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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: VAN E. BLANTON ELEMENTARY

SCHOOL

District Name: Dade

Principal: Ms. Tangela D. Goa

SAC Chair: Ms. Clementine Pitts

Superintendent: Alberto M. 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 Education 325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I

Vision: Van E. Blanton Elementary School reflects and exists as part of a multicultural unit within the

community. The goals of the school are to simultaneously serve the academic and social needs of our

students as well as our parents and all stakeholders. The school and the community are integrally connected,

as they share a common cause – a quality education for the children. The objective is to involve the

community with the school through an array of special activities. The principal’s strong commitment to

educational excellence is the catalyst that has sparked student achievement to unprecedented heights of

success.

Mission: The staff at Van E. Blanton Elementary works to develop each student’s academic, social, physical

and emotional potential in a wholesome, supportive environment so as to create life-long learners and

contributing citizens in a multicultural and changing world.

Belief Statements: Van E. Blanton Elementary School believes that the family unit is critical to the

educational well-being and betterment of the children. Whether it reflects the nuclear family, the extended

family and/or the school family, this entity must be valued. It is recognized that the soundness of this

network drives, motivates and sets the tone for children and youths dwelling within. Given the contention -

we are a product of our environment – the role of the family is made even more explicit. The threads of the

family weave the fabric of the character. To this end, the monumental role the family assumes in educating

the child is immeasurable. From the roots of the family yield the branches of honesty, integrity, commitment

and productiveness - values that immensely influence the quality of life.

of 422008-2009 Florida School Improvement Plan (Print-View)

10/20/2008http://www.flbsi.org/0809_sip_template/Public/print.aspx?uid=130401

SCHOOL PROFILE DEMOGRAPHICS

In a relentless pursuit to maintain the pinnacle of academic success – the letter grade of A – the

administration, faculty, staff and students at Van E. Blanton Elementary School have imposed high school-

wide expectations as they corporately aspire to continue the pattern of excellence. On a continuous spiral

upward – in accordance with FCAT standards – the school has demonstrated its never ceasing drive to excel

academically.

Van E. Blanton Elementary School receives Title I funding, designated as a SINI 3 for 2008+2009, and is

located in a low socioeconomic, urban environment at 10327 Northwest 11th Avenue, Miami, Florida 33150.

The school is a two story facility containing 26 classrooms, along with an adjoining media center and a

cafeteria / auditorium combination. Erected in 1954, this 54 year old site has been retro-fitted to access the

Internet. The renovated media center houses a state-of-the-art closed circuit television system and Internet

access via 40 computer stations. Additionally, the school constructed an annex, which provides space for four

kindergarten classrooms. There is also a contiguous area to the east of the media center that houses two

classrooms. On the outer grounds, the school has four portable classrooms and one relocatable utilized as

the Parent Resource Center.

Van E. Blanton Elementary School serves 611 pre-kindergarten through fifth grade students from the

surrounding neighborhood. The student body includes standard curriculum students, 65 percent; Special

Education Student (SPED), five percent; and English Language Learners (ELL) students, 30 percent. Ninety-

seven percent of the students are economically disadvantaged and thus qualify for the free or reduced lunch

program. In by-gone years, the Gifted students were transported to neighboring schools. However, in recent

years as student performance flourished so did the school's Gifted program. Presently, Van E. Blanton

Elementary hosts its own Gifted program, with 10 percent of all second through fifth grade students being

placed in this advanced learning unit. The average daily attendance for students is 96.24 percent. In

comparison, Van E. Blanton Elementary School’s average daily attendance exceeds that of the District, which

is 94.88 and that of state, which is 93.85. The school’s high attendance rate among students, as well as,

personnel is due largely to motivating efforts. Students are recognized for perfect attendance through

various means, including customized pencils, certificates, medallions, special appearance on closed circuit

television and special acknowledgement during the annual awards program. Each grading period, faculty and

staff with perfect attendance are recognized during faculty meetings and presented with certificates. At the

end-of-the-year social function, faculty and staff with perfect attendance are rewarded with beautiful

plaques. Twelve or 11.88 percent of the 101 third grade students were retained. This numerical figure is low

when compared to the District average at 17.2 percent and the state average at 18.7 percent. Data revealed

that 40 percent of all third, fourth, and fifth grade students were reading at Levels 1 and 2. Presently, the

school holds a SINI 3 status. The school's No Child Left Behind (NCLB)subgroups are: Black, Hispanic,

Economically Disdavantaged, and English Language Learners. Given that the school is a part of the Miami

Central Feeder Pattern, fifth grade students who successfully satisfy all requirements for promotion typically

matriculate to Madison Middle School, with an FCAT grade of "C" or Westview Middle School, with an FCAT

grade of "D." Upon completion of middle school, students transition to Miami Central Senior High School,

which received an FCAT grade of "F." All three schools - Madison Middle School, Westview Middle and Miami

Central Senior High School - are designated “Zone Schools.”

Given that the school was constructed in excess of a half century ago, the wear and tear resulting from

usage was clearly evident. A number of problems were previously detected, including ceiling precipitation

resulting from mounting condensation in the cooling system. In addition, the school's acoustic system was

occasionally inaudible and in need of attention. These situations were given immediate consideration and

were subsequently rectified. The principal places high priority on refurbishing the physical condition of the

building and is exhausting every measure to ensure that the campus is safe and aesthetically pleasing to all



stakeholders. Recent endeavors to restore the physical appeal of the facility were highly successful. The re-

roofing and painting aspects of the renovation efforts have been completed. Another facet of the refurbishing

phase that has been restored is the ceiling leakage. The final stage for the installation of the new Public

Address (PA) System has also been completed. The environmentally delightful media center underwent a

makeover, which entailed the installation of a new tile floor along with vibrantly painted walls. A very recent

mishap occurred when the school's outdoor electrical circuit breaker and panel system was damaged during a

thunder storm. This incident resulted in a total power failure. The school's backup generator was the sole

source of power during this ordeal. Maintenance crews worked fervently and expeditiously to restore power

to the school.

The school's strength is embedded in the cohesiveness and dedication of its outstanding team of educators.

The existence and prevalence of a sense of camaraderie between the staff create fertile conditions in which

learning can thrive. Hence, the team aspires corporately to obtain a common goal - the educational

betterment of the students. The unbreachable wall of mutual support coupled with a highly qualified staff

have led the school to earn the letter grade of "A" for the past four consecutive years. Through this feat, the

strength of the school

illuminates brightly. In assessing its weaknesses, the school views parental participation as its Achilles' heel.

While an increased number of parents has become involved, the school has more hurdles to triumph as it

relates to parent involvement. Holding firm to the contention that all stakeholders should be actively involved

in the education process, the school is unrelenting in its efforts to gain parent support and participation. Data

reflects that in the preceding year, less than 50 percent of the parents participated in school-related

activities. Given the correlation between student performance and parent involvement, the school recognizes

that it must persevere

as it endeavors to strengthen the parent involvement component.

Specialty programs implemented at the school include: Special Education Program with an inclusion model

for students with diagnosed exceptionalities; English Language Learners Program, which provides instruction

in English for Speakers of Other Languages; Spanish S, which provides instruction in Spanish for Spanish

Speakers; Spanish SL –designed to help non-Spanish speakers acquire Spanish as a Second Language;

Curriculum Content in Home Language (CCHL) – offers instruction in the home language for speakers of

Creole and Spanish; Gifted Program, which provides specialized educational opportunities for students who

possess outstanding talents and abilities; and an Academic Excellence Program that offers enrichment

learning through Chess Club and Writing Journalism. Placement in the TEAM (Teaching Enrichment Activities

to Minorities) classes is provided for first through fifth grade students who demonstrate excellence in

scholastic achievement. The TEAM classes offer advanced and accelerated learning. The focus of these

programs is to enrich the educational achievement of the students. In addition, students who are in need of

extra help in mastering the skills taught in the classroom are provided supplemental individual and/or small

group services. Some students are in need of behavior modification and redirection of inappropriate conduct.

The school site maintains an active and receptive School Support Team, including a social worker, school

psychologist, counselor, teachers and administrators. More over, the school offers four year old children a

jump start in education through its Voluntary Pre-kindergarten or VPK program. This endeavor prepares the

children for school and enhances their pre-reading, pre-math, language and social skills. The school is the

recipient of the Reading First Grant. The purpose of endowment is to improve and expand the reading levels

of students in grades K-3.

Two administrators, a principal and an assistant principal, serve as the instructional leaders in the school.

The principal holds a Master's degree in Educational Leadership and the assistant principal likewise holds a

Master’s degree in Educational Leadership. The Instructional Leadership Team consists of the Principal,

Assistant Principal, Math/Science Facilitator, Technology Facilitator, Media Specialist and two Reading

Coaches. There are 41 certified instructional personnel: two Special Education (SPED) teachers, one Gifted



teacher, one Guidance Counselor, one Speech Therapist, five special area teachers, two Reading Coaches,

one Math/Science Facilitator, one Technology Facilitator, one Media Specialist, 25 homeroom teachers,

including pre-kindergarten, and there are four full-time paraprofessionals. Credentials held by instructional

personnel include: one Doctorate degree; five Educational Specialists; 18 Master's degrees; and 17

Bachelor's degrees. The teacher-student ratio for general education is 1:18 in grades Kindergarten through

third and 1:22 in grades four through five. The average class size by grade level for Special Education

Students (SPED) is: First grade – three students; Second grade – two students; third grade – five students;

fourth grade – eight students; and fifth grade – six students. The ethnic/racial makeup of the student

population is 79 percent Black Non-Hispanic, one percent White Non-Hispanic and 20 percent Hispanic. The

diverseness reflected in the school’s student populace is mirrored in neighborhood residents –79 percent

Black Non-Hispanic, one percent White Non-Hispanic, and 20 percent Hispanic. The ethnic/racial composition

of the school’s personnel is 57 percent Black Non-Hispanic, 24 percent White Non-Hispanic and 19 percent

Hispanic. The mobility rate of the student population is 39 percent. This mobility rate causes interruptions in

the learning experience, which is a grave disadvantage to the students. This relatively high mobility rate has

been attributed to the economic insufficiency of the parents, dysfunctional conditions in the home

environment and changes of living arrangements in foster homes. Budget limitations endured by some

parents have caused families to relocate in search of more affordable housing. Even more, students have

exited the school because dysfunctional conditions within the home milieu resulted in placement with other

relatives or caregivers. Moreover, the movement from one foster home to another has caused an exodus of

students. The mobility rate of teachers is 19 percent, which results primarily because of hardship travel. This

distance traveling prompts the need – in teachers – to work in closer proximity to their places of residency. A

consequence of the turnover rate among teachers is that the school experiences a significant number of

beginning and transferring teachers joining the staff at the start of each new year.

The locality immediately surrounding the school is a residential and rental community. Additionally, there are

several housing projects, trailer parks and single family homes in the vicinity. Over the past decade, a

number of businesses have migrated into the area. Positioned within a two mile radius to the north of the

school is a Winn Dixie Marketplace Food Chain. Five blocks to the west is a Popeye's Chicken and Biscuit

Franchise and two blocks to the east is Esther’s Restaurant, renowned for its home style cooking.

Immediately outside of the perimeter to the east is a day care center, and there is yet another day care

center on the opposite side of 11th Avenue facing the school’s main entrance. Five blocks to the east is a

shopping plaza, which provides storefront accommodations to Blockbuster Video, a beauty salon, a dry

cleaning service and a Dollar Store. Additionally, a much needed Bravo Supermarket recently occupied space

in the plaza. An Exxon gas station is situated two blocks to the west and a Mobil gas station has coordinates

to the southeast. The school’s south entrance parallels the highly traveled and sometimes dangerous 103rd

Street, which spans six lanes of high speed traffic.

A vast number of the students do not reside within the traditional family structure. Instead, many live in

overcrowded, low-cost rental housing. Many members of the extended family share the responsibility of

raising the children. Existing in a partially blighted urban area on seven acres of land, Van E. Blanton

Elementary is hailed as an educational oasis. Overwhelmingly, the parents and neighborhood dwellers view

this school as the vehicle that has equalized student achievement. In essence, this school has prepared its

students to perform at standards that are commensurate with and in some instances surpass that of their

counterparts enrolled in more affluent schools. As measured by the 2008 Florida Comprehensive Assessment

Test (FCAT), student performance maintained the school’s letter grade of an “A.” This strong academic

foundation significantly increases for students the probability or likelihood of experiencing success at both

the secondary and post secondary levels of their educational journey. There is mutual celebration between

the home and the school over this milestone achievement. The alliance formed with community advocates

such as Church’s Chicken, Winn Dixie Marketplace, The Fountain of Pembroke Pines, The Orange Bowl

Foundation, 100 Black Men of South Florida, Rotary Club of Hialeah Miami Springs, Miami-Dade College and



SCHOOL MATCH Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Dr. Harold Guinyard, Retired Educator, has proven to be a great advantage. This coalition has been pivotal in

providing resources and materials to enrich the learning experience. The Parent Teacher Association (PTA)

and the Educational Excellence School Advisory Council (EESAC) assume an active and critical role in the

decision making process, and they provide significant input in the school’s objectives, goals and activities.

The efforts of the PTA are highly successful, as the membership drives continue to recruit new members in

numbers that are phenomenal.

Not Applicable

Van E. Blanton Elementary School Highly Qualified Certified Administrators are:

Ms. Tangela Goa, Principal

Ms. Beverly O'Zee, Assistant Principal

Van E. Blanton Elementary School's principal is Ms. Tangela D. Goa, whose dynamic leadership is ensuring

the continuity of the school’s long standing legacy of academic excellence and quality service. Setting and

maintaining high expectations for students and staff, as well as fostering a positive and productive

environment in which everyone is responsible for contributing to the school’s success is paramount among

Ms. Goa’s goals and vision. Under her leadership, the school reigns as one of only two schools in the Miami

Central Feeder Pattern to earn the letter grade of "A." Evenmore, for the fourth consecutive year, the school

has received the grade of "A" - an awesome accomplishment.

Ms. Goa, a product of Miami-Dade County Public Schools, has experienced a successful and rewarding career

with the Miami-Dade County Public School System for fifteen years. She entered the system as a pool

substitute and quickly excelled to become a teacher, Head Coach, and Athletic Business Manager at Miami

Northwestern Senior High School, where she served the students and community for seven years. Desiring to

have an even greater impact on the lives of students, she became an assistant principal and was assigned at

Miami Shores Elementary for two years and Kensington Park Elementary for five years. As the school leader

responsible for curriculum, Ms. Goa involved all school staff in disaggregating the data, identifying strengths

and weaknesses, and developing a strategic action plan to address the needs of the school on an ongoing

basis. She also ensured the proper implementation of the Florida Continuous Improvement Model (FCIM), a

data-driven approach that encourages both student and teacher learning. As the testing chairperson, she is

thoroughly knowledgable of policy surrounding the Florida Comprehensive Assessment Test (FCAT) and other

standardized tests.

Her extraordinary leadership skills were recognized and as a result, she was assigned principal of Van E.

Blanton Elementary School, where she continues her commitment to providing quality leadership and service

to all stakeholders.



Ms. Goa's tenure at Miami Northwestern Senior High School was pivotal in preparing her to assume her

current leadership role. The years invested at this inner-city school gave her experiential insight as to the

plight specific to this and other similar educational facilities. Consistent with Van E. Blanton Elementary

School's demographics, Miami Northwestern is populated with a predominantly minority student enrollment.

The geographical coordinates of both sites place them amid problem plagued areas. The immediate residents

are burdened by neighbor crime, violence, deprivation, discrimination and limited financial resources.

Moreover, it is not uncommon for one or both parents to be incarcerated or absent from the home. While Ms.

Goa exhibited empathy toward the students at Miami Northwestern, she was uncompromising in her charge

to provide them with a quality education. She toiled vehemently to help students tower would-be obstacles.

In this same fashion, she now labors to help students at Van E. Blanton rise out of the dungeon of failure.

She crafted and implemented a meticulous plan of action that continues to yield academic fruition and

extinguish inappropriate behavior by large margins. Ms. Goa has an uncanny tenacity to elevate and

motivate students and staff to explore the unexplored and reach the unreachable.

Numerical representations speak volumes to improvement in the school under Ms. Goa's tutelage. In 2006-

2007, the school earned the letter grade of "A" by receiving 532 points. However, when Ms. Goa assumed

the reins in 2007-2008, there was a 15 percentage point increase in points earned, moving from 532 to 547.

Moreover, as depicted by the 2006-2007 FCAT report, the school's Hispanic and English Language Learner

students did not make Adequate Yearly Progress (AYP) in Reading. In a reversal of trend, under Ms. Goa's

leadership, all subgroups in the school made Adequate Yearly Progress in Reading in 2007-2008 - a

milestone exploit. Beyond the above referenced feats, there was an improvement in attendance. The 2007-

2008 school year reflected an attendance rate of 96.24, which is a significant increase over the 95.21

demonstrated for the 2006-2007 school year.

As a testament to Ms. Goa's scholarly accomplishments, she has a strong academic background - the

attainment of a Bachelor of Science degree from Florida International University and a Master of Science

degree from Nova Southeastern University.

Ms. Goa believes that all students can learn, despite the many challenges that often surface during the

learning experience. She philosophizes that students will overcome these hindrances because the school will

help them succeed in spite of them. Hence, she ensures that professional development opportunities are

available to the staff in all areas specific to the curriculum. In like fashion, the same standards and

expectations she holds for professional development among the staff she applies to herself. Thus, she has

received training in various areas such as PACES, Read 180, CRISS, Student Testing and Assessment,

Closing the Achievement Gap, Reading First, Fast ForWord as well as the Technology Leadership Orientation.

Computer assisted learning is a critical aspect of the instructional curriculum, and students' skills in

technology are greatly enhanced as a result. Students also receive instruction in the technology laboratory,

where they are exposed to an array of state-of-the-art electronic learning systems.

Ms. Goa knows that parental involvement is critical to a child’s success and thus maintains and builds strong

home-school alliances with parents. She makes every effort to accommodate parents by arranging school

events in synchrony with their schedules. For example, the annual Back to School Orientation is typically held

on Saturday, which is a non-work day for a vast number of parents and allows more parents to attend and

become acquainted with their child’s classroom and teacher prior to the first day of school. Similarly, parent

workshops, the annual holiday program, and the school's annual awards programs are held during the

evening hours, which is beyond the work day for many parents. Ms. Goa's efforts to include parents in the

education process have been successful, thus the parents have become better prepared to assist in the

academic and social development of their children.



Ms. Beverly O'Zee, assistant principal of Van E. Blanton Elementary, is an indispensable leader at this school

site. She is a 23 year veteran of the Miami-Dade County School System and holds a Master's degree in Urban

Education. Her unquenchable thirst to internalize knowledge resulted in the accomplishment of 49 credits

above the Master's degree, which granted her a certification in Educational Leadership. Ms. O'Zee's keen

knowledge of the school's curriculum served to elevate student achievement, thereby maintaining the

school's letter grade of "A." In efforts to identify the specific needs, learning styles, progress and

achievement of every student in the school, she established a unique tracking system that provides crucial

information to leadership and staff when making decisions about educational services for the students.

Upon her placement at Van E. Blanton Elementary, she pledged her dedication to realizing academic success

for the students. To this measure, she has toiled endlessly in her endeavors to customize and tailor

instructional techniques and learning programs to optimize the educational experience. She maintains a

meticulous system wherein she identifies and targets the academic needs of every student in the school.

Thus, she assumes a key role in helping the school continue its legacy of excellence.

The obtainment of a degree in Urban Education combined with the years spent as an assistant principal at

Miami Parks Elementary School equipped her with skills crucial to actualizing success at Van E. Blanton

Elementary School. It is the case that the urban environment which typifies Van E. Blanton Elementary

mirrors that of Miami Parks Elementary School. With the completion of the master's degree in Urban

Education, she became the recipient of a wealth of insight, which includes - the study of policy analysis,

planning, and development in urban public education. The curriculum, integrated with an internship,

imparted a set of core skills and competencies that are necessary for educators to be successful in urban

schools.

Her role at Van E. Blanton Elementary is a twin to that at Miami Parks Elementary. As the assistant principal,

she is the general governance and leadership of the school. She assumes responsibility for student discipline,

classroom observations, teacher evaluation and supervision, facilitating parent meetings, maintaining

schedules, and handling logistical matters. Additionally, she serves as testing coordinator. In addition to

these duties, Ms. O’Zee, along with the principal, is the school’s instructional leader. In this administrative

capacity, she ensures the academic success of students by helping to develop new curricula, assisting in the

development of instructional personnel, and dealing with school-community relations. By engaging in such

processes and discussing "what we, together, can do for children," she redirects energies in ways that

coincide with improvement plans.

Ms. O’Zee guides the staff in the disaggregation and review of performance data. She ensures that this

process is executed in ways that are not intended to be critical of teachers. In contrast, the reviews focus on

the academic needs of children.

She works tirelessly to help create an environment in which all educators share a sense of responsibility for

school improvement and the attainment of the school’s goals. At both sites, this joint sense of responsibility

is modeled by Ms. O’Zee, nurtured by joint planning processes, and reinforced by efforts to involve everyone

in key components of the school’s work.

An administrative figure of enormous capability, Ms. O'Zee's contributions to developing student literacy in all

areas of the curriculum are unsurpassed. She works closely with all teachers to ensure that they are

thoroughly abreast of curriculum contents and have the supplies and resources necessary to deliver effective

classroom instruction.



Recruitment/Retention of Highly Qualified Teachers


Professional growth and development takes high priority on her list, which prompts her to plan and

coordinate ongoing workshops and in-services for the faculty and staff. While she places tremendous

importance on professional development for the staff, she likewise views it as a must for administrators.

Therefore, she has received training in Paces, Student Testing and Assessment, Read 180 and Inspiration.

She has a photographic memory when it comes to student profiles, as she can instantly recall details specific

to students' academic records. The dedication of this great leader is hailed by all who are privileged to

witness her unfaltering commitment to bring about academic fruition for the students.

Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for all

students. Instructional recruitment efforts include ongoing outreach to select Florida colleges and

universities, in addition to higher education institutions across the nation. The District also utilizes alternative

methods to prepare career changers and non-education majors for effective classroom instruction. The use of

technology enables procedures to be streamlined, providing a more efficient method of processing applicants

and improving communication. Efforts to retain instructional staff are supported through collaboration

between Professional Development and Human Resources.

In order to recruit and retain Highly Qualified Teachers, Van E. Blanton Elementary School joins in alliance

with the District Office in regards to interviewing and selecting competent educators. The school is

meticulous in its screening and selection of applicants. The Literacy Leadership Team, which is comprised of

experienced educators,conduct the initial interview of the screening. Applicants who meet specified criteria

during this stage of the interviewing process are referred to the principal for a subsequent interview. The

principal will make a final determination as to the applicant's suitability to join the staff.

It is the case that faculty members of the school served as selectors for the District's Miami Teaching Fellow

project. Through this effort, these faculty members were instrumental in assisting Miami-Dade County

District's task force in recruiting and hiring competent and highly qualified teachers.

Once qualified educators join the faculty at Van E. Blanton Elementary, the school welcomes them with a

support network and experienced staff who are constantly available to them.

Other strategies the school employs to retain highly qualified teachers include teaming teachers who are new

to the profession with experienced teachers who provides continual assistance and guidance in all facets of

the educational process. The school also has in place a highly effective Professional Growth Team that assists

teachers in developing and enhancing proficiency in their instructional techniques and methods as well as

classroom management. The school's principal meets with new teachers and provides them with a New

Teacher's package, which contains ideas and activities that are crucial for the first year's survival. In addition

to ideas for effectively managing the classroom; the package also presents techniques for dealing

successfully with disruptive behavior and unsatisfactory academic performance. Professional development

opportunities are ongoing and readily available to new teachers. They are encouraged to participate in these



Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


professionally enhancing training sessions.

The school has adept facilitators and support personnel who provide essential and ongoing support to

teachers in core areas of the curriculum, including reading, mathematics, science, writing and technology.

While working closely with the teachers, the facilitators provide such vital assistance as demonstration

lessons, assistance with preparation, planning, and student assessment. Grade group chairpersons embrace

the members of their teams. Once provided, data is discussed and disseminated in grade group meetings. It

is under the guidance of the chairperson that instruction is tweaked to target students who require

remediation as well as those who are advanced. Curriculum committees for reading, writing, mathematics

and science meet monthly to ensure that the school-wide learning goals are being met and to pool resources.

Both the principal and assistant principal maintain open door policies and are highly visible around the

campus. This practice has resulted in a universal understanding that the school administrators will readily

direct attention to new teachers as well as to all staff.

Van E. Blanton Elementary School has a conglomerate of programs that coordinate with other local, state

and federal funds and initiatives aimed at improving student performance. Title I funds benefit the school

significantly. This source of funding has staffed the school with much needed resource personnel, who

provide specialized instruction to the students. Evidenced-based programs are also purchased with these

funds. These resources afford the students quality materials that are academically fortifying. Additionally,

revenues from this pecuniary source are allocated to purchase the Fast ForWord program, which is validated

through research to improve the performance of struggling readers. The school will continue to incorporate

the Fast ForWord program for use by the Levels 1 and 2 students, English Language Learners, third grade

retainees, Lowest 25 percent and other targeted students. The school offers a Voluntary Pre-Kindergarten

(VPK) program, which prepares students to make a successful transition to the elementary school program.

The Title I Parent Outreach Program offers Nutrition and Parenting workshops to our parents aimed at

empowering them to be partners in the education of their children.

The school is a recipient of the Reading First Grant. Given such, dollars from this source secure a Reading

Coach to work exclusively with students and teachers in the primary grades. This program focuses on putting

proven methods of early reading instruction in classrooms. Through Reading First, scientifically based reading

research and proven instruction and assessments are put in place to ensure that all children learn to read

well by the end of third grade. The Miami-Dade School District has done much to encourage student learning.

The District has purchased and made available to students and teachers Internet-based programs such as

Riverdeep, FCAT Explorer, Atomic Learning and DIAL-A-TEACHER ON-LINE. This Technology-based learning



School Wide Improvement Model


provides a collection of high-value educational software solutions that enhance student achievement in

reading, language arts, mathematics, social studies and science. Daily, students in all grade levels engage

these learning tools. The media center as well as the classrooms are equipped with top-of-the-line computers

that are readily accessible to students. The DIAL-A-TEACHER ON-LINE is a service provided by Miami-Dade

County Public Schools in cooperation with the United Teachers of Dade and WLRN-TV. DIAL-A-TEACHER ON-

LINE offers homework help in most subject areas in grades K - 12. Van E. Blanton Elementary students and

parents are encouraged to take advantage of this free, cyber-help with homework.

The research-based School-Wide Improvement Model utilized at Van E. Blanton Elementary School is the

Florida Continuous Improvement Model - 4-Step Process Plan-Do-Study-Act (PDSA), a data-driven, results-

oriented improvement model that in a spiral fashion addresses improving teaching and learning through data

disaggregation, instructional timelines, instructional focus, assessments, tutorials, enrichment opportunities

for students, reinforcing learning through maintenance and monitoring progress. This model integrates with

the philosophies of both Total Quality Management (TQM) and Effective Schools Research. It is aligned with

the School Improvement Plan and the Adequate Yearly Progress, Edusoft assessments and mid-year review

monitoring of student achievement.

The Florida Continuous Improvement Model (FCIM) employs the 8-Step Instructional Process of teaching and

learning. Steps included in the cycle are:

1. Test Score Disaggregation

2. Timeline Development

3. Instructional Focus

4. Assessments

5. Tutorials

6. Enrichment

7. Maintenance

8. Monitoring

The steps are repeated in cyclic fashion in order to optimize and ensure the steady and consistent

improvement of students. When adhering to the 8 steps, the school will:

PLAN

Test Score Disaggregation–

• Teachers and administrators disaggregated or analyzed results from the FCAT 2008 assessment and

standardized test data to identify both students' and teachers' strengths and weaknesses in order to improve

teacher instruction and student learning.

• Focusing on specific student weaknesses, the teachers and administrators created a plan, which includes

the School Improvement Plan (SIP) for student improvement.

• Identifying teachers' strengths and weaknesses enabled administrators to provide effective quality staff

development to improve instruction and student learning.

Timeline Development

• Based on the students' strengths and weaknesses, chairpersons, teachers and the Literacy Team worked to

construct an instructional calendar or timeline that included all the standards to be assessed.

• The school utilized the District Pacing Guide to ensure that all Sunshine State skills are taught.

DO

Instructional Focus



NCLB Public School Choice


• Teachers deliver instruction targeting the specified skills. The primary objective here is to provide quality

instruction in order to actualize student mastery.

Study

Assessments

• Administer bi-weekly and weekly assessments to check for student understanding and progress.

• The Edusoft Assessment System generates reports that interpret performance. The assessments are

integrated into the curriculum and instruction.

• Administrators meet regularly with teachers to review assessment results.

• Utilize the Exam View test maker to create assessments that measure progress. (Learning Series)

ACT

Tutorials

• Extended Day Tutorial and Saturday Academy reinforce and remediate targeted skills and re-teach, non-

mastered target areas.

• Rocket Learning reinforces and remediates targeted skills and re-teaches, non-mastered target areas

• Princeton Review reinforces and remediates targeted skills and re-teaches, non-mastered target areas

• Cool Kids Learn reinforces and remediates targeted skills and re-teaches, non-mastered target area

Enrichment

• Teachers continue to provide quality instruction to build on success and provide extended learning.

• Enrichment is also offered through the school’s Gifted program, which affords the students advanced and

accelerated learning through the Chess Club, which builds critical thinking skills and Writing Journalism,

which sharpens the skills in the Creative Writing.

• Maintenance

• In this step, teachers work to reinforce skills and knowledge until they become part of the student's

knowledge base. Teachers re-teach and review previously taught skills as necessary.

• Monitoring

• Administrators, Facilitators and Reading Coaches assume the responsibility for monitoring program

success. Among the practices employed to monitor achievement are: scheduled and unscheduled classroom

visits, one-on-one meetings with students and teachers to review test scores, grade level meetings,

celebrating successes, using surveys to assess the process, the school climate, and the EESAC, wherein the

satisfaction level of stakeholders is assessed. In this step, the school makes a determination as to feasibility

of current strategies. If the existing practices are not meeting with expectations,

the school identifies new projects to incorporate in the curriculum.

By adhering to the meticulously crafted steps of the research-based, Florida Continuous Improvement Model,

Van E. Blanton Elementary has actualized great gains in student performance.

Van E. Blanton Elementary School maintains open channels of communication with all parents and caregivers

of students. In an expeditious manner, parents and caregivers were notified of the 2008 school performance

grade, which is an "A." Parents and caregivers were also informed of the School of Choice Plan insomuch as



Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


one subgroup (English Language Learners)in the school did not make Adequate Yearly Progress (AYP) as per

the No Child Left Behind (NCLB) standard. These notification letters were disseminated to the students to

take home to their homes. The school's Parent Outreach Center, staffed with a fulltime Community

Involvement Specialist (CIS) funded by Title I, actively elicits and recruits parent participation in school

activities. The center also utilizes an array of effective forums to communicate with parents, including home

visitations, telephone calls and parent flyers. The CIS coordinates and sponsors parent workshops, both

during the school day and in the evening hours. In addition, the CIS organizes self-advancing classes for

adult stakeholders, including ESOL, nutrition and parenting skills. Other avenues the school engages to

communicate with parents are the monthly newsletter, parent handbook (compiled in English, Spanish and

Creole), the marquee, and parent notices (compiled in English, Spanish and Creole).

The school recognizes the benefit of involving parents in the education of their children and exerts every

measure to secure their participation in the learning experience. There is strong indication that involving

parents in the education process will positively impact the academic achievement of their children. Research

consistently supports this contention. According to Shubert (2006), parental involvement is pivotal to the

academic achievement of their children. Parent's involvement directly relates to a child's willingness to learn.

In yet another study done by Cotton and Wikelund (2002), the authors elaborate that the more active forms

of parent involvement produce greater achievement benefits than the more passive ones. As expressed by

the authors, considerably greater achievement benefits are noted when parent involvement is active - when

they work with their children at home and also when they attend and actively support school activities and

help out in classrooms or on field trips. These authors further expound that it is important for school

personnel and parents to be aware that parent involvement supports students' learning, behavior, and

attitudes regardless of factors such as parents' income, educational level, and whether or not parents are

employed.

Parents of students for the upcoming school year will continue to be apprised of the school's direction and

expectations through open meetings such as: Open House, Title I Parent Orientation, Educational Excellence

School Advisory Council (EESAC) and Parent Teacher Association (PTA) meetings. In addition, major events

in which parents and community come together include the holiday program (December), May Day

celebration, Science Fair (May), and National Nutrition Week. The ongoing communication with parents (in

the students' home language) will occur between the home and the school through the use of interim

progress reports, report cards, letters, flyers, parent/teacher conferences, home visits and telephone calls.



The school has two pre-kindergarten classes that diligently prepare students to make a successful transition

to the elementary school program. The students learn socialization skills, which help them relate to and work

harmoniously with their peers. Students are also acclimated into and become familiar with the learning

environment. To this end, the regular classroom is not a foreign venue. Instead, the classroom is merely the

next step in their educational journey.

In addition, the school invites and hosts visits from neighboring childcare centers. The preschool students

become participants in the learning experience, as they visit the kindergarten classes, the media center and

other locations in the school. They are also guests in the cafeteria and subsequently partake of the meal

provided by the school. This venture affords the students exposure to the school setting prior to their official

entrance. They become familiar with the academic milieu and therefore gain increased comfort in this

environment.

Assessment tools utilized by the pre-kindergarten teachers to determine student readiness rates and to post

test include: DECA (Devereux Early Childhood Assessment); OLPS-R (Oral Language Proficiency Scale-

Revised); PELI (Phonological and Early Literacy Inventory); and LAP-D (Learning Accomplishment Profile-

Diagnostic).

The DECA assessment assists professionals in promoting resilience in children ages 2-5. Through the

program, early childhood professionals and families learn specific strategies to support young children’s

social and emotional well-being and how to enhance the overall quality of early childhood programs. Because

it is strength-based, the DECA Program is appropriate for all children and should be used to build children’s

protective factors and prevent the development of challenging behaviors. The centerpiece of the DECA

Program is the assessment instrument, the DECA. In best practice the DECA is completed by both teachers

and parents who then work together as a team to plan changes in the classroom and the home to promote

children’s resilience.

All four-year-old students must be pre and post tested on the B.E.L.L. Literacy

Program using the Phonological and Early Literacy Inventory (P.E.L.I.). When testing a LEP (Limited English

Proficient) student, teachers must take into consideration the child’s ESOL level. Children with ESOL Levels I

and II must be tested in their home language and in English for those skills that they may have learned in

the classroom environment. Children with ESOL Levels III and IV must be tested using both languages. The

test item may be introduced in English and if the child appears to have difficulty, the home language must be

used in order to facilitate understanding. Correct answers in the home language must be considered

acceptable.

Special Education children who are ELL must be assessed with the M-DCPS Oral Language Proficiency Scale-

Revised (OLPS-R), Pre-K level or the Relative Language Dominance Checklist-Revised in order to determine

an ESOL level. This assessment must have been completed prior to entering the program for the first time

and again in May for children who

obtained ESOL Levels I - IV It is important that parents and families are informed on a regular basis about

their child’s progress in school.

P.E.L.I. is screening to predict early success in reading based on a child’s ability to accurately and effectively

master core literacy constructs (e.g., phonological awareness, alphabet knowledge, concept of word, and

grapheme-phoneme correspondence) and to exercise these understandings in a comfortable socio-cultural

context. It is a diagnostic screening tool for identifying children at risk for early reading difficulties.

The LAP-D is an assessment recommended to obtain performance levels in fine motor, gross motor,

communication, general knowledge and social/self-help. It is a comprehensive developmental assessment

tool for children between the ages of 30 and 72 months. Based on a task-analysis model, the LAP-D is

designed to assist the user in making educational decisions with regard to instructional objectives and

strategies that are developmentally appropriate. The LAP-D consists of a hierarchy of developmental skills

arranged in four major developmental areas or domains, each of which contains two subscales. These

include, Fine Motor: Writing and Manipulation; Cognitive: Matching and Counting; Language: Naming and



MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Comprehension; Gross Motor: Body Movement and Object Movement.

The Parental Involvement component is a key factor in encouraging the home to assume a pro active role in

order to ensure a successful transition for preschool students. The parents are invited to attend meetings

wherein they are encouraged to join with the elementary school and preschool program to identify and

coordinate services for a smooth and uneventful move into the elementary school system.

The pre-kindergarten program is Titled I funded and it is monitored and evaluated by the Division of Early

Childhood Programs.

In order to ascertain the effectiveness of the pre-kindergarten program, the Florida Kindergarten Readiness

Screener (FLKRS) will be administered. This evaluation will not be done until after students enter

kindergarten. Given that school readiness is the major goal of the Voluntary Pre-Kindergarten (VPK)

program, it is imperative that the school find out if the students are prepared to adequately function in

elementary school. The Florida Kindergarten Readiness Screener includes two parts. The bigger piece, called

ECHOS (Early Childhood Observation System), is described as a nonintrusive way of evaluating children’s

knowledge. Teachers watch students during class to determine whether they have certain skills, such as

knowing how to use a book or how to play with others. They then create lesson plans to help each child

progress. This style of assessing is viewed as evaluating the “whole child” in a normal setting. The second

piece, called DIBELS (Dynamic Indicators of Basic Early Literacy Skills), asks students to identify as many

letters and letter sounds as possible in a minute. This assessment is conducted away from the classroom and

sometimes by someone other than the teacher. It provides important information about literacy. Each part of

the evaluation must be completed no later than 30 days after children begin kindergarten. The pre-

kindergarten program will need to address specific skills and subject matter in order for the students to pass

the screening test. A measurement will be taken of this year’s test results and will be compared to the

succeeding year’s test results in order to obtain a snapshot of student performance. This format will remain

in place to measure the effectiveness of the program for subsequent years.

Inter as well as intra grade level articulation is critical for a smooth transition from pre-kindergarten to

kindergarten. Articulation occurs between the pre-kindergarten teachers as well as between the pre-

kindergarten and kindergarten teachers. Through articulation, standards, curriculum and teacher training are

synergistic. As a team, teachers will meet and discuss the results of the FLKRS and devise activities that will

be guided by developmentally appropriate foundations in all content areas. In addition, articulation between

the teachers will extend the opportunity to share best practices. This in return will ensure that the students

are ready for kindergarten and that kindergarten is ready for the students.




The Reading Coach will be used for functions necessary for implementing and maintaining the school’s

comprehensive core reading program, supplemental reading programs, and scientifically based reading

research in reading instruction. These will include modeling effective strategies for teachers, designing and

delivering professional development, monitoring progress and analyzing student data. Reading Coaches and

mentor teachers will be instrumental in providing professional development that aligns diagnostic and

assessment data with curriculum and instruction, thereby ensuring that the resulting professional

development addresses aligned instructional strategies and practices.

The Reading Coach will be used for all functions necessary for implementing and maintaining the school’s

reading program. These would include modeling effective strategies for teachers, designing and developing

professional development, differentiated instruction, monitoring progress, and analyzing student data. The

Reading Coach will work to ensure high-fidelity implementation of reading instruction. This communication is

assured throughout the entire school year.

The mentor level teachers will be utilized in each area of the professional development plan that helps and

supports teachers to strengthen their teaching skills in reading, build school site capacity, and provide for the

follow-up activities that extend the application of new knowledge to impact student achievement. Mentor

level teachers will be utilized within their classrooms to network and model exemplary teaching strategies

and techniques 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

plan for professional growth showing differentiation, as needed, within the staff.

Van E. Blanton Elementary School's Teacher Mentoring Program includes an arrangement in which educators

who are new to the profession are teamed up with an experienced teacher who provides needed assistance

and guidance in all facets of the educational process. The school also has in place a highly effective

Professional Growth Team that assists teachers in developing and enhancing proficiency in their instructional

techniques and methods as well as classroom management. The school's principal meets with new teachers

and provides them with a New Teacher's package, which contains ideas and activities that are crucial for the

first year's survival. In addition to ideas for effectively managing the classroom; the package also presents

techniques for dealing successfully with disruptive behavior and unsatisfactory academic performance.

The school has adept facilitators who serve as mentors and provide essential and ongoing support to

teachers in core areas of the curriculum, including reading, mathematics, science, writing and technology.

While working closely with the teachers, the facilitators provide such vital assistance as demonstration

lessons, assistance with preparation, planning, and student assessment. Mentoring activities will be ongoing

as facilitators will visit classrooms for the purpose of assisting mentees as necessary. Given the consistent

support that will be provided to new teachers or mentees, it is expected that professional growth will be

observed. The enhanced proficiency level of the mentees will be gauged or evaluated by student

achievement as well as by the improved skills of the mentee. Grade group chairpersons embrace the

members of their teams. Once provided, data is discussed and disseminated in grade group meeting. It is

under the guidance of the chairperson that instruction is tweaked to target students who require remediation

as well as those who are advanced. Curriculum committees for reading, writing, mathematics and science

meet monthly to ensure that the school-wide learning goals are being met and to pool resources. Both the

principal and assistant principal maintain open door policies and are highly visible around the campus. This

practice has resulted in a universal understanding that the school administrators will readily direct attention

to new teachers and all staff.



Show Attached Teacher Mentoring List

Extended Learning Opportunities


SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Van E. Blanton Elementary School offers a wide array of supplemental learning opportunities for students.

The extended day program consists of before and after school tutorial, which lengthens the school day by

one hour for targeted students. According to Barksdale and Davenport (2005) this is preferable for the

remediation of skills. Thus, the lowest twenty-five percent, according to scores derived from the FCAT and

the Stanford Achievement Test (SAT), are included in the extended day program. In addition, parents and

teachers recommendations are accepted. Enrichment classes are offered to students through the Academic

Excellence Program - specifically Chess and Writing Journalism classes. Saturday Academy extends the

regular school week by an additional four hours for intermediate students. The expansion of the school day

and Saturday Academy serve to augment the learning experience by providing remedial help for targeted

students in core academic areas (Reading, Writing, Math, Science) as well as test taking strategies. When

offered, the Summer Camp program spans beyond the regular school year, thereby reinforcing, remediating

and enhancing core academic skills.

State approved Supplemental Education Service Providers (Princeton Review, Rocket Learning and Cool Kids

Learn) also offer expanded learning for eligible students. The providers extend the regular school day by one

hour. The eligible students represent a wide latitude of the school's enrollment. Efforts to avail needed

services to emerging students have been relentless.

In order to ascertain the effectiveness of the extended day tutorial program, students are administered a

pretest at the onset and a posttest at the final stage of the services. The results of the pretest are compared

to those of the posttest. The results are also charted on graphs in order to obtain a snapshot view of the

level of achievement actualized in the program. In addition to the school, the Supplemental Education

Services providers (SES) also conduct pre and post testing of students who are enrolled in their programs.

They analyze and chart the results in order to determine the viability of their services.

Not Applicable



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

Not Applicable



GOALS

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

*Needs Assessment: In accordance with data extracted from the 2008 FCAT, all subgroups in the school made Adequate Yearly Progress (AYP)in Reading. A scrutiny of the FCAT statistics depicted that 67 percent of the Lowest 25 percent made learning gains in Reading, which exceeds the 50 percent mark by a margin of 17 percent. The statistical data also revealed that 66 percent of the students made learning gains in Reading. This is a 16 percent elevation over the 50 percent gauge point. As the school continued its analysis of the FCAT data, it was discovered that 73 percent of the students met High Standards in Reading. This proficiency level indicates an increase of 5 percent above the 68 percent of students who met High Standards in Reading in 2007. As the school continued its meticulous study of the results of the 2008 FCAT Assessment, it was determined that 63 percent of third grade students, 69 percent of fourth grade students and 50 percent of fifth grade students scored at Level 3 or above. Specifically, the data reflected that 23 percent of third grade students scored at Levels 1, while 14 percent of third grade students scored at Level 2. In the school's continued scrutiny of the statistical information, it was discovered that 13 percent of fourth grade students scored at Level 1, while 18 percent scored at Level 2. Among fifth grade students, 32 percent scored at Level 1, while 18 percent scored at Level 2. The significant proportion of third, fourth and fifth grade students scoring at Levels 1 and 2 strongly suggest that intense and effective instruction is needed to counter these deficiencies. Students in grade 3 are deficient in the in all benchmarks, including Words/Phrases, Main Idea/Author's Purpose, Comparison, and Reference and Research. The following data reflects the mean points earned by Content Area: Words/Phrases 5 points; Main Idea/Author's Purpose 14 points; Comparison 6 points; and Reference and Research 3 points. Students in grade 4 are deficient in the in all benchmarks, including Words/Phrases, Main Idea/Author's Purpose, Comparison, and Reference and Research. The following data reflects the mean points earned by Content Area: Words/Phrases 4 points; Main Idea/Author's Purpose 18 points; Comparison 7 points; and Reference and Research 3 points. Students in grade 5 are deficient in the in all benchmarks, including Words/Phrases, Main Idea/Author's Purpose, Comparison, and Reference and Research. The following data reflects the mean points earned by Content Area: Words/Phrases 4 points; Main Idea/Author's Purpose 11 points; Comparison points; and Reference and Research 2 points. Given that the overall performance of students in grades three through five reflected that 42 percent achieved at Level 1 and Level 2, there is numerical evidence that the school needs to direct academic focus toward instructing all benchmark skills, including Words/Phrases, Main Idea/Author's Purpose, Comparison, and Reference and Research.

*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will increase their reading comprehension level as evidenced by 65 percent of the students reaching the state required mastery level of 3 or above as



documented by scores on the 2009 FCAT Reading Test.

*Strategies: 1. Implement the Florida Continuous Improvement Model - 4-Step Process Plan-Do-Study-Act school-wide to ensure student acquisition of reading skills. 2. Utilize the Houghton Mifflin Reading Textbook for students in grades three through five in order to improve proficiency in reading. 3. Coordinate FCAT Saturday Academy in January and February 2009 for third, fourth and fifth grade students, who require additional assistance in FCAT preparation to ensure reading proficiency. 4. Administer the DIBELS screening assessments to all kindergarten through grade five students. 5. Provide ongoing school site in-service training in technology and reading instruction activities in order to encourage increased proficiency and expertise among teachers and staff. 6. Maintain the Accelerated Reader program for students in grades kindergarten through five in order to improve reading fluency and comprehension. 7. Provide reading intervention in grades kindergarten through five using research based programs – Soar to Success, Early Success, Voyager Passport and Reading Plus. 8. Emphasize text features such as text format, graphics, sequencing, diagrams, illustrations, charts and maps, to students in grades three through five in order to develop greater proficiency in the area of reference and research.

*Evaluation: Evaluation of student progress will be monitored through the *Administration of DIBELS assessments for grades kindergarten though five, * Stanford Achievement Test (SAT) 2009 administration for grades first and second and * the 2009 Reading Florida Comprehensive Assessment Test (FCAT) for grades three through five. Additionally, evaluation of student progress will be done through * bi-weekly assessments and * the District Interim Assessment.

*Evidence-based Program(s):

The Evidence-based Programs that will be utilized with this objective are: Houghton Mifflin Reading series, Soar to Success, Early Success and Voyager Passport. Reading Plus will also be incorporated as a Evidenced-based intervention.

*Professional Development:

The staff at Van E. Blanton Elementary will be encouraged to participate in professional development that may be offered by the Region and the District. The school site will conduct professional development sessions and technical assistance in the following areas: September: Houghton Mifflin Reading Series and Elements of Reading Differentiated Instruction October: Reading Plus, Voyager and Analyzing DIBELS Data November: Reference and Research December: Building Fluency and Comprehension January: FCAT Reading Item Specifications February: Opening the World of Literature March: Building Vocabulary and Word Recognition Skills April: Literacy Centers and Using Reading strategies in the Content



Areas May: Assessing and Evaluating Student Performance

Budget:

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

Description of Resources Funding SourceAvailable

Amount

Fast ForWord Title I $10,600.00

Houghton Mifflin Reading Series School Resource $0.00

Total: $10,600.00

Technology


Amount

FCAT Explorer School Resource $0.00

Total: $0.00



Amount

Accelerated Reader FCAT Explorer DIBELS

Reading Coach and Technology Facilitator (in-house training for small groups)

$0.00

Total: $0.00

Other


Amount

Personnel (hourly instruction) Before and after school programs Saturday Academy

FCAT Enhancement Title I $3,000.00

Total: $3,000.00

Final Total: $13,600.00

*Non-Highly Qualified Instructors:

Van E. Blanton Elementary School has in its line of educators eight teachers who are Not Highly Qualified. These teachers are: Mr. Kevin Fletcher #156197; Ms. Juanita Vickers #236542; Ms. Claudia Hye #274193; Ms. Alexis Anderson #281914; Ms. Ruth Scott; Ms. Linda Moise #289573; Ms. Marie Louis #290096; and Ms. Kawana Bonne #291750. Currently, these teachers are working toward completing the coursework necessary to obtain the Highly Qualified status. The school has in place a plan of action to assist these teachers as they endeavor to satisfy all requirements for becoming Highly Qualified. This group of teachers is afforded a wide latitude of professional development opportunities. They are also teamed with experienced and Highly Qualified educators who serve as mentors to assist them in all facets of the education process. At the school level, the Reading Coaches provide training sessions to familiarize staff with components of the CRRP, Voyager, Reading Plus, Reading First and other resources specific to the school's program. District and Region offices coordinate and make available an array of workshops and training sessions for all employees. District training offers in-depth and comprehensive knowledge specific to all aspects of the reading program.



End of Reading Goal

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

*Needs Assessment: An analysis of the 2008 Florida Comprehensive Assessment Test (FCAT) data revealed that one subgroup - English Language Learners (ELL)- did not make Adequate Yearly Progress (AYP) in Mathematics. The FCAT information further divulged that 67 percent of the Lowest 25 percent made learning gains in Mathematics, which is 17 percent above the 50 percent mark. Moreover, the statistical data disclosed that 55 percent of the students made learning gains in Mathematics. This numerical data reflects a five percent elevation over the 50 percent gauge point. The school's analysis of the data also disclosed that 69 percent of students met High Standards in Mathematics. This is a decline from the 74 percent of students who met High Standards in 2007. Specific numerical figures disclosed that 16 percent of third grade students scored at Level 1, while 16 percent of third grade students scored at Level 2. In addition, 12 percent of fourth grade students scored at Levels 1, while 22 percent scored at Level 2. Of the fifth grade students, 31 percent scored at Levels 1, and 31 percent scored at Level 2. The following data reflects the mean points earned by Content Area for third grade students: Number Sense 8 points; Measurement 5 points; Geometry and Spatial Sense 5 points; Algebraic Thinking 4 points; and Data Analysis and Probability 4 points. The following data reflects the mean points earned by Content Area for fourth grade: Number Sense 6 points; Measurement 5 points; Geometry and Spatial Sense 4 points; Algebraic Thinking 4 points; and Data Analysis and Probability 5 points. Mean points earned by Content Area for students in grade five translate as follow: Number Sense 6 points; Measurement 5 points; Geometry and Spatial Sense 7 points; Algebraic Thinking 5 points; and Data Analysis and Probability 6 points. In order to address identified deficiencies, strengthen Mathematics skills, improve the performance of students scoring below mastery level on the 2008 FCAT and ensure that the English Language Learner (ELL) students make Adequate Yearly Progress (AYP), the school will direct attention toward and provide ongoing and intense instruction in the areas of (1) Number Sense, (2) Measurement, (3) Geometry and Spatial Sense, (4) Algebraic Thinking and (5) Data Analysis and Probability.

*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will improve their Mathematics skills as evidenced by 68 percent of the students reaching the state required mastery level of 3 or above as documented by scores on the 2009 FCAT Mathematics Test. Given instruction based on the Sunshine State Standards, English Language Learner (ELL) students in grades three through five will improve their Mathematics skills as evidenced by 68 percent of the students reaching the state required mastery level of 3 or above as documented by scores on the 2009 FCAT Mathematics Test.

*Strategies: 1. Implement the Florida Continuous Improvement Plan - 4-Step Process Plan-Do-Study-Act school-wide to ensure student acquisition of mathematics skills.



2. Utilize the Harcourt Mathematics Textbook for students in grades three through five and ELL students in order to improve proficiency in mathematics. 3. Utilize the District Pacing Guide that to ensure that all standards are taught. 4. Provide mathematical intervention in grades three through five and ELL students using a research-based program – Vmath (Voyager Mathematics). 5. Develop and administer school designed bi-weekly mathematics tests to students in grades three through five and ELL students to identify the strengths and weaknesses of mathematics strands embedded in the Sunshine State Standards and monitor student progress and learning. 6. Implement FCAT Saturday Academy in January and February 2009 for students in grades three through five and ELL students desiring additional assistance for FCAT preparation.

*Evaluation: Evaluation of student progress will be monitored through the administration of the 2009 Florida Comprehensive Assessment Test (FCAT). In addition, each strategy will be evaluated accordingly: (1) Teacher lessons; (2) Analyze test scores and ascertain student progress or lack thereof using Edusoft software; (3) pretest/posttest; and (4) Interim District assessments.


The Evidence-based Programs that will be utilized with this objective are: the state adopted Harcourt Brace Mathematics and Math Voyager.


Professional Development: The staff will be encouraged to participate in professional development that may be offered by the Region and the District. The school will provide the following professional development/technical assistance for staff: September: Number Sense October: Algebraic Thinking November: Accurately read and interpret Edusoft data December: Data Analysis January: Geometry Spatial Sense February: Review of Number Sense Mathematic Strands March: Harcourt Mathematics Textbook April: Mental Math May: Problem Solving

Budget:



Amount

Harcourt Brace Mathematics School Resource $0.00

Total: $0.00

Technology


Amount

Riverdeep FCAT Explorer Mathematics Facilitator and Technology Facilitator (will provide in-house

$0.00



training).

Total: $0.00



Amount

Classroom demonstrations and grade group workshops

Mathematics Facilitator will provide on-going classroom demonstrations as needed and as requested.

$0.00

Total: $0.00

Other


Amount

Personnel (hourly instructors) Extended day tutorial and Saturday Academy.

FCAT Enhancement Funds $3,000.00

Total: $3,000.00



Van E. Blanton Elementary School has in its line of educators eight teachers who are Not Highly Qualified. These teachers are: Mr. Kevin Fletcher #156197; Ms. Juanita Vickers #236542; Ms. Claudia Hye #274193; Ms. Alexis Anderson #281914; Ms. Ruth Scott; Ms. Linda Moise #289573; Ms. Marie Louis #290096; and Ms. Kawana Bonne #291750. Currently, these teachers are working toward completing the coursework necessary to obtain the Highly Qualified status. The school has in place a plan of action to assist these teachers as they endeavor to satisfy all requirements for becoming Highly Qualified. This group of teachers is afforded a wide latitude of professional development opportunities. They are also teamed with experienced and Highly Qualified educators who serve as mentors to assist them in all facets of the education process. At the school level, the Mathematics Facilitator provides training sessions to abreast staff of the Mathematics skills being taught at varying intervals. The Mathematics Facilitator also provides specialized instruction to students in the area of Mathematics. Additionally, training is offered in Voyager as well as other resources specific to the school's Mathematics curriculum. District and Region offices coordinate and make available an array of workshops and training sessions for all employees. District training offers in-depth and comprehensive knowledge covering all aspects of the math curriculum.

End of Mathematics Goal

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

*Needs Assessment: Results of the 2008 FCAT Writing+ Test indicated that 79 percent of the fourth grade students met state standards in Writing. The 79 percent proficiency level for the 2008 school year exceeded the 78 percent proficiency level earned for the 2007 school year. The school met the No Child Left Behind criteria, hence, Adequate Yearly Progress (AYP) was satisfied for this component.



Of the 104 students tested, 82 students or 78.8 percent scored 3.5 or higher on the FCAT Writing Test. In contrast, 22 students or 21.1 percent scored 3.0 or below. As the school continued its study of the scores, it was ascertained that of the 54 students tested on the Narrative prompt, 41 or 76 percent scored 3.5 or higher, while 13 or 24 percent scored 3.0 or below. Of the 53 students tested on the Expository prompt, 41 students or 77 percent scored 3.5 or higher, while 12 students or 22 percent scored 3.0 or lower. The combined Writing score was 3.8. While statistical data shows that a greater number of students scored at or above the 3.5 mark on the Expository prompt than those responding to the Narrative prompt, there is numerical evidence that emphasis needs to be placed on both types of writings to improve the scores and increase the number of students who meet high standards. Further investigation revealed the mean points earned by multiple-choice reporting category. These were reported as: Focus 5 points; Organization 8 points; Support 5 points; and Conventions 11 points. Again, numerical figures express the need to provide instruction on the effective writing components such as focus, organization, support, voice and conventions. Data results indicate that teachers at Van E. Blanton Elementary need further training in the components of effective writing and the writing process.

*Objective: Given instruction based on the Sunshine State Standards, students in grade four will improve their Writing skills as evidenced by an increase of 1 percentage point in the number of students achieving high standards on the 2009 Administration of the FCAT Writing+.

*Strategies: 1. Implement the Florida Continuous Improvement Model - 4-Step Process Plan-Do-Study-Act school-wide to ensure student acquisition of writing skills. 2. Provide ongoing school site in-service training in writing instruction activities in order to encourage increased proficiency and expertise among the faculty and staff. 3. Administer bi-weekly writing prompts and incorporate the grammar mechanics specific to Writing Plus to assess grade four students’ progress, analyze strengths and weaknesses and apply appropriate interventions as required. 4. Provide creative writing tutorial services for students in grade four through the AEP (Academic Excellence Program) Journalism in order to develop writing proficiency. 5. Maintain continuous development of effective writing through student participation in school-wide, District, State and National competitions. 6. Implement Saturday Academy in January and February 2009 for students in grade four in order to enhance skills in the writing process. 7. Utilize the "Teach Me To Write" Program as a supplemental resource.

*Evaluation: Evaluation of students’ progress will be monitored through the 2009 FCAT Writing+ Assessment, District developed pre/post writing assessments, bi-weekly prompts, and previously utilized state FCAT Writing+ Tests. In addition, each strategy will be evaluated accordingly: (1) Review the SIP on a quarterly basis to determine the progress made in achieving stated goals and to determine what phase of the PDSA Cycle needs revision (2) Agendas and teacher sign-in rosters will ensure adequate training. (3) Utilize comparison charts to determine students’ progress (4) Provide teachers and students with information regarding competitions and record



participation.


The Evidenced-based Program used with this objective is Houghton Mifflin Reading.


The staff will be encouraged to participate in professional development that may be offered by the Region and the District. The school site will conduct professional development/technical assistance in the following areas: September: Teach Me To Write October: The Pre-Writing process and Create an Effective Writing Plan November: Expository Writing December: Narrative Writing January: Focus/Organization in Effective Writing February: Supporting Details/Elaboration in Effective Writing March: Conventions/Grammar in Effective Writing April: Making Sense of a Sentence Part May: Writing Rurbic

Budget:



Amount

Houghton Mifflin Reading School Resource $0.00

Total: $0.00

Technology


Amount

Teach Me WritingReading CoachesTechnologyFacilitator (in-house training)

$0.00

Total: $0.00



Amount

Effectively utilize graphic organizers in the Writing process.

Reading Coaches (in-house training) $0.00

Total: $0.00

Other


Amount

Personnel (Saturday Academy) FCAT Enhancement FundsTitle I $3,000.00

Total: $3,000.00


End of Writing Goal

Goal: Science *Note: Required for Title I



Scroll down for school data

*Needs Assessment: According to information deciphered from the 2008 FCAT, it was revealed that 50 percent of the fifth students tested scored at Level 3 or above on the Science Content Test. This 50 percent mark is up from the 49 percent of students who scored at mastery level in 2007. The data further depicted that 18 percent of the fifth grade students scored at Level 1, while 32 percent of the fifth grade students scored at Level 2. Because numerical representations depict that 50 percent of the fifth grade students scored at Levels 1 and 2, this is clear evidence that the school needs to focus attention on all Science benchmarks. The following data reflect the mean points earned by Content Area: (1)Physical and Chemical Science 8 points; (2) Earth and Space 8 points; (3) Life and Environmental 8 points; and (4) Scientific Thinking 7 points.

*Objective: Given instruction based on the Sunshine State Standards, students in fifth grade will improve their Science skills as evidenced by 60 percent of the students reaching the state required mastery level of 3 or above as documented by scores on the 2009 FCAT Science Test.

*Strategies: 1. Implement the Florida Continuous Improvement Model - 4-Step Process Plan-Do-Study-Act school-wide to ensure student acquisition of science skills. 2. Utilize the Science Facilitator to provide specialized instruction for fourth and fifth grade students in order to further develop their skills in science. 3. Conduct an annual Science Fair for students in kindergarten through grade five to display students' ability to apply the scientific method. 4. Develop and administer school designed tri-weekly science tests to students in grade five to identify the strengths and weaknesses of Science Content Strands. 5. Utilize the District Pacing Guide to ensure that all standards are taught. 6. Provide ongoing professional development training in science and the scientific method in order to increase proficiency and expertise among teachers and staff in science. 7. Provide opportunities for students in grade five to explore careers in science-related fields via in-house field trips or community presenters to expand their knowledge base and explore new science fields of study. 8. Utilize the Scott Foresman Science Textbook for students in grade five in order to improve proficiency in science.

*Evaluation: Evaluation of student progress will be monitored through the 2009 FCAT Science Test. In addition, each strategy will be evaluated accordingly: (1) Devise schedule to reflect instructional time for fourth and fifth grade students with Science Facilitator, (2) Teacher sign-in rosters will indicate attendance and participation in professional development activities, (3) Utilize the number of student Science displays to verify student participation, and (4) Analyze pretest, posttest, and tri-weekly test scores for the purpose of ascertaining student progress or a lack thereof using Edusoft software.


The Evidence-based Program used with this science objective is the state adopted Scott Foresman Science Series.


The staff will be encouraged to participate in professional development that may be offered by the Region and the District. The school will provide professional development/technical assistance as outlined below: September: Scientific Thinking October: Earth and Space Science



November: Physical Science December: Chemical Science January: Scientific Method February: Life Science March: The Science of Meteorology April: Components of the Galaxy May: Energy Conservation

Budget:



Amount

Foss Kits School Resource $0.00

Scott Foresman Science School Resource $0.00

Total: $0.00

Technology


Amount

Riverdeep School Resource $0.00

Total: $0.00



Amount

Classroom demonstrations and grade group workshops.

Science Facilitator will provide on-going classroom demonstrations as needed and as requested.

$0.00

Total: $0.00

Other


Amount

Science tools and resources for the Facilitator

Title I funded $1,000.00

Total: $1,000.00



Van E. Blanton Elementary School has in its line of educators eight teachers who are Not Highly Qualified. These teachers are: Mr. Kevin Fletcher #156197; Ms. Juanita Vickers #236542; Ms. Claudia Hye #274193; Ms. Alexis Anderson #281914; Ms. Ruth Scott; Ms. Linda Moise #289573; Ms. Marie Louis #290096; and Ms. Kawana Bonne #291750. Currently, these teachers are working toward completing the coursework necessary to obtain the Highly Qualified status. The school has in place a plan of action to assist these teachers as they endeavor to satisfy all requirements for becoming Highly Qualified. These teachers are afforded a wide latitude of professional development opportunities. They are also teamed with experienced and Highly Qualified educators who serve as mentors to assist them in all facets of the education process. District and Region offices coordinate and make available an array of workshops and training sessions for all employees. At the school level, the Science Facilitator offers assistance and conduct



demonstration lessons. The facilitator also provides specialized Science instruction to students. Additionally, training is offered in effective use of Scotts Foresman Science series as well as other resources specific to the school's Science curriculum. District training offers in-depth and comprehensive knowledge covering all aspects of the science curriculum.

End of Science Goal

Goal: Parental Involvement *Note: Required for Title I

*Needs Assessment: While there is indication that parent participation in school activities is improving, the administration, faculty and staff continue to express concern in the area of parental involvement. The need to have greater parental involvement in the education process is of paramount importance. Involving the parents in the learning experience will favorably impact student achievement, as parents will be better prepared to assist their children with academic requirements. The results of the comparison between the parent sign-in logs for 2006-2007 and 2007-2008 indicated that there was a 14 percent increase in parent participation in school site activities during the 2007-2008 school year from that of the 2006-2007. However, an analysis of the Title I Monthly Report revealed that 58 percent of parents did not attend school site activities.

*Objective: Given the school-wide emphasis on parental involvement, the school will demonstrate an increase of 5 percentage points in the number of parental contacts as evidenced by comparing the parent logs for the 2007-2008 and 2008-2009 school years.

*Strategies: 1. Provide an in-school Parent Resource Center as a channel of communication, to conduct workshops and as a public service link between the school, home and the community. 2. Conduct workshops relevant to curriculum priorities (reading, writing, mathematics and science) in the evening and during the day to accommodate all parents and to ensure that a home/school connection is established. 3. Make home visits to families whose children are performing in the lowest 25 percent in reading and mathematics and whose writing skills are less proficient in order to provide them with the materials and information necessary to enhance the child’s academic success. 4. Provide a Parent Compact (in English, Spanish and Creole) to empower parents and make parents aware of the partnership that exists between the school and the home. 5. Provide parents with instructional material in three languages (English, Spanish and Creole) for home use. 6. Conduct Family Literacy workshops that will include intergenerational activities such as reading, writing, mathematics and science to empower parents with the skills to assist their children. 7. Plan and facilitate special family night activities such as FCAT workshops that include reading, writing, mathematics and science in order to help parents and community dwellers better understand FCAT formats and assist their children academically.



*Evaluation: The Parental Involvement objective will be evaluated by a comparison of the parent sign-in logs for the 2007-2008 school year to that of the 2008-2009 school year and the Title I monthly report. In addition, each strategy will be evaluated accordingly: 1) Attendance rosters from workshops; (2) Parent home visit logs; (3) A daily signature log will be utilized; (4) Return signed Parent Compacts; and (5) Daily signature logs.


Not Applicable


Faculty and staff as well as parents and the community will be offered status reports in regards to the objective and strategies outlined in the Parental Involvement component of the School Improvement Plan as outlined below: * Reports will be disseminated via EESAC (Educational Excellence School Advisory Council) and monthly Curriculum Committee meetings. * Upon apprizing stakeholders of the status of the Parental Involvement objective, information will be offered specific to Title I, Dade Partners, school volunteers and Parent Resource Center.

Budget:



Amount

No Data No Data $0.00

Total: $0.00

Technology


Amount

No Data No Data $0.00

Total: $0.00



Amount

Resources and materials for Parent Workshops.

Title I funded $500.00

Total: $500.00

Other


Amount

Parent Resource Center with instructional material in three languages (English, Spanish and Creole) for home use.

Title I funds $2,500.00

Total: $2,500.00


End of Parental Involvement Goal

Goal: Return on Investment Needs Assessment: Data from the 2006-2007 Florida Department of Education Return on Investment

(ROI) Index reflected a percentile rank of 7, with the percent of the highest ROI



value given as 41. The total program cost per WFTE is $8,336.

Objective: Van E. Blanton Elementary School will improve its percentile ranking on the Florida Department of Education ROI index publication from the 7th percentile to the 8th percentile on the next publication of the index.

Strategies: 1. Utilize school and district in-service training. 2. Increase participation in programs provided by the Department of Education, such as FCAT Explorer and Florida Achieves. 3. Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff. 4. Identify lowest quartile students early and provide additional assistance. 5. Provide strategies to parents in order to prepare them to better assist in the academic improvement of their children. 6. Continue to provide high quality teacher professional development and monitor its implementation. 7. Purchase research-based materials and utilize the district warehouse for materials/supplies. 8. Use purchased programs effectively and increase student participation.

Evaluation: The percentage of students with learning gains will be divided by the program costs per weighted FTE students at the school. Additionally, the results of the upcoming ROI index will reflect a 1 percent increase in percentile.

End of Return on Investment Goal



ADDITIONAL GOALS No Additional Goals were submitted for this school



FINAL BUDGET


Goal Description of Resources Funding SourceAvailable

Amount

Reading Fast ForWord Title I $10,600.00

ReadingHoughton Mifflin Reading Series

School Resource $0.00

Mathematics Harcourt Brace Mathematics School Resource $0.00

Writing Houghton Mifflin Reading School Resource $0.00

Science Foss Kits School Resource $0.00

Science Scott Foresman Science School Resource $0.00

Total: $10,600.00

Technology


Amount

Reading FCAT Explorer School Resource $0.00

Mathematics Riverdeep FCAT ExplorerMathematics Facilitator and Technology Facilitator (will provide in-house training).

$0.00

Writing Teach Me WritingReading CoachesTechnologyFacilitator (in-house training)

$0.00

Science Riverdeep School Resource $0.00

Total: $0.00



Amount

ReadingAccelerated Reader FCAT Explorer DIBELS

Reading Coach and Technology Facilitator (in-house training for small groups)

$0.00

MathematicsClassroom demonstrations and grade group workshops

Mathematics Facilitator will provide on-going classroom demonstrations as needed and as requested.

$0.00

WritingEffectively utilize graphic organizers in the Writing process.

Reading Coaches (in-house training)

$0.00

ScienceClassroom demonstrations and grade group workshops.

Science Facilitator will provide on-going classroom demonstrations as needed and as requested.

$0.00

Parental InvolvementResources and materials for Parent Workshops.

Title I funded $500.00

Total: $500.00

Other


Amount



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, junior high

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.

SAC Involvement

ReadingPersonnel (hourly instruction) Before and after school programs Saturday Academy

FCAT Enhancement Title I $3,000.00

MathematicsPersonnel (hourly instructors) Extended day tutorial and Saturday Academy.

FCAT Enhancement Funds $3,000.00

Writing Personnel (Saturday Academy)FCAT Enhancement FundsTitle I

$3,000.00

ScienceScience tools and resources for the Facilitator

Title I funded $1,000.00

Parental Involvement

Parent Resource Center with instructional material in three languages (English, Spanish and Creole) for home use.

Title I funds $2,500.00

Total: $12,500.00


Yes. Agree with the above statement.

The School Advisory Council is an active and viable entity in the school. This decision-making body is

representative of the diverseness that typifies both the school population and the surrounding community.

Through test score disaggregation, the School Advisory Council (SAC) formulated objectives as school-wide

priorities. This process also helped the SAC identify and allocate funds for curriculum areas and resources

most needed to improve student performance. A review, analysis and evaluation of additional data such as

the School's Demographic and Academic Profile also provided insight for the SAC in the appropriation of

funds. The council scheduled monthly meetings, notified participants and created agendas, as per state and

district guidelines. The council also recommended and appropriated funds for the purchase of books,

overhead projectors, screens, tape players and card masters as well as incentives for students. This council

also recommended technology training for teachers and staff and allocated funds to cover the expense for

teachers to attend the technology conference, which was held in Orlando, Florida. Other recommendations

included: the purchase of books that support the Accelerated Reader program, reading software and awards

for student recognition at the end of the year. The council lends support to the efforts of the PTA in achieving

a higher level of parental involvement. This entity was instrumental in assisting the PTA with enrolling an

unprecedented 213 families in the school's PTA organization.

Information regarding faculty and staff vacancies is discussed with the council. The council is apprised of the

qualifications necessary to fill vacancies and lend their support to the efforts of the responsible party to

recruit potential qualified candidates. The SAC is diligent in its commitment to the fidelity of the School

Improvement Plan. At each meeting, the objectives are discussed and the strategies are monitored so that



SAC Members

members are assured that the written plan is put into action for the academic and social growth of each

student.

This Committee ensures compliance with District specifications for the election of its members. The Council is

composed of the principal, teachers, education support employees, students, parents, and

business/community representatives. This membership is representative of the ethnic, racial, linguistic,

disabled, and economic community served by the school. A majority of members do not work at the school.

When observing the election process to seat members - teachers elect teachers, parents elect parents,

students elect students,

educational support employees elect educational support employee, and the principal appoints

business/community representative -- to ensure council diversity. The principal and UTD designated steward

are automatic members. The elected members serve a three year term.

Members

1) Ms. Tangela Goa, Principal

2) Ms. Clementine Pitts, SAC Chair

3) Kassandra Cruz, Student

4) Tatiana Taylor, Student

5) Ms. Vetrina Armstrong, Teacher

6) Ms. Rosemarie Saint-Eloi, Teacher

7) Mr. Richard Ascher, Teacher

8) Ms. Crystal Alvarez, Teacher

9) Mr. Renier Martin, Teacher

10) Dr. Sandi Bush, Teacher

11) Ms. Mina K. Mandel, Business Member

12) Ms. Janet McGregor, Parent

13) Mr. Emmanuel Louis, Parent

14) Mr.Lucious Taylor, Parent

15) Ms. Maranyelly Colon, Parent



IMPLEMENTATION EVALUATION

16) Ms. Sandy Hyland, Parent

17) Ms. Jessica Alvarez, Parent

18) Mr. Troy Dinardo, Parent

19) Mr. Freddy Crisostomo, Community Member

20) Ms. Verna Rawls, School Support Personnel

21) Ms. Constance Johnson, School Support Personnel

22) Ms. LaKenya Sanders-Sharpe, Union Steward



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and

all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

Reading Baseline

Data

Mathematics Baseline

Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%

Mastery%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

33 67 0 100 35 65 0 0 0 0

Name of Assessment Used

Baseline Benchmark Assessment


District School-wide Writing Pretest


Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

25 75 10 90 30 70 0 0 0 0




District School-Wide Writing Pretest


Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

37 63 10 90 52 48 5 95 0 0




District School-Wide Writing Pretest





Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data



Baseline data aggregated at school level

End of Baseline Data Report

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0


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

English Language Learners

(ELL)

3 97



AYP DATA

SCHOOL GRADE DATA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade VAN E. BLANTON ELEMENTARY SCHOOL 0401

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

Read: 274 Math: 274

2007-2008 School Grade1:

A Did the School make Adequate Yearly Progress?

NO

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

This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

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

Group

Reading Tested 95% of the students?

Math Tested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

Safe Harbor Reading

Percent of Students below grade level in Math

Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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 64 Y 62 Y 89 94 Y NA 39 36 NA 33 38 NA 69 NA 63 NA

WHITE NA NA NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 64 Y 64 Y 94 Y NA 36 36 NA 29 36 NA 68 NA 62 NA

HISPANIC 100 Y 100 Y 64 Y 56 N NA NA 50 36 NA 46 44 N 71 NA 65 Y

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED

100 Y 100 Y 64 Y 62 Y 88 94 Y NA 40 36 NA 34 38 NA 69 NA 63 NA

ENGLISH LANGUAGE LEARNERS

100 Y 100 Y 55 N 48 N 93 Y NA 57 45 Y 54 52 N 73 NA 59 N

STUDENTS WITH DISABILITIES


2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade VAN E. BLANTON ELEMENTARY SCHOOL 0401


Read: 257 Math: 257


A Did the School make Adequate Yearly Progress?

NO



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

Group








Safe Harbor Reading


Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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 61 Y 67 Y 85 89 Y NA 35 39 NA 43 33 NA 58 NA 64 NA

WHITE NA NA NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 64 Y 71 Y 85 94 Y NA 35 32 NA 45 29 NA 61 NA 64 NA

HISPANIC 100 Y 100 Y 50 N 54 N NA NA 38 61 N 37 46 N 49 N 63 Y

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN



100 Y 100 Y 60 Y 66 Y 85 88 Y NA 35 40 NA 42 34 NA 57 NA 63 NA


100 Y 100 Y 43 N 46 N NA NA 42 57 N 40 54 N 43 N 57 Y


NA NA NA NA NA NA NA 85 NA NA NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2Dade VAN E. BLANTON ELEMENTARY SCHOOL 0401


Read: 285 Math: 285


A Did the School make Adequate Yearly Progress? 5

PRO



Group








Safe Harbor Reading


Safe Harbor Math

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 57 Y 91 85 N NA 36 38 NA 37 43 NA

WHITE NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 63 Y 55 Y 92 85 NA NA 36 37 NA 38 45 NA

HISPANIC 100 Y 100 Y 60 Y 63 Y NA NA 39 40 NA 29 37 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA


100 Y 100 Y 63 Y 58 Y 91 85 NA NA 36 37 NA 36 42 NA


100 Y 100 Y 53 Y 60 Y NA NA 49 47 NA 47 40 NA


100 Y 100 Y 24 N 15 N NA NA 76 NA 85 NA

Dade School District VAN E. BLANTON ELEMENTARY SCHOOL 2007-2008

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

73% 69% 79% 71% 292

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

% of Students Making Learning Gains

66% 55% 121

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

Adequate Progress of Lowest 25% in the School?

67% (YES) 67% (YES) 134 Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned 547 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT 68% 74% 78% 59% 279

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




Reading

Math

Writing

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

72% 67% 88% 227 Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.

% of Students Making Learning Gains

65% 66% 131

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

Adequate Progress of Lowest 25% in the School?

58% (YES) 58 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .

Points Earned 416 Percent Tested = 100% Percent of eligible students tested

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



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