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School Performance Excellence Plan

School Name and Number : 6021 - Arvida Middle School

Principal: Herbert Koross Telephone #: (305) 385-7144

High School Feeder Pattern: 7361 - Miami Killian Senior

ACCESS Center Five Board District #: 7 - Mr. Frank J. Cobo

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.

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 6021 - Arvida Middle School

SCHOOL PERFORMANCE EXCELLENCE PLAN

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

Vision/Mission/Belief Statement(s):

VISION: Arvida Middle School is a school of excellence. We have a clear vision for the school and its students that is reflected in the comprehensive mission statement and Blueprint 2000 goals. This vision is being implemented through specific objectives and policies and creative programs. School leadership has created a sense of shared purpose among faculty, students, parents, and the community, uniting all in a true quest for excellence.Although we view our school’s various instructional components as interlocking pieces of a puzzle, we see our students as the whole picture. We strive to engage students in an active quest for excellence. The school prepares students for lifelong learning and leadership roles in high school and post secondary education. It fosters creative and scientific inquiry through an innovative curriculum. Arvida Middle School seeks to produce learners who achieve at their maximum potential. We envision our students as future adults who are technologically advanced, academically well-rounded, and always mindful of their responsibility to set positive examples for others and help their fellow citizens. To realize our goals, Arvida Middle School will develop curricular programs and instructional initiatives, policies, and resources that are appropriately national in scope. In order to realize the objectives for improving student achievement, strengthening social and technological skills, and contributing to the global economy of the future, Arvida will form partnerships of many kinds with local businesses, with post-secondary academic institutions, and with the community. In all of these partnerships, Arvida seeks to close the gaps in student achievement and improve educational opportunities. These are the building blocks of our school.

MISSION: Arvida Middle School exemplifies a progressive commitment to recapturing traditional excellence and incorporating innovative approaches into the educational process. We believe in meeting the students where they are and assisting them in reaching their potential, while encouraging them to reach for higher goals.

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2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 6021 - Arvida Middle School

SCHOOL PERFORMANCE EXCELLENCE PLAN

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

Title I Schoolwide Program: NoComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Arvida Middle School

Given instruction using Sunshine State Standards, students in grades 6-8 will improve their mathematics skills as evidenced by a maintenance of or a 2 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT Mathematics test, while 38% of each subgroup identified in the NCLB requirements will score at state mastery level.

Given instruction using the Competency-Based Curriculum, students in the accountability calculations will increase their reading skills as evidenced by maintenance of or an increase of 2 percentage points in the percent of students scoring at or above FCAT achievement level 3 or higher, while 31% of each subgroup identified in the NCLB requirements will score at state mastery level on the 2004 administration of the FCAT test.

Given instruction using the Integrated Science curricula correlated to the Sunshine State Standards, students in grade 8 will improve their science skills as evidenced by a maintenance of or a 2 percentage increase in the number of students scoring at or above the District mean scale score as documented by scores of the 2004 FCAT Science Test as compared to the results of the 2003 FCAT Science Test.

By increasing communication with fifth grade teachers and parents, we will increase the percentage of students from our underrepresented groups by 2 percentage points in our advanced and gifted mathematics classes.

Governor Jeb Bush has challenged the State of Florida to raise the educational bar for student achievement. His educational plan assigns letter grades to schools in an attempt to foster educational accountability. Arvida Middle School has generated outstanding test scores and student attendance during the 2002-2003 school year. The 2003-2004 School Performance Excellence Plan is designed to meet the challenges of student achievement and the school sites quest for excellence. The school and community working together will ensure an educational experience that promotes the well-being and success of each student to meet national, state, local, and school goals.

Educational reform and student accountability are of paramount importance. If students are to effectively assume leadership roles and insure societal advances, higher order thinking skills, and character education, positive interaction skills must be mastered. Arvida Middle School has incorporated these objectives in its quest for excellence. Arvida Middle School has an increasingly diverse population of more than 1849 students in grades sixth, seventh, and eighth who participate in a multifaceted curricular program that exceeds the requirements for middle schools established by the district. The goal of the school is to achieve performance excellence through exemplary initiatives and programs that have linkages and applications to national, state and district accountability standards in preparing students for the 21st century and lifelong learning.

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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.

Arvida Middle School provides an educational program for students in grades sixth, seventh, and eighth which utilizes the Sunshine State Standards and Competency-Based Curriculum as its main curriculum focus. Arvida Middle School also provides services to children with special needs, which include emotionally handicapped, educable mentally handicapped, learning disabled, and physically impaired. High achieving students are serviced via advanced, honors, and gifted classes, in the core academic areas. Students in some of these areas are eligible for high school credit in seven academic areas such as Geometry, Algebra, Earth/Space Science,Honors Gifted Geometry, Biology, Spanish and French. Additionally, students in grades sixth and seventh are eligible to participate in the Academy programs, advanced academic programs that stress an interdisciplinary approach to learning. Selected students that scored a level 1 or 2 on the FCAT reading or the FCAT mathematics exams have been placed in either an elective reading or mathematics class. We will continue to have a collaborative program with FIU where select Level 1 students will receive tutoring from CRISS trained FIU educaction students at Arvida Middle School. A computer lab, supervised by a technology coordinator, allows for classroom teachers to sign up for computer application activities. Finally, the school’s technology initiatives have expanded to include at least one computer in each classroom, two computer labs, two portable lap-top labs, one of which is for ESE students, and Internet access school-wide.

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:Arvida Middle School is a school of excellence. We have a clear vision for the school and its students that is reflected in the comprehensive mission statement and Blueprint 2000 goals. This vision is being implemented through specific objectives and policies and creative programs. School leadership has created a sense of shared purpose among faculty, students, parents, and the community, uniting all in a true quest for excellence.Although we view our school’s various instructional components as interlocking pieces of a puzzle, we see our students as the whole picture. We strive to engage students in an active quest for excellence. The school prepares students for lifelong learning and leadership roles in high school and post secondary education. It fosters creative and scientific inquiry through an innovative curriculum. Arvida Middle School seeks to produce learners who achieve at their maximum potential. We envision our students as future adults who are technologically advanced, academically well-rounded, and always mindful of their responsibility to set positive examples for others and help their fellow citizens. To realize our goals, Arvida Middle School will develop curricular programs and instructional initiatives, policies, and resources that are appropriately national in scope. In order to realize the objectives for improving student achievement, strengthening social and technological skills, and contributing to the global economy of the future, Arvida will form partnerships of many kinds with local businesses, with post-secondary academic institutions, and with the community. In all of these partnerships, Arvida seeks to close the gaps in student achievement and improve educational opportunities. These are the building blocks of our school.

Student services are provided to address student needs, such as academic, individual and group counseling. Although they are not academic in nature, these services have a strong impact on achievement.

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

This school employs a total of 113 full-time staff members and 26 part-time staff members. Of the full-time staff group, 5 are administrators, 79 are classroom teachers, 7 are exceptional student teachers, 4 are guidance counselors, 1 is a career specialist, 5 are classroom paraprofessionals, 1 is a computer specialist, 12 are clerical employees, 5 are security monitors, and 9 are custodial workers. Of the teaching staff, 6.3 percent are teachers new to the school, 33 have a masters degree and 11 have their PHD. Of the teacher staff, 49% is White, 21% is Black, 27% is Hispanic, and 3% is Asian.

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

Arvida Middle School is located on 9.193 acres in southwest Miami Dade County at 10900 SW 127 Avenue. A two-story, 63 classroom building encompasses an auditorium on the first floor and a media center on the second floor. Administrative offices, three vocational classrooms, and two computer labs occupy the first floor while the remaining academic programs are housed on the second floor. This 27-year old school, with a recent six-classroom addition, has been retro-wired to provide internet access to all classrooms. The media center includes a mini lab composed of fifteen computers and ten computers on wheels available for teachers to check out. In addition we purchased two portable lap-top labs, fifteen for the ESE classes and thirty for the other classes. A television production room is also housed in the media center, which allows students to create and televise morning announcements via closed circuit television on a daily basis. A fine arts wing is located on the second floor where band, orchestra, art, chorus, keyboard, and dance programs are conducted. We lost one portable and one relocatable, but a new concretable with eleven classrooms is scheduled to be available the second semester of the 2003-2004 school year.

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

Mission:

Core Values:

Arvida Middle School exemplifies a progressive commitment to recapturing traditional excellence and incorporating innovative approaches into the educational process. We believe in meeting the students where they are and assisting them in reaching their potential, while encouraging them to reach for higher goals.

Arvida Middle School is a school of excellence. We have a clear vision for the school and its students that is reflected in the comprehensive mission statement and Blueprint 2000 goals. This vision is being implemented through specific objectives and policies and creative programs. School leadership has created a sense of shared purpose among faculty, students, parents, and the community, uniting all in a true quest for excellence.Although we view various instructional components of our school as interlocking pieces of a puzzle, we see our students as the whole picture. We strive to engage students in an active quest for excellence. The school prepares students for lifelong learning and leadership roles in high school and post secondary education. It fosters creative and scientific inquiry through an innovative curriculum. Arvida Middle School seeks to produce learners who achieve at their maximum potential. We envision our students as future adults who are technologically advanced, academically well-rounded, and always mindful of their responsibility to set positive examples for others and help their fellow citizens. To realize our goals, Arvida Middle School will develop curricular programs and instructional initiatives, policies, and resources that are appropriately national in scope. In order to realize the objectives for improving student achievement, strengthening social and technological skills, and contributing to the global economy of the future, Arvida will form partnerships of many kinds—with local businesses, with post-secondary academic institutions, and with the community. In all of these, Arvida seeks to close the gaps in student achievement and improve educational opportunities. These are the building blocks of our school. The mission at Arvida Middle School exemplifies a progressive commitment to recapturing traditional excellence and incorporating innovative approaches into the educational process. We believe in meeting the students where they are and assisting them in reaching their potential, while encouraging them to reach for higher goals. Arvida Middle School has identified the following goals as the motivation for all endeavors undertaken by the school: we are dedicated to quality: quality of service, quality of relationships, and quality of communications; We believe that we should be, for all who are involved, a place of realized potential; and we believe that our responsibility is to the students, to the faculty and staff, and to the community and the society that we serve.

Please refer to Appendex A and B for legislative issues.

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

Arvida Middle School serves 1849 students from the surrounding neighborhood, including 63% standard curriculum students, 11% Exceptional Student Education students, 19% Gifted students, and 7% English for Speakers of Other Languages. The ethnic/racial makeup of the student population is 59% Hispanic, 24% Anglo, 13% African-American, 3% Asian, and 1% other. The mobility rate is 7%. The school is composed of students from a relatively middle to high-income bracket, while a smaller percentage of the student body represents a low-middle income bracket. These students require support to secure the children’s basic needs. These needs are addressed via the breakfast and free/reduced meal program of the school. Families identified in need of counseling support are referred to a variety of agencies for assistance. Academically, students performing below district and state guidelines are provided with remedial and tutorial services.

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

Arvida Middle School endeavors to link with the community in several ways. Several parent and community groups exist within the school, which allow for parental and community involvement as well as decision-making opportunities. The Education Excellence School Advisory Council (EESAC) is comprised of students, teachers, parents, non-instructional staff, administrators and a business partner. This committee meets once a month and discusses issues pertaining to student achievement. The Parent/Teacher/Student Association is an active group at the school responsible for recruiting parent volunteers and is very involved in fundraising money for school-related projects. Their assistance in school activities is essential, and through their efforts, the job of the staff is made much easier. Parent volunteers are utilized in a variety of ways including the “Listeners/Oyentes” program, America READS, and classroom assistance. The Dade Partners program includes seventeen businesses that participate through mentoring programs and Career Day presentations. These efforts all allow the school to maintain communication with its community as well as uniting external forces in the achievement of the students.

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.

Arvida Middle School enjoys a collaborative relationship with Florida International University, Miami Dade Community College, and University of Miami. These institutions offer student interns that work with low achieving students in the area of reading. Arvida Middle School, in turn, offers students the opportunity to observe and work with a mentor teacher. The majority of the eighth grade students will attend Miami Killian Senior High, and the staffs at both schools address educational continuity through articulation efforts. Currently, curriculum alignment activities are being planned for immediate implementation. Elementary articulation also occurs during the school year with activities such as a curriculum fair for parents, in-coming sixth grade orientation, elementary school visitations conducted by the electives department, and subject selection by counselors.

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 enrollment at Arvida Middle School has decreased slightly this school year due to our incoming 6th grade class being smaller than our out-going 8th grade class. The Florida Department of Education grades Arvida Middle School as an “A” school. The school is proud of its distinction as a national “Blue Ribbon School”.

Please refer to Staff Development (Appendex C).

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3.2 CompetitorsThis item explores the alternate schools available to students.

Parental fears of the elementary to middle school transition cause a small number of parents to opt for placing incoming sixth grade students in private schools and/or magnet programs, such as Charter Schools,Ammons Middle, South Wood Middle, Ransom Everglades, and Gulliver. Because of Arvida Middle School’s reputation, however, this number has not had a great impact on the enrollment.

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.

Arvida Middle School currently participates in a collaborative approach of leadership that includes department chairpersons, and the Educational Excellence School Advisory Council. Leaders in the school participate in the analysis of test scores, curriculum planning, and implementation of educational initiatives.

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

Enrollment at Arvida Middle School has decreased slightly due to the incoming 6th grade class being smaller than the out-going 8th grade class. Additionally, the composition of the school has changed to include a larger number of students from non-English language backgrounds. Our ESOL program continues to have three units, and we now have a BCC program, which will further enhance the acquisition of content area knowledge for Spanish speaking students. The staff has determined that these issues could have an impact on the school’s academic grading. A strong emphasis on the identification of low achieving students in the area of reading and math has taken place. Targeting these students through one-on-one tutorial programs, remedial courses, and parental workshops will allow for a positive impact on student achievement.

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

Arvida Middle School has identified several issues concerning challenges in learning. Among these are:Arvida Middle School serves a small percentage of students requiring transportation to school who also participate in the district's free/reduced meal programs. Some of these students also require remedial and tutorial assistance in the areas of reading, mathematics, and computer literacy skills. Due to a growing population of immigrant students, the ESOL program has expanded to include BCC classes in order to address the needs of these students.

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.

Arvida Middle School faces the challenges of cultural diversity. Although this diversity enriches all stakeholders, it also can cause some difficulties. The diverse cultural background of the staff requires much understanding and a greater commitment by all stakeholders to reach a common goal. We have three full-time beginning teachers, one part-time beginning teacher, and three new teachers to the building. In addition, our class sizes average about 35 students per class.

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

Arvida Middle School has had an increase of immigrant students which impacts communications from school to home. The school needs to expand the communication to parents in their home language. Weather conditions impact student movement from the portables to the main building; however, a new concretable is being built which will house 11 classrooms, and have an over-hang to protect students from the rain. The school needs to ensure that parents are receiving school communication regarding student academic progress.

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.

Arvida Middle School has identified several challenges relative to process improvement. Student scores on the FCAT Reading Test for 2003 indicate that 22 percent of our students scored at FCAT Achievement Level 1, and 20 percent scored at Level 2. On the FCAT Mathematics Test, 28 percent of the students scored at Level 1, and 21 percent scored at Level 2.

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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.

Arvida Middle School has identified several issues concerning improvement in educational design and support programs. Arvida Middle School serves a small percentage of students requiring transportation to school who also participate in the district's free/reduced meal program. Some of these students also require remedial and tutorial assistance in the areas of reading, mathematics, and computer literacy skills. To enhance the academic skills of these students, a remedial reading elective, a remedial math elective, and after school tutorial services, which utilize computers as an instructional tools, are currently being implemented. A Saturday Tutorial program will begin in October where parents will receive free lessons on basic computer skills and students will be tutored in Mathematics and Language Arts. Students from FIU will tutor low achieving students at Arvida. Additionally, all students will develop computer literacy skills via computer lab participation in their language arts and mathematics classes. Additionally a paraprofessional works with students who scored FCAT level 1 on the FCAT Reading Test. Finally, due to a growing population of immigrant students, the ESOL program has expanded to include BCC classes in order to address their needs.

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.

Arvida Middle School has identified several issues concerning improvement in the education delivery process. Among these are tutoring and establishing an elective reading class and an elective math class for students receiving a Level 1 or 2 on the FCAT exam. Cultural diversity training through inservices will be held this school year. Measures are being taken to have all the core teachers CRISS trained and for teachers to be individually recognized on a personal basis. The instructional program will be supported by a higher teacher/administrative presence. Through the identification of preventative strategies and uniformed instructional strategies, department chairs and administration will delineate a school-wide plan of classroom strategies that will assist in the increase of student achievement.

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.

Arvida Middle School has had an increase of immigrant students entering our school. The school needs to expand the communication to parents in their home language. In order to address this need, a committee will be created to help translate all official school forms, and evening parent meetings will be held in Spanish to assist these parents with their concerns. Weather conditions impact student movement from the portables to the main building. Currently a concretable is being built which will house 11 classrooms and have an overhang that will connect the portables and the main building. The school needs to ensure that parents are receiving school communication regarding student academic progress. All school communication will require the signature of the parents so that school staff can ensure that parents have received school-related information. Increased security measures have been implemented to prevent future loss of electronic equipment. Additionally, lap top computers were purchased for teachers in the portable classrooms. This allows for computer equipment to be secured inside the building daily.

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.

Arvida Middle School has identified several issues concerning challenges in Process Improvement. Scores on the FCAT Reading and Mathematics Test for 2003 indicate that assistance is needed for students scoring at level 1 and level 2. In order to address this need, the faculty, administration and EESAC have identified the following strategies to be implemented this school year:Monitor the Comprehensive Reading Plan via reading logs and Accelerated Reader reports to ensure that district and school guidelines are being adhered to; implement an intensive remedial program that will include a mandatory reading elective and a mandatory mathematics elective for students scoring at Levels 1 and 2 of the 2003 FCAT; organize an after school tutorial program where reading skills will be strengthened via a computer-assisted approach (students will be pre-tested, remediated, and monitored by teachers), Saturday tutorial; hold workshops that will teach parents how to assist students at home as well as develop life-long readers; conduct CRISS training for the core departments that have not recieved it as well as for new teachers to the school; encourage teachers to implement these strategies across the curriculum; conduct workshops for content area teachers in the areas of reciprocal

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teaching, best practices, and other district-supported initiatives; and expand the America READS program to offer one-on-one reading tutorial services to low readers.

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Advanced Academics

School Profile/ Needs Assessment: (continued)

(Middle Schools)

The enrollment of students in the advanced and gifted math classes has been basically maintained from the 2002-2003 school year, to the 2003-2004 school year. For the 2002-2003 school year the percentage of minorites students in the advanced and gifted math classes was as follows: Black 8%, Hispanic 54%, White 25%, Asian 8%, and other 4%.The percentage of minority students in the advanced and gifted classes for the 2003-2004 school year is as follows: Black 7%, Hispanic 56%, White 29%, Asian 5%, and other 3%. The Ethnic breakdown of the school's population is as follows: Black 13%, Hispanic 59%, White 24%, Asian 3%, and other 1%.

Enrollment trends in advanced, gifted, and honors classes.

The proportion of students in the advanced and gifted programs reflects the proportion of students in the school. The school precentage is as follows: Black 13%, Hispanic 59%, White 24%, Asian 3%, and other 1%.

Ethnic breakdown of advanced, gifted, and honors classes' enrollment as compared to the school's total population.

Final grades in the advanced and gifted math classes for the 2002-2003 school year was as follows: Asian students with an A 58%, B 41%, a C 1%, Black students with an A 17%, with a B 38%, with a C 39% ,with a F 6%, Hispanic students with an A 33%, a B 52%, a C 14%, a D 1%, White students with an A 35%, a B 47%, a C 14%, a D 3%, others with an A 55%, a B 18%, a C 27%.

Student achievement in advanced, gifted, and honors classes as measured by teacher assigned grades.

In order to increase the underrepresented groups in advanced and gifted classes, the following procedures are in place: a. Increase articulation with feeder-pattern schools, b. Develop placement tests to place students in higher level classes, c. Conduct parent meetings for articulation.

Recruitment procedures in place to address underrepresented groups of students in advanced, gifted, and honors classes.

Students who are under-achievers in advanced and gifted classes will be given support through the following mechanisms: a. Peer Tutoring, b. Before and after school tutoring, c. Parent conferences, d. Saturday tutorial program, and e. Academic counseling.

Support mechanisms in place to assist, under-achieving students in advanced, gifted, and honors classes.

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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 recommended distributing allocations in support of technology and in-service training.

Training:The EESAC recommended that along with the administration, a representative of the EESAC attended a workshop on August 29, 2003, at Rivera Middle School that discussed and highlighted the changes to the SPEP.

Instructional Materials:The EESAC reccommended that A Plus software, which can be used by the mathematics and language arts departments, be updated and that more computers be purchased for student use.

Technology:The EESAC recommended a technology report on its monthly agenda to update the EESAC on the technology progress of the school.

Staffing:The EESAC recommended assistance in staffing a paraprofessional who will identify and tutor students who are performing below state and district guidelines.

Student Support Services:The EESAC has recommended that funds be allocated for a Saturday School tutorial program students who are performing below state and district guidlines.

School Safety and Discipline:The EESAC recommended and allocated funds for the Saturday School tutorial program as well as a detention hall, to be used as a disciplinary measure and an alternative to suspension.

Other Matters of Resource Allocation:The EESAC recommended that there are no other matters of resource allocation for the EESAC at this time.

Benchmarking:The EESAC recommended that progress reports indicating the status of the SPEP are conducted throughout the year at the EESAC meeting.

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

A A C B A

1999-20002000-20012001-20022002-2003

63 60 92

68 65

72

420

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 203 125 92

215

133

72

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

62 59 91

67 70

72

421

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 201 129 91

212

137

72

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

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

Grade Level: 06

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2002-2003 644 303 22 20 32 18 9 645 314 28 21 23 18 10

2001-2002 567 297 28 17 29 19 7 561 313 29 18 24 19 10

2000-2001 619 301 623 304

Grade Level: 07

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 596 307 22 21 32 18 7 594 309 23 22 26 19 10

2001-2002 646 306 23 20 33 20 5 643 300 28 22 26 16 7

2000-2001 577 307 579 302

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

Grade Level: 08

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 656 309 21 25 33 18 3 661 310 23 23 34 10 10

2001-2002 571 307 23 26 30 16 5 572 313 22 21 29 17 10

2000-2001 606 304 24 29 28 14 6 607 317 17 24 32 16 11

1999-2000 564 306 21 30 28 16 4 559 314 25 19 30 11 15

1998-1999 565 307 21 26 38 14 1 557 308 24 24 32 10 10

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Grade Level: 08

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

658 0 1 2 3 12 17 23 16 16 7 32002-2003 4.1

566 1 0 3 4 13 13 31 10 17 5 22001-2002 4

608 1 0 3 1 18 8 30 13 20 3 32000-2001 4

560 1 1 1 2 14 9 37 16 13 5 21999-2000 4

579 0 1 1 3 19 17 36 15 6 2 11998-1999 3.8

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

328 1 2 2 2 9 16 24 19 13 8 42002-2003 4.1

285 1 0 4 5 14 16 31 7 12 6 42001-2002 3.9

303 0 1 2 1 13 5 27 12 27 5 62000-2001 4.3

277 1 1 0 3 9 5 36 21 16 5 31999-2000 4.2

291 0 0 1 2 16 20 34 16 7 3 01998-1999 3.9

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Grade Level: 08

FCAT Writing (all curriculum groups)

Test Prompt: Persuasive


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

330 0 1 2 3 15 18 22 12 19 7 22002-2003 4

281 1 0 3 2 13 10 31 12 22 3 12001-2002 4

305 2 0 3 2 23 11 32 13 13 0 02000-2001 3.8

283 1 1 2 0 18 12 39 11 10 4 11999-2000 3.9

288 1 1 1 3 22 15 37 14 6 0 11998-1999 3.8

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ObjectiveGiven instruction using Sunshine State Standards, students in grades 6-8 will improve their mathematics skills as evidenced by a maintenance of or a 2 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT Mathematics test, while 38% 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

X ( )

5

X ( )

6

X ( )

7

X

School Name: Arvida Middle School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentBased on the analysis of the most current FCAT data and the evaluation by the EESAC, it has been determined that assistance needs to be given to students scoring at levels 1 and 2 on the FCAT Mathematics Test because 40% of the students in grades 6-8 did not meet mastery level on the 2002-2003 FCAT Mathematics Test.

Definition of Adequate Progress:Adequate progress is achieved when the students’ performance on the FCAT Mathematics test is maintained or increased by 2 percentage points or there is a decrease in the number of students scoring at level 1 and 2 administered in 2004 FCAT Mathematics test.

Evaluation:Students in grades 6-8 will maintain or improve their performance on the FCAT Mathematics exam as evidenced by maintenance within 2 percentage points. Students will be evaluated by the 2004 FCAT scores and quarterly reports will be provided.

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

SAC members involved in the development of this objective:

Cabrera, Peter Smith, Rhonda

Names: Names: Names:

176021

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

. Students in low performing groups, including all subgroups as delineagted in AYP disaggregated data will be scheduled into a remedial mathematics class as an elective.

APC*Principal

Math teacher

Sep. '03 Jun. '04 1 Math Dept ChairComputer LabsSunshine State Standards

. Increase the use of technology in mathematics classes. *APCTechnology Coordinator

Math Dept. Chair

Oct. '03 Jun. '04 2 Technology CoordinatorRiver DeepAccess to InternetComputer Labs

. Paraphrase their math notes at the end of each day and discuss with another student to examine their technical skills and comprehension of said material.

APC*Math Dept. Chair

Math Teachers

Sep. '03 Jun. '04 3 Language Arts text,Math Teachers,Students

. Utilize FCAT problem of the day to insure the necessary Math skills and enhance their critical thinking skills.

APCMath Dept Chair*Math Teachers

Oct. '03 Jun. '04 4 FCAT Prep. Material,Math Text,Computer Labs,Access to Internet

. Utilize the Florida FCAT Mathematics Coach as supplemental material to enhance the mathematics curriculum.

APC*Math Dept. Chair

Math Teachers

Sep. '03 Jun. '04 5 FCAT Mathematics Coach BooksMath Teachers

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).

186021

ObjectiveGiven instruction using the Competency-Based Curriculum, students in the accountability calculations will increase their reading skills as evidenced by maintenance of or an increase of 2 percentage points in the percent of students scoring at or above FCAT achievement level 3 or higher, while 31% of each subgroup identified in the NCLB requirements will score at state mastery level on the 2004 administration of the FCAT test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentScores on the 2002-2003 FCAT Reading test indicate that 57 percent of the students in grades 6-8 scored at or above FCAT achievement level 3; therefore, 43% of the students in grades 6-8 did not meet mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if an increase in reading skills is evidenced by the maintenance of or an increase by 2 percentage points occurs in the percent of the students scoring at or above FCAT Achievement level 3 or a decrease in the number of students scoring level 1 or 2 on the 2004 administration of the FCAT test. In addition 31% of each subgroup identified in the NCLB requirements will score at state mastery level on the 2004 administration of the FCAT Test.

Evaluation:This objective will be evaluated by quizzes, tests, readings tests, FCAT preparation material and scores of the 2003-2004 FCAT Reading Test. In addition quarterly reports will be provided.



Echenique, Estela Blanco, Aleida


196021

STRATEGIES

Start Date

End Date

Timeline



person.


. Enroll low performing groups including all subgroups as delineated in AYP disaggregated data, into an intensive reading class in lieu of an elective.

Principal*APC

Counselors

Sep. '03 Jun. '04 1 Read 180 ProgramAccelerated ReaderText BooksTutoringComputer Lab

. For students in low performing groups who can participate in in-house assistance including tutoring and mentoring.

Principal*APC

Teachers tutoring

Oct. '03 Jun. '04 2 Reading MaterialComputer LabsTextAmerica Reads

. Utilize CRISS strategies and use these strategies in class. Principal*APC

Oct. '03 Jun. '04 3 Reading SpecialistTrained Staff

. Utilize Language Arts teachers using reading comprehension multimedia to give students frequent opportunities to:*identify, recognize, cause/effect relationships* make inferences, identify authors' purpose* utilize context clues to gain meaning from text* make predictions* interpret information on graphs and charts.

Principal*APC,

L.A. Dept. Chair,L.A. Teachers

Sep. '03 Jun. '04 4 Library,L.A. text,Computer Labs,Internet Access


206021

ObjectiveGiven instruction using the Integrated Science curricula correlated to the Sunshine State Standards, students in grade 8 will improve their science skills as evidenced by a maintenance of or a 2 percentage increase in the number of students scoring at or above the District mean scale score as documented by scores of the 2004 FCAT Science Test as compared to the results of the 2003 FCAT Science Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentScores of the 2002-2003 pre and post science tests indicate an increase of 24 percentage points in mastery science skills; therefore, 76% of the students did not increase in their mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if there is maintenance of or a 2 percentage increase in the number of the students scoring at or above the District mean scale score on the 2004 FCAT Science Test.

Evaluation:The Objective will be evaluated by the scores on the 2004 FCAT Science Test. In addition quarterly reports will be provided.



Jimenez, Gus Wagstaff, Larry


216021

STRATEGIES

Start Date

End Date

Timeline



person.


. Utilize the Integrated Science program correlated to the Competency-Based Curriculum and Sunshine State Standards.

Principal,*APC,

Science Dept. Chair,Science Teachers

Sep. '03 Jun. '04 1 Integrated ScienceRiver DeepComputer LabInternet Access

. Use hands on material to assist students in areas where they are not proficient.

APC,Dept. Chair,

*Science Teachers

Sep. '03 Jun. '04 2 River DeepComputer LabInternet AccessHandoutsLab Experiments

. Incorporate computer software into science lessons to strengthen science applications skills.

Principal,*APC,

Technology Coordinator,Science Dept. Chair

Sep. '03 Jun. '04 3 Computer LabsInternet AccessComputers in class

. Provide in-service instruction for all teachers in science software.

Principal*APC

Science Dept. Chair

Sep. '03 Jun. '04 4 District Science SpecialistSECME OfficeTechnology Coordinator

. Develop departmental banks of science prompts to infuse in the science curriculum.

APC*Science Dept. Head

Science Teachers

Sep. '03 Jun. '04 5 TextbooksWorkbooksIntergrated ScienceRiver Deep


226021

ObjectiveBy increasing communication with fifth grade teachers and parents, we will increase the percentage of students from our underrepresented groups by 2 percentage points in our advanced and gifted mathematics classes.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7


Performance Grade: A School Performance Excellence Goal: # 4 : Advanced Academics



Needs AssessmentEnrollment figures from the 2003-2004 school year indicate that there is a need to find ways to increase the number of the underrepresented students in our advanced and gifted classes.

Definition of Adequate Progress:Adequate progress will be achieved if there is a 2% increase of students from the underrepresented groups in the advanced and gifted mathematics classes.

Evaluation:The objective will be evaluated by comparing enrollment figures from 2002-2003 with 2003-2004. In addition quarterly reports will be provided.



Ascher, Ilana Ramos, Tangela


236021

STRATEGIES

Start Date

End Date

Timeline



person.


. Increase articulation with feeder pattern schools to identify underrepresented students for advanced mathematics classes.

Principal,APC,

Team Leader,*Counselors

Sep. '03 Jun. '04 1 Create an Articulation Wheel to include recruitment of students to be placed in advanced classes

. Development of a placement test for 5th grade teachers to determine students who may be placed in advanced mathematics classes.

APC,*Math Dept. Chair,

Math Teachers

Sep. '03 Jun. '04 2 Sunshine State Standards,CBC,Benchmarks

. Conduct a parent meeting to explain strategies to help underrepresented students prepare for advanced academics mathematics classes.

Principal,*APC,

Math Dept. Chair,Math Teachers

Sep. '03 Jun. '04 3 CBC,Benchmarks,Sunshine State Standards

. Current 6th grade advanced academic students will articulate with incoming 5th graders in the spring.

*Team Leader,APC,

Counselors

Feb. '03 Mar. '04 4 In-house articulationFeeder pattern visits


246021

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.

256021

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.

266021

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.

276021

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

286021

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.

296021

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

306021

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

316021

PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

Support Team Teachers: 1Administrators: 0

Others: 0

YES

Vertical Team Teachers: 4Administrators: 0

Others: 0

YES

FCAT Development Teachers: 1Administrators: 0

Others: 0

Yes

Professional Development (English) Teachers: 1Administrators: 0

Others: 0

Yes

Norma Bassard Literary Celebration Teachers: 1Administrators: 0

Others: 0

Yes

READ 180 Program Teachers: 4Administrators: 0

Others: 0

Yes

English Vertical Team Meeting Teachers: 3Administrators: 0

Others: 0

Yes

Title I Reading Meeting Teachers: 1Administrators: 0

Others: 0

Yes

ESE Reading Staff Development Teachers: 3Administrators: 0

Others: 0

Yes

ESE Reading Staff Development Teachers: 3Administrators: 0

Others: 0

Yes

Reading Teachers: 1Administrators: 0

Others: 0

Yes

326021


APPENDIX C

Provided or in Progress in the Area of Reading Instruction


FCAT Reading Strategies Teachers: 1Administrators: 0

Others: 0

Yes

Informal Reading Inventory Teachers: 4Administrators: 0

Others: 0

Yes

Language Arts Chairperson Spring Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Language Arts Vertical Team Meeting Teachers: 4Administrators: 0

Others: 0

Yes

Provided or in Progress in the Area of Writing Instruction


Vertical Team Meeting Teachers: 4Administrators: 0

Others: 0

Yes

English Professional Development Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Norma Bassard Literary Celebration Teachers: 1Administrators: 0

Others: 0

Yes

Language Arts Chairperson Spring Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Language Arts Vertical Team Meeting Teachers: 4Administrators: 0

Others: 0

Yes

336021


APPENDIX C

Provided or in Progress in the Area of Writing Instruction


Writing Teachers Training Teachers: 1Administrators: 0

Others: 0

Yes

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Vertical Math Team Teachers: 4Administrators: 0

Others: 0

YES

INSTRUCTIONAL IMPROVEMENT TEAM Teachers: 1Administrators: 0

Others: 0

YES

Curriculum Mapping, Rev. Handbook, Websites Teachers: 1Administrators: 0

Others: 0

Yes

Riverdeep Training Teachers: 11Administrators: 0

Others: 0

Yes

Feeder Pattern Vertical Team Teachers: 4Administrators: 0

Others: 0

Yes

Vertical Team Meeting Teachers: 4Administrators: 0

Others: 0

Yes

Equity in Mathematics Teachers: 1Administrators: 0

Others: 0

Yes

Teacher Line Training Teachers: 1Administrators: 0

Others: 0

Yes

346021


APPENDIX C

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Equity in Mathematics Teachers: 1Administrators: 0

Others: 0

Yes

Inservice for Secondary Math Chairperson Teachers: 1Administrators: 0

Others: 0

Yes

Provided or in Progress in the Area of Science Instruction


FCAT update, Rev. Curriculum, Rev. Handbook & Materials Teachers: 1Administrators: 0

Others: 0

Yes

49th Annual South Fla. Science & Engineering Fair Teachers: 3Administrators: 0

Others: 0

Yes


Others: 0

Yes

Project Everybody HIV/STD Teachers: 4Administrators: 0

Others: 0

Yes


Others: 0

Yes

Project Everybody Teachers: 3Administrators: 0

Others: 0

Yes

Project EverybodyHIV/STD

Teachers: 3

Administrators: 0Others: 0

Yes

356021


APPENDIX C




Others: 0

Yes


Others: 0

Yes

Project EverybodyHIV/STD

Teachers: 4


Yes


Others: 0

Yes


Others: 0

Yes


Others: 0

Yes

Science Development for ESE Teachers: 1Administrators: 0

Others: 0

Yes


Others: 0

Yes

Earth/Space Science Teachers: 1Administrators: 0

Others: 0

Yes


Others: 0

Yes


Others: 0

Yes

366021


APPENDIX C

Other Professional Development Provided or in Progress


School Support Team Teachers: 5Administrators: 50

Others: 0

Yes

SRI Training Teachers: 1Administrators: 0

Others: 0

Yes

Chamber S. Network Lunch Teachers: 1Administrators: 0

Others: 0

Yes

Collective Partnership Program Teachers: 1Administrators: 0

Others: 0

Yes

Career Specialist Orientation Teachers: 1Administrators: 0

Others: 0

Yes

United Way Campaign Teachers: 1Administrators: 0

Others: 0

Yes

Instructional Improvement Teachers: 0Administrators: 1

Others: 0

Yes



Biology Teacher Camp Teachers: 4Administrators: 0

Others: 0

Yes

Inservice for Secondary Science Teachers: 1Administrators: 0

Others: 0

Yes

376021


APPENDIX C



Fed. Safe & Drug-Free Schools & Communities Grant Program Teachers: 1Administrators: 0

Others: 0

Yes

Money Matters Support Program Teachers: 0Administrators: 1

Others: 0

Yes


Others: 0

Yes

Chamber South General Membership Breakfast Teachers: 1Administrators: 0

Others: 0

Yes

String Training Program Teachers: 1Administrators: 0

Others: 0

Yes

Standards-based Student Development Program Teachers: 3Administrators: 0

Others: 0

Yes

Cross Country Invitational Teachers: 1Administrators: 0

Others: 0

Yes

Opening of Schools Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Student Services Orientation Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Comp. Reading Plan, Union Catalog, Online Databases Teachers: 1Administrators: 0

Others: 0

Yes

2002 Ambassadors' Training Teachers: 1Administrators: 0

Others: 0

Yes

386021


APPENDIX C



Compliance with MDCPS Rule 6GX13-5D-1.021 Teachers: 0Administrators: 0

Others: 1

Yes

Goals and Objectives for 2002-2003 school year Teachers: 1Administrators: 0

Others: 0

Yes


Others: 1

Yes

Procedural/Record Keeping Teachers: 1Administrators: 1

Others: 0

Yes

Explore Testing Activities Teachers: 4Administrators: 0

Others: 0

Yes

Instructional Tech Conference Version 10.0 Teachers: 11Administrators: 1

Others: 1

Yes

HIV/AIDS Curriculum In-Service Program Teachers: 0Administrators: 0

Others: 1

Yes

Dade County Fair & Expo Cross Country Invitational Teachers: 1Administrators: 0

Others: 0

Yes

School Trust Counselors Mtg. Teachers: 4Administrators: 0

Others: 0

Yes

34th Annual FFLA, Inc. Conference,2002 Teachers: 1Administrators: 0

Others: 0

Yes

Matching Funds Info Teachers: 1Administrators: 0

Others: 0

Yes

396021


APPENDIX C



Comprehensive Assessment of Spoken Language Teachers: 1Administrators: 0

Others: 0

Yes

Unlocking Creative Potential of Students with Disabilities Teachers: 4Administrators: 0

Others: 0

Yes

SPP Staff Development Teachers: 4Administrators: 0

Others: 0

Yes

Tech, FCCLA, Sewing Teachers: 1Administrators: 0

Others: 0

Yes

Data Driven Decision Making Teachers: 3Administrators: 40

Others: 0

Yes

Project Citizen Teacher Training Workshop Teachers: 1Administrators: 0

Others: 0

Yes

Chamber South Career Counselor Breakfast Teachers: 1Administrators: 0

Others: 0

Yes

Professional Development Career Specialist Teachers: 1Administrators: 0

Others: 0

Yes

School Violence Prevention Demonstration Program (Social Studies) Teachers: 1Administrators: 0

Others: 0

Yes

Assess 2 Learn, Beginning Teachers: 1Administrators: 0

Others: 0

Yes

Cross Country Competition Teachers: 1Administrators: 0

Others: 0

Yes

406021


APPENDIX C



2002 FFCEC Conference Exceptional Ed Teachers: 1Administrators: 0

Others: 0

Yes

Pupil Progression Plan Teachers: 1Administrators: 0

Others: 0

Yes

Standards-Based Student Development Program Teachers: 9Administrators: 0

Others: 0

Yes

Holocaust Education Teachers: 1Administrators: 0

Others: 0

Yes

Social Studies Chairpersons Meeting(1st for 20002-2003 School Year)

Teachers: 1


Yes

S.T.A.R.S Training Teachers: 5Administrators: 0

Others: 0

Yes

INSTAR Follow up Meeting Teachers: 1Administrators: 0

Others: 0

Yes

November TRUST Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Microsystem Staff Meeting Teachers: 3Administrators: 0

Others: 0

Yes

ESE District Meeting Teachers: 4Administrators: 0

Others: 0

Yes

Autism Training Teachers: 1Administrators: 0

Others: 0

Yes

416021


APPENDIX C



Region V Tech Meeting Teachers: 4Administrators: 0

Others: 0

Yes

School Support Coordinators Meeting Teachers: 0Administrators: 0

Others: 2

Yes

Theodore Gibson Project Workshop Teachers: 1Administrators: 0

Others: 0

Yes

School Student Chamber of Commerce Teachers: 1Administrators: 0

Others: 0

Yes

Education Center Annual Conference Teachers: 1Administrators: 0

Others: 0

Yes

Technology Software Teachers: 0Administrators: 0

Others: 1

Yes

Kagan's Cooperative Learning Teachers: 1Administrators: 0

Others: 0

Yes

Trust Meeting Teachers: 1Administrators: 0

Others: 0

Yes


Others: 0

Yes

Agruscience & Public Service Education Teachers: 1Administrators: 0

Others: 0

Yes

SST Region Team Meeting Teachers: 4Administrators: 0

Others: 0

Yes

426021


APPENDIX C



TRUST Meeting Teachers: 1Administrators: 0

Others: 0

Yes

ESE Articulation Exceptional Students Teachers: 1Administrators: 0

Others: 0

Yes

Gifted Program Content Differentiation Instructional Strategies Teachers: 1Administrators: 0

Others: 0

Yes

FCAT Testing Teachers: 4Administrators: 0

Others: 0

Yes

Career Specialists Professional Development Meeting Teachers: 1Administrators: 0

Others: 0

Yes


Others: 0

Yes

FETC Technology Workshops Teachers: 6Administrators: 0

Others: 0

Yes

Civic Education - Law Teachers: 1Administrators: 0

Others: 0

Yes

Dade Partners Awards Teachers: 1Administrators: 0

Others: 0

Ye

PACES Teachers: 100Administrators: 100

Others: 0

Yes

Community Resources Teachers: 4Administrators: 0

Others: 0

Yes

436021


APPENDIX C



The Joy of Success Teachers: 1Administrators: 0

Others: 0

Yes

Sexual Harassment Teachers: 0Administrators: 1

Others: 0

Yes

Rookie of the Year Task Force Teachers: 1Administrators: 0

Others: 0

Yes

Career Counselor Advisor & Student Workshop Teachers: 1Administrators: 0

Others: 0

Yes

March Trust Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Mayoral Youth Conference Teachers: 3Administrators: 0

Others: 0

Yes

Speech-Language Hearing Teachers: 1Administrators: 0

Others: 0

Yes

ISIS Training Teachers: 1Administrators: 0

Others: 0

Yes

FEA Conference Teachers: 6Administrators: 20

Others: 0

Yes

ESOL Teachers Teachers: 1Administrators: 0

Others: 0

Yes

Credit Card Training Teachers: 0Administrators: 0

Others: 1

Yes

446021


APPENDIX C



Professional Development for ESOL Teachers Teachers: 1Administrators: 0

Others: 0

Yes

SRI Testing Teachers: 3Administrators: 0

Others: 0

Yes

CRISS Training Teachers: 8Administrators: 0

Others: 0

Yes

April TRUST Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Career Specialist Development Monthly Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Professional Development for ESOL Teachers Teachers: 1Administrators: 0

Others: 0

Yes

Student Services Teachers: 1Administrators: 0

Others: 0

Yes

Trauma, Children & Families Meeting Teachers: 3Administrators: 0

Others: 0

Yes


Others: 0

Yes

SECME Field Trip Teachers: 3Administrators: 0

Others: 16

Yes

Social Science Planning Meeting Teachers: 1Administrators: 0

Others: 0

Yes

456021


APPENDIX C




Others: 0

Yes

ESOL Meeting Teachers: 4Administrators: 0

Others: 0

Yes

Grade Book Training Teachers: 1Administrators: 0

Others: 1

Yes

Computer Training Teachers: 1Administrators: 0

Others: 0

Yes

TRUST End of Year Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Student Services Feeder Pattern Meeting Teachers: 80Administrators: 0

Others: 0

Yes

Social Studies Chairpersons' Meeting Teachers: 1Administrators: 0

Others: 0

Yes

Attendance Truancy Referral Procedures Teachers: 0Administrators: 1

Others: 1

Yes

Textbook Inventory Workshop Teachers: 0Administrators: 1

Others: 1

Yes

Blood Borne Pathogens Safety Orientation Teachers: 4Administrators: 0

Others: 6

Yes

Blood Borne Pathogens Safety Orientation Teachers: 0Administrators: 0

Others: 100

Yes

466021


APPENDIX C



Hepatitis Workshop Teachers: 0Administrators: 0

Others: 100

Yes

Principal Overview Miami-Dade County Teachers: 0Administrators: 20

Others: 0

yes

Issues Straegies and Instruction Teachers: 0Administrators: 20

Others: 0

yes

Assistant Principal Overview Teachers: 0Administrators: 100

Others: 0

yes

Ethics in MDCPS Teachers: 0Administrators: 20

Others: 0

yes

Current Issues in Education Teachers: 0Administrators: 40

Others: 0

yes

Professional Workshop Teachers: 0Administrators: 20

Others: 0

yes

PACES Overview Teachers: 0Administrators: 100

Others: 0

yes

ESOL Issues Teachers: 0Administrators: 20

Others: 0

yes

Budget Teachers: 0Administrators: 20

Others: 0

yes

476021

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.

486021

school performance excellence plansqi.dadeschools.net/sip/2003-2004/6021.pdfyear. the 2003-2004...

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