This Report was created onsqi.dadeschools.net/SIP/2001-2002/3301.pdfThis item explores the teaching process at the school, including programs, services, and delivery systems. The teaching

This Report was created on:

10/30/2001

at

12:57:18 PM

School Number and Name: 3301 Miami Park Elementary School

Telephone #: (305) 691-6361

Region: III

High School Feeder Pattern: Miami Central Senior

Board District #: 1

S c h o o l P e r f o r m a n c e E x c e l l e n c e P l a n

Miami-Dade County Public Schools

Principal Henry Crawford

The Miami-Dade County Public Schools School Performance Excellence Plan meets all of the requirements of the Florida Department of Education regarding School Improvement Plans as set forth in statute and State Board of Education Administrative Rules.

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SCHOOL PERFORMANCE EXCELLENCE PLANMiami Park Elementary School-3301

EXECUTIVE SUMMARYMiami Park Elementary School

Given instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations will increase their reading comprehension skills as evidenced by achievement of the state's minimum criteria on the first administration of the Florida Comprehensive Assessment (FCAT) Reading Test.

Given instruction in Writing Across the Curriculum students in grade four will improve their writing skills as evidenced by a minimum of 67 percent of the students scoring Achievement Level 3 or above on the Florida Comprehensive Assessment Test (FCAT) in Writing administered in 2002.

Given instruction using the Competency Based Curriculum (CBC) and the Sunshine State Standards, students whose scores are included in the accountability calculations will increase their mathematics skills as evidenced by achievement of the state's minimum criteria on the first administration of the Florida Comprehensive Assessment Test (FCAT) Mathematics Test.

Miami Park Elementary School, located at 2225 N.W. 103rd Street, Miami, Florida 33147 is a Full-Service School which offers a variety of academic and social services to the community and students in pre-kindergarten through grade five, with an enrollment of 766 students. Additionally, Miami Park has a Bertha Abess Children's Center, a learning disabilities, language and speech impaired and an alternative education program. The school's population consists of 62 percent Black, 36 percent Hispanic, one percent White, and one percent Other. The community has a mixture of white and blue collar workers.

After careful review and evaluation of pertinent data, such as the school's demographics and academic profiles, student report cards, Florida Comprehensive Assessment Test (FCAT) results and the results of the 2000-2001 School Improvement Plan, the faculty and staff of Miami Park in conjunction with the Educational Excellence School Advisory Council (EESAC), has developed the following objectives as Schoolwide priorities for all stakeholders for the 2001-2002 school year:

The objectives and activities will complement our mission, which is to develop the whole child in an enriching academic environment; thereby fostering appropriate character values that will prepare all students to become productive citizens of the 21st Century.

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Miami Park Elementary School-3301

VISION

MISSION STATEMENT

Miami Park Elementary School envisions an environment based on student centered learning, in which all stakeholders facilitate the development of higher order thinking skills and provide opportunities for inquiry-based learning for all modalities.

Miami Park Elementary School, staff, parents and community believe that by creating a hands-on minds-on learning environment using real-world experiences, all students will be prepared to make lifelong contributions to the multicultural community in which they live.

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SCHOOL FOUNDATION1. ENVIRONMENT

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

The teaching process at Miami Park includes instructional techniques to accommodate all levels and all types of learners. A combination of visual and kinesthetic strategies support the auditory modality common in teacher directed instruction. The school has adopted the Houghton Mifflin reading program and incorporates this curriculum into the Comprehensive Reading Plan, which is implemented in all grade levels. The math and science will align with the Miami Dade County Bridges to Career Program and Urban Systemic Initiative (USI). The school has recently established a math and science lab servicing the intermediate grades. Instruction will be presented in a constructivist (hands-on/minds-on) method in the lab and reinforced by further instruction led by the classroom teacher. The adopted texts in these content areas are: Math Central, Windows on Science, and Harcourt Science. Technology will be infused and implemented into all curricular content areas, including the use of: Accelerated Reader, word processing, internet based research activities, electronic databases, e-mail, and various CD-rom resources. Writing Across the Curriculum and monthly school-wide writing prompts will be used to assess the progress of students’ metacognitive strategies in the content areas and oral to written language development.

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

Miami Park’s culture reflects its dedication to create a student centered learning environment that is enhanced by the programs and activities used to support its standards-based instruction. Its faculty and staff are motivated by the philosophy that all students can make lifelong contributions to society, as stated in the mission statement. Values important in the implementation of this mission include strong character development, school to career curricular connections, and the intrinsic motivation and desire for knowledge. Faculty and staff must work with students in order to create the independence and responsibility necessary for citizenship and service.

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

Miami Park currently employs 113 full time staff members. This number consists of three administrators, 57 instructional staff (classroom, special area, Pre-Kindergarten, Emotionally Handicapped (EH), and Severely Emotionally Handicapped (SED), 13 para-professionals, one guidance counselor, five custodial staff, 11 cafeteria employees, ten clinicians, one psychologist, two speech-language pathologist, three security monitors, three full service employees, and four clerical positions. The racial and ethnic breakdown of the staff is 24 percent White, 31 percent Black, 43 percent Hispanic, and two percent Other. Of the instructional staff, approximately 30 percent have a Master’s Degree. The average length of teaching experience is about 11 years, including the five teachers who are new to teaching this year.

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

Miami Park Elementary School is located at 2225 N.W. 103rd Street. The school was constructed in 1953, and currently serves students in grades Pre-Kindergarten through fifth grade. The one-story building spans a one-block area in the Northwest section of Miami Dade County. The school has recently been retro-wired to provide Internet and Intranet access to 90 percent of the classrooms. Most of the 766 students live within two miles of the school. The school construction includes 38 self-contained classrooms, six open-spaced classrooms, eight portables, two workrooms currently serving as administrative offices, one parent outreach center, a main office, a cafeteria/auditorium, art lab, music lab and a media center. The media center houses a new closed circuit television system and ten Internet computers. Miami Park is a full service community school offering a variety of programs such as; Alternative Education (grades four through five), Bertha Abbess Children’s Center, Full Service Health-Care Facility, Head-Start Primary Learning Center (Pre-K3), High-Scope and Title I Pre-Kindergarten, Title I, Emotionally Handicapped and Severely Emotionally Handicapped program, a Washington Mutual Parent Outreach Center and an After-Care program.

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

Employment at Miami Park is based on a policy of non-discrimination and equal opportunity and adheres to all federal and state laws, which describe guidelines for employment. The entire campus is designed in accordance with all mandated fire regulations and restrictions. Any kind of discrimination towards the Miami Park community members will not be tolerated. The curriculum is dictated by the Florida Department of Education Sunshine State Standards & Dade County Competency Based Curriculum.

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

Miami Park Elementary School serves 766 students in its neighboring community. The racial/ethnic breakdown is as follows: 62 percent Black, 36 percent Hispanic one percent White, one percent Other. Over 95 percent of this population is considered economically disadvantaged as determined by participation in the free and reduced lunch program. There are currently 198 Limited English Proficient (LEP) students. There are 86 full time Exceptional Student Education (ESE) students that are part of the Bertha Abess Children's Center (BACC). Miami Park Elementary houses the BACC for the region.

Due to the low socio-economic status of the Miami Park community, the Full Service Clinic offers services to provide families with access to health care and other resources necessary for maintaining a basic standard of living. Mentoring programs such as 500 Role Models and On-Track have been implemented as supplemental programs to develop the nine core character values as stated in the district required character education program and to reinforce a school to career connection. In addition, there are several tutorial programs assisting students in mastering classroom curriculum. The Child Study Team is available to identify, assess and address specific needs of at risk students.

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 Park Elementary School is active in soliciting parent involvement. Parent outreach can take many forms. Communication between parents and teachers is initiated early in the year with a Back-to-School Night. Parents are encouraged to attend this event in which teachers present an outline of expectations for the year. This is also the time to discuss general school policies and procedures, though individual parent conferences are not encouraged at that time. In the past, this event has resulted in relatively low attendance by parents, due to conflicting work schedules and other factors. Similarly, parent volunteerism within the classroom is welcomed and appreciated by the faculty; however, this remains an area that has also encountered a low response. In order to bridge the gap in the home-school connection, Miami Park has established a voice mail system in which the parents can access a mailbox for each teacher. The mailbox system will contain pertinent classroom information, including all home learning assignments. This also provides an opportunity for parents to communicate with teachers as necessary, regarding individual student concerns. EESAC and PTSA have been established to foster a shared decision-making approach to school improvement. Membership and involvement in PTSA have slowly increased over the past two years, yet this remains a challenge to Miami Park's stakeholders. The EESAC meets on a monthly basis in the school's media center to discuss issues relevant to Schoolwide progress.

The parent outreach center seeks to provide access to parenting skills, literacy and computer skills training. Basic job training is also available for parents seeking to broaden their employment opportunities. Funding has been supplemented by a grant from Washington Mutual to specifically target improvement of test scores through parental involvement and support.

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

The faculty and staff at Miami Park Elementary are encouraged to enroll in free professional development programs as provided by the Teacher Education Center (TEC). Information is disseminated at bi-monthly faculty meetings. In addition, the district will provide tuition reimbursement for up to nine credits per year at accredited universities for advanced degrees within the field of education.

Miami Park Elementary takes advantage of professional development through its attendance of regional and district trainings. Due to budget constraints, availability for participation at these in-services may be limited. Results of a school climate survey indicate that a significant percentage of the staff did not feel that career progress at Miami Park was satisfactory. In response to this, the administration will implement a monthly sharing of information and best practice training for its staff. In addition, every teacher is given an opportunity to participate in responsibility and shared decision-making through committee involvement.

Overall, reaction to the school climate survey indicates that the teachers believe their abilities to perform effectively in the classroom are limited mainly by the high numbers of students in each class.

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 Park maintains ongoing partnerships with William H. Turner Technical Arts Senior, Miami Central High

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School, and Miami-Dade Community College North Campus. These students work directly with classroom teachers to provide direct small group and individual assistance aimed at students performing below proficiency levels as dictated by the Sunshine State Standards. Miami Park teachers who have completed the requirements of the district's clinical supervision education class may elect to supervise university students in a classroom field experience, thus reducing the teacher-student ratios. Partnership for this component is provided by Barry University and Florida Memorial College.

The Full-Service Center in conjunction with the Department of Food and Nutrition, strives to provide students with basic health and nutritional services necessary for proper growth and development. Before and after care services through Family Christian Association of America are available on campus to supervise students and maintain a safe environment. The Washington Mutual grant has allowed for increased parental involvement that includes a facility for stakeholders to become active participants in the Miami Park Community.

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

Enrollment at Miami Park Elementary School has decreased by 30 percent over the past three years. The Florida Department of Education grades Miami Park as a "D" school. As a result, the school has recently restructured its faculty to place a greater emphasis on math, science and technology. Reading and writing scores were strong and the school, therefore, has decided to continue its current reading action plan. As a result of its intensive emphasis on literacy, Miami Park has been recognized for its successful participation in region and district-wide competitions, such as Spelling Bees, oratorical contests, math bowls, and writing contests. Miami Park has been the recipient of the following awards: Silver Award, Best Performance Reading Feeder Pattern Award and The Superbowl Touchdown Reading Award.

3.2 CompetitorsThis item explores the alternate schools available to students.

Direct competition currently facing Miami Park includes Henry Reeves School, which includes a joint effort with The Edison Project, the Bible Baptist Private School, and the potential for home schooling. Miami Park has recently been identified as a “D” school for the third consecutive year by the State of Florida, Department of Education and therefore recognizes the potential strength of its competitors. The objectives set forth by the School Performance Excellence Plan have directly addressed these issues and have made significant changes to the school’s resource allocation such as an increasing emphasis on technology and efforts to improve the quality of performance on future assessments.

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 Educational Excellence School Advisory Council serves as the primary forum for the shared decision making process at Miami Park Elementary School. Participants in this organization take part in the recommendation of school-wide programs and include input for all stakeholders of the Miami Park community. Response to requests and feedback from the parent survey are considered in the development of overall school programs and activities. Communication on all relevant subject matter is maintained through the marquee posted in the front of the school, the school bulletin board, and the school radio station (94.7 FM).

Community support remains the backbone for all school related functions. Miami Park seeks to educate all of its stakeholders and address the needs of those at-risk. Informed decisions for improvement and growth can only take place once the basic needs have been met. The school will continue to emphasize the Full Service offerings, the Washington Mutual Outreach Center, Before and After Care programs, and the Bertha Abess Children’s Center as a means for addressing the needs of both the “whole child” as well as the “whole family.”

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

The construction of new state of the art schools in the surrounding area has been a catalyst for change within the dynamics of Miami Park Elementary School. Miami Park has been directly affected by the introduction of these new competitors into the community. Decreasing enrollment of almost 30% has resulted from the opening of these new schools and the resulting shifts in the boundaries. Miami Park has reacted by reconfiguring its staff allowing for Title 1 resource positions in technology, math/science, and writing. Recent investments have made available current technologies aimed at bridging the gap in the digital divide. Title I funding has been reallocated to service small group instruction in reading, writing, and mathematics.

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

Miami Park is focusing on the following challenges currently facing student learning. The staff has faced challenges in remaining current on the advancement of technology and its implications in a classroom setting. Informal classroom surveys suggest that there is minimal access to technology outside of the school. Feedback from Florida Department of Education has identified Miami Park as a “D” school for the third consecutive year. This indicates that a significant portion of its student population is performing below the state’s established proficiency levels in the areas of reading, writing, and mathematics. The stakeholders of the school reflect the low socio-economic status of the surrounding community. The school faces the challenge of servicing the basic needs of these stakeholders, and striving to broaden the career opportunities for both its parents and its students. Increasing parental involvement is critical.

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 Park’s instructional staff has been faced with the increasing burden of teacher planning in alignment with the Sunshine State Standards and the Competency Based Curriculum and integrating these criteria into a learning environment that accommodates learners of all levels and modalities.In addition, there seems to be a lack of communication among the grade levels regarding the preparation of students and the implementation of the various instructional strategies. Teachers need to be kept current on changing trends and improvements in educational techniques. The transition from TADS to PACES as a comprehensive evaluation system is a challenge facing the faculty. The focus of the evaluation has shifted from an emphasis on good organization to an emphasis on the inclusion of higher order thinking skills into all lessons and assessments.

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 Park faces many challenges in its relationships with internal operations and external forces. Among these are: Unsatisfactory communications amid the various departments within the school, lack of parental involvement, (parent to teacher and home to school communications/connections, parent involvement in decision-making opportunities, participation in outreach center resources), inadequate student performance on Sunshine State Standards and CBC's minimal access to state-of-the-art technology inside and outside the school environment, andinsufficient integration of higher-order thinking skills into the curriculum and assessment tools.

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 Park Elementary School recognizes the following challenges in process improvement. Student scores on the FCAT Mathematics indicate that 94 percent of our 5th graders are performing below state mandated levels of proficiency. There is need for a unified vision within the instructional staff with regard to a mathematics action plan for the school. Deficiencies also exist in the stage of formative assessment.

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 Park is focusing on the following challenges to student learning. The staff has faced challenges in remaining current on the advancement of technology and its implications in a classroom setting. Informal classroom surveys suggest that there is minimal access to technology outside of the school. To address this need, the school has allocated resources to provide for a Title 1 technology resource teacher. Her responsibilities will be to oversee the implementation and integration of technology into content area lesson plans for all grade levels, in-service teachers on an as-needed basis on technology advancements and their implications for classroom instruction. Feedback from the Florida Department of Education has identified Miami Park as a “D” school for the third consecutive year. This indicates that a significant portion of its student population is performing below the state’s established proficiency levels in the areas of reading, writing, and mathematics. To address this need, Miami Park has assigned curriculum resource teachers through Title 1 funding for the areas of reading, writing, and math/science. The reading leader will continue to provide instruction and support for the effective implementation of the Comprehensive Reading Plan for all faculty, assist in the development of guided reading groups within each class, perform diagnostic and summative assessments to monitor achievement on all reading benchmarks, and maintain a resource room with materials and supplies needed to address all of these criteria. In addition, the math and science resource teacher will establish a school-wide action plan for the integration of math and science based on Miami-Dade County’s Bridges to Careers Program, oversee the collaborative lesson plan process at each grade level, establish a lab for instruction of

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intermediate students using a hands-on/minds-on method and integrate formative assessment into the current system of diagnostic and summative assessments. Two additional Title 1 resource teachers have been assigned to target students whose performance does not match up with their potential in the areas of language arts and math. These teachers will supplement classroom teaching to reduce student/teacher ratios and allow for smaller group instruction. The stakeholders of the school reflect the low socio-economic status of the surrounding community. The school faces the challenge of servicing the basic needs of these stakeholders, and striving to broaden the career opportunities for both its parents as well as its students. Increasing parental involvement is critical. The Washington Mutual Parent Resource Center employees a full time community involvement specialist. The position includes making direct contact with parents before and after school informing the parents of opportunities for involvement, sending reminders home with students at least 3 times per week and daily home visits via teacher or council referral or through direct contact with the community specialist.

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 Park Elementary School has identified the following issues with regard to the education delivery process. The instructional staff has been faced with the increasing burden of teacher planning in alignment with the Sunshine State Standards and the Competency Based Curriculum and integrating these criteria into a learning environment that accommodates learners of all levels and modalities. To address this need, collaborative planning is now required at all grade levels. There is also a school-wide action plan in effect for content areas. Staff will be trained in differentiated instructional techniques to reach learners of all modalities.In addition, there seems to be a lack of communication among the grade levels regarding the preparation of students and the implementation of the various instructional strategies. Teachers need to be kept current on changing trends and improvements in educational techniques. Monthly Best Practice trainings will be initiated to bridge communication gaps between grade levels. The new closed-circuit television equipment will facilitate school-wide communication and multi-class instruction. Following a school-wide action plan will ensure adherence to an interrupted spiral (repeated sequential) approach where deeper levels of learning can take place. The transition from TADS to PACES as a comprehensive evaluation system is a challenge facing the faculty. The focus of the evaluation has shifted from an emphasis on good organization to an emphasis on the inclusion of higher order thinking skills into all lessons and assessments. Teachers will be trained in the implementation of higher order thinking skills into their lesson planning.

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 Park faces many challenges in its relationships with internal operations and external forces. There is unsatisfactory communications amid the various departments within the school. A collaborative planning process has been implemented at all grade levels. All Title 1 resource teachers and instructional leaders will be attending these planning sessions to assure proper execution of the Sunshine State Standards and the Competency Based Curriculum. Also, lack of parental involvement at all levels must be addressed. Parent to teacher and home to school communication and connections will be encouraged at Back to School Night. Further two-way communication can be maintained through the use of the new voice mailbox system currently in place. Parent involvement in decision-making opportunities will be increased through the active enrollment in the P.T.S.A. and the E.E.S.A.C. committee. The Community Involvement Specialist will disseminate information regarding these events. This staff member will also communicate information regarding the Washington Mutual Resource Center to attract an increased participation in outreach center activities and services. Also, inadequate student performance on Sunshine State Standards and Competency Based Curriculum was evident on the recent results of the Florida Comprehensive Assessment Test. The addition of a math/science resource teacher to accompany the language arts leader in the grade level planning will help to support the instructional staff in all levels of curriculum and instruction. Adherence to a school-wide action plan provides a foundation for a skill building sequence and allows for greater levels of consistency between grades. Another issue is that there is minimal access to state-of-the-art technology inside and outside the school environment. While there is no way to alleviate the problem caused by limitations to technology outside of the classroom, the Title 1 technology resource position will assist in the increased exposure to technology-related instruction in the classroom. Both the faculty trainings and the direct classroom instruction provided by the technology resource teacher will enhance content area curriculum with technology-enriched activities.

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 Park Elementary School recognizes the following challenges in organizational processes improvement. Student scores on the FCAT Mathematics indicate that 94 percent of our 5th graders are performing below state mandated levels of proficiency. Data suggests that there are certain strands in which performance is weakest. An intense focus on these strands taught with a variety of strategies that allow for different modalities of learning will be necessary. Teachers will be trained in alternative techniques for instruction. Tutoring will be available for

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those students unable to demonstrate proficient levels of achievement on classroom assessments. Saturday Academy offers additional services to address this matter. Communication links between parents and teachers have been strengthened by the voice mailbox system reinforcing the importance of the home-school connection in student achievement. Also, there is a need for a unified vision within the instructional staff with regard to a mathematics action plan for the school. By including a math/science resource teacher for the school, there is greater opportunity for monitoring and improving the quality and quantity of instructional methods in the classroom. The math and science lab, led by the Title 1 math/science resource teacher, applies the Bridges to Careers program in a hands-on/minds-on technique employing higher order thinking skills for intermediate students.

Deficiencies exist in the formative assessment stage. A careful evaluation of the processes being used by the students provides valuable information to the teacher on the gaps in the current instructional models. The diagnostic assessment has always identified starting point for instruction and the summative assessment (FCAT) displays the results of the instruction. Formative assessment is necessary to determine how the student is progressing toward the goal. Teachers must use process-based assessment as evidenced by a hands-on/minds-on format to determine further instructional needs.

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SCHOOL PERFORMANCESELF-ASSESSMENT

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONPARENT FORM

SA A U/U D SD SA A U/U D SDYOUR SCHOOL ALL SIMILAR SCHOOLS

% RESPONDING IN EACH CATEGORYSAA

U/UDSD

= Strongly Agree= Agree= Undecided/Unknown

= Disagree= Strongly Disagree

My child’s school is safe and secure. 26 55 13 4 1 36 49 7 6 21.My child’s school is kept clean and in good condition. 33 46 8 11 2 43 47 4 5 12.My child’s school is overcrowded to the degree that it affects learning. 13 19 18 38 12 14 21 21 32 123.My child’s school maintains high academic standards. 28 42 21 6 3 30 46 18 5 14.My child’s school uses adequate disciplinary measures in dealing with disruptive students.

24 44 18 8 6 29 44 21 5 25.

My child’s school makes available textbooks, equipment, and supplies needed for learning.

42 43 6 7 2 42 48 6 4 16.

My child’s school serves lunches that are nutritious and taste good. 27 38 14 11 9 21 37 19 14 87.My child’s school keeps bathrooms clean and in good condition. 19 27 22 18 13 21 36 21 14 88.My child’s teachers are friendly and easy to talk to. 61 37 2 0 0 57 36 3 2 19.My child’s teachers make learning interesting and relevant. 55 37 4 3 0 49 42 6 2 110.My child’s teachers motivate students to learn. 58 40 2 0 0 50 40 6 3 111.My child’s teachers take an interest in students’ educational future. 57 38 1 2 2 47 40 10 3 112.My child’s teachers are knowledgeable and understand their subject matter. 49 43 4 2 1 46 43 8 2 113.My child’s teachers assign meaningful homework that helps students learn. 58 36 2 2 1 48 43 4 4 114.My child’s teachers do their best to include me in matters directly affecting my child’s progress in school.

46 45 3 5 0 49 39 6 5 215.

My child’s school is effectively teaching students the basic academic skills in reading.

35 56 4 2 2 41 50 5 3 116.

My child’s school is effectively teaching students the basic academic skills in mathematics.

33 58 5 3 1 40 52 5 3 117.

My child’s school is effectively teaching students to speak and write correctly in English.

49 47 2 1 1 43 49 5 3 118.

My child’s school is effectively teaching students to investigate problems in science.

26 52 16 5 1 29 47 19 4 119.

My child’s school is effectively teaching students to use computers. 40 44 12 2 2 31 42 16 8 320.My child’s school is effectively teaching students to think critically and reason out problems.

36 47 14 2 1 30 50 15 4 121.

My child’s school is effectively teaching students to develop good study and work habits.

41 49 6 2 1 37 50 8 4 122.

My child’s school is effectively teaching students to get along with different kinds of people.

44 51 3 1 0 39 49 9 2 123.

The school and law enforcement authorities work together to keep my child’s school free of violence.

35 36 19 8 2 46 38 10 3 324.

The school and law enforcement authorities work together to keep my child’s school free of gang activity.

39 38 17 3 2 46 36 13 2 225.

The school and law enforcement authorities work together to keep my child’s school free of substance abuse.

47 33 16 3 1 48 36 11 2 226.

The principal does an effective job running my child’s school. 43 44 9 3 1 46 39 10 3 227.The principal is available and easy to talk to. 38 37 19 1 5 38 35 19 5 328.The assistant principals are effective administrators. 32 48 15 2 2 35 40 20 3 229.Guidance counselors are concerned about and try to help students with educational and personal problems.

27 45 22 6 0 34 37 24 3 230.

Staff in the principal’s office treat me with respect when I contact my child’s school.

40 53 6 1 0 48 42 5 3 231.

School staff respond to my needs and concerns in a reasonable period of time. 31 55 7 7 0 39 46 8 4 232.My child is getting a good education at this school. 36 60 1 3 0 48 43 5 3 133.The overall climate or atmosphere at my child’s school is positive and helps my child learn.

34 56 5 5 0 45 45 6 2 134.

Students get grades A, B, C, D, and F for the quality of their school work. What overall grade would you give your child’s school?

B B+35.

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SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTAFF FORM


% RESPONDING IN EACH CATEGORYSAA

U/UDSD



At my school I feel safe and secure. 21 59 9 6 6 49 38 4 6 21.At my school the school building is kept clean and in good condition. 0 36 12 39 12 32 43 5 15 52.At my school personnel work together as a team. 12 36 30 12 9 32 47 7 11 33.At my school administrators solve problems effectively. 18 44 9 18 12 36 41 9 10 54.At my school I feel that my ideas are listened to and considered. 18 45 18 6 12 34 43 10 8 45.At my school adequate disciplinary measures are used to deal with disruptive behavior.

18 38 15 18 12 28 39 10 15 86.

My principal is an effective administrator. 32 35 12 9 12 49 33 8 6 47.My principal represents the school in a positive manner. 41 29 12 12 6 56 32 6 4 38.My principal demonstrates good interpersonal skills. 35 32 12 12 9 47 31 8 8 59.My principal deals with conflict constructively. 32 29 12 9 18 45 32 10 8 510.My principal responds in a reasonable time to my concerns. 32 44 9 3 12 50 34 8 5 311.My principal treats me with respect. 50 38 3 0 9 59 30 4 4 312.My principal is receptive to constructive criticism. 21 35 18 6 21 40 28 19 8 513.My principal is supportive of teachers. 32 35 15 12 6 50 31 8 6 414.My ability to do the best possible job at this school is limited by too many students in each class.

24 24 15 29 9 30 29 6 26 1015.

My ability to do the best possible job at this school is limited by student deficiencies in basic academic skills.

15 50 12 21 3 24 39 9 22 616.

My ability to do the best possible job at this school is limited by lack of concern/support from parents.

36 36 9 18 0 24 34 7 27 817.

My ability to do the best possible job at this school is limited by lack of concern/support from the principal.

15 3 15 44 24 4 8 8 43 3718.

My ability to do the best possible job at this school is limited by lack of concern/support from the district administration.

12 6 35 29 18 6 13 28 35 1919.

My ability to do the best possible job at this school is limited by insufficient resources (e.g., funds, books, equipment, supplies, etc.).

21 21 12 38 9 9 19 7 40 2520.

My ability to do the best possible job at this school is limited by school violence. 3 3 12 47 35 2 6 7 38 4721.My ability to do the best possible job at this school is limited by student gang activity.

3 0 12 41 44 1 1 8 30 6022.

My ability to do the best possible job at this school is limited by student substance abuse.

3 0 15 35 47 1 1 9 28 6223.

Students generally come to my class at the beginning of the term prepared for the grade level or courses I teach.

6 26 9 41 18 9 31 12 33 1524.

I feel satisfied concerning how my career is progressing at this school. 12 41 12 26 9 25 47 13 10 525.I have a feeling of job security in my present position. 30 45 15 6 3 34 47 10 6 326.I like working at my school. 27 45 18 6 3 48 37 7 5 327.Staff morale is high at my school. 6 41 21 12 21 22 37 15 17 928.I frequently feel overloaded and overwhelmed while working at my school. 21 39 3 24 12 19 35 10 28 829.Annual teacher evaluations are fair and reasonable. 21 50 18 9 3 36 48 11 3 230.Annual teacher evaluations are used to improve teacher performance. 13 56 16 9 6 28 45 18 7 331.Inservice programs keep me informed of the latest educational strategies. 29 53 6 12 0 35 50 7 5 232.I believe children attending my school are receiving a good education. 21 42 21 9 6 41 47 7 4 133.The overall climate or atmosphere at my school is positive and helps students learn.

12 42 21 18 6 39 45 7 6 334.

Students get grades A, B, C, D, and F for the quality of their school work. What overall grade would you give your child’s school?

C+ B35.

545

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTUDENT FORM


PERCENT RESPONDING IN EACH CATEGORYSAA

U/U

DSD



I feel safe at my school. 22 53 11 14 0 40 42 8 6 31.

My school building is kept clean and in good condition. 11 64 11 14 0 19 37 14 20 102.

Students in my school usually follow school rules. 14 56 14 14 3 9 27 21 27 163.

There are too many students in my classroom and that affects how much I learn.

14 0 9 29 49 14 15 10 30 314.

My teachers require that I work very hard for the grades I get. 61 31 3 3 3 59 28 7 3 25.

My school has enough books and equipment to help me learn. 40 49 6 6 0 47 35 7 7 46.

Food served for lunch at my school looks good and tastes good. 11 17 42 17 14 10 18 15 21 357.

Bathrooms in my school are clean and in good condition. 3 25 25 22 25 8 15 11 27 398.

My teachers are friendly and easy to talk to. 47 39 3 3 8 49 33 9 5 39.

My teachers make learning fun and interesting. 61 25 6 8 0 50 34 8 5 310.

My teachers make me want to learn. 58 28 6 8 0 51 34 9 4 211.

My teachers know a lot about the subjects they teach. 58 25 14 3 0 62 29 6 2 112.

My teachers give me meaningful homework that helps me learn. 64 31 3 3 0 49 35 8 4 313.

My teachers are interested in how I do in the future. 61 25 8 0 6 52 28 13 4 314.

My teachers let me know how I am doing on my school work. 69 25 3 0 3 52 34 7 4 315.

Violence is a problem at my school. 17 8 6 14 56 19 16 13 18 3516.

Gangs are a problem at my school. 17 3 14 9 57 11 9 10 18 5317.

Student drug and alcohol use are problems at my school. 8 3 6 17 67 9 4 6 12 6818.

My principal does a good job running the school. 81 17 3 0 0 54 26 9 5 619.

The assistant principals are available when needed. 44 47 6 3 0 35 33 18 8 620.

My guidance counselor helps me with school and personal problems. 44 39 11 0 6 43 25 21 5 621.

Adults at my school care about me as an individual. 67 22 3 8 0 36 34 18 7 522.

Adults at my school help me when I need it. 67 28 3 0 3 40 38 13 6 423.

I like coming to my school. 25 42 17 8 8 38 31 12 8 1124.

I am getting a good education at my school. 89 8 0 3 0 54 31 9 3 225.

The overall climate or feeling at my school is positive and helps me learn.

64 25 11 0 0 40 35 17 4 426.

Students get grades A, B, C, D, or F for the quality of their school work. What overall grade would you give to your school?

B+ B27.

546


% of Instructional Staff 96.2

None 80.5-5 265.5-10 2010.5-15 915.5-20 520+ 1

New to M-DCPS 88

Mobility Index 36

% of Students 94.5

None 102

0.5-5 312

5.5-10 212

10.5-15 169

15.5-20 95

20+ 117

96.4

5

135 94

47157120724279

Staff Characteristics

1996-1997

Number of Days Abs.

Student Characteristics

Mobility/Stability

Number of Days Abs.

COMPREHENSIVE NEEDS ASSESSMENTDEMOGRAPHIC PROFILE

1997-1998

1998-1999

Attendance

Attendance 1996-1997

1997-1998

1998-1999

1996-1997

1997-1998

1998-1999

95.8

622231521

2823631

102

37 37

94.4

10531722714890

144

1998-1999

94.1

528131435

1999-2000

1999-2000

87

34

94.2

8829622915593

131

547


COMPREHENSIVE NEEDS ASSESSMENTDATA FOR ACCOUNTABILITY

Grade

FCAT Reading

Percent of Students Scoring FCAT Achievement Level 2-5


98-99

4

8

10

Percent of Students Scoring FCAT Achievement Level 1

Percent of Students Scoring FCAT Achievement Level 1 and 2

99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01

43 5854 738764

n/a n/an/a n/an/an/a

n/a n/an/a n/an/a

Grade

FCAT Mathematics



98-99

5

8

10

Percent of Students Scoring FCAT Achievement Level 1

Percent of Students Scoring FCAT Achievement Level 1 and 2

99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01

62 8874 949472



Grade

SCHOOL GRADE DESIGNATION

4/5

8

10

98-99 99-00 00-01

57 4246 271336



38 1226 6628



FCAT Writing

Percent of Students Scoring 3 or more

98-99

4

8

10

Percent of Students Scoring less than 3

99-00 00-01 98-99 99-00 00-01

221328

n/an/an/a

n/an/an/a

788772

n/an/an/a

n/an/an/a

D

n/a

n/a

D D

n/a n/a

n/a n/a

PERFORMANCE HISTORY

n/a

Grade

548


MAJOR PROGRAMSCOMPREHENSIVE NEEDS ASSESSMENT

Reading

Writing

Mathematics

PROGRAM DATE INITIATEDGRADE

LEVEL(S)4thAlternative Education Sep. '94

5thCOMET lab (Alternative Education) Sep. '94

2nd-5thAcademic Excellence Sep. '98

K-5thAccelerated Reader Sep. '98

K-1stAmerica Reads Sep. '98

K-3rdAmeriCorp tutors Sep. '98

Pre K-5thComprehensive Reading Plan Sep. '98

1st-5thS.T.A.R. Sep. '98

K-5thSaturday Academy Sep. '99

3rd-5thTEAM Sep. '99

1st-4thTherapeutic After School Care Tutorial (TASC) Sep. '99

3rd-5thS.O.A.R. To Success Intervention Sep. '01



5thCOMET Lab (Alternative Education) Sep. '94

2nd-5thAcademic Excellence Program Sep. '98

K-5thCompetency-Based Curriculum Sep. '97

Pre K-5thWriting Across the Curriculum Sep. '98

4th-5thSaturday Academy Sep. '98


1st-4thTherapeutic After Care Tutorial (TASC) Sep. '99



5thCOMET Lab (Alternative Education) Sep. '94

2nd-5thAcademic Excellence Program Sep. '98

Pre K-5thCompetency-Based Curriculum Sep. '97

2nd-5thMath Superstars Sep. '99

4th-5thSaturday Academy Sep. '98


1st-4thTherapeutic After School Care Tutorial (TASC) Sep. '99

3rd-5thMathematics/Science Lab Sep. '01

K-5thUrban Systemic Initiative (USI) Sep. '95

549

PROGRAMGRADE

LEVEL(S) DATE INITIATED

Other Areas

Pre K-5thEnglish for Speakers of Other Languages (ESOL) Sep. '94

K-5thSchool Wide Title 1 Sep. '94

550


PROFESSIONAL DEVELOPMENTCOMPREHENSIVE NEEDS ASSESSMENT

Provided or in Progress in the Area of Reading Instruction

TRAININGNUMBER TRAINED DATE

Project Right Beginnings For Kindergarten 4 Aug. 30, '00

Constructive Learning Concepts(CBC) 6 Aug. 31, '00

Scholastic Reading Inventory (SRI) 35 Sep. 21, '00

Accelerated Reader (AR) 21 Sep. 26, '00

Standardized Test for Assessment of Reading (STAR)

8 Sep. 20, '00

Building Early Language and Literacy (BELL) Project

4 Oct. 02, '00

Comprehensive Reading Program (CRP) 16 Oct. 18, '00

America Reads 1 Oct. 16, '00

Reading Strategies for All Grade Levels 1 Oct. 12, '00

English for Speakers of Other Languages (ESOL): Applied Linguistics

4 Oct. 07, '00

English for Speakers of Other Languages (ESOL): Methods of Teaching

7 Oct. 21, '00

Florida Comprehensive Assessment Test (FCAT) Reading Workshop

14 Oct. 19, '00

Independent Reading Conference 1 Oct. 27, '00

Florida Comprehensive Assessment Test (FCAT) workshop for English for Speakers of Other Languaes (ESOL) Teachers

1 Oct. 18, '00

Workshop for implementation of special instructional materials Gateways to the Sun

1 Oct. 10, '00

Academic Excellence Program (AEP)Training 1 Oct. 12, '00

English for Speakers of Other Languages (ESOL): Curriculum and Materials

1 Nov. 06, '00

Title 1 Instructional Fair 3 Nov. 02, '00

African American History Advocates workshop FCAT strategies 2 Dec. 07, '00

Phonological Awareness 2 Dec. 08, '00

Reading Leader Meeting 1 Jan. 18, '01

English for Speakers of Other Languages (ESOL): Testing and Evaluation

5 Jan. 13, '01

Multicultural Holistic Diversity 1 Jan. 10, '01

Workshop for Spanish Speakers Connecting Florida Comprehensive Acheivement Test (FCAT) strategies

3 Jan. 31, '01

LEAP into Literacy 4 Jan. 26, '01

Best Practices 2 Jan. 06, '01

Creating Independence Through Student-Owned Strategies (CRISS) Training

7 Feb. 02, '01

Florida Comprehensive Assessment Test (FCAT) administering workshop

9 Mar. 07, '01

Utilizing the Newspaper Across the Curriculum 1 Apr. 23, '01

Reading Leader Staff Development 1 Apr. 26, '01

551

Provided or in Progress in the Area of Writing Instruction

Provided or in Progress in the Area of Mathematics Instruction


Writing Inservice 4 Sep. 07, '00

Florida Comprehensive Assessment Test (FCAT) Reading and Writing

1 Aug. 24, '00

Professional Development Support Activities for Reading and Writing 1 Sep. 19, '00

Competency Based Curriculum (CBC) Writing 5 Oct. 18, '00

I'm Thumbody 1 Nov. 11, '00

Florida Comprehensive Assessment Test (FCAT) Writing Instruction 14 Dec. 06, '00

Early Literacy 5 Jan. 09, '01

Writing Academy 1 Jan. 16, '01

Grant Writing Portfolio Workshop 2 Jan. 09, '01

Florida Comprehensive Assessment Test (FCAT) Writing Assessment

4 Jan. 31, '01

Best Teaching Practices 9 Apr. 23, '01

Professional Assessment and Comprehensive Evaluation System (PACES) Domain II and III

1 Apr. 19, '01

Writing Leaders Meeting 1 Apr. 26, '01


Competency Based Curriculum (CBC) Workshop 1 Sep. 11, '00

Science/Math through the Science Curriculum 8 Sep. 16, '00

Eisenhower Elementary New Teaching Science 2 Oct. 06, '00

Math and Science Instructional Improvement Team 6 Oct. 10, '00

Explorations of Math and Science through the Process Skills 1 Nov. 14, '00

Teaching Enrichment Activities to Minority Students (TEAM) 1 Nov. 14, '00

Florida Comprehensive Asessment Test (FCAT) Problem Solving 1 Mar. 03, '01

Understanding and Designing Rubrics in the Classroom 2 Mar. 07, '01

Florida Comprehensive Assessment Test (FCAT) and Standford Acheivement Test (SAT) Training

4 Mar. 02, '01


Other Professional Development Provided or in Progress

Individual Education Plan (IEP) Training 2 Sep. 28, '00

Technology 2000: Building on a Solid Foundation 13 Sep. 21, '00

Professional Assessment and Comprehensive Evaluation System (PACES)

6 Aug. 07, '00

Introduction to Educational Teaching 3 Sep. 13, '00

Social Issue Resource Series (SIRS) Training 36 Nov. 01, '00

Matching Funds Workshop 3 Oct. 07, '00

Media Specialist Meeting 1 Oct. 10, '00

Comprehensive Health Service: Safe Physical Restraint 1 Oct. 10, '00

Pre-K Training Transition Individual Education Plan (IEP) Meeting 2 Nov. 02, '00

552

Pedestrian/School Bus Safety 5 Nov. 13, '00

CyberSTAR Training 2 Nov. 30, '00

Curriculum and Materials (Web Based Approach) 1 Nov. 06, '00

Creating Web Page Using the Internet Workshop 1 Dec. 14, '00

Central Express 1 Dec. 02, '00

Photo Shop Class 1 Dec. 02, '00

Music Education Day at University of Miami 2 Jan. 26, '01

Watershed Everglades Water Connection 1 Jan. 13, '01

Florida Black Bear Workshop 1 Jan. 13, '01

HIV/AIDS Workshop for Resource Teachers 1 Jan. 30, '01

Florida Educational Technology Conference (FETC) 8 Jan. 04, '01

Bootcamp Instructional Strategies 1 Feb. 10, '01

Closing of School Conference 1 Apr. 28, '01

Engaging the Brain for Learning 1 Mar. 27, '01

New Individual Education Plan (IEP) Training for Pre-K ESE 4 Apr. 13, '01

Newspapers in Education 1 Apr. 23, '01

Critical Incident Response Team 10 Apr. 17, '01

Multilingual Summit: Preparing for Economic Development 2 Apr. 20, '01

Florida Medicaid Administrative Claiming Program Time Study Session

1 Apr. 10, '01

Front Page I and II of OIT Training Center 3 May 09, '01

553

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


COMPREHENSIVE NEEDS ASSESSMENT

The following information will explain how the EESAC has assisted in the preparation of the SPEP relative to the following issues:Budget:

The EESAC has reviewed/examined Miami Park's budget. The ESSAC has assisted in the purchasing of incentive materials for the Comprehensive Reading Plan (CRP), as well as supplying periodicals for various grade levels.

Training:EESAC has recommended the need of teacher training for all staff in the Comprehensive Reading Plan, Accelerated Reader, Standardized Test for Assessment of Reading, and Florida Comprehensive Assessment Test of Reading, Writing, Mathematics strategies, and technology.

Instructional Materials:ESSAC has assisted in the purchasing of incentive materials for the Comprehensive Reading Plan (CRP), as well as supplying periodicals for various grade levels.

Technology:EESAC has recommended the need of software, hardware and training of all staff members in order to incorporate technology and multi-media devices into the school's curriculum and daily instruction.

Staffing:EESAC recommends the scheduling of paraprofessionals and special area teachers to assist in small group instruction to promote a better learning environment for all students.

Student Support Services:EESAC recommends that program funds be assessed and allocated on a needs basis.

Benchmarking:EESAC made recommendations to share best practices during monthly staff meetings. Through comparison among feeder pattern schools, FCAT reading success was achieved, whereas FCAT math is an area which the stakeholders are working toward improving.

Other Matters of Resource Allocation:Additional recommendations were made to enhance student achievement. These recommendations include re-scheduling of meetings and workshops to accommodate working parents and parent requests.

School Safety and Discipline:EESAC recommends the establishment of a school safety and school discipline committee. School programs such as DARE, Do the Right Thing, School Safety Patrol, and Crime Watch, are implemented to maintain safety and discipline throughout the school.

554

TITLE I ASSESSMENT ISSUES


COMPREHENSIVE NEEDS ASSESSMENT

Family Literacy

Parental Involvement

Health Services

School Climate

The Community Involvement Specialist assists the resource facilitators in initiating parental workshops to enhance FCAT skills throughout the school. In addition, the Washington Mutual Parent Outreach Center and the library media center host family areas displaying various literature and periodicals. To enhance family literacy various workshops will continue in order to assist parents and their needs.

Parents currently support the school program by attending a variety of school meetings and functions such as: the Educational Excellence School Advisory Council meetings (EESAC), Parent-Teacher Association meetings (PTA), open house, student productions and various parenting skills and educational workshops. The ideal situation is to have an increase in the percentage of parents participating in all school functions. In order to bridge the gap that currently exists, the Community Parent Outreach Specialist, with the support of the Washington Mutual Parent Outreach Center, works full time to motivate parental awareness and parental involvement.

As a full service school, Miami Park Elementary School offers the community members medical, dental, vision and a variety of other health and family related services. The goal is to continue linking these services to the community.

The School Climate Survey reflects a multicultural community that works towards a common goal of success for all. Considering the weaknesses in some indicators, the overall progress of the school continues to reflect growth. The stakeholders are working towards improving the areas of weaknesses indicated in the survey.

555

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )

Miami-Dade County Public Schools Strategic Planning Goals

Readiness to Start School

Graduation Rate

Student Performance

Learning Environment

School Safety

Teachers and Staff

Adult Literacy

Parental, Family, and Community Involvement

MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations will increase their reading comprehension skills as evidenced by achievement of the state's minimum criteria on the first administration of the Florida Comprehensive Assessment (FCAT) Reading Test.

Goal 1

Goal 2

Goal 3

X

Goal 4

Goal 5

Goal 6

Goal 7

Goal 8

Goal I

X

Goal II

Goal III

Miami Park Elementary School-3301Objective Number: 1

MEASURABLE OBJECTIVE

Florida's System of SchoolImprovement and Education Accountability (229.591 F.S.)

Education Goals

School to Career Effective Learning Environment Efficient Management Practices

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 Categories

( )

4

( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

556

STRATEGIES

Start Date

End Date

Timeline

STRATEGIESObjective Number: 1 Miami Park Elementary School-3301

List Persons Responsible (by position) for this Strategy. Place an asterisk in front of

one contact person.

. Provide career related opportunities designed to address the skills required to master the FCAT reading.

*Guidance Counselor Aug. '01 Jun. '021

. Provide professional development activities for content area teachers in the critical thinking strategies that are effective in teaching reading across the curriculum through the use of technology.

*Technology Resource Teacher

Aug. '01 Jun. '022

. Provide inservices and workshops to increase parental involvement as established by the Parent Compact.

*Resource Teacher Aug. '01 Jun. '023

. Implement the six components of the Comprehensive Reading Plan (CRP) to increase the students' reading levels.

*Reading Leader Aug. '01 Jun. '024

. Utilize Accelerated Reader (AR) and STAR programs in all classrooms for grades two through five to measure growth in reading.

*Media Specialist Aug. '01 Jun. '025

. Continue a compact between school, parent and child to provide a quiet, well-lighted place for study. Assist children with their home learning assignment(s).

*Principal Aug. '01 Jun. '026

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).

557

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction in Writing Across the Curriculum students in grade four will improve their writing skills as evidenced by a minimum of 67 percent of the students scoring Achievement Level 3 or above on the Florida Comprehensive Assessment Test (FCAT) in Writing administered in 2002.

Goal 1

Goal 2

Goal 3

X

Goal 4

Goal 5

Goal 6

Goal 7

Goal 8

Goal I

X

Goal II

X

Goal III




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

558

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Use technology to enable students to write, edit and publish their writing projects on a professional level, as well as provide career related stories, articles and opportunities to expose students to professional career-related literature and writing.

*Media Specialist Aug. '01 Jun. '021

. Plan monthly schoolwide writing prompts intergrating all areas of curriculum to be administered in a formal testing situation to increase fluency, confidence and mastery of skills tested on FCAT Writing.

*Writing Leader Aug. '01 Jun. '022

. Participate in language arts competitions at regional and district levels.

*Writing Leader Aug. '01 Jun. '023

. Provide staff development for teachers which emphasizes the writing process as measured by the FCAT Writing.


. Increase parental involvement with scheduled inservices in the writing process to improve students' academic achievement.





559

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency Based Curriculum (CBC) and the Sunshine State Standards, students whose scores are included in the accountability calculations will increase their mathematics skills as evidenced by achievement of the state's minimum criteria on the first administration of the Florida Comprehensive Assessment Test (FCAT) Mathematics Test.

Goal 1

Goal 2

Goal 3

X

Goal 4

Goal 5

Goal 6

Goal 7

Goal 8

Goal I

X

Goal II

X

Goal III




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

560

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Expose students to real life mathematics problem solving situations through guest speakers and the Houghton Mifflin Math Central Problem of the Day.

*Math Leader Aug. '01 Jun. '021

. Implement subject area planning aligning technology and FCAT preparation strategies in order to develop continuity throughout each grade level.

*Math Resource Teacher Aug. '01 Jun. '022

. Participate in mathematics competions at region and district levels.


. Provide inservices to expose parents to mathematical techniques used to increase critical thinking, problem solving and graphing skills to enhance students' academic achievement.




. Provide professional development activities for content area teachers in the critical thinking strategies that are effective in teaching mathematics across tbe curriculum through the use of technology.

*Technology Resource Teacher

Aug. '01 Jun. '026


561


WAIVERS

Any waivers submitted for this school may be found in Appendix A: Waivers, at the back of this book.

TITLE I BUDGETS

The Title I budget for this school may be found in Appendix B: Title I Budgets, at the back of this book.

562

SCHOOL PERFORMANCE EXCELLENCE PLANREVIEW AND ACCEPTANCE SIGNATURES

LOC. #: 3301 SCHOOL NAME: Miami Park Elementary School

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 all persons listed below, is on file at the Region Office.

Required Signatures:

Principal;EESAC Chair;UTD Steward;EESAC Parent Representative;EESAC Business/Community Representative; andEESAC Student Representative, as applicable.

Additionally, the signature of the Region Superintendent/District Administrator certifies that this plan has been reviewed by appropriate personnel to ensure compliance with state and district rules.

563

Documents

This Report was created onsqi.dadeschools.net/SIP/2001-2002/3301.pdfThis item explores the teaching process at the school, including programs, services, and delivery systems. The teaching