2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: JANE S. ROBERTS K-8 CENTER

District Name: Dade

Principal: Ana Othon

SAC Chair: Melissa Ferrer

Superintendent: Mr. 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: Jane S. Roberts K-8 Center holds the following beliefs that all educational endeavors undertakenby the school ideally develop and align a positive school image through the advancement of the academic,social, and personal well-being of the student body.

MISSION: Jane S. Roberts K-8 Center enriches the community through educational excellence andcontinued commitment and support of our teachers, staff, students, families, and the community that weserve. The extension of the services that the school provides encompasses the needs of the wholeindividual and ensures academic, social, and personal growth within a supportive, creative, and flexibleenvironment.

BELIEF STATEMENT: Jane S. Roberts K-8 Center holds the belief that all educational endeavors undertakenby the school ideally develop and align a positive school image through the advancement of the academic,social, and personal well being of the student body.

SCHOOL PROFILE DEMOGRAPHICS

SCHOOL FACILITY: Jane Roberts school was built in 1989 on sixteen acres located in the Lakes of the Meadows community.Jane S. Roberts K-8 Center has a prekindergarten through eighth grade configuration. Jane S. Robertsopened a new Early Childhood Center (ECC) located two miles from the main campus on 1.99 acres duringthe 2007-2008 school year. The ECC consists of 18 classrooms servicing grades one and two. Currentlythe school is undergoing several renovation projects including a new roof at the main campus and variousbuilding improvements are being made at the Middle School Campus.

SCHOOL COMMUNITY DESCRIPTION: Jane S. Roberts K-8 Center is located in a predominantly Hispanic middle class suburban community that isrepresentative of the diverse multi-ethnic composition of Miami-Dade County, Florida. The ethnic/racialmakeup of the student population is 83 percent Hispanic, 16 percent White, 1 percent African-Americanand 2 percent other. Additionally, 41.3 percent of the students receive free lunch. JSR has several Dade

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Partners including Publix, Costco and Hot Wheels.

STUDENT POPULATION: The breakdown of the FCAT scores were as follows: 42% scored level three and above in grades 3-5 in Reading, 12% scored level 1, 11% scored level 2, 39%scored level 3, 32% level 4 and 7% scored level 5. 44% scored level three and above in grades 3-5 in Mathematics, 11% scored level 1, 18% scored level 2,34% scored level 3, 29% scored level 4 and 8% scored level 5. 78% scored level three and above ingrades 6-8 in Reading, 12% scored level 1, 11% scored level 2, 39% scored level 3, 32% scored level 4and 7% scored level 5. 71% scored level three and above in grades 6-8 in Mathematics, 11% scored level1, 18% scored level 2, 34% scored level 3, 29% scored level 4 and 8% scored level 5.

TEACHER POPULATION: The staff at Jane S. Roberts K-8 Center is composed of 120 full-time staff members and 48 part-time staffmembers. There are four administrators, two guidance counselors, one trust counselor, one readingleader, one media specialists, 6 paraprofessionals, 8 clerical, 12 custodial, 1 cafeteria managers, onecomputer specialist, and seventy five teachers. The breakdown of teachers is as follows: 13 exceptionaleducation, 8 bilingual, 9 special area/elective and fifty five classroom teachers. The ethnic/racial breakdownof the teacher population is 17 percent White, 4 percent Black and 79 percent Hispanic. Forty threeteachers have advanced degrees and two are National Board certified. The instructional fulltime staffconsists of 101 teachers. There are no part time teachers at the school.

CLASS SIZE AND TEACHER-TO-STUDENT RATIO: The average class size in grades K-3 is 18 students per teacher. The average class size in grades 4-8 is 22students per teacher. The average class size for SPED students in grades K-3 is 10 students per class. The average for SPEDstudents in grades four and five is 11 students per class. The average for SPED students in grades 6-8 is11 per class.

ATTENDANCE RATE: There is an Attendance Incentive Plan in place to improve attendance. The trend shows that the attendancerate has decreased in the past years. The rate was 95.57 in 2006-2007 and 95.8 for the 2007-2008school year. There was a slight increase last school year but student attendance continues to be an areafor improvement at JSR. The attendance rate at Jane S. Roberts K-8 Center exceeds the District rate of95.38 and the State attendance rate of 95.14.

PROMOTION AND RETENTION RATES: The retention rate for the 2007-2008 school year was 3.7. Jane S. Roberts K-8 Center has a lowerretention rate than the District rate of 5.7%. The promotion rate for the 2007-2008 school year was96.3% in grades kindergarten through eighth. The graduation rate was 99.3% for eighth grade students inthe 2007-2008 school year.

FEEDER PATTERN: JSR eighth grade students transition to Ferguson Senior High School, a "B" school. The elementarystudents that elect not to stay at JSR for middle school transition into Howard Doolin Middle and CurryMiddle School.

SPECIAL PROGRAMS: The advantages which will contribute to the success of the school will be the continuous implementation ofseveral programs in the school such as ESE inclusion, Gifted resource and the Extended Foreign LanguagePrograms. The EFL program will be implemented for the first time in the middle school for the upcomingschool year. If funds become available the Academic Excellence Program will be implemented during the2008-2009 school year in Journalism and Multimedia T.V. Productions and two Gifted Resource Units. Themiddle school offers Honors course in Earth/Space Science and Algebra.

UNIQUE ASPECTS: A unique feature of Jane Roberts K-8 Center is the three separate buildings that comprise the school. Themain campus houses Pre-K, Kindergarten, and Third-Fifth Grades. The MLC which sits next to the main



main campus houses Pre-K, Kindergarten, and Third-Fifth Grades. The MLC which sits next to the maincampus houses Sixth-Eighth Grades. The ECC is located two miles from the main campus and houses Firstand Second grade. A concern that has developed during the 2008-2009 school year is the opening of a new elementaryschool Manuel Barreiro Elementary School. The school was built in an effort to relieve overcrowding ofneighboring schools including JSR. The school lost additional students to the school through out of areatransfers of parents wanting students to attend a brand new school.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

NA

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

NA

Recruitment/Retention of Highly Qualified Teachers


NA

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


NA



School Wide Improvement Model


NA

NCLB Public School Choice


NA

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


The Voluntary Prekindergarten program at Jane S. Roberts K-8 Center provides students with theopportunity to acquire proficiency in language and emergent reading skills necessary to enter kindergarten.The classroom teacher uses the VPK standards to facilitate learning and student progress.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Jane S. Roberts K-8 Center takes pride in its mentoring program. Beginning teachers and teachers new tothe building met with the administration on their first day at the school. In addition, they met again afterthe first day of school. These meetings provided reassurance to the teachers. It also provided a review ofdistrict and school policies and gave them an opportunity to discuss their experiences. Each beginningteacher has been matched to an experienced teacher to assist with the professional growth and survivalskills. Communication and information on procedures and instruction are given to all beginning teachers. Aresource library is available for all teachers and includes video tapes from the Harry Wong series, specific tothe first year experience. As part of the Professional Assessment and Comprehension Evaluation System(PACES), a Professional Growth Team will be assigned to each beginning teacher. In addition, new teacherswill be offered support through outside mentors. Retired teachers have volunteered to work with our newteachers to ensure they have a good, strong beginning. Grade level chairpersons and department headswill also lend a helping hand to new teachers. A series of Best Practice sharing sessions will be held forbeginning teachers.

No Attached Teacher Mentoring List

Extended Learning Opportunities


Jane S. Roberts K-8 Center provides extensive remedial and enrichment programs to selected students.Grade levels 3 - 8 will be provided with a before school model for remediation and enrichment. A similarmodel will be provided through the After School Care Program. Additionally an academic assistance modeltargeting AYP subgroups with students who scored below level 3, retained students, and those studentsscoring at a level one on the 2004 FCAT will also be provided during school hours.



SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Jane S. Roberts K-8 Center establishes clear standards aligned with the curriculum requirements. Literacyinstruction is integrated throughout the curriculum in all content areas which is tailored to the needs of thelearners. Data has been disseminated for all grade levels and is integrated schoolwide in all content areastargeting student weaknesses and strengths based on FCAT scores. Accelerated learning opportunities areprovided to students to help them meet or exceed standards.

Responsibility of Teaching Reading for Every Teacher

Literacy is an important focus at Jane S. Roberts K-8 Center. Teachers integrate literacy throughout allcurriculum areas which are tailored to the needs of the students. This will include electives, mathematics,language arts, content areas and homeroom. Monthly literacy meetings develop new and exciting themedprojects which are woven into the curriculum in order to encourage reading among the students.

Quality Professional Development for Teachers and Leaders

Professional Development is offered to teachers on planning days and once a month during facultymeetings. These workshops will include collaborative planning, team building, reading strategies across thecurriculum, data analysis of student performance using the Region's Debriefing Protocols and vertical teamplanning among the various grade levels. All staff is encouraged to expand their horizons and seekprofessional development not only in their area of expertise but also in other areas of interest such asschool leadership and technology. The staff is surveyed in order to define professional development needsand make decisions about curriculum needs for the current school year.

Small Learning Communities (SLC)

Vertical teams have been created throughout the various grade levels at Jane S. Roberts K-8 Center.These teams meet and discuss the needs across the grade levels from elementary through middle school.The team's purpose is to ensure that a spiraling curriculum is consistent and ongoing ensuring that studentneeds are met and academic success is attained.

Intensive Intervention in Reading and Mathematics

All students who scored a Level 1 or Level 2 on the Reading portion of the FCAT are enrolled in theIntensive Reading program. Students in this program are provided a 90 minute literacy block of instructionutilizing research-based instructional materials (Voyager and Language). Students who scored a Level 1 orLevel 2 on the Math portion of the FCAT have been homogeneously grouped in a Mathematics class to



Level 2 on the Math portion of the FCAT have been homogeneously grouped in a Mathematics class tobest meet their needs. All students will participate in District Interim Assessments to monitor studentprogress. The District Interim Assessments will be scored utilizing EDUSOFT to faciliate the process of datacollection, analysis of the data and curriculum data-driven instruction.

Parental Access and Support

Parents are kept informed and involved at Jane S. Roberts K-8 Center through our monthly meetingswhich encourage parents to be a part of their child's education. The monthly meetings include EESAC, PTSAmeetings and parent workshops. The parent workshops are given based on parent surveyed needs suchas FCAT - How to Help Your Child Succeed and transitional meetings among schools. The Parent ResourceCenter is fully functional and continuously updated with the most current information of interest to ourparents. The Staff from the Office of Parental Involvement, the Office of Community Services and TheParent Academy will work with the school in order to provide classes and support services that meet thediverse needs of the school community. The District PTA/PTSA will continue to provide additional supportand training for the school's local PTA/PTSA.

Applied and Integrated Courses

Jane S. Roberts K-8 Center students have the opportunity to learn about careers through transitioncourses that allow them to relate and understand real world tasks and receive the knowledge that they willneed to apply to career choices. Students in the sixth grade attend the K.A.P.O.W. (Kids and the Power ofWork) Program which pairs our school with a business entity. Jane S. Roberts has been paired up with thestaff from Kendall Regional Hospital. The staff comes to our school as guest speakers and allows studentsto visit the hospital worksites. The program involves students in real life work situations, additionally,students in eighth grade visit a college campus to experience first hand future possibilities.

Course Choice Based on Student Goals / Interests / Talent

At Jane S. Roberts K-8 Center students are given the option of choosing six classes for each academicyear. The guidance counselor along with the student’s teachers will meet with each student to discuss andadvise which courses would be best for him or her, based on student goals and interest. Within the sixcourses students will choose two electives based on their interests and talents. During the advisementsessions students will also discuss future interest and possible high schools they would like to attend.During this advisement session the counselor will discuss what are the requirements and prerequisitesneeded for the student to gain admittance to the high school of interest.

Master Schedules Based on Student Needs

All students who scored a Level 1 or Level 2 on the Reading portion of the FCAT are enrolled in theIntensive Reading program. Students in this program are provided a 90 minute literacy block of instruction,utilizing research-based instructional materials (Voyager and Language). Students who scored a Level 1 orLevel 2 on the Math portion of the FCAT have been homogenously grouped in a Mathematics class to bestmeet their needs. Students who perform well on the FCAT or in the previous year’s classes are placed inadvanced or gifted classes which will challenge this group of students.

Academic and Career Planning

Jane S. Roberts K-8 Center integrates communication and technology skills. Courses and instructionalmethods are designed to be engaging to students. These courses include technology based programswhich are correlated to student's academic experience and are project based. Career fairs are held once a

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year in which community business partners and professionals are invited to speak to the students. Ourcurriculum is built around real world contexts that are centered around student and community resources.Students are also provided with real life guidance, information, and career choice pathways, andopportunities for participating in workplace based learning.

GOALS

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

*Needs Assessment: The results of the 2008 FCAT Reading Test indicate that 74 percent of studentsin grades 3 through 8 have scored at or above FCAT Achievement Level 3, 70percent have demonstrated acceptable levels of learning gains, and 68 percent ofstudents scoring in the lowest 25 percent by grade level have demonstratedacceptable levels of learning gains as compared to scores of the 2003administration. The 2004 Adequate Yearly Progress Report indicates that 73percent of our White students made adequate progress, 66 percent of ourHispanic students made adequate progress, 60 percent of our EconomicallyDisadvantaged students made adequate progress, 54 percent of our LimitedEnglish Proficient students made adequate progress, and 23 percent of ourStudents With Disabilities made adequate progress.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades 3 through 8 will increase by fivepercentage points on the 2009 administration of the FCAT Reading Test ascompared to the 2008 administration of the FCAT Reading Test.

Given instruction based on the Sunshine State Standards, Students WithDisabilities will increase their reading skills as evidenced by 65% meeting highstandards on the 2009 administration of the FCAT Reading Test.

*Strategies: 1. Monitor student progress through the implementation of the adoptedHoughton Mifflin Reading assessments. 2. Identify students who scored levels one and two on the Reading FCAT toparticipate in the Academic Assistance Program, Intensive Reading and/orIntensive Reading Plus classes. 3. Implement the 8-Step Continuous Improvement Model (CIM) as evidenced bygrade level meeting agendas to target data-driven instruction and studentlearning and the Regional Center Debriefing Protocols to analyze data. 4. Monitor student progress through the implementation of diagnosticassessment tools (DIBELS, FORF, DAR, and FLKRS) 5. Maintain a reading log in the Middle School Language Arts classrooms tomonitor implementation of reading libraries materials. 6. Participate in “Twilight Book Club” for all middle school students in grades 6-8. 7. Participate in Family Poetry Night in an effort to develop awareness of reading.8. Identify students for Gifted and Advanced programs by providing criticalthinking skills and enrichment activities in kindergarten through eighth gradeclasses. 9. Monitor the use of the Student Performance Indicators database to targetdate-driven instruction and focus on the main idea and comparison contentclusters on a school-wide basis. 10. Provide and monitor progress for Students with Disabilities who participate inInclusion classes and academic assistance classes through the use of DistrictInterim Assessments and text-based assessments.

*Evaluation: • FCAT Reading performance items • Quarterly Benchmark Assessment data • 2008 FCAT Reading Assessment data • FLORIDA ORAL READING FLUENCY (FORF) probe, DIBELS, DAR and FLKRS.

*Evidence-basedProgram(s):

*Elementary Language Arts teachers will use the adopted Houghton MifflinReading textbook series.



*Middle school Language Arts teachers will use the McDougal-Littell textbookseries for reading and Prentice Hall textbook for writing and grammar. *The Middle school Intensive and Intensive Plus classes will use Voyager andLanguage Series.

*ProfessionalDevelopment:

August - Student Performance Indicators (SPI) August – Curriculum Strategies in Reading September – Voyager and Language Training for Intensive and Intensive Reading+ Teachers October - Mclass training November - Differentiated Instruction December - Guided reading January - DIBELS February - Interim Assessment Regional Center Protocols Decriefing

Budget:

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

Description of Resources Funding Source AvailableAmount

$0.00

Total: $0.00

Technology


Ticket to Read/Voyager District $0.00

Total: $0.00



District mandated Reading Inservices District $0.00

Total: $0.00

Other


Tutoring After School Care $1,000.00

Total: $1,000.00

Final Total: $1,000.00

*Non-Highly QualifiedInstructors:

End of Reading Goal

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

*Needs Assessment: The results of the 2008 FCAT Mathematics test indicate that 80 percent ofstudents in grades 3 through 8 have scored at or above FCAT Achievement Level3 and 74 percent have demonstrated acceptable levels of learning gains ascompared to the scores of the 2007 administration. The 2008 Adequate YearlyProgress Report indicates that 78 percent of our White students made adequateprogress, 75 percent of our Hispanic students made adequate progress, and 71percent of Economically Disadvantaged students made adequate progress, 72percent of our Limited English Proficient students made adequate progress, and44 percent of our Students with Disabilities made adequate progress. Emphasiswill be given in the strands of mathematics which require opportunities for



improvement.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in gradesd 3 though eight will increase by fivepercentage points on the 2009 administration of the FCAT Mathematics Test ascompared to the 2008 administration of the FCAT Reading Test.

Given instruction based on the Sunshine State Standards, Students WithDisabilities will increase their reading skills as evidenced by 62% meeting highstandards on the 2009 administration of the FCAT Mathematics Test.

*Strategies: 1. Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis. 2. Use the Regional Center Data Debriefing Protocols to conduct data debriefingsessions. Utilize instructional technology software such as FCAT Explorer andRiverdeep to improve mathematics skills for students in grades 3-8. 3. Provide students who scored level one and two in grades 3-5 with AcademicAssistance, LEP Tutorial, and before and after school tutorials. 4. Monitor student progress through District Interim Assessments and adjustinstruction and strategies according to results focusing on areas of need. 5. Implement a Math Bee on a schoolwide basis from grades K-8. 6. Participate in the Math Mania Competition in grades three through eight. 7. Participate in school wide Math Bowl event.

*Evaluation: • District Interim Assessments • Chapter Tests • Tutorial evaluations


*Elementary mathematics teachers will use the Harcourt Textbook series andrelated resources. *Middle school mathematics teachers will use the Holt-Reinhart Textbook seriesand related resources.


October – Improving Algebraic Thinking and Measurement skills November – How to effectively use the FCAT Mathematics Test ItemSpecifications December - Integrating reading in math January - Developing Computation skills February - Interim Assessments Debriefing Protocol

Budget:



Math Support Materials District Math Program $300.00

Total: $300.00

Technology


Brain Pop Program EESAC $1,000.00

Total: $1,000.00


Description of Resources Funding SourceAvailableAmount

District mandated MathematicsInservices District $0.00

Total: $0.00

Other


Tutoring Program Resource materials After School Care $200.00

Total: $200.00





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 two percent of thecombined fourth and eighth grade students have improved the state-requiredmastery level as compared to the 2007 administration of the Writing FCAT.

An increase in the number of fourth grade students scoring at level 5.0 or abovewill be evidenced on the 2009 FCAT Writing Test.

*Objective: Given instruction based on the Sunshine State Standards, students in grades fourand eight will maintain a 90% in their skill proficiency in writing, as evidenced bythe 2008-2009 FCAT Writing scores.

*Strategies: 1. Identify students scoring at the low range on the district-based writing pre-test2. Establish Literacy Leadership Council with representation from all grade levels. 3. Administer monthly writing prompts to students in grades first through eighth. 4. Implement the Continuous Improvement Model (CIM) as evidenced by gradelevel meeting agendas as well as the Regional Center's Debriefing Protocols. 5. Use Student Performance Indicators database to target data-driven instructionfor students. 6. Implement opportunities for upper academy students to write various genresand share their stories with the elementary students. 7. Provide writing inservices to increase teacher knowledge of six point rubric. 8. Incorporate “Write Traits” into Language Arts instruction throughout grades K-8. 9. Implement “Buckle Down” Florida FCAT Writing in Grades 3 – 8 to focus onskills most commonly tested on state writing tests. 10. Provide opportunities for classroom teachers to observe "Best Practices" inwriting.

*Evaluation: • 2008/2009 District Writing Pre & Post test Administration • 2008/2009 FCAT Writing Assessment / February 2009 • 1st – 8th Grade Monthly Writing Prompts • Teacher “Best Practices” classroom observations log • Literacy Leadership Council Calendar of Activities


* Fourth and Eighth Grade teachers will implement the Write Traits Program * Houghton Mifflin Research-based Reading Series Writing Component


September - May - Continuous Improvement Model September & April - District Writing Pre & Posttest - Disaggregating of Data usingRegional Center's Debriefing Protocols September - May - District Writing Curriculum and Instructional Focus Calendar October - March - "Best Practices" classroom observations October - In-house Professional Development focusing on 6 point writing rubric November - "Best Practices" in Expository writing December - "Best Practices" in Narrative writing January - "Best Practices" in Persuasive writing

Budget:



Writing Support Materials EESAC $100.00

Total: $100.00

Technology




none $0.00

Total: $0.00



Write Traits Inservice District $0.00

Total: $0.00

Other


none $0.00

Total: $0.00

Final Total: $100.00

End of Writing Goal

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

*Needs Assessment: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades five and eight will increase by tenpercentage points on the 2009 science test as compared to the 2008administration of the FCAT Science Test.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades five and eight will increase by tenpercentage points on the 2009 science test as compared to the 2008administration of the FCAT Science Test.

*Strategies: 1. Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis. 2. Use the Regional Center Data Debriefing Protocols to conduct data debriefingsessions. 3. Implement Science Day on school wide basis to develop science awarenessand skills. 4. Provide LEP students in grades 6 – 8 with Academic Assistance to improvescience achievement. 5. Monitor student progress through Chapter Assessments in fifth and eighthgrade and adjust instruction according to results focusing on areas of need. 6. Develop a school Science Fair with students in grades 4 – 8 preparing anindividual project while students in grades K – 3 prepare a class project. 7. Implement Super Science Kids who share important science facts or newsover the morning announcements or PA system on a monthly basis to increasescience awareness. 8. Implement Environmental Fair in grades K-5 to develop awareness of theenvironment and the students’ roles.

*Evaluation: • 2009 FCAT Science Test • Monthly assessments for grades five and eight • Text-related assessments will also be used


*Elementary science teachers will use the Scott Foresman series and relatedresources. *Middle school science teachers will use the Glencoe Science seriesand related resources. *In Earth and Space Science, Holt Earth and Space Science textbook andresources will be used.


September - Reading in the content area of science October – Science instruction with emphasis in areas of need - Earth and Spaceand Scientific Thinking



November – April – Teachers will participate in District inservices December - Developing Criticial Thinking in Science January - Science Item Specifications February - Physical Science Workshop

Budget:



Science Support Materials District $300.00

Total: $300.00

Technology


Brain Pop Program EESAC $1,200.00

Total: $1,200.00



RiverDeep/FCAT Explorer District $0.00

Total: $0.00

Other


ELL Tutoring Program - middle school LEP Tutoring Grant $0.00

Total: $0.00



End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Research has proven that increased parental involvement has a positive effect onstudent achievement. Volunteer participation will be impacted as evidenced by agreater number of parents being involved in volunteer activities and increasedattendance in parent workshops offered at the school site.

*Objective: Given the schoolwide emphasis on parental involvement, volunteer participationwill be impacted as evidenced by 1,530 hours documented on volunteer sign-inlogs. An increased number of Parent Academy and BPOP workshops offered toparents will be evidenced through sign-in logs for the 2008-2009 school year.

*Strategies: 1. Distribute monthly calendar of school events in both print and online format. 2. Host a Parent Resource Fair to provide information regarding the K-12curriculum, FCAT related topics and community and web-based resources tobetter inform and assist parents with their child’s education 3. Provide a parent Resource Center in the Media Center to disseminate resourcematerials and information to parents. 4. Provide parents with a handbook that covers school wide information via theschool’s website. 5. Increase parental involvement by hosting extra curricular events such as aVolunteer Breakfast, Family Night and a Harvest Fair sponsored by the PTSA. 6. Hold a Parent-Teacher-Student Associations (PTSA) drive to increase parentmembership.



7. Schedule informative meetings and Parent Academy classes to increaseparental involvement throughout the school community. 8. Schedule BPOP (Bilingual Parent Outreach Program) workshops for non-Englishspeaking parents. 9. Host monthly EESAC meetings to update parents about school improvementefforts. All parents will be invited to attend. 10. Use Connect-Ed system, school website, PTSA website, monthly calendarand school’s marquee to advertise informational meetings, Parent Academyclasses, BPOP workshops, EESAC meetings and PTSA functions to JSR parents.

*Evaluation: • Open House Attendance Logs (sign-in rosters) • PTSA Registration Log • Volunteer Logs (sign-in books) • Parent Academy Attendance Logs (sign-in rosters) • Bilingual Parent Outreach Program Attendance Logs (sign-in rosters)


* P.T.S.A. website * National Standards for Parent/Family Involvement Program * Miami-Dade County Public Schools Parent Academy * Bilingual Parent Outreach Program * Connect-Ed Communication System


September – Parent Portal Training through the Parent Academy September – School Guidance Counselor will attend Five Star CommunityInvolvement Leadership Workshop offered by the District September – In-house Teacher Portal refresher training

Budget:



none $0.00

Total: $0.00

Technology


Parent Portal Training District $0.00

Total: $0.00



Parent Academy Inservices District $0.00

Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the FLDOE indicate that in 2006-2007, JaneS. Roberts K-8 center ranked at the 42nd percentile on the State of Florida ROIindex.

Objective: Jane S. Roberts K-8 Center will improve its ranking on the State of Florida ROI



index publication from the 42nd percentile in 2006-2007 to the 45th percentileon the 2007-2008 publication of the index.

Strategies: 1. Collaborate with district on resource allocation. 2. Consider reconfiguration of existing resources or taking advantage of abroader resource base, e.g. private foundations, volunteer networks. 3. Consider shared use of facilities, partnering with community agencies. 4. Inform staff about the use of financial resources in relation to schoolprograms. 5. Provide high qualified teachers with professional development and monitor itsimplementation. 6. Use student data analysis results to identify effective education strategies thatare tailored to fit the needs of the students being served.

Evaluation: Jane S. Roberts K-8 Center will show progress toward reaching the 42 percentileon the next State of Florida ROI index publication.

End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Technology

Needs Assessment:

Budget:



No Data No Data $0.00

Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Technology Goal

FINAL BUDGET




Goal Description of Resources Funding Source AvailableAmount

Reading $0.00

Mathematics Math Support Materials District Math Program $300.00

Writing Writing Support Materials EESAC $100.00

Science Science Support Materials District $300.00

Parental Involvement none $0.00

Total: $700.00

Technology


Reading Ticket to Read/Voyager District $0.00

Mathematics Brain Pop Program EESAC $1,000.00

Writing none $0.00

Science Brain Pop Program EESAC $1,200.00

Parental Involvement Parent Portal Training District $0.00

Total: $2,200.00



ReadingDistrict mandated ReadingInservices District $0.00

Mathematics District mandatedMathematics Inservices District $0.00

Writing Write Traits Inservice District $0.00

Science RiverDeep/FCAT Explorer District $0.00

Parental Involvement Parent Academy Inservices District $0.00

Total: $0.00

Other


Reading Tutoring After School Care $1,000.00

Mathematics Tutoring Program Resourcematerials

After School Care $200.00

Writing none $0.00

Science ELL Tutoring Program - middleschool

LEP Tutoring Grant $0.00

Parental Involvement $0.00

Total: $1,200.00


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 SAC is the sole body responsible for decision making for the school improvement plan. As prescribedby school’s SAC by-laws, the procedure that is used to is an election committee of teachers is formed tosolicit interested faculty members to serve on SAC. Teachers are notified of interested personnel andteachers select five teacher representatives and one alternate to serve a two year term. Parent selectionfor SAC is held during Open House and parents vote from a group of parents interested in serving on SAC.Six parents and one alternate are elected for a two year term. Community members are selected by thePrincipal. Verification of non-employment by parent nominees is verified through the District personnelroster. Duties are described in the school’s SAC by-laws which are distributed to all members at the firstmeeting of the year. SAC vacancies will be filled by taking attendance at all SAC meetings. Members thatare not present at more than two consecutive meetings will be replaced by alternate members.

SAC is responsible for final decision-making at the school to assure the implementation of the schoolimprovement plan. SAC will assist in preparing and evaluating the school improvement plan and theschool’s annual budget. Currently, there are no funds available. Future funding will be discussed at meetingsand funds will assist in the activities and programs correlated to school improvement plan goals.

SAC Members

Members

1) Ana Othon, Principal

2) Melissa Ferrer, SAC Chair

3) Kelly Villada, Student

4) Lena Orth Sanchez, Teacher

5) Janeysa Martinez, Teacher

6) Lorraine Aschenbrenner, Teacher

7) Frances Caso, Teacher

8) Miriam Gomez, Teacher

9) Leonor nunez, Parent

10) Liliana Garcia, Parent

11) Jackie Bermudez, Parent

12) Virginia Braddock, Community Member

13) Jeffery Wander, Community Member

14) Diana Zogbi, School Support Personnel

15) Burlie Hall, Union Steward

IMPLEMENTATION EVALUATION



Educational Excellence School Advisory Council (EESAC) committee will receive on-going reports on thestatus of the implementation of the Capital School Improvement Plan (SIP). A mid-year review of theimplementation of the current 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 capital strengths and opportunitiesfor improvement (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 capital SIP. Staff at Jane S.Roberts K-8 Center will review the status of SIP objectives and will collaborate with the EESAC todetermine how student 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

Name ofAssessment



Used


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



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade JANE S. ROBERTS K-8 CENTER 4691Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 862Math: 862

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 75 Y 75 Y Y NA 27 25 NA 25 25 NA 71 NA 77 NA

WHITE 100 Y 100 Y 83 Y 78 Y Y NA 21 17 NA 21 22 NA 77 NA 79 NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 74 Y 75 Y Y NA 28 26 NA 25 25 NA 70 NA 76 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 68 Y 71 Y Y NA 34 32 NA 28 29 NA 66 NA 71 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 62 Y 72 Y 91 Y NA 44 38 NA 31 28 NA 72 NA 77 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 42 N 44 N NA NA 58 NA 56 NA 50 N 51 N



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



2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade JANE S. ROBERTS K-8 CENTER 4691Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 850Math: 850


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 73 Y 75 Y Y NA 23 27 NA 28 25 NA 62 NA 73 NA

WHITE 100 Y 100 Y 79 Y 79 Y Y NA 21 23 NA 21 21 NA 69 NA 69 NA BLACK NA NA NA NA NA NA NA 48 NA NA NA HISPANIC 100 Y 100 Y 72 Y 75 Y Y NA 23 28 NA 29 25 NA 60 NA 74 NA ASIAN NA NA NA NA NA NA NA 17 NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 66 Y 72 Y 93 Y NA 28 34 NA 33 28 NA 57 NA 72 NA


100 Y 100 Y 56 Y 69 Y 85 91 Y NA 50 NA 36 31 NA 60 NA 73 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y NA NA 85 NA NA NA 54 NA NA NA

2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade JANE S. ROBERTS K-8CENTER 4691

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

Read: 928Math: 928


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 79 Y 72 Y 92 Y NA 30 21 NA 30 28 NA

WHITE 100 Y 100 Y 80 Y 79 Y NA NA 26 20 NA 28 21 NABLACK NA NA NA NA NA NA NA NAHISPANIC 100 Y 100 Y 79 Y 71 Y 91 NA NA 31 21 NA 30 29 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 73 Y 67 Y 89 93 NA NA 37 27 NA 38 33 NA


100 Y 100 Y 68 Y 64 Y 83 85 NA NA 38 32 NA 38 36 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 47 Y 46 N 69 85 Y NA 71 53 NA 67 54 Y

SCHOOL GRADE DATA



Dade School DistrictJANE S. ROBERTS K-8 CENTER2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 82% 80% 95% 57% 314

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 69% 74% 143

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? 66% (YES) 69% (YES) 135

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 592 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 80% 81% 93% 60% 314

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? 65% (YES) 67% (YES) 132

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 587 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) 85% 77% 91% 253

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? 77% (YES) 77 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 484 Percent Tested = 100% Percent of eligible students tested

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



2008-2009 florida school improvement plan...

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