assessments will be administered and modifications to instruction will be implemented that address diagnostic data.

Students who consistently demonstrate mastery at 75% and above will participate in Early Bird Reading Tutorials, Academic

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status Show Attached Notification of (School in Need of Improvement) SINI Status Public School Choice with Transportation (CWT) Notification Show Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status Show Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

Describe how students are identified for enrichment strategies.

Excellence Program, and the Reading Enrichment After-school programs. Students will also enroll in “Starfish/Clubs” after school programs.

Grade-level proficiency on the 2009 FCAT Assessment, formative assessments, and bi-weekly assessments will be used to determine placement. Teacher recommendations and parental input will also be taken into consideration.

PLC Organization (grade level, subject, etc.) PLC Leader

Frequency of PLC Meetings Schedule (when)

Primary Focus of PLC (include Lesson Study and Data Analysis)

Grade Level Teams

Instructional Coaches and/or Grade Level Chairs

Weekly Teams will meet during their common planning period.

Data analysis on bi-weekly assessments. Review the implementation of the IFC. Generate research-based strategies on Reading, Writing, Mathematics and Science.

Title I Administration assists the school by providing supplemental funds beyond the State of Florida funded Voluntary Pre-Kindergarten Program (VPK). Funds are used to provide extended support through a full time highly qualified teacher and paraprofessional. This will assist with providing young children with a variety of meaningful learning experiences, in environments that give them opportunities to create knowledge through initiatives shared with supportive adults. In selected school communities, the Title I Program further provides assistance for preschool transition through the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program. HIPPY provides in-home training for parents to become more involved in the educational process of their three- and four-year old children.

Establish the “Welcome to Kindergarten” program to build partnership with local early education programs, including the in-school Pre-Kindergarten program. Through this joint venture, parents and children will gain familiarity with Kindergarten as well as receive information relative to the matriculation of students at the school. The principal will also meet with the center directors of neighborhood centers.

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-6, 48% of students achieved level 3 or above on the 2009 administration of the FCAT Reading Test. This represents a decrease of 1% compared to 49% who achieved mastery in 2008.

Given instruction using the New Generation Sunshine State Standards 72% of the students in grades 3 through 6 will achieve level 3 or above in reading on the 2010 FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 1. The school will implement the new FAIR assessments along with Bi-weekly assessments and District Interims to monitor student progress.

1. Principal, Assistant Principal, Reading Coach

1. Review FAIR, District Interim, and Tri-Weekly Assessment data during the Principal’s Data Chat and grade level meetings to monitor student’s progress.

1. Printout of the FAIR, Tri-weekly and District Interim Assessments and Reading reports

2 2. Utilize the District Pacing guide and develop an Instructional Focus Calendar for Reading and Language Arts classes to drive the instruction.


2. Administration and Reading Coach will monitor the implementation of the pacing guides and the Instructional Focus Calendar upcoming focus

2. Effectiveness of Instructional Focus Calendars will be determined through FAIR, Tri-weekly, and District Interim Assessments data

3 3. Teachers will use reading strategies to assist students in determining word meanings by focusing on context clues.


3. Administrators will review lesson plans for objective and activities which include context clues.

3. HBJ Daily FCAT and Tri-weekly assessments and weekly teacher assessments



In grades 3-6, 38% of Black students achieved level 3 and above on the 2009 administration of the FCAT Reading Test. This represents a decrease of 9% compared to 47% who achieved mastery in 2008.

1. Given instruction using the New Generation Sunshine State Standards 72% of the Black students in grades 3 through 6 will achieve level 3 and above in reading on the 2010 FCAT Reading Test.



Evaluation Tool

1 1. Differentiate instruction based on information from the results of various formative and summative assessments.


1. Review lesson plans and monitor classroom instruction. Administration will observe activities implemented during small group instruction.

1. Administration will conduct classroom observations /walkthroughs and monitor classroom assignments and activities

2 2. Teachers will explicitly teach text features and organizational patterns. They will consistently use Think Alouds together with Modeled instruction, Guided


2. Reading Coach will model in the explicit instruction of text features to ensure that lessons are implemented effectively.

2. FCAT Daily assessment and Benchmark test

practice and Independent practice.



In grades 3-6, 45% of Economically Disadvantage students achieved achieved level 3 and above on the 2009 administration of the FCAT Reading Test. The students maintained percentage proficiency from the previous year.

1. Given instruction using the New Generation Sunshine State Standards 72% of the Economically Disadvantage students in grades 3 through 6 will achieve level 3 and above in reading on the 2010 FCAT Reading Test.



Evaluation Tool

1 1. Teachers will provide students with practice in recognizing word relationships and identifying multiple meanings of words.

1. Principal, Assistant Principal, Reading Coach,

1. After modeling, Reading Coach will observe lessons which include the instruction of word relationships and multiple meaning words.

1. District Interim and Tri-weekly assessments

2 2. Teachers will explicitly teach prefixes, suffixes, root words, antonyms and synonyms.


2. Administrators will focus attention on the explicit instruction of affixes, root words, antonyms and synonyms during classroom walkthroughs.

2. Results of FCAT Reading 2010 Reading results

Professional Development Aligned with Objective:

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every

Teacher

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

Given instruction using the New Generation Sunshine State Standards 72% of the students in grades 3 through 6 will achieve level 3 and above in reading on the 2010 FCAT Reading Test.

Effective Implementation of the Instructional Focus Calendar and District Pacing Guides

Reading Coach

August 2009

Lesson Plans Classroom Visitation

Principal, Assistant Principal Reading Coach

Given instruction using the New Generation Sunshine State Standards 72% of the students in grades 3 through 6 will achieve level 3 and above in reading on the 2010 FCAT Reading Test.

Reading Coach’s Effective Modeling of

Instructional Strategies

Reading Coach

September 2009

The coach's weekly log will be shared with the Principal and Assistant Principal.

Principal, Assistant Principal, Reading Coach

Given instruction using the New Generation Sunshine State Standards 72% of the Black students in grades 3 through 6 will achieve level 3 and above in reading on the 2010 FCAT Reading Test.

Differentiated Instruction

Reading Coach

September 2009

Review of Lesson Plans and conduct observations and classroom walkthroughs

Principal Assistant Principal Reading Coach

Given instruction using the New Generation Sunshine State Standards 72% of the Economically Disadvantage students in grades 3 through 6 will achieve level 3 and above in reading on the 2010 FCAT Reading Test.

Integrating Reading Strategies Across the Curriculum

Reading Coach

October 2009

Review of Lesson Plans and conduct observations and classroom walkthrough

Principal Assistant Principals Reading Coach

Budget:

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

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Technology



Total: $0.00

Professional Development



Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Reading Goal

Mathematics Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?



In grades 3-6, 52% of students achieved mastery on the 2009 administration of the FCAT Mathematics. This represents a decrease of 3% compared to 55% who achieved mastery in 2008.

Given instruction using the New Generation Sunshine State Standards, 74% of students in grade 3-6 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. The Florida Continuous Improvement Model will be utilized to identify students in the core curriculum needing intervention or enrichment.

1. Principal, Assistant Principal, Mathematics Teacher

1. Tri-weekly Charts and District Assessment to determine the effectiveness of FCIM and create steps to revise and target the needs of student based on assessment.

1. Data from Weekly, Tri-Weekly and District Assessments

2 2. Develop an Instructional Focus Calendar for Math Classes to drive the instruction.


2. Effectiveness of the Math Assessment Focus Calendar will be determined through Math Assessment. Focused walkthroughs by administration to ensure pacing guides are being followed.


3 3. Math classes will utilize manipulatives during both whole group and Differentiated Instruction; also utilize the Success Maker Mathematics.


3. Utilize the success Maker Evaluations to determine interventions and enrichments. Focused walkthroughs by administration will ensure all math teachers are using hands-on manipulatives.

3. Weekly, Tri-Weekly, Successmaker, Mathematics reports, and District Interims Assessments

4 3. Math classes will utilize manipulatives during both whole group and Differentiated Instruction; also utilize the Success Maker Mathematics.


3. Utilize the success Maker Evaluations to determine interventions and enrichments. Focused walkthroughs by administration will ensure all math teachers are using hands-on manipulatives.

3. Weekly, Tri-Weekly, Successmaker, Mathematics reports, and District Interims Assessments



In grades 3-6, 40% of Black students achieved mastery on the 2009 administration of the FCAT Mathematics. This represents a decrease of 11% compared to 51% who achieved mastery in 2008.

Given instruction using the New Generation Sunshine State Standards, 74% of Black students in grade 3-6 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. Implement classroom strategies and activities which focus on mathematical vocabulary terms.


1. Review lesson plans and small group instruction.




In grades 3-6, 50% of Economically Disadvantaged students achieved mastery on the 2009 administration of the FCAT Mathematics. This represents a decrease of 2% compared to 52% who achieved mastery in 2008.

Given instruction using the New Generation Sunshine State Standards, 74% of Economically Disadvantage students in grade 3-6 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. Implement activities which focus on Higher Order Questioning Techniques.


1. Conduct Classroom walkthroughs and ensure activities promote higher order thing skills.





Person Responsible

for Monitoring

Given instruction using the New Generation Sunshine State Standards, 74% of students in grade 3-6 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

1. Effective Implementation of the Instructional Focus Calendar and Pacing Guides.

Mathematics Teacher

August 2009-June 2010

Modeling of Lessons and Classroom Visitations

Principal, Assistant Principal, Grade Level Chairpersons, Mathematics Teacher

Given instruction using the New Generation Sunshine State Standards, 74% of Black students in grade 3-6 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

2. Effective Use of Manipulatives and Hands-On Activities

Mathematics Teacher

August 2009-June 2010

Observation of center use and documentation in lesson plans

Principal, Assistant Principal Grade Level Chairpersons,

In grades 3-6, 50% of Economically Disadvantaged students achieved mastery on the 2009 administration of the FCAT Mathematics. This represents a decrease of 2% compared to 52% who achieved mastery in 2008.

3. Differentiated Instruction

Math Teacher

October 2009

The administrative team will conduct targeted walkthroughs to monitor effectiveness of differentiated Instruction training in using of evidence-based instruction/ interventions within the mathematical instructional block

Principal, Assistant Principal, Grade Level Chairperson

Budget:



Voyager District Funds $10,000.00

Total: $10,000.00

Technology


Successmaker District Funds $7,000.00

Successmaker District Funds $5,000.00

Total: $12,000.00



Stipends for Professional Development Title I $2,000.00

Stipends for Professional Development Title I $2,000.00

Total: $4,000.00

Other


Novels EESAC $2,000.00

Total: $2,000.00

Final Total: $28,000.00

End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Based on 2009, FCAT Science data, 11 % of 5th grade students achieved level three and above. This represents a decrease of 7% compared to 18% who achieved level three or above in 2008.

1. Given instruction based on the Sunshine State Standards, 50% of 5th grade students will score at level three or above on the 2010 FCAT Science Assessment.



Evaluation Tool

1 1. Utilize CRISS strategies throughout the curriculum

1. Principal, Assistant Principal, Grade Level Chairperson, Science Teacher

1. Engage students in scientific investigations using the scientific methods. Create a hands–on science laboratory as instructional workshops for teachers and students.

1. Administer District Monthly Science Assessments Utilize results for data driven instruction

2 2. Utilize district develop Pacing Guide to enhance the delivery of instruction in science and ensure that all science benchmarks are taught.

2. Principal, Assistant Principal, Grade Level Chairperson , Science Teacher

2. Develop a school wide Science Fair based on year long laboratory investigations. Utilize the state adopted research based textbooks in science as evidenced by lesson plans.

2. Improvement on the science mini-assessments. Homework log will be reviewed consistently by Teacher and Principal

3 3. Incorporate hands-on laboratory activities and experiments that will enhance student scientific

3 Principal, Assistant Principal Reading Coaches

3. Create a lab schedule and review course work of completed labs.

3. Improvement in Bi-weekly and school-site created assessments.

thinking, critical thinking and reading comprehension.




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Test

Essential Labs Grade Level Chair

August 2009

Observations and classroom walkthroughs will be conducted

Established lab schedule

Principal Assistant Principals Grade Level Chair


Essential Labs Grade Level Chair

August 2009

Observations and classroom walkthroughs will be conducted

Established lab schedule

Principal Assistant Principals Grade Level Chair

Given instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Assessment

Scott Foresman Science Teacher

August 2009 to June 2010

Assistant Principal will attend the training and ensure strategies are implemented.

Principal, Assistant Principal, Grade Level Chairperson


Reading Across Content Area

Reading Coach

August 2009

Lesson Plans, observations and classroom walkthroughs will be conducted.

Principal Assistant Principals

Budget:



Science Boot Camp Title I $3,000.00

Total: $3,000.00

Technology


Gizmo District $2,500.00

Total: $2,500.00



Stipends for Professional Development District $1,500.00

Total: $1,500.00

Other



Total: $0.00


End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Based on the 2009 FCAT Assessment Test 91% of the 1.Given instruction

students scored 3.5 or higher. This represents an increase of 14%, compared to 76% on the 2008 FCAT Writing Assessment.

based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 77% of the 4th grade students will achieve a 4.0 or above.



Evaluation Tool

1 1. Differentiating strategies with writing groups based on writing ability and or area of need based on scored samples.


1. Administration will monitor students grouping of students and work samples located in student’s folders.

1. Scored writing samples will be used to determine progress between the Pre-test Prompt and Mid-year Prompt.

2 2. Writing Seminars will focus on a monthly literary device to infuse in student's writing to enhance voice, originality, and imagery.


2. Administration will monitor the use of strategies during classroom walkthroughs.

2. Bi-weekly Writing Assessments will be scored using the writing rubric.

3 3. Writing Camp will occur during after-school tutoring to develop fourth grade students deficient skills.


3. Mini Teacher Assessments

3. Learning Express Portfolio, Assessments; Individual Tutoring




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 77% of the 4th grade students will achieve a 4.0 or above.

Teaching the use of revision and editing strategies.

Reading Coach

September 2009

Administration will monitor student’s writing folders.

Principal, Reading Coach

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 77% of the 4th grade students will achieve a 4.0 or above.

Utilizing Rubric for Scoring

Reading Coach

September 2009

Monitor student writing portfolios

Principal, Reading Coach

Budget:



Learning Express Title I $2,500.00

Total: $2,500.00

Technology



Total: $0.00



Stipends for Professional Development District $1,000.00

Total: $1,000.00

Other



Total: $0.00


End of Science Goal

Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?



Based on the 2008-2009 20% of parent attended teacher/student conferences.

Increase parental involvement at teacher/student conferences to 25%.



Evaluation Tool

1 1. Utilize Community Involvement Specialist, Social Worker, Flyers, Monthly Calendars, Parent Newsletter, Phone Contact

1. Principal, Assistant Principal, Community Involvement Specialist

1. Collect customer satisfaction surveys in office suggestion box

1. Customer satisfaction survey

2 2. Monthly Parent activities Parent Resource Center


2. Maintain activity notebook with fliers and sign-in sheets

2. 50% of the Parent surveys returned

3 3. Classroom teacher encouraged to make regular phone calls with positive communication.


3. Collect phone logs 3. Parent Involvement Survey results 2010



Based on the 2008-2009 , 10% of parents attended Literacy Workshops.

Increase parental involvement at Literacy Workshops to 15%.



Evaluation Tool

1 1. Provide information for parents to gain knowledge of the New Generations Benchmarks.


1. Collect participation data and survey families

1. Parent Attendance Sign-In sheets

2 2. Offer monthly Reading Nights with bilingual books; provide incentives for participation.

2. Principal, Assistant Principal, Reading Coach and District Bilingual Liaison

2. Collect participation data and survey families

2. Parent Attendance Sign-In sheets



Based on grades 3-6, 47% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 7% compared to 7% of students in grades 3-6 who achieved mastery on 2008.

Increase parental awareness on student’s performance in mathematics.



Evaluation Tool

1 1. Every math teacher calls parents within the first two weeks of school to discuss student’s performance in class.

1. Principal, Assistant Principal, Math Teacher , Grade Level Chairperson

1. Administration will review teachers parent monthly communication logs

1. Parent/Teacher Contact Sheet will be maintained by all staff

2 2. Begin Math and Parent Partnerships Workshops.

2. Math Teacher, Grade Level Chairperson

2. Parent/Student/Teacher conference to discuss assessment data

2. Improvement on the math mini-assessments




Person Responsible

for Monitoring

Increase parental involvement SAT workshops for grades 1 and 2.

Reading and Mathematics Activities

Reading Coach, Mathematics Teachers

Ongoing throughout the 2009 – 2010 school year

Parental Sign-in Sheet and workshop evaluation

Principal, Assistant Principal, Community Involvement Specialist

In grade 3-6, 72% of students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Mathematics Strategies

Mathematics Teacher

Ongoing throughout the 2009 – 2010 school year

Monitor student work samples

Principal, Mathematics Teacher Grade Level Chairperson

Increase teacher communication with parents to 10% of their student’s parents, at least once per month.

Effective two-way communication

Community Involvement Specialist

Ongoing throughout the 2009 – 2010 school year.

Parent liaison will participate in common planning to provide follow-up

Principal, Assistant Principal, Grade Level Chairperson, Community Involvement Specialist

Based on the 2009 FCAT Assessment 55% of the Economically Disadvantage Students and 56% of the Black students are scoring below grade level in Reading.

Explicit instructions for Struggling Readers

Reading Coach Interventionist

August and November/February Follow-up

Benchmark, Tri-weekly, Interventionists Staff

Principal, Assistant Principal, Reading Coach

Budget:



1% of Title I Part A School-wide allocation and District parental set-aside Title I Part A $1,000.00

Resources and Professional Development for Parents Title I $1,000.00

Total: $2,000.00

Technology


Resources and Professional Development for Parents Title I $500.00

Total: $500.00




Total: $0.00

Other



Total: $0.00


End of Parent Involvement Goal

Other Goals

Attendance Goal:




Person Responsible

for Monitoring

The school will increase student’s daily attendance rate in 2010 by 1%.

Effective Methods to increase student attendance

Student Services Department

September 2010

Review students daily attendance by teachers

Principal Assistant Principal Counselor

Budget:



Periodicals for Parents Title I $1,000.00

Total: $1,000.00

Technology



Total: $0.00



Stipend for Professional Development District $1,000.00

Total: $1,000.00

Other



Total: $0.00


End of Attendance Goal

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Mathematics Voyager District Funds $10,000.00

Writing Learning Express Title I $2,500.00

Science Science Boot Camp Title I $3,000.00

Parental Involvement1% of Title I Part A School-wide allocation and District parental set-aside

Title I Part A $1,000.00

Parental Involvement Resources and Professional Development for Parents Title I $1,000.00

Attendance Periodicals for Parents Title I $1,000.00

Total: $18,500.00

Technology


Mathematics Successmaker District Funds $7,000.00

Mathematics Successmaker District Funds $5,000.00

Science Gizmo District $2,500.00

Parental Involvement Resources and Professional Development for Parents Title I $500.00

Total: $15,000.00



Mathematics Stipends for Professional Development Title I $2,000.00

Mathematics Stipends for Professional Development Title I $2,000.00

Writing Stipends for Professional Development District $1,000.00

Science Stipends for Professional Development District $1,500.00

Attendance Stipend for Professional Development District $1,000.00

Total: $7,500.00

Other


Mathematics Novels EESAC $2,000.00

Total: $2,000.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkji Prevent Inmlkj NAnmlkj

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 principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

No data submitted

Describe the Activities of the School Advisory Council for the Upcoming Year

SAC Members

Educational Excellence Student Advisory Council (EESAC) has an important function for the success of Paul L. Dunbar Elementary School. Listed below are some of the functions of the EESAC. • Monitor the implementation of the Restructuring Plan and School Improvement Plan • Review school’s assessment data and provide recommendations • Assist the school to create and analyze school climate surveys for parents and students

Members

1) Ann Gary , Principal

2) Eric Proctor, SAC Chair

3) Susan Stern , Teacher

4) Emerald Tiggett, Teacher

5) DeeDee Hinson, Teacher

6) Betty West , Teacher

7) Cutari Copeland , Business Member

8) Mary Wallace , Parent

9) Sheila McNeil , Parent

10) Tara Kendrick , Parent

11) Victoria Zometa , Parent

12) Jose Solis, Parent

13) Vondra McGregor, Parent

14) Chondra Rutherford, Parent

15) Sabrina Jackson , Community Member

16) Irving Smith , School Support Personnel

17) Ramon Roman , Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade PAUL LAURENCE DUNBAR ELEMENTARY SCHOOL 1441

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 205Math: 205

2008-2009 School Grade1:

C Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N

TOTAL4 100 Y 100 Y 45 N 50 N 93 Y NA 55 55 N 47 50 N 58 N 51 N

WHITE NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 38 N 40 N Y NA 56 62 N 49 60 N 48 N 43 N

HISPANIC 100 Y 100 Y 56 N 65 N NA NA 52 44 Y 45 35 Y 72 NA 63 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 45 N 50 N 92 Y NA 55 55 N 48 50 N 57 N 51 N

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y NA NA NA NA NA NA

STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA





C Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 45 N 53 N 93 Y NA 53 55 N 55 47 Y 52 N 54 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



ECONOMICALLY DISADVANTAGED 100 Y 100 Y 45 N 52 N 92 Y NA 52 55 N 55 48 Y 52 N 53 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 36 N 44 N NA NA 60 64 N 60 56 N 59 Y 41 N

STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA





D Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 98 Y 99 Y 47 N 45 N 74 Y NA 64 54 NA 60 55 NA 51 NA 45 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



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

ENGLISH LANGUAGE LEARNERS 99 Y 100 Y 40 N 40 N NA NA 67 NA 60 60 NA 48 NA 58 NA

STUDENTS WITH DISABILITIES 94 N 95 Y NA NA NA NA NA NA

Dade School DistrictPAUL LAURENCE DUNBAR ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

48% 52% 94% 11% 205

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.

% of Students Making Learning Gains

65% 53% 118

3 ways to make gains:● Improve FCAT Levels● Maintain Level 3, 4, or 5● Improve more than one year within Level

1 or 2Adequate Progress of Lowest 25% in the School?

75% (YES) 59% (YES) 134

Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned 457 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


49% 55% 84% 19% 207



59% 62% 121

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

Adequate Progress of Lowest 25% in the School?

81% (YES) 82% (YES) 163



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


Reading

Math

Writing

Science

GradePointsEarned


53% 50% 84% 6% 193



62% 49% 111

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

Adequate Progress of Lowest 25% in the School?

72% (YES) 52% (YES) 124



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

Documents

2010 SCHOOL IMPROVEMENT PLAN - Miami-Dade …osi.dadeschools.net/sip/09-10/pdf/1441.pdfPaul Laurence Dunbar Elementary School is located in historic Overtown. The elementary school