school improvement plan (sip) form sip-1nmiamielem.dadeschools.net/133941_1112_sip.pdf · adequate...

2011-2012 School Improvement Plan (SIP)-Form SIP-1

April 2011 1

Rule 6A-1.099811

Revised April 29, 2011

FLORIDA DEPARTMENT OF EDUCATION

School Improvement Plan (SIP)

Form SIP-1

Proposed for 2011-2012


April 2011 2

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2011 – 2012 SCHOOL IMPROVEMENT PLAN

PART I: SCHOOL INFORMATION

School Name: North Miami Elementary District Name: Miami-Dade

Principal: Debra L. Dubin Superintendent: Alberto M. Carvalho

SAC Chair: Mary Sisley Date of School Board Approval: Pending

Student Achievement Data:

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

School Grades Trend Data (Use this data to complete Sections 1-4 of the reading and mathematics goals and Sections 1 and 2 of the writing and science goals.)

Adequate Yearly Progress (AYP) Trend Data (Use this data to complete Sections 5A-5D of the reading and mathematics goals and Section 3A-3D of the writing goals.)

Florida Comprehensive Assessment Test (FCAT) Trend Data (Use this data to inform the problem-solving process when writing goals.)

Highly Qualified Administrators

List your school’s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their

prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).

Position Name Degree(s)/

Certification(s)

Number of

Years at

Current School

Number of Years

as an

Administrator

Prior Performance Record (include prior School Grades, FCAT

(Proficiency, Learning Gains, Lowest 25%), and AYP information

along with the associated school year)

Principal

Debra L. Dubin Leadership,

Principal Certification- State of Florida

BS/MS Education,

Florida State University;

Certification- Educational

8 16

’11 ’10 ’09 ’08 ’07 School Grade C B A C A

AYP N N N N N

High Standards Rdg. 56 61 61 59 65

High Standards Math 62 62 54 58 59

http://schoolgrades.fldoe.org/default.asp

http://schoolgrades.fldoe.org/default.asp?report=AYP

http://fcat.fldoe.org/results/default.asp


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Leadership all levels, Emotionally

Handicapped K-

12, Specific

Learning

Disabilities K-12,

Varying

Exceptionalities

K-12,

Endorsement-

ESOL

Nova South

Eastern Certification-

Educational

Lrng Gains-Rdg. 56 64 70 68 69 Lrng Gains-Math 51 63 69 56 78

Gains-Rdg-25% 58 57 67 70 76

Gains-Math-25% 56 72 80 61 87

Assistant

Principal

Josee Gregoire BS-Political Science,

Florida International

University:

Master of Science –

Special

Education, Florida

International University:

Certification- Educational Leadership, State of

Florida:

Doctorate-Exceptional

Student Education,

Florida International

University

4 4

’11 ’10 ’09 ’08 ’07

School Grade C B A C A

AYP N N N N N



Lrng Gains-Rdg. 56 64 70 68 69

Lrng Gains-Math 51 63 69 56 78

Gains-Rdg-25% 58 57 67 70 76 Gains-Math-25% 56 72 80 61 87


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Highly Qualified Instructional Coaches

List your school’s highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach,

and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency,

Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

Subject

Area

Name Degree(s)/

Certification(s)

Number of

Years at

Current School

Number of Years as

an

Instructional Coach

Prior Performance Record (include prior School Grades, FCAT

(Proficiency, Learning Gains, Lowest 25%), and AYP

information along with the associated school year)

Reading Judith L. Wilensky Professional

Educator’s: Elementary Ed.

14 5 ’11 ’10 ’09 ’08 ’07

School Grade C B A C A AYP N N N N N



Lrng Gains-Rdg. 56 64 70 68 69

Lrng Gains-Math 51 63 69 56 78

Gains-Rdg-25% 58 57 67 70 76

Gains-Math-25% 56 72 80 61 87

Highly Qualified Teachers Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school. Description of Strategy

Person Responsible Projected Completion Date Not Applicable

(If not, please explain why)

1. Regular meeting of new teachers with Principal Principal Ongoing

2. Partnering new teachers with veteran teachers Assistant Principal Ongoing

3. Soliciting referrals from current employees Principal Ongoing

4. Encouraging current staff to continue Professional Development Principal

Assistant Principal

Ongoing


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Non-Highly Qualified Instructors List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified. Name Certification Teaching Assignment Professional Development/Support to Become Highly Qualified

Aissatou Clesca-Cajuste Elem Ed. 2nd Grade Ms. Clesca is in the process of completing the ESOL

Endorsement classes. Ms. Clesca is partnered with Ms. Watson-

Richards, who has been teaching elementary education for over

20 years.

Chantal Lafortune PK/Primary Pre-Kindergarten Ms. Lafortune has completed two of the ESOL Endorsement

classes. She is in the process of completing the ESOL

Endorsement classes. Ms. Lafortune is partnered with Ms.

Alberto, who is the ESOL Endorsed mentor teacher.

Margaret N. McCrary Occupational

Specialist

2nd Grade Ms. McCrary has been given an out-of-field waiver and is

registered to take courses to complete elementary certification in

the spring. Ms. McCrary is partnered with Ms. Watson-Richards,

who has been teaching elementary education for over 20 years.

Staff Demographics

Please complete the following demographic information about the instructional staff in the school.

*When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)). 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 Teachers

% Reading Endorsed Teachers

% National Board Certified Teachers

% ESOL Endorsed Teachers

45

2 (4.44%)

18 (40.00%)

14 (31.11%)

11 (24.44%)

20 (44.44%)

34 (89.47%)

4 (8.89%)

1 (2.22%)

23 (51.11%)


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Teacher Mentoring Program

Please describe the school’s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned

mentoring activities. Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities

Angeline Alberto Mostafa Louis-Jeune

More support is being offered to Ms. Louis-

Jeune based on the fact that Ms. Alberto is

ESOL Endorsed. Ms. Alberto was North Miami

Elementary’s Teacher of the Year for

2007-2008. She has also participated in

Mentor Intervention for New Teachers

(MINT) training program. In addition, Ms.

Alberto has Clinical Supervision Training

and has had numerous interns and student

teachers under her guidance.

The mentor and mentee will meet

biweekly in a professional learning

community to discuss evidenced-based strategies for each domain. The mentor

teacher will be given release time to

observe the mentee. Time is given for

feedback, coaching and planning

throughout the year.

Maureen Watson-Richards Edeline Severe Ms. Severe will be receiving

support from a mentor. Ms. Watson-

Richards has been teaching for 13 years

within the state of Florida. She has taught a

variety of grade levels. She has also participated in the Mentor Intervention for

New Teachers (MINT) training program.

Ms. Watson-Richards consistently brings

an expertise of knowledge as demonstrated

by peer selection as grade chair and

department chair for the past several years.

The mentor and mentee will meet

biweekly in a professional learning

community to discuss evidenced-based

strategies for each domain.

They will also participate in monthly data chats.


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Additional Requirements Coordination and Integration-Title I Schools Only Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and

Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.

Title I, Part A

North Miami Elementary provides services to ensure students requiring additional remediation are assisted through before and after-school programs and Saturday Academy. The

district coordinates with Title II and Title III to ensure staff development needs are provided at North Miami Elementary. Support services are provided to intermediate students.

Curriculum Coaches develop, lead, and evaluate school core content standards and/ programs; identify and analyze existing literature on scientifically based curriculum; behavior

assessment and intervention approaches. They identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based

intervention strategies; assist with whole school screening programs that provide early intervention services for children considered at risk; assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment

and implementation monitoring. Additional components that are integrated into North Miami Elementary’s school wide program include an extensive Parental Involvement

Program; Title I CHESS (as appropriate); Supplemental Educational Services; and special support services to special needs populations such as homeless, migrant, and neglected

and delinquent students.

Title I, Part C- Migrant

Migrant Liaison provides services and support to students and parents. The liaison coordinates with Title I and other programs to ensure student needs 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

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

and immigrant students by providing funds to implement and/or provide: • tutorial programs (K-5)

• parent outreach activities (K-5)

• behavioral/mental counseling services(K-5)

• professional development on best practices for ESOL and content area teachers

• coaching and mentoring for ESOL and content area teachers(K-5)

• reading and supplementary instructional materials(K-5)

• hardware and software for the development of language and literacy skills in reading, mathematics and science, is purchased for selected schools to be used by ELL and

immigrant students (K-5, RFP Process).


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The above services will be provided should funds become available for the 2011-2012 school year and should the FLDOE approve the application.

Title X- Homeless The Homeless Assistance Program seeks to ensure a successful educational experience for homeless children by collaborating with parents, schools and the community.

All schools are eligible to receive services and will do so upon identification and classification of a student as homeless.

Project Upstart, Homeless Children & Youth Program assists schools with the identification, enrollment, attendance and transportation of homeless students.

The Homeless Liaison provides training for school registrars on the procedures for enrolling homeless students and for school counselors on the McKinney Vento Homeless

Assistance Act-ensuring homeless children and youth are not to be stigmatized or separated, segregated or isolated on their status as homeless and are provided with all

entitlements.

Project Upstart provides a homless sensitivity, awerness campaign to all the schools.

Project Upstart provides tutoring and counseling to twelve homeless shelters in the community.

The District Homeless Student Liaison continues to participate in community organization meetings and task forces as it relates to homless children and youth.

Supplemental Academic Instruction (SAI) North Miami Elementary will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation. SAI funds will

be coordinated with Title I funds to provide summer school for Level 1 readers. SAI funds will be used to expand the summer program to all Level 2 students.

Violence Prevention Programs

The school offers a non-violence and anti-drug program to students that incorporate in-school field trips.

Youth Crime Watch of Miami-Dade

The school also has a partnership with Youth Crime Watch of Miami-Dade County to provide prevention presentations, safety projects, club meetings, assemblies, rallies and

special events to address school safety and violence.

Kiwanis

In conjunction with the Kiwanis of Sunny Isles, North Miami Elementary’s K-Kids will implement a peer mediation program whereby students will be given strategies to deal with resolving conflict.

Nutrition Programs

1) North Miami Elementary adheres to and implements the nutrition requirements stated in the District Wellness Policy.

2) Nutrition education, as per state statute, is taught through physical education.

3) The School Food Service Program, school breakfast, school lunch, and after care snacks, follows the Healthy Food and Beverage Guidelines as adopted in the District's

Wellness Policy.

4) North Miami Elementary is one of 50 schools who are participating in the Healthy Alliance program. During the 2010-2011 school year we were awarded the Silver Level of

recognition. We are currently working towards the Gold Level of recognition. Our wellness council convened and identified areas that the staff will focus on. The school

employee wellness leaders have conducted a school employee wellness needs assessment and developed a written wellness action plan. In addition, for a second year in a row

North Miami Elementary was awarded the USDA Fresh Fruit and Vegetable Federal Grant, whereas, students and staff will receive fresh fruit and vegetables to taste and try outside the cafeteria environment three times a week.

5) North Miami Elementary will continue to be involved in an afterschool cooking class sponsored by Florida International University and Common Threads. The program

focuses on educating children on the importance of nutrition, physical well-being and cultural diversity through cooking.


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Housing Programs N/A

Head Start

Head Start programs are co-located in several Title I schools and/or communities. Joint activities, including professional development and transition processes are shared.

Through affiliating agreements, the Summer VPK program is provided at Head Start sites.

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Parental

• Involve parents in the planning and implementation of the Title I Program and extend an open invitation to our school’s parent resource center in order to inform parents

regarding available programs, their rights under No Child Left Behind and other referral services.

• Increase parental engagement/involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental

Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with dissemination and reporting

requirements.

• Conduct informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our

parents’ schedule as part of our goal to empower parents and build their capacity for involvement.

• Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-

6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118. • Confidential “as-needed services” will be provided to any students in the school in “homeless situations” as applicable.

• Additional academic and support services will be provided to students and families of the Migrant population as applicable.

Ready Schools

North Miami Elementary continues to be involved in the Ready Schools initiative. Ready Schools Miami is a joint partnership of Miami-Dade Public Schools, the University of

Florida Lastinger Center for Learning along with several other organizations. The goal of Ready Schools Miami is to create a system that promotes early learning from birth

through elementary school to improve children’s well-being and academic success. In the 2010-2011 school year 8 teachers participated in action research to improve their

classroom learning environments via the Ready Schools Initiative. Five teachers and an assistant principal were Professional Learning Community (PLC) facilitators, whereby

100% of the faculty participated in PLCs throughout the year.

Miami Lighthouse/Heiken Children’s Vision Program

Under the direction of the counselor Heiken Children’s Vision Program provides free complete optometric exams conducted at school sites via vision vans and corrective lenses to all failed vision screenings if the parent/guardian cannot afford the exams and or the lenses.

Other


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Response to Instruction/Intervention (RtI)

School-Based RtI Team

Identify the school-based RtI Leadership Team. RtI is an extension of the school’s Leadership Team, strategically integrated in order to support the administration through a process of problem solving as issues and concerns arise

through an ongoing, systematic examination of available data with the goal of impacting student achievement, school safety, school culture, literacy, attendance, student

social/emotional well being, and prevention of student failure through early intervention.

1. RtI leadership is vital, therefore, in building our team we have considered the following:

Administrator(s) who will ensure commitment and allocate resources;

Teacher(s) and Coaches who share the common goal of improving instruction for all students; and

Team members who will work to build staff support, internal capacity, and sustainability over time.

2. The school’s Leadership Team will include additional personnel as resources to the team, based on specific problems or concerns as warranted, such as: School reading, math, science, and behavior specialists

Special education personnel

School guidance counselor

School psychologist

School social worker

Member of advisory group

Community stakeholders

3. RtI is a general education initiative in which the levels of support (resources) are allocated in direct proportion to student needs. RtI uses increasingly more intense instruction and

interventions. The first level of support is the core instructional and behavioral methodologies, practices, and supports designed for all students in the general curriculum.

The second level of support consists of supplemental instruction and interventions that are provided in addition to and in alignment with effective core instruction and behavioral

supports to groups of targeted students who need additional instructional and/or behavioral support. The third level of support consists of intensive instructional and/or behavioral interventions provided in addition to and in alignment with effective core instruction and the

supplemental instruction and interventions with the goal of increasing an individual student’s rate of progress academically and/or behaviorally.

There will be an ongoing evaluation method established for services at each tier to monitor the effectiveness of meeting school goals and student growth as measured by benchmark

and progress monitoring data.

Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to

organize/coordinate RtI efforts? The following steps will be considered by the school’s Leadership Team to address how we can utilize the RtI process to enhance data collection, data analysis, problem solving,

differentiated assistance, and progress monitoring.


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The Leadership Team will: 1. Monitor academic and behavior data evaluating progress by addressing the following important questions:

What will all students learn? (curriculum based on standards)

How will we determine if the students have learned? (common assessments)

How will we respond when students have not learned? (Response to Intervention problem solving process and monitoring progress of interventions)

How will we respond when students have learned or already know? (enrichment opportunities).

2. Gather and analyze data to determine professional development for faculty as indicated by student intervention and achievement needs.

3. Hold regular team meetings.

4. Maintain communication with staff for input and feedback, as well as updating them on procedures and progress.

5. Support a process and structure within the school to design, implement, and evaluate both daily instruction and specific interventions.

6. Provide clear indicators of student need and student progress, assisting in examining the validity and effectiveness of program delivery.

7. Assist with monitoring and responding to the needs of subgroups within the expectations for adequate yearly progress.

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP? 1. The Leadership Team will monitor and adjust the school’s academic and behavioral goals through data gathering and data analysis using Edusoft data reports.

2. The Leadership Team will monitor the fidelity of the delivery of instruction and intervention.

3. The Leadership Team will provide levels of support and interventions to students based on data.

RtI Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior. 1. Data will be used to guide instructional decisions and system procedures for all students to:

adjust the delivery of curriculum and instruction to meet the specific needs of students adjust the delivery of behavior management system

adjust the delivery of behavior management system

adjust the allocation of school-based resources

drive decisions regarding targeted professional development

create student growth trajectories in order to identify and develop interventions

2. Managed data will include:

Academic

FAIR assessment

Interim assessments

State/Local Math and Science assessments

FCAT

Student grades

School site specific assessments

Student Engagement Survey through Ready Schools

School Culture Survey completed by teachers through Ready Schools

Behavior

Student Case Management System


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Detentions

Suspensions/expulsions

Referrals by student behavior, staff behavior, and administrative context

Office referrals per day per month

Team climate surveys

Attendance Referrals to special education programs

Describe the plan to train staff on RtI. The district professional development and support will include:

1. training for all administrators in the RtI problem solving, data analysis process;

2. providing support for school staff to understand basic RtI principles and procedures; and

3. providing a network of ongoing support for RtI organized through feeder patterns.

Literacy Leadership Team (LLT)

School-Based Literacy Leadership Team

Identify the school-based Literacy Leadership Team (LLT). Debra Dubin-Principal, Josee Gregoire-Assistant Principal: Provides a common vision for the use of data-based decision-making, ensure that the school based team is implementing

RtI, conducts assessment of RtI, ensure implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, and

communicates with parents regarding school-based plans and activities.

Maureen Watson-Richards, Giovanni Clarke, Jean Makalusky-Rivero-Selected General Education Teachers: (primary and intermediate); Provides information about core instruction,

participates in school data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2-3 activities.

Mary Sisley-Educational Excellence School Advisory Council (EESAC) Chairperson: Provides information to stakeholders; facilitates and supports data collection activities; assists in

data analysis to adhere to the School Improvement process.

Judith Wilensky-Instructional Coach Reading: Develops, monitors and evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically

based curriculum/behavior assessment and intervention approaches, identifies systematic patterns of student need while working with district personnel to identify appropriate,

evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children considered at risk, 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.

Rebeca Valverde-Media Specialist; Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention

fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning,

and program evaluation; facilitates data-based decision making activity. Jill Hyman-Student Services Personnel: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In

addition to providing interventions, school social workers continue to link community and child-serving agencies to the schools and families to support the child’s academic,

emotional, behavioral, and social success.

Malisa Pierre-Community Involvement Specialist: Acts as a liaison between the school, home and community to promote educational support programs and provide an on-going

channel of communication for participants, parents and the community.


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Describe how the school-based LLT functions (e.g., meeting processes and roles/functions). The following steps will be considered by the school’s Literacy Leadership Team to address how we can enhance the literacy at North Miami Elementary.

The Literacy Leadership Team will:

1. Monitor academic and behavior data evaluating progress by addressing the following important questions:

• What will all students learn? (curriculum based on standards)

• How will we determine if the students have learned? (common assessments)

• How will we respond when students have not learned? (Response to Intervention problem solving process and monitoring progress of interventions)

• How will we respond when students have learned or already know? (enrichment opportunities)

2. Gather and analyze data to determine professional development for faculty as indicated by student intervention and achievement needs.

3. Hold weekly team meetings. 4. Maintain communication with staff for input and feedback, as well as updating them on procedures and progress.

5. Support a process and structure within the school to design, implement, and evaluate both daily instruction and specific interventions.

6. Provide clear indicators of student need and student progress, assisting in examining the validity and effectiveness of program delivery.

7. Assist with monitoring and responding to the needs of subgroups within the expectations for adequate yearly progress.Describe how the school-based LLT functions (e.g.,

meeting processes and roles/functions).

What will be the major initiatives of the LLT this year? Monitoring the Comprehensive Reading Plan, Accelerated Reader program and other computerized technology programs used throughout the school

Provide necessary intervention groups

Review scope & sequence and provide assessments to measure ongoing student progress throughout the school year

Coaching direct support of teachers through modeling & instructional strategies

Scheduling an evening event inviting the community

Provide children with books to add to their home libraries with the participation of Reading Is Fundamental (RIF)

Give opportunities for parents to purchase books to develop home libraries through Book Fairs

NCLB Public School Choice

Notification of School in Need of Improvement (SINI) Status

Upload a copy of the Notification of SINI Status to Parents in the designated upload link on the “Upload” page.

Public School Choice with Transportation (CWT) Notification

Upload a copy of the CWT Notification to Parents in the designated upload link on the “Upload” page.

Supplemental Educational Services (SES) Notification

Upload a copy of the SES Notification to Parents in the designated upload link on the “Upload” page.

*Elementary Title I Schools Only: Pre-School Transition


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Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.

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 young children with a variety of meaningful learning

experiences, in environments that give them opportunities to create knowledge through assistance for preschool transition through the Home Instruction for Parents of

Preschool Youngsters (HIPPY) Program. HIPPY provides in-home training for parents to become more involved in the educational process of their three-and four-year old

children.

North Miami Elementary continues to offer a VPK program for over 70 students from the community. The Early Inventory for Kindergarten Readiness (ESI-K) is administered

to all Prekindergarten students as a Pre and Post test. The Florida Kindergarten Readiness Screener (FKLRS) is administered at the beginning of Kindergarten to evaluate the

transition process. The low performing students are targeted early for further assessment. This program follows the district curriculum preparing children for transition to

Kindergarten. Miami-Dade County’s Early Childhood Department is currently in the works to revamp the current Transition to Kindergarten tool kit. In order to accomplish

this, a workshop was held with public school Kindergarten, Pre-k and VPK Directors and teachers. The panel was an attempt to gather multiple vantage points from individuals

that work with Prekindergarten and Kindergarten.

North Miami Elementary will expand the “Welcome to Kindergarten” program to build partnerships with local early education programs, including the in-school

Prekindergarten program. 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. Selected neighboring preschool centers were invited to visit the students and teachers in Kindergarten and see first-hand the environment where they will

continue their learning.

*Grades 6-12 Only Sec. 1003.413(b) F.S For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.

N/A

*High Schools Only Note: Required for High School- Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

N/A

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?

N/A

Postsecondary Transition Note: Required for High School- Sec. 1008.37(4), F.S. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report.

N/A

http://data.fldoe.org/readiness/


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PART II: EXPECTED IMPROVEMENTS

Reading Goals * When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

READING GOALS Problem-Solving Process to Increase Student Achievement

Based on the analysis of student achievement data, and reference to

“Guiding Questions”, identify and define areas in need of

improvement for the following group:

Anticipated Barrier Strategy Person or Position

Responsible for

Monitoring

Process Used to Determine

Effectiveness of

Strategy

Evaluation Tool

1. Students achieving proficiency (FCAT Level 3) in

reading

Reading Goal #1:

1.1.

The area of deficiency as

noted on the 2011

administration of the FCAT

Reading Test was Reporting

Category 4: Informational

Text and Research Process.

1.1.

During pre-reading activities

students will practice relating

questions to accompanying

graphics and text features.

1.1.

RtI Team

Media Specialist

1.1.

Monitoring of ongoing classroom

assessments focusing on

interpreting graphical information.

1.1.

Formative: Mini-

assessments

Monthly data chats

Summative: 2012 FCAT

Assessment

The results of the 2010-

2011 FCAT Reading Test

indicate that 32% of

students achieved level 3

proficiency. Our goal for

the 2011-2012 school year

is to increase level 3

student proficiency by 4

percent of non-proficient

students to 36%

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

32%

(93)

36%

(103)

1.2.

The area of deficiency as

noted on the 2011



Category 2: Reading

Application.

1.2.

Students will practice in making

inferences, drawing conclusions,

and identifying implied main

idea and author’s purpose.

Students will utilize grade level

appropriate text to ingrain the

practice of justifying responses

by going back to the text for

answers.

1.2.

RtI Team

1.2.


assessments focusing on students’

ability to identify main

idea/author’s purpose in grade level

text.

1.2.

Formative: Mini-

assessments

Monthly data chats


Assessment

1.3.

1.3. 1.3. 1.3. 1.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

2. Students achieving above proficiency

(FCAT Levels 4 and 5) in reading

Reading Goal #2:

2.1.

The area which showed

minimal growth and would

require students to maintain

or improve performance as

noted on the 2011



Category 3: Literary

Analysis: Fiction and Non-

Fiction.

2.1.

Students will be given more

opportunities to identify relevant

details that support literary

analysis through an intensified

use of graphic organizers,

concept maps, signal or key

words, and encourage students to

read from a wide variety of texts

Students will be given an

opportunity to practice literacy

2.1.

RtI Team

Gifted Teacher

Media Specialist

2.1.


assessments/observations focusing

on students’ ability to recognize

literary relationships in text through

a visible display of appropriate

graphic organizers. Rubrics will

be developed to assess student

learning. Student work samples

utilizing rubric,

Monitoring attendance and

2.1.

Formative: mini-

assessments

Monthly data chats


Assessment




students achieved levels 4

and 5 proficiency. Our

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

18%

(52)

19%

(56)


April 2011 16

Rule 6A-1.099811


goal for the 2011-2012

school year is to increase

levels 4 and 5 student

proficiency by 1 percent

of non-proficient students

to 19%.

comprehension skills along with

vocabulary enhancement by

participating in NME’s Inaugural

Book-aneer Club.

student reading log

2.2.

2.2.

2.2.

2.2.

2.2.

2.3

2.3 2.3 2.3 2.3





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

3. Percentage of students making Learning Gains in

reading

Reading Goal #3:

3.1.

As noted on the 2011


Reading Test, the percent of

students making learning

gains decreased by 8

percentage points as

compared to the 2010 FCAT

Reading Test due to students

needing help in Reporting

Category 1: vocabulary skills.

3.1.

Teachers will use Reading Plus

during whole group instruction

in order to enhance student

vocabulary and fluency.

3.1.

Administration

RtI Team

Reading Coach

3.1.

Weekly monitoring 3.1.

Formative: Pre-Post

Assessment

Monthly data chats


Assessment




students made learning

gains. Our goal for the

2011-2012 school year is

to increase student

achieving learning gains

by 10 percentage points to

66%.

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

56%

(82)

66%

(97)

3.2.

.

3.2.

3.2

3.2. 3.2.

3.3. 3.3. 3.3. 3..3. 3.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making

learning gains in reading

Reading Goal #4:

4.1.



Reading Test, the number of

students in the lowest 25%

making learning gains

increased by1 percentage

point. In order to maintain the

gain our focus is on

Reporting Category 1:

Vocabulary.

4.1.

Identify Tier 2 and 3 students,

place in appropriate

interventions that target

vocabulary within the first

grading period of the 2011-2012

school year and monitor student

progress using data monthly.

4.1.

RtI Leadership Team

4.1.

Grade level monthly data chats to

monitor student progress and the

effectiveness of program delivery.

4.1.

Formative: FAIR, District

and School-site assessment

data

Monthly data chats


Assessment




students in the lowest

25% made learning gains.

Our goal for the 2011-

2012 school year is to

increase in the lowest 25%

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

58%

(21)

68%

(25)

4.2.

4.2. 4.2. 4.2. 4.2.

4.3

4.3. 4.3. 4.3. 4.3.


April 2011 17

Rule 6A-1.099811


achieving learning gains

by 10 percentage points to

68%.



improvement for the applicable subgroup(s):


Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

5A. Student subgroups

not making Adequate

Yearly Progress (AYP) in

reading

Reading Goal #5A:

Reading Goal #5A:

Ethnicity (White, Black, Hispanic, Asian,

American Indian)

5A.1.

Black: As noted on the

administration of the 2011

FCAT Reading Test, the

Black subgroup did not make

AYP due to students needing

help in prerequisite skills in


Informational Text.

5A.1.

Students will read Scholastic

News articles during

differentiated instruction to

reinforce informational skills.

5A.1.

Reading Coach

Administration

LLT

5A.1.

Lesson plans will reflect small

group differentiated instruction

activities along with displayed

student work samples reviewed

during classroom walkthroughs

Students will develop

comprehension questions utilizing

the FCAT task cards.

5A.1.

Formative: District and

School-site assessment

data, intervention

assessments

Monthly data chats


Assessment The results of the 2010-


indicates that 53% of

students in the Black

subgroup did not achieve

proficiency.

Our goal is to increase


percent of non-proficient

students to 58%.

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

Black: 53%

(128)

Black: 58%

(140)

:

5A.2.

5A.2. 5A.2.

5A.2. 5A.2.

5A.3. 5A.3. 5A.3. 5A.3. 5A.3.



improvement for the following subgroup:


Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

5B. Student subgroups

not making Adequate


reading

Reading Goal #5B:

Reading Goal #5B:

English Language

Learners (ELL)

5B.1.




students in the ELL subgroup

did not make AYP due to

students needing help in


Vocabulary

5B.1.

Implement tutoring utilizing

technology and additional

supplemental materials as

needed with special emphasis on

improving vocabulary and

reading comprehension skills..

5B.1.

Administration

5B.1.

Attendance logs

Review bi-weekly technology data

reports to ensure progress is being

made and adjust intervention as

needed

5B.1.

Formative bi-weekly

assessment/data reports

Monthly data chats


Assessment The results of the 2010-



students in the English

Language Learners


2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

47%

(71)

52%

(79)

5B.2. 5B.2. 5B.2. 5B.2. 5B.2.


April 2011 18

Rule 6A-1.099811


proficiency.



percentage points to 52%.

5B.3. 5B.3. 5B.3. 5B.3. 5B.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

5C. Student subgroups

not making Adequate


reading

Reading Goal #5C:

Reading Goal #5C:

Students with Disabilities

(SWD)

5C.1.

5C.1. 5C.1. 5C.1. 5C.1.

N/A

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

N/A N/A

5C.2.

5C.2. 5C.2. 5C.2. 5C.2.

5C.3.

5C.3. 5C.3. 5C.3. 5C.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

5D. Student subgroups

not making Adequate


reading

Reading Goal #5D:

Reading Goal #5D:

Economically

Disadvantaged

5D.1.




students in the Economically

Disadvantaged subgroup did

not make AYP.

Limited access to a variety of

literature materials has

hindered student progress in


Informational Text..

5D.1.

Students will read leveled books

and answer questions using the

Accelerated Reader (AR)

program.

5D.1.

LLT

5D.1.

Student logs kept in AR folders and

monitored by teachers.

5D.1.

Formative: AR test

Monthly data chats


Assessment




students in the

Economically

Disadvantaged subgroup

did not achieve

proficiency.



2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

51%

(129)

56%

(142)

5D.2. 5D.2. 5D.2.

5D.2. 5D.2.

5D.3.

5D.3. 5D.3. 5D.3. 5D.3.


April 2011 19

Rule 6A-1.099811


Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants

(e.g. , PLC, subject, grade level, or

school-wide)

Target Dates and Schedules

(e.g. , Early Release) and

Schedules (e.g., frequency of

meetings)

Strategy for Follow-up/Monitoring Person or Position Responsible for

Monitoring

Ready Schools:

Vocabulary K-5

Selected

Teachers

K-5

Sept. 29, 2011

Oct. 28, 2011

Nov. 16, 2011

Jan. 23, 2012

Feb. 3, 2012

Individual Presentations and

monthly sign in logs

Administration

PLC Leaders

Reading Plus 4-5

Selected

Teachers 4-5 Sept. 13, 2011

Reading Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities/materials.

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

Strategy Description of Resources Funding Source Amount

5D.2 Accelerated Reader (STAR) 495.00

Subtotal: $ 495.00

Technology


Subtotal:

Professional Development


Subtotal:

Other


4.1 FCAT TestPrep Material SBBS 3,000.00



April 2011 20

Rule 6A-1.099811


5A.2 Scholastic News Magazine Redemption of Points 00.00

5D.1 Hourly Interventionists SBBS 10,000.00

Subtotal:

Total: $13,000.00

End of Reading Goals

Mathematics Goals

* When using percentages, include the number of students the percentage represents (e.g. 70% (35)).

MATHEMATICS GOALS Problem-Solving Process to Increase Student Achievement





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1. Students achieving proficiency (Level 3) in

mathematics

Mathematics Goal #1:

1.1.

Students in grades 3-5 scored

lowest in the Reporting

Category Base Ten/ and

Fractions.

1.1

Infuse literacy in the

mathematics classroom to

provide the necessary meaning

for children to successfully grasp

number concepts and allow

students to make connections

with real-world situations.

1.1.

RtI Team 1.1.

Review formative bi-weekly

assessment data reports to ensure

progress is being made and adjust

instruction as needed.

Math Journals

1.1.

Formative: Bi-weekly

assessments, District

interim data reports;

Student authentic work.

Monthly data chats

Summative: Results from

2012 FCAT Mathematics

Assessment



Test indicates that 36% of






percentage points of non-

proficient students to 39%

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

36%

(104)

39%

(113)

1.2.

1.2. 1.2. 1.2. 1.2.

1.3. 1.3. 1.3. 1.3. 1.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool


(Levels 4 and 5) in mathematics


2.1.

The Level 4 and 5 students in

grade 4 showed an area of

deficiency in Reporting

Category 4:Geometry and

Measurement as noted on the

2011 administration of the

2.1.

Provide students with more

opportunities to develop

exploration and inquiry activities

using hands-on experiences that

will increase their understanding

of concepts and apply learning to

2.1.

Leadership Team

Math Coach

2.1.

Review ongoing classroom

assignments and assessments that

target application of the skills

taught.

Math Journals

2.1.

Formative: Student

authentic work; Monthly

assessments

FCAT Explorer Reports

Monthly data chats


2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*


April 2011 21

Rule 6A-1.099811



Test indicate that 21% of

students achieved levels 4





proficiency by 1

percentage point of non-

proficient students to 22%

21%

(61)

22%

(65)

FCAT Mathematics Test.

The deficiency is due to

limited classroom

opportunities to develop

exploration and inquiry

activities.

solve real-life problems.

Utilize FCAT Explorer to expose

students to exploration and

inquiry activities.

On-going review of FCAT

Explorer data



Assessment

2.2. 2.2. 2.2. 2.2. 2.2.

2.3

2.3 2.3 2.3 2.3





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

3. Percentage of students making learning gains in

mathematics (excluding 9th

grade; learning gains will

not be available for this grade)


3.1.



Mathematics Test, the percent

of students making learning


percentage points as

compared to the 2010 FCAT

Mathematics Test due to a


Category 1: Number Sense.

Applying mathematical

theory to practical

applications has been an

obstacle.

3.1.

Student math journals will be

utilized to show transfer of

mathematical theory to practical

applications.

3.1

RtI Team

Math Coach

3.1.

Review formative bi-weekly

assessment data reports to adjust

instruction as needed to ensure

progress is being made and students

are making learning gains.

Conduct grade level discussions

and data chats to attain teacher

feedback and effectiveness of

strategy.

3.1.


assessments; Student

generated work in math

journals

Monthly data chats



Assessment




students made learning

gains. Our goal for the

2011-2012 school year is

to provide appropriate

interventions, remediation

and enrichment

opportunities in order to

increase the percentage of

students making learning

gains by 10 percentage

points to 61%.

2011 Current

Level of

Performance:*

2012Expected

Level of

Performance:*

51%

(75)

61%

(90)

3.2.

3.2. 3.2. 3.2. 3.2.

3.3.

3.3. 3.3. 3..3. 3.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making

learning gains in mathematics


4.1.



Mathematics Test, the

4.1.

Identify Tier 2 and 3 students,

place in appropriate

interventions (pull-out,/push-in)

4.1.

Administration

RtI Team

Math Coach

4.1.

Grade level monthly data chats to

monitor student progress and the

effectiveness of program delivery.

4.1.


assessment data reports;

Intervention assessments


April 2011 22

Rule 6A-1.099811






25% made learning gains.

Our goal for the 2011-


increase the percent of


25% making learning

gains by 10 percentage

points to 66%.

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

number of students in the

lowest 25% making learning


percentage points due to


Category 3: Geometry and

Measurement.

Appropriate and timely

placement of students in

intervention has been an

obstacle.

within the first grading period of

the 2011-2012 school year and

monitor student progress using

data monthly.

.

Monthly data chats



Assessment 56%

(21)

66%

(24)

4.2.

4.2. 4.2. 4.2. 4.2.

4.3.

4.3. 4.3. 4.3. 4.3.



improvement for the applicable subgroup(s):


Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

5A. Student subgroups

not making Adequate


mathematics

Mathematics Goal #5A:

Mathematics Goal #5A:


American Indian)

5A.1.

Black: As noted on the 2011


Mathematics test the students

in the Black subgroup did not

achieve proficiency due to



Measurement.

The deficiency is due to the

students’ inability to utilize

higher order thinking

strategies and the increased

cognitive complexity of the

content.

5A.1.

Through the formation of

Professional Learning

Communities, teachers will share

best practices with a focus on

increasing the use of higher

order thinking strategies and the

cognitive complexity in teaching

mathematics as evident in

instructional plans.

5A.1.

PLC Facilitators

5A.1.

Participation records

Classroom walkthroughs ,

lesson plan reviews

5A.1

Formative: Classroom

walkthroughs and lesson

plan reviews

Monthly data chats



Assessment.




students in the Black


proficiency.




2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

Black: 60%

(145)

Black: 64%

(154)

:

5A.2. 5A.2. 5A.2. 5A.2. 5A.2.

5A.3. 5A.3. 5A.3. 5A.3. 5A.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool


not making Adequate


mathematics

Mathematics Goal #5B:

English Language

Learners (ELL)

5B.1.




5B.1.

During grade level meeting and

ongoing professional

development, teachers will focus

5B.1.

Administration

Math Coach

5B.1.

Teacher observation

Utilization of Math journals

5B.1.

Formative: Classroom

walkthroughs and lesson

plan reviews


April 2011 23

Rule 6A-1.099811


Mathematics Goal #5B: in the ELL subgroup did not

achieve proficiency due to



Measurement.

Due to English being a

second language students will

be exposed daily to math

vocabulary “picture” cards.

on FCAT specifications, NGSSS

with an emphasis on specific

vocabulary which will enable the

ELL student to better

comprehend the text.

District Interims

Monthly data chats



Assessment




students in the English

Language Learners


proficiency.




2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

55%

(84)

60%

(91)

5B.2.

5B.2. 5B.2. 5B.2. 5B.2.

5B.3

5B.3. 5B.3. 5B.3. 5B.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool


not making Adequate


mathematics

Mathematics Goal #5C:

Mathematics Goal #5C:


(SWD)

5C.1.

5C.1. 5C.1. 5C.1. 5C.1.

N/A

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

N/A

N/A

5C.2.

5C.2. 5C.2. 5C.2. 5C.2.

5C.3.

5C.3. 5C.3. 5C.3. 5C.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool


not making Adequate


mathematics

Mathematics Goal #5D:

Mathematics Goal #5D:

Economically

Disadvantaged

5D.1.




in the Economically

5D.1.

To ensure student accountability

all students in grades 4-5 will be

issued a 3 ring binder whereby

individual data results will be

5D.1

Administration

5D.1.

Monthly student/teacher data chats.

5D.1.

Formative: Documented

conference log

SuccessMaker/FCAT

Explorer Results


April 2011 24

Rule 6A-1.099811



PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants


school-wide)




meetings)


Monitoring

Go Math Manipulatives

3-5

Math Coach

3-5 Teachers

Early Release:

Sept. 21, 2011

Oct. 12, 2011

Nov. 9, 2011

Feb. 3, 2012

Lesson Plans

Classroom walkthroughs

Administration

Math Coach

Mathematics Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials.



Subtotal:

Technology





students in the

Economically

Disadvantaged subgroup

did not achieve

proficiency.




2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

Disadvantaged subgroup did

not achieve proficiency due

to deficiency in Reporting


Measurement.

.

High percentage of students

on free and reduced lunch

indicate that there is an

increase in the percent of the

economically disadvantaged

subgroup.

kept along with

SuccessMaker/FCAT Explorer

reports. Students will be able to

refer to this binder during

conferences with the reading and

math teachers.

District Interims

Monthly data chats



Assessment

58%

(147)

62%

(157)

5D.2.

5D.2. 5D.2. 5D.2. 5D.2.

5D.3.

5D.3. 5D.3. 5D.3. 5D.3.


April 2011 25

Rule 6A-1.099811


Subtotal:



5A.1 Substitute Funding SBBS 2,000.00

Subtotal: 2,000.00

Other


3.1 Mathematics Journals SBBS 300.00

4.1 Hourly Interventionists SBBS 7000.00

Subtotal:

Total: 9,300.00

End of Mathematics Goals


April 2011 26

Rule 6A-1.099811


Science Goals * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

SCIENCE GOALS Problem-Solving Process to Increase Student Achievement





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1. Students achieving proficiency (FCAT Level 3) in

science

Science Goal #1:

1.1.

The areas of deficiency are

Physical and Chemical

changes as well as Earth and

Space.

Students need increased

exposure to the scientific

processes in Physical and

Chemical and Earth and

Space.

1.1.

Ensure that instruction includes

teacher-demonstrated as well as

student-centered laboratory

activities that apply, analyze and

explain concepts related to

matter, energy, force and motion.

1.1.

Administration

1.1.

Students will be expected to keep

an updated Science journal to take

notes relating to their lab

experiences.

Reviewing student work

Classroom walkthroughs

Monthly peer review of journals.

1.1.

Formative: Student

journals

Mini assessments.


2012 FCAT Science

Assessment


2011 FCAT Science Test







percentage points to 29%

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

24%

(21)

29%

(25)

1.2.

1.2. 1.2. 1.2. 1.2.

1.3.

1.3. 1.3. 1.3. 1.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool


(FCAT Levels 4 and 5) in science

Science Goal #2:

2.1.

Students need additional

support to develop

independent projects using

the scientific processes.

2.1.

Identify students scoring 4 or 5

on the Reading and Mathematics

portion of the FCAT and mentor

the students in the development

of independent experimental or

engineering projects.

2.1.

Administration

2.1.

Projects will be reviewed

periodically using a rubric to be

sure students are making progress

and that adjustments are being

made as necessary.

2.1.

Formative: School

developed rubric


2012 FCAT Science

Assessment


2011 FCAT Science Test







proficiency by 2

percentage points to 8%

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

6%

(5)

8%

(7)

2.2. 2.2. 2.2. 2.2. 2.2.

2.3 2.3 2.3 2.3 2.3


April 2011 27

Rule 6A-1.099811



PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants


school-wide)




meetings)


Monitoring

Ready Schools:

Hands-on inquiry based

best practices

4-5 Teachers

Selected

Teachers

4-5 Teachers

Early Release:

Nov. 16, 2011

Dec. 7, 2011

Jan. 18, 2012

Feb. 22, 2012

March 21, 2012

April 18, 2012

Individual Presentations and

monthly sign in logs

Administration

PLC Leader

Science Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities/materials.



Subtotal:

Technology


Subtotal:



Subtotal:

Other



April 2011 28

Rule 6A-1.099811


1.1 Science Journal SBBS 300.00

Subtotal: Total: 300.00

End of Science Goals

Writing Goals * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

WRITING GOALS Problem-Solving Process to Increase Student Achievement





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1. Students achieving Adequate Yearly Progress

(FCAT Level 3.0 and higher) in writing

Writing Goal #1:

1.1.

The area of deficiency as noted

on the 2011 administration of

the FCAT Writing Test was

their inability to elaborate on

the main topic and use

supporting details.

Students lack the necessary

writing opportunities to

incorporate supporting details

in their writing.

1.1.

Maintain the school-wide

Wednesday Write Night with

emphasis on reviewing main

topic and supporting details.

1.1.

Reading/Writing Coach

1.1.

Students’ writing samples will be

reviewed and scored weekly by the

teacher using the State 0-6 Rubric.

1.1.

Formative: Monthly

review of student

Wednesday Write Night

notebooks

Monthly data chat


Writing Assessment

Our goal for the

2011-2012 school

year is to maintain

the percentage of

students achieving

at or above

proficiency at 96%.

2011 Current Level

of Performance:*

2012 Expected

Level of

Performance:*

96%

(87)

96%

(87)

1.2. 1.2. 1.2. 1.2. 1.2.

1.3. 1.3. 1.3. 1.3. 1.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

2A. Student

subgroups not

making Adequate

Yearly Progress

(AYP) in writing

Writing Goal #2A:

Writing Goal #2A:


American Indian)

2A.1.

White:

Black:

Hispanic:

Asian:

American Indian:

2A.1. 2A.1. 2A.1. 2A.1.

N/A 2011 Current Level

of Performance:*

2012 Expected

Level of

Performance:*


April 2011 29

Rule 6A-1.099811


White:

Black:

Hispanic:

Asian:

American

Indian:

White:

Black:

Hispanic:

Asian:

American

Indian:

2A.2. 2A.2. 2A.2. 2A.2. 2A.2.

2A.3. 2A.3. 2A.3. 2A.3. 2A.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool


not making Adequate


writing

Writing Goal #2B:

Writing Goal #2B:

English Language

Learners (ELL)

2B.1.

3B.1. 2B.1. 2B.1. 2B.1.

N/A

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

N/A

N/A

2B.2.

2B.2. 2B.2. 2B.2. 2B.2.

2B.3.

2B.3. 2B.3. 2B.3. 2B.3.





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool


not making Adequate


writing

Writing Goal #2C:

Writing Goal #2C:


(SWD)

2C.1.

2C.1. 2C.1. 2C.1. 2C.1.

N/A

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

N/A

N/A

2C.2.

2C.2. 2C.2. 2C.2. 2C.2.

2C.3.

2C.3. 2C.3. 2C.3. 2C.3.


April 2011 30

Rule 6A-1.099811



PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants


school-wide)




meetings)


Monitoring

Writing Process

K-5

Reading Coach

K-5 teachers

August 19, 2011

Monitoring monthly prompt data

submitted by teachers

Administration

Reading Coach





Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool


not making Adequate


writing

Writing Goal #2D:

Writing Goal #2D:

Economically

Disadvantaged

2D.1.

2D.1. 2D.1. 2D.1. 2D.1.

N/A

2011 Current

Level of

Performance:*

2012 Expected

Level of

Performance:*

N/A N/A

2D.2.

2D.2. 2D.2. 2D.2. 2D.2.

2D.3.

2D.3. 2D.3. 2D.3. 2D.3.


April 2011 31

Rule 6A-1.099811


Writing Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities/materials.



Subtotal:

Technology


Subtotal:



Subtotal:

Other


1.1 Composition Books for K-5 SBBS 250.00

Subtotal:

Total: 250.00

End of Writing Goals


April 2011 32

Rule 6A-1.099811


Attendance Goal(s) * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

ATTENDANCE GOAL(S) Problem-solving Process to Increase Attendance

Based on the analysis of attendance data, and reference to “Guiding

Questions”, identify and define areas in need of improvement:


Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1. Attendance

Attendance Goal #1:

1.1.

Truancy-remained the same

from the previous year.

The school has experienced a

steady high rate of attendance

during the past few years due

to the welcoming positive

climate that has been

established.

Some students have excessive

absence bringing down

overall average

1.1.

Teachers will identify and refer

students who may be developing

a pattern of nonattendance to the

Truancy Child Study Team

(TCST) for intervention services

which may include partnering

with a staff member in order to

monitor their attendance..

1.1.

Assistant Principal and

Counselor

1.1. Weekly updates to Administration

by the TCST and to selected

Homeroom teachers.

1.1.

TCST logs and attendance

rosters

Our goal for this year is to

maintain attendance at

98% by minimizing

absences due to illnesses

and truancy, and to create

a climate in our school

where parents, students

and faculty feel welcomed

and appreciated.

In addition, our goal for

this year is to decrease the

number of students with

excessive absences (10 or

more), and excessive

tardiness (10 or more) by

4 students..

2011 Current

Attendance Rate:*

2012 Expected

Attendance Rate:*

97.93%

(645)

97.93%

(645)

2011 Current

Number of Students

with Excessive

Absences

(10 or more)

2012 Expected

Number of Students

with Excessive

Absences

(10 or more)

70 67

2011 Current

Number of

Students with

Excessive Tardies

(10 or more)

2012 Expected

Number of

Students with

Excessive Tardies

(10 or more)

81 77

1.2.

1.2. 1.2. 1.2. 1.2.

1.3.

1.3. 1.3. 1.3. 1.3.


April 2011 33

Rule 6A-1.099811



PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants


school-wide)




meetings)


Monitoring

Mentoring Workshop

K-5

/Attendance

Administration

Counselor

Selected teachers

And staff members

September 29, 2011

January 23, 2012

April 6, 2012

A Truancy Mentoring Program will

be developed during the PD. The

Assistant Principal will monitor the

implementation of this program by

teachers and staff.

Assistant Principal

Counselor

School representatives

will attend professional

development sessions

offered by the Alliance for a Healthier

Generation

K-5 /Attendance

Staff from

Alliance for a Healthier

Generation

Counselor and our school Healthy Alliance

Representatives

September 29, 2011 January 23, 2012

April 6, 2012

The wellness council committee

will continue to monitor the

implementation of Policy and

Systems recommended by the Alliance for a Healthier

Generation, the American Heart

Association and the Clinton

Foundation.

Administration and the wellness council

Attendance Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials.



Subtotal:

Technology


Subtotal:




April 2011 34

Rule 6A-1.099811


Subtotal:

Other


1.1 Perfect Attendance Certificates and

Trophies

EESAC 100.00

Subtotal:

Total: 100.00

End of Attendance Goals

Suspension Goal(s)

* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

SUSPENSION GOAL(S) Problem-solving Process to Decrease Suspension

Based on the analysis of suspension data, and reference to “Guiding

Questions”, identify and define areas in need of improvement:


Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1. Suspension

Suspension Goal #1:

1.1.

There are not enough

opportunities to recognize

students for positive behavior.

1.1.

Utilize the Student Code of

Conduct by providing incentives

for compliance through the use

of Elementary SPOT Success

Recognition program.

1.1.

Administrative Team 1.1.

Monitor Spot Success report by

grade level and monitor COGNOS

report on student outdoor

suspension rate.

1.1.

Participation Log for

students who are

recognized for complying

with the Student Code of

conduct along with the

monthly COGNOS

suspension report.

Our goal for the 2011 -


decrease the total number

of suspensions by 10%.

2011 Total Number

of

In –School

Suspensions

2012 Expected

Number of

In- School

Suspensions

0 0

2011 Total Number

of Students

Suspended

In-School

2012 Expected

Number of Students

Suspended

In -School

0 0

2011 Number of Out-

of-School

Suspensions

2012 Expected

Number of

Out-of-School

Suspensions

35 32

2011 Total Number

of Students

Suspended

Out- of- School

2012 Expected

Number of Students

Suspended

Out- of-School

21 19

1.2. 1.2. 1.2. 1.2. 1.2.


April 2011 35

Rule 6A-1.099811



PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants


school-wide)




meetings)


Monitoring

The Student Code of

Conduct

Part I

PreK - 5

Administration

School-wide August 19, 2011

Classroom walk-through to monitor teachers’ enforcement of the

Student Code of Conduct. Monitor

Spot Success monthly Report.

Leadership Team

The Student Code of

Conduct

Part II

PreK - 5

Administration

School-wide

September 29, 2011

Review communication sheets/logs

to determine the number of

students who have been placed on

indoor/outdoor suspension.

Review parent participation log for

the Student Code of Conduct

workshop during the Title I

Orientation.

Leadership Team

Due to a language barrier,

parents are unfamiliar with

the components of the

Student Code of Conduct

addressing suspensions.

The school’s Guidance

Counselor and the Community

Involvement Specialist will

contact parents of students who

have been placed on outdoor

suspension. Parents will be

provided with training on

building an understanding of the

Student Code of Conduct.

Guidance Counselor,

Community Involvement

Specialist

Monitor Parents Contact Log for

evidences of communication with

parents of students who have been

placed on outdoor suspension.

Parent Communication

Log. Parent sign-in

Log/Parental Involvement

Monthly School Report.

1.3.

Students coming into

situations with

bullying/conflicts do not have

the strategies to resolve issues

without resorting to physical

and verbal abuse.

1.3.

In an effort to change the school

culture the school has taken on

the motto “This is R.O.C.K.S.!”

(Respect, On track, Citizenship,

Kindness and Safety).

1.3.

Administration,

Discipline Committee

1.3.

Monitor number of student referrals

1.3.

Review Number of student

referrals


April 2011 36

Rule 6A-1.099811


Suspension Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials.



1.3 This school R.O.C.K.S. banners and posters SBBS 600.00

Subtotal: $ 600.00

Technology


Subtotal:



Subtotal:

Other


1.1 Printing of “Spot Success” Certificates SBBS 100.00

1.2 Printing of the Student Code of Conduct EESAC 50.00

Subtotal: $ 150.00

Total: $ 750.00

End of Suspension Goals


April 2011 37

Rule 6A-1.099811


Dropout Prevention Goal(s) Note: Required for High School- F.S., Sec. 1003.53 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).


PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants


school-wide)




meetings)


Monitoring

N/A

DROPOUT PREVENTION GOAL(S) Problem-solving Process to Dropout Prevention

Based on the analysis of parent involvement data, and reference to


improvement:


Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1. Dropout Prevention

Dropout Prevention Goal #1:

*Please refer to the percentage of students who dropped

out during the 2010-2011 school year.

1.1.

1.1. 1.1. 1.1. 1.1.

N/A

2011 Current

Dropout Rate:*

2012 Expected

Dropout Rate:*

N/A

N/A

2011 Current

Graduation Rate:*

2012 Expected

Graduation Rate:*

Enter numerical

data for

graduation rate in

this box.

Enter numerical data

for expected

graduation rate in

this box.

1.2. 1.2. 1.2. 1.2. 1.2.

1.3. 1.3. 1.3. 1.3. 1.3.


April 2011 38

Rule 6A-1.099811


Dropout Prevention Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials.



Subtotal:

Technology


Subtotal:



Subtotal:

Other


Subtotal:

Total:

End of Dropout Prevention Goal(s)


April 2011 39

Rule 6A-1.099811


Parent Involvement Goal(s) * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).


PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants


school-wide)




meetings)


Monitoring

PARENT INVOLVEMENT GOAL(S) Problem-solving Process to Parent Involvement

Based on the analysis of parent involvement data, and reference to


improvement:


Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1. Parent Involvement

Parent Involvement Goal #1:

*Please refer to the percentage of parents who

participated in school activities, duplicated or

unduplicated.

1.1.

1.1.

1.1.

1.1.

1.1.

See Parent Involvement Plan

2011 Current

level of Parent

Involvement:*

2012 Expected

level of Parent

Involvement:*

1.2.

1.2.

1.2.

1.2.

1.2.

1.3. 1.3.

1.3.

1.3.

1.3.


April 2011 40

Rule 6A-1.099811


Parent Involvement Budget

* Please ensure that items included in the Parental Involvement Policy/Plan (PIP) are outlined in the following budget section. Include only school-based funded activities/materials and exclude district funded activities /materials.



Subtotal:

Technology


Subtotal:



Subtotal:

Other


Promote Communication Red Folders SBBS 997.00

Community Involvement Specialist Personnel Title I 28,000.00

Subtotal:

Total: 28,997.00

End of Parent Involvement Goal(s)


April 2011 41

Rule 6A-1.099811


Additional Goal(s)

* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).


PD Content /Topic

and/or PLC Focus

Grade

Level/Subject

PD Facilitator

and/or

PLC Leader

PD Participants


school-wide)




meetings)


Monitoring

Additional Goal(s) Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials.



ADDITIONAL GOAL(S) Problem-Solving Process to Increase Student Achievement

Based on the analysis of school data, identify and define

areas in need of improvement:


Responsible for

Monitoring


Effectiveness of

Strategy

Evaluation Tool

1. Additional Goal

Additional Goal #1:

1.1.

1.1. 1.1. 1.1. 1.1.

N/A

2011 Current

Level :*

2012 Expected

Level :*

N/A N/A

1.2.

1.2. 1.2. 1.2. 1.2.

1.3.

1.3. 1.3. 1.3. 1.3.


April 2011 42

Rule 6A-1.099811


Subtotal:

Technology


Subtotal:



Subtotal:

Other


Subtotal:

Total:

End of Additional Goal(s)


April 2011 43

Rule 6A-1.099811


FINAL BUDGET (Insert rows as needed) Please provide the total budget from each section.

Reading Budget

Reading 4.1 FCAT TestPrep Material SBBS $3,000.00

Reading 5 D.1 Hourly Interventionists SBBS $10,000.00

Total: 13,000.00

Mathematics Budget

Mathematics 3.1 Mathematics Journals SBBS $300.00

Mathematics 4.1 Hourly Interventionists SBBS $7,000.00

Total: 7,300.00

Science Budget

Science 1.1 Writing Journal SBBS $300.00

Total: 300.00

Writing Budget

Writing 1.1 Composition Books for PreK-5 SBBS $250.00

Total: 250.00

Attendance Budget

Attendance 1.1 Perfect Attendance Certificates and Trophies EESAC $100.00

Total: 100.00

Suspension Budget

Suspension 1.1 Printing of “Spot Success” Certificates SBBS $100.00

Suspension 1.2 Printing of Code of Student Conduct EESAC $50.00

Suspension 1.3 This School R.O.C.K.S. banners and posters SBBS $600.00

Total: 750.00

Dropout Prevention Budget

Total:

Parent Involvement Budget

Promote Communication Red Folders SBBS $997.00


April 2011 44

Rule 6A-1.099811


Community Involvement Specialist Personnel Title I $28,000.00

Total: 28,997.00

Additional Goals

Total:

Grand Total: 50, 847.00

Differentiated Accountability

School-level Differentiated Accountability (DA) Compliance Please choose the school’s DA Status. (To activate the checkbox: 1. double click the desired box; 2.when the menu pops up, select “checked” under “Default

Value” header; 3. Select “OK”, this will place an “x” in the box.)

School Differentiated Accountability Status

Intervene Correct II Prevent II Correct I Prevent I N/A

Upload a copy of the Differentiated Accountability Checklist in the designated upload link on the “Upload” page

School Advisory Council 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. Please verify the statement above by selecting “Yes” or “No” below.

Yes No

If No, describe measures being taken to comply with SAC requirement.

Describe projected use of SAC funds. Amount

Ongoing initiatives which support the school improvement plan 1,000.00

FCAT resources to strengthen proficiency levels of all subgroups 500.00

Acknowledge student achievement through trophies 550.00

Hourly employment for tutoring 500.00

Describe the activities of the School Advisory Council for the upcoming year. The purpose of the SAC will be to support :


April 2011 45

Rule 6A-1.099811


Develop and monitor the implementation of the School Improvement Plan

Ongoing initiatives which support the school improvement plan

FCAT resources to strengthen proficiency levels of all subgroups

Acknowledge student achievement through trophies

Hourly employment for tutoring

school improvement plan (sip) form sip-1nmiamielem.dadeschools.net/133941_1112_sip.pdf · adequate...

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