florida differentiated accountability program 2009 –...

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: FLAMINGO ELEMENTARY SCHOOL

District Name: Dade

Principal: Claudia J. Hessing

SAC Chair: Isela Rodriguez

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending

Last Modified on: 08-19-2009

Dr.Eric J.Smith, Commissioner

Florida Department of Education 325 West Gaines Street

Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Vision: The staff, parents, and community of Flamingo Elementary School are committed to creating a safe and loving environment from which all students will become well-rounded responsible citizens. These productive citizens will be critical thinkers and problem solvers who will be able to transfer and apply their knowledge to real life situations.

Mission: The staff, parents, and community of Flamingo Elementary School are dedicated to providing a nurturing, comfortable, and supportive environment where we uphold high standards and expectations and where each student is challenged to reach his or her potential.

Brief History and Background of the School

Flamingo Elementary School is located on the east side of the city of Hialeah and is surrounded by residential homes and a few apartment buildings. The school was established in 1955 to serve students in Pre-Kindergarten through sixth grade. The school’s grade configuration changed to Pre-Kindergarten through fifth grade beginning in the 2002-2003 school year. The school has been retro-wired to provide Internet and Intranet access to 100 percent of the classrooms. There are at least four computers per classroom including one teacher station, an open access computer lab, a paperless classroom, and portable distance learning equipment. The media center houses a state of the art Closed-Circuit Television (CCTV) System and Internet access via all of its computer stations. There is one relocatable classroom, which houses a Title I pre-kindergarten class. The north boundary is adjacent to Bright Park, allowing the students access to the community play equipment located in the park. The school’s buildings occupy a large portion of the grounds (4 acres) therefore, the physical education classes and activities are conducted at the park.

Unique School Strengths for Next Year

Flamingo Elementary School has met high standards of performance for the last eight years. Based on the preliminary 2009 FCAT results, the school will once again earn an “A” grade. It has been recognized for superior performance and has received a Platinum Award each year. The school has met Adequate Yearly Progress for three consecutive years. Our students will be provided a variety of opportunities to access NASA resources in science, technology and mathematics through the Distance Learning Program. The school will be instituting a science lab classroom to provide access to all students to conduct hands on experiments. Additional science supplies and materials such as a digital microscope and scales have been purchased to equip and enhance the science lab experience. The school will also receive 8 SmartBoards and 50 DELL computers to facilitate the teaching and learning of the Next Generation Standards.

Unique School Weaknesses for Next Year

Flamingo Elementary School has been impacted by the increasing influx of immigrant students in the intermediate grades. These students enter the school at different intervals during the school year. Some enter after the first semester of the school year and are still expected to perform and meet the same proficiency requirement as non-ELL students who have benefited from a full year of instruction. Additionally, these students (and their families) have unique linguistic and social needs that need to be addressed continuously by our faculty and staff.

In order to maintain a smaller student-to-teacher ratio, the school utilized Title I funds to purchase two full-time teacher positions for the 2009-2010 school year. As a result, the school will have less Title I funds for hourly paraprofessionals and supplemental resources. Last school year those funds were utilized to hire hourly paraprofessionals which provided interventions during the school day to Tier 2 students in kindergarten through fifth grade. Next school year, we would have to

dramatically reduce their hours of service.

Budget cuts at other levels may also jeopardize the school’s ability to secure grant funds in order to offer Saturday and/or before and after school tutorials for our struggling students. The absences of these services will undeniably have a negative impact on student achievement.

Student Demographics

Flamingo Elementary School is a Title I school serving an average of 870 students from a predominantly Hispanic and economically disadvantaged community. The student population is 98% Hispanic, 1% Black, and 1% White. 84% are Economically Disadvantaged and receive Free or Reduced price lunch. Additionally, 5% of students are Students with Disabilities (SWD), 38% are classified as English Language Learners (ELLs), and nearly 7% of students are Gifted. For the last four years all identified subgroups have met Adequate Yearly Progress (AYP).

Student Attendance Rates

Flamingo Elementary School has maintained a high schoolwide student attendance average for the last decade. The school has exceeded the growth of the district and the feeder pattern elementary school over the last three years: Flamingo Elementary School, 2006-2007: 96.86%; 2007-2008: 96.93%; 2008-2009: 97.08%; Miami-Dade District, 2006-2007: 94.96%; 2007-2008: 95.45%; 2008-2009: 9%. Hialeah Feeder Pattern, 2006-2007: 95.61%; 2007-2008: 96.09%; 2008-2009: 96.29%. The staff has also maintained an excellent attendance rate of 95.6% or higher and a low turnover rate.

Student Mobility

The mobility rate of the school has decreased over the past years: 21% in the 2005-2006 School Year, 18% in the 2006-2007 School Year, and 16% in the 2007-2008 school year. This mobility traditionally comes from students new to Miami-Dade County Public School, predominantly immigrant students from Central and South America. Although this mobility has not had a financial impact on our school, it does affect the continuity of instructional services that these students receive.

Student Suspension Rates

Flamingo Elementary School has been successful in curtailing serious disruptive behaviors with the implementation of anti-bullying and conflict resolution lessons and presentations in the classrooms. Additionally, teachers have embraced the School Support Team process as a tool for behavior modification. They actively participate in the development and monitoring of meaningful Behavior Intervention Plans for students experiencing behavior and/or socio-emotional problems. As a result, the in-school and out-of-school suspension rates have remained under 2% for the past three years. 2005-2006: In-school 0, Out-of-school 10 2006-2007: In-school 0, Out-of-school 3 2007-2008: In-school 3, Out-of-school 8

Student Retention Rates

Flamingo Elementary School’s retention rate decreased two percentage points when compared to the previous year. 2005-2006: 7.3 percent not promoted. Of those, three Grade 3 students were promoted based on the Grade 3 Fall Alternative Assessment.

2006-2007: 7.4 percent not promoted. Of those, 10 Grade 3 students were promoted based on the Grade 3 Fall Alternative Assessment and five based on the Grade 3 Mid-Year Promotion Test.

2007-2008: 4.4 percent not promoted. Of those, one third grade student was promoted based on the Grade 3 Summer Alternative Assessment and two based on the Grade 3 Mid-Year Promotion Test.

Class Size

Class sizes have been reduced across all grade levels and subject areas to meet national and state requirements and to maximize the effectiveness of our high qualified faculty. Currently 95% of our teachers are deemed highly qualified and the smaller class size has enabled them to further personalize and differentiate instruction. The average class size for core courses is: PreK-3: 1 teacher to 15.82 students; 4-5: 1 teacher to 17.55 students. The average class size in the general education classrooms is: Kindergarten: 18 students; Grade 1: 18.5 students; Grade 2: 18.5 students; Grade 3: 19 students, Grade 4: 22.5 students, and Grade 5: 22.7 students. The teacher to student ratio in the SPED resource classrooms is 1 teacher to 7 students and in the SPED inclusion classrooms, 1 teacher to 3 students. The average class size in the ESOL self-contained classes is usually higher than the general education classes due to the continuous influx of immigrants throughout the school year. The average class size in the ESOL resource classrooms, is 1 to teacher to 12 students.

Academic Performance of Feeder Pattern

All elementary schools in the Hialeah Senior High School’s Feeder Pattern have maintained an “A” grade for the last two years, except for James H. Bright, which just improved its school grade from a “B” to an “A” grade. Most of the schools however have not met AYP for 1 to 6 years. Flamingo Elementary School and James H. Bright /James W. Johnson Elementary School are the only two schools that have made AYP and thus are not SINI or DA schools. The two middle schools in our feeder pattern are Henry H. Filer and Hialeah Middle. The former maintained an “A” grade and the latter maintained a “C” grade. The high school in the feeder pattern, Hialeah Senior High School dropped a letter grade, from a “C” to a “D” grade. Despite vertical articulation activities and meetings, the feeder pattern has not been successful in preparing students for the rigors of secondary school.

School Name, Differentiated Accountability Status, 08-09 School Grade

James H. Bright/J. W. Johnson Elementary, Unclassified, Sini:0, A Grade Amelia Earhart Elementary, Prevent I, SINI 2, A Grade Flamingo Elementary, Unclassified, SINI 0, A Grade Meadowlane Elementary, Correct 1, SINI 5, A Grade North Hialeah Elementary, Correct 1, SINI 5, A Grade Palm Springs Elementary, Correct 1, SINI 4, A Grade Mae M. Walters Elementary, Correct 1, SINI 5, A Grade Henry H. Filer Middle, Correct I, SINI 6, A Grade Hialeah Middle School, Correct II, SINI 6, C Grade Hialeah Senior High School, Correct II, SINI 6, D Grade

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

Flamingo Elementary School will enter its third year in partnership with NASA through its NASA Explorer Schools Grant. This grant offers a team of teachers the opportunity to participate in NASA sponsored workshops and to in turn plan and conduct activities to support and integrate mathematics and science into our school curriculum. These activities include interactive distance learning programs targeting various topics and audiences. NASA Family Nights further offer opportunities to expose parents to science content and thus further involve them in their children’s education.

For the second consecutive year, the school was being awarded the TEENS for Kids Grant, sponsored by the Children’s Trust and the Citrus Health Network. This program provides a number of additional resources, including high school tutors, supplies, and academic incentives to enhance the educational program.

The school will also continue to participate in the Health Connect in Our Schools partnership with the Children’s Trust, Miami-Dade County Health Department, and local health service providers. This program provides an on-site part-time registered nurse, a full-time nurse’s assistant, and a part-time social worker.

Flamingo Elementary School also collaborates with district programs and services, community agencies and the business community in order to integrate educational services to all students. This collaboration includes: Head Start, Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education, Staff Development Department, Miami-Dade County Health Department, community colleges, universities, ESOL/LEP Programs, Migrant, Neglected/Delinquent, Atrisk Programs, Homeless Agencies, the Parent Academy, the Parent Information and Resource Center (PERC), the PTS/PSTA, Upward Bound and Pre-collegiate programs at community colleges and universities, Home Instruction for Parents of Preschool Youngsters (HIPPY), Homestead Housing Authority, and through compacts with local municipalities as well as Metro Dade County.

These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, migrant children, N & D children, homeless children, and migrant children. An avenue will be provided for sharing information about available services, and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an on-going basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100.

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

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Claudia J. Hessing

BS- Exceptional Child Education, Barry University; MS-Diagnostic Teaching, Florida International University; Administration and Supervision, Nova University;

3 20

Principal of Flamingo ES in 2008-2009: Grade: A, Reading Mastery: 72%, Math mastery: 72%, Science Mastery: 38%, Writing Mastery: 94%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2007-2008: Grade: A, Reading Mastery 73%, Math Mastery 73%, Science Mastery 45%, Writing Mastery 96%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2006-2007: Grade: A, Reading Mastery 71%, Math Mastery 71%, Science Mastery 44%, Writing Mastery 94%. AYP: 100%, all subgroups met AYP in reading, math, and writing.

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Certification- Educational Leadership, State of Florida

Principal of Carol City ES in 2005-2006: Grade C, Reading Mastery: 36%, Math Mastery: 43%. Writing Mastery: 77%. AYP: 71%, SWD did not make AYP in reading. Eco. Dis. and Black did not make AYP in math. 2004-2005: Grade: C, Reading Mastery: 51%, Math mastery: 45%, Writing Mastery: 77%. AYP: 80% SWD did not make AYP in reading. Eco. Dis. and Black did not make AYP in math.

Assis Principal Ileana R. Sotolongo

BS- Modern Language Education, Florida International University; MS-Modern Language Education, Florida International University; Certification- Educational Leadership, State of Florida

10 8

AP of Flamingo ES in 2008-2009: Grade: A, Reading Mastery: 72%, Math mastery: 72%, Science Mastery: 38%, Writing Mastery: 94%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2007-2008: Grade: A, Reading Mastery 73%, Math Mastery 73%, Science Mastery 45%, Writing Mastery 96%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2006-2007: Grade: A, Reading Mastery 71%, Math Mastery 71%, Science Mastery 44%, Writing Mastery 94%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2005-2006: Grade: A, Reading Mastery 77%, Math Mastery 70%, Writing Mastery 90%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2004-2005: Grade: A, Reading Mastery81%, Math Mastery 75%, Writing Mastery 86%. AYP: Provisional-97%, the Total Writing Proficiency was not met.

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

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

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Juan Cabrera

Professional Educator’s: Elementary Ed. 1-6 Reading K-12

17 6

2008-2009: Grade: A, Reading Mastery: 72%, Math mastery: 72%, Science Mastery: 38%, Writing Mastery: 94%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2007-2008: Grade: A, Reading Mastery 73%, Math Mastery 73%, Science Mastery 45%, Writing Mastery 96%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2006-2007: Grade: A, Reading Mastery 71%, Math Mastery 71%, Science Mastery 44%, Writing Mastery 94%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2005-2006: Grade: A, Reading Mastery 77%, Math Mastery 70%, Writing Mastery 90%. AYP: 100%, all subgroups met AYP in reading, math, and writing. 2004-2005: Grade: A, Reading Mastery81%, Math Mastery 75%, Writing Mastery 86%. AYP: Provisional-97%, the Total Writing Proficiency was not met.

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

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. Recruiting activities at local colleges and universities Principal On-going

2. Partnering new teachers with mentor teachersAssistant Principal On-going

3. Professional Development based on needs assessmentsPD Liaison and Reading Coach On-going

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Mercedes Abascal

Professional Educator’s: Elementary Education

2nd Grade

Ms. Abascal is completing the ESOL Endorsement required courses and is registered to take the Subject Area Exam this summer. Ms. Abascal is partnered with Ms. Isela Rodriguez, who is Nationally Board Certified.

Monica Fuste

Professional Educator’s: Elementary Education

2nd Grade

Ms. Fuste is completing the ESOL Endorsement required courses this summer. Ms. Fuste is partnered with Ms. Marsha Scott, 2nd Grade Chairperson.

Matthew Barrett

Professional Educator’s: Physical Education

2nd Grade

Mr. Barrett has been given an Out-of-Field Waiver and is registered to take courses to complete elementary certification in the fall. Mr. Barrett is partnered with Mr. Cabrera, Title I Reading Coach.

Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

64 3.13 43.75 26.56 26.56 32.81 94.74 6.25 4.69 76.56

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Juan Cabrera, Title I Reading Coach

Matthew Barrett, 2nd Grade Teacher

Mr. Barrett has an Out-of-Field Waiver and is scheduled to teach 2nd grade for the first time. Mr. Cabrera, Title I Reading Coach, is a highly qualified teacher and instructional leader for the last 6 years.

The mentor and mentee meet bi-weekly to review instructional plans. The mentor is given release time to observe the mentee, provide feedback, coaching and planning. Also, the Title I Reading Coach models lessons in the mentee’s classroom.

Lourdes Formoso, 5th Grade Chairperson

Lisa Crego 5th Grade ESOL Self-Contained Teacher

Ms. Crego is a second year teacher. Ms. Formoso’s students have shown improvement in mathematics and science achievement as reflected by the FCAT learning gains

and by scoring at high performance levels. She is the Grade Level Chairperson for Fifth Grade.


Ms. Perez is a second year teacher. She

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Marsha Scott, 2nd Grade Chairperson

Jacqueline Perez, 2nd Grade Teacher

will be teaching 2nd grade for the first time. Ms. Scott is the Grade Level Chairperson for Second Grade and her students have demonstrated high achievement as reflected on the Stanford Achievement Test-10th Edition.


Niurys Gonzalez, 4th Grade Chairperson

Beatriz Rodriguez, 4th Grade Teacher

Ms. Rodriguez is a second year teacher. Ms. Niurys Gonzalez’s students have shown outstanding achievement in reading, mathematics and writing by scoring at high performance levels on the FCAT test. Ms. Gonzalez is Nationally Board Certified.


Ana Polanco, 5th Grade

Monica Samaniego, 5th Grade Teacher

Ms. Rodriguez is a second year teacher. Ms. Polanco is Nationally Board Certified, and has been teaching for eight years.


Dr. Morris, KindergartenLuisa Winkler, Kindergarten Teacher

Ms. Winkler is a second year teacher in kindergarten. Dr. Morris has 25 years of experience and is an effective instructor of kindergarten.


Title I, Part A

Flamingo Elementary utilizes Title I funds to provide services to ensure students requiring additional remediation are assisted during the school day and through before or after-school programs. The Title I funded Reading Coach identifies research based curriculum and intervention approaches to address students’ needs. He assists with whole school screening programs that provide early interventions for “at risk” students; assists in the design and implementation for progress monitoring, data collection, and data analysis; participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring. The Title I schoolwide program includes an extensive parental component, which empowers parents to become active participants in their children’s education and to partner with the school to ultimately improve the teaching and learning. It also provides special support services to special needs populations such as homeless, migrant, and neglected and delinquent students.

Title I, Part C- Migrant

The school provides services and support to migrant students and parents. The District Migrant liaison coordinates with Title I and other programs and conducts a comprehensive needs assessment of migrant students to ensure that the unique needs of migrant students are met.

Title I, Part D

District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out Prevention programs.

Title II

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

Title III

Flamingo Elementary School uses Title III funds, if awarded, to supplement and enhance the programs for English Language Learner (ELL) and immigrant students by implementing and/or providing: • tutorial programs before and/or after school • parent outreach activities • hardware and software for the development of language and literacy skills in reading, mathematics and science to be used by ELL and immigrant students

Title X- Homeless

The school counselor facilitates the Safe and Drug Free Schools Program implementation at the school. She addresses violence and drug prevention and intervention services through curriculum taught by her or by the classroom teachers, and through presentations by local law enforcement officers.

Supplemental Academic Instruction (SAI)

Not Applicable

Violence Prevention Programs

The school offers a non-violence and anti-drug program to students that incorporate classroom presentations, group counseling and school wide activities.

Nutrition Programs

Flamingo Elementary School participates in the Healthy Schools Program and has a Wellness Council which meets quarterly to oversees the school’s compliance with the District Wellness Policy. They also ensure the School Food Service Program, school breakfast, school lunch, and after care snacks, follows the Healthy Food and Beverage Guidelines. They make recommendation and sponsor activities to promote both student and staff nutrition and wellness. Furthermore, Nutrition education, as per state statute, is taught to students through the physical education classes.

Housing Programs

Not Applicable

Head Start

Not Applicable

Adult Education

Not Applicable

Career and Technical Education

Not Applicable

Job Training

Not Applicable

Other

Parental Flamingo Elementary School involves parents in the planning and implementation of the Title I Program. The school utilizes the Title I Parent Compact and other needs assessment surveys to identify the roles of parents and families within the school and to try to meet their educational needs. During the annual Title I Parent Orientation meeting, held at the beginning of the school year, parents are encouraged to participation in the decision-making through their involvement in the Educational Excellence School Advisory Council (EESAC) and the Parent Teacher Association (PTA). They are also encouraged to visit The Parent Resource Center to obtain information regarding available programs and services, and their rights under No Child Left Behind. There they may also borrow and/or obtain educational resources to help their children at home. Parents are also encouraged to participate in the School Volunteer Program and to attend parent workshops provided by the school and the district such as, the Parent Advisory Council, and The Parent Academy.

Response to Instruction/Intervention (RtI)

Additional academic and support services will be provided to students and families “in homeless situations” or of the Migrant population as applicable.

School Improvement Grant Fund/School Improvement Grant Initiative

Flamingo Elementary School receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as extended day remedial tutorial instruction, Differentiated Instruction/Intervention, classroom libraries, Project CRISS, and Learning 100.

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

Identify the school-based RtI Leadership Team.

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

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

School-based RtI Team

The Response to Instruction/Invervention (RtI) Team is an extension of the school’s Leadership Team. It systematically examines and monitors available data and determines the appropriate level of intervention for struggling students. The common goal is to impact not only student achievement but the student’s overall well being, and thus create a culture of respect and success.

The core RtI team will be comprised of: • The principal, Claudia J. Hessing and the assistant principal, Ileana R. Sotolongo, will ensure commitment, the implementation and documentation of the interventions, the allocation of resources, and communication with parents. • The Title I Reading Coach, Juan Cabrera, will facilitate data collection and analysis, provide professional development to teachers, and support the implementation of Tier 1, Tier 2, and Tier 3 intervention plans. • Select Teachers, who will participate in student data collection, deliver Tier 1 instruction/intervention, collaborate with other staff to implement Tier 2 interventions, and integrate Tier 1 materials/instruction with Tier 2/3 activities. • Select Staff Members, who will facilitate development of intervention plans; provides support for intervention fidelity and documentation; facilitate data-based decision making.

Other team members as warranted will include: • Special Education (SPED) Teachers • School Psychologist • Citrus Health Network Social Worker • School Guidance Counselor

The RTI Leadership Team will meet regularly to engage in the following activities: • Monitor academic and behavior data • Review progress monitoring data • Make decisions based on performance/behavioral outcomes • Identify professional development needs for faculty as indicated by student needs • Maintain communication with staff on procedures and progress, obtain their input/feedback • Evaluate the effectiveness of the interventions

The RtI Leadership Team will work with the Educational Excellence School Advisory Council (EESAC) in the development and implementation of the school improvement plan by: • Monitoring and adjusting the school’s academic and behavioral goals through data gathering and analysis • Monitoring the quality and fidelity of the instruction and intervention • Providing appropriate levels of support and intervention to students based on data

Describe the data management system used to summarize tiered data.

RtI Implementation

Data will be used to guide instructional decisions and systems procedures for all students. Managed data will include: Academic: FAIR Assessment, Interim Assessments, FCAT, CELLA, Student grades, Progress Monitoring Data Behavior: Student Case Management System, Detentions, Suspensions/expulsions, Office referrals per day/ per month, Attendance, Referrals to outside agencies or special education programs.

School Wide Florida’s Continuous Improvement Model

Describe the plan to train staff on RtI.

The school site administrators and the Title I Reading Coach have received staff development on the RtI problem solving and data analysis process. Next, teachers and selected staff will participate in staff development on the principles and procedures of RtI during faculty meetings, common planning time, and on Professional Development (PD) days throughout the school year.

Data Disaggregation 2008-2009 FCAT Data

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

Instructional Calendar Development

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

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

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

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

Plan

Strengths: Reading: In grades 3 through 5, student scores in Reference/Research increased 7 to 25 percentage points from last year. Mathematics: In grade 4 student scores remained the same or increased across all content clusters. 87% of students met standards in writing. Weaknesses: Reading: In grades 3 and 5, student scores in Words/Phrases is the lowest and represented a drop of 7 to 13 percentage points from last year. Mathematics: Across all grade levels, the lowest content cluster is Data Analysis. The overall performance of grade 5 students in all content clusters dropped. Science: In grade 5, the lowest content clusters are Earth and Space Science and Scientific Thinking.

The Instructional Focus Calendars (IFCs) for Reading, Mathematics, and Science will be initially created in August 2009 using the Baseline Assessment data. The IFCs will be updated in October 2009 as determined by disaggregated data results from the Fall Interim Assessments, and again in January 2010 as determined by the disaggregated data results from the Winter Interim Assessments.

During the first data discussion meeting of the year, teachers will analyze the results of the Baseline Assessment and create the Instructional Focus Calendars. The weakest benchmarks and those annually assessed (in the case of mathematics and science) will be emphasized first.

Instruction of each benchmark will be paced to ensure that students are exposed to all benchmarks prior to FCAT testing. Within the allotted amount of time for each benchmark, teachers will teach the benchmark and allow students ample opportunities for practice. Once assessed, the teacher will analyze the data and determine if the target has been met or if there is a need to re-teach the benchmark in a whole group or small group setting instead.

The administrators will schedule and facilitate data discussion meetings following each formative assessment, at which time the IFCs will be updated. They will then continue to monitor the implementation of the IFCs by reviewing lesson plans, monitoring assessment data by teacher, and conducting frequent classroom walkthroughs.

The Title I Reading Coach and department chairpersons will be available to provide support and assistance to teachers who may struggle with the implementation of the IFCs. Administration will provide coverage for those teachers to observe a peer who has demonstrated effective implementation of the IFC.

Reading: Words/Phrases in Grades 3 and 5; Comparisons in Grade 4 Writing: Narrative Prompt Mathematics: Data Analysis Science: Scientific Thinking and Earth/Space Strands

At the end of last school year, the administration used disaggregated FCAT data by teacher and made adjustments to teaching assignments for this school year accordingly. The most effective teachers were assigned to teach the weakest students.

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

Due to limited funding, the school has not been able to offer applied and integrated courses beyond the state mandated visual arts, music and physical education classes. The school will be applying for Advanced Academic Program funds in order to offer an Art Club and a Broadcasting/Journalism class before or after school. Classroom teachers and special area teachers continuously make curriculum connections that illustrate the relevance and importance of everything they are learning. Students are exposed to various career choices during Career Day and through other presentations throughout the school year.

Students are offered a well rounded education in compliance with the state’s Pupil Progression Plan. They participate in the required music, visual arts, and physical education courses. Beyond the school day, students are encouraged to participate in the onsite YMCA Aftercare Program or the after school program at Bright Park, a park adjacent to the school since both offer a variety of dance, music, technology, and sports classes.

Direct the Instructional Focus

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

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

At the monthly grade level meetings, teachers will analyze class work grades and formative assessment results in order to adjust instruction. They will plan together lessons to differentiate instruction and thus address students working below mastery, at mastery, and above mastery. Teachers will share best practices on an ongoing basis during grade level meetings and with the entire faculty at the end of the monthly faculty meetings.

Teachers in each grade level will develop focus lessons based on an analysis of previous assessment results. The focus lessons will be aligned with the Instructional Pacing Guide for each subject area. They will be implemented by the classroom teachers during the first 5 to 10-minutes of each subject area instructional block.

If students do not demonstrate mastery on the mini-assessment which follows each focus lesson, then the teacher will need to revise and re-teach the focus lesson.

Teachers and administrators will review data from the mini-assessments, classroom assessments, and formative assessments to determine if the focus lessons have been effective.

Assessment

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

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

Maintenance

CHECK

Interim Assessments and Unit Tests will be administered quarterly to measure student progress on the core subject area programs. Mini-assessments based on the focus lessons will be administered on a monthly basis. They will include three to five questions per Benchmark.

Mastery of each of the benchmarks will be set at 70%. If students do not demonstrate mastery on a particular benchmark, the teacher will identify the question stem/s and re-teach that type of question. They will further analyze the most frequently selected wrong answer to clarify any concepts students may have missed.

Teachers will form skills group based on the level of mastery in particular benchmarks. Students who score below mastery will be grouped together and receive intensive remediation on the benchmark/s missed. Students at mastery level will have additional instruction and practice opportunities. Students who score at above mastery will advance further through enrichment activities and curriculum extensions.

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

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

Monitoring

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

Students at and above mastery level will receive opportunities to maintain or enhance the level of mastery/proficiency through curriculum extensions and enrichment activities. They will also have the opportunity to become peer tutors in their own classroom.

Teachers will meet bi-weekly by grade level to among other things review progress monitoring data. The meeting will be facilitated by the grade level chairperson. Minutes of the meeting will be taken by one of the teachers and submitted to the administration. One administrator and/or the Title I Reading Coach will attend the published monthly grade level meetings.

The administrators and Leadership Team will meet with teachers during the monthly data discussion meetings to review assessment results and student progress. Teachers will bring their lesson plans, data binders, and student work folders to show how they are using differentiation to address individual student needs. Special attention will be given to special needs populations such as migrant, homeless, neglected and delinquent students.

The Title I Reading Coach and/or other instructional leaders will model whole group instruction and/or small group instruction for teachers who do not show evidence of differentiation. Furthermore, one of them will meet with the teacher to plan together a truly differentiated lesson.

Supplemental and Intensive Instruction/Interventions

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

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

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

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

ACT

Core Programs Houghton Mifflin Reading Scott Foresman Mathematics Scott Foresman Science Harcourt Horizons Social Studies Supplementa/Intervention Programs Waterford Early Literacy Program Voyager Ticket to Read TeenBiz/Achieve 3000 (ELL)

Teachers will use resources from the state adopted textbooks which are designed for intensive instruction, as well as computerized programs and online programs such as FCAT Explorer and Riverdeep. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities or acquired through professional development to provide differentiation to students in non-mastered areas. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions before, after school or on Saturdays, if available.

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need for professional development sessions.

The administration and the leadership team will identify teacher’s professional development needs based on the Data Discussions Meetings and classroom walkthroughs. Also, teachers may initiate an interest in a particular area of weakness.

As a result of progress monitoring (class work assignments and assessment results) and observations (classroom teacher, coach, administrators, counselor, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions. Students not making mastery will be offered after-school assistance, if available, as well as assistance during the regular school day from personnel hired to provide tutorial services. If other funds become available, students will be offered tutorial

Teacher Mentoring Program

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status No Attached Notification of (School in Need of Improvement) SINI Status Public School Choice with Transportation (CWT) Notification No Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status No Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

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

Enrichment

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

Describe how students are identified for enrichment strategies.

services through our Saturday Academy.

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

Students who typically exceed mastery levels participate in the school’s Teaching Enrichment Activities to Minority Students (TEAM) classes or the Gifted Program.

Students’ eligibility and placement in advanced academic programs are usually determined by students’ meeting an specific criteria on standardized exams, by having an aptitude in a specific area, and/or by teacher recommendation and parental request. Regardless of how students are identified, parents are an integral part and must be involved in every step of the process.

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

Frequency of PLC Meetings Schedule (when)

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

The Professional Development Liaison (PDL) will be trained prior to the opening of the 2009- 2010 school year

and again in the Fall during the Professional Development Day October 19, 2009. This training will include the variety of ways to organize a PLC at our school.

Our new PDL will receive training in order to train multiple PLC Leaders at our school.

Team Leaders may be a Principal/Assistant

Principal, Grade Level Chairperson, and/or subject area specialist.

The PLC will meet monthly for as many months as there are members in the group.

The PLC will meet at a pre-established date, time and location.

The PDL will train the PLC groups in Lesson Study, Book Study, and Data Analysis protocols.

Title I Administration assists the school by providing supplemental funds beyond the State of Florida funded Voluntary Pre-Kindergarten Program (VPK). Funds are used to provide extended support through a full time highly qualified teacher and paraprofessional. This will assist with providing preschool children with a variety of meaningful learning experiences, in an environment that provides opportunities to create knowledge through initiatives shared with supportive adults. In selected school communities, the Title I Program further provides assistance for preschool transition through the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program. HIPPY provides in-home training for parents to become more involved in the educational process of

Postsecondary Transition

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

their three- and four-year old children.

Flamingo Elementary School services 17 regular education students and one Special Education student from the surrounding community. We offer all incoming Kindergarten students and their parents with an orientation before the opening of schools. This eases the transition from home or other pre-school programs into our school.

The Center Director, teachers and students for Kidz City, a local preschool in our community, have established rapport with our faculty, staff and students through site visitations to our school. Through this joint venture, parents and children will gain familiarity with kindergarten as well as receive information relative to the matriculation of students at the school. The principal will also meet with the center directors of other neighborhood centers.

Upon entering our Kindergarten program students are assessed using the Florida Kindergarten Readiness Screener (FLKRS). The FLKRS includes a subset of the Early Childhood Observation System (ECHOS) and measures of the Florida Assessments for Reading Instruction (FAIR) to gather information on the children’s development and emergent literacy.

Not Aplicable.

PART II: EXPECTED IMPROVEMENTS

Reading Goal

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

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

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

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

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

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

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

Objective Linked to Area of Improvement

In grades 3-5, 66% of students achieved mastery on the 2009 administration of the FCAT Reading Test. This represents an increase of 1 percentage point compared to 65% who achieved mastery in 2008.

All student subgroups met AYP in reading.

The lowest scoring content cluster for Third and Fifth grade was Words/Phrases, with 56% and 50% mastery respectively and fourth grade scored 53% mastery in Comparisons.

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

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 1. Analyze student formative and summative data (SAT, FCAT, FAIR, Interim Assessments) to help identify and diagnose students needs and determine appropriate whole group and small group intervention strategies

1. Administrators and Reading Coach

1. Review data reports with teachers to ensure students make adequate progress towards goal. Administration reviews lesson plans to ensure inclusion of intervention strategies that target students individual needs.

1. FAIR, Interim Assessment results and Progress Monitoring Data

2 2. Implement strategies such as: graphic organizers, concept maps, and key words to promote understanding of comparison and contrast relationships in a variety of texts.

2. Administrators and Reading Coach

2. Review and monitor lesson plans and implementation of instructional pacing schedule which targets all reading skills under the Comprehensive Research-based Reading Plan through classroom walkthroughs.

2. FAIR, Interim Assessment results, Progress Monitoring Data and classroom walkthrough logs.

3 3. Utilize computer assisted programs such as Accelerated Reader, Ticket To Read, FCAT Explorer, Easy Tech and SuccessMaker to improve vocabulary and overall reading comprehension

3.Administrators, Reading Coach, and Media Specialist

3. Monitor students’ participation and progress on completed work on each of the programs’ applications. Administration reviews adherence to computer lab and program usage.

3. Accelerated Reader, FCAT Explorer and SuccessMaker reports

Professional Development Aligned with Objective:

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

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

Teacher

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

FAIR Assessment Administration and Data Interpretation.

Reading Coach

August-September 2009

FAIR participation and score reports

Administrators, Reading Coach

Budget:

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

Description of Resources Funding Source Available Amount

Houghton Mifflin Reading-Grade 2 Instructional Materials Categorical $13,035.00

Total: $13,035.00

Technology


Seven Computers for ESOL Classroom District-Title III Grant $8,400.00

Waterford Early Literacy Center Upgrade for one Kindergarten Classroom District-Title III Grant $3,600.00

Total: $12,000.00

Professional Development


No Data No Data $0.00

Total: $0.00

Other



Total: $0.00

Final Total: $25,035.00

End of Reading Goal

Mathematics Goal

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

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

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

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

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

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



In grades 3-5, 67% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents an increase of one percentage point compared to 66% who achieved mastery in 2008.

All NCLB subgroups met AYP in reading.

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

Data Analysis was the lowest content cluster for all grades 3-5 with 50%-57% achieving mastery. Third grade scored equally low in Geometry and fourth grade in Algebraic Thinking.



Evaluation Tool

1 1. Analyze student formative and summative data (SAT, FCAT, Interim Assessments) to help identify and diagnose students needs and determine appropriate whole group and small group intervention strategies

1. Administrators and Grade Level Chairpersons

1. After reviewing district assessments, students’ strengths and weaknesses will be shared with teachers to drive planning and instruction.

1. Student progress on formative assessments. Interim Assessment results.

2 2. Incorporate daily activities that require data collection and interpretation and/or graphing and charting collected data.

2. Administrators and Grade Level Chairpersons

2. Administrators will ensure teachers are incorporating data analysis activities by conducting classroom walkthroughs and checking lesson plans.

2. Classroom Walkthrough Logs. Interim Assessment results in the Data Analysis Content Cluster.

3 3. Use online resources such as FCAT Explorer, RiverDeep, NASAforKids.com, Turbo Math, and Math Munchers to improve problem solving, geometry and algebraic thinking.

3. Administrators and Computer Technician

3. Monitor students’ participation and progress on completed work on each of the programs’ applications. Administration reviews adherence to computer lab and program usage.

3. Computer application reports and Interim Assessment results.




Person Responsible

for Monitoring

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

Online educational resources and how to generate and interpret their reports to differentiate instruction.

Assistant Principal and School Math Facilitator

September 2009

Lesson Plans, Classroom Walkthroughs

Administrators

Budget:




Total: $0.00

Technology


50 computers and 2 network printers Microsoft Settlement $51,000.00

Total: $51,000.00




Total: $0.00

Other



Total: $0.00


End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

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

What clusters/strands showed decrease in proficiency?



Based on the 2009 FCAT Science data, 33% of 5th grade students scored at a Level 3 or above. This represents a decrease of 8 percentile points from 41% of 5th grade students who

scored Level 3 or above in 2008.

Scientific Thinking and Earth/Space were the lowest content clusters with 54% average score.

Given instruction based on the Sunshine State Standards, 50% of students will score at Level 3 or above on the 2010 FCAT Science Test.



Evaluation Tool

1 1. Utilize District-provided Science Curriculum Pacing Guide to assist teachers in pacing Science instruction and completing the weekly hands on lab experiments.

1. Administrators, NASA Leadership Team, and Grade Level Chairs

1. Administrators will monitor the implementation through classroom and science lab walkthroughs.

. Improvement on classroom and interim assessments

2 2. Use online resources such as NASAforkids.com, RiverDeep, National Geographic, Discovery Channel, Bill Nye and distance learning technology to address Earth and Space Sciences.

2. Administrators, NASA Leadership Team, and Grade Level Chairs

2. Grade-level teams will review results of interim assessment data to determine progress toward benchmark.

2. Improvement on classroom and interim assessments, specifically in the Earth and Space Science content cluster.

3 3. Secure science presentations targeting specific grade levels as follows: FPL Captain Conservation (K & 1st), Bone Zone (2nd), Food Pyramid/Nutrition (2nd & 3rd), Electrifying Electricity (4th & 5th), and Sun Smarts (5th) to enrich our Science program.

3. NASA Leadership Team

3. Grade-level teams will review results of interim assessment data to determine progress toward benchmark.

3. Improvement on classroom and interim assessments.




Person Responsible

for Monitoring


Effective Implementation of the Scott Foresman Science Program using the district developed pacing guides

School Science Liaison and Assistant Principal

September 2009

Lesson Plans Classroom Walkthroughs

Administrators

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

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

What clusters/strands showed decrease in proficiency?



On the 2009 administration of the FCAT Writing Test, 85% of the students in 4th grade scored level 3.5 or above in writing. This represents a decrease of 2 percentage points compared to 87% of 4th grade students who scored 3.5 or above in 2008.

The average score on the Narrative Prompt was 81%. This represents a decrease of 4 percentage points compared to 85% in 2008.

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



Evaluation Tool

1 1. Students will integrate “6+1 Writes” traits and tools during the writing process to improve students’ Narrative writing skills.

1. Administrators, Reading Coach and Grade Level Chairpersons

1. Students writing samples portfolios will be maintained in each classroom so teachers and administration can monitor students’ progress.

1. Pretest and Mid-year Narrative Prompts.

2 2. Students will participate in a writers club were different types of writing will be explored and explicitly taught to enrich students’ writing skills.

2. Administrators and Classroom Teachers

2. Students writing samples will be reviewed and scored on a bi-weekly basis by teacher in order to identity students writing strengths and deficiencies and to plan writing instruction.

2. Bi-weekly scored writing samples will be used to determine progress between the Pretest Prompt and Mid-year Prompt.

3 3. Students exemplary writings identified within school wide simulations and classroom publications will be showcased on CCTV segments to ensure student progress and development in writing.

3. Administrators, Media Specialist, and Classroom Teachers

3. Students writing samples will be reviewed and scored on a bi-weekly basis by teacher in order to gauge students’ progress and to identify exemplary model writings.

3. Bi-weekly scored writing will be used to determine progress between the Pretest Prompt and Mid-year Prompt.




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 90% of the 4th grade

“6+1 Writes” Strategies

Media Specialist

October 2009

Lesson Plans, Pretest and Mid-year Narrative Prompts

Administrator and Grade Level Chair

students will achieve a 4.0 or above.

Budget:




Total: $0.00

Technology


Smart Boards for all Grade 4 classrooms Microsoft Settlement $21,000.00

Total: $21,000.00




Total: $0.00

Other



Total: $0.00


End of Science Goal

Parent Involvement Goal

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

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

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

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

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



Parents were contacted at least once monthly via the CoNect Ed Messaging System to advise them of upcoming school activities, workshops and meetings during the 2008-2009 school year and therefore participation in such activities increased by 22% when compared to the previous school year.

The number of parent contacts will increase by 1 percentage point during the 2009-2010 School Year and consequently parent participation in workshops/school activities will also increase.



Evaluation Tool

1 1. Encourage parent participation in the Volunteer Program, Parent Advisory Council, The Parent Academy, the school’s PTA and the School Advisory Council

1. Administrators and Community Involvement Specialist

1. Parent Sign-in sheets 1. Title I Administration Parental Involvement Monthly School Report.

2 2. Implement the Bilingual Parent Outreach Program, which offers a variety of workshops developed for parents.

2. Assistant Principal and CIS

2. Maintain documentation of notification flyers, agendas and sign-in sheets.

2. Title I Administration Parental Involvement Monthly School Report.

3 3.In addition to using the CoNect Ed messaging system, individual teachers will maintain a parent communication log.

3. Administrators, Community Involvement Specialist, Individual Teachers

Collect and review parent communication logs.

3. Title I Administration Parental Involvement Monthly Activities Report.



33% of 5th grade students scored at a Level 3 or above on the 2009 administration of the FCAT Science Test. This represents a decrease of 8 percentile points from 41% of 5th grade students who

scored Level 3 or above in 2008.




Evaluation Tool

1 1. Conduct Science Project workshops for parents on the application of the Scientific Method of inquiry.

1. NASA Leadership Team, School Science Liaison, Administrators

1. Maintain documentation of notification flyers, agendas, and sign-in sheets

1. Improved quality of Science Fair Projects, Improved performance on Interim Assessments, and Parent Sign-in sheets.

2 2. Host NASA Family Nights to expose students and parents to science content.

2. NASA Leadership Team, Administrators

2. Maintain documentation of notification flyer, agenda, and sign-in sheets

2. Improved performance on Interim Assessments and Parent Sign-in Sheets.




Person Responsible

for Monitoring

The number of parent contacts will increase by 1% during the 2009-2010 School Year.

Title I in Action: A Practioners Perspective!

District’s Summer Heat Training for

Principals

Ongoing throughout

the 2009 – 2010 school year.

Effective will be determined by the completion of parent surveys.

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

Budget:



Heritage Language/English Dictionaries, Dolch Sight Words Flash Cards, Informational Flyers

Title I Part A $500.00

Total: $500.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $500.00

End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading Houghton Mifflin Reading-Grade 2 Instructional Materials Categorical $13,035.00

Parental InvolvementHeritage Language/English Dictionaries, Dolch Sight Words Flash Cards, Informational Flyers

Title I Part A $500.00

Total: $13,535.00

Technology


Reading Seven Computers for ESOL Classroom District-Title III Grant $8,400.00

ReadingWaterford Early Literacy Center Upgrade for one Kindergarten Classroom

District-Title III Grant $3,600.00

Mathematics 50 computers and 2 network printers Microsoft Settlement $51,000.00

Writing Smart Boards for all Grade 4 classrooms Microsoft Settlement $21,000.00

Total: $84,000.00



No Data No Data No Data $0.00

Total: $0.00

Other


No Data No Data No Data $0.00

Total: $0.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkj Prevent Inmlkj NAnmlkji

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

AR Quizzes for Science Leveled Readers (Various titles per Grade Level) 2000

Overhead Projectors and replacement light bulbs 3000

Listening Centers and Classroom Libraries 2500

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

The purpose of the School Advisory Council is to work together to ensure improved student achievement. One of the ways the

SAC Members

SAC will do this is by monitoring the implementation of the School Improvement Plan action steps and evaluating their effectiveness towards achieving the set objectives. The SAC will make recommendations on technology, budget, instructional resources and other student support services in an effort to improve academic achievement.

Members

1) Claudia J. Hessing, Principal

2) Isela Rodriguez, SAC Chair

3) Luis Mederos, Student

4) Yonathan Baez, Student

5) George Thalassites, Teacher

6) Lourdes Formoso, Teacher

7) Jennifer Gonzalez, Teacher

8) Elli Diaz, Teacher

9) Maria Levasseur, Teacher

10) George Thalman, Business Member

11) Clara Alfonso-Couso, Parent

12) Monica Boada, Parent

13) Carmen Chung, Parent

14) Maria Oramas, Parent

15) Ibeth Baez, Parent

16) Elizabeth Thalman, Parent

17) Angela Torres, Parent

18) Mercy Towne, School Support Personnel

19) Ileana R. Sotolongo, Assistant Principal

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade FLAMINGO ELEMENTARY SCHOOL 1921

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 478Math: 478

2008-2009 School Grade1:

A Did the School make Adequate Yearly Progress?

YES

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

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

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4 100 Y 100 Y 66 Y 67 N Y NA 35 34 NA 34 33 N 70 NA 70 Y

WHITE NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 66 Y 67 N Y NA 35 34 NA 34 33 N 70 NA 70 Y

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 65 Y 67 N Y NA 37 35 NA 35 33 N 70 NA 70 Y

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 57 N 63 N 92 90 Y NA 47 43 N 38 37 N 66 Y 70 Y

STUDENTS WITH DISABILITIES 100 Y 100 Y NA NA NA NA NA NA






YES










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 65 Y 66 Y Y NA 37 35 NA 36 34 NA 69 NA 68 NA



HISPANIC 100 Y 100 Y 65 Y 66 Y Y NA 37 35 NA 36 34 NA 69 NA 67 NA



ECONOMICALLY DISADVANTAGED 100 Y 100 Y 63 Y 65 Y Y NA 38 37 NA 38 35 NA 68 NA 67 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 53 N 62 Y 93 92 Y NA 49 47 N 41 38 NA 65 Y 65 NA







YES










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 63 Y 64 Y 91 Y NA 34 36 NA 38 36 NA 63 NA 73 NA



HISPANIC 100 Y 100 Y 63 Y 64 Y 90 Y NA 34 36 NA 38 36 NA 63 NA 74 NA



ECONOMICALLY DISADVANTAGED 100 Y 100 Y 62 Y 62 Y 90 Y NA 36 37 NA 40 38 NA 63 NA 74 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 51 Y 59 Y 82 93 Y NA 58 59 NA 47 41 NA 54 NA 67 NA


Dade School DistrictFLAMINGO ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

72% 72% 94% 38% 276

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

% of Students Making Learning Gains

68% 67% 135

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

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

62% (YES) 65% (YES) 127

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

Points Earned 538 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


73% 73% 96% 45% 287



73% 69% 142

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

Adequate Progress of Lowest 25% in the School?

72% (YES) 77% (YES) 149





Reading

Math

Writing

Science

GradePointsEarned


71% 71% 94% 44% 280



80% 77% 157

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

Adequate Progress of Lowest 25% in the School?

61% (YES) 87% (YES) 148




florida differentiated accountability program 2009 –...

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