2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: HENRY M. FLAGLER ELEMENTARY

SCHOOL

District Name: Dade

Principal: Marie Izquierdo

SAC Chair: Corinthia Johnson

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending School 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

The faculty, staff, parents, and community of Henry M. Flagler Elementary School envision the school as astepping stone in each student's education. We strive to meet individual needs being cognizant of diversecultural backgrounds and personal experiences. We collaboratively promote an environment which enablesstudents to acquire fundamental skills, knowledge, and values which will empower them to function in aglobal society.

MISSION

The mission of Henry M. Flagler Elementary School is to provide a safe, nurturing environment whichenriches lives, maximizes potential, and positively impacts literacy development. Technologically-enhancededucational opportunities, along with the delivery of a research-based curriculum, will serve to empoweracademic achievement and motivate excellence. As independent, life-long learners, our students will be wellprepared to serve as responsible, productive citizens.

The school motto is: Flagler Leaders Achieve Growth, Life-long Learning, Excellence, and Responsibility.

SCHOOL PROFILE DEMOGRAPHICS

School Facility:

• Henry M. Flagler Elementary was constructed in 1954. • Built on 4 acres in Miami-Dade County. The school’s address is 5222 NW 1st Street in Miami Florida,placing it in the center of Miami’s Little Havana district. Mirroring the student membership, the schoolcommunity population is predominately comprised of Hispanics of economically disadvantaged Hispanics. • The school campus consists of 9 buildings and a 15,000 volume library media center. The school has anart studio, a music suite, two 30-station computer laboratories, a science laboratory, a new playground

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and four basketball courts. • The facility has been retrofitted to provide Internet access to all classrooms with a minimum of 4computer workstations and a laser printer in each, totaling over 400 computer work stations school-wide. • Technologies that enhance the management of student data include electronic mail, a school web serverand several evidenced-based computer assisted instructional programs.

School Community Description: • The Henry M. Flagler Elementary School community is a densely populated, urban community in Miami,Florida. Median household income here ($28,980) is significantly lower than the US average ($56,604).More than eighty-two percent of our students come from economically disadvantaged homes. Most areabusinesses and homes are Spanish speaking only. The majority of the community is of Cuban origin with amix of Puerto Rican, Dominican, Central American, and South American. • The school proudly serves 847 pre-kindergarten through fifth grade students. The ethnic breakdown atFlagler Elementary is as follows: 98 percent of the student population is Hispanic, 1 percent is White Non-Hispanic, less than 1 percent is Black Non-Hispanic and less than 1 percent is Asian/Indian/Multiracial.Standards curriculum students make up 89 percent of the student population, Students with Disabilities(SWD) make up 11 percent of the student population, and English Language Learners (ELL) make up 51percent of the student population. The SWD population includes 24 Learning Disabled, 40 Gifted, 11 speechimpaired, 11 other health impaired, 8 developmentally delayed, 1 educable mentally handicapped, and 1orthopedically impaired. Eighty-two (82) percent of students are economically disadvantaged qualifyingthem for free or reduced lunch. The mobility index rate of the school is 28. • Community school partners include The City of Miami Police Department, GFS Marketplace, Mercy’sFlowers, and Starbucks Coffee.

Student Population: On the 2008 Reading Florida Comprehensive Assessment Test (FCAT) the breakdown of students is asfollows: Grade Level 1 Level 2 Levels 3-5 3 40 12 48 4 20 17 64 5 25 16 58

On the 2008 Mathematics Florida Comprehensive Assessment Test (FCAT) the breakdown of students isas follows: Grade Level 1 Level 2 Levels 3-5 3 19 21 60 4 9 13 77 5 12 28 60

In 2008, the school met 90% of the No Child Left Behind (NCLB) requirements, with economicallydisadvantaged students not meeting adequate yearly progress in reading and writing and English LanguageLearners (ELL) students not making adequately yearly progress in reading and mathematics. In addition,the Hispanic subgroup failed to meet NCLB requirements in writing. As a result, the school participates inthe Supplemental Educational Services (SES) program, with over 400 students participating in before andafter school tutoring from state approved providers

Teacher Population: • Henry M. Flagler Elementary School employs a total of 78 full-time staff members and 22 part-timemembers. Of this group, 2 are administrators, 59 are classroom teachers 1 is a Guidance Counselor, 5 areclerical employees, 5 are custodians, 4 are security monitors, 2 are part-time teachers, 11 are cafeteriaworkers, 4 are paraprofessionals, 1 is a Media Specialist, 1 is a Community Involvement Specialist, and 1 isa Computer Specialist. Of the teaching staff, 9 percent are teachers new to this school, with the averagelength of time teaching at 13 years. Two teachers have earned National Board certification. Fifty-fourpercent have advanced degrees. • The school staff ethnic ratios are as follows: 19 (19%) White Non-Hispanic, 8 (8%) Black Non-Hispanicand 73 (73%) Hispanic. • At the present time there are no teaching vacancies at Flagler Elementary. The school’s administrative



• At the present time there are no teaching vacancies at Flagler Elementary. The school’s administrativeteam is committed to the recruitment and retention of highly qualified staff. In an attempt to recruit newtalent, the school regularly accepts interns from local university and pairs them with veteran teachers.

Class Size and Teacher-to-Student Ratios: • In 2008-09, the average class size in pre-kindergarten through grade 3 is 19, while the average classsize in grades 4-5 is 25.6. • Average class size for SWD students by grade is as follows: 1st - 5 students, 2nd - 8 students, 3rd - 4students, 4th - 15 students, and 5th - 10 students. Attendance Rate: • The annual student attendance percentage for the 2007-2008 school year at Henry M. FlaglerElementary School was 96.30%. When compared to the District 95.45%, Flagler Elementary studentsdemonstrated a superior annual student attendance percentage rate. Promotion and Retention Rates: • The percent of students retained at Henry M. Flagler Elementary in the 2007-08 school year was 4.6%.This rate is considerably better than the District retention average of 5.7%. • The percent of students promoted in the 2007-08 school year at Henry M. Flagler Elementary Schoolwas 95.4%. Flagler students proved to be more successful when compared to the District promotionaverage of 94.7%. Graduation Rate: • Not Applicable

Feeder Pattern: • The school is a member of the Coral Gables Senior High School feeder pattern. • Upon promotion, Flagler students transition to Kinloch Park Middle School for grades 6-8.

Special Programs: • Recognizing the unique needs of key student groups, the school provides two Academic ExcellencePrograms (AEP) components (art appreciation and hands-on science), a Curriculum Content in the HomeLanguage (CCHL) program for ELL students, a pre-kindergarten program for eligible 4 year olds, an in-house language arts through gifted program, an Extended Foreign Language (EFL) Spanish Program and anafter school care program which services over 140 students.

Unique Aspects: • Since 2006, the school grade designation is “A,” and in 2007 was recognized by the Florida Departmentof Education as one of the top 100 schools in the State of Florida for having made the most year-to-yearprogress in learning gains. • The school’s biggest area of concern is meeting the increasing Adequate Yearly Progress (AYP)proficiency targets set by the No Child Left Behind (NCLB) Act with the significantly large population (51%)of ELL students.

Grants: • In the 2007-08 school year the school was awarded a grant by the Alliance for a Healthier Generation.With the funds granted, a teacher fitness center was established and instructional materials were purchasedto instruct students on leading healthy lifestyles.

Title I School Status: • The school implements a school wide Title I program.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

Not Applicable



QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

The school principal is Marie Izquierdo. She is an innovative and self-motivated administrator with overfifteen years’ extensive leadership and managerial experience. She holds a Bachelor of Science Degree inSocial Studies Education, as well as a Master of Science Degree in Educational Leadership. Ms. Izquierdo iscertified in social science grades 6-12 and School Principal. She is a results-oriented individual withelementary, middle and senior high school experience. She is a member of the Association for Supervisionand Curriculum Development and the National Association for Elementary School Principals. Under herleadership, the school grade designation at Henry M. Flagler Elementary School improved from a “C” to an“A” – and has sustained its status for the past three years. She is a pioneer in this district in the areas ofcurriculum mapping and data-based decision making, often assisting her peers in analyzing students’ dataat other schools and serving as a visiting team member in School Improvement Team efforts. Mostrecently, Ms. Izquierdo participated in the Harvard Graduate School of Education's Principal LeadershipProgram.

The school assistant principal is Yaset Fernandez. Mr. Fernandez has 10 years of experience in theeducational field. He is in his second year as a school administrator. His degrees include a Bachelor ofScience in Elementary Education and a Master of Science in Educational Leadership from FloridaInternational University. He is certified in Elementary Education and Educational Leadership. His areas ofexpertise are elementary curriculum and student performance data analysis. Mr. Fernandez attendsprofessional development sessions regularly in order to remain informed on how to best meet the needs ofhis diverse learners. Through the Division of Bilingual Education and World Languages, Mr. Fernandezimplemented a before-school tutorial program for low performing ELL students. At his former school, Mr.Fernandez headed the Mathematics and Science departments where he helped make Twin LakesElementary the highest FCAT performing school in the District. Mr. Fernandez leads by example and holdshimself to the highest standards always with the mind-set that all children can learn regardless of theirsocio-economic status, limited native language proficiencies and/or learning capabilities. He is highlymotivated and pursues excellence in all his endeavors.

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 personnel and recruitment department utilizes various methods torecruit and retain highly qualified teachers including: Recruiting Activities • District-hosted recruitment events with onsite hiring of highly qualified candidates (interviewed andselected by principals) • Presentations to education majors currently doing their student teaching internships and assisting themwith the application process, scheduling them for priority interviews in the Instructional Staffing office, andrecommending them to principals for priority consideration • Utilization of District Teacher Reserve PACs to initiate early hires in critical shortage areas • Attendance at education and general career fairs locally, in state, and nationally • Holding several general teacher recruitment information sessions throughout the school year to assist



potential teachers in navigating the teacher certification and District application process • Conducting seminars with non-education majors at selected colleges/universities prior to their graduation• Utilizations of web-based recruiting as a low-cost, effective method to attract new recruits Miami-Dade County Public Schools is committed to ensuring a highly qualified pool of reading teachers.Presently, recruitment efforts include ongoing outreach to local, in and out-of-state colleges anduniversities, as well as alternative methods such as the recruitment of non-education majors. Viatechnology, application procedures are being streamlined to provide a more efficient method of processingapplicants and to improve communication with prospective candidates. Advanced contracts are alsooffered to all highly qualified candidates. Additionally, the Teacher Recruitment and Retention CollaborationCommittee comprised of M-DCPS staff, community leaders, and representatives from the local collegesand universities is working to recruit and retain highly qualified educators for the students of M-DCPS. Toensure the retention of reading teachers, support through professional development that strengthens theknowledge base in reading, access to mentor teachers and collaboration with colleagues will be utilized.

Teacher candidates are selected from a district pool of eligible and pre-screened applicants. All applicantsundergo a rigorous preliminary and final interview before a committee of their peers and administrators.Upon hiring, all new personnel take part in a new teacher orientation program at the school. All beginningteachers attend the 5-day New Teacher Orientation Program and are assigned a mentor teacher at theschool. Beginning teachers at Flagler Elementary are assigned a Professional Growth Team (PGT) wherebytrained colleagues observe them “in action” and provide feedback utilizing the PACES. New personnel atour school are provided with a welcome pack chock-full of school information and resources. They aretreated to lunch with the principal and provided with an opportunity to ask questions. They receivemonthly, the Educator newsletter and weekly The Flagler Express, the school-wide newsletter. All teachersare provided with opportunities for professional growth, encouraged to participate in local, state andnational conferences and urged to seek advanced credentials ranging from advanced degrees to NationalBoard Certification. Henry M. Flagler Elementary is committed to the professional development of its entirestaff and promotes this through the development of PDPs, monthly in-services on Best Practices, peermodeling and coaching and the improvement of staff computer literacy.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Henry M. Flagler Elementary School has several programs that coordinate state, federal and local funds toensure that effective instruction and high student achievement are being met. Henry M. Flagler Elementaryis a Title I school that provides Supplemental Educational Services (SES) to economically disadvantagedstudents. Through a Title III grant, ELL students are provided with before and after school tutoring as well.Both of these initiatives support the constant use of data gathering in order to identify the need for furtherstudent intervention and the effectiveness of the interventions at Tier I and II. Additionally, through Title IIIfunds, the school offers free counseling services to ELL and immigrant students as well as freeinformational monthly bilingual seminars to ELL and immigrant families.

School Wide Improvement Model


Henry M. Flagler Elementary School utilizes the Continuous Improvement Model (CIM). This model iscomprised of an 8-step data-driven process that assesses students on a regular basis for enrichment andremediation and promotes a professional learning community among stakeholders. These steps include: 1-Disaggregation of data:



Teachers have been provided with Data Binders which include Student Performance Indicators (SPI)information, latest DIBELS results, and Stanford Achievement Test (SAT) – 10 results. It is each teacher’sresponsibility to update their data binder on a regular basis with the most current student performancedata. Data conversations are conducted regularly with the leadership team and grade level teams after thebaseline benchmark assessments, interim assessments, and other progress monitoring examinations. 2-Time-line development: Based on established priorities, curriculum maps in grades K-5 have been developed by instructional staffto assist in the delivery of the Sunshine State Standards. The principal and assistant principal areresponsible for monitoring the implementation of the pacing guides and curriculum maps. 3-Instructional focus & 4-Assessment: Instructional Focus Calendars and Pacing Guides provide students and teachers with specific FCAT-testedSSS benchmarks foci which are assessed through the administration of the Baseline BenchmarkAssessments (BBA), the District Interim Assessments and text-based pre/post tests. Professionaldevelopment is provided by the Reading Coach and Mathematics/Science Leader based on the results ofthe assessments as well as teacher needs. 5-Tutorials: Students who fail to meet standards on said assessments receive additional support and remediationthrough maintenance lessons delivered before, during and after school. 6-Enrichments: Through in-house programs such as Academic Excellence Program and Odyssey of the Mind, students arecontinuously challenged with enrichment opportunities that are provided throughout the school year. 7-Maintance Formal reviews are scheduled throughout the calendar year. School Climate Survey results, as well asstudent state assessments results are utilized to monitor progress towards organizational goals andobjectives with extensive monitoring of the components listed above by school administration. Teachersunderstand that through the maintenance key concepts and important skills are reinforced. 8-Monitoring Monitoring of the CIM by the leadership team will occur on an ongoing basis. At every leadership teammeeting, fresh data is discussed and changes or adjustments are made to instructional practices based onwhat the data reveals. The monitoring process at Flagler Elementary also includes regular classroom visitsfor formal and informal observations by both the principal and assistant principal. Professional developmentwill be systematic and prescriptive based on classroom observations and student performance data.

NCLB Public School Choice


All communication to parents is sent home translated into the native home language of the parents(English and Spanish). Examples of the communications sent home to-date are attached.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


An orientation is conducted prior to the opening of schools for all incoming kindergartners by the Principaland the Kindergarten grade chairperson. The Pre-Kindergarten teachers conduct an orientation for pre-Kparents immediately following the VPK lottery. Parents are provided with valuable information at theseorientations such as monthly calendars with recommended activities and book titles. Parents and studentsare given a tour of the school as well. Kindergarten Readiness is assessed through the administration ofFlorida Kindergarten Readiness Screening (FLKRS) by each homeroom teacher. Developed by the sameauthors as DIBELS, this year we will be administering the Houghton Mifflin Pre-K Early Growth IndicatorsBenchmark Assessment in Pre-Kinder. Progress reports are used to inform parents of their child's progress,both academically and socially. Parent ambassadors frequently volunteer in classroom activities, offeringstudents assistance as needed. Teachers develop weekly newsletters informing parents of classroomevents Currently the Pre Kinder units are funded through the state's VPK program as well as through Title



events Currently, the Pre Kinder units are funded through the state's VPK program, as well as through TitleI and ESE funding. Assessment instruments will be administered in the fall, winter and spring. Theseassessments will be used to evaluate the quality and effectiveness of the plan.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Based on student data, classroom walk-through observations and input from the reading coach, theprincipal will identify classroom teachers who are successfully implementing the essential elements ofreading. These classrooms will be established as model classrooms for other teachers to visit. Teachers inneed of support may have an opportunity to observe a model classroom in action, practice the newbehavior in a safe context and apply the behavior with peer support in the classroom. The mentor levelteachers will be utilized in each area of the professional development plan that helps and supports teachersto strengthen their teaching skills in reading, build school site capacity, and provide for the follow-upactivities that extend the application of new knowledge to impact student achievement. Mentor levelteachers will be utilized within their classrooms to network and model exemplary teaching strategies andtechniques for staff as needed. In order to maximize professional development activities at the school site,school administrators, reading coaches, and mentor level teachers will articulate and coordinate the planfor professional growth showing differentiation, as needed, within the staff.

• Mentoring will be used to develop and retain quality teachers • Beginning teachers and teachers in need of improvement will participate in Professional Growth Teams(PGT) • Persons responsible for administering the program are the members of the Professional Growth Teams(PGT) • Low-performing teachers are identified through PACES observations and classroom walk-throughs.

Mentors are selected as high-performing teachers and matched to mentees according to gradelevel/subject area.

• Schedule:

August 28, 2008 PACES Overview/PGTs discuss expectations

September 4, 2008 7-10 day Plan (draft) is due

September 8, 2008 7-10 day Plan (final) is due/PGTs discuss Plan

September 15- 7-10 day Plan Implementation September 19, 2008

September 23, 2008 PGTs provide feedback using Professional Growth Discussion Guide

September 25, 2008 Professional Growth Discussion Guide submitted to AC1 Teacher

• Expected results : Mentees will meet standards in PACES observations

The Reading Coach will be used for all functions necessary for implementing and maintaining the school’scomprehensive core reading program, supplemental reading programs, and scientifically based readingresearch in reading instruction. These will include modeling effective strategies for teachers, designing anddelivering professional development, monitoring progress and analyzing student data. Reading Coachesand mentor teachers will be instrumental in providing professional development that aligns diagnostic and



and mentor teachers will be instrumental in providing professional development that aligns diagnostic andassessment data with curriculum and instruction, thereby ensuring that the resulting professionaldevelopment addresses aligned instructional strategies and practices.

The Reading Coach will be used for all functions necessary for implementing and maintaining the school’sreading program. These would include modeling effective strategies for teachers, designing and developingprofessional development, differentiated instruction, monitoring progress, and analyzing student dataamong others. The Reading Coach will work to ensure high-fidelity implementation of reading instruction.This communication is assured throughout the entire school year. A Mathematics/Science Coach has beenhired this school year to conduct the same functions of the reading coach, but in the areas of mathematicsand science.

Mentor teachers will be utilized in each area of the professional development plan that helps and supportsteachers to strengthen their teaching skills in reading, build school site capacity, and provide for the follow-up activities that extend the application of new knowledge to impact student achievement. Mentor levelteachers will be utilized within their classrooms to network and model exemplary teaching strategies andtechniques for staff as needed. In order to maximize professional development activities at the school site,school administrators, Reading Coaches, and mentor level teachers will articulate and coordinate the planfor professional growth showing differentiation, as needed, within the staff.

Henry M. Flagler Elementary School’s Teacher Mentoring Program adheres to the policies and proceduresset forth in the District’s PACES Manual. At the start of the school year, new teachers are identified andscheduled to participate in both district and school-sponsored orientations designed to familiarize themwith Miami-Dade County’s policies and procedures and facilitate their success in their new positions. All newteachers are provided with the M-DCPS employee handbook, school procedural guide and opening ofschool materials prior to the returning staff in order to provide them with additional time to familiarizethemselves with their contents. All new staff members are provided with a school tour, assigned a mentorteacher and scheduled for frequent “coffees” with members of the administrative team. All annual contractand low-performing teachers are assigned a Professional Growth Team (PGT) comprised of members whoare mutually agreed upon by them and the administrative staff. PGT members have participated in acomprehensive Professional Assessment and Comprehensive Evaluation System (PACES) training programand hold Master Degrees in their respective subject areas. The school Reading Coach and other NationalBoard Certified teachers comprise this group. Scheduling accommodations are made for mentoring so thatthey can assist annual teachers in (1) lesson planning (plans are submitted for review to an administratorthe week before implementation to assure well-planned teaching and learning experiences); (2) successfulteaching practices (via collegial classroom visitations); and (3) rendering support that focuses on thesuccessful completion of teaching requirements. Additional assistance is provided by administration duringinformal and formal classroom visitations. Regular follow-up is scheduled subsequent to formal workshopsas well as peer coaching and the modeling of lessons.

The school has adopted a peer observation program whereby teachers observe a colleague each nineweek period in order to gather best practices.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


As a Title I school in need of improvement, the school participates in the Supplemental Educational Services(SES) program, offering FCAT Level 1 and 2 students with extended learning opportunities. Participatingstudents are selected based on severity of need upon a careful and deliberate examination of dataincluding, but not limited to, FCAT scores, No Child Left Behind (NCLB) subgroups, Student PerformanceIndicators (SPI) reports and progress monitoring benchmark tests.

A sample of the evidenced-based learning strategies for NCLB subgroups not meeting AYP indicators andFCAT Level 1 and 2 students used at Flagler Elementary include:



• Differentiated instruction in small groups utilizing Voyager Passport; • Fluency practice utilizing Quick Reads print material; • Teacher-directed grade level selected literature and non-fiction passages.

The students at Henry M. Flagler Elementary School are provided extended day services through theimplementation of a before and after school tutorial program, an after school Academic ExcellenceProgram (AEP), and a principal-operated After School Care Program.

Through the FCAT Enhancement Program, the school also conducts primary and intermediate SaturdayAcademies for low-performing students. Through Title III funding, ELL and immigrant students are providedwith tutorial services before and after school in mathematics, reading, science and social sciences. Expectations for students participating in such programs are to meet high standards and to achievelearning gains on the Spring administration of the FCAT. For students in non-FCAT grades, it is expectedthat they score above the 50th percentile on the Stanford Achievement Test (SAT). Students are alsoexpected to demonstrate growth between the pre and post assessments. Formative and summative evaluations used to measure success in these programs include a programgenerated pre/post exam as well as periodic teacher-made assessments.

Tutorial services that address identified area(s) of need will be provided to students during the school dayin the form of immediate intensive intervention (iii), as well as opportunities in before/after schoolprograms. The assessment data or IEP will be utilized when selecting the appropriate intervention. Schoolswill utilize intervention materials that are Florida Center for Reading Research (FCRR) reviewed (Soar toSuccess, Early Success, Voyager) to meet the definition of scientifically research-based.

Companies that have served our students in the past include: F.E.L.C., Rocket Learning, Princeton Review,Club Z, and Bright Futures. In the past, parents have had a variety of SES providers to choose from.

SCHOOLS GRADED C OR BELOW

Professional Development

Not Applicable

Disaggregated Data

Not Applicable

Informal and Formal Assessments

Not Applicable

Alternative Instructional Delivery Methods

Not Applicable

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Not Applicable

Responsibility of Teaching Reading for Every Teacher



Not Applicable

Quality Professional Development for Teachers and Leaders

Not Applicable

Small Learning Communities (SLC)

Not Applicable

Intensive Intervention in Reading and Mathematics

Not Applicable

Parental Access and Support

Not Applicable

Applied and Integrated Courses

Not Applicable

Course Choice Based on Student Goals / Interests / Talent

Not Applicable

Master Schedules Based on Student Needs

Not Applicable

Academic and Career Planning

Not Applicable

GOALS

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

*Needs Assessment: Based on the 2008 FCAT Reading Assessment results, 71% of students scoredat or above Level 3. This means that 29% of students failed to meet highstandards. Reading scores represent a decline of 1% as compared to the 2007FCAT Reading results. Not all student subgroups met Adequate Yearly Progress(AYP) proficiency targets. While the total group met AYP as well as the Hispanicsubgroup, the ELL and Economically Disadvantaged subgroups did not. More than50% of the total students population as well as students in the lowest 25%demonstrated learning gains.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade three through five will increase by fivepercentage points on the 2009 administration of the FCAT Reading Test.



Given instruction based on the Sunshine State Standards, ELL students willincrease their reading skills as evidenced by 65% meeting high standards on the2009 administration of the FCAT Reading Test.

Given instruction based on the Sunshine State Standards, economicallydisadvantaged students will increase their reading skills as evidenced by 65%meeting high standards on the 2009 administration of the FCAT Reading Test.

*Strategies: 1. Use bi-weekly, tri-weekly, or monthly assessments as a means of progressmonitoring. 2. Use District baseline and interim assessments as major benchmark progressassessments. 3. Use Instructional Focus Calendars to re-align instruction based on SSSbenchmarks. 4. Use data analysis and use of debriefing protocols after every majorbenchmark assessment. 5. Use custom group reports from Edusoft that monitor the progress of AYPsubgroups, Level I and Level II students and students participating in differenttutorial and intervention groups. 6. Provide interventions for ELL students during, before, and after school as wellas Saturday academy and at enrichment sessions. 7. Identify and enroll low-performing students in an additional hour of readinginstruction through an enrichment block designed to provide intensiveremediation in targeted reading areas in a small-group setting. 8. Utilize Accelerated Reader to monitor the independent reading of students andtheir progress as evidenced by the quarterly STAR assessments. 9. Host school-wide events to motivate students to read. i.e., Family LiteracyNight, Read Across America, and Vocabulary Day. 10. Utilize the reading components of existing instructional technologyapplications such as Success Maker, Reading Plus, FCAT Explorer, FOCUS,Imagine Learning and Riverdeep.

*Evaluation: This objective will be evaluated by the 2009 FCAT Reading Test scores.Formative assessments will include the District-developed Baseline BenchmarkAssessments as well as Interim Assessments. Additional evaluative tools includeDIBELS results, Accelerated Reader Teacher/Student Reports, teacher-developedbenchmark assessments utilizing FCAT Test Maker, and formal observationrecords utilizing PACES.

*Evidence-basedProgram(s):

• Houghton Mifflin series as part of the Miami-Dade Comprehensive Research-Based Reading Program (CRRP). • Voyager Passport (For enrichment and intervention sessions) • Early Success • Soar to Success • Accelerated Reader

*ProfessionalDevelopment:

• Coaching and modeling by the literacy coach (On-going throughout the year) • Using Data to Identify/Diagnose the Academic Needs of Students (September) • Methods for providing differentiated instruction in the classroom (September)

Budget:

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

Description of Resources Funding Source AvailableAmount

Reading Plus Principal’s Discretionary $1,830.00

Total: $1,830.00

Technology


No Data No Data $0.00

Total: $0.00






Total: $0.00

Other


Part-time reading intervention teachers Title I $35,640.00

Family Literacy Night EESAC $250.00

Saturday Reading Academy FCAT Enhancement $5,750.00

Total: $41,640.00

Final Total: $43,470.00

*Non-Highly QualifiedInstructors:

At the present time, all Henry M. Flagler Elementary School staff members areclassified as Highly Qualified.

End of Reading Goal

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

*Needs Assessment: Based on the 2008 FCAT Mathematics results, 78% of standard curriculumstudents scored at or above Level 3. This indicates that 22% of standardcurriculum students did not meet high standards. 2008 scores reflect an increaseof six percentage points in the number of students meeting high standards ascompared to the 2007 FCAT results. Scores indicate that 19% of students ingrades three through five did not demonstrate learning gains. Scores on the2008 FCAT Mathematics Test indicate that 86% of students identified as thelowest 25% achieved mathematics learning gains.

All subgroups met proficiency targets with the exception of ELL students where42% did not meet high standards. A grade-level analysis of content clusterscores on the 2008 FCAT Mathematics Test reveals that third gradersexperienced difficulty with items measuring mastery in the areas of AlgebraicThinking (50%), Data Analysis (57%), and Number Sense (58%). Fourth gradersexperienced difficulty with items measuring Algebraic Thinking (57%), andNumber Sense (64%). Fifth graders experienced difficulty with items measuringmastery in the areas of Number Sense (46%), Geometry (54%), andMeasurement (55%).

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades three through five will increase by fivepercentage points on the 2009 administration of the FCAT Mathematics Test ascompared to the 2008 administration of the FCAT Mathematics Test.

Given instruction based on the Sunshine State Standards, ELL students in gradesthree through five will improve their mathematics skills as evidenced by 68%scoring at FCAT Achievement Level 3 or higher on the 2009 FCAT MathematicsTest.

*Strategies: 1. Use bi-weekly, tri-weekly, or monthly assessments as a means of progressmonitoring. 2. Use District baseline and interim assessments as major benchmark progressassessments. 3. Use Instructional Focus Calendars to re-align instruction based on SSSbenchmarks. 4. Use data analysis and use of debriefing protocols after every majorbenchmark assessment. 5. Use custom group reports from Edusoft that monitor the progress of AYPsubgroups, Level I and Level II students and students participating in differenttutorial and intervention groups. 6. Provide research-based professional development opportunities to staff, utilizecurrent resources, mentoring modeling of lessons and training, in differentiatedinstructional approaches designed to support the implementation of the SunshineState Standards.



7. Utilize instructional technology applications such as FCAT Mechanics,Riverdeep, Voyager Math, and FCAT Explorer to monitor student progress forstudents in grades 3-5 enrolled in enrichment. 8. Implement a tutorial academy for ELL students in mathematics before school. 9. Enroll students in the lowest 25 percentile in tutoring program focusing onbenchmark specific interventions based on data from District baselineassessments and interim assessments.

*Evaluation: This objective will be evaluated by 2009 FCAT Mathematics Test scores.Formative assessments will be conducted throughout the year using the BaselineBenchmark Assessments (BBA) and District-developed Interim Assessments inMathematics in order to monitor and assess student progress and to modifyinstruction as needed. Additional evaluative tools include FCAT Test Maker, FCATExplorer as well as formal observation records utilizing PACES.


The following evidenced-based programs will be implemented: • Scott Foresman • Riverdeep • FCAT Coach • Blast Off • Mascot Math


Staff will receive professional development in the following topic: • Using Edusoft reports to differentiate instruction (September) • Implementing Singapore Mathematics (October) • Integrating Computer –Based Programs (Voyager Mathematics, FCAT ExplorerMathematics, FOCUS and Riverdeep) into the Instructional Program (September)• Additional in-services will include those sponsored by the RegionalCenter/District. (On-going)

Budget:



Voyager Mathematics InterventionProgram Title I $7,118.00

Total: $7,118.00

Technology

Description of Resources Funding SourceAvailableAmount


Total: $0.00




Total: $0.00

Other


Part-time intervention teachers Title I $35,640.00

Saturday Mathematics Academy Title I $5,750.00

Total: $41,390.00




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, 83% of students met highstandards while 17% did not achieve high standards. This represents a decreasein the percent proficient from the 2007 FCAT results where 86% of the studentsmet high standards.

*Objective: Given instruction based on the Sunshine State Standards, students in grade fourwill improve their writing skills as evidenced by a minimum of a 1% increase inthe number of students achieving high standards on the 2009 Administration ofthe FCAT Writing+.

*Strategies: 1. Use bi-weekly, tri-weekly, or monthly assessments as a means of progressmonitoring. 2. Use District Pre, Mid, and Post Writing Tests as major benchmark progressassessments. 3. Use Instructional Focus Calendars to re-align instruction based on SSSbenchmarks. 4. Use data analysis and use of debriefing protocols after every majorbenchmark assessment. 5. Use custom group reports from Edusoft that monitor the progress of AYPsubgroups, Level I and Level II students and students participating in differenttutorial and intervention groups. 6. Introduce students to self-editing 6-point rubric. 7. Implement interventions for ELL students during, before and after schoolsessions as well as Saturday Writing Academy sessions. 8. Provide teachers with effective writing practices through professionaldevelopment opportunities. 9. Coordinate a school-wide k-5 writing plan following the District’s Key toEffective Writing program.

*Evaluation: This objective will be evaluated by the 2009 Writing+ Test scores. Formativeassessments from the Houghton Mifflin series will be accomplished using theTheme Skills Test Blackline Masters and Assessments. In addition, the DistrictWriting Pre, Mid-year, and Post-tests will be administered to monitor studentprogress and to modify instruction as needed. Additional monitoring will occurthrough assessments embedded in school-developed curriculum maps as well asformal observation records utilizing PACES.


The evidenced-based programs implemented throughout the school year include:• The writing component of the Houghton Mifflin Reading series • The District’s Keys to Effective Writing strategies. • Four-Square Writing Method


Staff will take part in the following professional development activities: • Melissa Forney Writing (September / October) • Incorporating the Florida Department of Education Florida Writes CD Rom(September) • Holistic Scoring Utilizing Anchor Papers (September) • Teachers will visit and observe successful writing programs in schoolsthroughout the District and share their observations with other writing teachersat the school. (October) • Writing Across the Curriculum (October) • Effective Writing Using the 4 Squares Method (October)

Budget:




Total: $0.00

Technology





Total: $0.00




Total: $0.00

Other


Program and/or materials on hand, noadditional cost required.

Program and/or materials on hand, noadditional cost required. $0.00

Total: $0.00

Final 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 test results, 71% of standard curriculum fifthgrade students met high standards scoring at or above Level 3. Twenty-ninepercent of standard curriculum fifth grade students scored at Levels 1 and 2,failing to meet high standards in Science. This proficiency percentagedemonstrates a four point increase from the 2007 FCAT Science results. With amean scale score of 312, Flagler students outscored both Florida fifth gradersand Miami-Dade County fifth graders.

*Objective: Given Instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade five will increase by 10 percentagepoints on the 2009 Science FCAT Test as compared to the 2008 administrationof the FCAT Science Test.

*Strategies: 1. Use bi-weekly, tri-weekly, or monthly assessments as a means of progressmonitoring. 2. Use District baseline and interim assessments as major benchmark progressassessments. 3. Use Instructional Focus Calendars to re-align instruction based on SSSbenchmarks. 4. Use data analysis and use of debriefing protocols after every majorbenchmark assessment. 5. Use custom group reports from Edusoft that monitor the progress of AYPsubgroups, Level I and Level II students and students participating in differenttutorial and intervention groups. 6. Utilize differentiated instructional strategies to support implementation of theSunshine State Standards (SSS). 7. Conduct a Science Family Night to provide parents with strategies that can beused at home to increase student achievement. 8. Expose students in grades 3 through 5 to the scientific method and scienceprocess skills through their participation in the annual science fair. 9. Provide a dedicated space for a science laboratory in which all students willparticipate in weekly hand-on/inquiry investigations and experiments.

*Evaluation: This objective will be evaluated by the 2009 FCAT Science Test scores.Assessments will be conducted using the District-developed baseline and interimassessments in science in order to monitor student progress.


• Scott Foresman • McMillan McGraw-Hill FCAT Practice Tests • FLDOE’s FCAT Explorer Science


• Integrating Science Question Task Cards before, during, and after scienceinstruction. (September)



• Using the updated District Science Pacing Guides to target key concepts.(September) • Applying the Newly Adopted Science Sunshine State Standards. (September)

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Science Laboratory Paraprofessional Title I $9,900.00

Total: $9,900.00




End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Results from the 2007-08 School Climate Survey indicate that only 27.9 % ofparents surveyed attended four or more school activities/events held during the2006-07 school year. That reflects a 6% increase as compared to the previousyear when 21.9% of parents attended four or more school activities.

Results from the 2007-08 School Climate Survey indicate that only 9% percentof parents surveyed attended none of the school activities/events held during the2007-08 school year.

Only 10% of the parents who received a 2007-08 School Climate Survey failedto return their completed form.

*Objective: Given the school wide emphasis on parental and community involvement, theschool will demonstrate an increase of 5 percent in the number ofparents/family/community members attending school-sponsored activities duringthe 2008-2009 school year as compared to the 2007-2008 school year asdocumented in parent sign-in logs.

*Strategies: 1. Conduct Progress Monitoring Plans (PMP) conferences with the parents ofstudents who have not met State Standards on the FCAT or who are performingbelow grade levels 2. Invite parents to quarterly award assemblies and special events via letters,flyers, phone calls, and home visits



3. Provide a Parent Resource Office will be available to parents. Parents canaccess school information, request assistance, and utilize an Internet-accessiblecomputer station 4. Conduct a survey of parent to determine parental seminars for the BilingualParent Outreach Program 5. Continue Eat Lunch with Your Child Program 6. Conduct Curriculum Expo Night for parents showcasing student fine andperforming arts skills 7. Disseminated quarterly “All Aboard” Newsletter 8. Develop an e-mail distribution list to enhance home-school communications 9. Enlist parental support through Title I School Parent Compacts

*Evaluation: Review of all attendance rosters for all activities involving parental participation.


National PTA standards for Parent and Family Involvement.


Training will be provided in the following areas: Reading is Fundamental, ScienceFair, Family Literacy Night, Technology Night, and FCAT Prep Workshops.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


All Aboard Quarterly Newsletter Title I $1,000.00

Community Involvement Specialist Title I $36,196.00

Total: $37,196.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the FLDOE indicates that in 2006-2007school year, Henry M. Flagler Elementary School ranked at the 47th percentile onthe State of Florida ROI index. This reflects a significant loss from the previousROI report in 2005-2006 where the school had ranked at the 60th percentile.

Objective: Henry M. Flagler Elementary School will improve its ranking on the State ofFlorida ROI index publication from the 47th percentile in 2006-07 to the 48thpercentile on the next publication of the index.

Strategies: 1. Become more informed about the use of financial resources in relation toschool programs. 2. Collaborate with the District on resource allocation.



3. Consider reconfiguration of existing resources or taking advantage of abroader resource base, e.g. private foundations, volunteer networks. 4. Consider shared use of facilities, partnering, with community agencies. 5. Participate in the Council for Educational Change's Executive Pass Program.

Evaluation: On the next State of Florida ROI index publication, Henry M. Flagler ElementarySchool will show progress toward reaching the 48th percentile.

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 Reading Plus Principal’s Discretionary $1,830.00

Mathematics Voyager MathematicsIntervention Program Title I $7,118.00

Total: $8,948.00

Technology


No Data No Data No Data $0.00

Total: $0.00



No Data No Data No Data $0.00

Total: $0.00

Other


Reading Part-time reading interventionteachers Title I $35,640.00

Reading Family Literacy Night EESAC $250.00

Reading Saturday Reading Academy FCAT Enhancement $5,750.00

Mathematics Part-time interventionteachers Title I $35,640.00

Mathematics Saturday MathematicsAcademy Title I $5,750.00

WritingProgram and/or materials onhand, no additional costrequired.

Program and/or materials onhand, no additional costrequired.

$0.00

Science Science LaboratoryParaprofessional Title I $9,900.00

Parental Involvement All Aboard QuarterlyNewsletter

Title I $1,000.00

Parental InvolvementCommunity InvolvementSpecialist Title I $36,196.00

Total: $130,126.00




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 purpose of the Henry M. Flagler Elementary School Education Excellence School Advisory Council(EESAC) is to work to ensure improved student achievement. The council is a collaborative effort betweenteachers, parents, administration and community members that oversee the instructional programs of theschool. The EESAC assists in the decision making process of curricular programs acquired by the school, aswell as monitoring data in order to revisit the long range plans and make adjustments as needed. The EESAC recommends and supports initiatives and strategies to promote school safety and reducediscipline issues. The EESAC recommends the financial resources that should be used to ensure successful implementationof the School Improvement Plan (SIP) by funding programs that focus on initiatives that will promote theschool’s effort to meet or exceed our projected objectives. The EESAC has also reviewed the school’sbudget to determine areas that the council can provide funds to supplement educational programs. The EESAC endorses and recommends that all instructional personnel continue to participate in professionalgrowth activities. The EESAC supports technology training to ensure that instructional personnel isknowledgeable of the latest trends and technological advancements, especially related to Voyager, FCATExplorer, Reading Plus, SuccessMaker, and Accelerated Reader Programs. The EESAC recommends and supports the adoption of all instructional programs that promote theachievement of goals established in the School Improvement Plan.

The EESAC recommends and supports the expansion and acquisition of additional technology at ourschool. The EESAC supports the district’s goal of recruiting and retaining effective, highly qualified teachers. The EESAC recommended and supported maximizing services offered by the members of the StudentServices Department. The counselors, psychologist, school nurse, and stakeholders that support studentconcerns are an essential component in the achievement of the School Improvement Plan goals.

SAC Members

Members

1) Marie Izquierdo, Principal

2) Corinthia Johnson, SAC Chair

3) Amanda Orozco, Student

4) Claudia Figueroa, Student

5) Angela Ferreira, Teacher

6) Deborah Diaz, Teacher



7) Kristen Hernandez, Teacher

8) Nelson Varona, Business Member

9) Dulce Rodriguez, Parent

10) Carmen Escobar, Parent

11) Marlin Martin, Parent

12) Enrique Morcate, Parent

13) Zenia Gomez, Parent

14) Maidlyn Falcon, Parent

15) Lili Quintana, Parent

16) Andres Valdes, Community Member

17) Carmen Angel, School Support Personnel

18) Anisia Uley, School Support Personnel

19) Maria Ramos, Union Steward

20) Yaset Fernandez, Assistant Principal

IMPLEMENTATION EVALUATION

Adequate progress will be deemed to have been met if there is growth in the percentage of students whoscore at or above state mastery level in the areas of reading, mathematics, writing and science; if there isan increase in the percentage of students who make learning gains; if 65% of students in identifiedsubgroups meet state mastery level in reading; and if 68% of identified subgroups meet state masterylevel in mathematics. We will also consider adequate progress having been made if parental involvement atour school increases as evidenced by more parents participating in school sponsored events.

The Henry M. Flagler leadership team, as well as the EESAC will strive to ensure improved studentachievement. The objectives and strategies of the SIP will be evaluated through consistent data analysisand feedback from the school's stakeholders. The EESAC and leadership team will continue to assist in thedecision making process of curriculuar programs acquired by the school, as well as revisiting the long rangeplans and making adjustments as needed. Feedback from the School Climate Survey is utilized to evaluateprogram effectiveness as well.

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

15 85 2 98 0 100 0 0 0 0

Name ofAssessmentUsed

BaselineBenchmarkAssessment


DistrictWriting Pre-Test



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

18 82 9 91 1 99 0 0 0 0




DistrictWriting Pre-


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

19 81 4 96 41 59 5 95 0 0




DistrictWriting Pre-



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

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


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

ELL 6.8 93.2 3.5 96.5 100 3 97

End of Baseline Data Report



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade HENRY M. FLAGLER ELEMENTARY SCHOOL 1881Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 371Math: 371

2007-2008 School Grade1:

A 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 58 Y 68 Y 90 88 N NA 38 42 NA 34 32 NA 62 NA 72 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 59 Y 68 Y 90 88 N NA 38 41 NA 34 32 NA 63 NA 72 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 56 N 66 Y 89 87 N NA 41 44 NA 35 34 NA 60 NA 70 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 45 N 58 N 80 83 Y NA 57 55 NA 42 42 NA 60 NA 65 NA

STUDENTS WITHDISABILITIES

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

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade HENRY M. FLAGLER ELEMENTARY SCHOOL 1881Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 387Math: 387


A 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 62 Y 66 Y 85 90 Y NA 39 35 NA 37 34 NA 62 NA 68 NA

WHITE NA NA NA NA NA NA NA 50 NA NA NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 62 Y 66 Y 85 90 Y NA 39 34 NA 37 34 NA 63 NA 69 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 59 Y 65 Y 83 89 Y NA 40 37 NA 38 35 NA 60 NA 67 NA


100 Y 100 Y 43 N 58 Y 78 80 Y NA 60 61 N 43 42 NA 49 N 65 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y NA NA NA NA NA 69 NA NA NA

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade HENRY M. FLAGLERELEMENTARY SCHOOL 1881

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

Read: 338Math: 338


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 100 Y 100 Y 67 Y 63 Y 86 85 N NA 37 33 NA 53 37 NA

WHITE NA NA NA NA NA NA NA NABLACK NA NA NA NA NA NA NA NAHISPANIC 100 Y 100 Y 67 Y 63 Y 86 85 NA NA 38 33 NA 53 37 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 66 Y 62 Y 87 83 NA NA 40 34 NA 56 38 NA


100 Y 100 Y 55 Y 57 Y 73 78 NA NA 48 45 NA 58 43 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 42 NA 31 NA NA NA NA 81 69 NA

Dade School DistrictHENRY M. FLAGLER ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

71% 78% 83% 71% 303

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% 81% 149

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?

66% (YES) 86% (YES) 152 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 604 Percent Tested =100% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

72% 72% 86% 67% 297

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

75% 68% 143


Adequate Progressof Lowest 25% inthe School?

73% (YES) 69% (YES) 142 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 582 Percent Tested =100% Percent of eligible students tested



Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 75% 70% 94% 239

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

% of Students MakingLearning Gains 71% 71% 142


Adequate Progress of Lowest25% in the School? 73% (YES) 73 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 454 Percent Tested = 100% Percent of eligible students tested




2008-2009 florida school improvement plan...

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