school performance excellence plansqi.dadeschools.net › sip › 2003-2004 › 0251.pdfschool...

School Performance Excellence Plan

School Name and Number : 0251 - Ethel Koger Beckham Elementary School

Principal: Maria E. Tavel-Visiedo Telephone #: (305) 222-8161

High School Feeder Pattern: 7051 - G. Holmes Braddock Senior

ACCESS Center Five Board District #: 8 - Dr. Marta Pérez

Title I Budget and Waivers

This school is receiving Title I funding and its Title I Budget is appended to this document.

This school is currently operating under a waiver of state, school board, and/or labor contract mandate(s). The pertinent waiver(s) is/are appended to this document.

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 0251 - Ethel Koger Beckham Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesA A B B C

Vision/Mission/Belief Statement(s):

VISION: The predominant purpose of education is to provide the opportunity for each child to grow into his or her full capacity. Education is about opening doors, opening minds, opening possibilities. The staff of Ethel Koger Beckham Elementary School will “Nurture Every Child’s Potential.” Our staff believes that building character in our children enables them to reach their potential: intellectually, physically, and morally. Our teaching is directed to the whole child; making our school a caring community, conducive to teaching and learning.

Ethel Koger Beckham Elementary School believes that:

All students and school staff have a right to schools that are safe, orderly and drug free.All students and school staff have a right to be treated with courtesy and respect.All students and school staff have a right to learn and work in school districts, schools, and classrooms that have high academic standards.All students and school staff have a right to learn and work in well-equipped schools.All students and school staff have a right to learn and work in schools where teachers know their subject matter and how to teach it.All students and school staff have a right to be supported by parents, the community, public officials and businesses in their efforts to uphold high standards of conduct and achievement.

MISSION: Every child comes to school with strengths and abilities.

The staff of Ethel Koger Beckham Elementary School is committed to connect these abilities with deeper and

0251

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 0251 - Ethel Koger Beckham Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesA A B B C

wider ways of knowing…

finding the intelligence…building character within our students…seeing each child as an individual with unique hopes, dreams, skills, and needs…

NURTURING EVERY CHILD’S POTENTIAL.

Title I Schoolwide Program: NoComprehensive School Reform Program: No

SACS Accreditation Process: No

20251

School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Ethel Koger Beckham Elementary School

Given instruction using the Sunshine State Standards, students will maintain or improve annual learning gains in Reading by two percentage points as evidenced by scores of the 2004 FCAT Reading Test, while 31 percent of each sub-group identified in the No Child Left Behind (NCLB) requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students in grades three and four will increase their Writing skills as evidenced by an increase of ten percent in the number of students scoring at a 3.5 or above on the District developed Writing Pre-Test/Post Test administered between the Fall of 2003 and the Spring of 2004.

Given instruction using the Sunshine State Standards, students will maintain or improve annual learning gains in Mathematics by two percentage points as evidenced by scores of the 2004 FCAT Mathematics Test, while 38 percent of each sub-group identified in the No Child Left Behind (NCLB) requirements will score at the state mastery level.

Given instruction using the Sunshine State Standards and an increased attention to the Science Process Skills, students in grade five will increase their Science proficiency as evidenced by an increase in the percentage of students scoring 16 points or above on the school selected Pre-Test/Post Test administered in the Fall of 2003 and the Spring of 2004.

The strategies to be implemented include those which provide multiple opportunities for students to succeed in learning, such as: utilization of the Sunshine State Standards and Competency-Based Curriculum, integration of science and technology, manipulatives, writing portfolios, publishing centers, reading logs, Math Masters, curriculum development, grade level planning, staff development in mathematics, and continuous monitoring of the School Performance Excellence Plan. The school’s primary goal is to “nurture every child’s potential.”

Ethel Koger Beckham Elementary School is a state-of-the-art facility located in a predominantly middle socio-economic area in West Miami-Dade. Our student population of 860 students consists of: 5 percent White, 1 percent Black, 91 percent Hispanic, and 3 percent Asian/Indian/Multiracial. The features of the facility include a full pre-kindergarten through fifth grade elementary that serves the needs of our students. The predominant focus of the school is to provide the opportunity for each student to grow into his or her full capacity.

The Educational Excellence School Advisory Council has identified the following schoolwide priorities:

30251

SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

1. ENVIRONMENT1.1 PedagogyThis item explores the teaching process at the school, including programs, services, and delivery systems.

Ethel Koger Beckham Elementary School provides basic educational services based on the Sunshine State Standards to students in grades pre-kindergarten through five. Additionally, the school provides services to learning disabled and gifted students. Instruction is provided in traditional classroom settings. School-to-home connections are fostered through Providing Resources for Every Parent (P.R.E.P.), evening workshops, newsletters, calendars, flyers, school web site, and e-mail.

1.2 Culture This item explores the culture of the school, included are the vision, mission, and core values of the school.

Major Programs:Sunshine State Standards Competency-Based Curriculum Comprehensive Reading Plan Comprehensive Mathematics and Science Plan

Additional Delivery Models:

Student Services:

Vision:

Mission:Every child comes to school with strengths and abilities.

The staff of Ethel Koger Beckham Elementary School is committed to connect these abilities with deeper and wider ways of knowing…

finding the intelligence…building character within our students…

The predominant purpose of education is to provide the opportunity for each child to grow into his or her full capacity. Education is about opening doors, opening minds, opening possibilities. The staff of Ethel Koger Beckham Elementary School will “Nurture Every Child’s Potential.” Our staff believes that building character in our children enables them to reach their potential: intellectually, physically, and morally. Our teaching is directed to the whole child; making our school a caring community, conducive to teaching and learning.



Ethel Koger Beckham Elementary School provides guidance counseling to all students through classroom sessions with the school counselor, who presents pertinent topics related to the challenges faced at their particular grade level. Small group counseling sessions are then created based on the needs identified in the classroom sessions and individual student questionaires.

40251


1.3 Human ResourcesThis item describes the people who carry out the work of the school.

The school employs a total of 65 full-time staff members and 16 part-time staff members. Of this group, two are administrators, thirty-seven are classroom teachers, six are ESE teachers, one guidance counselor, one media specialist, eleven paraprofessionals, seven clerical employees, nine food service personnel, and seven custodial service workers. Forty-five percent of the teaching staff have advanced degrees.

1.4 Building Resources This item explores budgetary commitments for facilities, technologies, and equipment.

Ethel Koger Beckham Elementary School is located on 11 acres in West Miami-Dade County at 4702 SW 143 Court. The school consists of the following: media center, cafeteria with a stage, administration building, two classroom buildings of two stories each, physical education shelter, faculty parking, bicycle parking, covered walkways, central plaza, one story classrooms, primary play area, hard court, playing fields, site utilities, and parent drop-off areas. The media center is at the "hub" of the school being completely accessible to the classrooms on either side of the complex.

1.5 ConstraintsThis item explores standards, laws, and rules that strongly influence the school to take action.

Core Values:

seeing each child as an individual with unique hopes, dreams, skills, and needs…

NURTURING EVERY CHILD’S POTENTIAL.

Every child comes to school with strengths and abilities.

The staff of Ethel Koger Beckham Elementary School is committed to connect these abilities with deeper and wider ways of knowing.

Finding the intelligence,building character within our students,seeing each child as an individual with unique hopes, dreams, skills, and needs.

The school's motto is NURTURING EVERY CHILD'S POTENTIAL.

The predominant purpose of education is to provide the opportunity for each child to grow into his or her full capacity. Education is about opening doors, opening minds, opening possibilities. The staff of Ethel Koger Beckham Elementary School will "nurture every child's potential." Our staff believes that building character in our children enables them to reach their potential: intellectually, physically, and morally. Our teaching is directed to the whole child; making our school a caring community, conducive to teaching and learning.



Please refer to Appendex A and B for legislative issues.

50251


2. RELATIONSHIPS2.1 StudentThis item explores the unique requirements, expectations, and needs of the key student groups.

Ethel Koger Beckham Elementary School serves 860 students from the surrounding neighborhoods, including standard curriculum students. Of these, 6 percent are classified as specific learning disabled, 25 percent are ESOL, 13 percent gifted, and 49 percent economically disadvantaged as determined by the free or reduced price lunch status. The ethnic/racial make up of the student population is: 91 percent Hispanic, 5 percent White, 1 percent Black, and 3 percent Asian/Indian/Multiracial. The mobility index of the school is 17.

2.2 StakeholderThis item explores the unique requirements, expectations, and needs of the key stakeholder groups, including parents/caregivers and the surrounding community/businesses.

Ethel Koger Beckham Elementary School endeavors to link with the community in several ways: Beckham Family Picnic, P.R.E.P., school volunteer program, Before/After School Care program, Parents as First Teachers/Florida First Start, Boy Scouts, voting precinct, holiday programs, and A Walk Around the World multicultural program. Through these activities, the school works collaboratively with the community to promote the importance of education.

2.3 Human ResourcesThis item explores the unique requirements, expectations, and needs of the faculty and staff.

2.4 Supplier and PartnerThis item explores the unique requirements, expectations, and needs of the key supplier groups, including providers of goods and services such as social services, food, transportation, and key partners such as other schools, workforce connections, and community connections.

Ethel Koger Beckham Elementary School enjoys a collaborative relationship with several Dade Partners: Character Education Institute, Character Counts Coalition, Dell, South Dade Chamber of Commerce, Papa Johns, Publix, Subway, Super Pizza, McDonalds, Hard Rock Café, Cami's Seafood.

3. COMPETITION3.1 Position: This item explores the competitive position and explores the factors which strongly influence students to enroll at this school instead of a competing school.

Enrollment at Ethel Koger Beckham Elementary School has increased by 10 percent over the past six years. The Florida Department of Education grades the school as an A school. We have earned the Golden School Award for school volunteers, have placed within the top ten for attendance within the district, and have annually exceeded the student goal for United Way.

3.2 CompetitorsThis item explores the alternate schools available to students.

Several private schools are within or close to the boundaries of Ethel Koger Beckham Elementary School. These include St. Kevin Catholic School, Good Shepherd Catholic School, Westwood Christian, Florida Christian, and Pinecrest Academy. At least 100 requests are made yearly from parents who do not reside within the school's attendance boundaries that would like their children to be enrolled at Ethel Koger Beckham Elementary.

3.3 ModeThis item explores the Critical Success Factors for the areas identified by the school as being essential to the achievement of the vision/mission of the school.

Ethel Koger Beckham Elementary School enjoys a collaborative system of leadership that includes representatives from all stakeholder groups in its primary decision-making group, the Educational Excellence School Advisory Council. Leaders in the school provide the technical support and professional and personal growth opportunities that stakeholders need in order to make informed decisions. Innovation is encouraged and new ideas are given every opportunity to succeed.

3.4 DynamicsThis item explores the changing threats and opportunities to which the school must respond.

An opportunity for collaboration among the schools of the G. Holmes Braddock Feeder Pattern was provided through a Title VI "Planting a Seed" grant which

Please refer to Staff Development (Appendex C).

60251


will allow Ethel Koger Beckham Elementary School to develop a scope and sequence for science instruction. In addition to this, the G. Holmes Braddock Feeder Pattern has established an articulation team with representatives from the feeder pattern schools.

4. CHALLENGES4.1 LearningThis item explores the challenges the school faces in providing educational activities that result in student learning.

Ethel Koger Beckham Elementary School has identified several positive issues concerning learning: low mobility index, high attendance rates as indicated by being on the top ten list among schools in the district, school climate surveys indicate that students rate the overall climate of the school as an A-, Mediators, individual, small, and large group counseling, and crisis management. Student Services has streamlined the referral process in order to meet the educational needs of students.

4.2 FacultyThis item explores the challenges the school faces in ensuring the quality of teachers, providing for the satisfaction of the faculty, and the challenges the school faces in the delivery of educational programs.

Ethel Koger Beckham Elementary School has identified the following with the faculty: results of the school climate survey indicate that teachers believe that the school is safe and secure, that the students are getting a good education, and that the overall climate of the school is positive and helps students learn.

4.3 Operational and External ForcesThis item explores the challenges the school faces in internal daily operations and in interactions with the surrounding community.

Ethel Koger Beckham Elementary School has identified several issues concerning challenges in relationships with internal operations and external forces. Among these are: increased influx of immigrant students,increased influx of students on out-of-area transfers, andstaff on leave.

4.4 Process ImprovementThis item explores the challenges the school faces in improving educational program design, student support services, operational and strategic planning processes, cycle time, data usage, and organizational learning.

Ethel Koger Beckham Elementary School has identified several issues concerning challenges in process improvement. Among these are:to decrease the percentage of students scoring in the lowest 25 percent in FCAT Reading,to increase the percentage of students scoring level three or above in FCAT Mathematics and Reading,to increase learning gains in Mathematics and Reading for all students, and to increase the percentage of students scoring a three or above in FCAT Writing.

5. IMPROVEMENT5.1 Education Design and Support ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.1 Learning.

Ethel Koger Beckham Elementary School has identified several issues concerning improvement in education design and support process improvement. Among these are:FCAT enhancement activities including a Writer's Workshop and Mathematician's Workshop after school; as well as an Academic Enhancement Program,technology coordinator to assist teachers and students with new and evolving technologies, andparaprofessionals to lower the teacher/pupil ratio and assist instruction.

5.2 Education Delivery ProcessThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.2 Faculty.

Ethel Koger Beckham Elementary School implements a schoolwide theme, "Together We Shape the Minds of Tomorrow," which focuses instruction throughout the year. Awards assemblies reward and motivate students to learn.

70251


Teacher Learning Communities collaborate in developing their professionalism.

5.3 Operational and External Forces ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.3 Operational and External Forces.

Ethel Koger Beckham Elementary School provides a balanced instructional program in order to meet the needs of all students. Regarding the operational and external forces, the opportunities for improvement are:an influx of immigrant students - teachers are either ESOL endorsed or have a waiver filed with the appropriate district office;an influx of out-of-area transfers - transfers are denied as the teacher/pupil ratio increases beyond a manageable and instructional recommended quantity; andstaff on leave - permanent substitutes are oriented and supported by the administration and Teacher Learning Communities.

5.4 Organizational ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.4 Process Improvement.

Ethel Koger Beckham Elementary School has identified several issues concerning improvement in education design and support process improvement. Among these are:FCAT enhancement activities including a Writer's Workshop and Mathematician's Workshop after school, Academic Enhancement Program,technology coordinator to assist teachers and students with new and evolving technologies, andparaprofessionals to lower the teacher/pupil ratio and assist instruction.

80251

The following information will explain how the EESAC has assisted in the preparation of the School PEP relative to the following issues:

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC

School Profile/ Needs Assessment: (continued)

Budget:The EESAC recommended the purchase of instructional materials as a result of consistently reviewing student academic progress throughout the school year and during monthlymeetings (SRI scores, SAT, FCAT, Writing Assessment Scores, report card grades). The EESAC has had continuous input in all aspects of the budget including how EESAC funds willbe used as well as how funds awarded to the school are spent.

Training:The EESAC recommended intensive and consistent staff development to ensure that teachers were fully prepared with the tools necessary to instruct students for success in Reading,Writing and Mathematics. EESAC funds have been and will continue to be utilized as needed to provide professional development opportunities for staff members.

Instructional Materials:The EESAC recommended that instructional materials based on students' and teachers' needs be purchased. Specific attention was given to Reading/Language Arts, and Mathematics instruction.

Technology:The EESAC recommended that the infusion of technology into all academic areas continue to be a priority. Funds were allocated to upgrade equipment and software. Accelerated Reader and STAR are a few of the programs being used to increase student achievement.

Staffing:The EESAC recommended that teacher/student ratios be reviewed and assistance be offered to teachers during the Reading/Language Arts block to reduce class size. This was accomplished by coordinating schedules and maximizing the services of hourly personnel.

Student Support Services:The EESAC recommended that the pre-referral and referral process for students be reviewed. Child Study Team conferences as well as student performance plan conferences were conducted to support the implementation of educational strategies to meet the needs of all of our students. IEP and EP meetings were also monitored to ensure that exceptional studenteducation programs continue meeting the needs of our students.

School Safety and Discipline:The EESAC recommended that the school safety committee continue meeting on a regular basis and continue implementing the "Do the Right Thing" Program and monitoring the SchoolSaftey Patrols. The safety committee was also instructed to report any concerns to the EESAC for further assistance. In addition, staff members were apprised of emergency proceduresfor critical incidents.

Other Matters of Resource Allocation:The EESAC recommended that students continue to be exposed to multicultural perspectives and the community through the world of work. Therefore, students participated in a "Walk Around the World", which combined the School to Work Initiative to Multicultural Education.

Benchmarking:The EESAC recommended that strategies selected for each objective in the School Performance Excellence Plan be reviewed at Council meetings. Each objective has a member assigned to report the status of each objective and coordinating strategies.

90251

School Data Summary: (compare the last 5 years, if available)

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

A A B B C

1999-20002000-20012001-20022002-2003

76 76 93

68 75

73

461

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 217 151 93

245

143

73

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

72 70 81

75 77

82

457

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 229 147 81

223

152

82

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

100251


FCAT Sunshine State Standards (SSS) (all curriculum groups)

Grade Level: 03

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2002-2003 166 306 17 13 39 26 5 166 329 8 15 36 34 7

2001-2002 144 289 28 14 38 17 4 144 299 17 22 43 16 2

2000-2001 149 296 149 306

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 134 313 19 14 34 26 7 134 311 10 25 46 16 4

2001-2002 153 313 19 12 27 31 11 153 303 24 20 29 22 6

2000-2001 138 303 27 17 31 17 7 139 288

1999-2000 134 287 35 19 25 16 4

1998-1999 129 295 33 18 31 14 4

110251


FCAT Sunshine State Standards (SSS) (all curriculum groups)

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 144 299 15 19 40 22 4 144 335 13 26 33 22 8

2001-2002 150 296 19 19 39 16 7 150 329 15 19 37 25 5

2000-2001 149 263 149 306 30 28 26 12 4

1999-2000 144 323 19 28 27 19 8

1998-1999 115 297 37 29 24 10 0

120251


Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

131 0 1 1 5 14 12 33 19 12 2 22002-2003 3.9

150 2 1 6 2 29 17 21 9 9 1 12001-2002 3.5

138 3 1 1 7 23 14 25 8 14 1 12000-2001 3.6

137 0 1 6 5 29 17 20 11 7 1 11999-2000 3.5

132 4 3 8 8 22 14 26 10 3 1 11998-1999 3.3

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

65 0 2 2 8 18 12 34 17 6 0 22002-2003 3.8

75 1 1 8 1 25 19 20 8 7 1 32001-2002 3.4

70 3 0 0 4 29 11 29 7 14 0 12000-2001 3.7

72 0 0 8 7 19 17 19 15 10 1 31999-2000 3.7

68 6 6 15 12 28 12 18 4 0 0 01998-1999 2.9

130251


Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Narrative


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

66 0 0 0 2 9 12 32 21 18 3 22002-2003 4.1

75 3 0 4 3 33 15 21 11 11 0 02001-2002 3.6

68 3 1 3 10 18 18 21 9 15 1 02000-2001 3.6

65 0 3 3 3 40 17 22 6 5 0 01999-2000 3.3

64 2 0 2 5 16 17 34 16 6 2 21998-1999 3.8

140251

ObjectiveGiven instruction using the Sunshine State Standards, students will maintain or improve annual learning gains in Reading by two percentage points as evidenced by scores of the 2004 FCAT Reading Test, while 31 percent of each sub-group identified in the No Child Left Behind (NCLB) requirements will score at state mastery level.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X

School Name: Ethel Koger Beckham Elementary School District Name:

Performance Grade: A School Performance Excellence Goal: # 1 : Reading

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2003 FCAT Reading Test indicate that 76 percent of the students tested met high standards in Reading, 68 percent made learning gains and 73 percent of students scoring in the lowest 25 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if a minimum of 68 percent of students make annual learning gains, and 31 percent of each sub-group identified in the No Child Left Behind (NCLB) requirements will score at state mastery level.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Reading Test. FCAT Reading Pre-Tests, Progress Tests, and Post Tests will provide formative assessments which will be used to monitor progress towards this objective.

Aligns with District Goal # 1 2 3 3 4 6 8 Other : See below

SAC members involved in the development of this objective:

Rojas, Kathy Tavel-Visiedo, Maria E

Coakley, Patricia Delcastillo, Vicky

Goodis, Elizabeth

Names: Names: Names:

150251

STRATEGIES

Start Date

End Date

Timeline

Action PlanObjective Number: 1

Persons Responsible (by position) for this Strategy. Asterisk denotes contact

person.

School Level Resources Allocated

. Integrate and utilize Accelerated Reader software to promote positive reading habits and motivate students to read at his/her own independent reading level.

*Media Specialist,Classroom Teachers

Sep. '03 Jun. '04 1 Accelerated Reader Quizzes, Accelerated Reader Software, Computers

. Continue utilization of Reciprocal Teaching Strategies to increase Reading Comprehension.

*Reading Leader,Classroom Teachers

Sep. '03 Jun. '04 2 Trade Books, Reading Textbook, Task Cards

. Showcase literature through closed-circuit television to promote recreational reading.

*Media Specialist Sep. '03 Jun. '04 3 Recreational Reading Materials, Library Books, Classroom Libraries

. Provide rich experiences with good literature, a wide range of literature-based activities, and opportunities to practice reading skills (Poet's Corner, Reading Under the Stars, Walk Around the World).

*Special Events Committee Sep. '03 Jun. '04 4 Library Books, Classroom Libraries, Trade Books

. Increase student's Reading Comprehension using Sunshine State Standards by implementing critical thinking strategies through an after-school tutoring program.

*Assistant Principal,Tutorial Teachers

Oct. '03 Jun. '04 5 Guided Reading Books, Textbooks, Recreational Reading Materials, FCAT Task Cards

. Make professional development opportunities available for all staff members in the area of Reading Comprehension to be utilized in improving student performance and mastery of Sunshine State Standards.

*Principal,Reading Leader,

Grade Level Chairpersons

Sep. '03 Jun. '04 6 Substitute Funds

. Identify the students in all subgroups scoring at Level 1 of the FCAT Reading Tests, as delineated in adequate yearly progress disaggregated data and implement a tutorial program to address the reading deficiencies of students.

*Administrator,Teachers

Sep. '03 Jun. '04 7 Guided Reading books at individual student levels.Remediation materials.

. Implement an after school program for all LEP students that will emphasize remediation in the Sunshine State Standards.


Sep. '03 Jun. '04 8 Guided Reading materials.

. Provide remedial assistance to students in ESE programs that will address remediation in the Sunshine State Standards.


Sep. '03 Jun. '04 9 Professional development for teachers.Remedial instructional materials.Resource books.

. Schedule visits to the school site by community members who will read to students and share remarks about the role reading has played in their success and career choice.

*Media Specialist,Reading Special Events

Committee

Oct. '03 Jun. '04 10 Community guest speakerCCTV crewCertificates of appreciation.

All staff members will participate in the implementation of this plan.Strategies are designed for all students including Limited English Proficient (LEP) and Exceptional Education students (ESE).

160251

ObjectiveGiven instruction using the Sunshine State Standards, students in grades three and four will increase their Writing skills as evidenced by an increase of ten percent in the number of students scoring at a 3.5 or above on the District developed Writing Pre-Test/Post Test administered between the Fall of 2003 and the Spring of 2004.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


Performance Grade: A School Performance Excellence Goal: # 2 : Writing



Needs AssessmentResults of the 2003 FCAT Writing Test indicate that 93 percent of students tested met high standards in Writing.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if the number of students scoring 3.5 or above on the District developed Writing Pre-Test/Post Test increases by ten percent between the Fall of 2003 and the Spring of 2004.

Evaluation:This objective will be evaluated by the scores of the District developed Writing Pre-Test/Post Test administered in the Fall of 2003 and the Spring of 2004. Monthly Writing Assessments and a Mid-Year Progress Test will provide formative assessments which will be used to monitor progress toward this objective.



Hurtado de Mendoza, Leonor Callier, Linda

Gonzalez, Anne Oropeza, Suzette

Perri, Elvie


170251

STRATEGIES

Start Date

End Date

Timeline



person.


. Promote letter writing by conducting special events through the utilization of the Beckham Post Office.

*Beckham Post Office Committee

Oct. '03 Jun. '04 1 Classroom Mailboxes, Post Office Equipment

. Increase writing proficiency among selected students by implementing an after-school Writer's Workshop.

*Assistant PrincipalWriter's Workshop

Instructors

Oct. '03 Jun. '04 2 Writing Prompts, Scoring Rubric, Hourly Teacher

. Make visible the implementation of writing across the curriculum through collected writing samples in student portfolios and classroom displays of student writing.

*Assistant PrincipalClassroom Teacher

Sep. '03 Jun. '04 3 Portfolios

. Facilitate student participation in essay, poetry and book writing contests in order to promote writing success.

*Special Events Committee Sep. '03 Jun. '04 4 Computers, Word Processing Software, Book Binding Materials

. Prepare students in grades three through five for a future in the world of work by exploring skills such as writing reports, business letters, resumes, and completing mock job applications.

*Counselor,Classroom Teacher

Sep. '03 Jun. '04 5 Mock Job Applications, Computers, Word Processing Software

. Respond to writing prompts on a monthly basis as an on-going assessment of student progress.

*Classroom Teachers Sep. '03 Jun. '04 6 Writing Prompts, Scoring Rubric

. Provide professional development opportunities for staff members in the area of holistic scoring to enhance instruction and increase student proficiency.

*Principal Sep. '03 Jun. '04 7 Substitute Funds, Inservice Facilitators


180251

ObjectiveGiven instruction using the Sunshine State Standards, students will maintain or improve annual learning gains in Mathematics by two percentage points as evidenced by scores of the 2004 FCAT Mathematics Test, while 38 percent of each sub-group identified in the No Child Left Behind (NCLB) requirements will score at the state mastery level.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


Performance Grade: A School Performance Excellence Goal: # 3 : Mathematics



Needs AssessmentResults of the 2003 FCAT Mathematics Test indicate that 76 percent of students met high standards in Mathematics and 75 percent made learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 75 percent of students make annual learning gains, and 38 percent of each sub-group identified in the No Child Left Behind (NCLB) requirements will score at the state mastery level.

Evaluation:This objective will be evaluated by the scores of the 2004 FCAT Mathematics Test. Pre-Tests, Progress Tests, and Post Tests will provide formative assessments which will be used to monitor progress towards this objective.



Necuze-Aguet, Maria E Rojas, Kathy

Asencio, Alina Hurtado de Mendoza, Leonor

Olivera, Margarita


190251

STRATEGIES

Start Date

End Date

Timeline



person.


. Incorporate mock banking experiences, to provide students insight into the field, concept and terms involved in banking, saving, and borrowing money as well as mathematical concepts and associated careers.

*Principal,Teachers

Nov. '03 Jun. '04 1 Calculators,Sample banking forms donated by First Union.

. Implement school-wide math masters program designed to challenge student's computation skills.

*Classroom TeachersAwards Assembly

Committee

Sep. '03 Jun. '04 2 Math Masters Quizzes, Award Ribbons

. Make available staff development to assist classroom teachers in utilizing the Sunshine State Standards as the framework for delivery of mathematics instruction.

*Assistant Principal,Grade Level Chairpersons

Sep. '03 Jun. '04 3 Substitute Funds, Inservice Facilitator

. Notify parents quarterly of Mathematical skills that need to be reinforced at home.

*Grade Level Chairpersons,Classroom Teachers

Sep. '03 Jun. '04 4 Word Processing Software, Computers, Duplication of Materials

. Utilize Mathematics "Problem of the Day" to enhance critical thinking skills and provide real-life scenarios for Mathematics Applications.

*Classroom Teachers Sep. '03 Jun. '04 5 Mathematics Textbooks, Teacher Created Materials

. Identify the students in all subgroups scoring at Level 1 of the FCAT Mathematics Test, as delineated in annual yearly progress disaggregated data and implement a tutorial program to address the mathematics deficiencies of students.


Sep. '03 Jun. '04 6 Mathematics resource materials,Manipulatives.

. Implement an after school program for all LEP students that will emphasize remediation in the Sunshine State Standards.


Sep. '03 Jun. '04 7 Mathematics manipulatives.Resource books.

. Provide remedial assistance to students in ESE programs that will address remediation in the Sunshine State Standards.


Sep. '03 Jun. '04 8 Professional development for teachers.Mathematics manipulatives and materials.


200251

ObjectiveGiven instruction using the Sunshine State Standards and an increased attention to the Science Process Skills, students in grade five will increase their Science proficiency as evidenced by an increase in the percentage of students scoring 16 points or above on the school selected Pre-Test/Post Test administered in the Fall of 2003 and the Spring of 2004.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


Performance Grade: A School Performance Excellence Goal: # 4 : Science



Needs AssessmentScores on the 2003 FCAT Science Test revealed that the school's mean scale score earned was 293. This earned score is 8 points higher than the state's mean scale score and 23 points higher than the district's mean scale scores.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if results of the school selected Pre-Test/Post Test indicate an increase in the percentage of students scoring 16 points or above.

Evaluation:This objective will be evaluated by the scores earned on the school developed Science Pre-Test/Post Test. Quarterly reports will provide formative assessments which will be used to monitor progress towards this objective.



Callier, Linda Robles, Lourdes

Necuze-Aguet, Maria E

Coakley, Patricia


210251

STRATEGIES

Start Date

End Date

Timeline



person.


. Conduct school-wide Science Extravaganza to showcase student's ability to apply the scientific method.

*Science CommitteeClassroom Teachers

Sep. '03 Jun. '04 1 Science Experiment Equipment and Materials

. Make professional development opportunities available for staff members in the area of Science process skills and the scientific method to enhance instruction and facilitate learning.

*PrincipalClassroom Teacher

Sep. '03 Jun. '04 2 Substitute Funding, Inservice Facilitator

. Use content reading strategies during science lessons to facilitate student mastery of science concepts and Sunshine State Standards.

*Classroom Teacher Sep. '03 Jun. '04 3 Science Textbooks, Project CRISS Materials

. Provide opportunities for students in Kindergarten through Fifth Grade to conduct scientific investigations in cooperative groups.

*Classroom TeachersScience Committee

Sep. '03 Jun. '04 4 Science Experiment Equipment and Materials

. Showcase on closed-circuit television science investigations conducted by students to increase student interest in science.

*Media Specialist,Science Committee

Sep. '03 Jun. '04 5 Science Experiment Equipment and Materials, Display Boards

. Schedule guest speakers whose careers are related to the field of science to share their knowledge, experience, and academic credentials with students.

*PrincipalScience/Math Special

Events Committee.

Oct. '03 Jun. '04 6 Community guest speakers,Certificates of Appreciation.


220251

Adequate Progress Statement for the entire School Performance Excellence Plan:

A Progress Assessment meeting is scheduled for each school at the end of each school year. Present are to be the school principal, the Educational Excellence School Advisory Council (EESAC) chair, the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/business representative, and the EESAC student representative, if there is one. The Progress Assessment meeting is held at the Region office or supervising District office. At this meeting, the EESAC makes a presentation of findings. Included in the presentation are data that identify the Strengths and Opportunities for Improvement (OFIs) of the school. These results provide guidance for the future direction of the school and are included, as appropriate, as objectives and strategies in the subsequent School Performance Excellence Plan. NOTE: This meeting is subject to Florida's Government-in-the-Sunshine Law.

In the event that a school does not make progress on an objective found in the School Board-approved School Performance Excellence Plan, the Region office or supervising District office will collaborate with the EESAC to determine whether, and in what format, that objective will be readdressed.

The school must also meet the Florida Definition of Adequate Progress. Florida's High-Quality Education System states that if a school fails to meet criteria set forth in Florida State Board of Education Rule 6A-1.09981 pertaining to School Performance Grades, the school cannot be said to have made adequate progress.

230251

Mid-Year Review of School Performance Excellence Plan:

A mid-year review of the implementation of the current School Performance Excellence Plan will be conducted. This meeting, conducted by the Region Director or supervising District administrator, is subject to Florida’s Government-in-the-Sunshine Law. This review will provide useful information for revising School Performance Excellence Plans for the following year and for assessing where resources need to be targeted for the remainder of the school year. A self-study of the progress made in implementing the current School Performance Excellence Plan at each school site will constitute a major portion of the mid-year review.

240251

The following 10 essential components for Title I Schoolwide Program have been reviewed and addressed as required by Title I, Part A, Section 1114 of No Child Left Behind. (if applicable) • Comprehensive Needs Assessment of the Entire Plan • Schoolwide Reform Strategies • Instruction by Highly Qualified Teachers • High-quality and Ongoing Professional Development • Strategies to Attract High Quality Qualified Teachers to High-need Schools • Strategies to Increase Parental Involvement • Plans for Assisting Preschool Children • Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments • Activities to Ensure that Students Who Experience Difficulty Mastering the Proficient or Advanced Levels of Academic Achievement Standards Shall be Provided with Effective, Timely Additional Assistance • Coordination and Integration of Federal, State and Local Services and Programs.

250251

All of the following 11 essential components for the Comprehensive School Reform Program has been reviewed and addressed as required by Title I, Part F of No Child Left Behind. (if applicable) • Proven Scientifically-Based Strategies and Methods • Comprehensive Design with Aligned Components • Continuous Professional Development • Measurable Goals and Benchmarks for Student Academic Achievement • Support within School • Support for School Personnel • Meaningful Parental and Community Involvement • High Quality External Technical Support and Assistance • Annual Evaluation • Coordination of General Resources • Coordination of Scientifically-Based Resources

260251

All of the following 7 components of an Effective School Improvement Framework have been reviewed and addressed as required by the Quality School Improvement Process by the SACS Commission on Elementary and Middle Schools. (if applicable) • A process for stakeholders’ participation in school improvement planning • The identification, development, and analysis of information that is summarized in a profile of the students, school, and

community. • A list of beliefs and a mission statement that represent community expectations and student needs, and provide direction and

focus for the work of a school. • A list of clearly defined goals and performance expectations for student learning, and comprehensive assessment of students’

performance on each. • A comprehensive analysis of the instructional and organizational effectiveness of a school. • An action plan for school improvement that details strategies for addressing areas identified through the planning process as

needing improvement. • An implementation process that provides for continuous monitoring and annual assessments of the plan and supplies the

data for making necessary revisions.

All of the following 7 elements for the school improvement process have been reviewed and addressed as required by the SACS Commission on Secondary and Middle Schools. (if applicable) • Identification of the students, school, and community the school serves. • Development of the beliefs and mission of the school; basis for the school’s existence. • Completion of a comprehensive needs assessment that focuses on areas that relate to student performance. • Identification of specific goals for student learning. • Adoption of a process that must support and enable the school to conduct a self-evaluation of the effectiveness of the

instructional and organizational practices within the school. • Development and implementation of an action plan for improvement. • Development of an action plan ensuring the capacity of the school to evaluate its progress and provide for accountability to its

intended goals.

270251

The School Advisory Council has reviewed and addressed all of the following required components of a School Performance Excellence Plan as pursuant to Section 230.23, Florida Statutes. State Education Goals: • Goal 1: Readiness to Start School • Goal 2: Graduation Rate for Postsecondary Education and Employment • Goal 3: Student Performance • Goal 4: Learning Environment • Goal 5: School Safety and Environment • Goal 6: Teachers and Staff • Goal 7: Adult Literacy • Goal 8: Parental, Family and Community Involvement Based on an analysis of student achievement and school performance data: • FCAT Reading Sunshine State Standards • FCAT Math Sunshine State Standards • FCAT Writing Sunshine State Standards • FCAT Science Sunshine State Standards Issues relative to: • budget • training • instructional materials • technology • staffing • student support services • specific school safety • discipline strategies • other matters of resource allocation

APPENDIX A

280251

Goal I: School to Career

School District Goals:

Focus: Students will be prepared for graduation, employment, postsecondary education, and to become responsible citizens and lifelong learners.

Objectives:Improve student achievement emphasizing reading, writing skills, mathematics, and science.Monitor and assess the implementation of standards for students in the areas of academic, career, and personal/social development.Expand opportunities for students to participate in cultural and physical fitness experiences.Decrease the number of schools receiving "D" and "F" grades and increase the number of schools receiving "A" and "B" grades on the State's School Accountability Report.Integrate technology and its proficient use for all students and faculty into the instructional program to facilitate learning, with the intent of producing technologically skilled graduates.Enhance vocational/technical programs and adult education programs to meet the demands of business and industry.Broaden the scope of civic, law, and character education programs offered in the district to provide all students with necessary skills.Narrow the achievement gap between minority and non-minority students.Increase the number of students and adults who are bilingual and biliterate.Increase public educational choice options.

Ia.Ib.Ic.Id. Ie . If. Ig.Ih.Ii. Ij.

Goal II: Effective Learning EnvironmentFocus: Enhance the safety of students and staff, and increase the quality of the learning environmentObjectives:

Reduce the percentage of incidents related to violence, weapons, drugs, vandalism, and truancy.Strengthen counseling and academic programs for all at-risk students with particular emphasis placed on at-risk students located at alternative schools and juvenile justice centers. Reduce school overcrowding.Increase skills, knowledge, and professionalism of school staff.Increase the number of educationally productive partnerships with the community.Increase opportunities for parents and guardians to become active partners in achieving educational success for all students.Promote the community focus of schools as neighborhood learning and cultural centers for both students and other members of the community

IIa. IIb. IIc. IId.IIe.IIf.IIg.

Goal III: Efficient Management PracticesFocus: Ensure that school system operations conform to the highest business and professional standards of effectiveness, ethics,

and efficiency

Objectives:Improve the financial planning and management process to ensure that resources are allocated and expended according to district needs and priorities.Decrease the average duration of new construction, additions, and renovations and ensure that Capital Outlay programs/projects are completed within budget.Improve the delivery of services such as maintenance, classroom materials, and transportation.Ensure that personnel maintain professional standards and effectively fulfill their assigned responsibilities.Improve the perception of the Miami-Dade School District for various stakeholders.

IIIa. IIIb. IIIc.IIId.IIIe.

APPENDIX B

290251

PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

FCAT Reading Test Specifications Teachers: 96Administrators: 100

Others: 60

Best Practices in FCAT Reading Instruction

Reading Leader Professional Development Teachers: 4Administrators: 0

Others: 0

Updates related to Reading/Language Arts Instruction

Second Grade Best Practices Teachers: 7Administrators: 0

Others: 0

Update Best Practices

Developmental Reading Assessment (DRA) Training Teachers: 80Administrators: 50

Others: 0

DRA Training for new staff members

Reading Instruction for students with special needs Teachers: 6Administrators: 0

Others: 0

Update newly developed strategies

Data Analysis and Instructional Implications for Reading Instruction Teachers: 96Administrators: 0

Others: 0

Data Analysis of newly received information

CRISS Training Teachers: 9Administrators: 0

Others: 0

CRISS Training for new staff members

Project BEAR Training for First Grade Teachers Teachers: 5Administrators: 0

Others: 0

Project BEAR Training for teachers new to First Grade

Provided or in Progress in the Area of Writing Instruction


FCAT Writing Training for Fourth Grade Teachers Teachers: 9Administrators: 0

Others: 0

FCAT Writing Training for teachers new to Fourth Grade

300251


APPENDIX C

Provided or in Progress in the Area of Writing Instruction


FCAT Writing Training for Third Grade Teachers Teachers: 10Administrators: 0

Others: 0

FCAT Writing Training for teachers new to Third Grade

Holistic Scoring of Writing Prompts Teachers: 22Administrators: 0

Others: 0

Holistic Scoring of Writing Prompts for teachers new to school.

Pacing of Writing Instruction across the curriculum in grade levels. Teachers: 100Administrators: 100

Others: 0

Implementation of pacing model.

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Data Analysis and Instructional Implications for Mathematics Instruction Teachers: 10Administrators: 0

Others: 0

Data Analysis of newly received information

FCAT Mathematics Test Specifications Teachers: 90Administrators: 100

Others: 0

Best Practices in Mathematics Instruction

Instructional Pacing of FCAT Mathematics Strands for grade levels. Teachers: 86Administrators: 0

Others: 0

Best Practices sharing and updates for new staff members.

Provided or in Progress in the Area of Science Instruction


FCAT Science and Math Inservice Teachers: 10Administrators: 0

Others: 0

Similar training for staff members not trained.

FCAT Science Benchmarks (Annually Assessed and Randomly Assessed) Overview Teachers: 89Administrators: 0

Implementing FCAT Science Benchmarks in Science investigations.

310251


APPENDIX C

Other Professional Development Provided or in Progress


Technology Conference Teachers: 30Administrators: 0

Others: 0

TECH Team Participation in Future Conferences.

Using the internet and data bases to enhance instruction across the curriculum. Teachers: 82Administrators: 0

Others: 0

Provide training to staff members not trained and update as needed.

Provided or in Progress in the Area of Science Instruction


Others: 0

320251

SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

This School Performance Excellence Plan has been developed cooperatively by administrators, teachers, parents, students, and business/community representatives.

The original signature page; including signatures of EESAC members is on file at the Region/District Supervisor's Office.

Additionally, the signature of the Region Superintendent/District Supervisor certifies that this plan has been reviewed by appropriate personnel to ensure compliance with state and district rules.

330251

school performance excellence plansqi.dadeschools.net › sip › 2003-2004 › 0251.pdfschool...

Documents