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School Performance Excellence Plan

School Name and Number : 5601 - Twin Lakes Elementary School

Principal: Maria I. de Leon Telephone #: (305) 822-0770

High School Feeder Pattern: 7131 - Hialeah-Miami Lakes Senior

ACCESS Center One Board District #: 4 - Ms. Perla Tabares Hantman

Title I Budget and Waivers

This school is receiving Title I funding and its Title I Budget is appended to this document.

This school is currently operating under a waiver of state, school board, and/or labor contract mandate(s). The pertinent waiver(s) is/are appended to this document.

X

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 5601 - Twin Lakes Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesA A A C C

Vision/Mission/Belief Statement(s):

VISION: At Twin Lakes Elementary School the faculty, staff, and school community are committed to holding students to higher academic achievement and providing them with a safe and nurturing environment, thus envisioning and creating a world class education for all.

MISSION: Twin Lakes Elementary's faculty and staff are committed to working cooperatively to prepare students to become successful adults in a rapidly changing multicultural society and to meet the challenges of tomorrow.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Twin Lakes Elementary School

Given instruction using Sunshine State Standards, students in grades two, three, four and five will improve their reading comprehension skills as measured by an increase of five percent in the average score earned on the M-DCPS FCAT Reading Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004, while 31 percent of the LEP and SWD subgroups identified in the NCLB requirements will score at state mastery level on the 2004 FCAT.

Given instruction using the Sunshine State Sandards, students in grades three, four, and five will improve their mathematics skills as measured by an increase of five percent in the average score earned on the M-DCPS FCAT Math Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004, while 38 percent of the LEP students identified in the NCLB requirements will score at the state mastery level on the 2004 FCAT.

Given instruction using the Sunshine State Standards, students in grades two, three, four and five will improve their writing skills as evidenced by an increase of five percent in the average score earned on the district-developed Writing Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004.

Given instruction using the Sunshine State Standards and increased attention to the science process skills, students in grade five will increase their science proficiency as evidenced by an increase of five percent in scores earned on the state FCAT Science Sample Pre/Post Tests administered in the Fall of 2003 and the Spring of 2004.

Given school-wide attention to increasing student achievement and performance, a minimum of 75 percent of the instructional staff will participate in technology professional development activities during the 2003-2004 school year as evidenced by a Technology Professional Development Activity Log.

It is Twin Lakes Elementary's mission and goal to hold our students to higher standards of academic achievement as mandated by the Florida Department of Education, thus creating world-class education for all students (all subpopulations).

Twin Lakes Elementary is a Pre-K to 5th grade elementary school located in West Hialeah, in a middle class community consisting of 94% Hispanic, 4% White Non- Hispanics, 1% African-American, and 1% others. Seventy-eight percent of our students are eligible for free or reduced lunch and the mobility rate is 26%.

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SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

1. ENVIRONMENT1.1 PedagogyThis item explores the teaching process at the school, including programs, services, and delivery systems.

Twin Lakes Elementary provides basic educational services based on the Florida Sunshine State Standards and Miami-Dade County Public School's Competency-Based Curriculum to students in grades Pre-Kindergarten through fifth grades. Additionally, students are grouped homogeneously for SRA Reading and fifth grade mathematics instruction. Twin Lakes Elementary provides services for students with varying exceptionalities. The school has a strong student services support program guided by the counselor. Advising and mentoring are its primary goals. Instruction is provided in traditional classroom settings and is enhanced through after-school and Saturday school tutorial programs in Reading, Writing and Mathematics. School-to-home relationships are fostered through a Community Involvement Specialist who assists in the improvement of attendance and the planning and preparation of parent training.

1.2 Culture This item explores the culture of the school, included are the vision, mission, and core values of the school.

1.3 Human ResourcesThis item describes the people who carry out the work of the school.

Twin Lakes Elementary employs a total of fifty-four full-time staff members and sixteen part-time staff members. These groups include two administrators, thirty-

Major Programs:Sunshine State Standards Competency-Based Curriculum Comprehensive Reading Plan Comprehensive Mathematics and Science Plan

Additional Delivery Models:

Student Services:

Vision:

Mission:

Core Values:

Twin Lakes Elementary's faculty and staff are committed to working cooperatively to prepare students to become successful adults in a rapidly changing multicultural society and to meet the challenges of tomorrow.

At Twin Lakes Elementary School the faculty, staff, and school community are committed to holding students to higher academic achievement and providing them with a safe and nurturing environment, thus envisioning and creating a world class education for all.

Twin Lakes Elementary School provides the following student support services: monthly parent workshops, referrals to outside agencies, Child Study Teams (CST), Holiday Food Drive to support needy families, a school uniform voucher system is in place, monthly schoolwide "Do the Right Thing", and students are recognized in the local media for their achievements. All of the above activities, although not academic in nature, reinforce positive self-esteem and have a strong impact on student achievement.

Twin Lakes Elementary School holds our students to higher standards of academic achievement, thus envisioning and creating a world-class education for all.Twin Lakes Elementary provides students with access to Competency-Based Curriculum delivered through highly qualified instructors and provided in traditional classroom settings.At Twin Lakes Elementary, we are dedicated to excellence in quality of instruction, training, and relationships. We believe that we should provide an environment where all students are challenged to achieve their full potential.

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four classroom and special area teachers, four exceptional education teachers, a guidance counselor, a media specialist, two paraprofessionals, four part-time paraprofessionals, four clerical employees, nine cafeteria workers, five custodial service workers, two cafeteria monitors and two security monitors. Of the teaching staff, one percent are teachers new to this school, with the average length of teaching time in Florida at fourteen years. Fifteen teachers have advanced degrees and one teacher has the national board certification.

1.4 Building Resources This item explores budgetary commitments for facilities, technologies, and equipment.

Twin Lakes Elementary is located at 6735 West 5th Place, Hialeah, Florida. The nine building campus is enhanced by a Media Center that houses a state-of-the-arts closed-circuit television system and internet access. The newest of the nine buildings also houses a twenty-two station computer lab and music and art suites. The school has recently acquired new computers that will provide students with access to technology and the Internet in the classrooms.

1.5 ConstraintsThis item explores standards, laws, and rules that strongly influence the school to take action.

2. RELATIONSHIPS2.1 StudentThis item explores the unique requirements, expectations, and needs of the key student groups.

Twin Lakes Elementary serves 689 students, these include standard curriculum students (59%), ESE students (10%), ESOL students (31%), and economically disadvantaged students (78%).The ethnic/racial make-up of the student population is 94% Hispanic, 4% White Non-Hispanics, 1% African-American, and 1% others. The mobility rate of the school is 26%. Students that are in need of extra reinforcement in mastering skills taught in the classroom are served through tutorial programs. Kindergarten through fifth grade students are placed at their appropriate levels of instruction. The counselor, along with the members of the Child Study Team, is charged with the responsibility of placing students who require additional services in the proper programs. Our curriculum is enhanced by after-school Academic Excellence journalism and chess programs, and Art and Mathematics Clubs.

2.2 StakeholderThis item explores the unique requirements, expectations, and needs of the key stakeholder groups, including parents/caregivers and the surrounding community/businesses.

Twin Lakes Elementary endeavors to link with the community by making available teacher guided workshops in reading, mathematics, writing and science as well as by facilitating translations for parent-teacher conferences through the Community Involvement Specialist and bilingual teachers. The school houses a YMCA after-school care program. Parent volunteers aid classroom teachers, help with special projects, maintain a highly cooperative and enthusiastic PTA and participate actively in the development of the School Performance Excellence Plan.

2.3 Human ResourcesThis item explores the unique requirements, expectations, and needs of the faculty and staff.

2.4 Supplier and PartnerThis item explores the unique requirements, expectations, and needs of the key supplier groups, including providers of goods and services such as social services, food, transportation, and key partners such as other schools, workforce connections, and community connections.

The neediest of Twin Lakes Elementary students receive holiday gifts from the Kiwanis. A uniform company provides vouchers for students in need. Members of the media, representatives from the medical field, armed services and athletes within the community cooperate with Twin Lakes Elementary by sending representatives to the school throughout the year to support career awareness. Twin Lakes Elementary has developed a very successful partnership with Bank of America through KAPOW, a national network of businesses. The partnership has introduced students to work-related concepts and experiences. Hialeah High Outreach program provides ESOL classes for Twin Lakes' parents twice a week. The Bilingual Parent Outreach Program provides community related

Please refer to Appendex A and B for legislative issues.

Please refer to Staff Development (Appendex C).

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workshops for parents. The YMCA facilitates a low cost, after-school childcare program. Twin Lakes Elementary cooperates with them by providing a communications section in its monthly newsletter. Twin Lakes Elementary enjoys collaborative relationships with Florida International University, St. Thomas University and Barry University. Students working on their field experience provide low achieving students with small group tutoring. Teachers provide clinical supervision and serve as mentors for Florida International University students who intern at the school. The feeder pattern middle school invites all fifth graders to participate in an orientation breakfast to familiarize the students with the school and available courses. Teachers at Twin Lakes Elementary work closely with the middle school counselors to ensure that the entering sixth graders are placed appropriately in ESOL, Mathematics, and Language Arts classes.

3. COMPETITION3.1 Position: This item explores the competitive position and explores the factors which strongly influence students to enroll at this school instead of a competing school.

Twin Lakes Elementary School has enjoyed a continual increase in student achievement for the past four years. The Florida Department of Education grades Twin Lakes Elementary as an "A" school. The school is highly respected in the immediate community, as well as, in neighboring communities within the City of Miami, Hialeah, and Opa Locka. At the present time, 10.2 percent of the student population attends Twin Lakes Elementary by choice through "out of area" transfers.

3.2 CompetitorsThis item explores the alternate schools available to students.

Twin Lakes Elementary School is surrounded by several private and public schools. The Horeb Christian Academy and Immaculate Conception Catholic School are the private schools closest to the site. Matter Academy is the neighboring charter school. John G. DuPuis Elementary, North Twin Lakes Elementary, and Palm Springs Elementary, the public schools closest to the site, have received grades ranking of “A” and "B" from the Florida Department of Education. Twin Lakes Elementary has received for three consecutive years the grade of "A" under the Governor of Florida A+ Plan. Although the neighboring public schools have received high marks from the state, Twin Lakes prides itself in providing the most nurturing environment where students' potential can be maximized.

3.3 ModeThis item explores the Critical Success Factors for the areas identified by the school as being essential to the achievement of the vision/mission of the school.

Twin Lakes Elementary sets high standards of achievement to ensure a quality educational program for its students. Stakeholders represented in the EESAC work collaboratively and cooperatively to ensure that the school’s mission is successfully reached and accomplished. Twin Lakes Elementary facilitates support for the parents so that they, in turn, can be an asset to their children’s education. The school offers after-school tutorials, Saturday school, and Academic Excellence programs. The ongoing communication system that has been established with the parents and community, ensures outstanding achievement in all its activities that provide services for students and parents.

3.4 DynamicsThis item explores the changing threats and opportunities to which the school must respond.

Attendance at Twin Lakes has made marked gains in the past four years. The school was identified as most improved in attendance during the 2002-2003 school year. Continued efforts need to be made to help maintain these high standards. Also, lack of adequate technology had delayed growth in computer literacy and the use of Internet as an instructional tool. New computers have been purchased for the computer lab and for each class in an effort to revitalize technology skills.

4. CHALLENGES4.1 LearningThis item explores the challenges the school faces in providing educational activities that result in student learning.

Twin Lakes Elementary School has identified several indicators concerning the challenges it faces in providing instructional activities that result in increased student learning. Thirty-one percent of our student population are Limited English Proficient. Parents of these students are employed in low-level jobs which provide only the basic needs of shelter and food. Consequently, many of the students do not have the additional support of parental assistance that is

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sometimes needed outside the classroom to retain competence in skills taught. Student attendance continues to be a challenge. Efforts to increase parent and student awareness of the correlation between student achievement and attendance need to be made.

4.2 FacultyThis item explores the challenges the school faces in ensuring the quality of teachers, providing for the satisfaction of the faculty, and the challenges the school faces in the delivery of educational programs.

Twin Lakes Elementary has identified the following challenges related to the faculty: Hiring instructional staff due to hardship transfers, parental leaves and professional leaves. An analysis of student’s FCAT scores indicate that teachers need to increase their fluency of instructional strategies to provide students with skills that promote reading comprehension, problem-solving, and critical analysis.

4.3 Operational and External ForcesThis item explores the challenges the school faces in internal daily operations and in interactions with the surrounding community.

Twin Lakes Elementary faces challenges in internal daily operations and in interactions with the surrounding community. It has identified the following needs:The hiring of quality paraprofessionals to reinforce skills in the classroom and reduce the pupil-teacher ratio.The creating of block scheduling to minimize interruptions, increase instructional time, and facilitate collaboration among staff.The increase in communication with parents and their involvement in the PTA and support of school activities.The creation of partnerships between the school and the surrounding businesses reinforce common goals and collaborative efforts in the community.

4.4 Process ImprovementThis item explores the challenges the school faces in improving educational program design, student support services, operational and strategic planning processes, cycle time, data usage, and organizational learning.

Twin Lakes Elementary has addressed issues concerning challenges the school faces in ensuring process improvement. Among these are the transition of teachers and staff due to hardship transfers and temporary leaves.In addition, FCAT scores indicate that teachers need to focus their instruction in providing students with more strategies in reading comprehension, problem-solving, and critical-thinking.

5. IMPROVEMENT5.1 Education Design and Support ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.1 Learning.

Twin Lakes Elementary School has identified several issues related to the improvement in education design and the support process.These issues are:Thirty-one percent of the student body is Limited English Proficient.In order to address this issue, Twin Lakes will place these students in their appropriate ESOL level classes where they will receive instruction in English using ESOL strategies. In addition, they will receive mathematics and science instruction in their home language as a reinforcement to their regular mathematics and science classes.Parents of ESOL students are employed in low-level jobs which provide only the basic needs of shelter and food. Consequently, many of these students do not have the support they need outside the classroom to reinforce skills being taught.In order to address this issue, Twin Lakes Elementary will establish after-school and Saturday school tutoring programs in reading, mathematics, and writing so that these students can receive additional instruction, assistance, and support. It is hoped, that these services will decrease the level of frustration the parents and the students may feel as a result of the language barrier.Twin Lakes Elementary students attend scheduled medical and dental appointments during school hours, and take vacations during the school year, which cause them to miss out on instruction and acquire unexcused absences.In order to address this issue, an attendance improvement plan will be designed to target attendance issues. The plan will consist of increasing parent and student awareness of the importance of attendance and its correlation to student achievement, offering incentives, and having competitions schoolwide.

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5.2 Education Delivery ProcessThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.2 Faculty.

The EESAC of Twin Lakes Elementary has identified professional development as the main target in improving the education delivery process. This issue was communicated to EESAC members by the stakeholders they represent.A specific need was identified in providing professional development opportunities in the area of technology including training in using the internet, Accelerated Reader, e-mail, and computer assisted instructional software and strategies. A needs assessment survey will be administered to staff in order to focus professional development opportunities to specific needs. Special attention will be given to professional development opportunities which support the successful implementation of the School’s Performance Excellence Plan and technology skills.

5.3 Operational and External Forces ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.3 Operational and External Forces.

Twin Lakes Elementary School has addressed several issues in improving internal operations and external forces. One of the issues is the hiring of quality paraprofessionals. In order to address this need, Twin Lakes Elementary will search for students from local universities that are working towards a major in the field of education and that demonstrate interest in high-quality academic standards and student achievement. The second issue is the creating of a schoolwide block schedule to minimize interruptions in instruction. This need will be addressed by scheduling blocks of time for language arts, reading, mathematics and science. Grade levels will be scheduled time for collaborative planning to meet students’ needs.The third issue faced is a need to increase communication with the parents. In order to address this need, Twin Lakes Elementary will work closely with the PTA so that the school’s parent community is motivated to participate and support the school’s activities. Another issue is improving the connection Twin Lakes Elementary has with the surrounding businesses in the area. The school’s Community Involvement Specialist and Counselor will serve as mediators between the community and school.

5.4 Organizational ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.4 Process Improvement.

Twin Lakes Elementary School has identified several issues concerning challenges in process improvement. Among these are increasing student scores for those students scoring at a Level 1 or 2 on the FCAT Mathematics and Reading Tests, increasing grade level collaboration and the sharing of resources, talents, and meeting the individualized learning needs of our students for maximum growth.Twin Lakes will work collaboratively with the district to inform teachers of professional development opportunities for teachers in FCAT strategies and facilitate their attendance. Block scheduling will be created in order to provide opportunities for grade levels and departments to work cooperatively. The administration and resource teachers will make themselves available to assist grade levels in sharing of resources, ideas, and planning of subject matter.In order to meet individualized needs, students will be grouped according to proficiency level for instruction in reading and mathematics. An after-school/Saturday school tutorial program will be implemented to extend the school day and week for our students needing additional reinforcement.

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The following information will explain how the EESAC has assisted in the preparation of the School PEP relative to the following issues:

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC

School Profile/ Needs Assessment: (continued)

Budget:The EESAC will review and approve the use of 2003-2004 EESAC budget allocation.

Training:EESAC members will be trained by the District and school administrators on how to write the 2003-2004 School Performance Excellence Plan, on budget procedures and consensus management. Some of the training workshops in which Twin Lakes teachers have participated are: Project B.E.A.R., Title II Eisenhower, Sunshine State Standards Staff Development, Instructional Fair Seminar, Write Time for Kids.

Instructional Materials:EESAC members will evaluate appropriate test scores data and recommend instructional materials to improve student academic achievement.

Technology:EESAC members will continue to approve the purchase of technology to enhance student achievement and performance and parent/student educational involvement. To infuse technology in the curriculum we are using: Accelerated Reader, FCAT Explorer and Assess 2 Learn. To go along with our state adopted textbooks we have: Math Processor (Silver Burnett Ginn), Newsroom Science Simulation (McGraw-Hill), and Integrated Technology Components (Harcourt Brace, Social Studies).

Staffing:EESAC members will continue to be active participants on the school interview committee. EESAC recommended the continuation of a reading leader position and math resource teacher to facilitate the implementation of reading and math programs as well as tutors and aides for instructional enhancement.

Student Support Services:EESAC members will work with staff to implement and support our counseling program through participation in parent conferences. Child Study Teams, LEP Committees and Academic Improvement Plans to support student achievement.

School Safety and Discipline:THe EESAC members will work with the staff to implement and support our Safety Patrol, Do the Right Thing and DARE Programs, as well as, "Go for the Green", a Cafeteria Behavior Incentive Program.

Other Matters of Resource Allocation:The EESAC will continue to approve the use of its funds for tutorial programs in reading, writing and mathematics.

Benchmarking:The Florida Department of Education has graded Twin Lakes Elementary as an "A" school for the last three years. The school has shown a continual increase in student achievement for the past four years.

EESAC members will evaluate appropriate test score data to implement and support district recommendations for Opportunities for Improvement (OFI) outlined in last year's School Performance Excellence Plan Recognizing Progress Form.

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TITLE I ASSESSMENT ISSUES

School Profile/ Needs Assessment: (continued)

Parent InvolvementThe Community Involvement Specialist will promote school-home relationships by continuing to assist in the improvement of attendance and the planning and preparation of parent training.

Family LiteracySchool staff along with ACCESS Center and district personnel will conduct inservices to promote family literacy. Inservices, such as Adult ESOL classes, reading, mathematics, writing, science and test-taking strategies will enhance the involvement of parents in the home-learning process to help increase student achievement.

School ClimateThe Miami-Dade County Public School's Code of Student Conduct will be enforced to promote a safe learning environement. Copies of this document will be distributed to teachers, students, and parents.

Health ServicesFamilies in our school will be referred to local health care agencies within our area as needed. Efforts will continue to establish close communication between school and home. In addition, M-DCPS Health Service Professionals will be called when needed to provide support and guidance during Child Study Teams.

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School Data Summary: (compare the last 5 years, if available)

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

A A A C C

1999-20002000-20012001-20022002-2003

64 75 91

68 84

73

455

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 205 159 91

230

152

73

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

56 70 84

72 88

72

442

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 200 158 84

210

160

72

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)105601


Grade Level: 03

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2002-2003 116 297 21 15 35 27 3 116 328 11 14 37 28 9

2001-2002 111 271 34 20 36 10 0 111 297 21 22 37 20 1

2000-2001 117 260 118 282

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 106 297 27 14 41 14 4 106 303 16 26 38 19 1

2001-2002 130 282 42 15 21 17 5 131 293 24 25 32 18 1

2000-2001 132 286 36 20 27 14 5 132 282

1999-2000 139 273 42 21 23 14 1

1998-1999 103 283 36 24 27 11 2

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FCAT Sunshine State Standards (SSS) (all curriculum groups)

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 125 275 30 27 26 16 1 123 343 10 24 32 16 19

2001-2002 134 274 29 22 30 18 1 134 340 16 17 23 34 10

2000-2001 127 260 127 327 24 20 16 23 17

1999-2000 110 324 21 24 25 25 5

1998-1999 130 284 49 32 15 5 0

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Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

109 0 1 3 1 19 14 34 13 9 2 12002-2003 3.7

130 1 1 7 5 22 7 30 8 15 0 12001-2002 3.5

129 2 2 3 2 18 15 33 6 12 1 02000-2001 3.5

136 3 1 4 4 30 28 13 9 3 2 01999-2000 3.3

98 5 3 10 14 38 10 16 1 1 0 01998-1999 2.9

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

54 0 0 4 0 28 13 33 13 2 2 02002-2003 3.5

64 0 2 6 6 23 6 30 8 14 0 22001-2002 3.6

64 2 3 3 2 17 8 38 8 13 2 02000-2001 3.5

71 3 1 1 4 42 25 11 3 4 1 01999-2000 3.2

50 8 4 18 24 32 10 4 0 0 0 01998-1999 2.6

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Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Narrative


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

55 0 2 2 2 11 15 35 13 16 2 22002-2003 3.9

66 2 0 8 3 20 8 30 9 15 0 02001-2002 3.5

65 2 2 3 2 18 22 29 5 12 0 02000-2001 3.4

65 3 0 8 3 17 31 15 15 2 3 01999-2000 3.4

48 2 2 2 4 44 10 29 2 2 0 01998-1999 3.2

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ObjectiveGiven instruction using Sunshine State Standards, students in grades two, three, four and five will improve their reading comprehension skills as measured by an increase of five percent in the average score earned on the M-DCPS FCAT Reading Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004, while 31 percent of the LEP and SWD subgroups identified in the NCLB requirements will score at state mastery level on the 2004 FCAT.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

School Name: Twin Lakes Elementary School District Name:

Performance Grade: A School Performance Excellence Goal: # 1 : Reading

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2003 FCAT Reading test indicate that 64 percent of students have met the state required mastery level, 68 percent have made annual learning gains and 23 percent more than the required 50 percent of students scoring in the lowest 25 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students in grades two, three, four and five improve their reading comprehension skills as measured by an increase of five percent in the average score earned on the M-DCPS FCAT Reading Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004, while 31 percent of the LEP and SWD subgroups identified in the NCLB requirements will score at state mastery level on the 2004 FCAT.

Evaluation:This objective will be evaluated by scores earned on the 2003/2004 M-DCPS FCAT Reading Pre/Post Tests. FCAT Pre-Test and FCAT Progress Test results will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal # 2 3 4 6 Other : See below

SAC members involved in the development of this objective:

de Leon, Maria I Barnett, Sharon

de los Rios, Lourdes Munoz, Elvira

Magadan, Alicia Lam, Michele

Names: Names: Names:

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STRATEGIES

Start Date

End Date

Timeline

Action PlanObjective Number: 1

Persons Responsible (by position) for this Strategy. Asterisk denotes contact

person.

School Level Resources Allocated

. Identify the students in all subgroups scoring at Level 1and 2 of the FCAT Reading Test, as delineated in AYP disaggregated data and implement a tutorial program to address the reading deficiencies of students.

*Administration, Reading Leader, Classroom teachers

Oct. '03 Jun. '04 1 District data on test results

. Implement an after-school program for all LEP and ESE students that will emphasize remediation in the Sunshine State Standards.

*Administration, Reading Leaders, Classroom

teachers

Oct. '03 Jun. '04 2 Test Success, Blast Off, Reading Coach, Aim Higher

. Implement a recognition program to improve the attendance rate of all subgroups identified in the NCLB requirements.


Oct. '03 Jun. '04 3 School-generated incentives.

. Implement activities to encourage reading for pleasure including "Family Reading Night" at JFK Library, "Books Come Alive" and "Reading Under the Stars".

Assistant Principal, *Media Specialist, Reading Leader,

Reading Committee

Nov. '03 May '04 4 JFK Library

. Continue to implement the SRA Reading Program for direct instruction.

*Reading Leader, Classroom teachers

Sep. '03 Jun. '04 5 SRA Reading Program

. Group students homogeneously according to SRA Mastery Level.

Assistant Principal, *Reading Leader

Sep. '03 Jun. '04 6 SRA Reading Program

. Use Florida Department of Education test preparation supplemental materials to reinforce test-taking skills.

*Assistant Principal, Classroom teachers,

Reading Leader

Sep. '03 Mar. '04 7 Test Success, Blast Off, Reading Coach, Aim Higher

. Conduct weekly grade level meetings to discuss language arts sequencing skills and exchange ideas for grading period.

*Grade level Chairpersons, Classroom teachers

Sep. '03 Jun. '04 8 Competency-Based Curriculum, Sunshine State Standards

. Implement "Reading Workout" to increase reading comprehension and motivate students to read.


Oct. '03 Jun. '04 9 School-generated pacing schedule

. Implement incentive reading programs such as, "Book It", "Catch Me Reading", and "I Read to the Principal" (grades kindergarten and first), to encourage independent reading of functional literature for extended periods of time.

Administration, *Reading Leader, Media Specialist

Oct. '03 Jun. '04 10 "Book It", School-generated incentives

. Use content area resources to teach Sunshine State Standards reading benchmarks on grade level.

*Assistant Principal, Classroom teachers

Sep. '03 Jun. '04 11 FCAT reading benchmarks and science and social studies materials

. Utilize Performance Task Cards on a pacing schedule to implement Sunshine State Standards reading benchmarks for grades one-two and three-five.


Sep. '03 Jun. '04 12 Performance Task Cards

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STRATEGIES

Start Date

End Date

Timeline



person.


. Establish a "Word of the Day" vocabulary enrichment program.

*Reading Committee, Classroom teachers

Sep. '03 Jun. '04 13 School-generated vocabulary and SRA Program

. Provide small group tutoring for students not making learning gains on the FCAT test.

*Reading Leaders, Classroom teachers


. Provide small group tutoring for students scoring below a Level 3 on the FCAT test.



. Identify students not meeting performance levels and develop AIPs as needed.

Assistant Principal, Classroom teachers,

*Reading Leader

Oct. '03 Jun. '04 16 District data on test results

. Implement a "Reading for Dessert" program for students to read a book or a magazine during their lunch time.

Administration, *Reading Leader, Media Specialst,

Classroom teachers

Oct. '03 Jun. '04 17 School-generated incentives.

. Continue to implement an after-school Reading Tutorial Program.

*Assistant Principal, Reading Leader, Classroom

teachers

Oct. '03 May '04 18 Test Success, Reading Coach, Aim Higher, Blast Off

. Continue to implement a Saturday school Reading Tutorial Program.


Oct. '03 Apr. '04 19 Test Success, Reading Coach, Aim Higher, Blast Off

. Expand the Accelerated Reader for second through fifth grades to increase reading comprehension and motivate students to read.

*Media Specialist, Classroom teachers

Nov. '03 Jun. '04 20 Accelerated Reader Program

. Implement a "Read with Me" program on Wednesdays from 2:00 p.m. to 3:00 p.m. to encourage kindergarten and first grade students to check out books with their parents.

*Media Specialist Oct. '03 Jun. '04 21 Primary(K-1) reading materials

. Implement a "Reading Parent Awareness" inservice discussing local, state, and national standards in reading.

*Assistant Principal, Media Specialist, Reading Leader

and Counselor

Oct. '03 May '04 22 Data results from district and state reports.

All staff members will participate in the implementation of this plan.Strategies are designed for all students including Limited English Proficient (LEP) and Exceptional Education students (ESE).

175601

ObjectiveGiven instruction using the Sunshine State Sandards, students in grades three, four, and five will improve their mathematics skills as measured by an increase of five percent in the average score earned on the M-DCPS FCAT Math Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004, while 38 percent of the LEP students identified in the NCLB requirements will score at the state mastery level on the 2004 FCAT.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X


Performance Grade: A School Performance Excellence Goal: # 2 : Mathematics



Needs AssessmentResults of the 2003 FCAT Mathematics test indicate that 75 percent of students have met the state required mastery level and that 84 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students in grades three, four, and five improve their mathematics skills as measured by an increase of five percent in the average score earned on the M-DCPS FCAT Mathematics Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004, while 38 percent of the LEP students identified in the NCLB requirements will score at the state mastery level on the 2004 FCAT.

Evaluation:This objective will be evaluated by scores earned on the 2003/2004 M-DCPS FCAT Mathematics Pre/Post Tests. FCAT Pre-Test and Progress Test results will provide formative assessment which will be used to monitor progress toward the objective.



de Leon, Maria I Quintana, Maria

de los Rios, Lourdes Magadan, Alicia

Fernandez, Yaset Barnett, Sharon


185601

STRATEGIES

Start Date

End Date

Timeline



person.


. Identify the students in all subgroups scoring at Levels 1 and 2 of the FCAT Mathematics Test and implement a tutorial program that provides remedial assistance in the Sunshine State Standards mathematics benchmarks.

*Mathematics Resource Teacher, Assistant Principal

Sep. '03 May '04 1 Mascot Press, FCAT Coach, Blast Off, Measure Up

. Implement an after school program for all LEP, ESE and lower 25% students that will emphasize remediation in the Sunshine State Standards mathematics benchmarks.

*Assistant Principal, Mathematics Resource

Teacher, Classroom teachers

Oct. '03 Mar. '04 2 Blast Off, FCAT Coach, Florida Achieve

. Continue to implement a Saturday School Mathematics Tutorial Program for students not making learning gains on FCAT Mathematics Test and for those who scored below Level 3 on the same test.

Assistant Principal, *Mathematics Resource


Oct. '03 Mar. '04 3 Blast Off, FCAT Coach, Florida Achieve

. Structure tutorials to address the needs of ESE, LEP and lower 25% students.

Administration, *Mathematics Resource


Oct. '03 Mar. '04 4 Blast Off, Florida Achieve

. Provide workshop for parents to disseminate information regarding how local, state, and national standards in mathematics have increased.

Administration, *Mathematics Resource


Oct. '03 Dec. '03 5 No Child Left Behind Act of 2001, Department of Education AYP Report, Sunshine State Standards, Mathematics Grade Level Expectations

. Group fifth grade students homogeneously according to FCAT Pre-Test scores

*Mathematics Resource Teacher

Oct. '03 May '04 6 District FCAT Mathematics Pre-Test

. Continue to implement the ACALETICS Program to pace and guide delivery of mathematics instruction schoolwide.

Adminstration, *Mathematics Resource


Sep. '03 May '04 7 ACALETICS Program

. Provide guided and independent practice of daily drills in addition, subtraction, and multiplication at the appropriate grade levels to improve speed and accuracy in problem solving.

*Mathematics Committee, Administration

Sep. '03 Jun. '04 8 Addition, Subtraction, Multiplication Facts Families

195601

STRATEGIES

Start Date

End Date

Timeline



person.


. Encourage and facilitate integration of content areas on instructional activities involving Sunshine State Standards mathematics benchmarks.

*Mathematics Resource Teacher, Classroom

teachers, Administration

Sep. '03 Jun. '04 9 Project MIND Content Integration, Special Area Teachers' Handbook on Enhancing Minimum Student Performance in Mathematics Florida Curriculum Framework, Mathematics Grade Level Expectations

. Provide mathematics direct instruction and practice in test taking strategies to enhance student achievement in FCAT mathematics.

Assistant Principal, *Mathematics Resource


Sep. '03 Jun. '04 10 Blast Off, FCAT Item Bank, Math Coach, Measuring Up, Mascot's FCAT Math, Test Success, Florida Achieve

. Expand "Problem of the Day" program to provide opportunities for students to use mathematics critical thinking skills, cooperative learning strategies and a variety of techniques that can be used to solve mathematics problems.

Classroom teachers, *Mathematics Resource Teacher, Special Area

teachers

Sep. '03 Jun. '04 11 FCAT Item Bank, The Sunshine Math Superstars III, Project MIND Content Integration

. Incorporate daily life activities and real-world word problems to emphasize the practical aspects of mathematics.

Classroom teachers, *Mathematics Resource

Teacher

Sep. '03 Jun. '04 12 Sunshine State Standards, Competency-Based Curriculum

. Build mathematics problem-solving skills through Academic Excellence Chess to stimulate high order thinking skills.

*Classroom teacher Oct. '03 May '04 13 Portfolios, chess sets

. Establish a mathematics club to promote student interest in mathematics, peer tutor relationships and enhancement of student achievement.


teachers

Oct. '03 May '04 14 Riverdeep, FCAT Explorer, Math Safari, Sunshine State Standards

. Provide professional development opportunities on the use of FCAT Explorer and make the Explorer available to students to improve their mathematics skills.

*Technology Committee, Classroom teachers

Jan. '04 May '04 15 Technology Lab, FCAT Explorer

. Use supplementary resource materials to reinforce test taking skills.


teachers

Sep. '03 May '04 16 Blast Off, FCAT Item Bank, Math Coach, Measuring Up, Mascot's FCAT Math, Test Success, Florida Achieve

. Identify students not meeting performance levels in mathematics and develop AIPs as needed.

*Assistant Principal, Mathematics Resource

Teacher, Counselor, Classroom teachers

Oct. '03 Jun. '04 17 District data on school performance

205601

STRATEGIES

Start Date

End Date

Timeline



person.


. Articulate and share lesson plans with CCHL teachers to make sure LEP students are acquiring concept understanding while being engaged in the same high-intensity curriculum as the rest of the student population.

Classroom teachers, CCHL teachers, *Mathematics

Resource Teacher, Administration

Oct. '03 Jun. '04 18 Florida Curriculum Framework, Mathematics Grade Level Expectations, Test Item and Performance Task Specifications


215601

ObjectiveGiven instruction using the Sunshine State Standards, students in grades two, three, four and five will improve their writing skills as evidenced by an increase of five percent in the average score earned on the district-developed Writing Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X


Performance Grade: A School Performance Excellence Goal: # 3 : Writing



Needs AssessmentResults of the 2003 FCAT Writing Test indicate that 91 percent of students have met the state required mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students in grades two, three, four, and five increase their writing skills as measured by an increase of five percent in the average score earned on the district-developed Writing Pre-Test/Post-Test administered between the Fall of 2003 and the Spring of 2004.

Evaluation:This objective will be evaluated by scores on the district-developed Writing Test. Pre-Test and Post-Test results will provide formative assessment which will be used to monitor progress toward the objective.



de Leon, Maria I Magadan, Alicia Munoz, Elvira

de los Rios, Lourdes Lam, Michele

Barnett, Sharon Sanders, Kaywesley


225601

STRATEGIES

Start Date

End Date

Timeline



person.


. Establish a student showcase for writing and student- made books through all disciplines as a culminating activity.

*Writing Committee, Classroom teachers

Oct. '03 Jun. '04 1 School-made books

. Implement writing pacing guidelines to focus instruction on Sunshine State Standards writing skills.

*Assistant Principal, Writing Committee

Oct. '03 Jun. '04 2 Competency-Based Curriculum, Sunshine State Standards, Writing Resource Binder

. Implement methods and utilize materials to improve language mechanics within the framework of the writing process.

*Classroom teachers Oct. '03 Jun. '04 3 Competency-Based Curriculum, Sunshine State Standards, Writing Resource Binder

. Provide students in grades kindergarten through fifth with writing prompts or topics to help improve their writing proficiency.


Sep. '03 May '04 4 District-developed writing prompts, Writing Resource Binder

. Implement "Wednesday Write Night" where responding to a writing prompt is the focus of student home learning.


Sep. '03 Jun. '04 5 Competency-Based Curriculum, Sunshine State Standards

. Facilitate student participation in writing contests to improve writing performance.

*Assistant Principal, Writing Committee

Oct. '03 Apr. '04 6 Writing Resource Binder, District approval writing contests

. Continue student journal on a daily basis to encourage writing.

*Classroom teachers Sep. '03 Jun. '04 7 Competency-Based Curriculum, Sunshine State Standards

. Display selected writing samples monthly on the Young Authors' bulletin board to showcase student achievement in writing.


Oct. '03 Apr. '04 8 District-developed writing prompts, Writing Resource Binder

. Continue to implement an after-school Writing Tutorial Program to include LEP and SWD students.

*Adminstration, Classroom teachers, Reading Leader

Nov. '03 May '04 9 Blast Off, School-generated prompts

. Evaluate student's writing using the scoring rubric established by the Florida Department of Education.


Oct. '03 Apr. '04 10 Scoring Rubric, Writing Resource Binder

. Continue to attend district, ACCESS Center, and school- sponsored inservices that facilitate the writing process for instructional staff.

*Administration, Classroom teachers

Oct. '03 Jun. '04 11 Writing Inservices


235601

ObjectiveGiven instruction using the Sunshine State Standards and increased attention to the science process skills, students in grade five will increase their science proficiency as evidenced by an increase of five percent in scores earned on the state FCAT Science Sample Pre/Post Tests administered in the Fall of 2003 and the Spring of 2004.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7


Performance Grade: A School Performance Excellence Goal: # 4 : Science



Needs AssessmentScience Experiment Logs of the 2002/2003 school year indicate that 100% of classroom teachers conducted and had students participate in a minimun of 16 hands-on science investigations.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students in the fifth grade demonstrate an increase of five percent in scores on the state FCAT Science Sample Pre/Post Tests administered in the Fall of 2003 and the Spring of 2004.

Evaluation:This objective will be evaluated by scores of the State FCAT Science Sample Test. FCAT Pre-Test and Post-Test results will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal # 2 3 4 6 8 Other : See below


de Leon, Maria I Magadan, Alicia

de los Rios, Lourdes Quintana, Maria

Fernandez, Yaset Lam, Michele


245601

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide on-site professional development opportunities for teachers.

*Assistant Principal, Science Committee

Oct. '03 May '04 1 Foss Kits, Sunshine State Standards, Science manipulatives, McGraw-Hill text and software

. Develop grade-level pacing guide to identify skills to be taught using basal source to ensure all Sunshine State Standards are met.

Assistant Principal, *Science Chairperson

Oct. '03 Jun. '04 2 Science basal text, Sunshine State Standards, Mathematics and Science Literacy-Bridges to Careers

. Schedule guest speakers related to the field of science that will share their knowledge and experiences with the students.

Assistant Principal, *Science Committee

Jan. '04 May '04 3 Science manipulatives, Sunshine State Standards

. Provide opportunities for students to conduct a minimum of three hands-on science investigations every nine weeks.

*Science Chairperson, Classroom teachers

Sep. '03 Jun. '04 4 Science Lab, Foss Kits, Science manipulatives

. Compile a resource library of science materials in the media center to be available to all teachers.

*Counselor, Community Involvement Specialist,

Science Committee

Sep. '03 Jun. '04 5 Dade Partners, Department of Environmental Resources of the Everglades, local businesses and universities

. Utilize the school- developed science rubric to include a presentation component as part of the evaluation of science fair projects.

Science Chairperson, *Science Committee

Jan. '04 Apr. '04 6 Sunshine State Standards

. Showcase on closed-circuit TV science investigations conducted by students.

*Media Specialist, Science Chairperson

Jan. '04 Jun. '04 7 Young Scientists Series, Grolier New Book of Popular Science, Science Fair Projects book

. Promote the development of higher order thinking skills through the participation in an annual science fair that will require students to implement and apply the scientific method.

*Administration, Science Chairperson

Sep. '03 Jun. '04 8 Sunshine State Standards, Foss Kits, Science Manipulatives

. Use the science series with supplemental books. * Classroom teachers Sep. '03 Jun. '04 9 Science McGraw- Hill text series.

. Use the Department of Education website and other outside resources to find supplemental materials to expand the students' knowledge of science.

*Science Committee, Classroom teachers, Technology Specialist

Sep. '03 Jun. '04 10 Department of Science Education


255601

ObjectiveGiven school-wide attention to increasing student achievement and performance, a minimum of 75 percent of the instructional staff will participate in technology professional development activities during the 2003-2004 school year as evidenced by a Technology Professional Development Activity Log.

School Leadership






Performance Results


( )

4

( )

3

( )

2

X( )

1

( )

5

X ( )

6

( )

7


Performance Grade: A School Performance Excellence Goal: # 5 : Technology



Needs AssessmentResults of the 2002-2003 Professional Development Log indicates 90 percent of the instructional staff participated in a professional development activity during the 2002-2003.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 75 percent of the instructional staff participate in technology professional development during the 2003-2004 school year.

Evaluation:This objective will be evaluated as evidenced by a Technology Professional Development Activity Log during the 2003-2004 school year.

Aligns with District Goal # 2 6 Other : See below


de Leon, Maria I Magadan, Alicia Quintana, Maria

de los Rios, Lourdes Lam, Michele

Fernandez, Yaset Munoz, Elvira


265601

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide staff inservice to new teachers on the use of Accelerated Reader to improve reading comprehension.

*Media Specialist Nov. '03 Jun. '04 1 Accelerated Reader

. Provide training to faculty in the utilization of technological tools that will support instruction including Internet, PowerPoint.

*Media Specialist, Technology Specialist

Oct. '03 May '04 2 Internet, PowerPoint

. Generate a computer lab schedule to ensure all teachers have the opportunity to utilize the computer lab.

*Media Specialist Oct. '03 May '04 3 Class Schedules

. Develop a listing of educational websites and lessons that will promote the use of the Internet in the computer lab.

Technology Committee, *Media Specialist

Oct. '03 May '04 4 Sunshine State Standards, Educational websites

. Foster the use of the FCAT Explorer Program to address Sunshine State Standards skills in mathematics and science.

*Mathematics and Science Chairpersons

Oct. '03 May '04 5 FCAT Explorer Program, Mathematics and Science Literacy-Bridges in Careers

. Provide staff training and M-DCPS e-mail addresses to facilitate the use of e-mail.

Technology Specialist, *Media Specialist

Oct. '03 May '04 6 M-DCPS e-mail addresses

. Update the school website to include learning and teaching links for staff, students and parents.

Technology Specialist, *Media Specialist

Oct. '03 Jun. '04 7 School website, educational learning and teaching links


275601

Adequate Progress Statement for the entire School Performance Excellence Plan:

A Progress Assessment meeting is scheduled for each school at the end of each school year. Present are to be the school principal, the Educational Excellence School Advisory Council (EESAC) chair, the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/business representative, and the EESAC student representative, if there is one. The Progress Assessment meeting is held at the Region office or supervising District office. At this meeting, the EESAC makes a presentation of findings. Included in the presentation are data that identify the Strengths and Opportunities for Improvement (OFIs) of the school. These results provide guidance for the future direction of the school and are included, as appropriate, as objectives and strategies in the subsequent School Performance Excellence Plan. NOTE: This meeting is subject to Florida's Government-in-the-Sunshine Law.

In the event that a school does not make progress on an objective found in the School Board-approved School Performance Excellence Plan, the Region office or supervising District office will collaborate with the EESAC to determine whether, and in what format, that objective will be readdressed.

The school must also meet the Florida Definition of Adequate Progress. Florida's High-Quality Education System states that if a school fails to meet criteria set forth in Florida State Board of Education Rule 6A-1.09981 pertaining to School Performance Grades, the school cannot be said to have made adequate progress.

285601

Mid-Year Review of School Performance Excellence Plan:

A mid-year review of the implementation of the current School Performance Excellence Plan will be conducted. This meeting, conducted by the Region Director or supervising District administrator, is subject to Florida’s Government-in-the-Sunshine Law. This review will provide useful information for revising School Performance Excellence Plans for the following year and for assessing where resources need to be targeted for the remainder of the school year. A self-study of the progress made in implementing the current School Performance Excellence Plan at each school site will constitute a major portion of the mid-year review.

295601

The following 10 essential components for Title I Schoolwide Program have been reviewed and addressed as required by Title I, Part A, Section 1114 of No Child Left Behind. (if applicable) • Comprehensive Needs Assessment of the Entire Plan • Schoolwide Reform Strategies • Instruction by Highly Qualified Teachers • High-quality and Ongoing Professional Development • Strategies to Attract High Quality Qualified Teachers to High-need Schools • Strategies to Increase Parental Involvement • Plans for Assisting Preschool Children • Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments • Activities to Ensure that Students Who Experience Difficulty Mastering the Proficient or Advanced Levels of Academic Achievement Standards Shall be Provided with Effective, Timely Additional Assistance • Coordination and Integration of Federal, State and Local Services and Programs.

305601

All of the following 11 essential components for the Comprehensive School Reform Program has been reviewed and addressed as required by Title I, Part F of No Child Left Behind. (if applicable) • Proven Scientifically-Based Strategies and Methods • Comprehensive Design with Aligned Components • Continuous Professional Development • Measurable Goals and Benchmarks for Student Academic Achievement • Support within School • Support for School Personnel • Meaningful Parental and Community Involvement • High Quality External Technical Support and Assistance • Annual Evaluation • Coordination of General Resources • Coordination of Scientifically-Based Resources

315601

All of the following 7 components of an Effective School Improvement Framework have been reviewed and addressed as required by the Quality School Improvement Process by the SACS Commission on Elementary and Middle Schools. (if applicable) • A process for stakeholders’ participation in school improvement planning • The identification, development, and analysis of information that is summarized in a profile of the students, school, and

community. • A list of beliefs and a mission statement that represent community expectations and student needs, and provide direction and

focus for the work of a school. • A list of clearly defined goals and performance expectations for student learning, and comprehensive assessment of students’

performance on each. • A comprehensive analysis of the instructional and organizational effectiveness of a school. • An action plan for school improvement that details strategies for addressing areas identified through the planning process as

needing improvement. • An implementation process that provides for continuous monitoring and annual assessments of the plan and supplies the

data for making necessary revisions.

All of the following 7 elements for the school improvement process have been reviewed and addressed as required by the SACS Commission on Secondary and Middle Schools. (if applicable) • Identification of the students, school, and community the school serves. • Development of the beliefs and mission of the school; basis for the school’s existence. • Completion of a comprehensive needs assessment that focuses on areas that relate to student performance. • Identification of specific goals for student learning. • Adoption of a process that must support and enable the school to conduct a self-evaluation of the effectiveness of the

instructional and organizational practices within the school. • Development and implementation of an action plan for improvement. • Development of an action plan ensuring the capacity of the school to evaluate its progress and provide for accountability to its

intended goals.

325601

The School Advisory Council has reviewed and addressed all of the following required components of a School Performance Excellence Plan as pursuant to Section 230.23, Florida Statutes. State Education Goals: • Goal 1: Readiness to Start School • Goal 2: Graduation Rate for Postsecondary Education and Employment • Goal 3: Student Performance • Goal 4: Learning Environment • Goal 5: School Safety and Environment • Goal 6: Teachers and Staff • Goal 7: Adult Literacy • Goal 8: Parental, Family and Community Involvement Based on an analysis of student achievement and school performance data: • FCAT Reading Sunshine State Standards • FCAT Math Sunshine State Standards • FCAT Writing Sunshine State Standards • FCAT Science Sunshine State Standards Issues relative to: • budget • training • instructional materials • technology • staffing • student support services • specific school safety • discipline strategies • other matters of resource allocation

APPENDIX A

335601

Goal I: School to Career

School District Goals:

Focus: Students will be prepared for graduation, employment, postsecondary education, and to become responsible citizens and lifelong learners.

Objectives:Improve student achievement emphasizing reading, writing skills, mathematics, and science.Monitor and assess the implementation of standards for students in the areas of academic, career, and personal/social development.Expand opportunities for students to participate in cultural and physical fitness experiences.Decrease the number of schools receiving "D" and "F" grades and increase the number of schools receiving "A" and "B" grades on the State's School Accountability Report.Integrate technology and its proficient use for all students and faculty into the instructional program to facilitate learning, with the intent of producing technologically skilled graduates.Enhance vocational/technical programs and adult education programs to meet the demands of business and industry.Broaden the scope of civic, law, and character education programs offered in the district to provide all students with necessary skills.Narrow the achievement gap between minority and non-minority students.Increase the number of students and adults who are bilingual and biliterate.Increase public educational choice options.

Ia.Ib.Ic.Id. Ie . If. Ig.Ih.Ii. Ij.

Goal II: Effective Learning EnvironmentFocus: Enhance the safety of students and staff, and increase the quality of the learning environmentObjectives:

Reduce the percentage of incidents related to violence, weapons, drugs, vandalism, and truancy.Strengthen counseling and academic programs for all at-risk students with particular emphasis placed on at-risk students located at alternative schools and juvenile justice centers. Reduce school overcrowding.Increase skills, knowledge, and professionalism of school staff.Increase the number of educationally productive partnerships with the community.Increase opportunities for parents and guardians to become active partners in achieving educational success for all students.Promote the community focus of schools as neighborhood learning and cultural centers for both students and other members of the community

IIa. IIb. IIc. IId.IIe.IIf.IIg.

Goal III: Efficient Management PracticesFocus: Ensure that school system operations conform to the highest business and professional standards of effectiveness, ethics,

and efficiency

Objectives:Improve the financial planning and management process to ensure that resources are allocated and expended according to district needs and priorities.Decrease the average duration of new construction, additions, and renovations and ensure that Capital Outlay programs/projects are completed within budget.Improve the delivery of services such as maintenance, classroom materials, and transportation.Ensure that personnel maintain professional standards and effectively fulfill their assigned responsibilities.Improve the perception of the Miami-Dade School District for various stakeholders.

IIIa. IIIb. IIIc.IIId.IIIe.

APPENDIX B

345601

PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

11/1/02 Accelerated Reader Part I Teachers: 55Administrators: 0

Others: 0

Yes

10/10/02 Accelerated Reader Part II Teachers: 3Administrators: 0

Others: 0

Yes

9/5/02 Reading Mastery I

Teachers: 15

Administrators: 0Others: 0

Yes

9/5/02 Reading Mastery Plus3-6

Teachers: 15


Yes

9/6/02 Reading Mastery II

Teachers: 15


Yes

9/6/02 Corrective Reading Decoding Teachers: 15Administrators: 0

Others: 0

Yes

9/6/02 Direct Instruction Reading

Teachers: 12


Yes

10/3/02 Reading Mastery I Teachers: 3Administrators: 0

Others: 0

Yes

10/4/02 Reading Mastery Plus3-6

Teachers: 3


Yes

355601


APPENDIX C



5/29/03 Pre-Kindergarten Direct Instruction Teachers: 3Administrators: 0

Others: 0

Yes

4/22/03 Teaching Enrichment to Minorities Teachers: 6Administrators: 0

Others: 0

Yes

4/16/03 Third Grade Portfolio Guidelines

Teachers: 3


Yes

April 7, 12, 21, 2002 Project Right Beginnings Teachers: 3Administrators: 0

Others: 0

Yes

2/10/03 Pre-Kindergarten ESE Workshop

Teachers: 3


Yes

3/18/03 Pre-Kindergarten Program for Children with Disabilities Teachers: 3Administrators: 0

Others: 0

Yes

1/30/03 Make-up Training for LAP-D Assessment Tod Teachers: 3Administrators: 0

Others: 3

Yes

1/14/03 Reading Leader Staff Development Teachers: 3Administrators: 0

Others: 0

yes

Reading Assessment and the LEP child Teachers: 3Administrators: 0

Others: 0

Yes

1/15/03 Second Grade Staff Development

Teachers: 9


Yes

365601


APPENDIX C



Critical Information for Elementary LD/VE Teachers Teachers: 6Administrators: 0

Others: 0

yes

January 13, 23, 28, 2003 Project B.E.A.R. First Grade Staff Development Teachers: 3Administrators: 0

Others: 0

Yes

1/15/03 Elementary Gifted Workshop Teachers: 3Administrators: 0

Others: 0

Yes

1/15/03 Introduction to B.E.L.L. 2 Teachers: 3Administrators: 0

Others: 0

Yes

2/12/03 Introduction to B.E.L.L. 3 Teachers: 3Administrators: 0

Others: 0

Yes

4/5/03 Assessment Teachers: 3Administrators: 0

Others: 0

Yes

12/18/02 Williams Creativity Test Workshop Teachers: 3Administrators: 0

Others: 0

Yes

10/24/02 and 11/6/02 FCAT Strategies for LD/VE Teachers Teachers: 3Administrators: 0

Others: 0

Yes

10/22/02, 10/30/02 and 11/26/02 Reading Leaders Staff Development - First Semester Teachers: 3Administrators: 0

Others: 0

Yes

11/7/02 Direct Instruction Training

Teachers: 3


Yes

10/24/02 FCAT Staff Development for LD/VE Teachers

Teachers: 3

Administrators: 0

Yes

375601


APPENDIX C



Others: 0

10/6/02, 11/5/02, 12/3/02, 1/16/03, 4/30/03 Kindergarten Workshop Series I Teachers: 3Administrators: 0

Others: 0

Yes

10/16/02 Higher-Order Thinking Skills Teachers: 3Administrators: 0

Others: 0

Yes

10/3/02 Instructional Fair (Reading) Teachers: 6Administrators: 50

Others: 0

Yes

9/24/02 Reading is Fundamental Teachers: 6Administrators: 0

Others: 0

Yes

9/30/02, 10/14/02, 10/17/02, 10/22/02, 11/19/02, 12/9/02 ESOL Issues and Strategies Teachers: 3Administrators: 0

Others: 0

Yes

10/8/02 Assessment Training for Pre-Kindergarten Teachers Teachers: 3Administrators: 0

Others: 0

Yes

3/31/03, 4/1-4/03 Best Practices Teachers: 3Administrators: 0

Others: 0

Yes

Provided or in Progress in the Area of Writing Instruction


4/25/03 CRISS Training

Teachers: 3


Yes

1/27/03FCAT Writing

Teachers: 3

Administrators: 3

Yes

385601


APPENDIX C

Provided or in Progress in the Area of Writing Instruction


Others: 0

11/8/02 KAPOW -Kids and the Power of Work

Teachers: 9


Yes

11/8/02 Theodore Gibson Project Sponsors' Workshop Teachers: 3Administrators: 0

Others: 0

Yes

10/28/02 Implementation of the Journalism Print Component in the Academic Excellence Program (AEP)

Teachers: 3


Yes

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

1/23/03 FCAT Explorer Mathematics

Teachers: 3


Yes

1/23/03 Teacherline Webquest Teachers: 3Administrators: 0

Others: 0

Yes

11/5/02 Feeder Pattern Mathematics/Science

Teachers: 7


Yes

1/22/03 FCAT Fitness Workshop

Teachers: 3


Yes

395601


APPENDIX C

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

1/13/03 Mathematics Staff Development for LD/VE Teachers Teachers: 3Administrators: 0

Others: 0

Yes

10/25/02 FCAT Interpretation Workshop

Teachers: 7


Yes

10/21/02 Matching Funds Informational Workshop Teachers: 3Administrators: 0

Others: 0

Yes

10/22/03 Mathematics Teachers' Forum Teachers: 3Administrators: 0

Others: 0

Yes

11/5/02 Mathematics Workshop Teachers: 3Administrators: 0

Others: 0

Yes

10/22/02 Mathematics Teachers' Forum Teachers: 3Administrators: 0

Others: 0

Yes

10/3/02 Instructional Fair (Mathematics) Teachers: 3Administrators: 0

Others: 0

Yes

Provided or in Progress in the Area of Science Instruction


1/23-25/03 Share the Wealth Conference Teachers: 4Administrators: 0

Others: 0

Yes

12/3/02 KAPOW - Kids and the Power of Work

Teachers: 4

Administrators: 0

Yes

405601


APPENDIX C

Other Professional Development Provided or in Progress


Provided or in Progress in the Area of Science Instruction



School-to-Career Initiatives Teachers: 8Administrators: 0

Others: 4

Yes

12/3/02 Science Workshop Teachers: 4Administrators: 0

Others: 0

Yes

10/23/02, 11/6/02 Mathematics and Science Inservice Teachers: 8Administrators: 0

Others: 0

Yes

9/23/02 Urban Systemic Program (USP)

Teachers: 4


Yes

5/29/03 Curriculum Planning Teachers: 32Administrators: 0

Others: 0

Yes

11/5/02 ACCESS Center I Vertical Articulation

Teachers: 8


Yes

2/19/03 Indoor Activities Workshops

Teachers: 4


Yes

1/22/03 FCAT Fitness Workshop

Teachers: 4


Yes

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APPENDIX C



Introduction to PC Teachers: 62Administrators: 0

Others: 0

Yes

12/3/02 E-mail Training

Teachers: 3


Yes

3/19/03 Beginning skills MS Word Teachers: 23Administrators: 0

Others: 0

Yes

5/14/03 Introduction to www.dadeschools.net Teachers: 35Administrators: 0

Others: 0

Yes

10/17/02 Intructinal Technology Conference Teachers: 15Administrators: 50

Others: 0

Yes

Instructional Technology Conference Teachers: 15Administrators: 0

Others: 0

Yes

Introduction to e-learning services Teachers: 25Administrators: 0

Others: 0

Yes

4/14/03 FrontPage Teachers: 3Administrators: 0

Others: 0

Yes

Web Enhancement Teachers: 3Administrators: 0

Others: 0

Yes

ITS reorganizing ADS Teachers: 3Administrators: 0

Others: 0

Yes

3/3-5/03 Information Technology Services Teachers: 0Administrators: 0

Others: 3

Yes

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APPENDIX C



12/10/02 Word II

Teachers: 3


Yes

12/3/02 Informational Meeting for Technology Contact Teachers: 3Administrators: 0

Others: 0

Yes

11/6-8/02 Technology Assessment Training for Learning Accomplishment Profile Teachers: 3Administrators: 0

Others: 0

Yes

11/6/02 Technology for Assessment Training for Learning Accomplishment Profile-Diagnostic (LAP-D) Scoring

Teachers: 3


Yes

10/3/02 Instructional Fair (Technology) Teachers: 6Administrators: 50

Others: 3

Yes

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SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

This School Performance Excellence Plan has been developed cooperatively by administrators, teachers, parents, students, and business/community representatives.

The original signature page; including signatures of EESAC members is on file at the Region/District Supervisor's Office.

Additionally, the signature of the Region Superintendent/District Supervisor certifies that this plan has been reviewed by appropriate personnel to ensure compliance with state and district rules.

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school performance excellence plansqi.dadeschools.net/sip/2003-2004/5601.pdf · excellence...

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