VISION/MISSION/BELIEF STATEMENTSossip.dadeschools.net/sip/08-09/pdf/0451.pdf · • The feeder pattern includes Dante B. Fascell Elementary School, Dr. Manuel C. Barreiro Elementary

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: BOWMAN FOSTER ASHE ELEMENTARY

District Name: Dade

Principal: Dr. Kamela K. Patton

SAC Chair: Christina M. Albarran

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending Board

Approval

Dr.Eric J.Smith, Commissioner Florida Department of Education

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education 325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I

SCHOOL PROFILE DEMOGRAPHICS

The vision of Bowman Foster Ashe Elementary School is for all stakeholders to work diligently to ensure that

all students receive a quality, educational program to meet each youngster's academic and socio-emotional

needs. Continued communication with parents is initiated and fostered by faculty and staff as parents and

faculty work cooperatively to enhance each child's learning potential. A sense of family exists among

administrators, faculty, staff, parents, and students.

The mission of Bowman Foster Ashe Elementary School is to "Believe, Foster, and Achieve one's potential."

In keeping with this philosophy, all decisions are made for the purpose of fostering and nurturing the unique

talents of each child.

School Facility:

Bowman Foster Ashe Elementary School is located on 11 acres in southwestern Miami-Dade County at 6601

S.W. 152nd Avenue and was built in 1991. The campus is bordered on the south by a newly-developed

county park and on the north by Howard A. Doolin Middle School. Kindergarten classrooms are housed in an

off-campus Primary Learning Center located 1.5 miles southeast of the main campus. The Primary Learning

Center was built in 1997. An addition of 13 classrooms was added to the main campus in 2004.

School Community Description:

There are several charter schools in the immediate area of Bowman Foster Ashe Elementary including the

Archimedean Academy, Sandor Wiener School of Opportunity, and Pinecrest Preparatory Academy.

Page 1 of 352008-2009 Florida School Improvement Plan (Print-View)

10/20/2008http://www.flbsi.org/0809_sip_template/Public/print.aspx?uid=130451

The following represents basic demographics of Bowman Foster Ashe Elementary School.

The student population is representative of the community's large Hispanic presence. Demographic profiles

for the 2006-2007 school year indicate that of the 1,272 total student enrollment, the population is as

follows: 88% Hispanic, 2% Black, 7% White, and 4% Asian or multiracial students. serves a predominantly

Hispanic, yet nonetheless diverse, student population where 33 percent of the students are English language

learners. A total of 64 percent of the students receive free or reduced lunch, 14% are Students With

Disabilities (SWD) and 33% are English Language Learners (ELL).

Bowman Foster Ashe Elementary School has established partnerships with several school community

businesses such as Domino's Pizza, Ibiley School Uniform, Kendall Ale House, Steve's Pizza, and Super

Wheels Skating Center.

Student Population:

• The current student population by grade level for the 2008-2009 school year is: 142- Kindergarten, 155-

1st grade, 160- 2nd grade, 184- 3rd grade, 194- 4th grade, and 221- 5th grade.

• Standard curriculum students represent approximately 50% of the school's total population. English

Language Learners (ELL) comprise 34% of the population, and the Students with Disabilities subgroup

represents 8% of the student body. Sixty-eight percent of the students are identified at Levels 3 through 5 in

reading, and 72% are at Levels 3 through 5 in mathematics.

Teacher Population:

• For the 2008-2009, there are 79 full-time teachers, 11 paraprofessionals, and 4 administrators at the

school.

• Based on demographic profiles for the 2008-2009 school year, 14 teachers or 18% are White, 10 teachers

or 13% are Black, and 55 teachers or 69% are Hispanic.

• Seven percent (7%) of the staff is male and 93% is female.

• Bowman Foster Ashe's instructional staff has a total average of 8 years of teaching experience in Florida,

and 14 percent of the faculty is comprised of beginning teachers.

• There are currently no vacancies and no recruitment opportunities due to the surplus of teachers.

• In order to retain our population of teachers, weekly and quarterly meetings are held with grade level

chairpersons in order to discuss any concerns and provide ongoing support.

Class Size and Teacher-to-Student Ratios:

• Average class size is 19 schoolwide, with an average of 14 students in Kindergarten, 17 students in 1st

grade, 18 students in 2nd grade, 17 students in 3rd grade, 24 students in 4th grade, and 22 students in 4th

grade.

• For Special Education Students, the average class size is 1 student in Kindergarten,1 students in 1st grade,

3 students in 2nd grade, 10 students in 3rd grade 18 students in 4th grade, and 14 students in 5th grade.

• Teacher/Student ratio for Kindergarten, 1st, 2nd, and 3rd grades is 1:18. Teacher/Student ratio for 4th and

5th grades is 1:22.



SCHOOL MATCH

Attendance Rate:

• Based on demographic data from the 2007-2008 school year, the average student attendance rate at

Bowman Foster Ashe is 96% which is higher than the district's rate of 95.38%. The state average for the

2006-2007 school year was 94.14%

• Based on demographic data from the 2006-2007 school year, the average staff attendance rate is 98%.

Promotion and Retention Rates:

• Based on data from the 2006-2007 school year, the average retention rate for Bowman Foster Ashe

Elementary School was 4.2% which is slightly lower than the district average of 5.7%. Conversely, the

school's promotion rate was at 95.8% while the district average was 94.3%.

Feeder Pattern:

• The feeder pattern includes Dante B. Fascell Elementary School, Dr. Manuel C. Barreiro Elementary School,

Jane S. Roberts K-8 Center, Howard A. Doolin Middle School (School Grade - B), Lamar Louise Curry Middle

School (School Grade - A), and John A. Ferguson High School (School Grade - B).

Special Programs:

• Special programs include: FastForword, Voyager Passport, Brainchild, KidBiz, Academic Excellence, a Pull-

out Gifted program, Before and After School Tutoring programs, and Renaissance Learning.

• The school receives Title I funding, Title I, and school recognition funding through the Florida Department

of Education.

Unique Aspects:

• Bowman Foster Ashe Elementary School has implemented a special after school program for students

interested in the sciences entitled: Aspiring Junior Scientists Society.

• Through our Professional Learning Communities the school has begun the Vertical Teaming process in order

to provide our students with a smooth academic transition across the grade levels.

• Bowman Foster Ashe has extended the academic departmentalization program for our fifth grade students

to include our fourth grade students as well this school year.

Grants:

• Citibank PTO Funding Grant for $1,200

Title I School Status:

Bowman Foster Ashe Elementary is a schoolwide Title I school.



Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers


N/A

Principal:

Dr. Kamela Patton holds a Bachelor degree in Elementary Education, a Master's degree in Reading, and a

doctorate degree in Educational Leadership. As the educational leader at the school, the principal's

credentials are extensive, with over 13 years of administrative experience at the school, region, and district

levels and primary emphasis on curriculum. In addition, the principal has taught at elementary, middle

school, high school, adult, and post-secondary institutions.

Assistant Principal:

Ms. Ileana Fagundo has a Bachelor degree in Elementary Education from Universidad del Sagrado Corazon in

Santurce, Puerto Rico and a Master's degree in Science of Education from the University of Miami in Coral

Gables, Florida. Furthermore, she holds a Professional Certificate in Educational Leadership from Nova

Southeastern University. Ms. Fagundo has taught at the elementary, middle, and post-secondary levels. She

has been in the field of education for last 23 years in various positions, 13 of which have been in the field of

educational administration. Ms. Fagundo was an integral part of the team who brough Bowman Foster Ashe

from a "C" school to an "A" school. She has been responsible for the coordination a and monitoring of several

intervention plans at the school targeting the ELL, SPED and lowest 25% of the student population. She is

responsible for the School Improvement Plan.


Mr. Leighton Finegan earned a Bachelor degree in Social Sciences from the University of the West Indies and

a Master degree in Education from Barry University. In addition, he holds a Professional Certificate in

Educational Leadership. Mr. Finegan is currently responsible for testing.


Ms. Maria Tourino holds a Bachelor degree in Elementary Education from Florida International University and

a Master degree in Education from the University of Miami. Furthermore, she earned a Specialist degree in

Educational Leadership from Florida International University. Ms. Tourino has 12 years of school-site

administrative experience and is primarily responsible for the SPED program. her experience also includes six

years teaching 1st, 2nd, and 4th grades, and two years as an adjunct professor of education at the

University of Miami.

Bowman Foster Ashe Elementary School recruits high-quality, highly qualified teachers who work diligently to

foster and enhance the academic achievement of all students. Most of the instructional personnel employed

at the school is comprised of graduates from local universities who completed their student-teaching

internships at Bowman Foster Ashe Elementary School. Beginning teachers are mentored by their



Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


School Wide Improvement Model


experienced colleagues and afforded plenty of opportunities for professional development.

Bowman Foster Ashe Elementary School utilizes federal, state, and local funds appropriately to provide an

educational setting that empowers students to achieve state and federal standards of academic performance.

For instance, Title III monies are expended in before-school tutorial programs designed to assist English

Language Learners in meeting proficiency standards in the areas of reading and mathematics.

In collaboration with Miami Sunset Adult Education Center and Howard A. Doolin Middle School, Bowman

Foster Ashe Elementary Schools offers free adult education courses to empower language minority parents to

enhance their English language proficiency in an effort to better enhance their children's academic

achievement.

The 8 Step Continuous Improvement Model (CIM) is a data-driven improvement model that was developed in

Brazosport, Texas. This model supports data-driven decision making, provides for continuous monitoring of

student performance, and addresses the achievement gap between all subgroups.

Bowman Foster Ashe Elementary School is implementing Florida's Continuous Improvement Model (FCIM) to

drive teaching and learning by aligning curriculum, instructional strategies, assesssments, and professional

development to enhance the academic achievement of all learners. The FCIM is comprised of the following

elements:

• Data analysis- Grade-level chairpersons and members of the school's Leadership Team analyze FCAT data

from the preceding year and on-going quarterly assessments to identify academic areas of deficiency and

organize instructional subgroups in need of intervention.

• Instructional Focus Calendars have been created for the areas of reading, writing, and mathematics.

• Assessments have been created to test students' mastery of state benchmarks and establish a baseline.

• Tutorial programs have been created and incorporated into the master schedule to provide daily

intervention to low-achieving subgroups.

• Maintenance and enrichment activities have been included in the focus calendars to enhance the academic

proficiency of students scoring at Levels 3 and above.



NCLB Public School Choice


No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

• Continuous Monitoring- Administrators will monitor the implementation of the FCIM to ensure that

instructional and tutorial programs are effectively meeting the needs of all learners. Benchmark assessments

will be administered three times a year to highlight students' academic growth and identify areas for

Opportunities for Improvement (OFI's).

Parents will be informed about the academic progress of Bowman Foster Ashe Elementary School through the

ongoing use of Connect Ed messages, Monthly Parent Newsletters in English and Spanish, Interim Progress

Reports, student report cards, the EESAC Committee, and the PTO.

Bowman Foster Ashe Elementary School offers a Pre-K program on site. Three Pre-K teachers work

collaboratively to provide a host of early learning experiences to a total of 64 youngsters, including a Special

Education Pre-K class comprised of five developmentally delayed students, one specifically learning disabled

child, and one autistic youngster.

All three Pre-K teachers will be using the High Scope curriculum to assist preschoolers with low readiness

rates. In addition, the Special Education Pre-K class will be utilizing the Building Early Language and Literacy

(BELL) program. The two regular Pre-K classes will also be implementing the Houghton Mifflin Pre-K

Alphafriends series. This program will focus on developing oral language and vocabulary, phonological

awareness, alphabet recognition, print awareness, and beginning phonics.

Students who are transitioning from the Pre-K program will also benefit from a Kindergarten Orientation.

During this orientation, parents are informed about different aspects of our school, including curriculum,

student support services, Title 1, and PTO.

Students entering the Kindergarten program will be evaulated using the following tools for assessment:

• The Florida Kindergarten Readiness Screener (FLKRS)

• The Early Childhood Observation System (ECHOS)

• The Bowman Foster Ashe Elementary School Informal Inventory will also be used as an ongoing

progressive assessment.

In addition, tours are available to parents who wish to visit classrooms and to assist students in reaching a

comfort level once they know what to expect on the first day at school.




Show Attached Teacher Mentoring List

Extended Learning Opportunities


SCHOOLS GRADED C OR BELOW

Professional Development

Bowman Foster Ashe Elementary School has a teacher mentoring program that is spearheaded by the

Assistant Principal, Ms. Ileana Fagundo, who meets with all new teachers. Teachers in need of improvement

were determined from their longitudinal classroom FCAT, NRT, and/or SAT data. These teachers will be

matched with either a department chairperson or another teacher with several years of experience in the

same field as the teacher in need of improvement. Professionals new to the district will be paired with

accomplished Educators in the same academic field and/or grade level to ensure a smooth transition into the

real world of education.

The mentee and the mentor will meet regularly to discuss and share ideas as they relate to The Code of

Ethics for the Education Professional and best practices in the classroom. They also meet bi-weekly with the

Assistant Principal assigned to them. Areas to be covered during these discussions include: Classroom

Management, Differentiated Instruction, Curriculum, Family Involvement, and PACES.

In addition, the new professional will be placed on a Vertical Team of choice to receive additional support in

specific areas related to the curriculum. Coverage is also provided to allow time for the mentor/mentee

partners to observe each other's classrooms and exchange feedback. A list of the mentor/mentee partners is

attached to this section in the provided matrix.

Bowman Foster Ashe Elementary provides a variety of extended learning opportunities during the school

year. Identified students in the lowest 30%, to include FCAT Level 1 and Level 2 students in third through

fifth grades, are provided intervention instruction through a before school and after school tutoring program.

These students are tutored in the areas of reading and/or mathematics depending on their specific weakness.

Voyager Passport and Voyager Math are utilized in conjunction with targeted instruction to add practice items

and to assess student's progress.

In September, students were assessed in order to determine their specific areas of weakness. In December,

students will be assessed again to determine progress based on benchmark and baseline data. Tutoring will

continue with the expectation that students in all NCLB subgroups participating will improve their overall

FCAT scores.

Additionally, and after school tutoring program targeting our ELL subgroup which did not meet AYP indicators

will be implemented. This program will be fully funded by Title III and the Division of Bilingual Education and

World Languages Department and will target Level 1 and Level 2 Ell students in second through fifth grades

in the areas of mathematics and reading.

N/A



Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A



Academic and Career Planning

N/A

N/A



GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data

*Needs Assessment: Based on the 2008 FCAT Reading Assessment results, 76 percent of students scored at Level 3 or above which leaves 24 percent at level 1 and Level 2. This percentage is down from the 2007 FCAT results where 79 percent of the students scored at Level 3 or above. Grade Level and strand data indicate that students in third and fourth grades performed below the state average in the following strands: words/phrases and comparisons. Our fifth graders performed at or above the state average on all strands. Also, 60 percent of the lowest 25 percent of students made learning gains. All subgroups except for the English Language Learners (ELL) made learning gains.

*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will demonstrate improvement of their reading skills as evidenced by 77 percent of students scoring Level 3 or above on the 2009 administration of the FCAT Reading Test. All students will also show improvement in the words/phrases and comparisons strands of the Reading FCAT. Additionally, all NCLB subgroups, including ELL students will make learning gains.

*Strategies: • Monitor the use of Instructional Focus Calendars for Reading to re-align instruction based on the Sunshine State Standards (SSS)benchmarks • Utilize the STAR program in grades 1-5 during each grading period to help assess students’ reading abilities and identify skills in need if additional review via implementation of the Continuous Improvement Model. • Analyze data from PMRN scores of K-5 assessments to make instructional decisions on students. • Utilize the FCAT Explorer and Riverdeep’s online software to reinforce students’ reading skills, with emphasis on enhancing students’ comprehension. • Collaborate with teachers through professional learning communities to refine teachers’ pedagogical expertise in the area of reading and adjust instructional focus as needed. • Utilize custom group reports from Edusoft in order to monitor the progress of Level I and Level II students and students participating in different tutorial and intervention programs. • Identify Tier 2 and Tier 3 students, and provide daily small-group intervention to this target group using the Voyager Passport and Fast Forword. • Encourage parental involvement by giving parents the tools necessary to monitor their reading nightly for a minimum of 30 minutes, ask reading comprehension questions using the “Task Cards”, and signing their children’s reading logs. • Coordinate before and after school reading tutorial services to select students in



grades 3-5, with emphasis on improving overall reading comprehension.

*Evaluation: • Yearly-FCAT Assessment in March • Regular In House Benchmark Assessments (September, December, and May) • Ongoing-Classroom assessments as needed based on instruction and student skills • Quarterly DIBELS

*Evidence-based Program(s):

• Houghton Mifflin Reading: A Legacy of Literacy will serve as the core reading program implemented at Bowman Foster Ashe Elementary School, and will focus on systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies as prescribed by the District's Comprehensive Research-Based Reading Plan. • In addition, the Voyager Passport, Leap Track Assessment and Instruction System, Soar to Success, and LEXIA program will be utilized to enhance instruction of Tier II students at the third grade level.

*Professional Development:

The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - Voyager Passport – Levels A-D / E and F October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Edusoft February - C.R.I.S.S. (In house) February - Differentiated Instruction

*Objective: Given instruction based on the Sunshine State Standards, the number of ELL students in grades 3 through 5 will increase their reading skills as evidenced by 65% meeting high standards on the 2009 administration of the FCAT Reading Test.

*Strategies: • Utilize custom group reports from Edusoft in order to monitor the progress of ELL students and students participating in different tutorial and intervention programs. • Analyze data from PMRN scores of K-5 assessments to make instructional decisions on students. • Monitor the use of Instructional Focus Calendars for Reading to re-align instruction based on the Sunshine State Standards (SSS)benchmarks • Utilize the KidBiz online software to reinforce students’ reading skills, with emphasis on enhancing students’ comprehension. • Collaborate with teachers through professional learning communities to refine teachers’ pedagogical expertise in the area of reading and adjust instructional focus as needed. • Identify Tier 2 and Tier 3 students, and provide daily small-group intervention to this target group using the Voyager Passport and Fast Forword. • Encourage parental involvement by giving parents the tools necessary to monitor



their reading nightly for a minimum of 30 minutes, ask reading comprehension questions using the “Task Cards”, and signing their children’s reading logs. • Coordinate before and after school reading tutorial services to select ELL students in grades 3-5, with emphasis on improving overall reading comprehension.

*Evaluation: • Yearly-FCAT Assessment in March • Regular In House Benchmark Assessments (September, December, and May) • Ongoing-Classroom assessments as needed based on instruction and student skills • Quarterly DIBELS


• Houghton Mifflin Reading: A Legacy of Literacy will serve as the core reading program implemented at Bowman Foster Ashe Elementary School, and will focus on systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies as prescribed by the District's Comprehensive Research-Based Reading Plan. • In addition, the KidBiz program, Voyager Passport, Leap Track Assessment and Instruction System, Soar to Success, and LEXIA program will be utilized to enhance instruction of ELL students in all grade levels.


The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - Voyager Passport – Levels A-D / E and F October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Edusoft February - C.R.I.S.S. (In house) February - Differentiated Instruction

Budget:

Evidence-based Program(s)/Material(s)

Description of Resources Funding SourceAvailable

Amount

Voyager Passport District $0.00

Fast Forword Title I $3,500.00

Brainchild Title I $3,000.00

Soar to Success District $0.00

Leap Track District $0.00

Total: $6,500.00

Technology




Amount

FCAT Explorer District $0.00

Riverdeep Online Software District $0.00

Total: $0.00



Amount

In House training on Professional Development days to include programs such as Fast Forword, etc.

none $1,000.00

Total: $1,000.00

Other


Amount

Before and After School tutoring Title I $12,000.00

Intervention during school hours Title I $5,000.00

Total: $17,000.00

Final Total: $24,500.00

*Non-Highly Qualified Instructors:

Bowman Foster Ashe Elementary School will provide a Reading Coach and mentor teachers who will work with teachers who do not meet the highly-qualified requirements of NCLB to model evidence-based strategies that will improve instruction. Those teachers teaching out-of-field in reading include: Maday Maldonado. Bowman Foster Ashe will also provide reading in-service trainings to all new teachers and those in need of improvement. Other district and school provided development can be found under the Goal section of the core academic subject areas.

End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data

*Needs Assessment: Based on the 2008 FCAT Mathematics Assessment results, 77 percent of students scored at Level 3 or above which leaves 23 percent at Level 1 and Level 2. This percentage is down from the 2007 FCAT results where 80 percent of the students scored at Level 3 or above. Grade Level and strand data indicate that students in third and fourth grades performed below the state average in several strands. Also, 67 percent of the lowest 25 percent of students made learning gains. All subgroups made learning gains but fifth grade ELL students still need some improvement in mathematics. The key areas that need improvement are number sense, measurement, and geometry.

*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will demonstrate improvement of their mathematical skills as evidenced by 78 percent of those students scoring Level 3 and above on the 2009 administration of the FCAT Mathematics Test.

*Strategies: • Monitor student progress through assorted assessments and implement the



Continuous Improvement Model. • Utilize custom group reports from Edusoft in order to monitor the progress of Level I and Level II students and students participating in different tutorial and intervention programs. • Monitor the use of Instructional Focus Calendars for Mathematics to re-align instruction based on the Sunshine State Standards (SSS)benchmarks. • Analyze the results of Benchmark Assessments to target instruction for all N.C.L.B. subgroups not meeting criteria and promote the implementation of appropriate differentiated instructional strategies. • Provide small group mathematic instruction to The lowest 30% of students to remediate and reinforce mathematical concepts. • Develop comprehensive mathematical vocabulary through the suggested use of word walls and problems of the day, and FCAT Explorer. • Utilize Riverdeep's Online Software and the FCAT Explorer on a weekly basis to enhance students' math skills. • Incorporate the writing process in the use of mathematical concepts and solutions for students using the Harcourt Fast Track to FCAT Program. • Provide students with performance based activities incorporating the use of manipulatives, problem solving, critical thinking, communication, and technology to ensure continued improved performance of students scoring on or above grade level on state assessments. • Implement the use of the FCAT simulation software to familiarize students with the FCAT test format.

*Evaluation: • Weekly-Utilize the Harcourt mathematics Chapter Assessments as needed based on instruction and student skills • Yearly-FCAT Assessment (March) • Regular In House Benchmark Assessments (September, December, and May) • Ongoing-Assorted classroom assessments as needed based on instruction and student skills


• The Harcourt Math program will support the curriculum with emphasis on the development of algebraic thinking and measurement. • In addition, the continued use of Riverdeep's Online Software and FCAT Explorer will further enhance students' skills in the areas of number sense, measurement, geometry, algebraic thinking, and data analysis. • Instruction for early readers in phonemic awareness and phonics


The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers



August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - Voyager Math & V Math Live October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Edusoft November - Hands-On Mathematics February - C.R.I.S.S. (In house) February - Differentiated Instruction

Budget:



Amount

Pull-out intervention Title I $6,000.00

Use of manipulatives and critical thinking techniques

none $0.00

Before and After School Tutoring Title I $10,000.00

Voyager Math Title I $5,000.00

Total: $21,000.00

Technology


Amount

FCAT simulation software none $0.00

FCAT Explorer District $0.00

Riverdeep District $0.00

Total: $0.00



Amount

Provide in-house professional development for teachers specifically targeting remediation programs such as Voyager Math.

none $0.00

Rverdeep District $0.00

Edusoft none (in-house training) $0.00

Total: $0.00

Other


Amount

No Data No Data $0.00

Total: $0.00



Bowman Foster Ashe Elementary School will provide mentor teachers who will work with teachers who do not meet the highly-qualified requirements of NCLB to



model evidence-based strategies that will improve instruction. Those teachers teaching out-of-field in mathematics include: Maday Maldonado. Bowman Foster Ashe will also provide mathematics in-service trainings to all new teachers and those in need of improvement. Other district and school provided development can be found under the Goal section of the core academic subject areas.

End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data

*Needs Assessment: Based on the 2008 FCAT Writing+ Assessment results, 82 percent of students scored at Level 3.5 or above which leaves 18 percent below grade level. This percentage is down from the 2007 FCAT results where 89 percent of the students scored at Level 3.5 or above. All subgroups except for the English Language Learners (ELL) made learning gains.

*Objective: Given instruction based on the Sunshine State Standards, students in all NCLB subgroups in grade four will demonstrate improvement of their writing skills as evidenced by a 1% increase resulting in 83 percent of students scoring 3.5 points or above on the 2009 administration of the FCAT Writing + Test.

*Strategies: • Target specific elements of the writing process across the grade levels using their Instructional Writing Focus Calendars to re-align instruction based on the Sunshine State Standards (SSS). • Use grade-appropriate rubrics to holistically score students' writing, and utilize assessment results to align instruction with student needs in accordance to the Continuous Improvement Model. • Engage students in the process of using a grade-appropriate rubric to holistically score their own writing samples and provide students with opportunities to critique narrative and expository writing samples written by peers. • Provide weekly opportunities to work on the My Access online writing software program • Implement daily instruction as stipulated by the district's Comprehensive Research-Based Reading Plan to assist students in enhancing their abilities to create a topic sentence, provide supporting details, cite examples, include vivid and specific language, and utilize concluding statements in their writing. • Incorporate C.R.I.S.S. and Write Traits strategies to provide daily systematic instruction based on the Sunshine State Standards and the Miami-Dade County Public Schools Competency-Based Curriculum with primary focus on providing students with opportunities to create, revise, and publish narrative and expository writing samples.

*Evaluation: • Regular classroom assessments of student writing samples • Mini assessments via My Access online software will be administered at least twice a month • Yearly-the Miami-Dade County Public Schools FCAT Writing Pretest and Posttest (September and April) • Yearly-FCAT Writing + Test (February)

*Evidence-based • My Access



Program(s): • Weekly cooperative writing groups to allow students to assist each other in the writing process • Vertical Teaming and planning • Continuous Improvement Model


The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - My Access October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Write Traits November - Holistic scoring focusing on the use of rubrics February - C.R.I.S.S. (In house) February - Differentiated Instruction

*Objective: Given instruction based on the Sunshine State Standards, the English Language Learners (ELL)NCLB subgroup will increase their reading skills as evidenced by a one percent increase in the number of students in this subgroup acheiving high standards on the 2009 Administration of the FCAT Writing + Test.

*Strategies: • Provide weekly opportunities to work on the KidBiz and My Access online writing software programs. • Target specific elements of the writing process across the grade levels using their Instructional Writing Focus Calendars to re-align instruction based on the Sunshine State Standards (SSS). • Use grade-appropriate rubrics to holistically score students' writing, and utilize assessment results to align instruction with student needs in accordance to the Continuous Improvement Model. • Engage students in the process of using a grade-appropriate rubric to holistically score their own writing samples and provide students with opportunities to critique narrative and expository writing samples written by peers. • Implement daily instruction as stipulated by the district's Comprehensive Research-Based Reading Plan to assist students in enhancing their abilities to create a topic sentence, provide supporting details, cite examples, include vivid and specific language, and utilize concluding statements in their writing. • Incorporate C.R.I.S.S. and Write Traits strategies to provide daily systematic instruction based on the Sunshine State Standards and the Miami-Dade County Public Schools Competency-Based Curriculum with primary focus on providing students with opportunities to create, revise, and publish narrative and expository writing samples.

*Evaluation: • Regular classroom assessments of student writing samples • Mini assessments via My Access online software will be administered at least twice a month



• Yearly-the Miami-Dade County Public Schools FCAT Writing Pretest and Posttest (September and April) • Yearly-FCAT Writing + Test (February)


• KidBiz • Instructional Focus Calendars • My Access • Weekly cooperative writing groups to allow students to assist each other in the writing process • Vertical Teaming and planning • Continuous Improvement Model


The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - My Access October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Write Traits November - Holistic scoring focusing on the use of rubrics February - C.R.I.S.S. (In house) February - Differentiated Instruction

Budget:



Amount

C.R.I.S.S. strategies none $0.00

Vertical Teaming none $0.00

Write Traits none $0.00

Total: $0.00

Technology


Amount

My Access Title I $4,000.00

Total: $4,000.00



Amount

My Access Title I $0.00

Holistic Scoring none (in house training) $0.00



Total: $0.00

Other


Amount


Total: $0.00


End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data

*Needs Assessment: Based on the 2008 FCAT Science Assessment results, 53 percent of students scored at Level 3 or above which leaves 47 percent below grade level. This percentage is up from the 2007 FCAT results where 39 percent of the students scored at Level 3 or above. The fifth grade students performed below the state average in only one strand. The key area that needs improvement is Earth and Space Science.

*Objective: Given instruction based on the Sunshine State Standards, students in all NCLB subgroups in grade five will demonstrate improvement of their science skills as evidenced by 63 percent of the students scoring Level 3 or above on the 2009 administration of the FCAT Science Test.

*Strategies: • Target the use of the Science Instructional Focus Calendars to re-align instruction based on the Sunshine State Standards (SSS). • Utilize custom group reports from Edusoft in order to monitor the progress of Level I and Level II students and students participating in different tutorial and intervention programs. • Coordinate students' research of Internet sites such as NASA Kids, Smithsonian, StarChild, and National Geographic Kids for the purpose of investigating topics of scientific significance. • Incorporate the Continuous Improvement Model to plan and implement weekly instruction based on the Sunshine State Standards, with emphasis on enhancing students' academic aptitude in the areas of physical and chemical sciences, life and environmental sciences, scientific thinking, with emphasis on earth and space science. • Coordinate the alignment of the Scott Foresman series to the District K-5 Curriculum Pacing Guide with an emphasis on the integration of reading literacy into the science period. • Utilize scientific inquiry and real-world applications of science in weekly classroom lessons. • Implement the weekly use of Riverdeep's Online Software to enhance students' science skills, with focus on earth and space sciences as well as life and environmental sciences. • Administer periodic (3 times per year) in-house benchmark assessments to



extablish baseline data and determine progress of students.

*Evaluation: • Quarterly in-house benchmark assessments • Ongoing- Classroom assessments as needed based on instruction and student skills and knowledge. • Yearly- FCAT Assessment (March)


• Scott Foresman series will serve as the core instructional program that will support curricular needs and focus on the enhancement of students' knowledge in the areas of physical and chemical sciences, earth and space sciences, life and environmental sciences, and scientific thinking. • The implementation of Riverdeep's Online Software will further enhance student learning in the area of science. • The utilization of Riverdeep's Online Software will enhance students' science skills. • After school Science club focusing on critical thinking skills and the scientific process


The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep Online Software October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Brainchild Online Software Training February - C.R.I.S.S. (In house) February - Differentiated Instruction

Budget:



Amount

Science Club PTO and Title I $500.00

Total: $500.00

Technology


Amount

Riverdeep Online Software District $0.00

Brainchild Online Software Title I $3,000.00

Total: $3,000.00


Available



Description of Resources Funding Source Amount

Riverdeep Training District $0.00

Brainchild Training Title I $0.00

Total: $0.00

Other


Amount


Total: $0.00



Bowman Foster Ashe Elementary School will provide mentor teachers who will work with teachers who do not meet the highly-qualified requirements of NCLB to model evidence-based strategies that will improve instruction. Those teachers teaching out-of-field in science include: Maday Maldonado. Bowman Foster Ashe will also provide science in-service trainings to all new teachers and those in need of improvement. Other district and school provided development can be found under the Goal section of the core academic subject areas.

End of Science Goal

Goal: Parental Involvement *Note: Required for Title I

*Needs Assessment: Based on past surveys of school-related events, there is a high level of parental involvement in social programs. However, there needs to be more emphasis on involving parents in academic programs in an effort to increase student achievement across all grade levels and subgroups. Title I Administration Parental Involvement Monthly School Reports for the 2007-2008 school year indicate that only 87 percent of all Parent Compacts were returned. Parent Participation during the 2007-2008 school year averaged 39.2 percent. • Annual open house - 1,255 parents • Winter/Holiday Fun Reading Program-279 parents • Lights on for After School Care - 120 parents • Spring Musical Program - 79 parents • PTO had a membership of 498 families

*Objective: Given the schoolwide emphasis on parental and community involvement, the school will demonstrate an increase of 5 percentage points in the number of parents attending evening parent training sessions as evidenced by comparing sign-in sheets for the 2007-2008 and 2008-2009 school years.

*Strategies: • Schedule Title I parent seminars conducted by the District's Bilingual Parent Outreach Program to address parenting tips, FCAT test-taking tips, and other topics of general interest to the school community. (Standard II. Parenting)



• Host parent meetings either in the evening or on a weekend to provide information to parents on course curriculum and activities. • Provide parents with access to the Parent Portal that will assist them in monitoring their student’s academic progress and will also be provided information and strategies to assist their students in being successful in all content areas. • Monitor the effectiveness of home visits conducted by the Title I Community Involvement Specialist in addressing the needs of parents and encouraging parental involvement. (Standard I. Communicating) • Send written communication home in a language that is comprehensible to parents. (Standard I. Communicating) • Encourage parents and other stakeholders to attend meetings and activities by sending advance written and telephonic notification and advertising events on the school's website and newsletter. (Standard I. Communicating) • Inform parents of the existence of the "Parent Resource Center" maintained by the Title I Community Involvement Specialist, and encourage parents to avail themselves of the resources and materials found at this center. (Standard III. Student Learning) • Utilize the Connect Ed Message System to communicate telephonically with parents and other stakeholders in their preferred language.

*Evaluation: • This objective will be measured by an increase in the number of Parent Compacts returned and recorded in the Title I Parental Involvement Report throughout the 2008-2009 school year. • Parent surveys will show satisfactory rating of parent knowledge and all other school-related activities will show an increase in parental involvement.


• The "Certified Volunteer" initiative will serve to guide in the selection of volunteers. • The P.T.O. provides a wealth of information and resources to assist in encouraging and sustaining parental involvement at the school site. • The National Standards for Parent/Family Involvement Programs will be beneficial in enhancing parental participation and increasing volunteer activity and involvement. • National Parent Teacher Student Association (NPTSA).


Faculty and staff members at Bowman Foster Ashe Elementary School will proactively distribute information regarding school events and committee meetings to parents throughout the school year, and provide multiple resources and opportunities for parents to better assist their children.

Budget:



Amount

School Volunteer Initiative District $0.00

P.T.O. Social Activities P.T.O. $0.00

After School Adult Education Title I $0.00

Total: $0.00



Technology


Amount

Parent Resource Room computers Title I $0.00

Total: $0.00



Amount

FCAT information and training for parents

none (in-house) $0.00

Total: $0.00

Other


Amount


Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment Needs Assessment: The most recent data supplied from the FLDOE indicate that in 2006-2007,

Bowman Foster Ashe Elementary School ranked at the 29th percentile on the State of Florida ROI index. This is significantly lower than in previous years. The highest ROI value in the state is at 52 percent.

Objective: Bowman Foster Ashe Elementary School will improve its ranking on the State of Florida ROI index publication by at least one percentage point.

Strategies: • Improve the utilization of financial resources in relation to available school programs. • Collaborate with the district on allocation of resources. • Use Title I funds to augment curriculum and ultimately enhance student achievement. • Analyze opportunities to reconfigure existing resources to enhance cost effectiveness. • Consider possibilities for broadening the resource base by establishing partnerships with community networks. • Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff. • Identify lowest quartile students early and provide additional assistance. • Provide strategies to parents for their student’s academic improvement • Continue to provide high quality teacher professional development and monitor



its implementation.

Evaluation: The percentage of students with learning gains will be divided by the program costs per weighted FTE students at the school to determine ROI Index.

End of Return on Investment Goal



ADDITIONAL GOALS No Additional Goals were submitted for this school



FINAL BUDGET


Goal Description of Resources Funding SourceAvailable

Amount

Reading Voyager Passport District $0.00

Reading Fast Forword Title I $3,500.00

Reading Brainchild Title I $3,000.00

Reading Soar to Success District $0.00

Reading Leap Track District $0.00

Mathematics Pull-out intervention Title I $6,000.00

MathematicsUse of manipulatives and critical thinking techniques

none $0.00

MathematicsBefore and After School Tutoring

Title I $10,000.00

Mathematics Voyager Math Title I $5,000.00

Writing C.R.I.S.S. strategies none $0.00

Writing Vertical Teaming none $0.00

Writing Write Traits none $0.00

Science Science Club PTO and Title I $500.00

Parental Involvement School Volunteer Initiative District $0.00

Parental Involvement P.T.O. Social Activities P.T.O. $0.00

Parental Involvement After School Adult Education Title I $0.00

Total: $28,000.00

Technology


Amount

Reading FCAT Explorer District $0.00

Reading Riverdeep Online Software District $0.00

Mathematics FCAT simulation software none $0.00

Mathematics FCAT Explorer District $0.00

Mathematics Riverdeep District $0.00

Writing My Access Title I $4,000.00

Science Riverdeep Online Software District $0.00

Science Brainchild Online Software Title I $3,000.00

Parental InvolvementParent Resource Room computers

Title I $0.00

Total: $7,000.00



Amount

Reading In House training on Professional Development days

none $1,000.00



SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal

and an appropriately balanced number of teachers, education support employees, students (for middle, junior high

and high school only), parents, and other business and community citizens who are representative of the ethnic,

racial, and economic community served by the school.

SAC Involvement

to include programs such as Fast Forword, etc.

Mathematics

Provide in-house professional development for teachers specifically targeting remediation programs such as Voyager Math.

none $0.00

Mathematics Rverdeep District $0.00

Mathematics Edusoft none (in-house training) $0.00

Writing My Access Title I $0.00

Writing Holistic Scoring none (in house training) $0.00

Science Riverdeep Training District $0.00

Science Brainchild Training Title I $0.00

Parental InvolvementFCAT information and training for parents

none (in-house) $0.00

Total: $1,000.00

Other


Amount

ReadingBefore and After School tutoring

Title I $12,000.00

ReadingIntervention during school hours

Title I $5,000.00

Total: $17,000.00


Yes. Agree with the above statement.

The Educational Excellence School Advisory Council (EESAC) at Bowman Foster Ashe Elementary is the sole

body responsible for final decision-making at the school. In September 2008, activities included recruitment

of EESAC members, EESAC elections, and appointment of the EESAC chairperson.

School Climate Surveys and Assessment Data were reviewed to determine school needs. The 2008-2009 SIP

was reviewed after analysis of the data and school needs for 2008 and the budget was revised according to

the new goals.

In early September 2008, the School Improvement Plan (SIP) will be released to the community. Revisions



SAC Members

to the SIP are made based on community input and recommendations of the EESAC members. In late

September 2008, the SIP will be sent to the district School Board for approval and implementation will then

begin. The SIP is continuously monitored throughout the year. The EESAC committee will receive on-going

reports on the staus of the implementation of the SIP. The EESAC reviews the SIP on a quarterly basis in

order to assess where resources need to be targeted for the raminder of the school year and makes

necessary adjustments.

In May of 2009, the SIP will be evaulated for its effectiveness and the process will begin again. In attendance

will be the school principal, the EESAC Chairperson, the United Teachers of Dade steward, an EESAC parent

representative, the EESAC community/business representative, and the EESAC student representative. At

this meeting, the EESAC makes a presentation of findings. included in this presentation are data elements

that identify the Strengths and Opportunities ofr Improvement (OFI's) of the school. These results provide

guidance for the future direction of the school and are included, as appropriate, as objectives and strategies

in next year's SIP. Staff at Bowman Foster Ashe will review the status of SIP objectives and will collaborate

with the EESAC to determine how student achievement will be addressed next school year.

This year the EEASC allocation will be used to purchase additional academic resources with a focus on

reading.

Members

1) Dr. Kamela Patton, Principal

2) Christina M. Albarran, SAC Chair

3) Zoe Frey, Student

4) Carolina Hernandez, Student

5) Nicole Acosta, Student

6) Isabel Pardo, Teacher

7) Bonnie Sheil, Teacher

8) Jessie Torres, Teacher

9) Annette Bennie, Teacher

10) Beatriz Hernandez, Teacher

11) Mario Pardo, Business Member

12) Aimer Olivera, Parent



IMPLEMENTATION EVALUATION

13) Alodia DeJesus, Parent

14) Liz Crespo, Parent

15) Melinda de Armas, Parent

16) Nelida Patino, Parent

17) Dalila Almendares, Parent

18) Elsie Negron, Parent

19) Rosemary MacGowan, Parent

20) Sulene Jonain, Parent

21) Maria Hernandez, Community Member

22) Maria Dominguez, School Support Personnel

23) Miriam Acuna, School Support Personnel

24) Katie Patterson, Union Steward

Educational Excellence School Advisory Council (EESAC) committee will receive on-going reports on the

status of the implementation of the School Improvement Plan (SIP). A mid-year review of the

implementation of the current SIP will be conducted in order to assess where resources need to be targeted

for the remainder of the school year and what revisions need to be made. Additionally, a progress

assessment meeting will be scheduled at the end of the school year. In attendance will be the school

principal, the EESAC chairperson, the United Teachers of Dade steward, an EESAC parent representative, the

EESAC community/business representative, and the EESAC student representative (as applicable). At this

meeting, the EESAC will make a presentation of findings. Included in this presentation are data elements that

identify the Strengths and Opportunities for Improvement (OFIs) of the school. These results will provide

guidance for the future direction of the school and are included, as appropriate, as objectives and strategies

in next year’s SIP. Staff at Bowman Foster Ashe Elementary School will review the status of SIP objectives

and will collaborate with the ESSAC to determine how student achievement will be addressed next school

year.



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and

all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

Reading Baseline

Data

Mathematics Baseline

Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%

Mastery%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0

Name of Assessment Used


Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data



%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery



Baseline data aggregated at school level

End of Baseline Data Report

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0


Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted



AYP DATA

SCHOOL GRADE DATA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade BOWMAN FOSTER ASHE ELEMENTARY 0451

Number of students enrolled in the grades tested: (Click here to see the number of students in each group.)

Read: 684 Math: 684

2007-2008 School Grade1:

A Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2).

This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

Group

Reading Tested 95% of the students?

Math Tested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

Safe Harbor Reading

Percent of Students below grade level in Math

Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N

TOTAL4 100 Y 100 Y 69 Y 73 Y 93 Y NA 29 31 NA 27 27 NA 67 NA 70 NA

WHITE 100 Y 100 Y NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 68 Y 72 Y 93 Y NA 29 32 NA 27 28 NA 65 NA 70 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED

100 Y 100 Y 66 Y 72 Y 91 Y NA 34 34 NA 29 28 NA 66 NA 70 NA

ENGLISH LANGUAGE LEARNERS

100 Y 100 Y 54 N 67 Y 87 N NA 45 46 N 33 33 NA 65 N 68 NA

STUDENTS WITH DISABILITIES

100 Y 100 Y NA NA NA NA NA NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade BOWMAN FOSTER ASHE ELEMENTARY 0451


Read: 650 Math: 650


A Did the School make Adequate Yearly Progress?

YES



This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

Group








Safe Harbor Reading


Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N

TOTAL4 100 Y 100 Y 71 Y 73 Y 92 Y NA 26 28 NA 28 27 NA 67 NA 68 NA

WHITE 100 Y 100 Y NA NA NA NA NA 26 NA NA NA

BLACK NA NA NA NA NA NA NA 43 NA NA NA

HISPANIC 100 Y 100 Y 71 Y 73 Y 92 Y NA 26 28 NA 29 27 NA 67 NA 68 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA






100 Y 100 Y NA NA NA NA NA 67 NA NA NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2Dade BOWMAN FOSTER ASHE ELEMENTARY 0451


Read: 656 Math: 656


A Did the School make Adequate Yearly Progress? 5

YES



Group








Safe Harbor Reading


Safe Harbor Math

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 100 Y 100 Y 76 Y 72 Y 92 Y NA 31 24 NA 36 28 NA

WHITE 100 Y 100 Y 76 NA 74 NA NA NA NA 35 26 NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 76 Y 71 Y 92 NA NA 31 24 NA 37 29 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA


100 Y 100 Y 73 Y 69 Y 92 NA NA 35 27 NA 41 31 NA


99 Y 100 Y 67 Y 64 Y 89 NA NA 43 33 NA 43 36 NA


100 Y 100 Y 26 NA 33 NA NA NA NA 70 67 NA

Dade School District BOWMAN FOSTER ASHE ELEMENTARY 2007-2008

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

76% 77% 82% 53% 288

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.

% of Students Making Learning Gains

63% 65% 128

3 ways to make gains:Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2

Adequate Progress of Lowest 25% in the School?

60% (YES) 67% (YES) 127 Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned 543 Percent Tested = 100% Percent of eligible students tested

School Grade A Grade based on total points, adequate progress, and % of students tested


Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT 79% 80% 89% 39% 287

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science




Reading

Math

Writing

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

84% 78% 85% 247 Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.

% of Students Making Learning Gains

72% 68% 140

3 ways to make gains:Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2

Adequate Progress of Lowest 25% in the School?

68% (YES) 68 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .

Points Earned 455 Percent Tested = 100% Percent of eligible students tested

School Grade A Grade based on total points, adequate progress, and % of students tested



Documents

VISION/MISSION/BELIEF STATEMENTSossip.dadeschools.net/sip/08-09/pdf/0451.pdf · • The feeder pattern includes Dante B. Fascell Elementary School, Dr. Manuel C. Barreiro Elementary