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School Performance Excellence Plan

School Name and Number : 4001 - Norwood Elementary School

Principal: Frances Rotford Telephone #: (305) 653-0068

High School Feeder Pattern: 7381 - Miami Norland Senior

ACCESS Center Two Board District #: 1 - Dr. Robert B. Ingram

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.

X

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 4001 - Norwood Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesB B D D D

Vision/Mission/Belief Statement(s):

VISION: The vision of Norwood Elementary School is to create a learning climate where students, teachers, parents, community members and administrators feel welcome and confident. These stakeholders will be able to access and utilize technology to enhance teaching and learning which will result in improved academic achievement and narrowing of the achievement gap. Therefore, students will be prepared to compete in an ever-changing global society.

MISSION: The mission of Norwood Elementary School is to prepare all students to be academically successful in meeting the challenges of the Sunshine State Standards. The school will ensure that the achievement gap between the learners is narrowed and that the achievement level among all students continues to rise. Additionally, Norwood will continue to provide stakeholders with access to the most up-to-date materials and instruction for their utilization.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARYNorwood Elementary School

Given instruction using the Sunshine State Standards, students in grades 3-5 will improve their reading skills as evidenced by a 5 percent increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 31% of each subgroup identified in the NCLB requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students in grades 2 through 5 will increase their writing skills as evidenced by 5% of students increasing their score on an in-house writing prompt administered in September 2003 and April 2004.

Given instruction using the Sunshine State Standards, students in grades 3-5 will improve their math skills as evidenced by a 5 percent increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 38% of each subgroup identified in the NCLB requirements will score at the state mastery level.

Given instruction using the Sunshine State Standards, students in grade 5 will improve their knowledge of science concepts as measured by an increase of 5 points on the mean scale score of the 2004 FCAT Science Test.

Given the implementation of an inclusion model, PK-5th grade VE students will increase time with non-disabled students by 10 percentage points.

Through the implementation of staff development activities, instructional strategies, and parental involvement, student achievement at Norwood will continue to increase. We are committed to ensuring that all students will be successful in meeting the challenges of tomorrow’s society.

Norwood Elementary provides traditional instruction utilizing technology to enhance learning. The school is situated in a predominately middle class African American community and services approximately 365 general education children, 105 exceptional education children with varying learning abilities ranging from gifted to autistic and profoundly mentally handicapped. The ethnic backgrounds of Norwood Elementary School’s 470 students are 88% African American, 7% Hispanic, 3% White Non-Hispanic, and 2% Asian/Indian Multiracial. Of these, 83% receive free or reduced meal benefits. A mobility index is determined by the amount of children who move into or out of the school. Norwood Elementary School has a mobility index of 28.

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SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

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

Norwood Elementary School is committed to pursuing excellence. Major curricular endeavors include the Comprehensive Reading Plan, Accelerated Reader Program, ACALETICS, Homeroom.com, Heartbeeps 5.0, as well as our own intensive reading plan. Last year we added Break Through to Literacy in the primary grades in order to fortify our students phonemic awareness and phonics skills.

Special services to ensure that students are successful in meeting the rigorous standards at Norwood include tutorial programs which are offered during and after school. Additionally, an on site gifted program was pioneered last year with great success. The Academic Excellence Program will continue to be offered to third through fifth graders in their pursuit of academic excellence.

All of these curricular endeavors and support programs would be of little help without the use of instructional strategies. Many instructional strategies are in place to facilitate our students’ success. These instructional strategies include Reciprocal Teaching, Read and Retell, Modeling, a fast paced multi-objective based approach, and flexible grouping based on data to ensure that appropriate instruction is delivered to each student.

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:

Core Values:

The mission of Norwood Elementary School is to prepare all students to be academically successful in meeting the challenges of the Sunshine State Standards. The school will ensure that the achievement gap between the learners is narrowed and that the achievement level among all students continues to rise. Additionally, Norwood will continue to provide stakeholders with access to the most up-to-date materials and instruction for their utilization.

The vision of Norwood Elementary School is to create a learning climate where students, teachers, parents, community members and administrators feel welcome and confident. These stakeholders will be able to access and utilize technology to enhance teaching and learning which will result in improved academic achievement and narrowing of the achievement gap. Therefore, students will be prepared to compete in an ever-changing global society.

A community involvement specialist is utilized to make home visits to the families of students who are in need of reading materials, strategies, and additional support. The community involvement specialist comes to these homes equipped with books, Leap Pads, and various other materials to help the child improve their reading ability. Additionally, the support staff at Norwood Elementary provide the students with a role model and ensure that every child has someone to listen to them read and express their ideas.

Norwood Elementary School promotes knowledge and academic learning. We have rigorous standards coupled with the belief that ALL students can learn. We are a "No Excuses" school that goes above and beyond in order to meet children's needs. At it's heart Norwood is dedicated to the pursuit

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

Norwood Elementary School employs a total of 84 full-time and 12 part-time staff members. On this faculty, 51% of the instructional personnel have Master’s degrees, 6% have Specialist degrees and the remaining 46% have Bachelor’s degrees. Norwood Elementary School’s faculty is comprised of 84 full-time personnel, 37% of whom are White Non-Hispanic, 48% are Black, and 14% are Hispanic. Of the 84 full-time faculty members, 18% are male and 82% are female. The United Teachers of Dade represent the faculty.

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

Norwood Elementary School is located on 10.11 acres in North-West Miami-Dade County at 19810 NW 14th Court. Based on data from the 2003-04 M-DCPS school profiles, Norwood has an assigned capacity of 371 students with the current utilization at 127% capacity. Norwood Elementary School consists of two buildings. The original building dates back to 1969 and has been retrofitted to provide closed circuit television, internet and intranet to 100% of the classrooms. The additional building was constructed in 1995 and is therefore equipped with newer technological innovations. The budgetary commitment for facilities, technologies, and equipment is as follows. This past school year, computer terminals were upgraded in many of the classrooms and the administrative offices. The network backbone was upgraded to a gigabyte providing more efficient data exchange. Our Accelerated Reader Program was updated and continues to expand with the addition of new titles, disks, and assessments. A grant was obtained that enabled us to purchase a mobile cart with 30 laptops contained therein. This school year, technology programs are in place that will diagnose and prescribe phonemic awareness and phonics skills that children need to master in order to read fluently.

Maintenance equipment was recently purchased in order to ensure that the building is kept neat, clean, and sanitary.

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

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

The third through fifth grade students are required to participate in the Florida Comprehensive Assessment Test (FCAT)--Reading. Every student is expected to meet the state reading requirement of a level 2 on this test. In order to ensure that this is possible, tutoring programs are provided during and after school. This year 60% of students obtained level 3 or higher. Additionally, 58% of our students made learning gains and 58% of our lowest 25% made adequate progress.

In addition, the fourth grade students are required to participate in the Florida Comprehensive Assessment Test (FCAT)--Writing. Every student is expected to meet the minimal state writing requirement, which mandates that they score a 3.0 on this test. In order to make sure that this is possible, tutoring programs have been implemented to ensure that students will be successful in meeting this goal. With 98% of our students meeting the state standard of 3.0, Norwood Elementary School has been successful in exceeding state expectations.

Finally, third through fifth graders are required to participate in the Florida Comprehensive Assessment Test (FCAT)--Mathematics. Every student is expected to meet the state math requirement of a level 2. In order to accomplish this, Norwood initiated tutoring programs, such as the Math Club, to ensure that students are successful in meeting this goal. In this area we have also experienced great success with 63% of our students attaining level 3 or higher and 72%

of excellence.

Please refer to Appendex A and B for legislative issues.

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of our students making adequate learning gains.

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

Norwood Elementary School endeavors to link with the community in several ways. At the beginning of the school year, the PTA sponsors a Back to School Breakfast for the teachers and later in the year a cookout during Teacher Appreciation Week. PTA meetings are held monthly to discuss the needs of the school and the concerns of the parents. Administrators, teachers, and/or the counselor address parental concerns that arise from these meetings. Members of the community readily volunteer at the school helping the children improve in academic areas.

In order to ensure that parents and community are kept informed, each teacher maintains a parent-teacher communication log, a monthly newsletter is sent home, and the Community Involvement Specialist is deployed to targeted families. The Citizen Advisory Council and Educational Excellence School Advisory Council meetings are advertised locally and in business publications.

In addition, Norwood Elementary School provides an evening academic forum to teach parents and community members ways to assist their children. ESE parents also attend many evening workshops held at the school to assist them in meeting their child’s needs. Portfolio Night is an annual event where our children’s work is showcased. Our feeder pattern high school supports our students through a Perfect Pals mentorship program. Additionally, the community enjoys the benefits of using the school as a meeting place for the Girl Scouts and the YWCA's before and after school care programs for their children.

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.

The key suppliers and partner groups such as Educational Development Associates, the Florida Marlins, Pro Player Stadium, and the YWCA are kept informed of the school’s progress through district, ACCESS Center, local meetings, and publications. In order to boost attendance at citizen advisory committee meetings, reminders of the location, dates, and times of these meetings are advertised in business publications. The Chamber of Commerce is actively involved with the school. Our students enjoy Career Week and Truck Day, coordinated by the counselor, which features many community organizations. The parents, students and school staff donate food items to make Thanksgiving baskets for families in need. The student and staff United Way Drive have continued to meet our goal year after year. The school climate survey and a needs assessment are conducted each year involving the opinions of faculty, students, and parents. Results from these surveys are reviewed by the school’s leaders, PTA, and EESAC.

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.

Norwood Elementary School has made tremendous growth as evidenced by attaining a grade of "B" for two years in a row after three years of being a "D". Last year, Norwood won second place in the fifth grade Title I Math Bowl event. Our chess team brought home over 12 trophies throughout the last school year. One of our fifth graders was a district finalist in the Publish-A-Book contest. The community is aware and proud of our accomplishments. Students who do not live in our area continually seek transfers into our school.

3.2 CompetitorsThis item explores the alternate schools available to students.

Norwood Elementary is one of eight elementary schools in the Norland Feeder Pattern. There are two public elementary schools in close proximity to Norwood Elementary School. One school has also been designated a “B” school. The other school, has been designated a “D” school. These schools both have a much larger student population than ours. There is one private school, Beacon Hill, nearby.

Please refer to Staff Development (Appendex C).

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Norwood Elementary is a small public school, and because of our size, we are able to really get to know the students and families of the community. The number of out of area transfer requests is very high, and when a family moves out of the community most of them voice their desire to remain part of the Norwood Family. We face few competitors for our students.

The faculty and staff are proud to say they are members of the Norwood Family.

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.

Norwood Elementary attributes its success to a collaborative decision-making team that includes parents, teachers, administrators, and the community working with the Educational Excellence School Advisory Council. In addition, teacher-leaders provide direction in specialized areas of the curriculum. Through modeling, the parents, teachers, and administrators help to create an atmosphere of high standards and high expectations for every student. All of the stakeholders share the common goals of putting children first, working as a team, and increasing student achievement.In order for Norwood Elementary School to achieve its goal of excellence, our academic program must be able to prepare students to master the Sunshine State Standards. To achieve this goal, tutoring programs during and after school are offered to help those students in need of strengthening their skills. The following instructional strategies have been employed: Reciprocal Teaching, Read and Retell, Modeling, a fast paced, multi-objective based approach, flexible grouping with the usage of data to ensure that appropriate instruction is delivered to each student.

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

Norwood Elementary School’s position is threatened by a variety of factors. One of which is the mobility rate, not just of our students, but of our staff as well. Once hired the teacher is trained in the methods and instructional strategies that we use. With this training and extensive mentoring, they become a valuable commodity to the school. Every time a teacher leaves/retires, retraining must occur.

Our student mobility rate also affects our performance. When a new child enters Norwood, we must assure that he or she reaches the same skills enjoyed by students who have attended the school program continuously.

An additional threat to Norwood is the lack of support for high-risk students beyond the school day.

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

The availibility of materials, remedial and enrichment programs, and technology at Norwood serve the needs of the students and do not present challenges to the learning process. The issues that do challenge learning at our school are:

High risk students seem reluctant to spend extra time outside of the classroom in order to master new skills and to retain competence in skills already taught. The students with the greatest needs often have parents who lack confidence or are unavailable in the evening to provide additional assistance with their home learning activities.

Thus deficiencies exist in basic skills.

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.

Results of the School Climate Survey indicate a strong measure of satisfaction with the school environment as expressed by the faculty. Instructional personnel feel that the school climate is clean, safe, secure and well-organized. Challenges and issues that face our faculty include: A lack of parental involvement and

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overcrowded classrooms. These were areas of concern for 50%-60% of the faculty.

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

Norwood Elementary School has identified a few issues concerning the challenges with the internal operations and external forces. They are: Finding and better utilizing community based partners. Finding and utilizing community support agencies to assist families with problems that affect the welfare of students. Finding a mutually acceptable time to meet with the parents of academically at-risk students to develop a support group of educators and parents. This group would present and encourage the implementation of new strategies to empower parents to assist their child in acquiring literacy skills.

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.

Norwood Elementary School has identified issues concerning challenges in process improvement. Primarily, we would need more team planning during teacher workdays. Currently, this is inhibited because teachers have the option of taking a compensatory day on these workdays making it difficult to get the whole group together to conduct professional growth activities.

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.

Norwood Elementary School has identified issues concerning improvement of the Educational Design and Support process. First, at-risk students seem reluctant to spend the time outside of the classroom that is needed to master new skills and to retain competence in skills already taught. In order to address this issue, we have provided incentives for completing homework. These incentives include pencils, certificates, pep rallies, stickers, and other treats. Second, the students with the greatest needs often have parents who, for economic reasons, are unable to provide their children with additional assistance while they are doing their home learning activities. Thus, deficiencies exist in basic skills. In order to address this issue, we have provided tutorial programs, both during and after school.

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.

The faculty of Norwood Elementary School has indicated on the School Climate Survey that their ability to do the best possible job is limited by a lack of concern and/or support from the parents. Our Community Involvement Specialist makes home visits to distribute material and increase the knowledge of the stakeholders' instructional strategies. Additonally, information is gathered and shared with teachers and parents regarding enrichment activities. Norwood offers evening workshops to parents as well as Saturday forums to discuss academic issues.

The faculty has indicated a concern for overcrowded classrooms. Hourly part time personnel are assigned to assist teachers in their classroom endeavours. Technology plays an important role in reducing class size, in that, the class can be divided into small groups for instruction and reinforcement of skills.

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.

Norwood Elementary School has identified two key issues concerning challenges with internal operations and external forces. In order to develop and maintain a working relationship with community partners both the PTA and our Community Involvement Specialist will endeavor to find and engage community-based businesses. Additionally, it has been noted that time to meet with the community at a mutually acceptable time is often difficult. In order to address this problem the Community Involvement Specialist has been utilized to be a liaison between the home and the school. We have also provided each teacher with a voice mailbox so parents can leave messages directly for the teacher. Additionally, we have combined events so that there are less actual events for parents to attend. There has also been a rescheduling of events, so that parents who are available during the day can also participate in school activities.

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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.

Norwood Elementary School staff has determined that it must use test data to maintain our academic status. The administration and faculty agree that collecting, analyzing and making instructional decisions based on our data is critical to the success of the students. Each time an assessment is administered, the results are carefully scrutinized by strand to determine where instruction is needed. The results are monitored regularly. Team meetings are held weekly where teachers do collaborative scoring, review on-going data, and generate teaching/learning strategies for students.

In order to accomodate this, the master schedule was developed to provide teachers with direct contact time with curriculum leaders, thus ensuring the process occurs.

Additionally, teachers are occasionally given release time and substitute coverage so that they can collaboratively score assessments, review data, and generate new ideas.

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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 determined that funds should be provided for small group tutoring and a reading specialist to deliver the service, a supplemental mathematics program and a community involvement specialist.

Training:The EESAC determined that training in the areas of reading, writing, mathematics and science should continue.

Instructional Materials:The EESAC determined that consumable materials should be replenished and teachers should submit a list of materials they need so that they can be purchased for them.

Technology:The EESAC determined that they will continue to offer students and parents access to Homeroom.com for third through fifth grade students. The EESAC supports the new program, Break Through to Literacy. If funds permit the EESAC would like to see the continuation of Time to Read for ESE students.

Staffing:The EESAC determined that they would continue to support present personnel, including the Reading Leader, ESE Program Specialist, tutors, Community Involvement Specialist, and teaching staff in providing academic programs beneficial to students.

Student Support Services:The EESAC determined that they will continue to support the Community Involvement Specialist (CIS) providing materials and strategies for parents to help their children so that academics will improve. The CIS will monitor the home reading program which directly supports the reading and parental involvement initiative.

School Safety and Discipline:The EESAC determined continuation of the staff's safety protocol. The Student Code of Conduct as well as school site disciplinary procedures are effective and will be continued.

Other Matters of Resource Allocation:The EESAC determined that they will continue to be involved in bridging the home-school connection of this community by participating in the citizen's advisory council meetings, activities with the feeder pattern schools, and supporting feeder pattern initiatives such as the Parent Summit Conference.

Benchmarking:The EESAC determined that benchmarking activities required by the district as well as in-house will continue to be utilized. The EESAC supports visitations and/or communication with other schools in order to observe "Best Practices."

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TITLE I ASSESSMENT ISSUES

School Profile/ Needs Assessment: (continued)

Parent InvolvementWe have discovered that parental involvement increased when we combined activities rather than offering many activities on separate dates. Therefore, honor roll assemblies combined with inviting parents to eat lunch with their child has shown a dramatic increase in parental attendance. Home visits provide parents with information, instructional strategies and materials so that parents may work with their child at home.

Family LiteracyWorkshops are held for parents that include current trends in education and best practices. An investment was made in Leap Pads and books to be checked out by parents. Reading logs are given to every child and must be signed by the parent daily to insure that the 30 minutes of daily home reading has been completed by the child.

School ClimateOur school climate is pleasant, cooperative, motivational and clean. The children are held accountable for their academic progress. High expectations and rigourous standards are the expectation.

Health ServicesThere is a part-time nurse who spends one day per week at the school. Health care curriculum and presentations are provided to students.

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

B B D D D

1999-20002000-20012001-20022002-2003

60 63 91

58 72

58

402

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 176 135 91

214

130

58

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

54 63 80

60 90

60

407

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 174 153 80

197

150

60

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)114001


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 57 299 26 7 37 25 5 58 307 14 22 40 22 2

2001-2002 53 278 32 15 36 17 0 54 292 26 19 30 20 6

2000-2001 63 284 63 298

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 62 292 34 16 31 16 3 63 275 38 19 32 8 3

2001-2002 57 317 21 18 23 28 11 57 321 5 32 32 26 5

2000-2001 63 281 48 22 19 8 3 62 262

1999-2000 71 272 49 18 18 13 1

1998-1999 76 258 66 13 12 8 1

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

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 66 276 30 27 27 12 3 66 330 17 24 26 24 9

2001-2002 70 265 41 23 27 7 1 70 323 17 36 19 20 9

2000-2001 73 247 73 321 26 19 21 30 4

1999-2000 79 315 19 46 20 9 6

1998-1999 72 298 35 29 25 11 0

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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

61 0 0 0 3 18 23 30 15 3 7 22002-2003 3.9

58 0 0 5 2 33 16 29 10 3 2 02001-2002 3.6

65 2 0 8 5 34 12 29 5 3 3 02000-2001 3.4

70 1 0 4 3 27 27 31 4 1 0 01999-2000 3.5

77 3 5 4 12 29 27 14 4 1 1 01998-1999 3.2

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

32 0 0 0 3 19 16 38 16 3 6 02002-2003 3.9

28 0 0 7 4 54 0 25 11 0 0 02001-2002 3.3

31 0 0 10 6 48 10 19 6 0 0 02000-2001 3.2

33 0 0 6 3 27 27 24 9 3 0 01999-2000 3.5

38 3 5 3 8 32 37 11 3 0 0 01998-1999 3.1

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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

29 0 0 0 3 17 31 21 14 3 7 32002-2003 3.9

30 0 0 3 0 13 30 33 10 7 3 02001-2002 3.8

34 3 0 6 3 21 15 38 3 6 6 02000-2001 3.6

37 3 0 3 3 27 27 38 0 0 0 01999-2000 3.4

39 3 5 5 15 26 18 18 5 3 3 01998-1999 3.2

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ObjectiveGiven instruction using the Sunshine State Standards, students in grades 3-5 will improve their reading skills as evidenced by a 5 percent increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 31% of each subgroup identified in the 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

X ( )

5

X ( )

6

X ( )

7

X

School Name: Norwood Elementary School District Name:

Performance Grade: B 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 60% of students have met the state required mastery level, 58% have made annual learning gains, and 58% scoring in the lowest 25% made adequate progress.

Definition of Adequate Progress:Adequate progress will be determined if 63% of the students in the accountability matrix demonstrate Achievement Level 3 or higher.

Evaluation:This objective will ultimately be evaluated by the scores of the 2004 FCAT Reading Test. Quarterly benchmarks will provide formative assessment to monitor progress made toward achieveing the objective.

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

SAC members involved in the development of this objective:

Rotford, Frances Townsley, Janine Williams, Kevin Adams, Bessie

Dollinger, Ginny Campbell, Willemena Jackson, Andrea Cunningham, Henry

Mixon, Shirley Williams, Glenis Pennant, Shazzanne Jennings, Stephanie

Names: Names: Names:

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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

. Utilize the Miami-Dade County Public School District Comprehensive Reading Plan.

*Principal, Assistant Principal, Reading Leader,

Teachers

Sep. '03 Jun. '04 1 Guided Reading Materials, Harcourt Reader Series, Accelerated Reader, Sadlier Oxford Vocabulary Books, Primary Phonics, Breakthrough to Literacy, Taking the High Road, Blast Off!, FCAT Coach, SRA Multiple Skills, McCall Crabbs

. Utilize a Community Involvement Specialist to provide information and ideas to families on how to help students with independent reading, home learning, and other curriculum-related activities.

*Principal, Assistant Principal, Reading Leader, Community Involvement Specialist and Teachers

Sep. '03 Jun. '04 2 Title I Funding, LeapPads, Take Home Readers

. Provide support to teachers through staff development and on-site individual assistance from the Reading Leader.

*Assistant Principal and Reading Leader

Sep. '03 May '04 3 School site, ACCESS Center, and District Resources

. Utilize data from formal & informal assessment tools to facilitate the emphasis for instruction.


Teachers

Sep. '03 Jun. '04 4 Weekly assessments recorded on matrix and monitored by administrators, teachers and reading leader.

. Provide motivational activities for reading logs and Accelerated Reader.

*Assistant Principal, Reading Leader, Media

Specialist

Sep. '03 May '04 5 EESAC, PTA, and Title I funds

. Implement and monitor student progress using Breakthrough to Literacy, and Homeroom.com.

*Assistant Principal Reading Leader, and

Teachers

Sep. '03 Jun. '04 6 Title I funds

. Provide small group instruction to all subgroups of students scoring at level one or two according to the results of the FCAT during and after the school day.


and Teachers

Sep. '03 May '04 7 Title I funds

. Parents will participate in an FCAT Reading workshop. *Principal, Assistant Principal, Reading Leader,

Teachers, Guest Speaker,and Staff Members

Nov. '03 Feb. '04 8 Computer, door prizes, refreshments

. Implement a recognition program to improve the attendance rate of all subgroups identified in the NCLB requirements.

Principal, *Assistant Principal

Sep. '03 Jun. '04 9 EESAC, PTA, and Title I funds

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).

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ObjectiveGiven instruction using the Sunshine State Standards, students in grades 2 through 5 will increase their writing skills as evidenced by 5% of students increasing their score on an in-house writing prompt administered in September 2003 and April 2004.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Writing indicate that 98% have met the required state mastery level of 3.0 or higher.

Definition of Adequate Progress:Adequate progress will be achieved if 5% of students increase their score on the in-house writing prompt.

Evaluation:This objective will be evaluated by comparing scores of a pre in-house writing prompt administered in the Fall of 2003 to a post in-house writing prompt administered in the Spring of 2004. Monthly assessments will be used to monitor progress toward this objective.

Aligns with District Goal # 1 2 3 1 2 3 4 5 6 8 Other : See below


Rotford, Frances Townsley, Janine Williams, Kevin Williams, Glenis

Adams, Bessie Jackson, Andrea Pennant, Shazzanne Campbell, Willemena

Kopet, Robin Dollinger, Ginny Mixon, Shirley Cunningham, Henry


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STRATEGIES

Start Date

End Date

Timeline



person.


. Write and publish a student produced school newspaper. *Assistant Principal, Media Specialist, AEP Teachers

Sep. '03 May '04 1 Computers, paper, other materials

. Provide portfolio assessment that reflects various writing samples.

*Assistant Principal, Teachers

Sep. '03 May '04 2 Monthly grade level prompts

. Utilize Reading Leader to provide coaching modeling, and in-services on the writing process.

*Assistant Principal, Reading Leader

Sep. '03 May '04 3 Title I funds

. Utilize information gathered from monthly writing prompts to diagnose and to facilitate the teachers' focus of instruction.

*Assistant Principal, Reading Leader

Oct. '03 May '04 4 Matrix

. Participate in Publish-A-Book Contest. *Reading Leader Dec. '03 Feb. '04 5 Title I funds

. Parents will participate in an FCAT strategies workshop. *Principal, Assistant Principal, Reading Leader, Teachers, Media Specialist,

Guest Speakers, Staff Members

Nov. '03 Feb. '04 6 Refreshments, door prizes, computers


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ObjectiveGiven instruction using the Sunshine State Standards, students in grades 3-5 will improve their math skills as evidenced by a 5 percent increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 38% of each subgroup identified in the NCLB requirements will score at the state mastery level.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Mathematics test indicate that 63% of the students met the required state mastery level and that 72% made annual learning gains.

Definition of Adequate Progress:Adequate progress will be determined to have been made if 66% of the students in the accountability matrix demonstrate Achievement Level 3 or higher.

Evaluation:This objective will ultimately be evaluated by the scores of the 2004 FCAT Mathematics Test. Quarterly benchmarks will provide formative assessments to monitor progress toward achieving the objective.



Rotford, Frances Townsley, Janine Williams, Glenis Williams, Kevin

Dollinger, Ginny Campbell, Willemena Pennant, Shazzanne Jackson, Andrea

Mixon, Shirley Cunningham, Henry Jennings, Stephanie Kopet, Robin


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STRATEGIES

Start Date

End Date

Timeline



person.


. Provide activities that give students an opportunity to apply their mathematical skills to real life situations related to the world of work.

*Principal, Assistant Principal

Sep. '03 May '04 1 Harcourt Mathematics Text

. Utilize the ACALETICS Mathematics Program that encompasses the skills specified in the Competency Based Curriculum and Florida Sunshine State Standards.


Sep. '03 Jun. '04 2 Title I funds

. Provide FCAT daily practice. *Principal, Assistant Principal, Teachers

Sep. '03 Jun. '04 3 Harcourt Math Advantage, Blast Off, Problem Solving Step by Step

. Provide portfolio assessment that reflects various mathematical skills.

*Principal, Assistant Principal, Teachers

Sep. '03 May '04 4 Binders for portfolios

. Utilize information gathered from periodic assessments to diagnose and facilitate teachers' emphasis on instruction.


Sep. '03 Jun. '04 5 ACALETICS

. Provide extended day program through small group tutorial to at least the lowest 25% of students including subgroups identified by NCLB..

*Principal, Assistant Principal, hourly teachers

Oct. '03 Mar. '04 6 Title I funds and Title VI Grant funds

. Provide Homeroom.com accounts to students in grades 3-5.


Oct. '03 May '04 7 Title I funds

. Parents will participate in an FCAT strategies workshop. *Principal, Assistant Principal, Teachers, Guest Speakers, Staff Members

Oct. '03 Nov. '03 8 Computers, refreshments, door prizes


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ObjectiveGiven instruction using the Sunshine State Standards, students in grade 5 will improve their knowledge of science concepts as measured by an increase of 5 points on the mean scale score of the 2004 FCAT Science Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentScores of the 2003 FCAT Science Test indicate that the mean scale score is 287.

Definition of Adequate Progress:Adequate progress will occur if the fifth grade students increase the mean scale score to 292.

Evaluation:This objective will be evaluated by an increase in the mean scale score as tested by the 2004 FCAT Science Test. Quarterly benchmarks will provide formative assessements to monitor progress toward achieving the objective.



Rotford, Frances Townsley, Janine Williams, Kevin Williams, Glenis

Adams, Bessie Dollinger, Ginny Campbell, Willemena Cunningham, Henry

Mixon, Shirley Jackson, Andrea Pennant, Shazzanne Kopet, Robin


224001

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide activities that give students an opportunity to apply their scientific knowledge through hands on investigational activities.


Sep. '03 Jun. '04 1 Materials, computers

. Teachers will model the science process to ensure its use in the classroom.


Oct. '03 May '04 2 Science textbooks, science daily FCAT practice

. Appropriate textbooks, technology, and materials will be provided for each grade level.

*Assistant Principal Sep. '03 Jun. '04 3 Discretionary budget

. Utilize science scope and sequence to drive instruction. *Assistant Principal, Media Specialist, Teachers

Sep. '03 Jun. '04 4 Textbooks

. Correlate multi-media activities to science instruction. *Assistant Principal, Media Specialist and Teachers

Sep. '03 Jun. '04 5 Multi-media and technology


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ObjectiveGiven the implementation of an inclusion model, PK-5th grade VE students will increase time with non-disabled students by 10 percentage points.

School Leadership






Performance Results


( )

4

( )

3

X( )

2

X( )

1

X ( )

5

( )

6

( )

7

X


Performance Grade: B School Performance Excellence Goal: # 5 : Other



Needs AssessmentBased on district data PK-5th grade Varying Exceptionalities (VE) students spent 44% of their academic day with non-disabled peers during the 2002-2003 school year.

Definition of Adequate Progress:Adequate progress will be determined if PK-5th grade VE students spend 54% of their academic time with non-disabled students.

Evaluation:This objective will be evaluated by comparing the amount of time PK-5th grade VE students spend with non-disabled peers in an academic setting using Spring 2003 district data as compared to Spring 2004 district data. Quarterly monitoring of time with non-disabled peers will measure the success of the objective.

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


Campbell, Willemena Dollinger, Ginny Jackson, Andrea Jennings, Stephanie

Mixon, Shirley Rotford, Frances Townsley, Janine Williams, Glenis

Williams, Kevin Cunningham, Henry Adams, Bessie Pennant, Shazzanne


244001

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide support to teachers through staff development and on-site individual assistance.

*Assistant Principal, Teachers, Program

Specialist

Sep. '03 Jun. '04 1 District workshops

. Monitor student time with non-disabled students. *Assistant Principal, Program Specialist

Sep. '03 May '04 2 District data

. Provide support to teachers through periodic conferences regarding individual student progress.

*Principal, Assistant Principal, Program

Specialist, School personnel

Sep. '03 May '04 3 Matrix

. Modify IEP schedule to reflect increased time with non-disabled peers.

ESE Teachers, Program Specialist, Department

Chairperson

Sep. '03 Jun. '04 4 District data


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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.

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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.

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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.

284001

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

294001

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.

304001

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

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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

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PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

Lexia Training Teachers: 100Administrators: 100

Others: 100

None

Breakthrough to Literacy Teachers: 100Administrators: 100

Others: 50

On-going

Kindergarten Student Assessment Instrument Staff Development Teachers: 100Administrators: 50

Others: 0

None

Reading is Fundamental Training Session Teachers: 0Administrators: 0

Others: 50

None

Assessment Training for All Prekindergarten Teachers: 100Administrators: 0

Others: 0

None

America Reads! Beginning of the Year Meeting Teachers: 0Administrators: 0

Others: 50

None

Project Opening Worlds of Literacy Teachers: 50Administrators: 0

Others: 0

None

Reading Leader Meeting Teachers: 0Administrators: 0

Others: 100

None

Project Becoming Effective Active Readers Teachers: 50Administrators: 0

Others: 0

None

Project Becoming Effective Active Readers Teachers: 50Administrators: 0

Others: 0

None

Project Opening Worlds of Literacy Development Teachers: 50Administrators: 0

Others: 0

None

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APPENDIX C

Provided or in Progress in the Area of Reading Instruction


Level II Training for Kindergarten-Breakthrough To Literacy Teachers: 50Administrators: 0

Others: 0

None

Level II Training for Grade 1-Breakthrough To Literacy Teachers: 100Administrators: 0

Others: 0

None

Reading Leader Meeting Teachers: 0Administrators: 0

Others: 100

None

Reading First Informational Meeting Teachers: 17Administrators: 50

Others: 0

None

Reading Assessment and the LEP Child Teachers: 0Administrators: 0

Others: 100

None


Others: 0

None

CRISS Workshop Teachers: 8Administrators: 0

Others: 0

Increase number of teachers


Others: 0

None

Provided or in Progress in the Area of Writing Instruction


FCAT Writing Training Teachers: 50Administrators: 33

Others: 0

In-houseOn-going for New Teachers

344001


APPENDIX C

Provided or in Progress in the Area of Writing Instruction


FCAT Writing Training Teachers: 75Administrators: 0

Others: 50

On-going for New Teachers

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Mathematics Inservice Teachers: 8Administrators: 33

Others: 0

None

Mathematics Teachers Forum Teachers: 8Administrators: 0

Others: 0

None

Mathematics and Science Inservice Programs Teachers: 8Administrators: 33

Others: 0

Would Like to Expand Training for Teachers


Others: 0

Would Like to Expand Training for Teachers

Math and Science Principals' Leadership Institute Teachers: 0Administrators: 33

Others: 0

None

Math Mentoring Workshop Teachers: 8Administrators: 0

Others: 0

None

Math Training for LD/VE Teachers Teachers: 50Administrators: 0

Others: 0

Continue

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APPENDIX C

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

One-Day Mathematics Staff Development for Elementary LD/VE Teachers Teachers: 50Administrators: 0

Others: 0

Continue


Others: 0

None


Others: 0

Continue


Others: 0

None

Other Professional Development Provided or in Progress


Summer Institute for Teachers of Students with Autism Spectrum Disorder Teachers: 13Administrators: 0

Others: 0

All Teachers of Autism Would Benefit

Provided or in Progress in the Area of Science Instruction


Science Scope/Sequence Teachers: 100Administrators: 66

Others: 10

None

Instructional Technology Conference Teachers: 6Administrators: 33

Others: 0

Beneficial to Teachers

364001


APPENDIX C



Exceptional Student Education (ESE) Mentee Teachers Teachers: 6Administrators: 0

Others: 0

Valuable for New Teachers

Training for Teachers of Students with Autism Spectrum Disorder Teachers: 65Administrators: 0

Others: 0

None

Autism and Structuring the Classroom for Autism Program Teachers: 13Administrators: 0

Others: 0

None

Autism Program Meeting from IEP to IGS Part I Teachers: 13Administrators: 0

Others: 100

None

Mandatory Training in Safe Physical Management for Teachers, Paraprofessionals,Support Staff Servicing Selected ESE Students

Teachers: 12

Administrators: 0Others: 5

All ESE Teachers Needed

Functional Assessment of Behavior Workshop Teachers: 18Administrators: 0

Others: 0

None

Relative Language Dominance Checklist Training Teachers: 6Administrators: 0

Others: 0

On-going Training Needed

FCAT Staff Development for LD/VE Teachers Teachers: 100Administrators: 0

Others: 0

None

Profoundly Mentally Handicapped (PMH) Program Meeting Teachers: 25Administrators: 0

Others: 0

None

Prekindergarten Program for Children with Disabilities Teachers: 25Administrators: 0

Others: 0

On-going

Integrating Technology into the Curriculum for Students who are Physically Impaired, Profoundly Mentally Handicapped and Autistic

Teachers: 13

Administrators: 0

None

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APPENDIX C



Others: 0

Occupational and Physical Therapy Teachers: 0Administrators: 0

Others: 17

None

Elementary Math Training for LD/VE Teachers Teachers: 50Administrators: 0

Others: 0

Teachers Could Benefit From Added Training

Autism Program Meeting Teachers: 13Administrators: 0

Others: 0

None

Web interface for Special Educators for (ESE) Teachers Teachers: 25Administrators: 0

Others: 0

On-going for Teachers

Staff Development Workshop for Elementary Gifted Resource Teachers Teachers: 100Administrators: 0

Others: 0

None

District-Wide Meetings Addressing Critical Information for Elementary LD/VE Teachers

Teachers: 50


None

Review of Educational Plan (EP) Procedures Administering and Scoring the Williams' Creativity Test and Creativity Staff Development

Teachers: 12


Reviewing Needed

Mandatory Sexual Harassment Workshop Teachers: 13Administrators: 33

Others: 0

None

Inclusionary Practices and Differentiated Instruction Training for General Education/Exceptional Student Education Teachers of Students with Autism Spectrum Disorder (ASD)

Teachers: 13


Teachers Would Benefit From On-Going Training

ESE Teachers and Speech Language Pathologists of Programs for Students with Autism

Teachers: 6

Administrators: 0

None

384001


APPENDIX C



Others: 17

ESE Articulation Workshop Teachers: 6Administrators: 0

Others: 0

On-going for Selected Teacher

Autism Program Meeting III Teachers: 3Administrators: 0

Others: 0

None

Integrating Neuromotor and Sensorimotor Treatment Approaches into the Classroom Teachers: 50Administrators: 0

Others: 0

Some Teachers could Benefit

Autism Program Meeting Part IV Teachers: 13Administrators: 0

Others: 0

None

Inclusion Teachers: 19Administrators: 33

Others: 0

On-going

School Support Team Coordinators Meetings Teachers: 0Administrators: 33

Others: 0

None

Title I Instructional Fair/Seminar Teachers: 0Administrators: 33

Others: 100

None

Theodore Gibson Sponsors' Workshop Teachers: 0Administrators: 0

Others: 100

None

Ethics Professional Development Program Teachers: 50Administrators: 33

Others: 0

All Staff Needs Training

School Team Training Opportunity for Development Inclusive Classrooms Teachers: 20Administrators: 33

Others: 0

On-going training would benefit teachers

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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.

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