School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/3241.pdf · SCHOOL PERFORMANCE EXCELLENCE PLAN School Performance Grades 2003 2002 2001 2000 1999 C C D D D

School Performance Excellence Plan

School Name and Number : 3241 - Miami Gardens Elementary School

Principal: JOHNNIE BROWN Telephone #: (305) 625-5321

High School Feeder Pattern: 7231 - Miami Carol City Senior

ACCESS Center One Board District #: 1 - Dr. Robert B. Ingram

Title I Budget and Waivers

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

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

X

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 3241 - Miami Gardens Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesC C D D D

Vision/Mission/Belief Statement(s):

VISION: Miami Gardens Elementary School enriches its "community of learners" by conveying an atmosphere of respect and tolerance for all, thereby creating a safe learning environment. The school strives to provide the highest quality educational experiences for students, parents and the surrounding community. Through a collaborative effort, Miami Gardens Elementary serves as a "meeting place" for productive activities designed to effectively address the needs of the total community.

MISSION: Winners never quit and quitters never win. At Miami Gardens Elementary, we are winners because of:

*Welcoming the opportunity to learn and participate in the world of work*Increased innovative instruction*Notable technological programs*Nurturing community services*Expansive educational experiences*Respect and tolerance for all ethnic groups*Safe learning environment

WE ARE ALL WINNERS!!!!!

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2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 3241 - Miami Gardens Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesC C D D D

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Miami Gardens Elementary School

Given instruction using the Sunshine State Standards, students will improve their reading skills as evidenced by 54 percent of the students meeting high standards on the 2004 administration of the FCAT, while 31 percent of each subgroup identified in the NCLB requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students will improve their mathematics skills as evidenced by 54 percent of the students meeting high standards on the 2004 administration of the FCAT, while 38 percent of each subgroup identified in the NCLB requirements will score at the state mastery level.

Given instruction using the Sunshine State Standards, students will improve their writing skills as evidenced by 38 percent of the students scoring a four or above on the 2004 administration of the FCAT.

Given instruction using the Sunshine State Standards, students in grade five will improve their science skills as measured by a five point increase of the mean score of the school-site science post-test scores when compared to the school-site pre-test scores.

Miami Gardens Elementary holds the following beliefs as the motivation for all endeavors undertaken by the school: It is our responsibility to provide quality instructional programs, a safe learning environment, a positive school climate, and satisfied customers. We affirm our intent to promote increased awareness, involvement and interdependence of parents and the business community. We are devoted to the development of conscientious and responsible citizens who are prepared to meet the challenges and opportunities of today's society.

Miami Gardens Elementary School is located on thirteen acres in the City of Miami Gardens. The current enrollment is 397 students who have been identified in the following ethnic groups: 56 percent Hispanic, 41 percent Black Non-Hispanic, 2 percent White Non-Hispanic and 1 percent Asian/Indian/Multiracial. Ninety-one percent of our students qualify for free or reduced price meals. The current mobility index of the school is 31. The families in our community live in single family homes, town houses and federally subsidized housing units. Single parents and grandparents assume the parental responsibilities of many of our students. Employment opportunities are limited within the immediate boundaries of the community, therefore the majority of our working parents must commute each day.

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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.

Miami Gardens Elementary provides a variety of instructional programs designed to address the needs of its pre-kindergarten through fifth grade student populations. The core curriculum offering is specifically aligned with the district’s “Competency Based Curriculum” and the state’s “Sunshine State Standards," Bilingual Education Programs, Varying Exceptionalities Programs and the Pre-Kindergarten Reversed Mainstream Program are available at our school to maximize the learning potential of Limited English Proficient students and special needs students. The standard curriculum is enhanced with specific instructional strategies designed to accommodate the diverse abilities, learning styles and interests of our students. These strategies include the implementation of: Creating Independent Student Owned Strategies (CRISS); Extended Day Programs; Science, Engineering, Communications, Mathematics Enhancement (SECME); Accelerated Reader and Mathematics Programs; the "Arts for Learning" project; and the "Artful Citizenship" project.

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:Winners never quit and quitters never win. At Miami Gardens Elementary, we are winners because of:

*Welcoming the opportunity to learn and participate in the world of work*Increased innovative instruction*Notable technological programs*Nurturing community services*Expansive educational experiences*Respect and tolerance for all ethnic groups*Safe learning environment

Miami Gardens Elementary School enriches its "community of learners" by conveying an atmosphere of respect and tolerance for all, thereby creating a safe learning environment. The school strives to provide the highest quality educational experiences for students, parents and the surrounding community. Through a collaborative effort, Miami Gardens Elementary serves as a "meeting place" for productive activities designed to effectively address the needs of the total community.

A diverse range of student service resources are available to promote the emotional and social well being of our students. Students are guided through the process of developing good decision making skills through Peer Mediation and Conflict Resolution Programs, the Character Education Curriculum and Project DARE (Drug Abuse Resistance Education). The area of improving student attendance is addressed through our involvement with the State Attorney's "Truancy Intervention Program." Our students also develop a sense of civic responsibility through their active participation in school-site student service organizations such as the Student Council, Safety Patrol and Future Educators of America.

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

This school employs a total of 38 full-time staff members and seven part-time staff members. Of this group, two are administrators, 23 are classroom teachers, three are exceptional student teachers, one is a reading leader, one is a mathematics/science facilitator, one is a guidance counselor, one is a media specialist, one is a community involvement specialist, one is a microsystems technician, seven are classroom paraprofessionals, five are office staff employees, seven are cafeteria workers, two are full-time custodial service workers and three are hourly custodial service workers. Thirty-one percent of our teachers have been on this school’s teaching staff for less than two years. The instructional staff’s average length of time teaching in Florida is nine years. Thirty-five percent of the teachers have advanced degrees.

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

Miami Gardens Elementary is located on thirteen acres in the City of Miami Gardens at 4444 N. W. 195th Street. The main building was constructed in 1970 and originally designed as a “pod school.” A construction project completed in November, 2000 resulted in the addition of an art and music suite, student

Core Values:

WE ARE ALL WINNERS!!!!!

Vision Statement:Miami Gardens Elementary enriches its “community of learners” by conveying an atmosphere of respect and tolerance for all, thereby creating a safe learning environment. The school strives to provide the highest quality of educational experiences for students, parents and the surrounding community. Through a collaborative effort, Miami Gardens Elementary serves as a “meeting place” for productive activities designed to effectively address the needs of the total community. Mission Statement:Winners never quit and quitters never win. At Miami Gardens Elementary, we are winners because of: *Welcoming the opportunity to learn and participate in the world of work *Increased innovative instruction *Notable technological programs *Nurturing community services *Expansive educational experiences *Respect and tolerance for all ethnic groups *Safe learning environment

WE ARE ALL WINNERS!!!!!!Core Values:Miami Gardens Elementary holds the following beliefs as the motivation for all endeavors undertaken by the school: It is our responsibility to provide quality instructional programs, a safe learning environment and a positive school climate for all children. We affirm our intent to promote increased awareness, involvement and interdependence of parents and the business community. We are devoted to the development of a conscientious and responsible citizen who is prepared to meet the challenges and opportunities in today’s society.

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services area and two resource rooms. Current assigned program capacity is 293 and we are at 135 percent space utilization. The district approval of funds to be allocated for interior painting has been indefinitely placed on hold for the past three years. Internet access is available throughout the school and there is a minimum of four computers in every classroom, of which several have been upgraded. Additionally, a model computer lab designed to provide academic reinforcement for students and professional development opportunities for teachers and staff is located at this site.

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.

Miami Gardens Elementary serves 397 students from the surrounding neighborhood including standard curriculum students (69 percent), ESE students (10 percent), ESOL students (21 percent), and economically disadvantaged students (91 percent). Nine of our pre-kindergarten ESE students are transported from areas that are outside of the school’s boundaries. The ethnic/racial makeup of the student population is 56 percent Hispanic, 41 percent Black Non-Hispanic, two percent White Non-Hispanic and one percent Asian/Indian/Multiracial. The mobility index of the school is 31 percent. The limited economic resources of most families negatively influence our students’ academic experiences and social exposure; thus resulting in a gap in their abilities and achievement levels. Additionally, this factor has had a relative impact on our school’s daily attendance average of 94.82 percent. A variety of instructional program strategies designed to increase student achievement have been implemented at our school. This includes: extended day tutoring programs; "Arts for Learning"; "Artful Citizenship" and the incorporation of ESOL strategies into the standard curriculum. Cultural diversity is celebrated through the provision of school-wide programs, projects and field trips. Social and emotional needs are addressed through programs such as: the State Attorney’s Truancy Intervention Program (TIP), Project DARE (Drug Abuse Resistance Education) and school-site and community agency counseling. Student service organizations such as the Student Council, Safety Patrol, Future Educators of America, Chorus and the Art Club have been effective in promoting civic responsibility and building self-esteem.

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

Miami Gardens Elementary seeks to promote a learning community in which parents are aware of their rights and responsibilities. Continuous efforts are made to provide a variety of opportunities to improve parental awareness and involvement. All written communications are sent home in English and Spanish and translators are available at all meetings. PTA sponsored events and parent workshops are planned throughout the year to promote parent involvement. Parents are also encouraged to serve as school volunteers. Educational Excellence School Advisory Council (EESAC) meetings are scheduled at mutually agreed upon times that afford greater opportunities for parent participation.

The Community Involvement Specialist plays a fundamental role in strengthening the partnership between the parents and the school by sharing information via home visits and telephone correspondence. A parent resource room has been designated at our school. Parents will feel free to come for information, training activities or just to sit and relax.

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.

Miami Gardens Elementary has a collaborative partnership with Publix Supermarkets and is involved in the fifth successful year with the “KAPOW” (Kids And the Power Of Work) project. We also recently acquired a new partnership with the South Florida Workforce Agency that supports the school's mission by

Please refer to Appendex A and B for legislative issues.

Please refer to Staff Development (Appendex C).

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providing community volunteers.

Support services and child and family intervention programs are provided by Children’s Psychiatric Services, Locktown Mental Health Center and Citrus Health Center. Counselors are provided a space at this school-site to work with targeted students. The Family Christian Association of America (FCAA) provides an After School Care Program at school that is affordable to parents.

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.

Student enrollment at Miami Gardens Elementary has declined due to factors such as: the existence of four contiguous schools within a two mile radius; the high mobility rate of families who face financial strain; and the current trend to relocate to Broward County which is less than four miles from the school. However, many generations of families come and return to Miami Gardens Elementary because parents and students feel that our school provides a safe and caring environment in which learning is viewed as important. This was reflected in the results of the School Climate Survey.

3.2 CompetitorsThis item explores the alternate schools available to students.

The Corporate Scholarship has been successful in its aggressive approach to student recruitment. The expansion of the transfer approval process has also proven to be an appealing option to parents who are looking to place their children in "A" or "B" schools.

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 principal at Miami Gardens Elementary recognizes the fact that if a vision is truly “shared," it must be understood and supported by all stakeholders. Teachers and students must be empowered and attain a sense of efficacy. Parents must be equipped to respond and react to the needs of their children, the school and community. The school must avail itself of every opportunity to celebrate its accomplishments and promote a positive school image.

Expanded professional growth opportunities will serve as a vehicle to enhance quality educational experiences. Collaborative problem solving, grade level articulation and the strategy of colleagues coaching colleagues will serve as a basis for making our staff and students a “real community of learners.” The EESAC and the PTA Board will take a more active and visible role in soliciting input from parents and acting on recommendations for school improvement. Parent training sessions and informational meetings will be held at night and on Saturdays. Partnerships with business members and media relations will be established to facilitate the promotion of school and community celebrations and accomplishments.

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

Student enrollment at Miami Gardens Elementary has decreased by nine percent over the past five years. This is partially due to boundary changes that were effected as a result of the construction of a new elementary school located within a three mile radius. Also, our school is approximately four miles from the Broward County line and many families have relocated to this area. The accessibility of Corporate Scholarships has proven to be appealing to some families. Our school is relatively small (397 students), consequently, budget allocations are limited and staff changes impact us much greater than most schools. The principal makes a conscientious effort to manage the school’s finances in a judicious manner with input and recommendations from members of the EESAC and the school staff.

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

Miami Gardens Elementary has identified several issues concerning challenges in learning. Among these are:

The limited economic resources of most families negatively influence our students’ academic experiences and social exposure; thus resulting in a gap in their abilities and achievement levels. Additionally, this factor impacts our school’s low daily attendance average of 94.82 percent. During the last school year, 14

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percent of the students in grades one through five were targeted on the district’s “Student Assistance Profile” and 57 percent of the students in grades two through five were identified as needing “Academic Improvement Plans.” Parents offered limited support during our efforts to provide systematic instruction in extended day programs. This appears to be due to a lack of understanding about the academic challenges that their children face.

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.

Miami Gardens Elementary has identified several challenges in relationship with faculty. Among these are:

The significant change in instructional staff during the past few years due to recent retirement and relocation factors. Filling teacher vacancies has been tedious due to a decline in the availability of competent and certified teachers. To date, 31 percent of the instructional staff at Miami Gardens Elementary have been employed here for less than two years. Results of the School Climate Survey reflect that teachers feel frustrated about the level of student deficiencies in basic academic skills and that there is a need to improve the level of parental concern and support.

An analysis of the PACES (Professional Assessment and Comprehensive Evaluation System) process for the past five years indicates that teachers need to increase their proficiency in providing students with strategies and skills to enable thinking and learning.

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

Miami Gardens Elementary has identified several issues concerning challenges in relationships with internal operations and external forces. Among these are:

*Inability to hire and retain adequate numbers of custodial and school security staff.

*Complexity of system utilized to process school-site needs that are related to plant operations and facilities management.

*Inability to secure and maintain the commitment and involvement of small businesses that are located within the school community.

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.

Miami Gardens Elementary has identified several issues concerning challenges in process improvement. Among these are:

The improvement of the school’s current grade of “C” by meeting and exceeding the State’s Standards of Accountability as reflected on the Sunshine State Standards Reading and Mathematics component of the FCAT.

The alignment of a school-wide philosophy that: raises expectations for teaching and learning; promotes ongoing professional development and enables higher levels of student learning.

The improvement of the response time and quality of service provided by school-site and district personnel that deal with facilities management and plant operations.

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.

*Miami Gardens Elementary students exhibit gaps in their abilities and achievement levels which are due in part to limited economic resources and social exposure.*In order to address this need; the school will continue to serve as a pilot and demonstration school for the "Arts for Learning" and "Artful Citizenship" projects.

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These programs are intended to enhance cognitive skills development through the integration of thematic strands in the reading, social science, art and music curriculum. Activities that expand social exposure and build self-esteem include student performances that support selected themes and visits to varied cultural arts events. Increased focus is being directed toward maximizing student learning through the use of instructional strategies that develop critical and analytical thinking skills. Expanded efforts will be made to enroll students with Student Performance Plans in the extended day programs. Technology based instructional programs such as the Accelerated Reader, Accelerated Math, Assess2Learn, Riverdeep Math and Reading, and FCAT Explorer will be infused throughout the curriculum. Programs for LEP and ESE students will be offered and aligned with the standard curriculum to insure equal access and equity. The EESAC supports all of these initiatives.*Many students exhibit patterns of poor attendance due to family related issues rather than medical problems.*In order to address this need, the school will take a more aggressive approach toward dealing with this problem by matching parents with the appropriate community based social service agencies and participating in the State Attorney’s Truancy Intervention Program, home visits, the automated calling system, personal phone contacts, and incentive programs are strategies that are consistently utilized by identified members of the school staff.

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.

Miami Gardens Elementary has identified several issues concerning improvement in the Education Delivery Process. These include the large percentage of teachers new to the school and to this profession. Several professional development options will be made available to these teachers which include the assignment of Professional Growth Teams, access to the district’s Virtual Campus, provision of school-site Saturday workshops and the facilitation of the colleagues coaching colleagues philosophy.

Results of the School Climate Survey reflected that teachers feel frustrated about the level of student deficiencies in basic academic skills and that there is a need to improve the level of parental concern and support at the school. A cadre of teachers worked collaboratively to develop the scope and sequence of reading, math and science instruction and align it with effective strategies for improved student achievement. The completed document was presented to the instructional staff and was well received. These efforts have resulted in a sense of renewed dedication and empowerment on the part of the teachers. Continued efforts will be directed toward rebuilding teacher efficacy through the sharing of best practices at articulation meetings and faculty meetings and the celebration of shared accomplishments.

An analysis of the PACES process for the past four years indicates that teachers need to increase their proficiency in providing students with strategies and skills to enable thinking and learning. Teachers have been trained to access the PACES website and utilize the PACES vignettes. A PACES Model Computer Lab is located at this school that provides a first hand opportunity to experience the PACES philosophy of being a global and technologically connected “community of learners.”

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.

Miami Gardens Elementary has identified several issues concerning challenges in improving relationships with internal operations and external forces. Among these are: insufficient custodial staff to adequately meet cleaning standards and the inability to retain competent and dedicated school security personnel. In order to address these needs, a Custodial Procedures Handbook was developed and shared with the custodial staff. A system for identifying and assigning priority project cleaning tasks has been established and implemented. Continued efforts are being made to employ school security staff.

The issue related to the complexity of the system utilized to process facility related issues continues to be addressed by the principal. Currently, we remain in need of funding sources to begin a major renovation project which will result in the structural improvement and painting of interior walls.

The newly elected PTA Board has resolved to initiate an active campaign to promote the school’s image and enlist the support and involvement of small businesses that are located within the school community.

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

Miami Gardens Elementary has identified several issues concerning challenges in process improvement. The priority issue relates to the FCAT test results which indicated that only 40 percent of the students met high standards in reading and 43 percent of the students met high standards in mathematics. A great deal of attention will also be directed toward the academic needs that are specific to each student subgroup. In order to address this concern; Miami Gardens Elementary will avail itself of the professional development activities offered through the ACCESS Center and District offices. Articulation meetings have been planned with the teachers from the neighboring “A” school to collaborate with our teachers and share best practices. Heightened emphasis is being placed on providing all teachers with the appropriate instructional resources to improve our students’ higher order thinking skills and the ability to access technology. Targeted students will be provided with tutorial opportunities. Benchmark assessments will continue throughout the year to analyze strengths and weaknesses of program initiatives and determine future directions for effective instruction. Continued input will be sought from teachers and staff in an effort to raise expectations for teaching and improve the professional climate. The PACES design and philosophy will facilitate this process.

Facilities management and plant operations issues are being addressed with the ACCESS Center Director.

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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 has reviewed the school budget and determined that the allocations to various programs are appropriate. The EESAC supports the allocation of funds for the continuation of the Extended Day Programs and the enhancement of technology infusion and the Arts projects.

Training:Several EESAC members were involved in the selection and organization of appropriate professional development activities. While the greatest focus was placed on language arts, mathematics and test preparation, several EESAC members were instrumental in supporting teacher training activities relative to science instruction.

Instructional Materials:The EESAC suggested that the school utilize materials that support improved student performance and test taking skills. The EESAC also supported the purchase of materials for science instruction and parent involvement activities. It was also recommended that approved educational websites be accessed to determine the availability of free instructional materials.

Technology:The EESAC continues to recommend the upgrade of existing computer hardware whenever economically feasible. The EESAC also supported the purchase of the Accelerated Math and Riverdeep computer software. The implementation of a school-wide Technology Plan was also supported by the EESAC.

Staffing:The EESAC supports the utilization of funds to employ teachers and paraprofessionals for the purpose of instructional support and class size reduction. The EESAC supports the continuation of the Academic Excellence Program.

Student Support Services:The EESAC supports and encourages the utilization of school-site counseling as well as community mental health agencies that work with families and students from the school. The EESAC is also aware of, and supports the implementation of the State Attorney's Truancy Intervention Program.

School Safety and Discipline:Members of the EESAC have played a major role in the development of a school-wide plan to increase student safety. The plan has effectively minimized safety concerns at arrival and dismissal times. The EESAC continues to pursue the construction of a Pick-up and Drop-off area. The EESAC supports the establishment of the Youth Crime Watch Program at the school.

Other Matters of Resource Allocation:The EESAC supports the formation of partnerships with business organizations that assist with preparing students for the school-to-work transition. The EESAC recommends the pursuit of additional funds through available grant opportunities as a possible resource.

Benchmarking:Members of the EESAC have been actively involved in the curriculum planning and implementation of School Performance Excellence Plan strategies. The EESAC recommends the expanded use of needs assessment information, data analysis and collaboration with high performing schools.

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TITLE I ASSESSMENT ISSUES

School Profile/ Needs Assessment: (continued)

Parent InvolvementIn an effort to increase parental involvement, activities and workshops are scheduled on a monthly basis. Although the majority of these workshops focus on academic improvement for students, many focus on personal growth areas such as parenting skills. Efforts are consistently made to ensure that information is presented in the languages that are most familiar to the parents.

Family LiteracyOur well equipped Parent Resource Room provides numerous opportunities for families to develop their literacy in English. Parents are encouraged to check out a variety of instructional materials for use at home. In addition to this, parents have access to several computers containing adult literacy programs. This room also provides a comfortable meeting place for informative workshops.

School ClimateThe 2002-2003 Climate Survey yielded an overall grade of "B." The Summary Report reflected a moderate percent of returned responses which is an improvement from the previous year. According to the survey, there is a need to implement strategies to decrease student deficiencies in basic skills, as well as the need to increase the level of parental involvement.

Health ServicesThe provision of health services at the school- site continues to be inadequate, in that the access level ranges from minimum to non-existent. In an effort to meet the health needs of our students; an honest attempt is being made to utilize community referral agencies to the greatest extent possible.

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

C C D D D

1999-20002000-20012001-20022002-2003

40 43 76

60 65

60

344

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 160 108 76

159

125

60

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

39 38 43

68 79

68

335

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 175 117 43

120

147

68

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)133241


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 75 262 45 15 24 15 1 75 283 28 27 29 16 0

2001-2002 61 262 49 16 23 10 2 61 274 34 25 30 11 0

2000-2001 62 251 62 258

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 60 266 52 22 12 13 2 60 255 47 30 18 5 0

2001-2002 65 268 52 12 23 11 2 66 258 50 14 36 0 0

2000-2001 75 259 56 15 23 7 0 78 235

1999-2000 55 255 62 20 15 4 0

1998-1999 84 255 67 11 12 10 1

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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 57 257 44 18 32 5 2 57 306 39 19 25 18 0

2001-2002 74 255 45 23 28 4 0 73 301 34 40 12 11 3

2000-2001 52 235 51 284 57 22 18 2 2

1999-2000 86 287 47 30 10 12 1

1998-1999 63 290 38 40 21 2 0

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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

58 2 2 5 3 31 22 24 9 0 0 02002-2003 3.3

61 5 2 18 15 36 8 11 3 2 0 02001-2002 2.9

76 3 3 8 9 41 16 16 5 0 0 02000-2001 3.1

55 4 11 20 9 36 5 9 4 0 0 01999-2000 2.6

85 9 11 24 19 26 5 1 1 0 0 01998-1999 2.2

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

28 4 4 4 4 36 25 18 7 0 0 02002-2003 3.2

31 10 3 29 19 19 6 10 0 3 0 02001-2002 2.6

36 6 6 14 14 39 8 14 0 0 0 02000-2001 2.8

28 4 18 14 7 32 4 11 7 0 0 01999-2000 2.6

40 8 18 25 15 25 5 0 0 0 0 01998-1999 2.1

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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

30 0 0 7 3 27 20 30 10 0 0 02002-2003 3.4

30 0 0 7 10 53 10 13 7 0 0 02001-2002 3.2

40 0 0 3 5 43 23 18 10 0 0 02000-2001 3.4

27 4 4 26 11 41 7 7 0 0 0 01999-2000 2.7

45 11 4 22 22 27 4 2 2 0 0 01998-1999 2.3

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ObjectiveGiven instruction using the Sunshine State Standards, students will improve their reading skills as evidenced by 54 percent of the students meeting high standards on the 2004 administration of the FCAT, while 31 percent of each subgroup identified in the NCLB requirements will score at state mastery level.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X

School Name: Miami Gardens Elementary School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2003 FCAT Reading Test indicate that 40 percent of the students met high standards; 60 percent made annual learning gains; 10 percent more than the required 50 percent of the students scoring in the lowest 25 percent made annual learning gains; and more than 31 percent of the Hispanic and economically disadvantaged subgroups scored at the state mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of the students meet high standards on the 2004 administration of the FCAT, and at least 31 percent of each subgroup identified in the NCLB requirements score at state mastery level.

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

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

SAC members involved in the development of this objective:

ANDERSON, PATRICIA BROWN, JOHNNIE JAMES-FREDERICK, CAROLYN KOLIWALA, MARIA

KUCHINOV, MELANIE SMITH, CARMEN WILLIAMS, HERMAN

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 computers and instructional technology (i.e. "Living Books," "Riverdeep," and "Accelerated Reader," to foster an interactive learning environment.

Classroom Teachers;*Reading Leader

Sep. '03 Jun. '04 1 Computers; "Accelerated Reader" Program;"Riverdeep" Program; "Living Books"

. Utilize Media Services as a facilitative learning resource by exposing students to a wide array of authentic, multicultural literature.

*Media Specialist Aug. '03 Jun. '04 2 Multicultural Library Books and Tapes

. Institute the "Arts for Learning" project which incorporates reading skills within the fine arts curriculum, while focusing on the Florida Everglades.

*Fifth Grade Teachers;Art Teacher;

Music Teacher

Aug. '03 Jun. '04 3 "Arts for Learning" Project Guide andMaterials

. Survey and address the staff's professional development needs by providing training for the various components of the Comprehensive Reading Plan and the "Big Five."

*Reading Leader;District Personnel

Sep. '03 Jun. '04 4 Site Developed Surveys

. Use the school developed language arts plan to maintain focus while addressing benchmark skills.


Aug. '03 Jun. '04 5 Comprehensive Reading Plan; School-Site Action Plan

. Acknowledge students who attain reading benchmarks and/or the Principal's Banner of Stars, via morning announcements.

Principal;*Reading Leader

Nov. '03 Jun. '04 6 Student Incentives; Awards and Certificates

. Utilize the "Accelerated Reader" Program to strengthen student performance in reading.

Classroom Teachers;*Media Specialist;Reading Leader

Sep. '03 Jun. '04 7 "Accelerated Reader" Program Materials

. Provide supplemental instructional resources as intervention for students identified as possibly not attaining the reading benchmarks.


Aug. '03 Jun. '04 8 "Soar to Success," Computer Software; Tutoring; Educational Websites, Professional Library

. Provide training sessions to increase parental knowledge/involvement with reading strategies and test preparation.

Assistant Principal;*Reading Leader;

Community Involvement Specialist

Sep. '03 May '04 9 Parent Training Materials

. Analyze test data from a variety of testing instruments to ensure students in Black, Hispanic and economically disadvantaged subgroups are receiving the appropriate instruction.

*Assistant Principal;Reading Leader;

Classroom Teachers

Sep. '03 Jun. '04 10 District and School-site Pre/Post-Tests; Benchmark Results

. Utilize grade level reports and multilingual calendars on a regular basis to inform parents about academic activities, as well as other pertinent information.

*Principal Sep. '03 Jun. '04 11 Monthly Calendars and Newsletters; Interim Progress Reports

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STRATEGIES

Start Date

End Date

Timeline



person.


. Invite parents and community members to participate in motivational activities recognizing student achievement.

Classroom Teachers;*Principal

Nov. '03 Jun. '04 12 School Presentations and Performances

. Provide extended school day programs for the academic enhancement of targeted students in Black, Hispanic and economically disadvantaged subgroups.

*Principal Oct. '03 Jan. '04 13 Academic Improvement Plans; "Blast Off;""FCAT Explorer" Programs

. Invite parents and students to participate in various reading events such as:"Character Dress-Up Day," and "African-American Read-In Chain."

Assistant Principal;*Reading Leader

Oct. '03 Jun. '04 14 Popular Children's Literature;"African-American Voices;" Parent Flyers

. Ensure students receive feedback on their test performance by instituting "School-wide Review Days."

*Assistant Principal;Reading Leader

Sep. '03 Jun. '04 15 District/School-site Benchmark Tests

. Host "Breakfast and Books" meetings and invite parents to attend.

*Media Specialist;ESOL Teacher;Reading Leader

Oct. '03 Jun. '04 16 Children's Literature; Dade Partners

. Utilize monthly articulation meetings as a forum to discuss grade level concerns, test data, instructional techniques and any additional pertinent information.

Principal;*Assistant Principal;

Reading Leader;Mathematics/

Science Facilitator

Sep. '03 May '04 17 Articulation Meeting Agendas; Benchmark Reports; Professional Literature/Research

. Access the district's Virtual Campus Website and Area Center for Educational Enhancement to facilitate training activities outlined in Professional Development Plans.

*Principal;Assistant Principal

Sep. '03 Jun. '04 18 Virtual Campus Website; Center for Educational Enhancement

. Develop test-taking reading tips, in rhyme, and present over morning announcements.

*Reading Leader;Media Specialist

Aug. '03 Jun. '04 19 Closed Circuit Television System

. Participate in "The Miami Herald" sponsored "T.D.'s Reading Challenge," to promote reading at home.

*Reading Leader;Third Grade Teachers

Sep. '03 Oct. '03 20 Materials from "The Miami Herald;" Third Grade Students

. Participate in "Artful Citizenship" project. *Prinicipal;Third & Fourth Grade

Teachers

Sep. '03 Jun. '04 21 "Artful Citizenship" Teacher's Guide and Materials

. Provide bilingual workshops for parents addressing high quality reading strategies.

*ESOL Teacher;Media Specialist;Reading Leader

Sep. '03 Jun. '04 22 Personnel from the the Bilingual Parent Outreach Program

. Participate in Vertical Team Planning with schools in the same feeder pattern.

*Principal;Selected Teachers

Sep. '03 Jun. '04 23 Agendas

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STRATEGIES

Start Date

End Date

Timeline



person.


. Provide additional support for new teachers through collaboration with colleague teachers.

*Assistant Principal;Colleague Teachers

Sep. '03 Jun. '04 24 Professional Growth Team Meetings

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).

213241

ObjectiveGiven instruction using the Sunshine State Standards, students will improve their mathematics skills as evidenced by 54 percent of the students meeting high standards on the 2004 administration of the FCAT, while 38 percent of each subgroup identified in the NCLB requirements will score at the state mastery level.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Mathematics Test indicate that 43 percent of the students met high standards; 65 percent made annual learning gains; and more than 38 percent of the Hispanic and economically disadvantaged subgroups scored at the state mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of the students meet high standards on the 2004 administration of the FCAT, and at least 38 percent of each student subgroup identified in the NCLB requirements score at state mastery level.

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



BROWN, JOHNNIE HOWELL, ANNETTE JAMES-FREDERICK, CAROLYN AUZON, MILAGROS

KEY, NATRE


223241

STRATEGIES

Start Date

End Date

Timeline



person.


. Promote student awareness of the application of mathematics in the workplace through the use of authentic life-related word problems.

Classroom Teachers;*Mathematics/Science

Facilitator

Aug. '03 Jun. '04 1 KAPOW Program; "Everyday Counts" Materials; Mathematics Manipulatives

. Invite community members who use mathematics applications in their job assignments to speak to students.

*Guidance Counselor Sep. '03 Jun. '04 2 KAPOW Program; Business Partners

. Promote student awareness of mathematics and its impact on different learning environments by organizing Mathematics Teams in which students from grades 3 through five prepare for District Math Bowl competitions which focus on mathematics application skills.

Teacher Sponsor;*Mathematics/Science

Facilitator

Sep. '03 Jun. '04 3 Mathematics Competitions

. Utilize computers and instructional technology to facilitate an interactive learning environment.

Classroom Teachers;*Technology Chairperson

Aug. '03 Jun. '04 4 FCAT Simulation Software; "Assess 2 Learn;" "FCAT Explorer"

. Increase student and parent understanding of mathematics by hosting a Family Math Night.

Instructional Improvement Team;

*Mathematics/Science Facilitator

Nov. '03 Nov. '03 5 Parent Resource Materials

. Provide extended school day programs for the academic enhancement of targeted students in Black, Hispanic and economically disadvantaged subgroups.

*Principal Oct. '03 Jan. '04 6 Academic Improvement Plans; "Assess 2 Learn;" Mascot's "FCAT Math;" "Blast Off" Materials

. Utilize supplemental instructional materials to enhance student performance on Sunshine State Standards (SSS).


Facilitator

Aug. '03 Jun. '04 7 "Blast Off;"Mascot's "FCAT Math" Materials

. Utilize scope and sequence to enhance student mastery of the SSS objectives for mathematics.


Facilitator

Aug. '03 Jun. '04 8 Site Developed Instructional Action Plan; FCAT Strands; SSS

. Utilize higher order thinking skills to promote comprehension and mastery of the SSSin mathematics.


Facilitator

Aug. '03 Jun. '04 9 FCAT Task Cards; Reciprocal Teaching Method; CRISS Strategies

. Promote the incorporation of content-related materials to enhance mathematical concepts through the utilization of the Media Center.

*Media Specialist;Classroom Teacher

Aug. '03 May '04 10 Content Specific Books; Periodicals; Internet Access

233241

STRATEGIES

Start Date

End Date

Timeline



person.


. Utilize the Mathematics/Science Facilitator to coordinate and assist with the implementation of the mathematics curriculum conducive to accomplishing the school's objectives.


Aug. '03 Jun. '04 11 Competency Based Curriculum; FCAT Strands; "Mathematics and Science Bridges to Careers" publication

. Utilize District staff to demonstrate and implement the mathematics and science curriculum conducive to accomplishing the school's objectives.

*District Educational Specialist

Sep. '03 Apr. '04 12 "Mathematics and Science Literacy-Bridges to Careers" publication

. Provide extended professional and resource services to assist classroom teachers with the implementation of their Professional Development Plans.

*District Educational Specialist

Sep. '03 Mar. '04 13 Instructional Improvement Team (IIT) Action Plan

. Access the district's Virtual Campus Website and Area Center for Educational Enhancement to facilitate training activities outlined in Professional Development Plans.

*Principal Sep. '03 Jun. '04 14 Virtual Campus Website; Area Center for Educational Enhancement; Professional Development Plan

. Participate in Vertical Team Planning with schools in same feeder pattern.

Principal;*Mathematics/

Science Facilitator;Selected Teachers

Sep. '03 Jun. '04 15 Agendas

. Promote knowledge of basic mathematics facts by organizing Math Drill competitions between classes.

*Mathematics/Science Facilitator;

Teachers of Grades 1-5

Sep. '03 Jun. '04 16 Site purchased Materials

. Implement the computer program--"Accelerated Math" to strengthen students' knowledge of basic mathematics facts.


Oct. '03 Jun. '04 17 Computers;"Accelerated Math" Program




. Develop test-taking mathematics tips, in rhyme, and present over the morning announcements.


Media Specialist

Sep. '03 Jun. '04 19 Closed Circuit Television System

. Survey and address the staff's professional development needs, by providing necessary training.


District Personnel

Sep. '03 Jun. '04 20 Site-developed surveys

. Analyze data from a variety of testing instruments to insure students in the Black, Hispanic and economically disadvantaged subgroups are receiving the appropriate instruction.

*Assistant Principal; Mathematics/Science Facilitator; Classroom

Teacher

Sep. '03 Jun. '04 21 District and School-site Pre/Post-Tests; FCAT Mathematics test results

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STRATEGIES

Start Date

End Date

Timeline



person.



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ObjectiveGiven instruction using the Sunshine State Standards, students will improve their writing skills as evidenced by 38 percent of the students scoring a four or above on the 2004 administration of the FCAT.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Writing Test indicate that of the 76 percent of the students meeting high standards in writing; 33 percent scored a four or above.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 38 percent of the students score a four or above on the 2004 administration of the FCAT.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Writing Test. Quarterly reports will provide formative assessments which will be used to monitor progress toward the objective.



ANDERSON, PATRICIA LEWIS, SYLVIA BROWN, JOHNNIE JAMES-FREDERICK, CAROLYN


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STRATEGIES

Start Date

End Date

Timeline



person.


. Utilize computers and instructional technology to augment the writing process and introduce students to the concepts of word processing.

Classroom Teachers;*Assistant Principal

Sep. '03 Jun. '04 1 Microsoft Word Program

. Participate in school-site,and District approved writing contests in an effort to prepare students for post-secondary education and career exploration.

ClassroomTeachers;*Reading Leader

Oct. '03 Jun. '04 2 Essay Contests

. Provide workshops for parents to develop their technology and writing skills.

*Assistant Principal;Community Involvement

Specialist

Oct. '03 Jun. '04 3 Parent Resource Materials

. Use the school developed language arts plan to maintain focus while addressing benchmark skills involved in the writing process.


Aug. '03 Jun. '04 4 Site Developed Action Plan

. Emphasize the value of one-on-one conferencing, for providing feedback on writing, by placing students into small groups for writing instruction.

Fourth Grade Teachers;Third GradeTeachers;

*Reading Leader;Mathematics/Science

Facilitator

Sep. '03 Jun. '04 5 Conferencing Forms; Student Edit Check Lists

. Utilize the "Teach Me Writing" Program as an intervention for students requiring assistance in attaining benchmarks.


Sep. '03 Jun. '04 6 "Teach Me Writing" Program

. Continue teacher collaboration with regards to the authentic assessment of student writing.


Sep. '03 Jun. '04 7 Rubric Scoring Guidelines; Portfolio Samples

. Display selected samples of exemplary student writings, on a monthly basis, in a prominent place accessible to parents, students and community members.


Sep. '03 Jun. '04 8 Student Writing Samples; Display Boards; Incentives

. Provide extended school day tutoring programs for the academic advancement of targeted students.

*Principal Oct. '03 Jan. '04 9 Student Performance Plans; "Teach Me Writing" Program; FCAT CD Rom

. Utilize monthly articulation meetings as a forum to discuss grade level concerns, test data, instructional techniques and any additional pertinent information.

Principal;*Assistant Principal

Sep. '03 May '04 10 Articulation Meeting Agendas; Benchmark Reports; Professional Literature/Research

. Invite parents to quarterly "Authors' Teas," where previous "Writers of the Month" share selected pieces of writing.

Principal;*Reading Leader"

Nov. '03 Jun. '04 11 Certificates, Invitations

. Provide additional support to new teachers through collaboration with colleague teachers.



273241

STRATEGIES

Start Date

End Date

Timeline



person.


. Survey and address the staff's professional development needs by providing necessary training.

*Reading Leader;District Personnel

Sep. '03 Jun. '04 13 Site Developed surveys


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ObjectiveGiven instruction using the Sunshine State Standards, students in grade five will improve their science skills as measured by a five point increase of the mean score of the school-site science post-test scores when compared to the school-site pre-test scores.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentA comparison of the school-site science pre-test and post-test scores administered during the 2002-2003 School Year resulted in a 23 percent increase in the mean post-test score.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if there is a five point increase of the mean score of the school-site science post-test scores when compared to the school site pre-test scores.

Evaluation:This objective will be evaluated by the comparison of scores of the school-site science pre-test and post-test.Quarterly reports will provide formative assessments which will be used to monitor progress toward this objective.



JAMES-FREDERICK, CAROLYN WILLIAMS, MICHAEL KOLIWALA, MARIA BROWN, JOHNNIE


293241

STRATEGIES

Start Date

End Date

Timeline



person.


. Invite individuals with science-based careers to speak to students to show the connection between science and the workplace.

Classroom Teachers;*School to Work

Chairperson

Oct. '03 May '04 1 SECME Program

. Utilize computers and instructional technology to facilitate an interactive learning environment.

Classroom Teachers;*Technology Committee

Chairperson

Aug. '03 Jun. '04 2 Science CD Roms;Internet Resources

. Increase student and parental understanding of science skills by hosting a Family Science Night.

*Science Resource Teacher Apr. '04 Apr. '04 3 Parent Resource Materials

. Increase student awareness and comprehension of the inquiry-based method through the implementation of a school laboratory and a school-wide Science Fair.

Classroom Teachers;*Mathematics/

Science Facilitator

Sep. '03 Jun. '04 4 Science Fair Project Guidelines;School-site Science Lab

. Utilize the school developed scope and sequence to ensure student mastery of the SSS objectives.


Aug. '03 Jun. '04 5 Harcourt Brace Science Program Activities;School developed Scope and Sequence

. Promote awareness of science by participating in National SECME Competitions.

Classroom Teachers;*Instructional Improvement

Team Leader;Mathematics/

Science Facilitator

Nov. '03 May '04 6 Science Competitions, SECME Program

. Utilize higher order thinking skills to promote student implementation of the inquiry-based method.

Classroom Teachers;*Instructional Improvement

Team Leader

Aug. '03 Jun. '04 7 CRISS Strategies;Research Projects

. Promote the incorporation of content-related materials to enhance science concepts through the usage of the Media Center.

*Media Specialist;Classroom Teachers

Aug. '03 May '04 8 Content Specific Books; Periodicals; Internet Access

. Utilize the Mathematics/Science Facilitator to coordinate and assist with the implementation of the science curriculum conducive to accomplishing the school's objectives.

Principal;*Mathematics/Science

Facilitator

Aug. '03 Jun. '04 9 Competency Based Curriculum; FCAT Strands; "Mathematics and Science Literacy- Bridges to Career Plans" Publications

. Utilize the district staff to demonstrate and implement the Science Curriculum conducive to accomplishing the school's objectives.

*Principal Aug. '03 May '04 10 "Mathematics and Science Literacy-Bridges to Careers" Publications; Instructional Improvement Team (IIT) Action Plan

303241

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide extended professional resources to assist classroom teachers with implementation of their Professional Development Plans.

*Principal Aug. '03 Jun. '04 11 IIT Action Plan

. Promote awareness and utilization of the IIT to effectively address the goals of the "Mathematics and Science Literacy-Bridges to Careers."

*Instructional Improvement Team Leader

Sep. '03 Jun. '04 12 IIT Action Plan

. Utilize and monitor Science Lab to provide students with opportunities for hands-on scientific investigations.


Classroom Teachers

Sep. '03 Jun. '04 13 Lab and materials; Sign-in Log




. Survey and address the staff's professional development needs by providing necessary training.


District Personnel

Sep. '03 Jun. '04 15 Site developed surveys


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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

353241

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.

363241

The School Advisory Council has reviewed and addressed all of the following required components of a School Performance Excellence Plan as pursuant to Section 230.23, Florida Statutes. State Education Goals: • Goal 1: Readiness to Start School • Goal 2: Graduation Rate for Postsecondary Education and Employment • Goal 3: Student Performance • Goal 4: Learning Environment • Goal 5: School Safety and Environment • Goal 6: Teachers and Staff • Goal 7: Adult Literacy • Goal 8: Parental, Family and Community Involvement Based on an analysis of student achievement and school performance data: • FCAT Reading Sunshine State Standards • FCAT Math Sunshine State Standards • FCAT Writing Sunshine State Standards • FCAT Science Sunshine State Standards Issues relative to: • budget • training • instructional materials • technology • staffing • student support services • specific school safety • discipline strategies • other matters of resource allocation

APPENDIX A

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Goal I: School to Career

School District Goals:

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

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

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

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

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

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

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

and efficiency

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

IIIa. IIIb. IIIc.IIId.IIIe.

APPENDIX B

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PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

"Reading Is Fundamental" TrainingSept. 24, 2002

Teachers: 6

Administrators: 0Others: 0

No additional training required.

Language Arts Vertical TeamOct.1, 2002

Teachers: 6


Yes, training will continue.

Student Performance Plan Oct. 14, 2002

Teachers: 13



Project O.W.L.Oct. 14, 21,& 28, 2002

Teachers: 6


Support will be given at school-site.

Universal Design for LearningNov. 13, 2002

Teachers: 6


No additional training required.

Reading Standards DevelopmentNov.7 & 14, 2002

Teachers: 13



Higher Order Thinking SkillsNov. 20, 2002

Teachers: 25


Yes, additional training will be given.

Project "Right Beginnings"Dec. 3, 5 & 14, 2002

Teachers: 6


Support will be given at the school-site.

Reading Assessment and the LEP ChildJan. 15, 2003

Teachers: 6



393241


APPENDIX C



Project "BEAR"Jan. 13, 2003

Teachers: 6



Project "BEAR"Jan. 28, 2003

Teachers: 6



Project O.W.L.Jan. 15, 2003

Teachers: 6



Reading PromotionMarch 25, 2003

Teachers: 6


No, training will not continue.

Project O.W.L.April 15, 22 & 26, 2003

Teachers: 6



Reading Leader StaffDevelopmentJan. 14, 2003 andApril 8, 2003

Teachers: 6



Language Arts Vertical TeamDec.10, 2002 andApril 18, 2003

Teachers: 6



Vertical TeamJune 24 & 28, 2003

Teachers: 13



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APPENDIX C



Teaching Enrichment Activities to MinoritiesAug.14 & 15, 2002

Teachers: 6



Vertical Team for Language ArtsMay 29, 2003

Teachers: 6



Writing InstituteJune 16-27, 2003

Teachers: 6


Training is generally offered each year.

CRISS StrategiesJune 17-19, 2003

Teachers: 6



Reading Sunshine State StandardsMarch 22, 2003 andApril 12, 2003

Teachers: 25



Relative Language Dominance ChecklistJune 19, 2003

Teachers: 6



Kindergarten Student AssessmentApril 29-30, 2003

Teachers: 19



FCAT Content InterpretationOct. 24, 2002

Teachers: 14


Unknown

"Just Read Florida"July 8-11, 2002

Teachers: 0

Administrators: 50


413241


APPENDIX C



Others: 0

Provided or in Progress in the Area of Writing Instruction


Language Arts Vertical TeamOct. 1, 2002

Teachers: 6



Project O.W.L.Oct. 14, 21,& 28, 2002

Teachers: 6



Project O.W.L.Jan. 15, 2003

Teachers: 6



Project O.W.L.April 15,22, & 26, 2003

Teachers: 6



Reading Leader Staff DevelopmentJan. 14, 2003 andApril 8, 2003

Teachers: 6



Teaching Enrichment Activities to MinoritiesAug. 14 & 15, 2002

Teachers: 6



Writing InstituteJune 16-27, 2003

Teachers: 6


The Institute is usually available each summer.

423241


APPENDIX C

Provided or in Progress in the Area of Writing Instruction


CRISS StrategiesJune 17-19, 2003

Teachers: 6



TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Mathematics Staff Development LD/VEDec. 4, 2002

Teachers: 7



Mathematics Leadership CadreDec. 11, 2002

Teachers: 7



Teacher-Line InserviceNov. 1, 2002

Teachers: 79



Teacher-Line InserviceDec. 7, 2002

Teachers: 14



Teacher-Line InserviceJan.11, 2003

Teachers: 21



Vertical Team for MathematicsJan. 31, 2003

Teachers: 7



433241


APPENDIX C



OTHER TRAINING

Mathematics in ContextOct. 3, Dec. 4, Dec.10, 2002 & Jan. 15, Jan 20, 2003

Teachers: 14



Destination MathApril 16 & 22, 2003

Teachers: 14



Technology ConferenceOct. 18, 2002

Teachers: 21


This conference is available each year.

Mathematics/Science Mini-ConferenceFeb. 8, 2003

Teachers: 14



Kennedy Space CenterNov. 1, 2002

Teachers: 14



Mathematics Leadership CadreMay 1 & 14, 2003

Teachers: 7



Vertical Team for MathematicsMay 21, 2003

Teachers: 7



Vertical Team for MathematicsSept. 24, 2002

Teachers: 7



Mathematics Teachers' ForumOct. 22, 2002

Teachers: 7

Administrators: 0


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APPENDIX C



OTHER TRAININGAdministrators: 0

Others: 0

FCAT Content InterpretationOct. 24, 2002

Teachers: 14


Unknown

Equity in Math and ScienceJune 17 & 18, 2003

Teachers: 7



Provided or in Progress in the Area of Science Instruction


Science InserviceSept. 21, 2002

Teachers: 7



Professional Development: ScienceDec.7, 2002, Jan. 11, Jan. 25, 2003

Teachers: 14



Instructional Improvement TeamSept. 23, 2002

Teachers: 7



SECMESept.21, 2002

Teachers: 7



SECMEJan. 28, 2003

Teachers: 7



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APPENDIX C

Provided or in Progress in the Area of Science Instruction


Math/Science Mini-ConferenceFeb. 8, 2003

Teachers: 21



Kennedy Space CenterNov. 1, 2002

Teachers: 14



Equity in Math and ScienceJune 17 & 18, 2003

Teachers: 7



463241

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.

473241

Documents

School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/3241.pdf · SCHOOL PERFORMANCE EXCELLENCE PLAN School Performance Grades 2003 2002 2001 2000 1999 C C D D D