This Report was created onsqi.dadeschools.net/SIP/2001-2002/2111.pdfThis school employs a total of 128 full-time staff members. Of this group, four are administrators, 72 classroom

This Report was created on:

10/25/2001

at

4:25:43 PM

School Number and Name: 2111 Hialeah Gardens Elementary School

Telephone #: (305) 827-8830

Region: I

High School Feeder Pattern: Barbara Goleman Senior

Board District #: 4

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 Jose Dotres

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.

217

SCHOOL PERFORMANCE EXCELLENCE PLANHialeah Gardens Elementary School-2111

EXECUTIVE SUMMARYHialeah Gardens Elementary School

Given instruction using the Competency-Based Curriculum, students in grade four will improve their reading comprehension skills as evidenced by a minimum of 50% of the students scoring at or above Level III on the Florida Comprehensive Assessment Test - Reading administered in 2002.

Given schoolwide attention to instruction in writing, students’ writing skills, in grade three, will improve, as measured by an increase in the average score of students in grade three on the Miami-Dade County Public Schools writing test when comparing the Fall 2001 pretest to the Spring 2002 posttest.

Given instruction using the Competency-Based Curriculum, students in grade five will improve their mathematics skills as evidenced by a minimum of 50% of the students scoring at or above Level III on the Florida Comprehensive Assessment Test- Mathematics administered in 2002.

Hialeah Gardens Elementary School is located in the growing city of Hialeah Gardens, west of the Palmetto Expressway and north of Okeechobee Road. The student population is 1,616 students of which 95 percent are Hispanic, 2 percent White, 1 percent Black and 2 percent Asian. Seventy two (72) percent of students are eligible for free and reduced lunch. The mobility index is 20 percent. The school's grade configuration is Pre-Kindergarten through grade five. The school provides special education programs for students with autism. After analyzing pertinent data in conjunction with the Education Excellence School Advisory Council, Hialeah Gardens Elementary has identified the following objectives:

Hialeah Gardens Elementary School is confident that these goals will bring the school closer to successfully accomplishing its mission.

218

Hialeah Gardens Elementary School-2111

VISION

MISSION STATEMENT

The faculty and staff of Hialeah Gardens Elementary School will educate students in the critical areas of Reading, Writing, Mathematics, Science and Core Values in order to prepare well-rounded individuals. The school will develop citizens ready to participate in the advanced community of today. The faculty and staff will help each student reach his or her potential. This is achieved through the use of a variety of technological advances and a strong partnership between parents, students, faculty, staff and community. Hialeah Gardens Elementary School prepares productive citizens that become contributing members of society.

Hialeah Gardens Elementary School accepts the challenge of preparing each student physically, socially, culturally, and academically in an enriching learning environment to function effectively in a technologically diverse and complex global society. We will accomplish our mission by focusing on:student achievement in reading, writing, mathematics, and science, global awareness and parental and community involvement.

219


SCHOOL FOUNDATION1. ENVIRONMENT

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

Hialeah Gardens Elementary School provides basic educational services based on the Sunshine State Standards with the support of Title I funds. The school has a large Special Education program for students with Autism. Instruction is provided in traditional classroom settings and is enhanced through computer-based activities. The acceleration of language proficiency for LEP students is enhanced through an ESOL Compass Learning Computer Lab. School-to-Home connections are fostered through monthly parent workshops and Family nights.

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

The Hialeah Gardens Elementary School community holds the following beliefs as the motivation for all endeavors undertaken by the school: The faculty and staff are dedicated to the mission and vision of our school. Staff members are dedicated to provide a quality driven educational process for students. A strong commitment to develop strong relationships between the school site and home, results in a nurturing support system for students and their families. An open communication system provides all stakeholders an opportunity to make suggestions for improvement that will result in a positive learning environment for students. The faculty and staff believes that our responsibility is to our students and the community we serve.

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

This school employs a total of 128 full-time staff members. Of this group, four are administrators, 72 classroom teachers, 16 exceptional student teachers, and two guidance counselors. From this instructional group, 38 (39%) have Masters Degrees and 5 (5%) have Specialist Degrees. Continuing with the staff description, 15 are classroom paraprofessionals, six are clerical employees, two are cafeteria workers, ten are custodial service workers and one is a security monitor.

This school employs a total of 47 part-time staff members. Of this group 25 are classroom paraprofessionals, two are hourly teachers, four are clerical employees, six are cafeteria staff, one is the assistant manager of the After School Care program and six are security monitors.

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

Hialeah Gardens Elementary School is located on seven acres in Miami-Dade County. On the premises there are two buildings. The main building contains 48 classrooms and the primary learning center has 12 classrooms. There are also 13 portable classrooms. The school has been wired to provide Internet access to 90% of the classrooms. The media center is equipped with a closed circuit television system and Internet access through 12 computer stations. Hialeah Gardens Elementary has recently purchased more than 50 computers to enhance learning throughout the school. For the past two years, EESAC funds have been earmarked to expand the technological resources of the school.

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

The school adheres to a policy of nondiscrimination in educational programs and activities and employment and strives affirmatively to provide equal opportunity for all. Additionally, the school is in compliance with OSHA and Environmental requirements.

The school adheres to the policies and procedures that assure equal access in employment, educational programs, and activities as stated in the School Board rules.

The school is subject to the requirements of the Florida Department of Education and Florida’s High-Quality Education System, including the implementation of programs addressing the requirements of the Sunshine State Standards. Similarly, the school implements the District’s Competency-Based Curriculum.

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

Hialeah Gardens Elementary School serves 1,616 students from the surrounding neighborhood, to include standard curriculum students (52%), ESE students (16%), and LEP students (32%). The ethnic/racial makeup of the student population is 1% Black Non-Hispanic, 95 % Hispanic, 2 % White Non-Hispanic and 1 % Asian/Indian

220

Multiracial. The mobility index rate of the school is 20 %.As a result of 72% of students participating in the free and reduced lunch program, the school receives Title I funds. This federally funded program will be instrumental in providing support programs targeted to meet student needs and parental support.

The ESOL and ESE programs implemented at this school site assist in identifying, assessing and ultimately meeting the needs of Limited English Proficient and Exceptional Education 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.

Parents and community members are actively involved in the educational process through the Educational Excellence School Advisory Council. Each year the P.T.A. has informational meetings for parents and community members. Activities for the year are discussed and plans are developed for parent and community involvement. P.T.A. meetings provide opportunities for open forums. Speakers are invited to discuss topics of interest identified by the stakeholders. Many young families are moving into apartments, multi-family dwellings and single-family homes in this predominantly Hispanic community. The school site provides opportunities for parents to participate in evening ESOL classes. Aftercare services are available for all students. Parent workshops are provided during the school day and after school hours to accommodate the working schedules of parents.

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

The faculty and staff are provided medical benefit packages negotiated by the Union and the School Board. These packages include a comprehensive health component, standard insurance and other selected family benefits.

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.

Hialeah Gardens Elementary School collaborates with its feeder pattern schools, Jose Marti Middle School and Barbara Goleman Senior High School. Students from the high school are provided opportunities to tutor students that need extra assistance, in return, the high school students may receive credit for community hours. After fifth grade, the majority of students attend Jose Marti Middle School. The staff from Hialeah Gardens works closely with the staff from Jose Marti Middle to ensure that students are prepared to be successful in middle school. Hialeah Gardens is pleased to be part of a close partnership with the City of Hialeah Gardens. The mayor and city council provide funds for many activities conducted at the school. Business partners to include BJ's Wholesale Club, Wal-Mart, and The City of Hialeah Gardens provide assistance with fundraisers, school supplies, and resources for needy students.

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

Enrollment at Hialeah Gardens Elementary School has increased by 49 percent over the past two years. The Florida Department of Education has designated Hialeah Gardens as a “C” school. The school is proud of its distinction for technology. The large after school program brings support to working parents and their children. The school provides tutorial programs after school and on Saturdays. Additional programs such as the Academic Excellence, Extended Foreign Language and Gifted programs provide broader learning opportunities.

3.2 CompetitorsThis item explores the alternate schools available to students.

Several private schools and charter schools are within or close to the boundaries of Hialeah Gardens Elementary School. These include Royal Kids Academy, Center for Foreign Languages, and The Mater Academy. All of these institutions have been approved to receive vouchers from the Florida Department of Education. Additional charter schools are opening in the area to include a kindergarten through eighth grade center.

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.

Hialeah Gardens Elementary school accepts the challenge of preparing each student in an enriching learning environment to function effectively in a technologically diverse global society. To achieve this, school community leaders to include teachers, parents and administrators provide support and opportunities for teachers to enhance their skills through professional development activities. Similarly, all stakeholders are provided opportunities to participate in the decision-making process of the school.

221

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

Enrollment at Hialeah Gardens Elementary School has increased significantly over the past two years. This growth is due to new construction of homes in the area. In addition, a greater number of students with autism continue to enroll in the school. This growth has impacted enrollment and classroom space.

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

Hialeah Gardens Elementary School has identified several issues concerning challenges in learning. Among these are: 1) A 95% rate of attendance. 2) Many students who seem reluctant to spend time outside of school to practice mastery of new skills. 3) Many students who are new to the country and are Limited English Proficient. 4) Many students who do not have access to technology at home. 5) Many Kindergarten students who lack readiness skills to enter 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.

Hialeah Gardens Elementary School has identified several challenges in relationship with the faculty. Among these are:1)The school climate survey indicates that there are too many students in each class. 2)Teachers feel that many students display deficiencies in basic academic skills. 3) Language barriers between teachers and parents hinders the ability of teachers to secure greater support from home.4) The lack of qualified teachers in the areas of autism presents significant challenges when filling open positions.

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

In relationships with internal and external forces, a sustained increase in enrollment has created a challenge in the daily internal operations of the school. The school is over capacity with a percentage of 140%. The budgetary constraints affect all areas. Overworked phone lines hinder technology access to the Internet. The traffic and lack of parking spaces continue to be an area of great concern for parents, teachers and the surrounding community.

4.4 Process ImprovementThis item explores the challenges the school faces in improving educational program design, student support services, operational and strategic planning processes, cycle time, data usage, and organizational learning.

Hialeah Gardens Elementary School has identified several issues concerning challenges in process improvement. Among these are: Scores on the FCAT reading test indicate that only 48% of fourth grade students are scoring at or above a Level III and scores on the fifth grade FCAT Math test indicate that only 46% of fifth grade students are scoring at or above Level III. In addition, with a student population of over 1,616, it is challenging to provide adequate counseling services with only 2 counselors.

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.

Hialeah Gardens Elementary School has identified several issues concerning the design and support process used for improvement. The school will continue to implement a truancy intervention program to assist in improving attendance. The PTA will provide students with agendas to improve communication between teachers and parents. Through evening workshops, parents will learn how to assist their children in completing home learning assignments. Guidance counselors will work with small groups, individual students and classes to incorporate character education aimed at increasing greater understanding among students.

5.2 Education Delivery ProcessThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.2 Faculty.

In terms of the processes used to deliver educational programs, Hialeah Gardens Elementary School will utilize Title I funds to hire additional paraprofessional staff to reduce the student teacher ratio. Workshops and training in CRISS strategies and FCAT Best Practices help to assist teachers in working with students that have deficiencies in basic academic skills. Similarly, a comprehensive phonological awareness training program will enhance the skills of teachers in the primary grades.

222

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.

Hialeah Gardens Elementary School has identified several issues concerning challenges in improving relationships with internal operations and external forces. Among these are: The increase in enrollment has created a challenge in the daily internal operations. In order to address this need, through Title I funds, additional faculty, staff, and support personnel have been hired to meet the needs of the students. As a result of an increase in enrollment, the school is over capacity at 140%. In order to address this need a Primary Learning Center, a 10 pack relocatable and three stand-alone portables were added to alleviate over crowding. With the increased enrollment, the number of students on free or reduced lunch has increased to 72%. This qualifies the school for Title I funding, which helps ease budgetary constraints. Overworked phone lines hinder teacher-parent communications and technological access to the Internet. In order to address this need additional phone extensions will be added and more computers supported by EESAC funds will be purchased.

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.

Hialeah Gardens Elementary School has identified several issues concerning challenges in process improvement. Among these are student scores on the FCAT test indicating that only 48% of the students are scoring at FCAT Achievement Level III or above in reading in fourth grade and only 46% in mathematics in fifth grade. In order to increase the percentage of students at Level III and above, training will be provided to selected teachers in successful remedial strategies in reading and mathematics. Special Area teachers have received training in cross-curricular pedagogy that supports reading and writing instruction in all subject areas. Targeted students will be provided with tutorial opportunities through aftercare FCAT tutoring and Saturday Academy.

Hialeah Gardens Elementary will continue to promote the exchange of teacher knowledge through common planning time blocks, and grade group planning focused on long term oriented goals and objectives.

223


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. 40 50 6 4 0 36 49 7 6 21.My child’s school is kept clean and in good condition. 53 41 3 3 1 43 47 4 5 12.My child’s school is overcrowded to the degree that it affects learning. 14 23 26 25 11 14 21 21 32 123.My child’s school maintains high academic standards. 21 49 24 6 1 30 46 18 5 14.My child’s school uses adequate disciplinary measures in dealing with disruptive students.

25 45 25 4 1 29 44 21 5 25.

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

45 45 5 5 1 42 48 6 4 16.

My child’s school serves lunches that are nutritious and taste good. 18 32 15 22 12 21 37 19 14 87.My child’s school keeps bathrooms clean and in good condition. 21 36 22 15 5 21 36 21 14 88.My child’s teachers are friendly and easy to talk to. 59 34 3 2 1 57 36 3 2 19.My child’s teachers make learning interesting and relevant. 48 44 5 2 0 49 42 6 2 110.My child’s teachers motivate students to learn. 52 38 7 3 0 50 40 6 3 111.My child’s teachers take an interest in students’ educational future. 49 36 12 3 0 47 40 10 3 112.My child’s teachers are knowledgeable and understand their subject matter. 49 43 5 3 0 46 43 8 2 113.My child’s teachers assign meaningful homework that helps students learn. 55 38 3 3 0 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.

49 41 6 4 1 49 39 6 5 215.

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

39 52 4 5 0 41 50 5 3 116.

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

38 52 4 4 0 40 52 5 3 117.

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

45 47 5 3 0 43 49 5 3 118.

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

27 53 17 3 0 29 47 19 4 119.

My child’s school is effectively teaching students to use computers. 21 34 29 10 7 31 42 16 8 320.My child’s school is effectively teaching students to think critically and reason out problems.

27 48 20 5 0 30 50 15 4 121.

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

37 50 8 5 1 37 50 8 4 122.

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

40 48 9 3 0 39 49 9 2 123.

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

52 38 8 1 2 46 38 10 3 324.

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

50 34 12 2 2 46 36 13 2 225.

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

52 35 11 1 1 48 36 11 2 226.

The principal does an effective job running my child’s school. 49 38 10 3 1 46 39 10 3 227.The principal is available and easy to talk to. 39 35 18 4 3 38 35 19 5 328.The assistant principals are effective administrators. 32 40 23 5 1 35 40 20 3 229.Guidance counselors are concerned about and try to help students with educational and personal problems.

34 32 28 4 2 34 37 24 3 230.

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

46 43 6 3 2 48 42 5 3 231.

School staff respond to my needs and concerns in a reasonable period of time. 35 46 10 5 3 39 46 8 4 232.My child is getting a good education at this school. 44 49 4 3 0 48 43 5 3 133.The overall climate or atmosphere at my child’s school is positive and helps my child learn.

45 48 4 3 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.

224

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTAFF FORM


% RESPONDING IN EACH CATEGORYSAA

U/UDSD



At my school I feel safe and secure. 52 39 0 4 4 49 38 4 6 21.At my school the school building is kept clean and in good condition. 17 57 9 17 0 32 43 5 15 52.At my school personnel work together as a team. 43 39 9 9 0 32 47 7 11 33.At my school administrators solve problems effectively. 35 48 4 13 0 36 41 9 10 54.At my school I feel that my ideas are listened to and considered. 30 48 13 9 0 34 43 10 8 45.At my school adequate disciplinary measures are used to deal with disruptive behavior.

30 30 17 9 13 28 39 10 15 86.

My principal is an effective administrator. 70 26 4 0 0 49 33 8 6 47.My principal represents the school in a positive manner. 87 13 0 0 0 56 32 6 4 38.My principal demonstrates good interpersonal skills. 61 39 0 0 0 47 31 8 8 59.My principal deals with conflict constructively. 57 26 17 0 0 45 32 10 8 510.My principal responds in a reasonable time to my concerns. 70 17 9 4 0 50 34 8 5 311.My principal treats me with respect. 82 14 0 5 0 59 30 4 4 312.My principal is receptive to constructive criticism. 48 17 30 4 0 40 28 19 8 513.My principal is supportive of teachers. 57 35 4 4 0 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.

52 35 0 13 0 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.

43 39 4 13 0 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.

17 35 9 35 4 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.

0 0 4 48 48 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.

13 0 30 39 17 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.).

13 39 4 39 4 9 19 7 40 2520.

My ability to do the best possible job at this school is limited by school violence. 0 0 0 48 52 2 6 7 38 4721.My ability to do the best possible job at this school is limited by student gang activity.

0 0 4 26 70 1 1 8 30 6022.

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

0 0 0 22 78 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.

9 30 0 39 22 9 31 12 33 1524.

I feel satisfied concerning how my career is progressing at this school. 26 57 9 4 4 25 47 13 10 525.I have a feeling of job security in my present position. 30 48 9 9 4 34 47 10 6 326.I like working at my school. 65 30 4 0 0 48 37 7 5 327.Staff morale is high at my school. 35 52 13 0 0 22 37 15 17 928.I frequently feel overloaded and overwhelmed while working at my school. 30 35 9 22 4 19 35 10 28 829.Annual teacher evaluations are fair and reasonable. 30 35 30 4 0 36 48 11 3 230.Annual teacher evaluations are used to improve teacher performance. 30 39 17 9 4 28 45 18 7 331.Inservice programs keep me informed of the latest educational strategies. 26 61 9 4 0 35 50 7 5 232.I believe children attending my school are receiving a good education. 39 48 4 0 9 41 47 7 4 133.The overall climate or atmosphere at my school is positive and helps students learn.

43 43 13 0 0 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?

B B35.

225

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTUDENT FORM


PERCENT RESPONDING IN EACH CATEGORYSAA

U/U

DSD



I feel safe at my school. 52 35 9 3 1 40 42 8 6 31.

My school building is kept clean and in good condition. 15 49 14 19 3 19 37 14 20 102.

Students in my school usually follow school rules. 4 20 23 38 15 9 27 21 27 163.

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

10 11 9 29 41 14 15 10 30 314.

My teachers require that I work very hard for the grades I get. 55 27 9 5 4 59 28 7 3 25.

My school has enough books and equipment to help me learn. 42 37 9 7 5 47 35 7 7 46.

Food served for lunch at my school looks good and tastes good. 4 14 11 26 45 10 18 15 21 357.

Bathrooms in my school are clean and in good condition. 3 9 8 34 46 8 15 11 27 398.

My teachers are friendly and easy to talk to. 62 26 9 1 1 49 33 9 5 39.

My teachers make learning fun and interesting. 56 32 6 2 4 50 34 8 5 310.

My teachers make me want to learn. 51 34 9 4 1 51 34 9 4 211.

My teachers know a lot about the subjects they teach. 69 23 7 1 1 62 29 6 2 112.

My teachers give me meaningful homework that helps me learn. 51 39 4 3 2 49 35 8 4 313.

My teachers are interested in how I do in the future. 58 22 18 1 1 52 28 13 4 314.

My teachers let me know how I am doing on my school work. 57 36 4 2 1 52 34 7 4 315.

Violence is a problem at my school. 13 13 25 21 28 19 16 13 18 3516.

Gangs are a problem at my school. 8 5 10 23 55 11 9 10 18 5317.

Student drug and alcohol use are problems at my school. 3 1 6 13 77 9 4 6 12 6818.

My principal does a good job running the school. 58 20 12 7 3 54 26 9 5 619.

The assistant principals are available when needed. 27 40 20 9 4 35 33 18 8 620.

My guidance counselor helps me with school and personal problems. 46 22 26 1 4 43 25 21 5 621.

Adults at my school care about me as an individual. 38 38 15 7 2 36 34 18 7 522.

Adults at my school help me when I need it. 39 40 14 3 4 40 38 13 6 423.

I like coming to my school. 41 29 10 6 14 38 31 12 8 1124.

I am getting a good education at my school. 55 30 13 1 0 54 31 9 3 225.

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

40 43 13 3 1 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.

226


% of Instructional Staff 95.6

None 10.5-5 205.5-10 2210.5-15 1415.5-20 420+ 0

New to M-DCPS 272

Mobility Index 20

% of Students 94.3

None 108

0.5-5 419

5.5-10 349

10.5-15 263

15.5-20 140

20+ 157

95.7

4

222 94.8

462151581054458

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

95.1

732301357

26271143

283

22 20

94.6

127536388291116195

1998-1999

95

530341956

1999-2000

1999-2000

266

20

94.7

96574409286150179

227


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

26 5237 556136

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

24 5425 547535



Grade

SCHOOL GRADE DESIGNATION

4/5

8

10

98-99 99-00 00-01

74 4863 453964



76 4675 462565



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

81118

n/an/an/a

n/an/an/a

928982

n/an/an/a

n/an/an/a

C

n/a

n/a

C C

n/a n/a

n/a n/a

PERFORMANCE HISTORY

n/a

Grade

228


MAJOR PROGRAMSCOMPREHENSIVE NEEDS ASSESSMENT

Reading

Writing

Mathematics

PROGRAM DATE INITIATEDGRADE

LEVEL(S)1-5Intensive Care Unit Aug. '99

1-5America Reads Turtorial Program Aug. '01

2,3,4Accelerated Reader Jan. '00

4,5After School Tutorial Program Nov. '00

K-5Comprehensive Reading Plan Sep. '99

K-1Phonemic Awareness Aug. '01

3,4SuccessMaker Sep. '99

K-5CRISS Training Sep. '99

4,5Saturday Academy Nov. '00

K-5Reader-of-the-Month Program Aug. '00


LEVEL(S)1-4Weekly Writing Prompt Apr. '00

3,4SuccessMaker Sep. '99

4Saturday Academy Nov. '00


K-5CRISS Strategies Sep. '99


LEVEL(S)1-5Problem of the Day Sep. '99

3,4Success Maker Sep. '99

K-5CRISS Strategies Sep. '99

3-5Math Club Oct. '99

1-5Math Bowl Oct. '99

2-5Hands-On Equations Oct. '99

5Saturday Academy Nov. '00


K-5Math and Science Initiative Aug. '00

229


PROFESSIONAL DEVELOPMENTCOMPREHENSIVE NEEDS ASSESSMENT

Provided or in Progress in the Area of Reading Instruction

Provided or in Progress in the Area of Writing Instruction

Provided or in Progress in the Area of Mathematics Instruction

TRAININGNUMBER TRAINED DATE

FCAT Strategies for Art Educators 2 Nov. 03, '00

Intensive Care Unit Tutorial Staff Development 5 Sep. 30, '00

FCAT Reading/ FCAT Writing Staff Development 56 Oct. 11, '00

Comprehensive Reading Plan 27 Oct. 18, '00

Developmental Reading Assessment 3 Sep. 18, '00

FCAT Strategies & Task Cards 60 Nov. 03, '00

FCAT Workshop for CCHL Teachers 1 Oct. 05, '00

Accelerated Reader 27 Nov. 15, '00

CRISS Training 41 Apr. 18, '00

BEAR Project 6 Jan. 26, '01

Phonological Awareness 8 Aug. 20, '01

Benchmarks Assessment 57 Sep. 27, '00

First Grade Alpha Principals 9 Aug. 30, '00

FCAT/Higher Order Questioning Techniques 10 Nov. 10, '00

Reciprocal Teaching 26 Nov. 15, '00

FCAT Enhancement for Tutors 17 Oct. 25, '00

FCAT Tutorial Training 15 Oct. 20, '01


FCAT Writing Staff Development 40 Oct. 11, '00

FCAT Writitng Strategies For Special Area Teachers 15 Oct. 11, '00

CRISS Strategies 25 Jul. 12, '01


FCAT Mathematics for 4th & 5th Grade 20 Sep. 20, '00

FCAT Mathematics Workshop for CCHL Teachers 1 Oct. 05, '00

Math & Science Comprehensive Plan 14 Nov. 01, '00

CRISS Strategies for Math Teachers 10 Apr. 18, '00

230

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 school budget was reviewed with the EESAC so that well-informed recommendations will be made for the implementation of the School Performance Excellence Plan.

Training:The EESAC supported professional development activities to enhance teachers’ knowledge as it applies to student achievement in reading, writing, mathematics and science.

Instructional Materials:The EESAC reviewed and supported the goals and objectives of the Comprehensive Reading Plan and Media Program acquiring materials to enhance the instructional needs and interests of students and staff.

Technology:The EESAC supported the acquisition of technological upgrades in the Media Center and classrooms.

Staffing:The EESAC was apprised of the school’s growth as it pertained to classroom space, additional instructional personnel, and non-instructional personnel.

Student Support Services:The EESAC has been informed of FCAT enhancement tutoring programs which provide additional instructional support for students.

Benchmarking:The EESAC was apprised of benchmarking activities throughout the school year.

Other Matters of Resource Allocation:The EESAC will continue to participate in long range planning to enhance the use of technology by students. The EESAC reviewed the Extended Foreign Language Program and supported its implementation.

School Safety and Discipline:The EESAC has addressed issues that impact the safety and discipline of students and will continue to provide recommendations as needed to enhance school initiatives that address safety and discipline.

231

TITLE I ASSESSMENT ISSUES


COMPREHENSIVE NEEDS ASSESSMENT

Family Literacy

Parental Involvement

Health Services

School Climate

Workshops and classes for parents will be provided to include parenting skills, ESOL and computer skills. The Media Center will be open Thursdays after school and serve as a family literacy center, where resources will be available for parents and students.

A Title I funded teacher will coordinate monthly parent involvement activities and will serve as the primary liaison between the community and parents.

Vision and hearing screening will be provided to students. A well equipped clinic with basic first aid supplies is available . Through our school counselors, psychologist, and social worker, parents will be provided with referrals to community agencies for health oriented services.

The faculty and staff, through its School Improvement Initiatives will provide leadership in preparing all students to become technologically literate and to be better prepared to enter a challenging workforce. Through our student services program, parents and students will be provided with support and resources that will strengthen the important lines between the school setting and home.

232

( ) ( ) ( )

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

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, students in grade four will improve their reading comprehension skills as evidenced by a minimum of 50% of the students scoring at or above Level III on the Florida Comprehensive Assessment Test - Reading 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

X

Hialeah Gardens Elementary School-2111Objective 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

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

233

STRATEGIES

Start Date

End Date

Timeline

STRATEGIESObjective Number: 1 Hialeah Gardens Elementary School-2111

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

one contact person.

. Require students to read biographies and news magazines for children that explore careers in the world of work.

Reading Leader Aug. '01 Jun. '021

. Involve parents in the school's reading program through parent education workshops.


. Utilize Computer Curriculum Corporation "SuccessMaker" to improve student achievement in Reading.

Technology Coordinator Aug. '01 Jun. '023

. Structure the faculty by grade level and subject areas to develop long and short range plans.

Assistant Principal Aug. '01 Jun. '024

. Provide CRISS and Phonological Awareness training.


. Implement after school tutorial program. Assistant Principal Aug. '01 Jun. '026

. Implement Saturday Academy Program. Assistant Principal Aug. '01 Jun. '027

. Implement weekly FCAT Test practice lessons by grade level.


. Provide Data Analysis training for teachers to alter instruction based on assessment results.


. Provide Title I funded para-professionals to reduce teacher/student ratio.

Principal Aug. '01 Jun. '0210

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).

234

( ) ( ) ( )

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



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven schoolwide attention to instruction in writing, students’ writing skills, in grade three, will improve, as measured by an increase in the average score of students in grade three on the Miami-Dade County Public Schools writing test when comparing the Fall 2001 pretest to the Spring 2002 posttest.

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

X




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

235

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Teachers will include monthly writing prompts on School-To-Work related topics.


. Administer pre-, mid-, and post-writing prompts as a guide to enhance writing instruction.


. Provide writing inservices for parents so that they may assist their children.


. Maintain student writing portfolios that will reflect written work across the curriculum.

Teacher Aug. '01 Jun. '024

. Provide students with opportunities to display published work at an Author's Fair.


. Structure the faculty according to grade group and subject areas to develop long and short range plans to guide writing instruction.


. Implement after school tutorial program. Assistant Principal Aug. '01 Jun. '027

. Implement Saturday academy tutorial program. Assistant Principal Aug. '01 Jun. '028

. Provide Data Analysis training for teachers to adjust instruction based on assessment results.


. Provide Title I funded para-professionals to reduce teacher/student ratio.



236

( ) ( ) ( )

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



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum, students in grade five will improve their mathematics skills as evidenced by a minimum of 50% of the students scoring at or above Level III on the Florida Comprehensive Assessment Test- Mathematics 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

X




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

237

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Provide parent workshops that promote school to work activities at home as it relates to mathematics.


. Provide inservices to teachers on methods that will enhance students' mathematics skills.

Principal, Assistant Principal, Department Chariperson, Teachers

Aug. '01 Jun. '022

. Structure the faculty according to grade and subject areas to develop long and short range mathematics plans.


. Utilize Computer Curriculum Corporation "SuccessMaker" on a regular basis.

Technology Coordinator Aug. '01 Jun. '024

. Provide teacher training using open-ended questions to promote higher order mathematical thinking skills.

Principal, Assistant Principal, Department Chairperson, Teachers

Aug. '01 Jun. '025

. Implement after school mathematics tutorial program. Assistant Principal Aug. '01 Jun. '026

. Implement Saturday academy tutorial program. Assistant Principal Aug. '01 Jun. '027

. Implement weekly FCAT Test practice lessons by grade level.


. Provide Data Analysis Training for teachers to adjust instruction based on assessment results.


. Provide Title I funded para-professionals and hourly teachers to reduce teacher/student ratio.



238


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.

239

SCHOOL PERFORMANCE EXCELLENCE PLANREVIEW AND ACCEPTANCE SIGNATURES

LOC. #: 2111 SCHOOL NAME: Hialeah Gardens 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.

240

Documents

This Report was created onsqi.dadeschools.net/SIP/2001-2002/2111.pdfThis school employs a total of 128 full-time staff members. Of this group, four are administrators, 72 classroom