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FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: SHENANDOAH ELEMENTARY SCHOOL

District Name: Dade

Principal: Martha Rodriguez

SAC Chair: Anthony Davis

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending School Board

Approval

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/MISSION/BELIEF STATEMENTSNote: Required for Title I

VISION

Shenandoah Elementary School strives to build committed relationships in which all stakeholderscollaborate to provide students with the opportunity to achieve academic success in preparation for theirroles as responsible, respectful, literate, and productive members of society who will appreciate their past,embrace their present, and embrace their future.

MISSION To accomplish our vision, the staff, parents, and community of Shenandoah Elementary School endeavorto facilitate the established curriculum to ensure a solid foundation and knowledge across all grade levels ineach of the disciplines: reading, writing, mathematics, science, social studies and the fine arts, as togetherwe strive to: build a community of literate readers, develop lifelong effective writers, produce real worldproblem solvers, encourage learners in scientific inquiry, expand students' knowledge base of history,culture, geography, and government, incorporate the fine arts to promote cultural appreciation, utilizetechnology to facilitate knowledge acquisition, and implement authentic assessments to establish acomprehensive and continuous evaluation of student performance and appropriate instructional strategies.

SCHOOL PROFILE DEMOGRAPHICS

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

10/21/2008 2008-2009 Florida School Improveme…

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QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Principal - Ms. Martha M. Rodriguez has a Bachelor of Science degree in Elementary Education, and twoMaster of Science degrees, one in Urban Education and the other in Educational Leadership. She has 6years of teaching experience at the elementary school level. She was an elementary school AssistantPrincipal for 6 years and has been an elementary school principal for 3 years. Assistant Principal - Ms. Gladys E. Trujillo has a Bachelor of Science degree in Primary and ElementaryEducation and a Master of Science degree in Educational Leadership. Ms. Trujillo has also attained NationalBoard Certification for Professional Teaching Standards. She has 8 years of teaching experience at theelementary school level. She has been an elementary school assistant principal for 4 years.

Ms. Rodriguez and Ms. Trujillo have worked to increase student academic achievement by providing theteachers with quality professional development in the curriculum areas of reading, language arts, writing,mathematics and science. Block scheduling was established to permit common grade level planning timefor all teachers. They utilized data analysis to target lower performing students and provide appropriateinstruction and interventions. In addition, before and after-school tutoring and a Saturday Academy wasestablished to provide students with extended learning opportunities. Ms. Rodriguez and Mrs. Trujillo havealso implemented schoolwide student attendance incentives and parent trainings to support the academicprograms and promote increased student achievement.

Under the direction of Ms. Rodriguez and Ms. Trujillo students have demonstrated quantifiable gains inachievement. The results of the 2008 FCAT demonstrates that the percentage of students meeting highstandards in reading increased 1%, mathematics increased 2%, and science increased 7%. The schoolgrade for the 2007-2008 school year also increased to a B.

Recruitment/Retention of Highly Qualified Teachers


Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources.

Miami-Dade County Public Schools personnel and recruitment department utilizes various methods torecruit and retain highly qualified teachers including: Recruiting Activities • District-hosted recruitment events with onsite hiring of highly qualified candidates (interviewed andselected by principals) • Offers of hiring commitments (pre-contract binders) to education majors eligible to teach criticalshortage areas • Presentations to education majors currently doing their student teaching internships and assisting themwith the application process, scheduling them for priority interviews in the Instructional Staffing office, andrecommending them to principals for priority consideration. • Utilization of District Teacher Reserve PACs to initiate early hires in critical shortage areas • Attendance at education and general career fairs locally, in state, and nationally • Holding several general teacher recruitment information sessions throughout the school year to assistpotential teachers in navigating the teacher certification and District application process • Conducting seminars with non-education majors at selected colleges/universities prior to their graduation• Utilizations of web-based recruiting as a low-cost, effective method to attract new recruits



• Utilizations of web-based recruiting as a low-cost, effective method to attract new recruits

Beginning teachers and those teachers new to the district participate in the district Mentoring Induction forNew Teachers(MINT) program. These teachers collaborate with mentor teachers to self-assess andidentify areas for growth. Mentor teachers provide consistent support through the implementation of theMINT program guidelines. Beginning teachers also participate in New Educators SupportTeam(NEST)activities.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Shenandoah Elementary School has several programs that coordinate with other state and federal dollarsavailable and integrate federal and state programs so that the school can meet the state No Child LeftBehind (NCLB) requirements.

TITLE III funding will be used to help ensure that English Language Learners (ELLs) meet the academiccontent and english proficiency standards. Title III funds will be coordinated with Title I funds to provideextra support to ELLs by offering school tutoring in academic language acquisition. In addition, Reading Firstfunds enhance the existing structure to make sure that every child is a proficient reader by the end ofgrade 3. Reading First funds will be used to increase the effectiveness and collaboration of reading coachesby including both the Reading First Coaches and the Title 1 coaches in ongoing professional developmenton the five essential elements of reading instruction, reading first assessments and the core readingprogram. Both are responsible for supporting K-3 teachers utilizing a common language. Title I and ReadingFirst funds will be utilized together to provide schools with the necessary resources to continueimplementing research based intervention reading programs.

School Wide Improvement Model


Shenandoah Elementary School utilizes the 8-Step Florida Continuous Improvement Model (FCIM). It is aresearch-based, data-driven, result-oriented, improvement model, which was successfully implementedfully by the Brazensport School District in Texas. Shenandoah Elementary School utilizes FCIM in thefollowing manner. At the start of the school year, academic student data is collected and closely analyzedin order to identify students at risk, skills are prioritized for improvement, and instructional groups areidentified in the core subject areas. Keeping the Miami-Dade County Public Schools (MDCPS) testingcalendar in mind, an instructional focus timeline/calendar is then developed that encompasses all testedbenchmarks. Weekly targets for instruction are reviewed during grade level planning sessions. Targetedlessons are then delivered using whole groups, small groups, and pull out approach. Lessons are enhancedthrough the use of technology, manipulatives, and performance-based projects that emphasize a hands-on, minds-on approach. Assessments are administered on a regular basis in order to fine tune instructionand determine if enrichment or intervention is needed. As lesson delivery continues, a review of previousskills is revisited before new information is presented and included within assessments. Monitoring of thecurriculum is ongoing through informal classroom visitations by administrators, curriculum leaders, gradelevel chairpersons, and Professional Growth Team members. In addition, professional development isprovided to the teachers in all curriculum areas as necessary.

NCLB Public School Choice




1. Parents are provided with notification letters. This gives the parents an opportunity to be informed of themost current status of the school and how to address their child's needs in order to have a successfulschool year. 2. All communication to parents is provided in the native home language of the parents (English andSpanish). 3. A monthly newsletter, which includes upcoming school events in the form of a calendar andtips/resources for parents to utilize to enhance the learning experience, is sent home to parents. 4. A school website has been developed (http://ses.dadeschools.net), where parents can access theparent handbook, locate pertinent school information and upcoming events. The site is updated regularlyand includes information for parents, students, and educators.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


Parents and students are notified and given the opportunity to participate in pre-kindergarten &kindergarten orientation activities that include: parent meetings, classroom visitations and a school tour. Inaddition, administrators and teachers provide parents with pertinent information regarding pre-kindergartenand kindergarten registration requirements and available curriculum programs.

In addition, kindergarten teachers will administer the Florida Kindergarten Readiness Screening (FLKRS) toall students within the first 20 days of school in order to assess student entry levels. All incomingkindergarten students will also be administered the Dynamic Indicators of Basic Early Literacy Skills(DIBELS). Results from these assessments will be utilized to drive instruction in the kindergartenclassrooms.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Based on student data, classroom walk-through observations and input from the reading coach, theprincipal will identify classroom teachers who are successfully implementing the essential elements ofreading. These classrooms will be established as model classrooms for other teachers to visit. Teachers inneed of support may have an opportunity to observe a model classroom in action, practice the newbehavior in a safe context and apply the behavior with peer support in the classroom. The mentor levelteachers will be utilized in each area of the professional development plan that helps and supports teachersto strengthen their teaching skills in reading, build school site capacity, and provide for the follow-upactivities that extend the application of new knowledge to impact student achievement. Mentor levelteachers will be utilized within their classrooms to network and model exemplary teaching strategies andtechniques for staff as needed. In order to maximize professional development activities at the school site,school administrators, reading coaches, and mentor level teachers will articulate and coordinate the planfor professional growth showing differentiation, as needed, within the staff.

Show Attached Teacher Mentoring List

Extended Learning Opportunities




Tutorial services that address identified area(s) of need will be provided to students during the school dayin the form of immediate intensive intervention (iii), as well as opportunities in before/after schoolprograms. The assessment data or Individualized Education Plan(IEP) will be utilized when selecting theappropriate intervention. Intervention materials that are Florida Center for Reading Research (FCRR)reviewed (e.g., Breakthrough to Literacy, Destination Reading, Lightspan Early Reading), will be utilized tomeet the definition of scientifically research-based.

As a Title I School in Need of Improvement (SINI), the school participates in the Supplemental EducationalServices (SES) program, offering students in need of assistance with extended learning opportunities.Participating students are selected based on severity of need upon a careful and deliberate examination ofdata including, but not limited to, Florida Comprehensive Assessment Test (FCAT) scores, No Child LeftBehind (NCLB) subgroups, Student Performance Indicators (SPI) reports, and progress monitoringbenchmark tests. The students at Shenandoah Elementary School are provided extended day servicesthrough the implementation of a before and after school tutorial program, after school AcademicExcellence Program (AEP), and a privately operated After School Care Program. When funding is available,the school also conducts primary and intermediate Saturday Academies for low-performing students.

The expectations are that these extended learning opportunities will increase student achievement anddemonstrated on the administration of the 2009 FCAT.

SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics



Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning

GOALS

Goal: Reading*Note: Required for Title I Scroll down for school data

*Needs Assessment: Results of the 2008 Florida Comprehensive Assessment Test (FCAT) Readingsubtest indicate that 63% of students in grades three through five scored atAchievement Level 3 or higher. Subtest results demonstrate that 60% ofstudents in grade three, 46% of students in grade four, and 53% of students ingrade five scored at or above FCAT Achievement Level 3. Our analysis of studentperformance data on the 2008 FCAT Reading subtest indicated that the weakestcontent clusters for third grade were Reference and Research andComparisons(60%). The strongest content cluster was MainIdea/Purpose(64%). In fourth grade, the weakest content clusters wereComparisons and Reference and Research(50%). The strongest content clusterswere Words/Phrases and Main Idea/Purpose (57%). In fifth grade, the weakestcontent cluster was Comparisons(57%). The strongest content cluster wasWords/Phrases(63%).

In grades three through five, 66% of the students demonstrated learning gains inreading. When compared to the 2007 FCAT scores, the overall percent ofstudents who were proficient in reading increased by 4 percentage points. Allstudent subgroups met the Adequate Yearly Progress (AYP) reading target. Inaddition, a total of 68% of students in the lowest 25% subgroup made learninggains. This represents an increase of 7 percentage points over the previousschool year.

*Objective: Given instruction based on the Sunshine State Standards, students in gradesthree through five will improve their reading skills as evidenced by 65 percentscoring at FCAT Achievement Level 3 or higher on the administration of the 2009FCAT Reading Test.

*Strategies: 1. Provide research-based professional development opportunities to staffutilizing current resources, mentoring, modeling of lessons, and training indifferentiated instruction in alignment with the Sunshine State Standards. 2. Develop a master schedule that provides low-performing students with anadditional hour of reading instruction that includes appropriate interventionstrategies that target student needs in a small group setting. 3. Utilize Accelerated Reader and Successmaker Enterprise to monitor studentprogress and reading levels.



4.Implement the 8-Step Florida Continuous Improvement Model (FCIM) toimpact student achievement. 5.Host Family Literacy Night to increase parental involvement and students'interest in reading. 6. Implement a before and after school tutoring program through SupplementalEducational Services (SES) that will emphasize remediation in the Sunshine StateStandards. 7. Implement a tutoring program for ELL in grades 3-5 that incorporates test-taking strategies.

*Evaluation: This objective will be evaluated using scores from the 2009 FCAT Readingsubtest. Scores/data from the DIBELS and the District Reading InterimAssessments will be used to monitor progress towards this objective and toredirect intervention and instructional strategies.

*Evidence-basedProgram(s):

The research-based program utilized is the Houghton-Mifflin State-AdoptedReading Series. The intervention program utilized is Voyager Passport.

*ProfessionalDevelopment:

Staff will receive professional development in programs and strategies designedto support the delivery of the curriculum and positively impact studentachievement as follows:

(August) Differentiated Instruction, (September) Understanding Baseline Data to Guide Instructional Focus, (September) Voyager Passport, (October) Reading First – Implementing Strategies to Increase Student Performance, (November) Item Analysis – Reading District Interim, (December) Instructional Focus Calendar Workshops, (January) Disaggregating Mid-year Data and Implications to Teaching Strategies, (February) Implementing Test-taking Strategies, (February) Best Practices, (April) End of Year Data Analysis – Determining Progress Towards GoalAttainment, and participation in District-sponsored trainings throughout theschool year.

Budget:

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

Description of Resources Funding Source AvailableAmount

No Data No Data $0.00

Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other

Description of Resources Funding SourceAvailableAmount

Reading Coach Title 1 $63,535.00

Tutoring Title III $1,500.00

Total: $65,035.00

Final Total: $65,035.00



*Non-Highly QualifiedInstructors:

Carmen A. Otero Employee # 283563 Carolyn B. Malony Employee # 289712 Tanya V. Amaya Employee # 264618

The principal will provide professional development and materials to supportinstruction. These teachers will receive professional development in programsand strategies designed to support the delivery of the curriculum and positivelyimpact student achievement such as the CRRP, data-driven decision-makingutilizing the Student Performance Indicators (SPI), Guided Reading, DifferentiatedInstruction, technology-based programs and District provided training throughoutthe school year. In addition, the teachers will receive individual assistance andguidance from the Reading Coaches.

The principal will also identify model classrooms within the school. Mentorteachers, based on student data, will serve in the capacity of a model classroomteacher for these teachers.

End of Reading Goal

Goal: Mathematics*Note: Required for Title I Scroll down for school data

*Needs Assessment: Results of the 2008 Mathematics Florida Comprehensive Assessment Test(FCAT)indicate that 60% of our students in grades three through five scored atAchievement Level 3 or higher. This indicates an increase of 4 percentage pointswhen compared to the results of the 2007 FCAT Mathematics subtest. Resultsindicate that 64% of students in grade three, 44% of students in grade four, and44% of students in grade five scored at or above Achievement Level 3. Ouranalysis of student performance on the 2008 FCAT Mathematics subtest dataindicate that the weakest content cluster for grade three was Algebraic Thinking(50%). The strongest content cluster was Measurement (63%). Fourth gradedemonstrated that the weakest content cluster was Number Sense (45%). Thestrongest content clusters were Geometry, Algebraic Thinking, and Data Analysis(57%). Students in grade five demonstrated that the weakest content clusterwas Number Sense (38%). The strongest content cluster was Algebraic Thinking(55%).

In grades three through five, 65% of the students demonstrated learning gains inMathematics. All student subgroups met the Adequate Yearly Progress (AYP)target with the exception of the Economically Disadvantaged subgroup(52%). Atotal of 78% of the students in the lowest 25% subgroup made learning gains.This demonstrates an increse of 2 percentage points when compared to the2007 FCAT Math subtest.

*Objective: Given instruction based on the Sunshine State Standards, students in gradesthree through five will increase their mathematics skills as evidenced by 68% ofstudents obtaining Achievement Level 3 or higher on the administration of the2009 FCAT Mathematics Test.

Given instruction based on the Sunshine State Standards, 68% of theEconomically Disadvantaged student subgroup will obtain Achievement Level 3 orhigher on the administration of the 2009 FCAT Mathematics Test.

*Strategies: 1. Implement the 8-Step Florida Continuous Improvement Model (FCIM) toimpact student achievement. 2. Identify students in grades three through five scoring at Achievement Levels 1and 2 on the FCAT Mathematics Test in order to address individual student needsutilizing Riverdeep, FCAT Explorer, and SuccessMaker. 3. Administer regular district assessments to establish baseline data anddetermine student progress.



4. Provide research-based professional development opportunities to staffutilizing current resources, mentoring, modeling of lessons, and training indifferentiated instructional approaches designed to support the implementation ofthe Sunshine State Standards. 5. Implement a tutoring program for Economically Disadvantaged students ingrades 3-5 that incorporates the Mathematics Sunshine State Standards andtest-taking strategies. 6. Implement a tutoring program through Supplemental Educational Services(SES) that will emphasize remediation in Sunshine State Standards. 7. Provide opportunities for weekly problem solving and critical thinking skillsduring special area classes.

*Evaluation: This objective will be evaluated by scores from the 2009 FCAT MathematicsTest. Scores/data from the District Mathematics Interim Assessment Tests willbe used to monitor progress towards this objective and to redirect interventionand instructional strategies.


The core mathematics program that will be utilized is the Scott ForesmanMathematics Series and the supplemental programs are Riverdeep, FCATExplorer and Successmaker Enterprise.



(August) Differentiated Instruction, (September) Understanding Baseline Data to Guide Instructional Focus, (September) Riverdeep/Successmaker Enterprise Trainings, (October) Writing through the Content Area - Mathematics, (November) District Interim Item Analysis – Mathematics, (December) Instructional Focus Calendar Workshops, (January) Disaggregating Mid-year Data and Implications to Teaching Strategies, (February) Implementing Test-taking Strategies, (February) Best Practices, (April) End of Year Data Analysis – Determining Progress Towards GoalAttainment, and particpation in District-sponsored in-services as scheduledthroughout the school year.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Mathematics Coach Title 1 $63,535.00

Tutoring Title III $1,500.00

Total: $65,035.00






The principal will provide professional development and materials to supportinstruction. The teacher will participate in various inservice activities toincorporate diverse strategies in teaching the different benchmarks and data-driven decision-making utilizing the Student Performance Indicators (SPI). Theteacher will also receive individual assistance and guidance from the Math Coach.


End of Mathematics Goal

Goal: Writing*Note: Required for Title I Scroll down for school data

*Needs Assessment: Results of the 2008 Florida Ccomprehensive Assessment Test Writing+ Testscores indicate that 87% of students in grade four met or exceeded statestandards. The combined writing score for the 2008 FCAT Writing+ Test was a3.9 When compared to the 2007 FCAT Writing+ scores, the overall percentageof students who were proficient in writing increased by 11%. There is adistinction in student performance in expository versus narrative prompts, with56% of grade four students scoring at or above a 4.0 in expository writing, whileonly 79% of the grade four students scored at or above a 4.0 in narrativewriting.

*Objective: Given instruction based on the Sunshine State Standards, students in grade fourwill increase scores as evidenced by a 1 percentage point increase in the percentof students scoring 3.5 or above on the 2009 FCAT Writing+ Test.

*Strategies: 1. Analyze results of District Pre- and Post- Assessments to modify instructionaccordingly. 2. Administer a monthly school-wide expository or narrative prompt to assessstudent progress. 3. Implement the 8-Step Florida Continuous Improvement Model (FCIM) toimpact student achievement as evidenced by grade level meeting agendas. 4. Provide teachers with professional development opportunities in effectivewriting practices. 5. Infuse the writing process into cross-curricular activities. 6. Introduce students to self-editing rubrics so that they can assess and monitortheir narrative and expository writing skills and that of their peers.

*Evaluation: This objective will be evaluated using scores on the 2009 FCAT Writing+ Test.Scores/data from the District Pre- and Post- Tests and the monthly writingprompts will be used to monitor progress towards this objective and to redirectintervention and instructional strategies.


The core writing program that will be utilized is the Houghton MifflinReading/Writing Workshop and the supplemental programs are Project BeginningEmergent Awareness in Reading (BEAR), Opening Minds with Literacy (OWL), andDeveloping Reading and Writing (DRAW)


Staff will receive professional development in programs and strategies designedto support the delivery of the curriculum and positively impact studentachievement such as writing across the curriculum, as well as through themodeling of lessons by the Reading Coach. Professional development for the2008-2009 school year will be as follows:

(August) Differentiated Instruction, (September) Understanding Baseline Data to Guide Instructional Focus,



(October) Writing through the Content Areas - Mathematics/Science, (November) Writing – Guidelines for Developing Young Authors (December) Writing – Understanding the Scoring Method and Rubrics (December) Instructional Focus Calendar Workshops (January) Disaggregating Mid-year Data and Implications to Teaching Strategies, (February) Implementing Test-taking Strategies, (February) Best Practices, (April) End of Year Data Analysis – Determining Progress Towards GoalAttainment, and participation in District-sponsored trainings throughout theschool year.

Budget:


Description of Resources Funding SourceAvailableAmount


Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Writing Goal

Goal: Science*Note: Required for Title I Scroll down for school data

*Needs Assessment: Scores on the 2008 Florida Comprehensive Assessment Test (FCAT)Sciencesubtest indicate that 34% of students in grade five scored at Achievement Level3 or higher. An analysis of student performance on the 2007 FCAT Science Testdata indicates that the weakest content clusters for students in grade five werePhysical and Chemical and Earth and Space (50%). The strongest contentclusters was Scientific Thinking (58%).

*Objective: Given instructions based on the Sunshine State Standards, students in grade fivewill improve their science skills as evidenced by 59 percent of students scoring atAchievement Level 3 or higher on the administration of the 2009 Science FCATTest.



*Strategies: 1. Implement the 8-Step Florida Continuous Improvement Model (FCIM) toimpact student achievement. 2. Provide opportunities for research-based professional development toteachers utilizing current resources, mentoring, modeling of lessons, and trainingin differentiated instructional strategies designed to support the implementationof the Sunshine State Standards. 3. Administer regular district assessments to establish baseline data anddetermine student progress. 4.Involve students in grades three through five in hands-on inquiry basedinvestigations using Scott Foresman Kits and other resources to correlate withthe District curriculum pacing guide as evidenced within weekly lesson plans. 5. Use dedicated space for hands-on/inquiry-based investigations to supportknowledge of the scientific process. 6. Use dedicated space to provide 5th grade students with monthlyreinforcement in FCAT Science writing skills. 7. Plan a Science Fair to provide students with an opportunity to applyknowledge of the Scientific Process as evidenced by student participation roster.

*Evaluation: This objective will be evaluated using scores of the 2009 FCAT Science Test.Classroom assessments and school-authored Science Pre/Post Tests will be usedto monitor progress towards these objectives and to redirect intervention andinstructional strategies.


The core science program that will be utilized is the Scott Foresman ScienceSeries and the supplemental program is Science and Technology for Children(STC)



(August) Differentiated Instruction, (September) Understanding Baseline Data to Guide Instructional Focus, (October) Writing through the Content Area - Science, (November) District Interim Item Analysis – Science, (November) Guiding Students through the Scientific Process, (December) Instructional Focus Calendar Workshops (January) Disaggregating Mid-year Data and Implications to Teaching Strategies, (February) Implementing Test-taking Strategies, (February) Best Practices, (April) End of Year Data Analysis – Determining Progress Towards GoalAttainment, and participation in District-sponsored trainings throughout theschool year.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other





Total: $0.00

Final Total: $0.00



The principal will provide professional development and materials to supportinstruction. The teachers will participate in various inservice activities toincorporate diverse strategies in teaching the different benchmarks, dataanalysis, and hands-on, inquiry-based activities. The teachers will also receiveindividual assistance and guidance from the Science Coach.


End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Data regarding the number of opportunities provided to parents during the 2007-2008 school year to participate in workshops and on-site Parent Academyclasses indicated a significant increase as compared to the prior school year.Based on Parent Academy rosters, a summary of the data shows that thestrategies have been successful in increasing parental participation at such eventsfrom less than 2.73% during the prior school year to 5.1% in the 2007-2008school year. However, the need exists to further increase parent participation inworkshops and Parent Academy classes.

*Objective: Given the need to increase the home-school connection, parental involvementcontinues to be part of the school's mission. The school will continue to offerParent Academy courses and promote enrollment in courses offered off-campusin order to increase the number of parents attending Parent Academy courses to7 percent.

*Strategies: 1. Survey parents to identify course of interest in the community. 2. Contact parents using Connect-Ed to notify them of courses being offeredboth on and off campus by the Parent Academy. 3. Send home flyers regarding Parent Academy information. 4. Facilitate courses that can be offered on-campus by the Parent Academy. 5. Recruit parents to attend the Parent Academy utilizing the Parent TeacherStudent Association (PTSA). 6. Facilitate School Provider Fairs where parents can meet and select providersof Supplemental Educational Services (SES). 7. Ensure that parents have an opportunity to receive and sign the parentcompact/contract.

*Evaluation: This objective will be evaluated by the number of parents/guardians who enrolland attend Parent Academy courses offered on and off campus. The enrollmentwill be monitored in order to determine if additional strategies need to bedeveloped.


The followiing will be utilized : National Parent Teacher Association (PTA), theParent Academy and Standards for Parents and Family Involvement.


Professional development will be provided in the following areas: FloridaContinuous Improvement Model and Connect-Ed.

Budget:






Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Community Involvement Specialist Title 1 $36,196.00

Total: $36,196.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the Florida Department of Education (FDOE)indicated that in 2006-2007, Shenandoah Elementary School ranked at the 24thpercentile on the State of Florida Return On Investment (ROI) index.

Objective: Given the need to increase the return on investment, Shenandoah ElementarySchool will improve its ranking on the State of Florida Florida Return OnInvestment (ROI) index publication from the 24th percentile in 2006 to the 25thpercentile or higher on the next publication of the(ROI)index.

Strategies: 1. Become more informed about the use of financial resources in relation toschool programs. 2. Collaborate with the District on resource allocation. 3. Consider reconfiguration of existing resources or taking advantage of abroader resource base, e.g. private foundations, volunteer networks. 4. Consider shared use of facilities and partnering with community agencies. 5. Reallocate school resources to better implement teaching, learning and class-size mandates. 6. Use student data analysis results to determine more effective educationalstrategy to serve the needs of students and staff.

Evaluation: On the next State of Florida Return On Investment (ROI) index publication,Shenandoah Elementary School will reach the 25th percentile.

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school



FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

No Data No Data No Data $0.00

Total: $0.00

Technology

Goal Description of Resources Funding SourceAvailableAmount


Total: $0.00




Total: $0.00

Other


Reading Reading Coach Title 1 $63,535.00

Reading Tutoring Title III $1,500.00

Mathematics Mathematics Coach Title 1 $63,535.00

Mathematics Tutoring Title III $1,500.00

Parental Involvement Community InvolvementSpecialist Title 1 $36,196.00

Total: $166,266.00


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 principaland an appropriately balanced number of teachers, education support employees, students (for middle, juniorhigh and high school only), parents, and other business and community citizens who are representative of theethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The Educational Excellence School Advisory Council (EESAC) at Shenandoah Elementary School fosters anenvironment of professional collaboration among all stakeholders to help create a learning environmentthat supports the school's vision and mission. The EESAC accomplishes this by collaborating with siteleadership and council members through the forum of monthly meetings the third Wednesday of eachmonth. The progress of School Improvement Plan (SIP) goals are analyzed, available resources (humanand fiscal) are discussed, which will facilitate achievement of our goals. Recommendations are made inkeeping with the Plan-Do-Study-Act cycle of the Continuous Improvement Model.

SAC Members



Members

1) Martha M. Rodriguez, Principal

2) Anthony M. Davis, SAC Chair

3) Janeth Arriola, Student

4) Pilar Cambo, Teacher

5) Gail Schneider, Teacher

6) Patricio Villoria, Teacher

7) Victor Calvo, Business Member

8) Donald Jones, Business Member

9) Dianne Culmer, Business Member

10) Jose Montes, Business Member

11) Carlos Balasino, Business Member

12) Frank Veloso, Business Member

13) Dudley Castillo, Parent

14) Lazaro Leon, Parent

15) Rosa Salgado, Parent

16) Lillian Morejon, Parent

17) Niury Leon, Parent

18) Beatriz Chamizo, Parent

19) Maria Cid, School Support Personnel

20) Carole J. Campbell, Union Steward

IMPLEMENTATION EVALUATION

Educational Excellence Advisory Council(EESAC) will receive on-going reports on the status of theimplementation of the School Improvement Plan (SIP). A mid-year review will be conducted in order toassess where resources need to be targeted for the remainder of the school year. Additionally, a progressassessment meeting will be scheduled at the end of the school year. In attendance will be the schoolprincipal, the EESAC chairperson, the United Teachers of Dade steward, an EESAC parent representative,the EESAC community/business representative, and the EESAC student representative (as applicable). Atthis meeting, the EESAC makes a presentation of findings. Included in this presentation are data elementsthat identify the Strengths and Opportunities for Improvement(OFIs) of the school. These results provideguidance for the future direction of the school and are included, as appropriate, as objectives andstrategies in next year's SIP. Staff at Shenandoah Elementary School will review the status of SIPobjectives and will collaborate with the EESAC to determine how student achievement will be addressed inthe next school year.



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

5 95 1 99 6 94 0 100 0 0

Name ofAssessmentUsed

DistrictReadingBaselineBenchmarkAssess.

DistrictMathematicsBaselineBenchmarkAssess.

DistrictWriting Pre-Test

Scott-ForesmanScience Pre-Test


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

14 86 6 94 7 93 0 100 0 0





Scott-ForesmanScience Pre-Test


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

16 84 3 97 51 49 6 94 0 0





DistrictScienceBaselineBenchmarkAssess.


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery



0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade SHENANDOAH ELEMENTARY SCHOOL 5001Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 498Math: 498

2007-2008 School Grade1:

B Did the Schoolmake AdequateYearly Progress?

NO

This section shows the percent tested and performance for each group used to determineAYP (Parts a and c2).

This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N

TOTAL4 100 Y 100 Y 55 N 53 N 89 Y NA 47 45 N 49 47 N 67 Y 62 Y

WHITE NA NA NA NA NA NA NA NA NA NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 54 N 54 N 88 Y NA 48 46 N 50 46 N 67 Y 62 Y ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 54 N 52 N 90 Y NA 47 46 N 50 48 N 67 Y 61 N

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 45 N 51 N 83 94 Y NA 61 55 N 55 49 Y 64 Y 64 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y NA NA NA NA NA NA NA NA

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

EconomicallyDisadvantaged

11 89 3 97

End of Baseline Data Report

AYP DATA



2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade SHENANDOAH ELEMENTARY SCHOOL 5001Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 486Math: 486


C Did the Schoolmake AdequateYearly Progress?

NO


This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N

TOTAL4 100 Y 100 Y 53 Y 51 N 89 N NA 40 44 NA 49 49 NA 50 NA 62 NA

WHITE NA NA NA NA NA NA NA 29 NA NA NA BLACK NA NA NA NA NA NA NA 33 NA NA NA HISPANIC 100 Y 100 Y 52 Y 50 N 88 N NA 40 44 NA 50 50 NA 50 NA 62 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 53 Y 50 N 90 Y NA 40 43 NA 50 50 NA 50 NA 62 NA


100 Y 100 Y 39 N 45 N 91 83 N NA 54 62 NA 56 55 NA 41 NA 54 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y NA NA NA NA NA 72 NA NA NA

2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade SHENANDOAH ELEMENTARYSCHOOL 5001

Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 531Math: 531


A Did the Schoolmake AdequateYearly Progress? 5

PRO


This section shows theimprovement for each group usedto determine AYP via safe harbor(Part b2).

Group








SafeHarborReading


SafeHarborMath

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 100 Y 100 Y 62 Y 51 Y 92 Y NA 44 38 NA 48 49 NA

WHITE NA NA NA NA NA NA NA NABLACK NA NA NA NA NA NA NA NAHISPANIC 100 Y 100 Y 62 Y 50 Y 91 NA NA 44 38 NA 49 50 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 62 Y 50 Y 92 NA NA 44 38 NA 48 50 NA


100 Y 100 Y 54 Y 44 N 87 91 Y NA 53 46 NA 54 56 N

STUDENTS WITHDISABILITIES 100 Y 100 Y 38 NA 28 NA NA NA NA 73 72 NA

SCHOOL GRADE DATA



Dade School DistrictSHENANDOAH ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

63% 60% 87% 34% 244

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

66% 65% 131

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

Adequate Progressof Lowest 25% inthe School?

68% (YES) 78% (YES) 146 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 521 Percent Tested =100% Percent of eligible students tested

School Grade B Grade based on total points, adequate progress, and % ofstudents tested


Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

59% 56% 76% 26% 217

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

62% 67% 129


Adequate Progressof Lowest 25% inthe School?

61% (YES) 76% (YES) 137 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 483 Percent Tested =100% Percent of eligible students tested

School Grade C Grade based on total points, adequate progress, and % ofstudents tested


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 70% 58% 90% 218

Writing: Takes into account % scoring 3.5 and above.Sometimes the District writing average is substituted for thewriting average.

% of Students MakingLearning Gains 67% 58% 125


Adequate Progress of Lowest25% in the School? 68% (YES) 68 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 411 Percent Tested = 100% Percent of eligible students tested

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



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