AMENDED School Performance Excellence Plansqi.dadeschools.net/SIP/2002-2003/0681.pdf · The staff, parents and students of Carol City Elementary School are committed to improving

School Performance Excellence Plan

School Name and Number : 0681 - Carol City Elementary School

Principal: Claudia Hessing Telephone #: (305) 621-0509

High School Feeder Pattern: 7231 - Miami Carol City Senior

Region: Region I Board District #: 1 - Dr. Robert B. Ingram

Title I Budget and Waivers

This school is receiving Title I funding and its Title I Budget is appended to this document.

This school is currently operating under a waiver of state, school board, and/or labor contract mandate(s). The pertinent waiver(s) is/are appended to this document.

X

AMENDED

2002 - 2003

(SCHOOL IMPROVEMENT PLAN)School Name: 0681 - Carol City Elementary School

2002 School Performance Grade: C

SCHOOL PERFORMANCE EXCELLENCE PLAN

Vision/Mission/Belief Statement(s):

VISION: The vision of Carol City Elementary School is to become a child-centered educational environment led by guiding principles that are implemented by educators with high professional standards so as to create a culture of academic excellence.

MISSION: The Staff, Parents and Students of Carol City Elementary School believe that all students have the innate ability to learn and excel. We are therefore, dedicated to promoting higher-order thinking and ensuring that students master basic skills. With the infusion of technology, we will effectively prepare our students to thrive in the job market of the twenty-first century.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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Goal I: School to Career

School District Goals:

Focus: Students will be prepared for graduation, employment, postsecondary education, and to become responsible citizens and lifelong learners.

Objectives:Improve student achievement emphasizing reading, writing skills, mathematics, and science.Monitor and assess the implementation of standards for students in the areas of academic, career, and personal/social development.Expand opportunities for students to participate in cultural and physical fitness experiences.Decrease the number of schools receiving "D" and "F" grades and increase the number of schools receiving "A" and "B" grades on the State's School Accountability Report.Integrate technology and its proficient use for all students and faculty into the instructional program to facilitate learning, with the intent of producing technologically skilled graduates.Enhance vocational/technical programs and adult education programs to meet the demands of business and industry.Broaden the scope of civic, law, and character education programs offered in the district to provide all students with necessary skills.Narrow the achievement gap between minority and non-minority students.Increase the number of students and adults who are bilingual and biliterate.Increase public educational choice options.

Ia.Ib.Ic.Id. Ie . If. Ig.Ih.Ii. Ij.

Goal II: Effective Learning EnvironmentFocus: Enhance the safety of students and staff, and increase the quality of the learning environmentObjectives:

Reduce the percentage of incidents related to violence, weapons, drugs, vandalism, and truancy.Strengthen counseling and academic programs for all at-risk students with particular emphasis placed on at-risk students located at alternative schools and juvenile justice centers. Reduce school overcrowding.Increase skills, knowledge, and professionalism of school staff.Increase the number of educationally productive partnerships with the community.Increase opportunities for parents and guardians to become active partners in achieving educational success for all students.Promote the community focus of schools as neighborhood learning and cultural centers for both students and other members of the community

IIa. IIb. IIc. IId.IIe.IIf.IIg.

Goal III: Efficient Management PracticesFocus: Ensure that school system operations conform to the highest business and professional standards of effectiveness, ethics, and

efficiency

Objectives:Improve the financial planning and management process to ensure that resources are allocated and expended according to district needs and priorities.Decrease the average duration of new construction, additions, and renovations and ensure that Capital Outlay programs/projects are completed within budget.Improve the delivery of services such as maintenance, classroom materials, and transportation.Ensure that personnel maintain professional standards and effectively fulfill their assigned responsibilities.Improve the perception of the Miami-Dade School District for various stakeholders.

IIIa. IIIb. IIIc.IIId.IIIe.

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School Profile/ Needs Assessment:EXECUTIVE SUMMARYCarol City Elementary School

Given instruction using the Sunshine State Standards, all students will increase their reading comprehension skills as evidenced by achievement of the following on the 2003 administration of the FCAT Reading Test: a minimum of 54 percent of students scoring at or above FCAT Achievement Level 3, a minimum of 54 percent of students making learning gains, and; a minimum of 60 percent of students scoring in the lowest 25 percent of the school population making learning gains.

Given instruction using the Sunshine State Standards, all students will increase their writing skills as evidenced by a minimum average of 58 percent of students reaching the state's required mastery level as documented by the scores of the 2003 FCAT Writing Test.

Given instruction using the Sunshine State Standards, all students will increase their mathematics skills as evidenced by achievement of the following on the 2003 administration of the FCAT Mathematics Test: a minimum of 54 percent of students scoring at or above FCAT achievement Level 3; and a minimum of 81 percent of students making learning gains.

The staff, parents and students of Carol City Elementary School are committed to improving educational achievement by implementing these objectives which we feel will promote life-long learners.

Carol City Elementary School consists of Pre-Kindergarten and grades 1 through 6 with an enrollment of 923 students, of which 91.4% receive free or reduced lunch. Our school's population is made up of 80% Black, 1% White, 18% Hispanic, and 1% Other. In addition, Carol City Elementary has five Exceptional Student Education units, as well as, one Head Start Program.

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SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

1. ENVIRONMENT1.1 PedagogyThis item explores the teaching process at the school, including programs, services, and delivery systems.

Carol City Elementary School provides basic educational services based on the Sunshine State Standards to students in grades pre-kindergarten through sixth. Additionally, the school has special units dedicated to offering services to educable mentally handicapped, emotionally handicapped, and learning disabled students. Instruction is provided in traditional classroom settings and is enhanced through computer-based activities in grades pre-k - 6. School-to-home connections are fostered through access to individual classroom web-sites designed to keep parents abreast of developments in the classroom.

1.2 Culture This item explores the culture of the school, included are the vision, mission, and core values of the school.

The vision of Carol City Elementary School is to provide its students with highest quality education; therefore, maximizing their learning potential thus creating well adjusted, productive members of society.

Carol City Elementary School holds the following beliefs as the motivation for all endeavors undertaken by the school: We are dedicated to quality: quality of service, quality of relationships, and quality of communications; We believe that we should be, for all who are involved, a place of realized potential; and We believe that our responsibility is to our students, to our employees, and to the community and the society that we serve.

1.3 Human ResourcesThis item describes the people who carry out the work of the school.

This school employs a total of 77 full-time staff members and 28 part-time staff members. Of this group, two are administrators, 51 are classroom teachers, 5 are exceptional student instructors, one is a reading leader, one is a math leader, one is a media specialist, one is a microsystems technician, one is a guidance counselor, 9 classroom paraprofessionals, 3 are clerical employees, 10 are cafeteria workers, and 5 are custodial service workers. Of the teaching staff, 12.5 percent are teachers new to this school; space the average length of time teaching in Florida is 12 years. Twenty-five (25) teachers have advanced degrees.

1.4 Building Resources This item explores budgetary commitments for facilities, technologies, and equipment.

Carol City Elementary School is located on 10.87 acres in central Miami-Dade County at 4375 N.W. 173rd Drive. This 44 year-old school has been retro-wired to provide Internet and Intranet access to 100% of the classrooms. The newly remodeled media center houses a state of the art closed-circuit television system and Internet access.

1.5 ConstraintsThis item explores standards, laws, and rules that strongly influence the school to take action.

The school adheres to a policy of nondiscrimination in educational programs/activities and employment and strives affirmatively to provide equal opportunity for all. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statues), which stipulate categorical preferences for employment. Additionally, the school is in compliance with all OSHA and Environmental requirements.

The school adheres to the policies and procedures that assure equal access in employment, educational programs, and activities as stated in the School Board rules.

Hostile treatment or violence against a student, teacher, or other employee because of his/her gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, or disability will not be tolerated.

The school is subject to the requirements of the Florida Department of Education and Florida’s High-Quality Education System, including the implementation of programs addressing the requirements of the Sunshine State Standards. In addition, the school implements the District’s Competency-Based Curriculum.

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2. RELATIONSHIPS2.1 StudentThis item explores the unique requirements, expectations, and needs of the key student groups.

Carol City Elementary School serves 923 students from the surrounding neighborhood including, 4.3 percent educable mentally handicapped, .3 percent emotionally handicapped, 4.1 percent specific learning disabled and 6.5% English for Speakers of Other Languages. The ethnic/racial makeup of the student population is 80 percent black, 18 percent hispanic, 1 percent white, and 1 percent other. The mobility rate of the school is 35 percent.

Because of the relatively low income bracket of the area surrounding the school, the students are in need of support to secure the basic resources that will enable them to participate fully in the life of the community. The PTA group, as well as, the Parent Outreach Program, is instrumental in identifying the neediest families and providing both direct assistance and references to appropriate Social Service agencies. Additionally, students that are in need of extra help in mastering the skills taught in the classroom are served through after-school tutoring programs. Many of these students require extensive redirection of unproductive behaviors, which is the responsibility of the members of the Child Study Team, especially the counselor.

2.2 StakeholderThis item explores the unique requirements, expectations, and needs of the key stakeholder groups, including parents/caregivers and the surrounding community/businesses.

Carol City Elementary School endeavors to link with the community in several ways. Planned activities involving parents, students and the community take place throughout the year. An example of such activities are Read To Lead Kick Off and the Sister School Africa Town Hall Meeting. Carol City Elementary School is a learning center designed to meet the needs of students at- risk for educational failure. The King Green Twenty-first Century Learning Grant provides the funding to offer instruction focused on the Sunshine State Standards and incorporates recreational, cultural, musical, artistic, health and nutritional activities.

The parents of these students are employed jobs which provide basic needs. Their lives and those of their students need to be enhanced through governmental assistance and by the provision of services at the school site as parenting skills education and basic literacy classes, including computer literacy.

Carol City Elementary School enrolls approximately 923 students per year in a variety of programs, including English for Speakers of Other Languages and personal growth classes.

2.3 Human ResourcesThis item explores the unique requirements, expectations, and needs of the faculty and staff.

The Union and the School Board negotiate the benefits package enjoyed by employees of Carol City Elementary School. This package includes a comprehensive health component as well as standard insurances and other selected benefits.

Results of the School Climate Survey indicate that staff morale is high and that, in general, Carol City Elementary School is thought of as a good place to work.

2.4 Supplier and PartnerThis item explores the unique requirements, expectations, and needs of the key supplier groups, including providers of goods and services such as social services, food, transportation, and key partners such as other schools, workforce connections, and community connections.

Carol City Elementary School enjoys a collaborative relationship with Florida International University, Barry University and Florida Memorial College. Students from these Universities provide tutoring and mentoring for Carol City Elementary School. At the same time, Carol City Elementary School teachers provide supervision to interns from these universities. Almost all students leaving Carol City Elementary School after sixth grade will attend Carol City Middle School or Lake Stevens Middle School. The staff from Carol City Elementary School works closely with Carol City/Lake Stevens Middle Schools on articulation issues to ensure that entering seventh graders are prepared with the background they need to be successful in middle school. Carol City Elementary School is pleased to be part of a close partnership with Wal-Mart. Wal-Mart provides our neediest children with clothing and school supplies. The YMCA provides low cost quality childcare in the Before and After-Care program. In order to facilitate service, Carol City Elementary School cooperates by providing brochures to parents upon request. In order to facilitate this service, Carol City Elementary School cooperates by providing brochures to parents upon request.

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3. COMPETITION3.1 Position: This item explores the competitive position and explores the factors which strongly influence students to enroll at this school instead of a competing school.

Enrollment at Carol City Elementary School has increased over the past five years. The Florida Department of Education grades Carol City Elementary as a "C" school. Our test scores in reading, writing, and mathematics have steadily increased over the past four (4) years. We were awarded the Gold Award in recognition of our excellent school performance for the 1999-2000 school year by the School Board of Miami-Dade County.

3.2 CompetitorsThis item explores the alternate schools available to students.

Several local charter schools have been established. The Florida Department of Education grades Carol City Elementary School as a "C" school. We have made continuous gains over the past four years.

3.3 ModeThis item explores the Critical Success Factors for the areas identified by the school as being essential to the achievement of the vision/mission of the school.

Carol City Elementary School enjoys a collaborative system of leadership that includes representatives from all stakeholder groups on its primary decision-making group, the Educational Excellence School Advisory Council. Leaders in the school provide the technical support and professional and personal growth opportunities that stakeholders need in order to make informed decisions. Innovation is encouraged and new ideas are given every opportunity to succeed.

3.4 DynamicsThis item explores the changing threats and opportunities to which the school must respond.

The King Green Twenty-First (21st) Century Grant awarded by the United States Department of Education will allow Carol City Elementary School to provide cultural, musical, recreational, artistic, health and nutritional activities to our students. It also provides six (6) hours of additional after-school instruction focused on higher order thinking skills for students identified as at-risk for educational failure.

4. CHALLENGES4.1 LearningThis item explores the challenges the school faces in providing educational activities that result in student learning.

Carol City Elementary School has identified several issues concerning challenges in learning. Among these are:

Carol City Elementary School students are highly mobile and frequently miss days of schools. Many students seem reluctant to spend the time outside of the classroom that is needed to master new skills and to retain competence in skills already taught. Due to the lack of consistent parental involvement, Carol City Elementary promotes parental involvement with various back-to-school nights and workshops. Home visits frequently indicate a lack of access to electronic communication devices, and the majority of families are dependent upon services of government and faith-based organizations for assistance in providing for the basic needs of the students. Carol City Elementary School has also faced a series of break-ins where vandals have destroyed the physical plant, materials and technology equipment. This has emotionally affected students, parents and staff.

4.2 FacultyThis item explores the challenges the school faces in ensuring the quality of teachers, providing for the satisfaction of the faculty, and the challenges the school faces in the delivery of educational programs.

Carol City Elementary School has identified several challenges in relationships with faculty. Among these are:

Carol City Elementary School has not been able to fill one Pre-Kindergarten Exceptional Student Education position as well as two special area positions.

4.3 Operational and External ForcesThis item explores the challenges the school faces in internal daily operations and in interactions with the surrounding community.

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Carol City Elementary School has identified several issues concerning challenges in relationships with internal operations and external forces. Among these are:a high number of students involved with outside community agencies,a high number of students involved with the Department of Children and Families, the turnaround time in our communication with parents of low-performing students is greater than five (5) days or no response is received,a high mobility rate, and the loss of students to the newly opened charter schools.

4.4 Process ImprovementThis item explores the challenges the school faces in improving educational program design, student support services, operational and strategic planning processes, cycle time, data usage, and organizational learning.

Carol City Elementary School has identified several issues concerning challenges in process improvement. One issue is student scores. On the FCAT reading test only 33 percent of the students meet high standards.

5. IMPROVEMENT5.1 Education Design and Support ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.1 Learning.

Carol City Elementary School has identified several issues concerning improvement in education design and support process. For example, Carol City Elementary School students are highly mobile and frequently miss days of school.

In order to address this need, Carol City Elementary School has implemented incentives for students with 100% attendance. Students will receive certificates for perfect attendance. Several students have problems interacting with other students in group settings, exhibit disruptive behavior and lack proper skills to effectively co-exist in a classroom setting.

In order to address this need, Carol City Elementary School has implemented a conflict resolution program to effectively monitor and address student discipline concerns.

5.2 Education Delivery ProcessThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.2 Faculty.

Carol City Elementary School has identified several issues concerning improvement in the Education Delivery processes. Among these are the results of the Professional Development Needs Assessment which indicates that teachers feel they need additional opportunities for personal and professional growth in the areas of PACES, Technology, and Direct Instruction (SRA). The Teacher Education Center will be contacted to arrange for on-site workshops to meet the needs of the teachers. Additional needs identified in the survey will be dealt with on an individual basis.

5.3 Operational and External Forces ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.3 Operational and External Forces.

Carol City Elementary School has identified several issues concerning challenges in improving relationships with internal operations and external forces. For example, the high turn-over rate in the custodial workforce. In order to address this need, we hired a full-time Head Custodian to organize and maintain the school grounds and overall sanitation of the school.

Another issue is the turnaround time in our communications with parents and the community. In order to address this Carol City Elementary School has developed a school website to keep our parents informed of activities related to our school.

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5.4 Organizational ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.4 Process Improvement.

Carol City Elementary School has identified several issues concerning challenges in process improvement. Among these, are student scores on the FCAT reading test indicating that only 33 percent of the students meet high standards. In order to address this need, Carol City Elementary School will partner with the Region and District to provide training to instructors in the Sunshine State Standards. The Special Area instructors have received training in Cross Curricular Pedagogy (CRISS Training) that supports reading instruction in all subjects areas. Targeted students will be provided with after-school tutorial opportunities. Data will be collected on students involved in these efforts and will be analyzed to determine the most effective method(s); these will be implemented on a larger scale.

Instructors also meet weekly for collaborative planning sessions. Weekly curriculum bulletins produced by the administration, as well as, a monthly newsletter written by staff are designed to keep all informed.

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MAJOR PROGRAMS

School Profile/ Needs Assessment: (continued)

PROGRAM DATE INITIATEDGRADE LEVEL(S)

Reading

1-6Accelerated Reader May '00

PreK-6Science Research Associates (SRA) Direct Instruction Program Sep. '01

K-6Competency Based Curriculum (CBC) Sep. '94

6Soar to Success Sep. '99

K-6Sunshine State Standards (SSS) Sep. '96

2-3Teaching Enrichment Activities to Minorities (TEAM) Sep. '01


Writing


K-6Power Writing Sep. '98




Mathematics


5-6Math in Context Sep. '00

K-6SECME/SECME RISE Sep. '00

K-6Sunshine Math Sep. '98



Science

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MAJOR PROGRAMS


PROGRAM DATE INITIATEDSTUDENT LEVELK-6Competency Based Curriculum (CBC) Sep. '01

K-6SECME/SECME RISE Sep. '00


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PROFESSIONAL DEVELOPMENT


TRAININGNUMBER TRAINED DATE

Provided or in Progress in the Area of Reading Instruction

Informal Reading Inventory Staff Development 1 Jan. 15, '02

Accelerated Reader Training (3 days) 13 Oct. 25, '01

Best Practices for Second Grade Teachers (4 days) 3 Oct. 04, '01

Project BEAR (11 days) 7 Oct. 22, '01

CRISS Training 1 Jan. 09, '02

Direct Instruction (5 days) 6 Sep. 06, '01

Project Right Beginnings 1 Nov. 29, '01

Reading Adoption Workshop 1 Nov. 19, '01

Sixth Grade Reading Leaders Meeting 1 Nov. 06, '01

FCAT Reading Practices 19 Oct. 24, '01

Reading Leaders' Workshops (4 days) 1 Oct. 03, '01

Write Time for Kids Staff Development 1 Oct. 09, '01

S.T.A.R.S. Workshop (3 days) 3 Oct. 12, '01

FLARE Workshop (4 days) 3 Feb. 28, '02

Paraprofessional FCAT Reading Strategies 8 Oct. 24, '01

Making the Vocabulary of Reading Everyday Practice 16 Oct. 24, '01

FCAT Reading Test Item and Performance Specification 15 Nov. 02, '01


Provided or in Progress in the Area of Writing Instruction

Vertical Team Writing Articulation Meetings (2 days) 28 May 28, '02

Best Practices for Second Grade Teachers (4 days) 3 Oct. 04, '01

Write Time for Kids Staff Development 1 Oct. 09, '01

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Provided or in Progress in the Area of Mathematics Instruction

Math in Context Part 2 (5 days) 2 Jan. 29, '02

Title II Eisehower Workshop (14 days) 5 Jan. 30, '02

Eisenhower Summer Institute Follow Up 1 Oct. 03, '01

Math In Context Part 1 (5 days) 2 Oct. 09, '01

Eisenhower Professional Development (SMILE) (3 days) 1 Oct. 31, '01

Saturday Inservices for Mathematics (4 days) 9 Dec. 15, '01

Equity in Math and Science 1 May 08, '02

Mathematics/Science Scope and Sequence Meetings (2 days) 12 May 30, '02


Other Professional Development Provided or in Progress

Parent Advisory Meeting (2 days) 1 Jan. 17, '02

Publisher Workshop 10 Dec. 11, '01


Provided or in Progress in the Area of Science Instruction

Eisenhower Summer Institute Follow-Up 1 Oct. 03, '01

Title II Eisenhower Development Program 3 Oct. 31, '01

SECME Inservice 1 Nov. 06, '01

Elementary Science Fair Convention 1 Dec. 03, '01

SECME Blitz 6 Feb. 26, '02

Science Fair 1 Apr. 24, '02

District SECME Festival 2 Apr. 27, '02

Science Vertical Articulation 14 May 24, '02

NASA Educator's Workshop (New) 1 Jul. 21, '02

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Other Professional Development Provided or in Progress

EXCEL Workshop 10 Dec. 12, '01

Sister School Africa Partnership 1 Dec. 11, '01

5th Annual Africando Africa Trade Investment Symposium (5 days) 2 Feb. 20, '02

Technology Meetings/Conferences (9 days) 9 Oct. 11, '01

Safety Orientation 1 May 07, '02

Florida DOE Requirements Meeting 1 Apr. 30, '02

Pre-Active Learning Workshop 1 Nov. 02, '01

Staff Development for LD/VE Teachers 2 Oct. 22, '01

Fall Meeting for Library Media Specialists 1 Oct. 24, '01

Inclusionary Games Workshop (2 days) 3 Oct. 24, '01

B.E.L.L. Project Workshop 2 Oct. 09, '01

Classroom Management Workshop 3 Dec. 02, '01

Child Abuse Workshop 1 Jan. 31, '02

Florida High Quality Education System Workshop 1 May 01, '02

Region 1 Vertical Articulation 4 Apr. 25, '02

FACE -Fostering Achievement Curriculum Excellence 17 Nov. 08, '01

Annual Safety Orientation Workshop 2 May 14, '02

Physical Education Workshop 1 May 20, '02

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The following information will explain how the EESAC has assisted in the preparation of the School PEP relative to the following issues:

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


Budget:Reading materials will be purchased to promote reading excellence through the purchase of Accelerated Reader materials and periodicals.

Training:We will continue to provide teachers with strategies that will enhance their instructional programs. Activities, provided monthly by a curriculum consultant, will include: classroom visitations, grade level team meetings, and the development of an instructional focus calendar that will include strategies, materials, and assessments geared to the Sunshine State Standards. Technology service classes will continue to be offered on an ongoing basis.

Instructional Materials:Materials geared to the Sunshine State Standards will be purchased to support the regular, as well as, the after-school tutorial program.

Technology:The Creative Education Institute (CEI Lab) will continue to provide service in reading for at-risk students. Site licenses will be purchased to provide current technology programs for reading, writing, and mathematics

Staffing:Specialists in the fields of reading, writing, mathematics, science and technology will continue to provide services. Depending on the budget, Community Involvement Specialists, and paraprofessionals will support the educational program.

Student Support Services:Volunteers from local high schools, colleges, and community services will work with students in reading, writing, and mathematics on a one-to-one and small group basis.

School Safety and Discipline:Assigned school staff will monitor student safety, upon arrival and dismissal from school, by monitoring exits. A discipline committee will develop a schoolwide plan to ensure uniformity of rules and regulations. A student/parent handbook will be provided to all students outlining policies and procedures for school safety and discipline.

Other Matters of Resource Allocation:Additional support and personnel, such as a Mathematics Resource Leader and Reading Leader, will enhance the instructional program. After school tutoring will provide additional assistance for targeted students in reading, writing, mathematics and science.

Benchmarking:Quizzes with based on the Sunshine State Standards will be administered on a regular basis. Reading and mathematics activities will be provided on an ongoing basis to monitor growth. The CEI Computer Program will address reading level growth for at-risk students. Direct Instruction will be implemented providing regular intervaled reading progress checks for reading rate, accuracy and fluency. Students will be assessed with monthly writing samples. Kindergarten screening checklists will monitor growth in reading and writing for kindergarten students. The Emergent Reader Screening (first grade assessment) will monitor achievement of students.

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TITLE I ASSESSMENT ISSUES


Parent InvolvementA Community Involvement Specialist will provide parent contact and promote parental involvement. Parent workshops will be provided to demonstrate effective strategies to use with children to promote reading, writing, mathematics, and science skills. During the week of May 13-17, 2002 notification was sent out to all parents informing them of the possibility of Carol City Elementary School becoming an "F" school for the second time and the possibility of receiving Educational Choice Options from the Florida Department of Education should the students become eligible.

Family LiteracyA family literacy program, providing at home libraries for low performing students, will be implemented.

School ClimateStrategies will be developed and implemented to improve student behavior.

Health ServicesResources will continue to meet the health needs of students, such as, Vision and Hearing Screening. Weekly visitation by the school nurse will continue to provide on-site services to our students and staff.

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School Data Summary: (compare the last 4 years, if available)

2001-2002

C

2000-2001

D

1999-2000

D

1998-1999

F

33 49 57

45 80

59

323

School Performance Grades

2001-2002 Results

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 137 129 57

139

125

59

ACCOUNTABILITY DATA

% Making Learning Gains

Reading Math WritingGrade Points

FCAT Sunshine State Standards (SSS) (all curriculum groups)

Grade Level: 03

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2001-2002 130 272 32 23 34 11 1 130 304 18 22 35 18 7

2000-2001 116 254 114 260

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Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 120 264 54 20 18 8 0 119 265 44 25 29 3 0

2000-2001 126 252 59 24 15 2 0 128 234

1999-2000 122 234 73 8 17 1 1

1998-1999 114 235 78 10 9 4 0

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 121 230 68 15 16 2 0 120 304 31 32 28 8 2

2000-2001 121 217 119 289 39 33 13 16 0

1999-2000 119 276 51 24 19 6 0

1998-1999 116 254 69 27 4 0 0

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Grade Level: 06

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 109 242 62 18 17 2 0 109 268 54 22 17 6 0

2000-2001 116 240 116 248

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Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

122 3 1 15 5 44 15 7 3 5 0 02001-2002 3

125 6 0 21 2 33 10 22 2 5 0 02000-2001 3

122 7 3 11 10 28 14 21 2 1 0 01999-2000 2.9

116 9 6 19 18 34 6 3 0 0 0 01998-1999 2.3

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

60 3 0 13 5 43 13 12 3 3 0 02001-2002 3

65 6 0 22 2 28 12 23 3 5 0 02000-2001 3.1

58 9 2 12 14 24 17 19 2 2 0 01999-2000 2.9

57 7 7 25 25 25 5 0 0 0 0 01998-1999 2.2

Test Prompt: Narrative


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

62 3 2 16 5 45 16 2 3 6 0 02001-2002 3

60 5 0 20 3 38 7 20 0 5 0 02000-2001 3

64 5 5 9 6 31 11 23 3 0 0 01999-2000 2.9

59 10 5 14 12 42 7 5 0 0 0 01998-1999 2.5

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ObjectiveGiven instruction using the Sunshine State Standards, all students will increase their reading comprehension skills as evidenced by achievement of the following on the 2003 administration of the FCAT Reading Test: a minimum of 54 percent of students scoring at or above FCAT Achievement Level 3, a minimum of 54 percent of students making learning gains, and; a minimum of 60 percent of students scoring in the lowest 25 percent of the school population making learning gains.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X

School Name: Carol City Elementary School District Name:

Performance Grade: C School Performance Excellence Goal: # 1 : Reading

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2002 FCAT Reading Test indicate that 33 percent of students have met the state required mastery level, 45 percent have made annual learning gains and 59 percent, more than the required 50 percent, of students scoring in the lowest 25 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of the students reach the state required mastery level, if 54 percent make annual learning gains, and 60 percent scoring in the lowest 25 percent make annual learning gains.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Reading Test. Quarterly reports will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal # 1 2 1 3 Other : See below

SAC members involved in the development of this objective:

Berezdivin, Karen Blocker, Linda Gant, Karen Polanco, Ana

Hessing, Claudia Major, Donna Moss, Ashley Vento, Eileen

Kirschenbaum, Susan Suppa, Ellen Young, Patricia

Names: Names: Names:

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STRATEGIES

Start Date

End Date

Timeline

Action PlanObjective Number: 1

Persons Responsible (by position) for this Strategy. Asterisk denotes contact

person.

School Level Resources Allocated

. Emphasize the significance of reading and its importance in the workplace by inviting community leaders to address parents and students at the annual career fair.

Career Committee Chairperson

May '03 May '03 1 Dade PartnersParent Outreach

. Expand the Direct Instruction Reading Model to include all grade levels.

Reading Leader Sep. '02 Jun. '03 2 SRA-Direct Instruction

. Monitor student progress to identify strengths and weaknesses, by analyzing monthly school designed assessments modeled after the Sunshine State Standards benchmarks to target instruction in grades one through six during weekly grade level meetings.

Classroom Teachers*Grade Level Team Leaders

Sep. '02 Jun. '03 3 Sunshine State Standards

Scope and Sequence

Quiz score/summary form

FCAT Coach

FCAT Task Cards

Test Item and Performance Task Specifications

. Expand the implementation of the following research -based strategies: Read and Retell, Reciprocal Teaching, and CRISS (Creating Independence Through Student-Owned Strategies) in grades one through six focusing on the Sunshine State Standards.

Classroom Teachers*Reading Leader


Scope and Sequence

CRISS ManualQuiz score/summary form

FCAT Coach

FCAT Task Cards


. Expand the Accelerated Reader Program by providing on-site training throughout the school year for all teachers and students who have not been previously trained.

Media Specialist Sep. '02 Jun. '03 5 Computers

Accelerated Reader

. Implement the CEI (Creative Education Institute) Lab on a daily basis as an intervention strategy for students who have been targeted as at-risk for reading deficiences.

Technology Lab Teacher Sep. '02 Jun. '03 6 Computer LabCEI Software

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STRATEGIES

Start Date

End Date

Timeline



person.


. Emphasize the importance of the Sunshine State Standards benchmarks and strategies by hosting monthly Reading Night activities with parents and students.


Oct. '02 May '03 7 Parent Outreach

. Identify targeted students in grades two through five, to participate in an after-school tutoring program three times a week, by analyzing assessment data to determine eligibility and meet student needs.

Reading Leader Oct. '02 May '03 8 Sunshine State Standards

Scope and Sequence

Quiz Score/Summary Form

FCAT Coach

FCAT Task Cards


. Revise and implement the scope and sequence focusing on the Sunshine State Standards benchmarks, strategies, resources and monthly assessments so that each of the reading strands are addressed each nine-week grading period for grade levels one through six.



Scope and Sequence

Quiz Score/Summary form

FCAT Coach

FCAT Task Cards


All staff members will participate in the implementation of this plan.Strategies are designed for all students including Limited English Proficient (LEP) and Exceptional Education students (ESE).

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ObjectiveGiven instruction using the Sunshine State Standards, all students will increase their writing skills as evidenced by a minimum average of 58 percent of students reaching the state's required mastery level as documented by the scores of the 2003 FCAT Writing Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


Performance Grade: C School Performance Excellence Goal: # 2 : Writing



Needs AssessmentResults of the 2002 FCAT Writing Test indicate that 57 percent of students have met the state required mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 58 percent of the students reach the state required mastery level.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Writing Test. Quarterly reports will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal # 1 2 3 Other : See below


Berezdivin, Karen Blocker, Linda Gant, Karen Hessing, Claudia

Kirschenbaum, Susan Major, Donna Polanco, Ana Vento, Eileen

Vento, Eileen Young, Patricia Moss, Ashley


230681-Amended

STRATEGIES

Start Date

End Date

Timeline



person.


. Emphasize the significance of writing and its importance in the workplace and as a career by inviting authors and journalists to address parents and students at the annual career fair.



. Revise and implement a scope and sequence to be used as a guide to focus on the Sunshine State Standards and criteria for effective writing in grades two thru four.




. Create a writing portfolio for each child in grades one through six to determine writing proficiency and to monitor student progress by analyzing expository, narrative and persuasive writing every other month.

Grade Level Team Leaders*Reading Leader



. Provide parents with strategies to foster students' writing development based on the Sunshine State Standards by inviting parents to participate in monthly writing workshops.


Oct. '02 May '03 4 Parent Outreach

. Identify targeted students in grades two through five by analylizing writing samples and pre-test assessments to determine eligibility for participation in an after-school tutoring program to meet three times a week.

Reading Leader Oct. '02 May '03 5 Sunshine State Standards



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ObjectiveGiven instruction using the Sunshine State Standards, all students will increase their mathematics skills as evidenced by achievement of the following on the 2003 administration of the FCAT Mathematics Test: a minimum of 54 percent of students scoring at or above FCAT achievement Level 3; and a minimum of 81 percent of students making learning gains.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


Performance Grade: C School Performance Excellence Goal: # 3 : Mathematics



Needs AssessmentResults of the 2002 FCAT Mathematics Test indicate that 49 percent of the students have met the state required mastery level and that 80 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of students reach the state required mastery level and if 81 percent make annual learning gains.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Mathematics Test. Quarterly reports will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal # 1 2 3 Other : See below


Berezdivin, Karen Blocker, Linda Gant, Karen Hessing, Claudia

Kirschenbaum, Susan Polanco, Ana Major, Donna Moss, Ashley

Suppa, Ellen Vento, Eileen Young, Patricia


250681-Amended

STRATEGIES

Start Date

End Date

Timeline



person.


. Emphasize the significance of mathematics and its importance in the workplace by inviting community leaders to address parents and students at the annual career fair.



. Revise and implement the scope and sequence focusing on the Sunshine State Standards benchmarks, strategies, resources and assessments so that each of the mathematics strands are addressed each nine-week grading period for grade levels one through six.

Classroom Teachers*Math Leader

Sep. '02 Jun. '03 2 Scope and Sequence

Houghton Mifflin

Scott Foresman Addison Wesley

FCAT Coach

Awesome Activities

180 Daily FCAT Questions

Sunshine State Standards

. Analyze student performance on monthly school-wide assessments, monitor the Sunshine State Standards benchmarks to identify students' strengths and weaknesses for the purpose of targeting instruction.

Classroom Teacher*Grade Level Team Leader


Houghton Mifflin


FCAT Coach

Awesome Activities


Quiz Scores/Summary Form


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STRATEGIES

Start Date

End Date

Timeline



person.


. Focus on the scope and sequence, analyze assessment data and target areas for classroom instruction to meet the needs of students during weekly grade level meetings.

Grade Level Team Leaders*Math Leader


Houghton Mifflin


FCAT Coach

Awesome Activities




. Enhance students' critical thinking skills on the Sunshine State Standards benchmarks in mathematics by continuing to participate in a weekly Mathematics Superstars Program at all grade levels.


Oct. '02 May '03 5 Superstars Program

. Emphasize the importance of the Sunshine State Standards benchmarks and strategies by hosting monthly Family Math Night activities with parents and students.


Oct. '02 May '03 6 Family Math

SECME

Parent Outreach

270681-Amended

STRATEGIES

Start Date

End Date

Timeline



person.


. Identify targeted students in grades two through five, to participate in an after-school tutoring program three times a week, by analyzing the data of pre-test results to determine program eligibility and meet student needs.

*Math Leader Oct. '02 May '03 7 21st Century King Green Grant

Scope and Sequence

Houghton Mifflin


FCAT Coach

Awesome Activities





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Adequate Progress Statement for the entire School Performance Excellence Plan:

A Progress Assessment meeting is scheduled for each school at the end of each school year. Present are to be the school principal, the Educational Excellence School Advisory Council (EESAC) chair, the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/business representative, and the EESAC student representative, if there is one. The Progress Assessment meeting is held at the Region office or supervising District office. At this meeting, the EESAC makes a presentation of findings. Included in the presentation are data that identify the Strengths and Opportunities for Improvement (OFIs) of the school. These results provide guidance for the future direction of the school and are included, as appropriate, as objectives and strategies in the subsequent School Performance Excellence Plan. NOTE: This meeting is subject to Florida's Government-in-the-Sunshine Law.

In the event that a school does not make progress on an objective found in the School Board-approved School Performance Excellence Plan, the Region office or supervising District office will collaborate with the EESAC to determine whether, and in what format, that objective will be readdressed.

The school must also meet the Florida Definition of Adequate Progress. Florida's High-Quality Education System states that if a school fails to meet criteria set forth in Florida State Board of Education Rule 6A-1.09981 pertaining to School Performance Grades, the school cannot be said to have made adequate progress.

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Mid-Year Review of School Performance Excellence Plan:

A mid-year review of the implementation of the current School Performance Excellence Plan will be conducted. This meeting, conducted by the Region Director or supervising District administrator, is subject to Florida’s Government-in-the-Sunshine Law. This review will provide useful information for revising School Performance Excellence Plans for the following year and for assessing where resources need to be targeted for the remainder of the school year. A self-study of the progress made in implementing the current School Performance Excellence Plan at each school site will constitute a major portion of the mid-year review.

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The School Advisory Council has reviewed and addressed all of the following required components of a School Performance Excellence Plan as pursuant to Section 230.23, Florida Statutes. State Education Goals: Appendix A p. i

• Goal 1: Readiness to Start School • Goal 2: Graduation Rate for Postsecondary Education and Employment • Goal 3: Student Performance • Goal 4: Learning Environment • Goal 5: School Safety and Environment • Goal 6: Teachers and Staff • Goal 7: Adult Literacy • Goal 8: Parental, Family and Community Involvement Based on an analysis of student achievement and school performance data: • FCAT Reading Sunshine State Standards • FCAT Math Sunshine State Standards • FCAT Writing Sunshine State Standards • FCAT Science Sunshine State Standards Issues relative to: • budget • training • instructional materials • technology • staffing • student support services • specific school safety • discipline strategies • other matters of resource allocation

310681-Amended

The following 10 essential components for Title I Schoolwide Program have been reviewed and addressed as required by Title I, Part A, Section 1114 of No Child Left Behind. (if applicable) • Comprehensive Needs Assessment of the Entire Plan • Schoolwide Reform Strategies • Instruction by Highly Qualified Teachers • High-quality and Ongoing Professional Development • Strategies to Attract High Quality Qualified Teachers to High-need Schools • Strategies to Increase Parental Involvement • Plans for Assisting Preschool Children • Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments • Activities to Ensure that Students Who Experience Difficulty Mastering the Proficient or Advanced Levels of Academic Achievement Standards Shall be Provided with Effective, Timely Additional Assistance • Coordination and Integration of Federal, State and Local Services and Programs.

320681-Amended

All of the following 11 essential components for the Comprehensive School Reform Program has been reviewed and addressed as required by Title I, Part F of No Child Left Behind. (if applicable) • Proven Scientifically-Based Strategies and Methods • Comprehensive Design with Aligned Components • Continuous Professional Development • Measurable Goals and Benchmarks for Student Academic Achievement • Support within School • Support for School Personnel • Meaningful Parental and Community Involvement • High Quality External Technical Support and Assistance • Annual Evaluation • Coordination of General Resources • Coordination of Scientifically-Based Resources

330681-Amended

All of the following 7 components of an Effective School Improvement Framework have been reviewed and addressed as required by the Quality School Improvement Process by the SACS Commission on Elementary and Middle Schools. (if applicable) • A process for stakeholders’ participation in school improvement planning • The identification, development, and analysis of information that is summarized in a profile of the students, school, and

community. • A list of beliefs and a mission statement that represent community expectations and student needs, and provide direction and

focus for the work of a school. • A list of clearly defined goals and performance expectations for student learning, and comprehensive assessment of students’

performance on each. • A comprehensive analysis of the instructional and organizational effectiveness of a school. • An action plan for school improvement that details strategies for addressing areas identified through the planning process as

needing improvement. • An implementation process that provides for continuous monitoring and annual assessments of the plan and supplies the

data for making necessary revisions.

All of the following 7 elements for the school improvement process have been reviewed and addressed as required by the SACS Commission on Secondary and Middle Schools. (if applicable) • Identification of the students, school, and community the school serves. • Development of the beliefs and mission of the school; basis for the school’s existence. • Completion of a comprehensive needs assessment that focuses on areas that relate to student performance. • Identification of specific goals for student learning. • Adoption of a process that must support and enable the school to conduct a self-evaluation of the effectiveness of the

instructional and organizational practices within the school. • Development and implementation of an action plan for improvement. • Development of an action plan ensuring the capacity of the school to evaluate its progress and provide for accountability to its

intended goals.

340681-Amended

SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

This School Performance Excellence Plan has been developed cooperatively by administrators, teachers, parents, students, and business/community representatives.

The original signature page; including signatures of EESAC members is on file at the Region/District Supervisor's Office.

Additionally, the signature of the Region Superintendent/District Supervisor certifies that this plan has been reviewed by appropriate personnel to ensure compliance with state and district rules.

350681-Amended

Documents

AMENDED School Performance Excellence Plansqi.dadeschools.net/SIP/2002-2003/0681.pdf · The staff, parents and students of Carol City Elementary School are committed to improving