lessons learned: remarkable transformation

Lessons Learned: Remarkable Transformation Stories in the Miami-Dade County Public Schools

A Compendium Report

Table of Contents

Project Summary…........................……………………………i Description of Organizing Themes....……………..….………ii M-DCPS “Paragon Schools”..………………..………..… 1-29 Region 1…………………………..1-7 Region 2………………………...8-13 Region 3……………………….14-16 Region 4……………………….17-20 Region 5……………………….21-23 Region 6……………………….24-29 List of Schools..……………………………….……Appendix A

Project Summary

The Office of Accountability and System-wide Performance (ASP) is tracking each school’s performance under the State of Florida’s A+ Plan by establishing accountability benchmarks for achieving greater equity and excellence across the District. An important role for this office is the documentation of specific practices that high performing schools are using to raise achievement for all learners. This compendium study is a preliminary gathering of “Lessons Learned” from 29 schools that, through the efforts of their leadership teams and stakeholders, have started to transform themselves into high-achieving, results-driven organizations. These “paragon schools”, schools that are shining examples for others to emulate, have made remarkable gains in student achievement in the past six (6) years. These elementary schools are currently designated a performance grade “A” based on the state’s grading criteria and were at one point designated as performance grade “F” or “D”. Each paragon school was visited by ASP staff and the leadership team was interviewed to determine success factors critical to their transformations. All of the schools have figured out how to transform the school culture from “no we can’t” to “yes we can!” Each has shown great enterprise in finding creative ways to bring additional resources into the school for children and staff. Promising practices for deeper inquiry include: custom-tailored tutoring for struggling students; dramatic Fast Forward success with retained Grade 3 students; a Homework.com website to provide real-time student data to parents; Saturday Academies; the S.M.A.R.T. approach to basic skills instruction; “ICU” pull-out programs for the lowest performing 2nd and 3rd grade students; and home visits on Sunday after church to talk with parents about attendance and their child’s performance. Five key organizing themes have been culled from benchmarking of high performing schools and school districts across the country to connect the “lessons learned” reported by the 29 schools. These organizing themes also align well with the goals of the District’s strategic plan and the Superintendent’s academic reform initiatives. Following is a brief description of the five key themes of the best practice framework.

FIVE KEY THEMES OF THE BEST PRACTICE FRAMEWORK*

CURRICULUM RIGOR, RELEVANCE AND ENRICHMENT “What is Taught and Learned”

This theme focuses on the learning targets. What is it that we expect all students to know and be able to do by grade and subject? Questions of academic rigor, relevance, equity, and adequacy are answered through this theme lens. High-performing school systems have clear, high-standard, enriching academic targets from kindergarten through twelfth grade. Principals and teachers understand the learning goals for each progressive level of schooling and they understand that these goals are for all students and are non-negotiable. For example, an essential learning goal for secondary education is that all high school graduates are well-prepared for college, gainful employment in a global economy, and effective citizenship.

STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING “Selecting and Developing Leaders and Teachers”

This second theme focuses on the selection and development of a school system's most precious resource -- people. Once the learning goals of the school system are clear, the leaders and teachers must be carefully selected and developed to make these goals a reality for every learner in the system. Carefully designed professional development for all staff ensures that the organization continues to build optimum capacity for equitably and resourcefully serving all children.

INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS “The Right Stuff-Time and Tools”

This theme focuses on the "tools" that high-performing schools use—effective and high quality teaching practices, the arrangement of time, the instructional resources and materials, technology, data systems, etc. Strong instructional leaders and highly qualified teachers need evidence-based tools and resources to reach high standards with every learner .

MONITORING: COMPILATION, ANALYSIS, AND USE OF DATA “Knowing the Learners and the Numbers”

After clearly identifying what is to be taught and learned by grade and subject and ensuring that the schools are equipped with the staff and the tools to successfully deliver the curriculum, the school or school system then asks and answers an important question, "How are we going to know if students learned what we said they would learn?"

RECOGNITION, INTERVENTIONS, AND ADJUSTMENTS “Ensuring All Children Learn”

The most important question of all follows the monitoring of student performance. "What are we going to do if students do not learn the knowledge and skills we said they would learn?" High-performing schools and school systems have pyramids of intervention that provide immediate and purposeful intervention at multiple levels when learning is interrupted or falls below standard.

*The five themes are adapted from the National Center for Educational Accountabiliy (NCES) Best Practice Framework of national and state studies of high performing schools.

APPENDIX A

Listing of Schools

SCHOOL LISTING BY REGION

School Performance Grades/AYP School Number and Name

Region Center

Board District, Member

Title 1 Funded 03-04 02-03 01-02 00-01 99-00 98-99

1521 Amelia Earhart Elementary School

1 4,Ms. Perla Tabares Hantman

Yes A*° A*° A ° C° C° D°

3981 North Twin Lakes Elementary School


Yes A ° B*° A ° A° D° F°

4241 Palm Lakes Elementary School


Yes A*° B*° C ° C° C° D°

4261 Palm Springs Elementary School


Yes A*° A*° C ° A° C° D°

5021 Ben Sheppard Elementary School


Yes A*° B*° B ° C° C° D°

5051 Ernest R Graham Elementary School


Yes A*° A*° B ° A° C° D°

5711 Mae M. Walters Elementary School


Yes A*° B*° A ° C° D° D°

School Performance Grades/AYP School Number and Name Region

Center Board District,

Member Title 1

Funded 03-04 02-03 01-02 00-01 99-00 98-99 1161 Crestview Elementary

School 2 1,Dr. Robert B.

Ingram Yes A*° C ° A ° C° C D

2081 Fulford Elementary School

2 1,Dr. Robert B. Ingram

Yes A*° A*° B ° C° D° C°

2581 Madie Ives Elementary School

2 3,Dr. Martin Karp Yes A ° B* B C C D

4001 Norwood Elementary School

2 1,Dr. Robert B. Ingram

Yes A*° B*° B ° D° D° D°

5091 South Pointe Elementary School

2 3,Dr. Martin Karp Yes A*° B*° A ° A° C D°

5481 Treasure Island Elementary School

2 3,Dr. Martin Karp Yes A*° A*° A ° A° D° C°



Member Title 1

Funded 03-04 02-03 01-02 00-01 99-00 98-99 1681 Lillie C. Evans

Elementary School 3 2,Dr. Solomon C.

Stinson Yes A*° B ° F*° D° D° F°

4071 Olinda Elementary School

3 2,Dr. Solomon C. Stinson

Yes A*° A*° B ° D° D° F°

5201 South Hialeah Elementary School

3 5,Mr. Frank J. Bolaños

Yes A*° C*° B ° C° D° D°



Member Title 1

Funded 03-04 02-03 01-02 00-01 99-00 98-99 3341 Miami Shores

Elementary School 4 2,Dr. Solomon C.

Stinson No A*° C*° C ° D° C° D°

3431 Phyllis Ruth Miller Elementary School

4 2,Dr. Solomon C. Stinson

Yes A*° C*° B ° C° D° D°

5041 Silver Bluff Elementary School

4 6,Mr. Agustin J. Barrera

Yes A*° B*° C ° D° C° D°

5321 Southside Elementary School

4 3,Dr. Martin Karp Yes A ° A*° A ° C° A° D°



Member Title 1

Funded 03-04 02-03 01-02 00-01 99-00 98-99 0271 Bent Tree Elementary

School 5 8,Dr. Marta Pérez No A A* A A B D

1371 Marjory Stoneman Douglas Elementary

School

5 5,Mr. Frank J. Bolaños

No A A* B C C D

2511 Zora Neale Hurston Elementary School

5 8,Dr. Marta Pérez Yes A ° A* A C C D



Member Title 1

Funded 03-04 02-03 01-02 00-01 99-00 98-99 0161 Avocado Elementary

School 6 9,Ms. Evelyn

Langlieb Greer Yes A ° B*° B ° B° C D

3261 Miami Heights Elementary School

6 7,Ms. Ana Rivas Logan

Yes A ° A*° A ° C° D° D°

4441 Pine Lake Elementary School

6 9,Ms. Evelyn Langlieb Greer

Yes A*° B*° D ° D° C° D°

4581 Redland Elementary School


No A* B* A B C D

4611 Redondo Elementary School


Yes A ° A*° A ° C° C° D°

5281 South Miami Heights Elementary School

6 7,Ms. Ana Rivas Logan

Yes A*° C*° C ° D° D° D°

Amelia Earhart Elementary School

2004-2005

Dr. Ada B. Hernandez, Principal Ms. Marisol Ramos , EESAC Chair

CURRICULUM RIGOR, RELEVANCE & ENRICHMENT

Adopt Sunshine State Standards

(SSS), align curriculum, and

set goals for improvement for

all students

The Comprehensive Reading Plan is used to ensure

reading proficiency.

STAFF SELECTION, LEADERSHIP &

CAPACITY BUILDING

Recruit, develop, and retain strong

instructional leaders and highly qualified teachers

The Leadership

fosters a culture of trust and

collaboration.

INSTRUCTIONAL PROGRAMS,

PRACTICES & ARRANGEMENTS

Provide effective, research-based

instructional programs and professional development

Technology infusion

is evident in all classes and is credited with

language growth in LEP students.

MONITORING: COMPILATION,

ANALYSIS & USE OF DATA

Develop user-friendly student assessment and data monitoring systems to track school, teacher,

and student performance

Frequent monitoring

is used to inform data-driven decision-

making

RECOGNITION, INTERVENTIONS &

ADJUSTMENTS

Recognize, intervene, or

adjust based on school leader, teacher and

student performance

Students are tutored by their homeroom

teachers.

ORGANIZING THEMES

DISTRICT PRACTICES

SCHOOL & CLASSROOM PRACTICES LESSONS LEARNED

Serving a population characterized by nearly one half of students meeting limited English proficiency standards and nearly one third meeting Exceptional Student Education criteria, Amelia Earhart Elementary credits its success to leadership which created a school culture that fosters trust, collaboration, and innovation. This culture, in this Peace Award school, fosters high expectations for student achievement and a personal commitment from each staff member. Communication, which is key in this endeavor, begins in the EESAC and includes articulation between grade levels, in-house e-mail, informal, almost daily professional conversations, even over lunch, and a newsletter. Staff relates on a friend to friend basis and teachers help each other with all learning concerns that arise. This sense of family extends to the community as parents are continually courted and served, beginning with a survey to determine their wishes for each upcoming school year. Services offered include presentations by the Community Involvement Specialist, (CIS), ESOL Adult daytime classes, citizenship classes, and a supportive volunteer effort. Communication with the home is encouraged through a newsletter, the school website, and e-mails. Partnerships with neighboring businesses help the school by providing dollars and materials for incentive programs. Grant funding provides for an effective inclusion program, technology mentoring and the Waterford program of early literacy. Technology is infused into the daily learning of the students and programs such as Lexia and Accelerated Reader form the backbone of the school’s Technology Integration Program. Students with limited English proficiency learn to identify key lines of text in passages to answer test questions. The school is attempting to compensate for the recent decrease in Title I funding by using School Recognition money to pay for tutors, paraprofessionals, and technology maintenance.

School Name Region Office Feeder Pattern Board Member

Title 1 Funded

School Performance Grades/AYP 03-04 02-03 01-02 00-01 99-00 98-99

Amelia Earhart Elementary School

1 Hialeah Senior High School

Ms. Perla Tabares Hantman

Yes A*° A*° A ° C° C° D° * indicates the school did not meet AYP ° indicates Title I funding

1

North Twin Lakes Elementary School

2004-2005

Ms. Anne L. Harms, Principal Ms. Beverly Royals, EESAC Chair





all students

A curriculum binder which delineates

what is to be taught and when is given to

each teacher.


CAPACITY BUILDING



Demonstration

lessons and administrative

support are frequent interventions .





A standing

technology task force advises on the

infusion of technology into the

instructional program.





Data, from a variety of sources is

analyzed at several levels. Teachers

track student results which are used in

instructional decision making.


ADJUSTMENTS



student performance

Required tutoring is offered before, after, and during school.

The school engages in site-based action research to identify and remedy gaps in the school program .

ORGANIZING THEMES

DISTRICT PRACTICES

SCHOOL & CLASSROOM PRACTICES

LESSONS LEARNED

Located in a predominately non-native English speaking neighborhood with 90 percent of the students qualifying for free and reduced price meals, North Twin Lakes Elementary School lives its slogan:” “Reach for the stars; the sky’s the limit because all students can and will learn!” To accomplish this, the leadership at the school promotes a true open door policy. A visitor may see a student pop into the principal’s office unannounced to seek advice or report a problem. The school is structured to promote consensus decision making, employing a multitude of committees and teams designed to run the school. Parents collaborate in decision making as do students. The expectations at this school are that everyone contributes to the success of the school. This kind of authentic involvement not only asks for opinions and tangible support, but also impacts all decision making and resource allocation. Students own the responsibility for their individual performance. Stop any student in the hall and he/she can tell you the previous year’s FCAT results and what results he/she is aiming for this year. Students also take responsibility for the learning of their peers, providing peer support and peer pressure to motivate reluctant learners and students with poor attendance. With careful attention to frequent review of progress, the administration guides the teachers to target those students who are not progressing at the expected rate. Building a quality staff through a valid needs assessment that considers performance results and personal growth measures is a priority of the administration and is reflected in the Professional Growth Plans of the teachers. North Twin Lakes Elementary School did not invent the wheel, but it certainly greased it. After receiving its feedback report from the Sterling Council’s Governor’s Sterling Award (GSA), the school looks forward to re-applying and winning this high honor in 2005-2006.


Title 1 Funded


North Twin Lakes Elementary School

1 Hialeah-Miami Lakes Senior High School


Yes A ° B*° A ° A° D° F° * indicates the school did not meet AYP ° indicates Title I funding

2

Palm Lakes Elementary School 2004-2005

Ms. Alina Iglesias, Principal Mr. Jorge Mazon , EESAC Chair





all students

Curriculum mapping

and Curriculum Leaders for Reading, Math, and Science

ensure that curriculum is on

track.


CAPACITY BUILDING



The Principal is viewed as a true

instructional leader; administrators are

visible to staff and in close communication

with parents.





The Plan, Do, Study, Act (PDSA) cycle, a

continuous improvement model

(CIM), is used to improve instruction.





Data are acquired

from EduSoft, Passport, SPI,

Tutoring records, the Climate Survey,

Blast-Off, Voyager, and SucessMaker.


ADJUSTMENTS



student performance

Differentiated

instruction allows for a clear focus on the

needs of small groups of students.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Attitude + Achievement = A+ School. This is the slogan repeated everyday by the children at this 80 percent economically disadvantaged, nearly 30 percent limited English proficient school. Palm Lakes Elementary School attributes its success to using the PDSA continuous improvement model, mapping the curriculum, and having a stable administration which promotes a culture of success . Functioning in an environment of teamwork and mutual support, the school examines programs implemented and makes resource allocation decisions based on the effectiveness of each program. Through the use of the PDSA cycle, the school makes incremental changes that, in sum, move it toward its goals. In this process, data is compiled from a variety of sources on a regular and frequent basis. This data is then analyzed by the Curriculum Leader and shared with the principal. Teachers are informed by the principal in grade group conferences. Curriculum teams promote a consistent focus on the gaps identified. Staff is assigned and re-assigned based on their strengths and preferences. Students with academic needs are served through tutorials that are staffed with teachers, retired teachers, and tutor volunteers from a neighboring retirement home. Preparations for FCAT include the use of Blast-Off, Voyager, and Coach. The schools encourage at home preparation by providing access to River Deep, FCAT Explorer, and FCAT Task Cards for home use. Parental involvement is further encouraged by outreach activities, workshop presentations, and the Parent Resource Center. The school reaches into the community as is evidenced by grants and partnerships including significant funding support from the Graham Family and the Annenberg Foundation which funded training for data-analysis for decision-making and Family Literacy programs. The Home Depot provided materials to build a schoolwide Word Wall to encourage vocabulary growth. The school believes that it will maintain its culture of success as long as it focuses on sub-group progress and the administration remains stable.


Title 1 Funded


Palm Lakes Elementary School

1 Hialeah-Miami Lakes Senior High School


Yes A*° B*° C ° C° C° D°

3

* indicates the school did not meet AYP ° indicates Title I funding

Palm Springs Elementary School

2004-2005

Ms. Deborah S. Stevens, Principal Ms. Lupe Puchades , EESAC Chair





all students

Curriculum is

enhanced through the use of wireless

computer mobile labs.


CAPACITY BUILDING



A Matrix of Essential skills is used to ensure that all

teacher have the requisite skills and to

identify teacher training

requirements.





Block scheduling is combined with

common planning time

In order to allow teachers the opportunity to

develop the most effective instructional

strategies.





Problems are addressed through

brainstorming sessions at

curriculum team meetings and

modifications to instruction are recommended.


ADJUSTMENTS



student performance

Interventions are differentiated by student needs.

There is extensive use of tutoring and

technology.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Located in a predominately Hispanic neighborhood with an 83 percent economically disadvantaged population, Palm Springs Elementary has received a grade of “A” three times. Classes are formed following a bell curve arrangement to promote peer learning within the classroom. By giving careful attention to the disaggregation of data, the school is able to then segment its population to form groupings of like-needs students. These students are provided with interventions that are tailored to their needs. For example, Tier 2 students use the Voyager program, while Tier 3 students are placed in a 3-4 combination class. Teacher quality is supported by the use of a matrix of skills that the school leadership deems essential. Teachers are provided with on-site professional development sessions in like-needs groups according to the matrix. Continuous professional growth is promoted through professional conversation and weekly master teacher activities. Additional strategies used at this school include: • Tutoring programs staffed with

paraprofessionals for during the day tutorial; • Extended learning opportunities provided

before school, after school, and on Saturdays with retired teachers in some instances;

• Mobile computer labs allowing all classes to take advantage of the myriad of technology support the school has; and

• Grant funding used to purchase the Waterford program for Kindergarten students, and the All Students, All Schools grant pays for paraprofessionals in the ESE program.

The school would like to increase the availability of valid Edu-Soft compatible assessments and would like to expand the tutoring program.


Title 1 Funded


Palm Springs Elementary School

1 Hialeah Senior High School


Yes A*° A*° C ° A° C° D° * indicates the school did not meet AYP ° indicates Title I funding

4

Ben Sheppard Elementary School

2004-2005

Mr. Carlos Diaz, Principal Ms. Linda Rush, EESAC Chair

CURRICULUM RIGOR, RELEVANCE &

AND ENRICHMENT




all students

This school focuses on Reading with year-long infusion of FCAT

Reading materials.


CAPACITY BUILDING


instructional leaders and

highly qualified teachers

The leadership of this

school fosters a culture of teamwork

and consensus decision making.





The school houses an

ESE Center with 6 units for Severely

Emotionally Disturbed students and Emotionally

Handicapped students





Data analysis

includes holistic comparisons of

multiple measures of student progress and includes class work.


ADJUSTMENTS



student performance

Focus is placed on

helping students scoring in the lowest

25 percent school wide in reading.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

This school, serving a predominately Hispanic economically disadvantaged population, believes its success comes from a focus on reading. With 85 percent of incoming kindergarten students speaking only Spanish, and an increasing percentage of upper grade transfer students from non-English speaking countries, the work begins on day one. The school has established a Reading Instructional Center (RIC) staffed by part-time teachers and which uses a variety of computer programs to meet the needs of these students. Kindergarten and grade one students use the Sing, Speak, Read, Write program and older students use CEI, SuccessMaker, Reading Plus, Accelerated Reader, SRA, Read 180, Voyager, and FCAT Explorer. Vocabulary development is fostered through the use of a word-of-the-day program, word walls, weekly workshops, and, at home, Leap Frog . Students not improving at the expected rate attend tutoring sessions, before, after, and during school, as well as on Saturdays. The school believes that given enough time-on-task, all students will increase proficiency. FCAT preparation is a year-long activity with test preparation built into the everyday activities of the school. Materials used include: Coach, Blast-Off, Mascot, Crunch-Time, and Final Countdown. Teachers pass formative evaluation data to the principal who combines this data with standard data sources, such as FCAT and Dibels results, to enable a holistic look at the student’s successes and needs. Using this information, the school makes instructional decisions. The school believes it will continue its success if it is provided with a stable funding base which allows instructional staff to remain stable and consistency of programs—with enough time to “make it work!”


Title 1 Funded


Ben Sheppard Elementary School

1 Barbara Goleman Senior

High School


Yes A*° B*° B ° C° C° D° * indicates the school did not meet AYP ° indicates Title I funding

5

Ernest R Graham Elementary School

2004-2005

Ms. Mayra Alfaro, Principal Ms. Eunice Orr, EESAC Chair





all students

The Comprehensive

Reading Plan provides the basis

for progress in Reading.


CAPACITY BUILDING


instructional leaders and

highly qualified teachers

A week-long summer institute for teachers is focused

on infusing technology into the

instructional program and into classroom level recordkeeping.





The Success Team, comprised of grade level chairs, advises the EESAC of what

works.





Data-driven

decision-making is used on three levels: FCAT, by class, and

by grade level.


ADJUSTMENTS



student performance

Tutorials are

characterized by flexible grouping and

differentiated instructional materials.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

This Title I school serves a population that is 87 percent minority students in which nearly 30 percent are limited English proficient. To meet the challenge of educating this population, the school relies on teamwork, data-driven decision-making, and targeted interventions delivered in tutorial programs. The school provides for professional development and the building of a team culture by facilitating retreat-type professional development activities. These activities include a week-long Summer Institute funded through FCAT Enhancement monies during which teachers are immersed in the technology they will be using in the coming school year. This technology includes software that will be used with targeted student groups and software that will be used by the teachers to manage their classrooms. Curricular decision-making is data based with the principal passing the results of data analysis to the AP who then, in conjunction with the Reading Leader and the Lead Teacher, work to identify gaps by benchmark. This information is correlated by grade level and shared with the teachers. Students are often made aware of the numbers describing their progress, as are the parents. For students not progressing at the expected rate, tutorial programs are offered before school, after school, during school, and on Saturdays. Materials used in the tutorial program are largely computer based programs that target the specific deficiency exhibited by the student. Additionally, AIPs and SSTs reflect individual student needs. This information is used to promote best practice sharing and can be seen reflected in teachers’ Professional Development Plans. Preparation for the FCAT includes simulated tests in grades K-6 twice per week and incentives including pencils, ice cream parties, ribbons, and a pep rally. The school hopes to increase the number of high-quality teachers recruited and would like to expand parental involvement in the academic growth of the students.


Title 1 Funded


Ernest R Graham Elementary School

1 Barbara Goleman Senior

High School


Yes A*° A*° B ° A° C° D° * indicates the school did not meet AYP ° indicates Title I funding

6

Mae Walters Elementary School

2004-2005

Ms. Jacqueline Arias, Principal Mr. Luis Betancourt, EESAC Chair





all students

Instruction is centered on

activities that are closely linked to

FCAT benchmarks.


CAPACITY BUILDING



Common Planning,

grade level articulation, and in-house inservices

allow staff members to build capacity.





Teaming is used to

encourage professional growth

and provide individuals with

emotional support.





Data is collected weekly, monthly,

quarterly, tri-annually and annually and

then disaggregated.


ADJUSTMENTS



student performance

The targeted

tutorials provided allow for focus on providing for the

needs of homogenously

grouped students.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

The nearly 100 percent Hispanic population of this school, 85 percent of whom are economically disadvantaged, includes nearly 50 percent limited English proficient students. To meet these challenges the school relies on teamwork, tutoring, and curricular alignment. It is the teamwork which fosters motivation among the faculty. Teachers are provided with common planning time and frequent meetings to refine articulation between grade levels. Additionally, the school promotes knowledge transfer through in-house inservices and demonstration lessons. Through their collaboration, the faculty and staff develop a culture of mutual support, both professional and personal. The school also promotes communication through flexible group meetings, common planning time, and peer observations. Students experiencing difficulties are provided with tutorial services and access to T.E.A.M. Strategies, Inclusion experiences, and I.C.U. services (Tier 2 and 3 students). Alternative strategies include academic excellence classes, a Chess Club, Read 180, Voyager, CRISS strategies, small class size, and extended reading class periods. During the summer, teachers join together to revise the instructional program to ensure alignment to the FCAT benchmarks. During the school year, the reading leader monitors the alignment of instruction, academic progress, and benchmark content. Data is collected weekly, monthly, quarterly, tri-annually and annually and is then analyzed. After disaggregating the data by benchmarks and identifying Level 1 and Level 2 students, the school identifies strengths and challenges and uses this information, in combination with individual student learning gain results, to inform instruction and modify target areas and groups. The school would like to be assured of consistent funding levels in order to promote long-range planning and would like to offer parents workshops presented by non-school staff in the native language of the parent.


Title 1 Funded


Mae Walters Elementary School

1 Hialeah Senior Ms. Perla Tabares Hantman

Yes A*° B*° A ° C° D° D° * indicates the school did not meet AYP ° indicates Title I funding

7

Crestview Elementary School

2004-2005

Dr. Marta M. Mejia, Principal Ms. Martha Arias, EESAC Chair





all students

A science lab

teacher provides classroom teachers with lesson plans reinforced with lab

activities.


CAPACITY BUILDING



Staff members have been recruited and retained based on their willingness to be part of the team

effort.





In the math lab,

students are pretested, then

placed by skill levels. Their progress is

regularly monitored and assessed.





Data from multiple sources, including weekly basal tests

and monthly writing prompts, are analyzed and

discussed at grade level meetings..


ADJUSTMENTS



student performance

The Read to Lead program provides regular incentives and the ultimate

prize of an all expense paid trip to

St. Augustine for students and

parents.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Crestview Elementary, in the shadow of Pro Player Stadium, serves a community of primarily African-American students, 78% of whom are on free or reduced-price lunch; it is a school which exudes high expectations. Students are welcomed every day with clear consistent messages, inspiring them to “Read, read, read, because reading will make you smarter.” A visitor to the school will be struck by the students’ eagerness to read and their excitement over their accomplishments. The commitment to success is brought to fruition through small group instruction, what teachers refer to as a “private school mentality,” which permeates the program. From the kidney-shaped tables in every classroom, through the regular use of reading and math labs during the day, and into the after-school tutorial program, the focus is on meeting the needs of every student. A three-year Annenberg grant allowed Crestview to have an on-site Sylvan Tutoring Center. Today, the administration has created a Sylvan-like tutoring program. This individualized approach is made possible by regular analysis of student progress, by grade level, by class, and by skill. he school celebrates success, no matter how small, providing rewards for progress in many areas. School Board member Dr. Robert B. Ingram enhances the students’ and parents’ motivation with his Read to Lead incentive program. A strong sense of community and a dedicated team effort characterize the staff. Teachers cross-tutor and collaborate, and they rely on open, honest dialogue with the administration. Every member of the staff is a buddy to at least one student, providing extra mentoring and encouragement. Parents also are part of the team. They regularly make use of the reading lab, consulting with the resource leader as they work with their students. A partnership with Community Crusade Against Drugs provides family support services. Parent participation on EESAC and in PTA along with support from organizations such as Wal-Mart® and the Dolphins have allowed the school to earn the coveted “Five Star” award from the Florida Department of Education. With ever lower class size and continued collaboration, Crestview will continue to excel.


Title 1 Funded


Crestview Elementary

School

2 Miami Norland Senior High

School

Dr. Robert B. Ingram Yes A*° C ° A ° C° C D * indicates the school did not meet AYP ° indicates Title I funding

8

Fulford Elementary School 2004-2005

Ms. Rhonda S. Turner, Principal Ms. Maria Jones, EESAC Chair





all students

With a focus on

reading, teachers have created a bank of benchmark lesson plans by grade level

for classroom instruction.


CAPACITY BUILDING



The hallmark of this school is the staff commitment to a school-wide team

committed to rigorous instruction. This expectation is

made of all staff including substitutes.





Grade level teams share ideas, plan

instruction and develop plans for

remediation.





Weekly

assessments chart student progress

and are supported by results of Test

Tools and Success Maker.


ADJUSTMENTS



student performance

Reading success and parent

involvement are rewarded by the

Read to Lead incentives and the ultimate prize of an all expense paid trip

to St. Augustine.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Fulford Elementary, which serves a largely Haitian immigrant community in North Miami Beach where more than 90% receive free or reduced price lunch, is a school with a vision. The staff has coalesced around a firm belief that the students in this school can succeed. They will accept from each other nothing less than a full team effort to deliver rigorous instruction with no time wasted. They are just as ready to provide mentoring and support so that new members of the team are able to live up to these high expectations. This commitment to achievement is nurtured by an administration which values professional responsibility and ownership. Being part of the team does not mean that all classrooms are identical. Teachers enjoy flexibility to demand teaching conditions which allow each to deliver his or her best. The Fulford team is equally committed to the value of data analysis, tracking student performance year-round and targeting individual deficiencies for remediation. The process begins immediately following spring break when teachers move to personally assess the rising students. During the summer the leadership team reviews achievement data to make classroom assignments. Quarterly and weekly assessments are used school-wide so teachers can identify benchmark deficiencies and plan instruction. Following the weekly assessments, students are able to chart their own progress working with their teachers to meet the goals they have established. Reading progress is rewarded with incentives from School Board member Dr. Robert B. Ingram’s Read to Lead program. Beginning in November, before- and after-school tutoring as well as Saturday school are implemented. The grade level teachers devise the tutoring lesson plans based on assessment data, while twenty-two volunteer teachers provide the instruction. Students in tutoring groups divide their time so that half are using computerized instruction while half work with the teachers. While the students enjoy Academic Excellence, Chess Club, Strings, Drama, Art Club, and Pep Squad, their teachers will keep raising the bar of expectations, fueled by commitment to student success.


Title 1 Funded


Fulford Elementary School

2 North Miami Beach Senior High School

Dr. Robert B. Ingram Yes A*° A*° B ° C° D° C° * indicates the school did not meet AYP ° indicates Title I funding

9

Dr. Tanya Brown-Major, Principal Ms. Elizabeth Abdallah, EESAC Chair


AND ENRICHMENT




all students

A longstanding, successful writing

program is implemented with team teaching and

home activities. All students maintain

Einstein science journals.


CAPACITY BUILDING



Focused grade level chair meetings and weekly grade level meetings focus on

addressing teachers’ professional

development needs as well as students’ instructional needs.





A seven-week instructional focus

calendar is implemented in

January and February to ensure

student readiness for the FCAT.





With the support of a Data Analyst,

classroom teachers regularly assess and analyze student data to determine student

strengths, weaknesses, and

performance trends.


ADJUSTMENTS



student performance

With support from

Home Depot, Target, Starbucks and other

Dade Partners, incentives are

provided to motivate student success.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Madie Ives Elementary, located in North Miami Beach, has a varied student population which is 63% African American, and 24% Hispanic. Despite having 70% of the students receiving free or reduced price lunch, the school has only had Title 1 funding for one year. The staff has therefore had to develop its improvement without additional resources. The concept of leadership is broad, with the administration providing vision and in-depth curricular knowledge, while the leadership team presents an honest view of students’ and teachers’ needs. Teachers have been trained by the Data Analyst to be responsible for monitoring their students’ progress. Among the data sources that are used are quarterly assessments, monthly writing prompts, Classworks, Fast Forward, and Read 180. Grade level teams develop action plans based on deficiencies identified in the data analysis, and students are assigned to after-school tutoring or Saturday School. Team teaching allows for small-group tutoring during the school day as well. The Fast Forward program has been very successful with retained third graders, moving 75% of them from level 1 to level 3. After the FCAT administration is completed, the lowest 25% of second graders are moved onto Fast Forward to prepare them for the critical 3rd grade experience. Science instruction has been emphasized for several years, with all students expected to maintain an Einstein Science Journal. The school emphasizes the need for on-site professional development, and has provided the staff regular CRISS training as well as in-class modeling. The staff commitment to ongoing data analysis, a successful 2-year old ESE inclusion model, and the use of small-group tutoring combined to give Madie Ives Elementary the distinction of having made Adequate Yearly Progress as well as a performance grade of “A”. Additional programs at the school meet special student needs, such as a gifted program, and after-school Academic Excellence program, and a varying exceptionality pre-kindergarten program. Though challenged by the number of students transferring into the school, Madie Ives will be successful through consistent enforcement.


Title 1 Funded


Madie Ives Elementary School

2 Dr. Michael M. Krop Senior High School

Dr. Martin Karp Yes A ° B* B C C D * indicates the school did not meet AYP ° indicates Title I funding

Madie Ives Elementary School 2004-2005

10

Norwood Elementary School

2004-2005

Ms. Frances A. Rotford, Principal Mr. Kevin Williams, EESAC Chair





all students

Focus on frequent

independent reading thru the Read-to-

Lead program allows students to build

confidence in their reading ability.


CAPACITY BUILDING



“Grow Your Own” program of teacher

development includes intensive

peer support for new and new to the

school teachers.





The school provides for a 1:5 teacher to

students ratio in tutoring classes in

order to give students

individualized attention to their

needs.





Homeroom.com allows for frequent

assessments, communication, and data-driven decision-

making. Real time student data is

readily available and information is

provided to parents.


ADJUSTMENTS



student performance

CIS visits homes on

weekends and evenings bringing reports of student

progress and materials for use at

home.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Located in a predominately African American neighborhood and hosting an ESE center comprising 27 percent of the student body, Norwood Elementary attributes its success to “Blood, Sweat, and Tears” as they eliminated non-productive strategies and, based on data analysis, substituted new promising strategies. The principal of this schools uploads and manually inputs data on every student into an Excel spreadsheet and keeps this data in a binder. The information in the binder is reviewed with pertinent staff and appropriate interventions are developed. The school has built a culture in which there is a sense of family and interdependency. By beginning with building a technology infrastructure and proceeding to get the buy-in of everyone in the building, this school has refined operations to a process in which the administration lets go of areas that can be addressed by other staff and focuses on providing the information the staff needs to make informed decisions. The principal is described as a mother who knows what the teachers need before they themselves do, and then acts to provide for those needs. Teachers immerse students in the skills they need by teaching social studies through content based readings of trade books, thereby teaching reading as they go. Science is taught as an addendum to math lessons and the media specialist conducts hands-on science lessons in the media center. Communication begins with the administration, moves to the teacher, to the students, and to the parents. If a student falls behind, or if a teacher experiences a block, these issues are addressed through anything from informal conversations, to demonstration lessons, to home visits on Sunday after church; bringing materials parents can use with their children. Students and parents participate in the Read to Lead motivational program which provides incentives such as trips to St Augustine and Universal Studios for students and parents. The school would like to have a full time position for a data analyst to enhance the current data-driven program.


Title 1 Funded


Norwood Elementary School

2 Miami Norland Senior High

School

Dr. Robert B. Ingram Yes A*° B*° B ° D° D° D° * indicates the school did not meet AYP ° indicates Title I funding

11

South Pointe Elementary School 2004-2005

Ms. Melanie B. Fishman, Principal Mr. Benjamin Groff, EESAC Chair





all students

All teachers and substitutes are

trained in SRA direct instruction to provide

consistency in reading instruction.


CAPACITY BUILDING



On-site staff development has

enabled entire staff to be CRISS trained.

Additional professional

development is provided in off-site

staff retreats.





All teachers are trained in FCAT

benchmark instruction

emphasizing teacher modeling and

interaction using an overhead projector.





Monthly school-wide assessments,

including Acaletics, Coach, and Show

What You Know, are compiled and

analyzed at weekly/monthly grade level meetings with the

administration.


ADJUSTMENTS



student performance

Incentives reward

student achievement but also target

reluctant or slow test takers to perform.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED While South Pointe Elementary continues to serve the very diverse and highly mobile community of South Miami Beach, its warm, personal environment attracts students from a wide geographical area. A culture of success is facilitated by the administration’s concerted efforts to build staff morale. This includes tangible activities such as the opening of school Feng Shui day at the Sonesta Beach resort, regular staff appreciation activities, and a demonstrated commitment to provide teachers with any and all supplies they require. The highly motivated staff is provided extensive professional development on-site, and is encouraged to assume leadership roles. Students also are motivated to succeed. The school prepared for the 2005 FCAT with a theme, “Sailing Through the FCAT”, which included sailor caps and a theme song. During this motivational program, administrators met personally with each 3rd, 4th, 5th, and 6th grade class to inspire them with promises of rewards. In addition, in order to provide weekly simulated testing experiences, every Friday became Drop Everything and Test Day. All of these activities are sustained by 36 Dade Partners. The school features small homogeneously grouped classes. The class size is supported by a self-contained gifted program and a paraprofessional assigned to every class. The very successful reading program is based on SRA direct instruction for all students in Kindergarten, 1st and 2nd, and also low level 3rd through 6th grade students. An extensive tutoring program targets the lowest 45% of the school. Tutoring services are offered by paraprofessionals throughout the day, by classroom teachers before and after school, by special area teachers during their planning times, and by primary teachers for intermediate students from 2:00 p.m. to 3:00 p.m. In addition, all third grade retainees attend daily SuccessMaker tutoring before school, and the administrators “adopt” certain needy students for extra help. The personal involvement of the administration extends to monthly grade level meetings to review data and discuss concerns. By consistently meeting teachers needs and with flexibility to maintain programs, South Pointe will sail into the future.


Title 1 Funded


South Pointe Elementary School

2 Miami Beach Senior High

School

Dr. Martin Karp Yes A*° B*° A ° A° C D° * indicates the school did not meet AYP ° indicates Title I funding

12

Treasure Island Elementary School

2004-2005

Mr. Luther T. Gray, Principal Mr. Ely Gonzalez, EESAC Chair





all students

The combined use of Accelerated Reader, Success Maker, and Fast Forward assist teachers in setting goals for student

improvement.


CAPACITY BUILDING



Teacher leadership is developed from within the staff as

teachers are provided the

opportunity to design and monitor

programs and provide mentoring to

each other.





Effective class size,

grade level meetings, and

Saturday technology program provide

staff with the ability to be successful.





SPI data is analyzed

and discussed at grade level

meetings, while teachers monitor

Success Maker data on a daily basis.


ADJUSTMENTS



student performance

Students are assigned to remediation,

coaching or Fast Forward, while

school-wide focus is given to specific

benchmark tasks.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

In its fifty-year history, Treasure Island Elementary has served the communities of North Bay Village and Normandy Isles as they changed from relative affluence to the temporary homes of newly arrived immigrants. For children living in flux, the school creates a safe haven where all are known and where every success is celebrated. The school is focused on improving writing and on student learning gains, and teachers are entrusted to design and maintain programs to accomplish these goals. The teacher- designed writing curriculum is responsible for 99% of students scoring at mastery level in writing. An early investment in fiber optics made it possible to effectively integrate technology. Accelerated Reader is fully implemented by the teachers, who encourage students to set their own goals, to learn how to pace their progress, and to love to read. The Success Maker program, which correlates closely with the Sunshine State Standards, allows teachers to know with great accuracy which students have achieved grade level and how many sessions will be needed for other students to reach this goal. Fast Forward, which is fully implemented in 2nd grade, is used to retrain neurons and map the brain to prepare it for language. All of these programs have been endorsed by the teachers with the support of the administration. The successful implementation of these programs coupled with the teacher-designed coaching program for level 1 and 2 students have kept reading learning gains increasing for each of the past three years. A high priority of the school is to connect with the students’ families. FCAT task cards have been rewritten in readily understandable English and Spanish versions to enable parents to be involved in this instruction. Adult ESOL classes are held at the school, as is a weekly dinner hosted by Family Central. The Barbara Bush Foundation has supported family literacy programs in the school. In addition to high academic achievement, the students at Treasure Island Elementary have won the state chess championship for grades K-3. This success will continue with increased parental involvement, community support, and the maintenance of small class size.


Title 1 Funded


Treasure Island Elementary School

2 Miami Beach Senior High

School

Dr. Martin Karp Yes A*° A*° A ° A° D° C° * indicates the school did not meet AYP ° indicates Title I funding

13

Lillie C. Evans Elementary School 2004-2005





all students

The school uses a modified reading and mathematics

crunch time which is aligned to SSS and district curriculum.


CAPACITY BUILDING



All special area

teachers are trained to work with small tutoring groups in

the morning. Everyone plays a part in success.





Collaborative curriculum

development and teams assist the

school leadership with curriculum concerns and

implementation of instruction.





Ongoing assessment and

data analysis assures correct

student placement in instructional

programs. Task cards help with teacher created assessments.


ADJUSTMENTS



student performance

Tutoring is available

before school, following breakfast. Weekly classroom

and monthly assessments

provide adjustments as needed.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Located within the urban environment of northwest Miami, Lillie C. Evans includes a population which is 98% Black and in which 95% of the students receive free and reduced meals. Area housing projects and apartments contribute to a 51% mobility rate, attesting to the need of ongoing assessment. Curriculum adjustments have been made in the past few years. Current funding has impacted class size and special area teachers now assume special tutoring roles before the regular school day begins. Students are placed in homogenous groups based upon analysis of assessment data. Parents must sign permission slips for the tutoring to assure attendance and the responsibility for their child’s educational opportunities. Computer software usage and test taking strategies for all students are emphasized during the tutoring sessions. FCAT Enhancement money and Title I funding provided for smaller class sizes. Co-teacher pacts were also used. Several programs impacted the success of the school including: America Reads tutors who worked with first graders and then they began working with third graders, and VISTA sponsored Americorp tutors (Barry University, FIU, and Miami Dade College students) through contributed their expertise. State of Florida and M-DCPS district offices directly contributed to professional development activities for the staff. These offices include the Division of Reading and Language Arts and the Division of Mathematics and Science. The Region III A+ team provided ongoing support and supplemental materials in reading and mathematics. Teachers who attend professional development workshops meet with the principal to discuss the learned applications to share with the rest of the staff. Time is then provided to share lessons learned with appropriate personnel. The school looks forward to continued success. They would like to see additional school site assistance teams as the transformation becomes a long term success story. They hope that this success will lead to longevity in a highly qualified and dedicated staff.


Title 1 Funded



Ms. Thelma Stinson, Principal Ms. Niurka Martinez, EESAC Chair

Lillie C. Evans Elementary School

3 Miami Northwestern Senior High

School

Dr. Solomon C. Stinson

Yes A ° B ° F*° D° D° F°

14

Olinda Elementary School 2004-2005

Ms. Cynthia A. Flanagan, Principal Ms. Rebeka Martin, EESAC Chair





all students

The school uses benchmark

instruction along with the regular reading

program.


CAPACITY BUILDING



Commitment and ownership,

mentoring and modeling for new

teachers, and working together in teams is supported

by the administration.

INSTRUCTIONAL PROGRAMS, PRACTICES

& ARRANGEMENTS



Data compilations with constant review, ongoing professional

development relevant to

instructional needs, especially in data usage provide the

school’s instructional focus .





Assessments are both in-house and district levels, with alignments through

comparisons of trends and patterns

that provide for individual

accommodations.


ADJUSTMENTS



student performance

Students accept ownership of their academic progress through data driven

conferences and parents receive

reports on a regular basis. Tutoring is

available to identified students.

ORGANIZING THEMES

DISTRICT PRACTICES



Title 1 Funded


Olinda Elementary School

3 Miami Northwestern Senior High

School



Yes A*° A*° B° D° D ° F°

LESSONS LEARNED

Servicing an area in which 90% of the students receive free and reduced meals, Olinda Elementary’s demographics include a 92% Black student population and a mobility rate of 41%. The student population has an Exceptional Student Education (ESE) population of 25.1% and gifted population of 10.3%. The school also houses an autistic center. The past three years of successful FCAT scores have led to transfers into the school from low performing schools. School leadership focuses on the necessary steps for each student’s success. All new students are tested for placement and special programs begin immediately. The media specialist meets with classroom teachers to monitor data. Parents are called in and everyone discusses their role in the student’s success, with emphasis on the student’s ownership for their work and progress. The school has been retrofitted twice. A variety of software which provide data reports is available for instructional use. This software includes; Kidspiration, Enterprise, STAR, FCAT Explorer, and Operation Safety Net. Success has been built over the years through a whole school commitment to excellence. Each staff member is select within the philosophy of, “Is that person good enough to teach my child?” Standards have been set and everyone knows the expectations when they walk in the door. Parents are encouraged to make appointments for conferences instead of pop-ins which takes teaching time from every student. Medical appointments must be made after school hours. Students need to be in school all day long in order to do their job; to learn. The school has taken steps to assure opportunities for success through technology purchases and extra personnel. Daily oral language development focuses on the use of Dolch words in K-1 and word lists from reading programs. Extra tutoring is available for Tier 2 and 3 students along with the use of VOYAGER and Fast Forward. Daily Double Reading is done on grade level. The school realizes the importance of school readiness and would like a correlation of the district goals with community agencies such as HEAD START.

15

South Hialeah Elementary School 2004-2005

Dr. Julio T. Carrera, Principal Ms. Estela M. Montero, EESAC Chair





all students

The school is a community of

learning providing interactive

curriculum, along with inclusion

model.


CAPACITY BUILDING



The administration

empowers and provides leadership opportunities to its

highly qualified staff.





Curriculum teams

and COMER School umbrella are driving forces for success

and ongoing professional development.





Continuous assessment and data analysis for

each student is in a color-coded teacher

binder, which delineates tutoring

placement and other student

needs.


ADJUSTMENTS



student performance

The school recognizes that it

must build positive outcomes over a

period of time, driven by data which is

continuously reviewed and then

updates to curriculum are made.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

The school population of over 1200 students in PreK-5, is 93% Hispanic with 50% of the students designated at Limited English Proficient (LEP). While the school celebrates its 81st year, the neighborhood continues to change as is reflected in a 35% mobility rate, and 90.7% of the students receive free and reduced meals in this Title I school. The school is spic and span, with a fresh coat of paint, smiles on the faces of all stakeholders, and kind words from and for everyone. Two aviaries with love birds and finches bring a calm to this historic site. The COMER School philosophy of student centered community involvement is evident throughout. Students in grades 3-5 have met with their teachers to review the data generated by assessments and are charged with ownership responsibilities for excellence. The Parent Outreach Center Parenting provides workshops to address academic and social strategies to help their students strive for excellence. The Children’s Psychological Center provides services on-campus. Community and Dade Partners provide incentives, role models, and in-kind services throughout the year. Technology has become a driving force for success at the school. The school’s web-site is an interactive resource for students, parents, staff members, and the community. The Media Center’s link on the web site is a wealth of information that is constantly maintained through an onsite technician. The award winning Chess Club’s local success has led to an invitation to the national competition in Tennessee. The club members hope that they can add computer software in the future to advance their skills. Teachers have received relevant professional development based upon identified student and teacher needs (Fast Forward, Digital Learning, FCAT Explorer, Riverdeep, and Waterford), data driven software applications to assure up-to-date student information, science workshops, and SRA training for all staff members. Everyone on the staff is responsible for student reading success. They believe that early intervention programs, both community and school wide, will address the future success of the school.


Title 1 Funded


South Hialeah Elementary School

1 Miami Springs Senior High

School

Mr. Frank J. Bolaños Yes A*° C*° B° C° D° D° * indicates the school did not meet AYP ° indicates Title I funding

16

Miami Shores Elementary School

2004-2005

Ms. Sherry L. Krubitch, Principal Mr. Saul Targan , EESAC Chair





all students

Technology is used

extensively to provide for

differentiated instruction.


CAPACITY BUILDING



Focus is placed on teacher strengths

and giving the ownership and

control of their work lives to the teachers.





Homogenous grouping with a gifted class, an

academic excellence class, a regular class

and a preventative class is offered at each grade level .





FCAT success is promoted through

the use of a program of school wide testing for 45

minutes two times per week.


ADJUSTMENTS



student performance

The Instructional

Improvement Team addresses concerns regarding effective

teaching and recommends next

steps.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Serving a mobile and diverse ethnic/racial population, Miami Shores Elementary plans to maintain its high performing status by focusing on learning gains for all students. After forming homogenous classes, the school begins an intense program of monitoring student progress through twice weekly assessments. Students receive immediate remedial services in the computer lab. Persistent deficits are addressed through differentiated technologies. Technology plays a major role in the success of the school as evidenced by the two standing computer labs, used twice per week by students in grades K-3 as a preventative measure. The school has invested time and/or money in a wide variety of software programs including Edu-Soft, Reading Plus, Fast ForWord, Riverdeep, FCAT Explorer, Accelerated Vocabulary, Voyager, SRA, Write Time, and the Saxon Phonics Program. Teachers are supported by the Instructional Improvement Team which takes input from the regularly scheduled grade group meetings and conducts brainstorming sessions to generate potential modifications to instructional strategies. Furthermore, teachers are empowered to manage their workplace environment by solving operational dilemmas. For example, in order to afford a three hour reading block to grade 3 students without impacting teacher’s special area time, creating the master schedule was turned over to a group of volunteer teachers. Teachers are also permitted to select the class that they will teach. The school reaches out to the community for support and has been rewarded with funding and materials, and visits from sources as diverse as the mayor’s office, the police department, and a very active PTA. Additionally, the school has enjoyed the benefits of receiving funding from the Kaufman Foundation, the Annenberg Foundation and the Florida Governors Family Literacy program. The school would like to expand its sphere of influence into the community to ensure that incoming students have more advanced readiness skills.


Title 1 Funded



Miami Shores Elementary School

4 Miami Edison Senior High

School


No A*° C*° C ° D° C° D°

17

Phyllis Ruth Miller Elementary School 2004-2005

Ms. Lora J. Manning, Principal Ms. Toni Gibbs, EESAC Chair


AND ENRICHMENT




all students

The school is a

Montessori magnet with 2/3 of classes operating under the

Montessori framework


CAPACITY BUILDING



A culture of teamwork exists with

weekly “Round Table” discussions

held by grade groups with the

Principal to discuss teaching and

learning challenges.





A Reading block in the morning, with all

teachers taking small groups

(including Special Area Teachers) allow for small

groups for reading instruction.





Reading is tracked

on a daily basis with bimonthly fluency

and comprehension checks through the Direct Instruction

(DI) program.


ADJUSTMENTS



student performance

Ability grouping is used for reading with

8-10 students per group

Tutoring is provided before school, after

school and on Saturday.

ORGANIZING THEMES

DISTRICT PRACTICES

SCHOOL & CLASSROOM PRACTICES LESSONS LEARNED

Serving a population characterized by 80 percent of students receiving free or reduced price meals and with over 21 percent of the students exhibiting limited English proficiency, Phyllis Miller Elementary School attributes its success to its educational service delivery systems and technological support. The Direct Instruction (DI) model employed by this school allows for cross-grouping by instructional levels. This small group instruction is supplemented by technology that teaches, assesses and remediates. For example, students have access to LeapTrack, KidBiz, and Brainchild programs that assess benchmark-based deficiencies and assign correlated activities. What makes this unusual is that the school provides students with a PlayStation that they can take home to use to do their independent computer managed study. Students also receive a book on their birthdays. Although FCAT preparation begins on the first day of school, with pre-determined homogenous and heterogeneous flexible grouping and materials, a private consultant is hired to help with FCAT preparation. This consultation includes teacher observations, data analysis, correlation of school resources to FCAT benchmarks, and recommendations for what to do next. This forward thinking school, realizing that the school’s population is decreasing as the neighborhood transitions from working class families to wealthy childless families, is taking proactive measures to expand to a K-8 Center. This would also tend to stem the loss of students at grade 6 to nearby private schools. The school would like to have curriculum leaders for reading, math, and science, as well as a full time data analyst.


Title 1 Funded


Phyllis Ruth Miller Elementary School

4 Miami Edison Senior High

School


Yes A*° C*° B ° C° D° D° * indicates the school did not meet AYP ° indicates Title I funding

18

Silver Bluff Elementary School 2004-2005

Dr. Brenda B. Dawkins, Principal Ms. Anailene Marban, EESAC Chair


AND ENRICHMENT




all students

Spiraling

curriculum through grade level articulation,

addressing the needs of all

students


CAPACITY BUILDING



Strong

administrative support has lead to

the retention of highly qualified

teachers.





Professional development

supports student success with

technology apparent throughout the

school.





Data analysis is

the responsibility of the entire staff, which adjusts

instruction accordingly.


ADJUSTMENTS



student performance

Needs assessments have empowered all

stakeholders with decision-making

status

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Reflecting the demographics of the historic community, Silver Bluff Elementary’s student population is 93% Hispanic, with 32.6% of the students designated as Limited English Proficiency (LEP). As a Title I school, 84.8% of the students receive free and reduced meals. The bright smiles and the “I can do anything” attitude reflect the success that is taking place inside this eighty year old school as it undergoes a physical transformation in the form of new windows and a fresh coat of paint. Data analysis, which supports curriculum, has provided the continual climb to school performance excellence. Pre, progress, and post tests are closely monitored to establish trends and patterns. The ongoing data analysis has provided rethinking of teaching strategies. Both fourth and fifth grades have been departmentalized. Staff members have been able to identify strengths along with areas for improvement and then developed long range plans. The support from the district and region curriculum offices provided a means for all teachers to receive professional development in the role that they and their grade levels contribute to the school’s success. Monthly school wide writing prompts are for all grade levels and words for the week from all subjects are for primary and intermediate students. Strong administrative leadership has established consistency in policies. Teachers and students are recognized for their successes through incentives that might include an afternoon tea, a field trip to Fuddruckers with the principal serving the meal, a “Pajama-rama Read-In” at Barnes and Nobles, rewards from McDonald’s “Reading Challenge”, a student book publishing night to name a few. Parent involvement has grown as parents have been given opportunities to participate in their child’s educational growth. Parent institutes are offered both in English and Spanish that help parents prepare their children for the FCAT. The comfort level of all stakeholders is apparent throughout the school. Alumni now teach and parents remain as volunteers even after their children graduate. They have become a family within this historic nurturing school.


Title 1 Funded


Silver Bluff Elementary School

4 Coral Gables Senior High

School

Mr. Agustin J. Barrera

Yes A*° B*° C ° D° C° D° * indicates the school did not meet AYP ° indicates Title I funding

19

Southside Elementary School 2004-2005

Ms. Maria D. Gonzalez, Principal Ms. Marisela Tabares, EESAC Chair





all students

The school will

continually develop and revise curriculum

instructional resources for

writing, mathematics, and reading.


CAPACITY BUILDING



Mentoring and

modeling for new teachers to fortify

teaching skills and staff to target low

performing students contribute to the school’s success.

INSTRUCTIONAL PROGRAMS, PRACTICES

& ARRANGEMENTS



Ongoing professional

development for instructional focus materials provides for strong teachers

who share knowledge.





Data assessments and team analysis establishes trends

and patterns to address instructional

deficiencies.


ADJUSTMENTS



student performance

Administrative monitoring and

parental programs delineate ongoing

adjustments to student learning.

ORGANIZING THEMES

DISTRICT PRACTICES



Title 1 Funded


LESSONS LEARNED

Servicing an area in which 90% of the students receive free and reduced priced meals and 91% of the students are of Hispanic backgrounds, Southside Elementary maintains a 96.42% attendance rate. The student population consists of 50% Limited English Proficient (LEP) and an Exceptional Student Education (ESE) population of 6.6%. ESE students classified as Emotionally Handicapped, Specific Learning Disabilities, and hearing impaired have participated in an inclusion model for three years. Administrative leadership has promoted work teams which have complied “Blueprints” for curriculum success starting with a writing blueprint five years ago. Mathematics and reading blueprints have been developed in the past few years which use relevant district materials and have been adapted to the needs of the current student population. Data analysis of student progress is on-going. Classroom teachers do diagnostic work and the school has hired hourly teachers to provide tutoring in small groups based upon the current data. Hourly personnel include retired teachers and graduate students from area postsecondary institutions. These tutors provide a means by which to stretch the education dollar. Inclusion and Title I money, along with FCAT Enhancement funds, have been used to provide extra materials throughout the school. However, as funds are redirected, the school has looked beyond the immediate; it has been designated as a museum magnet school. The curriculum team is developing instructional themes for the magnet which are focused on FCAT strands. FCAT simulations, reteaching, modeling teaching strategies, tutoring, sharing of best practices, and common planning have contributed to the transformation of the school. Parental outreach training, Family Tech an Education Fund sponsored program (teaches parents how to help with homework), and A-LEER (providing bilingual reading kits for students in grades K-3) have brought shared responsibility for student success. The school recognizes that the school’s leadership must be knowledgeable of curriculum in order for teachers to be successful in addressing the needs of the entire child, and the challenge is being met.

Southside Elementary School

4 Booker T. Washington Senior High

School

Dr. Martin Karp Yes A ° A*° A ° C° A° D° * indicates the school did not meet AYP ° indicates Title I funding

20

Bent Tree Elementary School 2004-2005

Dr. Esther Visiedo-Villaverde, Principal Ms. Lesley A. Sevastopoulos, EESAC Chair





all students

Teacher lead curriculum teams

focus on Sunshine State Standards

for strategy development.


CAPACITY BUILDING



Supportive administrative

leadership has been the continuum in the establishment of a

highly qualified staff.





Technology grants provided structure to

instructional programs along with

appropriate professional development.





Needs

assessments, pre-progress-post tests

provide ongoing monitoring in order

to adapt instructional

activities.


ADJUSTMENTS



student performance

Smaller class setting for low performing

students and tutoring is provided

throughout the day.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Bent Tree Elementary is facing a second generation of neighborhood students. The school population has evolved to include 90% Hispanic, with 22.5% of the students as Limited English Proficient (LEP) and 61% of the students receiving free and reduced meals. The 5.5% Exceptional Student Education program follows the inclusion model for Learning Disabled and Severely Emotionally Disturbed students. The 15% of the student population designated as gifted are serviced through a pullout model that focuses on Language Arts with project based themes using trade books. Data analysis has been the impetuses behind the climb to and sustaining factor for the school’s “A”. Early reviews by the administration are presented at faculty and grade group meetings to identify the lowest performing students. Each teacher develops an action plan based on student needs. Student data is analyzed by strands and interventions in the way of tutorials, software usage, computer lab assignments, volunteer instructors working one on one, and appropriate small group instruction is formulated. Curriculum adjustments have been made to promote success. Teachers developed scope and sequences for writing, mathematics, and reading. Tier 1 and 2 students were placed in a smaller class setting and parents waved their child’s participation in special classes in order to receive additional in-school tutoring. FCAT strategies are used daily throughout the entire school from 8:30-9:00 a.m. These strategies include a problem for the day and school wide writing prompts. Technology is ever present, with students rotating through the computer lab on a 6-day cycle that is staffed by a paraprofessional. Enrichment and tutorial software is available, including River Deep and FCAT Explorer. Teachers have ready access to their students’ data and keep a hard copy of student progress in a classroom data resource binder. Professional development opportunities require classroom applications as evidenced by the EETT technology grant, in which 11 teachers are presently being trained. Continued training for in-house trainers will enable the school to implement strategies for student success on an ongoing basis. The school will identify needs through ongoing self assessments and data analysis to meet the needs of all students. They do live by their school motto, “If you believe…..you can “A”chieve!!!”


Title 1 Funded


Bent Tree Elementary School

5 G. Holmes Braddock Senior

High School

Dr. Marta Pérez No A A* A A B D * indicates the school did not meet AYP ° indicates Title I funding

21

Marjory S. Douglas Elementary School 2004-2005

Dr. Manuel Barreiro, Principal Mr. Jesus Larranaga, EESAC Chair


AND ENRICHMENT




all students

A curriculum team

drives the instructional focus

along with a school-wide scope and sequence for writing, reading,

and mathematics.


CAPACITY BUILDING



A highly qualified

staff is enhanced by a Reading Leader, an hourly retired

teacher, and administrators who deal with specific responsibilities.





A common basal has provided for a

spiraling curriculum. A professional development calendar is

developed prior to the opening of

school.





Multiple sources provide data for

teacher developed action plans which

are compiled by grade level and developed for

implementation.


ADJUSTMENTS



student performance

Strengths and weakness are monitored and

adjustments are ongoing. Tutoring is

provided during school and at the

Saturday Academy.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Servicing over 1100 students in PreK-5, Marjory Stoneman Douglas’ student population is 94% Hispanic, with a Limited English Proficient (LEP) population of 28.1%, and 58.5% of the students receiving free and reduced meals. The Exceptional Student Education rate is 5.9% and those students participate in an inclusion model. With the establishment of a curriculum team the focus of the school became the creation of a scope and sequence for writing, reading, and mathematics that is based upon the Sunshine State Standards. Grade level chairpersons are elected based upon their performance and expertise. Modeling and demonstration lessons provide for peer support. The Reading Leader is responsible for data collection, monitoring academic progress, presenting model lessons in classrooms, providing staff development training, and parent training. In school remediation and tutoring are closely monitored. Homogenous grouping of Tier 1 and 2 students along with FCAT Level 1 and 2 students have provided a small classroom setting with a highly qualified teacher to address both academic and self esteem issues. Students are excused from special area classes with parental permission to receive additional in-school tutoring. Having identified student needs through summer data analysis, tutoring begins the second week of school and the Saturday Academy begins the first week in October. The Saturday Academy is from 9:00–12:00 a.m., providing 2 hours of reading and 1 hour of mathematics. Students With Disabilities (SWD) and Grade 3 Tier 2 students receive one additional hour of uninterrupted reading a day. The dual language (BISO) program provides an opportunity to strengthen both English and Spanish acquisition and application on a daily basis. The school has been able to get the same basal readers in English and Spanish and are hoping to do the same for the newly adopted social studies series. The school will continued to assess and refine programs to meet the needs of all students.


Title 1 Funded


Marjory Stoneman Douglas Elementary School


High School

Mr. Frank J. Bolaños No A A* B C C D * indicates the school did not meet AYP ° indicates Title I funding

22

Zora Neale Hurston Elementary School 2004-2005

Dr. David H. Dobbs, Principal Ms. Sonia Fernandez, EESAC Chair





all students

The school’s curriculum focuses on SSS and CBC,

and staff developed scope and sequence

drives instruction.


CAPACITY BUILDING



The administration’s

open-door policy reinforces the

support for all school activities and

enhances the search for highly qualified

teachers.





Continuous in-house

professional development, in

class computers with up-to-date software and a technician on

site enhance all instructional programs .





A multitude of

generated data is analyzed continually

at monthly grade level meetings and

during common planning time.


ADJUSTMENTS



student performance

The positive work

environment directs the focus on student achievement, AIP’s

are adjusted per data, and parents are empowered

through workshops.

ORGANIZING THEMES

DISTRICT PRACTICES



Title 1 Funded


LESSONS LEARNED

Zora Neale Hurston Elementary, located in Southwest Miami-Dade County, is comprised of 97% Hispanic students with 70.8% of the students receiving free and reduced meals. Exceptional Student Education programs enroll 16.5% through an inclusion model. Professional development has been a key indicator for enabling student success. The administrators have identified trainers within the staff which has afforded continuous opportunities for in-house trainings; therefore, minimizing time away from classroom instruction. Committees constantly review curriculum and special projects, while monthly grade level meetings, common planning time, and networking opportunities have sustained the professional environment enhancing learning for all students. Parental involvement encompasses participation in the EESAC to the Sunset Adult (ESOL) education program to the adult education programs offered through the PTA. Additionally, the Project EXCEL Even Start Program. Project EXCEL integrates early childhood education, adult literacy, parenting education, and interactive parent and child literacy activities into a unified family literacy program for children from birth through age four, which directly impacts school readiness. A high mobility rate dictates a need for continuous assessment in order to update AIP’s for identified students. Print outs from diagnostic testing and the results from Edusoft are constantly reviewed along with item analyses and monthly pretest writing results. Intervention program placement is based on diagnostic testing. Tutoring is done through the Intensive Care Unit (ICU) program which currently is addressing the needs of the lowest performing third graders. Following FCAT testing, identified second graders will be placed in the ICU program. The VOYAGER program has been extremely helpful in meeting the needs of the lowest performing students and will be expanded for use by all students. The school recognizes that there is always room for growth, and they will meet the challenges which lie ahead through professional development and the growing collaboration of the entire community.

Zora Neale Hurston Elementary School


High School

Dr. Marta Pérez Yes A ° A* A C C D * indicates the school did not meet AYP ° indicates Title I funding

23

Avocado Elementary School 2004-2005

Mr. Patrick Doyle, Principal Ms.Elena Octala , EESAC Chair





all students

The SRA program complements the Direct Instruction

(DI) model used at this school.


CAPACITY BUILDING



Reading Leader is

complemented by an SRA Coach. The

technology Specialist produces

reports used in instructional decision

making





In order to focus on student needs, class

size is reduced to 1:10 for reading.





Flexible groups are formed on a weekly basis based upon

results of the weekly site authored, FCAT format benchmark

test.


ADJUSTMENTS



student performance

“I.C.U.” Reading

and Math computer-based services are

provided in a pull out format

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Avocado Elementary School abuts a field in which one can see migrant workers picking greens. A scant two blocks away, one-half million dollar homes are being built. The school addresses these shifting demographics through careful data-driven decision-making. The use of SRA/Direct Instruction, credited by the school as the number one cause of their success, is now a part of the school culture. Teachers, having been trained in the program and having been given enough time to internalize its components, are now fluent in the program and are able to concentrate on innovations to enhance its effectiveness. The Reading Leader and SRA Coach join with the Technology Specialist, the AP, and the Principal to produce and analyze the results of the site authored weekly FCAT format benchmark tests. These results are brought to grade level group meetings and there innovative best practices are brainstormed and taken back to the classrooms. Students not making the expected gains are assignment to an “I.C.U.” pull-out tutorial which is characterized by a combination of direct instruction and computer-based activities. Once the student has mastered the skill, a new student is placed in the group, according to the most recent test data. The schools believes in “Hot Data,” what the child can do NOW, not last March. The school plans to maintain its high performance level by keeping consistent in its approaches to instruction and in its monitoring practices. Given the financial resources to do so, the school would like to have more space to form more and smaller target groups and to lower class size.


Title 1 Funded



Avocado Elementary School

6 South Dade Senior High

School

Ms. Evelyn Langlieb Greer

Yes A ° B*° B ° B° C D

24

Miami Heights Elementary School 2004-2005

Ms. Crystal C. Coffey, Principal Ms. Doris Clay, EESAC Chair

CURRICULUM RIGOR, RELEVANCE

AND ENRICHMENT


(SSS), align curriculum and set

goals for improvement for

all students

School authored curriculum manual includes a scope

and sequence aligned to textbooks, making the delivery

of curriculum consistent and “user

friendly”.


CAPACITY BUILDING

Recruit, develop and retain strong


Assistance is offered

to beginning via a mentorship

approach whereby veteran teachers are

paired with new teachers.





Retired teachers are hired to provide in-house intervention

strategies.



Develop user-friendly student assessment and data monitoring systems to track school, teacher


Data gathered is

reported to teachers. This data is used during grade level

meetings for planning instruction,

remediation and enrichment activities.


ADJUSTMENTS

Recognize,

intervene or adjust based on school leader, teacher


Intervention groups are customized

based on deficiencies and

students are provided with tutorial

assistance during school and after

school.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

The motto at Miami Heights Elementary is “team work is essential.” It is through this collaborative approach that this school, located in Homestead and housing over 1300 students of predominantly Hispanic descent, has earned their performance grade of “A” since the 2001-2002 school year. The leadership team is made up of numerous stakeholders which includes the reading and math leader, two assistant principals, various grade level chairs and the Community Involvement Specialist. Together, data is analyzed on an on-going basis. The data is disaggregated by content cluster strands and student deficiencies are addressed via intervention programs both during school and after school hours. Tutorial groups are custom created such as low level 1 students, retained third graders and students who scored at the borderline range. Additional factors, such as students exhibiting problems at home are also considered when creating small intervention groups. Parental involvement is a top priority at this school. Finding the Community Involvement Specialist visiting homes and inviting parents to monthly meetings and workshops is not a foreign concept. This mentoring of parents allows for them to take ownership in education. This data team quickly learned that analyzing data alone was not the answer. This data is shared with the rest of the faculty during grade level meetings. This information is then transposed into an “action plan” for classroom remediation. Data is also used in the identification of professional development needs. Teacher training is developed and offered based on the needs of students. This approach not only benefits the students, but makes the training a meaningful and worthwhile endeavor for the teachers. Miami Heights Elementary staff’s enthusiasm and commitment towards student achievement will continue to drive their success. They are a true example of how a school leaves “no child behind!”

School Number and Name Region Office Feeder Pattern Board District, Member

Title 1 Funded


Miami Heights Elementary

School

6 Miami Southridge Senior High

School

Ms. Ana Rivas Logan

Yes A ° A*° A ° C° D° D° * indicates the school did not meet AYP ° indicates Title I funding

25

Mr. Enrique A. Ferrer, Principal Ms. Victoria Gomez, EESAC Chair





all students

The magnet program offers opportunities

to develop communication skills for expression with the use of different

media, including the latest technology.


CAPACITY BUILDING



Internal best

practices are shared among colleagues during faculty and

grade level meetings.





A writing curriculum is designed around humanities. Writing and research tasks

provide opportunities for the discussion of

literature, social issues, and the arts.





Lead teacher analyzes data, an

information is shared with teachers during grade level meetings

as well as parents during PTA meetings.


ADJUSTMENTS



student performance

Intervention strategies are

developed by the reading leader and

grade level teachers with the data acquired and

disaggregated by content clusters.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Pride and ownership are key factors at this K-5 center Title I funded school that houses close to 800 students. Comprised of 55% African American and 36% Hispanic, over 87% of the total population receive free or reduced lunch. Utilization of one’s own resources is the key to the success at Pine Lake Elementary. The leadership team links its successes to the hard work of the staff, but more importantly, their openness to new ideas. Internal best practices are shared at grade level meetings and while teachers are provided with a structured approach to the delivery of instruction, teachers have autonomy into how the material is taught. The lead teacher and the reading leader direct the implementation of the Continuous Improvement Model at the school. The lead teacher disaggregates data into a format that is easily understood by all stakeholders. This information is reviewed during leadership meetings with the administrative team. The reading leader and lead teacher review the data with the faculty during grade level meetings. As a team, these colleagues develop intervention strategies to address the deficiencies. Motivational activities are on-going at Pine Lake Elementary School. One may find a school-wide field day activity or ice-cream parties during the “Twelve Days Before Winter Break.” This approach has assisted in improving the school’s attendance record from 94.8% in 2002 to 94.92% in 2003. In addition to the internal resources available to students and parents, the school has partnered with Barry University’s Education Department. Aspiring teachers receive field experience credit for their participation in the school’s Saturday Academy. Here, the university participants are paired with a certified teacher from the school. Together, they offer remediation and enrichment opportunities for over 100 students. As Pine Lake Elementary continues on this path to success, it strives to maintain high teacher morale in the hope of retaining an “already fabulous staff”!


Title 1 Funded


Pine Lake Elementary School


School


Yes A*° B*° D ° D° C° D° * indicates the school did not meet AYP ° indicates Title I funding

Pine Lake Elementary School

2004-2005

26

Redland Elementary School 2004-2005

Mr. Fredric G. Zerlin, Principal Ms. Katlyn Skaletsky, EESAC Chair





all students

The school created

a scope and sequence for

writing, reading, and mathematics which are aligned

to SSS and textbook series.


CAPACITY BUILDING



Administrative empowerment has

lead to in-house trainers, minimizing

teacher absences for workshops and peer

mentoring has become the norm.





A technology focus complements the

reading and mathematics in which the entire

staff has received professional development.





A variety of data sources provide a readily available capsule of each

student’s placement and

progress of identified needs.


ADJUSTMENTS



student performance

Peer tutoring, in

school tutoring and Saturday academy

provide ongoing opportunities for

success.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Redland Elementary is going through a metamorphous as farm land turns to concrete and what once was a migratory population become permanent members of the community. The diverse student population is comprised of 61% Hispanic, and 32% White. While 64.9% of the students are on free and reduced meals, 19.4% are Limited English Proficient (LEP), and the 9.8% Exceptional Student Education (ESE) students are serviced in an inclusion model. The school’s wake-up call came with the first state score of “D”. The entire staff went into action reviewing the curriculum and developing a scope and sequence for every subject on every grade. Through district support, materials and ongoing professional development in identified curriculum areas became the focus. Teams from the school identified best practices from other schools and made visits in which teachers shared materials and strategies. Special area teachers were trained in all core curriculums and now provide additional academic support to all students. Attendance became a critical focus for teachers as they echoed the administration’s motto: “A teacher can’t teach an empty seat.” An attendance committee was established and personal phone calls from staff members began. Rewards are now given for attendance and all students names (those without an absence) go into a weekly drawing. Similarly, the staff has now developed their own attendance program and local community partners provide incentives. After school tutoring is limited because the school is serviced by 17 buses. Hourly teachers are used during the school day to pull out the lowest performing 2-5 grade students based on last year’s FCAT scores and teacher recommendation. The STAR program and Accelerated Reader are key components of the pull out and weekly assessments provide continuous data for analysis. Parents have agreed to waive participation in special classes in order to receive the additional tutoring. The ESE students participate in an inclusion model and are paired with the students in the Gifted program 3 times a week for 20 minutes of peer tutoring. The school has moved to address the needs of all students. The University of Miami School of Medicine provides monthly pediatric health and dental services through a mobile unit. Separate parent workshops are conducted in Spanish and next year after school classes will be available when they move to a principal operated after care program. The school is prepared to provide a high quality education for all students as they…”fly into the future.”


Title 1 Funded


Redland Elementary School


School


No A* B* A B C D * indicates the school did not meet AYP ° indicates Title I funding

27

Redondo Elementary School 2004-2005

Mr. Clarence Jones, Principal Ms. Bettina Gonzalez, EESAC Chair





all students

Writing starts in Kindergarten. Fourth grade

students, identified by teachers, are referred to Write

Right tutorial with a trained

paraprofessional.


CAPACITY BUILDING



The environment of committed

professionalism, high expectations,

and open communication have enabled the school to retain nearly all

teachers.





The Universal Design for Living

Assistive Technology is

placed in all 2nd and 4th grade inclusion classes for use by

ALL students.





Third grade teachers have developed a

“Benchmark Wheel” to allow students to

rotate among teachers who focus

on specific benchmark

weaknesses.


ADJUSTMENTS



student performance

All teachers,

including special area teachers, participate in

meeting benchmark needs

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

At Homestead’s Redondo Elementary, students are confident that they can succeed. Serving a community where 40% of the students are enrolled in ESOL classes and over 90% receive free or reduced-price lunch, Redondo is focused on meeting all the needs of its students while maintaining an atmosphere of high expectations. Strong leadership throughout the school begins at the top. The principal visits every classroom every day and encourages open communication among the stakeholders. Grade level teams meet with the administration to share concerns and plan articulation. The EESAC is equally successful, with strong parental involvement and awareness. In order to accomplish the success they envision, the staff follows a philosophy of “Teach it and test it.” Monthly site-developed assessments provide instant feedback to the teachers to guide instruction. Data is analyzed for every child by the leadership council, made up of the grade level chairs and the reading leader. The chairs then provide feedback to the grade level teams. Remediation may take the form of before– or after-school tutoring, but the school will act without delay to retain young students, particularly first graders, who are in need of additional instruction. Incentives for Accelerated Reader achievements, attendance and good behavior add to student motivation. The school has taken advantage of funding from Title 1 and e-rate grants to install the latest technology. Teachers, aided by eight technology mentors, use digital cameras, Smartboards, and projectors linked to television monitors. Portable classrooms are equipped for wireless internet connection with four laptops per classroom. Students meet in the cafeteria each morning where they are supervised by teachers who deliver them to the classroom organized and ready to begin work. They return home to families who are very involved in the school. Redondo Elementary provides a welcoming environment for parents, and shares resources like Brainchild or computer loans to enhance home learning. The parents respond with respectful appreciation, which the school hopes to channel to better prepare young children for school.


Title 1 Funded


Redondo Elementary School


School


Yes A ° A*° A ° C° C° D° * indicates the school did not meet AYP ° indicates Title I funding

28

South Miami Heights Elementary School

2004-2005

Ms. Maria D. Pabellon, Principal Ms. Elaine Whittemore, EESAC Chair


AND ENRICHMENT




all students

An emphasis on block scheduling

assists ensures that ALL children receive the right dosage of

all areas of curriculum, including

weekly computer education classes.


CAPACITY BUILDING



Professional

development for ANY personnel

involved in tutoring students is

mandated by this leadership team.





The S.M.A.R.T. approach, a program

that infuses Science and Math skills in specialized

Art lessons, is one of the unique ways in

which basic skills are reinforced.





Data are gathered on an on-going basis utilizing many data

sources. The leadership team

analyzes the data and reviews it at

grade level meetings.


ADJUSTMENTS



student performance

The school-wide

instructional focus calendar is adjusted based on the data

acquired and analyzed weekly.

ORGANIZING THEMES

DISTRICT PRACTICES


LESSONS LEARNED

Although a high mobility rate and lack of school readiness are some of the challenges facing this Title I elementary school located in the south of Miami Dade County, these factors have not prevented the school from achieving high standards. The administrative team is often found visiting classrooms to ensure that the staff is “on the same page.” The instructional focus calendar has provided a means for coordinating instruction which has contributed to the success of the school. FCAT data are analyzed during the summer and reviewed by content cluster strands. The instructional focus calendar, targeting the areas of weakness first, is developed with a scope and sequence that supports the delivery of the curriculum. These materials are made available to teachers the first day of school and set the tone for immediate instruction. Intervention programs and tutorial groups are already in place and begin to address individual student needs during the first week of school. Parental involvement is a key driver for student success. The Parent Resource Center has been instrumental in providing parents with assistance and tips on working with their children. A retired teacher provides tutoring in the Resource Center, which provides parents with a modeling approach to at-home assistance. Communication is maintained via newsletters and numerous assemblies to which parents are invited. Another driver of success at this school is the infusion of computer education. Every 2nd—5th grade class is scheduled for a weekly 50 minute computer class session. Students practice benchmarks skills for 20 minutes with programs such as Riverdeep and FCAT Explorer. A computer certified teacher delivers computer literacy skills during the remaining class time. South Miami Heights Elementary recognizes that its grade “A” success has come from the learning gains of ALL students. Therefore, it will continue to implement its successful strategies thus leaving “no child behind.”


Title 1 Funded


South Miami Heights Elementary School


School

Ms. Ana Rivas Logan

Yes A*° C*° C ° D° D° D°


29

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Mr. Frank J. Bolaños, Chair Dr. Robert B. Ingram, Vice-Chair

Mr. Augustin J. Barrera Ms. Evelyn Langlieb Greer

Ms. Perla Tabares Hantman Dr. Martin Karp

Ms. Ana Rivas Logan Dr. Marta Pérez


STUDENT ADVISOR Mr. Adam C. Rosen

SUPERINTENDENT OF SCHOOLS Rudolph F. Crew, Ed.D.

CHIEF Accountability and Systemwide Performance

Kriner Cash, Ed.D.

lessons learned: remarkable transformation

Documents