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School Number and Name: 5901 Westview Elementary School

Telephone #: (305) 688-9641

Region: III

High School Feeder Pattern: Miami Central Senior

Board District #: 1

S c h o o l P e r f o r m a n c e E x c e l l e n c e P l a n

Miami-Dade County Public Schools

Principal Rosa R. Simmons

The Miami-Dade County Public Schools School Performance Excellence Plan meets all of the requirements of the Florida Department of Education regarding School Improvement Plans as set forth in statute and State Board of Education Administrative Rules.

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SCHOOL PERFORMANCE EXCELLENCE PLANWestview Elementary School-5901

EXECUTIVE SUMMARYWestview Elementary School

Given instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations, will increase their reading comprehension skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Reading Test.

Given instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations, will increase their writing skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Writing Test.

Given instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations, will increase their mathematics skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Mathematics Test.

Westview Elementary School is located at 2101 NW 127th Street in a community that comprises single family homes, duplexes, and a large apartment complex five blocks west of the school. The school population is multi-ethnic and consists of 90 percent Black, 9 percent Hispanic, and 1 percent Other. The majority of the Black students are of Caribbean heritage.

Westview Elementary School implemented the SFA Roots and Wings Reading Program by Johns Hopkins University from September 1996 to June 2001. This year the school will make the transition from a SFA school to the District's Comprehensive Reading Plan (CRP). In conjunction with CRP, a schoolwide Title I Program, Exceptional Student Education (ESE) Program and Alternative Education, the school offers a variety of programs to meet the academic and socio-economic needs of the students such as: Academic Excellence Program (AEP), Saturday Academy, Before and After School tutorial program, Home learning and school pride clubs, and an after school program supported by the Family Christian Association of America (FCAA) that provides extended care services.

The Westview family voted to become a Comer School for the 2001-2002 school year. The Comer Child Development Process is a comprehensive educational reform strategy based on the principles of child, adolescent and adult development. This program will assist the school in making better programmatic and curriculum decisions based on students' needs and on developmental principles. Additionally, Westview is one of 25 schools in the state of Florida to receive the Governor's Family Literacy Grant. The school also received Washington Mutual's grant to establish a Parent Resource Center to increase parental involvement.

After careful review and evaluation of pertinent data, such as the School's Demographics and Profiles, Student Report Cards, Florida Comprehensive Assessment Test (FCAT) results, and the 2000-2001 School Improvement Plan, the faculty and staff of Westview Elementary School, in conjunction with the Educational Excellence School Advisory Council (EESAC), developed the following objectives as schoolwide priorities for all stakeholders for the 2001-2002 school year:

Westview Elementary School's faculty and staff believe that all children can succeed, achieve, fly, and touch the sky. Therefore, it is our responsibility to ensure that we provide our students with a nurturing, caring, loving, and safe environment conducive to learning. It is our intent to mobilize the entire community of adult caregivers, i.e. teachers, administrators, counselors, non-instructional staff, parents, and community, to support students' holistic development and to affect maximum academic success.

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Westview Elementary School-5901

VISION

MISSION STATEMENT

The vision of Westview Elementary is to improve the faculty and staff's understanding of child development and to foster a healthy relationship between the school and the home. When expectations are set, students will achieve goals. As educational leaders, we accept the responsibility to prepare all students for mastery of positive social behaviors, attitudes, and lifelong learning skills.

The mission of Westview Elementary School is to: collaborate with parents, teachers, faculty, students, and the community to provide an atmosphere conducive to the facilitation of learning in a safe environment, rich with opportunities that enhance the total growth of all students; integrate learning technologies; and promote critical thinking.

The entire community of adult caregivers at Westview, e.g. teachers, administrators, parents, and community members, will mobilize to support students' holistic development and to affect optimal learning and academic success.

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SCHOOL FOUNDATION1. ENVIRONMENT

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

Westview Elementary School provides basic educational services based on the Sunshine State Standards to students in grades Pre-Kindergarten through five. Additionally, the school has a special unit dedicated to offering services to autistic students. Instruction is provided in traditional classroom settings and is enhanced through computer-based activites in all grades and the science laboratory. School-to-home connections are fostered through access to the school web-site, home learning laboratory, parent orientation, and parent workshops designed to keep parents abreast of developments in the classroom.

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

Vision Statement: The vision of Westview Elementary is to improve the faculty and staff's understanding of child development and to foster a healthy relationship between the school and the home. When expections are set, students will achieve goals. As educational leaders, we accept the responsibility to prepare all students for mastery of postive social behaviors, attitudes, and lifelong learning skills.

Mission Statement: The mission of Westview Elementary is to collaborate with parents, teachers, faculty, students, and the community to provide an atmosphere conductive to the facilitation of learning in a safe learning environment, rich with opportunities that enhance the total growth of all students; integrate learning technologies; promote critical thinking with the entire community of adult caregivers at Westview, i.e. teachers, administrators, parents, and community members, who will mobilize to support students' holistic development and to affect optimal learning and academic success.

Core Values:Westview Elementary School is dedicated to the Comer Child Development Process where the philosophy is consensus, collaboration and no-fault. The child is the center of the school and we apply the principles of child and adolescent development to every aspect of schooling, from relationships and school climate, to academic planning and programs.

We feel that these beliefs are the motivation for all endeavors undertaken by the school.

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

Westview employs a total of 48 full-time staff members and 18 part-time staff members. Of this group, two are administrators, thirty are classroom teachers, three are exceptional education student teachers, one is a guidance counselor, one is a reading leader, one is a mathematics facilitator, one is a technology facilitator, twelve are paraprofessionals, four are custodial, six are cafeteria workers, and four are clerical employees. Of the teaching staff, 11 percent are new to the school, with the average length of time teaching in Florida at one year. Eleven have advanced degrees.

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

Westview Elementary School is located on 6.59 acres in north Miami-Dade County at 2101 N.W. 127th Street. Five portable classrooms are located on the premises. This 46 year old building has been retro-wired to provide Internet and Intranet access to 95% of the classrooms. The newly built kindergarten wing houses the media center with state of the art closed circuit television, four Kindergarten classes, and a music suite.

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

The school adheres to a policy of nondiscrimination in educational programs/activities and employment, and strives affirmatively to provide equal opportunity for all. Veterans are provided re-employment rights in accordance with Federal Law 93-508 and Section 295.07 (Florida Statues), which stipulates categorical preferences for employment. Additionally, the school is in compliance with all OSHA and Environmental requirements.

The school adheres to the policies and procedures that assure equal access in employment, educational programs, and activities as stated in the School Board rules.

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Hostile treatment or violence against students, teachers, or other employees because of gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, or disability will not be tolerated.

The school is subject to the requirements of the Florida Department of Education and Florida's High-Quality Education System, including the implementation of programs addressing the requirements of the Sunshine State Standards. In addition, the school implements the District's Competency-Based Curriculum.

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

Westview Elementary School serves 586 students from the surrounding neighborhood, including standard curriculum students (90 percent), ESE students (2 percent), ESOL students (8 percent) and of this population 90 percent are economically disadvantaged students. The ethnic/racial makeup of the student population is 90 percent African-American, 9 percent Hispanic, 1 percent Other. The majority of the students are of Caribbean heritage. The mobility rate of the school is 35 percent.

Because of the relative number of families in the low income bracket, the students are in need of support to secure the basic resources that will enable them to participate fully in the life of the community. The PTSA, Community Involvement Specialist, and Guidance Counselor are integral parts of the Westview family, identifying needy families and providing direct support and assistance and references to appropriate Social Service agencies. Additionally, students in need of extra help in mastering the skills taught in the classroom are served through tutorial programs and home learning laboratories. Many of these students require extensive redirection of unproductive behaviors, which is the responsibility of the members of the Child Study Team, especially the counselor.

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

Westview Elementary School endeavors to link with the community in several ways. Each year, the PTSA and the school, in a joint venture, sponsor a Literary Fair Potluck Dinner. The entire neighborhood is invited and parents are encouraged to bring their favorite meal. At the opening of school parent orientation meetings, families are asked to complete a survey detailing services they would like to see added at the school. The input from this event is categorized and sent out to all parents. Past events have been field day, workshops, computer literacy classes, and tutorial services. The lives of the students and families at Westview will be enhanced with assistance in the form of a grant for Project CARE, Governor's Family Literacy Initiative and Washington Mutual's grant to establish a Parent Resource Center.

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

The United Teachers of Dade (UTD)Union and the Miami-Dade County School Board negotiated a benefits package enjoyed by employees of Westview Elementary School. This package includes a comprehensive health component as well as standard insurances and other selected benefits.

The faculty and staff at Westview are provided with their choice of professional development programs that are provided by the District. Additionally, the option exists to petition the Educational Excellence School Advisory Council (EESAC)for funds to attend fee-paid trainings, conferences, and workshops that are in alignment witht the goals of the school.

Outstanding contributions to the progress of the school are acknowledged over the public address system as the occasions arise.

Results of the School Climate Survey indicate that staff morale is high, and that Westview is a good place to work.

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.

Westview Elementary School enjoys a collaborative relationship with Washington Mutual. The bank has provided funding for the establishment of a parent resource center and student/teacher incentives. Additionally, Washington Mutual has helped the school to establish the Stingers Savings Bank held at the school site. On bank day, students are able to deposit funds into their accounts. All students leaving Westview after fifth grade will attend Westview Middle School. The staff from the middle school works closely with the elementary staff on

915

articulation issues to ensure that the entering sixth graders are prepared with the background they need to be successful in middle school. The FCAA provides low cost quality childcare in the after-care program. The Tri-community homeowners use the cafeteria as their meeting place. Volunteers from the association act as mentors and readers for our "Listen to Me Read" program. Westview maintains a commiment to address its stakeholders.

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.

Enrollment at Westview Elementary School has decreased by 25 percent over the past five years. The Florida Department of Education grades Westview as a "D" school. Although graded as a "D" school, Westview has consistently improved its test scores over the past five years.

3.2 CompetitorsThis item explores the alternate schools available to students.

At the present time there are no private or charter schools within the boundaries of Westview Elementary School.

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.

Westview Elementary School enjoys a collabortive system of leadership that includes representatives from all stakeholders 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. Innovative ideas are encouraged and given the opportunity to succeed.

Westview Elementary is committed to providing every student excellence in education. In facilitating this approach, input from all stakeholders is considered an essential part of the school's improvement. Educational components are tailored to meet the needs of the students.

Offering support to parents and students is crucial to the success of Westview. Students need access to a strong system of mentoring to address academic deficits and behavioral issues. Parents are in need of basic literacy skills, computer skills, and parenting skills. In order to provide for these needs, Westview has instituted a parent literacy/computer literacy skills workshop and home learning laboratory. All of these activities include services for students, parents and interactive parent/student services.

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

Enrollment at Westview Elementary School has dropped by 25% over the past five years. This is due to competition from the neigboring school. The EESAC has determined that the enrollment will decrease further after the construction of a private school four blocks north of the school.

A recent grant awarded by the Governor's Family Literacy Foundation and Washington Mutual will allow Westview to pursue parental involvement activities that formerly were outside of the budget constraints of the school.

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

Westview Elementary School has identified several issues concerning challenges in learning. Among these are: poor parental involvement and literacy skills.

Westview students are mobile and frequently miss days from school. Many students are reluctant to spend the time outside of the classroom needed to master new skills and retain competence in skills already taught.

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.

Westview has identified several challenges in relationships with faculty. Among these are:*the school has not able to fill an autistic teaching position;*results of the School Climate Survey and the Performance Excellence Self-Assessment indicate that teachers feel that there is lack of parental involvement;*analysis of the PACES evaluations for the past three years indicates that teachers need to increase their fluency in providing students with skills to enable thinking.

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

Westview Elementary School has identified several issues concerning challenges in relationships with internal operations and external forces. Among these are high-turn over rate in the cafeteria workforce and the ability to hire paraprofessionals capable of assisting in the classroom.

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.

Westview Elementary has identified several issues concerning challenges in process improvement. Among these are: Student scores on the FCAT reading test which indicate that 70 percent of the students are scoring at FCAT Achievement Level 1; and student scores on the FCAT mathematics test which indicate that 59 percent of the students are scoring at FCAT Achievement Level 1.

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.

Westview Elementary School has identified several issues concerning improvement in the educational design and support process improvement as indicated by school surveys. Among these are: 1. Westview students are mobile and frequently miss days. In order to address this need, Westview has implemented an attendance incentive program. The EESAC will provide the budget for incentives and other related cost of this project. 2. Students are having difficulty completing home learning assignments. Westview has established a homelearning laboratory designed to give students assistance with home learning assignments. 3. Students need assistance in learning to cope with conflict. A conflict resolution and school pride club has been implemented.

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.

Westview Elementary has identified several issue concerning improvement in the Educational Delivery process. First, the results of the School Climate Survey indicates that teachers feel they need additional professional development. In order to address this need, the academic committee will contact the Teacher Education Center to arrange for on-site classes meeting the needs of the teachers. Additionally, information will be disseminated to the community regarding opportunities for personal development. Additional needs identified on the survey will be dealt with on an individual basis.

Second, analysis of the PACES evaluations for the past three years indicates that teachers need to increase their fluency in providing students with skills to enable thinking. In order to address this need, Westview has established the fourth Wednesday of each month as professional inservice days to train teachers in enabling thinking and other skills.

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

Westview Elementary has identified several issues concerning challenges in improving relationships with internal operations and external forces. Among these is a high turn-over rate in the cafeteria workforce and the ability to hire part-time paraprofessional capable of assisting in the classrooms. Westview will develop and distribute a survey designed to elicit causes of dissatification among cafeteria staff. A committe will de charged with prioritizing the list of concerns to be addressed.

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.

Westview Elementary School has identified several issues concerning challenges for improvement. Among these are student scores on the FCAT reading and mathematics test which indicates that 70 percent of the students are scoring at FCAT achievement Level 1 in reading and 59 percent are scoring at FCAT Level 1 in mathematics. In order to address this need, Westview Elementary will partner with the District and Region to provide training to selected teachers in successful remedial strategies. The Special Area teachers will receive training in cross-curricular pedagogy that supports reading instruction in all subject areas. Targeted students will be provided with tutorial opportunities. Data will be collected on students involved in these efforts and will be analyzed to determine the most effective method(s); which will be implemented on a larger scale.

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Teachers are functioning in isolation. In order to address this, teachers in the same grade were given a minimum of two days a week common planning time. Additionally, professional development will be provided to all staff members.

Data describing collaborative efforts is available. Westview has collected data regarding opportunities for collaboration from grade groups. The data will be discussed at grade level meetings and faculty meetings.

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SCHOOL PERFORMANCESELF-ASSESSMENT

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONPARENT FORM

SA A U/U D SD SA A U/U D SDYOUR SCHOOL ALL SIMILAR SCHOOLS

% RESPONDING IN EACH CATEGORYSAA

U/UDSD

= Strongly Agree= Agree= Undecided/Unknown

= Disagree= Strongly Disagree

My child’s school is safe and secure. 25 63 8 4 0 36 49 7 6 21.My child’s school is kept clean and in good condition. 35 49 9 5 1 43 47 4 5 12.My child’s school is overcrowded to the degree that it affects learning. 14 16 27 33 10 14 21 21 32 123.My child’s school maintains high academic standards. 21 51 21 7 1 30 46 18 5 14.My child’s school uses adequate disciplinary measures in dealing with disruptive students.

27 47 20 5 0 29 44 21 5 25.

My child’s school makes available textbooks, equipment, and supplies needed for learning.

37 51 8 4 0 42 48 6 4 16.

My child’s school serves lunches that are nutritious and taste good. 32 41 19 4 4 21 37 19 14 87.My child’s school keeps bathrooms clean and in good condition. 28 36 19 11 6 21 36 21 14 88.My child’s teachers are friendly and easy to talk to. 41 51 4 3 1 57 36 3 2 19.My child’s teachers make learning interesting and relevant. 32 55 11 3 0 49 42 6 2 110.My child’s teachers motivate students to learn. 40 52 7 1 0 50 40 6 3 111.My child’s teachers take an interest in students’ educational future. 34 48 15 3 0 47 40 10 3 112.My child’s teachers are knowledgeable and understand their subject matter. 35 57 8 0 0 46 43 8 2 113.My child’s teachers assign meaningful homework that helps students learn. 42 50 1 5 1 48 43 4 4 114.My child’s teachers do their best to include me in matters directly affecting my child’s progress in school.

48 43 5 1 3 49 39 6 5 215.

My child’s school is effectively teaching students the basic academic skills in reading.

32 59 4 4 0 41 50 5 3 116.

My child’s school is effectively teaching students the basic academic skills in mathematics.

37 59 3 1 0 40 52 5 3 117.

My child’s school is effectively teaching students to speak and write correctly in English.

42 49 4 4 0 43 49 5 3 118.

My child’s school is effectively teaching students to investigate problems in science.

16 37 37 9 0 29 47 19 4 119.

My child’s school is effectively teaching students to use computers. 34 54 9 3 0 31 42 16 8 320.My child’s school is effectively teaching students to think critically and reason out problems.

30 43 19 7 1 30 50 15 4 121.

My child’s school is effectively teaching students to develop good study and work habits.

31 56 10 1 1 37 50 8 4 122.

My child’s school is effectively teaching students to get along with different kinds of people.

35 50 13 1 0 39 49 9 2 123.

The school and law enforcement authorities work together to keep my child’s school free of violence.

39 38 13 3 7 46 38 10 3 324.

The school and law enforcement authorities work together to keep my child’s school free of gang activity.

38 41 14 1 6 46 36 13 2 225.

The school and law enforcement authorities work together to keep my child’s school free of substance abuse.

43 36 14 1 4 48 36 11 2 226.

The principal does an effective job running my child’s school. 38 47 10 1 3 46 39 10 3 227.The principal is available and easy to talk to. 30 35 25 7 3 38 35 19 5 328.The assistant principals are effective administrators. 24 37 31 4 4 35 40 20 3 229.Guidance counselors are concerned about and try to help students with educational and personal problems.

21 37 31 8 3 34 37 24 3 230.

Staff in the principal’s office treat me with respect when I contact my child’s school.

41 41 7 10 1 48 42 5 3 231.

School staff respond to my needs and concerns in a reasonable period of time. 29 43 16 11 1 39 46 8 4 232.My child is getting a good education at this school. 35 46 10 6 3 48 43 5 3 133.The overall climate or atmosphere at my child’s school is positive and helps my child learn.

37 50 9 3 1 45 45 6 2 134.

Students get grades A, B, C, D, and F for the quality of their school work. What overall grade would you give your child’s school?

B B+35.

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SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTAFF FORM


% RESPONDING IN EACH CATEGORYSAA

U/UDSD



At my school I feel safe and secure. 33 52 10 5 0 49 38 4 6 21.At my school the school building is kept clean and in good condition. 52 29 10 10 0 32 43 5 15 52.At my school personnel work together as a team. 19 33 14 29 5 32 47 7 11 33.At my school administrators solve problems effectively. 20 35 10 15 20 36 41 9 10 54.At my school I feel that my ideas are listened to and considered. 19 52 5 10 14 34 43 10 8 45.At my school adequate disciplinary measures are used to deal with disruptive behavior.

20 40 10 25 5 28 39 10 15 86.

My principal is an effective administrator. 33 24 14 14 14 49 33 8 6 47.My principal represents the school in a positive manner. 38 14 24 10 14 56 32 6 4 38.My principal demonstrates good interpersonal skills. 29 19 5 24 24 47 31 8 8 59.My principal deals with conflict constructively. 29 24 10 19 19 45 32 10 8 510.My principal responds in a reasonable time to my concerns. 38 33 5 10 14 50 34 8 5 311.My principal treats me with respect. 33 33 5 10 19 59 30 4 4 312.My principal is receptive to constructive criticism. 33 10 19 10 29 40 28 19 8 513.My principal is supportive of teachers. 29 19 10 19 24 50 31 8 6 414.My ability to do the best possible job at this school is limited by too many students in each class.

38 29 10 19 5 30 29 6 26 1015.

My ability to do the best possible job at this school is limited by student deficiencies in basic academic skills.

33 38 5 19 5 24 39 9 22 616.

My ability to do the best possible job at this school is limited by lack of concern/support from parents.

48 33 5 10 5 24 34 7 27 817.

My ability to do the best possible job at this school is limited by lack of concern/support from the principal.

10 14 19 33 24 4 8 8 43 3718.

My ability to do the best possible job at this school is limited by lack of concern/support from the district administration.

15 10 15 45 15 6 13 28 35 1919.

My ability to do the best possible job at this school is limited by insufficient resources (e.g., funds, books, equipment, supplies, etc.).

30 25 5 15 25 9 19 7 40 2520.

My ability to do the best possible job at this school is limited by school violence. 0 0 5 57 38 2 6 7 38 4721.My ability to do the best possible job at this school is limited by student gang activity.

0 0 0 33 67 1 1 8 30 6022.

My ability to do the best possible job at this school is limited by student substance abuse.

0 0 5 37 58 1 1 9 28 6223.

Students generally come to my class at the beginning of the term prepared for the grade level or courses I teach.

5 24 0 48 24 9 31 12 33 1524.

I feel satisfied concerning how my career is progressing at this school. 15 45 20 10 10 25 47 13 10 525.I have a feeling of job security in my present position. 20 45 25 5 5 34 47 10 6 326.I like working at my school. 25 40 25 10 0 48 37 7 5 327.Staff morale is high at my school. 10 10 25 35 20 22 37 15 17 928.I frequently feel overloaded and overwhelmed while working at my school. 10 29 19 29 14 19 35 10 28 829.Annual teacher evaluations are fair and reasonable. 19 48 29 5 0 36 48 11 3 230.Annual teacher evaluations are used to improve teacher performance. 14 29 43 10 5 28 45 18 7 331.Inservice programs keep me informed of the latest educational strategies. 24 62 5 0 10 35 50 7 5 232.I believe children attending my school are receiving a good education. 15 55 15 5 10 41 47 7 4 133.The overall climate or atmosphere at my school is positive and helps students learn.

10 33 19 29 10 39 45 7 6 334.

Students get grades A, B, C, D, and F for the quality of their school work. What overall grade would you give your child’s school?

C B35.

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SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTUDENT FORM


PERCENT RESPONDING IN EACH CATEGORYSAA

U/U

DSD



I feel safe at my school. 56 30 5 1 9 40 42 8 6 31.

My school building is kept clean and in good condition. 29 39 10 16 6 19 37 14 20 102.

Students in my school usually follow school rules. 18 25 10 30 18 9 27 21 27 163.

There are too many students in my classroom and that affects how much I learn.

42 9 1 20 28 14 15 10 30 314.

My teachers require that I work very hard for the grades I get. 65 20 4 6 5 59 28 7 3 25.

My school has enough books and equipment to help me learn. 57 27 7 0 9 47 35 7 7 46.

Food served for lunch at my school looks good and tastes good. 14 13 5 13 56 10 18 15 21 357.

Bathrooms in my school are clean and in good condition. 29 19 6 16 30 8 15 11 27 398.

My teachers are friendly and easy to talk to. 67 18 5 5 5 49 33 9 5 39.

My teachers make learning fun and interesting. 69 22 4 1 4 50 34 8 5 310.

My teachers make me want to learn. 77 17 2 2 1 51 34 9 4 211.

My teachers know a lot about the subjects they teach. 74 21 1 4 0 62 29 6 2 112.

My teachers give me meaningful homework that helps me learn. 70 22 2 1 5 49 35 8 4 313.

My teachers are interested in how I do in the future. 78 7 5 6 4 52 28 13 4 314.

My teachers let me know how I am doing on my school work. 68 24 2 2 2 52 34 7 4 315.

Violence is a problem at my school. 11 13 20 18 38 19 16 13 18 3516.

Gangs are a problem at my school. 12 6 9 19 54 11 9 10 18 5317.

Student drug and alcohol use are problems at my school. 12 5 6 16 61 9 4 6 12 6818.

My principal does a good job running the school. 65 16 9 2 9 54 26 9 5 619.

The assistant principals are available when needed. 50 29 11 3 8 35 33 18 8 620.

My guidance counselor helps me with school and personal problems. 23 16 22 7 32 43 25 21 5 621.

Adults at my school care about me as an individual. 52 23 10 9 6 36 34 18 7 522.

Adults at my school help me when I need it. 56 29 8 1 6 40 38 13 6 423.

I like coming to my school. 46 32 6 10 6 38 31 12 8 1124.

I am getting a good education at my school. 67 23 5 1 4 54 31 9 3 225.

The overall climate or feeling at my school is positive and helps me learn.

55 26 14 5 0 40 35 17 4 426.

Students get grades A, B, C, D, or F for the quality of their school work. What overall grade would you give to your school?

B B27.

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% of Instructional Staff 94.6

None 60.5-5 145.5-10 1510.5-15 615.5-20 120+ 5

New to M-DCPS 93

Mobility Index 35

% of Students 94.7

None 49

0.5-5 259

5.5-10 203

10.5-15 103

15.5-20 63

20+ 61

95.1

1

95 93.5

2211386703562

Staff Characteristics

1996-1997

Number of Days Abs.

Student Characteristics

Mobility/Stability

Number of Days Abs.

COMPREHENSIVE NEEDS ASSESSMENTDEMOGRAPHIC PROFILE

1997-1998

1998-1999

Attendance

Attendance 1996-1997

1997-1998

1998-1999

1996-1997

1997-1998

1998-1999

95.6

31123303

1518215

72

39 37

94.5

73249154884883

1998-1999

95.6

37

20421

1999-2000

1999-2000

54

35

94.4

77231129825781

922


COMPREHENSIVE NEEDS ASSESSMENTDATA FOR ACCOUNTABILITY

Grade

FCAT Reading

Percent of Students Scoring FCAT Achievement Level 2-5


98-99

4

8

10

Percent of Students Scoring FCAT Achievement Level 1

Percent of Students Scoring FCAT Achievement Level 1 and 2

99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01

59 7970 848572

n/a n/an/a n/an/an/a

n/a n/an/a n/an/a

Grade

FCAT Mathematics



98-99

5

8

10

Percent of Students Scoring FCAT Achievement Level 1

Percent of Students Scoring FCAT Achievement Level 1 and 2

99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01

52 8455 779774



Grade

SCHOOL GRADE DESIGNATION

4/5

8

10

98-99 99-00 00-01

41 2130 161528



48 1645 23326



FCAT Writing

Percent of Students Scoring 3 or more

98-99

4

8

10

Percent of Students Scoring less than 3

99-00 00-01 98-99 99-00 00-01

103538

n/an/an/a

n/an/an/a

906562

n/an/an/a

n/an/an/a

D

n/a

n/a

D D

n/a n/a

n/a n/a

PERFORMANCE HISTORY

n/a

Grade

923


MAJOR PROGRAMSCOMPREHENSIVE NEEDS ASSESSMENT

Reading

Writing

Mathematics

PROGRAM DATE INITIATEDGRADE

LEVEL(S)All students in grades K-

5. FCAT Reading Coach Practice Book Sep. '01

Students in Grades 2 - 5.

Academic Enrichment Tutorial Program Sep. '98

Students in all grades Kindergarten through 5.

Accelerated Reader Sep. '01

Students in all grades kindergarten through 5.

Accelerated Reader Update Sep. '01

All first grade studentsB. E. A. R. Sep. '01

Students in grades 3-5 who are functioning below grade level.

After School Tutorial Program Sep. '99

All students in all grade levels.

Central EXPRESS Sep. '97

Students in grades 2-5.Before/After School Reading Tutorials Sep. '98


LEVEL(S) All students in grade 4."Writing Best Practices" Sep. '99

Students in grade 4.Academic Enrichment Tutorial Program Sep. '97

Students in grades 2 - 5.Academic Excellence Program Sep. '96

Students in grades 3-5.Before/After School Tutoring Sep. '99

All gradesAmerica Reads Sep. '98

All students.FCAT Florida Writes Preparation Sep. '98

All sstudentsCompetency Based Curriculum Sep. '99

Students in all grades.FCAT Across the Curriculum Sep. '98


LEVEL(S)Students in grades 3-5

who are 2 or more years below grade level.

Academic Enrichment Tutorial Program Sep. '97

All students in grades 3 -5 who are functioning

below grade level.

Before and After-school Tutorial Sep. '98

All students in all grade levels.

Central EXPRESS Sep. '97

Students in all gradesCompetency-Based Curriculum Sep. '98

Students in grades 1-5.Computer Lab Programs Sep. '98

Students in all grades.Eishenhower Title II USI Math and Science Sep. '99

Students grades 3 -5.Saturday Academy Sep. '97

924

PROGRAMGRADE

LEVEL(S) DATE INITIATED

Other Areas

Boys in grades 4 and 5.5000 Role Models Sep. '96

All students.African American Voices Sep. '97

Students in grade 5.DARE Sep. '95

All students.Comer Child Development Program Sep. '01

All students.Attendance Incentives Sep. '98

Twenty students in pre-kindergarten.

High Scope Prekindergarten Program Sep. '96

Students in all grades.Home Learning Program Sep. '01

All students in grades 3 - 5.

Saturday School Tutoring Program Sep. '97

925


PROFESSIONAL DEVELOPMENTCOMPREHENSIVE NEEDS ASSESSMENT

Provided or in Progress in the Area of Reading Instruction

Provided or in Progress in the Area of Writing Instruction

Provided or in Progress in the Area of Mathematics Instruction

TRAININGNUMBER TRAINED DATE

Project BEAR Training for all first grade teachers. 2 Aug. 13, '01

Comprehensive Reading Plan (CRP) for all teachers and paraprofessionals.

40 Aug. 21, '01

Compass Learning Technology Workshop. 40 Aug. 24, '01

FCAT Reading Inservice for all Teachers and paraprofessionals. 40 Sep. 14, '01


Central Express Writing Academy at the University of Miami. 3 Aug. 03, '01

FCAT writing workshop for teachers in grades 3 and 4. 7 Sep. 06, '01


FCAT Mathematics Workshop for teachers in grade 5. 4 Aug. 14, '01

Compass Learning Technology training for all paraprofessionals and teachers.

40 Aug. 24, '01

FCAT Mathematics Workshop for all teachers and paraprofessionals. 40 Oct. 10, '01

Mathematics and Science Workshops. 5 Nov. 05, '01


Other Professional Development Provided or in Progress

Professional Assessment and Comprehensive Evaluation (PACES)workshop.

40 Sep. 05, '01

Academics Excellence Program. 2 Oct. 09, '01

926

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


COMPREHENSIVE NEEDS ASSESSMENT

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

The principal reviewed Educational Excellence School Advisory Council (EESAC) budget and the School Base Budget System (SBBS) with the committee.

Training:The EESAC assisted the principal with recommendations for a two-day staff development and curriculum planning retreat held at the beginning of the 2001-2002 school year.

Instructional Materials:The EESAC assisted the principal with recommendations and funding to purchase books for the media center.

Technology:The EESAC recommended that funds be allocated to wire the media center for internet access. The EESAC purchased computers for teacher and student use.

Staffing:The EESAC principal reviewed staffing allocation and current status of instructional and non-instructional personnel.

Student Support Services:The EESAC discussed activities to increase student and parent involvement.

Benchmarking:No benchmarking activities were made.

Other Matters of Resource Allocation:The EESAC discussed the allocation of funds to purchase student and teacher incentives relevant to improving attendance and academic achievement.

School Safety and Discipline:The EESAC has reviewed the schoolwide discipline plan. The EESAC discussed mandatory uniform policy.

927

TITLE I ASSESSMENT ISSUES


COMPREHENSIVE NEEDS ASSESSMENT

Family Literacy

Parental Involvement

Health Services

School Climate

A schoolwide program to encourage family literacy will be implemented. Each family will receive 3-6 books during the year to establish a home library.Parent workshops will be held twice a week to improve literacy skills. Students will be in a home learning class while parents are in the literacy workshops.

Reading, writing, and mathematics parent workshops will be held.Parents will be encouraged to participate in Westview's Volunteer Program.Parents will be able to utilize the Parent Resource Center on a daily basis.

Family counseling services, kindergarten screening, K-1 vision and hearing, school nurse services, and referral of students for diagnostic testing to outside agencies are provided. The student service/Comer team provides parents with information for obtaining eye glasses at reduced price or free of charge.

A faculty retreat was held at the opening of the 2001-2002 school year to establish procedures for providing a nurturing and caring environment for students. A "Comer Kid of the Month" is selected to improve the school climate, attitude, and enhance academic achievement.

928

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )

Miami-Dade County Public Schools Strategic Planning Goals

Readiness to Start School

Graduation Rate

Student Performance

Learning Environment

School Safety

Teachers and Staff

Adult Literacy

Parental, Family, and Community Involvement

MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations, will increase their reading comprehension skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Reading Test.

Goal 1

Goal 2

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

Goal 8

X

Goal I

X

Goal II

X

Goal III

X

Westview Elementary School-5901Objective Number: 1

MEASURABLE OBJECTIVE

Florida's System of SchoolImprovement and Education Accountability (229.591 F.S.)

Education Goals

School to Career Effective Learning Environment Efficient Management Practices

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 Categories

( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X

929

STRATEGIES

Start Date

End Date

Timeline

STRATEGIESObjective Number: 1 Westview Elementary School-5901

List Persons Responsible (by position) for this Strategy. Place an asterisk in front of

one contact person.

. Utilize a variety of media resources in the library to research and explore career opportunities.

*Media Specialist,Classroom Teachers

Sep. '01 Jun. '021

. Implement the Comprehensive Reading Plan. *Reading Facilitator, Assistant Principal

Sep. '01 Jun. '022

. Ensure equal access of reading comprehension technology networked throughout the school to students in Grades K-5. Appropriate software for skill building will be utilized for all students during regularly computer sessions.

*Technology Facilitator,Principal

Sep. '01 Jun. '023

. Implement student, parent/guardian school compact agreement to: provide a quiet well-lit place for studying and assist their children with home learning activities.

*Community Involvement Specialist,

Sep. '01 Jun. '024

. Continue Saturday Academy and Before/After School tutorial program for students to reinforce reading skills in preparation for the FCAT.

*Principal Reading Leader

Sep. '01 Jun. '025

. Implement parent workshops to provide parents with strategies and activities to assist students in reading.

*Principal, Assistant Principal,

Grade Level Chairperson

Sep. '01 Jun. '026

. Continue to provide staff development, rigorous teaching, and monitoring of program delivery.

*Principal, Assistant Principal

Sep. '01 Jun. '027

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).

930

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations, will increase their writing skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Writing Test.

Goal 1

Goal 2

Goal 3

X

Goal 4

X

Goal 5

X

Goal 6

X

Goal 7

X

Goal 8

X

Goal I

X

Goal II

X

Goal III

X




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X

931

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Utilize a variety of media resources in the library for research in order to write a research paper on careers.

*Media Specialist,Classroom Teachers

Sep. '01 Jun. '021

. Maintain weekly FCAT Writing workshops involving third and fourth grade classes.

Assistant Principal Sep. '01 Jun. '022

. Maintain journal writing as a regular activity to increase interest and fluency in writing.

*Grade Level Chairperson Sep. '01 Jun. '023

. Ensure equal access of writing technology networked in the computer lab to increase writing skills of all students in grades K-5. Appropriate software for skill building will be utilized during regularly scheduled computer sessions.

*Technology Facilitator Sep. '01 Jun. '024

. Continue Saturday School program for students to reinforce writing skills in preparation for the FCAT Writing Assessment Test.

*Principal, Reading Leader

Sep. '01 Jun. '025

. Implement a Spring Literacy Fair that will be comprised of samples of students' writing collected over a period of time by the classroom teacher.

*Assistant Principal, Activities Director

Sep. '01 Jun. '026

. Implement student, parent/guardian compact agreement with parent to: provide a quiet well-lit place for studying andassist their children with homelearning.

Community Involvement Specialist

Sep. '01 Jun. '027

. Continue to implement a scope and sequence for writing in which each grade level concentrates on a specific aspect of writing.

*Assistant Principal, Grade Level Chairperson

Sep. '01 Jun. '028

. Continue to provide staff development, rigorous teaching and monitoring of program delivery.

Principal Sep. '01 Jun. '029


932

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations, will increase their mathematics skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Mathematics Test.

Goal 1

Goal 2

Goal 3

X

Goal 4

X

Goal 5

X

Goal 6

X

Goal 7

X

Goal 8

X

Goal I

X

Goal II

X

Goal III

X




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X

933

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Maintain video interview of career guest speakers in areas relating to accounting and mathematics.

*Media Specialist Sep. '01 Jun. '021

. Ensure equal access to students of mathematics technology throughout the school in grade K-5. Appropriate software for skill building will be utilized for these students during regularly scheduled computer sessions.

* Technology Facilitator Sep. '01 Jun. '022

. Implementation of "Math Attack", timed activities that develop speed and accuracy through daily reinforcement of mathematics application skills.

Classroom Teachers Sep. '01 Jun. '023

. Implement student, parent/guardian school compact agreement to:provide a quiet well lit place for studying and assist their children with home learning.

Community Involvement Specialist

Sep. '01 Jun. '024

. Implement Saturday School program for students reinforcing mathematics application skills in preparation for the FCAT.


. Continue to provide staff development, rigorous teaching, and monitoring of program delivery.


. Implement home learning lab afterschool to help students understand and complete home learning assignments given by the classroom teacher.



934


WAIVERS

Any waivers submitted for this school may be found in Appendix A: Waivers, at the back of this book.

TITLE I BUDGETS

The Title I budget for this school may be found in Appendix B: Title I Budgets, at the back of this book.

935

SCHOOL PERFORMANCE EXCELLENCE PLANREVIEW AND ACCEPTANCE SIGNATURES

LOC. #: 5901 SCHOOL NAME: Westview Elementary School

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 all persons listed below, is on file at the Region Office.

Required Signatures:

Principal;EESAC Chair;UTD Steward;EESAC Parent Representative;EESAC Business/Community Representative; andEESAC Student Representative, as applicable.

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

936

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