FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: VAN E. BLANTON ELEMENTARY SCHOOL

District Name: Dade

Principal: Ms. Tangela D. Goa

SAC Chair: Mr. Renier J. Martin

Superintendent: Mr. Alberto M. Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-17-2009

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 and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

VISION The staff at Van E. Blanton Elementary works to develop each student’s academic, social, physical and emotional potential in a wholesome, supportive environment so as to create life-long learners and contributing citizens in a multicultural and changing world.

MISSION Van E. Blanton Elementary School reflects and exists as part of a multicultural unit within the community. The goals of the school are to simultaneously serve the academic and social needs of our students as well as our parents and all stakeholders. The school and the community are integrally connected, as they share a common cause – a quality education for the children. The objective is to involve the community with the school through an array of special activities. The principal’s strong commitment to educational excellence is the catalyst that has sparked student achievement to unprecedented heights of success.

Brief History and Background of the School

Van E. Blanton Elementary School is located in a low socioeconomic, urban environment at 10327 Northwest 11th Avenue, Miami, Florida 33150. The school is a two story facility containing 26 classrooms, along with an adjoining media center and a cafeteria/auditorium combination. Erected in 1952, this 57 year old site has been retro-fitted to access the internet. The renovated media center houses a state-of-the-art closed circuit television system and Internet access via 40 computer stations. Additionally, the school constructed an annex, which provides space for four kindergarten classrooms. There is also a contiguous area to the east of the media center that houses two classrooms. On the outer grounds, the school has four portable classrooms and one relocatable utilized as the Family Resource Center. The school, which sits on seven acres of land, serves 627 pre-kindergarten through fifth grade students from the surrounding neighborhood. Historical archives reflect that when initially constructed, this educational institution’s grade configuration was first though sixth grades. Aligned with education reformation and changes, the grade configuration was amended when sixth grade became a part of middle school and kindergarten was mandated as an elementary requirement. The school’s grade configuration was re-defined 22 years ago with the addition of pre-kindergarten. Given that the school was structured in excess of a half century ago, the wear and tear resulting from usage was clearly evident. A number of problems were previously detected, including ceiling precipitation resulting from mounting condensation in the cooling system. In addition, the school's acoustic system was inaudible and in need of attention. These situations were given immediate consideration and were subsequently rectified. The principal places high priority on refurbishing the physical condition of the building and ensured that the dilapidated sound system was replaced. Another phase of the restoration process to be completed is the ceiling leakage. Even more, the re-roofing and painting aspects of the renovation efforts have been concluded. The final stage for the installation of the new Public Address (PA) System has also been completed. The environmentally delightful media center underwent a makeover, which entailed the installation of a new tile floor along with vibrantly painted walls. The school exhausts every measure to ensure that the campus is safe and aesthetically pleasing to all stakeholders.

Unique School Strengths for Next Year

After earning a school record high of 547 accountability points on the 2008 FCAT, Van E. Blanton Elementary was assigned the letter grade of “A” for the fourth consecutive year. It was one of only two schools in the Miami Central Senior High School Feeder Pattern to earn this distinction. In a rare occurrence, the Chancellor of Education for the Florida Department of Education made a special trip to personally visit the school in order to recognize its accomplishments and honor the Math/Science Facilitator as the 2008-2009 recipient of the annual Milken Educator’s Award. Accomplishing such an awesome

feat, the school continues to demonstrate its legacy of excellence. Improvement was also noted in the reduced number of outdoor suspensions. The number of outdoor suspensions dropped to 12, which was a significant decline from the previous 43 outdoor suspensions. The preliminary data from the 2009 FCAT disclosed that 71 percent of the fifth grade students scored a Level 3 or higher in Reading. This was up substantially from the 50 percent showing in 2008.

Unique School Weaknesses for Next Year

The school finds itself directly in the path of a sluggish economy. The slowing economy has resulted in massive cuts in funding originally slated for education. This action has adversely impacted school districts and subsequently individual school sites. At the close of the 2008-2009 school year, two exemplary teachers were released from service at this location. Class size has often been cited as being one important indicator of student performance. Hence, with the release of these teachers, the probability of larger classes increases. Consequently, individualized instruction for students may be influenced by these budget cuts. The school views parental participation as its Achilles' heel. While an increased number of parents had become involved, the school has more hurdles to triumph as it relates to parent involvement. Holding firm to the contention that all stakeholders should be actively involved in the education process, the school is unrelenting in its efforts to gain parent support and participation. Data reflects that in the 2008-2009 school year, less than 50 percent of parents participated in school-related activities. Given the correlation between student performance and parent involvement, the school recognizes that it must persevere as it endeavors to strengthen the parent involvement component. Data extracted from the 2009 FCAT indicated that the performance of fourth grade students declined in Reading and in Mathematics. Students scoring a Level 3 or higher in Reading dwindled from 69 percent in 2008 to 46 percent in 2009. Similar findings were identified in Mathematics, with a decline from 66 percent in 2008 to 48 percent in 2009. To counter this declining performance, the school will explore the feasibility of instructional re-assignment, professional development and target students for supplemental instruction.

Student Demographics

Van E. Blanton Elementary School serves a multi-ethnic student population that is comprised largely of economically disadvantaged students. The ethnic/racial composition of the student population is 75 percent Black Non-Hispanic, 24 percent Hispanic and one percent White Non-Hispanic. Economically disadvantaged students are gauged at 94.2 percent. In addition, 25.1 percent of students are English Language Learners (ELL), 8.3 percent of students participate for Exceptional Student Education, and 9.6 percent of the students are Gifted. Over the years, statistics depicting ethnic membership of subgroups have remained similar. In 2006-2007, ethnic composition measured at: White, 1 percent; Black, 77 percent; Hispanic, 22 percent and Other, 1 percent. Numerical representations for 2007-2008 depicted: White, 6 percent; Black, 75 percent; Hispanic, 24 percent; and Other, 2 percent. The performance trend representative of the school’s subgroups indicates a need for improvement. In the 2008-2009 school year, ELL and Hispanic students did not make AYP in Reading. In this same year, ELL, Hispanic, Black and Economically Disadvantaged students did not make AYP in Mathematics. In the 2007-2008 school year, all subgroups made AYP in Reading; however, the ELL students did not make AYP in Mathematics. In the 2006-2007 school year, ELL and Hispanic students did not make AYP in Reading. Statistics reveal that in this same year, all subgroups made AYP in Mathematics.

Student Attendance Rates

Van E. Blanton Elementary School has shown a progressive improvement in student attendance. Comparatively, the school held constant in some years and exceeded in others the attendance rate of both the District as well as the Feeder Pattern High School. In 2005-2006, student attendance for the school was 95 percent. This is gauged against the District at 95 percent and the Feeder Pattern High School - Miami Central Senior High - at 90 percent. In 2006-2007, student attendance for the school was 96 percent, with the District depicting 95 percent and the Miami Central Senior High Feeder Pattern School reflecting 92 percent. In 2007-2008, student attendance for the school was 96 percent, which paralleled the District at 96 percent, yet exceeded the Feeder Pattern High School, which had a showing of 91 percent. The school’s high attendance rate among students is due largely to motivating efforts. Students are recognized for perfect attendance through various means, including customized pencils, certificates, medallions, special appearance on closed circuit television and special acknowledgement during the annual awards program. Given that these techniques have proven effective in encouraging attendance among students, the school will continue their implementation.

Student Mobility

The mobility rate of the student population is 34 percent. This mobility rate causes interruptions in the learning experience, which is a grave disadvantage to the students. This relatively high mobility rate has been attributed to the economic insufficiency of the parents, dysfunctional conditions in the home environment and changes of living arrangements in foster homes. Budget limitations endured by some parents have caused families to relocate in search of more affordable housing. Even more, students have exited the school because dysfunctional conditions within the home milieu resulted in placement with other relatives or caregivers. Moreover, the movement from one foster home to another has caused an exodus of students.

Student Suspension Rates

The outdoor suspension rate among students has fluctuated over the past five years. However, there was a sharp decline in this number when comparing the 2005-2006 school year to that of the 2006-2007 school year - wherein the outdoor suspensions plummeted from 43 to 12. There was a small increase to 13 during the 2007-2008 school year. Although small, the school saw another increase in the 2008-2009 school year, up from 13 to 15. 2008-2009- Outdoor suspensions – 15 Indoor suspensions - 0 2007-2008- Outdoor suspensions - 13 Indoor suspensions - 0 2006-2007- Outdoor suspensions – 12 Indoor suspensions - 0 2005-2006- Outdoor suspensions – 43 Indoor suspensions - 0 2004-2005- Outdoor suspensions – 38 Indoor suspensions - 0 The indoor suspension rate for each of the years shown above was zero. While some improvement has been demonstrated in

the rate of outdoor suspensions, the school will devise strategies to further improve these numbers. Inclusive among the self-esteem building initiatives the school will implement to counter the outdoor suspension rate are: Brilliant Bulldog recognition for students demonstrating excellent behavior; Character Education for students in grades pre-kindergarten through fifth in order to develop sound values and good character; Do-the-Right Thing monthly recognition for students in grades pre-kindergarten through fifth in order to award good citizenship; and utilize a conflict resolution program for students in grades pre-kindergarten through fifth in order to assist students with behavior modification. In addition, the school will continue to implement a school-wide discipline plan in order to provide early intervention to re-direct inappropriate behavior. In instances where removal from the homeroom class is warranted, the school will seek to place students in structured settings beyond the regular school day or on Saturday mornings, as this will minimize interruptions in learning experience. The decision to assign students to indoor suspension rather than outdoor suspension is being considered, as this would allow continuity in the learning process. The school observed a correlation between improved performance in reading and a decline in suspensions. The school employs an adept Reading Coach who has invested 27 years in the field of education, the latter 15 years in the role of Reading Coach/Facilitator. The Reading program offers a plethora of great strategies to build student proficiency. The Reading Coach contends that vocabulary is critical to reading success. She labors tirelessly to improve students’ comprehension skills by helping them internalize word meanings. Given that comprehension is the premier goal of reading, the Coach ensures that attention is diverted to developing this skill. A vigorous vocabulary improves all areas of communication — listening, speaking, reading and writing - features that play a pivotal role in students’ performance. The Reading Coach models for teachers and students how to effectively apply prior knowledge, as this must be activated, and students must connect the prior experiences to the reading. Across all grade levels, classroom libraries are evident in all rooms. It has been noted that having a wide range of quality books in the classroom contributes to reading success. Teachers are encouraged to infuse informational texts into the classroom instructional component, and integrate lessons and resources that will assist them in making wider use of nonfiction literature. The Reading Coach, in conjunction with administration, ensures that teachers are given opportunities to enhance their expertise in the content and pedagogy of reading through workshops.

Student Retention Rates

According to available statistics, Van E. Blanton Elementary School’s retention rate is 3.4, which is low compared to the District, which is 4.7. The retention rate decreased from the previous year, which was 6.4. The data clearly reflects an improvement in the percent of students retained. When scrutinizing the numerical figures, it was discovered that the rate of retention experienced at this site is seen primarily in the number of English Language Learners (ELL) and SWDs retained at the third grade level. The school will monitor even closer these subgroups of students in order to identify and address academic deficiencies. Student achievement was evidenced by the mid-year promotion of three students who had previously been retained. When measured against other schools in the Feeder Pattern, Van E. Blanton Elementary School’s Retention Rate stands in close proximity to some and is significantly lower than others. Feeder Pattern Retention Rates: Arcola Lake Elementary 2.7 percent; Broadmoor Elementary 2.6 percent; Benjamin Franklin Elementary 2.8 percent; Lakeview Elementary 3.9 percent; Carrie P. Meek/Westview Elementary 4.2 percent; Miami Park Elementary 3.9 percent; Henry E.S. Reeves Elementary 4.0 percent; Dr. Henry Mack/West Little River Elementary 9.7 percent; Madison Middle School 4.5 percent; Westview Middle School 6.5 percent; William H. Turner Technical High School 0.8 percent; and Miami Central Senior High School 7.7 percent.

Class Size

The school seeks to reduce class sizes across all grade levels in order to counter discipline problems and strengthen the one-on-one relationship between students and teachers. Van E. Blanton Elementary, a Correct II school, had similar class size statistics when compared to other schools in the Miami Central Senior High Feeder Pattern for the 2008-2009 school year. The class size for general education in pre-kindergarten through third grade was 16.16 students. During this same year, the class size for fourth and fifth grades was 18.32 students. The average class size by grade level for Special Education Students (SPED) was: First grade – three students; second grade – two students; third grade – five students; fourth grade – eight students; and fifth grade – six students. Class size for English Language Learners had a ratio of 1:5. Comparatively, the class size for Arcola Lake Elementary, a Correct II school, was 13.08 for pre-kindergarten through third grade and 15.93 for fourth and fifth grade students. Arcola Lake Elementary School has been assigned the letter grade of “C” and did not make Adequate Yearly Progress (AYP). In this same reporting period, Broadmoor Elementary, a Correct II school, reflected 14.98 for pre-kindergarten through third grade, with 16.58 class size for fourth and fifth grades. Broadmoor Elementary School has been assigned the letter grade of “C” and did not make Adequate Yearly Progress (AYP). Benjamin Franklin Elementary, a Correct I school, depicted a class size of 14.93 for pre-kindergarten through third grade and 19.31for fourth and fifth grade students. Benjamin Franklin Elementary School has been assigned the letter grade of “B” and did not make Adequate Yearly Progress (AYP). Class size for Lakeview Elementary, a Prevent II school, was 10.00 for pre-kindergarten through third grade and 12.79 for fourth and fifth grade students. Lakeview Elementary School has been assigned the letter grade of “C” and did not make Adequate Yearly Progress (AYP). Of the schools in this Feeder Pattern, Lakeview Elementary had the lowest class size rate. Carrie P. Meek/Westview Elementary, a Correct I school, had a class size of 13.50 for pre-kindergarten through third grade and 11.15 for fourth and fifth grade students. Carrie P. Meek/Westview Elementary School has been assigned the letter grade of “C” and did not make Adequate Yearly Progress (AYP). Dr. Henry W. Mack/West Little River, a Correct II school, revealed a class size of 16.07 for pre-kindergarten through third grade and 18.73 for fourth and fifth grade students. Dr. Henry W. Mack/West Little River School has been assigned the letter grade of “F” and did not make Adequate Yearly Progress (AYP). The class size for Miami Park Elementary, a Correct II school, had a showing of 15.26 for pre-kindergarten through third grade and 17.41 for fourth and fifth grade students. Miami Park Elementary School has been assigned the letter grade of “C” and did not make Adequate Yearly Progress (AYP). Henry E.S. Reeves, which is a Correct II school, has been assigned the letter grade of “A” by the Florida Department of Education; however, the school did not make AYP. Class size for the school was gauged at 16.20 for pre-kindergarten through third grade and 19.52 for fourth and fifth grade students. Class size for the two middle schools was closely related. Madison Middle, a Correct II school, had a class size of 20.84 for its grade configuration. Similarly, Westview Middle, a Correct II school, depicted a class size of 20.28. Madison Middle Schools has been assigned the letter grade of “D” and did not make AYP. Westview Middle School earned the letter grade of “C” and did not make AYP. William H. Turner Technical Arts High, a Correct II school, showed the highest class

size average, which was 24.90. This school has a letter grade assignment of “C” and it did not make AYP. C.O.P.E. North Alternative Education, a Correct II school, did not make AYP. Miami Central Senior High School has an Intervene status, and an average class size is 20.57. The school showed improvement by moving its letter grade from an “F” to a “D” – although it did not make AYP.

Academic Performance of Feeder Pattern

Van E. Blanton Elementary School has membership in the Miami Central Senior High Feeder Pattern. Schools in this Feeder Pattern typically share similar demographics, which include a student enrollment largely populated by minority students with an economically disadvantaged status. The schools in this Feeder Pattern are: School Letter Grade Adequate Yearly Progress

7251 Miami Central Seinor High School D No 6981 Westview Middle School C No 6391 Madison Middle School D No 5901 Carrie P. Meek /Westview Elementary School C No 5861 Dr. Henry W. Mack/West Little River F No Elementary School 4491 Henry E. S. Reeves Elementary A No School 3301 Miami Park Elementary C No School 2821 Lakeview Elementary C No School 2041 Benjamin Franklin Elementary B No School 0521 Broadmoor Elementary C NO School 0401 Van E. Blanton Elementary B No School 0101 Arcola Lake Elementary C No School 7601 William H. Turner Technical C No Arts

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

Van E. Blanton Elementary has formed a solid alliance with community advocates such as Church’s Chicken, Winn Dixie Marketplace, The Fountain of Pembroke Pines, The Orange Bowl Foundation, 100 Black Men of South Florida and the Rotary Club of Hialeah Miami Springs. This coalition has proven to be a great advantage, as it has been pivotal in providing resources and materials to enrich the learning experience. Van E. Blanton Elementary School partners with the district office, community agencies and the business community in order to secure and provide optimal educational services to all students. As a result of this partnership, the school is the recipient of: Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education, Staff Development Department, ESOL/LEP Programs, At risk Programs, the Parent Academy, the Parent Information and Resource Center (PERC) and the PTA/PTSA. By infusing these initiatives into the total curriculum, the school seeks to eradicate disparities in service for the ELL students and SWDs. A channel of communication will be established and will enable information to be shared in regards to available services. This channel will extinguish replication as well as partial implementation of and within the programs. With committed consistency, Title I personnel will work with the appropriate staff to enhance program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as differentiated instruction/intervention, classroom libraries and Project CRISS.

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

* Bachelor of Arts in Finance from Florida International University

*Master’s Degree in Educational Technology

Principal of Van E. Blanton Elementary in 2008-2009: Grade: B, Reading Mastery: 60 percent, Mathematics Mastery: 57 percent, Science Mastery: 53 percent; The school did not make AYP. Hispanic and ELL subgroups did not make AYP in Reading. Black, Hispanic, Economically Disadvantaged and ELL subgroups did not make AYP in Mathematics.

Principal of Van E. Blanton Elementary in 2007-2008: Grade: A, Reading Mastery: 64 percent, Mathematics mastery: 62 percent, Science Mastery: 50 percent; ELL students did not make AYP in Mathematics.

Assistant Principal of Kensington Park

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Principal Ms. Tangela D. Goa

*Educational Leadership Certification Florida International University

Certifications in: Educational Leadership, School Principal, Business Education

2 9

Elementary School in 2006-2007: Grade: C, Reading Mastery 60 percent, Mathematics Mastery 59 percent, Science Mastery 24 percent. AYP 71 percent. The Economically Disadvantaged, ELL and SWD subgroups did not make AYP.

Assistant Principal of Kensington Park Elementary School in 2005-2006: Grade: B, Reading Mastery 68 percent, Mathematics Mastery 61 percent, Science Mastery 73 percent, AYP 87 percent. The Economically Disadvantaged, ELL and SWD subgroups did not make AYP.

Assistant Principal of Kensington Park Elementary School in 2004-2005: Grade C, Reading Mastery 62 percent, Mathematics Mastery 68 percent, AYP 90 percent.

Assis Principal Ms. Beverly O’Zee

*Bachelor of Science in Education with Special Honors from the University of Colorado at Colorado Springs

* Master of Science in Urban Education from Florida International University

* *Educational Leadership Certification from Nova Southeastern University.

Certifications in: Educational Leadership, Elementary Education, ESOL

3 9

Assistant Principal of Van E. Blanton Elementary in 2008-2009: Grade: B, Reading Mastery: 60 percent, Mathematics Mastery: 57 percent, Science Mastery: 53 percent, The school did not make AYP. Hispanic and ELL subgroups did not make AYP in Reading. Black, Hispanic, Economically Disadvantaged and ELL subgroups did not make AYP in Mathematics.

Assistant Principal of Van E. Blanton Elementary in 2007-2008: Grade: A, Reading Mastery: 64 percent, Mathematics mastery: 62 percent, Science Mastery: 50 percent; ELL students did not make AYP in Mathematics.

Assistant Principal of Van E. Blanton Elementary School in 2006-2007: Grade: A, Reading Mastery 61 percent, Mathematics Mastery 67 percent, Science Mastery 49 percent. AYP 95 percent. The Hispanic and ELL subgroups did not make AYP.

Assistant Principal of Miami Park Elementary School in 2005-2006: Grade: C, Reading Mastery 57 percent, Mathematics Mastery 61 percent, AYP 90 percent. The ELL and SWD subgroups did not make AYP.

Assistant Principal of Martin Luther King Elementary in 2004-2005: Grade: C, Reading Mastery: 49 percent, Mathematics mastery: 42 percent, AYP 80 percent.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Subject Area Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Kim Washington

Professional Educator’s Certificate:

Bachelor of Science in Psychology

Master of Science Elementary Education ESOL

120 credits toward Reading Certification (Currently working towards obtaining

10 5

Van E. Blanton 2008-2009: Grade: B. Reading Mastery: 60 percent; Lowest Gains, 67 percent. The school did not make AYP. Hispanic and ELL subgroups did not make AYP in Reading.

2007-2008 Grade A. Reading Mastery, 64 percent; Lowest Gains, 67 percent. All subgroups made AYP in Reading.

2006-2007 Grade A. Reading Mastery, 61 percent; Lowest Gains, 63 percent. Hispanic and ELL subgroups did not AYP in Reading.

2005-2006 Grade A. Reading Mastery, 62 percent; Lowest Gains, 58 percent. SWDs did not make AYP in Reading.

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Certification in Reading) 2004-2005

Grade A. Reading Mastery, 64 percent; Lowest Gains, 67 percent. The school made AYP.

Mathematics LaKenya Sanders-Sharpe

Professional Educator’s Certificate

Bachelor of Science in Elementary Education

Master of Science in Elementary Education

Educational Specialist in Ed Leadership

4 2

Van E. Blanton 2008-2009 Grade B. Mathematics Mastery, 57 percent; Lowest Gains, 63 percent. The school did not make AYP in Mathematics. Black, Hispanic, Economically Disadvantaged and ELL subgroups did not make AYP in Mathematics.

2007-2008 Grade A. Mathematics Mastery, 62 percent; Lowest Gains, 67 percent. English Language Learners did not make AYP in Mathematics.

Science LaKenya Sanders-Sharpe

Professional Educator’s Certificate

Bachelor of Science in Elementary Education Master of Science in Elementary Education

Educational Specialist in Ed Leadership

4 2

Van E. Blanton 2008-2009 Grade B. Science Mastery, 53 percent.

2007-2008 Grade A. Science Mastery, 50 percent.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. The Leadership Team, meticulous in its efforts, conducts the initial interview of the screening process. Applicants who meet specified criteria during this stage of the interview are referred to the principal for a subsequent interview. Additionally, the school collaborates with District and attends job fairs in order to recruit highly qualified personnel.

Principal

Assistant Principal

Leadership Team

As necessary

2. The school's principal meets with new teachers and provides them with a New Teacher's brochure, which contains ideas and activities that are crucial for the first year's survival. In addition to ideas for effectively managing the classroom; the brochure also presents techniques for dealing successfully with disruptive behavior and unsatisfactory academic performance.

Principal October 2009

3. Professional development opportunities are ongoing and readily available to new teachers. They are encouraged to participate in these professionally enhancing training sessions.

Principal

Professional Development Liaison

Leadership Team

On-going

4. The school teams teachers who are new to the profession with experienced teachers who provide continual assistance and guidance in all facets of the educational process. The school has adept coaches and facilitators who provide essential and ongoing support to teachers in core areas of the curriculum, including demonstration lessons, assistance with preparation, planning and student

Principal

Reading Coach

Math/Science Facilitator

On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Ruth A. Scott PK/Primary 3rd Grade

Ms. Scott is attending preparatory sessions with the intent of successfully taking the Teacher’s Exam.

Marie G. LouisElementary Education 1st Grade

Ms. Louis is attending preparatory sessions with the intent of successfully taking the Teacher’s Exam.

Ms. Pamphile is attending

Staff Demographics

Teacher Mentoring Program

Cassandra N. PamphileElementary Education 2nd Grade

preparatory sessions with the intent of successfully taking the Teacher’s Exam.

Kawana S. Bonne MG Math 5th Grade

Ms. Bonne is currently working toward obtaining certification in Elementary Education.

Jeff RateauElementary Education 1st Grade

Mr. Rateau is attending preparatory sessions with the intent of successfully taking the Teacher’s Exam.

Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

42 4.76 47.62 11.9 35.71 40.48 84.85 2.38 0 35.71

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Ms. Alethea McNeal-Jackson Chairperson – 4th Grade

Ms. Vicky Vengoechea 4th Grade Teacher

Ms. Vengoechea is newly assigned to 4th grade. Given that she has not previously taught at the intermediate level, Ms. McNeal-Jackson will provide essential assistance for success at this grade level.

Weekly meetings will transpire between the mentor and the mentee in order to identify and discuss evidence-based strategies for each domain. Also, The mentee will be allowed to view demonstration lessons. The mentor and mentee will also meet weekly with the grade level to ensure continuity of instructional focus and ensure the development of the mentee’s professional proficiency.

Ms. Crystal Alvarez Chairperson – 3rd Grade

Ms. Fritzlaine Demosthenes

3rd Grade Teacher

In the three years that Ms. Demosthenes has provided service at Van E. Blanton, she has only taught 2nd grade. With the current re-assignment to third grade, Ms. Alvarez, who has taught 3rd grade for 20 years, will be able to provide crucial support and assistance.

The mentor and mentee will meet weekly in order to analyze and discuss student data trends and identify effective classroom management techniques. Also, the mentee will be allowed to view demonstration lessons. The mentor and mentee will also meet weekly with the grade level to ensure continuity of instructional focus and ensure the development of the mentee’s professional proficiency.

Ms. Kim Washington Reading Coach

Ms. Jane Simmons ELL Instructor

The English Language Learners did not make AYP in Reading. Ms. Washington, a 27 year veteran, is ESOL Endorsed and possesses a keen awareness of effective strategies and activities for teaching benchmark

The mentor will meet weekly with the mentee in order to identify and discuss evidence-based strategies for each domain. Also, The mentor will regularly provide the mentee with materials and resources that specifically address the academic needs of the ELL population. The mentee will be allowed to visit and collaborate with instructional personnel at sites wherein the ELL subgroup made AYP. The mentor and mentee will also meet weekly to monitor the performance of ELL students and re-

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

skills to ELL students.

direct instructional as deemed necessary. The mentee will attend professional development sessions in order to enhance her expertise.

Title I, Part A

Van E. Blanton Elementary School has a conglomerate of programs that coordinate with other local, state and federal funds and initiatives aimed at improving student performance. The District has purchased and made available to students and teachers Internet-based programs such as Riverdeep, FCAT Explorer, Ticket to Read, Accelerated Reader and DIAL-A-TEACHER ON-LINE. This technology-based learning provides a collection of high-value educational software solutions that enhance student achievement in Reading, Language Arts, Mathematics, Social Studies and Science. Daily, students in all grade levels engage these learning tools. The media center as well as the classrooms are equipped with top-of-the-line computers that are readily accessible to students. The DIAL-A-TEACHER ON-LINE is a service provided by Miami-Dade County Public Schools in cooperation with the United Teachers of Dade and WLRN-TV. DIAL-A-TEACHER ON-LINE offers homework help in most subject areas in grades K - 12. Van E. Blanton Elementary students and parents are encouraged to take advantage of this free, cyber-help with homework. Services are provided to ensure students requiring additional remediation are assisted through after-school programs or summer school. As it relates to district, Title II and Title III funds are appropriated to ensure staff development opportunities are provided. Curriculum Coaches develop, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring.

Title I, Part C- Migrant

A thorough review of available data disclosed that of the students currently enrolled at Van E. Blanton Elementary, no student has been recognized as having an official migrant status. However, should this be reversed, the school will apply district’s protocol for addressing the needs of migrant students. This will include notifying the appropriate district staff of the enrollment at this site of such students.

Title I, Part D

N/A

Title II

The District uses supplemental funds for improving basic education as follows: • training to certify qualified mentors for the New Teacher (MINT) Program • training for add-on endorsement programs, such as Reading, Gifted, ESOL • training and substitute release time for Professional Development Liaisons (PDL) at each school focusing on Professional Learning Community (PLC) development and facilitation, as well as Lesson Study Group implementation and protocols

Title III

Revenues from the Title III pecuniary source are allocated to supplement and enhance programs for English Language Learners (ELL) students. These programs include: extended day tutorial programs, parent outreach activities, professional development with a focus on best practices for ESOL and content area teachers, coaching and mentoring for ESOL and content area teachers, reading and supplementary instructional material, hardware and software for the development of language and literacy skills in reading, mathematics and science.

Services are provided through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners.

Title X- Homeless

Currently, school records reflect that there are no students officially enrolled at Van E. Blanton Elementary School classified as homeless. Being familiar with the McKinney Vento Homeless Assistance Act, the school understands procedures to observe should this status become altered. The school is knowledgeable of existing policies that eliminate barriers to enrollment, and ensure retention and success in school for homeless students. The school obligates itself to educate personnel regarding the McKinney Act. Critical to understanding the plight of homeless students, staff is apprised that homeless does not only mean someone who literally lives on the street. Its meaning spans to include: an individual who has a primary nighttime residence that is: a supervised publicly or privately operated shelter designed to provide temporary living accommodations; an institution that provides a temporary residence for individuals intended to be institutionalized; or a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings.

Supplemental Academic Instruction (SAI)

Van E. Blanton Elementary School receives funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation. The school utilizes funding from this source to provide summer school for retained third grade students. Additionally, SES (Supplemental Education Service) Providers augment the instructional time for students by extending the regular school day.

Violence Prevention Programs

Van E. Blanton Elementary School’s Violence Prevention Program parallels with its Drug and Violence Prevention initiative. This effort enables Van E. Blanton Elementary to establish a school-wide foundation, which entails supporting positive discipline, academic success, and mental and emotional wellness through a supportive and nurturing school environment, as well as teaching students appropriate behaviors and problem solving skills. Should the school identify at-risk students, it implements services or intervention that addresses their individual needs.

Nutrition Programs

The Food Service Department at Van E. Blanton Elementary School prepares and serves meals that are balanced and nutritiously fortified. The school fully understands the benefits attached to healthy eating. The correlation between nutritious eating and academic achievement has received massive attention. Given the contention that the physical well-being of students is intrinsically interwoven in eating habits, the school incorporates Health and Nutrition lessons into the Physical Education curriculum. The instructional contents convey to students that nutrients give energy and keep the heart beating, the brain active, and the muscles working. This translates into having a body physically able and ready to successfully undertake the challenge of learning. The School Food Service Program - school breakfast, school lunch, and after care snacks - follows the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.

Housing Programs

N/A

Head Start

Van E. Blanton Elementary School is host site for two VPK/Head Start classes. The VPK program has as its premier purpose - a responsibility to prepare, equip and build a solid foundation for the educational success of every four-year-old student. Similarly, four-year-old children attending Head Start at venues other than the public schools are enabled with classroom strategies that maximize the probability of their academic success upon their official entrance into the school environment.

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Parental Involvement

The school embraces parents as Partners in Education inasmuch as the Family Resource Center serves as an onsite facility that exists exclusively to accommodate parents and families. To acclimate parents into the education process, the school informs parents of structured programs available to their children and seeks their input and feedback. Additionally, at designated times, the school extends an opportunity for parents to visit classrooms, meet teachers and become familiar with the instructional curriculum, as well as the functions and activities of the school. The Community Involvement Specialist sponsors adult workshops to educate parents on the benefits of eating nutritiously, home buying tips, and food handling. A series of FCAT workshops are offered to equip parents with the skills, materials and resources necessary to assist in the academic preparation of their children. Given that parents are viewed as vital stakeholders of the school, many attend and are members of the Educational Excellence School Advisory Council (EESAC), which is the decision-making entity for this site.

School Improve Grant Fund/School Improvement Grant Initiative Funding received by the school under the School Improvement Grant Fund/School Improvement Grant Initiative is applied toward enhancing the academic performance of students identified in lowest performing subgroups. Strategies and activities engaged to counter areas of deficiencies include: building comprehension skills, collection and analysis of data, consistency and continuity of the instructional component and curriculum. More over, funding from this initiative allows for specific interventions such as extended day remedial tutorial instruction, Differentiated instruction/intervention, classroom libraries and Project CRISS. Additionally, Title I School Improvement Grant/Fund support funding and assistance to schools in Differentiated Accountability based on need.

The Voluntary Public School Choice Program (I Choose!) a federally funded grant, is a district wide initiative designed to assist in achieving the Miami-Dade County Public Schools’ District’s Strategic Plan goal to expand the availability of and access to high quality public school choice options for all parents in Miami-Dade County. Voluntary Public School Choice grant funds are used to evaluate programs, inform parents of educational options, and re-culture teaching practices to establish quality school environments.

Response to Instruction/Intervention (RtI)

Identify the school-based RtI Leadership Team.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

School-based RtI Team

The School-based Rtl is vital, therefore, in building the team, Van E. Blanton Elementary considered the following: • Principal who will ensure commitment and allocate resources. • Teachers and Coach who share the common goal of improving instruction for all students; and • Specialized Service Providers who will work to build staff support, internal capacity, and sustainability over time. • Responsibilities of Team Members: • Principal: Serving in the capacity of governing agent, the principal bears the responsibility of the overall operation of the RtI and the school. This position will share the existing commonalities for this team, and facilitate meetings and interactions that transpire. Roles also include: imparting the purpose and vision for accessing and using data-based decision-making; evaluate the RtI skills of school personnel; monitor and supervise the proper implementation of intervention as well as ensure that a meticulous record keeping system is in place; provide professional development to support RtI implementation, and maintain an open channel of communication with parents as it relates to school-based RtI functions, plans and projects. • Grade Level Chairpersons, ELL Instructor, Bilingual Instructors: Share data and information pertinent to the instructional curriculum that accentuates the basic skills and core area subjects; retrieve and disseminate student data; administer assessments; provide the necessary instruction or intervention for Tier 1 students; consult with selected personnel for the purpose of providing assistance in the implementation of interventions for Tier 2 students; compile and infuse Tier 1 materials/instruction with Tier 2/3 activities; confer with and maintain regular articulation with general education teachers in order to closely monitor student progress. • Reading Coach, Math/Science Facilitator: Conference with teachers to familiarize them with the instructional curriculum; visit classrooms, offer feedback and debrief teachers to improve instruction and student achievement; model lessons to improve instruction and student achievement with feedback and collaborative input; provide assistance with the reading, mathematics and science programs; co-plan lessons with teachers; analyze student’s work; interpret assessment data for the purpose of assisting teachers in using results for instructional decision making; conduct individual and group discussions with teachers about teaching and learning; plan and conduct professional development workshops; create presentations for teachers; assist with assessing students and assist in the effective implementation of Tier 1, Tier 2, and Tier 3 intervention plans. • Guidance Counselor: Prepares and submits reports, records, files and all other information and data; encourages teacher/parent communication and community involvement; assists students in conflict resolution, peer mediation and helps students develop life management skills; manages crises; assists in the identification of students with special needs; refers students to intervention/remediation programs, as well as, academic and alternative programs to ensure academic success and personal well-being; reviews school data frequently to ensure that the school counseling program is meeting the academic and social development needs of the students; shares all available information with RtI. • School Psychologist: Conducts assessment of students; consults with teachers, parents and RtI to facilitate student educational growth; participates in School Support Team and makes recommendations; suggests appropriate assessments to be administered; works collaboratively with Student Services and other staff; sponsors and participates in professional development activities; participates in collection and interpretation of data. • Speech Language Pathologist: Develops and implements individual education programs; establishes and maintains effective relationships with students, teachers, and parents; reads, analyzes, and interprets data; administers diagnostic evaluations for speech, voice, and language disorders; communicates assessment findings and recommendations; and conducts professional development workshops.

Van E. Blanton Elementary School’s RtI team meets quarterly to discuss, assess and make decisions regarding a conglomerate of activities, including:

• Engage a process through which it analyzes the viability of current school practices • Monitor and assess available data to ascertain student progress and determine the need for intervention • Create a formalized system that specifies conditions for and oversees screenings, instructional decision-making, implementation and reviews • Forge a consensus regarding the structure, responsibilities, and procedures required to achieve excellence in education • Continuously review and reevaluate school curriculum to ensure that optimal service is being extended to students and all stakeholders

Van E. Blanton Elementary School’s Rt1 Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. • Through test score disaggregation, the RtI assisted in the formulation of objectives as school-wide priorities. This process also helped the RtI identify and target curriculum areas and resources most needed to improve student performance. A review, analysis and evaluation of additional data such as the School's Demographic, Academic Profile and Accountability information also provided insight for the RtI regarding the performance of subgroups and Tier 1, 2, and 3 students. This invaluable insight enabled the team to effectively align instructional focus/intervention with the individual needs of the students.

School Wide Florida’s Continuous Improvement Model

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

1. Statistics reflecting the individual needs of each student will be thoroughly examined and will be used to guide the decision-making regarding instruction, general, compensatory, and special education, as well as for creating a well-integrated and seamless system for delivering quality education and intervention. The Team: • Makes fundamental changes as indicated by assessment results and intervention activities • Commits to locating and employing the necessary resources to ensure that students make progress • Calls for early identification of learning and behavioral needs, close collaboration among teachers, special education and resource personnel • Ensures that systematic documentation verifies that interventions are implemented with fidelity, integrity, and the intended intensity • Modifies instruction for struggling students to help them improve academic skills and behavior • Adjusts terms of assessment approaches as well as models of intervention and instructional support • Make recommendations regarding the appropriation of school-based resources • Offer input and suggestions regarding professional development workshops 2. Managed data will include: Academic • FAIR Assessment • Interim Assessments • State/Local Math and Science Assessments • FCAT • Student Grades • School Site Specific Assessments Behavior • Student Case Management System • Detentions • Suspensions/expulsions • Referrals by student behavior, staff behavior, and administrative context • Office referrals per day per month • Attendance • Referrals to Special Education Programs

Van E. Blanton Elementary School will offer training that will include: 1. The purpose of the school’s RtI 2. Evidence-based intervention approaches, progress monitoring methods, evaluation of instructional and program outcomes, and assessment procedures 3. Instructional approaches for students who are in the 2nd or 3rd tiers 4. How to administer formal and informal measures to conduct a comprehensive educational evaluation 5. How to analyze and apply assessment results to drive the instructional component The district professional development and support will include: 1. Training for all administrators in the Rtl problem solving, data analysis process 2. Providing support for school staff to understand basic Rtl principles and procedures 3. Providing a network of ongoing support for Rtl organized through feeder patterns.

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Plan

Strengths: Data from the 2009 FCAT disclosed that the achievement level of students in fifth grade improved significantly: 67 percent of fifth grade students scored at a Level 3 or higher in Reading, which is up from the 50 percent margin in 2008. Scores for fifth grade students was also up in Math, with a showing of 62 percent, which towers the 2008 performance of 39 percent. Even more, fifth grade showed improvement in Science, moving from 50 percent in 2008 to 53 percent in 2009. Students did exceptionally well in Physical/Chemical, showing an average percentage correct of 75 percent. The FCAT statistics also depicted an improvement in the percent of students making learning gains in Mathematics, up from 55 percent in the 2007-2008 to 57 percent in the 2008-2009. There was a strong showing in the performance of fifth grade students in Words/Phrases, with an average correct of 67 percent. Similarly, Number Sense was another area of strength for fifth grade students, with an average correct of 69 percent.

Weaknesses: A thorough analysis of the 2009 FCAT data disclosed that the school’s letter grade fell from an “A” to a “B.” Accountability points earned by the school dwindled from 547 in 2008 to 510 in 2009. The data further revealed a decline in performance of fourth grade students. There was a decrease in the number of students scoring at Level 3 or above in both Reading and Mathematics. Comparatively, in 2008 mastery was at 69 percent in Reading; however, 2009 performance was a dismal 46 percent. A similar trend was observed in Math, moving from 66 percent in 2008 to 48 percent in 2009. Achievement

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

at mastery level also declined for third grade students in Reading. In 2008, 63 percent of students scored at Level 3 or above, however, this plummeted to 56 percent in 2009. Respective to Math, 2008 statistics revealed that 68 percent of students scored at Level 3 or above, while the 2009 report shows a dive to 55 percent. Regarding the Reading cluster Main Idea/Purpose, fourth grade students demonstrated an average correct of only 48 percent. Comparisons was yet another cluster of great concern, as fourth grade students scored an average correct of merely 47 percent. In Mathematics, fourth grade students’ performance on Measurement depicted an average correct of 50 percent, which was a 13 percent fall from the previous year.

At Van E. Blanton Elementary School, the Reading Coach, Math/Science Facilitator and Grade Level Chairpersons - under the tutelage of the administrative team - convened and authored the blueprints for the school’s 2009 Instructional Focus Calendar (IFC). The IFC will be updated in October 2009 as determined by disaggregated data results from the September Baseline Assessment, and again in January 2010 as determined by the disaggregated data results from the December Mid-Year Test. Using data from the 2009 FCAT as a compass, the team developed the contents of the IFC. For the first quarter. The school extracted and analyzed the data from the 2009 FCAT to develop the IFCs. Pertinent to the devising the IFCs were the results from the September Pre-Test, and December Mid-Term Test. In the process of creating the IFCs, teachers along with the school’s Leadership Team, are and will continue to be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction. The decision to allocate a specified amount of time in the IFC for each Benchmark was predicated upon the necessity to maximize instructional time prior to the administration of the 2010 FCAT test. The amount of time stipulated in the IFC will extend sufficient time to instruct each Benchmark, afford students adequate time internalize concept or skills, allow for student application of the skills, administration of formal or informal assessments, and as deemed necessary - review or re-teach targeted Benchmarks. In order to ensure continuity and consistency in applying the IFC, the administrative team will engage regular and frequent visitations to the classrooms. Another method that will be employed to monitor fidelity to the IFC, administration will review lesson plans as well as examine records, data and files. The data chats and grade level meetings will be channels through which dialogue will transpire between the teachers and administrators in order to confirm regularity in adhering to the IFC. The school’s Chairpersons, Reading Coach, and Math/Science Facilitator will offer assistance to personnel who experience difficulties in developing and applying the IFC. Should instructional personnel indicate or be identified as inappropriately utilizing the IFC, the school will combat problematic situations through professional development workshops. The school will also extend the opportunity for personnel to visit other teachers who have mastered this process. In addition, Chairpersons, Reading Coach or Math/Science Facilitator will provide assistance as deemed necessary. In order to promote proficiency regarding the IFC, teachers will discuss and receive feedback during grade level meetings, data chats and in professional learning communities. Should problem areas persist for some teachers, the Leadership Team will provide individual attention with implementing the IFC. The Team will ensure that teachers have the necessary support and empowerment to enable them to make effective instructional decisions based on the contents contained within the IFC. The Team will regularly visit and assist teachers until at such time mastery of the IFC has been accomplished.

Reading: Main Idea/Purpose along with Comparisons will be given priority focus, as greatest deficiency was observed on these strands. Writing: The Narrative will be our focus and given priority, as this was the writing style with the greatest measure of deficiency. Mathematics: Measurement and Data Analysis as well as Algebraic Thinking for third grade will be given priority focus, as these were the strands with the greatest measure of deficiency. Science: Scientific Thinking will be given priority focus, as this was the strand with the greatest measure of deficiency.

Upon release of the 2009 FCAT scores, the school’s administration closely analyzed student performance by teacher and subsequently adjusted the master schedule to prevent low-performing teachers from being assigned the same class again. A further scrutiny and review of available data enabled the pairing of the strongest teachers in a respective area with the weakest students. This procedure allowed administration to better match teacher’s strength with student’s greatest needs.

The school offers and incorporates all basic elementary courses into the curriculum. A total curriculum inclusive of core area subjects along with Technology, Art, Music, Bilingual Instruction, and Media are provided to all students. The guidance counselor also provides instruction in Character Education and Life Management Skills. While these instructional courses are delivered at the elementary level, they are by far assisting students in internalizing skills that are relevant to their future well-being. Selected students are also given the opportunity to serve in apprenticeship positions such as Library Helper, News Anchors, Sound System Technician and Teacher Helper. Such experiential learning prepares them to be productive in a rapidly

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

advancing society. In a reciprocal approach, teachers and students engage in assessing the validity and relevance of the instructional skills by making inquiry as “why are we learning this?” Teachers are also provided reading materials and publications that feature and accentuate current events.

In order to provide students with a personally meaningful and gratifying learning experience, Van E. Blanton Elementary School provides its students with a curriculum that is all-encompassing. Students are prepped for the post-elementary educational journey with an academic profile that reflects courses in The Fine Arts (Art and Music), Technology, Literature Appreciation (Media) and Career Awareness via the Guidance Counselor. These courses are aligned with an interdisciplinary approach and ensure that students receive a well-rounded and complete education. Gifted classes are available for qualified students.

The school ensures that its curriculum is aligned with District and State mandates and policies representative to the requirements at the elementary level. In synchrony with specified guidelines and criteria, students are placed or assigned to classes. At the elementary level, students are assigned course work or subjects that are consistent with Federal, State and District guidelines. Student representatives are a part of the school’s EESAC (Educational Excellence School Advisory Council), which is the decision-making entity.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

Teachers in respective grade levels will meet bi-weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments, tri-weekly assessments and Edusoft reports. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery. Teachers will meet bi-weekly for grade level meetings and data chats, and they will meet monthly during Professional Learning Communities to share best practices and resources.

The school’s Reading Coach and Math/Science Facilitator will provide focus lessons for each grade level based upon assessment results, which reveal the areas wherein students are struggling. The focus lessons selected by the Reading Coaches and Math/Science Facilitator are aligned to the Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT. The focus lessons, which will be 15-30 minutes, will be taught at the beginning of the respective class. The Reading Coach and the Math/Science Facilitator will model the focus lesson that correlates with their subject area. Beyond the Reading Coaches and Math/Science Facilitator, some focus lessons may be taught by grade level chairpersons if this is deemed necessary.

As data becomes available through bi-weekly assessments, teacher-designed exams, and Edusoft reports, the school will make a determination as to whether revisions are warranted with the focus lessons. If student mastery of Benchmark skills is not sufficient, modifications and adjustments will be made with the focus lessons. Administrators and teachers will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction and will be monitored through administrative classroom visits and walkthroughs.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

CHECK

The ongoing assessments that will be utilized to measure student progress are: bi-weekly assessments, chapter quizzes and teacher-designed exams. The range of the questions for each Benchmark will be 10 to 15 questions. This will present a valid and reliable profile of academic performance. The assessments will be administered bi-weekly and monthly.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

Typically, the mastery level is set at 72 percent in reading and 74 percent in mathematics for Mastery; however, the school will utilize the 80 percent Mastery Level as recommended by the State. The 80 percent Mastery will ensure student proficiency of each benchmark. In accordance with the assessment outcome, the instructional focus will re-direct priority to the needs of the students. Assessment reports will steer the re-teaching and the review of Benchmarks. For students scoring below the 80 percent mark, teachers will adjust and differentiate the instructional component with greater intensity. Instruction will be customized to meet the needs of those students who scored at or above the 80 percent margin. Instruction will be tailored with advanced or accelerated activities for these students. Given that the cornerstone of differentiated instruction is active planning, teacher will plan their instruction strategically in order to meet students where they are and to offer multiple avenues through which they can access, understand, and apply learning. As teachers differentiate lessons that are responsive to the needs of each learner, they will consider not only what they are teaching (content), but also whom they are teaching (individual students). They will be aware of the varying readiness levels, interests, and learning profiles of each student and then design learning options to tap into these factors.

To effectively challenge and spark continued growth in students who score at or above the mastery level, enrichment activities will be made available. In these activities: students are encouraged to create a presentation for the class; students are engaged in activities where information must be analyzed; students are required to research information, read assigned material and summarize their findings; and students are invited to write an essay or creative work. The higher order or critical thinking skills will be consistently challenged through an array of assignments.

Teachers will be involved in monthly data chats. The teachers will meet in grade levels, with the administration and Leadership Team and in individual meetings with administration. These meetings will be scheduled throughout the year. The meetings will be facilitated by the administrator or grade level chairperson. This will be contingent upon which meeting is taking place. Everyone present at the meeting will sign-in to confirm attendance. In addition, a teacher will be designated to record minutes from the meeting, and the notes will be submitted along with the agenda to the administrative staff.

Administrators and the Leadership Team assume the responsibility for monitoring program success. Among the practices employed to monitor achievement are: scheduled and unscheduled classroom visits, one-on-one meetings with students and teachers to review test scores, grade level meetings, celebrating successes, using surveys to assess the process, the school climate, and the EESAC, wherein the satisfaction level of stakeholders is assessed. In this step, the Team will make a determination as to feasibility of current strategies. If the existing practices are not meeting with expectations, the school identifies new projects to incorporate in the curriculum. The Reading Coach and Math/Science Facilitator will assist in administering and scoring assessments. They will also assist in the process of diagnosing, prescribing, and evaluating the academic needs of individual students. More over, they will provide assistance and model Differentiated Instruction. These support personnel will co-plan with teachers and maintain student achievement records. In addition, they will consult with teachers and students, advising on strategies and activities that may be used to enhance a student’s reading skills.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

ACT

Houghton-Mifflin, Voyager Passport, Early Success, Soar to Success, Quick Read, Ticket to Read, Scott Foresman, Accelerated Reader, FCAT Explorer, Riverdeep

The identified materials will be utilized as intervention resources for students who fail to make adequate progress. The use of the state adopted textbooks – Houghton-Mifflin and Scott Foresman - will provide a solid base for intensive instruction. The

Professional Learning Communities

How does the school identify staff’s professional development needs to improve their instructional strategies?

Which students will be targeted for supplemental and intensive instruction/interventions?

How will the effectiveness of the interventions be measured throughout the year?

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Describe how students are identified for enrichment strategies.

electronic learning systems such as FCAT Explorer, Accelerated Reader, Ticket to Read and Riverdeep facilitate student-centered learning. These technology-based programs allow for individualized learning, and they stimulate student growth through audio, visual, interactive and participatory forms of learning. Voyager Passport is comprehensive and it accommodates the needs of struggling students. Soar to Success, Early Success and Quick Read are models that effectively accelerate growth. The information disseminated and exchanged during Professional Learning Communities and meetings will work to enhance proficiency and competency in teachers as they customize and modify instructional methodologies to meet the needs of students. The extended day tutorial program will be available for students whose academic performance does not satisfy pre-established requirements.

The Administrative staff in conjunction with the Professional Development Liaison will survey teachers to ascertain their professional needs. In addition, based upon observations of performance, the principal will recommend professional development for identified teachers.

A series of indicators will be in place and will signal to administrators and the Leadership Team that respective students are not meeting required standards, and are in need of intervention or intensive instruction. These indicators consist of results from bi-weekly and monthly assessments as well as Edusoft reports. Students who fail to demonstrate mastery will be offered supplemental instruction through the SES (Supplemental Education Services) providers. Beyond the extended day tutorial service, these students will be the recipients of specialized assistance during the regular school day from the Reading Coach or Math/Science Facilitator. They will also be targeted for Saturday Academy.

Consistent with data reflecting student performance, instructional personnel who provide service to students who are not meeting required standards will meet with administration to discuss possible reasons for this inadequacy and re-direction of instructional focus. During the meeting, the teacher will make available all evidence, reports or data that verify the strategies and interventions utilized for the respective student. A thorough analysis will be conducted to ascertain if the lack of success is due to reasons other than curriculum and instruction. Other possible causes will be considered, including student attendance records, behavioral observations and performance in-class as well as the home learning component. Consideration will also be given to student interactions with peers. To assess the viability of supplemental instruction, the school will examine performance on FCAT Explorer and Ticket to Read.

The school’s Gifted Program is available to students who qualify for accelerated or advanced learning. Students may also enroll in the Chess Club, 4-H Tropicana Public Speaking as well as Theodore R. Gibson Oratorical Declaration.

Students are identified for enrichment activities via FCAT results, progress in specific courses, as well as assessment results that demonstrate consistent proficiency/mastery. These tools are used to determine placement in accelerated or advanced academic programs. Teacher recommendation is also taken into consideration, and students may qualify through the Student Support Team. Parent conferences are held with the recommending teacher, guidance counselor, and a member of the leadership or administrative team. The parents are counseled on the expectations for the student in the higher level course, as well as their continued parental involvement.

PLC Organization (grade level, subject, etc.) PLC Leader

Frequency of PLC Meetings Schedule (when)

Primary Focus of PLC (include Lesson Study and Data Analysis)

4th Grade Teachers Reading Coach Monthly

During common planning time

Lesson Study centered on preparation, planning and incorporating effective strategies for teaching Reading.

Grades 2, 3, 4, & 5 ELL, Bilingual, ESE instructors

Reading Coach Monthly Second Wednesday of the month after school

Data analysis of common Assessments, FCIM mini-assessment results and utilizing data to drive instruction.

Instructional Personnel

Mathematics/Science Facilitator Monthly

Fourth Wednesday of the month after school

Effective strategies for teaching Mathematics Benchmarks; Interpreting data to monitor student progress; re-visit focus calendar to determine the need for adjustments.

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 8/21/2009 3:52:51 PM) Public School Choice with Transportation (CWT) Notification Show Attached Public School Choice with Transportation (CWT) Notification (Uploaded on 8/21/2009 1:17:40 PM) Notification of (School in Need of Improvement) SINI Status Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 8/21/2009 1:17:09 PM)

Pre-School Transition

The school invites and hosts visits from neighboring childcare centers. The preschool students become participants in the learning experience, as they visit the kindergarten classes, the media center and other locations in the school. They are also guests in the cafeteria and subsequently partake of the meal provided by the school. This venture affords the students exposure to the school setting prior to their official entrance. They become familiar with the academic milieu and therefore gain increased comfort in this environment. The school also articulates and meets with the pre-school teachers and parents with the intent of ensuring a smooth transition. The open channel of communication between the school, pre-school teachers and parents ensures continuity in the process to ready the students for their entrance into kindergarten. Assessment tools utilized by the pre-kindergarten teachers to determine student readiness rates and to post test include: DECA (Devereux Early Childhood Assessment); OLPS-R (Oral Language Proficiency Scale-Revised); PELI (Phonological and Early Literacy Inventory); and LAP-D (Learning Accomplishment Profile-Diagnostic). The DECA assessment assists professionals in promoting resilience in children ages 2-5. Through the program, early childhood professionals and families learn specific strategies to support young children’s social and emotional well-being and how to enhance the overall quality of early childhood programs. Because it is strength-based, the DECA Program is appropriate for all children and should be used to build children’s protective factors and prevent the development of challenging behaviors. The centerpiece of the DECA Program is the assessment instrument, the DECA. In best practice the DECA is completed by both teachers and parents who then work together as a team to plan changes in the classroom and the home to promote children’s resilience. Four-year-old students should be pre and post tested on the B.E.L.L. Literacy Program using the Phonological and Early Literacy Inventory (P.E.L.I.). When testing a LEP (Limited English Proficient) student, teachers must take into consideration the child’s ESOL level. Children with ESOL Levels I and II must be tested in their home language and in English for those skills that they may have learned in the classroom environment. Children with ESOL Levels III and IV must be tested using both languages. The test item may be introduced in English and if the child appears to have difficulty, the home language must be used in order to facilitate understanding. Correct answers in the home language must be considered acceptable. Special Education children who are ELL must be assessed with the M-DCPS Oral Language Proficiency Scale-Revised (OLPS-R), Pre-K level or the Relative Language Dominance Checklist-Revised in order to determine an ESOL level. This assessment must have been completed prior to entering the program for the first time and again in May for children who obtained ESOL Levels I - IV It is important that parents and families are informed on a regular basis about their child’s progress in school. P.E.L.I. is screening to predict early success in reading based on a child’s ability to accurately and effectively master core literacy constructs (e.g., phonological awareness, alphabet knowledge, concept of word, and grapheme-phoneme correspondence) and to exercise these understandings in a comfortable socio-cultural context. It is a diagnostic screening tool for identifying children at risk for early reading difficulties. The LAP-D is an assessment recommended to obtain performance levels in fine motor, gross motor, communication, general knowledge and social/self-help. It is a comprehensive developmental assessment tool for children between the ages of 30 and 72 months. Based on a task-analysis model, the LAP-D is designed to assist the user in making educational decisions with regard to instructional objectives and strategies that are developmentally appropriate. The LAP-D consists of a hierarchy of developmental skills arranged in four major developmental areas or domains, each of which contains two subscales. These include, Fine Motor: Writing and Manipulation; Cognitive: Matching and Counting; Language: Naming and Comprehension; Gross Motor: Body Movement and Object Movement. The Parental Involvement component is a key factor in encouraging the home to assume a pro active role in order to ensure a successful transition for preschool students. The parents are invited to attend meetings wherein they are encouraged to join with the elementary school and preschool program to identify and coordinate services for a smooth and uneventful move into the elementary school system. The pre-kindergarten program is Titled I funded and it is monitored and evaluated by the Division of Early Childhood Programs. In order to ascertain the effectiveness of the pre-kindergarten program, the Florida Kindergarten Readiness Screener (FLKRS) will be administered. This evaluation will not be done until after students enter kindergarten. Given that school readiness is the major goal of the Voluntary Pre-Kindergarten (VPK) program, it is imperative that the school find out if the students are prepared to adequately function in elementary school. The Florida Kindergarten Readiness Screener will be utilized. The piece called ECHOS (Early Childhood Observation System) is described as a nonintrusive way of evaluating children’s knowledge. Teachers watch students during class to determine whether they have certain skills, such as knowing how to use a book or how to play with others. They then create lesson plans to help each child progress. This style of assessing is viewed as evaluating the “whole child” in a normal setting. Inter as well as intra grade level articulation is critical for a smooth transition from pre-kindergarten to kindergarten. Articulation occurs between the pre-kindergarten teachers as well as between the pre-kindergarten and kindergarten teachers. Through articulation, standards, curriculum and teacher training are synergistic. As a team, teachers will meet and discuss the results of the FLKRS and devise activities that will be guided by developmentally appropriate foundations in all content areas. In addition, articulation between the teachers will extend the opportunity to share best practices. This in return will ensure that the students are ready for kindergarten and that kindergarten is ready for the students. Title I Administration assists the school by providing supplemental funds beyond the State of Florida funded Voluntary Pre-

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

Kindergarten Program (VPK). Funds are used to provide extended support through a full time highly qualified teacher and paraprofessional. This will assist with providing young children with a variety of meaningful learning experiences, in environments that give them opportunities to create knowledge through initiatives shared with supportive adults. In selected school communities, the Title I Program further provides assistance for preschool transition through the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program. HIPPY provides in-home training for parents to become more involved in the educational process of their three- and four-year old children.

 

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

 

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-5, 60 percent of the students achieved mastery on the 2009 administration of the FCAT Reading test. This represents a decrease of 4 percentage points compared to 64 percent who achieved mastery in 2008

Needs Assessment: Grade 3-5 Words/Phrases Main Idea/ Author’s Purpose Comparison/ Contrast

Given instruction using the Sunshine State Standards, 72 percent of the students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Implement a flexible multifaceted approach to reading that will include explicit and systematic instructional strategies that will develop a repertoire of word learning strategies. Provide additional instruction in deriving word meaning and word relationships from context clues. Student literacy centers should include practice with prefixes, suffixes, base words, antonyms and synonyms. Useful strategies include: Word walls Word sorts word webs Semantic feature analysis Content-specific words activates Exclusion brainstorming Literacy centers Differentiate Instructions

Administration Reading Coach Grade Level Chairs School-site Leadership Team

Reading Coach, Grade Level Chairpersons, and Administration will monitor the weekly lesson plan, daily classroom observations, grade level meetings, data chats and through the F.A.I.R. (Florida Assessment in Reading) Ongoing Progress Monitoring Tool kit. Conferencing with students and examining student work folders or portfolios.

FAIR (Florida Assessment in Reading) Bi-Monthly School wide Assessments District Interim Assessments

PMRN Data produced from Ongoing Progress Monitoring

Formative Assessments (Checklist. Anecdotal records, work samples)

2 To understand main idea and author’s purpose, students in grades 3-5 will be taught by using transactional comprehension strategies to activate background knowledge, make connections, draw conclusion, make inferences, written responses to questions and monitor their understanding. Students will practice identifying sequence of events, plot-solutions, essential and non-essential details and key

Administration Reading Coach Grade Level Chairs School-site Leadership Team

Reading Coach, Grade Level Chairpersons, and Administration will monitor the weekly lesson plan, daily classroom observations, grade level meetings, data chats and through the F.A.I.R. (Florida Assessment in Reading). Ongoing Progress Monitoring Tool kit. Conferencing with students and examining student work folders or portfolios.

FAIR (Florida Assessment in Reading) Bi-Monthly School wide Assessments District Interim Assessments

PMRN Data produced from Ongoing Progress Monitoring

Formative Assessments (Checklist. Anecdotal records, work samples)

words in long and short reading passages. Teachers can use strategies such as: Cooperative Learning Graphic Organizers Answering Questions Generating Questions Story Structure Summarizing Multiple Strategy Teaching

3 Teachers will use instructional strategies that will teach students how to recognize comparison and contrast relationships in a variety of text. More emphasis will be given to providing practice activities that will readily identify relevant details that support comparison and contrast. Students will need more practice identifying comparison and contrast in poetry and practice written response that compare and contrast long and short reading passages. Teacher will include the following strategies: Graphic organizers Comparison/contrast frames Think Alouds Literacy Centers Differentiate Instructions Vienn diagrams Event maps Cause/ effect tree Exclusion brainstorming

Administration Reading Coach Grade Level Chairs School-site Leadership Team

Reading Coach, Grade Level Chairperson, and Administration will monitor the weekly lesson plan, daily classroom observations, grade level meetings, data chats and through the F.A.I.R. (Florida Assessment in Reading). Ongoing Progress Monitoring Tool kit. Conferencing with students and examining student work folders or portfolios.

FAIR (Florida Assessment in Reading) Bi-Monthly School wide Assessments District Interim Assessments

PMRN Data produced from Ongoing Progress Monitoring

Formative Assessments (Checklist. Anecdotal records, work samples)

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

Hispanic subgroup in grades 3-5, 53 percent achieved mastery on the 2009 administration of the FCAT Reading test. This represents a decrease of 9 percentage points compared to 64 percent who achieved mastery in 2008.

Needs Assessment: Grade 3-5 Words/Phrases

Given instruction using the Sunshine State Standards, 72 percent of Hispanic students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Teach students decoding strategies and related skills such as phonics analysis, analogies, syllabic analysis and morphemic analysis to provide daily opportunities for students to practice word recognition and word meaning through word work centers and differentiated instruction. Students should have more experience with high frequency words, 1-2-3Tier words, analysis words by examining affixes and root words, and context clues. Provide students with the opportunity to practice speaking and hearing words used in meaning sentences and a variety of content. Useful strategies include: Word walls Word sorts Semantic mapping Word Banks Word Chains

Administration Reading Coach Grade Level Chairs School-site Leadership Team

Reading Coach, Grade Level Chairpersons, and Administration will monitor the weekly lesson plan, daily classroom observations, grade level meetings, data chats and through the F.A.I.R. (Florida Assessment in Reading). Ongoing Progress Monitoring Tool kit. Conferencing with students and examining student work folders or portfolios.

FAIR (Florida Assessment in Reading) Bi-Monthly School wide Assessments District Interim Assessments

PMRN Data produced from Ongoing Progress Monitoring

Formative Assessments (Checklist. Anecdotal records, work samples)

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

ELL subgroup in grades 3-5, 45 percent achieved mastery on the 2009 administration of the FCAT Reading test. This represents a decrease of 10 percentage points compared to 55 percent who achieved mastery in 2008.

Needs Assessment: Grade 3-5 Main Idea/ Author’s Purpose

Given instruction using the Sunshine State Standards, 72 percent of ELL students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Provide explicit instruction through a variety of approaches that capitalizes on meaning and purpose, help students to activate prior knowledge, use language and literacy for learning, construct meaning and interpret text through the use of graphic organizers, repetition, collaborative grouping and native language support materials. Teacher modeling instructional strategies that help students to identify main idea, author’s purpose, sequencing events, plot-solution, essential and non essential details and written responses to long and short reading passages. Additional strategies: Shared and Guided Reading Story boards KWL Main Idea Table Chunking Think alouds Differentiate Instruction Literacy centers Story maps

Administration Reading Coach Grade Level Chairs School-site Leadership Team

Reading Coach, Grade Level Chairpersons, and Administration will monitor the weekly lesson plan, daily classroom observations, grade level meetings, data chats and through the F.A.I.R. (Florida Assessment in Reading). Ongoing Progress Monitoring Tool kit. Conferencing with students and examining student work folders or portfolios.

FAIR (Florida Assessment in Reading) Bi-Monthly School wide Assessments District Interim Assessments

PMRN Data produced from Ongoing Progress Monitoring

Formative Assessments (Checklist. Anecdotal records, work samples)

 

Professional Development Aligned with Objective: 

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 72 percent of the students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

Florida Assessment in Reading (FAIR Transactional Comprehension Instructional Strategies Strategies

Reading Coach PD Liaison

August-September 2009

Grade Level Meeting Reading Coach Observation Modeling

Reading Coach Administration

Given instruction using the Sunshine State Standards, 72 percent of Hispanic students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

Vocabulary/Word Recognition Strategies Semantic Cueing Features/Analysis

Reading Coach PD Liaison

October 2009

Grade Level Meeting Reading Coach Teacher Observation Teacher Modeling

Reading Coach Administration

Given instruction using the Sunshine State Standards, 72 percent of ELL students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

Evaluating data from the FAIR Holistic Assessing and Evaluation Student Performance

Reading Coach PD Liaison

November 2009

Grade Level Meeting Reading Coach Teacher Observation Teacher Modeling

Reading Coach Administration

Given instruction using the Sunshine State Standards, 72 percent of the students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

Update Strategies for Teaching Main Idea, Author’s Purpose, inferencing, Comparison

Reading Coach PD Liaison

December 2009-January 2010

Grade Level Meeting Reading Coach Teacher Observation Teacher Modeling

Reading Coach Administration

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every

Teacher

Given instruction using the Sunshine State Standards, 72 percent of the students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

Integrating Reading Strategies in the Content Area. Improving Literacy Centers in the Classroom Environment.

Reading Coach PD Liaison

March-May 2010

Grade Level Meeting Reading Coach Teacher Observation Teacher Modeling

Reading Coach Administration

N/A

 

Budget:

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

Description of Resources Funding Source Available Amount

Houghton-Mifflin Basal Series Instructional Materials Category $800.00

Voyager Kits Instructional Materials Category $600.00

Total: $1,400.00

Technology

Description of Resources Funding Source Available Amount

Edusoft K-12 District $1,700.00

Riverdeep District $0.00

Voyager Ticket 2 Read District $1,800.00

FCAT Explorer District $1,800.00

Total: $5,300.00

Professional Development

Description of Resources Funding Source Available Amount

Training available use details on the Professional Development Registration System

District $0.00

Total: $0.00

Other

Description of Resources Funding Source Available Amount

Jumpstart Workbooks Grade 3-5 Title I $300.00

Steck-Vaughn Cars/Stars Workbooks Title I $2,500.00

Total: $2,800.00

Final Total: $9,500.00

End of Reading Goal

Mathematics Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

 

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-5, 57 percent of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 5 percentage points when compared to 62 percent who achieved mastery in 2008.

Needs Assessment:

Given instruction using the Sunshine State Standards, 74 percent of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Measurement Algebraic Thinking Data Analysis

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Provide students with hands-on experiences that will allow them to use measurement tools that will enable students to make personal connections to the material that is presented. Students will investigate measurements through usage of a variety of experiences.

Mathematics Facilitator

Teachers

Focused walkthroughs by administration will be used to ensure all math teachers are using common board configuration.

Reports and charts will be generated from walkthroughs.

2 To address algebraic thinking, students will be provided with opportunities to solve problems that include numeric and geometric patterns by using different approaches and explain their answers in writing.

Mathematics Facilitator

Teachers

Review student practice note books to ensure that students are correctly applying mathematical steps to solve algebraic thinking problems. Monitor student interaction with the lesson.

Student progress on bi-weekly and monthly assessments

3 To address data analysis students will engage in the usage of the Riverdeep software. This will allow the teacher to individualize assignments based on student achievement and mastery level.

Mathematics Facilitator

Teachers

Monitor Riverdeep logs that will be required to be kept by students/teachers. Logs will demonstrate that the program is being used with fidelity.

Student progress on bi-weekly and monthly assessments.

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-5, 59 percent of Black students scored at mastery level on the 2009 FCAT Mathematics test. This represents a decline of 5 percentage points when compared to the 64 percent of Black students who scored at mastery level in 2008.

Needs Assessment: Geometry

Given instruction using the Sunshine State Standards, 74 percent of Black students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Increase the use of the supplemental math guide developed by Math Facilitator that targets geometry and number sense. Increase usage of manipulative and hands-on-activities to be used in math centers located in each classroom to reinforce geometry and number sense usage and understanding.

Mathematics Facilitator

Administrators

Math Facilitator and administrators will visit classrooms to ensure that centers are maintained and students are using them to reinforce their understanding

Bi-weekly assessments as well as Edusoft reports

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-5, 50 percent of Hispanic students scored at mastery level on the 2009 FCAT Mathematics test. This represents a decline of 6 percentage points when compared to the 56 percent of Hispanic students who scored at mastery level in 2008. Needs Assessment: Measurement

Given instruction using the Sunshine State Standards, 74 percent of Hispanic students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 To address measurement, Hispanic students will engage in the Riverdeep software. This software

Mathematics Facilitator

Teachers

Monitor required Riverdeep logs that will be kept by students/teachers. Logs will demonstrate that the

Bi-weekly assessments as well as Edusoft reports

allows students to receive educational tips in both English and in Spanish. Given this bilingual feature, students can practice the skill in Spanish and English.

program is being used with fidelity.

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-5, 45 percent of English Language Learners (ELL) scored at mastery level on the 2009 FCAT Mathematics test. This represents a 3 percentage point decline from the 48 percent who scored at mastery level on 2008 FCAT test.

Needs Assessment: Geometry

Given instruction using the Sunshine State Standards, 74 percent of ELL students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Provide weekly math intervention classes, effective ESOL strategies and effective use of text book techniques to teachers to ensure that proper techniques are utilized in the instruction of ELL students.

Mathematics Facilitator

Maintain a record of strategies and interventions utilized Classroom/math lab visits

Increased achievement between assessments.

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-5, 57 percent of Economically Disadvantaged Students scored at mastery level on the 2009 FCAT Mathematics test. This represents a 5 percentage point decline from the 62 percent who scored at mastery level on 2008 FCAT test.

Needs Assessment: Number Sense

Given instruction using the Sunshine State Standards, 74 percent of Economically Disadvantaged Students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Students will use FCAT Explorer to reinforce Number Sense. This skill will be addressed by teachers through meaningful instruction.

Classroom Teachers

Administrators

Math Facilitator

Classroom visits

FCAT Explorer Logs

Bi-weekly assessments as well as Edusoft reports

 

Professional Development Aligned with Objective: 

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

74 percent of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Manipulatives and You Instructing, modeling, and educating teachers on the vital role that manipulatives and hands on activities play in the educational process.

Mathematics Facilitator

September 2009

Targeted walkthroughs to determine the effective application of the steps specific to the FCIM

Principal, Mathematics Facilitator

74 percent of Black students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

The Sharper Way Demonstrate to teachers the usage of the supplemental math guide designed by the facilitator to address geometry and number sense

Mathematics Facilitator

Ongoing throughout the 2009-2010 school year

Observation of guide usage and student understanding.

Principal, Mathematics Facilitator

74 percent of Hispanic students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Riverdeep Demonstrate to teachers how to use the English/Spanish component of this program to better serve students in improving in all content strands.

Mathematics Facilitator

Ongoing throughout the 2009-2010 school year

Observation of the application of intervention techniques during classroom visits

Principal, Mathematics Facilitator

74 percent of FCAT Explorer

Economically Disadvantaged Students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Demonstrate to teachers how and why using this program will provide students with the additional reinforcement they need to improve in the various content clusters.

Mathematics Facilitator Technology Facilitator

Ongoing throughout the 2009-2010 school year

Monitor student usage of Riverdeep

Principal, Mathematics Facilitator, Technology Facilitator

 

Budget:

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

Description of Resources Funding Source Available Amount

CAMS and STAMS Intervention math workbooks. Title I $1,000.00

Math Manipulatives Title 1 $1,000.00

Total: $2,000.00

Technology

Description of Resources Funding Source Available Amount

Riverdeep District $0.00

FCAT Explorer District $0.00

Total: $0.00

Professional Development

Description of Resources Funding Source Available Amount

Development and compilation of strategies to promote conceptual learning and understanding of

Title 1 $500.00

Total: $500.00

Other

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Final Total: $2,500.00

End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?

 

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

Based on 2009, FCAT Science data, 53 percent of 5th grade students achieved at mastery or above. This represents a 3 percentage point increase compared to 50 percent who scored at mastery level in 2008.

Needs Assessment Scientific thinking Earth/Space Science Life/Environmental Science

Given instruction based on Sunshine State Standards, 63 percent of students will achieve mastery on the 2010 FCAT Science Assessment.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 The weekly classroom lab schedule will be implemented with fidelity to ensure students are being frequently exposed to scientific thinking and investigation.

Science Facilitator

Teachers

Administrators

Monitor student lab reports to ensure that labs are being completed. Classroom walkthroughs by administrators.

Bi-weekly assessments, Lab reports

2 To address Earth and Space Science, teachers will incorporate instructional strategies to increase rigor through inquiry-based learning.

Science Facilitator

Teachers

Administrators

Monitor teacher lesson plans to ensure that rigorous instruction is being implemented.

Bi-weekly assessments

3 To address Life/Environmental Science, the Science Facilitator will use the FCIM to review with teachers data and assessments, using Life/Environment Science as the special target for improvement.

Science Facilitator

Teachers

Administrators

Science facilitator will construct data charts that will monitor students’ progress between class instruction and intervention instruction to ensure that the additional intervention is being successful

Science mini assessments

 

Professional Development Aligned with Objective: 

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

63 percent of students will achieve mastery on the 2010 FCAT Science Assessment.

Hands-on Learning Laboratory Experiments

Science Facilitator November 2009

Classroom visits to determine the effective integration and instruction of hands-on approaches

Principal Science Facilitator

63 percent of students will achieve mastery on the 2010 FCAT Science Assessment.

Rigorous Instruction

Provide teachers with professional development that will model rigorous instruction.

Science Facilitator

Ongoing throughout the 2009-2010 school year

Classroom visits to determine the effective integration and rigorous instruction.

Principal Science Facilitator

 

Budget:

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

Description of Resources Funding Source Available Amount

Science materials P-Sell Grant $1,000.00

Total: $1,000.00

Technology

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Professional Development

Description of Resources Funding Source Available Amount

Books, instructional CD’s, instructional guides. Title 1 $1,000.00

Total: $1,000.00

Other

Description of Resources Funding Source Available Amount

Landsharc Bus District $0.00

Total: $0.00

Final Total: $2,000.00

End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?

 

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grade 4, 77 percent of the students achieved mastery on the 2009 administration of the FCAT Writes test. This represents a decline of 2 percentage points when compared to 79 percent who achieved mastery in 2008

Needs Assessments: Narrative Writing

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 90 percent of the 4th grade students will achieve a 4.0 or above.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Teachers will instruct the five stages of Writing-pre-writing, drafting, revising, editing and publishing to facilitate interactive writing and develop writing fluency. Students will be provided opportunities to practice using grammar conventions, transitional words and writing vocabulary that are related to narrative prompt writing. It is recognized that not all students are at the same developmental level in writing, hence teachers should use the “Teach Me to Write” curriculum notebook as an additional resource to provide more experiences in practicing prompt writing. Useful strategies include: Word walls word webs Content-specific words Literacy centers Story Structure Summarizing Multiple Strategy Teaching

Administration Reading Coach Grade Level Chairs School-site Leadership Team

Reading Coach, Grade Level Chairpersons, and Administration will monitor the weekly lesson plan, daily classroom observations, and grade level meetings. Conferencing with students and examining student work folders or portfolios.

Bi-weekly Writing Prompts

Pre/Progress/Post District Writing Assessments Formative Assessments (Checklist. Anecdotal records, work samples)

2 Teachers will provide students with practice in recognizing writing prompts that are scored at 4.0 and above. Literacy centers should be designed to give students practice in pre-planning, sentence and word variety, vivid vocabulary, paragraph structure, great beginnings and excellent endings. Emphasizing that a narrative story has a beginning (introduction), middle (body) and an ending (conclusion) and use graphic organizers that will instruct this process. Teachers will model good writing strategies before students engage in their own writing of narrative prompts, and provide students the opportunity to practice modeled writing strategies. Teachers can use strategies such as: Cooperative Learning Graphic Organizers Story Structure Summarizing Multiple Strategy Teaching

Administration Reading Coach Grade Level Chairs School-site Leadership Team

Reading Coach, Grade Level Chairpersons, and Administration will monitor the weekly lesson plan, daily classroom observations, and grade level meetings. Conferencing with students and examining student work folders or portfolios.

Bi-weekly Writing Prompts

Pre/Progress/Post District Writing Assessments Formative Assessments (Checklist. Anecdotal records, work samples)

3 Each grade 3-4 classroom will maintain a designated Writing Literacy Center that will include writing tools, dictionaries, thesaurus, trade books, magazines and a variety of print media to act as a stimulus for creating writing ideas.

Administration Reading Coach Grade Level Chairs School-site Leadership Team

Reading Coach, Grade Level Chairpersons, and Administration will monitor the weekly lesson plan, daily classroom observations, and grade level meetings. Conferencing with students and examining student work folders or portfolios.

Bi-weekly Writing Prompts

Pre/Progress/Post District Writing Assessments Formative Assessments (Checklist. Anecdotal records, work samples)

Teachers will require that each student have a writing folder and that the folders be monitored and evaluated by the teacher daily. Teachers will conduct one-to-one writing conferences with students to monitor, evaluate and enhance writing skills to promote positive changes in student writing style. Teachers can use strategies such as: Graphic organizers Think Alouds Literacy Centers Event maps Quick writes Journals Learning Logs

 

Professional Development Aligned with Objective: 

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, on the 2010 Administration of the FCAT Writing Test, 90 percent of the 4th grade students will achieve a 4.0 or above.

Five Stages of Writing Creating A Writing Literacy Center Assessing Writing Prompts

Reading Coach

August-September 2009

Grade Level Meeting Reading Coach Observation Modeling

Reading Coach Administration

Given instruction based on the Sunshine State Standards, on the 2010 Administration of the FCAT Writing Test, 90 percent of the 4th grade students will achieve a 4.0 or above.

Writing Vocabulary Sentence Variety Narrative Writing

Reading Coach

October-November 2009

October-November 2009

Reading Coach Administration

Given instruction based on the Sunshine State Standards, on the 2010 Administration of the FCAT Writing Test, 90 percent of the 4th grade students will achieve a 4.0 or above.

Great Opening Super Closing Grammar Convention

Reading Coach

December 2009-February 2010

Grade Level Meeting Reading Coach Observation Modeling

Reading Coach Administration

Given instruction based on the Sunshine State Standards, on the 2010 Administration of the FCAT Writing Test, 90 percent of the 4th grade students will achieve a 4.0 or above.

Journal Writing Creative Writing

Reading Coach March-May 2010

Grade Level Meeting Reading Coach Observation Modeling

Reading Coach Administration

 

Budget:

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

Description of Resources Funding Source Available Amount

Teach Me to Write Title I $1,600.00

Total: $1,600.00

Technology

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Professional Development

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Other

Description of Resources Funding Source Available Amount

Composition Books Title 1 $200.00

Total: $200.00

Final Total: $1,800.00

End of Science Goal

Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?

 

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In an analysis of the 2009 parent surveys, 48 percent of the parents indicated that they felt welcome in the school.

Needs Assessment; Parent participation

The school will actively involve parents in functions and activities in order to ensure that 50 percent of parents feel welcome in the school

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Host monthly family events in Family Resource Center

CIS Maintain activity notebook with flyers and sign-in sheets

Parent interviews/ Surveys

2 Classroom teachers will be encouraged to make regular phone calls with positive messages.

Classroom teachers CIS Selected personnel

Collect phone logs Parent Involvement Survey results 2010

3 Host a Family Night Spaghetti Dinner.

CIS Assess sign-in logs and tabulate attendance

Parent feedback/input forms

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

Responses from parents indicated that 42 percent of parents were familiar with FCAT skills and benchmarks.

Needs Assessment: Parent education

The school will conduct three parent workshops to empower parents with the skills to assist their children

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Coordinate workshops during the school day as well as during the evening hours.

CIS Resource personnel

Calculate attendance at each workshop

Maintain sign-in logs

2 Disseminate handouts reflecting FCAT simulated activities

CIS Maintain samples of handouts distributed to parents.

Parent evaluations of the workshops

3 Dialogue with parents regarding specific Reading and Mathematics benchmarks.

CIS Resource personnel

Samples of Reading and Mathematics activities

Parent evaluations of the workshops

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

Increase parent contacts. The school will increase the number of parent contacts by 1 percent by June 2010.

  Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Offer meetings before and after school.

Principal CIS

Review parent telephone logs.

Parent Attendance sign-in sheets.

2 Use of Connect Ed messaging system.

Principal Assistant Principal

Blackboard Connect Ed activity log.

Title I Administration Parental Involvement Monthly School Report

3 Maintain parental telephone logs and activity reports.

CIS Tally Parental Involvement Monthly School and Activity Reports.

Title I Administration Parental Involvement Monthly School Report

 

Professional Development Aligned with Objective: 

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

The school will actively involve parents in functions and activities in order to ensure that 50 percent of parents feel welcome in the school.

Customer Service Parent Involvement

CIS Resource Personnel

Ongoing throughout the 2009-2010 school year.

Effectiveness will be determined by the completion of parent surveys.

Assistant Principal CIS Teachers

The school will conduct three parent workshops to empower parents with the skills to assist their children.

Offer “Parent Education” classes to assist parents in helping their children academically

School Resource Personnel

February 2010

Improved student /parent performance/ achievement

CIS Resource Personnel

The school will increase the number of parent contacts by 1 percent by June 2010.

Title I Action: A Practitioners Perspective!

District's Summer Heat Training for Principals

Ongoing throughout the 2009-2010 school year.

Effectiveness will be determined by the completion of parent surveys.

Selected school staff identified by the Principal; Office of Community Services and the Office of Program Evaluation

 

Budget:

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

Description of Resources Funding Source Available Amount

Family Resource Center Title 1 $1,000.00

1 percent of Title I Part A Schoolwide allocation and District parental set-aside. Title I Part A $1,850.00

Total: $2,850.00

Technology

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Professional Development

Description of Resources Funding Source Available Amount

Workshop materials Title 1 $200.00

Total: $200.00

Other

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Final Total: $3,050.00

End of Parent Involvement Goal

 

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 8/21/2009 4:06:49 PM)

School Advisory Council

 

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

Goal Description of Resources Funding Source Available Amount

Reading Houghton-Mifflin Basal Series Instructional Materials Category $800.00

Reading Voyager Kits Instructional Materials Category $600.00

Mathematics CAMS and STAMS Intervention math workbooks. Title I $1,000.00

Mathematics Math Manipulatives Title 1 $1,000.00

Writing Teach Me to Write Title I $1,600.00

Science Science materials P-Sell Grant $1,000.00

Parental Involvement Family Resource Center Title 1 $1,000.00

Parental Involvement1 percent of Title I Part A Schoolwide allocation and District parental set-aside.

Title I Part A $1,850.00

Total: $8,850.00

Technology

Goal Description of Resources Funding Source Available Amount

Reading Edusoft K-12 District $1,700.00

Reading Riverdeep District $0.00

Reading Voyager Ticket 2 Read District $1,800.00

Reading FCAT Explorer District $1,800.00

Mathematics Riverdeep District $0.00

Mathematics FCAT Explorer District $0.00

Total: $5,300.00

Professional Development

Goal Description of Resources Funding Source Available Amount

ReadingTraining available use details on the Professional Development Registration System

District $0.00

MathematicsDevelopment and compilation of strategies to promote conceptual learning and understanding of

Title 1 $500.00

Science Books, instructional CD’s, instructional guides. Title 1 $1,000.00

Parental Involvement Workshop materials Title 1 $200.00

Total: $1,700.00

Other

Goal Description of Resources Funding Source Available Amount

Reading Jumpstart Workbooks Grade 3-5 Title I $300.00

Reading Steck-Vaughn Cars/Stars Workbooks Title I $2,500.00

Writing Composition Books Title 1 $200.00

Science Landsharc Bus District $0.00

Total: $3,000.00

Final Total: $18,850.00

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School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business

and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

500.00 Training of Personnel 250

2000.00 End-of-the-Year Awards 2000

250.00 Positive Behavior Awards 250

250.00 Accelerated Reader Books 500

Describe the Activities of the School Advisory Council for the Upcoming Year

SAC Members

Through test score disaggregation, the Educational Excellence School Advisory Council (ESSAC) will be active in the formulation of objectives as school-wide priorities. This process assists the EESAC in identifying and allocating funds for curriculum areas and resources most needed to improve student performance. A review, analysis and evaluation of additional data such as the School's Demographic and Academic Profile also provided insight for the EESAC in the appropriation of funds. The council schedules monthly meetings, notifies participants and creates agendas, as per state and district guidelines. The council also recommends and appropriates funds for the purchase of books, overhead projectors, screens, tape players and card masters as well as incentives for students. This council also recommends various workshops and technology training for teachers and staff and allocates funds to cover the expense for teachers to attend these professionally enhancing sessions. Other recommendations include: the purchase of books that support the Accelerated Reader program, reading software and awards for student recognition at the end of the year. Information regarding faculty and staff vacancies is discussed with the council. The council is apprised of the qualifications necessary to fill vacancies and lend their support to the efforts of the responsible party to recruit potential qualified candidates. The SAC is diligent in its commitment to the fidelity of the School Improvement Plan. At each meeting, the objectives are discussed and the strategies are monitored so that members are assured that the written plan is put into action for the academic and social growth of each student.

Members

1)  Ms. Tangela D. Goa,   Principal

2)  Mr. Renier J. Martin,   SAC Chair

3)  Margarita Mojica,   Student

4)  Cra'Nett Lewis,   Student

5)  Ms. Vetrina Armstrong,   Teacher

6)  Mr. Richard Ascher,   Teacher

7)  Ms. Crystal Alvarez,   Teacher

8)  Ms. Rosemarie Saint-Eloi,   Teacher

9)  Dr. Sandi Bush,   Teacher

10)  Ms. LaKenya Sanders-Sharpe,   Teacher

11)  Ms. Mina K. Mandel,   Business Member

12)  Ms. Melba Hunter,   Parent

13)  Mr. Troy Dinardo,   Parent

14)  Ms. Janet McGregor,   Parent

15)  Mr. Emmanuel Louis,   Parent

16)  Ms. Alberta Gonzalez,   Parent

17)  Ms. Sandy Hyland,   Parent

18)  Ms. Jamile Rolle,   Parent

19)  Ms. Carla Covington-Lee,   Parent

20)  Mr. Freddy Crisostomo,   Community Member

21)  Ms. Verna Rawls,   School Support Personnel

22)  Ms. Constance Johnson,   School Support Personnel

 

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade VAN E. BLANTON ELEMENTARY SCHOOL 0401

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 286Math: 286  

2008-2009 School Grade1:

B   Did the School make Adequate Yearly Progress?

NO   

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

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

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N

TOTAL4  100  Y  100  Y  60  N  57  N  94     Y      NA  36  40  N 38  43  N 64  N  55  N 

WHITE    NA    NA    NA    NA      NA      NA      NA     NA        

BLACK  100  Y  100  Y  62  N  59  N      Y      NA  36  38  N 36  41  N 65  Y  55  N 

HISPANIC  100  Y  100  Y  53  N  50  N      NA      NA  36  47  N 44  50  N 62  N  56  N 

ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        

AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        

ECONOMICALLY DISADVANTAGED  100  Y  100  Y  60  N  57  N  94     Y      NA  36  40  N 38  43  N 65  Y  56  N 

ENGLISH LANGUAGE LEARNERS  100  Y  100  Y  45  N  45  N      NA      NA  45  55  N 52  55  N 57  N  45  N 

STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade VAN E. BLANTON ELEMENTARY SCHOOL 0401

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 274Math: 274  

2007-2008 School Grade1:

A   Did the School make Adequate Yearly Progress?

NO   

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

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

GroupReadingTested 95% of the students?

MathTested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4  100  Y  100  Y  64  Y  62  Y  89   94  Y      NA  39  36  NA 33  38  NA 69  NA  63  NA 

WHITE    NA    NA    NA    NA      NA      NA      NA     NA        

BLACK  100  Y  100  Y  64  Y  64  Y  94     Y      NA  36  36  NA 29  36  NA 68  NA  62  NA 

HISPANIC  100  Y  100  Y  64  Y  56  N      NA      NA  50  36  NA 46  44  N 71  NA  65  Y 

ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        

AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        

ECONOMICALLY DISADVANTAGED  100  Y  100  Y  64  Y  62  Y  88   94  Y      NA  40  36  NA 34  38  NA 69  NA  63  NA 

ENGLISH LANGUAGE LEARNERS  100  Y  100  Y  55  N  48  N    93  Y      NA  57  45  Y 54  52  N 73  NA  59  N 

STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade VAN E. BLANTON ELEMENTARY SCHOOL 0401

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 257Math: 257  

2006-2007 School Grade1:

A   Did the School make Adequate Yearly Progress?

NO   

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

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

GroupReadingTested 95% of the students?

MathTested 95% of the students?

51% scoring at or above grade level in Reading?

56% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4  100  Y  100  Y  61  Y  67  Y  85   89  Y      NA  35  39  NA 43  33  NA 58  NA  64  NA 

WHITE    NA    NA    NA    NA      NA      NA      NA     NA        

BLACK  100  Y  100  Y  64  Y  71  Y  85   94  Y      NA  35  32  NA 45  29  NA 61  NA  64  NA 

HISPANIC  100  Y  100  Y  50  N  54  N      NA      NA  38  61  N 37  46  N 49  N  63  Y 

ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        

AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        

ECONOMICALLY DISADVANTAGED  100  Y  100  Y  60  Y  66  Y  85   88  Y      NA  35  40  NA 42  34  NA 57  NA  63  NA 

ENGLISH LANGUAGE LEARNERS  100  Y  100  Y  43  N  46  N      NA      NA  42  57  N 40  54  N 43  N  57  Y 

STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        

Dade School DistrictVAN E. BLANTON ELEMENTARY SCHOOL2008-2009

  Reading  

Math  

Writing  

Science  

GradePointsEarned

 

% Meeting High Standards (FCAT Level 3 and Above)

63%  60%  79%  62%  264  

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

% of Students Making Learning Gains

59%  57%      116 

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

1 or 2Adequate Progress of Lowest 25% in the School?

67% (YES)  63% (YES)      130 

Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned         510   Percent Tested = 100%           Percent of eligible students tested

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

Dade School DistrictVAN E. BLANTON ELEMENTARY SCHOOL2007-2008

  Reading  

Math  

Writing  

Science  

GradePointsEarned

 

% Meeting High Standards (FCAT Level 3 and Above)

73%  69%  79%  71%  292  

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

% of Students Making Learning Gains

66%  55%      121 

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

Adequate Progress of Lowest 25% in the School?

67% (YES)  67% (YES)      134 

Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned         547   Percent Tested = 100%           Percent of eligible students tested

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

Dade School DistrictVAN E. BLANTON ELEMENTARY SCHOOL2006-2007

  Reading  

Math  

Writing  

Science  

GradePointsEarned

 

% Meeting High Standards (FCAT Level 3 and Above)

68%  74%  78%  59%  279  

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

% of Students Making Learning Gains

62%  55%      117 

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

Adequate Progress of Lowest 25% in the School?

63% (YES)  73% (YES)      136 

Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned         532   Percent Tested = 100%           Percent of eligible students tested

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