School Performance Excellence Plansqi.dadeschools.net/SIP/2002-2003/0761.pdf · School Performance Excellence Plan School Name and Number : 0761 ... Broaden the scope of civic, law,

School Performance Excellence Plan

School Name and Number : 0761 - Fienberg/Fisher Elementary School

Principal: Olga Figueras Telephone #: (305) 531-0419

High School Feeder Pattern: 7201 - Miami Beach Senior

Region: Region II Board District #: 3 - Dr. Michael M. Krop

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

2002 - 2003

(SCHOOL IMPROVEMENT PLAN)School Name: 0761 - Fienberg/Fisher Elementary School

2002 School Performance Grade: A

SCHOOL PERFORMANCE EXCELLENCE PLAN

Vision/Mission/Belief Statement(s):

VISION: At Fienberg-Fisher Elementary we envision a safe, nurturing, healthy and sensitive atmosphere where students can learn and grow to become productive citizens in our multicultural society in South Florida. At our beautiful and unique historically preserved campus, surrounded by native vegetation, teachers, parents and staff work cooperatively with community in a collaborative mode to address the needs of each student and assist them in reaching the challenging goals addressed in our thoroughly designed curriculum. Concerned and supportive parents, working together with qualified staff members and strong school and community leaders continuously strive to improve students’ skills and instill in them a positive, accepting and no-fault attitude, ensuring that "no child is left behind". The adult education program prepares students for the world of work and society in a multicultural, diverse world through its vocational and workforce development classes. Family literacy is emphasized as well, in early childhood initiative programs.

MISSION: The mission of Fienberg-Fisher Elementary and Adult Community Center is to develop independent, life long academically successful, healthy learners by working in partnership with our families and community.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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Goal I: School to Career

School District Goals:

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

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

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

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

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

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

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

efficiency

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

IIIa. IIIb. IIIc.IIId.IIIe.

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Fienberg/Fisher Elementary School

Given instruction using the Sunshine State Standards, all students will improve their reading skills as evidenced by a 5% increase in the percentage of students scoring at level 3 and above on the 2003 administration of the FCAT Reading Test as compared to the 2002 administation.

Given instruction in a Writing Across the Curriculum program, students in grades three and four will demonstrate an increase in writing proficiency as demonstrated by a 35% increase in pre and post test scores on the District writing prompt given in September 2002 and May 2003 as documented on the teachers’ logs.

Given instruction using the Sunshine State Standards, all students will improve their mathematics skills as evidenced by a 5% increase in the percentage of students scoring at level 3 or above on the 2003 administration of the FCAT mathematics test as compared to the 2002 administration.

Given instruction using the Sunshine State Standards for Science, students in grades 4 and 5 will improve their science skills as evidenced by 10% of the students showing improvement in scores on the when comparing the EPES (Educational Planning Evaluative System)pre and post tests administered in Fall 2002 and Spring 2003.

Given school wide attention to the factors contributing to adult student achievement, there will be a 5% increase in the number of literacy points, as documented on the WDIS/Literacy Completion Summary Report, from the 2001-3 thru 2002-2 trimesters, as compared to the previous 2000-3 thru 2001-2 trimesters.

Fienberg-Fisher will continue to emphasize policies and practices that are student centered. The entire staff recognizes the importance of a strong school/family/community partnership to achieve its mission. The goals and strategies of the School Performance Excellence Plan support Fienberg-Fisher’s commitment to achieving excellence in education and maintaining its school grade of “A”.

Fienberg-Fisher Elementary and Adult Community Center is a full service, federally funded school that embraces the Comer Child Development Program. The student population of the elementary school is 79% Hispanic, 11% Non-Hispanic White, 7% Black and 3% other ethnic groups. 91.1% of the students are eligible for free or reduced price lunch. From 6:30 a.m., when the Raindrop Day Care Center opens, until 10:00 p.m., when the adult school closes, students of all ages are engaged in meaningful educational experiences.

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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 major curricular programs used at Fienberg-Fisher are the Direct Instruction Reading Program and the Bridges to Career Math and Science Programs. The major resource of health service is the Miami Beach Community Health Center housed on school grounds.The staff meets on a monthly basis by grade/department groups to address the individual needs of students who are experiencing difficulties in accessing learning. Continuous staff development opportunities are planned to enhance instruction and help teachers help students to make the connection between learning and life. Our motto is, “School is preparation for life,” and as such, our methods and resources are forever in motion because each new day brings not only new and challenging teachable moments but the need to meet each student where he/she is and transport them to where we want them to be. Our model of emphasizing reduced class-sizes at all times during basic skills instruction has proven extremely effective in reaching our goals. Additionally, we believe that students must be physically and emotionally healthy to learn. Our Full Service School Model, in collaboration with the community agencies, which work with our students and staff, allow us to fulfill that dream. Totally committed to our purpose of educating students for life, we have programs to educate all ages from birth to senior citizens. At our RAINDROP childcare facility, babies and toddlers, birth to 3 years old, are dropped off when parents go to work. After their third birthday, they enroll in our Head Start program and upon reaching four years of age, they move on to the Pre-Kindergarten classes. Later, they begin more formal education in the Kindergarten to sixth grade elementary school program. At the same time students are learning, parents may participate in classes offered during the daytime at the Adult Community Center School which shares some of our space. The adult program extends to all ages from young adults to senior citizens, offering courses on and off campus and emphasizing family literacy as well as work force development courses.

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

The entire staff recognizes the importance of a strong school/family/community partnership to achieve its mission. The school’s vision is to have a nurturing, safe, intellectual, and sensitive atmosphere and environment so that all become educated and globally aware of their surroundings. Fienberg-Fisher follows Dr.James Comer’s philosophy, “It takes a whole village to raise a child.”If you have never visited our school, you have missed a wonderful experience. Those who enroll as part of our student body or staff and may be apprehensive of a new beginning are truly amazed at how welcoming, nurturing and caring we are at Fienberg-Fisher. A person joining our school will be made to feel great because of the kindness of everyone’s heart and the accepting nature and disposition of our school. It is our philosophy that all students can learn and we truly set out to achieve that goal; additionally we believe that as members of our village everyone has a voice in shared decision making no matter who you are or when you arrived. Our base line purpose is that every student, adult or child, will exercise his/her right to learn and we all work together to make that a reality. The adult education program recognizes cultural diversity through its instruction regarding Black History month, Women’s History month and Hispanic History month. Several events are held through out the year to reinforce respect and understanding the cultures and achievements of others.

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

Fienberg-Fisher is comprised of 1 Principal, 3 Assistant Principals, 45 Classroom teachers, and 21 Exceptional Education Teachers, 1 Guidance Counselor, 1 Librarian, 2 Social Workers, 6 Teacher’s Aides, 6 Clerical/Secretaries, 12 Custodians/Service workers totaling 95 full time employees, with an additional 18 part time personnel. 36% of the full time teachers have a Masters Degree while another 16% have a Specialist Degree. Out of the full time staff, 42% are White Non-Hispanic, 25% are Black, 32% are Hispanic, 0% is another ethnic group. Furthermore, 16% are male and 84% are female. On the Fienberg-Fisher staff, 75 teachers are members of United Teachers of Dade.The regular program pupil/teacher ratio is 23.7 to 1 and the teachers have an average of 10 years teaching in Florida. The percent of new teachers at Fienberg-Fisher is 17.7 and the average salary for instructional staff is $42,087.50. Additionally, at this time there are no staff members with ADA restrictions, moreover, we are up to code and in compliance with elevators and ramps located in the building.

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

Our campus occupies 7.1 acres in the middle of the South Beach Art Deco District, in Miami Beach, Florida. We extend over three city blocks displaying two magnificent, historically preserved multilevel buildings and a single level gymnasium painted in art deco colors. A uniquely landscaped ”Children of the World Park,” separates the primary and intermediate/Adult buildings. The buildings and grounds are extraordinarily well maintained by students, staff and custodians. Everyone is very proud of our school and we all work together at keeping it beautiful at all times. In this low-socioeconomic school, the world comes to the students to provide resources, which are normally expected at higher income level schools. Under the QZAB (Quality Zone Academies Bond) the school was awarded a grant of $340,000. This grant will allow the school to create a multi-media production, math, science, and technology lab. I-Mac’s were installed for the bilingual program and to enlarge our CEI lab. Through loans and grants, we have been able to equip each classroom with five computers and a printer. A Full Service double trailer located in the south west corner of our grounds houses the Miami Beach Community Health Center, the RAINDROP daycare center and the offices for all the other agencies that bring services to our students and staff. Covered walkways connect all buildings and protect us from inclement weather.

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

The state of Florida examines its students with the Florida Comprehensive Assessment Test. This instrument drives our school to create reduced class sizes which are conducive to learning. Furthermore, the hiring of hourly personnel facilitates one to one tutoring, grade cross grouping, etc. The district mandates that each student reads 30 minutes daily. Lastly, the META decree has required teachers to reach certification in ESOL (English for Speakers of Other Languages) so that they may teach LEP (Limited English Proficient) students in an effective manner.

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

At Fienberg-Fisher we have an extremely diverse population. Out of 858 students, 88 students (10%) are White Non-Hispanic, 71 students (8%) are Black, 683 students (80%) are Hispanic and 16 students, (2%) are other ethnic groups. From these overall numbers, 14 students (1.6%) are in the Educable Mentally Handicapped Program, 6 students (0.7%) are speech impaired, and 1 student (0.1%) is language impaired. 50 (5.8%) students are emotionally handicapped, and 53 (6.1%) students have specific learning disabilities. 27 (3.1%) children are profoundly mentally handicapped and 131 (15.3%) children are in the gifted program. 46.3% of the students are LEP (Limited English Proficient) and 91.1 % of the children are on free or reduced lunch. Our ESOL certified and specially trained teachers design instructional programs to meet the needs of the student. Furthermore, a speech/language therapist, psychologist, clinicians, counselors, OT/PT, and nurses assist these teachers. It is a challenge to educate children of nineteen languages and cultures but we do it and we do it right. This diversity is well mirrored in the adult education program where we have students from more than thirty-five different countries in the world, a veritable miniature United Nations. Our students exceed the expected level of achievement. We credit this not only to the commitment of our village, whose major goal is to help our students, but also to the flexible, well-planned and accommodating schedule we create for individual students. We receive children at all levels, diagnose their needs, put them on a learning track and we teach them according to their needs resulting in students achieving at their full levels of their intellectual potential.

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

Who are the stakeholders at Fienberg-Fisher? Everyone who walks through our halls and those who know our school becomes a stakeholder. The stakeholders at Fienberg-Fisher are the staff, parents, students, community agencies, our own local city government, the state department of education and the community. They all play valuable roles in the success of the students. There is an immediate relationship, which is born the minute someone attends one of our many meetings each month. What we do is so wonderful, so inviting, so compassionate for the right of students to learn and achieve, that those who are exposed to our village feel a need to belong. Consequently, it is not uncommon to see government, business, parents, medical personnel and educators sit at the same table in our meetings. PTA, EESAC, RAIN, Parent Breakfasts, School Support Team, Healthy Learners Consortium, Safety Committee and Dade Partners are some of the gatherings that take place monthly or bi-monthly at our site. Our parents continuously volunteer in the classrooms, cafeteria, media center, and the office. The

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community offers monetary incentives to promote student learning. Last year, we had official visits from City Commissioners, famous authors and media, as well as dignitaries and educators from other states and nations who want to learn about the Fienberg-Fisher experience and what makes us so successful. The common denominator is, all our stakeholders care.

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

At Fienberg-Fisher we have an extremely diverse population. Out of 858 students, 88 students (10%) are White Non-Hispanic, 71 students (8%) are Black, 683 students (80%) are Hispanic and 16 students, (2%) are other ethnic groups. From these overall numbers, 14 students (1.6%) are in the Educable Mentally Handicapped Program, 6 students (0.7%) are speech impaired, and 1 student (0.1%) is language impaired. 50 (5.8%) students are emotionally handicapped, and 53 (6.1%) students have specific learning disabilities. 27 (3.1%) children are profoundly emotionally handicapped and 131 (15.3%) children are in the gifted program. 46.3% of the students are LEP (Limited English Proficient) and 91.1 % of the children are on free or reduced lunch. Our ESOL and ESE certified and specially trained teachers design instructional programs to meet the needs of the student. Furthermore, a speech/language therapist, psychologist, clinicians, counselors, OT/PT, and nurses assist these teachers.

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.

We are very fortunate to enjoy a vast group of community, government and business agencies that are our partners. At the very top of the list we need to cite those agencies that offer services to our school as part of the agreement of Miami-Dade County Public School’s Full Service Program. We provide the land, utilities and maintenance; they provide the services at no cost. Among those providers is Miami Beach Community Health Center, an in-school clinic staffed with registered nurses and nurse practitioners. Additionally, they cooperate with the intern doctors from Miami Children’s Hospital and the University of Miami, who take care of our students medical/physical needs. The Referral and Informational Network (RAIN) provides families in need with food, clothes, daycare and housing vouchers. Other agencies offering services are: Jewish Community Services, AHEC (Area Health Education Center), Family counseling services, Psychsolutions, Family Nutrition program, Victims of Abuse and Neglect, Inc., AYUDA, Inc., Boys and Girls Club, Bruce Heiken Memorial Fund, the Office of Children's Affairs, Burdines, Girls Scouts of Tropical Florida, South Florida Art Center, Community Action Agency, KAPOW, Head Start, the Miami Beach Housing Authority and the Police Athletic League (PAL). One of the most prominent partners who assists our school from their own business sites is ADOPT-A-CLASS and the City of Miami Beach Chamber of Commerce. Finally, we work collaboratively with our feeder pattern schools such as South Pointe Elementary, North Beach Elementary, Treasure Island Elementary, Biscayne Elementary, Ruth K. Broad/Bay Harbor Elementary, Nautilus Middle School and Miami Beach Senior High School. Together, we discuss common problems and challenges and we create solutions which benefit the students in the different schools at the different levels.

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.

Our school is inviting to students and parents because of the multiple resources it offers. Located in sunny Miami Beach, our site is a beautiful and unique historically preserved campus, surrounded by native vegetation. Our academic and enrichment programs are state of the art and offered in a relaxed and understanding atmosphere. The school has a small class size ratio. Furthermore, besides academic learning, we offer medical and mental health programs. Fienberg-Fisher runs concurrently with the Adult Community Center therefore, allowing parents to attend school with their children. We house many cultures, languages and ethnic groups and we address every student needs in our ESOL (English for Speakers of Other Languages), gifted, CCHL (Curriculum Content in the Home Language), BACC (Bertha Abess Children’s Center), and Academic Excellence classes. We welcome students with emotional, physical, learning disabilities and we address their needs in our large Exceptional Student Education Center, which offers the best curriculum and programmatic innovations to educate every child. Our students and staff are very sensitive to others and thus our center is a model of mainstreaming and inclusion.

3.2 CompetitorsThis item explores the alternate schools available to students.

The parents of the children who attend Fienberg-Fisher Elementary School have several choices in educating their children. There are parochial, private, and other

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religious schools that the parents can choose. This list includes the St. Patrick’s Catholic School, RASG Hebrew Academy, Landow/Lubavitch Education Center, Mesivta High School/Yeshiva Elementary, Kneseth Israel, and the ASPIRA Eugenio Maria de Hostos Youth Leadership Charter School. However, parents decide on enrolling their children at Fienberg Fisher, where there is a myriad of programs offered to encourage and educate children, meeting their individual needs. We offer programs to fulfill their educational, emotional and physical needs as well as a loving and nurturing environment. In many instances, there have been children whose educational needs were NOT met in other schools and the parents have therefore enrolled them at our school where they are achieving and growing successfully. Our teachers love to teach. They are happy teachers who care and instruct with devotion and commitment. Parents feel that energy and they are satisfied.

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.

The success at Fienberg-Fisher is a mutual effort of all involved. Among the factors that help us achieve are parental involvement/support, teachers/administrators high expectations, the dedicated teachers, the Full Service Program and the Comer Philosophy. During our monthly teacher/administrators meetings, there is a strong level of teamwork. Not only are the individual students' needs discussed, but we also create curriculum, address scheduling needs and discuss innovative ways to use personnel. Active parents of our school meet during bimonthly Parent Breakfasts/PTA and EESAC meetings and Healthy Learners Consortium to plan in a collaborative manner with administration and staff for the total school program. As part of these meetings, our parents often request special presentations that will help them fine-tune their parental skills. Devoted and dedicated teachers stay after hours to work collaboratively writing grants for their own classes as well as for the total school program. Some of the recent grants have bought a vast amount of reading books and manipulatives, which assist teachers supplement instruction. Furthermore, we are actively participating in a mentor program whereas a faculty or staff member is paired up with an at risk student.

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

At Fienberg Fisher we are never still. We are always moving and flexibility is the key. Staff is very accommodating and we all have a common thread. The common thread is what benefits the students and what helps them learn. Some challenges we face are a high mobility rate due to renovations on South Beach and an increase of housing costs in the area. Some positive factors are the variety of multicultural events and fine arts in the surrounding neighborhood. As the students come in, we assess them for language and academic proficiency. They are placed on a flexible learning track, and we constantly and continuously reassess and regroup all children as new needs arrive. Through regrouping, and reassessing as well as our sensitivity to the new students culture they easily meet challenges. Parents relate how comfortable they feel when they come to our school. They know they are welcome, they are heard and what they have to say counts. Not only do we care about the input they have concerning their children, but also we care about them as individuals, and we offer them classes to make them better citizens and better parents as part of the Adult/Vocational Education Center Program.

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

The key to our success at Fienberg Fisher elementary is our commitment to educate all students. There are many challenges faced in student learning. Over 80% of our students are bilingual. Often they come with diagnosed disabilities. Additionally, due to the low socioeconomic status, there is a high mobility rate, but these are not pretenses we use. Our expectation is that all students can and will learn, regardless of challenges. Our validation is the continued high academic performance of our students on all assessments. We have a conviction-that all students can learn and then we follow a formula of success: welcome with love and understanding; prepare lessons with devotion and expertise; teach at the level of each student; nurture all the developmental pathways: social, ethical, cognitive, language, physical and emotional; drill as needed and reassure all stakeholders preserving individual differences and protecting human dignity. All students want to succeed.

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.

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To insure the quality of teaching at Fienberg-Fisher Elementary, a panel of faculty members has been created to not only interview, but also observe teacher prospects as they teach a lesson. We feel that this process insures that we hire the best candidates as our newest faculty members. Once hired, we take care of our new teachers. There is an internal staff development, and support group. Our teachers do not feel threatened by using new and innovative ideas. New teachers are assigned a mentor and they meet every other week. The agenda items include not only district mandates, but items of interest or concern to new teachers. As part of the support, our school offers new teachers a Professional Growth Team, which provides feedback to teachers so they become more effective in their daily routines. Two major challenges the school faces in the delivery of educational programs are the lack of English proficiency of students upon arrival and the inability of monolingual English teachers to communicate with monolingual Spanish speaking parents. These issues are successfully addressed by using teachers who have completed ESOL endorsement coarses and can best meet the needs of our students. To facilitate communication between parents and staff, the language proficiency of prospective candidates is taken into consideration. The interview committee pays close attention to candidates applying to positions such as student services and office personnel. A unique group to Fienberg-Fisher is the Ombudsmen. This is a group of 10 teachers, who meet with the administrators on a monthly basis to discuss any staff generated items of concern. The focus of the group is to find solutions to concerns before they become problems. Another effective practice are the “walk throughs”. This consists of small groups of instructional staff members who focus on a technique or strategy to observe while visiting classrooms. After visitations take place, there is a debriefing process whereas suggestions are made to staff during informal sharing sessions. Our new teachers find this process very enriching and especially beneficial to them. All teachers are encouraged to participate in workshops and to be part of various school wide committees.

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

One of the major challenges we face at Fienberg-Fisher Elementary is the fact that we are an inner city school, in the famous urban district of South Beach. Our campus encompasses three city blocks and the city allowed the school system to close one city street, and convert it into the Children of the World Park, which connects the two main buildings. Consequently we have a lot of pedestrians crossing through our school and walking across the campus. This causes all of the staff members, as well as the Security Monitors to become aware of any security breeches and hazards. At one time, this school was a high school and the gymnasium is located across another city street. This poses a safety hazard for the students because vehicles do not always obey the traffic signals or speed limits which endanger students’ crossing. Unique to our campus is the fact that we share space with the Adult Community School. Classes are conducted from the early morning to late evening, thus it is not uncommon to see the adult students sharing the halls with the elementary aged children. Both the administration of the Adult Community Center and the Elementary school continuously collaborate to enforce that all adults be properly and visually identified while attending classes on our campus.

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.

Through our continuous assessment of the effectiveness of our progress, we realized that when after school and Saturday tutorials are instituted, the attendance is poor. In order to offset this challenge, we have created in school tutorial groups to enhance student achievement. Also, working with the Police Athletic League, a homework/technology/recreational after school program has been designed and implemented successfully. Thanks to the Title I grant, we can purchase valuable resource personnel; they not only work with administration in creating curriculum, they assist teachers in reducing class size during basic skills and provide tutorial to students in need of remediation.

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.

Our Pre-Kindergarten Early Intervention classes, and the Head Start program, build a foundation using the High Scope curriculum thus assisting the children to acquire knowledge for the rest of their learning career. Moreover, we meet the students’ needs by first assessing them, and then grouping them by ability. Their language skills are tested. Students are placed in ESOL classes according to their language ability. We have additional tutoring to enhance the learning that goes on in the classrooms. Through the School Support Team the child’s emotional, intellectual needs are addressed. If children are diagnosed with a disability, either learning or physical, we expeditiously enroll them in one of the Exceptional Student Educational program classes. We collaboratively form a plan for each individual

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targeted child with the assistance of the teacher, administrator, social worker, counselor, ESOL teacher, Reading specialist, Math specialist, parent and student, thus giving each child the opportunity to succeed because we welcome the students warmly and nurture them as we prepare them for success. The classes offered to foreign students by the Adult Community Center utilize ESOL strategies to prepare students to enroll in vocational classes and become productive members of the community.

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.

At Fienberg-Fisher, a sanctuary of learning, teachers create curricula, which, in turn, gives them ownership and insures its delivery. Moreover, teachers participate in cross-grade level articulation meetings and cross-grade level teaching takes place. Also, by using technology, multi media, as well as independent study and teacher-guided instruction, the students can learn. Learning continues through the fine arts and physical education programs at our school. The children are introduced to various techniques and learning presentations, which include assemblies, Chorus, String classes, orchestra, New World Symphony STEPS Program, and Art Adventures programs. The bilingual program acts as a bridge between two languages and two cultures, understanding students’ backgrounds and apprehensions and introducing them to the customs and morays of their new country and culture. Teachers are exposed to new teaching methods and ideas via district and regional workshops. Specifically, the courses that are needed to provide endorsement to teach ESOL students. To facilitate communication during parent meetings and conferences, staff members who are bilingual gallantly offer their services as translators and interpreters for the major language represented at our school, Spanish.

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.

To address the challenges of an inner city school in regards to the safety of our students, we have devised a strong and vigilant force of security monitors, volunteer parents, staff members and administrators. The administration of the Adult Community Center collaborates with the Elementary school by requiring that all of the adult students are properly and visually identified. The main process used at our school to support the education program is based on the philosophy of Dr.James D. Comer, which addresses six developmental pathways. By looking into each students social, physical, ethical, language, cognitive and emotional development, we can tailor programs and curriculum to meet the individual needs. As we invite parents to meet in the School Support Team, together with teachers, administrators, counselors and social workers, the team identifies the problems each child is experiencing and together they develop a plan of action to achieve academic success. There are a variety of other ways that Fienberg-Fisher Elementary supports the educational program. These include enrolling community partners, such as the Bertha Abess Children's Center, Adopt A Class, participation in the DARE program, working together with the various Chambers of Commerce, the Police Athletic League with the after school tutorial program and all of the agencies which fall under the auspices of the Full Service Program. An additional avenue of support for our educational programs is evident at our school in the form of grants written by teachers or larger grants, such as the Quality Zone Academic Bond (QZAB), and Title I, and the Education Fund/Family Tech grant which provides computers for students to take home. All of these forces working together have been instrumental in securing the continuous improvement of our student achievement. It is our commitment to maintain and improve these processes since our research indicates that they have been successful.

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.

A well-structured master schedule allows for 2 ½ hours of a Direct Instruction/Language Arts block and a one-and-a-half hour mathematics/science block. During this time, the children are ability grouped and taught at their instructional level. Thanks to the provisions of the Student Performance Plan, we are now able to adjust individual students' schedules and tutor those in need during other blocks of times in the schedule. This allows for the in-school tutoring which we found successful in the remediation students in need. Common planning time is provided for teachers to meet and plan lessons as well as discuss curriculum, individual student progress and innovative teaching techniques. Monthly grade level meetings take place during this common planning time with administrators and Title I resource personnel. Frequent meetings with community agencies provide the opportunity to discuss and plan the effective way in which they support our educational programs such as the after school homework/technology/recreational program with the Police Athletic League. Title I funds, QZAB grant, the Education Fund/Family Tech grant provide additional financial resources which assist the school in improving the educational program.

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MAJOR PROGRAMS

School Profile/ Needs Assessment: (continued)

PROGRAM DATE INITIATEDGRADE LEVEL(S)

Reading

Kindergarten-6th gradeScience Research Associates (SRA) Direct Instruction Program Aug. '95

1st grade-6th gradeAccelerated Reader Sep. '94

PreKindergarten-6th gradeComer Model Sep. '92

PreKindergarten - 6th GradeFull Service Schools Sep. '92

1st grade - 6th gradeGifted Sep. '90

2nd and 3rd gradeTeaching Enrichment Activities to Minorities (TEAM) Sep. '96

Kindergarten-6thSunshine State Standards (SSS) Sep. '97

Kindergarten-6th gradeCompetency Based Curriculum (CBC) Sep. '96

PreKindergartenHigh Scope Educational Approach Sep. '92

1st grade-6th gradeBook-It Programs Sep. '92

3rd grade-6th gradeAcademic Excellence Program (AEP) Sep. '90

RAINDROP daycare center (Birth-2 years old)Birth to Two Early Intervention Sep. '96

PreK-6th gradeBilingual Parent Outreach Sep. '99

6th gradeCOMET Sep. '94

PreK-6th gradeJust Read! Sep. '98

KindergartenKindergarten Transitional Training Sessions (KITTS) Sep. '01

Kindergarten-6th gradePeacefully Resolving our Unsettled Differences (PROUD) Sep. '90

Kindergarten-6th gradeDo the Right Thing Sep. '90


Writing

PreK-6 gradeComer Model Sep. '92

PreK-6th gradeFull Service Schools Sep. '92

1st grade-6th gradeGifted Sep. '90

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MAJOR PROGRAMS



Writing

2nd and 3rd gradesTeaching Enrichment Activities to Minorities (TEAM) Sep. '96

3rd grade-6th gradeAcademic Excellence Program (AEP) Oct. '99


PrekindergartenPrekindergarten Early Intervention Aug. '92

PrekindergartenHigh Scope Educational Approach Sep. '92


Kindergarten-6th gradeSunshine State Standards (SSS) Sep. '97


Mathematics

PreK-6th gradeFull Service Schools Sep. '92


2nd and 3rd gradeTeaching Enrichment Activities to Minorities (TEAM) Sep. '96

3rd-6th gradeAcademic Excellence Program (AEP) Oct. '90

RAINDROP daycare center (birth-2 years old)Birth to Two Early Intervention Sep. '96





PrekindergartenPrekindergarten Early Intervention Sep. '92

Kindergarten-6th gradeUrban Systemic Program (USP) Sep. '96

PROGRAM DATE INITIATEDSTUDENT LEVEL

Science

3rd-6th gradeAcademic Excellence Program (AEP) Oct. '90

5th gradeBiscayne Nature Center for Environmental Education (BNCEE) Sep. '96


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MAJOR PROGRAMS


PROGRAM DATE INITIATEDSTUDENT LEVEL

Science

Kindergarten-6th gradeFull Option Science Systems (FOSS) Sep. '94

Prekindergarten-6th gradeFull Service Schools Sep. '92




PrekindergartenPrekindergarten Early Intervention Sep. '96


Kindergarten-6th gradeUrban Systemic Program (USP) Sep. '96

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PROFESSIONAL DEVELOPMENT


TRAININGNUMBER TRAINED DATE

Provided or in Progress in the Area of Reading Instruction

New Teachers' Workshop 9 Sep. 04, '01

SRA Training 9 Sep. 05, '01

The Comer Process Assessment 50 Jan. 08, '02

Reciprocal Teaching 20 Jan. 23, '02

FCAT Strategies 50 Feb. 12, '02

Writing FCAT Questions for Task Performance - Grades 3 and 4 8 Feb. 25, '02

Writing FCAT Questions for Task Performance - Grades 3,4 and 5 8 Feb. 27, '02

Writing FCAT Questions for Task Performance - Grade 6 4 Mar. 01, '02

Writing FCAT Questions for Task performance-Grade 5 4 Mar. 04, '02

Pathways to Literacy 50 May 14, '02

FCAT Flowchart 8 Nov. 06, '01

Title I Paraprofessional Workshop 10 May 09, '02

Best Practices Workshop for Elementary ESE teachers 1 Nov. 29, '01

Independant Reading Conference 2 Nov. 27, '02

Jostens/CompassSoftware training 9 Oct. 15, '01

Compass training 1 Oct. 31, '01

Active Learning workshops for PreK personnel 6 Oct. 23, '01

CRISS Training Series 13 May 08, '02

Teaching reading in the middle school 1 May 29, '02

Accelerated Reader training 15 Nov. 02, '01

Bilingual ESE Training 1 Feb. 13, '02

Barry University SRA Training 2 Feb. 19, '02

Best Practices Workshop 5 Jun. 10, '02

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Provided or in Progress in the Area of Writing Instruction

FCAT Writing workshop 5 Nov. 20, '01

FCAT Writing 4 Feb. 01, '02

Writing-Time for Kids 50 Nov. 13, '01

Assessment portfolios in the classroom 1 Jan. 24, '02

Understanding,Designing and Using Rubrics in the classroom 1 Feb. 08, '02

FCAT Words, Words, and More 5 Nov. 01, '01

Webquesting with FCAT 3 Feb. 24, '02

Newspapers in Education 5 Apr. 22, '02


Provided or in Progress in the Area of Mathematics Instruction

FCAT Workshops 8 Oct. 31, '01

FCAT Graphing workshop 15 Nov. 02, '01

Hands-On math for elementary teachers (series) 1 Oct. 27, '01

Exploring Simulations and Simulation Software 4 Jan. 26, '02

Content Strategies in Primary Mathematics 4 Apr. 20, '02

Professional Workshop in Elementary Mathematics 4 May 20, '02

Integrating Mathematics and Science 4 Mar. 10, '02


Provided or in Progress in the Area of Science Instruction

Content and Strategies in Primary Science 8 Jun. 17, '02

Integrating Mathematics and Science 4 Mar. 10, '02

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Other Professional Development Provided or in Progress

Special Education and the Arts 1 Apr. 23, '02

Conflict Resolution 5 Oct. 31, '01

School Improvement Thru Instruction 4 May 08, '01

Animation By Design 2 Dec. 08, '01

Student Refugee Issues 5 Jun. 26, '02

The COMER Process 5 Jan. 08, '02

PACES Workshop 10 Nov. 20, '01

Gifted Workshop 5 Mar. 26, '02

NEST 2 Oct. 20, '01

Preparing for the eFuture Now - Technology Conference 15 Oct. 11, '01

Young Child Assessment for ESE Students 2 Sep. 13, '01

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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:The members of the EESAC received training on the school budget at a Budget Sub-committee meeting and determined the use of its EESAC funds. The members will continue to review the budget throughout the school year.

Training:The members of the EESAC received training by the Office of Education Planning and Quality Enhancement and more training will be forthcoming. They discussed staff development needs and the following areas were identified: CRISS training to assist teachers in language arts, technology training, additional training in FCAT preparation, crisis response training, SST training to help meet the individual educational/emotional needs of each student and Direct Instruction training to prepare teachers to work with the new Reading Mastery Plus series.

Instructional Materials:The members of the EESAC indicated their support of Direct Instruction through the use of the Science Research Associates Reading Mastery Plus program and the support materials used to expand it. They will continue to act in an advisory capacity. Although no funds were allocated to purchase additional materials, the administration has agreed to continue supporting the Direct Instruction Reading program by monitoring and updating the inventory. The new Reading Mastery Plus Direct Instruction reading program was purchased for the 2002-2003 school year.

Technology:The members of the EESAC worked in collaboration with the principal in writing the application for the Quality Zone Academy Bond (QZAB). $340,000.00 was granted towards the creation of the multi-media production math, science, and technology lab. An application was submitted for E-rate 4 funds to make technological improvements.

Staffing:The members of the EESAC reached consensus and decided to utilize the EESAC budget to purchase hourly personnel and substitute teachers to conduct in-school tutorial instruction in the basic skills and to reduce class size during the basic skills.

Student Support Services:The members of the EESAC endorsed classes for parents offered by the Title I CIS (Community Information Specialist). The numerous volunteers who assist in the classrooms and the health services provided by the Miami Beach Community Health Center through the Children of the World Clinic. In addition, the members of EESAC maintain their support of staff development efforts to implement the school support team which replaces the Home School Services Team. The members of the EESAC will continue to monitor the continued programs and explore the addition of new ones.

School Safety and Discipline:The members of EESAC were instrumental and active in contacting district and community officials to address the safety concerns (i.e., signage and traffic patterns). In addition, the committee members met to address various issues concerning school-wide discipline.

Other Matters of Resource Allocation:The members of EESAC recognized the invaluable contribution of numerous volunteers throughout the school, the impact of the health services available at the school, the extensive staff development and the variety of parent involvement opportunities that exist at the school. The members will continue to explore other avenues for expanding the schools resources.

Benchmarking:The members of the EESAC received regular updates from the Reading Coaches on the numbers of children making progress in reading and writing and the tracking tools used to make these assessments, including the MDCPS pre test and post test in reading and writing. The chairperson of the mathematics objective provided the same information. A representative

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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


from the math and science school improvement committee reported information on progress concerning the objectives at regular intervals, including the results of the EPES. The members of the EESAC will continue to receive these reports throughout the school year.

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TITLE I ASSESSMENT ISSUES


Parent InvolvementParent Involvement was sustained through bimonthly breakfasts with guest speakers in the Bright Horizons parent resource room, PTA meetings and functions, two Reading Under the Stars programs and a Family Tech grant that provided computers and training for families. Parents attended a monthly Bilingual ESE Parent Education program and received valuable information about their children’s learning styles. Teachers in grades 2-6 held parent workshops in order to better prepare both the students and parents for the upcoming state-wide testing. The Title 1 Community Involvement Specialist (CIS) conducted numerous activities for parents including computer classes, reading demonstrations, and arts and crafts. The CIS and Family Tech will continue their programs during the 2002-2003 school year.

Family LiteracyThe Family Tech grant was continued to provide computers and training to 8 classes serving 200 families who receive training and support throughout the year. The CIS provided computer training for ten parents who became mentors and advisors for the family tech program. Guest speakers at the Parent Breakfasts focused on student achievement, reading, science, school safety education, child rearing, and health issues. These initiatives were supplemented with a monthly newsletter containing suggestions for learning activities at home. Most programs raised parent awareness about the school’s goals, their role in the school and their children’s achievement. Most of these initiatives will be sustained in the 2002-2003 school year.

School ClimateAs a Full Service School embracing the Comer philosophy, the school implemented a no-fault, consensus approach to decision making that empowered all of the stakeholders. At the monthly Healthy Learners Consortium, EESAC, and Parent Breakfast meetings, parents, teachers, and community resource people worked collaboratively to achieve the school’s goals. The school climate will be maintained by continuing these practices.

Health ServicesThrough a collaborative effort of the University of Miami and the Miami Beach Community Health Center, the Children of the World Clinic on the school campus offered medical services to the children. A nurse practitioner, a lab technician and medical interns provided these services. Through several agencies, including AYUDA, Inc., Family Counseling Services, Psychsolutions, Victim’s Services, Jewish Family Services, located on site, many students received counseling services. AHEC (Area Health Education Center) provided health education classes including a weekend health fair. Additionally, Family Nutrition Program provided weekly classes to parents.

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

2001-2002

A

2000-2001

B

1999-2000

A

1998-1999

C

66 68 87

75 68

75

439

School Performance Grades

2001-2002 Results

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 216 136 87

221

143

75

ACCOUNTABILITY DATA

% Making Learning Gains

Reading Math WritingGrade Points

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

Grade Level: 03

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2001-2002 113 257 48 13 32 6 1 113 283 31 23 27 17 3

2000-2001 106 259 107 263

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Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 110 295 37 8 21 19 15 109 297 28 18 25 19 9

2000-2001 108 284 38 16 26 13 7 108 274

1999-2000 109 267 43 14 21 18 4

1998-1999 95 283 34 23 31 11 2

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 111 259 47 14 22 15 2 111 324 23 22 26 16 13

2000-2001 113 251 113 332 24 16 14 27 19

1999-2000 114 313 29 24 15 25 8

1998-1999 102 298 39 25 23 10 3

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Grade Level: 06

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 119 263 44 16 24 12 4 119 306 27 25 25 15 8

2000-2001 134 265 134 298

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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

107 9 0 8 3 20 9 25 8 9 1 12001-2002 3.2

109 6 1 9 7 25 10 24 9 7 0 02000-2001 3.3

109 9 3 9 6 36 9 12 3 0 0 01999-2000 2.5

99 9 3 10 7 31 16 16 2 4 0 01998-1999 3

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

56 9 0 13 4 16 11 29 4 5 2 22001-2002 3.1

54 2 2 11 11 26 11 28 2 6 0 02000-2001 3.2

53 11 0 13 8 32 8 15 0 0 0 01999-2000 2.4

50 8 4 16 6 36 16 12 0 0 0 01998-1999 2.7

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

51 10 0 4 2 24 8 22 14 14 0 02001-2002 3.4

55 9 0 7 4 24 9 20 16 9 0 02000-2001 3.4

56 7 5 5 5 39 11 9 5 0 0 01999-2000 2.5

49 10 2 4 8 27 16 20 4 8 0 01998-1999 3.2

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ObjectiveGiven instruction using the Sunshine State Standards, all students will improve their reading skills as evidenced by a 5% increase in the percentage of students scoring at level 3 and above on the 2003 administration of the FCAT Reading Test as compared to the 2002 administation.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X

School Name: Fienberg/Fisher 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 2002 FCAT Reading Test indicate that 68 % of students in grades 3-6 have met high standards.

Definition of Adequate Progress:Adequate progress will be achieved if 73 % of students in grades 3-6 meet high standards on the 2003 FCAT Reading Test.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Reading Test. Pre/progress/post tests in reading will provide formative assessment which will be used to monitor progress towards the objective.

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

SAC members involved in the development of this objective:

Figueras, Olga Butman, Lynne Ross, Michelle

Jones, Laura Garcia, Liliana Sally, Tim

Muesse, Ilene Leasure, Jennifer Thorp, Kimberly J

Names: Names: Names:

230761

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

. Meet in monthly grade level planning sessions focusing on student progress and benchmarks to help develop grade level time lines that include the identification of specific benchmarks to insure that all Sunshine State Standards being tested

*PrincipalTeachers

Aug. '02 Dec. '02 1 Assistant PrincipalsReading CoachReading LeaderGrade level chairpersons

. Administer the District FCAT reading pretest to identify individual student mastery of benchmarks and administer the EPES pre test and posttest to assess students’ abilities/progress in reading.

*Assistant PrincipalReading Leader

Aug. '02 Jun. '03 2 Reading CoachGrade level chairpersons

. Group students in grades 1-6 by reading ability and provide small group tutoring and home learning activities that correlate to student’s non-mastery of benchmarks tested.

*Reading Leader Aug. '02 Jun. '03 3 Assistant PrincipalsGrade level chairpersonsReading Coachtutors

. Direct Community Involvement Specialist to initiate specific outreach activities resulting in increased parental attendance in reading workshops.

*Assistant PrincipalCommunity Involvement

Specialist

Sep. '02 Jun. '03 4 Full Service School Co-oridnatorSchool counselorEESAC Chairperson

. Develop and administer grade level bi-weekly quizzes based on predetermined bench marks.

*Reading LeaderTeachers

Aug. '02 Jun. '03 5 Assistant principalsReading coach

. Provide staff development workshops related to Direct Instruction/Science Research Associates (SRA) Reading Mastery Plus program.

*Reading LeaderPrincipal

Aug. '02 Jun. '03 6 Assistant PrincipalTeachers

. Implement the Accelerated Reader program school wide to enhance reading skills and provide reading opportunites at all grade levels as well as maintain a monthly reading log for students to chart the number of books read and verified by parents.

*Media SpecialistTeachers

Aug. '02 Jun. '03 7 Reading LeaderReading CoachTechnology teacher

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 in a Writing Across the Curriculum program, students in grades three and four will demonstrate an increase in writing proficiency as demonstrated by a 35% increase in pre and post test scores on the District writing prompt given in September 2002 and May 2003 as documented on the teachers’ logs.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2002 FCAT Writing Test indicate that 87% of students in grade 4 meet high standards.

Definition of Adequate Progress:Adequate progress will be acheived if the students in grades 3 and 4 increase 35% in the pre and post test scores on the District Writing Prompt given in September 2002 and May 2003.

Evaluation:The objective will be evaluated by scores on the District Writing Prompt as documented in teacher's logs. Formative assessment will be used to monitor progress in writing.



Figueras, Olga Butman, Lynne Ross, Michelle

Jones, Laura Garcia, Liliana Thorp, Kimberly J

Muesse, Ilene Leasure, Jennifer Sally, Tim


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STRATEGIES

Start Date

End Date

Timeline



person.


. Administer the district FCAT writing pre test and posttest. *Assistant principalReading coach

Teachers

Sep. '02 May '03 1 Reading leader

. Provide professional development activities related to FCAT writing.

*PrincipalTeachers

Aug. '02 Jun. '03 2 Assistant principalsReading leaderReading coach

. Provide instruction to students on test taking skills on a weekly basis.

*Reading coachTeachers

Aug. '02 Jun. '03 3 Assisant PrincipalReading leader

. Group students by ability for small group instruction and home learning activities to low scoring students on the district FCAT writing pre test.

*Reading coachTeachers

Aug. '02 Jun. '03 4 Reading leader

. Participate in monthly grade level planning sessions focusing on student progress.

*Assistant principalTeachers

Sep. '02 Jun. '03 5 Reading leaderReading coachGrade level chairpersons

. Provide release time for teachers to conference with students on a one-to-one basis to address skill improvement in writing.

*PrincipalReading coach

Teachers

Aug. '02 Jun. '03 6 Assistant principalReading leader

. Direct Community Involvement Specialist to initiate specific outreach activities resulting in increased parental attendance in writing workshops.

*Community Involvment Specialist

Assistant principals

Aug. '02 Jun. '03 7 PrincipalMedia specialistReading leaderReading coach

. Provide writing prompts on school to career topics across all grade levels as a means for all students to discuss occupational interests.

*Reading coachteachers

Aug. '02 Jun. '03 8 Community involvement specialistPrincipal


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ObjectiveGiven instruction using the Sunshine State Standards, all students will improve their mathematics skills as evidenced by a 5% increase in the percentage of students scoring at level 3 or above on the 2003 administration of the FCAT mathematics test as compared to the 2002 administration.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2002 FCAT Mathematics Test indicate that 69% of students have met high standards.

Definition of Adequate Progress:Adequate progress will be achieved if 74% of students reach high standards on the 2003 administration of the FCAT Mathematics Test.

Evaluation:This objective will be evaluated by score of the 2003 FCAT Mathematics Test. Monthly reports at grade level meetings, will provide formative assessment, which will be used to monitor progress towards the objective.



Figueras, Olga Butman, Lynne Garcia, Liliana

Jones, Laura Leasure, Jennifer Sally, Tim

Muesse, Ilene Thorp, Kimberly J Ross, Michelle


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STRATEGIES

Start Date

End Date

Timeline



person.


. Administer the district FCAT mathematics pre test and posttest.

*Assistant PrincipalMath Resource teacher

Teachers

Aug. '02 Jun. '03 1 Grade level chairperson

. Administer the EPES pre test and posttest and analyze results.

*Assistant PrincipalMath Resource teacher

Teachers

Aug. '02 Jun. '03 2 Grade level chairpersons

. Provide students across all grade levels with a variety of mathematical techniques that emphasize the preparation, development and implementation of critical thinking skills applied to real life situations.

*Math resource teacherTeachers

Aug. '02 Jun. '03 3 Assistant principals

. Provide small group tutoring and home learning activities to students not performing on grade level.

*Math Resource TeacherTeachers

Aug. '02 Jun. '03 4 Assistant principalsGrade level chairpersons

. Group students in grades 3-6 by mathematic ability for targeted instruction.

*Math resource teachers

Aug. '02 Jun. '03 5 Assistant PrincipalMath tutors

. Provide professional development activities for teachers related to the instructional delivery of mathematics.

*PrincipalTeachers

Aug. '02 Jun. '03 6 Math resource teacher

. Conduct monthly grade level planning sessions focusing on student progress and targeting benchmarks.

*PrincipalTeachers

Aug. '02 Jun. '03 7 Assistant principalsMath Resource teacherGrade level chairpersons

. Direct the Community Involvement Specialist to initiate specific outreach activities resulting in increased parental attendance at mathematic related workshops.

*Community involvement specialistTeachers

Aug. '02 Jun. '03 8 Math resource teacherAssistant principals


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ObjectiveGiven instruction using the Sunshine State Standards for Science, students in grades 4 and 5 will improve their science skills as evidenced by 10% of the students showing improvement in scores on the when comparing the EPES (Educational Planning Evaluative System)pre and post tests administered in Fall 2002 and Spring 2003.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentScores of the 2001 SAT Science Test indicate that the median score of students is 56%.

Definition of Adequate Progress:Adequate progress will be met if 10% of students in grades 4 and 5 show improvement in scores when comparing the EPES Pre and Post tests.

Evaluation:This objective will be evaluated by scores on the EPES Science Test administered in the Fall of 2002 and then again in Spring 2003.

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


Figueras, Olga Garcia, Liliana Ross, Michelle

Muesse, Ilene Jones, Laura Thorp, Kimberly J

Butman, Lynne Leasure, Jennifer Sally, Tim


290761

STRATEGIES

Start Date

End Date

Timeline



person.


. Administer the EPES pre test and posttest and analyze results.

*Math/Science Resource TeacherTeachers


. Provide students across all grade levels with a variety of scientific techniques that emphasize the preparation, development and implementation of critical thinking skills applied to real life situations.

*Math/Science Resource teacher

Teachers


. Provide small group tutoring and home learning activities to students not performing on grade level.

*Math/Science Resource teacherTeacher

Aug. '02 Jun. '03 3 Assistant princpalsGrade level chairpersons

. Provide professional development activities for teachers related to the instructional delivery of science.

*Math/science resource teacher

Teachers


. Conduct monthly grade level planning sessions focusing on student progress and targeting benchmarks.

*Assistant principalsTeachers

Sep. '02 Jun. '03 5 Math/Science resource teacherGrade level chairpersons


300761

ObjectiveGiven school wide attention to the factors contributing to adult student achievement, there will be a 5% increase in the number of literacy points, as documented on the WDIS/Literacy Completion Summary Report, from the 2001-3 thru 2002-2 trimesters, as compared to the previous 2000-3 thru 2001-2 trimesters.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


Performance Grade: A School Performance Excellence Goal: # 5 : Other



Needs AssessmentResults of post-assessments utilizing the Test of Adult Basic Education examination indicate that 35% of the Adult participants in ESOL and ABE programs have earned one literacy completion point between September 2001 and April 2002.

Definition of Adequate Progress:Adequate progress will be attained if there is a 5% increase in the number of literacy points documented on the WDIS/Literacy Completion Summary Report from the 2001-3 thru 2002-2 trimesters as compared to the previous 2000-3 thru 2001-2 trimesters.

Evaluation:This objective will be evaluated by scores documented on the WDIS/Literacy Completion Summary Report. Formative assessment will be documented by classroom teachers and discussed in meetings with the administration.

Aligns with District Goal # 1 2 3 3 4 6 7 Other : See below


Montaner, Martha

Boos, Kenneth


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STRATEGIES

Start Date

End Date

Timeline



person.


. Form an instructional planning committee to develop a comprehensive ESOL and ABE curriculum to better meet adult student achievement and state objectives.

*PrincipalAssistant Principal

Sep. '02 Jun. '03 1 Teachers

. Meet in monthly ESOL and ABE level planning sessions focusing on student progress and meeting state objectives.

*Assistant PrincipalTeacher

Sep. '02 Jun. '03 2 Principal

. Provide students with weekly opportunities for computer, self paced lessons and quizzes based on state objectives.

*Assistant PrincipalTeachers


. Provide instructional in-service trainings to include part-time instructors.

*Principal Sep. '02 Jun. '03 4 Assitant PrincipalTeachers

. Provide Adult students with opportunities to explore career topics to facilitate the School to Career Process.

*Assistant PrincipalTeachers



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Adequate Progress Statement for the entire School Performance Excellence Plan:

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

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

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

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Mid-Year Review of School Performance Excellence Plan:

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

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

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

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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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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/2002-2003/0761.pdf · School Performance Excellence Plan School Name and Number : 0761 ... Broaden the scope of civic, law,