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School Performance Excellence Plan

School Name and Number : 4961 - Shadowlawn Elementary School

Principal: Brenda Dawson Telephone #: (305) 758-3673

High School Feeder Pattern: 7301 - Miami Edison Senior

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

Title I Budget and Waivers

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

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

X

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 4961 - Shadowlawn Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

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

Vision/Mission/Belief Statement(s):

VISION: We at Shadowlawn Elementary School believe that all students will reach their highest potential through the integration of curriculum, high expectations, and family literacy. This belief is founded upon the fact that Shadowlawn Elementary School has created a positive, peaceful, and nurturing learning environment. This environment is not only conducive to high student performance, but attracts and empowers the efforts of all stakeholders, including staff, parents, and other community members.

MISSION: Shadowlawn Elementary School’s mission is to provide a multi-faceted educational environment to all stakeholders through the delivery of data driven curricula. Programs designed to develop family literacy, lifelong learning, and cultural sensitivity will enhance the educational progress of the school’s community and its children. Professional and self-development opportunities will promote teacher proficiency. The authentic involvement of all members of the EESAC will ensure that all stakeholders are represented in the planning and implementation of the SPEP. This coordinated effort is intended to raise the expectations of student achievement, teacher performance, and community involvement.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Shadowlawn Elementary School

Given instruction using the Sunshine State Standards, students in grades three through five will improve their reading comprehension skills as evidenced by a 5 percentage point increase in the number of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT Reading Test, while 31 percent of each subgroup identified in the NCLB requirements will score at the State required mastery level.

Given instruction using the Sunshine State Standards, students in grade four will improve their writing skills as evidenced by a minimum of 90 percent of the students scoring at the State required mastery level on the 2004 administration of the FCAT Writing Test.

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

Given instruction using the Sunshine State Standards, students in grade five will improve their science skills as evidenced by a 5 point increase in the mean scale score on the administration of the 2004 FCAT Science Test.

These objectives and activities will complement our school’s mission to provide experiences to students and parents that will enable them to cooperatively work toward student achievement.

Shadowlawn Elementary School is a pre-kindergarten through fifth grade educational facility located at 149 NW 49th Street in Miami, Florida. Shadowlawn Elementary School is located in a low socio-economic, predominantly Haitian American community. The student population of 433 is 88 percent Black, 11 percent Hispanic, and 1 percent other. Of the entire school population 32 percent are Limited English Proficient (LEP) students. Due to the economic fluctuations of the families that are part of the Shadowlawn Elementary School community, the school has a student mobility index of 41 that indicates the high level of student relocation. Additionally, in the last year there has been a 17 percent teacher mobility rate. Significant data including School Demographic and Academic Profile, Florida Comprehensive Achievement Test (FCAT) results, Adequate Yearly Progress (AYP) report in compliance with the No Child Left Behind (NCLB) requirements, and the School Climate Survey, were analyzed and evaluated in order to develop the goals set forth in the 2003-2004 School Performance Excellence Plan (SPEP). Shadowlawn Elementary School, in conjunction with the School Educational Excellence School Advisory Council (EESAC), has identified the following objectives 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.

Shadowlawn Elementary School provides educational services based on the Sunshine State Standards. The Comprehensive Reading Plan (CRP) is a research-based program implemented at Shadowlawn Elementary School. There are tutorial programs, including Helping One Student To Succeed (HOSTS), provided to all targeted students during the school day. Shadowlawn Elementary School also uses SuccessMaker, Read 180, and LightSpan, which are technology-based instructional programs that enhance the traditional classroom curriculum in reading and mathematics. School-to-home connections are fostered through family literacy programs and Parents As First Teachers (PAFT).

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

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

Additional Delivery Models:

Student Services:

Vision:

Mission:

Core Values:

Shadowlawn Elementary School’s mission is to provide a multi-faceted educational environment to all stakeholders through the delivery of data driven curricula. Programs designed to develop family literacy, lifelong learning, and cultural sensitivity will enhance the educational progress of the school’s community and its children. Professional and self-development opportunities will promote teacher proficiency. The authentic involvement of all members of the EESAC will ensure that all stakeholders are represented in the planning and implementation of the SPEP. This coordinated effort is intended to raise the expectations of student achievement, teacher performance, and community involvement.

We at Shadowlawn Elementary School believe that all students will reach their highest potential through the integration of curriculum, high expectations, and family literacy. This belief is founded upon the fact that Shadowlawn Elementary School has created a positive, peaceful, and nurturing learning environment. This environment is not only conducive to high student performance, but attracts and empowers the efforts of all stakeholders, including staff, parents, and other community members.

The low socio-economic level of Shadowlawn Elementary School’s student population is reflected by, but not limited to the high percent of students meeting eligibility for free meals, the large number of single parent families, adult illiteracy, depressed living conditions, and the lack of safe structured community-based recreational activities. As a result, it is necessary to provide various extended curricula programs, special activities, and resources to our students and their families. The Parent Access Center through sponsored business/community partnerships provides a monthly store for parents to redeem their attendance and academic achievement coupons for clothing, household products, and school supplies. Additionally, school uniform vouchers are given to parent volunteers and extremely needy students. A new endeavor and major student academic, behavior, and home learning incentive is a weekly club hour. During this time, eligible student participate in recreational sports, Karate, music, dance, drama, horticulture, sewing, cooking, and various other activities that are sponsored through school donations, small grants, school recognition funds, and volunteer support. Preliminary results include a decreased number of behavior referrals and an increased return of home learning assignments and parent communication.

Shadowlawn Elementary School’s vision enriches the community via the transmission of cultural tradition, varied educational experiences, and school

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

The school employs a total of 58 full-time and 9 part-time staff members. Within this group there are 2 administrators, 21 classroom teachers, 2 Exceptional Student Education (ESE) teachers, 4 special area teachers, 1.5 foreign language teachers, 1 English for Speakers of Other Languages (ESOL) teacher, 1 guidance counselor, 1 media specialist, 1 part-time microsystems technician, 1 reading leader, 1 Title I parent involvement teacher, 4 classroom paraprofessionals, 5 clerical employees, 1 community involvement specialist, 2 security monitors, and 4.5 custodial service employees. The instructional staff is 47 percent Black, 33 percent White, and 20 percent Hispanic. There are 5 teachers new to the school this year. Additionally, there are 18 members of the instructional staff that hold advanced degrees.

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

Shadowlawn Elementary School is located at 149 Northwest 49th Street in Miami, Florida. It is a two-story building that includes a small media center, a computer laboratory with 14 student stations and 8 portables. The school has undergone a recent upgrade to its Local Area Network to enhance access to the Internet and intranet. The media center delivers a closed circuit television broadcasting system. There are 133 classroom computer stations, 27 teacher desktop stations, and 37 laptop computers.

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.

Shadowlawn Elementary School currently serves 433 students in pre-kindergarten through fifth grade from the surrounding neighborhood. The population is comprised of standard curriculum students (54 percent), ESE students (8 percent), ESOL students (32 percent), and a class of 30 students (6 percent) ages zero through three who are part of the PAFT program. The ethnic/racial makeup of the student population is 88 percent Black, 11 percent Hispanic, and 1 percent Multi-racial. The mobility index is 41. A majority of the students attending Shadowlawn Elementary School receive supplemental support to ensure that their basic needs are met. Students who are in need of additional help are serviced through tutoring and language development programs, social interventions from community business/agencies, and family support programs.

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

A needs assessment identified family literacy, the development of parenting skills and the reinforcement of positive student behavior as areas of concentration for the school/community focus. Programs implemented include: PAFT, a provider of early childhood instruction, parenting skill development and adult education; the Behavior Improvement Center (BIC), an extended day program that provides students with anger management and conflict resolution strategies; the Parent Access Center, a support program which impacts all aspects of the family structure, with an emphasis on adult literacy skills that correlate with student goals; and Kids and the Power of Work (KAPOW), a career orientation program presented by American Airlines employees. In addition, students who regularly exhibit positive on-task behavior are rewarded through PTA sponsored interactive hands-on, minds-on, group activities and recognized by the Do the Right Thing Program, a cooperative effort with the Miami Herald and the City of Miami Police Department. Furthermore, Shadowlawn Elementary School regularly schedules meetings and seminars for parents and community members to participate in educational sessions, which cover state standards and expectations, testing information, and school operational updates. The school also works with the Miami Kiwanis Club, a community partner that fiscally sponsors academic incentives for faculty and students, in addition to reading with selected primary classes on a monthly basis.

services. Shadowlawn Elementary School’s mission is to offer experiences to all stakeholders within the community and to promote the loyalty needed to support the creation of a "state of the art", full service educational center.

Please refer to Appendex A and B for legislative issues.

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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.

Shadowlawn Elementary School is located in a low socio-economic environment that affects student performance. Support to the school includes free meals, additional instructional personnel, and extended school activities. Additionally, collaborative relationships with Florida International University, the Miami Edison Feeder Pattern schools, the Miami Kiwanis Club, American Airlines, GAP Inc., and Washington Mutual Bank provide resources that enhance Shadowlawn Elementary School’s total educational program.

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.

Shadowlawn Elementary is graded as a “C” school based on the 2003 FCAT results. One of the contributing factors to the improvement in student performance is the small class sizes that are maintained at each grade level. Shadowlawn Elementary School maintains an average class size of 18 students in grades kindergarten through three and an average of 26 in grades four and five. There are computers with Internet access in every classroom. The regular instructional program has been enhanced with extra-curricular activities that include an award winning music and performing arts department along with various career development clubs. Shadowlawn Elementary School also provides a Parent Access Center that offers literacy, parenting, employability skills, and social development services to families within the community. Other programs available to students include journalism and broadcasting, a Science, Engineering, Communication, and Mathematics Education (SECME) Club, Technology Club, Sister-to-Sister Club, and a mentorship program.

3.2 CompetitorsThis item explores the alternate schools available to students.

There are several public and private school choices within or close to, the boundaries of Shadowlawn Elementary School. These include Toussaint L’ ouverture, Little River, Morningside, Eneida Hartner, Edison Park, and Phyllis Miller Elementary Schools, Downtown Charter, and Aspira. Many of these schools maintain the same demographic profile as Shadowlawn Elementary School. Magnet programs that recruit Shadowlawn Elementary School students frequently present a hardship to the families due to the excessive travel time required to attend these schools. Students that voluntarily transfer into these other schools often return within the same school year which influences Shadowlawn Elementary School’s high mobility rate and often impedes consistent academic pacing and student achievement. There are also two nearby parochial schools, St. Mary’s and St. Francis Xavier’s Catholic Schools, that are participating in the State's Voucher and McKay Scholarship 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.

Shadowlawn Elementary School must continue to promote a collaborative system of quality leadership that includes representatives from all stakeholder groups within the EESAC. Quality leaders in the school and community shall provide the technical, professional, and personal growth opportunities that stakeholders need in order to make informed decisions. Innovation is encouraged and new ideas must be given every opportunity to succeed. Input from all stakeholders is considered an essential component to all programmatic change. This ongoing communication between the school leadership team and the stakeholders will enable Shadowlawn Elementary School to provide educational programs that are tailored to students’ needs and to achieve its vision and mission.

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

There are several factors that strongly influence the success Shadowlawn Elementary School has in meeting its goals. Enrollment at Shadowlawn Elementary School has dropped by approximately 35 percent over the past six years. This is mainly due to the upward mobility rate of families within the community and competition from several nearby private and parochial schools. Additionally, magnet programs frequently recruit Shadowlawn’s top students. Shadowlawn Elementary School has established numerous extra-curricular and academic programs to enhance its regular curriculum in an effort to meet the challenges

Please refer to Staff Development (Appendex C).

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arising from its competitors. Also, Shadowlawn Elementary School continues to maintain a large population of illiterate families. There are numerous low income and single parent families who are unable to provide the required time for successful home learning and rarely participate in school site activities. Therefore, the Parent Access Center and parent/community engagement is critical to the school’s success.

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

Shadowlawn Elementary School has identified several major issues concerning the challenges in learning that will lead to continuous improvement. High among these is student performance on the FCAT Reading Test which identified that 69 percent of the students in grades three through five fell below an acceptable level of achievement during the 2003 assessment. There are several factors that contribute to the low percentage of high performing students at Shadowlawn Elementary School. Within the students’ homes there is a lack of the resources and educational support that are needed for the mastery and retention of new skills. There is also a lack of knowledge and/or resources to ensure good health and nutrition in the home. Many students enter Shadowlawn Elementary School without the readiness skills that are required. Furthermore, there is a large number of families at Shadowlawn Elementary School who move quite frequently. This contributes to a high mobility rate and an inconsistent student achievement gains.

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.

Shadowlawn Elementary School’s demographic profile makes it difficult to attract quality certified instructors. Therefore, the recruitment process is extensive and requires a lot of person-to-person recommendations that generally come from the existing faculty. The tenured faculty is dedicated and has become family to the school community; however, major challenges are still evident. These challenges are founded in the reality of high student mobility rates, poor family literacy, and limited socio-economic resources that negatively impact instruction and student performance. Due to these challenges, it is necessary for teachers to receive extensive professional development in the areas of reading, mathematics, science, parent/community involvement, and behavior management. Additionally, teachers need extended planning time in order to regularly collaborate and implement strategic instructional programs which address the many needs of the students and families of Shadowlawn Elementary School.

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

Shadowlawn Elementary School is an inner city school located in Miami-Dade County, Florida. Shadowlawn Elementary School serves children and families who live in a low socio-economic, high crime, high stress area in which prevalent illiteracy and drug use is evident. In addition, the mobility index of 41 indicates the high level of student relocation. This environment presents a challenging situation to all stakeholders. There is a large population of non-English speaking parents as evidenced by a significant sub-population of LEP students. Turnaround time in communications with parents and the school could be improved. It is also notable that the Shadowlawn Elementary School community is experiencing a demographic transformation as the neighborhood absorbs an influx of Hispanic immigrants.

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.

Many parents are unable to, or do not seek, the necessary medical attention and medical interventions that their children require. Poor health, poor vision, and poor dental hygiene are commonplace among the Shadowlawn Elementary School student body. Additionally, a number of parents fail to obtain psychological interventions for their emotionally needy children because they are unaware of available local, State and Federal government resources. Some parents are not American citizens and are unable to even take advantage of some of these resources. One key issue relative to the operational process is the interruptive nature of the pullout programs.

5. IMPROVEMENT

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5.1 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.

Shadowlawn Elementary School plans to implement and monitor intervention programs such as Read 180, HOSTS, LightSpan, and America Reads as determined by school, District and State data to improve targeted student reading achievement in grades three through five. In the primary grades, Shadowlawn Elementary School will enhance the implementation of phonemic awareness instruction utilizing programs such as Project Bear, Right Beginnings, and America Reads. In this manner, the needs of the students falling below the acceptable level of achievement should be met. Family literacy is enhanced though the PAFT Program. The Shadowlawn Elementary School Title I Parent Access Center helps parents understand how to appropriately facilitate their children’s learning through regularly scheduled workshops. Parent workshop topics include proper health and nutrition, how to help children with home learning assignments, shared reading with children, general parenting skills, job preparedness, résumé writing, and how to recognize signs of emotional distress and developmental delays in children.

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.

Shadowlawn Elementary School has implemented several support programs to address the challenges of the educational delivery process. Faculty and staff are provided with professional growth and training opportunities designed to enhance the existing learning environment. In addition, teachers will receive training in Domains IV and V of PACES to enhance their understanding of instruction relative to the development of higher order and critical thinking skills. Through grant funding, faculty and staff receive stipends for completing inservice training. Teacher sharing and modeling of good teaching practices is provided on a regularly scheduled basis. Planning sessions are being facilitated through the provision of substitute funding and stipends, which allow teachers and other support staff to plan during the regular school day and Saturdays.

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.

Shadowlawn Elementary School has implemented numerous programs to support stakeholders. Family literacy is an integral part of the instructional day at Shadowlawn Elementary School and is demonstrated through the PAFT Program that provides cooperative learning experiences for children 0 to 3 years of age and their parents. Also, the Adult Workforce Development Program provides language, reading, writing, computer, and employability skills to parents and community members. Program participants receive household items and school supplies for outstanding attendance, punctuality, and academic gains. The prevalent drug use in the community is addressed by the teacher’s implementation of the TRUST Curriculum, a substance abuse course utilized at all grade levels. Shadowlawn Elementary School students also participate in Red Ribbon Week, which is celebrated in October. In an effort to offset the high level of student relocation, Shadowlawn Elementary School offers numerous extra-curricular activities. Recruitment efforts have enlisted the support of several outside agencies, businesses, and Dade Partners to provide student and family counseling sessions, social interventions, tutorial assistance, mentoring, and financial contributions to school projects.

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.

Shadowlawn Elementary School Elementary School has attempted to enhance the organizational process by developing a professional growth program that focuses on interdisciplinary and interactive instruction. In addition, the principal is able to keep teachers well informed with the "Principal’s Weekly News". Through quality leadership Shadowlawn Elementary School continually attempts to enhance the inadequate support services their students routinely receive. A school social worker is made available two half days per week. Furthermore, PsychSolutions and the Children’s Psychiatric Center, two pediatric mental healthcare providers, provide onsite hourly counseling interventions. Of course, these areas of support service would be greatly enhanced with full-time, onsite personnel at each position. Regarding parent support services, one intention of the Title I Parent Involvement Teacher is to help parents access government resources that have been traditionally out of their reach due to their limited English proficiency. Finally, pullout instructional interruptions have been minimized because an increased number of teachers have attained ESOL endorsement. This has eliminated the distractions associated with excessive student movement and the need for room-to-room transition time.

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

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC

School Profile/ Needs Assessment: (continued)

Budget:The EESAC recommended that funds from the school budget be used to purchase student planners in order to promote teacher/parent communication

Training:The EESAC recommended staff training in areas that needed to be addressed, including a program to enhance phonemic awareness instruction in grades one and two, and technology-based professional development.

Instructional Materials:The EESAC recommended the purchase of student planners to enhance the overall instructional program.

Technology:The EESAC recommended working collaboratively with the administration to develop a technology plan that promotes the utilization of teacher desktop computers and software.

Staffing:The EESAC recommended the continuation of the Title I Parent Involvement Teacher position.

Student Support Services:The EESAC recommended the use of outside resources, PTA, and Child Study Team (CST) members to deliver services to the students and their families.

School Safety and Discipline:The EESAC recommended the creation of a discipline committee and assisted in the development of the Behavior Improvement Center (BIC) schoolwide discipline program.

Other Matters of Resource Allocation:The EESAC recommended and assisted in the development of an implementation plan for the expenditure of any available funds that could be used to facilitate student achievement.

Benchmarking:The EESAC recommended the implementation of parent training sessions to provide information to stakeholders on benchmarking, grade level expectations, and test taking skills.

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TITLE I ASSESSMENT ISSUES

School Profile/ Needs Assessment: (continued)

Parent InvolvementThe Parent Access Center at Shadowlawn Elementary School includes Parents as First Teachers, the PTA, Adult Workforce Development, the use of a Community Involvement Specialist (CIS), support from ACCESS Center Four, parenting skills, and literacy classes. Parental involvement is also enhanced by special events such as Parent Pop-in-Days.

Family LiteracyLiteracy, ESOL, Adult Workforce Development, and technology classes are provided Monday through Thursday to adults while their infants are nurtured through early learning experiences.

School ClimateAs reflected in the most recent School Climate Survey, parents, students, and teachers view Shadowlawn Elementary School as a safe and orderly learning environment.

Health ServicesShadowlawn Elementary School could benefit from the attention of a public health care nurse. State grant funds, which provided a nurse on a part time basis, were not renewed.

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

C D D F D

1999-20002000-20012001-20022002-2003

31 37 85

50 84

61

348

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 142 121 85

153

134

61

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

28 23 66

49 73

49

288

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 126 96 66

117

122

49

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)104961


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 72 243 56 18 21 6 0 72 258 50 17 18 14 1

2001-2002 73 234 67 10 15 8 0 73 238 64 12 16 7 0

2000-2001 66 255 67 261

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 61 267 59 10 18 13 0 61 266 41 23 33 3 0

2001-2002 83 251 63 13 14 10 0 83 233 61 25 10 4 0

2000-2001 68 261 54 9 24 12 1 70 245

1999-2000 86 241 73 17 8 1 0

1998-1999 82 242 68 15 16 1 0

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

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 79 240 62 18 15 5 0 79 299 32 42 14 11 1

2001-2002 91 234 57 20 22 1 0 92 291 46 29 15 8 2

2000-2001 76 226 76 294 38 30 24 8 0

1999-2000 77 263 58 29 12 1 0

1998-1999 88 244 74 19 7 0 0

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Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

62 3 2 2 6 19 21 35 10 2 0 02002-2003 3.5

86 5 1 19 6 29 15 14 9 1 0 12001-2002 3.1

72 4 0 1 0 22 14 42 6 10 1 02000-2001 3.7

85 5 5 32 9 33 5 8 1 0 0 01999-2000 2.5

81 9 5 21 7 36 16 6 0 0 0 01998-1999 2.6

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

29 7 3 0 3 17 17 38 14 0 0 02002-2003 3.5

46 9 2 17 9 24 13 11 13 0 0 22001-2002 3

37 3 0 3 0 24 19 27 8 14 3 02000-2001 3.7

41 0 5 29 15 29 7 12 2 0 0 01999-2000 2.8

39 10 8 28 8 23 21 3 0 0 0 01998-1999 2.5

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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

33 0 0 3 9 21 24 33 6 3 0 02002-2003 3.5

40 0 0 20 3 35 18 18 5 3 0 02001-2002 3.2

35 6 0 0 0 20 9 57 3 6 0 02000-2001 3.7

44 9 5 34 5 36 2 5 0 0 0 01999-2000 2.3

42 7 2 14 7 48 12 10 0 0 0 01998-1999 2.8

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ObjectiveGiven instruction using the Sunshine State Standards, students in grades three through five will improve their reading comprehension skills as evidenced by a 5 percentage point increase in the number of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT Reading Test, while 31 percent of each subgroup identified in the NCLB requirements will score at the State required mastery level.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X

School Name: Shadowlawn Elementary School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentThe 2002-2003 School Accountability Report indicates that 31 percent of the students met the State required mastery level, 50 percent made learning gains, and 61 percent of the lowest 25 percent made learning gains. The 2003 AYP report indicates that three of the identified subgroups did not make adequate yearly progress according to the NCLB requirements. Professional development will be provided for the faculty and staff in order to enhance the delivery of instruction in a manner that will increase the percentage of students meeting or exceeding state standards in reading.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 36 percent of the students attain the state required mastery level on the 2004 FCAT Reading Test. Adequate yearly progress will be achieved if 31 percent of each subgroup identified in the NCLB requirements score at the required state mastery level.

Evaluation:The scores of the 2004 FCAT Reading Test will be utilized to evaluate this objective. Biweekly reports will provide formative assessment data that will be used to monitor the progress made towards the attainment objective.

Aligns with District Goal # 1 2 3 1 3 4 6 7 8 Other : See below

SAC members involved in the development of this objective:

Dawson, Brenda Forbes, Wade Johnson, Tonya

Pittella, Gloria Rosenblatt, Barbara Othello, Joyann

Dorelien-Noel, Irma Prince, Andrew

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

. Develop and monitor the implementation of a schoolwide reading and language arts scope and sequence curriculum map that includes the identification of skills to be taught in alignment with the Sunshine State Standards.

*Principal, Assistant Principal, Reading Leader,

Classroom Teachers, Paraprofessionals

Aug. '03 Jun. '04 1 2003 textbook services, Student Achievement Enhancement funds, SSS, LightSpan, CRP support manuals, HOSTS Program, READ 180 Program

. Implement and monitor the HOSTS reading intervention/tutorial program during the school day.

*Principal, Assistant Principal, Reading Leader, Classroom Teachers, Dade Partners, HOSTS trainers

Aug. '03 Jun. '04 2 Title 1 Funds, Third Grade Retention Allocation funds, Dade Partner donations

. Facilitate professional development opportunities and resources through mentoring, modeling of lessons, and training designed to enhance the delivery of the reading instruction through the effective use of the Comprehensive Reading Plan.

Principal, *Reading Leader, Primary Classroom Teachers, District

Educational Specialists

Aug. '03 Jun. '04 3 Washington Mutual Bank/Education Fund Donation, CRP companion manual

. Implement motivational reading strategies in conjunction with the use of the Accelerated Reader Program for students in grades one through five.

*Media Specialist Reading Leader, Classroom

Teachers

Sep. '03 Jun. '04 4 Implement motivational reading strategies in conjunction with the use of the Accelerated Reader Program for students in grades one through five.

. Provide program management and instructional support in the area of reading and language arts through an increased use of technology.

Principal, *Assistant Principal, Media Specialist, Microsystems Technician,

Classroom Teachers

Sep. '03 Jun. '04 5 Miami-Dade County Public Schools (MDCPS) Education Portal, Pearson Education Technologies

. Utilize AYP assessment data to address the performance levels of all subgroups, direct instructional pacing, and monitor individual student progress made toward the mastery of the Sunshine State Standards.

*Principal, Assistant Principal, Reading Leader,

Classroom Teachers

Aug. '03 Jun. '04 6 schoolwide data profiles, Assess2Learn, FCAT Explorer

. Engage parents in the schools’ reading focus through their participation in parent/child workshops provided in the home language and designed to offer strategies on how to motivate the reluctant reader and facilitate the avid reader.

*Principal, Title I Parent Involvement Teacher,

Community Involvement Specialist,

Paraprofessionals

Aug. '03 Jun. '04 7 Title I Funds, PAFT, PTA, Dade Partners

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

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ObjectiveGiven instruction using the Sunshine State Standards, students in grade four will improve their writing skills as evidenced by a minimum of 90 percent of the students scoring at the State required mastery level on the 2004 administration of the FCAT Writing Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentThe 2002–2003 School Accountability Report indicates that 85 percent of the students attained the required state mastery level on the FCAT Writing Test. The 2003 Adequate Yearly Progress (AYP) report indicates all subgroups made adequate progress according the NCLB requirements. Professional development will be provided for the faculty and staff in order to enhance the delivery of instruction in a manner that will increase the percentage of students meeting or exceeding state standards in writing.

Definition of Adequate Progress:Adequate progress will have been achieved if 90 percent of the students attain the required state mastery level on the 2004 administration of the FCAT Writing Test. AYP will have been achieved when all identified subgroups improve by 1 percentage point on the 2004 administration of the FCAT Writing Test.

Evaluation:The scores of the 2004 FCAT Writing Test will be utilized to evaluate this objective. Monthly writing samples will provide formative assessment data that will be used to monitor progress made toward attainment of this objective.




Pittella, Gloria Prince, Andrew Othello, Joyann

Dorelien-Noel, Irma Rosenblatt, Barbara


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STRATEGIES

Start Date

End Date

Timeline



person.


. Administer and assess monthly writing prompts to direct the writing skill development of students in kindergarten through fifth grade.

*Assistant Principal, Reading Leader, Classroom

Teachers

Sep. '03 Jun. '04 1 school-developed writing prompts, technology, assessment team, on-site training, media center

. Provide professional development opportunities and resources through mentoring, modeling of lessons, and training focused on promoting effective writing practices and rubric scoring.

*Principal, District Educational Specialists,

Reading Leader, Classroom Teachers

Sep. '03 Jun. '04 2 technology, Washington Mutual Bank/Education Fund Donation, student folders, student journals, textbook services

. Conduct parent and child workshops provided in the home language and designed to teach the writing process and how to score a writing sample.

*Title I Parent Involvement Teacher, Media Specialist,

PTA President

Aug. '03 Jun. '04 3 technology, PTA and Dade Partners support, Parent Access Center, Student Performance Enhancement Funds

. Utilize Writing Across the Curriculum strategies in mathematics and content areas in kindergarten through fifth grade and utilize the media center as a technology-based publishing center.

*Reading LeaderMedia Specialist

Classroom Teachers

Sep. '03 Jun. '04 4 student journals, Media Center, technology

. Identify students not meeting state writing requirements, as delineated in AYP results, and provide and monitor tutorial services during the school day to assist in enhancing writing skills.

*Reading Leader, Media Specialist, Classroom

Teachers

Oct. '03 Jun. '04 5 student journals, Media Center, Student Performance Enhancement Funds


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

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentThe 2002-2003 School Accountability Report indicates that 37 percent of the students met the state required mastery level and 84 percent made learning gains. The 2003 AYP report indicates that three identified subgroups made adequate yearly progress within the safe harbor, according to the NCLB requirements. Professional development will be provided for the faculty and staff in order to enhance the delivery of instruction in a manner that will increase the percentage of students meeting or exceeding state standards in mathematics.

Definition of Adequate Progress:Adequate progress will have been achieved when 42 percent of the students attain the required state mastery level on the 2004 administration of the FCAT mathematics Test. Adequate yearly progress will have been achieved if 38 percent of each subgroup identified in the NCLB requirements score at the required state mastery level.

Evaluation:The scores of the 2004 FCAT Mathematics Test will be utilized to evaluate this objective. Biweekly reports will provide formative assessment that will be used to monitor the progress made toward this objective.




Pittella, Gloria Rosenblatt, Barbara Othello, Joyann

Dorelien-Noel, Irma Prince, Andrew


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STRATEGIES

Start Date

End Date

Timeline



person.


. Develop and monitor the implementation of a schoolwide mathematics scope and sequence curriculum map that includes the identification of skills to be taught in alignment with the Sunshine State Standards.

Assistant Principal, *Mathematics Resource

Teacher, Classroom Teachers

Aug. '03 Jun. '04 1 Title I Funds, manipulatives, math games, textbook services

. Instruct students in kindergarten through fifth grade with a variety of mathematical techniques that emphasize the development of number sense and basic computation.

*Mathematics Resource Teacher, Classroom

Teachers

Aug. '03 Jun. '04 2 manipulatives, technology, student-made games and puzzles, Harcourt textbook series

. Provide all students with performance-based activities incorporating the use of manipulatives, problem solving, critical thinking communication, and technology.

*Principal, Mathematics Resource Teacher,

Classroom Teachers

Aug. '03 Jun. '03 3 Title I Funds, Washington Mutual Bank/Education Fund Donation, Pearson Education Technologies Software, Internet, Mathemagician Modules

. Facilitate and monitor the implementation of professional development activities and resources through mentoring, modeling of lessons, and training designed to enhance instructional strategies and the use of the Sunshine State Standards as a guide for appropriate instructional pacing.

*Principal, Mathematics Resource Teacher,

Classroom Teachers

Sep. '03 Jun. '04 4 Title I Funds, Washington Mutual Bank/Education Fund Donation, Pearson Education Technologies Software, online resources, Mathemagician Modules

. Identify students in all subgroups scoring below state mastery level on the FCAT Mathematics Test as delineated in the AYP disaggregated data and work collaboratively with classroom teachers to develop alternative instructional strategies, i.e. flexible grouping and tutoring during the school day.

*Assistant Principal, Mathematics Resource

Teacher, Classroom Teachers

Aug. '03 Jun. '04 5 Student Performance Enhancement Funds, Title I Funds, technology, item analysis bank, Mathemagician Modules

. Provide opportunities for parents to participate in activities offered in the home language and designed to enhance their mathematics skills and confidence to facilitate home learning.

*Title I Parent Involvement Teacher, Mathematics

Resource Teacher, Paraprofessionals

Aug. '03 Jun. '04 6 Title I Funds, manipulatives, Dade Partners, Pearson Education Technologies Software


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ObjectiveGiven instruction using the Sunshine State Standards, students in grade five will improve their science skills as evidenced by a 5 point increase in the mean scale score on the administration of the 2004 FCAT Science Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults from the 2003 FCAT Science Test indicate that the mean scale score was 234, a difference of 36 points as compared to the District mean scale score. Professional development will be provided for the staff in order to enhance the delivery of instruction for the purpose of improving student achievement.

Definition of Adequate Progress:Adequate progress will be have been achieved when students in grade five improve their science skills as evidenced by a minimum mean scale score of 239 on the 2004 administration of the FCAT Science Test.

Evaluation:This objective will be evaluated by scores from the 2004 FCAT Science Test. Quarterly reports will provide formative assessment data that will be used to monitor progress toward the attainment of this objective.

Aligns with District Goal # 1 2 3 3 4 6 7 8 Other : See below


Dawson, Brenda Forbes, Wade

Prince, Andrew

Pittella, Gloria


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STRATEGIES

Start Date

End Date

Timeline



person.


. Provide professional development opportunities through mentoring, modeling of lessons, and training for teachers focusing on the Science “E’s” (Engagement, Exploration, Elaboration, and Evaluation) that provide hands-on/minds-on experiences to students utilizing existing resources.

*Principal, Assistant Principal, SECME Facilitator, District


Aug. '03 Jun. '04 1 Instructional Improvement Team

. Implement and monitor the SECME Program in grades three through five utilizing existing resources and technology.

Principal, Assistant Principal, *SECME Facilitator, District


Aug. '03 Jun. '04 2 SECME Resources, FOSS Kits, technology, Scott Foresman textbook series

. Departmentalize curriculum instruction in grade five to facilitate team collaboration, consistency in program delivery, and the extension of learner time on task.

*Assistant Principal Science/Mathematics

Teachers, Mathematics Resource Teacher,


Aug. '03 Jun. '04 3 Instructional Improvement Team, technology, FOSS Kits, Scott Foresman textbook series

. Expose students to the scientific method by providing them with a myriad of activities, which may culminate as part of a schoolwide science fair.

*Assistant Principal, SECME Facilitator, Media Specialist, Math Resource

Teacher, Instructional Improvement Team, Classroom Teachers

Apr. '03 May '04 4 Title I Funds, District Support Staff, discretionary funds

. Provide opportunities for parents to participate in activities in their home language designed to enhance their knowledge of the scientific method and science fair projects.

*Assistant Principal, Title I Parent Involvement Teacher, SECME

Coordinator

Jan. '03 Jun. '04 5 Title I Parent Involvement Teacher, SECME Facilitator, FOSS Kits, technology


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Adequate Progress Statement for the entire School Performance Excellence Plan:

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

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

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

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Mid-Year Review of School Performance Excellence Plan:

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

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

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

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

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

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

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

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

data for making necessary revisions.

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

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

intended goals.

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

APPENDIX A

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Goal I: School to Career

School District Goals:

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

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

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

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

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

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

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

and efficiency

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

IIIa. IIIb. IIIc.IIId.IIIe.

APPENDIX B

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PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

READ 180 Teachers: 30Administrators: 100

Others: 50

Training will be provided in READ 180 for new teachers and others as needed.

Intensive Care Unit Teachers: 100Administrators: 50

Others: 100

Training will be provided in Intensive Care Unit for new teachers, administrators and others as needed.

Developmental Reading Teachers: 50Administrators: 0

Others: 0

Training will be provided in Developmental Reading for new teachers, administrators and others as needed.

Put Reading First Teachers: 100Administrators: 100

Others: 100

Training will be provided in Put Reading First for new teachers and others as needed.

Guided Reading Teachers: 100Administrators: 50

Others: 100

Training will be provided in Guided Reading for administrators, new teachers and others as needed.

Working with words, Phonemic Awareness, and Centers Teachers: 76Administrators: 50

Others: 0

Training will be provided in Working with words, Phonemic Awareness, and Centers for new teachers and/or as needed.

Helping One Student To Succeed (HOSTS) Teachers: 57Administrators: 100

Others: 100

Training for new tutors will be provided as needed.

Provided or in Progress in the Area of Writing Instruction


FCAT Writing Teachers: 100Administrators: 100

Training will be provided in FCAT Writing for new teachers and others as needed.

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APPENDIX C

Provided or in Progress in the Area of Writing Instruction


Others: 0

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Higher Order Thinking Skills Teachers: 13Administrators: 100

Others: 0

Provide training in Developing Conceptual Understanding for teachers, and others as needed.

FOSS Kit Teachers: 40Administrators: 0

Others: 0

Training will be provided in FOSS for new teachers and/or as needed.

Mathematics Long Range Planning Teachers: 38Administrators: 100

Others: 0

Training in implementing Mathematics Long Range Planning will be provided for teachers as needed.

FCAT Explorer Training Teachers: 30Administrators: 50

Others: 0

Increase faculty training with Internet assisted instruction.

Data Analysis and Probability Teachers: 29Administrators: 50

Others: 0

Provide training in Number Sense for eligible faculty.

Provided or in Progress in the Area of Science Instruction


Science/Mathematics Articulation Teachers: 30Administrators: 50

Others: 0

Continued training in Science/Mathematics scope and sequence development will be provided as needed.

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APPENDIX C

Other Professional Development Provided or in Progress


Kids and the Power of Work (KAPOW) Teachers: 13Administrators: 50

Others: 0

Training will be provided in KAPOW for new teachers and administration as needed.

School to Career Connections Teachers: 80Administrators: 0

Others: 0

Training will be provided in School to Career opportunities for new teachers as needed.

Provided or in Progress in the Area of Science Instruction


SECME Mini Conference Teachers: 30Administrators: 0

Others: 0

Eligible faculty will attend SECME Mini Conference as needed.

M-DCPS Technology Conference Teachers: 70Administrators: 0

Others: 0

Increase faculty training with Internet assisted instruction.

FOSS Kit Training Teachers: 40Administrators: 0

Others: 0

Training will be provided in FOSS for administrators, new teachers and/or others as needed.

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SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

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

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

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

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