School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/2521.pdf · Achievement Test,...

School Performance Excellence Plan

School Name and Number : 2521 - Oliver Hoover Elementary School

Principal: Carol Bernstein Telephone #: (305) 385-4382

High School Feeder Pattern: 7781 - Felix Varela Senior

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

Title I Budget and Waivers

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

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

X

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 2521 - Oliver Hoover Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

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

Vision/Mission/Belief Statement(s):

VISION: Oliver Hoover Elementary aspires to be a caring community of learners in which all stakeholders fulfill their potential for personal, professional, and intellectual excellence.

MISSION: The mission of Oliver Hoover Elementary School is to make learning an exciting, productive, and vital part of each child's life.

To accomplish this mission we aspire to:

Enrich our learning environment with current, sound teaching strategies and technologies;

Establish high expectations with academic and personal excellence for all;

Develop the academic competencies that typify a literate being;

Enhance the social, emotional, and physical well-being of each child;

Design practical problem solving activities and real-life experiences that will prepare students to succeed in a complex global society.

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2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 2521 - Oliver Hoover Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

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

Title I Schoolwide Program: NoComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Oliver Hoover Elementary School

Given instruction using the Sunshine State Standards, students in grades three through five will increase their reading skills as evidenced by 74 percent of students reaching the state required mastery level, 70 percent making annual learning gains and 62 percent scoring in the lowest 25 percent making annual learning gains as documented by scores on the 2004 FCAT Reading Test, while 31 percent of each subgroup indentified in the No Child Left Behind requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students in grade four will increase their writing skills as evidenced by 88 percent of students reaching the state required mastery level as documented by scores on the 2004 FCAT Writing Test.

Given instruction using the Sunshine State Standards, students in grades three though five will increase their mathematics skills as evidenced by 62 percent of students reaching the state required mastery level and 83 percent making annual learning gains as documented by scores on the 2004 FCAT Mathematics Test, while 38 percent of each subgroup indentified in the No Child Left Behind requirements will score at state mastery level.

Given instruction using the Sunshine State Standards, students in grade five will increase their science skills as evidenced by a state scale score of 286 as documented by scores on the 2004 FCAT Science Test.

In order to achieve these objectives, all stakeholders have planned the following strategies: a comprehensive schoolwide infusion of technology, instruction in higher order thinking skills through the PACE/STAR program, POW/R, Elementary Alternative Strategies Program, staff development, activities for parents, and the continuous monitoring of the School Performance Excellence Plan. These strategies are designed for all students including Limited English Proficient (LEP) and Exceptional Education students (ESE).

Oliver Hoover Elementary has been designated an "A" school for four consecutive years. The student body is composed of 1,173 students comprising a multi-ethnic population with 45% of the students on free or reduced priced meals. Based on pertinent data from the Florida Comprehensive Assessment Test, Stanford Achievement Test, No Child Left Behind Report, Annual School Report, and School Performance Excellence Plan results, Oliver Hoover Elementary, in conjunction with the Educational Excellence School Advisory Council, has identified the following objectives as schoolwide priorities for the 2003-2004 school year:

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SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

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

Oliver Hoover Elementary School provides basic educational services based on the Sunshine State Standards to students in grades pre-kindergarten through five. Additionally, the school implements the Miami-Dade County Public Schools Competency Based Curriculum, the Comprehensive Reading Plan, and the Mathematics and Science Literacy - Bridges to Careers Plan. Teachers provide instruction in higher-order thinking skills through the PACE/STAR Program, POW/R, and the Elementary Alternative Strategies Program. These strategies are designed for all students including Limited English Proficient and Exceptional Education students. The school also provides students with a strong infusion of technology linked to all curricular areas. The school has units dedicated to offering services to Trainable Mentally Handicapped and Autistic youngsters. Additionally, the school has an inclusion model class to service some of the students with autism in a general education setting.

Oliver Hoover Elementary School administrators place a strong emphasis on staff development and the continuous monitoring of student achievement. School-to-home connections are fostered through access to the school website, with links to Riverdeep and FCAT Explorer, two programs designated to enhance student achievement. A monthly calendar of school events and two annual open house evenings also keep parents abreast of developments in the classroom.

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

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

Additional Delivery Models:

Student Services:

Vision:

Mission:The mission of Oliver Hoover Elementary School is to make learning an exciting, productive, and vital part of each child's life.




Oliver Hoover Elementary aspires to be a caring community of learners in which all stakeholders fulfill their potential for personal, professional, and intellectual excellence.

At Oliver Hoover Elementary School, counseling and tutoring are provided to service the lowest achieving students. In addition, conflict resolution skills are taught in order for students to understand the importance of social skills and the consequences for inappropriate interpersonal behaviors. Students are provided with opportunities to develop awareness of the career planning process and the importance of lifelong learning for any career plan.

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

The Oliver Hoover instructional staff includes seventy-four teachers: thirty-seven in the general education curriculum, fourteen in Exceptional Student Education, twenty in special subject areas, one counselor, one media specialist and one technology coordinator. The instructional staff is 50% Hispanic, 30% white Non-Hispanic, 19% black Non-Hispanic.and 1% Asian. It is a predominately female staff of veteran teachers. Forty-five percent have obtained master’s degrees, 9% have obtained specialist degrees and 1% have doctoral degrees. This year the school welcomed four beginning teachers to the staff.

All of the teachers are certified to teach the specific area for which they are responsible, and they must participate in continuing education courses in order to renew their teaching certificate every five years. Eighty-eight percent of the teachers are ESOL endorsed or ESOL certified to meet the needs of the Limited English Proficient (LEP) students. Many of the teachers are also certified in clinical supervision and they are key participants in the training of student teachers from several local universities.

In addition to the teaching staff, the school also employs four administrators, thirteen full time paraprofessionals, four hourly teacher aides, and a non-instructional support staff consisting of nine clerical staff, one computer specialist, seven custodians, two security monitors, and eight cafeteria personnel.

Core Values:




Vision - Oliver Hoover Elementary aspires to be a caring community of learners in which all stakeholders fulfill their potential for personal, professional, and intellectual excellence.

Mission - The mission of Oliver Hoover Elementary School is to make learning an exciting, productive, and vital part of each child's life.







Core Values – Oliver Hoover Elementary School holds the following beliefs as the motivation for all endeavors undertaken by the school: quality of service, quality of relationships, and quality of communications; we believe that we should be, for all who are involved, a place of realized potential; and we believe that our responsibility is to our students, to our employees, and to the community and the society that we serve.

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

Oliver Hoover Elementary School was established in 1982 and was named for a prominent educator who served the school system as a teacher, dean of boys and principal, and who also served the community in many leadership roles.

The school is comprised of two facilities. The main campus is located on six acres at 9050 Hammocks Boulevard in The Hammocks, a suburban community in Miami-Dade County. The main campus has 38 classrooms and 16 resource rooms, a cafeteria, a media center, a computer lab, and a large office. Fourteen portable classrooms are also on this site. The school is adjacent to a five-acre park, and the physical education classes use the park play fields for large group activities. The Oliver Hoover Primary Learning Center is located on two acres, 1½ miles from the main campus at 9600 S.W. 157 Avenue. That facility has eleven additional classrooms for children in pre-kindergarten, kindergarten and first grade. The school's permanent and relocatable facilities utilization was 108% for the 2002-2003 school year and has increased to 118% for the 2003-2004 school year.

The school administration, staff and parent groups are committed to preparing students for the technological age. There is a strong emphasis on the use of technology for students of all grade levels. All classrooms have six or more computers and eight drops to a school-wide network and the Internet. The computer lab has thirty-nine computers and five servers that accommodate the state-of-the-art programs utilized by faculty and students. This year funds from the PTA and school have been dedicated to add electronic gradebook capability and upgrade the backbone of the computer network. This will improve the ability to access programs on the wide-area network and on the school site . Funds are also allocated annually to upgrade the computer equipment in the Media Center and to provide current print and non-print learning resources.

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

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

Oliver Hoover Elementary serves 1173 students. The majority of students are enrolled in the basic education program. These students receive instruction in reading, language arts, mathematics, science and social studies as described in the Miami-Dade County Public Schools Competency Based Curriculum. Music, art, bilingual courses, computer education and physical education are also staples of the curriculum.

A large number of Oliver Hoover students are enrolled in Exceptional Student Education programs, including Gifted, Students with Learning Disabilities, Developmentally Delayed, Trainable Mentally Handicapped and Autistic. These children have a wide range of exceptionalities and their social, emotional and academic programs are governed by their Individual Education Plans. In addition, the school provides services for Speech and Language Therapy, Occupational and Physical Therapy, and guidance services. The school also receives assistance from a school social worker, a school psychologist and a staffing specialist. A school nurse visits the school periodically to review health documentation and to respond to health related issues of Exceptional Education students.

The school’s community includes numerous young, middle class families who have recently moved into the area from thirty-nine countries around the world. The ethnic/racial makeup of the student population is 75% Hispanic, 11% White Non-Hispanic, 6% Black Non-Hispanic, 4% Asian, and 4% Multiracial. 15% of the students are enrolled in Limited English Proficient programs, and 45% of the students are on free or reduced price lunch. The school has an excellent record of 96.21 percentage of student attendance.

Please refer to Appendex A and B for legislative issues.

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

Oliver Hoover Elementary has established a school advisory council designed to focus on school improvement and educational accountability. The Educational Excellence School Advisory Council (EESAC) is composed of the principal and an appropriately balanced number of teachers, educational support employees, UTD steward, students, parents, other business and community citizens who are representative of the community served by the school.

Oliver Hoover Elementary also has a very active Parent/Teacher Association (PTA). The organization provides numerous opportunities for parents to become acquainted with the school program. The PTA sponsors cultural and recreational activities for students and also holds several fundraising activities each year. Monies generated by fundraising events are used to supplement the purchase of costly materials and equipment.

Thirteen Dade Partners are also very influential in the school’s pursuit of educational excellence. Employees from these organizations assist the school with motivational incentives, monetary donations and mentoring/tutoring of students.

School volunteers assist the Oliver Hoover Elementary teachers and students with various tasks. They act as listeners; provide one-to-one tutoring; work with groups of children in the classroom; assist with clerical work; run an after school club; assist in the clinic, media center and computer lab; and help in many other ways. For eighteen consecutive years, the school has been a Golden School Award recipient for exemplary volunteerism.

In order to provide a safe and stimulating environment for students of working parents, Oliver Hoover Elementary School provides before-school care beginning at 7:15 a.m. and after-school care ending at 6:00 p.m. at both the main campus and the Primary Learning Center.

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

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

Oliver Hoover Elementary is a member of the Felix Varela Feeder Pattern, a group of schools comprised of four elementary schools, one middle schools and one senior high school. Staff from these schools plan cooperatively on curriculum, staff development projects and the smooth articulation of students from one school to another. The principal of Oliver Hoover Elementary is also the Lead Principal for the Feeder Pattern.

Almost all students leaving Oliver Hoover Elementary after fifth grade will attend Hammocks Middle School. The staff from Oliver Hoover works closely with staff from Hammocks Middle on articulation issues to ensure that entering sixth graders are prepared with the background they need to be successful in middle school.

Oliver Hoover Elementary has experienced major growth in the Exceptional Education student population. The students receive school transportation services depending upon their individual needs, and this requires close communication between the Oliver Hoover staff and staff in the Transportation Department.

The cafeteria at Oliver Hoover Elementary is not a full service facility. Therefore, the meals served at the main campus and the Primary Learning Center are provided by Hammocks Middle School.

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.

Oliver Hoover Elementary has been ranked an “A” school by the state of Florida for four consecutive years.

Please refer to Staff Development (Appendex C).

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Throughout the year, teachers and students are awarded grants, receive high standing in competitive events, and are asked to mentor colleagues in various areas. The school is also recognized as a leader in the integration of technology into the curriculum, and staff members frequently present programs on this topic at meetings and conferences.

3.2 CompetitorsThis item explores the alternate schools available to students.

Oliver Hoover Elementary School’s main competition is the private school industry. Our Lady of Lourdes Catholic Elementary School now has several students who formerly attended Oliver Hoover. Five other private schools – Calusa Preparatory School, Good Shepherd Elementary, Killian Oaks Academy House of Learning, Sunset Christian Academy, and Sunset Preparatory School – are within a ten-mile radius of Oliver Hoover and may become competitors in the future. In addition, the parents of Exceptional Education students who feel that their child’s educational needs have not been met are eligible to receive vouchers for a private school. Magnet schools, including R. R. Moton and F. C. Martin, compete for high performing students since they cater to students with unique interests, talents and abilities. A local charter school, Spiral Tech Elementary, has also become a source of competition for Oliver Hoover.

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.

Oliver Hoover Elementary staff, parents and students have formed an alliance that is essential for the attainment of the school’s vision/mission. The school enjoys a collaborative system of leadership that includes representatives from all stakeholder groups on its primary decision-making group, the Educational Excellence School Advisory Council. Leaders in the school provide the technical support and professional and personal growth opportunities that stakeholders need in order to make informed decisions. Innovation is encouraged and new ideas are given every opportunity to succeed.

Teachers meet weekly in grade level groups. They are encouraged to plan cooperatively, seek solutions to problems common to the grade level, and implement team teaching and other collegial relationships. Teachers also have numerous opportunities to expand their leadership skills through participation as grade level chairpersons, department heads, and members of the Educational Excellence School Advisory Council.

Oliver Hoover has implemented a mentoring program that is designed to guide beginning teachers through their first year’s teaching experience. These new staff members are given a variety of site based inservice experiences based on the programs implemented at the school. They are also provided with professional materials that focus on the challenges unique to many beginning teachers.

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

Oliver Hoover Elementary is part of a constantly growing community. New housing developments increase the student population to all schools in the surrounding neighborhoods. Four years ago, a new elementary school opened to relieve overcrowding at Oliver Hoover, requiring an attendance boundary change. Future growth may necessitate additional boundary changes in the future.

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

Oliver Hoover Elementary has identified two issues concerning challenges in learning. The first challenge pertains to two subgroups identified in the NCLB report. Students with Disabilities and Limited English Proficient students are not meeting the state's mastery level. Although Oliver Hoover Elementary has been designated an "A" school for four consecutive years, the school did not make Adequate Yearly Progress based on the No Child Left Behind standards. The second challenge involves students who have been exited from the ESOL program. Although these students have mastered the basic grammatical structure of the English language, they lack the extensive vocabulary that is necessary for advanced reading comprehension and creative writing capabilities.

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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.

Oliver Hoover Elementary has identified two challenges in relationships with faculty. The first is the lack of training for special subject area teachers who have Exceptional Student Education students mainstreamed into their classrooms. The second is that the results of the School Climate Survey indicate that teachers feel that their job performance is limited because of the large number of students in each class.

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

Oliver Hoover Elementary School has identified two issues concerning challenges in relationships with internal operations and external forces. The first challenge is the continuous influx of immigrant students in need of ESOL service. This is accompanied by a surge in the ESOL population during the months of November through March when families from Latin America vacation in south Florida and enroll their children in the public schools.

The second challenge involves the large school enrollment and the strain that it has put on a facility that was not designed to accommodate so many students or such a large staff.

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.

Oliver Hoover Elementary has identified one major issue concerning challenges in process improvement. The concern is that although students meet state standards in reading, their scores on the FCAT Reading Pre-Test and other standardized assessments indicate that many of them are reading below grade level.

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.

Oliver Hoover Elementary School has identified two issues concerning improvement in education design and support process improvement. First, Oliver Hoover Students with Disabilities and Limited English Proficient students are not meeting the state's mastery level. In order to address this need, remedial assistance for students in LEP and ESE programs will address remediation in the Sunshine State Standards in both reading and mathematics. The second issue is that ESOL students need intensive vocabulary development in order to succeed in the basic curriculum. In order to address this need, Level 3 and Level 4 ESOL students will be disbursed into regular classes rather than grouped in self-contained ESOL classrooms. Through more frequent interaction with English speakers, the ESOL students will be exposed to broader vocabulary usage and idiomatic language patterns.

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.

Oliver Hoover Elementary has identified two issues concerning improvement in the education delivery process. The first challenge pertains to two subgroups identified in the NCLB report. Students with Disabilities and Limited English Proficient students are not meeting the state's mastery level. Although Oliver Hoover Elementary has been designated an "A" school for four consecutive years, the school did not make Adequate Yearly Progress based on the No Child Left Behind standards. In order to address this concern, administrators will schedule school site, ACCESS Center, and/or District inservice activities designed to provide teachers with the skills and strategies needed to include special needs students within the regular classroom. The second concern is that the results of the School Climate Survey indicate that teachers feel that their job performance is limited because of the large number of students in each class. To the extent that funds permit, administration will schedule teacher aides to support classes with the lowest achieving students to reduce the adult-student ratio.

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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.

Oliver Hoover Elementary has identified two issues concerning challenges in improving relationships with internal operations and external forces. The first is the continuous influx of immigrant students in need of ESOL service. This is accompanied by a surge in the ESOL population during the months of November through March when families from Latin America vacation in south Florida and enroll their children in the public schools. In order to address this issue, Oliver Hoover Elementary will continue to implement the following strategies:

Level 1 and Level 2 ESOL students will be grouped in one or two classrooms per grade level in order to facilitate scheduling with ESOL pullout, BCC, and Spanish S programs.

The ESOL 1 and ESOL 2 classrooms will be staffed at a lower pupil/teacher ratio in order to accommodate anticipated growth later in the school year.

Level 3 and Level 4 ESOL students will be dispersed into the remaining classrooms in order to provide ESOL students with increased contact with their English-speaking peers.

All teachers will continue to be encouraged to become ESOL endorsed in order to maintain greater flexibility in class scheduling.

The second issue is the large school enrollment and the strain that it has put on a facility that was not designed to accommodate so many students or such a large staff. In order to address this issue, Oliver Hoover Elementary will continue to implement the following strategies:

Classroom assignments will be revised in order to accommodate kindergarten and grade one students at both the main facility and the Primary Learning Center.

New parking decals will be provided for staff and the parents of Exceptional Student Education students, and assigned staff will prevent all other vehicles from entering the staff parking lots.

The school will continue to use three pick-up areas for afternoon dismissal, so that school buses, private vans and parent cars will be confined to separate locations.

A small collection of library books will be maintained at the Primary Learning Center so that the media specialist does not have to transport books between the two facilities.

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.

Oliver Hoover Elementary has identified one major issue concerning challenges in process improvement. The concern is that although students meet state standards in reading, their scores on the FCAT Reading Pre-Test and other standardized assessments indicate that many of them are reading below grade level. In order to address this concern, Oliver Hoover will provide intense tutoral reading instruction throughout the day. Students identified for these tutoral program will also use technology programs that provide strong phonemic awareness content and other basic reading skills.

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

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC

School Profile/ Needs Assessment: (continued)

Budget:Members of the EESAC have received two hours of budget training and made recommendation for the 2003-2004 school site budget regarding the purchase of additional classroom teachers for the basic education program.

Training:The EESAC, based on input from teachers, recommended staff development activities in the areas of reading, writing and science.

Instructional Materials:The EESAC, based on input from teachers, recommended instructional materials that focus on reading, writing and mathematics skills.

Technology:The EESAC, based on input from teachers and the technology specialist, recommended for the integration of technology into the curriculum through the use of student designed web pages, Powerpoint presentations, use of the internet and the implementation of an electronic gradebook integrated with District mainframe services.

Staffing:The EESAC, based on input from teachers, recommended school staffing of teacher aides to work primarily with the subgroups of students who did not meet the NCLB criteria.

Student Support Services:The EESAC, based on input from teachers and student support services personnel, recommended for student support services including the timely identification of potential gifted students and students with learning disabilities.

School Safety and Discipline:The EESAC, based on input from teachers and the Safety Committee, recommended a periodic review of the Critical Incident Response Plan in order to enhance school safety and discipline.

Other Matters of Resource Allocation:The EESAC, based on input from teachers, recommended the purchase of two teacher aides using EESAC funds.

Benchmarking:The EESAC, based on input from teachers, recommended grade level curriculum mapping.

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

A A A A C

1999-20002000-20012001-20022002-2003

72 60 85

68 81

60

426

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 200 141 85

217

149

60

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

68 57 74

73 79

80

431

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 221 136 74

199

152

80

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

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

Grade Level: 03

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2002-2003 173 303 19 14 33 29 5 173 303 16 24 38 16 6

2001-2002 183 297 22 13 37 26 2 183 291 23 25 34 14 3

2000-2001 198 289 198 284

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 172 303 26 11 34 24 5 172 291 26 23 35 15 2

2001-2002 195 303 31 13 23 23 10 195 280 34 22 29 12 4

2000-2001 177 295 33 11 35 12 9 177 283

1999-2000 223 297 29 16 31 19 5

1998-1999 212 287 37 19 27 15 2

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

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 215 292 23 16 37 23 1 216 321 24 25 23 19 8

2001-2002 192 288 21 26 31 16 6 192 323 20 30 24 18 8

2000-2001 233 290 233 321 19 30 24 21 6

1999-2000 222 318 24 28 26 17 5

1998-1999 213 311 27 37 23 12 1

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Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

170 1 1 1 7 21 16 36 12 1 3 02002-2003 3.6

195 2 1 9 5 34 12 24 5 6 1 02001-2002 3.3

176 5 3 8 7 33 14 21 5 3 0 12000-2001 3.1

223 4 7 9 11 32 14 17 4 2 0 01999-2000 3

212 4 3 9 11 34 17 15 2 2 0 01998-1999 3

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

83 0 0 2 12 25 22 29 4 1 4 02002-2003 3.5

99 2 2 9 5 36 14 19 2 7 0 02001-2002 3.2

86 5 3 8 7 35 12 22 3 2 0 12000-2001 3.1

110 4 5 12 15 34 13 14 3 2 0 01999-2000 2.9

106 6 5 8 8 39 16 11 1 2 0 01998-1999 2.8

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Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Narrative


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

87 1 1 0 2 16 11 44 21 0 2 02002-2003 3.8

96 2 0 9 4 31 9 28 8 4 2 02001-2002 3.4

90 4 2 8 8 31 16 20 6 3 0 02000-2001 3.1

113 4 8 7 7 31 15 20 5 2 1 01999-2000 3.1

106 2 2 9 13 29 19 19 4 3 0 01998-1999 3.2

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ObjectiveGiven instruction using the Sunshine State Standards, students in grades three through five will increase their reading skills as evidenced by 74 percent of students reaching the state required mastery level, 70 percent making annual learning gains and 62 percent scoring in the lowest 25 percent making annual learning gains as documented by scores on the 2004 FCAT Reading Test, while 31 percent of each subgroup indentified in the No Child Left Behind requirements will score at state mastery level.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

School Name: Oliver Hoover Elementary School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2003 FCAT Reading Test indicate that 72 percent of students have met the state required mastery level, 68 percent have made annual learning gains and 10 percent more than the required 50 percent of students scoring in the lowest 25 percent have made annual gains. However, results indicate that 28 percent of students have not met the state required mastery level, 32 percent did not make annual learning gains, and 40 percent scoring the lowest 25 percent did not make annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 74 percent of students reach the state required mastery level, if 70 percent make annual learning gains, and if 62 percent scoring in the lowest 25 percent make annual learning gains as compared to the 2002-2003 test results.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Reading Test. Quarterly benchmark tests will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal # 2 3 Other : See below

SAC members involved in the development of this objective:

Bernstein, Carol Cruz, Sonia Fernandez, Janine Patino, Monica

Rodriguez, Eva Cortez, Joan

Names: Names: Names:

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STRATEGIES

Start Date

End Date

Timeline

Action PlanObjective Number: 1

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

person.

School Level Resources Allocated

. Analyze state, district, and school-site data to determine teachers’ and students’ strengths and weaknesses in meeting Sunshine State Standards in reading.

Principal,*Assistant Principals,

Language Arts Chairperson,Classroom Teachers

Sep. '03 Jun. '04 1 FDOE Website, NCLB Website, FCAT scores, ITS printouts, School site database, Information Clearinghouse Database

. Identify a target group of students scoring in the lowest 30th percentile on the 2003 FCAT Reading Test and the 2003 Stanford Achievement Test.

Principal,*Assistant Principals,

Language Arts Chairperson,Classroom Teachers

Sep. '03 Jun. '04 2 FDOE Website, NCLB Website, FCAT scores, ITS printouts

. Provide a modified schedule and intensive instruction to the targeted group, in small groups or by individual student, in the Sunshine State Standards and Grade Level Expectations.

*Assistant Principals,Classroom Teachers

Sep. '03 Jun. '04 3 Master schedule, Basal reading textbooks, "Modern Curriculum Press Phonics," "Blast Off ! Reading", America Reads ICU Handbook

. Provide opportunities on a regular basis for the infusion of appropriate technology-based interventions in the Computer Lab and the classrooms.

*Technology Coordinator, Classroom Teachers

Sep. '03 Jun. '04 4 Internet, Computer Lab, Classroom computers," FCAT Explorer," "Advanced Learning System - Reading," "Academy of Reading," STAR, "Accelerated Reader", "Riverdeep" Software

. Encourage participation in staff development activities pertaining to the teaching of reading.

Principal,*Assistant Principals, Grade

Level Chairpersons

Sep. '03 Jun. '04 5 Reading textbook , Professional Development Plans

. Provide scheduled activities to assist parents with helping children achieve in reading.

*Assistant Principals,Language Arts Chairperson,Classroom Teachers, PTA

Sep. '03 Jun. '04 6 Monthly calendar, Open House handouts, "FCAT Explorer," "Destination Math," "Riverdeep" Software, E-mail

. Monitor the implementation of all components of the Comprehensive Reading Plan, emphasizing direct reading instruction in all classes to address reading levels of the students.

Principal, *Assistant Principals, Language Arts

Chairperson

Sep. '03 Jun. '04 7 Reading textbook, "Blast Off! Reading," CRISS manual, " Waterford Early Reading" software, "Riverdeep" software

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


Chairperson, ESOL Teachers, ESE Teachers

Sep. '03 Jun. '04 8 FDOE Website, NCLB Website, FCAT scores, ITS Printouts, School site database

. Provide remedial assistance for students in LEP programs that will address remediation in the Sunshine State Standards for reading.

Principal, *Assistant Principals, ESOL Teachers


182521

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide remedial assistance for students in ESE programs that will address remediation in the Sunshine State Standards for reading.

Principal, *Assistant Principals, ESE Teachers


. Inform parents about the school's website with links to resources for FCAT preparation.

*Technology Coordinator, Media Specialist,

Classroom Teachers

Sep. '03 Jun. '04 11 Internet, Computer Lab, Classroom computers,"FCAT Explorer," "Advanced Learning System - Reading," "Academy of Reading," STAR, "Accelerated Reader", "Riverdeep"Software

. Implement strategies to meet testing standards for all NCLB subgroups.

*Principal, Assistant Principal,

Grade chairpersons

Sep. '03 Mar. '04 12 Attendance records, master schedule

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

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ObjectiveGiven instruction using the Sunshine State Standards, students in grade four will increase their writing skills as evidenced by 88 percent of students reaching the state required mastery level as documented by scores on the 2004 FCAT Writing Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Writing Test indicate that 85 percent of students have met the state required mastery level. However, results indicate that 15 percent of students have not met the state required mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 88 percent of students reach the state required mastery level as compared to the 2003 test results.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Writing Test. Monthly writing prompts will provide formative assessment which will be used to monitor progress toward the objective.



Bernstein, Carol Chin, Suzanne Cortez, Joan Cruz, Sonia

Gomez, Diana Rodriguez, Eva Sanabria, Edgar Velasquez, Angie


202521

STRATEGIES

Start Date

End Date

Timeline



person.


. Analyze state, district, and school-site data to determine teachers’ and students’ strengths and weaknesses in meeting Sunshine State Standards in writing.

Principal, *Assistant Principals, Language Arts Chairperson, Classroom

Teachers

Sep. '03 Jun. '04 1 FDOE Website, NCLB Website, FCAT scores, ITS printouts, School-site database, Monthly writing prompts

. Identify a target group of students scoring in the lowest 30th percentile on a writing prompt administered in September 2003.

Principal, *Assistant Principals, Language Arts Chairperson, Classroom

Teachers

Sep. '03 Jun. '04 2 September writing prompt

. Provide intensive instruction to the targeted group, in small groups or by individual student, in the Sunshine State Standards and Grade Level Expectations.

*Assistant Principals, Classroom Teachers

Sep. '03 Jun. '04 3 Master schedule, "Teach Me Writing" materials

. Provide opportunities on a regular basis for the infusion of appropriate technology-based interventions in the Computer Lab and the classrooms.


Sep. '03 Jun. '04 4 Internet, Computer Lab, Classroom computers, "Type For Fun," "Type To Learn, Jr.," FCAT CD ROM

. Encourage participation in staff development activities pertaining to the teaching of writing.

Principal, *Assistant Principals, Grade Level

Chairpersons

Sep. '03 Jun. '04 5 "Teach Me Writing" materials, Professional Development Plans

. Develop grade level strategies for improving the quality of monthly student writing and the scoring of papers utilizing the six-point rubric.

*Assistant Principals, Language Arts

Chairperson, Grade Level Chairpersons, Classroom

Teachers

Sep. '03 Jun. '04 6 Grade level plans

. Implement an "FCAT Writing Parents' Night" to assist parents in improving their children's writing skills.


Chairperson

Sep. '03 Jun. '04 7 FDOE Website, NCLB Website, FCAT scores, ITS printouts, School-site database, Monthly writing prompts


212521

ObjectiveGiven instruction using the Sunshine State Standards, students in grades three though five will increase their mathematics skills as evidenced by 62 percent of students reaching the state required mastery level and 83 percent making annual learning gains as documented by scores on the 2004 FCAT Mathematics Test, while 38 percent of each subgroup indentified in the No Child Left Behind requirements will score at state mastery level.

School Leadership






Performance Results


( )

4

( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Mathematics Test indicate that 60 percent of students have met the state required mastery level and that 81 percent have made annual learning gains. However, results indicate that 40 percent of students have not met the state required mastery level and that 19 percent have not made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 62 percent of students reach the state required mastery level and if 83 percent make annual learning gains as compared to the 2004 test results.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Mathematics Test. Quarterly benchmark tests will provide formative assessment which will be used to monitor progress toward the objective.



Bernstein, Carol Cortez, Joan Fernandez, Janine Patino, Monica

Rodriguez, Pam Sanabria, Edgar


222521

STRATEGIES

Start Date

End Date

Timeline



person.


. Analyze state, district, and school-site data to determine teachers’ and students’ strengths and weaknesses in meeting Sunshine State Standards in mathematics.

Principal, *Assistant Principals, Mathematics Chairperson, Classroom

Teachers

Sep. '03 Jun. '04 1 FDOE Website, NCLB Website, FCAT scores, ITS printouts, School-site database

. Identify a target group of students scoring in the lowest 30th percentile on the 2003 FCAT Mathematics Test and the 2003 Stanford Achievement Test.

Principal, *Assistant Principals, Mathematics Chairperson, Classroom

Teachers

Sep. '03 Jun. '04 2 FDOE Website, NCLB Website, FCAT scores, ITS printouts

. Provide a modified schedule and intensive instruction to the targeted group, in small groups or by individual student, in the Sunshine State Standards Grade Level Expectations.

*Assistant Principals, Classroom Teachers

Sep. '03 Jun. '04 3 Master schedule, Mathematics textbook, "Blast Off! Math," SMILE

. Provide opportunities on a regular basis for the infusion of appropriate technology-based interventions to the targeted group in the Computer Lab and the classrooms.


Sep. '03 Jun. '04 4 Internet, Computer Lab, Classroom computers, "FCAT Explorer," "Math Blaster," "Destination Math," "Advanced Learning System - Math"

. Encourage participation in staff development activities pertaining to the teaching of mathematics.


Chairpersons

Sep. '03 Jun. '04 5 Math inservice materials, Professional Development Plans

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




. Provide remedial assistance to students in LEP programs that will address remediation in the Sunshine State Standards for mathematics.




. Provide remedial assistance to students in ESE programs that will address remediation in the Sunshine State Standards for mathematics.




. Inform parents about the school's website with links to resources for FCAT preparation

*Technology Coordinator, Media Specialist,

Classroom Teachers

Sep. '03 Jun. '04 9 Internet, Computer Lab, Classroom computers, "FCAT Explorer," "Math Blaster," "Destination Math," "Advanced Learning System - Math"

232521

STRATEGIES

Start Date

End Date

Timeline



person.



242521

ObjectiveGiven instruction using the Sunshine State Standards, students in grade five will increase their science skills as evidenced by a state scale score of 286 as documented by scores on the 2004 FCAT Science Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X


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



Needs AssessmentScores on the 2003 FCAT Science Test indicate that the mean score for student in grade five is 281.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students score a state scale score of 286 as documented by scores of the 2004 FCAT Science Test.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Science Test. Quarterly site-authored reports will provide formative assessment which will be used to monitor progress toward the objective.



Bernstein, Carol Cortez, Joan Gilbert, Josephine Gomez, Diana

Patino, Monica Rodriguez, Eva Rodriguez, Pam Velasquez, Angie


252521

STRATEGIES

Start Date

End Date

Timeline



person.


. Analyze state, district, and school-site data to determine teachers’ and students’ strengths and weaknesses in meeting Sunshine State Standards in science.


Chairpersons, Classroom Teachers

Sep. '03 Jun. '04 1 Sunshine State Standards, Competency Based Curriculum, Science textbook

. Implement the school-site long-range plan for science instruction in grades four and five, correlated to the Sunshine State Standards (SSS), Grade Level Expectations (GLE), Competency Based Curriculum (CBC) and the science textbook.

Principal, *Assistant Principals, Science

Chairperson

Sep. '03 Jun. '04 2 Sunshine State Standards, Competency Based Curriculum, Science textbook, Grade level long-range plans for science, "Advance Learning System" software

. Provide a minimum of one lab per month of hands-on science activities for grades three through five, graded with the school-site scoring rubric for the scientific method.

*Assistant Principals, Grade Level Chairpersons, Classroom Teachers

Sep. '03 Jun. '04 3 Full Option Science System (FOSS) kits, Science equipment

. Encourage participation in staff development activities pertaining to the teaching of science.


Chairpersons

Sep. '03 Jun. '04 4 Science inservice, Professional Development Plans

. Arrange fieldtrips to provide real life science experiences with nature and community resources ( i.e. The Museum of Science, Miami Metrozoo, Seaquarium).

*Assistant Principals, Science Chairperson, Classroom Teachers

Sep. '03 Jun. '04 5 Community Resources, Everglades National Park, Museum of Science, Miami Metrozoo, Seaquarium

. Conduct a school-wide Science Fair so that students may demonstrate application of science process skills.

*Assistant Principals, Science Chairperson

Sep. '03 Jun. '04 6 Media Center, Science Resource Room, Science textbook


262521

Adequate Progress Statement for the entire School Performance Excellence Plan:

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

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

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

272521

Mid-Year Review of School Performance Excellence Plan:

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

282521

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

292521

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

302521

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

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

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

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

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

data for making necessary revisions.

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

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

intended goals.

312521

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

APPENDIX A

322521

Goal I: School to Career

School District Goals:

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

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

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

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

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

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

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

and efficiency

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

IIIa. IIIb. IIIc.IIId.IIIe.

APPENDIX B

332521

PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

ESOL Workshop Teachers: 100Administrators: 100

Others: 0

Yes

Waterford Training for ESOL Teachers Teachers: 100Administrators: 20

Others: 0

Yes

ESOL Issues & Strategies for ESE Teachers Teachers: 8Administrators: 100

Others: 0

Yes

Staff Development for Reading Leaders Teachers: 100Administrators: 0

Others: 0

Yes

Project Opening Worlds of Literacy (OWL) Teachers: 14Administrators: 20

Others: 0

Yes

COMPASS Training for ESOL Teachers Teachers: 50Administrators: 20

Others: 0

Yes

Title II Teacher Quality Inservice for ESOL Teachers Teachers: 50Administrators: 20

Others: 0

Yes

Reading Standards Staff Development for 3rd, 4th & 5th Grade Teachers Teachers: 6Administrators: 100

Others: 0

Yes

Project B.E.A.R. Teachers: 17Administrators: 20

Others: 0

Yes

Riverdeep Reading Program Teachers: 66Administrators: 100

Others: 0

Yes

Building Early Language & Literacy for PRE K ESE Teachers Teachers: 66Administrators: 20

Others: 0

Yes

342521


APPENDIX C

Provided or in Progress in the Area of Reading Instruction


Literacy & Students (AAC) for Speech Pathologists Teachers: 100Administrators: 0

Others: 0

Yes

Letter People Training for TMH Teachers Teachers: 50Administrators: 0

Others: 0

Yes

Best Practices for Autistic Teachers Teachers: 23Administrators: 100

Others: 0

Yes

Portfolio Guidelines for Third Grade Teachers Teachers: 17Administrators: 100

Others: 0

Yes

CRISS Training Teachers: 5Administrators: 80

Others: 0

Yes

Reading Leaders and Administrator End of Year Meeting Teachers: 100Administrators: 40

Others: 0

No

Provided or in Progress in the Area of Writing Instruction


ESOL Workshop Teachers: 100Administrators: 100

Others: 0

Yes

ESOL Issues & Strategies for ESE Teachers Teachers: 8Administrators: 100

Others: 0

Yes

Building Early Language and Literacy for PRE K ESE Teachers Teachers: 66Administrators: 20

Others: 0

Yes

352521


APPENDIX C

Provided or in Progress in the Area of Writing Instruction


Portfolio for Third Grade Teachers Teachers: 17Administrators: 100

Others: 0

Yes

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Mathematics In Context Workshop Teachers: 8Administrators: 40

Others: 0

Yes

SMILE Workshop Teachers: 8Administrators: 20

Others: 0

Yes

Mathematics & Science Workshop for Intermediate Teachers Teachers: 12Administrators: 40

Others: 0

Yes

Eisenhower Workshop for ESE Teachers Teachers: 8Administrators: 20

Others: 0

Yes

Teacherline Facilitator Training Teachers: 100Administrators: 0

Others: 0

Yes

Provided or in Progress in the Area of Science Instruction


Science Planning Session Teachers: 12Administrators: 20

Others: 0

Yes

362521


APPENDIX C

Other Professional Development Provided or in Progress


ACCESS Center 6 Counselor Meeting Teachers: 0Administrators: 0

Others: 100

Yes

Articulation Meeting for Administrators/Clerical Personnel Teachers: 12Administrators: 20

Others: 12

Yes

Autism Spectrum Disorder Workshop Teachers: 50Administrators: 40

Others: 0

Yes

After School Care Managers Meeting Teachers: 100Administrators: 0

Others: 0

Yes

Behavior Management for ESE Teachers/ASC Leaders Teachers: 5Administrators: 20

Others: 0

Yes

Bridges to Career Teachers: 0Administrators: 20

Others: 0

Yes

Building A Professional Office Staff Teachers: 0Administrators: 20

Others: 0

Yes

Career Development Plans for Student/Career Services Teachers: 100Administrators: 0

Others: 0

Yes

Provided or in Progress in the Area of Science Instruction


Science Workshop for Intermediate Teachers Teachers: 18Administrators: 20

Others: 0

Yes

372521


APPENDIX C



Collaborative Teacher Training Teachers: 6Administrators: 20

Others: 0

Yes

Communication Training for ESE Teachers Teachers: 8Administrators: 0

Others: 0

Yes

Conscious Discipline for PRE K ESE Teachers Teachers: 33Administrators: 0

Others: 0

Yes

Contract Management Workshop for Administrators Teachers: 0Administrators: 20

Others: 0

Yes

Developing Inclusive Classrooms Teachers: 10Administrators: 100

Others: 0

Yes

Digital Camera for Technology Coordinator Teachers: 0Administrators: 0

Others: 100

Yes

EBEAM Presentation for Technology Coordinators Teachers: 100Administrators: 0

Others: 0

Yes

ESE Facilitator Workshop for Program Specialists Teachers: 0Administrators: 0

Others: 100

Yes

ESE Instructional Strategies Teachers: 8Administrators: 100

Others: 0

Yes

ESE Mentor Teacher Workshop Teachers: 15Administrators: 20

Others: 0

Yes

ESE PRE K Paraprofessional Workshop Teachers: 100Administrators: 0

Others: 0

Yes

382521


APPENDIX C



Ethics Professional Development Teachers: 2Administrators: 20

Others: 0

Yes

EP Procedures Workshop for Gifted Teachers Teachers: 25Administrators: 20

Others: 0

Yes

Exit Staffings/Assessments for ESE PRE K Teachers Teachers: 100Administrators: 20

Others: 0

Yes

FAB Training Teachers: 100Administrators: 80

Others: 0

Yes

FCAT Workshop for Administrators Teachers: 0Administrators: 100

Others: 0

Yes

Fiscal Year-End Closing for Community School Specialists Teachers: 0Administrators: 0

Others: 100

Yes

Free Lunch Verification for Clerical Personnel Teachers: 0Administrators: 20

Others: 25

Yes

Hepatitis Workshop Teachers: 0Administrators: 0

Others: 100

Yes

Honors Festival Auditions & Rehearsals Teachers: 100Administrators: 0

Others: 0

Yes

IBM Reinventing Teacher Education Teachers: 4Administrators: 0

Others: 0

Yes

IEP Meeting for ESE Teachers Teachers: 7Administrators: 20

Others: 0

Yes

392521


APPENDIX C



IEP Workshop for ESE Teachers Teachers: 33Administrators: 20

Others: 0

Yes

Integrating Technology for ESE Teachers Teachers: 23Administrators: 20

Others: 0

Yes

KAPOW for Intermediate Teachers Teachers: 35Administrators: 20

Others: 0

Yes

Kindergarten School Readiness Teachers: 17Administrators: 20

Others: 0

Yes

LD/VE Critical Information Meeting Teachers: 50Administrators: 20

Others: 0

Yes

Management Training Teachers: 0Administrators: 100

Others: 0

Yes

Master Schedule Inservice Teachers: 0Administrators: 40

Others: 0

Yes

Media Matching Funds Meeting Teachers: 100Administrators: 20

Others: 0

Yes

Mentor/Mentee for New ESE Teachers Teachers: 7Administrators: 0

Others: 0

Yes

Microsoft Training for Microsystems Technicians Teachers: 0Administrators: 0

Others: 100

Yes

Network Update for Computer Technicians Teachers: 0Administrators: 0

Others: 100

Yes

402521


APPENDIX C



Neuromotor/Sensorimotor Workshop for OP/PT's Teachers: 0Administrators: 0

Others: 100

Yes

ITS Workshop Teachers: 0Administrators: 0

Others: 100

Yes

PRE K Assessment Workshop Teachers: 100Administrators: 0

Others: 0

Yes

PRE K ESE Workshop Teachers: 66Administrators: 0

Others: 0

Yes

PRE K Worksop Teachers: 100Administrators: 0

Others: 0

Yes

Program Specialist Meeting Teachers: 0Administrators: 0

Others: 100

Yes

Safe Crisis Management Training for ESE Teachers Teachers: 15Administrators: 0

Others: 0

Yes

Safety & Infection Control Training Teachers: 12Administrators: 0

Others: 0

Yes

School-To-Career Connections Teachers: 2Administrators: 20

Others: 0

Yes

Sexual Harrassment Workshop Teachers: 0Administrators: 100

Others: 0

Yes

Speech Inservice for Speech Pathologists Teachers: 50Administrators: 0

Others: 0

Yes

412521


APPENDIX C



Speech Therapists' District Meeting Teachers: 50Administrators: 0

Others: 0

Yes

Student Performance Plan Development for 3rd Grade Teachers Teachers: 50Administrators: 40

Others: 0

Yes

Student Services Mini-Conference Teachers: 100Administrators: 0

Others: 0

Yes

Technology Conference Teachers: 38Administrators: 20

Others: 0

Yes

Technology Workshop for Computer Specialists Teachers: 0Administrators: 0

Others: 100

Yes

Technology Workshop for Technology Coordinators Teachers: 100Administrators: 0

Others: 0

Yes

Transition to Kindergarten Teachers: 33Administrators: 20

Others: 0

Yes

Software Training for TMH Teachers Teachers: 50Administrators: 0

Others: 0

Yes

Universal Design Workshop for OT/PT's Teachers: 100Administrators: 0

Others: 0

Yes

Webpage Training Teachers: 5Administrators: 0

Others: 0

Yes

WISE for ESE Administrators Teachers: 0Administrators: 20

Others: 0

Yes

422521

SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

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

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

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

432521

2521 – OLIVER HOOVER ELEMENTARY SCHOOL

Alternative Supplement Model (Waiver #450)

Grade Level Chairpersons (6 @ $450) $2,700 $2,700Elementary Department Chairpersons (3 @ $950) $2,850 $2,850Social Studies/School-to-Work/Bilingual/SpecialArea Chairperson/Math Chairperson/Science Chairperson (5 @ $450) $2,250 $2,250Gifted Chairperson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 450

TOTAL SUPPLEMENTS: $ 7,800 $8,250

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