School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/4221.pdfSchool Performance Grades 2003 2002 2001 2000 1999 A A B A A ... and composed our School Performance Excellence

School Performance Excellence Plan

School Name and Number : 4221 - Palmetto Elementary School

Principal: Mirta Segredo Telephone #: (305) 238-4306

High School Feeder Pattern: 7431 - Miami Palmetto Senior

ACCESS Center Five Board District #: 9 - Ms. Betsy H. Kaplan

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.

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 4221 - Palmetto Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesA A B A A

Vision/Mission/Belief Statement(s):

VISION: The vision of Palmetto Elementary School is to provide an outstanding education for all students by developing pride, respect, and excellence everyday, and creating life-long learners.

MISSION: Palmetto Elementary School will educate all students by providing an effective learning environment that will create life-long learners in a multicultural society.

Title I Schoolwide Program: NoComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARYPalmetto Elementary School

Given instruction using the Sunshine State Standards, students in grades three through five will demonstrate high standards of perfomance in reading as evidenced by a maintenance, within five percentage points, of the percent of students scoring at or above Achievement Level 3 on the 2004 administration of the FCAT Reading Test.

Given instruction using the Sunshine State Standards, students in grades three through five will demonstrate high standards of performance in mathematics as evidenced by a maintenance, within five percentage points, of the percent of students scoring at or above Achievement Level 3 on the 2004 administration of the FCAT Mathematics Test.

Given instruction using the Sunshine State Standards, students in grade five will demonstrate high standards in science as evidenced by a mean scale score on the 2004 administration of the FCAT Science Test that will surpass the district's mean scale score by 10 points.

Given an increased emphasis on the infusion of technology into the curriculum, 75 percent of teachers will participate in professional development activities related to instructional technology.

In order to achieve the above objectives and fulfill our school vision and mission, the Educational Excellence School Advisory Council analyzed data, targeted areas of strengths and weaknesses, and composed our School Performance Excellence Plan. All staff agreed to implement the goals and objectives of the plan, and to monitor progress throughout the year.

Palmetto Elementary School is located within the Village of Pinecrest, a growing suburban community of single family homes in southeastern Miami-Dade County. The school population also includes approximately 115 students from Richmond Heights, a satellite community of minority students. Palmetto Elementary has 719 students who are enrolled in pre-kindergarten through grade five. In addition to providing a standard curriculum, the following special programs are implemented: a fee supported pre-kindergarten, a pre-kindergarten with students who have varying exceptionalities, an innovative gifted center for kindergarten through grade three, and a Bertha Abess Children's Center for severely emotionally disturbed children. Our student population is 49 percent White non-Hispanic, 31 percent Hispanic, 14 percent Black, non-Hispanic, three percent Asian, and three percent Other. Twenty-one percent of Palmetto Elementary students qualify for free or reduced price lunch.

After a careful analysis of student performance, school needs, and parental involvement, the EESAC and staff identified the following objectives 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.

Palmetto Elementary School provides basic educational services from the Sunshine State Standards and the Competency-Based Curriculum to students in pre-kindergarten through fifth grade. The Comprehensive Reading Plan, designed to assist students in meeting grade level expectations, is implemented in the Language Arts program. The Miami-Dade County Public Schools system has developed a math and science program that emphasizes the need of its students to compete in the global marketplace for the jobs of the future. At Palmetto Elementary School, we are implementing the Mathematics and Science Literacy-Bridges to Careers Plan. This plan integrates National Standards, Sunshine State Standards, and grade level expectations for students in kindergarten through fifth grade. A full-time pre-kindergarten program and a resource program for students in kindergarten through fifth grade is provided for students with Varying Exceptionalities. The Odyssey Center provides gifted students in kindergarten through third grade with enrichment opportunities that develop higher order thinking skills. Fourth and fifth grade gifted students attend the Cosmos Center at Howard Drive Elementary. To further assist the community, Palmetto Elementary School operates a before and after-school program servicing 150 families.

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:

Palmetto Elementary School will educate all students by providing an effective learning environment that will create life-long learners in a multicultural society.

The vision of Palmetto Elementary School is to provide an outstanding education for all students by developing pride, respect, and excellence everyday, and creating life-long learners.

Our Student Services Department provides speech, social, tutorial, and psychological services on an “as needed” basis. Counseling is available for all students. The school also houses the Bertha Abess Center. This center addresses the needs of severely emotionally handicapped students from pre-kindergarten through fifth grade.

At Palmetto Elementary School, we hold the following beliefs as the stimulus for all endeavors undertaken by the school: We are dedicated to quality - quality of service, quality of relationships, and quality of communication. We believe that we should be, for all who are involved, a place of realized potential. We believe that our responsibilities are to our students, to our employees, to the community, and to the society that we serve.

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

Palmetto Elementary employs 69 full-time staff, and 18 part-time staff members. Of this group there are three administrators, 23 classroom teachers, four gifted teachers, 11 exceptional education teachers, three site clinicians, one counselor, an art therapist, two adaptive physical educational teachers, one art teacher, one music teacher, an itinerant music teacher, a zone mechanic, a security monitor, a media specialist, an ESOL teacher (English for Speakers of Other Languages), and three Berlitz teachers that teach Spanish to all students in kindergarten to grade five. Additionally, we have five full-time office workers and five custodians. We have a full-time microsystems computer specialist and a part-time teacher for the computer lab.

All teachers are certified in their respective fields. Twenty-six staff members have advanced degrees; while the average length of time teaching in Florida is 13 years.

Parents are very active with over 30 parent committees that range from assisting teachers in the classroooms, to fundraising approximately $25,000 each year for special programs and services.

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

Palmetto Elementary is located within the Village of Pinecrest, a suburban community of single-family homes, in southeastern Miami-Dade County. The school is located on six acres at 12401 S. W. 74 Avenue and was built in 1957. Originally, the school only had two buildings that were later augmented by a kindergarten building, a six-pack building, and a free standing Media Center. Present enrollment is at 713 students. Our utilization capacity, including the permanent facility and the five relocatables situated on our campus is 109 percent. The 45 year old building has been retro-wired to provide Internet and Intranet access to all the classrooms, including the three portables that serve as classrooms. The Media Center houses a state of the art closed circuit television system and 20 computers for student use. It also houses a computer lab with 26 computers with Internet access.

The school is committed to supporting the arts program. We are expanding our musical program which includes intermediate and advanced chorus, a string program, salsa dance group, and recorder ensembles. We recently acquired digital technology to support our visual arts program. A drama club has been successfully established at Palmetto producing a full scale student performance.

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.

Palmetto Elementary School serves 719 students from the surrounding neighborhood, the satellite community of Richmond Heights, and an 11 percent out-of-area population. This enrollment includes 85 percent standard curriculum students and 15 percent ESE students. Twenty-two percent of our population consists of economically disadvantaged students. The ethnic/racial make-up of the student population is 49 percent white, 14 percent African-American, 31 percent Hispanic, three percent Asian, and three percent Other. Additionally, five percent of our students participate in the ESOL program. Because of the diverse population and a wide socio-economic range, a variety of services are available such as: an extended day care program, after school tutorial services,

Please refer to Appendex A and B for legislative issues.

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ACT (Assistance for Classroom Teachers) aides, counseling and mediation groups, specific accommodations for the physically disabled, cultural arts classes (after school), PTA sponsored activities such as word power and lunch bunch, Student Council, FEA (Future Educators of America), art club, chorus, salsa dancers, computer technology lab, and extracurricular academic opportunities such as Odyssey of the Mind, Geography, Math and Spelling Bee competitions.

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

Palmetto Elementary School, along with its PTA endeavors, will link with the community in several ways. During the course of the school year, Palmetto Elementary School’s PTA will sponsor a golf tournament, book fairs, a carnival, a pasta dinner and a holiday store. These activities will support and fund school programs. The PTA has planned and organized the dates and times these events will take place. The entire neighborhood is invited to participate. These PTA sponsored activities will enhance student programs, provide assistance for classroom teachers, encourage school volunteers, promote cultural awareness, and provide the opportunity for business sponsorships.

Palmetto Elementary School enrolls approximately 700 students per year in a variety of programs, including Basic Student Education, English for Speakers of Other Languages, Odyssey Gifted Programs, Bertha Abess Children's Center, Pre-Kindergarten Programs, a Before and After-School Program, Parent Education, and the ACT Program.

The Palmetto Elementary School stakeholders and community promote a positive school image. The school and PTA publication of the Palmetto Prints Newsletter highlights school activities and programs. This publication is disseminated weekly to parents and the community at large. Palmetto Elementary School receives accolades from the community and local print media for the school’s outstanding student achievement and student, parent, and community involvement and support. Palmetto Elementary School is the recipient of the Five Star School Award for 2000-2001.

Palmetto Elementary School solicits the involvement of local colleges and universities, the police department, politicians, as well as local businesses to promote, create and maintain a rich learning environment for our students. The continuous efforts of the stakeholders to provide a quality education for all Palmetto Elementary School students is an aggressive and unyielding campaign. Palmetto Elementary School promotes pride, respect and excellence. The school and community affirm that , “We can’t hide that Palmetto Pride”.

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.

Palmetto Elementary School relies strongly on its relationships with community agencies, business partners, universities, the PTA, and neighboring schools. We have a very strong partnership with businesses within our community. Our Dade Partners provide volunteers as well as incentives to motivate our students to excel both academically and socially. Through a collaborative relationship with the University of Miami, our students in third, fourth and fifth grade have participated in “Science for All”. This program promotes science learning and the scientific inquiry process. The Parent Teacher Association (PTA) is committed to supporting the total school program. It presently has over 30 working committees. Every year, the parent volunteers have logged over 10,000 hours. Palmetto Elementary has also been the recipient of the Golden School Award for the last 15 years.

Palmetto Elementary has established a special relationship with the Village of Pinecrest. The village provided the school with the community resources needed to provide a secure and safe learning environment. Among the services received are: a school resource officer every afternoon, the D.A.R.E. program for our fifth grade students,and a playground for our primary students. This “small town” feeling is evident in our relationship with neighboring schools, as well. We take pride in the programs that have been established through Miami Palmetto Senior High School and Palmetto Middle School. The Future Educators of

Please refer to Staff Development (Appendex C).

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America students at Palmetto Middle regularly visit our school to assist teachers and read to our students. The Social Studies Honor Society, the Code of Honor Committee, and the National Honor Society are among the clubs from Miami Palmetto Senior High School that provide assistance to our students.

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 Palmetto Elementary School has steadily increased every year. The Florida Department of Education graded Palmetto as an "A" school in 1998-1999, 1999-2000, 2001-2002, 2002-2003, and a B school in 2000-2001. Palmetto is proud of its distinction as the recipient of the “Five Star School Award” for 2000-2001. In addition, Palmetto’s PTA was recognized for its outstanding parental involvement program. Together, Palmetto staff, students, and parents will continue their dedication to excellence.

3.2 CompetitorsThis item explores the alternate schools available to students.

Several private schools are within or close to the boundaries of Palmetto Elementary School. These include: Gulliver Academy, St. Louis Catholic School, St. Thomas the Apostle Catholic School, Epiphany Catholic School, Beth Am Day School, and Bet Shira Day School.

The elementary public schools within the Miami Palmetto High School Feeder Pattern that surround Palmetto Elementary School are Pinecrest Elementary, Howard Drive Elementary, Coral Reef Elmentary and Vineland Elementary.

There are several elementary magnet programs within the Miami-Palmetto High School Feeder Pattern. They are: Frank C. Martin Elementary, a Pre-International Baccalaureate Magnet, R. R. Moton Elementary, and Perrine Elementary, a Creative Arts and Expressive Arts Magnets and Ethel Beckford/Richmond Elementary School, a Zoology, Mathematics and Science Magnet.

Additionally, there is one nearby public charter that slightly impacts our membership. It is the Coral Reef Montessori Academy Charter School. Several students within our attendance area also attend the Assurant Group and Ryder Satellite Learning Centers.

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.

Palmetto Elementary’s system of leadership includes all stakeholders that make informed decisions which are essential to the success of the school. They are: EESAC, the primary decision making group that meets monthly; an active PTA which provides parent education and cultural opportunities for students; and a Professional Growth Team of teachers that meets monthly to examine student work. They help to improve teaching strategies by sharing ideas. Innovation is encouraged and new ideas from all stakeholder groups are given every opportunity to succeed.

The goal of every group is to guarantee quality educational experiences for students that are specific to student needs. In addition to academic support, students and parents benefit from additional services and programs. They are: computer workshops for parents, extended day care programs, social services, and parenting seminars. An interactive staff and our community relationship promotes an environment that is essential to the success of our school.

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

Enrollment at Palmetto Elementary has risen each year. Many students are here from out of our school boundaries. Some families have received an official out-of-area transfer, and many have not. It has been difficult monitoring this process.

The EESAC has determined that we are in competition with many neighborhood public and private schools. At times, we have students who clearly need

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intervention strategies with special needs. Moreover, we have a backlog of children needing psychological testing and services. The EESAC believes that we need more psychological support to test and place at-risk students into special needs classes as soon as possible.

Lastly, Palmetto Elementary was opened in 1957. The EESAC believes we need additional classroom space, additional faculty and parental parking spaces, and renovations on the permanent structure to be competitive with our neighboring public and private schools.

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

Palmetto Elementary has identified several areas that present challenges to learning. The analysis of achievement data indicates that a significant gap exists with minority students in mathematics. In addition, teachers report an increasing number of students with special needs who require the implementation of aternative instructional stategies, or assistance from the School Support Team/Child Study Team.

As the population of Miami-Dade County increases, all schools reflect a growth in enrollment. Palmetto is no exception. An old building with little room for additional portables places an increasing demand on all personnel. Although problems exist, interventions are in place to mitigate these challenges.

Tutorial programs, classroom aides, and after school activities are effective student services. PTA committees offer parent seminars, and computer hardware and software to support remediation. To meet the increasing demands of students with special needs, a Curriculum Support Specialist has been added to our staff. Palmetto Elementary will continue meeting the challenges to learning with every conceivable resource, and a staff that is open to innovative options.

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.

Palmetto Elementary successfully meets most challenges that schools face in ensuring quality instruction by teachers. Teacher turnover is low, the attendance rate is healthy, no out-of-field assignments exist, and professional development activities are well attended and satisfying. Several challenges exist, however. They include providing professional growth activities that do not require teachers to miss contact time with students, managing a learning environment with increasing numbers of students, working at a site that is old and in need of constant repairs,ensuring that adequate time is allotted for team planning to ensure smooth curriculum transitions for students, providing a safe environment for all students with an increasing number of safety issues such as parent parking and drop off areas, and arranging for students with special needs to receive prompt services of support staff. Administrators, staff members, and PTA continue to work together to target problem areas, brainstorm solutions, and implement strategies that assist in the effective delivery of educational programs.

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

Palmetto Elementary has identified several issues concerning challenges in relationship with internal operations and external forces. Among these are: overcrowded classrooms; meeting the needs of our satellite community; keeping up with new innovations in technology; lack of faculty and staff parking; and maintaining the school buildings and portables.

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.

Palmetto Elementary has identified several challenges in process improvement. Student scores in reading have improved consistently. Mathematics achievement has improved. However, there is a need to improve the mathematics levels of several of our school's subgroups. Initiating and monitoring tutorial

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programs and classroom teacher aides are addressing this issue. Teacher climate surveys indicate a frustration with a lack of adequate classroom facilities and support personnel.

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.

Palmetto Elementary School has identified issues concerning improvement in education design and support process improvement. An analysis of scores indicates that there is a gap in reading and math achievement of some of our school's subgroups. In order to address this need, Palmetto has implemented a tutorial program, classroom aides, and after-school assistance for at-risk students. In addition, the PTA provides parent seminars to support remediation. Along with the general population of students who will benefit from the implementation of IT Math Tutor, students needing specific interventions will reap its benefits. Palmetto has an increased number of students with special needs. In order to address these needs, a Curriculum Support Specialist has been added to our staff. Palmetto continues to be committed to meeting the needs of these very special students.

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.

Palmetto Elementary School has identified issues concerning improvement in the education delivery process. Faculty climate surveys indicated a need for additional time for teachers to meet for team planning. In order to address this need, block scheduling has been implemented. This allows grade level teams to plan and collaborate.

Analysis of school safety indicated a need to address the continuation of Palmetto’s efforts to provide a safe environment. To meet this need, a safety committee has been established which will meet four times a year and as needed.

A review of testing data indicated an overall improvement in reading and mathematics achievement. However, the achievement gap between our minority students and the overall school population must still be addressed.

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.

Palmetto has identified several issues concerning challenges in improving relationships with operations and external forces. One challenge is meeting the needs of our minority students in our satellite community. To address this need, classroom aides and tutorial programs have been initiated and are fully functional. Keeping abreast of technological innovations is also a challenge. A full-time microsystems computer specialist is now on staff. Through community and district support every class now has seven computers and one laser printer. Lack of faculty and staff parking is a constant challenge. For the fourth year, a satellite parking area has been added on the school campus and measures are now in place to ensure safety.

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.

The achievement gap between the general student population and the subgroups identified in the No Child Left Behind requirements is a concern that challenges the process of improvement. In order to address this need, Palmetto Elementary School will plan, organize, and provide training for teachers in the Incredible Tutor (IT) Program aimed at increasing students' mathematics skills. Additionally, the school will provide classroom aides and after-school tutors to work with a targeted group of students whose FCAT mathematics scores dropped or fell below the state’s student performance level. Students involved in the tutorial programs will be closely monitored and will be assessed on an ongoing basis. Data will be collected and analyzed to determine student success in mathematics skills.

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Through the use of classroom aides, grade level planning, tutoring sessions, and the IT Program, targeted students will improve, participate, and gain additional skills needed to bridge the achievement gap.

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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

School Profile/ Needs Assessment: (continued)

Budget:The EESAC recommended that school funds should be used to lower class size by hiring as many teachers as possible, and to examine the hiring of part-time teachers to tutor students needing additional assistance through the ACT (Assitants for Classroom Teachers) Program.

Training:The EESAC recommeded that planning times should be used as much as possible for teacher training. The EESAC also recommended training in technology and science instruction.

Instructional Materials:The EESAC recommended that Accelerated Reader and the Incredible Tutor (IT) computer program be used with all students.

Technology:The EESAC recommended that allocated resources be used to continue funding the computer lab teacher.

Staffing:The EESAC recommended that a full-time reading teacher be hired as well as part time aides to assist teachers.

Student Support Services:The EESAC recommended continued implementation of the Listener Program, DARE, Student Mediation, Girl Voices, and Lunch Bunch activities.

School Safety and Discipline:The EESAC recommended that the Safety Committee / Critical Incident Response Team continue to meet as often as necessary, and that character education activiites be implemented.

Other Matters of Resource Allocation:The EESAC recommended that special projects continue to be supported by the PTA, such as cultural arts programs, and field trips.

Benchmarking:The EESAC recommended examining the FCAT and SAT scores from the last three years to identify student and grade level strengths and weaknesses. With the cooperation of Dade Partners, the EESAC has provided incentives to motivate students.

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

A A B A A

1999-20002000-20012001-20022002-2003

89 85 95

76 77

83

505

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 248 162 95

269

153

83

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

85 83 92

66 80

66

472

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 217 163 92

260

146

66

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

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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

2002-2003 131 337 9 5 26 47 13 131 344 7 11 29 37 16

2001-2002 132 320 20 7 28 32 14 132 327 19 8 25 33 14

2000-2001 108 322 108 316

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 140 331 19 7 19 32 24 140 327 15 14 31 25 15

2001-2002 115 325 16 8 27 35 15 115 322 17 8 40 24 10

2000-2001 133 315 21 12 29 22 16 134 303

1999-2000 131 309 24 11 28 32 5

1998-1999 125 291 32 11 29 25 3

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

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 123 315 15 7 33 36 10 124 339 15 18 18 35 15

2001-2002 133 302 22 14 26 29 10 133 329 18 20 26 29 7

2000-2001 118 300 118 315 24 21 31 20 3

1999-2000 129 317 23 19 26 25 8

1998-1999 125 324 17 24 30 28 1

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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

138 1 1 2 2 12 12 35 12 13 7 12002-2003 4

115 6 0 3 0 19 11 23 10 22 2 22001-2002 3.8

132 7 1 5 4 20 15 27 8 10 1 32000-2001 3.5

136 7 2 6 3 27 13 21 14 5 0 01999-2000 3.3

126 9 0 4 10 23 13 23 11 5 0 01998-1999 3.2

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

68 1 3 1 3 16 15 32 10 10 6 02002-2003 3.8

58 9 0 3 0 21 9 22 12 19 3 22001-2002 3.8

66 8 0 3 6 29 17 26 3 6 2 22000-2001 3.4

68 7 3 12 3 28 12 22 12 0 0 01999-2000 3.1

61 8 0 8 15 33 16 13 3 3 0 01998-1999 3

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Grade Level: 04

FCAT Writing (all curriculum groups)

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

70 0 0 3 1 7 10 37 14 16 9 12002-2003 4.1

57 4 0 4 0 18 14 25 9 25 0 22001-2002 3.8

66 6 2 8 2 12 14 27 12 14 0 52000-2001 3.7

68 7 1 0 3 26 15 21 16 10 0 01999-2000 3.5

65 9 0 0 6 14 9 32 18 6 0 01998-1999 3.4

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ObjectiveGiven instruction using the Sunshine State Standards, students in grades three through five will demonstrate high standards of perfomance in reading as evidenced by a maintenance, within five percentage points, of the percent of students scoring at or above Achievement Level 3 on the 2004 administration of the FCAT Reading Test.

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: Palmetto Elementary School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2003 FCAT Reading Test indicate that 89 percent of standard curriculum students in grades three through five met high standards in reading.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if the percentage of students in grades three through five scoring at or above Achievement Level 3 on the 2004 administration of the FCAT Reading Test remains within five percentage points as compared with the results of the 2003 administration.

Evaluation:This objective will be evaluated by scores on the 2004 FCAT Reading Test. Quarterly reports will provide formative assessment which will be used to monitor the progress of this objective.

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

SAC members involved in the development of this objective:

Segredo, Mirta Ferrer, Cherryl

Carter, Martha

Alfonso, Teresa

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

. Utilize the STAR program to measure students' progress. Teacher, *Assistant Principal

Sep. '03 May '04 1 PTA funds, Media Center, Computer Lab

. Continue to implement Accelerated Reader to log and monitor students' progress.

Teacher,* Reading Leader, Assistant Principal

Sep. '03 Jun. '04 2 PTA funds, Media Center, Classroom Libraries

. Maintain and enhance classroom libraries in order to provide a variety of reading opportunities.

Teacher, *Media Specialist, PTA,

Department Chairs

Sep. '03 Jun. '04 3 EESAC Budget, School Budget,PTA funds

. Organize and conduct a school wide reading event that provides opportunities for community volunteers to read books to students.

Media Specialist,*Reading Leader,

Teacher, PTA

Sep. '03 Jun. '04 4 PTA funds, Media Center

. Maintain an on-going student writing portfolio to include samples of narrative and expository writing.

Teacher, *Reading Leader, Assistant Principal

Sep. '03 Jun. '04 5 School Budget, EESAC Budget

. Implement the Teach Me Writing program to support classroom lessons in the writing process.

Teacher, *Assistant Principal

Sep. '03 Jun. '04 6 School Budget, Media Center

. Continue to implement PTA's Word Power program to augment and enhance vocabulary.

* PTA Program Chairperson, Media

Specialist, Broadcast Crew, Teachers

Sep. '03 Jun. '04 7 PTA funds, Internet, Computer Lab, Closed Circuit Broadcast System

. Maintain and monitor after school tutorial progams in reading.

*Administration Oct. '03 Jun. '04 8 FCAT Enchancement Funds

. Maintain student reading logs to document independent and home learning reading in a variety of genres.

Teacher, *Department Chair,

Reading Leader

Sep. '03 Jun. '04 9 School Budget, Classroom Libraries, Media Center

. Incorporate guided reading groups for small group instruction.

Teacher, *Assistant Principal,Department Chair

Oct. '03 Jun. '04 10 Guided Reading Books,Media Center

. Utilize the Riverdeep computer program to support the instructional program.

Teacher, *Computer Teacher

Sep. '03 Jun. '04 11 Classroom computers, Computer Lab

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 three through five will demonstrate high standards of performance in mathematics as evidenced by a maintenance, within five percentage points, of the percent of students scoring at or above Achievement Level 3 on the 2004 administration of the FCAT Mathematics Test.

School Leadership






Performance Results


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X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2004 FCAT Mathematics Test indicate that 85 percent of standard curriculum students in grades three through five met high standards in mathematics, while the required percentage of students within some of the subgroups identified in the No Child Left Behind requirement did not demonstrate appropriate mastery levels in mathematics.

Definition of Adequate Progress:Adequate progress will be deemed to have been met if the percentage of students in grades three through five scoring at or above Achievement Level 3 on the 2004 administration of the FCAT Mathematics Test remains within five percentage points as compared with the results of the 2003 administration.

Evaluation:This objective will be evaluated by scores on the 2004 FCAT Mathematics Test. Quarterly reports will provide formative assessment which will be used to monitor the progress of this objective.



Segredo, Mirta Ferrer, Cherryl

Uhle, Thomas Rosenfeld, Harold

Alfonso, Teresa


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STRATEGIES

Start Date

End Date

Timeline



person.


. Facilitate learning of math skills, utilizing the IT (Instructional Tutor) computerized math program.

*Computer lab teacher, Classroom teacher

Sep. '03 May '04 1 PTA funds, School Budget, Computer Lab

. Utilize classroom teachers and aides to tutor all students who scored a Level 1 or 2 on the FCAT Mathematics test, using the Sunshine State Standards.

Teacher, ESE Resource Teacher

*Assistant Principal,ACT Aides

Sep. '03 May '04 2 PTA funds, ACT funds, School Budget

. Provide teachers with opportunities to attend math workshops and share strategies with colleagues.

*Administration, Teachers Sep. '03 May '04 3 Substitute Funds, District Resources

. Continue participation in the district math bowl competition. Teachers, *Team Sponsors Mar. '04 May '04 4 PTA funds, Math Resource Books, Computer Software

. Encourage participation in the Sunshine Math program by all K-5 students.

PTA Sponsors,*Teachers

Sep. '03 Jun. '04 5 PTA funds, Sunshine Math Resources

. Develop comprehensive math vocabulary through the use of word walls, problem of the day and other forms of reinforcement.

*Teacher,Assistant Principal

Sep. '03 Jun. '04 6 Math Resource Books, Sunshine State Math Standards

. Incorporate writing explanations of mathematical concepts and solutions for students using "The Math Advantage Daily Practice for FCAT" book.

Teacher, *Department Chair

Sep. '03 Jun. '04 7 Math Textbooks, Sunshine State Math Standards

. Utilize the school store to provide student experiences with money through personal purchases.

*PTA Sponsor,FEA, Volunteers

Sep. '03 Jun. '04 8 PTA funds


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ObjectiveGiven instruction using the Sunshine State Standards, students in grade five will demonstrate high standards in science as evidenced by a mean scale score on the 2004 administration of the FCAT Science Test that will surpass the district's mean scale score by 10 points.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


Performance Grade: A School Performance Excellence Goal: # 3 : Science



Needs AssessmentResults of the 2003 FCAT Science Test indicate that the mean scale score for Palmetto Elementary fifth grade students is above the mean scale score for fifth graders in the district.

Definition of Adequate Progress:Adequate progress will be deemed to have been met if the school's mean scale score surpasses the district's mean scale score. Quarterly reports will provide formative assessment which will be used to monitor the progress of this objective.

Evaluation:This objective will be evaluated by scores on the 2004 FCAT Science Test.



Segredo, Mirta

Alfonso, Teresa

Ferrer, Cherryl


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STRATEGIES

Start Date

End Date

Timeline



person.


. Incorporate hands-on-science experiments into classroom instruction.

*Teacher,Department Chair

Sep. '03 May '04 1 University of Miami Science for All Program, Science Resource Materials

. Provide awareness of science-related careers through a Career Day.

PTA, *Assistant Principal, Counselor

Jan. '04 May '04 2 PTA funds

. Incorporate writing explanations of science concepts using the Harcourt Brace textbooks as a guide.

*Teacher, Department Chair Sep. '03 May '04 3 School Budget, Science Textbooks, Science Sunshine State Standards

. Offer reading opportunites in science through media center publications, including National Geographic, Ranger Rick, My Big Backyard, and Kids Discover.

*Media Specialist,Teachers

Sep. '03 May '04 4 Media Center Resources

. Utilize web-based resources to provide science information for parents, students, and teachers.

*Media Specialist, Teachers Sep. '03 May '04 5 Internet, Science Sunshine State Standards

. Provide teachers with opportunities to attend science workshops and share strategies with their colleagues.

*Administration, Teachers Sep. '03 May '04 6 Substitute Funds,District Resources

. Supplement the Harcourt Brace science textbook series with the University of Miami Science for All program to provide instruction in the Competency-Based Curriculum.


Sep. '03 Jun. '04 7 University of Miami Grant, Science Textbooks, Science Sunshine State Standards

. Utilize appropriate vocabulary to facilitate understanding and application of the scientific method.


Sep. '03 Jun. '04 8 Science Sunshine State Standards, Science Textbooks


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ObjectiveGiven an increased emphasis on the infusion of technology into the curriculum, 75 percent of teachers will participate in professional development activities related to instructional technology.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


Performance Grade: A School Performance Excellence Goal: # 4 : Technology



Needs AssessmentClassroom observations reveal a need to increase the infusion of technology within the curriculum.

Definition of Adequate Progress:Adequate progress will be deemed to have been met if 75 percent of teachers participate in professional development activities related to instructional technology.

Evaluation:This objective will be evaluated by a review of the school's professional development log. Quarterly reports will provide formative assessment which will be used to monitor the progress of this objective.



Segredo, Mirta Altman, Pamela

Potter, Debbie

Astuto, Julie


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STRATEGIES

Start Date

End Date

Timeline



person.


. Designate a staff member as Tech Mentor to facilitate professional development within the area of instructional technology.

*Principal, Assistant Principals

Sep. '03 Oct. '03 1 Technology Leadership Program, Technology Resources, Media Center

. Provide on-site staff development and ongoing support for teachers incorporating technology within the curriculum.

*Tech Mentor, Principal, Assistant Principals

Sep. '03 Jun. '04 2 Technology Leadership Program, Technology Resources, Media Center, Computer Lab

. Implement strategies presented within the Technology Leadership Program designed to enhance the integration of technology in the curriculum.

*Tech Mentor, Classroom Teachers

Sep. '03 Jun. '04 3 Technology Leadership Program, Technology Resources, Media Center, Computer Lab

. Implement activities requiring students in grades 3, 4 and 5 to utilize the Internet to gather information and complete research projects.

*Classroom Teachers, Tech Mentor, Computer Teacher,

Media Specialist

Sep. '03 Jun. '04 4 Computer Lab, Media Center


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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

CReating Independence through Student-owned Strategies (CRISS) Teachers: 3Administrators: 33

Others: 0

Training will be provided for new staff members.

Reading Staff Development Teachers: 30Administrators: 0

Others: 0

Training will be provided for new teachers to the building.

Accelerated Reader Teachers: 55Administrators: 0

Others: 0

Training will be provided for new teachers as needed.

Reading Leader Training Teachers: 100Administrators: 0

Others: 0

Any additional training required to keep the reading leader up-to-date will be provided.

Reading Best Practices Teachers: 3Administrators: 0

Others: 0

Best Practices strategies will be shared will all teachers.

Opening the World of Literacy (O.W.L.) Teachers: 32Administrators: 0

Others: 0

Training will be provided for any new teachers to first grade as needed.

Reading Assessment LEP Teachers: 100Administrators: 0

Others: 0

Additional training will be provided as necessary.

Early Screening Inventory Teachers: 100Administrators: 0

Others: 0

Training will be provided for newly hired staff.

Provided or in Progress in the Area of Writing Instruction


Writing Strategies Teachers: 25Administrators: 0

Others: 0

Additional training will be provided for teachers as necessary.

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APPENDIX C

Provided or in Progress in the Area of Writing Instruction


Kindergarten Language Arts Teachers: 100Administrators: 0

Others: 0

Training will be provided for teachers new to kindergarten.

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Eisenhower Grant Staff Development - Mathematics Instructional Strategies Teachers: 3Administrators: 0

Others: 0

Training will be provided for teachers as needed.

First Grade Eisenhower Grant Refresher Teachers: 25Administrators: 0

Others: 0

Training will be provided for teachers as necessary.

Provided or in Progress in the Area of Science Instruction


Fifth Grade Teachers - Science for All Teachers: 100Administrators: 0

Others: 0

Training will be provided for teachers new to fifth grade.

Third Grade Teachers -Science for All Teachers: 100Administrators: 0

Others: 0

Training will be provided for teachers new to third grade.

Fourth Grade Teachers -Science for All Teachers: 100Administrators: 0

Others: 0

Training will be provided for teachers new to fourth grade.

Science Training for Instructional Improvement Teams Teachers: 17Administrators: 0

Others: 0

Training will be conducted as needed.

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APPENDIX C

Other Professional Development Provided or in Progress


Fifth Grade Social Studies Teachers: 75Administrators: 0

Others: 0

Training will be provided for fifth grade teachers needing training.

Kindergarten Student Assessment Teachers: 50Administrators: 0

Others: 0

Training will be provided for any teacher new to kindergarten.

Technology for Media Specialists Teachers: 100Administrators: 0

Others: 0

Additional training will be provided as needed.

Library Media Teachers: 100Administrators: 0

Others: 0

Training will be provided as needed.

Technology Conference Teachers: 13Administrators: 0

Others: 0

Opportunity for teachers interested in attending the technology conference will be provided.

Educational Plan using Technology Teachers: 100Administrators: 0

Others: 0

Training will be provided for teachers needing up-to-date training.

Physical/Occupational Therapist Technology Training Teachers: 100Administrators: 0

Others: 0

Training for physcial therapist and occupational therapist will be provided as needed.

Florida Educational Technology Conference Teachers: 3Administrators: 33

Others: 0

Opportunity to attend the FETC will be opened to staff.

Pre-Kindergarten Computer Programming Teachers: 25Administrators: 0

Others: 0

Training will be provided for Pre-Kindergarten teachers as needed.

Library Media Training Teachers: 23Administrators: 0

Others: 0

Training will be provided to staff as needed.

Physcial Education Teachers: 50Administrators: 0

Opportunity to attend physical education training will be available to physical education teachers.

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APPENDIX C



Others: 0

Pre-Kindergarten Paraprofess-ional Conscious Discipline Teachers: 100Administrators: 0

Others: 0

Training will be provided for Pre-Kindergarten paraprofessionals as needed.

Integrating Neuromotor Treatment for Occupational/Physical Therapists

Teachers: 100

Administrators: 0Others: 0

Additional training will be provided as needed.

Pre-Kindergarten Lap-D,H.I.B., and DECA training Teachers: 100Administrators: 0

Others: 0

Training for pre-kindergarten teachers will be provided as needed.

Pre-Kindergarten ESE Assessment Teachers: 50Administrators: 0

Others: 0

Training will be provided on an as need basis.

Pre-Kindergarten Teachers - Student Discipline Teachers: 100Administrators: 0

Others: 0

Training will be provided to teachers as needed.

Pre-Kindergarten High Scope Teachers: 50Administrators: 0

Others: 0


ESE Pre-Kindergarten Assertive Discipline Teachers: 50Administrators: 0

Others: 0


Pre-Kindergarten Teachers General Pre-Kindergarten issues. Teachers: 50Administrators: 0

Others: 0

Training will be provided to pre-kindergarten teachers as needed.

Pre-Kindergarten Teachers Boardmaker Workshop Teachers: 50Administrators: 0

Others: 0

Training will be provided for pre-kindergarten teachers as needed.

Pre-Kindergarten FDLRS Training Teachers: 50Administrators: 0

Training will be provided for ESE Pre-Kindergarten teachers as needed.

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APPENDIX C



Others: 0

Pre-Kindergarten Classroom Assessment Teachers: 50Administrators: 0

Others: 0

Training will be provided for pre-kindergarten teachers as needed.

Pre-Kindergarten Teacher Exit Staffing workshop Teachers: 100Administrators: 0

Others: 0


Kindergarten Workshop Teachers: 100Administrators: 0

Others: 0


Kindergarten Teachers CBC Workshop Teachers: 100Administrators: 0

Others: 0


Transition to Kindergarten Teachers: 100Administrators: 0

Others: 0


Safe Crisis Management forSpecial Area Teachers

Teachers: 20

Administrators: 0Others: 0

Training will be provided for special area teachers as needed.

ESE Teachers I.E.P. Preparation and I.E.P.Writing Teachers: 100Administrators: 0

Others: 0

Training will be provided to ESE staff regarding any up-to-date information for preparing and writing the I.E.P.

Speech and Language Pathology Teachers: 100Administrators: 0

Others: 0

Training will be available to speech therapist as needed.

Speech Language Pathologists Teachers: 100Administrators: 0

Others: 0

Training will be available for speech pathologist as needed.

ESE Teachers Professional Development Teachers: 25Administrators: 0

Others: 0

Training will be provided to ESE staff as needed.

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APPENDIX C



Student Services Destination Accountability Teachers: 100Administrators: 0

Others: 0

Training will be provided for student services staff as needed.

Feeder Pattern Counselor Teachers: 100Administrators: 0

Others: 0

Student Services staff will participate in training as needed.

Safe Schools Program Teachers: 100Administrators: 0

Others: 0

Student Services staff will participate in training as required and needed.

Social Worker Assessment and School Work Teachers: 100Administrators: 0

Others: 0

School Social Worker will participate in training as needed.

Jump Rope for Heart Teachers: 50Administrators: 0

Others: 0

Training will be provided for physical education teachers as needed.

Fitness Fun Forever Teachers: 50Administrators: 0

Others: 0

Training regarding fitness will be provided for physcial education staff as needed.

FCAT Preparation Strategies for Physical Education Teachers Teachers: 50Administrators: 0

Others: 0


Cross Curriculum for Media Specialists Teachers: 100Administrators: 0

Others: 0

Training will be provided for media specialist as needed.

Bloodborne Pathogens for Special Area Staff Teachers: 100Administrators: 0

Others: 0

Training will be provided for all special area staff as needed.

Cross Curriculum for Technology Leaders Teachers: 3Administrators: 0

Others: 0

Training will be provided for technology leaders as needed.

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APPENDIX C



Music Conference and Music Film Teachers: 50Administrators: 0

Others: 0

Opportunity to attend music conference will be made available to music department staff.

Critical Information for LD/VE Teachers Teachers: 100Administrators: 0

Others: 0


Physcial Education indoor activities, dance,golf, game/sports training Teachers: 100Administrators: 0

Others: 0

Physical Educaiton teachers will have the opportunity to participate in trainings as needed.

Music, Arts & ESE Teachers: 50Administrators: 0

Others: 0

Training will be provided for music teachers as needed.

African American History Teachers: 3Administrators: 0

Others: 0

Training will be provided to teachers as needed.

Academic Excellence Broadcast & Drama Teachers: 50Administrators: 0

Others: 0

Training will be provided for teachers interested in this special area.

Festival Classroom Conference Teachers: 50Administrators: 0

Others: 0

Opportunity will be given to staff interested in attending the Festival Classroom Conference.

Computer Skills for Art Teachers Teachers: 100Administrators: 0

Others: 0

Training will be provided for the art teacher as needed.

AEP Journalism and Drama Training Teachers: 6Administrators: 0

Others: 0

Training for teachers interested in the arts will be available as needed.

Third Grade Teachers SPP Training Teachers: 50Administrators: 0

Others: 0


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APPENDIX C



Third Grade Portfolio/FCAT Training Teachers: 50Administrators: 33

Others: 0

Training will be provided for teachers needing Portfolio/FCAT training.

Gifted Workshop and H.O.T.S./Portfolio Training Teachers: 100Administrators: 0

Others: 0

Training will be provided for the teachers of the gifited as needed.

Geography Bee Training Teachers: 3Administrators: 0

Others: 0

Training will be provided for sponsor of the Geography Bee as needed.

River Deep Teachers: 64Administrators: 0

Others: 0


Technology Institute Teachers: 67Administrators: 0

Others: 0

Technology training will continue throughout the school year.

Grant Writing Teachers: 6Administrators: 0

Others: 0

Training will be provided to staff interested in grant writing.

Assistant Principal Office of Professional Standards Teachers: 0Administrators: 66

Others: 0

Additional training will be provided for professional growth.

Assistant Principal Student Performance Teachers: 0Administrators: 66

Others: 0

Training will be provided for professional growth.

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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/2003-2004/4221.pdfSchool Performance Grades 2003 2002 2001 2000 1999 A A B A A ... and composed our School Performance Excellence