2008-2009 florida school improvement plan (print...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: NORTH GLADE ELEMENTARY SCHOOL

District Name: Dade

Principal: Dr. Thomas Frederick

SAC Chair: Ms. Carol White

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 Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

VISION North Glade Elementary envisions a school where everyone feels capable, connected, and contributing. Ourvision is to instill a sense of belonging. With belonging, comes comfort. With comfort, comes confidence.Through confidence, true potential is unleased.

MISSION: We provide the highest quality education so that all of our students are empowered to lead productive andfulfilling lives as lifelong learners and responsible citizens. North Glade Elementary’s mission is to takestudents from where they are to where they can be.

SCHOOL PROFILE DEMOGRAPHICS

North Glade Elementary School was built in 1959 on 11 acres in Northwest Miami-Dade County. It'saddress is 5000 NW 177 Street. It has a capacity for 526 students with one portable. 2008-2009construction projects include an upgrading of the fire alarm/PA system, the air conditioning of the kitchen,and the construction of a physical education shed. The first three of these projects have already begun,and they should be completed during the first quarter of the year. There is one portable for a VPK program.

Eighty-nine percent of North Glade Elementary's students are on free or reduced lunch, and the school'sethnic composition is sixty-seven percent Hispanic and thirty-three percent Afro-American. Thirty percentof the students scored levels 1-2 in mathematics. Twenty-nine percent of the students scored levels 1-2 inreading. Subgroups not meeting NCLB goals include: Black, English Language Learners, and Students withDisabilities in reading and math. The school's strength is its large number of students meeting highperformance standards in reading and math. Area of concerns are the subjects of writing and science, inaddition to the subgroups not meeting standards.

North Glade Elementary has 2 administrators, 41 teachers, 8 paraprofessionals, 9 support staff, and 10part-time staff (86% full time and 14% part time). The Leadership Team is comprised of the twoadministrators, union steward, EESAC chairperson, and 8 grade level chairs. The staff's composition is 41%f 30% d 29% h h b kl f ll d h l f d l

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African-American, 30% Hispanic, and 29% other. Vacancies have been quickly filled with qualified people.

In 2007-2008, North Glade was awarded an $11,000 Community Involvement Grant.

North Glade Elementary met class size amendment limits of 18 in every K-3 classroom and 22 in every 4-6 class. Kindergarten class sizes averaged 16; first grade averaged 18; second grade averaged 19; thirdgrade averaged 17; fourth grade averaged 22; and fifth grade averaged 21. North Glade has anemotionally handicapped cluster and a severely language impaired program with class size averages of 12.Forty-two percent of our SPED population are included into the regular program.

Attendance has been an issue at North Glade Elementary. We routinely rank in the middle of the schooldistrict in attendance. Attendance rose from 95.02% in 2006-2007 to 95.68% in 2007-2008. Theaverage district attendance in an elementary school is 95.38%.

Retention rates in third grade are modestly high at eight percent. This ranks in the bottom half of thedistrict which averages 5.8%. Retentions in K-2 are above district averages as high performance levels aremonitored in all grade levels. Retention in grades 4-6 were less than 1%.

North Glade Elementary is a part of the Miami Carol City Senior High School feeder pattern. Most of ourstudents transition to Lake Stevens Middle School which earned a "B" in 2007-2008 and Miami Carol CitySenior High which earned an "F" in 2007-2008.

North Glade Elementary is supported by Title I, as schoolwide program. That program funds a communityinvolvement specialist (CIS) and a computer teacher. It also funds tutorial programs, teacher in-service,capitalized computer software, and supplemental materials. An Academic Excellence Program (AEP), gifted,emotion/behavioral, and an intensive language program also exists for eligible students. The AEP programoffered forty students enrichment in science and/or chess. 31 students were enrolled in the giftedprogram.

Community partners include the International House of Pancakes, North Glade Optimist Club, New LifeBaptist Church of Carol City, and Jethro's Cash N Carry. North Glade Elementary is a part of the Miami-Dade County Public School System and assigned to the North Area. The North Area provides curricular andoperational support to the school. The school's director is Mr. Jose Dotres. The Region Superintendent isDr. Marcos Moran.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Dr. Thomas Frederick is a thirty-five year veteran of the Miami-Dade County Public Schools. He has eightyears experience as a middle school English teacher, twenty-three years experience as an assistantprincipal in both middle school and elementary school, and four years as an elementary principal. He is alsoan adjunct professor in the undergraduate education department of a local university.

Dr. Frederick received his Bachelor of Arts (B.A.) degree in English education from Biscayne College in1974. He received a Masters of Science (M.S.) degree in Administration and Supervision from BarryCollege in 1976. He also earned an Educational Specialist (Ed.S.) and a Doctor of Education (Ed.D.) inAdministration and Supervision from Florida Atlantic University in 1980 and 1982. He was the Miami-Dade



Administration and Supervision from Florida Atlantic University in 1980 and 1982. He was the Miami-DadeCounty Public Schools "Assistant Principal of the Year" in 2005 and named by the South Florida BusinessJournal as a "Shaker and Mover in Education" in 2005. He has made countless presentations at nationalconferences in the areas of using computers to enhance instruction, using data to drive instruction, andfamily literacy. He holds state certification in English and Administration and Supervision.

Dr. Frederick has worked as an administrator for the past twenty six years. The last nineteen of thoseyears have been in Title I elementary schools, where he has had success.

A native of Miami, Florida, Dr. Wanda Williams was awarded an Associate of Arts Degree in Music Educationfrom Miami Dade Community College, in 1976. In 1979, she received a Bachelors of Science degree inMusic Education from Barry College, and in 1995, she earned a Masters of Science degree in MusicEducation from Florida International University. In 2001, she earned a Doctor of Education degree inEducational Leadership and Reading from the Union Institute in Cincinnati, Ohio. Also, Dr. Williams is certifiedin Reading K-12, ESOL K-12, Music K-12, Occupational Specialist K-12, and all levels of EducationalLeadership. Additionally, she volunteers with the Children’s Trust and the Brownsville CommunityDevelopment Corporation.

Dr. Wanda Williams began her career in education with Miami-Dade County Public Schools as a musicteacher at Charles R. Drew Elementary School, where, from 1992 to 1998, she served as a music teacher.There, she recognized that music could be used to help students learn to read and successfullyincorporated language arts strategies into the music program. From 1998 to 2000, she served as acaseworker and a site manager for Dade’s District Office WAGES initiative. This assignment allowed her theopportunity to work with the adult population providing assistance with accessing benefits and careertraining. In 2000, she was promoted to the position of Assistant Principal at Palm Springs North ElementarySchool. Currently, she is the Assistant Principal at North Glade Elementary School.

Recruitment/Retention of Highly Qualified Teachers


Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources.

Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration




Title I has brought an additional $167,710 to North Glade Elementary's budget. This funding has been usedto purchase a technology teacher and a community involvement specialist, to fund a six week SaturdayAcademy for students, to provide release time for faculty training, to order additional computers andcomputer software, and to have an outside provider score monthly writing prompts. Additionally, it fundsthree hourly paraprofessionals who provide inventions to students.

School Wide Improvement Model


North Glade Elementary incorporates the CIM (Continuous Improvement Model). The CIM involves an 8-step process that will regularly assess students for enrichment and remediation based on data-drivendecisions. The steps include: test score disaggregation, time line development, instructional focus,assessment, tutorials, enrichment, maintenance and monitoring of the process. The EESAC completedtraining in this process during June of 2006. Monthly data chats are held with all staff. Monthly progresstests will be given by teachers using SuccessMaker software. Interim progress test are also given inAugust, October, and December. These results will be reviewed in data chats and monitored by theadministrative team.

THe CIM is implemented amongst four different groups: EESAC (comprised of school, parent, and localbusiness representatives), Leadership Team (grade level chairs), Cabinet (principal, assistant principal,reading coaches), and grade level teams (teachers within each grade area).

NCLB Public School Choice


North Glade Elementary maintains an open line of communication with all parents and guardians ofstudents. All parents were informed of the school's 2007-2008 school performance grade, and its failureto make adequate yearly progress. No parent chose to exercise their choice to change schools per the"Schools of Choice Plan".

Parents of students for the upcoming school year will continue to be informed of the school's direction andexpectations through open meeting forms such as: Open House, Title I parent orientation, EESAC, andparent meetings. Parents will be encouraged to actively participate in all activities that impact their child'sacademic success.

The on-going communication with parents (in the student's home language) will occur between the homeand the school through the use of student progress reports, report cards, letters, flyers, monthly gradelevel newsletters, parent/teacher conferences, school advisory council meetings, electronic mail, homevisits and phone calls. In addition, the school uses the Connect-Ed phone system.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


North Glade Elementary has three VPK prekindergarten classes. Thirty-one students are currently enrolledin these programs. Local VPK centers are invited to participate in transition activities throughout the secondsemester of the school year. All of our VPK programs met state standards. All three PK programs havebeen extended to full day models by the addition of Title I and SPED funds. Parents are responsible forattending four parent meetings. District assessments are administered for all VPK students. The VPKteachers and the community involvement specialist collaborate for these meetings. Funding is derived fromthe funding of the individuals. One of the VPK classes is funded by Title I. The other two classes receivedadditional funding through SWD. Parent surveys are implemented each January in order to receivefeedback.



MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Mentoring of new staff is an essential goal for any school striving towards excellence. In addition, theforming of professional learning communities is needed in order to keep more veteran teachers engaged inlifetime learning with the objective of improving performance and retaining quality teachers.

At North Glade Elementary, mentoring of new teachers is done by administrators, reading coaches, gradelevel chairs , and school mentors. Each teacher new to the profession receives the support of asupplemented school mentor, in addition to support from the administrators, reading caches , and gradelevel chairs. Other annual contract teachers receive support from the reading coaches and grade levelchairs. Teachers with area for improvement receive focused support from the administrators withsupplemental support from the coaches and chairs.

Mentors are selected by the administrators with input from staff. The reading coaches have full timeresponsibility for professional development and support. Supplemented mentors are required to providefive hours per month support. It is hoped that this mentoring program will develop beginning teachers intoprofessionals and help retain quality staff within our school.

North Glade commits to the development of its staff. It is proud that over the last three years, it hasproduced one assistant principal, two district trainers, a counselor, and three reading coaches.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


North Glade is a Title I school. As a result, all students with free or reduced lunch (89%) are eligible forSupplemental Educational Services (SES). Last year 288 chattering applied for these services. Only 31 ofthem were serviced. This year a concerted effort will be made to get parent forms into the district withinthe first three days of eligibility so that more children can be served.

In addition, the school will use its resources to provide before and after school tutorial opportunities to allthird graders, with special emphasis on targeted sub-groups. A before and after school Success Makertutorial will be offered to 100 students in the SWD, ELL, and Black sub-groups targeted. This program willrun from September until March. Saturday Academy will be implemented for the six Saturdays beforeFCAT. All third through fifth graders will be eligible.

Pre and post test data from the SuccessMaker program will be used to evaluate the before and afterschool tutorials. A pre/post test from the Buckle Down program will be used for the Saturday Academy.

SCHOOLS GRADED C OR BELOW

Professional Development



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

Academic and Career Planning

GOALS

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

*Needs Assessment: Seventy-one percent of the eligible students scored at or above grade level on



the 2008 FCAT. However, the following subgroups failed to attain federal AYPstandards: Black (51% in reading ), English Language Learners (45% in reading ),and Students with Disabilities (31% in reading ). These subgroups showedexcellent gains in 2008 as opposed to 2007 (Black +10 in reading ; ELL +11 inreading ; and SWD +16 in reading ), but there is still much ground to be madeup.

Dibels data for grades K-2 shows excellent progress in grades K and 1 whereonly fourteen and ten students ended the year in the red intensive range.However, forty second graders ended in that range.

*Objective: Given instruction using the Sunshine State Standards, students in grades 3-5 willincrease their reading comprehension as evidenced by 75% of the studentsreaching the state required mastery level as documented by scores on the 2009FCAT Reading Test.

Given instruction using the Sunshine State Standards, Black students in grades 3-5 will increase their reading comprehension as evidenced by 65% of the studentsreaching the state required mastery level as documented by scores on the 2008FCAT Reading Test.

Given instruction using the Sunshine State Standards, Students with Disabilities ingrades 3-5 will increase their reading comprehension as evidenced by 65% of thestudents reaching the state required mastery level as documented by scores onthe 2009 FCAT Reading Test.

Given instruction using the Sunshine State Standards, English Language Learnersin grades 3-5 will increase their reading comprehension as evidenced by 65% ofthe students reaching the state required mastery level as documented by scoreson the 2009 FCAT Reading Test.

*Strategies: 1. Implement the Houghton-Mifflin Reading program as described by the district.(Teachers-ongoing) 2. Monitor the completion of reading log documents. (Reading coach-monthly) 3. Monitor student progress by implementing monthly and quarterly testing, withemphasis on flagged subgroups. (Administrative team and teachers-monthly) 4. Adjust curriculum for all level 1-2 students so that in-school tutoring can beoffered to these students. (Reading coach and teachers-by August 29) 5. Use the Continuous Improvement Model to create, implement, assess, andrevise all reading programs. (Administrative team, cabinet, leadershipteam,teachers-monthly) 6.Utilize the SuccessMaker computer assisted instruction to supplement readinginstruction, and celebrate student successes. (Technology teacher and teachers-every two weeks) 7. Implement the Accelerated Reader Program and provide rewards to studentsmonthly when they achieve their goal.(Media specialist and reading coaches-monthly) 8. Create monthly independent reading projects under the direction of the mediaspecialist and special area teachers. (Media specialist and special area teachers-monthly) 9. Target the enrollment of students from the identified subgroups into beforeand after school tutorial programs. (Administrative team and teachers-October1) 10. Apply for grants to provide reading materials in the cafeteria. (teachers-ongoing) 11. Provide extended training in the Voyager intervention program. (Readingcoaches-August 29) 12. Provide gifted and academic excellence programs. (Administrative team andteachers-ongoing)

*Evaluation: Formative District Interim testing Basal series tests Summative SuccessMaker FCAT-Reading Dibels

*Evidence-based Houghton/Mifflin Reading program



Program(s): Voyager SuccessMaker

*ProfessionalDevelopment:

Voyager Best Practices

Budget:

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

Description of Resources Funding SourceAvailableAmount

Houghton-Mifflin Basal District $6,000.00

Total: $6,000.00

Technology


SuccessMaker Title I Regional Center $9,000.00

Total: $9,000.00


Description of Resources Funding Source AvailableAmount

No Data No Data $0.00

Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $15,000.00

*Non-Highly QualifiedInstructors:

All reading teachers are fully certified.

End of Reading Goal

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

*Needs Assessment: Seventy percent of the eligible students scored at or above grade level on the2008 FCAT. However, the following subgroups failed to attain federal AYPstandards: Black ( 57% in mathematics), English Language Learners (58% inmathematics), and Students with Disabilities (42% in mathematics). Thesesubgroups showed excellent gains in 2008 as opposed to 2007: Black +14 inmathematics; ELL +10 in mathematics; and SWD +17 in mathematics), butthere is still much ground to be made up.

*Objective: Given instruction using the Sunshine State Standards, students in grades 3-5 willincrease their mathematics skills as evidenced by 75% of the students reachingthe state required mastery level as documented by scores on the 2009 FCATMathematics Test.

Given instruction using the Sunshine State Standards, Black students in grades 3-5 will increase their mathematics skills as evidenced by 68% of the studentsreaching the state required mastery level as documented by scores on the 2009FCAT Mathematics Test.

Given instruction using the Sunshine State Standards, English Language Learnersin grades 3-5 will increase their mathematics skills as evidenced by 68% of the



students reaching the state required mastery level as documented by scores onthe 2009 FCAT Mathematics Test.

Given instruction using the Sunshine State Standards, Students with Disabilities ingrades 3-5 will increase their mathematics skills as evidenced by 68% of thestudents reaching the state required mastery level as documented by scores onthe 2009 FCAT Mathematics Test.

*Strategies: 1. Implement the District’s pacing guide based on the mathematics series thatwill align with Sunshine State Standards in grades K-5. (Teachers-ongoing)

2. Provide the teaching staff with professional development activities that includesuccessful research-based mathematics instructional programs, strategies,hands-on activities, and working with performance task items. (Administrativeteam-ongoing)

3. Identify students in all subgroups not meeting grade level standards inmathematics and encourage their enrollment in tutoring services. (Administrativeteam and teachers-October 1)

4. Develop a “problem-of-the-day” activity for grades K-5 called Math Dessertsin which students solve a mathematical problem in the cafeteria at lunch time.(Math liaison teacher-ongoing)

5. Use SuccessMaker to chart the monthly progress of all grade 3-5 studentsincluding all subgroups. (Administrative team and teachers-monthly)

7. Use the school website to inform parents of strategies that can be used athome to support students’ achievement in mathematics. (Technology teacherand website committee-ongoing)

8. Form a Mathematics Curriculum committee to research ways to improve themathematics curriculum. (Math liaison and one representative from each gradelevel-ongoing)

9. Departmentalize grades 3-5.(Admissive team-July)

10. Provide in-school intervention services to low scoring students in thetargeted sub-groups using art/music time (30 minutes each per week).(Administrative team-October)

11. Reestablish the chess club. (Administrative team and teacher-October)

12. Motivate student love for mathematics through math contests, MathJeopardy, and Math Bowls. (Math liaison and teachers-ongoing)

13. Monthly data chats will be held to review SuccessMaker and interim testingdata with the purpose of using data to adjust instruction. Focus will be given toindividual students and targeted subgroups. (Administrative team and grade levelteams-monthly)

*Evaluation: Formative District Quarterly testing Math series tests Summative SuccessMaker FCAT-Mathematics

*Evidence-basedProgram(s):

Harcourt Brace Mathematics SuccessMaker


Inservices will be scheduled based on teacher surveys, Professional DevelopmentPlans, data driven analysis and or district initiatives. Delivery of the inservices willinclude model lessons and mentoring of teachers by the reading leader andcurriculum support personnel.

Budget:





Mathematics Basal District $9,000.00

Total: $9,000.00

Technology



Total: $0.00



Sub Days Title I $1,200.00

Total: $1,200.00

Other



Total: $0.00



All teachers are fully certified for the 2008-2009 school year.

End of Mathematics Goal

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

*Needs Assessment: Sixty-five percent of the fourth graders scored 3.5 or higher on the 2008 FCATWriting+. This is in the lower ten percent of the district.

Ninety percent of our students scored a 3.0 or better for the second straightyear. However, our students are failing to meet the 3.5 standard. Intensivereview indicates that elaboration and support are weak areas for our school.

*Objective: Given instruction using the Sunshine State Standards, students in grade 4 willincrease their writing composition skills as evidenced by 66% of the studentsreaching the state required mastery level as documented by scores on the 2009FCAT Writing +Test.

*Strategies: 1. Plan, implement, and monitor writing which includes daily instruction andweekly practice opportunities across the curriculum. (Teachers-ongoing)

2. Utilize age appropriate writing exercises from the Houghton Mifflin Readingprogram in order to improve quality of writing through the use of elaborationstrategies such as magnified moments, vivid verbs, sentence variety, writingpictures, and magic words. (Teachers-ongoing)

3. Administer monthly prompts to K-5th grade students as practice for FCAT-Writing. (Reading coaches and teachers-monthly)

4. Contract with an outside source to grade prompts in grades 2-4 and chartprogress throughout the year. (Administrative team-ongoing)

5. Provide staff inservice for grades K-5 teachers on instructional strategies toimprove writing performance. (Administrative team and reading coaches-



ongoing)

6. Departmentalize grade 4 into reading, mathematics/social studies, writing/science discipline. (Administrative team-July)

7. Create a Celebrate Writing board in the main hallway to reward students forexcellence/improvement in composition. (Reading coaches and teachers-ongoing)

8. Have students share individual writing at assemblies and in cafeteria at lunch.Reading coaches and teachers-ongoing)

9. Conduct monthly data talks to review progress and make instructionaladjustments. (Administrative team and grade level teams-monthly)

10. Include writing component in Saturday Academy. Tutorial will be assessed byresults from Write Score testing. (Administrative team-January throughFebruary)

*Evaluation: Formative Monthly Writing Prompts-K-5

Summative FCAT-Writing+

Write Score Pre/Post Test for Tutorials


Houghton-Mifflin Core Reading Program

Write Score*ProfessionalDevelopment:

Staff development in FCAT Writing will be held for all grade 2-4 teachers prior tothe beginning of the school year. Follow up activities will occur during the year inthe form of data talks and adjustment to instruction discussions.

Separate professional development will be scheduled for K-1 teachers.

Budget:



Write Score Title I $3,500.00

Total: $3,500.00

Technology


Stipends for training EESAC $1,400.00

Total: $1,400.00




Total: $0.00

Other



Total: $0.00


End of Writing Goal



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

*Needs Assessment: Thirty percent of the eligible fifth grade students met state standards on the2008 FCAT Science. The benchmarks are consistent in their range with noparticular strength or particular weakness. There is a general weakness throughall strands.

*Objective: Given instruction using Sunshine State Standards, fifty percent of the eligible fifthgraders will score Level 3 or higher on the 2009 FCAT-Science assessment.

*Strategies: 1. Administer cumulative tests based on standards taught per nine weeks duringthe months of August, October, and December. Use EduSoft to sort data bytargeted groups. (Administrative team and technology teacher-Bimonthly)

2. Implement district designed science pacing guide, aligned to the FloridaSunshine State Standards. (Teachers-ongoing)

3. Utilize the new science series to implement a hands-on scientific approach tocurriculum delivery and provide in-service training for new teachers. (Teachers-ongoing)

4. Provide a Hands-On Science academic excellence program for fourth and fifthgraders. (Administrative team and teacher-October)

5. Plan and implement a school-wide Science Fair utilizing the scientific methodwith a night presentation for parents in how to assist their child with a project.(Science Fair committee-December)

6. Provide staff development in the areas of instructional strategies in science,Best Practices assessment, and the analysis of assessment data and sciencecontent. (Administrative team-ongoing)

7. Departmentalize grades 3-5. (Administrative team-July)

8. Establish a display area in the front hallway for science experiments. (ScienceFair committee-ongoing)

9. Review data bi-monthly and make adjustments to the curriculum aswarranted. (Administrative team and teachers-monthly)

10. Include a science component in Saturday Academy. Use the Measuring UpText and assessment to deliver and evaluate. (Saturday Academy Director andteachers-January through March)

*Evaluation: Formative Monthly Science assessments SuccessMaker

Summative FCAT-Science

Measuring Up *Evidence-basedProgram(s):

Science Core Program Academic Excellence Program Measuring up


Professional development is required in updating skills for hands-on science and indifferentiated instruction.

Budget:






Total: $0.00

Technology


Brainchild WebAchiever Title I $1,400.00

Total: $1,400.00




Total: $0.00

Other



Total: $0.00



All science teachers are fully certified.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Parent needs surveys indicate a desire for ESOL, citizenship, family literacy,computer literacy,and GED programs. Attempts need to continue to expand andcontinue our existing family literacy program.

School climate survey parent results are very encouraging. Less than averageratings were received in only three categories: cleanliness of bathrooms, safety,and high expectations.

*Objective: Given the school wide emphasis on electronic communication, the school willdemonstrate a 25 percent increase in the number of parent email addresses onfile as evidenced by comparing logs for the 2008-2009 and 2007-2008 schoolyears.

*Strategies: 1. Notify parents of school related events, parent academy schedules, andavailable community resources via flyers, Connect Ed, the NGE webpage, andemail. (Administrative team-ongoing)

2. Honor parents for their involvement by nominating them as parents of themonth. (Community Involvement Specialist-monthly)

3. Host Book Fair and Science Fair so that parents can have access to thesefunctions. (School committees-ongoing)

4. Show support and collaboration with the North Glade Elementary PTSA.(Administrative team and teachers-ongoing)

5. Encourage parents to check out materials from our parent resource center,including books, Leapfrogs, and Study Buddies. (Community involvementspecialist-ongoing)

6. Donate field to North Glade Optimist in order to provide team activities for



youngsters. (Administrative team-ongoing)

7. Enhance webpage to be user friendly for parents and students. (Technologyteacher and web site committee-ongoing)

*Evaluation: The number of parent email contacts will increase by 10% when comparing2007-2008 to 2008-2009.


PTSA National Standards


Parents will be encouraged to actively participate in the following activities: theTitle I Instructional Fair, annual opening of school activity to aquaint parents withinstructional materials that will be used at school and can be used at home; theEducational Excellence School Advisory Council (EESAC), monthly parentworkshops presented by grade levels, monthly parent-student activitiesconducted by individual grade levels and the ACCESS Center. School-BasedParent Involvement Workshops that address the needs of parents in helping theirchildren achieve academically and assist them enhance their own personalgrowth.

Budget:



Parent Workshops Adult Education $6,000.00

Total: $6,000.00

Technology



Total: $0.00




Total: $0.00

Other


Community Involvement Specialist Title I $28,000.00

Total: $28,000.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: Data from the 2006-2007 Department of Education Return on Investment (ROI)Index indicates a percentile rank of 11. The Percent of Highest ROI Value is 44percent.

Objective: North Glade Elementary's Return on Investment (ROI) percentile ranking willincrease by at least one percentile point.

Strategies: 1. Become more informed about the use of financial resources in relation toschool programs. (Administrative team-ongoing)

2. Collaborate with the district on resource allocation. (Administrative team-ongoing)



3. Consider shared use of facilities, partnering with community agencies.(Administrative team-ongoing)

4. Evaluate the cost effectiveness of each tutorial program in relation to resultsversus cost. (Leadership team-ongoing)

5. Consider reconfiguration of existing resources or take advantage of a broaderresource base, e.g. private foundations, volunteer networks. (Cabinet-ongoing)

Evaluation: On the next State of Florida ROI index publication, North Glade Elementary willshow progress towards meeting the twelve percentile goal.

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading Houghton-Mifflin Basal District $6,000.00

Mathematics Mathematics Basal District $9,000.00

Writing Write Score Title I $3,500.00

Parental Involvement Parent Workshops Adult Education $6,000.00

Total: $24,500.00

Technology


Reading SuccessMaker Title I Regional Center $9,000.00

Writing Stipends for training EESAC $1,400.00

Science Brainchild WebAchiever Title I $1,400.00

Total: $11,800.00


Goal Description of Resources Funding SourceAvailableAmount

Mathematics Sub Days Title I $1,200.00

Total: $1,200.00

Other


Reading $0.00

Parental Involvement Community InvolvementSpecialist Title I $28,000.00

Total: $28,000.00


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 principaland an appropriately balanced number of teachers, education support employees, students (for middle, juniorhigh and high school only), parents, and other business and community citizens who are representative of theethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The School Advisory Council reviewed analyzed and evaluated pertinent data such as the school'sdemographic profile, FCAT reports, and the school demographic and academic profile and formulatedobjectives as school wide priorities. The council scheduled meetings, notified participants and createdagendas, as per state and district guidelines. In addition, the council expended a budget of $7,000 tosupport professional development, to purchase school equipment, and to support instruction. The EESAChas authority for creating, monitoring, and assessing the school improvement plan.

SAC Members

Members

1) Tom Frederick, Principal

2) Carol White, SAC Chair

3) Analie Lopez, Student

4) Jasyln Lewis, Teacher

5) Dayana Cadaya, Teacher

6) Erika Lieber, Teacher

7) Martha Hernandez, Teacher

8) Frank Scala, Business Member

9) Frances Francois, Business Member

10) Maria Alvarez, Parent

11) Cassandra Murray, Parent

12) Thaise King, Parent

13) Jimmy Dawson, Parent

14) Vaughn Minnis, Parent

15) Karen Osbourne, Parent

16) Carsha Biglow, School Support Personnel

17) Virginia Day, Union Steward



IMPLEMENTATION EVALUATION

Adequate progress will have been achieved if students have met the state required mastery level inreading, writing, mathematics and science in addition to improved parent communication goals. A progress assessment meeting is scheduled in August, October, December, April, and the end of theschool year. Present will be the school principal, the Educational Excellence School Advisory Council(EESAC) chair, the United Teachers of Dade steward, an EESAC parent representative, the EESACcommunity/business representative, and the EESAC student representative. The progress assessmentmeeting is held at the North Area Regional Center. At this meeting, the EESAC will present findings, i.e. datathat identify the strengths and opportunities for improvement (OFIs) of the school. These results provideguidance for future direction of the school and are included as appropriate, as objectives and strategies inthe subsequent School Performance Improvement Plan. NOTE: This meeting is subject to Florida'sgovernment in the sunshine law.

In the event that North Glade Elementary School does not make adequate yearly progress, the RegionalCenter will collaborate with the EESAC to determine whether and in what format the objective will bereaddressed.

REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

20 80 5 95 12 88 0 0 0 0

Name ofAssessmentUsed

DistrictBaseline

DistrictBaseline

District Pre-Test


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

22 78 10 90 2 98 0 0 0 0


DistrictBaseline

DistrictBaseline

District Pre-Test


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

% %Non- % %Non- % %Non- % %Non- % %Non-



%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

18 82 0 100 29 81 7 93 0 0


DistrictBaseline

DistrictBaseline

District Pre-Test

DistrictBaseline


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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



ReadingBaseline

MathematicsWriting

BaselineScienceBaseline

Baseline



BaselineData

Baseline DataBaseline

DataBaseline

DataData

%

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



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

Black 12 88 3 97 15 85

SWD 7 93 100 100

ELL 4 96 4 96 100

End of Baseline Data Report

AYP DATA



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH GLADE ELEMENTARY SCHOOL 3861Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 254Math: 254

2007-2008 School Grade1:

B Did the Schoolmake AdequateYearly Progress?

NO

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

This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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 62 Y 63 Y 78 78 N NA 48 38 NA 44 37 NA 64 NA 70 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 51 N 57 N NA NA 59 49 NA 57 43 NA 58 NA 61 NA HISPANIC 100 Y 100 Y 67 Y 65 Y 79 82 Y NA 41 33 NA 38 35 NA 67 NA 74 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 61 Y 63 Y 77 78 Y NA 50 39 NA 44 37 NA 66 NA 69 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 45 N 58 N NA NA 66 55 NA 52 42 NA 60 NA 70 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 31 N 42 N NA NA 85 69 NA 75 58 NA 46 NA 50 NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH GLADE ELEMENTARY SCHOOL 3861Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 283Math: 283


C Did the Schoolmake AdequateYearly Progress?

NO


This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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 52 Y 56 Y 80 78 N NA 40 51 NA 40 44 NA 47 NA 63 NA

WHITE NA NA NA NA NA NA NA 17 NA NA NA BLACK 100 Y 100 Y 41 N 43 N NA NA 44 64 NA 53 57 NA 41 NA 65 NA HISPANIC 100 Y 100 Y 59 Y 62 Y 80 79 N NA 38 42 NA 35 38 NA 53 NA 62 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 50 N 56 Y 79 77 N NA 43 52 NA 40 44 NA 47 NA 62 NA


100 Y 100 Y 34 N 48 N NA NA 80 NA 50 52 NA 38 NA 57 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 15 N 25 N NA NA 82 NA 67 75 NA 17 NA 42 NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH GLADE ELEMENTARYSCHOOL 3861

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

Read: 259Math: 259


A Did the Schoolmake AdequateYearly Progress? 5

PRO


This section shows theimprovement for each group usedto determine AYP via safe harbor(Part b2).

Group








SafeHarborReading


SafeHarborMath

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 99 Y 99 Y 62 Y 60 Y 92 80 N NA 45 38 NA 51 40 NA

WHITE NA NA NA NA NA NA NA NABLACK 99 Y 99 Y 55 Y 47 N NA NA 47 45 NA 66 53 NAHISPANIC 100 Y 99 Y 65 Y 65 Y 91 80 NA NA 43 35 NA 45 35 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 59 Y 60 Y 92 79 NA NA 47 41 NA 53 40 NA


100 Y 99 Y 47 Y 50 Y NA NA 60 53 NA 58 50 NA

STUDENTS WITHDISABILITIES 98 Y 98 Y 35 N 33 N NA NA 62 65 NA 67 67 NA

Dade School DistrictNORTH GLADE ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

71% 70% 65% 30% 236

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

68% 70% 138

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

Adequate Progressof Lowest 25% inthe School?

63% (YES) 67% (YES) 130 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 504 Percent Tested =100% Percent of eligible students tested

School Grade B Grade based on total points, adequate progress, and % ofstudents tested

SCHOOL GRADE DATA



Dade School DistrictNORTH GLADE ELEMENTARY SCHOOL2006-2007

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

66% 67% 62% 29% 224

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

57% 69% 126


Adequate Progressof Lowest 25% inthe School?

50% (YES) 72% (YES) 122 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 472 Percent Tested =100% Percent of eligible students tested

School Grade C Grade based on total points, adequate progress, and % ofstudents tested

School District

2005-2006

Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 0% 0% %

Writing: Takes into account % scoring 3.5 and above.Sometimes the District writing average is substituted for thewriting average.

% of Students MakingLearning Gains 0% 0%


Adequate Progress of Lowest25% in the School? % (0) 0 Adequate Progress based on gains of lowest 25% of students .

Yes, if 50% or more make gains .Points Earned 0 Percent Tested = 0% Percent of eligible students tested

School Grade Grade based on total points, adequate progress, and % ofstudents tested



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