10/20/2008 2008-2009 florida school improveme…ossip.dadeschools.net/sip/08-09/pdf/1121.pdf ·...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: CORAL WAY K-8 CENTER

District Name: Dade

Principal: Alejandro Perez

SAC Chair: Rosalyn Kinsey

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending School Board

Approval

Dr.Eric J.Smith, Commissioner Florida Department of Education

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

VISION Coral Way K-8 Center aspires to develop leaders who contribute to the well-being of society as theyprogress to positions of increasing responsibility through experience and personal growth. Here is a spirit ofunited purpose and equal worth. In this international setting we are developing citizens of the world wherebi-literate communication and technology are integral components of our teaching and learningenvironment providing our stakeholders with the tools for success in our global society. We strive to makea difference in the lives of all who enter here - students, teachers, parents, and community members.

MISSION Our mission is to provide our students with opportunities to develop a better sense of the world (past,present, and future) around them, while establishing an educational setting that moves both teachers andstudents into an international arena to create a multicultural, interactive learning environment focusing onimproving student achievement. Our aim is that all students, regardless of their home language, graduateas proficient, bilingual, and bi-literate citizens in our multi-cultural community. All members of our schoolcommunity, working as a team, are able to enrich the instructional environment and empower students totake responsibility for their learning, while providing them with the skills and tools to prepare themselvesfor the future.

CORE BELIEFS Coral Way K-8 Center establishes an environment that instills self-esteem, respect, and discipline that isconducive to bilingual and bi-literate proficiency in a multicultural setting in our school community. Studentsare provided with opportunities to develop a better sense of the world around them, while establishing adual-language educational setting that fosters student achievement. The guiding principle of Coral Way K-8Center is the firm belief that subject area skills and concepts acquired in a child's home language will betransferred when the child acquires a second language. Our focus is to educate the whole child through aholistic approach, emphasizing critical thinking, high expectations and leadership skills, providing historicaland global perspectives that help our student become productive citizens of our country and worldcommunity.

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SCHOOL PROFILE DEMOGRAPHICS

Coral Way K-8 Center was established in 1936 and is a Title 1 funded school serving approximately 1581students in Pre-Kindergarten through eighth grade. It currently ranks as an "A" school, and has maintainedthat ranking for the past seven years. The school is located at 1950 S.W. 13 Avenue, Miami, Florida,33145 and covers 7.75 acres. It is a component of the Miami Senior High School Feeder Pattern.

Current class size is 15.93 for Pre-Kindergarten through grade three and 18.72 for grades four througheight. The Inclusion rate for 2007-08 was 84.25%. The current average class size for Students WithDisabilities (SWD) Resource is 12. The promotion rate for the 2007-08 school year was 96.7%, while theretention rate was 3.3%. Our school's attendance rate for this year averaged 96%. Our mobility index was18%, while our stability rate was 95.9%. Sixty-five percent of our students were on Free or ReducedLunch during the 2007-2008 school year.

The school demographics are representative of the surrounding neighborhood: 85 percent Hispanic, 11percent White, 1 percent Black, 2 percent Multiracial, and 1 percent Asian. Sixty-five percent of thestudents are eligible for free and reduced lunch, 9 percent are Students with Disabilities (SWD), 14 percentare our Gifted student population, and 14 percent are English Language Learners (ELL). Our population bygrade level consists of Pre-Kindergarten: 32, Kindergarten: 129, first: 165, second: 166, third: 168,fourth: 181, fifth: 191, sixth: 180, seventh: 193, and eighth: 172. Forty-nine percent of the studentpopulation is female, while 51 percent are male.

Approximately 14 percent of our student body are designated as English Language Learners (ELL) andattend English for Speakers of Other Languages (ESOL) classes. Nearly five percent of the studentpopulation attends Spanish Second Language classes. The Students with Disabilities (SWD) population is 83Specific Learning Disabilities, 30 Varying Exceptionalities, 8 Developmentally Delayed, 2 MentallyHandicapped, 4 Orthopedically Impaired, 1 Emotionally Handicapped, and 1 Autistic student. Two hundredseventeen students participate in the Gifted Program. Twenty-nine students receive speech services, whiletwenty-six students receive language services. The school ELL population consists of 56 ESOL Level 1, 33ESOL Level 2, 39 ESOL Level 3, and 105 ESOL Level 4.

Results of the 2008 Florida Comprehensive Assessment Test (FCAT) indicate that 3rd-8th grade studentsperformed as follows: In Reading, Level 1(L1) - 15%, Level 2(L2) - 17%, Level 3(L3) - 37%, Level 4(L4) -25%, and Level 5(L5) - 6%. In Mathematics, L1 - 10%, L2 - 17%, L3 - 36%, L4 - 28%, and L5 - 9%. Forgrades 5 and 8 in Science, L1 - 15%, L2 - 37%, L3 - 38%, L4 - 8%, and L5 - 2%. For grades 4 and 8 inWriting, L1 - 9%, L2 - 20.5%, L3 - 45%, L4 - 17%, and L5 - 8.5%. The retention rate for the 2007-2008school year was 2.3%.

The school employs a total of 149 full-time staff members and 60 part-time staff members. The schoolprofile consists of 6 administrators, 2 lead teachers, 1 reading coach, 107 classroom teachers, 4 guidancecounselors, 1 media specialist, 15 office staff members, 14 cafeteria workers, 7 security guards, 1Technology Support Technician, and 8 custodians. Thirty-three people hold part-time positions with theCommunity School Program. Of the teaching staff, 2 percent of the teachers are new to the school. Theaverage length of teaching time in the state of Florida is 14 years. Fifty-four percent of the staff haveadvanced academic degrees. The teachers are certified in Elementary Education, Early Childhood, Spanish,English as a Second Language (ESOL), Reading, Technology, Mathematics, Science, Social Studies,Exceptional Student Education, Gifted Education, Music, Art, Business, Physical Education, Media, andEducational Leadership. The composition of the teachers is as follows: 14 percent White, 77 percentHispanic, and 14 percent Black. Fourteen percent of the teachers are male and 85 percent of the teachersare female. Twelve teachers are National Board Certified Teachers.

Unique to Coral Way K-8 Center, is that all students in grades Pre-Kindergarten through eight, regardless oftheir origin, participate in our dual-language program. Sixty percent of the instructional day is presented inEnglish, while 40 percent of the day is taught in Spanish. In both the English and Spanish components,students receive instruction in language arts, science, and social studies by teachers proficient in thedesignated language. Mathematics is taught bilingually by the Spanish component teacher. Our school hasthe only dual-language full-time Gifted Program in the District. An Academic Excellence provides enrichmentin the areas of Chess and science.



In sixth through eighth grades, the Spanish component encompasses Mathematics, Humanities, andSpanish Language Arts. Advanced Placement courses are offered in Spanish Language and fifty-two eighthgrade students received advanced placement credit on the CollegeBoard AP test.

We define success by our students' ability to foster literacy in both the English and Spanish languages, thusenable our students to be truly bilingual, bi-literate, and bi-cultural.

The Spring 2007-2008 Organization Performance Improvement Snapshot Survey reflects that ourstrongest item in the area of faculty and staff/human resources was having a safe workplace, whereas theweakest in that section was encouragement of staff to develop job skills to advance in their career.

Pertinent data, such as School Demographics, Academic Profile, Stanford Achievement Reports, FCATresults, school report cards, and the School Climate Survey were analyzed to develop goals for the 2008-2009 School Improvement Plan (SIP). The School Advisory Council (SAC), along with staff members,identified academic objectives for the 2008-2009 school year.

Our school community partners include Bayside Market Place and UPS Printing. Coral Way K-8 Center ispresently under renovation. Two additional buildings are being constructed which will provide 32 additionalclassrooms to compensate for the 17 portables currently in use.

Our eighth grade students transition into Miami Senior High School. However, many of our students applyand are accepted into Magnet Schools such as New World School of the Arts, Design and Architecture HighSchool (DASH), Maritime and Science Technology Academy (MAST), South Miami Senior High SchoolMagnet Programs (Performing Arts and Visual Arts), Coral Gables Senior High School InternationalBaccalaureate Program, and charter schools such as International Studies Charter High School (ISH) andthe Academy of Arts and Minds.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

Not Applicable

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Alejandro Perez, Principal, has been employed with Miami-Dade Public Schools since 1992 and has servedas a teacher, assistant principal and currently as Principal for the school system. Mr. Perez was appointedassistant principal at Coral Way K-8 Center in 1996. In August 2002, he was appointed Principal atComstock Elementary School. During August 2006, Mr. Perez returned to Coral Way K-8 Center asPrincipal.

Under his leadership, Mr. Perez has accomplished the following: • Supported Bilingual Education and presented at the National Conference of Bilingual Education in February2008. • Converted Coral Way from a traditional elementary to a K-8 Center Bilingual Center. • Overseeing the construction project of two new buildings, state of the art media center and 34 studentclassrooms. • Runner up for the Leonard Miller Principal Leadership Award. • Principal of the Year for the Miami Senior High School Feeder Pattern M i t i d A d f th St t f Fl id f th l t t



• Maintained an A grade from the State of Florida for the last two years. Mr. Perez participates in various committees at the Region and District level and has mentored beginningPrincipals.

In August 2002, Mr. Perez was appointed Principal at Comstock Elementary School. During his tenure atComstock, Mr. Perez increased the school grade from a double “F” grade in 2002 to a grade of “C” in2003. Mr. Perez was one of two principals in the state of Florida recognized by then Governor Bush foroutstanding leadership and school improvement. He was selected as the School Based ESE Administratorof the Year for Miami-Dade in 2006 for his work, dedication and commitment to Special Education. Heacted as the Lead Principal for the Miami-Jackson Senior High School feeder pattern where he providedprincipals in the feeder pattern with support and information.

Mr. Perez sits on the Dade Association of School Administrators (DASA) Director’s Board representing K-8schools in the District and also with the YMCA Board to encourage community involvement and schoolsupport.

Mr. Perez received a Bachelor of Science Degree in Education at the University of Central Florida. In aneffort to further his education, Mr. Perez attended Florida International University and earned a Master ofScience Degree in Educational Leadership.

Beatriz B. Maresma is a member of Coral Way K-8 Center’s highly qualified administrators holding theposition of assistant principal. Ms. Maresma has over 13 years of experience in the education field. She hasa Bachelor’s Degree in Elementary Education and a Master’s Degree in Early Childhood Education. Inaddition, she is certified in Educational Leadership. She spent 11 years in the classroom and has been theassistant principal for the Upper Academy of Coral Way K-8 Center for the past three years. Her efforts arefocused on the achievement of students in grades six through eight.

Amy Simpson, Assistant Principal, has over 33 years of experience in the education field. She holds aBachelor of Science Degree in Psycho-educational Services, a Master of Science Degree in VaryingExceptionalities, an Educational Specialist Degree in Instructional Technology, and a state certificate inEducational Leadership. Ms. Simpson has twelve years of classroom teaching experience, four yearsexperience as an educational specialist in the field of Instructional Technology, and seventeen years as anassistant principal. She has worked extensively with students in grades 1-5 to raise student achievement.

Ileana Sotolongo, Assistant Principal, has 25 years of experience in the field of education. She holds aBachelor of Science Degree in Business Administration, a French Language and Civilization Diploma fromthe University of La Sorbonne, a Master of Science Degree in Computer Applications, and an EducationalSpecialist Degree in Educational Leadership. Ms. Sotolongo has fifteen years of classroom teachingexperience including three years abroad, and ten years as an assistant principal. Her area of focus has beenworking with the Students With Disabilities (SWD) and the English Language Learners (ELL) to improveachievement.

ReAndra Jordan, Assistant Principal, has been involved in the field of education for over 16 years. She holdsa Bachelor of Arts Degree in English, a Master of Arts Degree in English Education, and an EducationalSpecialist Degree in Educational Leadership. Ms. Jordan has 11 years of classroom teaching experience, 2years experience as a reading coach, and four years as an assistant principal. She has worked extensivelywith the Pre-Kindergarten and Kindergarten, focusing on student achievement.

Maria B. Cervantes, holds the position of Assistant Principal for the Community School. Ms. Cervantes hasa Bachelor's Degree in Business Education, a Master's Degree in Business Education, and a state certificatein Educational Leadership. She was a teacher for eleven years at a senior high school in which her studentswon numerous awards at district, state, and national conferences for the association, Future BusinessLeaders of America. Ms. Cervantes has been an assistant principal for the past eleven years. Her expertisehas led to expansion of the community school program at Coral Way.

The administrative team at Coral Way K-8 Center inspires a thought-provoking instructional atmosphere,focused on student-centered education, where curriculum mapping is based on thematic learning, spiraledinstruction links the grades, and professional discussions among staff are the norm. Areas of need aredetermined and a multitude of innovative learning and assessment techniques are infused into the learning



environment. Student achievement is a priority for the administration at Coral Way K-8 Center as theycontinuously monitor the implementation of various programs to assist with supplementing students'needs in reading, writing, mathematics and science. Additionally, the administrative team is committed tothe continued development of our international learning community, empowering teachers to pursueeducational excellence through a team-oriented approach and take ownership of our school's curriculum,while promoting a strong foundation motivating students to become future leaders in our global society.The administrative team at Coral Way K-8 Center unite in working toward a common mission and vision,focusing on the objective that all students who enter our doors will graduate bilingual, bi-literate, and bi-cultural and have a strong desire to make a difference in the world around us.

Recruitment/Retention of Highly Qualified Teachers


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

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Coral Way K-8 Center has several programs that coordinate with state and federal dollars available andintegrate federal and state programs so that the school can meet NCLB requirements.

-Title 1 funding is used to hire additional academic instructional staff and to increase the achievement ofnon-proficient students. Additionally, Title 1 funds will be used for before and after school tutoring and thepurchase of supplemental instructional support materials.

-Student Achievement funding provides financial support for supplemental support instructional materialsfor tutoring and interventions.

-The Family Literacy Grant provides funding through our community school program to increase parentalinvolvement supporting student achievement.

-The Children's Trust provides funding for our Middle School Enrichment Program for grades 6-8.

-Funding through the Division of World Languages supports student achievement.



School Wide Improvement Model


Coral Way K-8 will use the 8-Step Continuous Improvement Model (CIM). This is a research-based, data-driven, result-oriented improvement model, which was successfully implemented fully by the BrazensportSchool District in Texas. At the start of the school year, academic student data collected will be analyzed todetermine students at risk, academic areas of need, and for instructional grouping for intervention support.An instructional focus calendar will be developed to incorporate all benchmarks to be tested. Weeklytargets for instruction will be identified and discussed at grade level planning sessions. Lessons will bepresented to students using a variety of strategies, including whole group and small group instruction.Lessons will be enhanced through the use of technology, manipulatives, multi-sensory means, andperformance-based projects that emphasize a hands-on approach focusing on critical thinking skills.Assessments will be administered on a weekly and quarterly basis in order to determine students'attainment of knowledge and to determine if further tutorials are needed. As lesson delivery continues, areview of previously taught skills will be integrated into the learning environment. Monitoring of thecurriculum will be an on-going process through informal classroom visitations by site administrators,curriculum leaders, grade level chairpersons, and Professional Growth Team members (mentors).

NCLB Public School Choice


Parents were notified both in writing and by telephone that Coral Way K-8 Center received the ranking ofan "A". All written communication with families are created in both English and Spanish. Our writtencommunication includes the school newsletter, flyers, and other documents containing pertinentinformation about school related activities. In addition, we employ the services of Connect-ED to sendinformation via telephone. Student agendas are provided to all students at the opening of the school yearwhich include the student handbook with all school information and procedures. A hard copy of the parenthandbook is also available to all parents in the main office as well as on-line. The parent handbook containspertinent information about the rules of the school, school calendar, and contact information.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


Coral Way K-8 Center offers a Voluntary Pre-Kindergarten Program (VPK) and an Exceptional SpecialEducation Reversed Mainstreaming Pre-Kindergarten Program to create a smooth transition into ourelementary school program. The Pre-Kindergarten program at Coral Way K-8 Center follows the M-DCPSPre-Kindergarten High Scope Curriculum which includes pre- and post evaluations documenting studentprogress. Research indicates that students who participate in Pre-kindergarten programs demonstratereadiness skills upon entering Kindergarten. These students exhibit positive social and academic behaviorsas well as self-confidence. Their success is evident as they come in ready to meet the benchmarks andexpectations of the Kindergarten program.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Based on student data, classroom walk-through observations and input from the reading coach, thei i l ill id if l h h f ll i l i h i l l f



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

Teachers new to Coral Way K-8 Center will be paired with mentors in the same department or grade levelso as to develop collaborative contexts and open conversations where mentors and mentees can explorenew approaches together. Additionally, teachers in their second year of teaching will also continue tocollaborate with their mentor teacher from the prior year.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Tutorial services that address identified area(s) of need will be provided to students during the school dayin the form of intensive reading intervention, as well as opportunities in before/after school tutoringprograms for reading, writing, mathematics, and science. The assessment data or Individual Education Plan(IEP) will be utilized when selecting the appropriate interventions. Our school will utilize interventionmaterials that meet the definition of scientifically research-based. Students scoring Reading andMathematics Levels 1 and 2 on the 2008 FCAT administration, including Students With Disabilities (SWD)and English Language Learners (ELL), are targeted for after school tutorial programs at Coral Way K-8Center using differentiated instruction. All Level 1 and Level 2 students, identified as ELL students, and SWDstudents will be closely monitored. Open communication will transpire between the tutorial and classroomteachers to target areas of deficiency, provide alternative instructional strategies, and increase studentperformance.

SCHOOLS GRADED C OR BELOW

Professional Development

Not Applicable

Disaggregated Data

Not Applicable

Informal and Formal Assessments

Not Applicable

Alternative Instructional Delivery Methods

Not Applicable

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12



Different Innovative Approaches to Instruction

Coral Way K-8 Center incorporates a variety of innovative instructional approaches in the areas of reading,mathematics, writing, and science. Such techniques include CRISS strategies, Reciprocal Teaching, criticalthinking skills, cooperative groups, project learning, technology, and hands-on learning. All students ingrades six through eight participate in mathematical applications skills using hands-on interdisciplinaryactivities as evidenced in weekly lesson plans.

Responsibility of Teaching Reading for Every Teacher

Through all curriculum areas, reading instruction and the reinforcement of comprehension strategies areincorporated. Teachers in all subject areas utilize reading task cards and focus on strategies to enhancevocabulary development, analyze details, synthesize main ideas, compare and contrast concepts, andreinforce reference and research skills. Outlining, note-taking, graphic organizers, and evaluative tools areused as comprehension strategies in all subject areas.

Quality Professional Development for Teachers and Leaders

Professional development is provided for staff to enhance innovative approaches to instruction such asCRISS, Reciprocal Teaching, technology integration, project-based instruction, and cooperative learning.

Small Learning Communities (SLC)

The International Studies Program (ISP) provides exploration and enrichment in science, mathematics, andhumanities to expand world studies skills in a real-world environment.

Intensive Intervention in Reading and Mathematics

Reading intervention is provided to all students in grades six through eight who scored at AchievementLevels 1 and 2 on the 2008 FCAT Reading subtest. Through small group instruction in an intensive readingcourse, students use a variety of intervention support materials such as Voyager Passport, Read 180, andBridges to Literature.

Recovery courses are also offered in both science and mathematics. Students in grades six through eightwho scored at Achievement Levels 1 and 2 on the 2008 FCAT Mathematics subtest participate in smallgroup instruction using Intensive Mathematics Intervention. Students who do not master the science graderequirements receive instructional reinforcement in science.

Parental Access and Support

Parents can access their students' information and grades through the Electronic Gradebook and ParentPortal. Monthly newsletters (provided both online through our website and in hard copy) highlightimportant information on current happenings. Teachers have email access for open communication withparents. In addition, all students are given a free agenda for on-going open communication between thehome and school environment.

Applied and Integrated Courses

Advanced, Honors, and Gifted courses in language arts, mathematics, science, and social studies areoffered in grades six through eight. Humanities, Spanish Literature, and French are offered to students toprovide challenging opportunities. Courses that provide high school credits include Earth and Space,Algebra, and Advanced Placement Language in Spanish. Advanced Placement Language in Spanish will alsoearn students college credits.

Course Choice Based on Student Goals / Interests / Talent



The electives offered to students provide opportunities for expansion and exploration of students' goals,talents, and interests. Band, Orchestra, Art, Business, Physical Education, and Foreign Languages (Spanishand French) provide a broad spectrum of choices for students.

Master Schedules Based on Student Needs

A master schedule is designed with students' need in mind. Students in the SWD and ELL programs receiveinstruction through an inclusion model for reading, language arts, mathematics, science, and social studies.

Academic and Career Planning

Two guidance counselors and a Trust counselor are accessible to parents and students to discussconcerns, student achievement, behavior, and support. Career fairs are offered during the school year toboth students and their parents to showcase possible future academic and vocational avenues.Participation in the International Studies Program (ISP) opens the gateway to entrance to the InternationalBaccalaureate Program at the high school level.

GOALS

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

*Needs Assessment: Results of the 2008 FCAT Reading Test indicate that seventy-four percent ofstudents in grades three through eight are meeting high standards in reading.Sixty-five percent of students have made annual learning gains. Fifty-sevenpercent of the lowest twenty-five percent of the school population have madeannual learning gains. Specifically, seventy-two percent of the third gradestudents, seventy percent of the fourth grade students, sixty-seven percent ofthe fifth grade students, sixty-three percent of the sixth grade students, sixty-five percent of the seventh grade students, and fifty-three percent of the eighthgrade students scored at achievement levels three and above in reading. Theresults of the 2008 FCAT Reading Test indicate that third grade studentsdemonstrated strength in the Reference/Research Content Cluster with eightypercent and weakness in Words/Phrases Content Cluster with sixty-threepercent. Fourth grade students demonstrated strength in Words/PhrasesContent Cluster with seventy-one percent and weakness in Reference/ResearchContent Cluster with fifty percent. Fifth grade students displayed strength in theMain Idea Content Cluster with sixty-seven percent and a weakness inReference/Research Content Cluster with sixty percent. Sixth grade studentsdemonstrated strength in Main Idea/Purpose Content Cluster with seventy-onepercent and weakness in Comparisons Content Cluster with fifty-eight percent.Seventh grade students showed strength in Comparisons Content Cluster withseventy-three percent and weakness in Words/Phrases and Main Idea/PurposeContent Clusters with sixty-seven percent in each. Eighth grade studentsexhibited strength in Main Idea/Purpose Content Clusterwith seventy-fourpercent and weakness in Reference/Research Content Cluster with sixty-twopercent.

The 2008 Adequate Yearly Progress (AYP) Report indicates that sixty-ninepercent of the total population scored at or above grade level. The onlysubgroups not meeting AYP for reading were English Language Learners (ELL)and Students with Disabilities (SWD). Forty-two percent of English LanguageLearners (ELL) and forty-four percent of Students with Disabilities (SWD) scoredat or above grade level, thus not making the required fifty-eight percent forAdequate Yearly Progress (AYP).

*Objective: Given instruction using the Sunshine State Standards, students in grades 3-8 willincrease their reading skills as evidenced by seventy-five percent of students



scoring at or above FCAT Achievement Level 3 on the 2009 administration of theFCAT Reading Assessment.

Given instruction using the Sunshine State Standards, Students With Disabilities(SWD) will increase their reading skills as evidenced by sixty-five percent meetinghigh standards on the 2009 administration of the FCAT Reading Test.

Given instruction using the Sunshine State Standards, English Language Learners(ELL) will increase their reading skills as evidenced by sixty-five percent meetinghigh standards on the 2009 administration of the FCAT Reading Test.

*Strategies: (1) Utilize the Reading Curriculum Pacing Guide to ensure that all Sunshine StateStandards (SSS) Benchmarks are covered during the appropriate nine-weekperiod throughout the 2008-2009 school year. (2) Provide an overview on the2008-2009 Comprehensive Research-Based Reading Plan (CRRP) K-12 plan toall classroom teachers. (3) Collaborate with teachers in an on-going basis toreview student assessments, adjust classroom instruction and the instructionalfocus calendars as needed. (4) Continue to survey staff and provide professionaldevelopment that will directly impact reading achievement among K-8 students,incorporating strategies for the SWD and ELL students. (5) Model reading lessonsthat provide teachers with critical thinking strategies such as CreatingIndependence through Student-owned Strategies (CRISS) that will improve thedelivery of reading instruction. (6) Enhance the CORE Knowledge Curriculum toincorporate more historical, scientific, and cultural literature enhancing referenceand research skills. (7) Utilize assessments to monitor student progress andguide instruction. (8) Utilize a co-teaching model in order to target lowperformance students and give support to Students with Disabilities (SWD) andEnglish Language Learners (ELL). (9) Utilize Riverdeep, FCAT Explorer, Achieve3000, and READ 180 to monitor students' independent reading progress. (10)Provide before and after-school tutorial programs for identified struggling readersin grades 3-8, specifically Level 1 and Level 2 students. (11) Conductconferences to monitor students' progress. (12) Provide training to parents intheir native language to increase student attendance and parental involvement intheir children's reading curriculum. (13) Identify the students in ELL and SWDsubgroups as delineated in AYP results scoring at Achievement Levels 1 and 2 inthe FCAT Reading Test and implement small group intervention programs such asVoyager through pull-out tutoring conducted by highly qualified personnel.Student groups will be monitored and restructured by administrators according toDIBELS data and benchmark assessments. (14) Utilize an instructional focuscalendar to address identified weaknesses among students in grades 3-8.

*Evaluation: These objectives will be evaluated using the scores from the 2009 FCAT Readingsubtest and Baseline Benchmark Assessments (BBA) in order to identifysubgroups in need of further assistance. The data will be utilized to monitorprogress toward objective, redirect intervention, and instructional strategies.

*Evidence-basedProgram(s):

Coral Way K-8 Center uses the Houghton Mifflin Reading Series InterventionPrograms: Voyager, Achieve 3000, and Read 180. Additional programs includeStrategies to Achieve Reading Success (STARS) and Comprehensive Assessmentto Reading (CARS).

*ProfessionalDevelopment:

Selected teachers will be trained in the following programs and strategiesdesigned to support the delivery of the curriculum and positively impact studentachievement such as Houghton Mifflin Reading Series (CCRP), data-drivendecision-making utilizing SnapShot, Project CRISS, Reciprocal Teaching, 8-StepContinuous Improvement Model, Differentiated Instruction, Guided Reading,Skills-Based Lessons, Literacy Centers, Comprehensive Research-Based ReadingPlan (K-12 Plan) Edmark, Riverdeep, Brainpop, technology-based programs, andDistrict provided training throughout the school year. Trained teachers will in turncollaborate with their colleagues by providing professional development offeredat the school site. This will ensure proper implementation of all availableresources.

Professional Development:

* Technology Integration in Reading will be offered October 1, 2008.

* Book Study on Reading in the Upper Elementary Grades will be held on January14, 2009, February 18, 2009, March 18, 2009, and April 15, 2009.

* Bilingual Strategies for Instruction in Reading will be offered April 14, 21, and28, 2009.



Budget:

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

Description of Resources Funding Source AvailableAmount

Voyager $0.00

Read 180 $0.00

Cars/Stars/Extensions Title 1 $6,672.32

Reading Coach and Jumpstart Grades3-5 Title 1 $6,594.00

Sadlier Vocabulary Workshop grades 4and 5 Title 1 $1,821.60

Mastering the FCAT Grade 3 Title 1 $1,540.00

Buckle Down FCAT 6 Reading Title 1 $1,798.00



Total: $22,246.67

Technology


Riverdeep District $0.00

FCAT Explorer State $0.00

Achieve 3000 District $0.00

Total: $0.00



No Data No Data $0.00

Total: $0.00

Other



Total: $0.00

Final Total: $22,246.67

*Non-Highly QualifiedInstructors:

None

End of Reading Goal

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

*Needs Assessment: Results of the 2008 FCAT Mathematics Test indicate that seventy-eight percentof students in grades three through eight are meeting high standards inmathematics. Seventy-two percent of students have made annual learning gains.Sixty-seven percent of the lowest twenty-five percent of the school populationhave made annual learning gains. Specifically, seventy-six percent of the thirdgrade students, seventy-one percent of the fourth grade students, sixty-sevenpercent of the fifth grade students, fifty-three percent of the sixth gradestudents, sixty-one percent of the seventh grade students, and sixty-sevenpercent of the eighth grade students scored at achievement levels three and



above in mathematics. The results of the 2008 FCAT Mathematics Test indicatethat third grade students demonstrated strength in the Geometry/Spatial SenseContent Cluster with eighty-six percent and weakness in Algebraic ThinkingContent Cluster with sixty-seven percent. Fourth grade students demonstratedstrength in Measurement Content Cluster with seventy-five percent andweakness in Number Sense Content Cluster with sixty-four percent. Fifth gradestudents displayed strength in the Measurement and Algebraic Thinking ContentClusters with sixty-four percent and a weakness in Geometry/Spatial SenseContent Cluster with sixty-two percent. Sixth grade students demonstratedstrength in Geometry/Spatial Sense Content Cluster with seventy-eight percentand weakness in Algebraic Content Cluster with fifty percent. Seventh gradestudents showed strength in Data Analysis/Probability Content Cluster withseventy-eight percent and weakness in Algebraic Thinking, Number Sense, andMeasurement Content Clusters with fifty-six percent in each. Eighth gradestudents exhibited strength in Number Sense Content Cluster with sixty-sevenpercent and weakness in Geometry/Spatial Sense and Data Analysis/ProbabilityContent Clusters with fifty percent in each.

The 2008 Adequate Yearly Progress (AYP) Report indicates that seventy-threepercent of the total population scored at or above grade level. The onlysubgroups not meeting AYP for mathematics were English Language Learners(ELL) and Students with Disabilities (SWD). Fifty-seven percent of EnglishLanguage Learners (ELL) and fifty percent of Students with Disabilities (SWD)scored at or above grade level, thus not making the required sixty-two percentfor Adequate Yearly Progress (AYP).

*Objective: Given instruction based on the Sunshine State Standards, the percentage ofstudents in grades 3-8 will increase their mathematics skills as evidenced byseventy-nine percent of students scoring at or above Level 3 on the 2009administration of the FCAT Mathematics Test.

Given instruction based on the Sunshine State Standards, English LanguageLearners (ELL) students will increase their mathematics skills as evidenced bysixty-eight percent meeting high standards on the 2009 administration of theFCAT Mathematics Test.

Given instruction based on the Sunshine State Standards, Students WithDisabilities (SWD) will increase their mathematics skills as evidenced by sixty-eight percent meeting high standards on the 2009 administration of the FCATMathematics Test.

*Strategies: (1) Provide mathematics instruction using ELL and SWD strategies including theuse of manipulatives. (2) Survey staff and provide professional development thatwill directly impact mathematics instruction and student achievement. (3)Collaborate with teachers on an on-going basis to review student assessmentsand adjust instructional focus as needed. (4) Identify students in grades 3-8scoring at Achievement Levels 1 and 2 on the 2008 FCAT Mathematics subtestsand implement small group instruction using technology and personnel. Provideadditional assistance through tutoring sessions to ELL and SWD students. (5)Provide before, during, and after school tutorial sessions that target mathematicsskills as evidenced by attendance rosters. (6) Provide training to parents toincrease student attendance and parental involvement in their children'smathematics curriculum as reflected in the Sunshine State Standards in order toenhance their knowledge when assisting their children at home. (7) Use aMathematics Task Force to implement and promote mathematics incentiveprograms, projects, and competitions that focus on critical thinking skills asreflected in the Sunshine State Standards. (8) Provide advanced mathematicscurriculum infusing critical thinking and analytical strategies to all students. (9)Provide Course Recovery in Mathematics to those current seventh and eighthgrade students who failed Mathematics in the 2007-2008 school year. (10)Expand the Chess Club to promote strategic and analytical thinking inmathematics.

*Evaluation: The objective will be evaluated using the scores from the 2009 FCATMathematics Test, Baseline Benchmark Assessments (BBA), and in-houseassessments.


Coral Way K-8 Center uses the Harcourt Brace Mathematics Series (K-5),Glencoe Mathematics Application and Concepts (grades 6-8), Pre-Algebra,Algebra, and Riverdeep.

*Professional Training will be provided in: Edusoft, curriculum mapping, the 8-Step Continuous



Development: Improvement Model, CRISS, Reciprocal Teaching, FCAT Explorer, Riverdeep,District-sponsored in-services by the Division of Mathematics and Science,Harcourt Brace Mathematics Series, and Glencoe Mathematics Application andConcepts, Pre-Algebra, and Algebra.

Professional Development: *Technology Integration in Mathematics will be offered November 19, 2008.

Budget:



Mathematics Coach and Jumpstartgrades 3-5 Title 1 $6,594.00

Total: $6,594.00

Technology


Riverdeep District $0.00

FCAT Explorer State $0.00

Total: $0.00




Total: $0.00

Other



Total: $0.00



None

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 indicate that ninety-eight percent ofstudents in grade four and eight are meeting high standards in writing. Ninety-three percent of students in grade four and ninety-six percent of students ingrade eight met state standards of 3.5 or above in writing. Eighty-three percentof students in grade four and ninety-two percent of students in grade eight metstandards 4.0 or above in writing. The combined score for the 2008 FCAT Writing+ Test for grade four was 4.2, while the combined score for the grade eight was4.5. The weakest Content Area for grade four was Focus (6) and Support (6),while the area of strength was conventions (11). The weakest Content Area forgrade eight was Focus (6) and Support (6), while the area of strength wasconventions (10).

*Objective: Given instruction using the Sunshine State Standards, students in grade four andeight will improve their writing skills as evidenced by an increase of one percent in



the number of students achieving high standards on the 2009 Administration ofthe FCAT Writing+ Test. Given instruction based on the Sunshine StateStandards, English Language Learners (ELL) and Students with Disabilities (SWD)in grade four and eight will improve their writing skills as evidenced by a 1 percentincrease in the number of the students achieving high standards on the 2009Administration of the FCAT Writing+ Test.

*Strategies: 1) Model writing lessons that provide students with strategies, tips, andresources to be used in the writing process. 2) Provide teachers withopportunities to attend professional development institutes and in-services forWriting requirements targeting specifically the content areas of focus,organization, and support. 3) Implement a vocabulary program to enhance theusage of higher level vocabulary usage in the writing process. 4) Use pre, mid,and post test results to identify and address needs of low-performing studentsand to plan for differentiated instruction. 5) Provide after-school tutorialprograms for English Language Learners (ELL) students, Students with Disabilities(SWD,) and other select students in grades 4 and 8 to address specific writingneeds.

*Evaluation: This objective will be evaluated using the scores from the 2009 FCAT WritingTest, Pre and Post District Writing Assessments, and Monthly Writing Prompts.


Vocabulary Workshop by Sadlier Publishing; Grammar Workshop by SadlierPublishing; Houghton Mifflin Reading Series (Reading & Writing Workshop)


Teachers will be extensively trained in the following programs and strategies:Houghton Mifflin Reading & Writing Workshop, CRISS, Vocabulary Workshop, andWriting Across the Curriculum.


* Writing Across the Curriculum will be held October 22 and November 12, 2008.

* Technology Integration in Writing will be offered December 17, 2008.

Budget:



Sadlier Grammar Workshop Grade 4 Title 1 $1,113.00

Total: $1,113.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00


End of Writing Goal

Goal: Science



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

*Needs Assessment: Results of the 2008 FCAT Science Test indicate that fifty-two percent of studentsin grade five and eight are meeting high standards in science. Fifth grade studentsdemonstrated strength in the Life and Environmental Content Area with sixty-two percent and weakness in the Earth and Space Content Area with fifty-sevenpercent mastery. Eighth grade students demonstrated strength in Life andEnvironmental Content Area with sixty-nine percent and weakness in the Earthand Space Content Area with fifty-five percent.

*Objective: Given instruction based on the Sunshine State Standards, the percentage ofstudents meeting high standards in grade five and eight will increase by tenpercentage points to sixty-two percent on the 2009 Science Test as comparedto the 2008 administration of the FCAT Science Test.

*Strategies: (1) Utilize the Science Curriculum Pacing Guide and the K-12 District Science Planto ensure that all SSS Benchmarks are covered during the appropriate nine weekperiod throughout the 2008-2009 school year. (2) Emphasize the use of thescientific method throughout instruction to enhance problem solving and criticalthinking skills. (3)Implement a Science Explorers Club to expand students'analytical, exploration, and problem-solving techniques to investigate advancedlearning opportunities in science. (4) Conduct school-wide Science Fair toreinforce the integration of the scientific method throughout the curriculum. (5)Ensure adequate time for science instruction, as required by the StudentProgression Plan, is scheduled for every teacher. (6) Provide dedicated space andresources for hands-on, inquiry-based explorations to support knowledge of thescientific method. (7) Expose students in grades three through eight toenvironmental studies and issues through their participation in field tripshighlighting environmental concerns. (8) Implement the 8-Step ContinuousImprovement Model (CIM) to impact student achievement as evidenced bygrade level meeting agendas. (9) Utilize data from teacher assessments andEduTest to assess student needs and plan instruction.(10) Increase science andmathematics writing in students' work reflecting laboratory reports, criticalthinking skills, analysis, synthesis, and evaluations. (11) Provide after-schooltutorial sessions that target science skills.

*Evaluation: This objective will be evaluated using the scores of the 2008-2009 FCAT ScienceTest. Classroom assessment lab, results from Baseline Benchmark Assessments(BBA), and hands-on Science will be utilized to monitor progress towardobjective, redirect intervention and instructional strategies.


Coral Way K-8 Center uses the Core Program: Scott Foresman Science Series.


Teachers will be trained in the following programs and strategies: Insights, BestPractices in Mathematics and Science, FCAT Science Specifications, SnapShot andFlorida Curriculum Framework for Science.


* Technology Integration in Science will be offered December 17, 2008.

Budget:



Science Coach and Jumpstart Grade 5 Title 1 $2,418.00

Buckle Down FCAT Science Grade 8 Title 1 $1,168.70

Total: $3,586.70

Technology


Brainpop Title 1 $1,495.00

Total: $1,495.00






Total: $0.00

Other



Total: $0.00



None

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: The 2007-2008 Parental Involvement Rosters at Coral Way K-8 Center indicatedthat only 42% of parents participated in school functions, excluding Open House.

*Objective: Given the need to establish a link between school, home, and community, thepercentage of participation in parental activities will increase by one percent whencomparing the 2007-08 and 2008-09 school year participation rosters.

*Strategies: 1) Conduct conferences to monitor students' progress and encourage parentalinvolvement as evidenced by student portfolios, class assignment rosters, andparental signatures. 2) Establish and maintain positive parent communicationsregarding school programs, students' progress, and additional resources availablefor their use. 3) Implement Title 1 Parent Orientation. 4) Provide workshops,activities, and the Parent Academy to empower parents with the skills needed toassist students with home learning activities. 5) Organize Family Literacy Nightson a quarterly basis to involve families in literacy activities. 6) Conduct FamilyNight to exhibit art, music, theater, photography, writing, and science projectsand programs. 7)Implement parent courses in English, citizenship, technology,and student study skills. 8) Utilize the Community Involvement Specialist tosurvey the needs of parents and be a liaison between teachers and parents. 9)Establish and maintain positive parent communications regarding schoolprograms, students' progress, and additional resources available for their use.

*Evaluation: This objective will be evaluated using the 2008-2009 attendance rosters by thenumber of parents/guardians who sign parental involvement rosters at targetedparent workshops and activities such as parent orientation meetings, FamilyLiteracy Programs, Technology Training, FCAT Strategies, Adult Literacy andLanguage classes, Bilingual Parent Workshops, Parent Academy, Early ReleaseConference Days, and musical, theatrical, photography, and art performances.The enrollment will be monitored in order to determine if additional strategiesneed to be developed.


National PTA Standards for Parent and Family Involvement Program


* ESOL Classes for Parents Every Monday through Thursday September 2008 through June 2009

* Technology for Parents Every Monday through Thursday September 2008 through June 2009

* Family Literacy Workshops for Parents and Children October 16, 2008 December 18, 2008 March 25, 2009 May 7, 2009



* Helping Your Children Make the Grade! December 11, 2008 January 8, 2009

Budget:




Total: $0.00

Technology


Classworks Children's Trust $15,000.00

Total: $15,000.00




Total: $0.00

Other



Total: $0.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the Florida Department of Education(FLDOE) indicate that in 2006-2007 Coral Way K-8 Center ranked at the 56percentile on the State of Florida School Return On Investment (ROI) index.

Objective: Given the need to increase the return on investment, Coral Way K-8 Center willincrease its ranking on the State of Florida Return On Investment (ROI) indexpublication from 56th percentile in 2007 to the 56th percentile or higher on thenext publication of the ROI index.

Strategies: (1) Provide professional development to become more informed about the useof financial resources in relation to school programs. (2) Consider reconfigurationof existing resources to take advantage of a broader resource base, e.g. privatefoundations, volunteer networks. (3) Share the use of facilities while partneringwith community agencies. (4) Reallocate resources to better implementteaching, learning, and class size mandates.

Evaluation: This objective will be evaluated using the results from the next State of FloridaReturn On Investment (ROI) index publication. Coral Way K-8 Center will showprogress toward reaching the 56th percentile.

End of Return on Investment Goal



ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading Voyager $0.00

Reading Read 180 $0.00

Reading Cars/Stars/Extensions Title 1 $6,672.32

Reading Reading Coach and JumpstartGrades 3-5 Title 1 $6,594.00

Reading Sadlier Vocabulary Workshopgrades 4 and 5 Title 1 $1,821.60

Reading Mastering the FCAT Grade 3 Title 1 $1,540.00

Reading Buckle Down FCAT 6 Reading Title 1 $1,798.00



Mathematics Mathematics Coach andJumpstart grades 3-5 Title 1 $6,594.00

Writing Sadlier Grammar WorkshopGrade 4 Title 1 $1,113.00

Science Science Coach and JumpstartGrade 5 Title 1 $2,418.00

Science Buckle Down FCAT ScienceGrade 8 Title 1 $1,168.70

Total: $33,540.37

Technology


Reading Riverdeep District $0.00

Reading FCAT Explorer State $0.00

Reading Achieve 3000 District $0.00

Mathematics Riverdeep District $0.00

Mathematics FCAT Explorer State $0.00

Science Brainpop Title 1 $1,495.00

Parental Involvement Classworks Children's Trust $15,000.00

Total: $16,495.00



No Data No Data No Data $0.00

Total: $0.00

Other


No Data No Data No Data $0.00

Total: $0.00




SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

SAC Involvement

The administration and elected members of the SAC have a team approach to the overall function of theschool. The administration and SAC collaboratively defined a vision and established goals for theimprovement of student achievement. The leadership strategy is to use surveys and consensusmanagement to improve the potential of every student. The Sunshine State Standards, district, and stateguidelines are used as the basis for strategic educational planning and alignment. The SAC has implementedopportunities for involvement and growth through many activities such as Professional Development,networking, and other team building events. Further effort has been made to share with staff theknowledge of how the organization is doing in general terms through open meetings, literature, and opendiscussions.

SAC Members

Members

1) Alejandro Perez, Principal

2) Rosalyn Kinsey, SAC Chair

3) Nicholas Parsons, Student

4) Lucia Trebe, Student

5) Arnold Vidal, Teacher

6) Eduardo Carballo, Teacher

7) Teresita Mendoza, Teacher

8) Susana Martin, Teacher

9) Maribel Rivera, Teacher

10) Miguel De la O, Business Member

11) Rafael Cardenas, Business Member

12) Rosa De la O, Parent

13) Marlene Figueroa, Parent

14) Odalys Mandado, Parent



15) Esperanza Hueck, Parent

16) Sandi Pena, Parent

17) Michael Wallman, Parent

18) Michelle Zuniga, Parent

19) Tim Dennis, Community Member

20) Jason Abreu, School Support Personnel

21) Julie Pino, School Support Personnel

22) Alden Thompson, Union Steward

23) Amy Simpson, Assistant Principal

IMPLEMENTATION EVALUATION

Educational Excellence School Advisory Council (EESAC) committee will receive on-going reports on thestatus of the implementation of the School Impreovement Plan (SIP). A mid-year review of theimplementation of the of currect SIP will be conducted in order to assess where resources need to betargeted for the remainder of the school year. Additionally, a progress assessment meeting will bescheduled at the end of the school year. In attendance will be the school principal, the EESAC chairperson,the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/businessrepresentative, and the EESAC student representative. At this meeting, the EESAC makes a presentation offindings. Included in this presentation are data elements that identify the Strengths and Opportunities forImprovement (OFIs) of the school. These results provide guidance for the future direction of the schooland are included, as appropriate, as objectives and strategies in next year's SIP. Staff at Coral Way K-8Center will review the status of SIP objectives and will collaborate with the ESSAC to determine howstudent achievement will be addressed next school year.

REPORTING

Baseline Data Report

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

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed




ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0





ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade CORAL WAY K-8 CENTER 1121Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 1104Math: 1104

2007-2008 School Grade1:

A Did the Schoolmake AdequateYearly Progress?

NO

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 100 Y 100 Y 69 Y 73 Y Y NA 29 31 NA 30 27 NA 65 NA 75 NA

WHITE 100 Y 100 Y 75 Y 86 Y Y NA 17 25 NA 19 14 NA 70 NA 86 NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 68 Y 72 Y Y NA 31 32 NA 31 28 NA 65 NA 73 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 61 Y 68 Y Y NA 36 39 NA 35 32 NA 60 NA 70 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 42 N 57 N 82 N NA 56 58 N 41 43 N 60 N 70 N

STUDENTS WITHDISABILITIES 100 Y 100 Y 44 N 50 N Y NA 57 56 N 60 50 Y 45 N 57 NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade CORAL WAY K-8 CENTER 1121Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 1014Math: 1014


A Did the Schoolmake AdequateYearly Progress?

YES


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

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

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 100 Y 100 Y 71 Y 70 Y Y NA 27 29 NA 29 30 NA 62 NA 68 NA

WHITE 100 Y 100 Y 83 Y 81 Y NA NA 15 NA 20 19 NA 74 NA 69 NA BLACK NA NA NA NA NA NA NA 43 NA NA NA HISPANIC 100 Y 100 Y 69 Y 69 Y Y NA 27 30 NA 29 31 NA 61 NA 68 NA ASIAN NA NA NA NA NA NA NA 25 NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 64 Y 65 Y 94 Y NA 33 35 NA 34 35 NA 59 NA 65 NA


100 Y 100 Y 44 N 59 Y 81 Y NA 58 Y 44 41 NA 52 NA 66 NA

STUDENTS WITHDISABILITIES 100 Y 99 Y 43 N 40 N NA NA 52 Y 69 60 Y 46 NA 52 NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade CORAL WAY K-8 CENTER1121

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

Read: 837Math: 837


A Did the Schoolmake AdequateYearly Progress? 5

YES


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

Group








SafeHarborReading


SafeHarborMath

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

TOTAL4 100 Y 100 Y 75 Y 71 Y Y NA 29 25 NA 25 29 NA

WHITE 100 Y 100 Y 80 NA 80 NA NA NA NA 23 20 NABLACK NA NA NA NA NA NA NA NAHISPANIC 100 Y 100 Y 74 Y 71 Y NA NA 30 26 NA 25 29 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 69 Y 66 Y 94 94 NA NA 35 31 NA 29 34 NA


99 Y 99 Y 45 Y 56 Y 77 81 NA NA 53 55 NA 34 44 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 49 NA 31 NA NA NA NA 57 69 NA

Dade School DistrictCORAL WAY K-8 CENTER2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 74% 78% 98% 52% 302

Writing and Science: Takes into account the %scoring 3.5 and above on Writing and the %scoring 3 and above on Science. Sometimes theDistrict writing and/or science average issubstituted for the writing and/or sciencecomponent.

% of Students MakingLearning Gains 65% 72% 137

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

Adequate Progress ofLowest 25% in the School? 57% (YES) 67% (YES) 124

Adequate Progress based on gains of lowest25% of students in reading and math. Yes, if 50%or more make gains in both reading and math.

% of 11th and 12th gradersmeeting the graduationrequirement on the FCATretake

NA If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 563 Percent Tested = 100% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 76% 75% 99% 52% 302

Writing and Science: Takes into account the %scoring 3.5 and above on Writing and the %scoring 3 and above on Science. Sometimes theDistrict writing and/or science average issubstituted for the writing and/or sciencecomponent.



Adequate Progress ofLowest 25% in the School? 63% (YES) 68% (YES) 131

Adequate Progress based on gains of lowest25% of students in reading and math. Yes, if 50%or more make gains in both reading and math.

% of 11th and 12th gradersmeeting the graduationrequirement on the FCATretake

NA If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 572 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

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 80% 77% 93% 250

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



Adequate Progress of Lowest25% in the School? 73% (YES) 73 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 461 Percent Tested = 100% Percent of eligible students tested

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



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