VISION/MISSION/BELIEF STATEMENTS - Office of...

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: CARIBBEAN ELEMENTARY SCHOOL

District Name: Dade

Principal: Christina Guerra

SAC Chair: Laurieann Matthews

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending School

Board Approval

Dr.Eric J.Smith, Commissioner Florida Department of Education

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education 325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I

SCHOOL PROFILE DEMOGRAPHICS

Vision Statement:

Caribbean Elementary School will offer and instill academic skills to each student that will promote life-long

learning in order to achieve his or her greatest potential.

Mission Statement:

Caribbean Elementary School will strive to develop each student to his fullest potential using a variety of

educational and technological methods that promote intellectual curiosity, independent thinking, and problem

solving capabilities.

Facility/Community

Caribbean Elementary School is a Title I school in SINI 5 status with a grade of “D”. It was originally

constructed in 1970. However, in 1992, Hurricane Andrew destroyed the school resulting in the re-

construction of the school in 1997

•The school is erected on 9.24 acres in South Miami-Dade County at 11990 South West 200 Street. The two

story, 48 classroom building is augmented with a cafetorium, a media center, and teacher planning rooms

adjacent to the classrooms. Contiguous to these classrooms is the schools only portable. A thirteen

classroom modular building was added. The entire facility has Internet and Intranet access and a state of the

art closed circuit television system. The school has a 31 station computer lab, and all classrooms are

equipped with at least five individual computer workstations in addition to the teacher workstation.

of 342008-2009 Florida School Improvement Plan (Print-View)

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•Ninety-two percent (92%) of the students are eligible for free or reduced lunch.

Student Demographics

•The school houses 808 students in grades Pre-kindergarten through five. The population by grade level is:

22 –Pre-Kindergarten, 143-1st grade, 120-2nd grade, 130-3rd grade, 110-4th grade, 112-5th grade.

•The student population is comprised of 52% Hispanics, 41% black, 3% white, and 3% Asian/Indian

Multiracial.

•Standard curriculum students represent 64% of our population. In Reading, we have 33% in Level 1, 19.3%

in Level 2, 31.3% in Level 3, 13.3% in Level 4 and 3% in Level 5. In Mathematics, we have 29% in Level 1,

28.6% in Level 2, 24% in Level 3, 13% in Level 4 and 5.4% in Level 5. Additionally, 3.4% of our students

are enrolled in the Advanced Academic Program.

•The school provides a variety of programs that include basic education; Special Education (SPED) including

Inclusion classes, Resource classes, and Education Behavior Disability (EBD) classes. Additionally there are

English as a Second Language (ESOL) classes, a Voluntary Pre-Kindergarten Program, a half-day Special

Education Pre-Kindergarten Program, an Advanced Academic Program and an Academic Excellence Program,

and an Extended Foreign Language Program.

Unique Aspects: STRENGTHS

Caribbean Elementary School encompasses a myriad of program that will contribute to the success of the

school.

•The school is an Extended Foreign Language (EFL) school where selected students in Kindergarten through

grade five receive instruction in English for 60 percent of the day and in Spanish for 40 percent of the day.

•The Advanced Academic Program focuses on Language Arts and Science. Students who meet criteria for

Advanced Academics are pulled out of their Language Arts and Science class daily. They participate in a

smaller group setting thereby reducing the daily class size for both the homeroom class as well as the

Advanced Academic class.

•A departmentalization model is implemented in grades two through five. This model enables teachers to

focus curriculum instruction in their subject strength area.

Unique Aspects: AREAS OF CONCERN

Caribbean Elementary School is comprised of several disadvantages which may impede the school from

succeeding.

•Student movement trends indicate 124 students transferred into Caribbean Elementary from another Miami-

Dade County Public School (M-DCPS) while 105 students transferred out to another M-DCPS school. During

the same time, 58 students transferred to Caribbean Elementary from a public school outside of M-DCPS

while 67 students transferred out to a public school outside of M-DCPS. As a result the Mobility Index rate for

Caribbean Elementary is 36.

•In Transition South, a battered women’s shelter is located across the street from Caribbean Elementary.

Each year, approximately 100 students are registered from this shelter. This accounts for 12.2 percent of the

student population. This population is very transient as their parent is allowed approximately one year to

remain at the shelter while they rebuild their lives.

•Parental Involvement is non-existent at the school. Although Parent Meetings are held in the morning and

the early evening, parent participation is very low.

Teacher Demographics

•The Leadership Team is comprised of: one principal, one assistant principal, one Title I reading coach, one

Reading First reading coach, one Special Education department chairperson, one math coach, one science

coach, and one counselor.

•Grade Level Teams are comprised of: six kindergarten teachers, eight first grade teachers, six second grade



teachers, nine third grade teachers, five fourth grade teachers and five fifth grade teachers.

•Second, third, fourth and fifth grade level teams are departmentalized whereby one teacher instructs the

Language Arts/Writing component while the paired teacher instructs the Mathematics, Science and Social

Studies component.

•There are 62 Full-Time teachers and counselors. Of the 62 Full-Time teachers and counselors, fourteen or

23% are white, thirteen or 21% are Black, thirty-four or 55% are Hispanic and one or 2% is Asian/American

Indian. Additionally, of the 62 Full-Time teachers, twenty or 32% hold a Master’s Degree while nine or 15%

hold a Specialist Degree. Of the nine teachers, four or (5%) are National Board Certified.

Employee Number Employee Name

240364 I. DELGADO

240182 L. LEMES

183491 Y. MOLINA

226378 L.WALKER

205405 K. MONTERO

153184 V. BELL

161340 M. MORENO

278656 M. BAEZ

249736 B. BALDRICHE

170293 M. BARBON

267890 L. ORDONEZ

153717 V. LOVE

249200 I. MARCIAL-PEREZ

177618 Y. PEREZ

230993 K. BUDHRAM

275863 C. CONWELL

216856 I. JARQUIN

289516 K. STEWART

160942 V. LEON

261623 Y.GITMAN

038177 L. KOLE

239730 M. LINDNER

256598 K. ANDERSON

207711 Y. HANDY

179892 M. POWELL

212916 R. SAEZ

211147 E. VELAZQUEZ

152485 T. NUNEZ

222773 S. MAIR

163533 B. BELLO

249372 L. RAMIREZ

196406 A.GUZMAN

282035 T. REID

188856 L. AVILA

124487 L. MATTHEWS

226301 M. PACHECO

191988 T. MACDONALD

237245 N. GOMEZ

256336 B. HILL



140169 B. JUSTICE

081661 M.SMITHLINE

Class Size/Teacher-to-Student Ratio

The average class size for the general education population in Kindergarten through third grade is 17.14

while the average class size for fourth and fifth grade is 20.18. The average class size for each grade level is

as follows:

•Kindergarten: 19.125

•First grade: 19.125

•Second grade: 18.6

•Third grade: 17.8

•Fourth grade: 22.6

•Fifth grade: 22.4

The average class size for the Special Education population is as follows:

•Kindergarten through second grade Resource: 15

•Kindergarten through second grade Inclusion: 10

•Third grade Resource: 13

•Third through fifth grade Resource: 11

•Fourth grade Inclusion: 12

•Fifth grade Inclusion: 13

•Emotional Behavior Disorder (EBD): 8

Attendance Rate

The average attendance rate for students is 95.13 as compared to the Regional Center VI average of 95.28

and the district average of 95.45.

Promotion/Graduation/Retention Rates

Of 166 students enrolled in third grade, 42 scored at achievement Level 1 on the 2008 FCAT Reading sub-

test resulting in a 27.8% retention rate.

Feeder Pattern

Caribbean Elementary is in the Miami Southridge Feeder Pattern. Students from the school transition into

Poly and Arthur Mays Middle School for sixth grade. Upon completion of eighth grade, students will then

transition into Miami Southridge Senior High School.

•Mays Middle School was graded a “C” based on the State of Florida standards. Forty-two percent of the

students who were administered the 2008 FCAT met high standards in Reading and Mathematics while 90

percent met high standards in Writing and 23 percent met high standards in Science.

•Miami Southridge Senior High School was graded a “D” based on the State of Florida standards. Twenty-

four percent of the students who were administered the 2008 FCAT met high standards in Reading while

53% met high standards in Mathematics. Seventy-nine percent of the students met high standards in Writing

while 20% met high standards in Science.

Special Programs

Caribbean Elementary encompasses a myriad of special programs. Among them are: Title I, Reading First,

Student Teacher Support Team (ST2), and Extended Foreign Language (EFL), School Educational Service

(SES) Tutoring Program and After-School Care Program.

•The Title I program provides additional funds to support the instructional program. These funds are utilized

to fund additional teachers and paraprofessionals resulting in reduced class size. Additionally, the program

provides a full-time Reading Coach whose main focus is on assisting teachers who instruct students in third,



fourth, and fifth grade. This coach provides additional classroom support through modeling lessons, providing

guidance in implementing the Comprehensive Reading Research-Based Program and monitoring student

progress.

•The Reading First program focuses on Reading Literacy in Kindergarten, First and Second grade. The

program provides a full-time Reading Coach whose main focus is to provide classroom teachers with the

needed guidance and support to effectively implement the Comprehensive Reading Research-Based Program.

Additionally, the Reading Coach models classroom lessons and assists teachers in analyzing student data.

•The ST2 program provides the school with a full-time Psychologist and a part-time Interventionist and a

part-time Professional Development Specialist. These staff members work collaboratively with the Reading

Coaches and the Student Services Department to provide assistance in implementing interventions and

progress monitoring. The ST2 process uses progress monitoring and diagnostic testing as a means to drive

instruction. It provides on-going support to students and teachers through the utilization of data analysis.

•The Extended Foreign Language Program offers selected students in Kindergarten through grade five,

instruction in both English and Spanish. Students in this program receive instruction in English for 60 percent

of the school day. Instruction in Spanish is provided for 40 percent of the school day.

•School Educational Service Agencies offers after-school tutoring to student who qualify for free or reduced

lunch. These students are able to attend tutoring sessions either at school, at an off-campus site or at home.

•The After-School Care Program offers parents the opportunity to have their children extend their school day.

This program includes specific time set aside for supervised home learning. Additionally, students attend the

computer lab where they are scheduled to work on various computer-based learning programs such as

Reading Plus and Riverdeep.

School Community Relations/Partners

Caribbean Elementary is part of the South Regional Center. Among the goals set forth by the South Regional

Center are raising student achievement levels and providing higher academic and conduct standards for all

students. Members of the South Regional Center include:

•Ms. Janet Hupp, Regional Center Superintendent

•Dr. Melanie Fox, Regional Center Director

•Mr. Jeffrey Hernandez, Regional Center Director

•Ms. Krystal Hickmon, Regional Center Director

•Dr. Alexis Martinez, Regional Center Director

•Dr. Nereida Smith, Regional Center Director

Caribbean Elementary is in Board Member Evelyn Greer’s district. Ms. Greer takes an active role in

involvement at the school.

•Ms. Greer secures the funds to donate 24 bicycles to students who have demonstrated perfect attendance

throughout each semester.

•Ms. Greer supports parental involvement by sponsoring a “Spaghetti Dinner” parent meeting at the school.

Grants

Through the Office of Intergovernmental affairs, Caribbean elementary is able to participate in the Title I,

Reading First and Qualified Zone Academy Bonds (QZAB) grants.

•The Title I grant affords the school the ability to provide additional resources for students. Included in these

resources are instructional personnel, a Community Involvement Specialist and materials.

•The Reading First grant provides an additional Reading coach who is able to model lessons and assist

teachers with teaching strategies.

•The QZAB grant provides for the replacement of outdated technology.



SCHOOL MATCH Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers


School: The staff at Caribbean elementary chose South Miami Heights Elementary as our school match.

Rationale: South Miami Heights Elementary is a higher performing “A school that is geographically located

ten blocks north of Caribbean Elementary. Due to its close proximity, South Miami Heights’ student

demographics closely resemble those of Caribbean Elementary School.

Activities: The Leadership Team from both schools will convene and discuss strategies implemented at South

Miami Heights Elementary that were instrumental in increased student performance. Staff from Caribbean

Elementary will visit South Miami Heights Elementary and observe curriculum implementation. These staff

members will then model strategies learned for teachers at Caribbean Elementary.

Results: At the end of the year, 100% of staff teaching third, fourth, and fifth grade will be able to

implement one new strategy learned as a result of collaborative relationship between Caribbean Elementary

School and South Miami Heights Elementary.

Principal:

Ms. Christina L. Guerra has a Bachelor of Science degree in Management Information Systems, and a Master

of Science degree in Educational Leadership. Ms. Guerra is certified in Mathematics and Computer Education.

She has five years teaching experience at the middle school level. Ms. Guerra was an assistant principal for

seven years in the middle school level and three years at the elementary school level. She then became an

elementary school principal for a year and a half at Caribbean Elementary School. Although while at

Caribbean her first year, the school grade went from a “C” to a “D”, there were gains in the percentage of

students meeting high standards in Reading, Writing, and Science.

Assistant Principal:

Ms. LaJean R. Reed has a Bachelor of Science degree in the area of Elementary Education, and a Master of

Science degree in Educational Leadership. She is currently working on her Educational Specialist degree in

Teaching and Curriculum. Ms. Reed is certified in the area of Elementary Education. Ms. Reed recently

completed the Principal Preparation Program in preparation for future principalship. Her experience includes

twelve years teaching experience at the elementary and middle school level. She has worked with a variety

of students ranging from a Zoological based magnet program to an alternative Juvenile Detention Center.

While working at a “D” school, Ms. Reed was integral in moving the school to its current “C” status.

In order to recruit and retain highly qualified teachers we ensure that our teachers are certified in the needed



Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


School Wide Improvement Model


areas. In addition, we offer our teachers a collegial and supportive environment where they plan together. All

teachers are encouraged to attend our curriculum mapping sessions conducted during the summer.

Additional support is offered from the Reading Coaches, Mathematics Coach, Science Coach and Professional

Development Specialist by way of professional development and demonstration lessons.

A main strategy utilized by our school is to provide small class size in order to enhance our students’

educational experience and academic achievement.

CRP #7. Leadership/Mentoring

Miami-Dade County Public Schools is committed to ensuring a highly qualified pool of reading teachers.

Presently, recruitment efforts include ongoing outreach to local, in and out-of-state colleges and universities,

as well as alternative methods such as the recruitment of non-education majors. Via technology, application

procedures are being streamlined to provide a more efficient method of processing applicants and to improve

communication with prospective candidates. Advanced contracts are also offered to all highly qualified

candidates. Additionally, the Teacher Recruitment and Retention Collaboration Committee comprised of M-

DCPS staff, community leaders, and representatives from the local colleges and universities is working to

recruit and retain highly qualified educators for the students of M-DCPS. To ensure the retention of reading

teachers, support through professional development that strengthens the knowledge base in reading, access

to mentor teachers and collaboration with colleagues will be utilized.

Federal, state and local services and programs are coordinated and integrated in the school in the following

manner:

•Title 1: Provides additional academic instruction and tutoring to

support the academic achievement of high-risk students.

•IDEA: Provides differentiated instructional programs which support

special education students.

•Project RISE: Provides teacher professional development through

Learning Communities to improve instruction, thus increasing student

academic achievement.

•Health Connect: Provides health services to students.

•Supplemental Educational Services (SES): Provides after school

tutorial services to students.

•Various Outside Mental Health Agencies: Provides on-site counseling

services to students in need.

•Student Teacher Support Team: Provides teacher professional

development and additional intervention services to students.



NCLB Public School Choice


Caribbean Elementary School incorporates the Continuous Improvement Model (CIM) for making

improvements in instruction. The model includes Test Score Disaggregation, Time Line Development,

Instructional focus, Assessment, tutorials, Enrichment, Maintenance, and Monitoring.

•In step one of the CIM, the grade levels and subject area team of teachers participate in the process of

analyzing and disaggregating the 2008 FCAT Test results to identify the instructional needs of the students.

•In step two of the CIM, an Instructional Focus Calendar is developed and aligned with the District Pacing

Guides for each nine week period by subject and grade level for teachers. This guide is used for teaching and

assessing benchmarks and skills.

•Step three of the model utilizes the Instructional Focus Calendar to incorporate explicit lessons that target

the benchmarks that have been identified to reinforce skills. Teachers create focused lesson plans that target

student needs during their common planning time. Grade level teachers then meet with the principal or

assistant principal to further review the benchmark needs of the students according to results from the

assessments.

•Step four of the model focuses on assessments administered to identify mastery and non-mastery of

student skills. Teachers utilize bi-weekly assessment results, school-wide assessment results, district Interim

Assessment results and DIBELS results that are aligned to the school’s focus calendar.

•Step five and step six of the CIM provide intervention and enrichment opportunities for non-mastery or

master skills respectively for students in order to meet individual student needs. Voyager Passport is used for

Reading intervention and results are monitored through DIBELS assessments. Reading Plus sessions and the

Challenge Handbook from the Houghton-Mifflin reading series are utilized to enrich mastery levels. Teachers

also focus on individual needs through differentiated instruction.

•Step seven involves providing materials for ongoing maintenance and re-teaching of objectives. The

Instructional Focus Calendar provides opportunities for review of objectives and benchmarks throughout the

school year.

•Step eight of the model allows the monitoring process to take place through informal and formal classroom

visitations, grade level meetings, and review of objectives during faculty and staff meetings.

This model is closely monitored for effectiveness throughout the school year in order to ensure that it is

guiding instruction and making a positive impact on student achievement. Professional development is

managed through Professional Learning Communities focusing on curriculum in the areas of Reading,

Mathematics, and Science.

The faculty and Staff at Caribbean Elementary School consider open lines of communication with parents a

critical component in providing students positive educational opportunities. In accordance with the Florida

Department of Education, all parents and guardians were informed the school’s 2007-2008 Annual Report

Card via US Mail and in a timely manner. The parents were afforded the opportunity to utilize the

Opportunity Scholarship Program. Additionally, Public School Transfer Applications were accepted and

processed at Caribbean elementary within the timeframe set forth by Miami-Dade Public Schools.

During the upcoming 2008-2009 school year, parents of students will continue to be apprised of the school’s

direction and expectations through open meeting forums which include the following:

•Annual Open House

•Monthly Title I Parent Meetings

•Monthly Calendars and Newsletters

•Connect-Ed System

•Monthly EESAC



No Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


•Quarterly PTA

•Interim Reports and Report Cards

•Parent-Teacher Conferences

•Home Visits

•Phone Calls

•Family Math and Science Night

•Read Aloud Evenings

•Career Fair

•School Health Fair

Additional parent involvement activities will include monthly Bilingual Parent Outreach Program Workshops,

Grade Level Parent Meetings, and Musical Programs. Parents will be encouraged to actively participate in all

activities that impact their child’s academic success.

Caribbean Elementary School has one Voluntary Prekindergarten (VPK) class. Because Caribbean Elementary

is a Title I School, students who are on Free/Reduced Lunch qualify to attend this program free of charge.

Staff in this class assists preschool children to make the transition into our elementary school program

through the implementation of a Pre-School Transition Plan. Included in the Pre-School Transition Plan are

the following:

•Assessment: Each student is assessed utilizing the Florida Kindergarten Readiness Screening (FLKRS).

FLKRS encompasses the following instruments: ECHOS, DIBELS: Letter Naming Fluency (or IDEL), DIBELS:

Initial Sound Fluency. Additionally, the Phonological and Early Literacy Inventory (PELI) is administered to

each student. Disaggregated data is then utilized to determine each student’s acquisition of specific skills and

knowledge. Students who achieve a low readiness rate receive additional assistance in those skills in either

individual or small group activities.

•Curriculum: The High Scope Pre-School curriculum is utilized. The curriculum is aligned with the teaching

standards and child outcomes required by the state and the school district. The High Scope curriculum and

teaching approach are compatible with the best developmental practices recommended by respected

practitioner groups. In developing specific content areas, High Scope also takes into account the standards

and guidelines of relevant professional organizations such as the International Reading Association (IRA) and

the National Council of Teachers of Mathematics (NCTM). Students who are taught via the High Scope

Curriculum are exposed to educational experiences that prepare them for their entrance into elementary

school. Included in this program are knowledge and skills in creative representation, language and literacy,

initiative and social relations, movement, music, classification, number, space and time. Students become

independent, responsible and confident, thus ready for success in school.

•Extended Activities: Students in the VPK class participate in various activities and the daily routine of

school. Additionally, they participate in field trips, holiday programs and other events with other grade levels.

•Orientation: Students in the VPK class participate in “Little Big Day”. Little Big Day is an orientation day

where each student spends one day in a Kindergarten class shadowing students. To the extent possible, the



MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


students spend the day in the Kindergarten teacher’s class they will be registered in for the following year.

•Communication: Parents whose children are enrolled in the VPK class receive daily written or verbal

communication from the teacher. Additionally, these parents receive the school’s Monthly Newsletter and

Calendar informing them of upcoming events. Furthermore, these parents receive reminders for upcoming

events via the Connect-Ed telephone message system.

The Florida Department of Education Preliminary Voluntary Prekindergarten Provider Kindergarten Readiness

Rate Report is utilized to evaluate the effectiveness of the program. The 2006-2007 Readiness Rate for

Caribbean Elementary was 240. This represented an 80% Kindergarten Readiness Rate.

At Caribbean Elementary, beginning teachers will attend the Beginning Teacher Orientation provided by the

District. At the school site, these teachers will be paired with a colleague teacher at their grade level and

provided a Professional Growth Team (PGT). These teams are assigned by the principal or assistant principal.

In addition to the Professional Growth Team efforts, one of the school’s Nationally Board Certified teachers

will coordinate the New Educator Support Team (NEST) to further provide mentoring opportunities for all first

year teachers. Second and third year teachers may request to be a part of the NEST program. As a team and

along with grade level colleagues during common planning time, new teachers will create long and short

range goals and lesson plans that will be implemented in the classroom. The colleague teachers will provide

support and assist the beginning teachers with other areas of concern or inquiry. All Professional Growth

Teams will meet two hours a week during the first half of the school year and one hour per week during the

remainder of the school year. In addition, all Professional Growth Teams will meet with an administrator each

month.

Additionally, Caribbean Elementary offers teachers in need of improvement with a support program. The

Assistant Principal is responsible for overseeing the implementation of this program. Together with the

Reading Coach, Math Coach, Science Coach, Professional Development Specialist and Psychologist, the

Assistant Principal forms a cadre of support specialists that assist these teachers, also called Mentees.

The Reading Coach will be used for all functions necessary for implementing and maintaining the school’s

comprehensive core reading program, supplemental reading programs and scientifically based reading

research in reading instruction. Included are modeling effective strategies for teachers, designing and

delivering professional development, monitoring progress and analyzing student data. Reading Coaches and

mentor teachers are instrumental in providing professional development that aligns diagnostic and

assessment data with curriculum and instruction, thereby ensuring that the resulting professional

development addresses aligned instructional strategies and best practices.

The District has an effective plan for clarifying and communicating the proper role for the Reading Coach to

school administrators, teachers, and Reading Coaches. The Reading coach will be used for all functions

necessary for implementing and maintaining the school’s reading program. These include modeling effective

strategies for teachers, designing and developing professional development, differentiated instruction,

monitoring progress, and analyzing student data. The Reading Coach will not serve as an administrator,



No Attached Teacher Mentoring List

Extended Learning Opportunities


substitute or resource teacher but will work with small groups of students only when modeling strategies for

teachers. The Reading Coach will work to ensure high-fidelity in the implementation of reading instruction.

This communication is assured throughout the entire school year.

The mentor level teachers will be utilized in each area of the professional development plan that helps and

supports teachers to strengthen their teaching skills in reading, build school site capacity, and provide for the

follow-up activities that extend the application of new knowledge to impact student achievement. Following is

the mentor level plan incorporated at Caribbean Elementary.

•During a Data Meeting, student FCAT, SAT and DIBELS results are analyzed and teachers who may be in

need of improvement are identified.

•These teachers are then matched with a Mentor who must be either a grade level or department

chairperson who can enhance the Mentees instructional skills.

•A plan of activities and assignments that can assist the teacher in need of improvement is then developed

by this cadre of support specialists.

•At a Mentor/Mentee meeting this plan is discussed.

•Substitutes are provided in order for the Mentor and Mentee to conduct shadowing and observation

sessions.

•A portfolio of each activity implemented is kept by the Mentee and submitted to the Assistant Principal on a

monthly basis.

•A review of this portfolio is conducted to ensure that the strategies and activities are effective.

•The cadre of support specialists then reconvenes with the Mentor and Mentee to provide feedback, assess

the plan and make the necessary adjustments needed.

At this time there are no employees in need of a mentor.

Caribbean Elementary School provides our students with a variety of ways to participate in extended learning

programs. Included in these opportunities are: Before School Tutorials, After School Tutorials, Saturday

School Tutorials, In-School Tutorials and Summer Reading Camps.

•Tutorial services that address identified area(s) of need are provided to students during the school day in

the form of immediate intensive intervention (iii), as well as opportunities in before/after school programs.

The assessment data or IEP will be utilized when selecting the appropriate intervention. Caribbean

Elementary will utilize intervention materials that are FCRR reviewed (Voyager Passport), to meet the

definition of scientifically research-based.

•Before School Tutorials are provided to all third, fourth, and fifth grade students in targeted areas.

•After School Tutorials are provided to all students through Supplemental Educational Services.

•Saturday School Tutorials are provided to all third, fourth, and fifth grade students.

•Summer Reading Camp: Florida requires that all third graders scoring Level 1 on the reading portion of the

FCAT must have a summer reading camp made available to them. An intensive supplemental reading and

mathematics will be provided for 20 days to eligible students in Grades 305. Enrollment criteria will be as

follows: Grade 3: Incoming third grade students who demonstrated performance at or below the first quartile

on the 2007 Stanford Achievement Test, Tenth Edition. The Intensive Instructional routine will consist of



SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

multiple opportunities for engagement in reading: Fluency practice utilizing Quick Reads print material:

Teacher-Directed grade level selected literature and non-fiction passages; and Differentiated instruction in

small groups utilizing Voyager Passport.

All tutoring and intervention services will be evaluated based of the school wide assessments, District Interim

Assessments, DIBELS results and the achievement levels of the 2009 administration of the FCAT. In addition,

the program will be closely monitored to ensure that all students involved are making adequate progress. If

progress is not made, students will be referred to student services for further investigation.

Caribbean Elementary School offers and provides teachers with an array of professional development

opportunities that support enhanced and differentiated instructional strategies. As a Reading First school

professional development takes place bi-weekly. Examples include quarterly multi-grade level articulation

meetings to discuss areas of weakness and strengths in both reading and writing strategies. Teachers have

opportunities to share best practices among other grade levels and in turn also have opportunities to build

their capacity. Quarterly "Data Chats" are conducted with the principal or assistant principal, the school

psychologist and another member of the leadership team to provide teachers with in-depth knowledge of

assessment results. In addition, the district’s Reading First office provides workshops for teachers that focus

on differentiated instruction and tools that allow teachers to modify their differentiated instruction.

Student achievement data is closely monitored throughout the school year to determine the effectiveness of

instructional strategies. The previous years FCAT assessment data, DIBELS scores as well as other school

wide assessment data is gathered and disseminated to teachers in order for them to immediately develop the

composition of their differentiated instructional groups. Grade levels and subject area departments meet

quarterly to discuss all pertinent results of assessments to ensure the educational needs of all students are

being met. A plan of action is implemented to determine mastery of benchmarks and objectives. Students

who are not making adequate progress are then referred to the Student Services Department to determine if

further evaluation is needed. All data gathered drives the focus of the school.

Reading

Student progress will be measured using the following evaluations throughout the year: DIBELS quarterly

assessment, District provided Reading Interim Assessments, Benchmark Baseline Assessment and classroom

based assessments.

Math

Student progress will be measured using the following evaluations throughout the year: quarterly

assessments from the Scott-Foresman series, District provided Interim Assessments and Benchmark Baseline

Assessment.

Writing



Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Student progress will be monitored using the following assessments: District Pre and Post writing

assessments, School wide Monthly Writing Prompts, FCAT Writing Assessment, Spring 2009.

Science

Student progress will be monitored using the following assessments: School site generated Pre, Progress and

Post assessment, District Interim Assessments, and the 2009 FCAT Science Assessment.

Students who are not making adequate progress in the areas of Reading and/or Mathematics are provided

additional support through the use of remediation materials and the instruction of an interventionist.



Academic and Career Planning



GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data

*Needs Assessment: The results obtained from the School Performance Accountability Report indicate that 41 percent of the students did not make learning gains and 43 percent of students did not achieve high standards in reading. An analysis of data across grade level indicates that 58 percent of African American, 45 percent of our Hispanic, 52 percent of our Economically Disadvantaged, and 64 percent of our Limited English Proficient (LEP) students scored below the state required mastery level on the 2008 FCAT Reading Assessment. In addition, 55 percent of third grade, 48 percent of fourth grade, and 54 percent of fifth grade students did not meet the state mastery level in reading. After examining data across grade levels it is evident that students in grades three and five will have to improve in the content clusters of Words and Phrases and Comparison. In addition, grades four and five grade will have to improve the area of Reference and Research.

*Objective: Given instruction based on the Sunshine State Standards, the number of students meeting high standards in grades three through five will increase to 65% meeting high standards on the 2009 administration of the FCAT Reading Test. Given instruction based on the Sunshine State Standards, Black students will increase their reading skills evidenced by 65% meeting high standards on the 2009 administration of the FCAT Reading Test. Given instruction based on the Sunshine State Standards, Hispanic students will increase their reading skills evidenced by 65% meeting high standards on the 2009 administration of the FCAT Reading Test. Given instruction based on the Sunshine State Standards, Economically Disadvantaged students will increase their reading skills evidenced by 65% meeting high standards on the 2009 administration of the FCAT Reading Test. Given instruction based on the Sunshine State Standards, English Language Learning students will increase their reading skills evidenced by 65% meeting high standards on the 2009 administration of the FCAT Reading Test. Given instruction based on the Sunshine State Standards, Students with Disabilities will increase their reading skills evidenced by 65% meeting high standards on the 2009 administration of the FCAT Reading Test.

*Strategies: 1.Utilize Student Teacher Support Team (ST2) process to assess students and provide remediation. 2.Assist teachers in interpreting and analyzing the 2008 FCAT Assessment data and DIBELS results to identify strengths and weaknesses in student performance and guide instruction. 3.Identify Level 3-5 students based on 2008 FCAT Assessment data and provide enhancement through the Reading Plus program using research-based materials in order to maintain or increase reading achievement. 4.Utilize the Accelerated Reader, FCAT Explorer, and Reading Plus computer



program as the anchor for a motivational incentive program designed to increase reading comprehension skills of participating students. 5.Establish weekly grade level learning community meetings to review student work and assessment data, to share Best Practices, to plan for instruction, and to modify instructional strategies to meet the needs of the students.

*Evaluation: These objectives will be evaluated by the results of the 2009 FCAT Assessment. Other evaluations to be used throughout the year will be: DIBELS quarterly assessment, District provided assessments, and classroom based assessments.

*Evidence-based Program(s):

Research Based Reading Plan - Schools must diagnose specific reading difficulties of students who do not meet specific levels of performance as determined by the district school board in reading to determine the nature of the student's difficulty and strategies for appropriate intervention and instruction. - Although formal diagnostic assessments provide specific information about a student’s reading difficulties, many progress monitoring tools and informal teacher assessments can provide very similar information in a more efficient manner. Core Reading Program: - Core Reading Program, Houghton Mifflin, Reading provides the basis for instruction and connects meaningfully to supplemental materials. - The core reading program correlates to all Reading and Language Arts Sunshine State Standards and addresses the five areas of reading: phonological awareness, phonics, fluency, vocabulary and comprehension. - The core reading program provides a coherent design that includes explicit instructional strategies, coordinated instructional sequences, and ample practice opportunities. - Utilizing the core reading program is a portion of the allocated, protected, uninterrupted 90 minute block of time for literacy instruction. - Accommodations in both pace and level may be required to meet the instructional needs of advanced, gifted, or struggling readers. Supplemental Intervention Reading Programs - Supplemental Intervention Reading Programs are intended for flexible use as part of differentiated instruction, or in more intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension). - SIRPs are used to support initial instruction provided by Houghton Mifflin. - Teachers will place students in supplemental intervention programs based on data. Placement will be fluid and reevaluated after each progress monitoring assessment. - Supplemental materials for advanced and gifted students include materials that accelerate and enrich with a higher degree of complexity and abstraction. Comprehensive Intervention Reading Programs (CIRP) - Comprehensive Intervention Reading Programs are intended for use in addition to the 90-minute reading block to provide immediate intensive intervention to students who are reading one or more years below grade level, and who are struggling with a broad range of reading skills. - CIRPs include instructional content based on the five essential components of reading instruction (phonological awareness, phonics, fluency, vocabulary and comprehension). CIRPs are used to accelerate growth in reading with the goal of returning students to grade level proficiency. - Teachers will place students in intervention programs based on data. CIRPs provide more frequent assessments of student progress. Therefore, in order to ensure membership and proper pacing of instruction and mastery of all instructional components, placement will be fluid and reevaluated after each progress monitoring assessment. Elementary Schools: - All elementary schools have an uninterrupted reading block for core reading



instruction and additional time for immediate intensive intervention - Core Reading Program, Houghton Mifflin, Reading provides the basis for instruction and connects meaningfully to supplemental materials. - The core reading program correlates to all Reading and Language Arts Sunshine State Standards and addresses the five areas of reading: phonological awareness, phonics, fluency, vocabulary and comprehension. - The core reading program provides a coherent design that includes explicit instructional strategies, coordinated instructional sequences, and ample practice opportunities. Utilizing the core reading program is a portion of the allocated, protected, uninterrupted 90 minute block of time for literacy instruction. Accommodations in both pace and level may be required to meet the instructional needs of advanced, gifted, or struggling readers.

*Professional Development:

Professional Development: - The purpose of the Reading Leadership Team is to create capacity of reading knowledge within the school building and focus on areas of literacy concern across the school. The principal, reading coach, mentor reading teachers, content area teachers, and other principal appointees should serve on this team which should meet at least once a month. The principal should form and maintain a Reading Leadership Team. - Through the use of ongoing progress monitoring, data team members work with teachers to identify and provide targeted, customized professional development in alignment with student data. The team discusses data analysis strategies and works collaboratively with teachers to establish intervention schedules. Team members facilitate the selection of research-based instructional strategies to enhance reading instruction for Level I and II students. The principal will intensify professional development as needed. - Based on student data, classroom walk-through observations and input from the reading coach, the principal will identify classroom teachers who are successfully implementing the essential elements of reading. These classrooms will be established as model classrooms for other teachers to visit. Teachers in need of support may have an opportunity to observe a model classroom in action, practice the new behavior in a safe context and apply the behavior with peer support in the classroom. - The Principal will ensure that time is provided for professional development and grade group meetings. The following opportunities are present contractually for principals to meet with teachers and provide professional development: (1) bi-monthly faculty meetings, (2) two designated professional development days annually, (3) five early release days a year for secondary teachers; weekly early release days for elementary teachers, and (4) daily planning time for all teachers that may be used for grade group/department meetings. Additionally, funds from the K-12 CRRP may be used to provide release time for teachers to visit and observe other master teachers as a source of professional development. Options for professional development may include, but not be limited to, study groups, collaborative teams, individual projects, peer observations, demonstrations, coaching, mentoring and visiting model classrooms. Professional development opportunities will be individualized based on student performance data, in addition to the teacher’s Individual Professional Development Plan (IPDP)

Budget:

Evidence-based Program(s)/Material(s)

Description of Resources Funding SourceAvailable

Amount

Voyager Passport Title I $5,000.00

Total: $5,000.00

Technology




Amount

Reading Plus Title I $2,500.00

Total: $2,500.00



Amount

Title I Reading Coach Title I $63,000.00

Reading First Reading Coach Title I $63,000.00

Total: $126,000.00

Other


Amount

Tutorial Services Title I $10,000.00

Invitations to Literacy District Funds $2,500.00

Total: $12,500.00

Final Total: $146,000.00

*Non-Highly Qualified Instructors:

All teachers at Caribbean Elementary are teaching in-field.

End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data

*Needs Assessment: Results of the 2008 FCAT Mathematics Test indicate that 49 percent of students met standards of Level 3 or higher in Mathematics. As per the No Child Left Behind (NCLB) 2007-2008 Adequate yearly Progress Report, students in the Black, Hispanic, Economically Disadvantaged, English Language Learners, and Students with Disabilities subgroups did not meet the required 62 percent at Level 3 or above on the 2008 FCAT Mathematics Test. An analysis of data for students at all grade levels indicates that 26 percent of third grade students, 24 of fourth grade students, and 37 percent of fifth grade students scored at Level 1 on the 2008 FCAT Mathematics Test. Eleven percent of third grade students, four percent of fourth grade students, and two percent of fifth grade students scored at Level 5 as evidenced on the 2008 FCAT Mathematics Test. Results of the 2008 Mathematics Test data indicates that for grades three through five, there exists a weakness in the following content clusters: Number Sense and Measurement

*Objective:

*Strategies:

*Evaluation:





*Objective: Given instruction based on the Sunshine State Standards, the number of students meeting high standards in grades three through five will increase to 68% on the 2009 administration of the FCAT Mathematics Test. Given instruction based on the Sunshine State Standards, Black students will increase their mathematics skills as evidenced by 68% meeting high standards on the 2009 administration of the FCAT Mathematics Test. Given instruction based on the Sunshine State Standards, Hispanic students will increase their mathematics skills as evidenced by 68% meeting high standards on the 2009 administration of the FCAT Mathematics Test. Given instruction based on the Sunshine State Standards, Economically Disadvantaged students will increase their mathematics skills as evidenced by 68% meeting high standards on the 2009 administration of the FCAT Mathematics Test. Given instruction based on the Sunshine State Standards, English Language Learning students will increase their mathematics skills as evidenced by 68% meeting high standards on the 2009 administration of the FCAT Mathematics Test. Given instruction based on the Sunshine State Standards, Students with Disabilities will increase their mathematics skills as evidenced by 68% meeting high standards on the 2009 administration of the FCAT Mathematics Test.

*Strategies: 1.Students in grades three through five scoring in the lowest 25 percentile in Mathematics will be provided daily in-house tutoring. 2.Quarterly assessments will be analyzed to identify weaknesses and develop a remediation plan for students in grades three through five. 3.Data chats will be conducted with the teacher and mathematics coach to review student progress. 4.Students will utilize “On Target” to reinforce targeted areas of weakness. 5.Students will use Riverdeep and FCAT Explorer computer based programs during differentiated instruction.

*Evaluation: These objectives will be evaluated by the results of the 2009 FCAT Mathematics Test. Other formative evaluations to be used throughout the year will be Baseline Benchmark Assessments, quarterly assessments from the Scott-Foresman series, and District provided assessments.


Scott-Foresman Mathematics Series Riverdeep FCAT Explorer


We will provide our Mathematics teachers with the following professional development activities: Riverdeep, FCAT Explorer, Differentiated Instruction In addition, all homeroom teachers receive bi-weekly professional development from the Mathematics Lead Teacher on targeted areas, such as, Data Analysis and Probability, Measurement, Algebraic Thinking, Number Sense, Geometry, and utilizing manipulatives to increase student achievement. In addition, the Continuous Improvement Model will be implemented to gather and analyze data from assessments administered by teachers after instruction has taken place.

Budget:





Amount

On Target Math Title I $10,000.00

Total: $10,000.00

Technology


Amount

No Data No Data $0.00

Total: $0.00



Amount


Total: $0.00

Other


Amount


Total: $0.00



All teachers at Caribbean Elementary are in field.

End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data

*Needs Assessment: Scores on the 2008 FCAT Narrative Writing Test indicate that 84 percent of students in grade four scored 3.5 or higher. Therefore, we need to improve the percent of students in grade four scoring at or above the state required mastery level on the Narrative Writing Test by five percent. Scores on the 2008 FCAT Expository Writing Test indicate that 77 percent of students in grade four scored 3.5 or higher. Therefore, we need to improve the percent of students in grade four scoring at or above the state required mastery level on the Narrative Writing Test by five percent.

*Objective: Given instruction based on the Sunshine State Standards, students in grade four will improve their writing skills as evidence by an increase of five percentage points in the number of students achieving high standards on the 2009 Administration of the FCAT Writing+.

*Strategies: 1.Utilize results form the district developed monthly writing prompts to guide instruction in expository and narrative writing. 2.Conduct grade level meetings to analyze student work from grades kindergarten



through five utilizing the scoring rubric to target areas of improvement. 3.Utilize CRISS strategies to help students in grades kindergarten through five organize their thought and write clear and specific responses to the monthly writing prompt. 4.Administer, revise, and re-score monthly writing prompts in narrative or expository to target instructional areas of need and provide remediation. 5.Utilize district writing pre/post tests as instructional tools. 6.Train teachers on the proper implementation of holistic scoring and the school-developed writing plan.

*Evaluation: Students’ progress will be monitored using the following assessments: District pre and post writing assessments, School wide monthly writing prompts, 2009 FCAT Writing+ Assessment.


Writing component of the Houghton Mifflin Series.


Writing teachers will be provided with the following professional development: Holistic Scoring Implementation and training on the core writing program.

Budget:



Amount


Total: $0.00

Technology


Amount


Total: $0.00



Amount


Total: $0.00

Other


Amount


Total: $0.00

Final Total: $0.00

End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data

*Needs Assessment: Results of the 2008 FCAT Science Test indicate that 20 percent of fifth grade



students scored at Level 3 or above. The percentage of students proficient in Science for the 2008 assessment was 19 percentage point lower than the district average. In comparing the results of the 2008 FCAT Science Test with the results of the 2007 FCAT Science Test students scored highest in the area of Life and Environmental Science. Additional instructional emphasis is needed in the areas of Earth and Space Science. Teachers in all grade levels should conduct hands-on activities to ensure that students get the practice using scientific thinking skills in laboratory exercises.

*Objective: Given instruction based on the Sunshine State Standards, the number of students meeting high standards in grade five will increase by 10 percentage points on the 2009 Science Test as compared to the 2008 administration of the FCAT Science Test.

*Strategies: 1.Teachers will be provided with all available data to enable them to analyze and monitor student progress. 2.Provide instruction in the Scientific Process at all grade levels throughout the year by involving students in weekly hands-on Science experiences. 3.Students in grades three through five will attend the Science laboratory twice a week to reinforce the following areas: Earth and Space Science, Physical Science, and Scientific Thinking. 4.Conduct a Science Parent Night to educate them on the Scientific Process. 5.Students will utilize “Voyage into Sceince” to reinforce targeted areas of weakness.

*Evaluation: Student progress will be monitored using the following assessments: School-site generated Pre, Progress, and Post assessments, District provided assessments, and the 2009 FCAT Science Assessment.


Scott-Foresman Science Series FCAT Explorer


We will provide our Science teachers with the following professional development activities: FCAT Explorer, Differentiated Instruction

Budget:



Amount

National Geographic Title I $1,000.00

Total: $1,000.00

Technology


Amount


Total: $0.00


Description of Resources Funding Source Available



Amount


Total: $0.00

Other


Amount


Total: $0.00



All teachers at Caribbean Elementary are in field.

End of Science Goal

Goal: Parental Involvement *Note: Required for Title I

*Needs Assessment: Due to an average of 10 percent of parent contact on a monthly basis and an average of four percent of parent participation in school activities in the 2007-2008 school year, there exists a need to improve parental involvement in the 2008-2009 school year by five percent.

*Objective: Given the school wide emphasis on parental and community involvement, the school will demonstrate an increase of five percentage points in the number of parental and community contacts as evidence by comparing the hourly logs for the 2007-2008 and 2008-2009 school years.

*Strategies: 1.Provide workshops for parents targeting Reading and Writing strategies to utilize at home to support and increase Reading achievement for students. 2.Hold quarterly PTA/Title I meetings with the Principal. 3.Maintain an on-going line of communication (in student’s home language) between the home and the school through the use of student progress reports, report cards, letters, flyers, school newsletters, parent/teacher conferences, home visits, and marquee. 4.Present Mathematics and Science Family Night twice a year to provide parents with strategies that can be used at home to improve student achievement. 5.Conduct Bilingual Parent Outreach Workshops for parents. 6.Encourage all parents to review, approve and submit signed Title I Parent Compacts.

*Evaluation: Parental participation and involvement will be documented and evaluated with sign-in sheets for all meetings and workshops, the School Climate Survey, and Title I Monthly Summary Report.


National PTA Standards


The following workshops will be provided to parents: Reading, Mathematics, and Science Strategies to utilize at home.

Budget:





Amount


Total: $0.00

Technology


Amount


Total: $0.00



Amount


Total: $0.00

Other


Amount


Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment Needs Assessment: The most recent data supplied from the Florida Department of Education (FLDOE)

indicates that in 2006-2007, Caribbean Elementary School ranked at the 36th percentile on the State of Florida ROI index. There is a need to increase our ROI index by 1 percentage point.

Objective: Caribbean Elementary School Return On Investment (ROI) percentile ranking will increase by at least 1 percentage point.

Strategies: 1. Become more informed about the use of financial resources in relation to school programs. 2. Collaborate with the district on resource allocation. 3. Consider reconfiguration of existing resources or taking advantage of a broader resource base, e.g. private foundations, volunteer networks. 4. Consider shared use of facilities, partnering with community agencies.

Evaluation: On the 2004 State of Florida ROI index publication, Caribbean Elementary School will show progress toward reaching at least the 36th percentile.

End of Return on Investment Goal



ADDITIONAL GOALS No Additional Goals were submitted for this school



FINAL BUDGET

SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal

and an appropriately balanced number of teachers, education support employees, students (for middle, junior high

and high school only), parents, and other business and community citizens who are representative of the ethnic,

racial, and economic community served by the school.

SAC Involvement


Goal Description of Resources Funding SourceAvailable

Amount

Reading Voyager Passport Title I $5,000.00

Mathematics On Target Math Title I $10,000.00

Science National Geographic Title I $1,000.00

Total: $16,000.00

Technology


Amount

Reading Reading Plus Title I $2,500.00

Total: $2,500.00



Amount

Reading Title I Reading Coach Title I $63,000.00

Reading Reading First Reading Coach Title I $63,000.00

Total: $126,000.00

Other


Amount

Reading Tutorial Services Title I $10,000.00

Reading Invitations to Literacy District Funds $2,500.00

Total: $12,500.00


Yes. Agree with the above statement.

The EESAC assisted in the preparation of the School Improvement Plan relative to the following areas:

Budget-the EESAC recommended to utilize funding to provide additional instruction to students: before or

after school tutoring.



SAC Members

Training-the EESAC recommended training be provided to teachers and parents on various curriculum areas

of need.

Instructional Materials-the EESAC recommended appropriate curriculum materials be purchased and

available for homeroom teachers in all subject areas.

Technology-the EESAC recommended the enhancement of programs such as FCAT Explorer and Riverdeep at

the school site. In addition, they recommend each teacher have a overhead projector in their classroom and

a lap-top computer.

Staffing-the EESAC recommended lowering class size to target student needs more critically and hiring

hourly teachers to assist in the implementation of the Reading Program.

Student Support Services-the EESAC recommended the counselor work in congjunction with Grade Level

Chairpersons and Homeroom teachers to assist and target students working below grade level that need an

Academic Improvement Plan or Alternative Strategies.

Benchmarking-the EESAC recommended to implement and follow the PDSA model to increase student

achievement at the school.

The School Advisory Council (SAC) meets on a regular basis to address concerns of the school. The SAC

provided a portion of their budget to assist in maintaining necessary functions of the school.

Members

1) Christina Guerra, Principal

2) Laurienn Matthews, SAC Chair

3) Kashere Persaud, Student

4) Carolyn Conwell, Teacher

5) Mercedes Ehrman, Teacher

6) Barbara Epps-Justice, Teacher

7) Isidoro Quezada, Business Member

8) Aminta Consuegra, Parent

9) Marie Tanner, Parent

10) Gail Williams, Community Member



IMPLEMENTATION EVALUATION

11) Glenda Ramirez, School Support Personnel

12) Maria Barbon, Union Steward

Implementation of the School Improvement Plan will be reviewed utilizing the Continuous Improvement

Model during regularly scheduled Faculty and EESAC meetings. Additionally, the school will utilize on-going

monitoring of student achievement through formal and informal assessments. Furthermore, a formal mid-

year review of the School Improvement Plan will be conducted and appropriate adjustments will be made if

necessary. At the conclusion of the school year, a final review of the School Improvement Plan will be

conducted. At this time, recommendations for the following school year will be considered in order to write

the new plan.



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and

all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

Reading Baseline

DataMathematics Baseline Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%

Mastery%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

5 95 0 100 1 99 0 0 0 0

Name of Assessment Used

Baseline BenchmarkAssessment


District Wide Writing Assessment


Reading Baseline

Data

Mathematics Baseline Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

17 83 14 86 12 88 0 0 0 0


Baseline Benchmark Assessment


District-Wide Writing Assessment


Reading Baseline

DataMathematics Baseline Data

Writing Baseline

Data

Science Baseline Data

Baseline Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

21 79 6 94 32 68 5 95 0 0




District-Wide Writing Assessment



Reading Baseline

Data

Mathematics Baseline

Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data



%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery



Baseline data aggregated at school level

End of Baseline Data Report

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0


Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

Subgroup(s)

not making AYP

% mastery

%Non- mastery

% mastery

%Non- mastery

% mastery

%Non- mastery

% mastery

%Non- mastery

% mastery

%Non- mastery

Black 20.1 79.9 6.8 93.2 5 95 100

Hispanic 53.9 46.1 29.3 70.7 7 93 8.8 91.2



AYP DATA

SCHOOL GRADE DATA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade CARIBBEAN ELEMENTARY SCHOOL 0661

Number of students enrolled in the grades tested: (Click here to see the number of students in each group.)

Read: 384 Math: 384

2007-2008 School Grade1:

D Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2).

This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

Group

Reading Tested 95% of the students?

Math Tested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

Safe Harbor Reading

Percent of Students below grade level in Math

Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N

TOTAL4 100 Y 100 Y 50 N 44 N 91 90 Y NA 53 50 NA 57 56 NA 55 NA 47 NA

WHITE NA NA NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 42 N 30 N 90 90 Y NA 64 58 NA 69 70 NA 51 NA 40 NA

HISPANIC 100 Y 100 Y 55 N 52 N 90 92 Y NA 45 45 NA 47 48 NA 55 NA 49 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED

100 Y 100 Y 48 N 43 N 90 92 Y NA 55 52 NA 59 57 NA 53 NA 46 NA

ENGLISH LANGUAGE LEARNERS

100 Y 100 Y 36 N 47 N NA NA 61 64 NA 50 53 NA 51 NA 46 NA

STUDENTS WITH DISABILITIES

99 Y 99 Y NA NA NA NA NA 77 NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade CARIBBEAN ELEMENTARY SCHOOL 0661


Read: 419 Math: 419


C Did the School make Adequate Yearly Progress?

NO



This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

Group








Safe Harbor Reading


Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N

TOTAL4 100 Y 100 Y 47 N 43 N 82 91 Y NA 64 56 Y 63 57 N 49 NA 47 N

WHITE NA NA NA NA NA NA NA 55 NA NA NA

BLACK 100 Y 100 Y 36 N 31 N 81 90 Y NA 72 70 N 74 69 N 38 N 40 N

HISPANIC 100 Y 100 Y 55 Y 53 N 83 90 Y NA 59 44 NA 54 47 Y 58 NA 53 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA


100 Y 100 Y 45 N 41 N 83 90 Y NA 64 58 N 64 59 N 47 N 46 N


100 Y 100 Y 39 N 50 N 70 NA NA 72 67 N 57 50 Y 47 N 54 NA


100 Y 100 Y 17 N 23 N NA NA 87 78 Y 80 77 N 25 NA 32 N



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2Dade CARIBBEAN ELEMENTARY SCHOOL 0661


Read: 461 Math: 461


C Did the School make Adequate Yearly Progress? 5

NO



Group








Safe Harbor Reading


Safe Harbor Math

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 100 Y 100 Y 42 N 37 N 84 82 N NA 63 58 NA 69 63 NA

WHITE NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 30 N 26 N 78 81 NA NA 70 70 NA 78 74 NA

HISPANIC 100 Y 100 Y 50 Y 46 N 89 83 NA NA 58 50 NA 60 54 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA


100 Y 100 Y 41 N 36 N 84 83 NA NA 64 59 NA 68 64 NA


100 Y 100 Y 41 N 43 N 70 NA NA 68 59 NA 62 57 NA


99 Y 99 Y 16 N 20 N NA NA 86 84 NA 88 80 NA

Dade School District CARIBBEAN ELEMENTARY SCHOOL 2007-2008

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

57% 49% 88% 20% 214

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.

% of Students Making Learning Gains

59% 47% 106

3 ways to make gains:Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2

Adequate Progress of Lowest 25% in the School?

54% (YES) 56% (YES) 110 Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned 430 Percent Tested = 100% Percent of eligible students tested

School Grade D Grade based on total points, adequate progress, and % of students tested


Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT 54% 49% 83% 15% 201

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science




Reading

Math

Writing

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

49% 43% 90% 182 Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.

% of Students Making Learning Gains

54% 53% 107

3 ways to make gains:Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2

Adequate Progress of Lowest 25% in the School?

62% (YES) 62 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .

Points Earned 351 Percent Tested = 100% Percent of eligible students tested

School Grade C Grade based on total points, adequate progress, and % of students tested



VISION/MISSION/BELIEF STATEMENTS - Office of...

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