School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/2241.pdf · Student Education...

School Performance Excellence Plan

School Name and Number : 2241 - Gratigny Elementary School

Principal: Maria Orth Telephone #: (305) 681-6685

High School Feeder Pattern: 7591 - North Miami Senior

ACCESS Center Two 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.

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2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 2241 - Gratigny Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

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

Vision/Mission/Belief Statement(s):

VISION: Gratigny Elementary envisions developing students who are academically competent, socially responsible, emotionally secure, and physically fit. We believe that our students will be able to enter a complex and highly competitive global society with the skills, attitudes, and competencies which will serve them well as they meet the challenges of a future fraught with unknowns. We envision our students entering adulthood with the self-confidence to view problems as opportunities, to apply what they have learned in creative ways, and to employ critical thinking in ways that will serve not only themselves, but their society as well.

MISSION: The staff and community of Gratigny Elementary believe that every child is a unique and special individual who can learn. It is Gratigny’s charge to serve as facilitators for the development and nurturing of every child’s innate capacity; academic, physical, social, and emotional. We believe that by meeting each child’s individual needs we can maximize every child’s ability to approach or meet his or her potential.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARYGratigny Elementary School

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

Given instruction using Sunshine State Standards, students in grades one through six will improve their writing skills as evidenced by an increase of at least 40 percent of the students scoring a 3.5 or above when comparing results from a school site pretest and posttest prompt, administered in September 2003 and in May 2004.

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

Given instruction using Sunshine State Standards, the mean score of students in grades one through six on the posttest of the teacher-developed science test administered in May 2004, will evidence an increase of at least 40 percentage points over the pretest score administered in September 2003.

Given instruction using Sunshine State Standards, the mean score of students in kindergarten on the Lexia Early Reading Test administered in May 2004, will evidence an increase of at least 40 percentage points over the pretest score administered in September 2003.

The identified objectives and strategies will serve to increase our success in our pursuit to develop children as lifelong learners in a technologically complex world. All staff members will participate in the implementation of this plan.

Gratigny Elementary, a Full Service School, is located in suburban Miami-Dade County. It serves a population of approximately 780 students, comprising the following ethnic populations: 83% Black Non-Hispanic, 15% Hispanic, 1% White Non-Hispanic, and 1% Asian/Indian/Multiracial, in grades prekindergarten through six. Gratigny offers a variety of educational programs such as Comprehensive Reading Plan, Accelerated Reader, America Reads!, and Lexia . In addition, health and social service opportunities are offered to its students and families. After having analyzed and evaluated data such as School Demographic and Academic Profile, Stanford Achievement Test Report, School Report Card, School Performance Excellence Plan results for 2002-2003, and FCAT data, Gratigny Elementary, in conjunction with Barry University and other service providers, has targeted the following schoolwide priority 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.

Gratigny Elementary serves its school community by providing education to approximately 780 students in grades prekindergarten through six, including two sections of prekindergarten children with varying exceptionalities and three sections of Autistic students. Through the application of the Sunshine State Standards and by the implementation of the Miami-Dade County Public School’s Competency-Based Curriculum and Comprehensive Reading Plan, as well as the Lexia Reading Program, Gratigny brings a well-rounded curriculum to all of its children. Employing a diagnostic, prescriptive, assessment, and remedial instructional schema, instructional enrichment activities and affective considerations are routinely integrated into lesson planning and execution. Instruction is provided through both self-contained and resource classrooms as well as through a state-of-the-art media center and computer labs.

Bilingual and ESOL strategies are imbedded in classroom techniques and parent education activities are designed to support the day-to-day educational process. A networked computer system serves all classrooms and Internet access is available in classrooms and the media center. Additional resources are a USP Mathematics and Science program.

Title I funding provides supplementary assistance to classroom teachers as well as a social worker and Community Involvement Specialist to serve as enhancements for its outreach to school families. A Full Service School program attends to students’ physical and social needs.

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:Gratigny Elementary envisions developing students who are academically competent, socially responsible, emotionally secure, and physically fit. We believe that our students will be able to enter a complex and highly competitive global society with the skills, attitudes, and competencies which will serve them well as they meet the challenges of a future fraught with unknowns. We envision our students entering adulthood with the self-confidence to view problems as opportunities, to apply what they have learned in creative ways, and to employ critical thinking in ways that will serve not only themselves, but their society as well.

Counseling services at Gratigny Elementary provide students with mechanisms to resolve conflicts in peaceful manners. Peer bullying is addressed through student group sessions. School wide Red Ribbon activities discourage the use of drugs, while social skills small group counseling sessions encourage students to get along with one another. Student health and social service needs are addressed by a series of service providers through Gratigny's Full Service School. Services include primary health care, by a Nurse Practitioner from Barry University School of Nursing; vision services through the Bruce Heiken Memorial Foundation; mental health services through Children's Psychiatric Centers, Inc; health educational services through Barry University School of Nursing and the Physician Assistant Program through Barry University of Graduate Medical Sciences. The comprehensive range of services at Gratigny Elementary help reduce student absences, improve student school performance, and help insure that students are ready to focus on academics.

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

Gratigny Elementary employs 76 full-time staff members and 13 part-time employees; two administrators, 27 regular classroom teachers, seven Exceptional Student Education teachers, one counselor, one social worker, 15 special area teachers, 12 paraprofessionals, two security personnel, four clerical workers, six custodial staff, and 12 cafeteria workers. Thirty-eight percent of the instructional staff hold masters degrees, 14 percent hold specialist degrees, and two percent have doctorates. The average number of years of service in Florida is 14 years for Gratigny teachers.The average rate of attendance for the instructional staff is 96 percent.

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

Gratigny Elementary, located at 11905 North Miami Avenue, Miami, Florida, 33168, is situated upon eight acres of land in unincorporated Miami-Dade County, adjoining the municipalities of Miami Shores and North Miami. Constructed in 1955, the school has had additional wings added to the campus to accommodate a trend of increasing enrollment. One of these wings houses the school’s state-of-the-art media center, complete with a closed-circuit television system and a number of networked computers including those obtained through a recently-awarded QZAB (Qualified Zone Academy Bond) Grant. Presently, 10 relocatable classrooms are being utilized on the school campus; a number which includes a full service school facility awarded through a Public Education Capital Outlay grant from the State of Florida. Additionally, there is a network of linked classroom computers and two computer laboratories on the campus.

Mission:

Core Values:

The staff and community of Gratigny Elementary believe that every child is a unique and special individual who can learn. It is Gratigny’s charge to serve as facilitators for the development and nurturing of every child’s innate capacity; academic, physical, social, and emotional. We believe that by meeting each child’s individual needs we can maximize every child’s ability to approach or meet his or her potential.

In order to execute its vision, Gratigny Elementary School provides a microcosm of the world outside the school by functioning as a model for its students to emulate. With professional faculty as exemplars, students have responsible archetypes upon which they may rely for guidance as to comportment, professionalism, and personal responsibility. Students may see for themselves how real world challenges may be met and overcome by observing school personnel in action. Children are afforded opportunities to observe democratic ideals employed in everyday interactions between all school employees regardless of job description. Students are able to internalize high standards of personal conduct by observing their teachers and other school personnel taking care to discharge their responsibilities in the most professional manner.

To prepare its students for a future which holds many challenges for them and whose direction is uncertain, Gratigny seeks to produce students for whom critical thinking and open-mindedness has become second nature. With its belief that every child can succeed at his or her own level, Gratigny strives to equip its students with the skills to address problems with creative solutions. By emphasizing competency and academic rigor, coupled with affective considerations, Gratigny Elementary promotes the confidence in its students, which allows them to feel able to meet and overcome challenges with a conviction that they have the capacity not only to succeed, but rather to excel.

Gratigny Elementary seeks to develop in all students a respect for their school, their peers, and themselves. We seek to imbue each student with the ideal that every individual is capable of making a valuable contribution to his or her society and to the general dialogue. By modeling a respect for all, professionals at Gratigny expect students will realize that diversity of opinion is the society’s strength and that all opinions merit respect. We believe that by acting as examples for students to follow, we lay a foundation for a just society that values all of its members.

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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.

There are 26 students enrolled in the Varying Exceptionalities Program, in grades kindergarten through six, in a resource program model. Seventeen prekindergarten students are served in two self-contained varying exceptionalities classes. There are also 23 students enrolled in three autistic units. Students attending gifted education classes are transported twice weekly to Sabal Palm Elementary Gifted Center. Additionally, 175 Limited English Proficiency (LEP) students are enrolled in English for Speakers of Other Language (ESOL) classes. Approximately 22 percent of Gratigny students are classified as ESOL. Eight percent are ESE classified. Seventy percent of Gratigny students are enrolled in the regular educational program, while 90 percent of the enrollment may be considered economically disadvantaged according to the free or reduced lunch status. Eighty-three percent of the school population is black, 15 percent is Hispanic, one percent is Anglo, and the remaining one percent are Asian, Indian or Multiracial. Gratigny’s mobility rate is 26 percent.

Gratigny Elementary School boasts an excellent attendance rate, consistently standing within the top 20 elementary schools in the Miami-Dade County Public School System over the past decade. Gratigny is proud to have been awarded the Golden School Award for Volunteerism for exceeding its volunteer goals for the past 13 consecutive years.

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

Gratigny Elementary reaches out to its school families in a variety of ways. There are a minimum of three well-attended PTA meetings annually. There are regularly scheduled Title I Parent Outreach meetings each month where parents of Gratigny students gather to learn more about the school, what it may offer their children, and provide parenting skills acquisition sessions to advise parents about the ways they may assist their children with academics in the home. Gratigny’s collaborative partner, Barry University, conducts Saturday tutoring sessions throughout the year to help students with specific learning skills. After school tutoring sessions on the school site also assist students with skills.

Gratigny Elementary is host to a robust volunteerism program. Community volunteers are trained and placed with teachers to assist students who require additional attention. University students also complete field experience requirements by observing and participating in classrooms, where they work with individuals and small groups. All Aboard Miami, a private sector volunteer organization, places high school and college volunteers at Gratigny. America Reads! tutors, who are paid stipends to work in first and second grade classrooms to help students acquire language arts skills, are also placed. Additionally, student nurses from Barry University School of Nursing and from the Physician Assistance Program,on a volunteer basis, regularly make individual classroom presentations to educate Gratigny students on a variety of health-related topics.

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.

Gratigny Elementary School collaborates with Dade Partners on various projects. Nearby Barry University, Team Metro, and Bethany Day School comprise the Dade Partners. Additional partnerships include the service providers which collaborate with the Gratigny Full Service School. These service providers include: Barry University School of Nursing, which supplies the Nurse Practitioner for the clinical facility on-site; Barry University School of Graduate Medical Sciences, which provides podiatric services to the school; The Children’s Psychiatric Center, Inc., which furnishes mental health therapists through the Full Service

Please refer to Appendex A and B for legislative issues.

Please refer to Staff Development (Appendex C).

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School; The Bruce Heiken Memorial Foundation, which provides vision examinations and dispenses eyeglasses at no charge for children who need them; and the Miami-Dade County Health Department, which conducts vision and hearing screenings at the school site on an annual basis.

Additionally, regular annual articulation meetings are conducted with feeder pattern schools, North Miami Middle and Thomas Jefferson Middle. These meetings prepare Gratigny sixth grade students to learn more about the middle school experience before they are promoted to seventh grade.

Gratigny also hosts the daily North Dade YMCA After Care program at its school site.

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.

As attendance trends increased the enrollment at Gratigny Elementary from 1991-2000, a new elementary school, Hubert O. Sibley Elementary, relieved the overcrowding at Gratigny by accepting approximately 450 students for the 2001-2002 school year. Enrollment now stands at approximately 780 students. Gratigny has the distinction of having been named a Florida Blue Ribbon School in the 1994-1995 school year. Many of the assets and personnel who helped Gratigny garner Blue Ribbon School status are still in place at the school.

3.2 CompetitorsThis item explores the alternate schools available to students.

Gratigny Elementary has several schools in proximity to its campus: St. James Catholic Elementary School, Bethany Day School, and the Barry University and ASPIRA charter schools. All the neighboring feeder pattern public schools bordering Gratigny’s attendance boundary are classified as “C” schools with the exception of three who were designated “B” schools in 2002-2003.

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.

Gratigny Elementary operates under a democratic system of decision making where all participants have an opportunity to provide input into the process in a collegial atmosphere where dissent is respected and the examination of issues is welcomed. The Educational Excellence School Advisory Committee, the primary advisory group, is composed of an excellent cross-section of stakeholders committed to the improvement of education and educational opportunities for our children and their families.

Monthly curriculum sharing meetings and faculty meetings are forums where teachers are encouraged to share ideas for curriculum and program improvements. Best practices are shared at monthly workshops on site so that all may benefit from particularly effective means, modes, and modalities of teaching. PTA meetings, parent conferences, school open house nights, and other parent outreach activities afford parents means to contribute to the conversation on improvement of educational delivery.

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

Because of attendance boundary changes affecting additional Gratigny students transferring to neighboring Hubert O. Sibley Elementary School, Gratigny’s student enrollment has decreased to 780 students. Demographics in the Gratigny community generally follow a trend noted for its predominantly Haitian-American student population: a northward mobility beginning in nearby Little Haiti, progressing through the Gratigny School Attendance Boundary, through North Miami and then on to points north.

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

Gratigny Elementary faces three major challenges as it seeks to bring high quality education to its largely Haitian-American student population.

The primary challenge is English language acquisition for many Gratigny students whose home language is other than English. This fact requires that not only instructional planning take into account English language acquisition, but also must consider adapting traditional curricula to accommodate students for whom English is a second language.

The second major challenge for Gratigny is to increase academic performance for all students as required by NCLB.

Thirdly, the cultural legacy of Gratigny children whose families experience access inequity to electronic media and other electronic learning opportunities is compounded by a dearth of parental opportunities for acquiring the skills necessary for them to be able to help their children at home.

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.

Gratigny Elementary School has identified issues where improvement may be beneficial. Based on responses to the School Climate Survey, classroom teachers indicated that they have concerns about basic skills acquisition for their students.

Another concern is that parents are not as engaged with the school as they could be.

Additionally, new teachers to the school may not be as proficient as they could be in dealing with today’s students, while veteran teachers may require refreshment of techniques of instruction in line with the latest educational research.

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

Gratigny Elementary School has identified issues concerning challenges in process improvement. In order to address this need, Gratigny will solicit the assistance of experts from the ACCESS Center and District to provide training for teachers in “Best Practice” strategies. Most teachers require training in CRISS (Creating Independence Through Student-Owned Strategies).

Additionally, there is a need for Gratigny Full Service School providers to understand and commit to a greater integration of services into the overall goals of the school to insure that services do not take place in isolation of Gratigny’s educational goals. Additionally, a more aggressive marketing of the range of services available to parents and children through the Gratigny Full Service School is needed to insure a greater utilization of the facility and services is realized.

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.

Gratigny Elementary School has identified several issues concerning challenges in process improvement. Among these are: Student scores on the FCAT indicate that 61 percent of students in grades three through six have not scored in the higher range of the 2003 FCAT Reading Test and 63 percent of students in grades three through six have not scored in the higher range of the 2003 FCAT Mathematics Test.

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.

English language acquisition for students whose home language is other than English is addressed in a variety of ways at Gratigny Elementary School. Gratigny provides two ESOL pullout resource classes which are staffed by faculty who are ESOL certified. Additionally, all classes containing ESOL students

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are conducted by teachers who employ ESOL strategies and who are all ESOL endorsed. Gratigny also houses an ESOL Computer Laboratory to help non-English proficient students gain skills in reading, writing, and speaking through the use of computer-aided instruction.

Progress is monitored on a continuous basis. Regular classroom academic instruction at Gratigny is supplemented through the infusion of Title I resources, resulting in the decrease of adult-to-student ratios. The utilization of instructional programs such as the Competency-Based Curriculum and the Comprehensive Reading Plan have directly addressed student instructional needs and have resulted in increased student achievement. Students improved their test scores and Gratigny was designated a stronger "C" school during the 2002-2003 school year. The addition of the Lexia reading program in the current school year is intended to generate an even greater growth in student achievement.

Parent education is accomplished at Gratigny Elementary through Title I Parent Outreach initiatives. Outreach to parents includes the Title I Community Involvement Specialist who makes home visits to Gratigny parents to bring them appropriate academic assignments and the techniques with which to present them to their children. The Community Involvement Specialist plays an important role in promoting education and community involvement by translating content into Haitian Creole for parents who are not proficient in English. Issues relating to parental access to electronic media and electronic learning are being addressed via media center parent evening instructional programs and by opening the Gratigny media center to parents and permitting them to learn more about the world of computers.

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.

Gratigny Elementary is addressing children’s basic academic skills acquisition through an increased focus on matching instruction to assessed needs, matching methods to student learning styles, matching materials to appropriate learning modes, and applying the diagnostic, prescriptive, and reassessment of instruction based on student performance. Remediation is executed based on objective measures of student performance.

Through regular parent conferences, PTA meetings, Title I Community Involvement Outreach, and frequent parent workshops, parental involvement is both solicited and encouraged.

While Gratigny teachers are enthusiastic to learn new techniques in dealing with the whole child, including all the attendant challenges children bring to school in the Twenty-First Century, newer teachers to the school are encouraged to learn practical and relevant “best practices” from their more experienced peers. Veteran teachers are afforded the opportunity to learn newer techniques in instruction through monthly curriculum sharing and grade group meetings.

Teachers at Gratigny are encouraged to learn more about the PACES program from peers who have undergone training.

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.

Teacher training aimed toward improvement of the instructional process will be enhanced by utilizing expertise at the ACCESS Center and District levels. This specific application of accessing highly qualified assistance will result in teachers acquiring the skills to make well reasoned decisions about educational planning and the effective execution of teaching techniques in their classroom. Teachers will be trained in CRISS(Creating Independence Through Student Owned Strategies).

All school personnel will assist in the promotion of the Gratigny Full Service School. Full Service School personnel will help integrate health and human service providers into the overall philosophy of the school. Further, the mission and vision of the school and the functioning of the Full Service School will be more closely aligned through a continous dialogue between the school, Full Service School, and the agencies and service providers who serve Gratigny’s parents and students.

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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.

Gratigny Elementary School employs several means by which it monitors and improves instruction for students. These means involve instructional processes as well as management processes.

Specific skills relating to items measured by the FCAT Reading Test are identified in the Competency-Based Curriculum, are correlated to subject matter in adopted textbooks, and are instructed in a logical sequence designed for maximum efficiency.

The identical process is employed for those skills measured by the FCAT Mathematics Test. Additionally, in-house and other training for teachers is designed to help them present and assess subject matter as well as to manage the decisions about scope and sequence involving skills.

Teachers have opportunities to avail themselves of the print and electronic media at the school in addition to the human resources in the forms of their peers and their administration.

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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 the purchase of personnel, supplies, and materials after reviewing the 2003-2004 Preliminary CASAS.

Training:The EESAC recommended the continuation of teacher participation in some of the same activities carried out during the 2002-2003 school year and made recommendations for teacher participation in other types of workshops or courses when offered. Emphasis was placed on training that focused on student improvement of skills in the areas of reading, writing, mathematics, and science.

Instructional Materials:The EESAC recommended monies be allocated for instructional materials that will focus on strenghthening the skills of all students in reading, writing, mathematics, and science. In addition, monies were earmarked to purchase media center materials.

Technology:The EESAC recommended the purchase of additional software in the areas of reading, mathematics, and science.

Staffing:The EESAC recommended that all positions allocated to our school be purchased.

Student Support Services:The EESAC recommended that the purchase of a social worker continue for the 2003-2004 school year.

School Safety and Discipline:The EESAC recommended offering students the opportunity to serve on the safety patrol and participate in conflict resolution,peer mediation, and character education programs.

Other Matters of Resource Allocation:The EESAC recommended the purchase of three resource teachers to provide individual and small group instruction to students who need additional assistance in the areas of reading, writing, and mathematics utilizing Title I funds. Additionally, a community involvement specialist was purchased to work with parents. EESAC funds will be utilized to purchase two part-time paraprofessionals to provide tutorial assistance to students in third grade.

Benchmarking:The EESAC recommended that specific "benchmark" activities be reviewed every nine weeks to determine student progress in reading, writing, and mathematics. These are as follows:1. Harcourt Brace Reading tests2. Silver Burdett Mathematics tests3. Practice Quizzes4. Comprehensive Reading Plan benchmark books5. Monthly Sunshine State Standard skills with the Florida Coach series6. Monthly writing prompts

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TITLE I ASSESSMENT ISSUES

School Profile/ Needs Assessment: (continued)

Parent InvolvementParents are directly involved with Gratigny as volunteers, tutors, and mentors in classrooms as well as with Title I Parent Outreach and PTA activities. Parents are kept abreast of significant developments at the school via the community involvement specialist, social worker, and other vehicles of communication. The implementation of these activities will continue during the 2003-2004 school year.

Family LiteracyParents and children are served by literacy activities that include monthly parent get-togethers. The implementation of these activities will continue during the 2003-2004 school year.

School ClimateIn addition to academics, children are instructed in conflict resolution, manners, comportment, and safety while on campus. Children are exposed to core values education with particular emphasis on respect for others of diverse cultures. The implementation of monthly character education activities will continue during the 2003-2004 school year.

Health ServicesHealth issues are addressed via Gratigny Elementary's Full Service School. An on-site Full Service School facility offers clinical space where nursing, social, and mental health services are available to children and their families. The implementation of these activities will continue during the 2003-2004 school year.

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

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

C C D D D

1999-20002000-20012001-20022002-2003

39 37 79

60 64

65

344

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 164 101 79

155

124

65

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

39 41 53

57 78

53

321

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 149 119 53

133

135

53

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)122241


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 99 250 53 17 28 2 0 99 250 47 18 25 9 0

2001-2002 120 265 43 20 27 10 1 118 282 32 19 35 14 0

2000-2001 181 254 180 251

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 107 271 45 18 26 10 1 107 265 38 34 22 5 1

2001-2002 126 255 59 9 25 7 1 127 261 46 24 20 8 2

2000-2001 193 263 55 15 23 7 1 194 238

1999-2000 213 242 66 11 17 6 0

1998-1999 181 253 65 8 20 6 1

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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 127 244 51 17 27 5 0 129 283 47 21 20 11 2

2001-2002 124 253 42 27 25 6 0 124 285 40 31 17 12 0

2000-2001 211 229 210 258 62 18 12 7 1

1999-2000 202 261 62 18 10 10 0

1998-1999 192 252 69 21 9 1 0

Grade Level: 06

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 100 268 45 21 21 13 0 100 281 43 22 26 7 2

2001-2002 190 251 53 21 20 6 0 190 247 66 18 14 2 0

2000-2001 187 256 187 225

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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

102 1 2 5 4 24 30 19 9 3 0 02002-2003 3.3

128 9 3 17 6 31 16 11 2 2 0 02001-2002 2.8

192 5 2 9 5 26 13 26 7 6 0 12000-2001 3.3

213 8 2 12 9 42 9 13 2 0 0 01999-2000 2.8

182 8 4 10 15 30 18 11 2 1 0 01998-1999 2.9

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

52 0 2 8 6 21 27 15 15 2 0 02002-2003 3.3

63 11 3 17 6 32 17 5 3 2 0 02001-2002 2.6

95 4 2 12 7 18 14 27 7 7 0 12000-2001 3.4

105 5 2 15 10 46 6 13 0 0 0 01999-2000 2.7

91 9 5 12 18 25 21 9 0 1 0 01998-1999 2.7

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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

50 2 2 2 2 26 34 22 2 4 0 02002-2003 3.3

65 6 3 17 6 31 15 17 2 3 0 02001-2002 3

97 6 2 7 3 33 11 24 6 5 0 02000-2001 3.2

108 12 3 8 7 39 12 12 5 1 0 01999-2000 2.8

91 7 3 9 12 35 15 13 4 1 0 01998-1999 3

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

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X

School Name: Gratigny 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 AssessmentScores indicate that 61 percent of the students in grades three through six have not scored at or above FCAT Achievement Level 3 on the 2003 administration of the FCAT Reading Test.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 44 percent of the students score at or above Achievement Level 3 on the 2004 administration of the FCAT Reading Test, and 31 percent of each subgroup identified in the NCLB requirements will score at the state mastery level.

Evaluation:This objective will be evaluated by the scores of the 2004 FCAT Reading Test. Monthly assessments will be used to monitor progress.

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

SAC members involved in the development of this objective:

Berry, Julia Adorno, Bonnie Brown, Sandra Deshazior, Diane

Lawrence, Carol Houghteling, Terry Oliver, Cassandra Parris, Priscilla

Orth, Maria Sanders, Iris Troutman, Janice Vazquez, Ana

Names: Names: Names:

172241

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 grade level benchmarks that include the identification of skills to be taught and basal source to ensure all Sunshine State Standards being tested are taught prior to March, 2004.

Administrators, *Reading Leader, and Grade Level

Chairpersons

Jul. '03 Sep. '03 1 School Based Budget - Discretionary Account, Grade Level Expectations, Sunshine State Standards, and Harcourt Brace Basal

. Administer reading comprehension exercises in a simulated testing setting in classrooms monthly to monitor on-going progress.

Administrators, Reading Leader, and *Classroom

Teachers

Sep. '03 May '04 2 School Based Budget - Discretionary Account and Florida Coach

. Enhance student reading skills, by using Accelerated Reader and Lexia in the media center, classrooms, and computer lab.

*Administrators, Reading Leader, Media Specialist, Computer Lab Teacher, and Classroom Teachers

Sep. '03 Jun. '04 3 School Based Budget, Lexia, and Accelerated Reader

. Provide remedial assistance to lower quartile students, LEP, and ESE students in small group and individualized settings during and after school.

*Administrators, Reading Leader, and Title I Resource Teachers

Oct. '03 May '04 4 Student Achievement Enhancement Program 8947 and Blast Off

. Offer Monthly "Parent Coffee" sessions to provide parents with strategies to better assist their children with reading tasks.

Administrators, Reading Leader, and *Community

Involvement Specialist

Oct. '03 May '04 5 Title I Budget and Internal Accounts -Special Purpose, Parent Newsletter, School Website, and Monthly Calendar

. Engage in staff development activities and provide access to professional development opportunities.

*Administrators Sep. '03 May '04 6 School Based Budget - Substitute Account, FCAT Publication for Teachers, and www.firn.edu/doe

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 Sunshine State Standards, students in grades one through six will improve their writing skills as evidenced by an increase of at least 40 percent of the students scoring a 3.5 or above when comparing results from a school site pretest and posttest prompt, administered in September 2003 and in May 2004.

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 AssessmentScores on the 2003 FCAT Writing Test revealed that 21 percent of the fourth grade students have not scored a 3 or above.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if at least 40 percent of students in grades one through six score a 3.5 or higher on the posttest as compared to the pretest.

Evaluation:This objective will be evaluated by the scores of the school site writing posttest. Monthly assessments will be used to monitor progress.







192241

STRATEGIES

Start Date

End Date

Timeline



person.


. Extend reading and writing skills by teaching students to use the writing processes of journaling, expository, and narrative writing.

*Administrators, Writing Leader, and Classroom

Teachers

Sep. '03 Jun. '04 1 School Based Budget - Discretionary Account, Title I Budget, Pacing Guide and Writing Portfolio

. Utilize appropriate software to prewrite, write, edit, and publish students' work.

Administrators, Writing Leader and Classroom

Teachers

Oct. '03 Jun. '04 2 School Based Budget - Discretionary Account and FCAT Explorer

. Administer writing exercises in a simulated testing setting in classrooms as monthly on-going assessments.

Administrators, Writing Leader, and *Classroom

Teachers

Sep. '03 Jun. '04 3 School Based Budget - Discretionary Account and Benchmark Progress Chart

. Engage in staff development activities and offer professional development opportunities to staff.

*Administrators Aug. '03 May '04 4 School Based Budget - Substitute Account, FCAT Publication for Teachers, and www.firn.edu/doe

. Expand the use of the writing process in the content areas. *Administrators and Classroom Teachers

Sep. '03 Jun. '04 5 School Based Budget - Discretionary Account, Grade Level Expectations, and Sunshine State Standards

. Offer monthly "Parent Coffee" sessions to provide parents with strategies to better assist their children with writing strategies.

Administrators, Writing Leader, *Community

Involvement Specialist

Oct. '03 May '04 6 Title I Budget and Internal Accounts - Special Purpose, Parent Newsletter, School Website, and Monthy Calendar


202241

ObjectiveGiven instruction using Sunshine State Standards, students in grades three through six will improve their mathematics skills as evidenced by a 5 percentage point increase in the percentage of students scoring FCAT Achievement Level 3 or higher on the 2004 administration of the FCAT, while 38 percent of each subgroup identified in the NCLB requirements will score at state 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 AssessmentScores indicate that 63 percent of the students in grades three through six have not scored at or above FCAT Achievement Level 3 on the 2003 administration of the FCAT Mathematics Test.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 42 percent of the students score at or above Achievement Level 3 on the 2004 administration of the FCAT Mathematics Test, and 38 percent of each subgroup identified in the NCLB requirements will score at the state mastery level.

Evaluation:This objective will be evaluated by the scores of the 2004 FCAT Mathematics Test. Monthly assessments will be used to monitor progress.







212241

STRATEGIES

Start Date

End Date

Timeline



person.


. Develop grade level benchmarks that include the identification of skills to be taught and basal source to ensure all Sunshine State Standards being tested are taught prior to March, 2004.

Administrators, *Mathematics Facilitator, and Classroom Teachers

Oct. '03 Jun. '04 1 Title I, Textbook Budgets, Silver Burdett Math Series, Data Analysis Report, Grade Level Expectations, and Pacing Guide

. Administer mathematics exercises in a simulated testing setting in classrooms monthlyto monitor on-goingprogress.

Administrators, *Mathematics Facilitator, and Classroom Teachers

Sep. '03 Jun. '04 2 School Based Budget - Discretionary Account and Florida Coach

. Provide remedial assistance to lower quartile students, LEP, and ESE students in small group and individualized settings during and after school.

*Administrators, Mathematics Facilitator,

Title I Resource Teachers, and Classroom Teachers

Oct. '03 May '04 3 Student Achievement Enhancement Program 8947 and Blast Off

. Enhance mathematics skills by providing students the opportunities to participate in mathematics competitions.

*Administrators, Mathematics Facilitator, and Classroom Teachers

Nov. '03 May '04 4 School Based Budget - Discretionary Account and District Related Support Information

. Engage in staff development activities and provide staff with professional development opportunites.

*Administrators Oct. '03 May '04 5 School Based Budget - Substitute Account, FCAT Publication for Teachers, and www.firn.edu/doe

. Offer monthly "Parent Coffee" sessions to provide parents with strategies to better assist their children with mathematical task.

Administrators, Mathematics Facilitator,

and *Community Involvement Specialist



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ObjectiveGiven instruction using Sunshine State Standards, the mean score of students in grades one through six on the posttest of the teacher-developed science test administered in May 2004, will evidence an increase of at least 40 percentage points over the pretest score administered in September 2003.

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 of Schoolwide Science Fair projects submitted by students in grades four through six from the 2002-2003 school year, revealed a significant need for students to become more conversant in the scientific method, the ability to report data in meaningful and statistical forms, and to become more knowledgeable in the areas of the physical sciences.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if the mean score on the posttest of the teacher-developed science test of students in grades one through six evidences at least a 40 percent increase from the pretest administration.

Evaluation:The objective will be evaulated by comparing the pretest mean score to the posttest mean score. A monthly hands-on science log will be used to monitor progress toward the objective.





Orth, Maria Sanders, Iris Troutman, Janice Dean, Helen


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STRATEGIES

Start Date

End Date

Timeline



person.


. Provide opportunities for student participation in science enrichment activities available to them throughout the South Florida area.

*Administrators and Classroom Teachers

Nov. '03 May '04 1 School Based Budget - Discretionary Account, Guest Speakers, and Community Agencies

. Encourage student participation in the annual Gratigny Elementary Schoolwide Science Fair to increase student involvement in the application of the scientific method as it applies to experimentation.

Administrators and *Classroom Teachers

Jan. '04 May '04 2 School Based Budget - Discretionary Account, Pacing Guide, Grade Level Expectations, District Related Support Information

. Increase the use of process-based science activities utilizing science training, teacher resources, and science materials.

*Administrators Sep. '03 Jun. '04 3 School Based Budget - Discretionary Account, Textbook Budget, Manipulatives, FCAT Publications for Teachers, and Magazines

. Offer monthly "Parent Coffee" sessions to provide parents with strategies to better assist their children wtih science processes.

Administrators and *Community Involvement

Specialist

Oct. '03 Apr. '04 4 Title I Budget and Internal Accounts -Special Purpose, Parent Newsletter, School Website, and Monthly Calendar




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ObjectiveGiven instruction using Sunshine State Standards, the mean score of students in kindergarten on the Lexia Early Reading Test administered in May 2004, will evidence an increase of at least 40 percentage points over the pretest score administered in September 2003.

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: # 5 : Other



Needs AssessmentA review of the lack of readiness skills of incoming kindergarten students in previous years revealed the need to provide kindergarten students with in-depth instruction in the areas of language acquisition and phonemic awareness.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if the mean score on the posttest of the Lexia Early Reading Test of kindergarten students evidences at least a 40 percent increase from the pretest administration.

Evaluation:This objective will be evaluated by comparing the Lexia pretest results to the Lexia posttest results. Quarterly reports will provide formative assessment data which will be used to monitor progress towards the objective.





Orth, Maria Sanders, Iris Troutman, Janice Dean, Helen


252241

STRATEGIES

Start Date

End Date

Timeline



person.


. Use content area thematic units utilizing a literature-based curriculum and the Sunshine State Standards.

Administrators and *Kindergarten Teachers

Sep. '03 Jun. '04 1 School Based Budget -Discretionary Account, Pacing Guide, Lexia, and Harcourt Brace Basal

. Establish a "Partner Reading" program to promote a mutual reinforcement of reading skills and to strengthen an appreciation of reading.

*Administrators and Kindergarten Teachers

Nov. '03 Jun. '04 2 School Based Budget - Discretionary Account, District Related Support Materials, Classroom Library, and Booklist School Library Journal

. Monitor Read & Retell strategies in kindergarten classrooms using lesson plans and records of classroom observation.

*Administrators and Kindergarten Teachers

Oct. '03 Jun. '04 3 School Based Budget - Discretionary Account, Benchmark Progress Chart, and District Related Support Information

. Offer monthly "Parent Coffee" sessions to provide parents with strategies to better assist their children with reading tasks.

Administrators, Kindergarten Teachers, and

*Community Invovlement Specialist





262241

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.

282241

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

302241

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

322241

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

332241

PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

Lexia Reading Teachers: 100Administrators: 100

Others: 0

Yes

America Reads! Teachers: 50Administrators: 100

Others: 0

Yes

Project O.W.L. (Opening Worlds of Literacy)--2nd grade teachers Teachers: 100Administrators: 100

Others: 0

Yes, new teacher to second grade

FCAT Strategies for LD/VE Teachers Teachers: 100Administrators: 0

Others: 0

No

Teaching K-3rd grade children to read Teachers: 15Administrators: 50

Others: 0

Yes

PROJECT B.E.A.R.(Becoming Effective Active Readers) Teachers: 33Administrators: 100

Others: 0

Yes, new teacher to first grade

Student Performance Plan Staff Development Teachers: 100Administrators: 50

Others: 0

Yes, new teachers to third grade

Lessons Learned Reading Workshop Teachers: 13Administrators: 0

Others: 0

Yes

Developmental Reading Assessment Training (DRA)/ICU Teachers: 100Administrators: 100

Others: 0

Yes, new teachers on staff

Safari Kit Training/ICU Teachers: 3Administrators: 0

Others: 0

Yes

Second Grade Staff Development Teachers: 100Administrators: 50

Others: 0

Yes, new teacher to second grade

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APPENDIX C



Assessment Training for all PreKindergarten Teachers Teachers: 50Administrators: 0

Others: 0

Yes

African American History Advocate Teachers: 100Administrators: 50

Others: 0

Yes

Vertical Team for English Teachers: 100Administrators: 50

Others: 0

Yes

Reading Assessment and the LEP Child Teachers: 50Administrators: 0

Others: 0

Yes

Guided Reading and Developmental ReadingAssessment(2nd & 3rd grade) Workshop

Teachers: 100

Administrators: 50Others: 0

Yes

Comprehensive Reading Plan Demonstration Workshop (2nd & 3rd grade) Teachers: 100Administrators: 100

Others: 0

Yes

STARS--Sixth Grade Techniques and Reading Strategies Teachers: 33Administrators: 50

Others: 0

Yes

Grade Three Portfolio Guidelines Teachers: 66Administrators: 100

Others: 0

Yes

FCAT Data Analysis Workshop Teachers: 7Administrators: 100

Others: 0

Yes

Title I Instructional Fair/Seminar Teachers: 20Administrators: 50

Others: 0

Yes

Reading Leaders Meetings & Workshops throughout the year Teachers: 100Administrators: 50

Others: 0

Yes

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APPENDIX C



Demonstration of the Two-Hour Language Arts Block--K and 1st Teachers: 100Administrators: 100

Others: 0

Yes

School-To-Career Connections Teachers: 7Administrators: 100

Others: 0

Yes

Provided or in Progress in the Area of Writing Instruction



Others: 0

Yes


Others: 0

Yes


Others: 0

Yes

Zelda Glazer Writing Institute-1 teacher Teachers: 100Administrators: 0

Others: 0

Yes

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Acaletics Math Teachers: 100Administrators: 100

Others: 0

No

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APPENDIX C



OTHER TRAINING

Math Grade Level Meeting with Mathematics Educational Specialist Teachers: 53Administrators: 100

Others: 0

Yes

Instructional Improvement Team Meeting Teachers: 47Administrators: 50

Others: 0

Yes

Instructional Improvement Team Updates Meeting Teachers: 47Administrators: 50

Others: 0

Yes

Vertical Team for Mathematics Teachers: 100Administrators: 0

Others: 0

Yes

Mathematics Educational Specialist's Visits, Deomonstrations, and Workshops throughout the year

Teachers: 100


Yes

Inservice for sixth grade mathematics teacher Teachers: 100Administrators: 0

Others: 0

Yes

Mathematics staff development for LD/VE teachers--grades 3, 4, & 5 Teachers: 50Administrators: 0

Others: 0

Yes

Mathematics Teacher's Forum Teachers: 3Administrators: 0

Others: 0

No

Meeting of grade level chairs at the Annual Technology Conference Teachers: 10Administrators: 0

Others: 0

No


Others: 0

Yes

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APPENDIX C



OTHER TRAINING


Others: 0

No


Others: 0

Yes

Equity in mathematics Teachers: 100Administrators: 0

Others: 0

No

Instructional Technology Conference Version 10.0 Teachers: 33Administrators: 100

Others: 0

No

Provided or in Progress in the Area of Science Instruction


Instructional Improvement Team Teachers: 10Administrators: 100

Others: 0

Yes

Science grade level meetings with Science Educational Specialist Teachers: 53Administrators: 100

Others: 0

Yes

Science co-teaching throughout the year Teachers: 10Administrators: 100

Others: 0

Yes

Science content preparation and planning throughout the year Teachers: 43Administrators: 100

Others: 0

Yes

Instructional Improvement Team Update Meetings Teachers: 10Administrators: 100

Others: 0

Yes

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APPENDIX C



Equity in Science Teachers: 100Administrators: 0

Others: 0

No

Inquiry Matters! Incorporating Inquiry into Elementary Physical Science Teachers: 50Administrators: 50

Others: 0

No

Staff Development Session on the Implementation of the Environmental Studies Component in the Academic Excellence Program

Teachers: 100


Yes

Science Inquiry Staff Development for Elementary LD/VE Teachers Teachers: 50Administrators: 0

Others: 0

Yes

Earth/Science with Physical Science Integration Teachers: 3Administrators: 0

Others: 0

Yes

Meeting of Grade Level Chairs at the Annual Technology Conference Teachers: 10Administrators: 0

Others: 0

No

Instruction Technology Conference Version10.0 Teachers: 33Administrators: 100

Others: 0

No


Others: 0

Yes


Others: 0

Yes


Others: 0

Yes

Science Educational Specialist's Visits, Deomonstrations, and Workshops throughout the year

Teachers: 83

Administrators: 100

Yes

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APPENDIX C

Other Professional Development Provided or in Progress


Mentorship Circle for Haitian-Creole Teachers Teachers: 50Administrators: 100

Others: 0

No

Profoundly Mentally Handicapped program Meeting(Prekindgarten) Teachers: 50Administrators: 0

Others: 0

No

Annual Procedures Meeting (Title I) Teachers: 100Administrators: 50

Others: 0

Yes

Innovative and Instant Games Workshop (p.e.) Teachers: 100Administrators: 0

Others: 0

Yes

Technology for Assessment Training for Learning Accomplishment Profile-Diagnostic Scoring (PreK)

Teachers: 50


Yes

Districtwide Meeting for ESE Program Specialist Teachers: 50Administrators: 0

Others: 0

No

Ethics Professional Development Program Teachers: 3Administrators: 50

Others: 0

Yes

Fitnessgram Testing Program (p.e.) Teachers: 100Administrators: 0

Others: 0

Yes

Prekindergarten Program for Children with Disabilities Teachers: 66Administrators: 0

Others: 0

Yes



Others: 0

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APPENDIX C



Initial Training in Functional Assessment of Behavior Workshop Teachers: 50Administrators: 50

Others: 0

No

Autism Spectrum Disorder Social Understanding and Skills Training for Elemenatry Counselors

Teachers: 0


Yes

Trauma, Children and Families-Practical Ways to Help Teachers: 0Administrators: 0

Others: 100

Yes

Elementary Counselors Meetings Teachers: 0Administrators: 50

Others: 100

Yes

Harassment:Prevention and Intervention Training Teachers: 0Administrators: 100

Others: 100

Yes

Achieving Culturally Competent Practice in a Multicultural World Teachers: 0Administrators: 50

Others: 100

No

Relative Language Dominance Checklist Training Teachers: 50Administrators: 0

Others: 0

Yes

Project Flourish Teachers: 0Administrators: 50

Others: 100

Yes

Isometric Fitness Teachers: 100Administrators: 0

Others: 0

No

Jump Rope for Heart and Hoops for Heart Inservice Teachers: 100Administrators: 0

Others: 0

No

Functional Assessment of Behavior Refresher Training for Staff Serving Students in Programs for Exceptional Students

Teachers: 100

Administrators: 0

No

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APPENDIX C



Others: 0

Schools Computer Specialists and Microsystems technicians Teachers: 0Administrators: 0

Others: 100

Yes

District-Wide Meetings Addressing Critical Information for Elementary LD/VE Teachers Teachers: 100Administrators: 0

Others: 0

No

Mandatory Assistive Tehnology Training for School-Based Microsystems Technicians/Computer Specialists

Teachers: 0


No

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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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