school performance excellence plan - miami-dade county public schools

School Performance Excellence Plan

School Name and Number : 1561 - Earlington Heights Elementary School

Principal: Gretchen Williams Telephone #: (305) 635-7505

High School Feeder Pattern: 7411 - Miami Northwestern Senior

ACCESS Center Three Board District #: 2 - Dr. Solomon C. Stinson

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: 1561 - Earlington Heights Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesC D D D F

Vision/Mission/Belief Statement(s):

VISION: All stakeholders of Earlington Heights Elementary School envision a learning environment that nurtures and encourages students to achieve their full potential as life long learners who become productive citizens and leaders.

MISSION: The staff, parents and community of Earlington Heights Elementary School believe all students have the right and ability to learn. We are committed to providing a solid educational foundation for our students so they may achieve their highest academic potential, while maintaining steady, positive growth.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Earlington Heights Elementary School

Given instruction using the Sunshine State Standards, students in grade four will improve their Reading skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 FCAT administration, while 31 percent of each subgroup identified in the NCLB requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students in grade four will improve their Writing skills as evidenced by a 1 percent point increase in the percent of students scoring 4.0 or higher on the 2004 FCAT administration, as compared to 2003.

Given instruction using the Sunshine State Standards, students in grades three through five will improve their Mathematics skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 FCAT administration, while 38 percent of each subgroup identified in the NCLB requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students in grade five will increase their knowledge of science process skills as evidenced by a 6 percentage point increase in the average score on school-site tests administered in September 2003 and April 2004, as documented in teacher logs.

Utilizing the Daily Attendance Bulletin to monitor attendance, the attendance rate of all students will improve in the fourth nine weeks as evidenced by a .75 percent increase in the school’s percentage of attendance during the 2003-2004 school year, as compared to the fourth nine weeks of 2002-2003 school year, as documented on the Miami-Dade County Public Schools Percentage of Attendance Fourth Grading Period Report.

In order to achieve these objectives, appropriate strategies have been suggested and planned by all of the school’s stakeholders. The faculty and staff of Earlington Heights Elementary School, through their school performance excellence initiatives, intend to take leadership in preparing all students to become productive citizens.

Earlington Heights Elementary School is a school located in a densely populated inner city neighborhood. It has been identified as a School of Controlled Choice serving Pre-Kindergarten through Grade Five students selected from the Earlington Heights, formerly Floral Heights, and Melrose Elementary School attendance boundaries. The student population consists of 70 percent Black, 29 percent Hispanic, and 1 percent Other. Earlington Heights has a school-wide Title I Program with 98 percent of the students qualifying for free or reduced lunch. Students receiving Limited English Proficient (LEP) services total 10 percent of the school’s population and those receiving Exceptional Student Education (ESE) total 8 percent. After careful review and evaluation of pertinent data, such as the School’s Demographics and Academic Profiles, No Child Left Behind Adequate Yearly Progress Report, Florida Comprehensive Assessment Test (FCAT), and the 2002-2003 School Performance Excellence Plan results, the faculty and staff of Earlington Heights Elementary School, in conjunction with the Educational Excellence School Advisory Council (EESAC), have developed the following objectives as school-wide priorities for all stakeholders for the 2003-2004 school year.

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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.

Earlington Heights Elementary School has a special unit dedicated to offering services to Specific Learning-Disabled (SLD) students. Additionally, for our Limited English Proficient (LEP) students, we have English for Speakers of Other Languages (ESOL) pull-out classes. Instruction is provided in small classroom settings averaging twenty students per class. The basic instruction is supplemented with technology-based programs such as: SuccessMaker, Accelerated Reader, Compass Learning and Fast ForWord. Earlington Heights Elementary School addresses the goals and objectives of the District Strategic Plan. School-to-Career strategies are implemented school-wide throughout the year to help develop students' understanding of the world of work. The District’s Comprehensive Reading Plan provides for a two-hour reading block and thirty minutes of independent reading daily for all students. Data driven professional development activities for the instructional staff and survey based inservices for parents are provided to meet the academic needs of the students. Title I funds are used for the Before School Tutoring and Extended Day Tutoring Programs that are designed to improve the performance of the low achieving students.

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

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:

The staff, parents and community of Earlington Heights Elementary School believe all students have the right and ability to learn. We are committed to providing a solid educational foundation for our students so they may achieve their highest academic potential, while maintaining steady, positive growth.

All stakeholders of Earlington Heights Elementary School envision a learning environment that nurtures and encourages students to achieve their full potential as life long learners who become productive citizens and leaders.

Earlington Heights Elementary School has one counselor to service the many needs of our students. The counselor's various duties include parent conferences, individual/group counseling, classroom observations, teacher consultations, outside agency referrals, classroom presentations, dissemination of the Code of Student Conduct, scheduling and conducting Child Study Team meetings. Outside of the district defined duties, our student services extended activities include Career Day, Red Ribbon Day, recognizing volunteers and assisting with daily school activities. The Child Study Team is chaired by the Assistant Principal with committee members consisting of the School Psychologist, Placement Specialist, School Counselor, Reading Leader, a classroom teacher and parents of the child in need of intervention strategies or an evaluation.

Earlington Heights Elementary School students recite daily the following beliefs: “I am somebody special. I can learn anything. I can do great things. I can be a good neighbor. No one can do this for me. I must do it for myself. Excellence is my goal.” These core values are a motivation for all students.

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

Earlington Heights Elementary School has a full-time staff of 53 employees to include 22 percent White, 50 percent Black, 28 percent Hispanic with 80 percent female and 20 percent male. There are 40 state certified teachers. Our faculty includes one Exceptional Student Education teacher, one English for Speakers of Other Languages teachers, a guidance counselor, a technology facilitator, a media specialist and a reading leader. The 4 paraprofessionals include classroom aides and a Community Involvement Specialist. Additionally, we have four custodians, two security monitors, four clerical staff members and nine part-time food service workers. Many staff members assume leadership roles that influence student achievement and staff morale; such as, grade group chairpersons, Future Educators of America Leader (FEA), Safety Patrol Sponsor, African American History Advocates, United Way Representative, Teacher Education Center Liaison, Educational Excellence School Advisory Council Chair, Multicultural Committee Chair, United Teachers of Dade Union Steward and many committee leaders. Earlington Heights Elementary School is also afforded the services of itinerant specialists who help provide needed resources to the students and staff: a Microsystems Technician, Speech Pathologist, Social Worker, Psychologist, Staffing Specialist, Reading, Mathematics, and Science Educational Specialists.

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

Earlington Heights Elementary School is located at 4750 N.W. 22nd Avenue in Brownsville, a densely populated inner-city neighborhood in northwest Miami-Dade County. Three buildings house twenty-seven classrooms, a media center, and a computer laboratory. This sixty-six year old historical site has been retro-wired so that each kindergarten through grade five classroom houses four to six computer stations used to access the Internet, as well as educational programs such as SuccessMaker, Fast Forword, Accelerated Reader and Compass Learning.

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.

Earlington Heights Elementary School serves approximately 504 students from the surrounding community. Within our student population, 90 percent are served by the standard curriculum, 8 percent are served by the Exceptional Student Education curriculum, and 10 percent Limited English proficient students for Speakers of Other Languages. An overwhelming majority, 98 percent of our student population, is economically disadvantaged. The ethnic/racial makeup of the student population is 70 percent African-American, 29 percent Hispanic, and one percent Other. The mobility rate of the school is 45 percent. The attendance rate for the 2002-2003 school year was 94.72 percent ranking 177 out of 199 elementary schools. Because of the demographics of the area surrounding the school, the students need help with the basic resources that will enable them to become productive participants in the community. Our mentoring program matches staff with identified students in need of building self-esteem. The before and after school tutoring program is designed to meet the needs of the low achieving students. The social worker and the Community Involvement Specialist (C.I.S.) are the links between school and home to ensure accurate and ongoing communication. The school counselor is available to organize child study teams, communicate with social agencies, conduct parent conferences and help build self-esteem in students. Our students enjoy opportunities to participate in various extra curricular activities, such as, News Team, Safety Patrol, Youth Crime Watch, Future Educators of America, EESAC Representatives and Math Bowl Team. Earlington Heights Elementary School is a mandatory uniform school. Our school’s colors are blue and white. On average, seventy percent of the students wear the school uniform daily.

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

Earlington Heights Elementary School links with the community in various ways. Each year during Open House, parents are informed of the activities offered to their children. Parent information packets concerning the school and the availability of community services are provided to all parents. The school sponsors “Just a Cup of Coffee and Pledge” the first Wednesday of each month where the pledge and morning announcements are delivered on the courtyard live in front of the entire school and community visitors. Parents feel welcome, appreciated, and an integral part of the school community. Parents also receive handouts to encourage them to take an active role in their child’s education. Parents collaboratively assist in planning student programs through their participation in the

Please refer to Appendex A and B for legislative issues.

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EESAC and the Curriculum Planning Committees. These committees plan parent-teacher workshops and other activities which foster knowledge of current trends in education. They also assist in assembling home-learning packets. Parent volunteers assist in the classroom, media center, office and cafeteria. They are all concerned and interested in the achievement of students and success of the school. Earlington Heights Elementary School has several Dade Partners that provide incentives to the students during the year, for improved academic progress or perfect attendance.

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.

Earlington Heights Elementary School enjoys a collaborative relationship with Florida International University and local high schools to provide student volunteers. Under the supervision of our teachers, these students provide tutoring and mentoring for low-achieving, at-risk students who have been referred by their teachers. Most students leaving Earlington Heights Elementary School after fifth grade will attend Brownsville Middle School. Selected staff from Earlington Heights work closely with Brownsville Middle School staff on articulation to ensure a smooth transition for our students entering sixth grade. The YWCA provides low-cost quality child-care in the after school program. In order to facilitate this service, Earlington Heights Elementary School cooperates by providing space for this program. Earlington Heights Elementary School has parent and grandparent volunteers who provide valuable time, services and resources to the teachers and staff. Community churches and the school police department provide turkeys to be included in our Thanksgiving baskets, which are given to needy families identified by the school. The school also has various business partners who support our programs throughout the year.

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.

The Florida Department of Education has graded Earlington Heights Elementary School as a "C" school, based on the 2003 administration of the Florida Comprehensive Achievement Test (FCAT). The students of Earlington Heights have demonstrated continuous significant gains in achievement over the past four years. Awards have included receiving the Miami-Dade County Public Schools' School Performance Recognition "Gold" Award in 2000 and the Silver Award in 2001. Awards have been received for the Student United Way campaign drives for several consecutive years for reaching over 100% of the target goal. Earlington Heights enjoys close teacher-student relationships and more individualized instruction due to the small class sizes. Earlington Heights will initiate the planning year for the International Baccalaureate Primary Years Program scheduled to be implemented in grades one and two in the 2004-2005 school year.

3.2 CompetitorsThis item explores the alternate schools available to students.

Several private schools are within or close to the boundaries of Earlington Heights Elementary School. These include Jose Marti and Lincoln Marti Schools. There is a nearby charter public school, Liberty City Charter, that draws students from the same locations as Earlington Heights Elementary. Additionally, Earlington Heights Elementary School and Melrose Elementary School have been paired as schools of controlled choice sharing boundaries and serving grades Pre-Kindergarten through grade five. Melrose Elementary has been graded a “B” performing school, therefore, strongly influencing parents' choice of school. Drew Elementary School is a magnet school that also draws students from our location to attend their performing arts program. In spite of this competition, Earlington Heights Elementary is proud to have been able to make steady improvement and positively impact the community we serve.

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.

In order to achieve its vision, Earlington Heights Elementary School has a collaborative system of leadership that includes representatives from all stakeholder groups on its primary decision-making group, the Educational Excellence School Advisory Council. Leaders in the school provide the technical support and professional and personal growth opportunities that stakeholders need in order to make informed decisions. Innovation is encouraged and new ideas are given every opportunity to succeed. Earlington Heights Elementary School provides an eclectic approach to guarantee quality educational experiences for its

Please refer to Staff Development (Appendex C).

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students. In facilitating this approach, input from all stakeholders is considered an essential part of program improvement. This on-going communication between the school leadership team and the stakeholders enables us to provide educational programs that are tailored to students’ needs. A data driven school-wide Action Plan delineates instruction of the Sunshine State Standards, a testing schedule, remediation program calendar and ancillary materials. Students need access to a strong system of mentoring to address academic deficits and behavioral issues. Many of our parents are in need of access to social services, governmental resources, basic literacy, computer and parenting skills. In order to provide for these needs, Earlington Heights has instituted an extended day tutoring program, teacher mentoring, summer school and informational parent workshops.

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

Enrollment at Earlington Heights Elementary School has dropped by 25 percent over the past five years. This is due in part to competition from our neighboring school of choice and Drew Elementary magnet program. Many parents are relocating out of the inner city area. The success of the school in meeting its goals is strongly influenced by a high mobility rate of students. The student mobility rate, during the 2002-2003 school year was 45 percent. According to district data, the school ranked 177 out of 199 elementary schools in Miami- Dade County in attendance. These factors impede the students from benefiting from educational continuity provided in a stable school setting. At the close of the 2002 - 2003 school year, a neighboring triple "F" school closed. Earlington Heights Elementary School received the majority of that student population. Title One Federal Program funds are used to purchase additional school personnel and supplemental materials and supplies. The Foster Grandparent Program encourages one to one personal attention in the classroom setting by utilizing senior citizens in our community.

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

Earlington Heights Elementary School has identified several issues concerning challenges in learning. Many students are highly mobile and frequently miss days from school, especially in the latter half of the school year. Many students and their parents do not spend the necessary time outside of the classroom to master new skills and reinforce those already learned. Many students do not have access to a home support system to help engage in home learning, mandatory independent reading requirements, and technology. Only 70 percent of students consistently wear the school uniform or have adequate school supplies. Learning is also a challenge when students’ nutritional needs have not been met.

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.

Due to staff mobility, retirements, transfers, and certification issues, Earlington Heights Elementary School is faced with staffing challenges yearly. Teacher applicants are often scarce in the inner-city. New teachers require extensive professional development, frequently taking time away from the classroom. The substitute pool is also limited in instructional and classroom management skills.

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

Operational and external challenges include the need for additional Dade Partners to fulfill student incentive based programs. Parental involvement for teacher-parent conferences, workshop, school events and volunteering has improved over the years but is not at a desired level. Contacting parents can be a challenge due to disconnected parent telephone numbers.

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.

Earlington Heights Elementary School recognizes the issues concerning challenges in process improvement. The FCAT Reading Test results indicate that 69 percent of our students are scoring at FCAT Achievement Levels I and II. Student scores on the FCAT Mathematics test indicate that 66 percent are scoring at Levels I and II. At the close of the 2002-2003 school year, 211 students out of 347 first through fifth grade students had Academic Improvement Plans AIP (formerly Student Performance Plans). Fifty-four percent of the third grade students scored a Level I on the FCAT Reading Test, therefore have been retained.

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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.

Earlington Heights Elementary School addresses the challenge of high mobility with great educational programs, reduced class-sizes in grades kindergarten through three, and a highly qualified school staff. The attendance committee meets quarterly to plan, implement and monitor attendance improvement activities. The school contracts an automatic attendance system that contacts parents of students who miss a day from school. To address the lack of parental support, Earlington Heights is implementing "Mentoring Matters", a staff mentorship program designed to insure that students have an advocate who helps them with home-learning and reading assignments. Students have access to school computers before, during and after school. Dade Partners donate free book bags, school uniforms and various school incentives for needy students. The school's breakfast and lunch program serves nutritious food. The school actively seeks partnerships for nutritious snacks to be served after school.

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 Earlington Heights Elementary School leadership is committed to staffing Earlington Heights with the best-qualified personnel available. The leadership is a member of the M-DCPS National Recruitment Team for teachers, and presents at local universities on the myths associated with inner-city school learning environments. Earlington Heights has one "Teach For America" teacher with mentoring support. All new teachers have grade level team support, a Professional Development Plan, and a PACES Professional Growth Team. Teacher Education Center (TEC) workshops for our substitutes are offered and monitored. The pool substitute is involved in school-site staff development and faculty meetings.

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.

Earlington Heights Elementary School has identified issues concerning the challenge of improving relationships with internal operations and external forces. The recruitment of additional Dade Partners is a high priority. Teachers often establish classroom partnerships with local businesses. In order to address parental involvement, the community involvement specialist and selected classroom teachers are conducting monthly parent workshops geared towards improving parental familiarity with the educational expectations of the school-wide program. Our school counselor places parent volunteers for assistance in the classrooms, media center and cafeteria. Many parental involvement opportunities are also presented at the annual Open House and FCAT Informational meetings. Another one of our concerns is the lack of communication from parents. In order to address this, the Parent Outreach Program will continue to make positive phone calls, and conduct home visits where parent telephones are disconnected. The school will provide communication with parents via a monthly parent newsletter/calendar, flyers and utilize the out door marquees.

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.

Earlington Heights Elementary School has identified issues concerning challenges in student achievement. Among these are student scores on the FCAT reading and math tests indicating that a high percentage of student scores are below FCAT Achievement Level 2. In order to address this need, Earlington Heights works closely with the ACCESS Center and District offices to provide training to selected teachers in successful remedial strategies. Earlington Heights is implementing the Districts’ Comprehensive Reading Program that focuses on specific skills and strategies as outlined in the Sunshine State Standards. Special area teachers have received training in cross-curricular pedagogy that supports reading and math instruction in all subject areas. The district has assigned Educational Specialists to the school-site to model lessons and provide on-going training in math and reading to classroom teachers. Targeted students are provided with after school extended day tutoring services. Saturday School is offered eight weeks prior to the FCAT administration. Data is collected on students involved in these efforts and will be analyzed to drive instruction. Teachers work in grade group teams and have many opportunities for collaboration and planning for instruction. Students assigned an Academic Improvement Plan and who are at risk of being retained are provided a mentor, opportunities for a double reading block, one-on-one tutoring, Fast ForWord and a host of other remediation strategies. These retention prevention measures provide students with opportunities to make higher learning gains.

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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:Educational Excellence School Advisory Council (EESAC) recommended that the school budget be reviewed at the September EESAC meeting. EESAC recommended and approved plans for EESAC allocated funds.

Training:EESAC recommended training needs for the School PEP. EESAC members read and reviewed current EESAC policies and procedures. An EESAC member disseminated monthly minutes to all staff and stakeholders. An EESAC member has been trained as a PACES Professional Growth Team member. The EESAC Chairperson attended the I Choose! District Conference.

Instructional Materials:EESAC recommended instructional objectives and strategies for the School PEP. An EESAC member participated in the International Baccalaureate Primary Year Program Action Planning.

Technology:EESAC recommended technology strategies for each objective on the School PEP.

Staffing:EESAC recommended selected staff members for implementation responsibilities of targeted strategies on the School PEP.

An EESAC member is represented on the school's interviewing committee.

Student Support Services:EESAC recommended that funds be provided to sponsor awards, special incentives and field trips for the recognition of student achievement, perfect attendance and Level 3 performance on the FCAT.

School Safety and Discipline:EESAC recommended school safety and discipline issues for the school. An EESAC member participated on the school's safety committee, Youth Crime Watch and Critical Incident Response Team.

Other Matters of Resource Allocation:EESAC recommended the recruitment of community support agencies and Dade Partners to provide additional on-site resources used to encourage higher academic performance.

Benchmarking:EESAC recommended objectives and strategies in the development of the School SPEP, Action Plan and benchmarking activities for grades kindergarten through fifth.

EESAC chair and UTD representative participated in Assessing Mid-Year Progress and Adequate Yearly Progress ACCESS Center III conferences.

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TITLE I ASSESSMENT ISSUES

School Profile/ Needs Assessment: (continued)

Parent InvolvementThe annual Title I Orientation takes place during Open House. We actively seek to involve parents, guardians, and other community stakeholders in all school activities as collaborative partners in achieving school improvement through invitations, newsletters, calendars and flyers. Activities include Just-a-Cup of Coffee and Pledge, Honor Roll assemblies, Walk Your Child to School Day, Story Telling Night, parent workshops and promotional ceremonies. Parental concerns are also addressed with the assistance of the Community Involvement Specialist, Guidance Counselor and School Social Worker.

Family LiteracyWe address family literacy through quarterly parent workshops and parental access to computers to participate in on-line GED course work.

Third grade students are able to take home a Miami Herald or Miami Times newspaper twice a week to share with their parents and to promote reading in the home.

Parents in fifth grade are provided an opportunity to receive library cards for their child and themselves.

Additionally, we distribute neighboring community schools' flyers on class schedules and career preparation courses to our parents.

School ClimateWe strive to provide a safe and attractive learning environment where our students, parents and other stakeholders feel welcome and comfortable in our school. The school’s 2002 – 2003 parent climate survey indicates that parents feel the school effectively develops good study and work habits for their children and that their children are getting a good education at Earlington Heights Elementary School.

Health ServicesStudents in grades K, 1st, 2nd, and 4th and new students to the state of Florida in grades 3rd and 5th received vision and hearing screenings. Parents of students who fail these screenings are notified and received referrals to the appropriate agencies.

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

C D D D F

1999-20002000-20012001-20022002-2003

31 34 85

51 70

51

322

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 133 104 85

150

121

51

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

25 31 61

46 77

46

286

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 117 108 61

117

123

46

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)101561


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 74 245 57 16 20 7 0 74 261 47 19 23 8 3

2001-2002 68 240 57 16 21 6 0 69 261 41 23 28 7 1

2000-2001 79 234 78 233

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 63 259 56 13 24 8 0 63 272 37 30 25 3 5

2001-2002 68 260 60 15 9 15 1 68 261 54 16 22 7 0

2000-2001 83 263 55 10 30 5 0 84 235

1999-2000 89 234 78 10 9 3 0

1998-1999 103 210 82 11 7 1 0

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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 64 236 63 17 19 2 0 64 284 39 39 11 8 3

2001-2002 80 233 65 18 18 0 0 81 281 46 33 14 5 2

2000-2001 99 208 99 265 65 23 6 6 0

1999-2000 84 251 68 23 7 2 0

1998-1999 92 229 86 5 9 0 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

63 3 0 3 5 16 16 33 16 0 5 02002-2003 3.6

68 7 4 12 10 25 10 19 1 7 0 02001-2002 2.9

81 5 0 5 4 22 7 33 11 10 0 02000-2001 3.5

88 2 3 14 10 28 16 20 2 0 0 01999-2000 2.9

104 18 4 42 14 13 1 0 0 0 0 01998-1999 1.9

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

34 3 0 3 6 18 24 21 18 0 6 02002-2003 3.5

35 11 3 6 14 29 6 14 3 11 0 02001-2002 3

42 7 0 5 2 10 12 40 14 7 0 02000-2001 3.5

44 0 5 11 11 18 16 32 5 0 0 01999-2000 3.2

52 23 2 42 19 8 0 0 0 0 0 01998-1999 1.8

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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

29 3 0 3 3 14 7 48 14 0 3 02002-2003 3.6

33 3 6 18 6 21 15 24 0 3 0 02001-2002 2.9

39 3 0 5 5 36 3 26 8 13 0 02000-2001 3.4

44 5 2 16 9 39 16 9 0 0 0 01999-2000 2.7

52 13 6 42 10 19 2 0 0 0 0 01998-1999 2

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ObjectiveGiven instruction using the Sunshine State Standards, students in grade four will improve their Reading skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 FCAT administration, while 31 percent of each subgroup identified in the NCLB requirements will score at state mastery level.

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

X ( )

6

X ( )

7

X

School Name: Earlington Heights Elementary School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentThe results of the 2003 FCAT Reading Test, of students grades three through five, indicate that 31 percent scored at or above FCAT Achievement Level 3, 51 percent demonstrated acceptable learning gains and 51 percent of students scoring in the lowest 25 percent of the school's population achieved annual gains. Higher levels of achievement are needed in order to attain our current objective, a higher state accountability grade and NCLB Annual Yearly Progress.

Definition of Adequate Progress:Adequate progress will be deemed to be achieved if 33 percent of all students achieve level III or above on the 2004 administration of the FCAT and if 31 percent or greater of the students in each sub group identified in the NCLB requirements reach the state required mastery level or if the subgroups show 10 percent improvement in the percentage of students scoring below grade level in reading.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Reading Test. FCAT Reading pre-test in September, progress test in December and post test in May will provide evaluative data which will be used to monitor progress and guide instruction toward achievement of this objective.

Aligns with District Goal # 1 2 3 4 5 6 8 Other : See below

SAC members involved in the development of this objective:

Merendi, Christina Pellecchia, Henrietta Manfra, John Velado, Constance

Williams, Gretchen

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

. Provide experiences in locating, understanding and interpreting written information as related to career possibilities, including job applications.

*Reading LeaderDepartment Chair

Aug. '03 Jun. '04 1 Competency Based Curriculum(CBC)

. Use the Sunshine State Standards to instruct the reading benchmarks to all students grouped homogeneously for improvement of reading comprehension skills.

Reading Leader*Principal

Aug. '03 Jun. '04 2 Scott Foresman Reading Series,Competency Based Curriculum (CBC),Comprehensive Reading Plan (CRP) and FDOE Test Specifications

. Provide in-service training for teachers in the use of guided reading, CRISS, Fast ForWord, the Accelerated Reader Program and other reading research based strategies.

Reading Leader*Assistant Principal

Aug. '03 Jun. '04 3 Comprehensive Reading Plan (CRP)Procedures Manual and Accelerated Reader Program

. Utilize SuccessMaker, Accelerated Reader, Fast ForWordand/or other computer software to reinforce identified benchmarks and reading skills, i.e. phonics, phonemic awareness, vocabulary, fluency and comprehension.

Technology Facilitator*Assistant Principal

Aug. '03 Jun. '04 4 SuccessMaker Computer Software and Compass Learning SoftwareAccelerated Reader

. Provide quarterly workshops in reading comprehension and phonics, engaging parents in “make and take” activities that foster student achievement in all grades.

Community Involvement Specialist

*Reading Leader

Aug. '03 Jun. '04 5 Teacher developed materials for "make and take" activities

. Implement intervention strategies in reading to remediate identified students in all subgroups scoring at levels I and II on the FCAT Reading Test through small group instruction the extended day program, and/or Saturday School.


Aug. '03 Jun. '04 6 Soar to Success, HOSTS, Hooked on Phonics and Comprehensive Reading Plan (CRP) Fast Forward, ICU

. Establish a compact with parents to read with their children thirty minutes daily.


*Assistant Principal

Sep. '03 Jun. '04 7 School-site generated Compact

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).

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ObjectiveGiven instruction using the Sunshine State Standards, students in grade four will improve their Writing skills as evidenced by a 1 percent point increase in the percent of students scoring 4.0 or higher on the 2004 FCAT administration, as compared to 2003.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


Performance Grade: C School Performance Excellence Goal: # 2 : Writing



Needs AssessmentThe results of the 2003 FCAT Writing Test indicate that an average of 85 percent of grade four students scored 3.0 and 3.5 or higher. Higher levels of achievement are needed in order to attain our current objective and a higher state accountability grade.

Definition of Adequate Progress:Adequate progress will be achieved if students in grade four increase their writing skills as evidenced by a 1 percent point increase in the percent of students scoring 4.0 or higher on the 2004 FCAT administration, as compared to 2003.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Writing Test, FCAT Writing pre-test in September, FCAT Writing progress test in December and post test in May. These assessments will provide evaluative data which will be used to monitor progress and guide instruction toward achievement of this objective.



Albanis, Maria Manfra, John Pellecchia, Henrietta

Velado, Constance Williams, Gretchen


171561

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide experiences for all students to create various forms of writing related to career possibilities including letters, reports, and the completion of work application forms.

*Reading LeaderDepartment Chair

Aug. '03 Jun. '04 1 Competency Based Curriculum (CBC), Comprehensive Reading Plan (CRP)

. Use the Sunshine State Standards to instruct writing across the curriculum to develop short and extended responses in grades 2 - 5.


Aug. '03 Jun. '04 2 Competency Based Curriculum (CBC), Comprehensive Reading Plan (CRP), Scott Foresman Reading, Harcourt Brace Social Studies and Science text books

. Provide in-service training for teachers to enhance their knowledge of rubric scoring.


Aug. '03 Jun. '04 3 Florida Writing Assessment Practice Book with Keys to Effective Writing and The Right Way to Florida Writes

. Infuse technology into the curriculum of grades 3 – 5 to reinforce effective writing skills needed to complete prompts and short/extended responses.

*Technology FacilitatorDepartment Chair

Aug. '03 Jun. '04 4 NCS Learn Writer's Studio

. Provide quarterly workshops in keys to effective writing, engaging parents in “make and take” activities that foster student achievement in all grades.




. Implement intervention strategies in writing to remediate students who have been identified as the lowest performing, through small group instruction and/or the Wednesday Writing Workshop program.


Aug. '03 Jun. '04 6 Competency Based Curriculum (CBC) and The Right Way to Florida Writes

. Establish a compact with parents to assist their children with real life writing opportunities, i.e. personal letters, journals, grocery lists.



Aug. '03 Jun. '04 7 School-site generated Compact

. Use the Florida Writing Assessment Practice Book to provide instruction in keys to effective writing.


Aug. '03 Jun. '04 8 Bi-weekly writing prompts and Florida Writing Assessment Practice Book with Keys to Effective Writing


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ObjectiveGiven instruction using the Sunshine State Standards, students in grades three through five will improve their Mathematics skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 FCAT administration, while 38 percent of each subgroup identified in the NCLB requirements will score at state mastery level.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


Performance Grade: C School Performance Excellence Goal: # 3 : Mathematics



Needs AssessmentThe results of the 2003 FCAT Mathematics Test indicate that 34 percent of students in grades three through five have scored at or above FCAT level 3 and 70 percent demonstrated acceptable learning gains. Higher levels of achievement are needed in order to attain our current mathematics objective, a higher state accountability grade and NCLB Adequate Yearly Progress.

Definition of Adequate Progress:Adequate progress will be deemed to be achieved if 36 percent of all students achieve level III or above on the 2004 administration of the FCAT and if 38 percent or greater of the students in each sub group identified in the NCLB requirements reach the state required mastery level or if the subgroups show 10 percent improvement in the percentage of students scoring below grade level in mathematics.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Mathematics Test. Tri-Weekly Mathematics Strands Assessments, FCAT Mathematics pre-test in September, progress test in December and post test in May will provide evaluative data which will be used to monitor progress and guide instruction toward achievement of this objective.



Hicks, Andrew Manfra, John Merendi, Christina Pellecchia, Henrietta



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STRATEGIES

Start Date

End Date

Timeline



person.


. Provide activities, for all students, that emphasize career connections to the mathematical strands including measurements, data analysis, and geometry.

Department Chair*Principal

Aug. '03 Jun. '04 1 Sunshine State Standards, Competency Based Curriculum (CBC)

. Use the Sunshine State Standards to instruct the mathematical strands to all students, emphasizing problem solving and higher order thinking skills.

Assistant Principal*Principal

Aug. '03 Jun. '04 2 Houghton Mifflin Math Central Mathematics Series, Competency Based Curriculum (CBC), FDOE Test Specifications and MDCPS Item Banks

. Provide in-service training for teachers on research based strategies to improve mathematics instruction of the Sunshine State Standards strands, such as "Everyday Math".


Aug. '03 Jun. '04 3 Competency Based Curriculum (CBC) and Houghton Mifflin Teacher's Editions, Everday Math

. Utilize SuccessMaker, Compass Learning and/or other computer software to reinforce identified mathematical strands, problem solving and critical thinking skills in all grades.

Technology Facilitator*Assistant Principal

Aug. '03 Jun. '04 4 SuccessMaker and Compass Learning Computer Software

. Provide quarterly workshops in the Sunshine State Standards and mathematical strands, engaging parents in “make and take” activities that foster student achievement in all grades.




. Implement intervention strategies in mathematics to remediate students identified in all subgroups scoring at levels I and II on the FCAT Mathematics Test, through small group instruction, the extended day program and/or Saturday School.


Aug. '03 Jun. '04 6 Competency Based Curriculum (CBC), FDOE Test Specifications and MDCPS Item Banks

. Establish a compact with parents to provide real life situations that reinforce mathematics skills for their children, i.e. price comparison, coupon saving.



Aug. '03 Jun. '04 7 School-site generated Compact


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ObjectiveGiven instruction using the Sunshine State Standards, students in grade five will increase their knowledge of science process skills as evidenced by a 6 percentage point increase in the average score on school-site tests administered in September 2003 and April 2004, as documented in teacher logs.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentThe results of the 2003 Science Ready Test indicate that grade five students scored a mean of 233. Higher levels of achievement are needed in order to attain the current objective.

Definition of Adequate Progress:Adequate progress will be achieve if students in grade five increase their knowledge of science process skills as evidenced by a 6 percentage point increase in the average score on school-site tests administered in September 2003 and April 2004, as documented in teacher logs.

Evaluation:This objective will be evaluated by scores of the school- site pre and post tests administered in September 2003 and April 2004. Tri-weekly strand assessments will provide evaluative data, which will be used to monitor progress and guide instruction toward achieving this objective.



Merendi, Christina Hicks, Andrew Albanis, Maria Turner, Precyous



211561

STRATEGIES

Start Date

End Date

Timeline



person.


. Develop career awareness for all students through weekly school-wide presentations, utilizing science career biographies.

Reading Leader, *Department Chair, Classroom Teachers

Sep. '03 Jun. '04 1 Sunshine State Standards, Scott Foresman Science Textbooks

. Align instruction of science strands with Sunshine State Standards for all students, emphasizing higher order thinking skills to respond to extended and multiple choice questions.

*Assistant Principal, Classroom Teachers

Sep. '03 Jun. '04 2 Sunshine State Standards, Scott Foresman Science Textbooks

. Provide inservice training for teachers to improve instruction of the Sunshine State Standards science strands.

Assistant Principal, *Principal

Sep. '03 Jun. '04 3 Sunshine State Standards

. Continue to utilize the Science Lab to provide bi-weekly hands-on activities that promote higher order thinking, for students in grades Kindergarten-five.

Classroom Teachers, *Assistant Principal


. Provide parent quarterly workshops in the Sunshine State Standards, engaging parents in “make and take” activities that foster student achievement of the science strands in all grades.

Community Involvement Specialist, *Assistant

Principal


. Administer a pretest, in grades three through five, to determine students’ science comprehension levels in an effort to focus instruction on individualized areas of need.

Reading Leader, *Assistant Principal

Sep. '03 Jun. '04 6 Sunshine State Standards, District Science Pre-Test


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ObjectiveUtilizing the Daily Attendance Bulletin to monitor attendance, the attendance rate of all students will improve in the fourth nine weeks as evidenced by a .75 percent increase in the school’s percentage of attendance during the 2003-2004 school year, as compared to the fourth nine weeks of 2002-2003 school year, as documented on the Miami-Dade County Public Schools Percentage of Attendance Fourth Grading Period Report.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


Performance Grade: C School Performance Excellence Goal: # 5 : Other



Needs AssessmentThe Miami-Dade County Public Schools Percentage of Attendance Fourth Grading Period Report during the 2002-2003 school year indicates that Earlington Heights Elementary School had an attendance percentage of 93.4 with a rating of 172 out of 199 elementary schools. Better attendance is needed to achieve higher levels of student achievement.

Definition of Adequate Progress:Adequate progress will be achieved if the attendance rate of all students improve in the fourth nine weeks as evidenced by a .75 percent increase in the school’s percentage of attendance during the 2003-2004 school year, as compared to the fourth nine weeks of 2002-2003 school year, as documented on the Miami-Dade County Public Schools Fourth Grading Period Report.

Evaluation:The objective will be evaluated by the Miami-Dade County Public Schools Percentage of Attendance Fourth Grading Period Report for the 2003-2004 school year. The schools’ daily attendance bulletin will be used to monitor daily progress.

Aligns with District Goal # 1 2 2 3 4 5 6 8 Other : See below


Albanis, Maria Cherry, Zina Martin, Jacqueline Shaw, Delores



231561

STRATEGIES

Start Date

End Date

Timeline



person.


. Organize an attendance committee to meet on a quarterly basis, to plan, implement, and monitor attendance improvement activities.

*PrincipalAssistant Principal

Sep. '03 Jun. '04 1 Attendance Bulletin

. Provide opportunities for students to receive incentive-based awards for perfect attendance, including weekly grade level drawings and Dade Partner support.

*PrincipalAssistant Principal

Sep. '03 Jun. '04 2 Attendance Bulletin, Teacher Grade books

. Establish and disseminate a compact with parents to send their child to school on a daily basis.



Sep. '03 Jun. '04 3 School-site generated compact

. Display perfect attendance flags for classrooms with perfect attendance in the attendance office and announce perfect attendance on a daily basis through the closed-circuit television system.

Media Specialist*Principal

Sep. '03 Jun. '04 4 Attendance Bulletin

. Conduct an attendance presentation during the Fall of 2003 at Open House for all parents in attendance.

*PrincipalTeachers

Sep. '03 Jun. '04 5 Parent/Student Handbook


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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.

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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.

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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.

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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

281561

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.

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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

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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

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PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

Kindergarten Student Assessment Instrument Staff Development Teachers: 67Administrators: 0

Others: 0

Yes, New Teacher Training

CRP Assessment Mini Training Teachers: 14Administrators: 0

Others: 0


Overview of CRP Teachers: 77Administrators: 0

Others: 0

Yes,New Teacher Training

Title I Instructional Fair Reading/Language Arts Teachers: 50Administrators: 100

Others: 0


Feeder Pattern Planning Reading Teachers: 100Administrators: 0

Others: 0

No

Compass Learn Workshop Reading Teachers: 25Administrators: 0

Others: 0


Reading Is Fundamental Teachers: 100Administrators: 0

Others: 0

No

Scott Foresman Reading Inservice for K-5 Teachers: 77Administrators: 0

Others: 0

No

FCAT Specialist Grade Level Meeting Teachers: 100Administrators: 0

Others: 0


Hooked-On-Phonics Mini In-Service Teachers: 100Administrators: 0

Others: 0

No

HOSTS Workshop Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C



Project OWL for 2nd Grade Teachers: 100Administrators: 0

Others: 0


Miami Northwestern Feeder Pattern Vertical Team for English Teachers: 100Administrators: 0

Others: 0

No

Project BEAR Teachers: 33Administrators: 0

Others: 0


Kinder-Garden Professional Development Workshop Teachers: 100Administrators: 0

Others: 0


SPP Staff Development Teachers: 100Administrators: 100

Others: 0


Responding Leader Staff Development 1st Semester Teachers: 100Administrators: 0

Others: 0

No

Project OWL Training for Reading Leaders Teachers: 100Administrators: 0

Others: 0

No

DRA Training Teachers: 32Administrators: 0

Others: 0


Compass Learning Teachers: 33Administrators: 0

Others: 0


Richard Gentry's Spelling Workshop Teachers: 100Administrators: 0

Others: 0

No

Reading Standards Staff Development Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C



Theodore Gibson Project Sponsor's Workshop Teachers: 100Administrators: 0

Others: 0

No

BELL and High/Scope Teachers: 100Administrators: 0

Others: 0

No

FCAT Specialist Reading Workshop Teachers: 100Administrators: 0

Others: 0

No

DRA and ICU Staff Development for Reading Leader Teachers: 100Administrators: 0

Others: 0

No

CRP Model Lesson Teachers: 100Administrators: 0

Others: 0


FCAT Reports and Intervention Teachers: 100Administrators: 0

Others: 0

No

Accelerated Reader Workshop Teachers: 100Administrators: 0

Others: 0


Reading Leader Staff Development - 2nd Semester Teachers: 100Administrators: 0

Others: 0

No

Reading Assessment and the LEP Child Teachers: 100Administrators: 0

Others: 0

No

Accelerated Reader Workshop Up-Date Teachers: 71Administrators: 0

Others: 0

No

The Comprehensive Reading Plan for Music Teacher Teachers: 100Administrators: 0

Others: 0


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APPENDIX C



Literacy-Is My Job As An SLP Teachers: 100Administrators: 0

Others: 0

No

Transition Schools Mid-Year Meeting Teachers: 100Administrators: 0

Others: 0

No

FCAT Specialist Model Lesson and Follow Up Teachers: 67Administrators: 0

Others: 0

No

Grade Level Meeting for Grades 3 - 5 Reading Teachers: 100Administrators: 0

Others: 0

No

FCAT Reading Item Test Specialist Inservice Teachers: 100Administrators: 0

Others: 0

No

FCAT Reading Teachers: 100Administrators: 0

Others: 0

No

Vertical Team for English Teachers: 100Administrators: 0

Others: 0

No

Literacy and Students Using AAC System Teachers: 100Administrators: 0

Others: 0

No

Training Meetings for Implementation of Grade 3 Student Portfolio Guidelines Teachers: 100Administrators: 100

Others: 0


Extended Response Inservice Teachers: 100Administrators: 0

Others: 0


America Reads Training Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C



Professional Staff Development Curriculum Mapping Workshop Teachers: 55Administrators: 0

Others: 0

No

Professional Staff Development Workshop Teachers: 45Administrators: 0

Others: 0

No

Title II Teacher and Principal Quality Program Curriculum Mapping Teachers: 50Administrators: 0

Others: 0

No

ACCESS 2 Learn Workshop Teachers: 27Administrators: 0

Others: 0


Provided or in Progress in the Area of Writing Instruction


The Right Way to Florida Writes Teachers: 50Administrators: 0

Others: 0

No

FCAT Specialist Grade Level Meeting Teachers: 100Administrators: 0

Others: 0

No

Reading Leader Meeting Writing Inservice Teachers: 100Administrators: 0

Others: 0

No

Grade Level Meeting Teachers: 75Administrators: 0

Others: 0

No

FCAT Specialist Reading/Writing Model Lesson and Follow-Up Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C

Provided or in Progress in the Area of Writing Instruction


FCAT Writing Teachers: 100Administrators: 0

Others: 0


For the Love of Writing Teachers: 100Administrators: 0

Others: 0

No

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Mathematics and Science Professional Development Project Teachers: 100Administrators: 0

Others: 0

No

Title I Instructional Fair Math Teachers: 100Administrators: 100

Others: 0

No

Compass Learning Workshop for 3rd and 5th grade Teachers Teachers: 100Administrators: 0

Others: 0

No

Feeder Pattern Planning Math Teachers: 100Administrators: 0

Others: 0

No

Teachline Math Teachers: 18Administrators: 0

Others: 0

No

Feeder Pattern Vertical Team for Mathematics Teachers: 100Administrators: 0

Others: 0

No

Mathematics Teacher Forum Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Science-Mathematics Workshop Teachers: 50Administrators: 0

Others: 0

No

Mathematics Staff Development Teachers: 100Administrators: 0

Others: 0

No

FCAT Reading and Math Teachers: 100Administrators: 0

Others: 0

No

ACCESS 3 Math/Science Inservices Teachers: 100Administrators: 0

Others: 0

No

Science/Math Workshop Teachers: 100Administrators: 0

Others: 0

No

Miami Northwestern Senior High School Feeder Pattern Vertical Team for Math Teachers: 100Administrators: 0

Others: 0

No

FIU Mathematics and Science Professional Development Institutes Teachers: 100Administrators: 0

Others: 0

No

ACCESS 2 Learn Workshop Teachers: 100Administrators: 0

Others: 0


Title II Elementary New Teacher Institute Teachers: 100Administrators: 0

Others: 0

No

381561


APPENDIX C

Other Professional Development Provided or in Progress


FTE Workshop Teachers: 0Administrators: 0

Others: 100

No

Provided or in Progress in the Area of Science Instruction


Mathematics and Science Professional Development Project Teachers: 100Administrators: 0

Others: 0

No

Inquiry Matters! Teachers: 100Administrators: 0

Others: 0

No

Science-Mathematics Workshop Teachers: 50Administrators: 0

Others: 0

No

Science Inservice Teachers: 18Administrators: 0

Others: 0

No

ACCESS 3 Math/Science Inservice Teachers: 100Administrators: 0

Others: 0

No

Math/Science Workshop Teachers: 100Administrators: 0

Others: 0

No

FIU Math and Science Professional Development Institute Teachers: 100Administrators: 0

Others: 0

No

Title II Elementary New Teacher Institute Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C



Kindergarten Student Assessment Instrument Staff Development Teachers: 100Administrators: 0

Others: 0


TEAM Program Staff Development Services Teachers: 100Administrators: 0

Others: 0

No

Procedures in the Music Class: Classroom Management Teachers: 100Administrators: 0

Others: 0

No

FCAT in the Music Classroom Teachers: 100Administrators: 0

Others: 0

No

The Paper Chase Teachers: 100Administrators: 0

Others: 0

No

The Comprehensive Reading Plan for Music Teacher Teachers: 100Administrators: 0

Others: 0

No

Professionalism Teachers: 100Administrators: 0

Others: 0

No

DECA Workshop Teachers: 100Administrators: 0

Others: 0

No

Title I Instructional Fair Teachers: 100Administrators: 100

Others: 0

No

Workshop for African American History Advocates Teachers: 100Administrators: 0

Others: 0

No

Instructional Technology Conference Teachers: 43Administrators: 0

Others: 0

No

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APPENDIX C



FTE Workshop Teachers: 0Administrators: 0

Others: 100

No

School Violence Prevention Demonstration Program Teacher Workshop Teachers: 13Administrators: 0

Others: 0

No

Staff Development for AEP Schools Utilizing Art Appreciation Teachers: 100Administrators: 0

Others: 0

No

District-Wide Speech Inservice Teachers: 100Administrators: 0

Others: 0

No

Isometric Fitness Workshop Teachers: 50Administrators: 0

Others: 0

No

Drugs, Gangs, and Corruption in Latin America Workshop Teachers: 50Administrators: 0

Others: 0

No

New Teacher Orientation Make-Up Session Teachers: 80Administrators: 0

Others: 0

No

School-to-Career Conections Training Teachers: 100Administrators: 100

Others: 0

No

Technology for Assessment Training for LAP-D Scoring - Pre-K Teachers: 100Administrators: 0

Others: 0

No

New Music Teacher Inservice Teachers: 100Administrators: 0

Others: 0

No

Informational Meeting for Elementary Technology Contacts Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C



WISE for ESE Teachers Teachers: 100Administrators: 0

Others: 0

No

Higher Order Thinking Skills Workshop for Elementary Schools Teachers: 100Administrators: 0

Others: 0

No

TEC Leader Conference Teachers: 100Administrators: 0

Others: 0

No

Fitnessgram Testing Program Teachers: 50Administrators: 0

Others: 0

No

Ethics Professional Development Program Teachers: 100Administrators: 0

Others: 0

No

Florida Music Educators Association Conference Teachers: 100Administrators: 0

Others: 0

No

Midwest Music Convention Teachers: 100Administrators: 0

Others: 0

No

Training for Newly Selected ESE Teachers Teachers: 100Administrators: 0

Others: 0

No

Microsoft Training for Microsystems Technicians Teachers: 100Administrators: 0

Others: 0

No

District-Wide Meeting Addressing Critical Information for Elementary LD/VE Teachers Teachers: 100Administrators: 0

Others: 0

No

22nd Annual Music/Education Day Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C



Dynavox Inservice for Speech Pathologists Teachers: 100Administrators: 0

Others: 0

No

NCS Learn Workshop Teachers: 41Administrators: 0

Others: 0

No

Internet and Technical Training Teachers: 100Administrators: 0

Others: 100

No

High-Order Thinking Skills Workshop Teachers: 100Administrators: 0

Others: 0

No

Indoors Activities Teachers: 100Administrators: 0

Others: 0

No

Training for FCAT and SAT Administrators and Proctors Teachers: 100Administrators: 0

Others: 100

No

Dynavox-Breakthrough Teachers: 100Administrators: 0

Others: 0

No

Microsoft Training Teachers: 0Administrators: 0

Others: 100

No

Outlook E-Mail Training Teachers: 0Administrators: 0

Others: 100

No

Budgeting and Interpreting Financial Reports (Advance) Teachers: 0Administrators: 100

Others: 0

No

Arts and ESE Workshop Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C



Line Dancing Workshop Teachers: 100Administrators: 0

Others: 0

No

Let's Get Ready to Learn Teachers: 0Administrators: 0

Others: 100

No

Serving It Safe Training Teachers: 0Administrators: 0

Others: 100

No

Annual Required Blood-borne Pathogen Training Teachers: 100Administrators: 0

Others: 100

Yes

Spring Registration Training Teachers: 0Administrators: 0

Others: 100

No

Elementary Golf Workshop Teachers: 100Administrators: 0

Others: 0

No

Leadership Development Seminar Teachers: 100Administrators: 100

Others: 0

No

African-American History Advocates Meeting and Florida State of Black Stidies Teachers: 100Administrators: 0

Others: 0

No

End of the Year Technology Facilitator Meeting Teachers: 100Administrators: 0

Others: 0

No

Technology Meeting Teachers: 100Administrators: 0

Others: 100

No

Teacher Presentation Workshop Teachers: 100Administrators: 0

Others: 0

No

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APPENDIX C



Paraprofessional Test Preparation Workshop Teachers: 0Administrators: 0

Others: 100

No

Assistant Principals' Summer Institute Teachers: 0Administrators: 100

Others: 0

No

Closing of School Conference for New Teachers Teachers: 100Administrators: 0

Others: 0

No

PACES Teachers: 44Administrators: 0

Others: 0


I Choose Teachers: 100Administrators: 0

Others: 0

No

Title One Procedures Teachers: 0Administrators: 50

Others: 0

Yes, Annual Training

School Performance Excellence Plan Teachers: 0Administrators: 50

Others: 0


Attendance Boundary Committee(ABC)Process Teachers: 0Administrators: 50

Others: 0

No

LEP and META Compliance Teachers: 0Administrators: 100

Others: 0

NO

Civil Rights Compliance and Sexual Harassment Teachers: 0Administrators: 100

Others: 0


No Child Left Behind Act Teachers: 0Administrators: 50

Others: 0

Yes

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APPENDIX C



ACCESS Centers: New Pathways Teachers: 0Administrators: 50

Others: 0

No

QZAB Teachers: 0Administrators: 50

Others: 0

No

Leadership Seminar Teachers: 0Administrators: 50

Others: 0

No

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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 plan - miami-dade county public schools

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