School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/1521.pdf · We will utilize technology and provide an environment of high expectations to reach our goals

School Performance Excellence Plan

School Name and Number : 1521 - Amelia Earhart Elementary School

Principal: ADA HERNANDEZ Telephone #: (305) 688-9619

High School Feeder Pattern: 7111 - Hialeah Senior

ACCESS Center One Board District #: 4 - Ms. Perla Tabares Hantman

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: 1521 - Amelia Earhart Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesA A C C D

Vision/Mission/Belief Statement(s):

VISION: Our vision is to provide a nurturing, safe environment where we: promote multicultural education, increase student achievement, and prepare our students for the world of work, equipping them to become productive citizens. We are devoted to ensuring the academic success of all our students. We are strongly committed to reaching our goals by working shoulder-to-shoulder with parents and community members for the betterment of our students.

MISSION: Our staff is committed to the academic achievement of all our students. Curriculum is implemented to meet the needs of our multicultural student population and community. We will enhance students' academic performance, develop students' life skills for functioning independently in our information age, and provide parents and guardians opportunities to improve adult literacy. We will utilize technology and provide an environment of high expectations to reach our goals.

Our mission is to exceed our stakeholders' expectations for student achievement through a continuous cycle of analyzing students' academic needs, making data-driven decisions and collaborating with parents and the community in a win-win environment.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

1521

School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Amelia Earhart Elementary School

Given instruction using the Sunshine State Standards, students in grades three through five will improve their reading skills as evidenced by a five percentage point increase in the percent of students scoring FCAT Achievement Level three or higher on the 2004 administration of the FCAT, while 31 percent of each subgroup identified in the NCLB (No Child Left Behind) requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students will increase their mathematics skills as evidenced by 68 percent of students reaching the state required mastery level, 76 percent making annual learning gains, while 38 percent of each subgroup identified in the NCLB requirement will score at state mastery, as documented by scores of the 2003 FCAT Mathematics Test.

Given instruction using the Sunshine State Standards, students will increase their writing skills as evidenced by 65 percent of students scoring a four or above on the 2004 administration of FCAT, while the percent of each subgroup identified in the (NCLB) requirements scoring at state mastery level will increase by one percentage point.

Given instruction using the Sunshine State Standards, the mean scale score for grade 5 FCAT Science will increase to 286 or greater on the 2004 administration of the FCAT.

In an effort to accomplish our mission, the EESAC (Educational Excellence School Advisory Council), together with Amelia Earhart's staff, parents and community representatives, have carefully prioritized the school's needs. To identify the aforementioned, we used results from assessments including: school level and district initiatives, FCAT-SSS (Florida Comprehensive Assessment Test Sunshine State Standards), FCAT-NRT (Florida Comprehensive Assessment- Norm Referenced Test), and FCAT Writing (Florida Comprehensive Assessment Test-Writing). We used data collected from parents and the community.

We will use data, from the above mentioned areas and on going analysis of future collected data, to guide us as we plan to meet the needs of our student body. We will integrate technology into all aspects of the school, from the classroom to faculty and staff interaction. We will continue to uphold standards of educational excellence and promote multicultural education as we prepare our students for the world of work.

Amelia Earhart Elementary School, located in the city of Hialeah, is an urban school in ACCESS (Area Community Center for Educational Support Services) Center 1, which serves a multi-ethnic population. Currently the school has an enrollment of 552 students, consisting of: 89 percent Hispanic, eight percent Black and three percent White. 85 percent of the students receive free and reduced lunch. The school's mobility rate is 30 percent. The school has 199 students receiving services in various ESE (Exceptional Student Education) programs.

21521

SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

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

To ensure our students' success at Amelia Earhart Elementary School, we offer tutoring three days during the week (Mondays, Tuesdays, and Thursdays) and on Saturdays. The goals of tutoring are to reinforce skills and to provide extra help for students in the areas of reading, writing, mathematics and science.

We integrate technology into instruction to help students meet academic goals mandated through the Sunshine State Standards, Competency-Based Curriculum, Comprehensive Reading, and Mathematics and Science Plans. Several of the computer programs that we use are: Accelerated Reader, Compass Learning, and The Academy of Reading. The aforementioned computer programs are installed on every computer in the school. Each classroom is equipped with at least four computers. We also have a computer lab, which contains approximately 15 computers.

We have a paperless classroom, equipped with an audio enhancement system, an ACTIVboard (an interactive machine which projects images from the computer), ACTIVslates (permits students to interact with the images displayed on the ACTIVboard), and VOTE (permits students to take tests which are displayed on the ACTIVboard).

Parents are kept abreast of school events and developments through parent outreach activities, monthly calendars, and our school's website. The website includes valuable links such as the Florida Department of Education and FCAT Explorer.

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:Our staff is committed to the academic achievement of all our students. Curriculum is implemented to meet the needs of our multicultural student population and community. We will enhance students' academic performance, develop students' life skills for functioning independently in our

Our vision is to provide a nurturing, safe environment where we: promote multicultural education, increase student achievement, and prepare our students for the world of work, equipping them to become productive citizens. We are devoted to ensuring the academic success of all our students. We are strongly committed to reaching our goals by working shoulder-to-shoulder with parents and community members for the betterment of our students.

Amelia Earhart Elementary provides basic educational services based on the Sunshine State Standards. We also offer services to exceptional education students of various exceptionalities, including: Learning Disabilities (LD), Educably Mentally Handicapped (EMH), Trainable Mentally Handicapped (TMH), Profoundly Mentally Handicapped (PMH), and Physically Impaired (PI).

Our school's counselor, psychologist, and placement specialist work together to ensure that all of our students' needs are addressed.

31521


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

We serve pre-kindergarten to fifth grade students. Our academic programs include Gifted, General, and Exceptional Student Education (ESE). We offer a variety of services to meet the diverse needs of all students and parents.

Both ESE and General education students receive ongoing assistance from dedicated teachers, paraprofessionals, therapists, counselors and psychologists. Every effort is made to meet the individual needs of each student and to personalize instruction through the use of state-of-the-art technology, quality teacher training programs, and ongoing parent inservice training.

Amelia Earhart Elementary School has a staff of 94 employees. This includes 79 full-time staff members and 15 part-time staff members. Of the full-time staff members, there are two (2) administrators, one (1) Exceptional Student Education (ESE)specialist, fourteen (14) general education and fifteen (15) Exceptional Student Education (ESE) teachers, one (1) counselor, one (1) media specialist, ten (10) paraprofessionals, eleven (11), occupational and physical therapists, four (4) clerical staff, and five (5) custodians.

Our staff is quite experienced and knowledgeable, with an average length of twelve years teaching experience in the state of Florida. Twenty-eight teachers have advanced degrees, including twenty-three with a Master's Degree, four with a Specialist Degree, and one with a Doctoral Degree.

Core Values:

information age, and provide parents and guardians opportunities to improve adult literacy. We will utilize technology and provide an environment of high expectations to reach our goals.

Our mission is to exceed our stakeholders' expectations for student achievement through a continuous cycle of analyzing students' academic needs, making data-driven decisions and collaborating with parents and the community in a win-win environment.

We value student achievement and work to prepare "all students" for the world of work in a nurturing environment. We believe that all children can and will learn.

The administration and faculty join parents and community members in providing all students with the skills, knowledge and opportunities essential for achieving success. We value: * The utilization of technology to enhance students' communication and academic skills. * The fundamental belief that all students can learn. * The utilization of hands-on experiences in science and mathematics. * The utilization and promotion of higher-order thinking skills in all subject areas. * The utilization of reading, writing and oral language in daily experiences at school and home learning activities. * The implementation of exciting activities and programs that echo the core values of our school such as: Kids and the Power of Work (KAPOW), Chess Club, Gifted, Tutoring, Academic Excellence, Drug Abuse Resistance Education (DARE), and others.

At Amelia Earhart Elementary School, we are dedicated to providing our students with the best elementary education, while encouraging them to realize and reach their full potential.

41521


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

Amelia Earhart Elementary is located at 5987 East 7th Avenue, in Hialeah. The school was built in 1964 on a 10.59 acre site. It consists of a two-story main building, six portable classrooms, one kindergarten building, and a covered physical education court. The main building houses some 42 classrooms, one auditorium/cafeteria, one teachers' lounge, a totally renovated media center, a computer lab/T.V. production room, two administrative offices, a general school office, and a spacious reception area. The southern boundary of the school is adjacent to the MDCPS ACCESS Center One Operations building. The northern boundary of the school grounds extends to two adjacent parks (City of Hialeah Park and Amelia Earhart Park). Our students benefit from the close proximity of these parks by having easy access to free recreational areas, an animal farm, and a lake with community swimming facilities. We have an Occupational Therapist Center building (OTC), which houses approximately six teachers including speech and exceptional education units. We have a science lab, where our science resource teacher works with students to reinforce the science Sunshine State Standards, providing hands-on/minds-on learning activities.

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.

Amelia Earhart Elementary serves approximately 552 students. The student population includes approximately 199 ESE students and 261 ESOL students. The ethnic/racial makeup of our student population is eight percent African-American, 89 percent Hispanic and three percent Anglo. The mobility rate of our school is 30 percent.

Major student activity groups which strongly influence the educational programs at our school include: Gifted, Academic Excellence, Chess Club, Mediators, TV production, Patrols, Jump-Rope Team, FEA (Future Educators of America), Reading Tutors, and Cheerleaders. The students of the Gifted program are served through a pull-out model. Our Academic Excellence Program follows an after-school resource model, serving students Mondays, Tuesdays and Thursdays. The mediator group is sponsored by the school counselor. She trains a selected group of students in mediation techniques, to be used during the year as needed. The safety patrol and jump-rope teams are sponsored and trained by our physical education teacher. Daily jump-rope classes before school keep students who arrive early involved in an organized activity. We have an enthusiastic cheerleading team that performs in the annual Jose Marti Parade and functions occurring at the school.

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

Parents and/or caregivers, students, community agencies, volunteers, local businesses and Dade Partners are the important stakeholder groups which strongly influence the services of our school. We are especially appreciative of our Dade Partners, as they volunteer their time and talents, and on many occasions, give monetary contributions and other gifts. Three Dade Partners are presently members of our EESAC. These three Dade Partners regularly take part in our monthly EESAC meetings to help our committee with the decision-making process.

Our parents are very involved with the Parent-Teacher-Association (PTA), the EESAC and our parent outreach program. Surveys are distributed to parents in order to identify areas of interests for workshops and trainings at the first Open House meeting of the school year. The workshops or inservices are then

Please refer to Appendex A and B for legislative issues.

51521


organized and scheduled accordingly.

At Amelia Earhart Elementary School, we take pride in having great communication within our school and with our parents and the community at large. We do this through our monthly calendar/newsletter, through the Internet, and our monthly EESAC meetings.

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.

Amelia Earhart Elementary enjoys a collaborative relationship with Hialeah Senior High School. Students from the high school provide tutoring and mentoring for our students through the "All Aboard" program.

Most of our students will feed into Hialeah Middle School and then into Hialeah Senior High. Our staff maintains a clear two-way communication, as it works closely with the staff from these institutions on articulation issues to ensure that entering fifth graders are prepared with the background they need to be successful in middle school, and ultimately high school.

Amelia Earhart Elementary School has a very strong volunteer and Dade Partners program. Our partners donate their time and resources to facilitate the learning process and implementation of initiatives at our school.

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

Our school serves a large number of Exceptional Education Students (ESE). We enjoy an excellent reputation throughout the District as one of the best ESE centers. We value exceptional education students and encourage their participation in all activities.

Through the dedication and hard work of our students, teachers, parents and administration, our school received the grade of an “A”. Our motto is truly . . . “Student Achievement, whatever it takes!” Our committed teachers and staff personified the above phrase by working late, tutoring students after-school and on Saturdays, and much more. Our teachers and staff are very committed to all of our students learning. We are fortunate to have such quality teachers and staff members.

Our school has received accolades from various arenas. Some of the awards we have received are: the Golden Volunteer Award, the Peace Award, the Governor's Summit Award, the Cervantes Award, the Young Authors Award, the Florida Law Award, Dreamers & Doers, and many other poetry/literary awards. Further information on these and other awards received by our school is located on our school website under "AWARDS".

3.2 CompetitorsThis item explores the alternate schools available to students.

Several private schools are within, or close to the boundaries of Amelia Earhart Elementary. These include, but are not limited to Immaculate Conception, Our Lady of the Lakes, Dade Christian, Horeb, and Lincoln Marti. Some of these institutions have been approved to receive vouchers from the Florida Department of Education when the students are eligible. There are other Magnet or Charter schools available. Information about these and/or home schooling can be found in the MDCPS website.

Please refer to Staff Development (Appendex C).

61521


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 quintessential aim of our mission is to provide a safe learning environment, where all students excel. To this end, we will: employ state-of-the–art technology, employ best teaching practices, implement tutorial programs to address students’ learning deficits, and facilitate the development of critical thinking skills in our students to prepare them for the world of work.

Amelia Earhart enjoys a collaborative system of leadership that includes representatives from all stakeholder groups on its primary decision-making group, the Educational Excellence School Advisory Council (EESAC). Outcomes of the EESAC meetings are communicated to parents and the community through our monthly calendar/newsletters distributed to parents, and placed on the school's website.

Our extensive school-wide chess program strongly enhances our students' critical thinking skills, and their discipline habits. Our tutorial programs are designed to address academic deficits and behavioral issues. Free ESOL and parental skills classes are offered to our parents to address their areas of needs. These factors strongly support the mission and vision of our school.

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

Enrollment at Amelia Earhart Elementary School decreased in the 2001-2002 school year because we lost our sixth grade units. As a result of this loss, our enrollment decreased by approximately 200 students. However, our school is an ESE center which allows us to maintain a steady enrollment of different units of ESE students, as students are staffed and placed in various ESE programs. In addition, we are located in a long established, family-oriented community, which keeps changes in our demographics to a minimum.

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

At Amelia Earhart Elementary School, our students experience positive transitions from grade to grade and from elementary to middle school. The availability of a good articulation program within the school shows positive results as the students steadily progress through the grade levels and into middle school.

A factor that strongly influences our students is the availability of classroom technology. Our school is entirely retrofitted, and every classroom has a minimum of four computer stations for students to use, with some classrooms having as many as six computer stations. In addition, our computer lab (with sixteen computer stations) and our media center (with an additional ten stations) are extensively used by students at all grade levels. All computer stations throughout the school have Internet access as well as Accelerated Reader and COMPASS Learning programs installed for students to use. All our staff members have been extensively trained in the use of both programs.

In order to help our “at-risk” students, our school offers after-school and Saturday tutoring. The school is working towards adding inclusion classrooms to further meet the needs of our ESE students. These programs, together with student services (provided by our psychologist and our counselor), provide our students the needed assistance to progress and to master needed skills. A strong crisis management team, comprised of anger management, mediation, and conflict

71521


resolution are other factors that strongly influence learning at our school.

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.

Our teachers are strongly encouraged and given every opportunity for professional growth. This is reflected by the fact that 42 percent of our teachers hold a Master's degree, and 7percent hold a Specialist degree. Our faculty is a very stable group, with only 7 percent of the teachers new to the school. The results of our School Climate Survey and the Performance Excellence Self-Assessment indicate that our teachers feel that they have been given ample opportunities for personal and professional growth.

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

At Amelia Earhart Elementary we have addressed the need for quick, effective communication with our parents and the community through several methods. A computerized telephone service informs our parents on a daily basis of students' absences and other pertinent information. Our Community Involvement Specialist calls parents daily to deliver positive comments and other information from the teaching staff. Our website serves to keep parents and the community informed of school activities, and provides helpful information about our school.

Our parents' needs are also addressed by means of a survey given at the beginning of the school year to determine areas for which our parents have concerns and needs. This information is used to plan workshops, inservices, and activities throughout the year to address the identified areas.

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.

We face several challenges in our progress toward accomplishing our goals. One of these challenges is that of student attendance. Student attendance is quintessential to a student's success, for if a child is not present at school, he or she cannot be taught, and ultimately will not learn. We have an attendance committee established through our EESAC which explores means by which to improve student attendance.

Another challenge we face is that of meeting the academic needs of our students, at each student's individual point of need. Getting our children to school each day is not enough. We plan to meet their academic needs through baseline data collected from school level, District, and computerized pre-tests. The data from these assessments are then used as "road maps", to guide our instruction to meet the individual and collective needs of our students. Although we attained an “A”, we are even more committed to staying focused on students' academic needs.

5. IMPROVEMENT

81521


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

We recognize the importance of open dialogue among teachers and other pertinent staff in planning for and meeting students' academic needs. Many students who are at risk of failure, require individualized attention and alternative strategies. In order to ensure that all students successfully progress, the school staff works to ensure that students who are having difficulties are identified early, and referred to LEP and CST committees to discuss and design strategies to address the areas of concern. Planning meetings are regularly scheduled among staff members, by grade level, subject area, exceptionality, and with middle school personnel as a means to keep communication open, collaborate, and meet students' needs.

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.

Amelia Earhart Elementary staff members take an active role in determining the type of staff development experiences that would be most beneficial to the individual. Staff members indicate on their annual Professional Development Plan the trainings they wish to attend and have thus far attended. When professional development opportunities are sent to the school, teachers are encouraged to participate in those experiences which match their needs and interests. When any new District or school initiative is introduced, the school administration quickly locates professional development opportunities for teachers on these topics in order to effectively implement the educational program.

At Amelia Earhart Elementary all staff members are encouraged to attend monthly EESAC meetings. Staff members voice concerns, and problems are solved when issues requiring attention are brought forth. Having staff members from diverse backgrounds and a variety of fields of expertise enhances the effectiveness of the process.

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.

Amelia Earhart Elementary has identified several issues concerning challenges in improving relationships with internal operations and external forces. Although the school prides itself on effective communication with parents, parental contributions to the EESAC were lacking last school year. In order to address this, we will monitor parental membership more closely. In addition, the EESAC chairperson will directly approach key parents, and encourage them to participate.

Another issue which is of vital importance this school year is to maintain and/or increase volunteer participation at Amelia Earhart Elementary. Due to external variables, the number of part-time paraprofessionals working as classroom assistants was cut nearly in half. As a result, school volunteers will play an ever increasing role. Training sessions, as well as recognition activities, will be used to improve the usefulness of the volunteers to keep morale among them high. Although Florida International University regularly sends student interns to Amelia Earhart, other local universities will be contacted to develop a mutually beneficial relationship.

91521


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.

Amelia Earhart has identified one key issue concerning a challenge in process improvement. How do we improve student achievement in the area of reading? The school's reading specialist will visit all classes to assist staff members with the implementation of the district's Comprehensive Reading Plan. Selected teachers who are in need of additional assistance will receive focused assistance, and those who would benefit from professional development opportunities will be referred to such training. Targeted students will be provided with tutorial opportunities and monitored through student performance plans and LEP and CST committees. Teachers will address reading deficits by using flexible reading groups for reading instruction, with an emphasis on Guided Reading. Finally, through the focused use of the school's three major technology resources, Accelerated Reader, Compass Learning, and The Academy of Reading, student progress will be regularly monitored and individualized remediation strategies will be implemented on an as- needed basis.

101521

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 committee reviews data and gives input regarding budgetary expenditure issues, including supplementary funds.

Training:The committee attends workshops provided by the district as needs arise. Experienced committee members train new members as needs arise.

Instructional Materials:Instructional material needs are communicated to the committee. Plans and decisions are made to address the needs.

Technology:Technological needs are presented to the committee. Plans and decisions are made to address the needs.

Staffing:The make-up of our staff is stable with few changes. In the event of a staffing need, a select group from the EESAC serves on an interview team to make a selection.

Student Support Services:The EESAC works closely with our Student Support Services team to meet the needs of our student body.

School Safety and Discipline:Our committment to safety is a number one priority. Programs in place to ensure safety in our school are: Safety Patrols, DARE (Drug Awareness and Resistance Education), and Conflict Resolution.

Other Matters of Resource Allocation:Student attendance is the gateway to learning--children will not learn if they are absent from school. We will implement a school-wide attendance incentive program to encourage students to be in school each day.

Benchmarking:We reviewed information regarding (student achievement, attendance, and volunteer programs) of schools similiar to our school (population, ethnic make-up, etc.) Based on our comparison we will focus to improve our volunteer program, and student attendance.

111521

TITLE I ASSESSMENT ISSUES

School Profile/ Needs Assessment: (continued)

Parent InvolvementWe recognize the quintessential partnership between parents and the school in educating our students. To strengthen this partnership, we will focus on increasing the number of volunteers, the number of parents joining the PTA, and the number of workshops offered to parents.

Family LiteracyThe more confident our parents are in their skills and abilities, the more equipped they will be to reinforce that which their childrn learn at school. Success in the former creates a "win-win" relationship for the home-school partnership. Given this, our goals are to continue to offer adult classess during school hours and to provide computer literacy classes for interested parents.

School ClimateWe will work with all stakeholders to facilitate a school-wide community of learners, where children feel safe and have the opportunity to excel to their maximum potential. To this end, we will collaborate with all stakeholders to create a climate that nurtures and encourages student growth and development. In addition, we will collaborate with stakeholders to address safety and the beautification needs of the school.

Health ServicesAddressing health issues relevant to our students and their families contrubutes to higher student achievement. Our goals in this area are to expand children's psychiatric services in the school and to offer parent workshops based on results of parent interest surveys.

121521

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

A A C C D

1999-20002000-20012001-20022002-2003

65 67 95

55 75

55

412

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 175 142 95

227

130

55

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

53 59 80

71 83

70

416

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 194 142 80

192

154

70

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)131521


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 76 291 20 14 50 12 4 77 313 13 21 34 26 6

2001-2002 78 286 32 12 36 18 3 79 280 23 25 43 9 0

2000-2001 55 258 54 285

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 78 284 40 14 26 19 1 78 290 24 28 31 14 3

2001-2002 53 291 34 25 15 21 6 55 299 24 18 33 20 5

2000-2001 58 282 40 16 33 12 0 57 277

1999-2000 81 290 30 21 35 14 1

1998-1999 58 284 41 17 28 12 2

141521


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

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 62 278 27 18 39 16 0 63 332 17 17 19 37 10

2001-2002 80 249 49 19 25 6 1 83 288 41 22 24 12 1

2000-2001 70 269 75 309 32 24 20 21 3

1999-2000 67 310 22 33 28 13 3

1998-1999 49 301 33 45 18 4 0

Grade Level: 06

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 100 285 37 22 20 18 3 107 300 32 19 21 24 5

2000-2001 73 281 71 308

151521


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

77 1 3 3 4 10 19 34 10 13 3 02002-2003 3.8

55 2 2 2 4 38 5 38 5 4 0 02001-2002 3.5

54 0 0 2 6 37 15 31 2 7 0 02000-2001 3.5

80 1 0 1 9 33 20 23 4 8 0 01999-2000 3.4

57 2 4 9 5 19 18 25 11 7 2 01998-1999 3.5

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

37 0 5 3 8 14 22 30 8 8 3 02002-2003 3.6

28 0 4 4 7 39 7 25 7 7 0 02001-2002 3.4

27 0 0 0 11 37 19 19 4 11 0 02000-2001 3.5

38 0 0 3 8 47 13 18 5 5 0 01999-2000 3.4

28 4 4 14 7 29 18 7 11 7 0 01998-1999 3.2

161521


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

40 3 0 3 0 8 18 38 13 18 3 02002-2003 4

27 4 0 0 0 37 4 52 4 0 0 02001-2002 3.5

27 0 0 4 0 37 11 44 0 4 0 02000-2001 3.5

42 2 0 0 10 19 26 26 2 10 0 01999-2000 3.4

29 0 3 3 3 10 17 41 10 7 3 01998-1999 3.8

171521

ObjectiveGiven instruction using the Sunshine State Standards, students in grades three through five will improve their reading skills as evidenced by a five percentage point increase in the percent of students scoring FCAT Achievement Level three or higher on the 2004 administration of the FCAT, while 31 percent of each subgroup identified in the NCLB (No Child Left Behind) 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

( )

1

( )

5

X ( )

6

( )

7

X

School Name: Amelia Earhart Elementary School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2003 FCAT Reading Test indicate that 65 percent of students have met the state required mastery level and 55 percent have made learning gains. Sufficient progress was not made for Annual Yearly Progress.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 70 percent of students reach the state mastery level and 31 percent of each subgroup identified in the NCLB requirements scores at state mastery level.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Reading Test. Ongoing data from assessments, such as the Academy of Reading, will provide formative assessments which will be used to monitor progress toward the objective.

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

SAC members involved in the development of this objective:

RAMOS, MARISOL CARRASQUILLO, ELSIE JOBSON, CLOVA Johnson, Patricia B

BROWN, INGRID

Names: Names: Names:

181521

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

. Implement RAISE (Reading Acceleration In Scope Everyday) to support the Comprehensive Reading Plan.

* AdministrationTeachers

Reading Leader

Sep. '03 Jun. '04 1 Academy of Reading,Compass Learning,Reading Basal and Support materials, Comprehensive Reading Plan, Pertinent websites,Accelerated Reader,Guided Reading, Books

. Continue scheduling to allow for a daily 2 hour, uninterrupted block for instruction implementing the Comprehensive Reading Plan.

* Administration Sep. '03 Jun. '04 2 Competency Based Curriculum,Comprehensive Reading Plan,Reading Basal and Support materials

. Utilize the Academy of Reading to identify and remedy reading defecits of students in all sub-groups with an emphasis on LEP students.

*AdministrationReading Teachers

Classroom TeachersESOL Teacher

Spanish Teachers

Sep. '03 Jun. '04 3 Computers,Reading Academy Software,Headphones,Reports on students' achievement

. Implement the Comprehensive Reading Plan across all grade levels

Administration*Teachers

Sep. '03 Jun. '04 4 Instructional Materials,Reading Basal and Support Materials,Guided Reading Material

. Continue After -School and Saturday School tutoring to strengthen reading skills .


Sep. '03 Jun. '04 5 The Academy of Reading software,Reading Tutorial Materials

. Provide extra reading instruction during the day for LEP students placed on reading Academic Improvement Plans to address reading deficits.

ESOL TeacherSpanish Teachers* Administration

Sep. '03 Jun. '04 6 Tutorial materialsComprehensive Reading PlanTeachers

. Implement an on-going monitoring system for LEP students whereby progress is monitored each nine-weeks .to ensure meeting Adequate Yearly Progress for No Child Left Behind requirements.

AdministrationTeachers

ESOL Teacher

Sep. '03 Jun. '04 7 TextbooksAssessment dataComputer programs

. Implement a recognition program to improve the attendance rate of all subgroups identified in the NCLB requirements.

Classroom teachersAttendance Clerk*Administration

Students

Sep. '03 Jun. '04 8 IncentivesAttendance Reports

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).

191521

ObjectiveGiven instruction using the Sunshine State Standards, students will increase their mathematics skills as evidenced by 68 percent of students reaching the state required mastery level, 76 percent making annual learning gains, while 38 percent of each subgroup identified in the NCLB requirement will score at state mastery, as documented by scores of the 2003 FCAT Mathematics Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


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



Needs AssessmentResults from the 2003 FCAT Mathematics test indicate that 67 percent of students have met the state required mastery level and that 75 percent have made annual learning gains. Sufficient progress was not made for Annual Yearly Progress.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 68 percent of students reach the state required mastery level, if 76 percent make annual learning gains, and if 38 percent of each subgroup identified in the NCLB requirements scores at state mastery, as documented by scores of the 2003 FCAT Mathematics Test.

Evaluation:This objective will be evaluated by the scores of the 2004 FCAT Mathematics Test. Data collected from ongoing ACALETICS assessments will provide formative assessment data which will be used to monitor progress toward the objective.

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


HERNANDEZ, ADA GARCIA, KATIA Johnson, Patricia B HALL, AMANDA


201521

STRATEGIES

Start Date

End Date

Timeline



person.


. Facilitate increased student knowledge of School to Career by using KAPOW (Kids and the Power of Work) program to collect data and build a solid career knowledge base.

*Administration,Select Teachers,

Dade Business Partners

Sep. '03 Jun. '04 1 Select Teachers,Real-world Reading Material,Newspaper

. Provide teachers with materials from EDA (Educational Development Associates) to support the Competency Based Curriculum


Sep. '03 Jun. '04 2 EDA Formative Assessment Materials,Math Textbooks,EDA support materials,Pretest dataFDOE Item Specifications,Bridges to Careers Curriculum

. Continue to implement After School and Saturday School tutoring to target and strengthen identified deficits in students’ mathematical skills.

*AdministrationSelect Teachers

Sep. '03 Jun. '04 3 Teachers,EDA (Educational Development Associates)Materials,Tutorial Materials,Data from weekly tests

. Utilize calculators in mathematical instructiion to improve mathematical achievement

*AdministrationTeachers

EDA (Educational Development Associates)

Sep. '03 Jun. '04 4 Teachers,Calculators,Calculator Activities

. Provide an extra hour of mathematics instruction for LEP students ensure meeting Adequate Yearly Progress for No Child Left Behind requirements.

* CCHL TeacherAdministration

Sep. '03 Jun. '04 5 EDA materialscomputerized mathematics programsOn-going assessment data

. Implement an on-going monitoring system for LEP students whereby progress is monitored each nine-weeks to ensure meeting Adequate Yearly Progress for No Child Left Behind requirements.

*AdministrationESOL Teacher

Classroom Teacher

Sep. '03 Jun. '04 6 On-going assessmentsComputer softwareEDA Consultants


211521

ObjectiveGiven instruction using the Sunshine State Standards, students will increase their writing skills as evidenced by 65 percent of students scoring a four or above on the 2004 administration of FCAT, while the percent of each subgroup identified in the (NCLB) requirements scoring at state mastery level will increase by one percentage point.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Writing test indicate that 60 percent of students scored at FCAT achievement levels four and above. Sufficient progress was not made for Annual Yearly Progress

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 65 percent of students score a four or above on the 2004 administration of the FCAT, while the percent of each subgroup identified in the No Child Left Behind (NCLB) requirements scoring at state mastery level will increase by one percentage point.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Writing Test. Results from regularly administered FCAT Writing prompts, scored using the FCAT Writing rubric, will provide formative assessments which will be used to monitor progress toward the objective.

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


WAJZOUB, ELSA HERNANDEZ, ADA Johnson, Patricia B ODET, MORALES

HERNANDEZ, MARIO


221521

STRATEGIES

Start Date

End Date

Timeline



person.


. Administer a writing pre/ post-test (narrative and expository) as means of documenting "base-line" data, and to monitor students’ proficiency and progress of the Sunshine State Standards

*AdministrationReading Leader

Teachers

Sep. '03 Jun. '04 1 District and School developed writing prompts,FCAT Writing Rubric

. Provide writing prompts on various topics, including school School-to-Career, across all grade levels, as a means for students to discover occupational interests while improving writing skills

AdministrationTeachers

*Reading Leader

Sep. '03 Jun. '04 2 School & District developed prompts,FCAT Writing Rubric

. Maintain a writing portfolio for each student to document growth in students' writing skills and to increase writing proficiency

Administration*Teachers

Sep. '03 Jun. '04 3 Students' narrative and expository essays,FCAT Writing rubric,Writing Folders

. Enhance students' knowledge of careers related to writing, by exposing them to a number of authors and improve writing proficiency.

*Media SpecialistReading Leader

Teachers

Sep. '03 Jun. '04 4 School and District developed writing prompts,Comprehensive Reading PlanReading Basal

. Schedule regular writing assessments on expository and narrative prompts, using the FCAT Writing Rubric to score papers.

*TeachersAdministration

Reading Leader

Sep. '03 Jun. '04 5 FCAT Writing Rubric,Writing Prompts,Students' essays

. Implement an on-going monitoring system for Hispanic and economically disadvantaged students whereby progress is monitored each nine-weeks to ensure meeting Adequate Yearly Progress for No Child Left Behind requirements.

*AdministrationReading Leader

Classroom Teachers

Sep. '03 Jun. '04 6 Writing PromptsRubricsStudents' essays


231521

ObjectiveGiven instruction using the Sunshine State Standards, the mean scale score for grade 5 FCAT Science will increase to 286 or greater on the 2004 administration of the FCAT.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


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



Needs AssessmentScores of the 2002 FCAT Science Test for grade 5 indicate that the mean scale score is 281.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if the mean scale score for grade 5 FCAT Science is 286 or greater.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Science Test. On-going assessments will provide formative assessment data which will be used to monitor progress toward meeting or exceeding the objective.

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


BROWN, INGRID HALL, AMANDA HERNANDEZ, ADA HERNANDEZ, MARIO

Johnson, Patricia B CARRASQUILLO, ELSIE


241521

STRATEGIES

Start Date

End Date

Timeline



person.


. Continue to implement the District's science and math curriculum , Bridges To Careers.

*Classroom TeachersAdministration

Sep. '03 Jun. '04 1 Science Materials,Instructional Materials,Science textbooks

. Implement a school-wide science fair, whereby all classes participate

Teachers*Administration

Students

Sep. '03 Jun. '04 2 Instructional Materials,Students' Experiments,Science textbooks

. Include one hour of science instruction in Saturday School Tutoring

* Tutoring TeachersAdministration

Oct. '03 Jun. '04 3 Materials available on the Florida Department of Education Website,Materials for hands-on experiments

. Administer a science pre-test of annually assessed benchmarks to students as a means of establishing baseline data and a guide for instruction

Administration,*Teachers

Sep. '03 Jun. '04 4 Science Sunshine State Standards,Science textbooks,Windows on Science

. Provide training to parents on science Sunshine State Standards to assist parents in facilitating the reinforcement at home of skills taught at school

* Science Resource Teachers

AdministrationParents

Sep. '03 Jun. '04 5 Textbooks,Science Sunshine State Standards


251521

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.

261521

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.

271521

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.

281521

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

291521

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.

301521

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

311521

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

321521

PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

Reading Assessment and the LEP Child Teachers: 100Administrators: 0

Others: 0

Yes--Refresher

Elementary Resource Gifed Program Training Teachers: 100Administrators: 0

Others: 0

No

National Reading Conference: Research-Based Practices in Literacy Instruction Teachers: 65Administrators: 75

Others: 0

Yes

Provided or in Progress in the Area of Writing Instruction


Comprehensive Reading Plan Teachers: 100Administrators: 0

Others: 0

As per need

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Annual Miami-Dade County Mathematics and Science Conference Teachers: 70Administrators: 0

Others: 0

No

EDA (Educational Development Associates) Teachers: 100Administrators: 0

Others: 0

Yes, refresher

Provided or in Progress in the Area of Science Instruction


331521


APPENDIX C

Other Professional Development Provided or in Progress


CompassLearning Teachers: 70Administrators: 0

Others: 0

Yes--a refresher and training for new staff members

Student Performance Indicator Workshop Teachers: 0Administrators: 75

Others: 0

Yes--as a refresher

School-To-Career Connections Teachers: 15Administrators: 0

Others: 0

No

Provided or in Progress in the Area of Science Instruction


Annual Dade County Math and Science Conference Teachers: 83Administrators: 0

Others: 0

As per need

Compass Learning Teachers: 100Administrators: 0

Others: 0

As per need

Project OWL Teachers: 50Administrators: 0

Others: 0

As per need

Brainchild Teachers: 100Administrators: 25

Others: 50

As per beed

Science Inservice Teachers: 100Administrators: 0

Others: 0

As per need

Riverdeep Training Teachers: 100Administrators: 34

Others: 0

As per need

341521


APPENDIX C



Child/ Sexual Abuse Prevention Teachers: 15Administrators: 0

Others: 0

Refresher

Brainchild Workshop Teachers: 65Administrators: 0

Others: 0

Refresher

Online Learning for Selected Principals & Assistant Principals Teachers: 0Administrators: 25

Others: 0

On-going

Principals' Institute Teachers: 0Administrators: 100

Others: 0

Yes

Textbook Tracking Workshop Teachers: 0Administrators: 25

Others: 0

Yes, Refresher

Hialeah High Feeder Pattern Mathematics Resource Teachers: 100Administrators: 25

Others: 0

Yes

Instructional Technology Conference Teachers: 60Administrators: 0

Others: 0

Yes

Inclusionary Practices Teachers: 50Administrators: 0

Others: 0

As per need

Instructional Training for Students With Autism Teachers: 100Administrators: 0

Others: 0

As per need

Individual Student Planning Teachers: 100Administrators: 0

Others: 0

As per need

ESOL Placement for ESE Teachers: 100Administrators: 0

Others: 0

As per need

351521


APPENDIX C



Psychologists' Workshop Teachers: 0Administrators: 0

Others: 100

As per need

IEP Plan-VE Teachers: 50Administrators: 0

Others: 0

As per need

IEP Plan (EMH) Teachers: 33Administrators: 0

Others: 0

As per need

Boardmaker Design Teachers: 50Administrators: 0

Others: 0

As per need

Matrix of Services Teachers: 0Administrators: 100

Others: 0

Yes

Basic Low Technique Teachers: 33Administrators: 0

Others: 0

As per need

Matrix Teachers: 0Administrators: 0

Others: 100

As per need

Intellitalk in the Classroom Teachers: 50Administrators: 0

Others: 0

As per need

Introduction to Discover Software Teachers: 50Administrators: 0

Others: 0

As per need

Compass Learning Teachers: 66Administrators: 0

Others: 0

As per need

Letter People Inservice Teachers: 100Administrators: 0

Others: 0

As per need

361521


APPENDIX C



Intellikeys Training (PI) Teachers: 100Administrators: 0

Others: 0

As per need

Intellikeys Training (EMH) Teachers: 33Administrators: 0

Others: 0

As per need

Intellikeys Training (VE) Teachers: 50Administrators: 0

Others: 0

As per need

Intellikeys Training(LD) Teachers: 100Administrators: 0

Others: 0

As per need

Intellikeys Training(TMH) Teachers: 50Administrators: 0

Others: 0

As per need

Intellikeys Training (PMH) Teachers: 100Administrators: 0

Others: 0

As per need

371521

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.

381521

Documents

School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/1521.pdf · We will utilize technology and provide an environment of high expectations to reach our goals