2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: HIBISCUS ELEMENTARY SCHOOL

District Name: Dade

Principal: Dyona McLean-Fisher, Ed.D.

SAC Chair: Mairi Callam

Superintendent: Alberto M. Carvalho

Date of School Board Approval: December 1, 2008

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

The mission of Hibiscus Elementary School is to nurture the ethnic diversity of its population and toproduce students academically and socially that are prepared for high school, college, and beyond.Students will be empowered to be problem solvers, critical thinkers, and effective communicators in aneducational environment designed to nurture and maximize their academic success. All of the students willbe involved in academic, social and emotional programs and/or services as needed in order to meet theneeds of all of our students.

Hibiscus Elementary School is a school with a vision for students to attain the skills necessary to beproblem solvers and life-long learners in our ever-changing and technological society. Ideally, aneducational environment will be created where students, teachers, and other community members striveto dream freely, live life today, and prepare for the future.

Hibiscus Elementary’s core values include: Excellence We pursue the highest standards in academic achievement and organizational performance.

Integrity We build positive relationships through honesty, respect and compassion, which enhance the self-esteem,safety, and well-being of our students, families and staff.

Equity We foster an environment that serves all students and aspires to eliminate the achievement gap.

Citizenship We honor the diversity of our community by working as a team to ensure the educational success of all ofour students and recognize that our obligations go beyond our professional responsibilities to promotedemocratic principles.

SCHOOL PROFILE DEMOGRAPHICS

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Facility/Community Hibiscus Elementary School is located on 6.68 acres in northwest Miami-Dade County in the city of MiamiGardens. Hibiscus has been serving this North Dade community of predominantly single-family homes since1956. In the past few years, Hibiscus Elementary has been fortunate enough to have several renovationsadded to the original building. The Media Center has undergone several renovations, thus creating anoptimal learning environment for our students. The third, fourth and fifth graders are housed in newbuildings. These classrooms are spacious and equipped with the latest technology available. Due to theadditional classrooms, there is one portable remaining at the school.

Student Demographics

It serves 599 multi-ethnic students living in surrounding neighborhoods and a small number of studentsbussed for special needs. The ethnic/racial make-up of the student population is ninety percent Black,seven percent Hispanic, one percent White Non-Hispanic, and two percent other. Our student populationincludes 359 standard curriculum students, thirty-six Students with Disabilities (SWD), sixty gifted students,and twenty-six English Language Learner (ELL) students. Of our student population, seventy-nine percentwould be considered economically disadvantaged as evidenced by the number of students who qualify forfree or reduced meals. This percentage qualifies Hibiscus Elementary School for federal funding under theTitle I program.

The 2007-2008 FCAT data results indicate that sixty-four percent of the students are meeting highstandards in Reading and seventy percent are meeting high standards in Mathematics. Furthermore, the2007-2008 FCAT Assessment data indicates that thirty-six percent of the students scored Level 1 or Level2 in Reading and thirty percent of the students cored Level 1 or Level 2 in Mathematics. The No Child LeftBehind subgroup for Blacks indicate that fifty-nine percent are meeting high stands in Reading, sixty-sixpercent are meeting high standards in Mathematics. The FCAT Assessment data indicates that fifty-sevenpercent of the Economically Disadvantaged subgroup students were reading at or above proficiency leveland sixty-five percent of the Economically Disadvantaged students scored at or above proficiency level inMathematics.

Class Size/Teacher-to-Student Ratio In the primary grades at Hibiscus Elementary, Kindergarten through three, the average class size is 20.3and for the intermediate grades, four and five, the average class size is 22.4. At Hibiscus the following arethe teacher-to-student ratios; the Kindergarten ratio is 1:16.5, for 1st grade it is 1:21.2, for 2nd gradethe ratio is 1:20.2, the 3rd grade ratio is 1:22.4, for 4th grade it is 1:22.3, and for 5th grade the ratio is1:22.4. The Inclusion Model is being implemented for the SPED student instruction. Two SWD teacherssupport the General Education teachers in the inclusion process.

Attendance Rate During the 2007-2008 school year, the attendance rate was 95.93% as compared to the District rate of95.38% and State rate of 94.14% and 96.2% for Hibiscus during the 2006-2007 school year.

Retention Rate During the 2007-2008 school year seven third graders were retained due to not meeting the required levelof performance on the FCAT Reading Assessment. In addition, in grades kindergarten through two andgrade four nine students were retained. This retention rate of 6.1% is compared to the District rate of5.7%

Feeder Pattern Hibiscus Elementary is located in the Norland Senior High School Feeder Pattern. The fifth grade studentswill transition into Andover Middle School, a new middle school opened in this August. Throughout the year,articulation meetings will be held with the new principal and staff to ensure continuity of programs andservices for all of our students. All stakeholders are involved in the articulation between feeder patterns.

Special Programs The resources and programs which enable Hibiscus Elementary to provide its students with optimal learningopportunities are as follows: a non-fee supported Voluntary Pre-Kindergarten (VPK) program, a SWD Pre-Kindergarten program, and a Role Model Pre-Kindergarten program, a Deaf/Hard of Hearing unit, twoGifted Content classes for Reading, Language Arts and Social Studies for gifted students in first through fifth



Gifted Content classes for Reading, Language Arts and Social Studies for gifted students in first through fifthgrades, five “I Have a Dream” Foundation supported first grade classes, Teaching Enrichment Activities toMinorities (TEAM) in grades two through four, Academic Excellence Program (AEP), Computer Laboratory,Media Center with additional computers and Smart Board, utilizing programs such as Accelerated Reader,Reading Plus, FCAT Explorer, and Harcourt Mathematics and other software programs.

Hibiscus Elementary School provides educational services based on the Sunshine State Standards, theCompetency Based Curriculum, and Comprehensive Research-based Reading Plan (CRRP). School widestrategies include a focus on reading, writing, mathematics, and science, as well as the development ofcritical thinking. Also, Title I allocation of funds provides two hourly teachers that deliver additional readingtutorial services to our Level 1 and Level 2 students utilizing Voyager Passport.

Title I funding is utilized to enhance computer-based activities. Creating Independence through Studentowned Strategies (CRISS) is applied in grades Pre-Kindergarten through five. The curriculum also includesutilization of the Reading Plus Program, Voyager Passport, Accelerated Reader and STAR ReadingPrograms. This concentration on the basic skills, along with the utilization of CRISS and the incorporation oftechnology into the learning process, provides an overall philosophy of empowering our students to setcareer goals and realize their potential.

Teacher Demographics Hibiscus Elementary School employs a total of fifty-eight full time staff members (88%) and eight part timestaff members (12%). The faculty and staff consist of two administrators, twenty-seven classroomteachers, five enrichment area teachers, two varying exceptionalities educators, two gifted educationteacher, one teacher of the Deaf/Hard-of-Hearing, one guidance counselor, one media specialist, one ELLteacher, one curriculum support teacher, three classroom paraprofessionals, four clerical employees, sixcafeteria workers and four custodial service workers. The ethnic/racial make-up of the staff is twenty-fivepercent (17) White Non-Hispanic, sixty-two percent (41) Black, and thirteen percent (8) Hispanic. Thirteenteachers as well as one administrator have Masters Degrees, and two teachers and one administratorhave Doctoral Degrees. Based on the High Objective Uniform State Standard of Evaluation (HOUSSE) datacollected during the 2007-2008 school year, the Hibiscus instructional faculty and staff were deemed highlyqualified as required by the No Child Left Behind Act of 2001. The Leadership Team includes twoAdministrators, two Reading Coaches, one Guidance Counselor, one Media Specialist, two Gifted Educationteachers, one Microsystems Technician, and seven Grade Level Chairpersons. There are no concerns in regards to vacancies, recruitment and retention at Hibiscus. There are numerousinquiries and submitted resumes for potential vacancies which are very limited as vacancies are usuallyattributed only to teacher promotions or retirement.

Unique Aspects: STRENGTHS There are a number of strengths that contribute to the success at Hibiscus Elementary. Hibiscus has astable faculty with a low turn over rate. The faculty consists of highly qualified professionals in the areas ofcurriculum, technology, and leadership. This contributes to a positive, efficient, and professional workingenvironment.

Hibiscus Elementary School received a grade of “A” from the Florida Department of Education based on the2007 – 2008 test scores. According to the data from the Florida Department of Education AccountabilityReport sixty-four percent of the third through fifth grade students met high standards in Reading, seventypercent of the third through fifth grade students met high standards in Mathematics, and ninety-sevenpercent of the fourth grade students met high standards in Writing on the 2007 administration on theFlorida Comprehensive Assessment Test (FCAT). Hibiscus Elementary has met the federal requirements forAdequate Yearly Progress (AYP) under NCLB.

Unique Aspects: AREAS OF CONCERN In order to increase the success at Hibiscus, there are some areas of concern that need to be addressed.The Parent Teacher Association (PTA) needs to be revitalized, the use of technology should be increased,and the needs of the students demonstrating performance in the lowest twenty-five percent must continueto be addressed.

School Community Relations/Partners



School Community Relations/Partners Hibiscus Elementary is partnered with Washington Mutual Bank. The bank manager, Mr. Edgar Cubillos,attends EESAC meetings when his schedule permits. Mr. Cubillos is interested in supporting Hibiscus’students and encouraging their continued achievement. For example, he has shown his support byproviding small reading incentives for the students. Our District representative is School Board member Dr. Wilbert “Tee” Holloway. Our North Regional Centerrepresentative is Administrative Director, Ms. Lourdes Gimenez.

Title I Status Hibiscus Elementary is a schoolwide Title I funded school. Seventy-nine percent of the students receive freeor reduced priced meals. Hibiscus Elementary, along with Title I, is able to provide a wholesome curriculumand instructional delivery format, which is designed to meet the individual requirements of its studentpopulation.

Grants Hibiscus is not receiving any grant funding at this time.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Principal: Dr. Dyona McLean has a Bachelor of Arts in Geography and Literature, a Diploma in Public Administration, AMaster of Science in Social Studies, A Master of Science in Educational Leadership, a Specialist Degree inEducational Leadership and a PhD in Educational Leadership. Her career spans twenty-four years withMiami-Dade County Public Schools. Sixteen of her career years were as Principal for four elementaryschools.

Dr. McLean is certified in Social Studies and School Leadership. She taught at the middle school level andlater became a Regional and District Curriculum Coordinator. Additionally, Dr. McLean served as anAssistant Principal and Principal at Lakeview Elementary School. She is currently in the fourth year asprincipal for Hibiscus Elementary. Hibiscus performance grades under her leadership has been “A”, “C”, and“A”. The school has consistently met Annual Yearly Progress (AYP).

Assistant Principal: Mrs. Maria Calvet-Cuba has a Bachelor’s Degree in Elementary Education, a Master’s Degree in ExceptionalStudent Education and a certification in Educational Leadership. She has been employed with Miami-DadeCounty Public Schools for the past 18 years. During her tenure she has worked as an Elementary Teacher,Educational Specialist for the district, and a Reading Coach. She has completed the Principal PreparationProgram to prepare for future principalship. Her main areas of responsibility include curriculum andinstruction, student services, discipline, parental involvement and the Exceptional Education program. Shehas been selected to be the chairperson for the Literacy Committee for the Norland Feeder Pattern.

Ms. Cuba was an Assistant Principal at Scott Lake Elementary for six years and under her leadership theschool grades were “B”, “C”, “B”, “A”, “C”, and “B”. She has been the Assistant Principal at Hibiscus for oneyear and under her leadership the school grade has increased from a “C” to an “A”.



year and under her leadership the school grade has increased from a “C” to an “A”.

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.

In order to assist with the process of teacher recruitment and retention, the following procedures havebeen established. A yearly orientation meeting is conducted with newly hired teachers to our school by thePrincipal and the Assistant Principal where teachers have an opportunity to meet with one another andwhere policies and procedures are explained in more detail. Each new teacher is assigned a mentor whoreviews and assists with preparation and planning, class set-up, discipline procedures and delivery ofinstruction.

Hibiscus Elementary School has strategically reassigned teachers to specific grade levels and or subjectareas to maximize student achievement in order to maximize student achievement for all subgroups. Allteachers are highly qualified and certified in-field. All instructional employees have Individualized IPEGSAction Plans that are a reflection of the goals in the School Improvement Plan. Students not making AYPare targeted and the needs of the subgroups are examined. The Principal and the Leadership Teamconference with all teachers during data chats to analyze student data and determine strengths andweaknesses. Data is from the previous year's outcome measure and on-going progress monitoringassessment. These plans are re-examined on an ongoing basis throughout the year. Teachers are providedwith the opportunity to participate in Professional Development throughout the year. The school aligns itsProfessional Development with state standards. In addition, teachers are provided mentoring opportunitiesby a highly effective teacher. These opportunities include planning, modeling lessons, coachingconversations and reflections. Teachers use common planning time to organize Professional LearningCommunities (PLC) which reflect the needs of the targeted students.

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Hibiscus Elementary School has several programs that coordinate with other state and federal dollarsavailable so that the school can meet state and NCLB requirements.

Title I Hibiscus Elementary School receives Title 1 funds through which instructional hourly tutoring is provided, aswell as the purchase of supplies. Reading and math skills will be targeted. Students scoring Levels 1 and 2as well as the lowest twenty fifth percentile will be identified in both reading and mathematics.

"I Have A Dream" In addition, Hibiscus Elementary is been participating in the “I Have a Dream” Foundation program in 1stgrade. The “I Have a Dream” Foundation (IHAD) provides a program that helps children become productive



citizens by providing a long-term program of mentoring, tutoring, and enrichment, with an assuredopportunity for higher education. The target population this year is the entire 1st grade.

School Wide Improvement Model


The school’s Leadership Team is comprised of Dr. Dyona S. McLean, Principal, Maria Calvet-Cuba, AssistantPrincipal, Francine Katz, Reading Coach, Lori Notis, Itinerant Reading Coach, Patricia Bryant, Counselor,Mairi Callam, Media Specialist and EESAC Chairperson, Jonathan Gallot, MIS as well as the seven GradeLevel Chairpersons for Pre-K/Kindergarten, grades one through five, and Special Area Teachers. The Teammeets bi-monthly. Areas of school-wide literacy concerns are discussed and possible solutions examined.Decisions regarding additional materials are reviewed, instructional focus is examined and necessarychanges are made. In addition, best practices are studied and professional development is discussed orimplementation. Additionally the Grade Level Chairpersons and other key stakeholders meet monthly toreview data and plan accordingly. Regular grade level meetings also facilitate the review andimplementation of data.

The Florida’s Continuous Improvement Model (FCIM) is still being implemented in order to meet the needsof the students.

Data is disaggregated in order to ensure that teachers are aware of students’ scores. The Leadership Teammeets with the teachers as an entire group, as well as individually. Class trends, such as the percentage ofstudents at mastery, as well as individual students are discussed. Strategies are suggested that will assiststudents in meeting and maintaining mastery.

After data has been disseminated, instructional timelines are developed for each grade level based on testresults. The Instructional Focus Calendar is then created using new or existing materials.

The Leadership Team meets with the teachers and reviews the Instructional Focus Calendar and thematerials used in the delivery of instruction. Strategies, such as graphic organizers are reviewed.

Assessment is ongoing consisting of District and School based tests. Students are tested in reading, math,science and writing. School based assessments provide opportunities for the students to practice FCATfocused benchmarks.

Small group tutorials and re-teaching opportunities are provided before, during, and after school. TheVoyager Passport materials are utilized as well as components from the Houghton Mifflin core readingprogram. Additional materials containing FCAT style passages are utilized as well.

Enrichment is provided to students in grades 3-5 who have met and exceeded mastery on theassessments. Students are given enrichment activities both in and outside the classroom setting. Activitiesmight include book reports using chapter books, research papers on a subject of interest, or a hands-onproject that requires higher order thinking skills. The Academic Excellence Program (AEP) is an after schoolprogram that meets twice weekly.

Students are also taught skills which maintain a level of mastery. Skills are reviewed daily at the beginningof each lesson and questioning strategies are used to informally assess students’ knowledge.

The most critical component of the FCIM is the monitoring component. This is done by the LeadershipTeam by reflecting on the strategies used throughout the school in order to determine what worked andwhat did not. The administration then meets with the individual grade levels in order to share thoughts andreflections and develop a plan of action.

Professional Development is an integral piece of the instructional improvement process. All teachers receiveinstruction in reading, math, social studies, science, writing and data analysis at the beginning of the schoolyear. Instruction is based on the needs generated from the previous year’s FCAT data. Teachers alsoreceive professional development periodically in order to receive information on best practices.



NCLB Public School Choice


Hibiscus Elementary received a State grade of “A” based on the results of the 2008 FCAT Assessments.Hibiscus will continue to notify parents about the academic progress of the school through the monthlyParent Calendar, the Hibiscus website, PTSA meetings, EESAC meetings and school newsletters. Additionalinformation will be provided during parent/teacher conferences, classroom reports, and Interim ProgressReports.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


The ESSAC recommends the utilization of the guidance counselor, community involvement specialist,registrar, social worker, office staff, and the administration to render services to our early childhoodstudents and their families throughout the school year.

Hibiscus has three pre-kindergarten programs, a Title I Voluntary Pre-Kindergarten, Pre-KindergartenReverse Mainstream class for three, four and five year old Role Model children and Varying Exceptionalitychildren, and a half day Speech and Language Impaired Pre-Kindergarten. The Title I Pre-Kindergarten usesthe Houghton-Mifflin Pre-Kindergarten Early Growth Indicators Benchmark Assessment which is providedby the district. The assessment is administered three times during the year. Based on the results activitiesare provided for the low performing students as well as activities designed for the on-level students andstudents requiring more challenging activities.

The two Pre-Kindergarten classes that have SWD students use various screenings such as the DevereauxEarly Childhood Assessment (DECA), Phonological Early Literacy Inventory (PELI), and the BotelDevelopmental Inventory (BDI-2). These are used in a pre and post assessment format. Additional ESOLscreening is done for English Language Learners (ELL).

Before transition into Kindergarten assessment data is reviewed and parents are provided with transitionmaterials. Kindergarten visits are also arranged for the Pre-Kindergarten students. Parents with theassessment team review the data and make recommendations for the appropriate Kindergartenplacement.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


The Teacher Mentoring Program at Hibiscus Elementary School is comprised of the administration,teachers, and support staff. Both the principal and assistant principal serve as role models to teachers byactively being involved in the fostering of student learning and achievement. A professional growth teamwill provide new teachers with assistance in lesson planning, classroom management, and the execution ofall areas of the curriculum. The Reading Coach will provide teachers with classroom resources,demonstration lessons, data analysis, and on-site professional development in the areas of reading andlanguage arts.

Teachers new to the profession and/or school system will be involved in the Beginning Teacher Programprovided by the district. The school will provide the new teachers with a mentor who will assist in goalsetting, and implementing the curriculum.



setting, and implementing the curriculum.

In addition to new teachers, the Mentor Program will also assist teachers in need of improvement. Theseteachers will be identified through formal and informal classroom observations. Teachers in need ofimprovement will be paired with an on-site mentor from the school who teaches the same subject andgrade. Professional Development and classroom modeling will be provided by the Reading Coach.Improved student performance will be the expected outcome.

Administration will oversee and guide the Mentor Program. The administration will meet regularly with bothMentor and Mentee and facilitate Professional Development throughout the year. ProfessionalDevelopment will include classroom management, data analysis, Reading and Mathematics strategies. AProfessional Growth team will be assigned to provide additional growth activities on an individual basis.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Hibiscus Elementary School will provide a variety of extended learning opportunities during the year.Students who scored a Level 1 and 2 on the FCAT Test, as well as those students whose scores affectedthe school's Adequate Yearly Progress (AYP) designation will be identified. These students will be providedadditional instruction using the Voyager Passport Program before, during, and/or after school.

All Level 1 and Level 2 students will be closely monitored. Results from Voyager assessments, as well asongoing benchmark assessments, DIBELS and STAR Reading Test data will be examined and instruction willbe modified as needed. These interventions will provide opportunities for the identified students to improvetheir academic skills as evidenced by performing at grade level in reading on work samples, interimassessments and FCAT Tests.

SCHOOLS GRADED C OR BELOW

Professional Development

N/A

Disaggregated Data

N/A

Informal and Formal Assessments

N/A

Alternative Instructional Delivery Methods

N/A

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

N/A



Responsibility of Teaching Reading for Every Teacher

N/A

Quality Professional Development for Teachers and Leaders

N/A

Small Learning Communities (SLC)

N/A

Intensive Intervention in Reading and Mathematics

N/A

Parental Access and Support

N/A

Applied and Integrated Courses

N/A

Course Choice Based on Student Goals / Interests / Talent

N/A

Master Schedules Based on Student Needs

N/A

Academic and Career Planning

N/A

GOALS

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

*Needs Assessment:Sixty-four percent of all the students tested on the 2008 FCAT ReadingAssessment in grades three, four, and five are reading at or above grade level,which exceeded the 2008 Adequate Yearly Progress (AYP) target of fifty-eightpercent but is below the 2009 AYP target of sixty-five percent. However, fifty-seven percent of the Economically Disadvantaged subgroup are reading at orabove grade level which is a decrease of one percentage point when comparedto the 2007 FCAT Reading Assessment scores and one percentage point belowthe 2008 AYP target of fifty-eight percent and eight percentage points below the2009 AYP target of sixty-five percent. Sixty-five percent of the students tested



g y p y pon the 2008 FCAT Reading Assessment made at least one year's growth inreading when compared to the scores on the 2007 FCAT Reading Assessment.

Additionally, fifty-three percent of the lowest twenty-five percent of the studentsin third through fifth grade were able to make Adequate Progress in reading onthe 2008 FCAT Reading Assessment, which is three percentage points above thepercentage required for state accountability. Sixty-two percent of the third gradestudents tested on the 2008 FCAT Reading Assessment are reading at or abovegrade level, which is an increase of eight percentage points when compared tothe 2007 FCAT Reading Assessments scores for third grade. Sixty-two percentof the fourth grade students tested on the 2008 FCAT Reading Assessment arereading at or above grade level, which is a decrease of one percentage pointwhen compared to the 2007 FCAT Reading Assessment scores for fourth grade.Fifty-five percent of the fifth grade students are reading at or above grade level,which is a decrease of seven percentage points when compared to the 2007FCAT Reading Assessment scores.

Interpreting the data from the FCAT Reading Assessment across grade levelsindicates that the content clusters needing increased instruction in grade threeare Comparisons and Reference and Research. An analysis of the grade fourreading achievement scores indicates that the content clusters in most need ofincreased instruction are Words/Phrases, Comparisons. The content clustersneeding increased instruction in grade five are Words/Phrases and Reference andResearch. Systematic, explicit, intensive, and scaffolded instruction in these areasshould result in an increase in student achievement in reading.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades three through five will increase to65% meeting high standards on the 2009 administration of the FCAT ReadingTest.

*Strategies: • Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis. (Principal,Assistant Principal, Reading Coaches and classroom teachers, August 18, 2008 – June 4, 2009)

• Provide a daily, uninterrupted ninety-minute reading block to implement theComprehensive Research Based Reading Plan and ensure growth in phonemicawareness, phonics, vocabulary, fluency and comprehension skills. (Principal,Assistant Principal, Reading Coaches and classroom teachers, August 18, 2008 –June 4, 2009)

• Utilize Accelerated Reader, Reading Plus, Voyager, FCAT Explorer, Riverdeep,and Houghton Mifflin computer-assisted resources to reinforce and enhancereading skills and provide progress monitoring data. (Principal, Assistant Principal,Reading Coaches, Classroom Teachers, Media Specialist, August 18, 2008 – June4, 2009)

• Conduct quarterly "Data Chats" to disaggregate and analyze data such as pre,posttests, Reading Plus progress reports, DIBELS results, and Accelerated Readerreports and utilize the data to guide instruction and to address students'weaknesses and strengths. (Principal, Assistant Principal, Reading Coaches,August 18, 2008 – June 4, 2009)

• Continue "FCAT Challenge" program whereby students and teachers in gradesthree -five receive grade level instruction using reading comprehension strategieswhile aligning instruction to the Sunshine State Standards. (Principal, AssistantPrincipal, Reading Coach, August 18, 2008 – June 4, 2009)

• Disaggregate and analyze data from the 2008 FCAT Reading Assessments toidentify strengths and weaknesses in student performance, and develop aninstructional focus calendar for reading as well as bi-weekly benchmarkassessments. (Principal, Assistant Principal, Reading Coaches and classroomteachers, August 18, 2008 – June 4, 2009)

• Utilize the LeapPad Learning System in Kindergarten and first grade to reinforceand enhance reading instruction. (Principal, Assistant Principal, Reading Coachesand classroom teachers, August 18, 2008 – June 4, 2009)



• Utilize the Reading Plus program in classrooms during small group instruction,twice a week for 30 minutes to improve reading fluency and comprehension ingrades 3-5. (Principal, Assistant Principal, Reading Coaches and classroomteachers, August 18, 2008 – June 4, 2009)

• Implement a before/after school reading tutorial program for students ingrades three through five to improve fluency, vocabulary, and comprehensionusing effective reading strategies with grade level material. (Principal, AssistantPrincipal, Reading Coaches and classroom teachers, August 18, 2008 – June 4,2009)

• Provide enrichment activities, in the form of small group instruction andadvanced academic classes, to those students consistently meeting benchmarktargets to ensure an appropriate level of challenge and continued learning gainsfor all students. (Principal, Assistant Principal, Reading Coaches and classroomteachers, August 18, 2008 – June 4, 2009)

• Identify students in grades two through five scoring in the lowest 25% on the2008 FCAT/SAT Reading Test for in school small group intensive instruction usingthe Passport Voyager Program and Early Success focusing on fluency, phonics,vocabulary and comprehension. (Principal, Assistant Principal, and ReadingCoaches, August 18, 2008 – June 4, 2009)

• Use the School Generated Debriefing Protocols to conduct data debriefingsessions. (Principal, Assistant Principal, Grade Level Chairpersons, ReadingCoaches, August 18, 2008 – June 4, 2009)

*Evaluation: The evaluation component will include the 2009 FCAT Reading Assessment,District Baseline Assessment, School-based Assessments, Classroomassessments and DIBELS data, Reading Plus data, STAR Reading Assessments,and Houghton Mifflin assessments.

*Evidence-basedProgram(s):

• Houghton Mifflin Reading Program – A Legacy of Literacy, 2003 Edition • FCAT Explorer • Accelerated Reader • Houghton Mifflin Reading Program – A Legacy of Literacy, 2003 Edition • Passport Voyager Intervention Program • Reading Plus Silent Reading Fluency Program, version 3.5: 2006: TaylorAssociates/Communications, Inc. • Early Success, Houghton Mifflin

*ProfessionalDevelopment:

Hibiscus Elementary’s Professional Development Plan is driven by and aligned tothe needs assessments. The activities strengthen teachers' abilities to meet theneeds of their students.

• August: Guided Reading • September: Elements of a Print Rich Environment • October: Implementation of Literacy Centers • November: Data Driven Instruction; Educational Teams & Collaborative BestPractices • December: Differentiated Instruction • January: Effective Writing • February: Writing Across the Curriculum • March: Vocabulary Strategies • April: Matching Books to Readers • May: Interactive Websites to Enhance the Big 5 • June: Articulation

*Objective: Given instruction based on the Sunshine State Standards, 65% of the students inthe Economically Disadvantaged subgroup in grades three through five will scoreLevel three or higher on the 2009 FCAT Reading Assessment.

*Strategies:• Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis. (Principal,Assistant Principal, Reading Coaches and classroom teachers, August 18, 2008 – June 4, 2009)



• Identify students designated in the Economically Disadvantaged subgroup inorder to track their progress towards meeting Adequate Yearly Progress.(Principal, Assistant Principal, and Reading Coaches, August 18, 2008 – June 4,2009)

• Provide a daily, uninterrupted ninety-minute reading block to implement theComprehensive Research Based Reading Plan and ensure growth in phonemicawareness, phonics, vocabulary, fluency and comprehension skills. (Principal,Assistant Principal, Reading Coaches and classroom teachers, August 18, 2008 –June 4, 2009)

• Utilize Accelerated Reader, Reading Plus, Voyager, FCAT Explorer, Riverdeep,and Houghton Mifflin computer-assisted resources to reinforce and enhancereading skills and provide progress monitoring data. (Principal, Assistant Principal,Reading Coaches, Classroom Teachers, Media Specialist, August 18, 2008 – June4, 2009)

• Conduct quarterly "Data Chats" to disaggregate and analyze data such as pre,posttests, Reading Plus progress reports, DIBELS results, and Accelerated Readerreports and utilize the data to guide instruction and to address students'weaknesses and strengths. (Principal, Assistant Principal, Reading Coaches,August 18, 2008 – June 4, 2009)

• Continue "FCAT Challenge" program whereby students and teachers in gradesthree -five receive grade level instruction using reading comprehension strategieswhile aligning instruction to the Sunshine State Standards. (Principal, AssistantPrincipal, Reading Coach, August 18, 2008 – April, 2009)

• Disaggregate and analyze data from the 2008 FCAT Reading Assessments toidentify strengths and weaknesses in student performance, and develop aninstructional focus calendar for reading as well as bi-weekly benchmarkassessments. (Principal, Assistant Principal, Reading Coaches and classroomteachers, August 18, 2008 – June 4, 2009)

• Utilize the LeapPad Learning System in Kindergarten and first grade to reinforceand enhance reading instruction. (Principal, Assistant Principal, Reading Coachesand classroom teachers, August 18, 2008 – June 4, 2009)

• Utilize the Reading Plus program in classrooms during small group instruction,twice a week for 30 minutes to improve reading fluency and comprehension ingrades 3-5. (Principal, Assistant Principal, Reading Coaches and classroomteachers, August 18, 2008 – June 4, 2009)

• Implement a before/after school reading tutorial program for students ingrades three through five to improve fluency, vocabulary, and comprehensionusing effective reading strategies with grade level material. (Principal, AssistantPrincipal, Reading Coaches and classroom teachers, August 18, 2008 – June 4,2009)

• Provide enrichment activities, in the form of small group instruction andadvanced academic classes, to those students consistently meeting benchmarktargets to ensure an appropriate level of challenge and continued learning gainsfor all students. (Principal, Assistant Principal, Reading Coaches and classroomteachers, August 18, 2008 – June 4, 2009)

• Identify students in grades two through five scoring in the lowest 25% on the2008 FCAT/SAT Reading Test for in school small group intensive instruction usingthe Passport Voyager Program and Early Success focusing on fluency, phonics,vocabulary and comprehension. (Principal, Assistant Principal, and ReadingCoaches, August 18, 2008 – June 4, 2009)

• Use the School Generated Debriefing Protocols to conduct data debriefingsessions. (Principal, Assistant Principal, Grade Level Chairpersons, ReadingCoaches, August 18, 2008 – June 4, 2009)

*Evaluation: The evaluation component will include the 2009 FCAT Reading Assessment,District Baseline Assessment, School-based Assessments, Classroom



assessments and DIBELS data, Reading Plus data, STAR Reading Assessments,and Houghton Mifflin assessments.


• Houghton Mifflin Reading Program – A Legacy of Literacy, 2003 Edition • FCAT Explorer • Accelerated Reader • Houghton Mifflin Reading Program – A Legacy of Literacy, 2003 Edition • Passport Voyager Intervention Program • Reading Plus Silent Reading Fluency Program, version 3.5: 2006: TaylorAssociates/Communications, Inc. • Early Success, Houghton Mifflin



• August: Guided Reading • September: Elements of a Print Rich Environment • October: Implementation of Literacy Centers • November: Data Driven Instruction; Educational Teams & Collaborative BestPractices • December: Differentiated Instruction • January: Effective Writing • February: Writing Across the Curriculum • March: Vocabulary Strategies • April: Matching Books to Readers • May: Interactive Websites to Enhance the Big 5 • June: Articulation

Budget:

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

Description of Resources Funding Source AvailableAmount

Reading Plus Title I $3,050.00

Total: $3,050.00

Technology


No Data No Data $0.00

Total: $0.00




Total: $0.00

Other


FCAT Challenge – Rally Materials Title I $1,298.50

Hourly Teachers Title I $44,000.00

Coach Test Prep Materials Title I $2,135.73

Total: $47,434.23

Final Total: $50,484.23

*Non-Highly QualifiedInstructors:

There is one teacher of the gifted, Ms. Tiffany Bass, who is currently teachingout-of-field. She is assigned the 1st and 2nd grade gifted students for Readingand Social Studies. She is in the process of obtaining her Gifted Endorsement andbecoming Highly Qualified in the area of Gifted Education. She will be completingthe first Gifted Endorsement Nature and Needs course by the end of October andanticipates completing the Gifted Endorsement by May 2009. In addition to the



course work, Ms. Bass is teamed with a veteran Gifted Endorsed teacher. Theycollaborate and plan together on a daily basis.

End of Reading Goal

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

*Needs Assessment: Results of the 2008 FCAT Mathematics Assessment indicate that all of thetargeted subgroups showed improvement in mathematics skills, as evidenced byat least sixty-five percent of all subgroups scoring at or above grade level inmathematics. This is three percentage points above the Adequate YearlyProgress (AYP) target of sixty-two percent. The data acquired from the SchoolPerformance Accountability Results indicate that seventy percent of all studentsin third through fifth grade met high standards in mathematics on the 2008 FCATMathematics Assessment. Additionally, seventy-nine percent of the lowesttwenty-five percent of the students in third through fifth grade were able tomake Adequate Progress in mathematics on the 2008 FCAT Mathematics Test,which is twenty-nine percentage points above the percentage required for stateaccountability.

Seventy-two percent of the students tested on the 2008 FCAT MathematicsAssessment made at least one year’s progress in mathematics. There was afourteen percentage point increase in the number of students in grade threemeeting high standards in mathematics when the scores for the 2008 FCATMathematics Assessment were compared with the 2007 FCAT MathematicsAssessment scores. In grade four there was an eight percentage point decreasein the number of students meeting high standards in mathematics when scoresfor the 2008 FCAT Mathematics Assessment were compared with the 2007FCAT Mathematics Assessment scores. In grade five even though there was afive percentage point increase in the number of students meeting high standardsin mathematics, only fifty-one percent of the fifth grade students tested on the2008 FCAT Mathematics Assessment scored at or above grade level inmathematics.

Interpreting the data from the 2008 FCAT Mathematics Assessment across thegrade levels indicates that the content clusters needing increased instruction ingrade three are Algebraic Thinking, and Measurement. An analysis of the gradefour mathematics achievement scores indicates that content clusters in mostneed of increased instruction are Number Sense, Geometry, and AlgebraicThinking. While performance in all of the content clusters in grade five showedimprovement, Algebraic Thinking, and Number Sense are the areas of greatestneed. Focused instruction in these areas should result in an increase in studentachievement in mathematics.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades three through five will increase to75% on the 2009 administration of the FCAT Mathematics Assessment.

*Strategies: • Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis. (Principal,Assistant Principal, and classroom teachers, August 18, 2008 – June 4, 2009)

• Provide and utilize the District developed Mathematics Curriculum Pacing Guidesand Mathematics Focus Calendars in kindergarten through fifth grade. (Principal,Assistant Principal, and classroom teachers, August 18, 2008 – June 4, 2009)

• Provide enrichment activities, in the form of small group instruction andadvanced academic classes, to those students consistently meeting benchmarktargets to ensure an appropriate level of challenge and continued learning gainsfor all students. (Principal, Assistant Principal, and classroom teachers, August 18,2008 – June 4, 2009)



• Continue the FCAT Challenge program whereby students in grades 3 through 5receive grade level instruction using mathematics strategies while aligninginstruction to the Sunshine State Standards. (Principal, Assistant Principal, andclassroom teachers, August 18, 2008 – June 4, 2009)

• Conduct quarterly “Data Chats” to disaggregate and analyze data frompretests, posttests, bi-weekly assessments and District Interim Assessments andutilize the data to guide Instruction and to address students' weaknesses andstrengths. (Principal, Assistant Principal, and classroom teachers, August 18,2008 – June 4, 2009)

• Identify the students in all subgroups scoring in the lowest 25% on the FCATMathematics Assessment, as delineated in Adequate Yearly Progressdisaggregated data and monitor progress through school site assessments.(Principal, Assistant Principal, and classroom teachers, August 18, 2008 – June 4,2009)

• Conduct small group mathematics instruction throughout the day for studentswho scored at Level 1 and 2 on the 2008 FCAT Mathematics Assessment toreinforce and remediate mathematics skills and FCAT benchmarks, monitored bybenchmark assessments. (Principal, Assistant Principal, and classroom teachers,August 18, 2008 – June 4, 2009)

• Implement a tutorial program addressing basic mathematics skills and FCATbenchmarks for students in grades three through five scoring in the lowest 25%on the 2008 FCAT Mathematics Assessment, monitored by benchmarkassessments. (Principal, Assistant Principal, and classroom teachers, August 18,2008 – June 4, 2009)

• Use the School Generated Data Debriefing Protocols to conduct data debriefingsessions. (Principal, Assistant Principal, and classroom teachers, August 18, 2008– June 4, 2009)

*Evaluation: The evaluation component will include the 2009 FCAT Mathematics Assessment,District Baseline Assessment, School-based Assessments, Harcourt MathematicsAssessments and classroom assessments.


Harcourt Math, 2004 Edition (Harcourt School Publishers), FCAT Explorer



• September: Implementation of Miami- Dade County Pacing guide forMathematics. • October: Incorporate the use of Science Labs using the Scott ForesmanScience Series. • November: Data Driven Instruction; Educational Teams & Collaborative BestPractices • December: Differentiated Instruction • January: Hands on training using manipulatives in mathematics • February: Training on Inquiry Based Learning in Math and Science • March: Using the SMART Board to enhance the instruction in the areas of mathand science • May: Inquiry Based Learning in Math and Science

Budget:




Total: $0.00

Technology





Total: $0.00




Total: $0.00

Other


FCAT Challenge Materials - Rally Title I $1,298.50

Coach Test Prep Materials Title I $2,135.72

Total: $3,434.22



All teachers are qualified in the area of mathematics.

End of Mathematics Goal

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

*Needs Assessment: Results from the 2008 FCAT Writing+ Assessment indicate that ninety-sevenpercent of fourth grade students scored 3.5 or higher, which is an elevenpercentage point increase when compared to the 2007 FCAT Writing+Assessment results. This increase met the Adequate Yearly Progress (AYP) goalof a one percent increase. When comparing scores on the 2007 FCAT Writing+Assessment and 2008 FCAT Writing+ Assessment, the students’ Mean EssayScore Combined increased from 4.0 to 4.2.

*Objective: Given instruction based on the Sunshine State Standards, students in grade fourwill demonstrate their skill proficiency in writing, as evidenced by 90% or more ofstudents meeting high standards on the 2009 FCAT Writing+.

*Strategies:• Incorporate classroom Writing Journals on a daily basis. (Principal, AssistantPrincipal, and classroom teachers, August 18, 2008 – June 4, 2009)

• Review results of Monthly Writing Prompts in order to provide focusedinstruction. (Principal, Assistant Principal, and classroom teachers, August 18,2008 – June 4, 2009)

• Utilize writing lessons and strategies from the Houghton Mifflin Reading Seriesto improve quality of writing. (Principal, Assistant Principal, and classroomteachers, August 18, 2008 – June 4, 2009)

• Conduct monthly "Data Chats" to disaggregate and analyze data frompretests, posttests, and monthly prompts and utilize the data to guide instructionand to address students' strengths and weaknesses. (Principal, AssistantPrincipal, and classroom teachers, August 18, 2008 – June 4, 2009)

• Disaggregate and analyze data from the 2007 FCAT Writing+ Assessment toidentify strengths and weaknesses in student performance and develop aninstructional focus calendar for writing. (Principal, Assistant Principal, andclassroom teachers, August 18, 2008 – June 4, 2009)




• Identify students in grade four scoring a 3 or below on their monthly writingassessment and provide them with focused, explicit instruction in writing.(Principal, Assistant Principal, and classroom teachers, August 18, 2008 – June 4,2009)

*Evaluation: The evaluation component will include the 2009 FCAT Writing+ Assessment,District Pre and Post Writing Assessments, Monthly writing prompts, andclassroom assessments.


Houghton Mifflin Reading Program – A Legacy of Literacy, 2003 Edition



• August: Guided Reading • September: Elements of a Print Rich Environment • October: Implementation of Literacy Centers • November: Data Driven Instruction • December: Differentiated Instruction • January: Effective Writing • February: Writing Across the Curriculum • March: Vocabulary Strategies • April: Matching Books to Readers • May: Interactive Websites to Enhance the Big 5 • June: Articulation

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



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 Assessment forty-one percent of studentsscored at proficiency level in Science. This is an increase of seven percentagepoints as compared to the 2007 FCAT Science Assessment. According to thedata, the strongest content cluster was Scientific Thinking and the weakest werePhysical and Chemical Science and Earth and Space Science.

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

*Strategies: • Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis. (Principal,Assistant Principal, and classroom teachers, August 18, 2008 – June 4, 2009)

• Participate in the school-wide Science Fair to reinforce the use of scientificprocess skills. (Principal, Assistant Principal, and classroom teachers, August 18,2008 – June 4, 2009)

• Conduct quarterly meetings to disaggregate and analyze data from Science on-going assessments and utilize the data to guide instruction. (Principal, AssistantPrincipal, and classroom teachers, August 18, 2008 – June 4, 2009)

• Conduct small group science instruction throughout the day to reinforce andremediate science skills and FCAT benchmarks and monitored by on-goingbenchmark assessments. (Principal, Assistant Principal, and classroom teachers,August 18, 2008 – June 4, 2009)


• Implement the District Elementary School Science Pacing Guides in kindergartenthrough fifth grade to ensure that all Sunshine State Standards are addressedthrough content area instruction. (Principal, Assistant Principal, and classroomteachers, August 18, 2008 – June 4, 2009)

• Implement the School Generated Data Debriefing Protocols to conduct datadebriefing sessions. (Principal, Assistant Principal, and classroom teachers, August18, 2008 – June 4, 2009)

• Implement the Scott Foresman Science, 2007 Florida Edition series, whichincludes hands-on science labs for grades kindergarten through fifth grades.(Principal, Assistant Principal, and classroom teachers, August 18, 2008 – June 4,2009)

• Incorporate weekly science labs to encourage hands-on science inquiry andobservation skills. (Principal, Assistant Principal, and classroom teachers, August18, 2008 – June 4, 2009)

*Evaluation: • 2009 FCAT Science Assessment • FLDOE FCAT Simulation 5th Grade • School site FCAT Science pretest and posttest • District Baseline Assessment


Scott Foresman Science, 2007 Edition


Hibiscus Elementary’s Professional Development Plan is driven by and aligned tothe needs assessments. The activities strengthen teachers' abilities to meet the



needs of their students.

• September: Implementation of Miami- Dade County Pacing guide for Science. • October: Incorporate the use of Science Labs using the Scott ForesmanScience Series. • November: Data Driven Instruction; Educational Teams & Collaborative BestPractices • December: Differentiated Instruction • January: Hands on training using manipulatives in science • February: Training on Inquiry Based Learning in Math and Science • March: Using the SMART Board to enhance the instruction in the areas of mathand science • May: Inquiry Based Learning in Math and Science

Budget:




Total: $0.00

Technology



Total: $0.00


Description of Resources Funding SourceAvailableAmount


Total: $0.00

Other

Description of Resources Funding SourceAvailableAmount


Total: $0.00

Final Total: $0.00


All teachers are qualified in the area of science.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Parent/family/community participation sign-in logs documented 972 participantsin school site activities at Hibiscus Elementary during the 2007-2008 school year.The participation sign-in logs revealed that the parent/family/communityparticipation in school-site activities showed an increase when compared with the844 documented participants during the 2006-2007 school year. This reflects aneed to continue to increase parental involvement at Hibiscus Elementary.

*Objective: Given the need to establish a link between the home and community to supportthe efforts of improving academic achievement of students,parent/family/community involvement during the 2008-2009 school year willincrease from 972 in 2006-2007 to 980 participants in school-site activities asdocumented by sign-in logs.



*Strategies: • Monitor the participation in parent/family/community activities by maintainingthe use of sign-in sheets and logs of attendance. (Principal, Assistant Principal,Community Involvement Specialist, and classroom teachers, August 18, 2008 –June 4, 2009)

• Continue to use school wide parent contact logs with codes to identify type ofcontact. (Principal, Assistant Principal, Community Involvement Specialist, andclassroom teachers, August 18, 2008 – June 4, 2009)

• Plan for monthly activities/informational sessions and /or workshops forparents through the In-House Parent Academy. (Principal, Assistant Principal,Community Involvement Specialist, and classroom teachers, August 18, 2008 –June 4, 2009)

• Maintain an on-going line of communication (in students’ home language)between the home and the school through the use of student progress reports,report cards, letters, flyers, parent/teacher conferences, home visits, monthlycalendar, and the use of Connect-Ed. (Principal, Assistant Principal, CommunityInvolvement Specialist, and classroom teachers, August 18, 2008 – June 4,2009)

• Encourage parent participation in all school related functions such as CareerDay, Book Fairs, Field Day, Heritage Celebrations and School Science Fair.(Principal, Assistant Principal, Community Involvement Specialist, and classroomteachers, August 18, 2008 – June 4, 2009)

*Evaluation: Workshop/activity participation sign-in logs


National PTA Standards for Parent and Family Involvement Programs


September - Open House and Title I Informational Meeting Ongoing - Family Literacy Workshops May - Annual Science Fair September - May -EESAC Meetings

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00



End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the Florida Department of Education indicatethat in the 2006-2007 school year, Hibiscus Elementary School ranked at theforty-sixth percentile on the State of Florida ROI Index.

Objective: The Hibiscus Elementary Return on Investment (ROI) percentile ranking willincrease by at least one percentage point.

Strategies:• Research existing resources and take advantage of a broader resource base,e.g. private foundations, volunteer networks, grants. (Principal and AssistantPrincipal, August 18, 2008 – June 4, 2009)

• Conduct mini workshops on budget allocation for faculty and staff. (Principaland Assistant Principal, August 18, 2008 – June 4, 2009)

• Become more informed about the use of financial resources in relation toschool programs. (Principal and Assistant Principal, August 18, 2008 – June 4,2009)

• Collaborate with the district on resource allocation. (Principal, AssistantPrincipal, and EESAC, August 18, 2008 – June 4, 2009)

• Increase a greater amount of Dade Partner relationships. (Principal, AssistantPrincipal, Guidance Counselor, and EESAC, August 18, 2008 – June 4, 2009)

Evaluation: State of Florida ROI Index

End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: N/A

Needs Assessment:

Budget:




Total: $0.00

Technology



Total: $0.00






Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of N/A Goal

FINAL BUDGET


Goal Description of Resources Funding SourceAvailableAmount

Reading Reading Plus Title I $3,050.00

Total: $3,050.00

Technology

Goal Description of Resources Funding Source AvailableAmount

No Data No Data No Data $0.00

Total: $0.00



No Data No Data No Data $0.00

Total: $0.00

Other


Reading FCAT Challenge – RallyMaterials Title I $1,298.50

Reading Hourly Teachers Title I $44,000.00

Reading Coach Test Prep Materials Title I $2,135.73

Mathematics FCAT Challenge Materials -Rally Title I $1,298.50

Mathematics Coach Test Prep Materials Title I $2,135.72

Total: $50,868.45


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

SAC Involvement: The EESAC is the sole body responsible for final decision-making at the school relating to theimplementation of the SIP. SIP: The EESAC assists in the preparation and evaluation of the school improvement plan (SIP) and the school’sannual budget. During the monthly meetings all stakeholders provide input and evaluation of thedevelopment, implementation, and monitoring of the SIP as well as input in the development of theschool’s annual budget. Budget: The EESAC provides assistance by allocating monies to the media center for the purchase of books, tograde levels in need of materials, and to the principal for the purchase of student incentives. Training: The EESAC recommended an increase in professional development activities for the staff including thoseactivities focused on technology and science. Instructional Materials: The EESAC recommended the use of Accelerated Reader, STAR Reading programs and Voyager PassportReading Invervention System to enhance the curriculum. Technology: The EESAC recommended the use of Reading Plus, Accelerated Reader, STAR Reading, FCAT Explorer,Riverdeep, Harcourt Geoskills, and Harcourt Mathematics Software to improve academic achievement ingrades one through five. Staffing: The EESAC recommended personnel and staffing suggestions to the administration that would best supportthe School Improvement Plan. Student Support Services: The EESAC recommended the continuation of the services already in place as well as seeking additionalservices from outside agencies that help support our School Improvement Plan. The current servicesinclude a before and after-school tutoring program in reading, writing, and mathematics, as well as, anAcademic Excellence Program. Other Matters of Resource Allocation: The EESAC recommended an incentive program for the Accelerated Reader Program. Benchmarking: The EESAC recommended strategies to assist in benchmarking the students’ progress in the designatedobjectives. School Safety & Discipline: The EESAC recommended continuing the existing policies, programs, and procedures to address schoolsafety and discipline implemented by the administration and faculty, which provide a calm and orderlyatmosphere conducive to learning. Programs already in place include School Safety Patrol, Student Council,Do The Right Thing, and the Student/Management/Recognition Committee.

SAC Members

Members

1) Dr. Dyona McLean-Fisher, Principal

2) Mairi Callam, SAC Chair

3) Chyanna Fontanez, Student

4) Shanise Daley, Student



5) Samuel Louis, Teacher

6) Francine Katz, Teacher

7) Ollie Wheeler, Teacher

8) Sherry Manburg, Teacher

9) Jo Coggins, Teacher

10) Julie Harte, Teacher

11) Edgar Cubillos, Business Member

12) Marie Suffy, Parent

13) Edward Fontanez, Parent

14) Terry Ann Godelia, Parent

15) Regine Vincent, Parent

16) Sean McClain, Parent

17) Beverley Raymond, Parent

18) Deborah Munroe, Parent

19) Taegan White, Parent

20) Michael Turner, School Support Personnel

21) Joyce Champion, School Support Personnel

22) Maria Calvet-Cuba, Assistant Principal

IMPLEMENTATION EVALUATION

The Educational Excellence School Advisory Council (EESAC) will receive on-going reports on the status of the implementation of the School Improvement Plan (SIP). A mid-yearreview of the implementation of the current SIP will be conducted in order to assess where resources needto be targeted for the remainder of the school year. Additionally, a progress assessment meeting will bescheduled at the end of the school year. In attendance will be the school principal, the EESAC chairperson,the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/businessrepresentative, and the EESAC student representative (as applicable). At this meeting, the EESAC makes apresentation of findings. Included in this presentation are data elements that identify the Strengths andOpportunities for Improvement (OFIs) of the school. These results provide guidance for the future directionof the school and are included, as appropriate, as objectives and strategies in next year’s SIP. Staff atHibiscus Elementary will review the status of SIP objectives and will collaborate with the ESSAC todetermine how student achievement will be addressed next school year.

REPORTING



Baseline Data Report

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

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


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



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



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade HIBISCUS ELEMENTARY SCHOOL 2401Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 252Math: 252

2007-2008 School Grade1:

A Did the Schoolmake AdequateYearly Progress?

YES

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 60 Y 67 Y Y NA 40 40 NA 39 33 NA 67 NA 72 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 59 Y 66 Y Y NA 41 41 NA 40 34 NA 67 NA 72 NA HISPANIC NA NA NA NA NA NA NA NA NA 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 57 N 65 Y 94 Y NA 42 43 N 41 35 NA 67 Y 71 NA

ENGLISHLANGUAGELEARNERS

NA NA NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade HIBISCUS ELEMENTARY SCHOOL 2401Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 270Math: 270


C Did the Schoolmake AdequateYearly Progress?

YES


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 60 Y 61 Y 93 Y NA 33 36 NA 40 39 NA 53 NA 57 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 59 Y 60 Y 93 Y NA 33 38 NA 40 40 NA 52 NA 57 NA HISPANIC NA NA NA NA NA NA NA 39 NA NA NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA 50 NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 58 Y 59 Y 92 94 Y NA 37 38 NA 41 41 NA 52 NA 55 NA


100 Y 100 Y NA NA NA NA NA 46 NA NA NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA 89 NA NA NA

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade HIBISCUS ELEMENTARYSCHOOL 2401

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

Read: 296Math: 296


A Did the Schoolmake AdequateYearly Progress? 5

YES


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 68 Y 60 Y 93 Y NA 36 32 NA 47 40 NA

WHITE NA NA NA NA NA NA NA NABLACK 100 Y 100 Y 67 Y 60 Y 93 NA NA 35 33 NA 47 40 NAHISPANIC NA NA NA NA NA NA NA NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 65 Y 59 Y 92 NA NA 38 35 NA 48 41 NA


100 Y 100 Y 64 NA 54 NA NA NA NA 46 NA

STUDENTS WITHDISABILITIES 97 Y 97 Y NA NA NA NA NA NA

Dade School DistrictHIBISCUS ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

64% 70% 97% 41% 272

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

65% 72% 137

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?

53% (YES) 79% (YES) 132 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 541 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)

64% 65% 86% 34% 249

Writing and Science: Takes into account the % scoring 3.5and above on Writing and the % scoring 3 and above onScience. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

60% 60% 120


Adequate Progressof Lowest 25% inthe School?

49% (NO) 62% (YES) 111 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 480 Percent Tested =100% Percent of eligible students tested

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


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 74% 67% 90% 231

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

% of Students MakingLearning Gains 66% 73% 139


Adequate Progress of Lowest25% in the School? 59% (YES) 59 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 429 Percent Tested = 100% Percent of eligible students tested

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



2008-2009 florida school improvement plan...

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