School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/6121.pdf · Given instruction using the Sunshine State Standards, students in grades 6-8 will improve their mathematical

School Performance Excellence Plan

School Name and Number : 6121 - Rubén Darío Middle School

Principal: Edward Smith Telephone #: (305) 226-0179

High School Feeder Pattern: 7271 - Miami Coral Park Senior

ACCESS Center Three Board District #: 5 - Mr. Frank J. Bolaños

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

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 6121 - Rubén Darío Middle School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesB B C C C

Vision/Mission/Belief Statement(s):

VISION: The vision of Ruben Dario Middle Community School is to provide students with the tools necessary to become productive citizens and to teach them in a safe learning environment where they feel nurtured and are able to perform at maximum capacity. We will hold high expectations for our students, and all stakeholders will provide the necessary encouragement to enable the success of all students.

MISSION: The mission of Ruben Dario Middle Community School is to collaborate with the parents and representatives of the community in providing a productive learning environment that: (1) promotes critical thinking across curricular areas while enhancing reading, writing, and mathematics, (2) integrates learning technologies into the curriculum through interdisciplinary instruction, (3) improves student self-esteem in a multicultural, multiethnic, and multilingual community, and (4) emphasizes the professional development of highly qualified educators.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARYRubén Darío Middle School

Given instruction using the Sunshine State Standards, students in grades 6-8 will improve their reading skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 31 percent of each subgroup identified in the NCLB requirements will score at a state mastery level.

Given instruction using the Sunshine State Standards, students in grades 6-8 will improve their mathematical skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 38 percent of each subgroup identified in the NCLB requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students in grade 8 will improve their writing skills as evidenced by a 5 percentage point increase in the percentage of students scoring at the state mastery level as documented by the scores on the 2004 FCAT Test in Writing, while 1 percent improved performance of each subgroup identified in the NCLB requirements will score at the mastery level.

Given instructions using the Sunshine States Standards and looking at the enrollment data for advanced academics, students will increase their mastery of challenging academic content as evidenced by an increase of 5 points in the percentage of students enrolled in advanced and gifted classes when percentages from 2002-2003 are compared to 2003-3004 as documented by ITS generated reports.

Given instruction using the Sunshine State Standards and looking at the enrollment data for the magnet academy, there will be a 5 percent point increase in the percentage of students enrolled in the magnet academy classes, when comparing 2002-2003 to 2003-2004 as evidenced by ITS generated reports.

In order to achieve these objectives, appropriate strategies have been suggested and planned by all of the school's stakeholders. Strategies to be implemented include cooperative learning, multi-tasking, use of technology, and block scheduling.

Ruben Dario Middle Community School, located at 350 N.W. 97th Avenue, Miami, Florida, serves over 1,100 multiethnic and multilingual students in grades six through eight. These students represent many countries throughout the world. Approximately eighty-three percent are Hispanic, eleven percent African-American, two percent white, and one percent Asian. Approximately seven percent of the students are served in Exceptional Student Education programs. In order to best meet the students' needs, global education has been integrated into the Sunshine State Standards and Competency-Based Curriculum, utilizing instructional technologies under the schoolwide theme, "Networking the World." The program engages students in interdisciplinary instruction emphasizing global interdependence through the use of multimedia technologies in each of the core curriculum areas. After analyzing relevant data such as the Florida Comprehensive Assessment Test (FCAT), School Performance Excellence Plan results, School Demographic and Academic Profile, Ruben Dario Middle Community School staff, in conjunction with the Educational Excellence School Advisory Council (EESAC), has identified student performance as a significant target goal with the following objectives as schoolwide priorities for the 2003-2004 school year:

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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.

The faculty at Ruben Dario Middle Community School incorporates a variety of teaching strategies including lecture, cooperative learning, discussion, block scheduling, and technology. Accelerated Reader, STAR, SOAR, ESOL pull-out program, Title I tutoring, and CRISS strategies are also incorporated in order to achieve success as mandated by the Sunshine State Standards. To ensure that the needs of all students are being met, the school offers Exceptional Student Education services including varying exceptionalities, emotionally handicapped and gifted programs, and an Aviation-Aerospace Science Magnet program.

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

Major Programs:Sunshine State Standards Competency-Based Curriculum Comprehensive Reading Plan Comprehensive Mathematics and Science Plan

Additional Delivery Models:

Student Services:

Vision:

Mission:

Core Values:

The mission of Ruben Dario Middle Community School is to collaborate with the parents and representatives of the community in providing a productive learning environment that: (1) promotes critical thinking across curricular areas while enhancing reading, writing, and mathematics, (2) integrates learning technologies into the curriculum through interdisciplinary instruction, (3) improves student self-esteem in a multicultural, multiethnic, and multilingual community, and (4) emphasizes the professional development of highly qualified educators.

The vision of Ruben Dario Middle Community School is to provide students with the tools necessary to become productive citizens and to teach them in a safe learning environment where they feel nurtured and are able to perform at maximum capacity. We will hold high expectations for our students, and all stakeholders will provide the necessary encouragement to enable the success of all students.

Students at Ruben Dario participate in yearly vision screening. Assistance is provided for those students that cannot afford to buy eye glasses. Students are also encouraged to participate in peer mediation groups which entails conflict resolution.

At Ruben Dario Middle Community School, we believe that all students can learn if provided with the necessary encouragement and assistance. The faculty and staff believe that they are the conduits through which students can achieve maximum success. Students are encouraged to question and seek answers to satisfy their curiosity and thirst for knowledge. The staff believes that in order to be successful, each student must be treated as an individual and respected for what he or she brings to the learning environment.

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

The staff at Ruben Dario Middle Community School is made up of capable administrators, teachers, counselors and other support personnel. One principal, three assistant principals, and one Assistant Principal for Community Education, fifty-five classroom teachers, eight Exceptional Student Education teachers, one media specialist, four paraprofessionals, nine full-time clerks, five part-time clerks, ten full-time custodians, two part-time custodians, one cafeteria manager, one assistant cafeteria manager, thirteen part-time cafeteria workers, one Title I Reading Leader, one ESOL pull-out teacher and one technology support coordinator complete the staff. One of the teachers is a beginning teacher, six teachers hold Specialists degrees, thirty-nine hold Masters degrees, and three hold Doctoral degrees. The staff at Ruben Dario is comprised of approximately twenty-nine percent females and twelve percent males. Approximately fifty-one percent of the entire staff is Hispanic, seventeen percent White non-Hispanic, twenty-seven percent Black non-Hispanic, and five percent multi-ethnic. This diverse group of professional staff and support staff ensure a safe learning environment and a rich educational experience for all students. United Teachers of Dade and AFSCME are the major bargaining units for the school employees.

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

Ruben Dario Middle Community School is located on twelve acres in northwestern Miami-Dade County at 350 N.W. 97th Avenue. It is a school/parksite with Ruben Dario Park occupying its northwest quadrant. The school consists of a main building containing sixty-three classrooms, a cafeteria, an auditorium, a media center, and thirteen relocatables. This fourteen year old facility has been retro-wired to provide Internet access to one hundred percent of the main building. Ruben Dario Middle Community School was the recipient of a Qualified Zone Academy Bond (QZAB) Grant in the amount of $210,000.00. This grant has enabled the school to upgrade computers in the laboratories and the classrooms. Each classroom has three to four computers that are fully networked and one teacher station. Another major addition will be the use of the Excelsior Gradebook program for electronic posting of grades and the reduction of paperwork for teachers by connecting with the Miami-Dade County Public School's ITS. A homework hotline allows parents and students to leave messages at the school for teachers. The media center is the hub of technology for students and staff. Computer stations are made available for providers and clients to do research via the Internet. Furthermore, there is a rich array of books that support the curriculum and the Accelerated Reader Program. The school strives to support its mission by increasing the technology made available to clients, providers and stakeholders.

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

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

Ruben Dario Middle Community School provides programs for the gifted, learning disabled, emotionally handicapped, and ESOL students. The Individual Education Plan (IEP) is the guide for all Exceptional Student Education students and the Limited English Proficiency (LEP) Plan is used to ensure that the needs of ESOL students are met. These plans are reviewed and students are tested as required. Mainstreaming is done when it best fits the needs of the clients. Of the 1,100 students who attend Ruben Dario Middle Community School, approximately seven percent of the students are in the Exceptional Student Education (ESE) program, seven percent are in the gifted program, and ten percent in the ESOL program. The staff realizes that students who are not placed in any special category have needs that must be addressed by the curriculum. Therefore, programs are provided for advanced students in the core subjects and electives. These include the arts, vocational programs, physical education, multi-media and journalism. Every attempt is made to ensure that students in all categories are provided with the necessary guidance and support to be successful. Our concern for our clients' future careers is supported by a career lab and activities inside and outside of the classroom that provide students with the opportunity to explore varied career possibilities.

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

The major stakeholders at Ruben Dario Middle Commuinity School are provided opportunities to benefit from many services. Parents as well as community members have demonstrated interest in continuing their education in various areas. A large community school operates five evenings a week with programs

Please refer to Appendex A and B for legislative issues.

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and classes for children and adults of all ages. Many community members have enrolled in ESOL and computer classes order in order to improve their communication skills and assist their children in school. The program also offers courses that lead to the Graduate Equivalency Diploma (GED), and courses for persons needing to complete high school courses for standard diplomas. Continuous staff development is provided to ensure professional growth in all areas. Parent meetings and workshops are ongoing to comply with Title I guidelines.

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

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.

Ruben Dario Middle Community School shares a collaborative relationship with several Miami-Dade Partners such as Bell South, Burger King, Florida International University Engineering Department, Florida Coca-Cola Bottling Corporation, Gilley’s Vending, Leon Medical Center, Metro-Dade Parks (Ruben Dario Park), Outback Steakhouse, and South American Freight. These partners provide monetary support for incentives and field trips for programs such as Student-of-the-Month, Top-Readers, and Honor Roll students. By providing incentives, these partners are meeting the need to prepare students to enter the workforce, furthermore, they contribute to building a community of learners. The PTSA is an integral part of all student activities. Its contributions include periodic meetings and numerous activities that complement communication between our stakeholders, community, and school. Ruben Dario Middle Community School program provides classes for adults as well as student participation in the Learning Is Fun Everyday (L.I.F.E.) program for students after school.

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.

Ruben Dario Middle Community School achieved a grade of “C” for the first three years of the Governors A+ Plan. In 2002 and 2003, the school received a grade of "B." The school offers courses for gifted, ESE, and ESOL students. The Comprehensive Reading Plan, Accelerated Reader program as well as the Aero-Space Science Magnet program help to strengthen our academic goals. The student United Way Campaign has been recognized for contributing over 100 percent of the goal for the last four years. The school staff also met the United Way goal during the 2000-2001 school year. In 2002-2003 Ruben Dario reached sixty-nine percent of the United Way goal. Ruben Dario Middle Community School is recognized for its outstanding fine arts programs. The band program strives to receive superior ratings at the Miami-Dade County Music Festivals each year. The school is a major contributor to the Superintendent's Scholarship Fund. A high number of our clients have been accepted into senior high school magnet programs due to the education received at Ruben Dario Middle Community School. After school activities such as tutoring, sports and a wide array of PTSA programs help enhance the relationship between the stakeholders and the school.

3.2 CompetitorsThis item explores the alternate schools available to students.

Ruben Dario Middle School faces competition from several public schools that are within or are close to the school's boundaries. These include Paul Bell Middle School, Doral Middle School, Everglades Elemiddle and Rockway Middle School. Additionally, one charter school, Doral Academy, has begun to attract students from the same location as Ruben Dario Middle Community School. In addition to these public schools mentioned, there are several well-known neighboring private schools that have been approved to receive vouchers from the Florida Department of Education, thus increasing competition.

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.

Ruben Dario Middle Community School enjoys a collaborative system of leadership that includes representatives from all stakeholder groups on its primary decision-making. The Educational Excellence School Advisory Council (EESAC) along with other leaders in the school provide the technical support, and professional and personal growth opportunities that stakeholders need to make informed decisions. Innovation is encouraged and new ideas are given every opportunity to succeed. Ruben Dario Middle Community School provides an eclectic approach to guarantee quality educational experiences for its clients. In facilitating this approach, input from all stakeholders is considered an essential part of program improvement. This on-going communication between the school

Please refer to Staff Development (Appendex C).

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leadership team and the stakeholders enables us to provide educational programs that are tailored to the needs of the clients. Offering support to the stakeholders and clients of Ruben Dario Middle Community School beyond the three "R's" is crucial to the success of the school.

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

Enrollment in Ruben Dario Middle Community School has steadily declined over the past six years. This is due in part to the opening of new schools in the area including Paul Bell Middle School, Doral Middle School as well as the Doral Academy Charter School. Additionally, Everglades Elementary transitioned into an Elemiddle school and Ruben Dario’s boundaries were reapportioned. Decreased enrollment has caused a loss of instructional positions with a resulting cutback in the fine arts programs. Due to a decrease in enrollment, there has been a resulting loss of two counselors and three basic teacher allocations over a three year period. Ruben Dario Middle Community School is a partner school with Florida International University. This partnership includes participation in the Engaging Latino Communities for Education (ENLACE!), a grant funded by the Kellogg Foundation and administered by Florida International University. They supply the school with Florida International University students who are utilized as mentors in reading and mathematics classes. The Yaeger Foundation in cooperation with ENLACE! is holding tutoring classes at Ruben Dario Middle Community School for selected students in technology, science, and mathematics with the objective of having students create, market and patent a viable product. Ruben Dario Middle Community School has also a GREAT (Gang Resistance Education And Training) program in conjunction with the Miami-Dade Police, Doral Station, in order to address any problem indicated by the school climate survey. While some of the changes have been major, the school has found creative ways to remain viable as evidenced.

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

Ruben Dario Middle Community School faces the challenge of increasing the students' Florida Comprehensive Assessment Test (FCAT) scores. When students transition from one level to another, elementary, middle and high school there is a decrease in standardized test scores, presenting another challenge. This may be due to the effect of social as well as academic changes.

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.

Based upon the results of the School Climate Survey, student deficiencies in basic academic skills and lack or concern/support from parents remains a concern of the faculty. Also issues concerning effective instruction and the Educational Delivery Process have been voiced.

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

Based on the School Climate Survey, parents voiced a concern with the lack of student respect for school property. The high number of rental apartment complexes within the school boundaries impacts the student mobility index factors. Loss of clientele to competitor schools such as Paul Bell Middle School, Doral Middle School, Everglades Elemiddle, Doral Academy Charter School and several area private schools contributes to the loss of students. This affects provider attrition due to voluntary transfers to new schools and/or a reduction in the school's teacher allocation.

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.

Adequate Yearly Progress was not met by LEP (Limited English Proficiency) students in reading and mathematics. SWD (Students with Disabilities) students did not meet adequate yearly progress in reading. Ruben Dario Middle Community School faces two challenges - increasing FCAT reading, writing, and mathematics scores during the 2003-2004 school year for all students and increasing parent support and cooperation.

5. IMPROVEMENT

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5.1 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.

Students are pretested and deficiencies are addressed through classwork, home learning, special assistance from the Title I reading leader, and the ESOL pull-out teacher. Student Peformance Plans are also developed by the teachers and the parents to address the needs of students who are having difficulties making progress. To address the challenge of clients transitioning from one level to another, Ruben Dario Middle School will strengthen the feeder pattern relationship at the elementary and high school levels. Stakeholders will be asked to share concerns they have regarding this issue, and the school will work with them to discuss ways that they can help.

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.

In order to address these challenges the following will be undertaken: On-going staff development will be provided in all components of PACES during faculty meetings and early release days until staff is familiar with the evaluation system. Furthermore, the Teacher Education Center (TEC) will be invited to offer courses at the school. In order to increase parent participation, faculty and staff members will emphasize parent workshops and in-services.

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.

Lack of student respect for school property was a concern, therefore, a thirty percent increase in security monitors has been allocated, students' Rid-A Crime Club is in effect; staff is positioned at the entrance of the school to greet visitors and to issue passes; and the restrooms will be monitored closely. In order to address the issue of staff attrition due to voluntary transfers, Ruben Dario will develop a survey to elicit causes of dissatisfaction among the teachers. A committee will be formed to analyze the data, and to present EESAC with a prioritized list to address these concerns. Another issue is the loss of clientele to competitor schools. In order to address this need, Ruben Dario will market its school and its programs to the community in order to make Ruben Dario the choice of schools in this community. Furthermore, Ruben Dario will continue to promote the advanced academic program. The science magnet program as well as gifted courses offer students educational learning opportunities that might not be offered in other area schools.

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.

In order to address the challenges presented in Organizational Processes the following will be attempted: Students will receive intense instruction in class and in small groups by the Title I Reading Leader and the ESOL pull-out teacher. SWD students will receive individualized counseling and tutoring. Furthermore, students will be referred to the Child Study Team when teachers feel that the lack of progress is caused by a possible learning disability. Workshops will be provided to help parents learn how to assist students at home with FCAT strategies. Additionally, mentors from ENLACE! will provide tutoring in reading and mathematics.

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Advanced Academics

School Profile/ Needs Assessment: (continued)

(Middle Schools)

Enrollment trends in the gifted and advanced academic programs have more or less remained the same from the the 2002-2003 school to the 2003-2004 school year. The enrollment in the gifted program tends to be heavily populated with Hispanic students which reflects the total school population. This group exceeds the ratio when the entire ethnic breakdown of the school is examined. The teachers at Ruben Dario Middle Community School continue to recommend all ethnicities for advanced classes.

Enrollment trends in advanced, gifted, and honors classes.

At Ruben Dario Community School, the student population is comprised of 83% Hispanic students, 11% African-American students, approximately 2% White students, and 1% Asian students. Advanced classes are offered in language arts and mathematics to all students in grades sixth, seventh, and eighth. In language arts classes, 63% are Hispanics; 36% are African-American; less than 1% White and Asian. In advanced mathematics, approximately 49% of the students are African-American, 50% are Hispanic, and less the 1% are White and Asian combined. Advanced science and advanced social studies classes are offered to eighth grade students only. In the two advanced eighth grade social studies classes, 84% of the students are Hispanics, 15% are African-American, and 1% are White and/or Asian. The two advanced science classes are comprised of 76% Hispanics, 20% African-American, and less than 4% are Asian and/or White. According to the percentages, African-American students are enrolled at a higher percentage in advanced classes than their overall percentage in the school. In the gifted program, approximately 77% of the students are Hispanic, 15% are African-American and less than 4% are Asian and White. These numbers reflect more closely the ethnic breakdown of the total student school population.

Ethnic breakdown of advanced, gifted, and honors classes' enrollment as compared to the school's total population.

The students in the advanced academic classes and gifted classes, are demonstrating high levels of achievement. There were 810 grades issued in gifted and advanced classes in 2002-2003. Of these grades, 122 were "A", 386 were "B", 244 were "C", 39 were "D" and only 19 were "F".

Student achievement in advanced, gifted, and honors classes as measured by teacher assigned grades.

The Exceptional Student Education department chairperson and the counselors will be looking at students who scored in the 99th percentile on the 2003 FCAT. These students will be recruited for possible placement in the gifted program. Every effort will be made to ensure that the parents of these students are notified so that permission can be given for testing. Teachers in regular classes will be urged to continue seeking high performing students and recommending them for advanced classes.

Recruitment procedures in place to address underrepresented groups of students in advanced, gifted, and honors classes.

The Title I progam enables the school to offer before and after school tutoring. Students who are in advanced and gifted classes, and who are underachieving, are encouraged to attend this program. Parents are notified and invited to attend team conferences so that they can assist the school in improving the performance of these students. Every effort is made to maintain the high number of underrepresented students in both the gifted and advanced academic programs.

Support mechanisms in place to assist, under-achieving students in advanced, gifted, and honors classes.

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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:EESAC met on June 10th 2003, to decide on the EESAC budget for the 2003-2004 school year. The chairperson of the Educational Excellence School Advisory Council (EESAC) serves on the budget committee and assists with making recommendations to the principal regarding budget issues. The school's discretionary balance is shared with EESAC on a monthly basis. For 2003-2004, the EESAC recommended that their budget continue to be used to address safety, discipline, and student recognition.

Training:EESAC recommended that based on the 2003 FCAT results, teachers will participate in ongoing staff development which includes weekly FCAT strategies in reading, mathematics and writing. Staff development activities continue in the areas of science and mathematics as part of the District's Urban Systematic Program. Workshops in reading and writing across the curriculum will be presented by the Title I Educational Specialist, the Title I Reading Leader, and staff.

Instructional Materials:EESAC recommended that funds be utilized to purchase classroom supplies and materials for needy students and Accelerated Reader purchases for the media center, enhancing the collection of books presently available to all students.

Technology:EESAC recommended the purchase of software and book quizzes to support the Accelerated Reader Program, as well as, the Excelsior Grade Book program for teachers.

Staffing:EESAC recommended that funds continue to be utilized to purchase a clerk to assist with the implementation of the school's uniform policy and to purchase a part-time security monitor.

Student Support Services:EESAC recommended that funds continue to be utilized to purchase trophies and plaques for students at the end of the year award recognition ceremony.

School Safety and Discipline:EESAC assisted with the development of a schoolwide discipline and tardy plan, during the 2002-2003 school year. This plan is still in effect and will be reviewed by EESAC to ensure effectiveness. Through the purchase of a clerk to monitor the wearing of uniforms by students, the EESAC is showing its support for discipline.

Other Matters of Resource Allocation:EESAC recommended efforts to beautify the school by providing funding for gardening and building clean up.

Benchmarking:EESAC recommended that efforts should continue in the areas of staff development, reading strategies and test taking skills for students as well as a more intensive tutoring program before and after school in order to maintain the grade of a "B" or raise the FCAT grade to an "A."

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TITLE I ASSESSMENT ISSUES


Parent InvolvementThe school has one full time and one part-time Community Involvement Specialist with the responsibility of visiting and informing parents about the Title I Program. Parent meetings are held on a monthly basis. Guest speakers are brought in for discussions on a variety of topics from gang awareness to understanding teenagers. Parents are able to speak with teachers through the Home Learning Hotline and in written communication through students' handbooks, The Passport.

Family LiteracySeveral Literacy Nights are held each year in the library. At this time, parents can participate in reading adventures with the students as well as "surf the net." Parents can also participate in an array of interesting literacy activities, in which they are exposed to reading and learning strategies. The annual book fair is available for students and parents to look through the latest adolescent books and activities. The school hosts a Mathematics Family Night and a Science Family Night where parents and students can participate in science and mathematics games and experiment with manipulatives. These activities show parents and students that learning mathematics and science can be fun.

School ClimateMost of the staff members feel that Ruben Dario is a place where there is an opportunity for professional growth and collegiality. Students feel safe and parents remark that the school climate is conducive to learning. Before enrolling in the school, students feared gangs. However, once they became students these fears were alleviated. There is an effort on the part of the administrator to allow all stakeholders to participate in the programs at the school through a variety of committee formats, such as Curriculum Council, Team Ambassadors Council, and the Educational Excellence School Advisory Council.

Health ServicesWhile there is no health facilitator on site, the school coordinates activities with many community agencies to provide health related services to students beyond that provided by Miami-Dade County Public Schools. Guest speakers are invited to inform and educate students on the latest health related issues.

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School Data Summary: (compare the last 5 years, if available)

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

B B C C C

1999-20002000-20012001-20022002-2003

51 47 84

67 61

75

385

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 193 108 84

182

128

75

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

52 50 90

69 72

72

405

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 193 122 90

192

141

72

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)116121


Grade Level: 06

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2002-2003 403 273 37 20 30 12 2 398 282 40 24 23 10 2

2001-2002 411 273 38 18 27 13 3 415 289 40 23 23 9 4

2000-2001 489 272 488 279

Grade Level: 07

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 399 284 35 23 28 13 2 397 284 38 25 26 10 2

2001-2002 476 280 36 24 23 14 2 478 285 37 21 27 11 4

2000-2001 479 273 482 270

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

Grade Level: 08

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 469 291 33 27 27 12 2 466 302 26 29 30 9 6

2001-2002 495 281 36 26 24 11 3 498 291 34 26 24 11 5

2000-2001 520 270 44 25 21 8 2 530 295 29 27 30 9 5

1999-2000 521 280 38 29 24 8 2 515 296 31 26 27 9 7

1998-1999 536 295 25 34 32 9 0 530 296 30 30 31 8 1

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Grade Level: 08

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

466 2 2 6 6 17 17 29 13 7 1 02002-2003 3.6

483 5 1 9 2 16 11 31 12 7 1 22001-2002 3.4

515 4 1 14 3 27 6 29 7 6 1 02000-2001 3.3

517 3 1 5 3 25 16 32 10 3 0 01999-2000 3.5

539 1 1 3 3 25 24 31 7 4 1 01998-1999 3.6

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

232 3 1 6 5 16 18 31 13 6 1 02002-2003 3.6

242 4 0 8 2 15 10 34 11 7 2 32001-2002 3.6

264 2 2 10 3 21 8 30 13 8 2 02000-2001 3.5

255 2 1 6 3 11 15 41 16 4 0 01999-2000 3.7

273 0 1 2 2 30 26 27 6 5 1 01998-1999 3.6

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Grade Level: 08

FCAT Writing (all curriculum groups)

Test Prompt: Persuasive


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

234 1 3 6 6 18 16 28 13 8 0 02002-2003 3.6

241 5 2 9 2 16 13 27 13 8 0 02001-2002 3.3

251 7 0 18 2 34 4 28 1 4 0 02000-2001 3.1

262 4 0 4 4 38 17 24 4 3 0 01999-2000 3.3

266 1 1 3 5 21 22 35 8 3 1 01998-1999 3.6

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ObjectiveGiven instruction using the Sunshine State Standards, students in grades 6-8 will improve their reading skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 31 percent of each subgroup identified in the NCLB requirements will score at a state mastery level.

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

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School Name: Rubén Darío Middle School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentThe results of the 2003 FCAT Reading Test indicate that 44 percent of the sixth grade students, 43 percent of the seventh grade students, and 41 percent of the eighth grade students tested scored at or above level 3. In addition, 11 percent of LEP students made Adequate Yearly Progress in reading as specified by the NCLB on the 2003 FCAT . Furthermore, 11 percent of students with disabilities obtained Adequate Yearly Progress.

Scores on the 2003 administration of the FCAT Reading Test indicate that 33 percent of the students have not made learning gains in Reading.

Twenty-five percent of the students in the lowest 25% have not made learning gains on the 2003 FCAT Reading Test.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 5 percent of all students achieve level 3 or above and make learning gains on the 2004 administration of the FCAT, and if 31 percent of each subgroup identified in the NCLB requirements reach the state mastery level or if the subgroups show 10 percent improvement in the percentage of students scoring below grade level in reading.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Reading Test. Quarterly reports using the S.T.A.R. will provide formative assessments which will be used to monitor progress toward the objective.

Aligns with District Goal # 1 2 3 4 6 8 Other : See below

SAC members involved in the development of this objective:

Perez, Hector Broas, Eileen Compton, Phyllis

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

. Conduct weekly strategy workshops for all instructional staff geared to improving student performance on specific benchmarks

*Title I Reading LeaderTitle I Educational Specialist

Principal

Sep. '03 Mar. '04 1 Title I Reading Leader/School developed Reading Action Plan/CRISS/ Resources from the District Reading Department/ Sunshine State Standards

. Increase all students' independent reading levels by requiring that they read thirty minutes per day in school and at home.

*Title I Reading LeaderAssistant PrincipalsClassroom Teachers

Sep. '03 Jun. '04 2 Accelerated Reader/Classroom Libraries/Media CenterSunshine State Standards

. Utilize the daily reading logs to respond to specific questions based on what students read.

PrincipalAssistant Principals

*Title I Reading LeaderClassroom Teachers

Sep. '03 Jun. '04 3 Accelerated Reader Program/Classroom Libraries/Media Center

. Conduct Title I tutoring program before and after school. Including career counseling and advicing through ENLACE!

Principal*Title I Reading Leader

Tutors

Oct. '03 May '04 4 Title I Funds/School Based Budgeted Funds

. Conduct Family Literacy Nights to promote reading among parents, siblings, and the community.

Assistant Principal*Title I Reading Leader

Sep. '03 May '04 5 Community Involvement Specialist/Media Center/Title I Reading Leader

. Implement Soar to Success with selected sixth grade students.

*Title I Reading LeaderTitle I Educational Specialist

Assistant Principal

Oct. '03 Jun. '04 6 Division of Language Arts/Reading/Sunshine State StandardsSOAR

. Implement ESOL reading pull-out tutoring for LEP students and individualized tutoring for SWD students.

*Assistant Principal, ESE Department Chair and

ESOL Department Chair

Sep. '03 Jun. '04 7 Sunshine State StandardsBy the BenchmarksScholastic's Read 180

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, students in grades 6-8 will improve their mathematical skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 38 percent of each subgroup identified in the NCLB requirements will score at state mastery level.

School Leadership






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Performance Grade: B School Performance Excellence Goal: # 2 : Mathematics



Needs AssessmentThe results of the 2003 FCAT Mathematics Test indicate that 35 percent of the sixth grade students, 38 percent of the seventh grade students, and 45 percent of the eighth grade students tested scored at or above level 3. In addition, 18 percent of LEP students achieved Adequate Yearly Progress as per the NCLB requirements.

Likewise, scores on the 2003 FCAT Mathematics Test indicate that 39 percent of students have not made learning gains in Mathematics.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 5 percent of all students achieve level 3 or above and make learning gains on the 2004 administration of hte FCAT and if 38 percent or greater of students, in each subgroup indentified in the NCLB requirements reach the state mastery level or if the subgroups show 10 percent improvement in the percentage of students scoring below grade level in mathematics.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Mathematics Test. Quarterly reports using the test provided by the publisher in the textbook used at each grade level will be used to monitor the progress toward the objective.



Poglitsch, Maura Posada, Angel Mejias, Diana


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STRATEGIES

Start Date

End Date

Timeline



person.


. Implement weekly lesson plans that address areas of weaknesses as evidenced on pretests administered by classroom teachers to all students including ESE and LEP students.

Mathematics Classroom Teachers

/*Mathematics Department Chair

Assistant Principal

Sep. '03 Jun. '04 1 Sunshine State Standards/ Competency-Based Curriculum/Instructional Practices

. Include pre and post tests compiled from the Test Item and Performance Task Specifications to assess student progress and make adjustments as necessary.

Mathematics ClassroomTeachers

*Mathematics Department Chair

Assistant Principal

Sep. '03 Jun. '04 2 State adopted textbooks/Sunshine State Standards/Competency-Based CurriculumTest Item and Performance Task Specifications

. Incorporate Riverdeep into instruction on an on-going basis as evidenced in weekly lesson plans for all LEP, ESE and general student population.



Assistant Principal

Sep. '03 Jun. '04 3 Riverdeep/Computer Lab/Tech Assistant/Mathematics Classroom Teachers

. Reinforce the Sunshine State Standards through a daily "Problem of the Day" activity and incorporate how to budget and manage money.



Assistant Principal

Sep. '03 Jun. '04 4 State Adopted Textbook FCAT Test Prep Binder/Additional workbooksCareer Cruiser

. Implement mathematics pull-out tutoring for LEP students. Assitant Principal, *Mathematics teachers,

Mathematics Department Chair

Sep. '03 Jun. '04 5 Sunshine State Standards/ Competency-Based Curriculum/Instructional Practices


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ObjectiveGiven instruction using the Sunshine State Standards, students in grade 8 will improve their writing skills as evidenced by a 5 percentage point increase in the percentage of students scoring at the state mastery level as documented by the scores on the 2004 FCAT Test in Writing, while 1 percent improved performance of each subgroup identified in the NCLB requirements will score at the mastery level.

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Performance Grade: B School Performance Excellence Goal: # 3 : Writing



Needs AssessmentResults of the 2003 FCAT Writing test indicate that 84 percent of the eigth grade students scored at or above level 3. In addition, 100 percent of students achieved proficiency as per The No Child Left Behind (NCLB) adequate yearly progress report.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if there is a 5 percent increase in the number of eighth grade stduents who reach the state required mastery level as documented by the scores on the 2004 FCAT Test in Writing.

Evaluation:This objective will be evaluated by the scores on the 2004 FCAT Test in Writing. Ongoing comparisons of students' writing samples will be used to monitor progress toward this objective. Classroom teachers will use writing rubrics and maitain students' writing portfolios to be assessed every month.



Acuna, Mary Holmes, Sabrina Williams, Peter


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STRATEGIES

Start Date

End Date

Timeline



person.


. Instruct students on how to successfully score essays holistically, by allowing them to evaluate each other's papers in groups.

Language Arts Teachers/*Department Chair

Title I Reading LeaderAssistant Principal

Sep. '03 Jun. '04 1 Title I Reading Leader/Title I Educational Specialist/Resources from the Division of Language Arts/Reading

. Implement in weekly lesson plans a writing prompt using either persuasive or expository prompts and provide students with the opportunities to practice both kinds of writings, including career topics.

PrincipalAssistant Principals

Language Arts Teachers *Department Chair

Title I Reading Leader

Sep. '03 Jun. '04 2 Sample prompts provided by the Division of LanguageArts/Reading Teacher made prompts/Sunshine State Standards/Competency Based CurriculumCareer Cruiser

. Provide ongoing staff development to all language arts teachers that include information on teaching successful writing techniques.

Principal*Title I Reading Leader

Title I Education SpecialistLanguage Arts Department

ChairAssistant Principal

Sep. '03 Jun. '04 3 District Reading Specialists/Title I Reading Leader/Language Arts Writing Plan, Publications from Division of Language Arts/Reading/Sunshine State Standards

. Engage students in daily writing "Do Now" activities, and complete "show not tell journals" as well as short wriing assignments.

Language Arts Teachers*Department Chair

Title I Reading LeaderAssistant Principal

Sep. '03 Jun. '04 4 Language Arts Writing Plan/Title I Reading Leader/Publications from the District/Competency Based Curriculum

. Complete a writing pre and post test, as well as mid-year progress check using sample FCAT promts to evaluate student writing.

PrincipalAssistant Principal

Title I Reading LeaderLanguage Arts Teachers

*Department Chair

Sep. '03 Jun. '04 5 Sample prompts provided by the District/Title I Reading Leader


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ObjectiveGiven instructions using the Sunshine States Standards and looking at the enrollment data for advanced academics, students will increase their mastery of challenging academic content as evidenced by an increase of 5 points in the percentage of students enrolled in advanced and gifted classes when percentages from 2002-2003 are compared to 2003-3004 as documented by ITS generated reports.

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Performance Grade: B School Performance Excellence Goal: # 4 : Advanced Academics



Needs AssessmentEnrollment figures from 2002-2003 indicate that 422 students out of 1,271 were enrolled in advanced and gifted classes, or 33 percent of the total population.

Definition of Adequate Progress:Adequate progress will be achieved if there is an increase of 5 percent of the total number of students enrolled in advanced and gifted classes in the 2003-2004 school year.

Evaluation:This objective will be evaluated by comparing enrollment figures from 2002-2003 and enrollment numbers for 2003-2004 as computed on ITS generated reports. Quartely reports from ITS will be monitored to check the progress of students in all academic classes.

Aligns with District Goal # 2 3 4 6 8 Other : See below


Gonzalez, Leslie guedes, Alice Vazquez, Miriam


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STRATEGIES

Start Date

End Date

Timeline



person.


. Review the 2003 test results to target students scoring in the 99th percentile for inclusion in advanced classes or to make recommendations for gifted testing.

Principal*ESE Department Chair

Assistant Principal

Sep. '03 Jun. '04 1 ESE Teachers/ESE Placement Specialist/ 2003 FCAT Test Results/Clasroom Teachers

. Provide before and/or after school tutoring to students in the 99th percentile to ensure their success in advanced and gifted classes.

PrincipalClassroom Teachers

*Title I Reading Leader

Sep. '03 Jun. '04 2 Title I Funds/ Title I Reading Leader/School Budget

. Provide training from district and school staff to academic classroom teachers to ensure they are able to assist students who demonstrate high achievement on but perform poorly in the classroom.

Principal*Assistant Principal

Sep. '03 May '04 3 Classroom Teachers/District Educational Specialist

. Implement higher order thinking strategies to promote critical thinking in all academic areas.

Principal*Classroom Teachers

Sep. '03 Jun. '04 4 Classroom Teachers/District Educational Specialist

. Implement technology / computer skills to all students in advanced academic classes.

Principal*Classroom Teachers

Sep. '03 Jun. '04 5 Classroom Teachers/District Educational Specialist


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ObjectiveGiven instruction using the Sunshine State Standards and looking at the enrollment data for the magnet academy, there will be a 5 percent point increase in the percentage of students enrolled in the magnet academy classes, when comparing 2002-2003 to 2003-2004 as evidenced by ITS generated reports.

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Performance Grade: B School Performance Excellence Goal: # 5 : Science



Needs AssessmentThe 2002-2003 Teacher Grade Analysis report generated by ITS indicates that 16 percent of the students in the magnet academy grades six, seven and eight were enrolled in magnet science classes.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if there is a 5 percent increase in the number of students recommended for the magnet science classes at the end of the 2003-2004 school year.

Evaluation:This objective will be evaluated by the number of students recommended for magnet science classes as reflected on the simple tally generated by ITS. Quarterly reviews of the Teacher Grade Analysis report will be used to monitor progress.

Aligns with District Goal # 2 3 3 4 5 6 8 Other : See below


Broas, Eileen Mejias, Diana Diaz, Mayka


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STRATEGIES

Start Date

End Date

Timeline



person.


. Implement the science magnet generated Inventory Pre-test based on the Sunsihine State Standards in which seventy-five percent of the standard curriculum students will demonstrate progress as evidenced by the students showing a 50% minimum increase in their post test results.

Principal Science Teachers

*Science Department ChairMagnet Lead Teacher

Sep. '03 Jun. '04 1 Sunshine State Standards/Glencoe Science Voyage Teachers Resource books/Holt Modern Earth Science Resource Books/ Readers HandbookScience Graphic Organizers

. Document on magnet science teachers' logs all standard curriculum students' participation in a minimum of ten hands-on laboratory experiences.

*Science TeachersPrincipal

Science Experiment LogsScience Department Chair

Magnet Lead Teacher

Sep. '03 Jun. '04 2 Sunshine State Standards/Glencoe Science Voyages Teachers' Resource Books/Holt Modern Earth Science Resource Books/Science Graphic Organizers

. Participation of students in a minimum of one computer-based learning experience as documented on the computer log.

Principal*Science Teachers

School Designed Computer Logs

Science Department ChairMagnet Lead Teacher

Sep. '03 Jun. '04 3 Computer Laboratory/ Classroom Computers/ Riverdeep/ Xcursions.com

. Conduct at least one full day of professional development activities for all magnet science teachers.

*Science Department Chairperson

PrincipalAssistant Principal

Magnet Lead Teacher

Sep. '03 Jun. '04 4 Safety Manuals/District Science Educational Specialist

. Implement interim testing to all students in the magnet program(regular, ESE and ESOL) that have not evidenced a minimum of 50% per specifically tested gain and be referred to tutoring.

Principal Science Teachers

*Science Department ChairMagnet Lead Teacher

Sep. '03 Jun. '04 5 Sunshine State Standards/Glencoe Science Voyage Teachers Resource books


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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 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.

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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

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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.

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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: • 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

APPENDIX A

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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.

APPENDIX B

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PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

Reading BenchmarksMain Idea / Details Reciprocal Teaching and Selective UnderliningSept. 9, 2002

Teachers: 75

Administrators: 25Others: 0

Continue providing in-services to reinforce the teaching of the reading benchmarks

Reading BenchmarksContext CluesHigher Order Thinking Questions and Power NotesSept. 23, 2002

Teachers: 75



Reading BenchmarksAuthor's Purpose and Point of ViewR.A.F.T. / Perspective Journal EntriesOct. 7, 2002

Teachers: 71



Reading BenchmarksCompare and ContrastH-chart / VennNov. 4, 2002

Teachers: 75



Reading Benchmarks Cause and Effect Pattern PuzzlesDec. 2, 2002

Teachers: 66



Reading Benchmarks Conflict / SolutionProblem Solution Graphic OrganizerDec. 16, 2002

Teachers: 66



Reading BenchmarksDecision MakingBlooming Questions and QARs

Teachers: 40 Continue providing in-services to reinforce the teaching of the reading benchmarks

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APPENDIX C

Provided or in Progress in the Area of Reading Instruction


Jan. 13, 2003Administrators: 25

Others: 0

FCAT Task SpecificationsSept. 16, 2002

Teachers: 69


Provide follow up training, if needed.

Test Taking TipsFeb. 10, 2003

Teachers: 90


Provide follow up in-service, if needed.

FCAT ExplorerJan. 23, 2003

Teachers: 25



FCAT Explorer Faculty PresentationFeb. 4, 2003

Teachers: 95


Provide follow up training

Informal Reading InventoryMarch 19, 2003

Teachers: 25



S.T.A.R.S. 6th Grade Reading StrategiesApril 10, 15, and 29, 2003

Teachers: 12



CRISS TrainingOct. 9 and 21, 2002

Teachers: 25


Provide additional follow up training, if needed.

Intensive Reading for Secondary LD/VE ReadersDec. 11, 2002

Teachers: 100


Provide additional follow up training, if needed.

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APPENDIX C

Provided or in Progress in the Area of Writing Instruction


R.A.F.T. and Perspective Journal WritingOct. 7, 2002

Teachers: 71



Pattern PuzzlesDec. 12, 2002

Teachers: 66



Question Answer Relationships (QARs)Jan. 13, 2003

Teachers: 40



Holistic Scoring In-ServiceJan. 29, 2003

Teachers: 90


Provide additional training, if needed.

Write Traits TrainingMay 12, 2003

Teachers: 15



Wild About WordsApril 23, 2003

Teachers: 12



TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Math Strategies for Middle School LD/VE TeachersJan. 01, 2003

Teachers: 20


Provide addtional training, if needed.

FCAT ExplorerJan. 23, 2003

Teachers: 11

Administrators: 0

Provide additional traning, if needed.

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APPENDIX C

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAININGAdministrators: 0

Others: 0

Geometry Staff Development for LD/VE TeachersJan. 9, 2003

Teachers: 11



Teaching and Learning Conference for MathDec. 13, 2002

Teachers: 11


Provide additional in-services, if needed.

FCAT MathTest Taking TipsFeb. 24, 2003

Teachers: 90


Provide follow up in-services, if needed.

Cause and Effect Problem SolutionDec. 16, 2002

Teachers: 70



Middle School Conference Math TeachersMay 7, 2003

Teachers: 44



Provided or in Progress in the Area of Science Instruction


Inquiry-Based Learning in Secondary Science April 29, 2003

Teachers: 12



Inservice for secondary science FCAT updateMay 13, 2003

Teachers: 12

Administrators: 0


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APPENDIX C

Other Professional Development Provided or in Progress


Building Bridges for a Successful TomorrowMay 29, 2003

Teachers: 20



Career Discovery Curriculum WritingApril 25 and May 2, 2003

Teachers: 100



Florida Remebers WWII In-ServiceApril 25, 2003

Teachers: 11



Teacher's Curriculum Institute / History Alive In-ServiceApril 22, 2003

Teachers: 11



Provided or in Progress in the Area of Science Instruction



Human Growth and Development TrainingMarch 25-27, 2003

Teachers: 25



Scientific Earth / Space Science In-serviceFeb. 7, 2003

Teachers: 12



In-Service for Earth and Space Science TeachersJan. 31 and Feb. 1, 2003

Teachers: 25


Provide follow up training if needed.

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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.

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Documents

School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/6121.pdf · Given instruction using the Sunshine State Standards, students in grades 6-8 will improve their mathematical