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FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: LAKEVIEW ELEMENTARY SCHOOL

District Name: Dade

Principal: Dr. Sharon R. Lewis

SAC Chair: Marjorie N. Fleureme

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending 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 Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

VISION Our vision at Lakeview Elementary School consists of developing the whole child. Through the efforts ofstudents, parents, staff, and administrators, we will strive to mold each child into a lifelong learner andachiever. Working together, we will give each child a harmonious and safe learning environment that willensure success for him/her and future generations.

MISSION Our mission at Lakeview Elementary School is to provide educational services based on the Sunshine StateStandards and the Competency Based Curriculum to students in grades pre-kindergarten through five.Instruction is provided in traditional classroom settings and is enhanced through computer-based activitiesin kindergarten through grade five. School-to-home connections are fostered through Parent Centeractivities designed to keep parents abreast of developments in the classroom.

SCHOOL PROFILE DEMOGRAPHICS

Lakeview Elementary is a Title I school with a school grade of a "C". Constructed in 1956 and it housesapproximately 520 students Pre-kindergarten through fifth grade. The following represents the basic demographics of the school:

•Feeder Pattern includes: Miami Central Senior High School, Madison Middle, and Westview Middle.

•Seventy percent of the student population is Black, twenty-nine percent is Hispanic, and one percent isAsian/Indian or Multiracial. Ninety-two percent (92%) of the students receive free or reduced lunch. Fortypercent of the students are English Language Learners (ELL) students, and nineteen percent participate inthe Special Education (SPED) Program including Gifted.

• Sixty-nine percent of the students in grades 3-5 scored Level 3 or higher, on the 2008 administration ofthe FCAT Reading Assessment, and sixty-eight percent scored Level 3, or higher on the 2008administration of the FCAT Mathematics Assessment.

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• In the administration of the 2008 FCAT reading assessment scores indicated that fifty-one percent of thestudents in grades 3-5 are making learning gains in reading. Twenty-seven percent of the students in gradethree scored Level 1, ten percent scored at Level 2, in grade four, thirty-five percent of the studentsscored at Level 1, and nine percent scored at Level 2; in grade five, twenty percent of students scored atLevel 1, and eighteen percent scored at Level 2.

• In the administration of the 2008 FCAT mathematics assessment scores indicated that in grade three,ten percent of the students scored at Level 1, twenty-two percent scored at Level 2. In grade fourseventeen percent scored at Level 1, and eighteen percent scored at Level 2. In grade five nineteenpercent scored at Level 1, and thirty percent scored at Level 2. Fifty-eight percent of students in grades 3-5 are making learning gains in mathematics.

• There are 55 full-time staff members. The leadership team consists of one principal, one assistantprincipal, two reading coaches, nine department chairpersons, a counselor, and an Educational ExcellenceSchool Advisory Council Chairperson (EESAC).

• Lakeview is a Reading First grant recipient and is in its fourth year of implementation. The curriculumembraces multifaceted educational initiatives that include the Houghton Mifflin's Legacy to Literacy,Voyager Passport, Voyager Ticket to Read, and the Accelerated Reader Program. Reading First grantsassist Florida schools districts and schools to implement proven methods of scientifically based readinginstruction in classrooms in order to prevent reading difficulties in grades K-3.

• The class ratio is approximately for K-3 is 17:1, for 4-5 is 22:1. There are no current teaching positionsavailable.

• Attendance rate is 96.20 percent, an increase of .19 when compared to 2007 attendance rate. TheDistrict average for attendance was 94.96 for the 2007-2008 school year.

• Lakeview Elementary School must closely monitor student attendance and aggressively addressabsences at the school site in order to continue to promote high student achievement.

• The retention rate at Lakeview Elementary is approximately 3 percent, and the District’s retention rate is5.7 percent. The promotion rate at Lakeview Elementary is 97 percent.

• Lakeview receives additional support from Dade partners such as Nick Studios, AB Consulting, EinsteinBrothers Bagels, Wing Stop, Banco Popular, Remos Catering, and Publix. Support is also received by higherlearning institutions such as Barry University and Florida Memorial University. Lakeview participates inseveral community sponsored activities such as food and toy drives that serve the community.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I



The administrative team of Lakeview Elementary School is comprised of a principal and assistant principal.

Dr. Sharon R. Lewis, Principal

Dr. Sharon R. Lewis has been in education for 32 years. She has spent 12 years as an assistant principal,and 2 years as a principal. She has received a Bachelor of Education degree from the University of Miami, aMaster of Science in Education, University of Miami, and an Educational Specialist Degree in EducationalSupervision & Curriculum from Florida International University and a Doctor of Education in EducationalLeadership from Barry University. She is certified in Elementary Education, Guidance Counseling,Exceptional Student Education, Educational Supervision, and Principal Leadership K-12. She has taught,Exceptional Students, served as a Guidance Counselor, Assistant Principal and currently serves as thePrincipal for Lakeview Elementary. During her tenure at Lakeview there has been a significant improvementon the attendance, indoor/outdoor suspension, retention rates, and an increment of 2 percent on thenumber students achieving 3.5 or higher on the FCAT Writing 2008 administration. Dr. Lewis wasinstrumental in improving Lakeview Elementary School parental involvement as well as, improving schoolmorale. The 2008 Open House event was attended by over five hundred parents.

Beatriz Maria Coto, Assistant Principal

Mrs. Beatriz M. Coto has a Bachelor of Science degree from Florida Memorial University, a Masters ofScience degree in Spanish Education from Nova Southeastern University, and Educational LeadershipCertification from Florida Atlantic University. Mrs. Coto is certified in Elementary Education with ESOLEndorsement (K-6), Spanish (K-12) and Educational Leadership (K-12). Mrs. Coto has been an educator inMiami Dade County Public Schools since 1991. During this time, she has taught various grade levels in theelementary setting. In addition to her classroom position, she has also served as a Curriculum SupportSpecialist for the Division of Mathematics and Science, Teacher Educational Center Leader, and EducationalExcellence School Advisory Council, and Parents and Teachers Association member. In January 2007, Mrs.Coto was appointed as an assistant principal. During her two years as an Assistant Principal at LakeviewElementary, there has been a significant improvement on the attendance, indoor/outdoor suspension,retention rates, and an increment of 2 percent on the number students achieving 3.5 or higher on theFCAT Writing. Mrs. Coto’s flexibility in working with students, teachers, and all stakeholders earned hermutual respect and an enviable reputation as an excellent educator who truly cares about the function ofschools and people. She is an individual who is committed to her profession, possesses great leadershipabilities and is a self-directed person with an enormous amount of energy and initiative. Mrs. Coto's strongbackground in curriculum and commitment to student achievement are a few of many assets she brings toLakeview Elementary.

Recruitment/Retention of Highly Qualified Teachers


Miami-Dade County Public Schools is committed to ensuring a highly qualified pool of teachers. Presently,recruitment efforts include ongoing outreach to local, in and out-of-state colleges and universities, as wellas, alternative methods such as the recruitment of non-education majors. Via technology, applicationprocedures are being streamlined to provide a more efficient method of processing applicants and toimprove communication with prospective candidates. Advanced contracts are also offered to all highlyqualified candidates. Additionally, the Teacher Recruitment and Retention Collaboration Committeecomprised of M-DCPS staff, community leaders, and representatives from the local colleges anduniversities is working to recruit and retain highly qualified educators for the students of M-DCPS. To ensurethe retention of highly qualified teachers, professional development activities, access to mentor teachersand collaboration with colleagues will be utilized a daily basis.

Lakeview Elementary School implements the Mentoring Induction for New Teachers (MINT) program. Eachnew teacher is assigned a mentor and professional growth team. Additionally, the leadership team providescontinual support for both new and veteran teachers through classroom visitations, modeling of lessons,and weekly planning meetings to provide instructional support. Topics discussed and reviewed at thesemeetings include classroom management strategies, professional development, research-based strategies,and data analysis.



and data analysis.

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Lakeview Elementary School has several programs, including, Title I and Title III that are used inconjunction with district funds so that the school will meet state and No Child Left Behind (NCLB)requirements. The Title I funds will also be used to hire instructional staff such as: a reading coach, regularclassroom teachers, Community Involvement Specialist, and hourly teachers for interventions. Title IIIfunds will be used to help ensure that English Language Learners (ELL) meet the academic content andEnglish proficiency standards. In addition, Title III provides students with counseling services to immigrantand/or English Language Learners (ELL) students who have experienced trauma, loss and/or haveadjustment problems due to their transition to this country.

School Wide Improvement Model


Lakeview Elementary School implements the Florida Continuous Improvement Model (FCIM). This model iscomprised of an eight (8) step data-driven process that assesses students on a regular basis forenrichment and remediation. These steps include: data disaggregation, timeline development, instructionalfocus, assessment, tutorial, enrichment, maintenance, and monitoring of the progress.

In the first step of the FCIM process, data disaggregation is accomplished by analyzing student data inorder to drive instruction and identify students in need of additional academic support, such as tutorialprograms and or enrichment.

In the second step of the FCIM process, timeline development is accomplished by implementing theDistrict's Pacing Guides for Reading, Math and Science.

In the third step of the FCIM process, the instructional focus calendar at Lakeview Elementary School willbe driven by data analysis and by aligning the Sunshine State Standards and the Competency BasedCurriculum.

In the fourth step of the FCIM process, formal and informal assessments will be administered to monitorstudent progress.

In the fifth step of the FCIM process, Lakeview Elementary School offers several tutoring opportunities forstudents. Some of these programs include: Before/After School Tutorial Program, and Evidence-basedVoyager Passport Tutorial Programs.

In the sixth step of the FCIM process, the enrichment component consists of professional development forteachers in order for them to provide students with high-quality instruction that will result in increasedstudent achievement.

In the seventh step of the FCIM process, the maintenance component consists of ensuring compliance ofthe school improvement plan and readjustment, if necessary.

In the eighth step of the FCIM process, Lakeview Elementary School monitors progress at the school sitethrough various formal and informal assessments such as baseline, interim, and weekly assessments toensure high student achievement and compliance to the school improvement plan. Professional



development is provided for those in need of increasing student achievement. Professional developmentactivities include data analysis, reading, mathematics, science and writing in order to enhance studentperformance.

The administration working cohesively with the Leadership Team is responsible for ensuring that all steps ofthe FCIM are being implemented and that appropriate professional development is provided for those inneed to ensure the academic success of all students.

NCLB Public School Choice


Lakeview Elementary School provides written notification to parents in English, Spanish, and Haitian Creole.In order to inform parents of their child's academic progress, interim reports are sent home every month.Through monthly newsletters, Connect-Ed messages, monthly PTA meetings, monthly EESAC meetingsand home school communication letters, parents will receive up to date information on events going on atthe school and in the community. These notification letters are also sent home in all three languages toinform parents of upcoming events and important dates to remember, such as Open House, Title I ParentOrientation Meetings, and monthly Parent Workshops. Additionally, Lakeview Elementary provides parentsinformation through the Title I Community Involvement Specialist who conducts home visits, maintainsparent telephone logs, and coordinates an interactive Parent Resource Center.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


Lakeview Elementary School offers a Voluntary Pre-Kindergarten (VPK) program. The Houghton MifflinEarly Growth Indicators Benchmark Assessment is administered to all preschoolers as an initial diagnosticand a final assessment tool as they prepare to transition to kindergarten. Low-performing students aretargeted early. Once identified, certified teachers work with low-performing students using High/Scopestrategies and the Houghton Mifflin Pre-K program curriculum in order to provide developmentallyappropriate instruction to all students. Funding to support the remediation and diagnostic instrumentcomes from a District grant. The staff provides parents with packets of activities, registration materials,and workshops to train parents to assist their children at home. Lakeview Elementary provides strategiesto be utilized by the parents at home to prepare their children to make a smooth transition tokindergarten. The program success is evident by scores from the kindergarten administration of the FloridaKindergarten Readiness Screener (FLKRS) and the Dynamic Indicators of Basic Early Literacy Skills(DIBELS).

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


An important component of Lakeview Elementary’s school wide staff development is the supportiveframework that provides high-quality professional development tailored to the challenges facing novice andearly-career teachers, administrators, support and student services personnel. School utilizes theMentoring Induction for New Teachers (MINT) program and adheres to the policies and procedures setforth in the District’s (PACES) manual. At the beginning of the school year, new teachers are identified andscheduled to participate in both District and site-sponsored orientations to familiarize them with MiamiDade County Public Schools' policies and procedures and facilitate their success in their new environments.Annual contract teachers are assigned a Professional Growth Team (PGT) comprised of members that aremutually agreed upon by them and the site administration Scheduling accommodations are made for



mutually agreed upon by them and the site administration. Scheduling accommodations are made formentoring teachers so that they can assist annual teachers in: (1) lesson planning; (2) successful teachingpractices [via collegial classroom visitations]; and (3) rendering support that focuses on the successfulcompletion of teaching requirements. The Annual Teacher’s activities are documented in activity logs whichare maintained by the Professional Growth Teams to relate necessary feedback for growth. Additionalassistance is given by administration during informal and formal classroom visitations. District EducationalSpecialists provide teachers with classroom resources, data analysis, classroom demonstration lessons,and on-site professional development. Lakeview Elementary’s administrative team reviews all beginningteachers’ progress at weekly grade level or data analysis meetings. Administrators also identify teachers inneed of assistance through classroom walkthroughs. Assistance is identified and addressed throughprofessional development. Release time is provided to allow peer observations for both mentor andmentee.

No Attached Teacher Mentoring List

Extended Learning Opportunities


The students at Lakeview Elementary School are provided with extended learning opportunities. Some ofthese programs include: Before and After School Tutorial Programs and Academic Excellence Program(AEP). The goal of these programs is for students to meet high levels of achievement and demonstratelearning gains. Students identified Level 1 and 2 are offered before/after school, and Saturday tutorialprogram allocated using Title I funds and Sunshine State Standards Tutorial Funds. Title III funds are usedfor intervention programs for ELL students. Students are grouped according to ability based on FCAT andSAT scores. Progress is monitored to address learning deficiencies of students using adiagnostic/prescriptive approach to ensure proper placement for instruction. During weekly departmentmeetings, results are disseminated and analyzed with department chairs, administrators and teachers.

SCHOOLS GRADED C OR BELOW

Professional Development

Professional Development that will be provided this year to support enhanced and differentiatedinstructional strategies includes: 1) Achieve 3000 training, CRISS strategies, Vertical Articulation training,FCAT Best Practices, Reciprocal Teaching, Differentiated Instruction training, Voyager Passport and VoyagerTicket to Read training.

Disaggregated Data

The Leadership Team/teachers will disaggregate data from bi-weekly benchmark assessments, Districtinterim assessments, and schoolwide testing to determine the instructional needs and progress ofstudents. The Leadership Team meets weekly with classroom teachers to discuss assessment results todetermine the effectiveness of instructional strategies and to formulate small groups for explicit skillsinstruction and realign focus calendar to meet the needs of the students.

Informal and Formal Assessments

Bi-Weekly Benchmark Assessments Quarterly Interim Assessments (October and January) Progress Monitoring- (September, January, April) Bi-Weekly Ongoing Progress Monitoring FCAT Assessment (February-March) Weekly Teacher Made Tests



Alternative Instructional Delivery Methods

Small group Instruction Pull-out Tutorials Cooperative Learning Groups One-on-one individual teacher directed instruction Hands-on Instructional activities Technology assisted programs such as Reading Plus, Achieve 3000, FCAT Explorer and Voyager

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

Academic and Career Planning

GOALS

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



*Needs Assessment: Sixty-nine percent of students scored at or above grade level, this was a 13%decrease in comparison to the 2007 FCAT Reading Assessment. The subgroup ofEnglish Language Learners did not make AYP. All other subgroups met AYPtargets. Forty-seven percent of the lower 25% made learning gains. Fifty-onepercent of students in grades 3-5 made learning gains in reading. Scores indicatethat third grade students' mean score by content during the 2007-2008 schoolyear were: Words/Phrases 63 percent (a 15 percentage point decrease from2006-2007), Main Idea/Authors/Purpose 64 percent (a 1 percentage pointdecrease from 2006-2007), Comparisons 60 percent (a 11 percentage pointdecrease from 2006-2007), Reference/Research 60 percent (a 10 percentagepoint increase from 2006-2007).

Scores indicate that fourth grade students mean score by content during the2007-2008 school year were: Words/Phrases 57 percent (a 23 percentagepoint decrease from 2006-2007), Main Idea/Purpose 57 percent (a 7percentage point decrease from 2006-2007), Comparisons 50 percent (a 21percentage point decrease from 2006-2007), Reference/Research 50 percent (a25 percentage point decrease from 2006-2007).

Scores indicate that fifth grade students mean score by content during the 2007-2008 school year were: Words/Phrases 63 (a 7 percentage point increase from2006-2007), Main Idea/Purpose 67 (a 10 percentage point increase from 2006-2007), Comparisons 64 percent (a 3 percentage point decrease from 2006-2007), Reference/Research 60 a 15 percentage point decrease from 2006-2007).

*Objective: 1.Given instruction using the Sunshine State Standards, 65 percent of students ingrades 3-5 will score at Achievement Level 3 or higher on the 2009 FCATReading Test.

2.Given instruction using the Sunshine State Standards, 65 percent of the EnglishLanguage Learners subgroup in grades 3-5 will score at Achievement Level 3 orhigher on the 2009 FCAT Reading Test.

*Strategies: 1.Implement the Florida Continuous Improvement Model for school reform byadministering bi-weekly, monthly, and District Interim assessments aligned to theSunshine State Standards tested benchmarks, and implement a datamanagement system to score assessments, generate disaggregated datareports to redirect classroom instruction, and for placement of students in flexibletutorial groups. 2. Identify the students in the ELL subgroup at Achievement Level 1 or 2 of theFCAT Reading Test, as delineated in adequate yearly progress disaggregated datato target reading deficiencies. 3. Implement before/after/Saturday tutorial programs to address the readingdeficiencies of students, using a diagnostic/prescriptive approach. 4. Implement a 70% and above Club to recognize students for improvement andsuccesses in reading. 5. Utilize computer assisted programs in reading such as Accelerated Reader,Voyager Ticket to Read, Reading Plus, and Riverdeep. 6. Implement a departmentalized approach to teaching reading area soinstructional staff become experts in their respective benchmarks. Teachers in allgrade levels will consistently focus on the cluster of Main Idea/Purpose andinstruct the remaining clusters of Comparisons, Words/Phrases, andReference/Research according to the timeline identified in the Instructional FocusCalendar in reading. 7. Utilize KidBiz Achieve 3000 to individualize interventions for low-performingELL students.

*Evaluation: Formative: The Dynamic Indicators of Basic Early Literacy Skills (DIBELS), FLKRS,Bi-weekly Assessments, Monthly Assessments, District Interim Assessments,Portfolio Assessments

Summative: 2009 FCAT Reading Assessment

*Evidence-based Evidence-based programs that will be used are:



Program(s):Houghton Mifflin's Legacy of Literacy Voyager Passport Voyager Ticket to Read Reading Plus

*ProfessionalDevelopment:

October: Voyager Passport October: Voyager Ticket to Read December: Reciprocal teaching October through February: KidBiz Achieve 3000, Reading Plus October through April: FCAT Best Practices, Reciprocal Teaching October through April: The Big Five October through April: Vertical Articulation

In compliance with the Florida Professional Development System EvaluationProtocol, resource personnel will complete the online evaluation that monitorsthe implementation of professional development in the areas of planning,delivery, follow-up, and evaluation

Budget:

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

Description of Resources Funding Source AvailableAmount

Houghton Mifflin Legacy of Literacy.Voyager Passpor

District $0.00

Total: $0.00

Technology


Voyager Ticket to Read. Achieve 3000 District $0.00

Total: $0.00



Voyager Passport Voyager Ticket toRead District $0.00

Total: $0.00

Other


Additional Title 1 funds will be utilizedfor Tutrial Programs in reading,mathematics, writing, and science.

Title 1 $23,000.00

Total: $23,000.00

Final Total: $23,000.00

*Non-Highly QualifiedInstructors:

The teachers at Lakeview Elementary are highly qualified certified in-fieldinstructors.

End of Reading Goal

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

*Needs Assessment: Sixty-eight percent of students are at or above grade level in mathematics; thisis a 1% decrease when compared to the 2007 FCAT Mathematics Assessment.The subgroup of Black did not make AYP. Fifty-seven percent of the lower 25%



made learning gains. Fifty eight percent of students made a year’s worth ofprogress. Scores indicate that third grade students mean score by content duringthe 2007-2008 school year were: Number Sense 67% (a 9 percentage pointincrease from 2006-2007) , Measurement 63% (no point increase/decreasefrom 2006-2007), Geometry 71% (no percentage point increase/decrease from2006-2007), Algebraic Thinking 50% (no percentage point increase/decreasefrom 2006-2007), Data Analysis 71% (no percentage point increase/decreasefrom 2006-2007).

Scores indicate that fourth grade students mean score by content during the2007-2008 school year were: Number Sense 55% (no percentage pointincrease/decrease from 2006-2007), Measurement 63% (no percentage pointincrease/decrease from 2006-2007), Geometry 57 % (a 14 percentage pointdecrease from 2006-2007), Algebraic Thinking 57% (no percentage pointincrease/decrease from 2006-2007), Data Analysis 71 (a 14 percentage pointincrease from 2006-2007).

Scores indicate that fifth grade students mean score by content during the 2007-2008 school year were: Number Sense 38% (no percentage pointincrease/decrease from 2006-2007) , Measurement 55 % (a 10 percentagepoint increase from 2006-2007), Geometry 54% (no percentage pointincrease/decrease from 2006-2007), Algebraic Thinking 55 % (a 19 percentagepoint increase from 2006-2007), Data Analysis 50 % (a 8 percentage pointincrease from 2006-2007).

*Objective: 1.Given instruction using the Sunshine State Standards, 68 percent of students ingrades 3-5 will score at Achievement Level 3 or higher on the 2009 FCATMathematics Test.

2.Given instruction using the Sunshine State Standards, 68 percent of the Blacksubgroup in grades 3-5 will score at Achievement Level 3 or higher on the 2009FCAT Mathematics Test.

*Strategies: 1. School site mathematics liaison will assist teachers by sharing best practices,giving feedback, and monitoring student progress to support the coremathematics program. 2. Implement Riverdeep technology program for students scoring atAchievement Levels 1 and 2 on the 2008 FCAT administration. 3. Implement weekly, monthly, and District Interim assessments that are alignedto the Sunshine State Standards tested benchmarks. 4. Implement a data management system to score assessments, generatedisaggregated data reports to redirect classroom instruction, and for placementof students in flexible tutorial groups. 5. Identify the students in the Black subgroup at Achievement Level 1 or 2 of theFCAT Mathematics Test, as delineated in adequate yearly progress disaggregateddata, target student needs and provide interventions in the classroom. 6. Implement before/after/Saturday tutorial programs to address themathematics deficiencies of students, using a diagnostic/prescriptive approach. 7. Implement the Florida Continuous Improvement Model.

*Evaluation: Formative: Bi-weekly and Monthly Benchmark Assessments, District InterimAssessments.

Summative: 2009 FCAT Mathematics Assessment *Evidence-basedProgram(s):

Harcourt State-Adopted Mathematics Series, Riverdeep, On Target


October through January: Core mathematics program October through January: On Target

In compliance with the Florida Professional Development System EvaluationProtocol, resource personnel will complete an evaluation that monitors theimplementation of professional development in the areas of planning, delivery,follow-up, and evaluation.

Budget:





Harcourt Mathematics Series District $0.00

On Target Title 1 $6,000.00

Total: $6,000.00

Technology

Description of Resources Funding SourceAvailableAmount

FCAT Explorer Riverdeep District $0.00

Total: $0.00



No Data No Data $0.00

Total: $0.00

Other



Title 1 $22,000.00

Total: $22,000.00



The staff at Lakeview Elementary are highly qualified certified in-field instructors.

End of Mathematics Goal

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

*Needs Assessment: Ninety percent of students met standards on the 2007-2008 FCAT this was anincrease of 2% when compared to the 2007 FCAT Writing Assessment. Nostudents have scored a 6.0 in the past three years, and the proportion studentsscoring 5.0 or 5.5 was 4 percent combined. The mean score for expositorywriting decreased from 3.9 in 2006-2007 to 3.7 in 2007-2008. The narrativemean score remained the same from 2006-2007 to 2007-2008 at 3.8. Scoresindicate that students scored only 4 out 8 possible points in the area of focus; 7out of 12 points in organization; 5 out of 8 in support; and 12 out of 16 inconventions. Focus and organization are the least proficient areas.

*Objective: Given instruction using the Sunshine State Standards, 91 percent of students ingrade 4 will score at Achievement Level 3.5 or higher on the 2009 FCAT WritingTest.

*Strategies: 1. Provide coaching and mentoring with the implementation of the monthlyprompts, interpretation of the U-6 Scoring Rubric, analysis of student papers, andspecific strategies to guide instruction to ensure writing gains. 2. Administer and analyze the District's Pre- and Post- Test narrative/expositorywriting prompts. 3. Use analyzed data from the District's Pretest narrative/expository writingprompts to establish differentiated instruction groups during before schooltutoring. 4. Incorporate writing throughout all content areas including strategies specific toeach subgroup. 5. Provide monthly writing clinics for students whose responses indicateadditional instruction is needed for improvement. 6. Conduct writing clinics on a monthly basis to address focus and organization. 7. Conduct writing clinics on a monthly basis to address the needs of EnglishLanguage Learners.



8. Implement the Florida Continuous Improvement Model for school reform.

*Evaluation: Formative: Monthly Writing Assessments and District Writing Assessments

Summative: 2009 FCAT Writing Assessment

*Evidence-basedProgram(s):

Houghton-Mifflin Writing Component


October: District Staff Professional Development for one third or fourth gradeteacher October through December: FCAT Writing Best Practices, the core writingprogram. In compliance with the Florida Professional Development System EvaluationProtocol, resource personnel will complete an evaluation that monitors theimplementation of professional development in the areas of planning, delivery,follow-up, and evaluation.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



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: Forty-three percent of students are at or above grade level in Science.Improvement was shown in the area of Physical Science. Scores increased from58% correct in 2006-2007 to 67% correct in 2007-2008. In Earth/Space,scores decreased from 53% correct to 50%. In Life/Environmental Science,scores increased from 58% to 62 % correct. In Scientific Thinking, scoresincreased from 50% to 58% correct. The least proficient content cluster is Earthand Space Science.

*Objective: Given instruction using the Sunshine State Standards, fifty percent of students ingrade 5 will score at Achievement Level 3 or higher on the 2009 FCAT Science



Test.*Strategies: 1. Provide hands-on science lab activities on a weekly basis that are related to

the Sunshine State standards for students in grades kindergarten through five. 2. Engage kindergarten and first grade students in a class science fair project andsecond through fifth grade students in an individual science fair project. 3. Engage students in research projects and readings that relate to currentscience events in today's society during their science instructional block throughthe use of National Geographic and other science readers. 4. Engage ELL in hands-on science lab activities on a weekly basis. 5. Implement a departmentalized approach to teaching science so instructionalstaff become experts in their respective benchmarks. 6. Create activities which focus on the clusters of Scientific Thinking, and instructthe remaining clusters of Physical Science, Earth/Space Science, andLife/Environmental Science, according to the timeline identified in the District’sCurriculum Pacing Guide for Science. 7. Implement the Florida Continuous Improvement Model for school reform.

*Evaluation: Formative: District Interim Assessments, Bi-weekly and Monthly Benchmarkassessments

Summative: 2009 FCAT Science Assessment *Evidence-basedProgram(s):

Scott-Foresman State-Adopted Science Series


October: Reciprocal Teaching, Vocabulary Development Strategies (“Big Five”) October through January: Core science program, FCAT Best Practices, CreatingScience Fair Projects

In compliance with the Florida Professional Development System EvaluationProtocol, resource personnel will complete an evaluation that monitors theimplementation of professional development in the areas of planning, delivery,follow-up, and evaluation.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Title 1 $10,000.00

Total: $10,000.00



The staff at Lakeview Elementary are highly qualified certified in-field instructors.



End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: The 2007-2008 Parent Involvement Rosters indicate that 57 percent of theparents attended at least one in-service related to the teaching of reading,writing, mathematics, and science to acquire strategies that would assist them inhelping their child improve academically. This an increase of 4 percentage pointswhen compare to the 2006-2007 logs.

*Objective: Given the need to establish a link between school, home, and community tosupport the efforts of improved academic achievement, parental and communityinvolvement will continue to be an integral part of the school's performance byproviding additional parental in-services related to the teaching of reading,writing, mathematics and science evidenced by a 5 percent increase in thenumber of parents participating in the academic workshops during the 2008-2009 school year as compared to the parental involvement logs of the 2007-2008 school year.

*Strategies: 1. Utilize the Title I Parent Contract and the Lakeview Elementary ParentHandbook to identify parents and family roles within the school. 2. Disseminatethe District's Code of Student Conduct for Elementary Students to all families ofLakeview Elementary School. 3. Provide workshops for parents related to theteaching of reading, writing, mathematics, and science to empower them withthe skills needed to assist their child to succeed academically. 4. Send all writtennotification such as meetings and monthly parent workshops to parents in theirhome language. 5. Encourage parents' participation in decision-making groupssuch as the Parent-Teacher Association (PTA) and Educational Excellence SchoolAdvisory Council (EESAC). 6. Appoint a liaison to visit homes, mailcommunications, and coordinate parent workshops with the InstructionalImprovement Team to increase parental involvement among AYP subgroups andstudents scoring in the lowest 25 percent. 7. Provide parents with a ParentAccess Center to provide information and ideas to families about how to helpstudents at home with home learning and other curriculum-related activities,decisions and planning.

*Evaluation: National Parent Teacher Association Standards for Parent and Family ProgramsInvolvement.

*Evidence-basedProgram(s):

N/A


Monthly-Parental Academy Sessions

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00



Other



Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: Compared to neighboring schools, Lakeview Elementary percentile ranking iscurrently at 41 percent. The highest in the state is 60%.

Objective: Lakeview Elementary will rank in the 50th percentile in the State’s ROI index andcost effectiveness of its programs.

Strategies: Inventory available resources and analyze cost that is related to studentachievement.

Evaluation: Increase one percentile ranking on the next publication of the Return onInvestment Index Report.

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading Houghton Mifflin Legacy ofLiteracy. Voyager Passpor District $0.00

Mathematics Harcourt Mathematics Series District $0.00

Mathematics On Target Title 1 $6,000.00

Total: $6,000.00

Technology


Reading Voyager Ticket to Read.Achieve 3000 District $0.00

Mathematics FCAT Explorer Riverdeep District $0.00

Total: $0.00



ReadingVoyager Passport VoyagerTicket to Read District $0.00

Total: $0.00

Other

Goal Description of Resources Funding Source Available



Goal Description of Resources Funding Source Amount

Reading

Additional Title 1 funds will beutilized for Tutrial Programs inreading, mathematics, writing,and science.

Title 1 $23,000.00

Mathematics


Title 1 $22,000.00

Science


Title 1 $10,000.00

Total: $55,000.00


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 principaland an appropriately balanced number of teachers, education support employees, students (for middle, juniorhigh and high school only), parents, and other business and community citizens who are representative of theethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The Educational Excellence School Advisory Council (EESAC) at Lakeview Elementary School is comprisedof an administrator, teachers, parents, students, community members, and a business member. EESACmeets every third Thursday of each month. Stakeholders help make school wide decisions concerning thetypes of educational programs to be implemented at the school site and how to best spend studentgenerated funding for additional and supplemental instructional materials as well as special activities andgoals and objectives that impact students and our school. This committee analyzes the instructional andorganizational effectiveness of the school. EESAC also creates an action plan for school improvement thatdetails strategies for addressing areas identified through the planning process as needing improvement. Inaddition, EESAC purchases materials that enhance teachers’ and students’ performance. The EESAC is thesole body responsible for final decision-making at the school relating to the implementation of the schoolimprovement plan. The EESAC assists in the preparation and evaluation of the schools improvement planand the school’s annual budget.

SAC Members

Members

1) Sharon R. Lewis, Principal

2) Marjorie N. Fleureme, SAC Chair

3) Brenda Delphin, Student

4) Cary Solis, Student

5) Sharon R. Dames, Teacher



6) Kathy P. Gibbons-Adams, Teacher

7) Joseph P. Eberhard, Teacher

8) Shameeka T. Meredith, Teacher

9) Runette L. Sylvester, Teacher

10) Vernon Lemon, Business Member

11) Rena Mohammed, Business Member

12) Nick Decious, Business Member

13) Zandra Burton, Parent

14) Daniel Gibbons, Parent

15) Claudia LaFrance, Parent

16) Gaette Gaiti-Manuel, Parent

17) Antiquenette E. Barbary, School Support Personnel

18) Juanita Crosdale, School Support Personnel

19) Mara Kunitz, Union Steward

IMPLEMENTATION EVALUATION

Adequate progress will be met if students in all identified subgroups achieve no less than the minimumrequirements/standards set forth in the individual objectives of this school improvement plan. Theseobjectives are based on the requirements set forth by M-DCPS, Florida DOE, and the United States DOE.

At Lakeview Elementary School, we are conducting on-going monitoring of student achievement throughformal and informal assessments. Our curriculum team has developed an Instructional Focus Calendarswhich focuses on the annually assessed benchmarks at each grade level. Students are assessed weekly onthe designated benchmark for that week in both reading and mathematics. Teachers and parents receive adetailed data report on the results of each weekly test via the Edusoft Managerial Program. Furthermore,at the end of each month, students are assessed via a monthly benchmark test to be able to see student'sunderstanding of the benchmarks taught that month and make necessary curricular adjustments for thenext month.

At EESAC and faculty meetings, the administration constantly reviews the status of the implementation ofthe Florida Continuous Improvement Model. Cooperative groups work on reviewing the data provided forthat month with regards to reaching our yearly adequate learning gains and create a plan for the nextmonth on addressing academic deficiencies noted. The status of implementation of the SchoolImprovement Plan is also discussed via grade level meetings and EESAC meetings. During thesediscussions, the implementation of the set strategies is reviewed and adjustments are made as needed.

Lakeview Elementary will be assessed as a school via the mid year and end of the year review at theregional center and also by administration results of the 2009 FCAT Assessment.

REPORTING



Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

MathematicsWriting

BaselineScienceBaseline

Baseline



BaselineData

Baseline DataBaseline

DataBaseline

DataData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade LAKEVIEW ELEMENTARY SCHOOL 2821Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 229Math: 229

2007-2008 School Grade1:

C Did the Schoolmake AdequateYearly Progress?

NO

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

This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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 99 Y 60 Y 63 Y 94 92 Y NA 25 40 NA 36 37 NA 54 NA 59 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 99 Y 99 Y 58 Y 60 N 93 91 Y NA 23 42 NA 37 40 N 51 NA 56 N HISPANIC 100 Y 100 Y 66 Y 68 Y NA NA 28 34 NA 36 32 NA 58 NA 66 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 99 Y 59 Y 62 Y 94 91 Y NA 25 41 NA 36 38 NA 53 NA 59 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 53 N 63 Y Y NA 32 47 N 36 37 NA 50 N 60 NA

STUDENTS WITHDISABILITIES 98 Y 97 Y NA NA NA NA NA NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade LAKEVIEW ELEMENTARY SCHOOL 2821Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 239Math: 239


A Did the Schoolmake AdequateYearly Progress?

YES


This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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 75 Y 64 Y 93 94 Y NA 32 27 NA 42 36 NA 72 NA 69 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 77 Y 63 Y 93 93 Y NA 30 25 NA 43 37 NA 72 NA 68 NA HISPANIC 100 Y 99 Y 72 Y 64 Y NA NA 31 NA 42 36 NA 72 NA 69 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED

100 Y 100 Y 75 Y 64 Y 92 94 Y NA 31 28 NA 43 36 NA 72 NA 70 NA


100 Y 100 Y 68 Y 64 Y Y NA 32 42 NA 47 36 NA 68 NA 68 NA

STUDENTS WITHDISABILITIES 100 Y 97 Y NA NA NA NA NA 65 NA NA NA

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade LAKEVIEW ELEMENTARYSCHOOL 2821

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

Read: 212Math: 212


A Did the Schoolmake AdequateYearly Progress? 5

YES


This section shows theimprovement for each group usedto determine AYP via safe harbor(Part b2).

Group








SafeHarborReading


SafeHarborMath

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 70 Y 58 Y 91 93 Y NA 48 30 NA 55 42 NA

WHITE NA NA NA NA NA NA NA NABLACK 100 Y 100 Y 73 Y 57 Y 91 93 NA NA 50 27 NA 56 43 NAHISPANIC 100 Y 100 Y 62 Y 58 Y NA NA 39 38 NA 53 42 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 71 Y 57 Y 90 92 NA NA 47 29 NA 55 43 NA


99 Y 100 Y 66 Y 53 Y NA NA 48 34 NA 62 47 NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA

Dade School DistrictLAKEVIEW ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

69% 68% 90% 43% 270

Writing and Science: Takes into account the % scoring 3.5and above on Writing and the % scoring 3 and above onScience. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

51% 58% 109

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

Adequate Progressof Lowest 25% inthe School?

47% (NO) 57% (YES) 104 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 483 Percent Tested =99% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

82% 69% 88% 54% 293

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

77% 61% 138


Adequate Progressof Lowest 25% inthe School?

82% (YES) 77% (YES) 159 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 590 Percent Tested =99% Percent of eligible students tested

School Grade A Grade based on total points, adequate progress, and % ofstudents tested


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 81% 66% 91% 238

Writing: Takes into account % scoring 3.5 and above.Sometimes the District writing average is substituted for thewriting average.

% of Students MakingLearning Gains 81% 81% 162


Adequate Progress of Lowest25% in the School? 83% (YES) 83 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 483 Percent Tested = 100% Percent of eligible students tested

School Grade A Grade based on total points, adequate progress, and % ofstudents tested



Documents

2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/2821.pdf · Via technology, application procedures are being streamlined to provide a more