this report was created onsqi.dadeschools.net › sip › 2001-2002 › 1371.pdfhigh school feeder...

This Report was created on:

10/25/2001

at

4:20:43 PM

School Number and Name: 1371 Marjory Stoneman Douglas Elementary School

Telephone #: (305) 226-4356

Region: V

High School Feeder Pattern: G. Holmes Braddock Senior

Board District #: 5

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 Manuel C. Barreiro

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.

227

SCHOOL PERFORMANCE EXCELLENCE PLANMarjory Stoneman Douglas Elementary School-1371

EXECUTIVE SUMMARYMarjory Stoneman Douglas Elementary School

Given instruction using the Competency-Based Curriculum, students included in accountability calculations will increase their reading skills as evidenced by scores on the 2002 administration of the FCAT that indicate the maintenance within two points of, or the decrease in, the percent of students scoring at FCAT Achievement Level 1 as compared to scores on the 2001 administration.

Given instruction using the Competency-Based Curriculum, students included in accountability calculations will increase their writing skills as evidenced by the maintenance within 4 points of, or an increase in, the percent of students scoring at or above "3" on the 2002 administration of the FCAT as compared to scores on the 2001 administration.

Given instruction using the Competency-Based Curriculum, students included in accountability calculations will increase their mathematics skills as evidenced by the maintenance within 4 points of, or an increase in, the percent of students scoring at or above FCAT Achievement Level "3" on the 2002 administration of the FCAT as compared to scores on the 2001 administration.

Given schoolwide attention to the development and improvement of science skills, 80% of the students in grades two through five will demonstrate an increase in test scores on a school developed, grade-level specific science test, based on the Miami-Dade County Public Schools Science Competency Based Curriculum, administered in the fall of 2001 and the spring of 2002.

Given the increasing technological demands in the workplace, second through fifth grade students will develop the skills necessary to use a web browser as evidenced by a minimum of four website critiques in their student logbooks.

Marjory Stoneman Douglas Elementary is located in southwest Miami-Dade County and serves approximately 1200 students in grades prekindergarten to five. The school's curriculum includes a dual language program, the Teaching Enrichment Activities to Minorities (TEAM) Program in grades 1-5, a COMET LAB, and a Microvillage Society dropout prevention program. The student population is comprised of 95% Hispanic, 3% White Non-Hispanic, and 2% Black Non-Hispanic. Fifty percent of the students participate in the free lunch program and 13% participate in the reduced lunch program.

After analyzing test data and results, the EESAC recommends the following:

In order to achieve these objectives, appropriate strategies include: the implementation of peer tutorial programs, enhancement of classroom libraries, student and parent workshops provided by the Faculty and Administration, simulated testing situations, use of computer software and hands-on activities, and teacher participation in District and/or in-house inservice training in the areas of reading, writing, mathematics, science, technology, and bilingual school organization.

228

Marjory Stoneman Douglas Elementary School-1371

VISION

MISSION STATEMENT

We, at Marjory Stoneman Douglas Elementary, share the vision, feel the pride, and experience the commitment to excellence everyday. This vision is reflected in a school where all children will learn to be critical thinkers in a dual-language instructional program.

Our Mission at Marjory Stoneman Douglas Elementary is to bilingually foster student achievement with respect for historical, cultural, and individual diversities with an emphasis on the preservation of our environment.

229


SCHOOL FOUNDATION1. ENVIRONMENT

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

Marjory Stoneman Douglas Elementary School provides dual-language educational services based on the Competency-Based Curriculum and the Sunshine State Standards for students in Kindergarten through grade five. A Primary Learning Center is located approximately three miles from the Main Campus and services prekindergarten and kindergarten students.

Our school utilizes the District’s Comprehensive Reading Plan. Students who need remediation in reading are afforded the opportunity to participate in Saturday Academy classes. Additionally, the school has a special unit dedicated to offering services for at-risk students through a School-to-Career Initiative. Furthermore, our school incorporates a Microvillage Society program that emphasizes work ethics and real life situations. Instruction is provided through traditional classroom settings and is enhanced through computer and science lab instruction. School-to-home connections are fostered through monthly newsletters and adult education courses (computers, parenting skills, science fair, and ESOL classes).

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

Vision Statement:We, at Marjory Stoneman Douglas Elementary, share the vision, feel the pride, and experience the commitment to excellence everyday. This vision is reflected in a school where all children will learn to be critical thinkers in a dual-language instructional program.

Mission Statement:Our mission at Marjory Stoneman Douglas Elementary is to bilingually foster student achievement with respect for historical, cultural, and individual diversities with an emphasis on the preservation of our environment.

Core Values:Marjory Stoneman Douglas Elementary School holds the following beliefs as the motivation for all endeavors undertaken by our school: a commitment to serving students in a dual-language model to become productive members in a multiculturally diverse society; a belief that our responsibility lies in the development of the “total child”, including the development of intellectual, social, and physical skills; and a belief in the importance of serving our community, our students, and our employees through a paradigm that enables each one to be a stakeholder in the educational process.

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

This school employs a total of 99 full-time staff members and 62 part-time staff members. Of this group, there are four administrators, 56 classroom teachers, five Exceptional Student Education teachers, two guidance counselors, nine classroom paraprofessionals, nine clerical employees, and twelve custodial service workers. Of the teaching staff, 10.2 percent are teachers new to this school, with the average length of time teaching in Florida at twelve years. Thirty-seven have advanced degrees.

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

Marjory Stoneman Douglas Elementary School is located on nine acres in West Miami-Dade County at 11901 S.W. 2nd Street. Approximately three miles from our main campus is our Primary Learning Center that serves prekindergarten and kindergarten students. This 11 year-old school has recently undergone a retrowiring for Internet and Intranet access that allows all classrooms to connect to the World Wide Web via a T-1 connection. To further complement the network upgrade, our school recently utilized awarded grant money to acquire 120 IBM computers. The school’s media center houses a state of the art closed-circuit television system, and a video production studio that airs daily morning announcements schoolwide. In addition, the media center houses one of the largest English and Spanish elementary collections in the District which supplements our dual-language curriculum.

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 P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statues), which stipulate categorical preferences for employment. Additionally, the school is in compliance with all OSHA and Environmental

230

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.

Hostile treatment or violence against a student, teacher, or other employee because of his/her 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.

According to the 2000-2001 District and School Profile, Marjory Stoneman Douglas Elementary School serves approximately 1200 students from the surrounding neighborhood, including students (13.8 percent), ESOL students (33.5 percent) and free/reduced lunch students (57.2 percent). The ethnic/racial makeup of the student population is 1 percent Black-Non-Hispanic, 95 percent Hispanic, 4 percent White-Non-Hispanic, and 1 percent Asian/Indian. The mobility index of the school is 20.

Computers are made readily available in both the classroom and the computer lab, in order to expose disadvantaged students to their usage. The PSTO has been instrumental in securing the computers for the media center, while a grant was written and awarded which has ensured that each classroom has at least three computers. There are two ESE teachers who work diligently to ensure that learning disabled students can return to a regular class setting. An annual stage production is performed by these students, which instills a sense of pride to all participants. Additionally, the gifted students are able to show their skills in countywide competitions such as the Miami-Dade County Geography Bee and the Math Brain Bowl. Students who have been identified at-risk are enrolled in a special Career Opportunities Motivated through Educational Technology (COMET) class. This program exposes students to careers and occupations. Students meet with the counselors on a regular basis to discuss their progress and to plan for a future course of action. Additionally, a Microvillage Society program compensates students for completing tasks in a professional and timely manner. Students of all backgrounds are taught to respect each other by becoming more familiar with different cultures. “Multicultural Week” exposes students to other languages, customs, and foods by studying and presenting the facets of these cultures to parents and visitors alike during the festivities.

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

Marjory Stoneman Douglas Elementary offers a before-school and an after-school care program. These services are vital for working parents. The after-school program offers karate, flag football and dance classes. Additionally, this program provides supervised homework sessions. Parents are encouraged to schedule appointments with teachers to review their child’s progress. Any potential language barrier can be easily remedied with the help of the bilingual office staff or counselors. Parents are invited to attend Child Study Teams to discuss learning difficulties with the child’s teacher, counselor, and school psychologist.The community is always encouraged to volunteer as is evidenced by the numerous parents assisting in the kindergarten and first grade wings. The school has received the annual Golden School Award in recognition of the thousands of volunteer hours donated to the school. Additionally, parents are welcomed to attend numerous programs and classroom activities. Marjory Stoneman Douglas Elementary School offers parents a variety of evening programs that include Adult Basic Education, English for Speakers of Other Languages, parenting skills, basic literacy classes, and computer literacy.

The community enjoys the benefits of using the school as a meeting place. The Boy Scouts and the Girl Scouts of America as well as the South Dade Amateur Orchid Club hold regular meetings at the school.

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

The United Teachers of Dade and the School Board of Miami-Dade County negotiate the benefits package and

231

contract offered to employees of Marjory Stoneman Douglas Elementary School. This package includes a comprehensive health component as well as standard insurances and other selected benefits. The faculty and staff at Marjory Stoneman Douglas Elementary School is provided with a variety of professional development programs offered by the District. Additionally, the Educational Excellence School Advisory Council (EESAC) votes on issues for teachers to attend fee-paid trainings, conferences, and workshops that are in alignment with the goals of the school. The School Board encourages teachers to continue their education by subsidizing a portion of the costs for further studies.

Outstanding contributions to the progress of the school are acknowledged over the public address system as the occasions arise. At the end of each year, the employees gather for an awards luncheon which recognizes individual contributions to the total school program.

Results of the School Climate Survey indicate that staff morale is high and that, in general, Marjory Stoneman Douglas Elementary School is thought of as 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.

Marjory Stoneman Douglas Elementary School enjoys a collaborative relationship with Florida International University. Students from the university provide tutoring and mentoring for Marjory Stoneman Douglas Elementary School students and, at the same time, our teachers provide supervision to interns from FIU.The majority of fifth grade students leaving Marjory Stoneman Douglas Elementary will attend Paul Bell Middle School. Marjory Stoneman Douglas Elementary School works closely with Paul Bell Middle School on articulation issues ensuring that incoming sixth graders will continue the dual-language program foundation. Marjory Stoneman Douglas Elementary School enjoys a beneficial partnership with Washington Mutual Bank. The bank president is very active in the school community and is a member of the Education Excellence School Advisory Council (E.E.S.A.C.). Furthermore, students are afforded the opportunity to start a savings account that helps build an understanding of the banking process.

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.

Marjory Stoneman Douglas Elementary is presently servicing approximately 1200 students in prekindergarten through grade five. Due to boundary changes and the opening of Dr. Carlos J. Finlay Elementary School, student enrollment declined by approximately 33 percent. The school was recently recognized by the Metro-Dade County Office of the Mayor and the Board of County Commissioners for the accomplishment of the Bilingual Literature Accelerated Student Tutorial (BLAST) project. In addition, the music students were awarded 11 first places and five superiors for their outstanding participation in the Miami-Dade County Youth Fair Music Competition. The fifth grade gifted students have placed among the top ten at the Miami-Dade County Geography Bee. The school’s Microvillage Society and the “Bringing Literature to Life” programs were both featured at the 2001 Multilingual Summit: Preparing for Economic Development.

3.2 CompetitorsThis item explores the alternate schools available to students.

Marjory Stoneman Douglas Elementary School is surrounded with a number of reputable private schools (both parochial and secular). The following private schools are within or close to the boundaries of Marjory Stoneman Douglas Elementary: Conchita Espinosa Academy, High Point Academy, El Redentor Presbyterian School, La Divina Providencia, Vann Academy and The Greater Miami Adventist School. Most of these schools have been approved to receive vouchers from the Florida Department of Education for eligible students. The surrounding public elementary schools are Sweetwater Elementary, Wesley Matthews Elementary, and Dr. Carlos J. Finlay Elementary. Dr. Carlos J. Finlay’s curriculum is also a dual-language program with a capped enrollment policy due to their partnership with Florida International University. Additionally, Village Green Elementary recruits and draws students from Marjory Stoneman Douglas Elementary for their self-contained National Geographic gifted program.

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.

The education program at Marjory Stoneman Douglas Elementary provides dual-language instruction in both English and Spanish. This program is based on the philosophy of the transfer of skills from one language to another. In this dual language model, all students are taught in English 60 percent of the day and in Spanish the remaining 40 percent of the day. The school’s curriculum also includes the Teaching Enrichment Activities to Minorities (TEAM) program in grades one through five, a Career Opportunities Motivating through Educational Technology (COMET) Lab, a Gifted Program, Academic Excellence Program (AEP) and a Microvillage Society

232

dropout prevention program. In addition, to the Marjory Stoneman Douglas Elementary’s Main Campus, a Primary Learning Center houses its prekindergarten and kindergarten programs. The Bilingual Literature Accelerated Student Tutorial (BLAST) is the school’s newest project designed to enhance the schoolwide dual-language program for our Limited English Proficient (LEP) students. This project also involves students’ parents in the educational process by providing workshops, activities and English classes in the evenings.To achieve the objectives of the above-mentioned programs, the following strategies are used: enhancement of classroom libraries, simulated testing situations, use of computer software and hands-on activities, and teacher participation in training in the areas of reading, writing, mathematics, science, technology, and bilingual school organization.Marjory Stoneman Douglas Elementary flourishes with a collaborative system of leadership that includes representatives from all stakeholder groups on its primary decision-making group, the Educational Excellence School Advisory Council (EESAC).

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

Enrollment at Marjory Douglas Stoneman Elementary has dropped by 33 percent over the past year. This is due to the opening of Dr. Carlos J. Finlay Elementary, a new dual-language school that helped reduce overcrowding. A recent grant awarded by the Federal Department Of Education has allowed Marjory Stoneman Douglas Elementary to pursue parental involvement activities that were formerly outside of the budget constraints of the school. This grant targets Limited English Proficient (LEP) students in grades one, two, and three. As a result of the decrease in enrollment a total of 33 teachers were surplused.

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

Marjory Stoneman Douglas Elementary School has identified several issues concerning challenges in learning. Among these are:

Based on the results of the FCAT Math test for the 2000-2001 school year, we have identified this as an area that needs improvement. Based on teacher input we have identified Internet connectivity as an area of concern. Based on teacher input, there is a concern regarding the challenges of providing hands-on activities during the science instructional block.

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.

Marjory Stoneman Douglas Elementary School has identified several challenges in relationships with faculty. Among these are: Staffing the school with teachers, fluent in Spanish and certified in Elementary Education, presents a challenge in the area of personnel. Teachers have expressed a need for further training in the areas of FCAT math, reading, and writing strategies. New teachers have expressed a need for a mentoring program.

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

Marjory Stoneman Douglas Elementary has identified several issues concerning relationships with internal operations and external forces. Among these are:

An increase in the influx of immigrant students has created a strain on the services offered to Limited English Proficient students. The reassignment of students to the newly opened relief school, Dr. Carlos J. Finlay Elementary, restructured the school staff dramatically. Additionally, new construction in the area will create the need for additional student stations in the near future.

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.

Marjory Stoneman Douglas Elementary School has identified several issues concerning challenges in process improvement.Among these are the need for additional grade level collaboration as well as the need for increased teacher, school, and parent communication.

233

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.

Marjory Stoneman Douglas Elementary has identified several issues concerning improvement in education design and support process improvement. Among these are:

Based on the results of the FCAT Math test for the 2000-2001 school year, we have identified this as an area that needs improvement. In order to address this issue, Marjory Stoneman Douglas Elementary will redesign our Saturday Academy curriculum for those students identified as needing remediation. Additionally, tutoring will be provided by interns from Florida International University.

Based on teacher input, we have identified Internet connectivity as an area of concern. In order to address this need, Marjory Stoneman Douglas Elementary will implement a computer lab equipped with 24 computers and classrooms with a minimum of three computers. These computers will have Internet and Intranet access as well as links to the Silver Burdett and FCAT websites.

Based on teacher input, there is a concern regarding the challenges of providing hands-on activities during the science instructional block. In order to address this need, Marjory Stoneman Douglas will provide hands-on activities for students such as a Full Option Science System (FOSS). Additionally, students will systematically carry out science activities that are related to classroom instruction in the science lab.

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.

Marjory Stoneman Douglas Elementary has identified issues concerning improvement in the Education Delivery process. Staffing the school with teachers, fluent in Spanish and certified in Elementary Education, presents a challenge in the area of personnel. In order to address this need, Marjory Stoneman Douglas Elementary will develop a bilingual interviewing committee in order to assess the bilingual capabilities of each candidate. Additionally, we will continue to assist teachers in the area of Spanish curriculum through the assistance of our school-site Bilingual Coordinator. Teacher training and support will be available throughout the year. Teachers have expressed a need for further training in the areas of FCAT math, reading and writing. In order to address these needs, teachers will be given the opportunity to attend both in-house and District training in the identified areas of instruction. Additionally, the school-site Reading Leader will assist with FCAT instructional strategies, when needed. New teachers have expressed a need for a mentoring program. Marjory Stoneman Douglas Elementary will address this need by providing an in-house mentoring program for new teachers. Veteran teachers will guide and assist new teachers with day-to-day teacher responsibilities, instructional planning and classroom discipline.

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.

Marjory Stoneman Douglas Elementary has identified issues concerning challenges in improving relationships with internal operations and external forces. Among these are:

Marjory Stoneman Douglas Elementary has experienced an increase in the influx of immigrant students. This has caused a strain on the services offered to Limited English Proficient students. In order to address this need, Limited English Proficient students in grades one, two, and three are serviced through a federal grant, Project BLAST. This project enhances the schoolwide dual-language program for our LEP students.

Due to the loss of students to the newly opened relief school, Dr. Carlos J. Finlay Elementary, our school staff was restructured dramatically. In order to address this need, Marjory Stoneman Douglas Elementary will restructure staff assignments based on teacher strengths.

Additionally, new construction in the area will create the need for additional student stations in the near future. An on-campus Primary Learning Center is scheduled to be approved by the school board sometime this year.

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.

Marjory Stoneman Douglas Elementary has identified issues concerning challenges in process improvement. Among these are:

234

Marjory Stoneman Douglas Elementary has a need for grade level collaboration. Grade level meetings will be held on a weekly basis. An administrator will be attending these grade level meetings. Any concerns will be addressed by the administration to assist teachers. Common grade level planning will allow for teacher networking, grade level consistency and quality instruction.

Another issue is the need for teacher, school, parent, and community communication. Marjory Stoneman Douglas Elementary will continue to communicate with parents and the community via our school's website. Monthly calendars with school events, school information, education web links and Parent Student Teacher Organization (PSTO) information are a few of the features.

235


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. 43 51 4 3 0 36 49 7 6 21.My child’s school is kept clean and in good condition. 52 43 4 1 0 43 47 4 5 12.My child’s school is overcrowded to the degree that it affects learning. 14 21 21 32 13 14 21 21 32 123.My child’s school maintains high academic standards. 31 45 18 6 1 30 46 18 5 14.My child’s school uses adequate disciplinary measures in dealing with disruptive students.

33 41 22 4 1 29 44 21 5 25.

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

43 44 5 6 2 42 48 6 4 16.

My child’s school serves lunches that are nutritious and taste good. 23 28 18 24 6 21 37 19 14 87.My child’s school keeps bathrooms clean and in good condition. 26 43 19 10 3 21 36 21 14 88.My child’s teachers are friendly and easy to talk to. 56 38 3 3 0 57 36 3 2 19.My child’s teachers make learning interesting and relevant. 47 44 5 3 0 49 42 6 2 110.My child’s teachers motivate students to learn. 49 40 8 2 0 50 40 6 3 111.My child’s teachers take an interest in students’ educational future. 45 38 14 3 0 47 40 10 3 112.My child’s teachers are knowledgeable and understand their subject matter. 45 45 8 1 0 46 43 8 2 113.My child’s teachers assign meaningful homework that helps students learn. 49 42 6 3 0 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.

42 41 8 8 1 49 39 6 5 215.

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

42 48 5 3 0 41 50 5 3 116.

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

42 52 5 2 0 40 52 5 3 117.

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

46 48 4 2 0 43 49 5 3 118.

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

37 49 12 2 0 29 47 19 4 119.

My child’s school is effectively teaching students to use computers. 34 41 17 7 1 31 42 16 8 320.My child’s school is effectively teaching students to think critically and reason out problems.

35 46 17 3 0 30 50 15 4 121.

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

43 46 9 3 0 37 50 8 4 122.

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

42 49 8 1 0 39 49 9 2 123.

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

52 42 5 0 1 46 38 10 3 324.

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

52 40 7 0 0 46 36 13 2 225.

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

55 36 8 0 1 48 36 11 2 226.

The principal does an effective job running my child’s school. 54 39 6 1 0 46 39 10 3 227.The principal is available and easy to talk to. 43 29 21 5 1 38 35 19 5 328.The assistant principals are effective administrators. 38 45 14 2 1 35 40 20 3 229.Guidance counselors are concerned about and try to help students with educational and personal problems.

40 39 18 3 1 34 37 24 3 230.

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

61 35 2 3 0 48 42 5 3 231.

School staff respond to my needs and concerns in a reasonable period of time. 45 46 6 2 1 39 46 8 4 232.My child is getting a good education at this school. 51 43 3 3 0 48 43 5 3 133.The overall climate or atmosphere at my child’s school is positive and helps my child learn.

50 46 4 0 0 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.

236

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTAFF FORM


% RESPONDING IN EACH CATEGORYSAA

U/UDSD



At my school I feel safe and secure. 71 24 0 4 0 49 38 4 6 21.At my school the school building is kept clean and in good condition. 53 40 0 4 2 32 43 5 15 52.At my school personnel work together as a team. 43 39 5 9 5 32 47 7 11 33.At my school administrators solve problems effectively. 42 42 4 7 4 36 41 9 10 54.At my school I feel that my ideas are listened to and considered. 33 44 9 7 7 34 43 10 8 45.At my school adequate disciplinary measures are used to deal with disruptive behavior.

39 43 7 5 7 28 39 10 15 86.

My principal is an effective administrator. 52 32 7 5 5 49 33 8 6 47.My principal represents the school in a positive manner. 53 31 11 2 2 56 32 6 4 38.My principal demonstrates good interpersonal skills. 44 33 7 11 4 47 31 8 8 59.My principal deals with conflict constructively. 42 38 9 7 4 45 32 10 8 510.My principal responds in a reasonable time to my concerns. 49 36 9 2 4 50 34 8 5 311.My principal treats me with respect. 64 18 7 4 7 59 30 4 4 312.My principal is receptive to constructive criticism. 33 40 11 7 9 40 28 19 8 513.My principal is supportive of teachers. 47 33 11 4 4 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.

18 24 4 33 20 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.

7 36 11 39 7 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.

11 27 9 40 13 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.

0 9 7 40 44 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.

4 9 13 44 29 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.).

2 20 7 42 29 9 19 7 40 2520.

My ability to do the best possible job at this school is limited by school violence. 0 5 2 32 61 2 6 7 38 4721.My ability to do the best possible job at this school is limited by student gang activity.

0 0 2 24 73 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 18 77 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.

7 43 25 25 0 9 31 12 33 1524.

I feel satisfied concerning how my career is progressing at this school. 23 49 7 7 14 25 47 13 10 525.I have a feeling of job security in my present position. 28 37 16 12 7 34 47 10 6 326.I like working at my school. 52 30 9 7 2 48 37 7 5 327.Staff morale is high at my school. 30 50 5 16 0 22 37 15 17 928.I frequently feel overloaded and overwhelmed while working at my school. 16 39 2 39 5 19 35 10 28 829.Annual teacher evaluations are fair and reasonable. 37 49 12 2 0 36 48 11 3 230.Annual teacher evaluations are used to improve teacher performance. 29 44 20 7 0 28 45 18 7 331.Inservice programs keep me informed of the latest educational strategies. 36 52 11 0 0 35 50 7 5 232.I believe children attending my school are receiving a good education. 49 40 4 7 0 41 47 7 4 133.The overall climate or atmosphere at my school is positive and helps students learn.

49 38 4 7 2 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?

B B35.

237

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTUDENT FORM


PERCENT RESPONDING IN EACH CATEGORYSAA

U/U

DSD



I feel safe at my school. 53 31 11 5 0 40 42 8 6 31.

My school building is kept clean and in good condition. 32 47 8 14 1 19 37 14 20 102.

Students in my school usually follow school rules. 28 30 15 22 5 9 27 21 27 163.

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

3 6 4 30 57 14 15 10 30 314.

My teachers require that I work very hard for the grades I get. 57 32 5 4 1 59 28 7 3 25.

My school has enough books and equipment to help me learn. 45 34 7 12 2 47 35 7 7 46.

Food served for lunch at my school looks good and tastes good. 26 10 19 16 29 10 18 15 21 357.

Bathrooms in my school are clean and in good condition. 22 14 17 27 20 8 15 11 27 398.

My teachers are friendly and easy to talk to. 50 39 7 3 1 49 33 9 5 39.

My teachers make learning fun and interesting. 64 29 3 3 0 50 34 8 5 310.

My teachers make me want to learn. 51 34 8 7 0 51 34 9 4 211.

My teachers know a lot about the subjects they teach. 76 19 3 2 0 62 29 6 2 112.

My teachers give me meaningful homework that helps me learn. 55 35 8 2 0 49 35 8 4 313.

My teachers are interested in how I do in the future. 68 22 8 2 1 52 28 13 4 314.

My teachers let me know how I am doing on my school work. 70 21 7 1 1 52 34 7 4 315.

Violence is a problem at my school. 3 3 8 25 62 19 16 13 18 3516.

Gangs are a problem at my school. 1 3 3 25 67 11 9 10 18 5317.

Student drug and alcohol use are problems at my school. 2 1 2 11 84 9 4 6 12 6818.

My principal does a good job running the school. 62 26 8 3 1 54 26 9 5 619.

The assistant principals are available when needed. 37 36 20 6 1 35 33 18 8 620.

My guidance counselor helps me with school and personal problems. 35 17 42 3 3 43 25 21 5 621.

Adults at my school care about me as an individual. 46 38 10 5 1 36 34 18 7 522.

Adults at my school help me when I need it. 49 38 9 4 0 40 38 13 6 423.

I like coming to my school. 42 27 13 11 8 38 31 12 8 1124.

I am getting a good education at my school. 69 24 7 0 0 54 31 9 3 225.

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

53 33 10 4 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.

238


% of Instructional Staff 96.1

None 50.5-5 305.5-10 3610.5-15 1615.5-20 020+ 2

New to M-DCPS 325

Mobility Index 18

% of Students 94.9

None 156

0.5-5 623

5.5-10 461

10.5-15 266

15.5-20 123

20+ 185

96.4

3

270 95.3

772761931134878

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

95.9

530371653

34371322

280

10 12

95.5

186660438234108117

1998-1999

95.5

129421662

1999-2000

1999-2000

344

20

94.8

99660536297140171

239


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

28 4737 606444

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

30 6222 547843



Grade

SCHOOL GRADE DESIGNATION

4/5

8

10

98-99 99-00 00-01

72 5363 403656



70 3878 462257



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

51423

n/an/an/a

n/an/an/a

958677

n/an/an/a

n/an/an/a

D

n/a

n/a

C C

n/a n/a

n/a n/a

PERFORMANCE HISTORY

n/a

Grade

240


MAJOR PROGRAMSCOMPREHENSIVE NEEDS ASSESSMENT

Reading

Writing

Mathematics

PROGRAM DATE INITIATEDGRADE

LEVEL(S)1-4Accelerated Reader Aug. '01

K-5Comprehensive Reading Plan Aug. '01

1-4Reading Tutorial Program Aug. '01

1-5Jostens Lab Aug. '01

1America Reads Aug. '01

1-5CRISS Strategies Aug. '01

1-5TEAM Aug. '01


LEVEL(S)K-5Competency-Based Curriculum Aug. '01

1-5Jostens Lab Aug. '01

1-5Monthly Writing Prompts Aug. '01

1-5CRISS Strategies Aug. '01

2-5Word Processing a Tool for Writing Aug. '01


LEVEL(S)K-5Competency-Based Curriculum Aug. '01

K-5FCAT Preparation Aug. '01

1-5Weekly Word Problems Aug. '01

241


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

Spanish-Reading 8 Apr. 18, '01

Reading Conference 2 Oct. 12, '01

America Reads 3 Oct. 17, '01

Reading 5 Oct. 21, '01

CRISS Training 17 Oct. 26, '01


Language Arts 3 Apr. 12, '01

Language Arts Clinic 2 Nov. 01, '00

Language Arts 17 Nov. 20, '00

CRISS Training 17 Oct. 26, '00


Math Workshop 3 Feb. 22, '01

FCAT Workshop 22 Oct. 18, '00

Math Training 1 Oct. 25, '00

FCAT Math Strategies 7 Nov. 02, '00

FCAT 12 Nov. 16, '00

Math in Focus 3 Feb. 22, '01

Everyday Math 3 Mar. 28, '01


Other Professional Development Provided or in Progress

Technology Conference 16 Sep. 20, '00

Internet Inservice 27 Oct. 23, '00

Library Media 1 Oct. 10, '00

Microtech Conference/Meeting 1 Dec. 11, '00

Microsystems Workshop 1 Jan. 16, '01

Technology Update - SBAB 1 Feb. 15, '01

242

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:

On August 30, 2001, the Principal met with the EESAC to review and explain our school's budget. Additionally, decisions were made by consensus on the expenditure of EESAC monies.

Training:The EESAC has recommended that our school continue to provide inservice training in the areas of technology and FCAT enhancement. These inservices were provided during the 2000-2001 school year, and will continue during the 2001-2002 school year.

Instructional Materials:The EESAC continues to support the use and purchase of hands-on materials for all grade levels. The EESAC also recommends the purchase of additional hardware and software for both the computer lab and classrooms. Through the purchase of additional hardware, students will be able to utilize the "FCAT Explorer" website, a free program for schools offered by the Florida Department of Education (FDOE).

Technology:The EESAC supports the school's recent technology upgrades. These include additional classroom computers and hubs, Microsoft Office 2000, and various curriculum-related software packages. The EESAC collaborated with the PSTO in purchasing headphones for the computer lab.

Staffing:The EESAC recommends that any available funds be used for the hiring of FCAT tutors and classroom paraprofessionals. These individuals will assist with small group tutoring in grades four and five.

Student Support Services:EESAC members will work with staff to implement appropriate activities to achieve School-To-Career strategies. The EESAC has acquired the assistance of the school counselor in developing an annual "Career Week" activity.

Benchmarking:We will continue to network with other schools during district and region level conferences. Through these conferences we hope to develop and share successful initiatives to better meet the needs of the students.

Other Matters of Resource Allocation:EESAC continues to support its Dade Partners. In addition, interns from University programs should continue to participate at the school.

School Safety and Discipline:A School Safety Committee was developed to ensure the safety of our staff and students. Monthly meetings will be held to review any pertinent issues that may arise.

243

( ) ( ) ( )

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

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, students included in accountability calculations will increase their reading skills as evidenced by scores on the 2002 administration of the FCAT that indicate the maintenance within two points of, or the decrease in, the percent of students scoring at FCAT Achievement Level 1 as compared to scores on the 2001 administration.

Goal 1

X

Goal 2

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

Goal 8

X

Goal I

X

Goal II

Goal III

Marjory Stoneman Douglas Elementary School-1371Objective 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

( )

1

( )

5

X ( )

6

( )

7

X

244

STRATEGIES

Start Date

End Date

Timeline

STRATEGIESObjective Number: 1 Marjory Stoneman Douglas Elementary School-1371

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

one contact person.

. Career activities will include but not be limited to: Truck Day, Speaker Day, and Student Dress-up Day. This will be evident in teachers' lesson plans. Students will read about various careers throughout the year. The career books will be available in both English and Spanish.

*Administration/Counselor/Teachers

Sep. '01 Jun. '021

. Classroom libraries will be maintained and enhanced in order to provide increased opportunities to read about a variety of subjects.

Classroom Teachers Sep. '01 Jun. '022

. In order to increase student motivation in reading in English and Spanish, students and teachers will participate in daily schoolwide independent reading.


. Teachers will use a variety of curriculum materials to enhance reading and achievement.

Assistant Principal Sep. '01 Jun. '024

. FCAT strategies will be implemented in daily whole class instruction through the use of question task cards and student generated responses to literature.

Assistant Principal Sep. '01 Jun. '025

. Teachers will utilize the results of the Florida Comprehensive Assessment Reading Pre-Test to assist them in developing a course of instruction for their students.

*Assistant Principal/Classroom

Teachers

Sep. '01 Jun. '026

. Students will participate in daily FCAT reading practice.


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).

245

( ) ( ) ( )

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



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum, students included in accountability calculations will increase their writing skills as evidenced by the maintenance within 4 points of, or an increase in, the percent of students scoring at or above "3" on the 2002 administration of the FCAT as compared to scores on the 2001 administration.

Goal 1

Goal 2

Goal 3

X

Goal 4

Goal 5

Goal 6

X

Goal 7

Goal 8

X

Goal I

X

Goal II

Goal III




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

246

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Students will respond to career-oriented writing activities in English and Spanish.


. Students will be administered narrative and expository pre and post writing tests in grades 1-5.

Classroom Teachers Mar. '02 Jun. '022

. Students in grades 1-5 will write in the format of Florida Writes using staff developed prompts on a monthly basis.


. In order to promote creative writing, students will participate in schoolwide and countywide contests in English and Spanish.


. Administration will provide students with mini-writing lessons on the morning announcements.

Administration Sep. '01 Jun. '025

. Teachers will attend workshops with a focus on enhancing FCAT Writing teaching strategies.


. Students will write on a daily basis in response to literature as part of the Comprehensive Reading Plan.



247

( ) ( ) ( )

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



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum, students included in accountability calculations will increase their mathematics skills as evidenced by the maintenance within 4 points of, or an increase in, the percent of students scoring at or above FCAT Achievement Level "3" on the 2002 administration of the FCAT as compared to scores on the 2001 administration.

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

Goal III




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

( )

7

X

248

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Students will show an increased awareness of mathematically-oriented careers from presentations and demonstration lessons provided throughout the year.

Administration Sep. '01 Jun. '021

. Students will gather and organize information to generate questions or hypothesis to be incorporated in Science Fair entries.

*Science Lab/Classroom Teachers

Sep. '01 Jun. '022

. Students in grade 5 will utilize the FCAT Explorer website to enhance their FCAT problem solving skills.

*Computer Lab Teacher/Classroom

Teachers

Sep. '01 Jun. '023

. Teachers will display a word bank to familiarize students with proper mathematical vocabulary.


. As part of our Microvillage Marketplace, students will engage themselves in a mock monetary reward system.

*Administration/Microvillage Society

Sep. '01 Jun. '025

. Students will utilize manipulatives and games to involve students in hands-on exploration of mathematical concepts.

Mathematics Teachers Sep. '01 Jun. '026

. Students in grades 1-5 will use critical thinking skills incorporated through FCAT math activities.

Mathematics Teachers Sep. '01 Jun. '027


249

( ) ( ) ( )

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



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven schoolwide attention to the development and improvement of science skills, 80% of the students in grades two through five will demonstrate an increase in test scores on a school developed, grade-level specific science test, based on the Miami-Dade County Public Schools Science Competency Based Curriculum, administered in the fall of 2001 and the spring of 2002.

Goal 1

Goal 2

Goal 3

X

Goal 4

X

Goal 5

Goal 6

Goal 7

Goal 8

Goal I

X

Goal II

Goal III




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

250

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Students will participate in Career Week activities and attend related field trips which relate to science careers.

*Science Lab Teacher/Counselor

Sep. '01 Jun. '021

. Students will be introduced to the scientific method through lab activities.

*Science Lab Teacher/Classroom

Teachers

Sep. '01 Jun. '022

. Students will use science equipment properly and effectively in order to carry out their own investigations.

*Science Lab Teacher/Classroom

Teachers

Sep. '01 Jun. '023

. Students will research scientists and scientific processes through media center services.

*Media Specialists/Classroom

Teachers

Sep. '01 Jun. '024

. Students in grades 2-5 will maintain science lab journals.

Science Lab Teacher Sep. '01 Jun. '025

. School will participate in district or county science fair competitions.

Science Fair Chair Jan. '02 Jun. '026

. Students will use computer-based programs to assist with their understanding of the scientific method.

Computer Lab Teacher Sep. '01 Jun. '027


251

( ) ( ) ( )

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



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven the increasing technological demands in the workplace, second through fifth grade students will develop the skills necessary to use a web browser as evidenced by a minimum of four website critiques in their student logbooks.

Goal 1

Goal 2

Goal 3

X

Goal 4

X

Goal 5

Goal 6

Goal 7

Goal 8

Goal I

X

Goal II

Goal III




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

252

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Students will be involved in researching various careers through the use of Internet search engines.

*Classroom Teachers/Counselor

Sep. '01 Jun. '021

. Students will read articles on various topics retrieved from the Internet.

Computer Lab Teacher Sep. '01 Jun. '022

. In order to increase student awareness of various Reading and Language Arts websites, students will print out activity pages.


Teachers

Sep. '01 Jun. '023

. Teachers will attend inservice training offered by the Office of Instructional Technology to increase technological application throughout the curriculum.

Principal Sep. '01 Jun. '024

. Students will demonstrate an improvement in their writing skills using word processing software.


. Fourth and fifth grade students will utilize available technology in the creation of a multimedia presentation within the curriculum.


Teachers

Sep. '01 Jun. '026

. Students will use computers for multimedia presentations and publishing.


Teachers

Sep. '01 Jun. '027


253


WAIVERS

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

254

SCHOOL PERFORMANCE EXCELLENCE PLANREVIEW AND ACCEPTANCE SIGNATURES

LOC. #: 1371 SCHOOL NAME: Marjory Stoneman Douglas 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.

255

this report was created onsqi.dadeschools.net › sip › 2001-2002 › 1371.pdfhigh school feeder...

Documents